Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom Paperback – 9 April 2010
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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.
About the Author
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I am about to start my classroom practice and o am looking forward to the oportunity to put this book into practice
Top international reviews
Background knowledge is vital for interpretation of what one learns and understanding concepts depends on understand logical processes that are the methods for unravelling complex mathematics. Learning is a life time mission because insight and understanding develop over time.
It is a book for teachers and students alike.
There are discussions of why concepts are difficult, What are the memory reasons for learning failures? Why do they fail to generalize. His entire story is based on a well-informed set of psychology studies related to this issue.
The author provide interesting analyzes of many teaching sources of difficulties. He also gives recommendations for teaching based on all this science. These recommendations are well motivated. I'd say that overall they constitute of directions, a background of attitudes towards learning and teaching.
In this sense, the book will be extremely useful as a source of inspiration.
Daniel Willingham has written an amazing book both in terms of scientifically and easily explaining how the learning process works, and in terms of composing the book itself following his preached principles of how to present new material -- therefore reading it is surprisingly smooth, efficient and pleasant.
I'm a busy teacher, yet I read it surprisingly fast. I'd recommend it to all teachers interested in making their lessons truly enjoyable and efficient. Willingham explains how to work in unison with the brain to achieve this. I found the information he provides down-to-earth, scientific and trustworthy. And I loved the way he addresses particular and difficult issues, such as why some students from disadvantaged families do poorly in school (lack of backgroud information to which to make connections) and how this can be cured (read, read, read). He also goes into detail as to how interest gets piqued, maintained, deepened and used.
It's high time we, as teachers, found out how the organ we train (the brain)actually operates, what assists it and hinders it. I was shocked his book wasn't in my university curricula, nor any similar cognitive science input. This is basic knowledge we have to have and use. I really appreciate his great work.