Podcast appearances and mentions of daniel willingham

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

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

¿Cómo podemos dar feedback que realmente ayude a aprender, crecer y mejorar? En este episodio de Educar Hoy, exploramos cómo convertir la retroalimentación en una herramienta poderosa, tanto en el aula como en casa. A partir de las investigaciones de John Hattie, quien destaca el feedback como uno de los factores más influyentes en el rendimiento académico, y las aportaciones de Daniel Willingham, que subraya la importancia de que sea claro, comprensible y ligado a objetivos concretos, profundizamos en los principios de un feedback efectivo. Además, conectamos este enfoque con la mentalidad de crecimiento de Carol Dweck: cómo nuestras palabras pueden fomentar la idea de que las habilidades se desarrollan con esfuerzo y aprendizaje. Y nos apoyamos en el enfoque práctico del libro Smart Feedback, que propone una forma estructurada y empática de dar y recibir retroalimentación.

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

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

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

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

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

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

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

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

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.  

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, 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.

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

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?