Reflection
This book has much to say about technology, leadership, and change.
Technology:
What role can technology play, assuming Willingham (2009) is right when he states, "It's a cruel fact that some children just don't seem to be cut out for schoolwork" (67%)? Every teacher bemoans the fact that kids are different as far as intelligence and motivation. Technology can help. Willingham does not mention the word technology specifically. I searched my Kindle just be sure I had not missed it. However, I think the applications are clear.
Intelligence can be increased through hardwork (Willingham, 2009, 67%). Technology offers ways for kids to work harder and enjoy it more. There are countless skill practice sites and software is available that makes practicing fun. One product currently being used by my school sysytem is IXL (www.ixl.com). This program offers min-lessons and practice for all aspects of the math curriculum. Students work at their own pace and are rewarded with virtual prizes. The teacher can assign certain lessons and have students repeat lessons for mastery. My students loved it last year.
Teachers can increase motivation through change. "Change grabs attention" (Willingham, 2009, 11%). Technology offers educators countless possibilities. There are many ways to deliver information and have students practice skills. Technology will allow students to summarize what they have learned and present it to their peers. Willingham (2009, 32%) does warn that kids can get caught up in the presentation and lose the content; teachers must focus on what the students need to be thinking about. This is true of every lesson but especially when incorporating technology.
Leadership:
So what can the newly informed teacher do? One thing Willingham recommends is to start a discussion group with other teachers. Willingham (2009, 81%) says these meetings should have two related purposes: to give and receive support and to serve as a forum for problems and solutions. The group meeting could also time for sharing the latest educational book (Hint: Why Don't Students Like School?....) or an article from a professional journal.
Change:
This book challenges many long-held educational beliefs. The most obvious of these and the one that has caused the most reaction is the amazing idea that learning styles don't really exist. Scientists and educators have believed in learning styles for over a century. According to Chandler of eHow, "In 1904, Alfred Binet, a French psychologist, developed the first intelligence test, which spawned interest in individual differences. In 1907 Dr. Maria Montessori began using materials to enhance the learning stules of her students" (http://www.ehow.com/about_5381758_history-learning-styles.html). We have been trying to become better differentiators by attending countless workshops ever since. This was certainly true when I was attending education classes for my B.A. in the 1980s and Howard Gardner published his theory of multiple intelligences (Willingham, 2009, p. 124). Now Willingham argues convincingly that these theories were incorrect. What does that mean in the classroom? Should teachers stop differentiating? Of course not; teachers should still differentiate instruction. Willingham (2009) states, "I would advise teachers to treat students differently on the basis of the teacher's experience with each student and to remain alert for what works" (p. 125). He further states that learning styles can still be applied to content; some things are better taught visually while others are obviously kinesthenic skills.
Another Western belief is that smart people don't have to work hard because learning comes naturally to them. Willingham (2009) says. "The destructive cycle is obvious: students want to get good grades so that they look smart, but they can't study to do so because that marks them as dumb" (67%). Teachers must work to shift this paradigm. Students must be taught to believe that their education is within their control. They are not at the mercy of their genes. Hard work can overcome other intelligence factors. Teachers can help change perceptions by praising students for effort and risk-taking and by allowing students to take more control of their education through technology.
Read more:
History of Learning Styles | eHow.com http://www.ehow.com/about_5381758_history-learning-styles.html#ixzz1zewPvEt5
Technology:
What role can technology play, assuming Willingham (2009) is right when he states, "It's a cruel fact that some children just don't seem to be cut out for schoolwork" (67%)? Every teacher bemoans the fact that kids are different as far as intelligence and motivation. Technology can help. Willingham does not mention the word technology specifically. I searched my Kindle just be sure I had not missed it. However, I think the applications are clear.
Intelligence can be increased through hardwork (Willingham, 2009, 67%). Technology offers ways for kids to work harder and enjoy it more. There are countless skill practice sites and software is available that makes practicing fun. One product currently being used by my school sysytem is IXL (www.ixl.com). This program offers min-lessons and practice for all aspects of the math curriculum. Students work at their own pace and are rewarded with virtual prizes. The teacher can assign certain lessons and have students repeat lessons for mastery. My students loved it last year.
Teachers can increase motivation through change. "Change grabs attention" (Willingham, 2009, 11%). Technology offers educators countless possibilities. There are many ways to deliver information and have students practice skills. Technology will allow students to summarize what they have learned and present it to their peers. Willingham (2009, 32%) does warn that kids can get caught up in the presentation and lose the content; teachers must focus on what the students need to be thinking about. This is true of every lesson but especially when incorporating technology.
Leadership:
So what can the newly informed teacher do? One thing Willingham recommends is to start a discussion group with other teachers. Willingham (2009, 81%) says these meetings should have two related purposes: to give and receive support and to serve as a forum for problems and solutions. The group meeting could also time for sharing the latest educational book (Hint: Why Don't Students Like School?....) or an article from a professional journal.
Change:
This book challenges many long-held educational beliefs. The most obvious of these and the one that has caused the most reaction is the amazing idea that learning styles don't really exist. Scientists and educators have believed in learning styles for over a century. According to Chandler of eHow, "In 1904, Alfred Binet, a French psychologist, developed the first intelligence test, which spawned interest in individual differences. In 1907 Dr. Maria Montessori began using materials to enhance the learning stules of her students" (http://www.ehow.com/about_5381758_history-learning-styles.html). We have been trying to become better differentiators by attending countless workshops ever since. This was certainly true when I was attending education classes for my B.A. in the 1980s and Howard Gardner published his theory of multiple intelligences (Willingham, 2009, p. 124). Now Willingham argues convincingly that these theories were incorrect. What does that mean in the classroom? Should teachers stop differentiating? Of course not; teachers should still differentiate instruction. Willingham (2009) states, "I would advise teachers to treat students differently on the basis of the teacher's experience with each student and to remain alert for what works" (p. 125). He further states that learning styles can still be applied to content; some things are better taught visually while others are obviously kinesthenic skills.
Another Western belief is that smart people don't have to work hard because learning comes naturally to them. Willingham (2009) says. "The destructive cycle is obvious: students want to get good grades so that they look smart, but they can't study to do so because that marks them as dumb" (67%). Teachers must work to shift this paradigm. Students must be taught to believe that their education is within their control. They are not at the mercy of their genes. Hard work can overcome other intelligence factors. Teachers can help change perceptions by praising students for effort and risk-taking and by allowing students to take more control of their education through technology.
Read more:
History of Learning Styles | eHow.com http://www.ehow.com/about_5381758_history-learning-styles.html#ixzz1zewPvEt5