Daniel T. Willingham - Why Don't Students Like School?

6 Chapter 6FIGURE 6.1: Hugh Laurie as the expert diagnostician Gregory House.FIGURE 6.2: In this experiment, people get a brief look at a chess board and...FIGURE 6.3: Novices tended to put the top two figures in the same category b...FIGURE 6.4: New York City's Carnegie Hall is a renowned concert venue. An ol...FIGURE 6.5: Experimenters asked violinists how many hours per week (on avera...FIGURE 6.6: Thomas Alva Edison, famous for inventing or greatly improving th...FIGURE 6.7: Experts still practice. (a) Brilliant jazz pianist Hank Jones, s...FIGURE 6.8: Each line shows where the reader's eyes paused when reading a pa...

7 Chapter 7FIGURE 7.1: Marta Vieira da Silva and Abby Wambach are considered among the ...FIGURE 7.2: Two methods of determining field dependence or independence. At ...FIGURE 7.3: Learners with different styles might benefit from different ways...FIGURE 7.4: What does the word footbath mean? You know it means to soak one'...FIGURE 7.5: When my first daughter was born, one of the nurses told me, “Oh,...FIGURE 7.6: American biologist E. O. Wilson was a good enough scientist to e...

8 Chapter 8FIGURE 8.1: Two views of intelligence. According to the view on the left, a ...FIGURE 8.2: The dominant view of intelligence. There is a general intelligen...FIGURE 8.3: Two views of intelligence. On the left is Charles Darwin, common...FIGURE 8.4: Identical twins (and American Democratic politicians) Julián and...FIGURE 8.5: Who would you select for your team?FIGURE 8.6: This graph shows IQ score gains in all available data, worldwide...FIGURE 8.7: You could imagine going to a bar Trivia Night with Felix; he'd o...

9 Chapter 9FIGURE 9.1: In the backward digit span task, subjects hear a list of digits,...FIGURE 9.2: A typical experiment testing task switching.FIGURE 9.3: A typical Fotomat kiosk. At its peak, there were more than 4000 ...FIGURE 9.4: Document camera hack. They've come down in price, but this ingen...FIGURE 9.5: Why should you commit, say, the quadratic equation, to memory? I...FIGURE 9.6: Even teachers who discourage students from taking note on laptop...FIGURE 9.7: Connie Bernard, a member of the Baton Rouge, Louisiana, school b...FIGURE 9.8: Data showing how much the average American (of different ages) r...FIGURE 9.9: This photo of a woman texting in front of the Shwedagon pagoda i...FIGURE 9.10: Imagine you're at the grocery store and you spy chocolate chip ...FIGURE 9.11: The experimenter might ask, “Would you rather have $200 a month...

10 Chapter 10FIGURE 10.1: The return, and the swan song, of just about the simplest model...FIGURE 10.2: I have a great deal of driving experience, but I have practiced...FIGURE 10.3: Most of us treat Scrabble as a diversion, but tournament player...FIGURE 10.4: French students learning the results of their baccalaureat. Tea...FIGURE 10.5: Chess grandmaster Fabiano Caruana's preparations for a tourname...FIGURE 10.6: Avid golfers video themselves in an effort to learn more about ...FIGURE 10.7: Resolving to do something difficult is easy. Following through ...FIGURE 10.8: Writer David Sedaris 2on keeping a diary: “Most of it's just wh...

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2 Table of Contents

3 Begin Reading

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“Brilliant analysis.”

–Wall Street Journal

“A triumph of critical thinking.”

— Washington Post

“Accessible, entertaining prose that knits together the cognitive science of learning with illuminating examples, to reveal students' challenges navigating school. A real gem is Willingham's convergence on clear implications for classroom improvement. The book is a masterpiece of style and content that every teacher will find indispensable.”

—Mark McDaniel, professor, Washington University in St. Louis, co-author of Make It Stick

“In these pages, Daniel Willingham lays out key ideas that have the power to improve education, borne from the study of cognitive science and evidence of how students learn, using accessible and thought-provoking examples that educators—and, indeed, everyone with an interest in schools—can find compelling. Since its initial publication, and through today, Why Don't Students Like School? represents a critical addition to the literature on teaching and learning. Daniel Willingham expertly examines cognition in multiple ways and then puts that knowledge to work with recommendations for practical actions that teachers can take in their classrooms to strengthen their instructional pedagogy. Amid a massive national shift to the increased use of distance learning, this second edition also focuses on what research currently tells us about the use of technology in education, and helps to provide educators with the essential questions they should ask about adopting new technologies and teaching tools. To be sure, this second edition of Daniel Willingham's pathbreaking work is right on time.”