Why Don t Students Like School

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 ...

Author: Daniel T. Willingham

Publisher: John Wiley & Sons

ISBN: 9780470730454

Category: Education

Page: 240

View: 802

Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Nine, easy-to-understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts How an understanding of the brain's workings can help teachers hone their teaching skills "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

The Reading Mind

This book should be standard fare in every doctoral education course on reading." —Isabel L. Beck, Professor Emerita, School of Education, University of Pittsburgh "This is another of Willingham's essential books for educational ...

Author: Daniel T. Willingham

Publisher: John Wiley & Sons

ISBN: 1119301378

Category: Education

Page: 256

View: 475

A Map to the Magic of Reading Stop for a moment and wonder: what's happening in your brain right now—as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? Why does it matter? The Reading Mind is a brilliant, beautifully crafted, and accessible exploration of arguably life's most important skill: reading. Daniel T. Willingham, the bestselling author of Why Don't Students Like School?, offers a perspective that is rooted in contemporary cognitive research. He deftly describes the incredibly complex and nearly instantaneous series of events that occur from the moment a child sees a single letter to the time they finish reading. The Reading Mind explains the fascinating journey from seeing letters, then words, sentences, and so on, with the author highlighting each step along the way. This resource covers every aspect of reading, starting with two fundamental processes: reading by sight and reading by sound. It also addresses reading comprehension at all levels, from reading for understanding at early levels to inferring deeper meaning from texts and novels in high school. The author also considers the undeniable connection between reading and writing, as well as the important role of motivation as it relates to reading. Finally, as a cutting-edge researcher, Willingham tackles the intersection of our rapidly changing technology and its effects on learning to read and reading. Every teacher, reading specialist, literacy coach, and school administrator will find this book invaluable. Understanding the fascinating science behind the magic of reading is essential for every educator. Indeed, every "reader" will be captivated by the dynamic but invisible workings of their own minds.

Raising Kids Who Read

Like Willingham's much-lauded previous work, Why Don't Students Like School?, this new book combines evidence-based analysis with engaging, insightful recommendations for the future.

Author: Daniel T. Willingham

Publisher: John Wiley & Sons

ISBN: 1118769724

Category: Education

Page: 240

View: 220

How parents and educators can teach kids to love reading in the digital age Everyone agrees that reading is important, but kids today tend to lose interest in reading before adolescence. In Raising Kids Who Read, bestselling author and psychology professor Daniel T. Willingham explains this phenomenon and provides practical solutions for engendering a love of reading that lasts into adulthood. Like Willingham's much-lauded previous work, Why Don't Students Like School?, this new book combines evidence-based analysis with engaging, insightful recommendations for the future. Intellectually rich argumentation is woven seamlessly with entertaining current cultural references, examples, and steps for taking action to encourage reading. The three key elements for reading enthusiasm—decoding, comprehension, and motivation—are explained in depth in Raising Kids Who Read. Teachers and parents alike will appreciate the practical orientation toward supporting these three elements from birth through adolescence. Most books on the topic focus on early childhood, but Willingham understands that kids' needs change as they grow older, and the science-based approach in Raising Kids Who Read applies to kids of all ages. A practical perspective on teaching reading from bestselling author and K-12 education expert Daniel T. Willingham Research-based, concrete suggestions to aid teachers and parents in promoting reading as a hobby Age-specific tips for developing decoding ability, comprehension, and motivation in kids from birth through adolescence Information on helping kids with dyslexia and encouraging reading in the digital age Debunking the myths about reading education, Raising Kids Who Read will empower you to share the joy of reading with kids from preschool through high school.

Learn or Die

... Scott B. Shadrick, and Michael I. Prevou, “Think Like a Commander Prototype:
Instructor's Guide to Adaptive Thinking,” ... Heuristics and Biases,” Science 185,
4157 (1974): 1124–1131; Daniel T. Willingham, Why Don't Students Like School
 ...

Author: Edward D. Hess

Publisher: Columbia University Press

ISBN: 0231538278

Category: Business & Economics

Page: 288

View: 563

To compete with today's increasing globalization and rapidly evolving technologies, individuals and organizations must take their ability to learn—the foundation for continuous improvement, operational excellence, and innovation—to a much higher level. In Learn or Die, Edward D. Hess combines recent advances in neuroscience, psychology, behavioral economics, and education with key research on high-performance businesses to create an actionable blueprint for becoming a leading-edge learning organization. Learn or Die examines the process of learning from an individual and an organizational standpoint. From an individual perspective, the book discusses the cognitive, emotional, motivational, attitudinal, and behavioral factors that promote better learning. Organizationally, Learn or Die focuses on the kinds of structures, culture, leadership, employee learning behaviors, and human resource policies that are necessary to create an environment that enables critical and innovative thinking, learning conversations, and collaboration. The volume also provides strategies to mitigate the reality that humans can be reflexive, lazy thinkers who seek confirmation of what they believe to be true and affirmation of their self-image. Exemplar learning organizations discussed include the secretive Bridgewater Associates, LP; Intuit, Inc.; United Parcel Service (UPS); W. L. Gore & Associates; and IDEO.

Choice

Publication of the Association of College and Research Libraries, a Division of
the American Library Association ... S . T . Schroth , Knox College 47 - 0421
LB1060 2008 - 43493 CIP Willingham , Daniel T . Why don ' t students like school
?

Author:

Publisher:

ISBN:

Category: Academic libraries

Page:

View: 305


Facilitating Seven Ways of Learning

A Resource for More Purposeful, Effective, and Enjoyable College Teaching
James R. Davis, Bridget D. Arend ... 3 (1968): 273–81, as quoted in Daniel T.
Willingham, Why Don't Students Like School? A Cognitive Psychologist Answers
 ...

Author: James R. Davis

Publisher: Stylus Publishing, LLC

ISBN: 1579228437

Category: Education

Page: 326

View: 899

For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching. Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies. The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience. The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher’s facilitation role, and covers assessment and online use. The seven ways of learning are: Behavioral Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning. Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the “seven ways” to adapt or adopt further strategies. This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centers for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching.


Freedom to Teach and Learn Literature

Concept maps in the classrooms: schools, teachers, and literature 1.1 Why do
schools and teachers have such an impact on the lives of so many? Why do
schools ... 6 WILLINGI-IAM, Daniel T. Why dont students like school? San
Francisco: ...

Author: Marli Merker Moreira

Publisher: Palibrio

ISBN: 1617640492

Category: Education

Page: 118

View: 736

This book is based on the author's practice in teaching and learning literature. It approaches this subject as a privileged context for critical thinking, knowledge construction, and autonomy both for teachers and learners. It emphasizes practice though linking it with theory. Readers will fi nd many examples to clarify explanations. It presents concept mapping as a powerful tool to facilitate one's expression of thinking+feeling+acting when experiencing a literary text. The book offers the opportunity of a hands-on participation in working with concept maps and of interacting with the author through email, if the reader feels like doing it. The aim here is to suggest ways to achieve a context of freedom and autonomy in literature classes as well as to encourage more readers to love reading and literature.

Teaching Process Writing with Computers

I hate school . 1 . Initial keyboarding and word processing skills should be
Teacher : Why don ' t you write about why you hate school ? taught separately
from writing instruction . Slowly the student writes : The reason I do not like school
is ...

Author: Randy Boone

Publisher: International Society for Technology in educ

ISBN:

Category: Anglais (Langue) - Composition et exercices - Enseignement assisté par ordinateur

Page: 212

View: 223

Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t.

In the Zone

Willingham, DT (2009) Why Don't Students Like School?[online] Available at:
www.ernweb.com/ educational-research-articles/why-dont-students-like-
schoolby-daniel-willingham (accessed 2 January 2020). 6. THE TERROR OF
ERROR ...

Author: Mike Lansdown

Publisher:

ISBN: 1913063887

Category: Education

Page: 160

View: 885

At a time when test and examination results still dominate the educational landscape, there is a need to focus on, and support teachers with, the real meaning and purpose of learning. In the Zone concerns itself with important aspects of learning that are not always prominent in government policy and legislation. In particular it argues that challenge is an essential element of true learning, without which there can be no progress. It brings together supportive materials aimed at encouraging teachers to reflect on their present practice, take sensible risks with their teaching, and understand the importance of enjoyment and engagement for both teachers and pupils. Importantly, the book is fully up to date with the new Ofsted Education Inspection Framework and current thinking around positive pupil mental health.

Creating a Classroom Culture That Supports the Common Core

As educators, we need to be intentional about the questions we ask our students
and the strategies we employ to ... Daniel Willingham, author of Why Don't
Students Like School? sums it up well, “Sometimes I think that we, as teachers,
are so ...

Author: Bryan Harris

Publisher: Routledge

ISBN: 1317909267

Category: Education

Page: 108

View: 147

Is your classroom culture conducive to the expectations of the Common Core? Teaching content is not enough; students need a classroom structure and atmosphere that will help them learn key academic skills. This practical book will show you how to transform your classroom culture, raise the level of rigor, encourage higher-level questioning and critical thinking, and promote academic discussions. You will also find out how to adjust your classroom management techniques so that students learn to regulate themselves while completing these higher-level tasks. Special Features in Each Chapter: Key Idea—a summary of the essential idea that will be addressed in the chapter Practical strategies—a variety of easy-to-implement ideas that you can try right away Connections to the Common Core State Standards—how the skills taught in this book will help students meet the standards Reflection Questions—thoughtful questions that will help teachers apply their learning to their own classrooms. These questions can be answered independently or used in book study groups. Extend Your Knowledge—creative ideas for extending your knowledge beyond the ideas in this book

Brain Powered Strategies to Engage All Learners

Why don't students like school : A cognitive scientist answers questions about
how the mind works and what it means for the classroom . San Francisco , CA :
Jossey - Bass . Willis , J. 2010. The current impact of neuroscience on teaching
and ...

Author: LaVonna Roth

Publisher: Shell Education

ISBN: 9781425807726

Category: Education

Page: 344

View: 345

Benefit from current brain research in a practical, strategy-based approach which provides insight to how students learn most effectively. Brain-based and engaging strategies are included that incorporate movement, kinesthetic learning, organization and graphic organizers, brainstorms and critical thinking, and writing. The included lessons are provided for grades K-2, 3-5, and 6-8 and are aligned with Bloom's Taxonomy. Digital resources are also included containing reproducible teacher resource materials and student activity pages. This resource is correlated to College and Career Readiness and other state standards.

When Can You Trust the Experts

Unlike other experts who try to persuade teachers to simply adopt their views, Willingham gives nonscientists the tools and knowledge they need to wade into the research and draw their own conclusions." —RANDI WEINGARTEN, president, ...

Author: Daniel T. Willingham

Publisher: John Wiley & Sons

ISBN: 1118233271

Category: Education

Page: 272

View: 355

Clear, easy principles to spot what's nonsense and what's reliable Each year, teachers, administrators, and parents face a barrage of new education software, games, workbooks, and professional development programs purporting to be "based on the latest research." While some of these products are rooted in solid science, the research behind many others is grossly exaggerated. This new book, written by a top thought leader, helps everyday teachers, administrators, and family members—who don't have years of statistics courses under their belts—separate the wheat from the chaff and determine which new educational approaches are scientifically supported and worth adopting. Author's first book, Why Don't Students Like School?, catapulted him to superstar status in the field of education Willingham's work has been hailed as "brilliant analysis" by The Wall Street Journal and "a triumph" by The Washington Post Author blogs for The Washington Post and Brittanica.com, and writes a column for American Educator In this insightful book, thought leader and bestselling author Dan Willingham offers an easy, reliable way to discern which programs are scientifically supported and which are the equivalent of "educational snake oil."

Developing Faculty Learning Communities at Two Year Colleges

Learners need to generate responses with minimal cues, repeatedly over time,
with varied applications. ... might start their investigation of this topic with practical
, accessible, and researchbased books such as Why Don't Students Like School?

Author: Susan Sipple

Publisher: Stylus Publishing, LLC

ISBN: 157922847X

Category: Education

Page: 224

View: 340

This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Experiential Learning

Vannoy, J., “Generality of Cognitive Complexity-Simplicity as a Personality
Construct,” Journal of Personality and Social ... American Educator, 29(2) (2005),
31–35. , Why Don't Students Like School: A Cognitive Scientist Answers
Questions ...

Author: David A. Kolb

Publisher: FT Press

ISBN: 0133892506

Category: Education

Page: 99998

View: 798

Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.

Teacher Proof

Why research in education doesn't always mean what it claims, and what you can
do about it Tom Bennett ... Daniel T. Willingham's Why Don't Students Like
School? is a must read for teachers and educators who want to survey what
science ...

Author: Tom Bennett

Publisher: Routledge

ISBN: 1135040281

Category: Education

Page: 224

View: 952

‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating Essex Do the findings from educational science ever really improve the day-to-day practice of classroom teachers? Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were born the crisis in research right now how research is commissioned and used by the people who make policy in the UK and beyond the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’t the different way that data can be analysed what happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’

Understanding the Digital Generation

London: SpringerVerlag Ltd. Prensky, M. (2006). Don't bother me mom—I'm
learning. p. ... 124, 372422. Sexton, J. (2009). Doesn't graphic design/layout
affect scanning patterns? ... Why don't students like school? A cognitive scientist
answers ...

Author: Ian Jukes

Publisher: Corwin Press

ISBN: 1452239444

Category: Education

Page: 176

View: 717

An innovative look at reshaping the educational experiences of 21st-century learners! Inspiring thoughtful discussion that leads to change, this reader-friendly resource examines how the new digital landscape is transforming teaching and learning in an environment of standards, accountability, and high-stakes testing and why informed leadership is so critical. The authors present powerful strategies and compelling viewpoints, underscore the necessity of developing relevant classroom experiences, and discuss: Attributes common among digital learners The concepts of neuroplasticity and the hyperlinked mind An educational approach that supports traditional literacy skills alongside 21st-century fluencies Evaluation methods that encompass how digital generation students process new information

The Learner Centered Curriculum

Alexandria, VA: Association for Supervision and Curriculum Development. Wilen-
Daugenti, T. (2009). .edu: Technology and learning environments in higher
education. New York: Lang. Willingham, D. (2009). Why don't students like school
: A ...

Author: Roxanne Cullen

Publisher: John Wiley & Sons

ISBN: 1118171020

Category: Education

Page: 272

View: 553

Praise for The Learner-Centered Curriculum "Cullen, Harris, and Hill provide a clear and practical framework for addressing the root of the problems of today's universities. The authors provide a lucid, actionable, and evidence-based prescription for building an integrated learning system to replace the hodgepodge of miscellany that we have inherited. They illustrate the kind of conversations and transformations that could raise the value of and change the prospects for higher education."—John Tagg, author, The Learning Paradigm College "This book offers a powerful, realistic, and much-needed plan for changing how learning happens in higher education. Anyone concerned about improving teaching and students' learning needs to read this book!"—Terry Doyle, author, Helping Students Learn in a Learner-Centered Environment "To help achieve the imperative to make our universities more learner-centered, the authors focus on curriculum redesign and offer a solid theoretical approach combined with applied skills that institutional leaders and faculty can use to attain their goals. Shared governance, autonomous learning, assessment, technology, and physical space are among the elements discussed in this excellent book that universities will need to consider when developing a new curriculum that is more learner-centered."—Jolene Koester, president, California State University, Northridge "Cullen, Harris, and Hill provide a thought-provoking resource with the compelling advantages and frameworks to create twenty-first-century student-centered, knowledge-centered, assessment-centered, and community-centered curriculum. This is a must-read for faculty and administrators committed to transforming their curriculum in order to educate better prepared graduates."—Deborah L. Ford, chancellor, University of Wisconsin-Parkside "This is the book that I have been looking for. Written by three leaders who have done the heavy lifting of leading real change, it's a book for every academic leader who understands that innovation is essential to the future of higher education."—Earl H. Potter, III, president, St. Cloud State University

What Students Perceive

I like school just as it is now because you know the different kinds of people, you
know, being Negro and being Spanish. I don't think I would like to be with just rich
people and all. Pillllll Pablo is a Mexican American student in his junior year at ...

Author: United States Commission on Civil Rights

Publisher:

ISBN:

Category: Educational equalization

Page: 80

View: 861