Willingham, Are Sleepy Students learning. Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom - Daniel T. Willingham. Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.
Nine, easy-to-understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts How an understanding of the brain's workings can help teachers hone their teaching skills "Mr. Willingham's answers apply just as well outside the classroom.
Livre : Pourquoi les enfants n'aiment pas l'école ! (Daniel T. Willingham) Acheter le livre Daniel T. WILLINGHAM : Diplômé de Harvard en psychologie cognitive. Il est actuellement professeur de psychologie à l'Université de Virginie. Depuis 2000, il consacre ses recherches à l'application de la psychologie cognitive dans l'enseignement primaire et secondaire.
Résumé :Comment fonctionne le cerveau d'un élève ? Commentaire : Voilà un livre particulièrement intéressant. Dans ce livre, l’auteur nous livre les dernières découvertes en psychologie cognitive, qui sont toutes en faveur de l’enseignement explicite. La traductrice a fait un effort pour adapter intelligemment les propos de Willingham au contexte français. Mais l'intérêt du travail de Daniel Willingham l'emporte et, sans hésitation aucune, je recommande la lecture de cet ouvrage aux professionnels de l’enseignement. Multitasking.wmv. What people know about the cost of multitasking. Researchers emphasize there are very few circumstances in which you can do two things at once without cost (relative to doing each on its own). Yet some drivers sneak a look at their phone while on the road, and some students have the television playing while they complete an assignment.Why? One possibility is that they don't understand the cost of multi-tasking very well.
A new study (Finley, Benjamin, and McCarley, 2014) investigated that possibility.Subjects initially practiced a tracking task: a small target moved erratically on a computer screen and the subject was to try to keep a mouse cursor atop it. Interleaved with practice on the tracking task, subjects practiced a standard auditory N-back task: they heard a series of digits (one every 2.4 seconds) and were asked to say whether the digits matched the one spoken 2 digits earlier (or in other versions of the task, 1 digit or 3 digits earlier). The diagonal shows perfect prediction Subjects were not just wildly guessing. Learning Styles Don't Exist. Re: Learning Styles Don't Exist. Is Teaching an Art or a Science?.wmv. Daniel Willingham - Home.