Why Students Don't Like School
Why Don’t Students Like School? by Daniel T. Willingham
Part A:
Why Don’t Students Like School? by Daniel T. Willingham is a book about the workings of the mind and how to be access students by knowing how the mind works. In each chapter he leads the reader through the questions that we ponder, the concrete of what that looks like, how the mind works around that question, the data the backs that up and then finishes with the implications for the classroom.
In chapter one Willingham discusses thinking. He reminds us that thinking is hard but an enjoyable experience. We like it based on content and level of difficulty. If it is too easy or hard then we are bored or blown out. Thinking relies on four factors: the information received from the environment; the facts that are in the long term memory; the procedure that is in the long term memory; and the amount of space in the working memory. Students do like to think. We need to make sure that they have the background knowledge for them to be successful at it.
In chapter 2 he discusses the statement that factual knowledge must precede skill to be able to critically think. Reading comprehension isn’t just how well you read. Students need background knowledge to comprehend. This background knowledge allows students to free up room in the working memory by providing vocabulary, allowing the bridging of logical gaps that writers leave, chunking of material, and interpretation of ambiguous sentences. Williamson speaks of the “4th grade slump.” Many underprivileged students are on grade level until the 4th grade and then never progress after that. The learning has focused on decoding—in 4th grade it becomes comprehension and these students don’t have the background knowledge to be successful. Having knowledge makes learning knowledge easier. Students need exposure to as much factual knowledge as they can. Reading a daily newspaper and books is the best way. Shallow knowledge is better than no
Part A:
Why Don’t Students Like School? by Daniel T. Willingham is a book about the workings of the mind and how to be access students by knowing how the mind works. In each chapter he leads the reader through the questions that we ponder, the concrete of what that looks like, how the mind works around that question, the data the backs that up and then finishes with the implications for the classroom.
In chapter one Willingham discusses thinking. He reminds us that thinking is hard but an enjoyable experience. We like it based on content and level of difficulty. If it is too easy or hard then we are bored or blown out. Thinking relies on four factors: the information received from the environment; the facts that are in the long term memory; the procedure that is in the long term memory; and the amount of space in the working memory. Students do like to think. We need to make sure that they have the background knowledge for them to be successful at it.
In chapter 2 he discusses the statement that factual knowledge must precede skill to be able to critically think. Reading comprehension isn’t just how well you read. Students need background knowledge to comprehend. This background knowledge allows students to free up room in the working memory by providing vocabulary, allowing the bridging of logical gaps that writers leave, chunking of material, and interpretation of ambiguous sentences. Williamson speaks of the “4th grade slump.” Many underprivileged students are on grade level until the 4th grade and then never progress after that. The learning has focused on decoding—in 4th grade it becomes comprehension and these students don’t have the background knowledge to be successful. Having knowledge makes learning knowledge easier. Students need exposure to as much factual knowledge as they can. Reading a daily newspaper and books is the best way. Shallow knowledge is better than no