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 Why Don't Students Like School? is a book applying findings of cognitive psychology to the world of education. Sound a lot like Eric Jensen and his wildly popular book Teaching With the Brain in Mind? Well, unlike Jensen - who educators hear a lot about - Willingham is a PhD in cognitive psychology (while Jensen, who has a bachelors in English, is "working towards" a PhD from an online university, while making his real living as a motivational speaker). Long and short: Willingham is the real deal and I move to suggest that this book infinitely deserves more popularity amongst educators than anything Jensen has written.
Willingham's basic theme is that, despite everything you've heard, nothing works to increase student ability like factual learning and practice. In fact, one of his first ideas is to point out that what seperates the excellent student (or adult) from those performing less well is their ability to recall facts. The more facts you know about your subject, the more you can understand your subject because of significantly less energy spent on fact recall or retention. With facts learned to automaticity, more time can be spent on higher-order concept learning, and once that becomes automatic....etc.
While that may sound mundane, think of how many times you as a teacher have heard the idea of "rote memorization" and "regurgitation of fact" denegrated. Of course, Willingham is not advocating the strawman position that teachers do nothing but drill, drill, drill and enforce memorization of text passages. (No one actually holds that position!) What he reminds us, though, is that the critical thinking we hear so much about teaching our kids simply CANNOT happen without giving kids the requisite background info that must be employed to think critically. (One cannot critically reflect on whether the revolutionary war was justified without some big factual understanding of Colonial American and Empirial Britian, for example.)
Another big idea in educaiton that Willingham works to dispel is the idea that we all have different learning styles - auditory, visual, kinesthetic, etc. Cognitive science, in fact, has shown the opposite: with minor variation, we all learn very similarly. While I may have a better memory for visual phemonena than you (who may be better at remembering sounds), we remember IDEAS not through the media in which they were delivered, but by...thinking about them. When memorizing words and definitions, we are not being asked to memorize sounds or visuals, but ideas, and the fact that I am an auditory or visual learner does nothing to predict what presentation method will help me memorize the best. (The amount I studied, of course, will.)
I don't want to give the impression that Willingham's book is about bashing education icons and maxims. It is not It is a book for teachers designed to bring up ideas we may not have thought about, and to suggest how to apply these ideas to our classrooms. Each chapter is focused around a question ("Is Drilling Worth It?" "Why is it So Hard for Students to Understand Abstract Ideas?") and gives a detailed, but engaging, answer. At the end of each chapter, the author makes several concrete suggestions for how the answer can shape how we teach as well as reccomendations for further readings.
All in all, this is one of the single best education books I have read, and cannot wait to share it with fellow educators. As mentioned, I sincerely hope that this book becomes as widely devoured as those by Eric Jensen and Howard Gardner. Willingham offers a valuable and very constructive counterpoint, especially to Jensen's "brain based ways of learning." Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
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 days. I just attended the ASCD's national conference in Florida last week, and while there was much blathering about brain research, teaching to the "whole child," and professional learning communities (the latest cult movement among education bureaucrats), there was precious little discussion about substantive teaching. In just 165 pages, Dr. Willingham presents more useful information than I've managed to glean in ten years of teacher-training, and he does so in a user-friendly, non-dogmatic style that can be read in one sitting.
Most useful are the nine organizing principles, which are both memorable and quotable (like any smart rhetorician, Willingham begins with his most startling fact: the brain is designed not to help us think, but rather to help us avoid thinking), the quick lists of classroom implications at the conclusion of each chapter, and the bibliographical citations categorized by "less technical" and "more technical." Rather than using cognitive research to justify some hotly promoted fad or gimmick, Dr. Willingham presents the most consistent research findings, all of which tend to confirm things that the best and most experienced teachers already know to be true--e.g. the effectiveness of using narratives to dramatize and illustrate important concepts, a "best practice" that's been around since at least the time of Christ.
In the current professional culture of education, searching for honest information about cognitive psychology--that is, information free of commercial or ideological bias--is like searching for a fast-food restaurant that doesn't use trans-fat. Thanks to Dr. Willingham for delivering the goods. - Educational Psychology - Teaching - Cognitive Science - Pedagogy'
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