Research-based insights and practical advice about effective learning strategies

In this new edition of the highly regarded Why Don't Students Like School? cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.

With a treasure trove of updated material, this edition draws its themes from the most frequently asked questions in Willingham’s “Ask the Cognitive Scientist” column in the American Educator. How can you teach students the skills they need when standardized testing just requires facts? Why do students remember everything on TV, but forget everything you say? How can you adjust your teaching for different learning styles? Read this book for the answers to these questions and for practical advice on helping your learners learn better.

Discover easy-to-understand, evidence-based principles with clear applications for the classroom

• Update yourself on the latest cognitive science research and new, teacher-tested pedagogical tools
• Learn about Willingham’s surprising findings, such as that you cannot develop “thinking skills” without facts
• Understand the brain’s workings to help you hone your teaching skills

Why Students Don’t Like School is a valuable resource for both veteran and novice teachers, teachers-in-training, and for the principals, administrators, and staff development professionals who work with them.

- 2nd Edition

Table of contents:

• Acknowledgments to the First Edition xi
• Acknowledgments to the Second Edition xiii
• The Author xv
• Introduction xvii
• Chapter 1 Why Don’t Students Like School? 1
• Chapter 2 How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts? 25
• Chapter 3 Why Do Students Remember Everything That’s on Television and Forget Everything I Say? 57
• Chapter 4 Why is It So Hard for Students to Understand Abstract Ideas? 95
• Chapter 5 Is Drilling Worth It? 119
• Chapter 6 What’s the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians? 143
• Chapter 7 How Should I Adjust My Teaching for Different Types of Learners? 167
• Chapter 8 How Can I Help Slow Learners? 191
• Chapter 9 How Can I Know Whether New Technology Will Improve Student Learning? 217
• Chapter 10 What About My Mind? 251
• Conclusion 273
• Glossary 281
• Notes 285
• Index 291