Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

Arrived on time Good book

Every once in a while, an empirical study comes along that provides solid evidence against one of those Constructivist practices that some of us whose thoughts on education come more from actual practice than from education theory have often been skeptical about. There is, for example, Jennifer Kaminski's Ohio State study, which suggests that too much of a focus on "real-world" math obscures the underlying mathematics, such... Read Full Review

If you are a teacher, like myself, you have doubtless been inundated by advice about teaching to multiple intelligences, active (rather than passive) learning, teaching students to think rather than memorize facts, etc. If so, then you can't afford to pass up this book, which will provide a very helpful guide as to why some of these well-intentioned ideas are wrong, and what it means for you as a teacher. Dan Willingham's... Read Full Review

Teachers and parents: Imagine you could sit down with a cognitive scientist and ask him to explain how students' brains learn, so that you could better teach them. Dan Willingham has written a book which achieves that very effect. In an engaging and conversational style, the author brings cognitive science results to bear on our "common knowledge" about teaching, and turns our common assumptions upside down. For instance,... Read Full Review

Factual knowledge must precede skill. Rote learning and memorization are valuable teaching strategies. Teaching to "multiple intelligences," "learning styles," and individual student interests is a waste of time. Is this really a cognitive psychologist talking? The answer is yes, and Dr. Willingham should be knighted for flouting some of the most persistent lies about what constitutes "best practice" in the classroom these... Read Full Review