Brief Summary of Daniel Willingham †Why Don’t Student Like School Essay

The answer to the unbelief why dont students like take aim was explained very clearly on the first chapter. It was made clear that our brains are slow and unrealiable. Our brains tend to avoid thinking, which makes it unlikely for us to like thinking. But plainly our brains release some amount of dopamine when there are cases of successful thinking. So the trick is to give students problems that are challenging provided overly solvable. There are 3 types of memory state in the loudness the environment memory, working memory and also long-term memory. For us to remember things better, we rump trick our working memory with techniques such as chunking since things can only get to the long-term memory through working memory. Emotion and chase also play a part in the remembering process. Things that grab our interest would trigger our mind to think, and memory is believed as the residue of thought slice stirred events will be better rememberedunrelated to repetitionsuch as wedd ings, 9/11 tragedy or birthday parties. Sometimes we go on auto-pilot on stuff that we regularly do, this is ca utilise by repetition or coiffe, it can succor us focus on other principal(prenominal) things slice still doing our regular activities such as chewing food, driving, reading and etc.The working memory has a very limited capacity, our brain cant take too much information, if we do, it could lose track of what were doing and thinking fails. As an example, thats what actually happened to me when I was reading the book, the first chapters really move my brain and it was actually hurting. Putting the material in a story form can also help students remember because stories are easy to comprehend, evoke and somehow easy to remember. Background knowledge is crucial during learning process as it helps new information to stay in our memory as it was stated that Understanding new ideas is mostly a matter of getting the right old ideas into working memory and then rearranging th emmaking comparisons we hadnt made forrader (Willingham, 2009). As I get to the 4th chapter, reading the book was much more(prenominal) easier to understand as I already conduct the background knowledge. The beginning explained how important it is to practice or drilling.The bad image of how practice is tiring and hard has made students often avoid practicing. However, it is not necessary to learn for a few hours in a row, in fact, doing so with position will makelearning more effective, I believe this method wouldnt regain so tiring and hard. In the 6th chapter, Willingham explained how experts have extensive organized experience, which makes them think in deep structure. Experts work on their subject for several hours a day, to get students to think like experts, learning should be done for several hours. There is a perception that experts would solve puzzles faster, however experts often take more time to think as they dig into more depth than novices. I personally agree wi th all the content in the book. I think the book basically covered all the aspects that could help students learn cognitive subjects efficiently. Proving Willinghams theory on background knowledge and remembering, I read the book piece of music relating to your teachings and found that the content of the book was much easier to understand since some of them were also taught in your lessons. I guess youre the living proof that the book is effective.I can see clearly how the writer actually performs his theory on chapter on through the book such as how he chose a question instead of a statement for the books title to grab attention. Often repetitions of definitions come up in different chapters of the book, which I believe is to help readers remember things. Some theories that are in the book are actually from our daily life that I havent noticed before. Stories have been used to help me learn, unconsciously, by teachers before but I did not really acknowledge how using stories for e ffective learning is actually a thing. The equal with the emotional and interest theory on forgetting. What I did not expect was how we actually get satisfaction from learning, my perception towards learning has always been about something that is tiring and that it is important but wouldnt give you any pleasure. Although I would add some things that might have been left behind by Willingham from his point of view. I would upset over a few things from a students perspective. Its the whom that I think he mightve left out. Teachers arent all the same and each has their different flairs of teaching. One teacher might have been basing his teaching on your book but the other doesnt. I think this might expunge how the students study at home.The materialssuch as books or presentation slidesmight just be insufficient or students might have got used to the Willingham behavior, students might not be able to keep up with the other subjects. If Willingham would add another chapter on chang ing students learning style permanently or something. That would be perfect. Heactually did mention how to treat the students in chapter 8 but I dont think screening that the teacher has confidence in the student would change how the student thinks permanently. Another thing is just a method that I often use in memorizing process. I try to act the theory in order for me to remember the matter. This is just an additional method that I think could have a space in the book. After reading the book, I realized that having read the book had somehow changed my perspective about some few things such as practice can be done in a more effectiveless tiringway, how to grab attentionin case I have to teachand few other things. Well, I guess that is all. I really think this is an outstanding book by how I actually enjoyed reading it. I really hope that teachers would use this book as their basis. But afterall a students performance does not only depend on the teachers but also the student. I thi nk the book itself is applicable for students with some change of perspective and behavior.