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Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom
 
 
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Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom (Hardcover)

by Daniel T. Willingham (Author)
5.0 out of 5 stars  See all reviews (2 customer reviews)
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Product details

  • Hardcover: 192 pages
  • Publisher: Jossey Bass (7 April 2009)
  • Language English
  • ISBN-10: 0470279303
  • ISBN-13: 978-0470279304
  • Product Dimensions: 23.1 x 15.5 x 2.3 cm
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon.co.uk Sales Rank: 244,917 in Books (See Bestsellers in Books)

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    #51 in  Books > Study Books > Undergraduate & Postgraduate > Reference > Questions & Answers

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Product Description

Review

"But 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, April 29, 2009)


Product Description

Kids are naturally curious, but when it comes to school it seems like their minds are turned off. Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?

Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. This book will help teachers improve their practice by explaining how they and their students think and learn revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.

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2 of 3 people found the following review helpful:
5.0 out of 5 stars Exposing the 'critical thinking skills' myth..., 24 May 2009
By T. Burkard (Norwich, England) - See all my reviews
(REAL NAME)   
Ever since New Labour came to power in 1997, professional educators and administrators have been assiduously promoting radical changes designed to renew the progressive agenda which was thoroughly discredited in the 1980s and 1990s. They've dressed up tired old ideas with new slogans: our children are now supposed to be learning '21st century skills' and 'learning to learn'. Instead of child-centred learning, we now have 'personalised learning'--in their fantasy world, these people really seem to believe that teachers have the time to design lessons which match each child's 'learning style'. High school teachers often have to teach over 200 pupils--one can only wonder what fantasy world our educators (and New Labour) live in.

Of course, our progressive educators make it sound very convincing, citing numerous studies conducted at the Institute of Education and other prestigous institutions. However, educators live in a hermetically-sealed world, where other serious disciplines are generally ignored. Dan Willingham, a distinguished American cognitive scientist, exposes the fraudulent nature of progressive mythology. Children cannot learn all-purpose 'critical thinking skills'--why anyone supposed they could is a complete mystery. If you want to master any serious academic discipline, there aren't any shortcuts: you really do need to know a lot. The web won't help you--if you don't know a lot about a subject already, the information you find won't mean much to you.

This book is superbly written. Willingham makes his points with well-chosen examples. It is written at the level of the educated lay reader--it's a good introduction to a complex subject, and it deals with learning at a level that parents and teachers will be able to understand. If you have any interest at all in education, buy this book--it will open your eyes.
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5.0 out of 5 stars great book for all teachers and students, 30 Oct 2009
By CANI (London, UK) - See all my reviews
I am a teacher, and this book is great, i wish i had this when i did my PGCE. Some of the ideas are obvious like practicing, while others are not such as learning styles are not needed. Yet it goes in to great detail and gives good reasons why he suggests what he does. It also explains how we learn.

Recommand for teachers new and experienced and even students and parents.
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