Оглавление
Daniel T. Willingham. Why Don't Students Like School?
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Praise for Why Don't Students Like School
WHY DON’T STUDENTS LIKE SCHOOL? A COGNITIVE SCIENTIST ANSWERS QUESTIONS ABOUT HOW THE MIND WORKS AND WHAT IT MEANS FOR THE CLASSROOM
Acknowledgments to the First Edition
Acknowledgments to the Second Edition
The Author
Introduction
Note
1 Why Don't Students Like School?
The Mind Is Not Designed for Thinking
People Are Naturally Curious, But Curiosity Is Fragile
How Thinking Works
Summary
Implications for the Classroom
Be Sure That There Are Problems to Be Solved
Respect Students' Cognitive Limits
Clarifying the Problems to Be Solved
Reconsider When to Puzzle Students
Accept and Act on Variation in Student Preparation
Change the Pace
Keep a Diary
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
2 How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts?
Knowledge Is Essential to Reading Comprehension
Background Knowledge Is Necessary for Cognitive Skills
Factual Knowledge Improves Your Memory
Summary
Implications for the Classroom
Which Knowledge Should They Learn?
When You Require Critical Thinking, Be Sure Students Have Enough Relevant Knowledge to Succeed
Thinking About Thinking Is Valuable … But It's Not Enough
Shallow Knowledge Is Better Than No Knowledge
Do Whatever You Can to Get Kids to Read … But It's Not Enough
Knowledge Acquisition Can Be Incidental
Start Early
Knowledge Must Be Meaningful
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
3 Why Do Students Remember Everything That's on Television and Forget Everything I Say?
The Importance of Memory
What Good Teachers Have in Common
The Power of Stories
Putting Story Structure to Work
But What If There Is No Meaning?
Summary
Implications for the Classroom
Review Each Lesson Plan in Terms of What the Student Is Likely to Think About
Think Carefully About Attention Grabbers
Use Discovery Learning with Care
Design Assignments So That Students Will Unavoidably Think About Meaning
Don't Be Afraid to Use Mnemonics
Try Organizing a Lesson Plan Around the Conflict
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
4 Why Is It So Hard for Students to Understand Abstract Ideas?
Understanding Is Disguised Remembering
Why Is Knowledge Shallow?
Why Doesn't Knowledge Transfer?
Summary
Implications for the Classroom
Be Wary of Promises of Broad Transfer
To Help Student Comprehension, Provide Examples and Ask Students to Compare Them
Make Deep Knowledge the Spoken and Unspoken Emphasis
Make Your Expectations for Deep Knowledge Realistic
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
5 Is Drilling Worth It?
Practice Enables Further Learning
Practice Makes Memory Long Lasting
Practice Improves Transfer
Summary
Implications for the Classroom
What Should Be Practiced?
Space Out the Practice
Fold Practice into More Advanced Skills
Make Sure There's Variety
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
6 What's the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians?
What Do Scientists, Mathematicians, and Other Experts Do?
What Is in an Expert's Mental Toolbox?
How Can We Get Students to Think Like Experts?
Summary
Implications for the Classroom
Students Are Ready to Comprehend but Not to Create Knowledge
Just Because Students Can't Create Like Experts Doesn't Mean They Shouldn't Create
Encourage, and Remember “Practice Makes Progress”
Don't Expect Novices to Learn by Doing What Experts Do
Note
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
7 How Should I Adjust My Teaching for Different Types of Learners?
Styles and Abilities
Cognitive Styles
Visual, Auditory, and Kinesthetic Learners
Abilities and Multiple Intelligences
Summary
Implications for the Classroom
Notions of “Ability” Shouldn't Undercut Hard Work and Modest Achievement
Think in Terms of Content, Not in Terms of Students
Change Promotes Attention
There Is Value in Every Child, Even If He or She Is Not “Smart in Some Way”
Don't Worry – and Save Your Money
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
8 How Can I Help Slow Learners?
What Makes People Intelligent?
How Beliefs About Intelligence Matter
Summary
Implications for the Classroom
Talk About Intelligence as Growth Mindset Theory Suggests, but Don't Expect Big Changes from That Alone
Don't Forget to Challenge Them
Tell Them Explicitly That Hard Work Pays Off
Treat Failure as a Natural Part of Learning
Don't Take Study Skills for Granted
Catching Up Is the Long-Term Goal
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
9 How Can I Know Whether New Technology Will Improve Student Learning?
This Changes Everything, 1.0: Your Brain on Tech
This Changes Everything, 2.0: Your Classroom on Tech
This Changes More Than I Expected
Tech Changes the Ecosystem
Why Are They So Frantic About Their Phones?
Summary
Implications for the Classroom
Equity
Adoption of Tech Products
Use Tech to Support Children with Disabilities
Have a Consistent Acceptable Use Policy for Personal Devices
Offer Practice in Sustained Attention
Educate Parents
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
10 What About My Mind?
Teaching as a Cognitive Skill
The Importance of Deliberate Practice
A Method for Getting and Giving Feedback
Step 1: Identify Another Teacher (or Two) with Whom You Would Like to Work
Step 2: Record Yourself and Watch the Videos Alone
Step 3: With Your Partner, Watch Recordings of Other Teachers
Step 4: With Your Partner, Watch and Comment on Each Other's Videos
Step 5: Bring It Back to the Classroom and Follow Up
Consciously Trying to Improve: Self-Management
Summary
Implications
Keep a Teaching Diary
Start a Discussion Group with Fellow Teachers
Observe Your Class
Observe Children You Don't Know
Sneak Up on It
Notes
Further Reading. Less Technical
More Technical
Discussion Questions
Notes
Conclusion
Note
Glossary
Index
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