- File Size: 3085 KB
- Print Length: 193 pages
- Publisher: Wiley; 1 edition (June 10, 2009)
- Publication Date: June 10, 2009
- Sold by: Amazon.com Services LLC
- Language: English
- ASIN: B002DOSB3Y
- Text-to-Speech: Enabled
- Word Wise: Enabled
- Lending: Enabled
- Amazon Best Sellers Rank: #127,365 Paid in Kindle Store (See Top 100 Paid in Kindle Store)
Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom 1st Edition, Kindle Edition
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From the Back Cover
"Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents—anyone who cares about how we learn—should find his book valuable reading."
—Wall Street Journal
"Just like his Ask the Cognitive Scientist column, Dan Willingham's book makes fascinating but complicated research from cognitive science accessible to teachers. It is jam packed with ideas that teachers will find both intellectually rich and useful in their classroom work."
—Randi Weingarten, president, American Federation of Teachers
"This readable, practical book by a distinguished cognitive scientist explains the universal roots of effective teaching and learning. With great wit and authority it practices the principles it preaches! It is the best teachers' guide I know of—a classic that belongs in the book bag of every teacher from preschool to grad school."
—E. D. Hirsch, Jr., university professor emeritus, University of Virginia
"Dan Willingham, rare among cognitive scientists for also being a wonderful writer, has produced a book about learning in school that reads like a trip through a wild and thrilling new country. For teachers and parents, even students, there are surprises on every page. Did you know, for instance, that our brains are not really made for thinking?"
—Jay Mathews, education columnist, The Washington Post
"Educators will love this wonderful book—in clear and compelling language, Willingham shows how the most important discoveries from the cognitive revolution can be used to improve teaching and inspire students in the classroom."
—John Gabrieli, Grover Hermann Professor of Health Sciences, Technology, and Cognitive Neuroscience, Massachusetts Institute of Technology
"Scientists know so much more than we knew thirty years ago about how children learn. This book offers you the research, and the arguments, that will help you become a more effective teacher."
—Joe Riener, English teacher, Wilson High School, Washington, D.C.
Why Don't Students Like School? now comes with online discussion questions. Go to www.josseybass.com/go/willingham.
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science, as well as some of his views and suggestions. Given that the overall reasons why students do not like school are somewhat intractable, the question becomes, for us as teachers and parents, what can we understand about this, and how can our work improve student understanding and progress through school? He supplies a very well-organized book for the intended audience: Focused and systematic, and yet, at the same time, appealing to us via anecdotes and literary devices (such as typical types of puzzles that many people can relate to) to avoid making his discussion too dry and authoritative. I have encountered much of what he discussed in previous reading, but the book has clear and helpful suggestions, extremely well-organized, and is a quick read, so I did not find the review to be boring or unhelpful. I feel this is a worthwhile book for the intended audience, despite skirting the edge of a pedestrian presentation. He is also careful to support his views with references to scientific work, including articles and books of possible interest.
I am a student of the education-neuroscience paradigm. Education is great for many of the myths that have become part of our culture i.e. left/right brain personalities, the ability to multi-task. The discussion here not only dispels those myths but tells you why and what the implications are for your classroom.
The section I enjoyed the most was the discussion of Howard Gardner's multiple intelligences. As a new educator back in the early 1990s, Gardner's definition of seven intelligences was all the rage in progressive education. As I studied Gardner I questioned the application of his theories in the classroom. Here Willingham answers my questions while respecting Gardner's work.
I have to say that I was also a little surprised in that I was expecting this book to be a refutation of a lot of the stuff that I had learned in my other educational classes. But what I actually found was that it was actually suggesting some of the same things but in a much clearer and less convoluted way. That seems to be the problem with a lot of educational literature the authors seem very self conscious about what they are saying and feel the need to use a bunch of confusing jargon and site all these studies to prove that what they are saying is relevant. That is not the case at all with this book and the result is something that is actually readable that doesn't require to buy some new educational product or start calling something that you have been doing for a long time by a different name. I highly recommend this book.
Top international reviews
I am about to start my classroom practice and o am looking forward to the oportunity to put this book into practice
Willingham casts light where previously there were shadows.
This is a book that has a permanant place on my bookshelf, and I've ordered another copy to share with colleagues.