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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 (Anglais) Broché – 9 avril 2010
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Description du produit
Présentation de l'éditeur
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
Quatrième de couverture
"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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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.
Commentaires client les plus utiles sur Amazon.com
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.
Willingham convincingly dismantles this concept. For this, I applaud him and thank him. The most useful information in his book regards types of knowledge. A german shepherd's ear is a visual piece of knowledge. A song about the shape of a german shepherd's ear will not better equip a talented musician to remember the shape of a german shepherd's ear. A would concede that some information could occupy multiple types of knowledge. My wife knows a song to remember the 50 states. I have to imagine the US on a map and name them individually. We both know the 50 states by different means. Whether or not we should drill drill drill or use inquiry is ( in my opinion) dependent upon the subject and the student. Some projects work for some students. Some projects might be a waste of time.
I have been a big fan of Dr. Willingham's articles and other books for years, yet the title of this book somehow kept me from purchasing and reading it. Big mistake! Its contents are not limited to teaching children. The insights are relevant for effective presentations, employee training, student self-diagnosis, tutoring, and other learning/teaching situations.
This book was published in 2009. Five years later, it is still the best starting point for taking control of your own learning and the teaching of others at any level from pre-K to graduate and professional school to continuing education and professional development. I have worked as a high school science teacher, university instructor, and training engineer. This book provides the theories and the models which clarify what techniques and methods work and why they do.