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Why Don T Students Like School

Author: Daniel T. Willingham
Publisher: John Wiley & Sons
ISBN: 9780470730454
Size: 48.79 MB
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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

How The Mind Works

Author: Steven Pinker
Publisher: W. W. Norton & Company
ISBN: 0393069737
Size: 40.64 MB
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“A model of scientific writing: erudite, witty, and clear.” —New York Review of Books In this Pulitzer Prize finalist and national bestseller, one of the world's leading cognitive scientists tackles the workings of the human mind. What makes us rational—and why are we so often irrational? How do we see in three dimensions? What makes us happy, afraid, angry, disgusted, or sexually aroused? Why do we fall in love? And how do we grapple with the imponderables of morality, religion, and consciousness? ?How the Mind Works? synthesizes the most satisfying explanations of our mental life from cognitive science, evolutionary biology, and other fields to explain what the mind is, how it evolved, and how it allows us to see, think, feel, laugh, interact, enjoy the arts, and contemplate the mysteries of life. This new edition of Pinker's bold and buoyant classic is updated with a new foreword by the author.

When Can You Trust The Experts

Author: Daniel T. Willingham
Publisher: John Wiley & Sons
ISBN: 1118233271
Size: 41.15 MB
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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."

Seven Myths About Education

Author: Daisy Christodoulou
Publisher: Routledge
ISBN: 1317753410
Size: 29.32 MB
Format: PDF
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In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers: - Facts prevent understanding - Teacher-led instruction is passive - The 21st century fundamentally changes everything - You can always just look it up -We should teach transferable skills - Projects and activities are the best way to learn - Teaching knowledge is indoctrination. In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice. This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.

How People Learn

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Size: 60.38 MB
Format: PDF
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Classroom Habitudes

Author: Angela Maiers
Publisher: Solution Tree Press
ISBN: 1935543598
Size: 21.97 MB
Format: PDF
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You know students need to acquire 21st century skills. But how do you work those skills into the curriculum? Learn how to use the content you already teach to challenge students to think critically, collaborate with others, solve new problems, and adapt to change across new learning contexts. Help students build the seven habitudes—habits of disciplined decisions and specific attitudes—they need to succeed.

The Reading Mind

Author: Daniel T. Willingham
Publisher: John Wiley & Sons
ISBN: 111930136X
Size: 17.97 MB
Format: PDF, ePub
View: 2004
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PRAISE FOR THE READING MIND "Willingham's ability to make cognitive research on reading coherent and comprehensible is exceptional. 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 professionals, and anyone else interested in the reading process—telling them the cognitive science and practical implications of research in the domain of reading. No one does this kind of book better than Willingham!" —Keith E. Stanovich, author of Progress in Understanding Reading and The Rationality Quotient "Willingham captures the magic of reading while simultaneously demystifying how we read. He brings key experimental findings to light as he takes us on the journey from recognizing individual words to constructing meaning from text. Beautifully written, clear and accessible, yet still embracing complexities rather than shying away from them—this book is essential reading for anyone interested in how we read." —Kate Nation, professor of Experimental Psychology, University of Oxford; fellow and tutor in Psychology, St. John's College "What goes on in the mind as we read? How do people learn to read? What motivates some to read more than others? For those curious about these questions, and for those who care about children learning to read and growing as readers, this delightful book explains this highly complex topic through fascinating studies and lively examples. With probing questions included, The Reading Mind will make a terrific book club read or textbook." —Ellen McIntyre, dean and professor, College of Education, University of North Carolina, Charlotte "Willingham's work will deepen your understanding of the many facets of reading and literacy, as well as how the brain processes what amounts to an astoundingly complex and historically unlikely process. This book should be required reading for anyone with a vested interest in the written word." —Kristofor Lauricella, History teacher, High School for Youth & Community Development, Brooklyn, New York

Small Teaching

Author: James M. Lang
Publisher: John Wiley & Sons
ISBN: 1118944496
Size: 80.50 MB
Format: PDF, Kindle
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"Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques &. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students."--Publisher's website

Schools For Thought

Author: John T. Bruer
Publisher: MIT Press
ISBN: 9780262521963
Size: 50.36 MB
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If we want to improve educational opportunities and outcomes for all children, wemust start applying what we know about mental functioning -- how children think, learn, and rememberin our schools. We must apply cognitive science in the classroom. Schools for Thoughtprovides a straightforward, general introduction to cognitive research and illustrates itsimportance for educational change. Using classroom examples, Bruer shows howapplying cognitive research can dramatically improve students' transitions from lower-level roteskills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, hepoints out, is also beginning to suggest how we might better motivate students, design moreeffective tools for assessing them, and improve the training of teachers. He concludes with achapter on how effective school reform demands that we expand our understanding of teaching andlearning and that we think about education in new ways. Debates and discussions about the reform ofAmerican education suffer from a lack of appreciation of the complexity of learning and from a lackof understanding about the knowledge base that is available for the improvement of educationalpractice. Politicians, business leaders, and even many school superintendents, principals, andteachers think that educational problems can be solved by changing school management structures orby creating a market in educational services. Bruer argues that improvement depends instead onchanging student-teacher interactions. It is these changes, guided by cognitive research, that willcreate more effective classroom environments. A BradfordBook

Learning Begins

Author: Andrew C. Watson
Publisher: Rowman & Littlefield
ISBN: 1475833385
Size: 67.26 MB
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Learning Begins, written by a teacher for teachers, translates current brain research into practical classroom strategies.