Podcast appearances and mentions of daniel willingham

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.

In deze podcast ga ik in gesprek met Anna Bosman en Robin van Rijthoven. Ze vertaalde het befaamde onderwijsboek ‘Why don't students like school?' geschreven door cognitief psycholoog Daniel Willingham. Het boek geeft op onderzoek gebaseerde inzichten en onderbouwing hoe wij mensen leren en denken. Op basis van deze kennis biedt het boek 10 inzichten... Het bericht Waarom gaat leren niet vanzelf? 10 inzichten voor de leerkracht verscheen eerst op Tjipcast.

In deze 25ste aflevering gaan Wessel en Linda opzoek naar het antwoord op de vraag: Hoe leerzaam is een goed verhaal?Directe instructie, leerstrategieën, blended leren... we zijn in het onderwijs altijd graag bezig met de leertijd zo effectief mogelijk te maken. Maar is er dan nog wel tijd voor een goed verhaal? En wat is eigenlijk de waarde van het vertellen van een goed verhaal? In deze aflevering kijken we naar verschillende voordelen van een goed verhaal want, zoals Daniel Willingham het zegt: verhalen nemen een voorkeurspositie in ons brein!Veel luisterplezier!Meer weten over dit onderwerp?https://www.vernieuwenderwijs.nl/podcast/Vragen of suggesties?podcast@vernieuwenderwijs.nl

This week's episode is part of the Shaping D&T series, running from April to August 2024, where i interview a variety of people and discuss the current state and future of design and technology (D&T) education. This week it's just me exploring the current   national curriculum for D&T in England, which has undergone several iterations, with the current version established in 2013-2014, making it the longest-standing iteration. The curriculum's development involved expert review, led by Tim Oates, with a particular emphasis on aligning it with educational philosophies of figures like ED Hirsch and Daniel Willingham. However, the lack of a clear epistemology for D&T led to debates and criticisms, resulting in a revised curriculum that lacks external consultation. This has caused confusion and dissatisfaction within the D&T community.The curriculum aims to develop students' creative, technical, and practical expertise, preparing them for an increasingly technological world. However, concerns arise regarding the integration of cooking and nutrition, which was previously embedded in D&T but now exists as a separate entity, causing confusion and diluting the subject's integrity. Despite flaws, the curriculum provides a foundation for teaching and learning, with opportunities for evolution rather than dramatic overhaul. Future episodes will explore various perspectives on the curriculum and propose potential changes to address its shortcomings.Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show. If you want to support me by becoming a Patron click here. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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)

Audiobooks are gaining in popularity, recently becoming a multi-billion dollar industry. Daniel Willingham, a psychology professor at the University of Virginia and author of ‘The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads,' joins Evan to settle a debate… is listening to an audiobook just as good for your brain as reading a book?

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

This week, we are helping you harness the power of cognitive principles to elevate your teaching practice. In this final instalment of our book study, we'll explore how we can leverage all of our learning from Daniel Willingham's book "Why Don't Students Like School" to help us become the best teachers that we can be. If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/127**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Strategies for Enhancing Memory & Critical Thinking - E113Learning That Transfers - E117Supporting Different Types of Learners - E121How Technology Influences Student Thinking - E125Chapter 10 key ideas:We're taking a break for the summer and we'll be back August 15thNew book study coming up in the 2023-2024 school year: Grading for Equity by Joe FeldmanLet's apply all of the cognitive principles in this book to our teaching practices!Guiding Principle: “Teaching, like any complex cognitive skill, must be practiced to be improved"Teaching is very demanding of working memoryNew teachers - learning factual knowledge, pedagogical content knowledge, procedures etc and it takes time! Experienced teachers also go through growth and learning with new coursesDeliberate practice:Pick one small skill, select a specific goalGet feedbackPush yourself outside of your comfort zoneIt's mentally demanding... and not funPractice indirect skillsLots of great resources: Jim Knight, Google Certified CoachTry a teaching sprint - based off the book Sprint by Jake KnappMake space for relaxation & down time as you go through changesGetting & giving feedback:Record and watch yourself teachingWatch other teacher videos togetherWatch each others videos & give feedbackBring it back to the classroomImprovement takes time & change needs to be done purposefullyGoal setting needs follow upTake care of yourself as you work on teaching practices!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

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

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 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. As Dan Willingham, professor of psychology and bestselling author, explains, familiarity is not the same as comprehension. Enjoy! Grab a copy of Daniel's book here - Outsmart Your Brain Guest Bio. Daniel T. Willingham (born 1961) is a psychologist at the University of Virginia, where he is a professor in the Department of Psychology. Willingham's research focuses on the application of findings from cognitive psychology and neuroscience to K–12 education.

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.

“How then do we best prepare children to be successful in the modern world? Of course, the modern field of education is focused on this question, but has not been informed by an evolutionary understanding of cognitive development, nor considered the question of how folk abilities can be modified to create secondary competencies. Evolutionary educational psychology is an attempt to bridge evolutionary insights and educational science.”  (Geary & Birch 2016, s.236) Hva betyr egentlig vår biologi og evolusjonære forhistorie for vår egen evne til å lære, både i uformelle omgivelser og i skolen? I denne episoden diskuterer vi David C. Gearys tilnærming til dette spørsmålet, særlig hans skille mellom biologisk primære og biologisk sekundære ferdigheter og kunnskaper. Hvorfor er det slik at noen typer læring som faller oss lettere fordi disse aktivitetene har vært en del av vår hverdag så lenge det har fantes mennesker? Og hvordan skal vi gå frem for å lære nyere kulturelle oppfinnelser, som lesing, matematikk og moderne naturvitenskap?  Ifølge Geary kan vi ikke forstå forskjellen mellom slike ulike typer læring uten å innta et evolusjonært perspektiv på læring. I denne episoden gir vi en kort innføring i hans teori, og diskuterer hva en slik teori bidrar til hvordan vi forstår dagens skole og de utfordringer vi står ovenfor.  Vi snakker også om hvorfor navn som Paul Kirschner, Daniel Willingham, E.D. Hirsch, David Dideau, Natalie Wexler har rett i så mange av deres kritikker av dagens skole, samtidig som de tar mange av våre gjengse skoleoppfatninger for gitt. Det er selvsagt greit nok, men mot slutten av episoden argumenterer vi for hvorfor deres perspektiv kun gir mening innenfor dagens skole, og utelukker et mer grunnleggende spørsmål om det kan finnes andre måter å innrette barn og unges læring på.   Litteratur David C. Geary, 1994, Children's Mathematical Development David D. Geary, 1995, Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction, American Psychologist, 50(1), 24–37 David C. Geary, 2005, The Origin of Mind: Evolution of Brain, Cognition, and General Intelligence David C. Geary, 2022, Sex, mathematics, and the brain: An evolutionary perspective, Developmental Review, 63 David C. Geary og Daniel B. Berch, 2016, Evolution and Children's Cognitive and Academic Development, i Geary og Berch (red) 2016, Evolutionary Perspectives on Child Development and Education Jerry Carlson og Joey Levin (red.) 2007, Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology, https://mrbartonmaths.com/resourcesnew/8.%20Research/Explicit%20Instruction/Educating%20the%20Evolved%20Mind.pdf   ---------------------------- 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 vår facebookside eller på larsogpaal@gmail.com Det finnes 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

Why we must learn lessons about how we learn? CIS welcomed world-leading education researcher, cognitive psychologist and Ask a Cognitive Scientist columnist Dan Willingham to discuss how we learn and why this matters. While researchers have learned vastly more about how we learn, this isn't always reflected in teaching within schools or in how students study. Many practices for teaching and self-study are based on outdated theories, misconceptions, neuro-myths, anecdotes, and trial-and-error. But increasingly scientifically-informed practice can optimize teaching and study time – ultimately helping students to be more effective, efficient, and engaged learners. What are the key lessons from how we learn? How should cognitive science inform teaching and learning practice? Can we train our brains to be better learners? Why do so many teaching and learning fads not work in practice? Why are misconceptions about learning so persistent and hard to shake? Daniel T. Willingham is Professor of Psychology at the University of Virginia, with expertise in cognitive psychology and neuroscience as it applies to school education. He is author of the Ask a Cognitive Scientist column of the American Educator journal, as well as several books, including Why Don't Students Like School?, When Can You Trust the Experts?, and Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. This discussion is convened by CIS program director in education policy, Glenn Fahey. Glenn is co-author of the report, Failing to teach the teacher: An analysis of mathematics Initial Teacher Education (CIS, 2021).

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.  

It's the last episode of Season 2 and we're discussing “semi-focus”. Can we banish it completely and where do we start? We look into the research for you and chat to Australian teachers about their experiences.If you've enjoyed Season 2, please share your favourite episode with other teachers you think would love to listen. We want to reach as many teachers as possible and appreciate every rating, subscription or review, so don't hold back. Each of these actions mean a lot to us, but also means new listeners are likely to find out about us.Get in touch with us hereYou can hear more of Staś over at his podcast, Education Bookcast or learn more here.The Pedagogue-cast is proudly powered by Maths PathwayShow notes: Rogers, William A.  (2011).  You know the fair rule : strategies for positive and effective behaviour management and discipline in schools.  Camberwell, Vic :  ACER PressHow to become a Straight-A student by Cal Newport (2006).“Long term” & “Working memory” definitionsWhy Don't Students Like School? By Dan Willingham (2021)“Learning is the residue of thought” actually “memory is the residue of thought” quote - Daniel Willingham.Why Don't Students Like School? By Dan Willingham (2021)“Marva Collins” infoMarva Collins' Way by Marva Collins and Civia Tamarkin (1990)“John Wooden” infoYou Haven't Taught Until They Have Learned by Swen Nater and Ronald Gallimore (2010)“Deliberate practice” (work hard, but then deliberately rest - “100% on + 100% off”)Ericsson, K. A. (2008) Deliberate practice and acquisition of expert performance: a general overview. Academic Emergency Medicine.Rest by Alex Soojung-Kim Pang (2018)Doug Lemov: “rehearsing different things that could happen in the classroom” inc classroom management (and using gestures). Be clear in your instructions Teach Like a Champion 3.0 by Doug Lemov (2021)Bill RogerS INFO (Anecdote - it's important to have plan for behavioural management, visual indicator of what the rules are “right now” in the classroom (3 boxes and a magnet would move between the boxes - silent listening, silent working, quiet working)“Direct Instruction”Engelmann, S., Becker, W. C., Carnine, D. W., & Gersten, R. (1988). The Direct Instruction Follow Through Model: Design and outcomes. Education and Treatment of Children, 11(4), 303–317.One Million Children: Success for All by Robert Slavin and Nancy Madden (2000)Theory of Instruction by Siegfried Engelmann and Douglas Carmine (1982)“Montessori Method”Montessori: The Science Behind the Genius by Angeline Stoll Lillard (2016)Please rate and subscribe so you're first to know when the next episode drops. You can hear more of Staś over at his podcast, Education Bookcast The Pedagogue-cast is proudly powered by Maths Pathway

This week, we are diving further into the book "Why Don't Students Like School?" by Daniel Willingham. Specifically, we are exploring ideas of understanding abstract ideas, practice that works, and thinking like the experts. If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/117**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Strategies for Enhancing Memory & Critical Thinking - E113Chapter 4 key ideas:"We understand new things in the context of things we already know and most of what we know is concrete"Analogies and concrete examples (need to be familiar to students)Learning That Transfers book by Julie SternACT model (acquire, connect, transfer)Understanding is built on combining past knowledge in new waysShallow (limited to specific contexts) vs Deep knowledge (connections and application to new contexts)Transfer - surface (scenario) vs deep (concept) structureExpectations for deep knowledge needs to be realisticMultiple examplesChapter 5 key ideas:"It is virtually impossible to become proficient at a metal task without extended practice"Working memory has limited space - it's the fundamental bottleneck of human cognition!Chunking is a great strategyNot all things need to be practiced - what needs to be automatized?Cramming vs spaced practiceOverlearning offers protection against forgettingPractice helps transfer!Spaced practice with Retrieval GridsChapter 6 key ideas:“Cognition early in training is fundamentally different from cognition late in training"Students are not experts!Experts have a large amount of knowledge (facts, procedural), more sensitive to subtle cues (classroom management), clustered thinking (functions or deep structures)Students are ready to comprehend but not to create knowledgeDon't expect novices to learn by doing what experts doJust because student's can't create like experts doesn't mean that they shouldn't create (science fair projects) - great for motivation!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

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.

This week, we are diving further into the book "Why Don't Students Like School?" by Daniel Willingham. Specifically, we are exploring ideas of critical thinking, memory, and the importance of background knowledge in remembering key ideas and concepts. If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/113**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Chapter 2 key ideas:Thinking skills depend on factual knowledge (intertwined and need to be practiced in parallel)Working memory capacity is limited - chunking can "expand" itKnowledge gaps continue to grow steadily unless we focus on closing the gapsThinking like a scientist needs background knowledge - unexplained results require expectationsChapter 3 key ideas:Memory is the residue of thoughtWhat is in your memory? What do you always need to review?What you are ACTUALLY thinking about is what is going to stick in your memoryLessons - what do we want students to focus on and think about? Need purposeful goals and designHooks - what will students be focusing on? The flashy part or the concept?Knowledge needs to first go into working memory before going into long-term memoryEffective teachers - nice (connections) and organized (interesting to learn, easy to understand)Four types of connections - jokes, empathy/caring, storyteller, show personStorytelling is important for memory4 C's: Causality, Conflict, Complications, and CharacterLessons can be structured using the 4 C'sStoryworthy by Matthew DicksFlipping perspectives can be interesting (from character and conflict)Mnemonics are great for memorizing concepts without meaning - cues the brainSometimes rote memorization needs to happen and that's ok!Classroom Implications:Critical lens to lesson plans - where is the focus of thinking?Use discovery learning with careOrganize a lesson plan around the conflictBe careful with attention grabbersSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

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

This week on Where Parents Talk radio on 105.9 The Region, host Lianne Castelino speaks to Daniel T. Willingham, Ph.D., Professor of Psychology at the University of Virginia, researcher with a PhD in Cognitive Psychology from Harvard University author of Outsmart Your Brain: Why Learning is Hard and How You can Make it Easy, and father of four, about how to improve learning skills. He is also an author and a father of four. Outsmart Your Brain: Why Learning is Hard and How You can Make it Easy.

This week, we are starting a new book talk series! We are chatting about our learning and reflections on chapter 1 from Daniel Willingham's book, Why Don't Students Like School? There are lots of great brain-based and scientifically-backed ideas for your classroom in this book! If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/110**Why Don't Students Like School by Daniel WillinghamMore Info about Daniel Willingham (cognitive scientist)Chapter 1: Why Don't Students Like SchoolGuiding principle: "people are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking"We mostly do things on auto-pilot and relies on our memory; very little is true thinkingWhat is thinking? It is taking information from the environment and long-term memory (facts and procedures) and bringing them together into working memory to combine the ideas in new waysThinking tasks need to be challenging enough to engage but not so challenging that it causes frustrationConnections to Building Thinking Classrooms in Mathematics by Peter LiljedahlDifferentiation, mastery-based learning = engagement!Gaps in background knowledge (facts and procedures) can limit engagement in thinking tasksBackground knowledge is key - Googling takes way too long and distracts from the problem-solving processImplications for the classroom:Be sure that there are problems to be solvedRespect students' cognitive limitsClarifying the problems to be solvedReconsider when to puzzle studentsAccept and act on variation in student preparationChange the paceKeep a diarySupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

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 […]

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 enough time teaching students how to learn, learning styles and education myths, the potential education benefits of chewing gum, why ed schools need to teach more than just Piaget, education R&D, why students develop bad study habits, how students are different and how they are the same, entrance exams, group assignments, the value of memorization and content knowledge, why students should learn subjects that they will later forget, and more.Show Notes:Outsmart Your Brain: Why Learning is Hard and How You Can Make It EasyWhy Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the ClassroomRaising Kids Who Read: What Parents and Teachers Can Do

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

Often, and for too long, the link between cutting-edge research into education and actual education in practice has been too distant, too fractured. Sarah Cottingham is here to change that.Sarah is a former Teach First teacher-turned-teacher educator, now working at the highly accomplished Ambition Institute where she designs NPQs (National Professional Qualifications). Her insights into memory and the notion of 'learning first, not teaching first', built not only her classroom teaching experience but also her work training new teachers, have been hugely influential on our thinking here at Qualified Tutor - and now we bring that to you (building on our episode with Bradley Busch, a friend and colleague of Sarah's).Next steps:Get more of these insights regularly on Twitter @overpractised and on Sarah's blog at overpractised.wordpress.comListen to her Tips for Teachers episode with Craig Barton at tipsforteachers.co.uk/sarah-cottinghamGrab a copy of the books Sarah referenced: Why Don't Students Like School? by Daniel Willingham and the In Action Series led by Tom Sherrington Join the newly launched and incredibly exciting LTC Connect: a packed calendar of events & content across our 6 Hubs: English, Maths, Science, Wellbeing, SEND and Business. Just £7.50 per month for access to all the content in all 6 Hubs️⭐️ Enjoy the podcast? Give us a 5-star review!Visit speakpipe.com/QualifiedTutorPodcast to have your voice heard by posing your thoughts and questions to SarahQualified Tutor is a tutor-training organisation, with a suite of high-quality, industry-first programmes. The Level 3 Qualification for Tutors (qualifiedtutor.org/level-3-qualification-for-tutors/) consists of 8-10 weeks of online learning, interactive live sessions with peers and expert facilitation at every step of the way, and will set you apart in a crowded space.Our CPD-Accredited Tutor Training (qualifiedtutor.org/cpd-accredited-tutor-training/) is a 4-week course in teaching and learning, and comes with a Certificate of Completion and a teaching qualification that many tutors will never have had the chance to obtain. Be the first to take the next step in tutoring.

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.

Great question, but it won't be the answer you are looking forward. On this episode, Coach discusses one of his favorite educational books, Why Don't Students Like School, but Daniel Willingham, including sharing the two traits the author believes make students like a teacher. Hopefully it encourages you to buy your own copy.

I have recently discovered the field of cognitive architecture. I have been reading around the area for the last couple of months, and I would like to introduce it to my audience. It's an area of study with incredible achievements which revitalises my belief in psychology as a field, but which for some reason is not at all well known, even in education circles where it deserves to be known to all as the most impressive set of theories of cognition and learning ever produced. I particularly focus on one theory known as ACT-R, though I have also been reading about other architectures such as Soar, LIDA, EPIC, and CLARION. I will be able to go into more detail about some of these in later episodes of the podcast. For the moment, the biggest takeaway is what a cognitive architecture is and how impressive the achievements of the field have been so far. Cognitive architectures aim to describe human thinking and learning through analysing the mind into parts, and clearly specifying the role of each part and its interaction with other parts. It then makes predictions of how people would behave in a given situation based on these models - predictions that often achieve startling levels of accuracy, over a wide range of scenarios. The field is now mature enough that the architectures are routinely used by some psychologists to explain the results of their experiments, and the architectures are also used in technology as a basis for robot cognition or for computer game AI characters. 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 https://www.buymeacoffee.com/edubookcast.

------------------Support the channel------------ Patreon: https://www.patreon.com/thedissenter PayPal: paypal.me/thedissenter PayPal Subscription 1 Dollar: https://tinyurl.com/yb3acuuy PayPal Subscription 3 Dollars: https://tinyurl.com/ybn6bg9l PayPal Subscription 5 Dollars: https://tinyurl.com/ycmr9gpz PayPal Subscription 10 Dollars: https://tinyurl.com/y9r3fc9m PayPal Subscription 20 Dollars: https://tinyurl.com/y95uvkao ------------------Follow me on--------------------- Twitter: https://twitter.com/TheDissenterYT This show is sponsored by Enlites, Learning & Development done differently. Check the website here: http://enlites.com/ Dr. Daniel Willingham is Professor of Psychology at the University of Virginia. 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 books like Cognition: The Thinking Animal, Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom, and Outsmart Your Brain. In this episode, we focus on “Why Don't Students Like School?”. Topics include: why the brain is not designed for thinking, and what people like to think about; why students need factual knowledge, and not just critical thinking skills; the transference of knowledge between domains; the importance of extended practice; individual differences in intelligence; what distinguishes experts from laypeople; learning styles; multiple intelligences; growth mindset; and the impact of technology on education. -- A HUGE THANK YOU TO MY PATRONS/SUPPORTERS: KARIN LIETZCKE, ANN BLANCHETTE, PER HELGE LARSEN, LAU GUERREIRO, JERRY MULLER, HANS FREDRIK SUNDE, BERNARDO SEIXAS, HERBERT GINTIS, RUTGER VOS, RICARDO VLADIMIRO, CRAIG HEALY, OLAF ALEX, PHILIP KURIAN, JONATHAN VISSER, JAKOB KLINKBY, ADAM KESSEL, MATTHEW WHITINGBIRD, ARNAUD WOLFF, TIM HOLLOSY, HENRIK AHLENIUS, JOHN CONNORS, PAULINA BARREN, FILIP FORS CONNOLLY, DAN DEMETRIOU, ROBERT WINDHAGER, RUI INACIO, ARTHUR KOH, ZOOP, MARCO NEVES, COLIN HOLBROOK, SUSAN PINKER, PABLO SANTURBANO, SIMON COLUMBUS, PHIL KAVANAGH, JORGE ESPINHA, CORY CLARK, MARK BLYTH, ROBERTO INGUANZO, MIKKEL STORMYR, ERIC NEURMANN, SAMUEL ANDREEFF, FRANCIS FORDE, TIAGO NUNES, BERNARD HUGUENEY, ALEXANDER DANNBAUER, FERGAL CUSSEN, YEVHEN BODRENKO, HAL HERZOG, NUNO MACHADO, DON ROSS, JONATHAN LEIBRANT, JOÃO LINHARES, OZLEM BULUT, NATHAN NGUYEN, STANTON T, SAMUEL CORREA, ERIK HAINES, MARK SMITH, J.W., JOÃO EIRA, TOM HUMMEL, SARDUS FRANCE, DAVID SLOAN WILSON, YACILA DEZA-ARAUJO, IDAN SOLON, ROMAIN ROCH, DMITRY GRIGORYEV, TOM ROTH, DIEGO LONDOÑO CORREA, YANICK PUNTER, ADANER USMANI, CHARLOTTE BLEASE, NICOLE BARBARO, ADAM HUNT, PAWEL OSTASZEWSKI, AL ORTIZ, NELLEKE BAK, KATHRINE AND PATRICK TOBIN, GUY MADISON, GARY G HELLMANN, SAIMA AFZAL, ADRIAN JAEGGI, NICK GOLDEN, PAULO TOLENTINO, JOÃO BARBOSA, JULIAN PRICE, EDWARD HALL, HEDIN BRØNNER, DOUGLAS P. FRY, FRANCA BORTOLOTTI, GABRIEL PONS CORTÈS, URSULA LITZCKE, DENISE COOK, SCOTT, ZACHARY FISH, TIM DUFFY, TRADERINNYC, TODD SHACKELFORD, AND SUNNY SMITH! A SPECIAL THANKS TO MY PRODUCERS, YZAR WEHBE, JIM FRANK, ŁUKASZ STAFINIAK, IAN GILLIGAN, LUIS CAYETANO, TOM VANEGDOM, CURTIS DIXON, BENEDIKT MUELLER, VEGA GIDEY, THOMAS TRUMBLE, AND NUNO ELDER! AND TO MY EXECUTIVE PRODUCERS, MICHAL RUSIECKI, ROSEY, JAMES PRATT, MATTHEW LAVENDER, SERGIU CODREANU, AND BOGDAN KANIVETS!

I was reading the Cambridge Handbook of Expertise and Expert Performance edited by K. Anders Ericsson yesterday, and after going through a chapter on medical experts, something struck me about the nature of expertise, automaticity, and Kahnemann and Tversky's System 1 vs. System 2 (also known as dual-process theory, popularised by their book Thinking, Fast and Slow), which joined together what I know about chess players, doctors, and how literacy works. I'm excited to share it with you today. Enjoy the episode. *** RELATED EPISODES 11. Thinking, Fast and Slow by Daniel Kahnemann 17. Blink by Malcolm Gladwell 24. Outliers by Malcolm Gladwell 52. How We Learn by Benedict Carey 79. What learning is 95. The Reading Mind by Daniel Willingham 114. Philosophy of Science - the good bits 124. The Cambridge Handbook of the Learning Sciences SUPPORT To support Education Bookcast and join the community forum, visit www.buymeacoffee.com/edubookcast.

If the sky was the limit, what would you do to become the best educator that you can be? In 2016, Ollie Lovell asked himself this same question, and concluded that asking the world's foremost leaders in education what they do would be a great place to start. So he did just that! Over the past five years, Ollie has spoken to sixty of the world's most prominent teachers, leaders, and education researchers. Based upon interviews with Tom Sherrington, Anita Archer, Dylan Wiliam, John Hattie, Judith Hochman, Jay McTighe, Tom Bennett, Bill Rogers, Daniel Willingham, and many more, this book summarises the most useful techniques, strategies, and mental models from sixty in-depth conversations, and presents them in a clear and actionable form for you to start improving your teaching and learning from the first page.

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

Monday 25 April - Top stories include: A new poll by the NASUWT teachers' union confirmed a significant culture of sexual harassment and misogyny in classrooms. Education Secretary Nadhim Zahawi expressed his views on education in front of Parliament. Schools are facing logistical issues around exam season due to the end of free COVID testing and unclear government guidance. Polling by Teacher Tapp revealed that only 14 percent of Early Career Teachers and 9 percent of mentors think the ECT training is a good use of time. Due to Covid-related exam invigilator shortages, schools are training staff members to step in. This week's deep dive: The Send Review: Right Support, Right Place, Right Time We'll also tell you what's happening at HEP this week and what we've been watching, listening to, and reading! Watching - Learning Styles Don't Exist by Prof. Daniel Willingham - https://www.youtube.com/watch?v=sIv9rz2NTUk&t=406s Listening - A Refresh of Primary Curriculum, Team Coaching and New Resources for Teachers on Mind the Gap - https://podcasts.apple.com/gb/podcast/a-refresh-of-primary-curriculum-team-coaching/id1516532537?i=1000557453123 Reading - Place 2 Be's response to the Education White Paper - https://www.place2be.org.uk/about-us/news-and-blogs/2022/april/schools-white-paper-a-missed-opportunity/ Link to the SEND Review summary: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1064655/SEND_Review_Right_support_right_place_right_time_summary.pdf Link to the SEND Review consultation: https://consult.education.gov.uk/send-review-division/send-review-2022/

Many students can remember details from their favorite television show 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? Courtesy Dr. Daniel Willingham Facebook Our guest in Episode 209 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 209 of the Class Dismissed Podcast on your favorite podcast app or iTunes. All Rights Reserved. Class Dismissed Podcast 2017-2021.

Welcome to the start of season 3 of the Oxfordshire Teacher Training Podcast.  In this episode, Matthew Coatsworth discusses the latest book in the NASBTT/Critical Publishing Essential Guides for Early Career Teachers: Using Cognitive Science in the Classroom with its author Kelly Woodford-Richens.Kelly refers to the work of Daniel Willingham in particular, as well as advocating a 'human-first' teacher approach to frame the reflective tasks and case studies she has incorporated in her book. Matthew and Kelly also discuss the 2021 EEF review of the evidence of cognitive science approaches in the classroom, including touching on whether these approaches work for more than just maths and science.Using Cognitive Science in the Classroom by Kelly Woodford-Richens (Critical Publishing, 2021) ISBN 978-1-914171-05-5Cognitive Science Approaches in the Classroom: a review of the evidence (EEF, 2021)Kelly also refers to the EEF guidance report on Effective Professional Development (EEF, 2021)Twitter: Kelly Woodford-Richens @drkellyrOxfordshire Teacher Training podcast @listentoOTTOxfordshire Teacher Training @OTT_SCITTListen to previous episodes of the Oxfordshire Teacher Training podcast featuring guests such as Tom Sherrington, Rob Coe, Anita Devi, Sam Twiselton and Afua Hirsch

Presented and produced by Seán Delaney Theme tune composed by David Vesey On this week's podcast I speak to cognitive scientist, Professor Daniel T Willingham from the University of Virginia. We discuss learning to read, learning styles, multiple intelligences, education research and more. The full range of topics includes: Applying the science of learning in school and at home Paradigms of cognitive psychology (reasonable assumptions) How cognitive science replaced behaviourism How cognitive science might inform the teaching of different subjects across the curriculum The relationship between basic science and applied science for teachers Why an opportunity exists for teacher organisations to review science and provide periodic updates for teachers to critique ideas (such as say, grit). Initial teacher education should provide a grounding in the science of learning and subsequently teachers' knowledge needs to be updated as the science evolves (and why the onus for such updating should not be on individual teachers) Among the few reliable publications for teachers he'd recommend are American Educator, and Phi Delta Kappan. Evaluating the relative importance of technical competence (decoding) and motivation in learning to read. The difference between reading a book and listening to an audio book (How prosody helps comprehension in audio books and how regressions help us in comprehending text) and why textbooks are different. Can audiobooks help a child who is having difficulties learning to decode? Criticism of the learning styles theory of the mind – there's no scientific basis to pedagogies based on learning styles. Why style differs to memory and ability and the importance of meaning in learning. Learning styles may offer a different ways for a teacher to think about topics they're going to teach. The construct of mental ability and multiple intelligences. Is intelligence one single construct or is it several independent constructs? Can critical thinking be taught? Can being a good critical thinker in one domain help you think critically in other domains? The importance of seeing the same underlying structure in various guises when practising critical thinking. How he evaluates the value or potential contribution of a research article in education. Contradictions in educational research – parallels with COVID-19 research. Why professional organisations need to tease out research implications for teachers. Why he reads very broadly in education. Daniel Willingham's “2002-style” website. He's on Facebook and Twitter @dtwillingham. His most recent books are Why don't students like school (2nd out now) and Outsmart your brain (August 2022).

Visit Daniel's website, www.danielwillingham.com Follow Daniel on Twitter @DTWillingham Get the book, Why Don't Students Like School? 2nd Edition About the Author Daniel Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is currently 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 writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of Why Don't Students Like School?, When Can You Trust the Experts?, Raising Kids Who Read, and The Reading Mind. His writing on education has appeared in seventeen languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences.  

The ethics of teaching are in the news daily as the pandemic continues to upend everything we know about education. Looking forward, how can we better prepare and build teachers looking to join this complex and ever-evolving field?Joining us today is Dan Willingham. He is a professor of psychology at the University of Virginia, and also the author of numerous books, including The Reading Mind, Why Don't Students Like School?, and When Can You Trust The Experts?, and the forthcoming Outsmart Your Brain.Trained in cognitive psychology, his research now focuses on the intersection of cognitive psychology, neuroscience, and K–12 education.Hear his theory on the practice of creating teachers, federal regulation of teaching practices, the “reading wars”.Episode Quotes:Decoding and visual perception as a means of teaching kids to read:"When you see an elephant, you don't say, well, I see a trunk and I see some feet and there's a tail. Let me kind of piece together. In these parts, you just see an elephant. And similarly, a really good reader just sees the word dog. They don't sound it out. This is the way good readers do it. And so we want kids to be taught the good way to do it straight away."On gaming as a teaching mechanism, and using more direct pathways to teaching certain topics:"The Soviet Union for years taught everybody Chess because they thought it was going to make everybody smart. And we don't have their data because the Soviet union never released it. But we do have data from US School systems, Chess doesn't make you smart, chess makes you good at Chess. And so that transfer problem is a big problem in gaming. If you want to teach kids Math, They actually really need to do Math."On his book When Can You Trust the Experts:"So, if I have a lot of trouble figuring out who's an expert, then I easily fall prey to people who claim to be an expert. I think the reason is that once you get out of a content area that you know anything about, you have to fall back, not on expertise, you can't really evaluate the expertise. So, you fall back on marks of expertise, sort of earmarks of expertise. And I think those are fairly easy to fake, especially in professions where there's no licensing going on."Show Links:Daniel Willingham websiteTwitterOrder Book: The Reading MindOrder Book: When Can You Trust The Experts?Order Book: Why Don't Students Like School?

Host: Larry Bernstein. Guests include Simon Baron Cohen, Daniel Willingham, Noah Rothman, Brande Stellings, and Nicolas Veron.

This is the second of Historically Thinking’s  yearlong series on the the skills of historical thinking. In our first installment this year, which was Episode 196, we heard cognitive psychologist Daniel Willingham explain reading comprehension, without which none of the other skills really work. Today in the podcast's 200th episode we’re going to tackle Connecting. If we put connecting into the form of a question, it would be something like “How does this document [or any other source, from portraits to shoes to stone walls] fit into a bigger picture?” Connecting joins together information from various sources, near and far from each other. It compares & contrasts, it corroborates testimony, it observes interesting links. Connecting introduces the idea that history is first a way of seeing, before it can become a way of thinking. There’s no better way to discuss connecting, or any other skill of historical thinking, than to consider an exemplar of that skill. If you were trying to craft a silver teapot, you wouldn’t want to read a book about it, not even a stack of books. You’d want to watch a master craftsman at work, and be able to ask lots of questions; maybe even have a go at it yourself, under their careful and experienced eye. Today’s exemplar is the book The Ghost of Galileo…in a Forgotten Painting from the English Civil War, just published by Oxford University Press. Its author and our guest is John Lawrence Heilbron, Professor of History at the University of California at Berkeley, where he is also Vice Chancellor Emeritus. Professor Heilbron is a native of the Bay Area, and earned both his AB and MA in Physics from Berkeley, before continuing on at Berkeley to take a PhD Degree in the History of Science under the direction of Thomas S. Kuhn. He has also served as Senior Research Fellow at the Oxford Museum for the History of Science, and is an Honorary Fellow of Worcester College, Oxford. His work has ranged across the history of physics and astronomy, from Niels Bohr: A Very Short Introduction (also published by Oxford) to my favorite The Sun in the Church: Cathedrals as Solar Observatories. He now divides his time between Berkeley and west Oxfordshire, where his local is the Rose and Crown in Shilton.

Caroline Lowing Deputy Headteacher Harrow Way Community School • The Buddha of Suburbia by Hanif Kureishi • Why Don't Students Like School? by Daniel Willingham.

A professor of psychology at the University of Virginia, Daniel T. Willingham, joins Education Next editor-in-chief Marty West to discuss how findings in education research can be better translated to help teachers in a live classroom setting. Willingham's article, "Making Education Research Relevant: How researchers can give teachers more choices," co-written with David B. Daniel, is available now. https://www.educationnext.org/making-education-research-relevant-how-researchers-can-give-teachers-more-choices/

We've just begun a unique experiment, creating a year long series devoted to explain what historical thinking is, why it's important, and how to do it. The series kicked off this week with a conversation I had with Daniel Willingham about "comprehension", the first necessary skill for historical thinking–without understanding what we read, it's very hard to think about the past. When we're done, there will be twelve monthly conversations, eleven devoted solely to one skill. (The twelfth, in case you're wondering, will wrap it up in a bow and put it by the tree, which is an apt metaphor because it will come in December.) Additionally there will be other conversations (most of them short ones, we hope) that you can find on the Historically Thinking website, three or more devoted to each of the skills. It will be we hope an unparalleled resource for students, teachers, and anyone who's interested in history. So it seems useful to moment to bring a golden oldie up out of the archives, a conversation with my friend Lendol Calder in which we discuss the skills of historical thinking. Note that the list could be shorter; it could be longer. But this is a list that he likes, and that I like, and it's what we're sticking with. As I wrote way back when this was the thirty-ninth episode of the podcast, there are few better to discuss history and how to think historically than Lendol Calder, my onetime colleague in Augustana College's department of history, and a recognized authority in the scholarship of teaching and learning. A Carnegie Scholar, and the 2010 Illinois Professor of the Year, Calder shares these insights with history teachers around the country. Today, we're delighted to have him share them with us. An eminent historian once wrote to me "Lendol Calder has done more than anybody else to teach us about what history teaching is, or should be." So give Calder a listen; he has a right to his opinion. For Further Investigation Lendol Calder, "But What is Our Story?" (teachinghistory.org) Sam Wineburg, "Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts." Cognitive Science, Volume 22, Issue 3, Pages 319-346. –Historical Thinking and Other Unnatural Acts: Charting the Future of the Teaching of the Past (Temple University Press, 2011. Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms Paperback (Teachers College Press, 2012).

Having looked into research on first language vocabulary development over two recent episodes, now it's time to get into literacy more generally. What happens in people's minds when they read? And how do they learn to read? This book breaks down the cognitive elements of the process of reading. Starting from written signs, it describes how these are turned into sounds (via two different mechanisms), and then how those sounds relate to word meanings; these meanings then combine with context and our knowledge of the world to create a picture of what is happening in a given text. On the way, we learn about word segmentation, phonological awareness, orthographic mapping, motivation and attitude, and a range of other important concepts in learning to read. Daniel Willingham is a cognitive scientist who I've already covered on this podcast for his book Why Don't Students Like School? He spends a lot of time on outreach to explain to teachers (and anybody else) what learning is and how it works. His books are approachable, but also maintain rigour, and stay close to the evidence base of cognitive science. I'm glad to be covering another book of his on the podcast. Enjoy the episode.

In this “Tom & Emma” episode of Mind the Gap, the hosts begin by reflecting on their recent interview with Mary Myatt (1:12). In particular, Myatt's ability to demonstrate and demand excellence in the profession has proven resonant. Next, Tom shares takeaways from the recent “Teaching for Distinction” course he presented (5:40) before sharing some recommended reading, including Daniel Willingham's Why Don't Students Like School?, What Every Teacher Needs to Know About Psychology by David Didau and Nick Rose, and Dylan Wiliam's Embedded Formative Assessment. Tom and Emma then discuss the state of exams in the UK (13:00) before talking about quality assurance in schools (27:46), a topic that invites many perspectives. How is it done well? Should leaders be doing walk-throughs in the age of COVID? The final topic is the pressure on principals and head teachers (39:34). Tom and Emma have an important discussion about the challenges and stresses facing leaders. To find full video episodes, featuring additional segments from Tom and Emma, subscribe on YouTube: https://www.youtube.com/c/MindtheGapwithTomEmma/ Mind the Gap is presented by John Catt Educational, a leading independent publisher that has supported teachers and school leaders with research-based, easy to use professional development publications since 1959. Learn more about books from Tom, Emma, and many other world-class authors at us.johncattbookshop.com (US) or johncattbookshop.com (International). About the participants: Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action and The Learning Rainforest Fieldbook. 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 Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She is the founder of ‘NewEd – Joyful CPD for early career teachers', a not-for-profit approach to CPD to encourage positivity amongst the profession and help to retain teachers in post. Turner is author of Be More Toddler: A Leadership Education From Our Little Learners. Follow Emma on Twitter @emma_turner75 --- Send in a voice message: https://anchor.fm/mindthegap-edu/message

Author and University of Virginia psychology professor Daniel Willingham discusses the “reading wars” (and mischaracterizations among their factions), the importance of understanding basic science to teach reading, and the variations in implementation of the science of reading in literacy instruction across districts. Quotes:“Reading is central to (virtually) every educator’s concerns.”“Everything touches education." Resources:The Reading Mind: A Cognitive Approach to Understanding How the Mind ReadsWhen Can You Trust the Experts?Blog: What Will Your Children Tell their Grandchildren About the Pandemic?Website: www.danielwillingham.comTwitter: @DTWillinghamFacebook: DTWillinghamPodcast Discussion GuideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

What do cooking, fishing, putting together a bookshelf, and a fixing a wall mount in the garage for your bike have in common? They are far easier to do by yourself than to teach it to someone. Those who teach recognize the challenge in going beyond learner engagement and external rewards or punishment; instead setting learners' intrinsic motivation on fire by making them curious and engaged children.On this episode cognitive psychologist, prolific author, columnist for American Educator magazine, and professor of psychology, Daniel Willingham highlights the applicability of the fundamental principles from cognitive psychology and neuroscience which, when understood, can create a tapestry of successful and pleasurable learning experiences for all.About Daniel WillinghamDaniel Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is currently 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 writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of Why Don't Students Like School?, When Can You Trust the Experts?, Raising Kids Who Read, and The Reading Mind. His writing on education has appeared in sixteen languages.​In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences.Website:www.danielwillingham.comBooks:The Reading MindRaising Kids Who ReadWhen Can You Trust the Experts?Why Don't Students Like School?Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

What do cooking, fishing, putting together a bookshelf, and a fixing a wall mount in the garage for your bike have in common? They are far easier to do by yourself than to teach it to someone. Those who teach recognize the challenge in going beyond learner engagement and external rewards or punishment; instead setting … Read More Read More

Daniel Willingham is a cognitive scientist who specialises in the study of how people read. In this book, he brings forward nine principles of cognitive science that both have a substantial evidence base and are relevant to teachers. Although he wanted there to be ten, nine is all that he could find that would match those criteria. He names the chapters after questions that they answer rather than the principles that they expound, as this would pique the readers' interest more and make them more likely to remember the principles (he is a cognitive scientist after all). The questions (and answers, paraphrased) are as follows: Why don't students like school? (because people are not designed to think, but to not think in most situations) How can I teach students the skills they need when standardised tests require only facts? (factual knowledge must precede skill) Why do students remember everything on TV and forget everything I say? (the importance of repetition, emotion, and stories) Why is it so hard for students to understand abstract ideas? (because we understand things in terms of what we already know, and what we already know is mostly concrete) Is drilling worth it? (practice is essential) What's the secret to getting students to think like real mathematicians, scientists, and historians? (don't - experts are fundamentally different from novices) How should I adjust my teaching for different types of learners? (learning styles are a myth) How can I help slow learners? (hard work can improve intelligence and beliefs about intelligence matter, but some difference is genetic) What about my mind? (teaching is a skill like any other) When I first read the book, there were a number of truths that shattered my pre-existing notions, which was scary but beneficial for me. I hope it helps you as much as it helped me. Enjoy the episode.

Welcome to this week's Naylor's Natter, hopefully capturing the Zeitgeist of the continuing school 'closures' and lockdown. This script is being written over lunch during one of my days in school , can I add my thanks to all teaching colleagues going over and above throughout the world.  On this weeks natter , we have the marvellous Kathryn Morgan again in the interviewers chair. Kathryn is nattering with Sir David Carter. Sir David is a former National Schools Commissioner, the first Regional Schools Commissioner for the South West and before that had taught Music in Comprehensive Schools across the country since he started teaching in September 1983. He received a Knighthood for services to education in the Queen's birthday honours in 2013. TDT Section We have Michelle and Bethan discussing online facilitation in our regular TDT section . This is of course very prescient and topical at the moment  PodcastPedagogy In television from streaming services during lockdown we have Lucy Flower @MrsLFlower https://thehappyleader.wordpress.com/ on Waterloo Road and the genius of Hey Dugee .In music we have Molly @mimmer https://mimmerr.co.uk/ on Tame Impalla and in books its me on Brave New World by Aldous Huxley. Shameless plugs  A plug for ResearchEd Home which is a fabulous idea , coming to a device near you from 20/4 . This will be starting with the superb Daniel Willingham and will also feature our very own (well sort of) Simon Cox . Stay indoors , keep positive and see you next week! --- Send in a voice message: https://anchor.fm/naylorsnatter/message

While it’s natural to brag a little about your kids or your job or anything else you are proud of., you really have to be careful. A little bragging goes a long way and too much can be a turn off. This episode begins with a discussion on how much is too much. https://www.readersdigest.ca/health/relationships/things-need-stop-bragging/Ever wonder why some things are really easy for you to learn and other things are hard? And what is the best way to learn something that doesn’t come naturally to you? Daniel Willingham is a cognitive scientist who studies learning and memory and he is author of the book Why Don’t Students Like School (https://amzn.to/2x8uc6l). Listen and you will hear some surprising insights into how humans learn – or don’t learn and you will hear some wonderful strategies to help you learn anything better. There has likely been a time in your life when you or someone you were with forgot their toothbrush. Consequently, you probably wondered if it was okay to share a toothbrush - just once. Find out in this episode. http://www.rd.com/health/healthcare/sharing-a-toothbrush/Life has changed dramatically due to the coronavirus. As a result, there is a sense of sadness or even hopelessness in the air. To inject some hope and optimism into the situation is Dr. Shane Lopez who was one of the leading experts on hope. I interviewed him a few years ago and sadly, he died shortly after that interview. Dr. Lopez authored a great book on the subject called Making Hope Happen (http://amzn.to/2j7su8N) and after you listen I think you will feel much more hopeful about your life and the future of mankind.This Week’s Sponsors-AirMedCare Network.Go to www.AirMedCareNetwork.com/something and get up to a $50 gift card when you use the promo code: something

What's broken in our education system? Natalie joins Susan for a provocative talk about her latest book, The Knowledge Gap, and how a knowledge-based curriculum can bring equity into the classroom, and students' futures.Quotes“Kids actually love to learn stuff. They love to feel like they’re experts. It does wonders for their self-esteem.” - Wexler“Once teachers try it and can see what can happen…they’re going to say ‘I’m never going back to what I was doing before.” - WexlerResourcesNatalie Wexler’s books:The Knowledge Gap: The hidden cause of America's broken education system--and how to fix itThe Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and GradeNatalie Wexler’s articles:“Elementary Education Has Gone Terribly Wrong: The Case for Teaching Kids Stuff” (The Atlantic, August 2019)“Why American Students Haven't Gotten Better at Reading in 20 Years” (The Atlantic, April 2018)Additional resources:Cognitive scientist Daniel Willingham’s education blogWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Steve and Dave engage an article by Daniel Willingham about whether or not, and how, critical thinking can be taught.  This podcast strikes deep into critical thinking education, taking on essential questions concerning transfer, deep structure, disciplinarity, and content knowledge.  How should we fundamentally conceptualize critical thinking's presence in the educational process?

Why Students Don’t Like Language Class (With Dave Weller) - TranscriptionTracy Yu: Welcome back to our podcast, everybody. We've got our favorite guest. Can you guess who he is?Dave Weller: Hurrah!Tracy: [laughs] Let's welcome Dave Weller. Hey, Dave.Dave: Hi.Ross Thorburn: What are we talking about today?Dave: I think we decided to do something almost akin to a book review on Daniel Willingham's book on cognitive psychology and neuroscience, "Why Students Don't Like School."Ross: We're going to try and apply what we read and what we remembered. We're going to go further outside taxonomy...Dave: Oh, no.[laughter]Ross: ...and try and apply it to language teaching.Dave: The book is about neuroscientific principles. The blurb is, "A cognitive scientist answers questions about how the mind works and what it means for the classroom." He's picked nine very robust findings from the field of psychology. Now, I hope you've done your homework, and you've read the book as I have.Ross: I think it says a lot about us. Dave, for this, read the book twice. I read it once. Tracy read it...Tracy: The last 10 minutes.[laughter]Dave: All it means is Tracy is a very fast reader.Ross: [laughs]Dave: What we decided when we set ourselves this challenge was that it'd be really interesting to take a book that was designed with general education in mind and see how well we could transfer the principles across to language teaching.Ross: Absolutely. We often comment that there's not enough taken from general education and applied to the field of language learning.Dave: Hopefully is we'll find out that a lot of the principles can equally apply in the language classroom as in normal classrooms.Ross: Great.Dave: Ross, one of the things I liked from his introduction was talking about why teachers are naturally skeptical of theory. There is a big gap between theory and practice. Even mental processes aren't isolated in the classroom, whereas they are in research.A classic example he uses is that about drilling. In the lab where you isolate drilling and see the effect that it has on learning is wonderful. [laughs] The more you drill, the more you repeat, the more you learn.However, any teacher that steps into a classroom knows if you drill your learners for an hour straight, the drop in motivation is not going to make up for the effectiveness of that technique in learning. This is why that he's taken a very teacher‑centered view of research and only picked principles he thinks can be used effectively in the classroom.Ross: Whatever you do read in a book, you're passing it through your own filter of what you think is going to be personally useful for you. A lot is going to get filtered out. How about for this podcast, we pick out some of the main principles?He's got nine cognitive principles. They relate to things that happen in the classroom. How about we pick some of the most interesting ones? We can talk about how we feel language teachers might be able to apply those in their classes. Should we get started?Tracy: Yeah.Dave: With this one, the principle of that people are naturally curious, but they aren't naturally good thinkers. For me, when I read this, what struck me was how similar it is to the zone of proximal development, scaffolding, Lev Vygotsky idea.He talks about oftentimes we think about what the answers are that we want our students to get. If we're trying to say, "What's the answer to this grammar question? There's a word that means this. What's the word?" We should be trying to engage them with the questions and leading them to the answer.Ross: He says, "It's the question that peaks people's interest. Being told the answer, it doesn't do anything for you." Have you seen "The Prestige" before?Dave: I've downloaded it. You asked me that the other night, but I haven't watched it yet.Ross: In The Prestige, they talk about this. As a magician, if you do a magic trick, people are amazed by it. As soon as you show them how to do the trick, people are completely unimpressed by it.Dave: Maybe, that's one of the reasons that task‑based learning or test‑teach‑test lessons can work well, is because you put this question at the beginning. You put the hardest part first, putting students into a position where it is difficult for them. It gets them to think about it.It's the question that's interesting. Then it leads to the answer later on, whereas something like PBP, which we know gets a lot of bad press, doesn't put the question at the beginning.Tracy: That's something related to the teacher's role in the classroom. They're not just to spoon‑feeding the students. They have to make sure what kind of questions they can ask the students. They facilitate the learning.You don't want to mix the prompting questions which scaffold student learning with guessing what's in my mind.Dave: Totally agree. Yes, it's a good example from real life, Tracy. One of the things to be careful with this one though is to be careful the questions you pose aren't too hard as well as grading your language, grading your instructions.If you ask students a question and it's very specific, there's only one possible right answer, it's really difficult. They're beginner students, A1 level maybe, and you ask them, "So the past perfect continuous, when would you use this?" They immediately look up and go, "I don't know. There's no way I can know," and they immediately check out.Daniel Willingham says, "Respect students' cognitive limits. Don't overload them with information. Don't make the instructions or grade your language too much," is how I would interpret that for TEFL. Also, "Make sure the questions you ask them are within their ability to answer."Ross: How about we move on to another principle, then? My personal favorite, and probably yours as well, Dave, is, "Memory is the residue of thoughts."Dave: No, I hate that one. Leave that one out.[laughter]Tracy: Can you guys explain this a little bit?Dave: Yeah. From "Memory is a Residue of Thought," I think what Daniel Willingham is saying is that students remember what they think about. In your class, if they're thinking about your flashy warm‑up where you jumped up and down and screamed around like a monkey, then they're going to remember, "Hey, teacher screamed like a monkey today. That was really funny."That's what they'll tell their parents. Whereas if they do a task where they have to figure something out and talk to their friend about the best way to negotiate with somebody or the best way to get to the train station, and they're using English to do that, then that's what they'll remember.One of my biggest takeaways from the book is that he suggests that to review your lesson plan in terms of what the students will think about. Every task you have, every activity, every stage, put yourself in your learners' shoes, and imagine what they're going to think about as they're completing that.My suggestion on top of that would be, "Do the same thing for the language use." Look at your lesson plan, or imagine it. Think about it from your learner's point of view. What language would you use to complete that task?Ross: Something else I found interesting, it was a quote from him. He said, "Fold practice into more advanced skills," which got me thinking. The way I would apply that to the language classroom is when your students advance a little bit...Say they've moved up from present simple, and now they're doing past simple, just a cliched example. Instead of practicing just that skill of past simple, make sure they get a chance to use prior practice.Make sure they get a chance to use the skills and recycle a language from previous classes. When they're practicing past simple, they're also integrating present simple and the other things and the other vocabulary that they have learned.You don't just focus only on the target language for that particular lesson, but you bring in the other language that you used previously. I find a lot of teachers don't do that. They're so focused on the target language for that one lesson, they forget the previous lessons.Ross: That might be one of the reasons why extensive reading works so well, is because all of the forms and grammar that you might have learned previously are all going to be recycled in natural stories.That's maybe why also genuine tasks where you don't prescribe the language for the students to use in some sort of prior practice can also be beneficial because students will get to bring in language that they've used from previous lessons.For teachers, if you're using a great textbook that automatically recycles or has in it recycled language from previous units, that's great. Even if you don't, you can just pause in lessons and say, "What is there from previous lessons that we've learned that you could also use in this task or in this activity that could help you," and think about that when you're planning as well.Before we finish, I wanted to talk about the very last chapter of the book which is about helping teachers improve. He makes this nice distinction between experience and practicing. Teaching, like any other complex skill, must be practiced to be improved.It reminds me, I think the same author Rubinstein, the pianist, says something like, "I play the piano for nine hours a day, but I only practice for one." There's a nice difference there between what you're actually doing and then when you're making a deliberate effort to get better.One of the things is that teachers are very busy. It's very easy for all of your classes to just go by in a whirlwind, but if you can find the occasional class or the occasional thing to work on for an hour a week, in the long term, that can improve your teaching.Dave: Actually, he suggests a good method, which I'm very eager to adopt. To find another teacher he wants to improve, he says, "Perhaps watch a video of another teacher teach and comment together jointly on that so you gain each other's kind of levels and things you talk about."After you've done that almost bonding experience, then film yourself and swap it with the other person so then they comment on yours. Of course, be nice.Ross: A couple of other points on that. He says, "When you video yourself, spend time observing. Don't start by critiquing."Dave: I remember the first time I videoed myself or saw myself teaching. I was amazed at how many unconscious habits I had. I presented myself entirely differently than the way I thought I did. It's almost like watching a stranger teach.It was that difference in my expectation. The image I had in my head of myself teaching was clearly very different to that. You can only see that if you have that visceral experience, when you see yourself teach.Ross: The purpose of watching your partner teach is to help them reflect on their practice. Often, when people do peer observations, it's so easy to just say, "Oh, you did this wrong. You need to change this. This didn't work," but the purpose of it isn't to just throw out a few quick fixes. It's to get the person to engage in their own teaching and reflect.Tracy: Sometimes, I don't blame the teachers. Their experience is like that because they have been criticized from day one. Even if they did something nicely, still their trainer or their manager will just pick the area that they didn't do very well.Also, for a positive reinforcement, people are more likely to change their behavior if you tell them what they did really well. Then they could keep working on it rather than just starting from the negative aspects, and then you didn't do it very well.I don't blame the teacher sometimes because that's what they were told. That's how they train. That's how they experience. That requires the trainers to understand how to balance it and how you demonstrate this to your teachers from day one.Dave: Totally correct. I think you've hit the nail on the head there, Trace, by saying what would change the behavior of the teacher, because they can't. You need to take the tack if the teaching is very directed feedback and that will work, then do that.If they're unconfident, nervous, anxious, you need to tell them what they've been doing right as well. Don't change everything. Keep what good they have been doing and then tweak a little bit.Ross: If you've been convinced at all by the last 14 minutes that this book would be useful, it's by Daniel T. Willingham. It's called Why Students Don't Like School. It's subtitled "A cognitive scientist answers questions about how the mind works and what it means to the classroom." I highly recommend it.Also, since we're on the topic of books and you're about to plan a lesson, I highly recommend...[laughter]Tracy: Wow, good. Nice segue.Ross: ..."Lesson Planning for Language Teachers ‑‑ Evidence‑Based Techniques for Busy Teachers" by...Tracy: By Dave Weller. Congratulations, Dave.Dave: Thank you.Tracy: Hope you guys enjoyed the podcast. See you next time.Transcription by CastingWords

Find Lesson Planning for Language TeachersPrinciples of Task Design (With Dave Weller) - TranscriptionRoss Thorburn: Welcome back to the podcast, everyone. Today, our favorite guest is with us, Dave Weller.Dave Weller: Hurrah!Ross: [laughs] Today, Dave and I are going to talk a bit about Task Design. Before we jump into that, why is Task Design useful or important, or worth thinking about?Dave: Good question. Mainly because when we first become teachers or, at least, I know when I did, I just ran with whatever activities were suggested to me, or games that other teachers have worked very well to get the students engaged and motivated.It was only later [laughs] that I started to question, "Hang on, are my students actually learning anything?" Then shamefully, I didn't think about that soon enough.Dave: That's when you start to realize that, is what I'm doing actually helping the learners, or is it just using time. That's where Task Design pops up, and I think, "OK, the way I run my activity, the way I've structured my activity, it can make a huge difference to what students think about, the language they use, and the practice they get."Ross: There's also maybe something about evaluating what you're already doing there, isn't there? That first step that you mentioned maybe is looking at, "What am I doing now? How good is it?" Maybe before I start designing anything else.Today, we're going to run through Dave's six top tips for ways to design tasks. We're going to look at aims, gaps, load, materials, thinking, and rehearsal. Tell us the first tip tasks should support aims.Dave: When you think about the task, think about what language is it likely to get students to produce. Is that the same as your target language? Often, especially if you're just looking for an activity or a game to fill time, you start running that activity, and the language that comes out of the student's mouth is very different.I'm using different grammar, different lexis, different from maybe that you were expecting. Sure, that is practice, but it might be something they already know really well. They default to something that they are confident using. It's not pushing to use things they're not comfortable with. Therefore, growing or getting better at the language doesn't really happen.Ross: I think as well this, it's maybe when you're lesson planning, it can also be worth thinking about changing your aim to reflect the task as opposed to just changing the task to reflect the aim. A lot of people maybe tend to start off with the aim and work forward from that. It's like forward planning, whereas, something I sometimes encourage people to do is reverse planning.Starting at the end of the class, what's a great task that you think is going to be useful for the students, and then trying to make sure that your aim, and everything you teach matches the task.Dave: If you have the luxury of doing that, that's almost the best way to do, but it depends where you're working and the context you're in. Some schools are quite strict about the syllabus they're using, or the course book you have to follow. You have to tick off certain grammar points or sets of vocabulary.If you would just let me free a context where maybe a class works, just like an English corner, then, sure, coming up with an activity you know will work well for that group and working backwards from that is freer.Ross: Again, maybe as well with that aim, it's easier practically to add things to it than to take things away from it. You're probably less likely to get a complaint if you've taught an extra few things that have gone beyond what's in the syllabus. The issue is usually when you cut things from it.Dave: Yes, totally.Ross: The next step is tasks need a gap. What's a gap, for those unfamiliar?Dave: [laughs] It doesn't mean you just stop half‑way through, and you freeze.[laughter]Dave: If there's no input for five minutes at all, you just have to take your little nap.[laughter]Ross: It's the same as a break.Dave: Yeah, I wish. Now, surprisingly, I don't see much written about this. There's an author, Prabhu, and he mentioned that in any type of communication, there are gaps. The three are the information gaps, where perhaps you and I have different information about subjects.Maybe, I want to get to the train station, and you know the way, and I don't. Then, there might be a reasoning gap. Perhaps we all have the same information, but we're trying how to use that information to achieve an objective.For example, planning a night out or choosing where to go on holiday. We're using our logic and our reason to pick the best option, and we can do that collaboratively.The last gap is an opinion gap, where students would agree or disagree with each other based on their personal preferences. Debates are a good example.Ross: I choose a new picture for the classroom or something like that, and here's a choice, which ones do you like, and justify it, why, that kind of thing.Dave: Yes. Exactly.Ross: I've also seen people add to this experience gaps or getting people to talk about what they personally have experienced in their own lives, and how that might be different between students and [inaudible 4:39] to that.Dave: For me, a lot of that could fall under the information gap because you're just talking about life experience, and I have that, and you don't. That's really good in more adult classes if you have a nice mix of students with different experience in the classroom.Ross: Do you want to talk about this for young learners for a second? Because I think with these, it's easier to think of examples for adults than for kids. For kids, we're talking about, for example, what might be a reasoning gap for young learners that would work?Dave: Sure. I'll start with the information gap. That could be, you give pairs different pictures. Student A has a picture of a toy or a character, and person B has a blank piece of paper. They're taking turns to describe that character to them, and then they got to draw it. Then I'll [inaudible 5:26] get, "Sky" and they've got a big head, they've got small eyes, or whatever it might be.Ross: [inaudible 5:31].[laughter]Dave: Yes. No hair.[laughter]Ross: It is something that is worth talking about is this classroom management aspect. When I see this going wrong, a lot of the time, someone's had this idea that student A will have this information, student B will not, and they have to talk, but what just ends up happening...Say, if it's a running dictation that the student whose gone outside to look at the picture, we detect just ends up writing the answer, or are going to find someone who activity...I've got my sheet with...Find someone who can speak more than two languages, and then I just give you the pen. Tell you to write your name in there.I've also seen one where students have to find a way from A to B on a map, but these students show each other the map, so there's no gap there. With that, it's really worth thinking about how it's actually going to play out in the reality of the classroom. How, as a teacher, are you going to make sure that students don't just take the short‑cut of showing the other person the information?Dave: Oh, absolutely. An example, just stay with the A and B describing pictures to each other, I might line mapping roads. We'll have them get one road to [inaudible 6:36] and face the other road, and fixed seats somewhere. They will have to visibly hold up their paper in front of them.As a teacher, you can immediately see if someone's not doing what you've asked them to do, and it's a point of frown on them, whatever your behavior management system is.Ross: Sure.Dave: Or even making a favorite toy, or you're going to have to design a new character when you've watched a very short clip of a monster movie, a cartoon monster, and they have to make you a monster. You give them a certain set of features.Like, you can choose from these body parts. There's a selection of ears and eyes, your legs and arms, and body types, and then they have to put them together to create the scariest monster they can.Ross: I love those. One of the problems you often get with that is that teachers assume that, because I've taught, say, body parts, that that type of task is going to work really well. What I think the actual language you get in a task like that is like, "No, I disagree. I want this one. This is better. I don't like that."I think often with those, that's something that's really worth thinking about. Like what is the language that's going to come up? Because, really probably a lot of time what you're doing is just pointing to something and say, "I want this one," or "I like that one."Dave: Sure. The trick is, again, that's just shouldn't be the main task. That should be the pre‑task almost. Actually, it's really nice. It's another one of the criteria for task design, which is, think about or consider what students are going to think about.Cognitive psychology does show us that what students think about, they will remember. There's a really nice quote that memories erases your thought. You probably heard that on here before.Ross: No, actually I think that will be the first time, but Daniel Willingham, right?Dave: Yes, from his book, "Why Don't Students Like School?" If students are over‑excited, if the task is too stimulating, I always revert to the first language, especially young learners, and start using first language to complete the task.Ross: Because almost with kids there's this maybe lack of being able to self‑regulate in both your own behavior, but I guess, also in what language you're going to use. If you've got them dialed up to 11 on the excitements scale, then the chance that you're going to be able to decide to use your second language to do this thing is pretty unlikely.Dave: Exactly. Yes.Ross: Taking that also links back to what you're saying at the very beginning, that, as a new teacher or as new teachers, I think a lot of us assume that if the students are smiling and having fun and they're excited, then it's a great class, but maybe sometimes dialing that back a bit is actually beneficial.Dave: Absolutely. The opposite is entirely true, as well. If they're bored, I'll be talking in the first language but probably off topic.Ross: It's some sweet spot in the middle [laughs] between utter boredom and complete excitement.Dave: Yeah, exactly. That thing, that example you gave of, if they are making or creating something, maybe drawing or making something out of Play‑Doh, or whatever they're doing, they won't be using the language to do that. They'd taken a product of that task and then using it to use the language that you want to. That's where the learning's going to happen.Ross: Sorry to start jumping around there, but I think this relates to your last point of mentally rehearsing the tasks and thinking about like, what is actually physically going to happen here? I think that's one example.Another one is maybe, we took the farm animals and then for the last hour people are going to make their own farm, but, of course, what language are you using there? You're probably saying things like, "Can I have a red pencil, please?" Or, "Please, pass me the scissors," which is completely unrelated to the farm animals. The students won't be thinking about that at all.Dave: Exactly. It's so simple to avoid that by very quickly putting yourself in the student's shoes and thinking, what language do I need to use to complete this task?Ross: To take us back maybe to a minute if we're teaching adults. I think if it's a very high stakes class, if you're being observed for something that's really, really important, and you've got a task. You can always just find maybe two or three students wandering around the school and trying to do the task within 15 minutes.Not the students that will be in your class later, but just to see how actually it pans out, or just turn around to the person next to you in the teacher's room and go, "Can you do this with me for two minutes?"Dave: Jump out from behind and photocopy it.[laughter]Dave: I need your help with a task.Ross: Yes, covering this farm.[laughter]Ross: How about going back to number three then, cognitive load? That's a term that certainly I was not familiar with until relatively recently. What's cognitive load?Dave: Cognitive load is the challenge of the task itself. How difficult will learners find it? If you are expecting to use language that is far above what they can do, they'll look at the task or start to think about, realize it's well beyond what they can do, and you'll see engagement just drop like a stone.Again, the idea of picking a sweet spot between something that they're able to do with help, and this is almost like scaffolding of all the idea of what they can do. [inaudible 11:20] what I can do with help today, they'll be able to do without help tomorrow.Ross: I guess, here, as well, we're not just talking about necessarily how difficult the language is, but we might be thinking about how cognitively tough the task is. Earlier, for example, we were talking about information gaps, reasoning gaps, and opinion gaps.Maybe a reasoning gap where you've got this much money, these are some different options, these are some different preferences of people in the groups. That sounds like there's going to be a lot more thinking going on there from the students than an information gap where you described...[crosstalk]Ross: Right. When that happens, maybe it's worth thinking about how the processing power and the student's brain is going to be used to be maybe more thinking about the problem rather than for producing language.You might get less accuracy and less fluency. Just like me on this podcast, I stumble over words when I'm trying to explain a difficult concept.[crosstalk]Dave: That happens to all of us, right? You can see when someone's very familiar with the topic because they're fluent, they're calm, they're confident. They're not using discourse markers like, "um," "uh," and so on. When we're trying to think about how best to explain it, we slow down, we stumble over our words.Another thing that is very worth mentioning is that this level of challenge can also apply to the incidental language in class, like teachers giving instructions. I've observed classes where the students are frazzled by the time they get to the task, because the teacher speaks very quickly, they're not creating their language appropriately for the level.The students are leaning forward, trying to follow the thread of the teacher, and then they finish, they have to clarify with their friends next to them. "Did she say this?" "Did she say that?" Then by the time they get to the task, "I've just spent five minutes of intensive listening practice," and now you can get a listening to do that.Ross: It's almost like what students will think about. It sounds like in your example there they were thinking about what on earth could the instructions be rather than what was in the lesson.[laughter]Ross: Well, Dave, thanks for joining us. All of those tips were from just one tiny part of one chapter in "Lesson Planning for Language Teachers ‑‑ Evidence‑Based Techniques for Busy Teachers" by our very own, Dave Weller. Dave, where can people get a hold of it?Dave: Thanks to the plug, Ross. This is a brand new book for me. You can find it on Amazon as an e‑book or a paperback. Planning should support learning. It should use evidence‑based best practices, and it shouldn't take long.[laughter]Dave: Yeah. I think that's the key point. With those principles in mind, I've created 9 or 10 chapters in the book using current research, tested techniques so teachers can end up planning better, faster, and with less stress.Ross: Great. All right. Dave, thanks for joining us.Dave: It's been a pleasure.

Episode 038: Dr. Dan Willingham, Cognitive Scientist Connect with Dr. Willingham Website: http://www.danielwillingham.com/ | Twitter: @DTwillingham Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links & Show Notes Loving reading the most (05:07) Make it an easy choice (07:12) Rewards & incentives for reading (07:26) “Take your kids seriously as a reader as soon as you can.” - Dan Willingham Making books the topic around the water cooler (10:15) Fluent decoding, comprehension, and motivation - the three-legged stool of raising kid who read “Before he can develop taste, he must experience hunger.” 30 min reading with the principal @ Indian Peaks Elementary - Kathi Jo Walder (11:36) Camp EmpowerED in SVVSD - May 28 & 29th, Register HERE Dr. Willingham’s books: The Reading Mind, Raising Kids Who Read, Why Don’t Students Like School Dan’s next book: Memory & Self-regulation of memory (12:46) Make It Stick, Mark McDaniel & Peter Brown, Henry Roediger (note: Read this book! It’s amazing!) Re-reading (14:07) Highlighting (17:22) Annotating is much better (19:43) Vocabulary instruction for understanding complex texts (20:31) Explicit vocabulary instruction works AND it’s very sensitive to context - need a number of examples to round out understanding Encouraging reading for leisure with rewards & incentives (24:41) Attributions (stickers, rewards, etc… what role do grades play in this??) Drop Everything & Read; Sustained Silent Reading (28:31) Research: Manning, M., & Lewis, M. (2010). Sustained silent reading: An update of the research. Digital vs. Analog reading (30:54) YouTube video APS Conference in San Francisco - psychological science in K12 education (34:09) What psych concepts do we, as teachers, need to get better at? (35:49) How kids behave & what they do Theories of memory & knowledge; Behaviorist / Cognitive / Constructivist Research on Homework (39:31) Homework as a reflection of school values Takeaways (41:47) Ask the Cognitive Scientist column Why Don’t Students Like School “Memory is the residue of thought. To teach well, you should pay careful attention to what an assignment will actually make students think about, not what you hope they’ll think about, because that is what they will remember.” - Dan Willingham

Listen to Devin and Shannons Take on if the school should teach kids to do laundry! University of Virginia cognitive scientist Daniel Willingham sparked a lively Twitter conversation about the purpose of school with his tweet about whether schools should teach kids how to do their laundry. He wrote: Why in the world shouldn't kids learn this at home? Is it really the school's job to teach children to do laundry? Willingham, a well-regarded psychology professor who focuses his research on the application of cognitive psychology to education and the author of several books (including “Why Don't Students Like School?”), was referring in his tweet to an article in Forbes magazine titled “Five Things High Schoolers Need To Know More Than Computer Science.” Full Article here: https://www.washingtonpost.com/education/2019/02/20/why-world-shouldnt-kids-learn-this-home-is-it-really-schools-job-teach-children-do-laundry/?noredirect=on&utm_term=.702ca4dd9adb --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/theyoungbloodlife/message Support this podcast: https://anchor.fm/theyoungbloodlife/support

Filmmaker Loki Mulholland and Co-founder of the Children's Equity League Allision Schlichter on raising a black child in a white world. Leslie Saxon of the University of Southern California's Keck School of Medicine on smart medical devices are revolutionizing healthcare. Arie Schulman of the New Atlantis on mass shooting. Daniel Willingham of the University of Virginia on listening vs reading.

This ERRR podcast with Daniel Willingham is very much in line with a theme of the ERRR over 2018, and that… The post ERRR #025. Daniel Willingham on When We Can Trust the Experts appeared first on Ollie Lovell.

Presented and produced by Seán Delaney Theme music composed and arranged by David Vesey This week I bring you the second part of my interview with Katie Ashford Deputy Head of Michaela Community School in Wembley Park in London. The wide range of topics we discuss include the following: Michaela Community School Building The Teach First Programme Starting a blog, which led to a job offer Personalised Instruction and whole class instruction Her blog posts A typical day Family Lunch (at school) What she likes most/least about teaching Her ideal English lesson What schools are for Teachers who had a significant impact on her Who inspires her Katie also referred to Tom Bennett's blog and to books by Daisy Christodoulou and Daniel Willingham.

Carol Lethaby is an English language teacher, teacher trainer, ELT consultant and author who has coauthored Just Right Second Edition (Cengage Learning) and English ID (Richmond Publishing) as well as articles on Neuroscience in IATEFL Voices and Neuromyths in the Teacher Trainer Journal.Tracy: Hello everyone. Welcome back.Ross Thorburn: Today, we've got a special guest on our podcast. That person is Carol Lethaby.Tracy: Carol is an English teacher, trainer, author, and a ELT consultant. She has spent a lot of time in Mexico and in Greece. You probably have noticed her name in our ITEFL podcast.Ross: Both 2018 and 2017. Today, we are going to speak to Carol about what neuroscience can do for language teaching. As usual, we've got three broad areas that we're going to speak to Carol about. The first area we are going to look at is what myths about language teaching are there.Tracy: The second main area is what teachers can apply from research and neuroscience, and the last one...Ross: ...is why findings from research often don't get applied in language teaching.Myths about language teachingRoss: Hi Carol. Thanks so much for taking the time to come on the podcast.Carol: Hi Ross.Ross: How are you doing?Carol: Well. Thank you.Ross: Carol, do you want to start off by telling us about some common myths that exist about language learning?Carol: The first one is we only use 10 percent of our brain, which gets perpetuated so much in the popular media. Then, of course, there's the idea that you're right brain or left brain dominant, again, something which neuroscientists grimace every time someone says that.The idea that accommodating learning styles will create learning and the idea that we can ignore learner's first language when they're learning a new language.Tracy: It's really interesting. How did this myth change what teachers do in the classroom?Carol: Yes. That's what's really important for us as teachers. The first thing is the idea of left brain, right brain. You are either analytic or you're creative. People taking this into consideration and saying, "Oh well, there's nothing you can do about it."When really they're denying the role that education plays, your preferences, the same with learning styles. We identify them. We have these formal and informal assessments.We try to teach to the preferred learning styles to enhance in learning. We teach people on initial and in‑service training courses that is of utmost importance when there's absolutely no evidence that it helps.I think there it's more like wasting time, money, resources on things that don't work. Then with the English‑only idea, the idea that the L one shouldn't play a part in second language learning. I'd just been working with a group of teachers last week.I was talking about different ways that the first language can help us learning a second language or another language and the reaction from some of the teachers I could still see there the [inaudible 03:17] and the kind of disbelief. This idea, I think, is pretty firmly entrenched in many places.Ross: Is it almost like we could put that research into two categories then? Research that shows that what we're doing at the moment is wrong, or doesn't work, or isn't as effective as it could be. Then research that might show why things like common practices that teachers do now do work perfect.Carol: Yes, I think that's a good way to think about how neuroscience can help us. One of the things that it can help us to do is to think about things that our intuitions might tell us are true, but which evidence tells us are not true. It can also the other way around, as you've just mentioned, show us something that we do do in the classroom is actually a good idea.The big one here for me is taking into consideration prior knowledge. This is something that studies of the brain and looking at MRIs. There is something going on physically in the brain when we are learning about something we already know something about.The part of the brain where old information and new information connect is a part that has been identified. We have to say, at the same time, we do have to think too about how can we actually apply these ideas both from neuroscience and from evidence‑based teaching practice. How can we apply this to English language teacher?A lot of the studies that have been done have been done in the area of math teaching or content teaching. Language teaching is a little bit different in terms of the language itself being the content.Ross: Another theory like this that we've mentioned before on this podcast and one that I've also heard you mentioned before, is cognitive load. I always find the easiest way to visualize this is to think of the brain as being like a smartphone or a computer.The idea is that if your phone or your computer, you've got a lot of apps running at the same time, then the computer runs much more slowly. If you only have one app running at once, then it runs faster.This is similar to the brain that if you give students, for example, a task that includes a lot of higher order thinking skills and a lot of speaking, students are going to speak a lot more slowly.In other words, it's like a language app on their brain's going to be running a lot more slowly because of the increased processing power that they need to do that higher order thinking. Do you want to tell us a bit more about cognitive load and some of the things that you've spoken about with that before?Carol: Yes, that's it in a nutshell, but that's a nice little analogy with apps, etc. In language learning, we started looking at it related to the idea of overloading learners in terms of their different senses. People thinking, we're going to present this piece of language. You have to listen to it, you have to read it, and you have to look at pictures all at the same time.That, in actual fact, you think you're helping the learner, but in fact, you're making it harder for the learner because, maybe, the visuals don't support the text in some way. When are we overloading the learners?How could we avoid overloading the learners? By doing the opposite. Actually, help them using visuals that support their learning rather than actually overload the learner.What teachers can apply from research and neuroscienceTracy: We talk about teaching. We talk about neuroscience. Do you want to tell us some researching findings that from neuroscience, for example, the teachers can apply in their classes to make them more effective or, maybe, something that teachers commonly do in the classroom that neuroscience has shown benefits teaching or learning?Carol: Well, obviously, the first example is going back to the mother tongue again, using what you already know about your first language and what you already know about your second language to help you to learn new things. I'm thinking too of things, like practice testing. Just say, a quick vocabulary test after you have learned some vocabulary.Just the idea that practicing retrieving things from your memory actually strengthens those connections that you have and makes it easier to be able to do it in the future. It's just things like this that we're doing in the classroom, recycling material. We say we're recycling, but why are we doing that?Well, because it's going to help learners to actually learn new things if you remind them of what they know already. Then you add something new to it, doing pre‑tasks before we do reading or listening.That's a reason for doing that. You help learners to remember what they know already about the topic. In the case of the beginner learners, you're probably going to have to do more work for actual making up for their comprehension gap.Ross: You mentioned distributed practice there, which is something that we've also spoken about before in the podcast. Maybe, the easiest way to think about distributed practices, it's the opposite of cramming, which I think is something that we all know doesn't work very well.In the long‑term it might work OK if you've got an exam tomorrow, but it's not going to help you very much in the long‑term. Can you tell us a bit more about why distributed practice helps students remember things better?Carol: Yes, so most evidence‑based studies they call that distributed practice, but the idea of not cramming everything all at once to try and learn it, but the idea of spacing it. You start it on one day. Then you come back to it at another time. Every time you come back to it, you're adding something new so it becomes a cumulative process.Then it's really helping you, hopefully, with your neuroconnections. We could say that, doing some distributed practice with me. First of all, we do some work on a particular grammar and function structure. Say, we're working with simple past tense. We may say one day, we're going to learn some words to talk about the past.Maybe, we often do it first with the regular verbs, etc. We don't say, "Here are all the irregular verbs to learn all in one go." We say, "Next time we return to this." In the meantime, we do some other stuff.We're into leaving our practice. Perhaps, we go back and do some more vocabulary on a particular theme, for example. Then in the next class we come back to learning some verbs again, and perhaps work on more irregular verbs, learning more of them, again, in a theme, but relating them to what we did the day before.Ross: Obviously, with this podcast we're trying to get teachers to learn more about learning strategies and neuroscience. Do you think that teachers also have a responsibility to tell students about what learning strategies work?Carol: That's a great question. It's helpful to tell students why you're doing the things that you do. The idea of practice when students complain that. "Oh, we've already seen this and we practiced it." Well, why do we practice things again and again and again? Because we know that that helps you to learn it.Tracy: Can we also use them with young learners?Ross: Or is it something that works for adults?Carol: That's a good question. In terms of the cognitive strategies, that's something that needs to be dosified a little bit, depending on the cognitive level of the learner.It's very hard to talk about cognitive strategy, like making a conclusion from patterns if you don't have the cognitive abilities yet to be able to do that. That's going to depend on age, but there are some things definitely we can start working on with young children.Why findings from research often don't get applied in language teachingRoss: We've spoken a little about neuromyths, Carol. Why do you think it is that the neuromyths that you mentioned at the beginning of the show, things like, we only use a small percentage of our brain power, left brain, right brain learning‑selves. Why do these things still persist? Why is it people still believe in these? Why do they still get taught on teacher training courses?Carol: That's a good question. There are a few reasons. One of them is that going back to the women's and men's brains, for example, there's so much over reporting of studies that purport to find differences when the majority of studies actually don't find any differences, but those studies aren't reported. Why not? Because nobody's interested in them.In terms of learning styles right brain left brain, people love that stuff in the popular media, don't they? It's like you love to read a little quiz. Are you like this, or are you like this? It's very hard when that is passed on in the popular media as truth.Secondly, I think that's related to this, that a lot of the evidence for those things. The reality is a lot of it's hidden in a neuroscientific journals, for example. It's quite hard for us to access it unless there's someone helping us to read it and make sense of it and say, "Well, what this really says is this."Then the third reason, some neuromyths or ideas about the brain are actually untestable because they're black box theories, if you like. The multiple intelligences theory, for example. You can't test that because it's not something that we can look at if you like. It's a black box theory.It's a combination of those things. Probably the main one in language teaching is the idea that the myths are often not challenged.Tracy: A lot of teachers, including myself, just felt they're a lot of things going on in terms of research about learning from neuroscience. How can we make sure that we keep up‑to‑date? You just pointed out actually articles in a lot of popular media is probably quite unreliable. What can we do as teachers?Carol: Another good question. Something that I find very helpful is trying to find blogs by neuroscientists, who, in the blog, they will often explain themselves in normal person's language that we can understand.If you read the blog first, then you can go back to the actual study and make sense of it much more. I like Daniel Willingham's blog. He talks about, particularly, education and evidence based on ideas and education.More from Carol LethabyRoss: Carol, for any listeners that want to visit your website or learn more about your work and what you do, your website is www.clethaby.com That's C‑L‑E‑T‑H‑A‑B‑Y.com. Is that right?Carol Lethaby: Yeah. That's my website.Tracy: Really nice talking to you today.Ross: Thanks again, Carol.Carol: Thank you to you. It's been so nice to meet you and talk to you.

Dr. Daniel Willingham is a leader in translating university research on Mind, Brain, and Education Science for a K-12 teacher audience. The author of several books, including "Why Students Don't Like School," "The Reading Mind," and "Raising Kids Who Read," Dr. Willingham also wrote the forward to Volume 3 of "Thinking Differently and Deeply." He sat down with Glenn during the Science of Teaching and School Leadership Academy in July to share his experience and insights.

Mitch Smith of New York Times talks about police trials. Deborah Schwengel of John Hopkins Univ. explains lawnmower dangers. Prof. Daniel Willingham of the Univ. of Virginia unpacks the effects of audiobooks on our brain. Jeffrey Tessem of BYU describes the metabolic syndrome. Jessica Barrington-Trimis of the Univ. of Southern California discusses the new dangerous e-cigarette trend. Attorney Erin Jacobson reveals how are copyright laws impact musicians.

Do teachers know enough about how students think and what motivates them? Daniel Willingham thinks that ed schools are not giving teachers enough useful information about how children learn. He laid out his argument in an Education Next article, "Unlocking the Science of How Kids Think." In this episode, Dan Willingham speaks with Marty West about this problem with preservice teacher training and how it could be fixed. Read the full article here: http://educationnext.org/unlocking-science-how-kids-think-new-proposal-for-reforming-teacher-education/

BYU's Adam Dynes reflects on Trump's State of the Union address. Aviva Patz of Reader's Digest shares how to avoid everyday disasters. Spencer Linton of BYU Sports Nation reviews Kyle Van Noy's path to back-to-back Super Bowls. Sam Payne of The Apple Seed shares a story. Peter Guest of Cardiff Univ digs into the Hoxne Hoard. Univ of Virginia's Daniel Willingham explains what's happening in the brain when we read.

The renowned reading expert, professor of psychology at the Unviersity of Virginia, and author of numerous education books including Why Don't Students Like School?  talks to the Tes Podagogy podcast about the three processes children need to get right to become successful readers and why teachers need to overcome the fact that phonics resources tend to be 'boring'.   See acast.com/privacy for privacy and opt-out information.

“If your child needed to have brain surgery, you would not take them to the hospital that makes other people think highly of you. You would take them to the best hospital you could find. Well, education is brain surgery. It rewires your brain.” In this episode of Nat Chat, I’m joined by Ben Nelson, founder of Minerva and Minerva Schools at KGI. I’ve been excited to have Ben on the show from the beginning, since Minerva is one of the few education startups out there that’s truly changing and competing with the existing university system. They’ve taken a completely fresh look at how to run a university in the 21st century, and their results have been incredible, which we get into right as the episode starts. If I were in high school, Minerva would be more appealing than Harvard, Princeton, Stanford, or any prestigious university you typically think of. To find out why, you’ll have to hear Ben explain their process. We covered a wide range of topics, including: How we learn and how we can improve it Making educational choices based on value rather than prestige Major flaws in today’s universities What an optimal university system looks like The importance of learning real-world skills And much more. Please enjoy, and reach out to Ben on Quora! If you enjoyed this episode and want to learn more about the college system, you’ll want to check out my episode with William Deresiewicz and my episode with Thomas Frank, where we talk about student learning, university flaws, advice for students, and more. You’ll also like my episode with Darwish Gani, where we talk about different university systems, finding your passion, networking, and more. Find Ben Online: Linkedin Minerva Quora Reddit Mentioned in the show: Minerva [2:05] KGI [2:05] CLA [5:33] Far-Transfer [12:47] Scientific Method [18:51] Renaissance Gardens of Italy [23:50] Victorian Gardens of England [23:50] Phillips Exeter [31:08] Choate [31:10] Walt Disney [35:58] Olin College of Engineering [52:52] Quest in Canada [52:54] Books mentioned: Building the Intentional University [1:29] The Elements of Critical Thinking [1:00:57] Thinking Fast and Slow [1:02:10] People mentioned: Diane Halpern [1:00:57] Eric Mazur [1:01:05] Daniel Willingham [1:01:10] Maimonides [1:02:35] Benjamin Franklin [1:02:40] Thomas Jefferson [1:02:45] 1:57 - Intro to Ben, some information on the Minerva schools of KGI, why it’s the most effective university in the country, and some issues that most learning systems have. 8:45 - How Minerva teaches students more efficiently compared to other universities. 12:45 - The issue with far-transfer and how Minerva corrects this issue by contextualizing and recontextualizing concepts for the student. 16:07 - How Minerva’s online communicational teaching aspect works and how Minerva teaches creative thinking. 20:09 - Important and key elements that Minerva leaves you with after graduation, that other universities do not. 21:30 - Minerva’s pragmatic and efficient teaching style and its highly effective, personalized style of courses. 27:21 - How large Minerva’s current classes are, some info on it having the lowest acceptance rate in the country, and why their admission system is strictly based only on merit. 33:46 - Minerva’s unique global campus aspect and the incredible value of teaching students some of the skills necessary to live in the real world. 39:23 - The problem with going to universities based on reputation, rather than what you can learn from them. 43:04 - The issues Minerva faces with students who want to get involved and with obstinate parents. 45:11 - Ben’s thoughts on primary and secondary education, some more issues with university classes, how Minerva finds professors who actually want to teach. 52:21 - When Ben first received the idea for Minerva and the problem with other types of newer institutions. 55:47 - Some of the major iterations and learnings Minerva accomplished had so far. 58:33 - Ben on the science of learning and some information on Building the Intentional University. 1:00:47 - Some other books Ben recommends, some of his favorite authors, and inspirations. 1:03:26 - Some last thoughts from Ben and some information on applying to Minerva. 1:05:26 - Where to find Ben online and wrap up.If you enjoyed this episode, don’t forget to subscribe at https://nateliason.com/podcast “The fact of the matter is that almost no one believes that education matters because people believe that the credential matters.”

The renowned reading expert, professor of psychology at the Unviersity of Virginia, and author of numerous education books including Why Don't Students Like School?  talks to the Tes Podagogy podcast about the three processes children need to get right to become successful readers and why teachers need to overcome the fact that phonics resources tend to be 'boring'. 

Join the TES team as we discuss the week’s biggest talking points, including the Conservative Party Conference in Birmingham. We discuss the news that came out of the HMC conference just down the road in Stratford-upon-Avon, and we talk Daniel Willingham who has given the TES an inclusive interview about his new book. Plus, we give you a sneak peak about next week’s Ruskin speech special. Tune in and enjoy.    See acast.com/privacy for privacy and opt-out information.

If you want to raise kids who read not because they can, but because they love to... you're in the right place. On this episode of the Read-Aloud Revival podcast, Daniel Willingham and I discuss: what cognitive science tells us that will help our kids fall in love with books. (It’s easier than you think!)a new perspective on the role of technology in the reading lifeand books that formed Daniel as a reader-- he has great taste! ;)   Click the play button below: More free resources & booklists Get the best episodes and reources from the Read-Aloud Revival Keep an eye on your inbox! We'll keep you posted whenever we have a new podcast episode or a great free booklist or resource for you. There was an error submitting your subscription. Please try again. Email Address I'd like to receive the free email course. Yes! Powered by ConvertKit /* Layout */ .ck_form.ck_minimal { /* divider image */ background: #f9f9f9; font-family: 'Helvetica Neue', Helvetica, Arial, Verdana, sans-serif; line-height: 1.5em; overflow: hidden; color: #666; font-size: 16px; border: solid 1px #d1d1d1; -webkit-box-shadow: none; -moz-box-shadow: none; box-shadow: none; clear: both; margin: 20px 0px; text-align: center; } .ck_form.ck_minimal h3.ck_form_title { text-align: center; margin: 0px 0px 10px; font-size: 28px; } .ck_form.ck_minimal h4 { text-align: center; font-family: 'Open Sans', Helvetica, Arial, sans-serif; text-transform: uppercase; font-size: 18px; font-weight: normal; padding-top: 0px; margin-top: 0px; } .ck_form.ck_minimal p { padding: 0px; } .ck_form, .ck_form * { -webkit-box-sizing: border-box; -moz-box-sizing: border-box; box-sizing: border-box; } .ck_form.ck_minimal .ck_form_fields { width: 100%; float: left; padding: 5%; } /* Form fields */ .ck_errorArea { display: none; /* temporary */ } #ck_success_msg { padding: 10px 10px 0px; border: solid 1px #ddd; background: #eee; } .ck_form.ck_minimal input[type="text"], .ck_form.ck_minimal input[type="email"] { font-size: 18px; padding: 10px 8px; width: 68%; border: 1px solid #d6d6d6; /* stroke */ -moz-border-radius: 3px; -webkit-border-radius: 3px; border-radius: 3px; /* border radius */ background-color: #fff; /* layer fill content */ margin-bottom: 5px; height: auto; float: left; margin: 0px; margin-right: 2%; height: 42px; } .ck_form input[type="text"]:focus, .ck_form input[type="email"]:focus { outline: none; border-color: #aaa; } .ck_form.ck_minimal .ck_subscribe_button { width: 100%; color: #fff; margin: 0px; padding: 11px 0px; font-size: 18px; background: #6fc171; -moz-border-radius: 3px; -webkit-border-radius: 3px; border-radius: 3px; /* border radius */ cursor: pointer; border: none; text-shadow: none; width: 30%; float: left; height: 42px; } .ck_form.ck_minimal .ck_guarantee { color: #626262; font-size: 12px; text-align: center; padding: 15px 0px 0px; display: block; clear: both; } .ck_form .ck_powered_by { display: block; color: #aaa; font-size: 12px; } .ck_form .ck_powered_by:hover { display: block; color: #444; } .ck_converted_content { display: none; padding: 5%; background: #fff; } .ck_form.ck_minimal.width400 .ck_subscribe_button, .ck_form.ck_minimal.width400 input[type="email"] { width: 100%; float: none; margin-top: 5px; } .ck_slide_up, .ck_modal, .ck_slide_up .ck_minimal, .ck_modal .ck_minimal { min-width: 400px; } .page .ck_form.ck_minimal { margin: 50px auto; max-width: 600px; } Books from this episode: (All links are Amazon affiliate links.) Nothing Found   Links from today's show:

Daniel Willingham joins Justin Baeder to discuss his book, Raising Kids Who Read.Interview Notes, Resources, & LinksPurchase Daniel's book, Raising Kids Who Read: What Parents and Teachers Can DoRead or listen to NPR's interview with Dan WillinghamAbout Daniel WillinghamDaniel Willingham, PhD, is a cognitive psychologist and professor of psychology at the University of Virginia.

Our guests move beyond lamenting the lack of respect teachers receive and offer some practical ideas about how teachers can reclaim the profession. Daniel Willingham is currently Professor of Psychology at the University of Virginia. Dr. Steve Paine is current President of P21 (Partnership for 21st Century Skills) and a consummate life-long educator; he served as West Virginia's 25th state superintendent of schools. Lisa Nielsen is an educator and author of the book Teaching Generation Tex. Jerry Blumengarten taught for 32 years at inner city NY school. Follow: @DTWillingham @InnovativeEdu cybraryman1 @bamradionetwork

Our guests move beyond lamenting the lack of respect teachers receive and offer some practical ideas about how teachers can reclaim the profession. Daniel Willingham is currently Professor of Psychology at the University of Virginia. Dr. Steve Paine is current President of P21 (Partnership for 21st Century Skills) and a consummate life-long educator; he served as West Virginia's 25th state superintendent of schools. Lisa Nielsen is an educator and author of the book Teaching Generation Tex. Jerry Blumengarten taught for 32 years at inner city NY school. Follow: @DTWillingham @InnovativeEdu cybraryman1 @bamradionetwork

In episode 183 I talked about what critical thinking is and why it's important. Now we talk about why it's so darn hard to teach and to use critical thinking in our everyday lives. In this episode I'll discuss Dr. Daniel Willingham's advice to teachers on what they can do to effectively teach critical thinking - something that couldn't be more important in today's world where misinformation is all around us. Make sure to take a look at the concept map below.

Dave goes to the cat show.  Was it under duress?  You make the call.  We also review the book Why Don't Students Like School? by Daniel Willingham.  If you're an educator it's a good read.  Dig it.  The thrilling conclusion to Melyssa's weight challenge at work.  Once again, the cops are out harassing the working man.  Boooooo! Music: David Byrne and Fatboy Slim - Men Will Do Anything Jeff Beck - Lilac Wine Ethan Lipton and his Orchestra - I'm Sorry

This podcast is relevant to both consumers and professionals. In this episode R. Trent Codd, III, Ed.S. interviews Dr. Daniel Willingham about learning styles and other contemporary educational theories. As always, the focus is on what the research has to say. Some of the topics discussed include: The learning styles literature including the lack of empirical support for this popular educational notion and why it is so popular despite its weak research base  Gardner’s theory of Multiple Intelligences including misunderstandings surrounding what the theory is  Mel Levine’s neurodevelopmental theory  DANIEL WILLINGHAM, PhD BIOGRAPHY Daniel Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is currently 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 writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is an Associate Editor of Mind, Brain, and Education. He is also the author of Why Don't Students Like School?, When Can You Trust the Experts?,  andRaising Readers in an Age of Distraction (forthcoming). His writing on education has appeared in twelve languages.

Daniel Willingham of the University of Virginia and author of the book Why Don't Students Like School? talks with EconTalk host Russ Roberts about how the brain works and the implications for teaching, learning, and educational policy. Topics discussed include why we remember some things but not others (and what we can do about it), the central role of memory in problem solving and abstract reasoning, the current state of math education in America, and what makes a good teacher.

Daniel Willingham of the University of Virginia and author of the book Why Don't Students Like School? talks with EconTalk host Russ Roberts about how the brain works and the implications for teaching, learning, and educational policy. Topics discussed include why we remember some things but not others (and what we can do about it), the central role of memory in problem solving and abstract reasoning, the current state of math education in America, and what makes a good teacher.

Guess what? There's no such thing as a learning style! Don't believe it? Listen to this interview with professor and author Daniel Willingham as he and I discuss the topic of learning styles. If there is no scientific support for learning styles then whey do we believe they must exist? We also discuss the multiple intelligence. While there is support for this idea, many people are confused as to what Howard Gardner really says about his own theory. Let's see if we can set the record straight about learning styles, abilities, and intelligences in this episode of The Psych Files.