I believe in a lot of ways the book supported a lot of what I have believed for years. I was intrigued from the start. Daniel T Willingham did a wonderful job of summing it up. I must say I was suprised when he commented that the brain was not for thought but it actually avoided thought. The idea that the brain relies on memory makes sense. When I started reading I would come to a section that I had either heard about or studied before. When I would do so it would spark something in my mind and make me want to hear more about what he had to say about it. One example of this was when he was talking about long term memory, working memory,critical thinking, remote memorization, mnemonics etc. Another is when he talked about "Implications for the Classroom" in Chapter 4. I attended a workshop at one time that talk about similiar items and this brought up the memory of what I heard.
One of my favorite parts of the book was the ideas he refered to in Chapter 8.
'Praising Effort, Not Ability' is something that I see a lot of teachers forgetting. Even when I taught preschool I would tell the students that it was the process that was important not the finished product. I remember a little, three year old boy who showed his mom a picture he had painted that day. He had asked her if he liked his picture of a choo choo train. Her comment was, "Oh I guess I can't see it but ok." The boy looked down and finished getting his things. It broke my heart! He had worked so hard on it. I wanted to scream at her and say, "Ask him to tell you more about it!" or "Can't you even pretend to see the train!"
Telling them that hard work pays off is something that we have installed in everything our children do. They know this about work, chores, school, etc. I have to examples of this to share. One is that our 14 year old is dyslexic. He has worked hard at everything. He went from not passing a single paper to being an A/B student who is in Advanced Math. Our kindergarten daughter started reading group with everyone else and by working as hard as she can be she is one of the best readers in the class.
The part that I learned from is that failure is a natural part of learning. I am my own worst critic and never have felt whole if I failed at something or completed something on time. I was recently working one on one in math with one of our resource room students, who is a sixth grader. Math is the hardest subject for him. He became teary eyed and I looked him in the eye and told him how even adults find somethings or a certain subject hard. I commented that there are times when even adults fail the first time they try something and have to pick themselves up and try again. I looked at him and said that he needed to pick up his pencil and just try the problem again and again until it was right. The next morning before school he found me and told me that he thought about that all night and was going to keep thinking about it every time he got stuck. When I read this part and thought about what I had said to him I thought I better start taking my own advice. It works!
Not taking study skills for granted is something I try to remind our middle school students of all the time. I see a lot of the students in the resource room as well as in my study hall who are unorganized and say I will study that later. I always try to find our resource room students at the end of the day and remind them if they have a test or quiz the next day. Our eighth grader has learned memorization skills from being dyslexic. He can hear material or read it (slow but sure) and remember it. I try to tell him that there may be a time that doesn't work. I try to show him study skills but he doesn't always like to take my advice.
I like the way he said that catching up is a long term goal. How true that is! The way he referred it to dieting caught my attention. Also, if we could enlist the help of parents, like the book said, it would truly be wonderful. I really liked the way he commented on being careful with praise when showing students that you have confidence in them. Showing them the good and bad of their work when you know that they can do better is truly a great point. I have done this at times without realizing it but would like to continue working on this point.
Friday, February 18, 2011
Sunday, February 13, 2011
Friday, February 11, 2011
Wednesday, January 19, 2011
Monday, January 17, 2011
Saturday, January 15, 2011
Section 2
The main concept of this section is that factual knowledge must precede skill. It begins by saying that facts must be taught. When we consider someone smart they are using their critical thinking skills whereas if they are just spouting off facts they come off as boring. The book defines thinking as combing information in new ways. Critical thinking skills such as reasoning and problem solving are mixed with facts that are stored in long term memory. We need to make sure our students are receiving the background knowledge that we can mix critical thinking skills.
In order to understand what someone is stating we need to make sure they have background knowledge. The author also discusses the mind being able to tying several pieces of material together or otherwise known as chunking. This can only happen if the mind has the factual knowledge to cover this information.
Background knowledge is also needed for cognitive skills. People use memory to solve problems on a regular basis. Strategies in all areas could not be applied if they did not have the background knowledge for the subject.
Those who have knowledge in an area gain more because of what they already know. We also remember more if the subject area has meaning to us. Even if we don't realize it happening our minds connects what we are reading to what we already know. Our mind works on the cues about the information that we have in our memories.
Rather than asking what students need to be taught we should ask what knowledge would yield the largest cognitive benefit. There are two ways to answer this question. For reading students need to know what information the writers assume they know and the writer leaves out. The second answer deals with core subjects and their information. The author states that students must learn the concepts that come up again and again. This deals with unifying all subjects and their ideas.
The book suggests that the goal should be that they, the students, have the background knowledge to carry out tasks we give them and the critical thinking skills needed. The author also states the having a vast amount of knowledge about the skill is best but having some is better than not having any at all. We also need to encourage the students to read whatever they can and do whatever it takes to get them to do so.
He also states that knowledge can happen by simply exposing them to the subject manner. The students will also do better if they are exposed early to the material. The author states, "There are no shortcuts and no alternatives to trying to increase the factual knowledge that the child has not picked up at home." The book also states that the knowledge must be meaningful and not just memorized as a list of information.
I agree with the author that if the information is something that the students are familiar with then they will learn the subject manner easier. I also understand the fact that if they can tye all the information together it makes sense. I do wish there was a way to make all parents see that early exposure to learning is ideal. Also that they need to encourage the children to read whatever they can at home. Overall encouragement to learn the material is important from their families.
In order to understand what someone is stating we need to make sure they have background knowledge. The author also discusses the mind being able to tying several pieces of material together or otherwise known as chunking. This can only happen if the mind has the factual knowledge to cover this information.
Background knowledge is also needed for cognitive skills. People use memory to solve problems on a regular basis. Strategies in all areas could not be applied if they did not have the background knowledge for the subject.
Those who have knowledge in an area gain more because of what they already know. We also remember more if the subject area has meaning to us. Even if we don't realize it happening our minds connects what we are reading to what we already know. Our mind works on the cues about the information that we have in our memories.
Rather than asking what students need to be taught we should ask what knowledge would yield the largest cognitive benefit. There are two ways to answer this question. For reading students need to know what information the writers assume they know and the writer leaves out. The second answer deals with core subjects and their information. The author states that students must learn the concepts that come up again and again. This deals with unifying all subjects and their ideas.
The book suggests that the goal should be that they, the students, have the background knowledge to carry out tasks we give them and the critical thinking skills needed. The author also states the having a vast amount of knowledge about the skill is best but having some is better than not having any at all. We also need to encourage the students to read whatever they can and do whatever it takes to get them to do so.
He also states that knowledge can happen by simply exposing them to the subject manner. The students will also do better if they are exposed early to the material. The author states, "There are no shortcuts and no alternatives to trying to increase the factual knowledge that the child has not picked up at home." The book also states that the knowledge must be meaningful and not just memorized as a list of information.
I agree with the author that if the information is something that the students are familiar with then they will learn the subject manner easier. I also understand the fact that if they can tye all the information together it makes sense. I do wish there was a way to make all parents see that early exposure to learning is ideal. Also that they need to encourage the children to read whatever they can at home. Overall encouragement to learn the material is important from their families.
Monday, January 10, 2011
Sunday, January 9, 2011
Book Summary
Daniel Willingham caught my attention from the first chapter of Why Don't Students Like School? with his statement "the brain is not made for thinking". What? This contradicted everything I had believed about the brain. As I continued to read he started to explain his thinking. Overall our brain's primary function is to coordinate all the complex body systems. On page 5 of his book, Daniel Willingham sums up how our brain instantly takes in a visual picture. While this is instantaneous, thinking is slow, requires effort, and is uncertain. When I am thinking about solving a math problem, I can't think about something else at the same time. I also have to think about every step and even when I solve the problem, the answer may not be correct. When my brain takes in a visual picture of a flower, it does it in an instant and I can do other things while looking at the flower. My brain also doesn't confuse what a flower looks like or that I am looking at a flower. Although I was confused by his initial statement about the brain not being made for thinking, after reading his explanation I have to agree with his statements.
The book talks about all aspects of the brain including memory, both working and long-term, to how students need to have facts before they can become skillful at a topic. One idea presented in Chapter 8 is that of our intelligence being able to be changed. This differs a lot from most people's thoughts. If we praise students' effort, children can change their intelligence over time for the better. Some other ideas presented throughout the book are regarding what most people have long known. The more we practice something, the better we become. Finally a concept that I have been learning a lot about over my first year and that is children learning something new in relation to what they already know. I really enjoyed reading this chapter. As a new teacher, I have been asking questions to prompt my students to discuss what they already know about a subject before we start a topic or to use their schema as we are studying the topic. This book should be read cover to cover; however, if you are stretched for time, you can pick up and read one specific chapter or just use the great teaching strategies presented at the back of each chapter.
Being a first year teacher, I have been trying to understand what the best way for my students to learn. Do I let them explore first or do I present the information? If I provide the information, how do I do it in an engaging way which will get my students thinking? Daniel Willingham's book is great for new and veteran teachers alike because it presents his cognitive research on how the brain and memory function. By reading this book teachers begin to understand how students think. Each chapter builds upon our understanding of the brain, so that you start to develop a real understanding of the brain's inner workings. Incorporated at the end of each chapter are multiple suggestions on how teachers can use the information presented to better improve their teaching strategies. This book is a valuable read because it seamlessly integrates understanding with instant hands-on teaching strategies. A definite must read for any teacher who wants to engage their students in active learning.
Friday, December 31, 2010
I chose this image because to me the gears show the mind at work. In order for the mind to be a well oiled machine it needs the right lubricant to keep going. If not properly taken care of it will freeze right where it is. If we keep the students interest the gears churn and the machine works. If the students become bored the gears jam and quit working.
Monday, December 20, 2010
Book Reflection
While reading Daniel T. Willingham's "Why Don't Students Like School", I found several concepts in the book that made me "think" about teaching in new ways. When I called Borders to see if they had this book in stock, the person that was helping me started to giggle when I gave her the title of the book. After a good chuckle, she shared with me that both of her parents have been teachers for 25 years and ask this very question constantly.
One concept that caught my attention was when Willingham mentions that he has always been bothered by the advice to "make it relevant to students. He provides two reasons for this. First he discusses the fact that all content may not be relevant to student's lives at the time. He questions whether the Epic of Gilgamesh can be connected to students lives in a way they can understand now. Second, Willingham states that if a teacher cannot convince students some material is relevant to them, then should that material be taught? At times it is really difficult to make relevant connections and when the connections are not sound,then it may appear phony or weak.
While it is important to make connections between what student's are asked to think (learn) about and their lives, I think that constant focus on making these connections may lead to an expectation that "if something doesn't relate to a student's life, then there is no need to pay much attention to it". I have always hoped for my own children and my students when I was in the classroom, that learning would always "feel good" to them. Students should feel a sense of accomplishment and confidence while learning. I believe that one of the most important factors in accomplishing this, is the relationships that teachers build with students. If students feel genuinely cared for and respected by the teacher, then they will gain more confidence and value in their learning process. If the teacher "believes students can learn" then students will see the value in learning. I also think that when teachers show their own enthusiasm for learning,that it is contagious and students will more likely be enthusiastic about learning.
I very much enjoyed reading this book and found myself "thinking" about how we learn in new ways. I found myself looking at and thinking about a few educational ideas I had previously considered pretty sound,in new ways.
One concept that caught my attention was when Willingham mentions that he has always been bothered by the advice to "make it relevant to students. He provides two reasons for this. First he discusses the fact that all content may not be relevant to student's lives at the time. He questions whether the Epic of Gilgamesh can be connected to students lives in a way they can understand now. Second, Willingham states that if a teacher cannot convince students some material is relevant to them, then should that material be taught? At times it is really difficult to make relevant connections and when the connections are not sound,then it may appear phony or weak.
While it is important to make connections between what student's are asked to think (learn) about and their lives, I think that constant focus on making these connections may lead to an expectation that "if something doesn't relate to a student's life, then there is no need to pay much attention to it". I have always hoped for my own children and my students when I was in the classroom, that learning would always "feel good" to them. Students should feel a sense of accomplishment and confidence while learning. I believe that one of the most important factors in accomplishing this, is the relationships that teachers build with students. If students feel genuinely cared for and respected by the teacher, then they will gain more confidence and value in their learning process. If the teacher "believes students can learn" then students will see the value in learning. I also think that when teachers show their own enthusiasm for learning,that it is contagious and students will more likely be enthusiastic about learning.
I very much enjoyed reading this book and found myself "thinking" about how we learn in new ways. I found myself looking at and thinking about a few educational ideas I had previously considered pretty sound,in new ways.
Sunday, December 19, 2010
Book reflection
I found some of my long-held beliefs challenged when I read Daniel T. Willingham’s book. One concept I found interesting in his book Why Don’t Students Like School is that “Children are more alike than different in terms of how they think and learn.” (p. 147) I have always just accepted the idea that students could be classified as visual, auditory or kinesthetic learners. The author pointed out that research does not support that theory. But he also didn’t dispute that people have a preference for learning using their preferred method of receiving information. I have always considered myself a visual learner but according to the author (and my preference for receiving information), I am a learner with a good visual memory. I can see where looking at how students learn in a different way could change the way I teach.
I was encouraged by the idea that as a teacher, I can best serve my students by focusing on content and providing learning opportunities that utilize a variety of learning styles. I found this to be a comforting solution to something that has always nagged at me. I always felt that I was doing a disservice to my students because there didn’t seem to be enough time in the day to devise lessons that could meet the needs of all my students if some were visual and some were auditory or kinesthetic learners.
“Most of the time students need to remember what things mean, not what they sound like or look like.” (p. 156) As a rule, lessons focus on meaning. I like the idea that now I can focus on content and providing variety and still challenge my students without worrying that I am not doing enough. Of course I will still pay attention to each individual student and their progress, but I believe I can feel more confident that I am providing what the students need.
I was encouraged by the idea that as a teacher, I can best serve my students by focusing on content and providing learning opportunities that utilize a variety of learning styles. I found this to be a comforting solution to something that has always nagged at me. I always felt that I was doing a disservice to my students because there didn’t seem to be enough time in the day to devise lessons that could meet the needs of all my students if some were visual and some were auditory or kinesthetic learners.
“Most of the time students need to remember what things mean, not what they sound like or look like.” (p. 156) As a rule, lessons focus on meaning. I like the idea that now I can focus on content and providing variety and still challenge my students without worrying that I am not doing enough. Of course I will still pay attention to each individual student and their progress, but I believe I can feel more confident that I am providing what the students need.
Tuesday, December 14, 2010
Book Reflection
Well, I really did enjoy reading this book. It had a lot of insightful ideas and revelations. I found myself both cheering along with the author on some points, and then thinking he was crazy on other points! I guess that's what made it an interesting read.
One of the key concepts for me is from Chapter 8. The main idea of that chapter is that 'intelligence can changed through sustained hard work.' As a classroom teacher, I really like the thought of that. The book makes the point that if teachers focus on the effort of each individual student, and not ability of those students, then we are doing things right (as far as this concept is concerned).
It seems that every year when I am doing parent-teacher conferences, one or two of my parents will ask my opinion on 'paying their children for good grades.' I have always had a problem with that, because of the innate differences between children. Like the author writes in the book...'some students are simply brighter than others', and I've never been comfortable with parents paying a student who gets good grades. The thing I have always said to the parents in this situation is that if they insist on monetary reward for grades, then do it for the 'Effort' grade for each subject. That levels the playing field for all students...they're all able to work hard, if they choose. So, according to this author...I guess I have been doing the right thing all these years!
That aside, I never considered that acknowledging effort of students would have a positive impact on their actual 'intelligence'. I really didn't think there was much an educator could do to raise a student's I.Q. After reading this book (and this chapter, in particular), I definitely have a new outlook on what individual students can strive for, and achieve, in relation to their overall intelligence.
One of the key concepts for me is from Chapter 8. The main idea of that chapter is that 'intelligence can changed through sustained hard work.' As a classroom teacher, I really like the thought of that. The book makes the point that if teachers focus on the effort of each individual student, and not ability of those students, then we are doing things right (as far as this concept is concerned).
It seems that every year when I am doing parent-teacher conferences, one or two of my parents will ask my opinion on 'paying their children for good grades.' I have always had a problem with that, because of the innate differences between children. Like the author writes in the book...'some students are simply brighter than others', and I've never been comfortable with parents paying a student who gets good grades. The thing I have always said to the parents in this situation is that if they insist on monetary reward for grades, then do it for the 'Effort' grade for each subject. That levels the playing field for all students...they're all able to work hard, if they choose. So, according to this author...I guess I have been doing the right thing all these years!
That aside, I never considered that acknowledging effort of students would have a positive impact on their actual 'intelligence'. I really didn't think there was much an educator could do to raise a student's I.Q. After reading this book (and this chapter, in particular), I definitely have a new outlook on what individual students can strive for, and achieve, in relation to their overall intelligence.
Wednesday, December 8, 2010
Thursday, December 2, 2010
Super Summary (Chapter 8, pp 169 - 188)
"How Can I Help Slow Learners?" by Daniel T. Willingham
"If you win the genetic lottery, you're smart; but if you lose, you're not." True? Maybe it is and maybe it isn't. This quote is one way in which the author draws you into differing views on intelligence. The Western view is you get what you're born with and it doesn't change with time. On the other hand, the Eastern belief is intelligence can be changed based on how hard a person wants to work to learn something. Which view is correct?
According to the author, the cognitive principal guiding this chapter is "Children do differ in intelligence, but intelligence can be changed through sustained hard work." To understand how to change a child's intelligence, we need to first understand what intelligence is. Building on our understanding of how people think, the author paraphrases a definition created by the American Psychological Association. Daniel Willingham states, "...intelligent people can understand complex ideas and use different forms of reasoning. They can also overcome obstacles by engaging thought, and they learn from their experiences." The author goes on to cite numerous research on how there is a general intelligence which everyone has. Depending on how much general intelligence you have, decides how well you do in school or work.
No one has been able to state exactly what general intelligence is or how it differs from Howard Gardner's thoughts on multiple intelligences. There is research which shows how our thinking is connected, but not really how our thinking actually works. The author also does not consider people with learning disabilities. When he addresses what makes people intelligent, he mentions both nature and nurture as having an impact. Overall the author presents various research and theories on intelligence, but the bottom line comes down to the fact that intelligence CAN be improved. So how do I as a teacher help my students improve?
One factor which stands out in getting children to understand how their effort and ability contributes to their intelligence is praise. The author cites how research shows that when a child is "praised for their ability ("you're smart") were more likely to describe a fixed view of intelligence than those who were praised for their effort ("you worked hard"), who were more likely to describe a malleable view of intelligence." This statement makes sense when you think about how praise needs to be specific. When you priase a child for getting an answer correct by being smart, they will then believe they are stupid if they get an answer wrong; however, when you priase a child for their effort, they know they just need to do better the next time (or they learn to adjust their thinking). I think this explanation is logical. How many times have we heard hard work pays off? I believe children need to understand that when you work towards a goal, you are more satisfied with the outcome. When a child has everything coming easily, they are bound to think there is something wrong when it doesn't. How can I as a teacher make sure I help my students believe they are in control of their future?
The author states that teachers need to realize "slow learners are not dumb. They probably differ little from other students in terms of their potential." Here are six ways to promote effort and intelligence in students:
- Praise effort, not ability
- Tell students that hard work pays off
- Treat failure as a natural part of learning
- Don't take studdy skills for granted
- Catching up is a long-term goal
- Show students you have confidence in them
After reading this chapter I had to go back to the beginning and think about the Western and Eastern views on intelligence. Although intelligence cannot be spcifically defined, I think I will start embracing the Eastern view of a malleable intelligence. I believe all children have potential and when provided the right support and praise, they can definitely improve on their intelligence. I know the tips provided by the author will help me move my students forward in their thinking and in how they view their capability. Which view will you take?
"If you win the genetic lottery, you're smart; but if you lose, you're not." True? Maybe it is and maybe it isn't. This quote is one way in which the author draws you into differing views on intelligence. The Western view is you get what you're born with and it doesn't change with time. On the other hand, the Eastern belief is intelligence can be changed based on how hard a person wants to work to learn something. Which view is correct?
According to the author, the cognitive principal guiding this chapter is "Children do differ in intelligence, but intelligence can be changed through sustained hard work." To understand how to change a child's intelligence, we need to first understand what intelligence is. Building on our understanding of how people think, the author paraphrases a definition created by the American Psychological Association. Daniel Willingham states, "...intelligent people can understand complex ideas and use different forms of reasoning. They can also overcome obstacles by engaging thought, and they learn from their experiences." The author goes on to cite numerous research on how there is a general intelligence which everyone has. Depending on how much general intelligence you have, decides how well you do in school or work.
No one has been able to state exactly what general intelligence is or how it differs from Howard Gardner's thoughts on multiple intelligences. There is research which shows how our thinking is connected, but not really how our thinking actually works. The author also does not consider people with learning disabilities. When he addresses what makes people intelligent, he mentions both nature and nurture as having an impact. Overall the author presents various research and theories on intelligence, but the bottom line comes down to the fact that intelligence CAN be improved. So how do I as a teacher help my students improve?
One factor which stands out in getting children to understand how their effort and ability contributes to their intelligence is praise. The author cites how research shows that when a child is "praised for their ability ("you're smart") were more likely to describe a fixed view of intelligence than those who were praised for their effort ("you worked hard"), who were more likely to describe a malleable view of intelligence." This statement makes sense when you think about how praise needs to be specific. When you priase a child for getting an answer correct by being smart, they will then believe they are stupid if they get an answer wrong; however, when you priase a child for their effort, they know they just need to do better the next time (or they learn to adjust their thinking). I think this explanation is logical. How many times have we heard hard work pays off? I believe children need to understand that when you work towards a goal, you are more satisfied with the outcome. When a child has everything coming easily, they are bound to think there is something wrong when it doesn't. How can I as a teacher make sure I help my students believe they are in control of their future?
The author states that teachers need to realize "slow learners are not dumb. They probably differ little from other students in terms of their potential." Here are six ways to promote effort and intelligence in students:
- Praise effort, not ability
- Tell students that hard work pays off
- Treat failure as a natural part of learning
- Don't take studdy skills for granted
- Catching up is a long-term goal
- Show students you have confidence in them
After reading this chapter I had to go back to the beginning and think about the Western and Eastern views on intelligence. Although intelligence cannot be spcifically defined, I think I will start embracing the Eastern view of a malleable intelligence. I believe all children have potential and when provided the right support and praise, they can definitely improve on their intelligence. I know the tips provided by the author will help me move my students forward in their thinking and in how they view their capability. Which view will you take?
Wednesday, December 1, 2010
Sunday, November 28, 2010
Wednesday, November 17, 2010
Tuesday, November 16, 2010
Monday, November 15, 2010
Super Summary, Part 4, p. 86 - 126
Why Students Don’t Like School
by Daniel T. Willingham
Part Four, p. 86 - 126
Why is it so hard for students to understand abstract ideas? The author begins this section stating the fact that the mind prefers concrete ideas, and not abstract ones. In fact, the title of the first chapter of this section just happens to be “Why is it so Hard for Students to Understand Abstract ideas?”
The author states that we understand new ideas best by relating them to things we already know. Our mind needs analogies, prior knowledge, and concrete (and familiar) examples to help understand abstract ideas. The author then states that ‘understanding new ideas is mostly a matter of getting the right old ideas into working memory, and then rearranging them.’
The next section deals with the concept that knowledge is shallow, and that rote knowledge means there is no understanding of the material. The opposite of this is when a student has deep knowledge, and understands not just the parts but the whole. This is obviously harder to obtain than ‘shallow’ knowledge. Again, concrete examples that activate prior knowledge will help the students attain more complete understanding of ideas.
Transfer of knowledge is another challenge for the mind. The author discusses ‘surface structure’, and ‘deep structure’ of particular problems that students solve. ‘Surface structure’ deals with how the question is framed, and ‘deep structure’ deals with the steps that are needed to solve it. If people concentrated more on the ‘deep structure’ of problems, abstractions would be easier to solve.
Some suggestions that the author makes to help facilitate deep understanding include:
*Provide examples and ask students to compare them.
*Make ‘deep knowledge’ the spoken and unspoken emphasis.
*Make your expectations for deep knowledge realistic.
Is the phrase ‘Drill and Kill’ accurate? In many educational circles it seems to be considered just that. However, the author states that ‘it is virtually impossible to become proficient at a mental task without extended practice.’ He gives examples such as practicing soccer skills over and over until they become second-nature, as well as algebra skills being dependent on knowing the basic math facts first. The important point is that ‘practice enables further learning’. Knowing which skills need to be practiced over and over, and which ones do not, is the important factor.
A person’s working memory capacity determines to a large extent the person’s reasoning ability...and working memory really can not be increased. We can compensate for our ‘lack’ of working memory, however. One of the easiest ways to compensate is to make certain skills automatic. Things that are automatic (like tying our shoes, or driving) take up almost no room in working memory. They become automatic by repetition, and that frees up more space in our working memory to solve complex problems. Also, memory is more enduring when practice is spaced out over time (not ‘crammed’ in).
Practice also makes memory last longer. Studies have shown that we do forget fairly quickly what we have learned, but we do not forget everything...especially things that have been practiced repeatedly. Higher-achieving students forget at the same rate as lower-achieving students, and both groups retain some of the memory even after many years. But both groups do retain some information, even from skills that were not repeatedly practiced.
The author’s emphasis in this fifth chapter is that repeated practice is necessary for certain skills, and that these skills ultimately help the mind do more with complex tasks.
Thursday, November 11, 2010
Super Summary, pages 53-86 (Chapter 3)
The title of this chapter, "Why Do Students Remember Everything That Is On Television, and Forget Everything I Say", was very thought provocative for me. I don't know how many times a day I say to myself, "Why didn't my child remember this?" or "Why can't my co-worker seem to remember how to do something I have shown them 5 times how to do" or even "Why can't I seem to remember ......?" In this chapter, we learn about the role that memory plays in acquiring background knowledge that is necessary for learning.
The author begins the discussion of the importance of memory by talking about what may happen when we don't remember something. He gives the example of asking someone to summarize the last professional development session they attended. If that seems to be a difficult task, then one of several things may have occured. 1) If you don't pay attention to something, then you will not learn it. If you were thinking of other things during the session or lesson, then you won't remember what was being taught during the session or lesson. 2) The process used to draw information from long-term memory failed. 3) The information is no longer in your long-term memory and has been forgotten. 4) Sometimes you do pay attention and material is in your working memory; however, it does not make it to your long-term memory.
For new material to be learned and placed in long-term memory, it must reside in working memory. This means that you need to "pay attention" to the new material for it to end up in your long term memory. Also, how you think about the experience will determine whether it will end up in your long-term memory. Therefore, when teachers design lessons, they need to make sure that students are "thinking about the meaning" of the material being presented.
How can teachers do this? The author identifies two qualities that effective teachers have. Good teachers are able to connect personally with students and they organize learning material in a way that is interesting and easy to understand. These teachers are able to present material in a manner that gets students to pay attention. They also organize the ideas of a lesson in a way that students will learn it and remember it.
What if some material does not have meaning? An example the author provides is when students are at the beginning level of chemistry. Students may be asked to learn symbols for elements on the periodic table - yet they do not have the background knowledge of these elements. Rote memorization will need to be used in this learning experience and there are several mnemonics devices that help people memorize material that does not have meaning.
How can teachers ensure that students "think about meaning"? Willingham provides six suggestions:
1. Try to anticipate what each lesson will actually make students think about.
2. Think carefully about attention grabbers - make sure the "grabber" is directing student to think about the lesson, and not the person or item used to grab their attention.
3. Use Discovery Learning with care - memory is the residue of thought; therefore, students will remember "incorrect" discoveries as well as correct ones.
4. Design assignments so that students will unavoidably think about meaning
5. Use mnemonics when it is necessary to learn something without meaning.
6. Try organizing a lesson plan around the conflict
The end of this chapter was also very thought provoking for me. Willingham states, "I've always been bothered by the advice 'make it relevant to the students' for two reasons. First, it often feels to me that it doesn't apply. Is the Epic of Gilgamesh relevant to students in a way they can understand right now? Is trigonometry? Making these topics relevant to students' lives will be a strain, and students will probably think it is phoney. Second, if I can't convince students that some material is relevant, does that mean I shouldn't teach it?"
In my intial discussion post, I stated that I think it is important now more than ever to make learning relevant to student lives. Do I just say that because students are constantly asking, "What does this have to do with me?" or "Where will I ever use this?" Willingham goes on to state, "... I think there is value, interest, and beauty in learning about things that don't have much to do with me. I'm not saying it never makes sense to talk about things students are interested in. What I'm suggesting is that students interests should not be the main drivng force for lesson planning. Rather, they might be used as intial points of contact to help students understand the main ideas you want them to consider, rather than as the reason or motivation for them to consider these ideas."
What do you think?
The author begins the discussion of the importance of memory by talking about what may happen when we don't remember something. He gives the example of asking someone to summarize the last professional development session they attended. If that seems to be a difficult task, then one of several things may have occured. 1) If you don't pay attention to something, then you will not learn it. If you were thinking of other things during the session or lesson, then you won't remember what was being taught during the session or lesson. 2) The process used to draw information from long-term memory failed. 3) The information is no longer in your long-term memory and has been forgotten. 4) Sometimes you do pay attention and material is in your working memory; however, it does not make it to your long-term memory.
For new material to be learned and placed in long-term memory, it must reside in working memory. This means that you need to "pay attention" to the new material for it to end up in your long term memory. Also, how you think about the experience will determine whether it will end up in your long-term memory. Therefore, when teachers design lessons, they need to make sure that students are "thinking about the meaning" of the material being presented.
How can teachers do this? The author identifies two qualities that effective teachers have. Good teachers are able to connect personally with students and they organize learning material in a way that is interesting and easy to understand. These teachers are able to present material in a manner that gets students to pay attention. They also organize the ideas of a lesson in a way that students will learn it and remember it.
What if some material does not have meaning? An example the author provides is when students are at the beginning level of chemistry. Students may be asked to learn symbols for elements on the periodic table - yet they do not have the background knowledge of these elements. Rote memorization will need to be used in this learning experience and there are several mnemonics devices that help people memorize material that does not have meaning.
How can teachers ensure that students "think about meaning"? Willingham provides six suggestions:
1. Try to anticipate what each lesson will actually make students think about.
2. Think carefully about attention grabbers - make sure the "grabber" is directing student to think about the lesson, and not the person or item used to grab their attention.
3. Use Discovery Learning with care - memory is the residue of thought; therefore, students will remember "incorrect" discoveries as well as correct ones.
4. Design assignments so that students will unavoidably think about meaning
5. Use mnemonics when it is necessary to learn something without meaning.
6. Try organizing a lesson plan around the conflict
The end of this chapter was also very thought provoking for me. Willingham states, "I've always been bothered by the advice 'make it relevant to the students' for two reasons. First, it often feels to me that it doesn't apply. Is the Epic of Gilgamesh relevant to students in a way they can understand right now? Is trigonometry? Making these topics relevant to students' lives will be a strain, and students will probably think it is phoney. Second, if I can't convince students that some material is relevant, does that mean I shouldn't teach it?"
In my intial discussion post, I stated that I think it is important now more than ever to make learning relevant to student lives. Do I just say that because students are constantly asking, "What does this have to do with me?" or "Where will I ever use this?" Willingham goes on to state, "... I think there is value, interest, and beauty in learning about things that don't have much to do with me. I'm not saying it never makes sense to talk about things students are interested in. What I'm suggesting is that students interests should not be the main drivng force for lesson planning. Rather, they might be used as intial points of contact to help students understand the main ideas you want them to consider, rather than as the reason or motivation for them to consider these ideas."
What do you think?
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