Podcast appearances and mentions of daniel willingham

On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick.Show notes:Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.Check out full episodes with our featured guests: The science of learning, the humility of teaching, with Peter C. BrownComprehension is not a skill, with Hugh CattsWhen not to differentiate: A guide to small-group instruction with Jamey PeavlerThe truth behind learning, with Nathaniel SwainThe Knowledge Gap: Natalie WexlerCognitive science-informed teaching, with Natalie WexlerUnlocking reading: Comprehension strategies vs. knowledge building, with Daniel WillinghamThe science of memory and misinformation, with David RappListen to Amplify's Beyond My Years podcastCheck out our Science of Reading Essentials episodes. Join our community Facebook group.Connect with Susan Lambert.Quotes:"Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan LambertTimestamps*:0:00 Introduction05:00 Memory is a cognitive process07:00 Cognitive load theory10:00 Role of long-term memory for reading15:00 Process of building knowledge in long-term memory21:00 You can't learn something new if it doesn't connect to something you already know.24:00 Applying learning science to the literacy classroom30:00 Power of writing31:00 Final advice*Timestamps are approximate

Episode 139As we continue our focus on comprehension this month, we're revisiting one of our most essential conversations.In this episode, we explore a foundational truth about reading: comprehension depends on knowledge.We're joined by cognitive scientist Daniel Willingham, who explains why background knowledge is one of the strongest drivers of reading comprehension and why strategies alone can't compensate for gaps in knowledge.We also talk with Barbara Davidson, Executive Director of the Knowledge Matters Campaign, about the role strong, knowledge-building curriculum plays in helping students access complex text.Whether this is your first listen or a return, this episode remains foundational.ResourcesKnowledge Matters Campaign website Books by Daniel WillinghamReading Rockets Q&A with Daniel WillinghamIf you're enjoying Melissa & Lori Love Literacy, bring us to your school or event.We offer keynotes, presentations, and live podcast-style sessions focused on practical, science of reading–aligned strategies aligned to our podcast and book, The Literacy 50. Email LiteracyPodcast@greatminds.org to learn more.Get free resources and updates at literacypodcast.com.

Nicole explores the "Fourth Grade Slump"—the well-documented drop in reading comprehension scores that often occurs when students shift from learning to read to reading to learn. Drawing from Daniel Willingham's book "Why Don't Students Like School?", she discusses how background knowledge is essential for understanding texts, why the gap widens along socioeconomic lines, and how prior exposure to ideas, vocabulary, and experiences gives some children a significant advantage. Then, Sara highlights popular music available to stream instantly on Hoopla Digital, playing a game of name-that-tune, along with plenty of "singing."

Read my new book, The Price of Becoming. www.LearningLeader.com/Becoming The Learning Leader Show with Ryan Hawk This is brought to you by Insight Global. If you need to hire one person, hire a team of people, or transform your business through Talent or Technical Services, Insight Global's team of 30,000 people around the world has the hustle and grit to deliver. My guest: David Epstein is the #1 New York Times bestselling author of Range and The Sports Gene. A former investigative reporter at ProPublica and senior writer at Sports Illustrated. His new book is called Inside the Box: How Constraints Make Us Better. Notes   Be part of "Mindful Monday" -- Text Hawk to 66866 Key Learnings The easier move is to let it go. David found a factual error in Ryan's new/my new book. David was supposed to read it and write a blurb on it - but went further and challenged a factual error. The kind move, what great leaders actually do, is being willing to point things out, even if it could cause a little friction.  There is such a thing as too much autonomy. After Range became mega viral, David optimized for autonomy. He individualized his whole life. He no longer was writing about what others assigned him. A year later, he realized there is a thing as too much autonomy. He missed the structure of a work day, the deadlines, the annoyances of working with other people's schedules. This total freedom ended up feeling terrible. "The great thing about being committed by your own choice is that you can stop wondering how to live and start living."  This quote by Mihaly Csikszentmihalyi hit David when he was on a dating app for book topics, just swiping and swiping. That day he said, "I'm really interested in constraints. I need some myself. I'm writing a book proposal on this." Two weeks later he was 10 times more interested because he decided to dive into it. Cal Newport says "system shutting down" at the end of his workday. It seems silly, but when you have all that freedom, you need something to close the workday so you can recover and be ready for the next day. Your brain is made for preventing you from having to think whenever possible. Cognitive scientist Daniel Willingham says thinking is energetically costly. So when your calendar is too open, all you'll do is what's convenient. Your brain will be lazy. The path of least resistance. The mere urgency effect: when schedule and structure is too open, people do things that seem urgent even if they're unimportant. When you're too unstructured, you end up doing huge volumes of low value stuff just to have checked off doing something. What David's workday looks like now:  Batching work: people at work check their email on average 77 times a day. The way people are usually doing that is they're toggling all the time between email and something else. When you do that, it lowers your productivity and massively increases your stress. David doesn't start his day with his inbox. He'll check it at the end of the workday because emails can take him away from the most important work at the beginning of the day.  Stress + Rest = Growth. The workday ends when David's son gets home. When writing, you have to program in rest, just like you would if you were an athlete in training.  Daniel Kahneman said writing "Thinking Fast and Slow" was the worst few years of his life. David had lunch with Kahneman and praised the book. Kahneman said, "Never again." He said it was so isolating. He was used to working with a partner or multiple partners and colleagues. He felt so isolated that he said he'd never write a book again, or if he did, he would write it with somebody else. And that's what he did. And David could empathize with that.  David made a one-page architectural outline for how "Inside the Box" would look. If it's not on that page, it is not in the book. He wrote as small as possible to try to defeat his own system. The book's 20% shorter than his other two. He thinks it's much tighter writing. He was so much more efficient that he doesn't feel nearly as burned out. After a mega hit book, two things matter: (1) A lot is out of your control, and (2) Identify as a craftsman. David's colleague at Sports Illustrated told him, "If a book about genetics and vampires comes out the same day, you're screwed, and there's nothing you can do about it." He was right. But David very strongly identifies as a writer now, as a craftsman. He's taken fiction writing courses just to learn about craft. With Inside the Box, he did a structural experiment that he found so engaging because he was focused on the craft itself, not just the commercial outcome. "Docendo discimus" - by teaching, we learn. This is a quote from Seneca. If people think they're going to have to teach certain material, they organize it more coherently in their own mind. They start pulling out main ideas and attaching different ideas together. Teaching it is even better, but just making someone think they're going to have to teach it makes them learn in a much more coherent way. Narrative values: the recurring themes that give coherence to a life. David went back and looked at his life and identified: curiosity, open-mindedness, diligence, and resilience. Now that he's started telling his story in that way, it shows up everywhere. But going forward, he also wanted some things in his story that he didn't have. So he identified forgiveness in particular because that has not been a strong suit for him. Ben Helfgott: the only living Olympian to have survived a concentration camp. Almost everybody in his family was killed in the Holocaust. He just preached forgiveness all the time. When David saw what Ben did, these petty grudges he's holding are nothing. You're just poisoning yourself when you hold these grudges. So David decided he wanted forgiveness to become one of his narrative values.  Herbert Simon won the highest award in computer science, psychology, and the Nobel Prize in economics. His quote serves as the epigraph of the book: "It is a myth, widely believed but not less mythical for that, that people are most creative when they're most free." Simon coined the term "satisficing." It's a combination of satisfy and suffice. It means having good enough decision rules. He contrasted that with maximizing. From a mountain of psychological research, it is almost always bad to be a maximizer. Maximizers are less happy with their decisions, less happy with their lives, more prone to regret. There's not much evidence they actually make better decisions most of the time. Simon was a proactive satisficer. He said you need three sets of clothing: one on your back, one in the wash, and the next one ready to wear. He simplified all the decisions in his life so he could save cognitive bandwidth for the really important ones. He famously said, "The perfect is the enemy of the good." Choose when to choose. Choose when to save and when to use your cognitive bandwidth.  Good enough doesn't mean you have low standards. It means you're saving your bandwidth for the most important things. "How you do anything is how you do everything" is completely wrong. This is one of David's least favorite quotes. It's wrong. Herbert Simon did the same mundane thing, the same breakfast every day, the same socks, so he could crush it in his work. He wasn't doing everything the way he was doing his work. The Fredkins Paradox: We spend the most energy on the least important decisions because we agonize when the options are really similar. General Magic: They invented the smartphone in 1990. The iPhone would not exist without them. They had infinite degrees of freedom. They could do anything. When the device came out, it didn't solve a clear customer problem. It had a 200-page manual. They sold 3,000 units in the first six months. Meanwhile, people inside General Magic who bit off much smaller chunks had success. One low-level engineer started Auction Web. His bosses said no, too small. He left and changed the name to eBay. Another created Graffiti. He said "I'm going to solve a clear customer problem. Busy professionals want contacts and calendars on the go." He did just a calendar, contacts, and a memo pad. That was the Palm Pilot. By doing way less. By doing something, not everything. Tony Fadell (the "podfather"): "If you don't have constraints, make up constraints."  Bill Gurley said, "We have a saying in venture: more startups die of indigestion than starvation." When Tony co-founded Nest, he made his team work inside a literal box. He made them prototype the box before they had the product. If it didn't fit in that box, it was not a priority. Reflection Questions What area of your life has too much freedom right now? Where could you add a constraint (a deadline, a ritual, a boundary) that would actually make you more productive or creative? If you had to pick three narrative values that run through your life story, what would they be? Are they the ones you want, or do you need to add an aspirational value like David did with forgiveness? What's one decision you're maximizing (trying to find the perfect choice) when you should be satisficing (good enough and move on)? How much time and energy would you free up if you applied Herbert Simon's approach? More Learning #310 - David Epstein: Why Generalists Will Rule the World #582 - Cal Newport: Obsess Over Quality #660 - James Clear: The 4 Laws to Behavioral Change Podcast Chapters00:00 The Price of Becoming - Ryan's New Book 01:15 Meet David Epstein 02:39 The Fact Checker: What Great Leaders Do 04:27 Dedication Easter Eggs 05:50 The Problem With Too Much Autonomy 10:47 Why You Actually Need Constraints 12:29 Batching Work: The 77 Email Checks Problem 17:20 Lunch with Kahneman: Thinking Fast and Slow Was Miserable  22:18 What To Do After A Viral Book 27:07 Docendo Discimus: By Teaching, We Learn  29:13 Why Leaders Should Regularly Teach 31:09 Desirable Difficulties 31:56 Narrative Values: The Themes That Define Your Life 34:31 Adding Forgiveness As an Aspirational Value 36:13 Chips on Shoulders vs. Proving People Right 39:10 Herbert Simon: The Man Who Won Everything 40:20 Satisficing Over Maximizing 42:40 Choosing When To Choose 44:29 Good Enough Doesn't Mean Low Standards 46:13 Why "How You Do Anything" is Completely Wrong 47:25 General Magic: Do Something, Not Everything 52:49 One Year From Now: What Are You Celebrating? 54:54 EOPC

LIVE! from the ASU+GSV Summit, Mike Palmer catches up with College Board President Jeremy Singer against the backdrop of the San Diego marina to dive into the launch of Jeremy's new podcast, The Education Equation. Produced by Mike, this new series aims to bring a much-needed level of scientific rigor to the education space, drawing inspiration from data-heavy health and fitness media to identify scalable, evidence-based practices that actually move the needle for students. Jeremy shares candid insights from his 13-year tenure, detailing how the College Board moved from a culture of slow stability to one of lean, COVID-tested responsiveness and agility. The two discuss the "seismic impact" of generative AI on assessment integrity, the dangers of AI slop in professional work, and highlights from Jeremy's early conversations with heavy hitters like Sal Khan and Daniel Willingham. From the "last infinite mile" of implementation to the necessity of statistical literacy, this live conversation captures the high-stakes evolution of modern learning.

This episode is dedicated to Justin Eldridge.We like to think that, in often hamfisted ways, we're applying critical thinking on this show. But what even is “critical thinking”? Can you measure it? Can you teach it to kids—or for that matter, to anyone? Can teaching critical thinking help people defend themselves against misinformation and disinformation? It would be very ironic if “critical thinking” had become a buzzword in the world of education—a buzzword that people used, er, uncritically…The Science Fictions podcast is brought to you by the marvellous Works in Progress magazine. The article on Swiss vs. Japanese watches that we mention in the episode can be found at this link, and all the other Works in Progress articles can be found at worksinprogress.co.Show notes* NY Times article on schools teaching critical thinking* UK Government Curriculum Review from 2025* Daisy Christodoulou on teaching students to spot misinformation* Daniel Willingham's 2007 article on critical thinking* His book Why Don't Students Like School?* The Pacific Northwest Tree Octopus study* The tree octopus website* 2017 Dutch replication study* Two bigger studies in 2016 and 2019* 2015 meta-analysis in Review of Educational Research* Woodworth and Thorndike (1901) - a psychological classic* Herbert Simon on “problem isomorphs”* The Stanford Civic Online Reasoning programmeCreditsWe're very grateful to Daisy Christodoulou for talking to us for this episode. Any mistakes are, of course, our own. The Science Fictions podcast is produced by Julian Mayers at Yada Yada Productions. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit sciencefictionspod.substack.com/subscribe

What if the biggest predictor of your child becoming a lifelong reader has nothing to do with phonics programs, library incentives, or natural talent and everything to do with protecting space in their day? Cognitive psychologist Dr. Daniel Willingham joins Ginny to reveal the surprising truth about how kids learn, why background knowledge matters more than ever, and why reading aloud long past early childhood gives kids an academic and emotional advantage. With warmth and clarity, Dr. Willingham explains the “fourth grade slump,” the power of expertise, and how AI is reshaping the skills our kids will need most in the future. This episode offers a hopeful and doable path for families who want to reclaim reading in a screen-saturated world. You'll learn why limiting screens is the single most effective way to help kids choose reading for pleasure. Dr. Willingham shares why children don't need perfection, programs, or pressure; they need a home where learning is valued, distractions are dialed down, and reading is woven into the family rhythm. Encouraging, practical, and deeply grounding, this conversation shows that every parent can raise a reader starting today. Have fun. Start now. Get your copy of Why Don't Students Like School here Get your copy of Outsmart Your Brain here Get your copy of Raising Kids Who Read here Learn more about your ad choices. Visit megaphone.fm/adchoices

Think about a good joke. If you knew the punchline right away? It's less funny. If you had to have the punchline explained? Less funny. But if you understood the punchline within a few moments, and got the satisfaction of "realization" in real time? That makes a BANGER of a joke. It's all about the appropriate level of challenge and thinking. According to Daniel Willingham's book, "Why Students Don't Like School?" Curiosity is fragile. Learning is difficult as hell. Our brains are built for efficiency, not thinking. We can trick our brains into motivation by worrying about the difficulty of the challenge, rather than the topic or the content. We rely on our memories more than our thinking brain.SOURCES:Read Daniel's article for yourself, here: https://www.aft.org/sites/default/files/WILLINGHAM%282%29.pdfCheck out his website + other work: http://www.danielwillingham.com/books.htmlOr read this synopsis of the book: https://classteaching.wordpress.com/2014/04/24/why-dont-students-like-school/Resources for Resisting a Coup: https://makeyourdamnbed.medium.com/practical-guides-to-resisting-a-coup-b44571b9ad66SUPPORT JULIE (and the show!): https://supporter.acast.com/make-your-damn-bedDONATE to the Palestinian Children's Relief Fund: www.pcrf.netGET AN OCCASIONAL PERSONAL EMAIL FROM ME: www.makeyourdamnbedpodcast.comTUNE IN ON INSTAGRAM FOR COOL CONTENT: www.instagram.com/mydbpodcastOR BE A REAL GEM + TUNE IN ON PATREON: www.patreon.com/MYDBpodcastOR WATCH ON YOUTUBE: www.youtube.com/juliemerica The opinions expressed by Julie Merica and Make Your Damn Bed Podcast are intended for entertainment purposes only. Make Your Damn Bed podcast is not intended or implied to be a substitute for professional medical advice, diagnosis or treatment. Support this show http://supporter.acast.com/make-your-damn-bed. Hosted on Acast. See acast.com/privacy for more information.

Curiosity is fragile. Learning is difficult as hell. Our brains are built for efficiency, not thinking. We can trick our brains into motivation by worrying about the difficulty of the challenge, rather than the topic or the content. We rely on our memories more than our thinking brain. According to Daniel Willingham's book, "Why Students Don't Like School?" "Thinking occurs when you combine information (from the environment and from long-term memory) in new ways. That combination happens in working memory." SOURCES: Read Daniel's article for yourself, here: https://www.aft.org/sites/default/files/WILLINGHAM%282%29.pdfCheck out his website + other work: http://www.danielwillingham.com/books.htmlOr read this synopsis of the book: https://classteaching.wordpress.com/2014/04/24/why-dont-students-like-school/Resources for Resisting a Coup: https://makeyourdamnbed.medium.com/practical-guides-to-resisting-a-coup-b44571b9ad66SUPPORT JULIE (and the show!): https://supporter.acast.com/make-your-damn-bedDONATE to the Palestinian Children's Relief Fund: www.pcrf.netGET AN OCCASIONAL PERSONAL EMAIL FROM ME: www.makeyourdamnbedpodcast.comTUNE IN ON INSTAGRAM FOR COOL CONTENT: www.instagram.com/mydbpodcastOR BE A REAL GEM + TUNE IN ON PATREON: www.patreon.com/MYDBpodcastOR WATCH ON YOUTUBE: www.youtube.com/juliemerica The opinions expressed by Julie Merica and Make Your Damn Bed Podcast are intended for entertainment purposes only. Make Your Damn Bed podcast is not intended or implied to be a substitute for professional medical advice, diagnosis or treatment. Support this show http://supporter.acast.com/make-your-damn-bed. Hosted on Acast. See acast.com/privacy for more information.

TikTok. Instagram. Constant notifications. Many worry that phones are destroying students' ability to pay attention and, in turn, their ability to learn in the classroom. Indeed, even many adults say that they have trouble reading books because of the constant stream of distractions their phones provide.But what does the research say? Are students actually less able to pay attention as a result of their phones? On this episode of The Report Card, Nat Malkus discusses these questions and more with Dan Willingham. Daniel Willingham is a professor of psychology at the University of Virginia and the author of several books on education. His recent article Pay Attention, Kid! explored the link between technology use and students' ability to focus.Show Notes:Pay Attention, Kid!Are Purported Causes of NAEP Score Decline Actually Symptoms?Daniel Willingham on Outsmarting Your Brain

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by cognitive psychologist and bestselling author Professor Daniel Willingham to explore how insights from cognitive science can transform classroom practice. The conversation ranges from his influential book Why Don't Students Like School? to the enduring truth that “memory is the residue of thought.” Together, they discuss the power of narrative in learning, the balance between shallow and deep knowledge, and why repetition and practice still matter. Dan also unpacks key ideas like encoding, cognitive load, and the role of manipulatives, offering practical advice for helping students think deeply and retain what they learn. The episode is a rich, thought-provoking exploration of how the mind works, critical thinking, and their implications for education.Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don't Students Like School?, and most recently, Outsmart Your Brain. His writing on education has appeared in twenty-three languages. ​In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. View his website at http://www.danielwillingham.com/Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠https://walkthrus.co.uk/⁠⁠ and ⁠⁠https://haringeyeducationpartnership.co.uk/

Ever wondered why some students struggle despite hours of studying while others seem to master information efficiently? Cognitive psychologist Dr. Daniel Willingham, author of the book Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy joined us to discuss the fascinating science behind this phenomenon, explaining that most college students succeed despite their study strategies, not because of them. Dr. Willingham explained why we're naturally drawn to inefficient learning methods that feel productive but yield disappointing results. He compares these approaches to "doing push-ups on your knees" – they seem easier and faster, but they don't build the mental strength needed for deep learning. Parents will find particular value in Dr. Willingham's three-part framework for supporting student success: set high expectations, express confidence they can be met, and provide support in meeting them. Whether your student is thriving or struggling, these evidence-based approaches can transform their college experience by making learning more efficient and effective.Thank you for listening! Much more information for college parents can be found on our website, College Parent Central Find us on Twitter at @CollParCentral Find us on Bluesky at @CollParCentral.bsky.social Sign up for our newsletter for ongoing information

Today, we are joined by Dr. Daniel Willingham.Dr. Daniel T. Willingham is a Professor of Psychology at the University of Virginia, known for his work applying cognitive psychology to K-16 education. He earned his B.A. from Duke University and his Ph.D. in Cognitive Psychology from Harvard University. Initially, his research focused on the brain basis of learning and memory, but he later shifted his focus to the practical applications of cognitive science in education. He is the author of several books, including Why Don't Students Like School?, When Can You Trust the Experts?, and The Reading Mind.In this continuation of our conversation, we explore the practical applications of cognitive science for learning and development. Dr. Willingham breaks down complex concepts around knowledge, intelligence, expertise, and practice while challenging common misconceptions about how we learn. From understanding what IQ really measures to debunking the myth of general critical thinking skills, he provides evidence-based insights that reshape how we should approach learning both in educational settings and professional development.Key topics include:-Why background knowledge is essential for retaining new information and understanding context -The relationship between knowledge and skills and why they cannot be separated -How chunking works and why experts see patterns that novices cannot recognize -The two components of IQ: fluid intelligence (working memory) vs crystallized intelligence (knowledge) -Why IQ can be changed and what it actually measures versus what people think it measures -The progression from rote to shallow to deep knowledge and when each is appropriate -How experts organize knowledge differently than novices, not just know more -Why knowledge transfer is so difficult and domain-specific, even within similar contexts -Whether critical thinking can be taught and the limitations of general thinking skills -The essential role of practice in learning and why there are no shortcuts to proficiency -Deliberate practice principles and how to identify weaknesses to improve systematically -Three forces that shape learning mindset: social comparisons, friendships, and family values -Why adults need to shift from grades-based to application-based measures of success -The challenges and opportunities AI presents for effective learning strategiesWhether you're designing training programs, teaching others, or working to improve your own learning, Dr. Willingham's research-backed insights challenge popular but ineffective approaches and provide a clearer understanding of how learning actually works.Dr. Daniel Willingham's Books: danielwillingham.com/booksDr. Willingham's Website: danielwillingham.com-Website and live online programs: http://ims-online.comBlog: https://blog.ims-online.com/Podcast: https://ims-online.com/podcasts/LinkedIn: https://www.linkedin.com/in/charlesgood/Twitter: https://twitter.com/charlesgood99Chapters:(00:00) Introduction(01:40) Why Background Knowledge Helps Retain New Information (06:00) Chunking and How Experts Organize Knowledge Differently(08:00) The Two Components of IQ and Why It Can Be Changed (12:00) From Rote to Shallow to Deep Knowledge(15:00) Why Knowledge Transfer Is So Difficult and Domain-Specific (20:00) Can Critical Thinking Be Taught as a General Skill? (23:00) The Essential Role of Practice and Deliberate Practice Principles (25:00) Three Forces That Shape Learning Mindset Beyond Grades (29:00) Conclusion#CharlesGood #DanWillingham #TheGoodLeadershipPodcast #CognitiveScience #BackgroundKnowledge #IQMyths #DeepKnowledge #KnowledgeTransfer #CriticalThinking #DeliberatePractice #LearningMindset #ExpertiseBuilding #WorkingMemory #EducationalPsychology #AdultLearning

Our attention spans are… not doing so great these days. With copious amounts of technology, apps, news articles, and social media posts at our fingertips, it makes sense that a lot of people are noticing how much more difficult it is to get into a state of deep reading. On part two of our literacy series, editorial correspondent Teresa Carey speaks with two experts on the subject: Dr. Maryanne Wolf and Dr. Daniel Willingham. They discuss the benefits of reading on both our brains and our culture, especially for kids. Host, Dr. Samantha Yammine also digs into the repercussions of the COVID-19 pandemic on science communicators and a new probiotic tool that can help save our coral reefs from disease. Link to Show Notes HERE Follow Curiosity Weekly on your favorite podcast app to get smarter with Dr. Samantha Yammine — for free! Still curious? Get science shows, nature documentaries, and more real-life entertainment on discovery+! Go to https://discoveryplus.com/curiosity to start your 7-day free trial. discovery+ is currently only available for US subscribers. Hosted on Acast. See acast.com/privacy for more information.

Today, we are joined by Dr. Daniel Willingham.Daniel T. Willingham is a Professor of Psychology at the University of Virginia, known for his work applying cognitive psychology to K-16 education. He earned his B.A. from Duke University and his Ph.D. in Cognitive Psychology from Harvard University. Initially, his research focused on the brain basis of learning and memory, but he later shifted his focus to the practical applications of cognitive science in education. He is the author of several books, including Why Don't Students Like School?, When Can You Trust the Experts?, and The Reading Mind.In this fascinating conversation, we explore the science behind effective learning and memory. Dr. Willingham reveals why most adults never update their learning strategies from school, the dangerous myths that persist about memory and learning styles, and the evidence-based techniques that actually work.Key topics include:Why adults rarely update their learning approachesDebunking persistent myths about memory, learning styles, and "brain training"The illusion of knowing and why familiarity doesn't equal true understandingWhy rereading, highlighting, and copying notes are ineffectiveThe power of retrieval practice Spacing effects versus cramming When and how to use mnemonic devices like memory palaces effectivelyThe fundamental principle of matching study methods to desired outcomesWhether you're a lifelong learner, educator, or leader looking to enhance your own learning capabilities, Dr. Willingham's research-backed insights will transform how you approach acquiring and retaining new knowledge.Dr. Daniel Willingham's Books: "Why Don't Students Like School?" https://www.amazon.com/Why-Dont-Students-Like-School/dp/1119715660 "Outsmart Your Brain" https://www.amazon.com/Outsmart-Your-Brain-Learning-Hard/dp/1982167173 -Website and live online programs: http://ims-online.com Blog: https://blog.ims-online.com/ Podcast: https://ims-online.com/podcasts/ LinkedIn: https://www.linkedin.com/in/charlesgood/ Twitter: https://twitter.com/charlesgood99 Chapters:(00:00) Introduction(01:15) Tool: Dr. Willingham's Journey from Neuroscience to Education(04:25) Technique: Why Adults Don't Update Their Learning Software(05:35) Tip: Overcoming Learning Overconfidence and Illusion of Knowing(09:10) Tool: Debunking Learning Styles and Common Memory Myths(11:25) Technique: Thinking About Meaning vs Mindless Repetition(14:45) Tip: Why Retrieval Practice Reigns Supreme for Learning(16:00) Tool: The Power of Overlearning and Spacing Effects(20:25) Technique: When and How to Use Mnemonic Devices Effectively(24:15) Tip: Matching Study Methods to Learning Outcomes(25:00) Conclusion#CharlesGood #DanielWillingham #TheGoodLeadershipPodcast #CognitiveScience #LearningScience #MemoryResearch #EducationalPsychology #EvidenceBasedLearning #LearningMyths #RetrievalPractice #SpacingEffect #MemoryPalace #AdultLearning #EffectiveLearning #ScienceOfLearning #LearningStrategies #MemoryTechniques #CognitivePsychology #LifelongLearning #LearningMethods

Things can get dangerously hot in the summer. The interior of your car, the sidewalk, even your patio furniture can heat up in the summer sun and burn you. Listen as I reveal just how hot these things can get. https://www.rd.com/article/things-that-get-dangerously-hot/ You've likely noticed that some things are harder to learn than others and that some people learn faster than others. Are there ways to make learning easier and quicker for those of us who aren't rocket scientists? Yes, according to my guest Daniel Willingham. He is a professor of psychology at the University of Virginia and author of several books including Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy (https://amzn.to/43Lkb8N). Listen as he explores the fascinating process of how we learn. People argue a lot. And it makes you wonder if it ever does any good. Does arguing actually accomplish something or does it leave people more upset and polarized than before? Perhaps there a better way to resolve problems without arguing. That is what my guest Linda Bloom specializes in. She and her husband Charlie are veteran marriage counselors and seminar leaders who have authored several books including An End to Arguing: 101 Valuable Lessons for All Relationships (https://amzn.to/3Y5J5yR). It's common advice that when you are mad, you should count to 10 before you say anything. That way, you give yourself a chance to calm down and not say something you later regret. Is that really a good strategy? Listen to hear some interesting research on the topic. https://www.dailymail.co.uk/sciencetech/article-2168645/Angry-Counting-worst-thing–makes-furious.html PLEASE SUPPORT OUR SPONSORS!!! SHOPIFY: Shopify is the commerce platform for millions of businesses around the world! To start selling today, sign up for your $1 per month trial at⁠⁠⁠ https://Shopify.com/sysk⁠⁠⁠ INDEED: Get a $75 sponsored job credit to get your jobs more visibility at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://Indeed.com/SOMETHING⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ right now! QUINCE: Stick to the staples that last, with elevated essentials from Quince! Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://Quince.com/sysk⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ for free shipping on your order and 365 day returns! HERS: Hers is transforming women's healthcare by providing access to affordable weight loss treatment plans, delivered straight to your door, if prescribed. Start your initial free online visit today at ⁠⁠⁠https://forhers.com/something⁠⁠⁠ DELL: Upgrade your learning experience during Dell Technologies' Back to School event with AI PCs starting at $749.99! Discover a smarter way to learn at ⁠⁠⁠https://Dell.com/deals⁠⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

More and more of the tasks we perform in our daily lives are been guided by artificial intelligence, from searching the internet for answers to relying on satellite navigation in our cars. But studies recently released suggest that our use of AI is having a negative impact on our ability to make informed judgements and decisions. In one recent study from MiT's Media Lab, a group of people were asked to write several essays. Some of them used AI, others didn't. Those who used generative AI reportedly became lazier with each subsequent essay. This cognitive offloading, allowing AI to take over from our brains might be less taxing, but there are concerns that if we come to rely on AI, we are in danger of replacing our own critical thinking for a technology that might not always come up with the right answer. However, there are those who argue that AI can be beneficial in helping our cognitive function, that it can be employed to take on the more mundane, repetitive tasks, freeing up headspace to allow us to become more productive. Software education platforms are just one example where AI is been employed to assist teachers in things like knowledge checks and grading, with the claim that it allows them time for more valuable interaction with their students. So is it possible to find a balance where we can we can rely on AI but not to the extent were we lose our mental agility. On this week's Inquiry, we're asking "Is AI eroding our critical thinking?'Contributors: Dr. Daniel Willingham, Professor of Psychology, University of Virginia, USA Dr. Michael Gerlich, Professor of Management, SBS Swiss Business School, Zurich, Switzerland Yvonne Soh, Co-founder and CEO, Noodle Factory, Singapore Sana Khareghani, Professor of Practice in AI, AI Policy Lead for Responsible AI UK Programme, King's College, London Presenter: Tanya Beckett Producer: Jill Collins Researcher: Maeve Schaffer Editor: Tara McDermott Technical Producer: Craig Boardman Production Co-ordinator: Tammy Snow Production Management Assistant: Liam Morrey

In this episode of Science of Reading: The Podcast, Susan Lambert welcomes back researcher and author Daniel Willingham, Ph.D., to discuss reading comprehension. With only so much instruction time in the day and research supporting both comprehension strategies and knowledge building, it can be tough to know what to prioritize in the classroom. Daniel holds nothing back in outlining exactly where educators should focus their time. Together, he and Susan explore the limitations of comprehension strategies, the place for critical thinking skills in relationship to knowledge, and recognizing when messaging around knowledge has gone too far.Show notes:Access free, high-quality resources at our brand new companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Resources:Read: Developing Curriculum for Deep Thinking: The Knowledge Revival, multiple authorsRead: Raising Kids Who Read, Daniel WillinghamRead: The Reading Mind, Daniel WillinghamListen: The basic science in reading instruction, with Daniel WillinghamListen: Background knowledge, with Susan Neuman Listen: ​​Research, comprehension, and content-rich literacy instruction: Sonia CabellJoin our community Facebook groupConnect with Susan LambertQuotes:“Your brain is really good at only bringing out the information from long-term memory that is relevant for the context. All of that's happening outside of awareness.”  —Daniel Willingham, Ph.D.“When reading is really humming, when it's really working well, it's like visual perception. You're just enjoying the view and you're oblivious to all of the cognitive machinery in the background that's letting you see.”  —Daniel Willingham, Ph.D.“Expecting that knowledge-rich curriculum is going to solve all problems… that's [not] what a reading program is. No, a reading program is multifaceted and needs to have lots of components.”  —Daniel Willingham, Ph.D.“Knowledge accrues slowly and it's going to take a while. You need to be patient.”  —Daniel Willingham, Ph.D.Episode timestamps*2:00 Introduction: Who is Daniel Willingham?05:00 Knowledge and reading comprehension08:00 What it takes to be comfortable reading10:00 Academic or disciplinary knowledge11:00 Comprehension strategies20:00 Applications of knowledge that can be difficult to appreciate25:00 Inferences can be automatic26:00 Taking the “knowledge is important” message too far31:00 Critical thinking and knowledge building32:00 How to decide what knowledge is important to teach36:00 Book: Developing Curriculum for Deep Thinking39:00 Final thoughts and advice*Timestamps are approximate, rounded to nearest minute

Welcome to Education Sense, a new podcast from the team behind The Rest is Education!This week's episode is brought to you by David Marshall and Isabel Rich. Together with teacher, Steph Vega, we'll be discussing Daniel Willingham's seminal education text Why Don't Students Like School? We will summarise what the book is about and also tease out some of the practical tips about how we can all become better classroom teachers. It's an episode that covers theory about how the brain learns but also some usable strategies for all. Resources: The first edition of Why Don't Students Like School? came out in 2009 with a new updated edition published in 2021: https://www.goodreads.com/book/show/55874986-why-don-t-students-like-schoolBrief mention is also made of Daniel Willingham's new book, Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. We recommend this book as a great resource for FE students and those studying for higher level exams: https://www.goodreads.com/book/show/59366180-outsmart-your-brainIn this episode, we use a Thinking Routine from Harvard Project Zero to guide the discussion and enable us to get to the heart of some of the cognitive principles raised in the book. We chose CONNECT, EXTEND, CHALLENGE as our Thinking Routine: https://pz.harvard.edu/sites/default/files/Connect%20Extend%20Challenge_0.pdfSteph is EDIJ coordinator and Head of Constructive Thinking at a primary school in North London. You can find out more about Harvard Project Zero, beloved of Steph and our teacher learning community: https://pz.harvard.edu/

We've all forgotten someone's name at a party or social gathering. It can be a special kind of embarrassment. One that makes you want to disappear and crawl under a rock. Daniel Willingham shares why we're all terrible with names and how we can be better. And: Not only are we humans terrible with names, we're also not great at remembering unfamiliar faces. It's why eyewitness accounts are notoriously unreliable. Mitchell Meltzer is working with his students to crack the code on what makes a good or bad eyewitness. Later in the show: Students rely on learning and memory to absorb and retain information. But the advent of AI has thrown a wrench in that whole process. Kathleen Arnold explains how AI programs like ChatGPT have impacted learning and memory in her classroom. Plus: Jeff Gibbons studies how memory affects the believability of news. He set up an experiment where participants read headlines that ranged from the outrageous to the ordinary. His findings open up a fascinating window into the human condition.

A deep dive into the decline of reading among students, examining the factors contributing to this trend, including busy lifestyles, technology, and curriculum constraints. The discussion highlights the importance of fostering a love for reading through engaging teaching methods, social interactions, and empowering educators to have a say in curriculum decisions. Experts share insights on how to make reading a more enjoyable and communal experience for students, emphasizing the need for sustained attention and cognitive engagement with texts. Follow on Twitter: @aldenejones @Doug_Lemov @DTWillingham @LisaPas220 @MattRKay @jonHarper70bd @bamradionetwork Alden Jones is a professor at Emerson College and the author, most recently, of The Wanting Was a Wilderness. She is the editor of the forthcoming Edge of the World: An Anthology of Queer Travel Writing (May 2025). She is on the Fulbright Specialist roster as an expert in creative writing pedagogy. Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students' individual strengths and to support their individual needs. Lisa was recently named the 2023 Rhode Island Teacher of the Year, Matthew R. Kay is a proud product of Philadelphia's public schools and a founding teacher at Science Leadership Academy (SLA). He graduated from West Chester University and holds a Master's in Educational Leadership with a Principal's certificate from the California University of Pennsylvania. At SLA, he teaches an innovative, inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL). Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain's basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don't Students Like School?, and Outsmart Your Brain. His writing on education has appeared in twenty-three languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Doug Lemov is the author of Teach Like a Champion (now in its 2.0 version) Reading Reconsidered and Practice Perfect—studies of top teachers, top teaching and the PD tools that can make more of those things. He works at Uncommon Schools and lives in upstate NY.

It happens to the best of us — we blank on someone's name, or forget an important meeting, or bomb a test we thought we'd ace.   In this week's installment of our You 2.0 series, we talk to cognitive scientist Daniel Willingham about the mysteries of memory: how it works, why it fails us, and how to build memories that stick. For more of our You 2.0 series, listen to our episode on how to say no.

I denne episoden gjennomgår vi endel spørsmål som ofte dukker opp i forbindelse med montessoripedagogikken. Hva kjennetegner et montessoriklasserom? Hva er dette materiellet som er en grunnleggende del av pedagogikken? Hvem var Maria Montessori (1870-1952), og hvordan endte denne italienske kvinnelige legen opp med å bli slik et kjent navn i pedagogikkens verden?  Før vi kommer inn på vårt hovedtema for episoden har vi også en kort samtale om mottakelsen og kritikken av Jonathan Haidts nyeste bok, The Anxious Generation.  Oversikt over episoden:  13 min: Til hovedtema 16 min: Hvem var Maria Montessori? 27 min: Hva kjennetegner montessoripedagogikken? 30 min: aldersblanding, lange arbeidsøkter, materiell og presentasjoner 35 min: fra konkret til abstrakt, eksempler fra montessorimateriell 48 min: observasjon, bevegelser rundt i klasserommet 50 min: fag- og timefordeling, den norske montessorilæreplanen 53 min: naturens rolle i montessoripedagogikken 56 min: den voksnes rolle 58 min: fredstanken hos Montessori 62 min: vitenskap, positivisme, inspirasjonen fra Teosofien 64 min: Montessori og Steiner, forskjeller og likheter? 72 min: Negative aspekter ved pedagogikken, personfokuset 77 min: Bør vi forsøke å være så tro som mulig til Montessoris ideer, eller videreutvikle dem videre?  80 min: prøver, karakterer, motivasjon 83 min: lærertetthet 86 min: Passer montessoripedagogikken for alle barn?  90 min: familienes forventninger til skolen, konsekvenser av skolevalg 94 min: frilekens forsvinning, en blindflekk i montessoripedagogikkens verden 97 min: teknologi og montessoripedagogikken 104 min: lærerutdanning og montessoriutdanning 108 min: avslutning, innspill til diskusjon   Noen referanser og videre lesing (med kommentarer i parantes):  Peter Grays kommentar til Jonathan Haidts bok: https://petergray.substack.com/p/follow-up-to-letter-45-comments-on/comments (Gray har publisert en rekke interessante artikler om dette tema, og om frilek generelt, og han har vært gjest på podkasten to ganger, senest i episode 138) Taakeprat om Steiner, https://shows.acast.com/6593a63440e8850017d5429f/6593a63bb474d300168e96c4 (tidlig episode på podkasten, hvor Even diskuterer Steiners mer tvilsomme og okkulte sider. Hør også hans intervju med Geir Uldal, episode 240) Daniel Willingham om manipulativer: https://www.aft.org/ae/fall2017/willingham (nyttig diskusjon av forskningen på bruken av materiell og manipulativer i læring) Randolph et al. (2023), «Montessori education's impact on academic and nonacademic outcomes: A systematic review», Campbell Systematic Reviews, https://onlinelibrary.wiley.com/doi/full/10.1002/cl2.1330 (den nyeste gjennomgangen av forskningen på montessoripedagogikk) Lillard, Angeline. (2016) Montessori: The Science Behind the Genius. 3.utgave. New York: Oxford University Press (solid oversikt over nyere læringsforskning som bekrefter mange av Montessoris grunnleggende ideer) Snyder, Allyson L.; Xin Tong & Angeline S. Lillard (2022) Standardized Test Proficiency in Public Montessori Schools, Journal of School Choice, https://www.tandfonline.com/doi/pdf/10.1080/15582159.2021.1958058 Montessori, Maria, (1965), Dr. Montessori's Own Handbook: A Short Guide to Her Ideas and Materials, Schocken Books [1914] (en kort og lettlest innføring til Montessoris grunnleggende ideer) Kramer, Rita, (1988), Maria Montessori. A biography, Da Capo Press [1976, University of Chicago Press] (den første ordentlige biografien, og fortsatt egentlig den beste) Polk Lillard, Paula, (1975), Montessori: A Modern Approach: The Classic Introduction to Montessori for Parents and Teachers, Schocken Books (gammel, men fortsatt en av de beste innføringsbøkene i pedagogikken) Quarfood, Christine, (2005), Positivism med mänskligt ansikte. Montessoripedagogikens idéhistoriska grunder, Östlings Bokförlags Symposion (tung på vitenskapshistorie, men en glimrende innføring i Maria Montessoris inspirasjonskilder og samtidige vitenskapelige debatter) Quarfood, Christine, (2017), Montessoris pedagogiska imperium. Kulturkritikk och politik i mellankrigstidens montessorirörelse, Daidalos (god og svært detaljert, ofte kritisk historisk gjennomgang av montessoripedagogikkens storhetstid i mellomkrigstiden)   Den norske montessorilæreplanen: https://montessorinorge.no/wp-content/uploads/2020/10/Montessori_laereplan_092020_skjerm-002.pdf Video om montessoripedagogikken fra Montessori Norge, med Lars Sandåker, laget i 2018:  https://www.youtube.com/watch?v=Z75fvGzNsR8   ---------------------------- Logoen vår er laget av Sveinung Sudbø, se hans arbeider på originalkopi.com Musikken er av Arne Kjelsrud Mathisen, se facebooksiden Nygrenda Vev og Dur for mer info. ----------------------------  Takk for at du hører på. Ta kontakt med oss på larsogpaal@gmail.com Siden vi så å si er inaktive på sosiale medier så finnes det ingen bedre måte å få spredt podkasten vår til flere enn via dere lyttere, så takk om du deler eller forteller andre om oss.  Både Lars og Pål skriver nå på hver sin blogg, med litt varierende regelmessighet. Du finner dem på disse nettsidene: https://paljabekk.com/ https://larssandaker.blogspot.com/ Alt godt, hilsen Lars og Pål

We would love to hear from you! Send us a message (if you'd like a reply, email us at literacypodcast@greatminds.org)Kim Lockhart, Canadian educator, shares her top three book recommendations. The first recommendation is 'Next Steps in Literacy Instruction' by Susan Smart and Deb Glaser, which focuses on the multi-tiered systems of support (MTSS) model and effective interventions. The second recommendation is 'Why Don't Students Like School?' by Daniel Willingham, which explores the science of learning and how to make instruction more effective. The third recommendation is 'Read Alouds for All Learners' by Molly Ness, which emphasizes the importance of language comprehension and intentional read alouds.  ResourcesMelissa & Lori Love Literacy Episode 193: Systems to Get Better Reading Results with Stephanie Stollar (podcast)Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions by Susan Smartt and Deborah Glaser (book)Melissa & Lori Love Literacy Episode 139: Knowledge Matters with Barbara Davidson and Daniel Willingham (podcast)Why Don't Students Like School? By Daniel Willingham (book)Melissa & Lori Love Literacy Episode 170: All About Read Alouds with Molly Ness (podcast)Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK–8 by Molly Ness (book)We wrote a book! The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

What do our brains need to learn, and why does studying so often not work for students? Dr Daniel Willingham is a cognitive psychologist, professor at the University of Virginia, and a Harvard University alumnus. Listen in as we discuss study methods that don't work, ones that do, and the most important finding he's discovered in his years of research. Check out his new book! https://www.amazon.com/Outsmart-Your-... Connect with Dr Willingham: http://www.danielwillingham.com/ Connect with Simply Neuroscience: simplyneuroscience.org Connect with me on Twitter:   / simonjiang43   Intro and Outro Music: Where The Waves Take Us by Purrple Cat | https://purrplecat.com/ Music promoted by https://www.chosic.com/free-music/all/ Creative Commons CC BY-SA 3.0 https://creativecommons.org/licenses/...00:00 Intro 01:57 What got you into studying learning? 08:10 Study methods that DON'T work 13:50 Principles of learning 17:38 Using flashcards 19:00 Why you should study with hierarchies 26:30 How to use practice tests 29:48 Do students have the study tools they need? 32:30 The learning styles myth 36:53 Memory is the residue of thought 38:56 Outro

Are you a lifelong learner? In this episode of Celebrations Chatter, Jim interviews Dr. Dan Willingham, Professor of Psychology at the University of Virginia and Author of the book "Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy." Dr. Willingham discusses his research in cognitive psychology, as well as how to apply his learning methodology to your own lifelong education. Tune in to gain insights into the fascinating world of human memory and how to optimize your brain's potential. Find Dr. Willingham on TikTok: https://www.tiktok.com/@daniel_willingham/video/7184549566358834474   New podcast episodes released weekly on Thursday. Follow along with the links below: Sign up for the Celebrations Chatter Newsletter: https://celebrationschatter.beehiiv.com/    Subscribe to Celebrations Chatter on YouTube: https://www.youtube.com/@celebrationschatter  Follow @CelebrationsChatter on Instagram: https://www.instagram.com/celebrationschatter/    Follow @CelebrationsChatter on Threads: https://www.threads.net/@celebrationschatter  Listen to more episodes of Celebrations Chatter on Apple Podcasts:  https://podcasts.apple.com/us/podcast/celebrations-chatter-with-jim-mccann/id1616689192    Listen to more episodes of Celebrations Chatter on Spotify: https://open.spotify.com/episode/5Yxfvb4qHGCwR5IgAmgCQX?si=ipuQC3-ATbKyqIk6RtPb-A    Listen to more episodes of Celebrations Chatter on Google Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5saWJzeW4uY29tLzQwMzU0MS9yc3M?sa=X&ved=0CAMQ4aUDahcKEwio9KT_xJuBAxUAAAAAHQAAAAAQNg  Visit 1-800-Flowers.com: https://www.1800flowers.com/    Visit the 1-800-Flowers.com YouTube Channel: https://www.youtube.com/@1800flowers  Follow Jim McCann on LinkedIn: https://www.linkedin.com/in/jim1800flowers/  Follow Jim McCann on X / Twitter: https://twitter.com/jim1800flowers (@Jim1800Flowers)

In this deep dive episode, Chrissie answers the question: why does reading nonfiction matter for kids?We explore 2 big reasons:# 1: Reading depends heavily on prior knowledge, and one of the best ways to build prior knowledge is by reading nonfiction.#2: Kids love it, and encouraging kids to read what they love makes them lifelong readers.Articles and resources referenced in this episode:Daniel Willingham's blog: "School time, knowledge, and reading comprehension""How Knowledge Helps" by Daniel WillinghamRaising Kids Who Read by Daniel WillinghamThe Reading Mind by Daniel Willingham"Background Knowledge: A Key to Reading Comprehension" by Jan Burkins and Kari Yates"Hey, Grownups! Kids Really Do Like Nonfiction" by Cynthia Levinson, Melissa Stewart, and Jennifer SwansonMelissa Stewart's website: "Nonfiction Reading Resources"Be sure to subscribe to the show wherever you get your podcasts. You can follow the show on Instagram @bookdelightpod, follow Chrissie on Instagram @librarychrissie, and subscribe to Chrissie's monthly kidlit newsletter at librarychrissie.substack.com. 

Ever wondered why, after hours of reading and highlighting, you still feel unprepared for that big test? Or why, shortly after a work training, you can't remember much of what was said and how to apply it? Or why you have trouble comprehending a difficult book?Whether you're a student studying for exams, an employee trying to learn the ropes at a new job, or someone who's into personal study, learning effectively is hugely important in increasing your capacity and knowledge. Unfortunately, most of what people do to learn simply doesn't work.Here to unlock the superior, research-backed strategies that will help you harness the potential of your brain is Daniel Willingham, a professor of psychology and the author of Outsmart Your Brain. Today on the show, Daniel explains why the default way that our brains want to learn doesn't work, and how to approach learning by both reading and listening more effectively. We discuss how to get more out of your reading, including whether you should highlight, whether speed reading is effective, the optimal method for taking notes during a lecture, the best way to cement things into memory, and much more.Resources Related to the PodcastAoM Article: How and Why to Become a Lifelong LearnerAoM Article: How to Read a BookAoM Article: How to Read Long and Difficult BooksAoM Podcast #677: The Value of Learning New Skills in AdulthoodAoM Article: Ace Your Exams — Study Tactics of the Successful Gentleman ScholarAoM Article: Write This Down: Note-Taking Strategies for Academic SuccessConnect With Daniel Willingham Daniel's websiteDaniel on XDaniel on TikTok

Understanding the brain's tendencies to avoid excessive thinking is crucial for educators. We need to leverage this knowledge to help foster a love for problem-solving and critical thinking among our students. Listen in as Dr. Colin Roche explores the idea that the human mind isn't inherently designed for thinking, and how we, as educators, can optimize our teaching strategies to encourage curiosity and encourage thoughtful engagement in our students.In this episode, Chef Roche also mentions the book "Why Don't Students Like School" by Daniel Willingham (https://amzn.to/3PlJKIj), which is an invaluable resource that all educators should read and the information source for the majority of content in the episode. The book's subtitle is "A cognitive scientist answers questions about how the mind works and what it means for the classroom".CULINARY EDUCATORS' BOOK: To get even more information on a wide variety of teaching topics, be sure to check out the book Dr. Roche co-wrote titled "Culinary Educators' Teaching Tools and Tips", which is published by Kendall Hunt (https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tips).SPONSORSHIP / SUPPORT: If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to Buy Me A Coffee https://www.buymeacoffee.com/chefroche or through Patreon at: https://www.patreon.com/DrProfessorChef.We truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free.Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: FoodMediaNetwork@gmail.comABOUT THE SHOW: The Chef Educator podcast was created to be a comprehensive resource for new and "seasoned" culinary, baking & pastry, and hospitality teachers, instructors, and faculty at both secondary and post-secondary educational institutions.The show addresses the many issues related to student learning and instructor effectiveness and our hope is to offer a collection of practical and effective teaching tools, tips, and techniques that you can use in your classroom and/or labs.RATINGS / REVIEW: If you enjoy this episode or the podcast overall, please consider leaving a short review and rating. It takes less than 30 seconds, and it really makes a difference in spreading the word and helping us to get new listeners, guests, and sponsors!RESOURCES:Audience Response Hotline - (207) 835-1275 {Comments, Suggestions or Questions)LinkTree - https://linktr.ee/FoodMediaNetworkCulinary School Stories Podcast Website - http://www.culinaryschoolstories.comChef Educator Podcast Website - http://www.chefeducator.comKitchen Lingo Podcast Website - https://foodmedianetwork.com/kitchenlingo/Main Website - https://foodmedianetwork.comYouTube - https://www.youtube.com/user/DrChefColinFacebook - https://www.facebook.com/DrProfessorChefTwitter - https://twitter.com/ChefRocheInstagram - https://www.instagram.com/drprofessorchef/Email - FoodMediaNetwork@gmail.comSign up for our email list /newsletter - https://foodmedianetwork.com/contactMUSIC: "Atlanta" by Jingle Punks, YouTube Audio LibraryChef Educator is a proud member of the Food Media Network!Copyright 2023

In this deep dive episode, Chrissie shares 7 reasons why audiobooks are awesome, especially for kids!7 reasons why audiobooks are awesome:Audiobooks are inclusive.Audiobooks are the same for your brain as reading on the page.Audiobooks provide a model of fluency, expression, and prosody.Audiobooks build background knowledge.Audiobooks build vocabulary.Audiobooks are fun.All reading matters.Resources mentioned in this episode:Shifting the BalanceLearning Ally infographic - "Here's why audiobooks work"Daniel Willingham blog post - "Is listening to an audiobook cheating?"Daniel Willingham NYT article - "Is listening to a book the same thing  as reading it?"SoraLearning AllyPlayaway audiobooksVOX books audiobooksBe sure to subscribe to the show wherever you get your podcasts. You can follow the show on Instagram @bookdelightpod, follow Chrissie on Instagram @librarychrissie, and subscribe to Chrissie's monthly kidlit newsletter at librarychrissie.substack.com. 

On a hot summer day, lots of things can get dangerously hot. Your street, the dashboard and steering wheel inside your car, even your patio furniture can get hot enough to burn you. Listen as I explain just how hot. https://www.rd.com/article/things-that-get-dangerously-hot/ Why are some things harder to learn than others? Why do some people seem to learn things faster? Are there ways to make learning something easier? Joining me to explain all this and other aspects of the science of learning is Daniel Willingham. He is a professor of psychology at the University of Virginia and author of several books including Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy (https://amzn.to/43Lkb8N). Arguments happen – a lot. Yet, what do they accomplish really? The fact is they often leave people more polarized and upset than before. What if people could resolve problems without arguing? What if we could prevent arguments from happening in the first place? That is what Linda Bloom specializes in. Linda and her husband Charlie are veteran marriage counselors and seminar leaders who have authored several books including An End to Arguing: 101 Valuable Lessons for All Relationships (https://amzn.to/3Y5J5yR).  There is this old advice I'm sure you have heard that when you are really upset, you should count to ten before you say or do anything because that will calm you down and prevent you from doing something you later regret. Is that really good advice? Listen as I explain some interesting research. https://www.dailymail.co.uk/sciencetech/article-2168645/Angry-Counting-worst-thing--makes-furious.html PLEASE SUPPORT OUR SPONSORS! Indeed is the hiring platform where you can Attract, Interview, and Hire all in one place! Start hiring NOW with a $75 SPONSORED JOB CREDIT to upgrade your job post at https://Indeed.com/SOMETHING Offer good for a limited time. Discover Credit Cards do something pretty awesome. At the end of your first year, they automatically double all the cash back you've earned! See terms and check it out for yourself at https://Discover.com/match U.S. Cellular knows how important your kid's relationship with technology is, so they've made it their mission to help them establish good digital habits early on! That's why they've partnered with Screen Sanity, a non-profit dedicated to helping kids navigate the digital landscape. For a smarter start to the school year, U.S. Cellular is offering a free basic phone on new eligible lines, providing an alternative to a smartphone for children. Visit https://USCellular.com/BuiltForUS ! We really like the Freakonomics Radio podcast! Check it out at https://freakonomics.com/podcasts OR search for it on Apple Podcasts, Spotify or wherever you listen!  Learn more about your ad choices. Visit podcastchoices.com/adchoices

When Daniel's daughter ended up in the ICU in a foreign country, a stranger helped him get there. Do you have your own story of an unsung hero? We'd love to hear it! Record a voice memo and email it to us at myunsunghero@hiddenbrain.org. Some guidance:--Focus on ONE moment that you will never forget. --Make sure you're in a quiet, non-echoey room.--Speak conversationally, like you're talking to a friend.--Let us know why this person continues to impact your life.--If your hero were standing front of you today, what would you say? Address them directly.-- Here are some tips on how to make a great recording on your phone.Thank you!

Outsmart Your Brain Leigh Martinuzzi · 1084 Daniel Willingham – Outsmart Your Brain I speak with Daniel about his new book, Outsmart Your Brain, a comprehensive, and accessible guide on how the brain learns. We discuss how we can better use our attention to help us learn more efficiently and effectively. As Daniel explains, we … Continue reading 1084 Daniel Willingham – Outsmart Your Brain

Ollie Lovell · ERRR079. Daniel Willingham on How to Study This episode we're speaking with Daniel Willingham. Dan is Professor… The post ERRR #079. Daniel Willingham on How to Study appeared first on Ollie Lovell.

It happens to the best of us — we blank on someone's name, or forget an important meeting, or bomb a test we thought we'd ace.   Today on the show, we talk to cognitive scientist Daniel Willingham about the mysteries of memory: How it works, why it fails us, and how to build memories that stick. It used to be that we tried our best to conceal disadvantages. But new research sheds a light on the strange phenomenon of people who pretend to be worse off than they really are.  Check out our recent episode "Crying Wolf". And if you like our work, please consider supporting it! See how you can help at support.hiddenbrain.org.  

Today's guest is Daniel Willingham, author of the new book Outsmart Your Brain. I'm so excited for you to hear us talk about how we as teachers can help students to become successful, independent learners through supporting their focus, planning and goal setting; purposefully take notes from listening or reading; and how to help them best tackle and comprehend complex texts. Later, I'm joined by my colleagues Elisha Li, Gina Dignon, Lainie Powell, and Macie Kerbs for a conversation about what we can bring to the classroom.****Read a full transcript of this episode and learn more about the show at  jenniferserravallo.com/podcastClick the links for more on Daniel Willingham or his book Outsmart Your Brain.****About this episode's guest:Dan Willingham received his PhD from Harvard University in cognitive psychology and is now a professor of psychology at the University of Virginia. He is the author of several books, including The Reading Mind: A Cognitive Approach to How the Mind Reads and Raising Kids Who Read. A fellow of the American Psychological Association and the Association for Psychological Science, you can follow him on Twitter @DTWillingham.Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Drew Perkins talks with cognitive psychologist Daniel Willingham about his new book, Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. Click to View Links & Resources Mentioned In This Episode

My friend Zoë (hi Zoë!) is taking a course on learning design. In it, she heard about Behaviourism, Cognitivism, and Constructivism, and while she said that she found it confusing, her main takeaway is that "you need a bit of each". I recorded this episode to help her have a clearer sense of what these three words really mean, and that "a bit of each" is emphatically not the right message. I thought that others might benefit from the same summary. This is a frequent topic in education courses, and I think it generally gets a pretty poor treatment. Hopefully this will clear things up for a lot of people. Enjoy the episode. *** RELATED EPISODES Note how the distribution of episodes reflects the importance of topics. Behaviourism is important to know about but it really isn't current as a way of thinking about learning, it's more of a historical relic with some lasting applicability to animal training. Constructivism is a mistaken and misleading theory that keeps negatively affecting educational practice and never seems to go away, so I keep having to talk about it. Cognitivism is a really effective approach which deserves to be known more widely - it took me a long time to find out about it, hence why the episodes about it tend to be more recent. Behaviourism: 3. Don't Shoot the Dog! The New Art of Teaching and Training by Karen Pryor Constructivism: 42. Do Schools Kill Creativity? by Ken Robinson; 65. Beyond the Hole in the Wall by Sugata Mitra; 87. Experiential Learning by Colin Beard and John Wilson; 88. The Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching; 90. Discovery learning: the idea that won't die; 124. The Cambridge Handbook of the Learning Sciences Cognitivism: 79. What learning is; 80. The Chimp Paradox by Prof Steve Peters; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Daniel Willingham; 95. The Reading Mind by Dan Willingham; 132a. Direct Instruction and Project Follow Through; 132b. Direct Instruction: the evidence; 135. Professional writing expertise; 136. Congitive architecture and ACT-R; 136+. Interview with Prof. Christian Lebiere on ACT-R and Cognitive Architecture REFERENCES I mention the following article as one where the authors (eminent figures in cognitive architecture, one of whom is a Nobel Prize winner) ask Constructivists to stop misrepresenting their work and saying things in direct contradiction to the evidence. Anderson, Reder, & Simon (1999). Applications and Misapplacations of Cognitive Psychology to Mathematics Education. SUPPORT You can support the podcast and join the community forum by visiting https://www.buymeacoffee.com/edubookcast.

How can we enhance the learning experience for students? Daniel Willingham joins us today to discuss how his upcoming book, Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy, addresses this topic and much more… As a professor in the Department of Psychology at the University of Virginia, Daniel's research centers around the application of cognitive psychology and neuroscience discoveries to K–12 education. Using his findings to inform his latest writing, Daniel outlines how to train your brain for better learning by drawing from the latest research and real-world applications. In this episode, we cover: How to test whether or not you've really learned something. Why it is important not to mistake familiarity with learning.  How variations in teaching styles impact the way students learn.  The importance of actively listening during a lesson. To learn more about Daniel and his work, visit www.danielwillingham.com, and pre-order his new book here! Episode also available on Apple Podcasts: https://apple.co/38oMlMr

In this episode, we sit down with psychologist Daniel Willingham to discuss his upcoming book, Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. On top of his work as an author, Daniel is a professor in the Department of Psychology at the University of Virginia, where he focuses his research on applying cognitive psychology and neuroscience discoveries to K–12 education. Daniel's recent book outlines how to train your brain for better learning. Using the latest research and real-world applications, this guide provides strategies for enhancing the learning experience – while also illustrating why traditional study practices do not necessarily work… Offer: Are you ready to unlock the true potential of your body and mind? Introducing Analemma coherent water, a revolutionary new way to improve your health and well-being. Analemma has been clinically proven to significantly increase the ATP levels - the mitochondrial energy of your body! It significantly improves your gut health by improving the state of your microbiome, and it provides up to 12 years of biological age rejuvenation within only three months of drinking this water! Imagine having more energy, a healthier gut, a clearer mind and a youthful body - with Analemma water, it all stops being a dream. Take the first step towards unlocking your true potential – try Analemma water and revolutionize your life! Visit coherent-water.com. Every purchase comes with a 100% money back guarantee, so you can literally taste the difference risk free GET 10% DISCOUNT BY USING CODE Genius10.coherent-water.com – Join the Water Revolution. Join the conversation now to explore: The systems in the brain that handle different sorts of learning tasks. The best ways to cement things into your memory. Where listening can go wrong during the learning process. . How independent learning expectations change as students get older. Can the student learning experience be done more effectively? If so, what methods can we use to achieve this? Tune in now to find out! To learn more about Daniel and his work, visit www.danielwillingham.com, and preorder his new book here! Episode also available on Apple Podcast: http://apple.co/30PvU9C

As adults, we need to learn new things all the time. Yet many of us are relying on the same outdated methods we used as adolescents to do it. Thinks like relentless highlighting and endless rereading. If so, it may be time to take advantage of the latest research on learning. That's where Daniel Willingham comes in. In this interview, we discuss his latest book, Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. Dan explains when our brains may be working against us. He also shares specific strategies for overriding our brains, so we can convert information into knowledge and understanding. In a world where learning is more important than ever – for our lives and careers – Dan's book is just the resource we need. Episode Links You've Been Studying All Wrong. This Professor Can Help You Outsmart Your Brain Proof Points: One Expert on What Students Do Wrong One Thing Teachers Can Do to Help Students Change Their Habits Remarkably Bright Creatures by Shelby Van Pelt The Team Learn more about host, Gayle Allen, and producer, Rob Mancabelli, here. Support the Podcast If you like the show, please rate and review it on iTunes or wherever you subscribe, and tell a friend or family member about the show. Subscribe Click here and then scroll down to see a sample of sites where you can subscribe.

I know what you're thinking, your brain is the smartest part of your body. But to quote comedian Emo Philips, look who's telling you that. Your brain makes great short-term decisions but often at the cost of better long-term thoughts. Better eating? No thanks, the brain knows that ice cream tastes better. Workouts? The brain knows that those hurt. Saving for the future? Ms. Brain says I need money for right now. Luckily help is on the way in today's episode. Dr. Daniel Willingham joins us to help you trick your brain into better habits. We'll talk about getting more out of meetings so you can earn more. Take better notes so you remember more. Focus on the task at hand so you can stack more Benjamins.Of course, that's not all. During our headline segment, ANOTHER celebrity says that they're going to disinherit their kids. Who would do this and why? Do we agree? We'll share. Also, we'll throw out the Haven Life line to a lucky caller who wants to help HIS mom (our mom 100% approves of this caller!) AND Doug will share his Chinese New Year-related trivia.FULL SHOW NOTES: https://www.stackingbenjamins.com/daniel-willingham-1309Deeper dives with curated links, topics, and discussions are in our newsletter, The 201, available at StackingBenjamins.com/201.Enjoy! Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

I know what you're thinking, your brain is the smartest part of your body. But to quote comedian Emo Philips, look who's telling you that. Your brain makes great short-term decisions but often at the cost of better long-term thoughts. Better eating? No thanks, the brain knows that ice cream tastes better. Workouts? The brain knows that those hurt. Saving for the future? Ms. Brain says I need money for right now. Luckily help is on the way in today's episode. Dr. Daniel Willingham joins us to help you trick your brain into better habits. We'll talk about getting more out of meetings so you can earn more. Take better notes so you remember more. Focus on the task at hand so you can stack more Benjamins. Of course, that's not all. During our headline segment, ANOTHER celebrity says that they're going to disinherit their kids. Who would do this and why? Do we agree? We'll share. Also, we'll throw out the Haven Life line to a lucky caller who wants to help HIS mom (our mom 100% approves of this caller!) AND Doug will share his Chinese New Year-related trivia. FULL SHOW NOTES: https://www.stackingbenjamins.com/daniel-willingham-1309 Deeper dives with curated links, topics, and discussions are in our newsletter, The 201, available at StackingBenjamins.com/201. Enjoy! Learn more about your ad choices. Visit podcastchoices.com/adchoices

In today's episode, we discuss knowledge as a critical component of reading comprehension. We hear from author and professor Daniel Willingham, who shares research on the important role knowledge plays in comprehension. We also talk with Executive Director of Knowledge Matters Campaign, Barbara Davidson, who highlights strong curricula and resources related to knowledge-building ELA. ResourcesKnowledge Matters Campaign website Knowledge Matters Campaign Twitter handle Books by Daniel WillinghamReading Rockets Q&A with Daniel WillinghamDaniel Willingham Social Media TwitterFacebookTikTokConnect with usFacebook and join our Facebook Group Twitter Instagram Visit our website to stay connected with Melissa and Lori! Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 

A Princeton student created an app to tell whether ChatGPT wrote an essay. Not long after ChatGPT was revealed to the world in late 2022, a computer science major at Princeton University built an app to detect whether AI wrote an essay. Edward Tian created GPTZero, which he says can "quickly and efficiently" decipher whether a human or ChatGPT authored an essay. He's explicitly soliciting educators to test his new tool. We decided to have some fun and ask ChatGPT if there's a tool that can determine if something is written by ChatGPT. This was the response... "There are several tools that can be used to determine if something is written by a language model like GPT, including Plagiarism detection software, which can be used to detect similarities between a piece of text and a large corpus of text. Some other methods include: Using a GPT-based language model to generate text and then comparing it to the original text to see if they are similar. Analyzing the style, grammar, and language use in the text to see if it matches the patterns typically produced by a language model. comparing the text with the known outputs or samples of the model. However, these methods are not always foolproof and can be subject to errors. In general, it's difficult to be certain if a text is written by a language model or not" To learn more about the ChatGPT and hear which large school district is already making moves to ban the AI software, listen to Episode 237 of Class Dismissed. Also, a cognitive psychologist shares his secrets for memorable lesson plans. Many students can remember details from their favorite television shows but struggle with remembering things their teachers say in class. Why is this? Memory is an intriguing subject. You might think that your most recent memory would always be in front of you, but sometimes we find ourselves at a loss when trying to remember something from 15 seconds earlier, such as what I came into the kitchen for or even where my car keys are! Meanwhile, other seemingly trivial memories can last our entire lives – for example, why do we remember some advertisements? Our guest in Episode 237 of Class Dismissed is here to help us make some sense of memory. He'll also give us some teacher tips on how to make a more memorable lesson plan. Dr. Daniel Willingham is a psychologist and professor at the University of Virginia. He's also the author of “Why Don't Students Like School?”His book dives into how the mind works and what it means for the classroom. Willingham wants educators to know that “memory is the residue of thought.” In other words, your memory is not a product of what you want to remember or what you try to remember; it's a product of what you think about. To learn how educators can use this information to their advantage in their lessons, listen to Episode 237 of the Class Dismissed Podcast on your favorite podcast app or iTunes. All Rights Reserved. Class Dismissed Podcast 2017-2023.

On this episode of The Report Card, Nat speaks with Daniel Willingham, Professor of Psychology at the University of Virginia and the author of Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. Nat and Dan discuss the benefits and limitations of the science of learning, why we don’t spend […]

Dr Daniel Willingham is on the #ReadingWithYourKids #Podcast to celebrate his new book Outsmart Your Brain, this is a revolutionary, comprehensive, and accessible guide on how the brain learns, discover how to study more efficiently and effectively, shrug away exam stress, and most of all, enjoy learning. When we study, we tend to focus on the tasks we can most easily control - such as highlighting and rereading - but these practices only give the illusion of mastery. Click here to visit Dr Dan's website - http://www.danielwillingham.com/books.html Click here to visit our website - www.readingwithyourkids.com

In this interview, I have the honour to speak with Professor Christian Lebiere, researcher in cognitive architecture, co-author of The Atomic Components of Thought, and one of the main developers of the ACT-R architecture. We talk on a range of topics relating to cognitive architecture, cognitive modelling, and psychology. My questions are listed below, by theme. A note on cover art: this is a diagram of ACT-R version 2.0 from 1993. More modern versions of ACT-R contain somewhat different components, but we discuss this diagram in the interview so I have shared it here. OVERVIEW. What is cognitive architecture? What is ACT-R? Why should we care? EVIDENCE. What evidence is there for ACT-R? How much evidence is there? What sort of human activities can it model? Can it model non-goal-driven behaviours such as daydreaming, for instance? Has ACT-R been tested with people of different ages (children vs. adults vs. the elderly)? Has it been tested with people of different cultures? SCOPE & ELEMENTS. ACT-R version 2.0 had no working memory component - why not, and what were the circumstances that led to it being introduced? How does ACT-R deal with consciousness? How is ACT-R being extended to deal with emotions? APPLICATION. When did ACT-R become mature enough as a theory for you to move from basic science and theory-building to application? What are the educational applications of ACT-R? PUBLIC RELATIONS. It took me over 7 years before I found out about cognitive architecture as a field. Nobody in education, or in the general public, seems to know about it, and it seems to never be mentioned by the vast majority of psychologists either. Given its achievements in modelling human cognition, why do so few people know about it? Enjoy the episode. *** RELATED EPISODES 79. What learning is 80. The Chimp Paradox by Prof Steve Peters 82. Memorable Teaching by Peps McCrea 85. Why Don't Students Like School? by Daniel Willingham 95. The Reading Mind by Daniel Willingham SUPPORT You can support Education Bookcast and join the community forum by visiting http://www.buymeacoffee.com/edubookcast.

Do your kids read for fun in high school? According to Dr. Daniel Willingham in Raising Kids Who Read, the average high schooler reads 6 minutes per day for pleasure. What that really means, he explains, is that a few kids read for pleasure quite a lot… and most don't read for pleasure at all. […] Visit Read-Aloud Revival ® with Sarah Mackenzie