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DA N I E L T.
W I L L I NGHAM
WHY D ON’T S TUD ENT S
LIKE
SCHOO L?
W
H Y
D
ON’T
S
T UDEN TS
S
CHOOL
?
A
COGNITIVE SCIENTIST
AN SWE R S Q U E STI O N S AB O UT H OW
T H E M I N D
W O R K S A N D W H AT I T
MEANS FOR
THE CLASSROOM
Kids are naturally curious, but when it comes to
school it seems like their minds are turned off.
Why is it that they can remember the smallest
details from their favorite television program,
yet miss the most obvious questions on their
history test?
Cognitive scientist Dan Willingham has focused
his acclaimed research on the biological and
cognitive basis of learning and has a deep
understanding of the daily challenges faced by
classroom teachers. This book will help teachers
improve their practice by explaining how they
and their students think and learn—revealing the
importance of story, emotion, memory, context,
and routine in building knowledge and creating
lasting learning experiences.
In this breakthrough book, Willingham has dis-
tilled his knowledge of cognitive science into a
set of nine principles that are easy to understand
and have clear applications for the classroom.
Some of examples of his surprising findings are:
“Learning styles” don’t exist
The processes
by which different children think and learn are
more similar than different.
[ CONTINUED ON BACK FLAP ]
L
ike
D A N I E L T.
WILLINGHAM
W
HY
D
ON
’
T
S
TUDENTS
Like
S
CHOOL
?
A CO GN ITIVE SC IENTIS T
A N SWE RS QU ESTIONS AB OUT HOW
T HE MIN D W O RKS AND W HAT IT
ME AN S FO R Y OUR C LAS S ROOM
Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-Bass
A Wiley Imprint
989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com
No part of this publication may be reproduced, stored in a retrieval system, or transmitted
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Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030,
201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.
Limit of Liability / Disclaimer of Warranty: While the publisher and author have used their
best efforts in preparing this book, they make no representations or warranties with respect
to the accuracy or completeness of the contents of this book and specifically disclaim any
implied warranties of merchantability or fitness for a particular purpose. No warranty may
be created or extended by sales representatives or written sales materials. The advice and
strategies contained herein may not be suitable for your situation. You should consult with a
professional where appropriate. Neither the publisher nor author shall be liable for any loss
of profit or any other commercial damages, including but not limited to special, incidental,
consequential, or other damages.
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Library of Congress Cataloging-in-Publication Data
Library of Congress Cataloging-in-Publication Data
Willingham, Daniel T.
Why don’t students like school?: a cognitive scientist answers questions about how the
mind works and what it means for your classroom / Daniel T. Willingham.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-470-27930-4 (alk. paper)
1. Learning, Psychology of. 2. Effective teaching. I. Title.
LB1060.W5435 2009
370.15'23—dc22
2008043493
Printed in the United States of America
FIRST EDITION
HB Printing
10 9 8 7 6 5 4 3 2 1
Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
vii
The Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ix
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
C
HAPTER
1
Why Don’t Students Like School? . . . . . . . . . . . . . . . . . . . . . . . . .
3
C
HAPTER
2
How Can I Teach Students the Skills They Need When
Standardized Tests Require Only Facts? . . . . . . . . . . . . . . . . . .
19
C
HAPTER
3
Why Do Students Remember Everything That’s on Television
and Forget Everything I Say? . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
C
HAPTER
4
Why Is It So Hard for Students to Understand
Abstract Ideas? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
67
81
C
HAPTER
5
Is Drilling Worth It? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C
HAPTER
6
What’s the Secret to Getting Students to Think Like
Real Scientists, Mathematicians, and Historians? . . . . . . . . . . .
97
vi
contents
C
HAPTER
7
How Should I Adjust My Teaching for Different Types of
Learners? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113
131
147
161
167
171
177
C
HAPTER
8
How Can I Help Slow Learners? . . . . . . . . . . . . . . . . . . . . . . .
C
HAPTER
9
What About My Mind? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . .
Notes . . . . . . .
Index . . . . . . .
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