The Willingham Book: Chapter 1, 2

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Professional Readings Chatboard

The Willingham Book: Chapter 1, 2

by KimK1ca

Jan 16, 2011

I realize I may not be following protocol here by posting up top instead of under the correct thread. Heaven knows I don't need the Angry Thread Manager to take me to task!

I thoroughly enjoyed the first chapter for many of the reasons the author says we remember things - I enjoy the topic, I have substantial background knowledge with regard to it, and I am motivated to discuss this with other like- minded individuals.

I was instantly reminded of the work of E.D. Hirsch, author of 'Cultural Literacy,' and 'The Knowledge Deficit' (and other stuff, including numerous articles.) Dr. Hirsch maintains that a learner MUST have appropriate and adequate background knowledge (AND vocabulary) in order to comprehend challenging reading passages. Willingham discusses the need for the oft-maligned "factual/rote learning." Hirsch does the same thing - facts are the basis of knowledge. Without them, where would be the grist for our cognitive mills?

I am reminded of many ...See MoreI realize I may not be following protocol here by posting up top instead of under the correct thread. Heaven knows I don't need the Angry Thread Manager to take me to task!

I thoroughly enjoyed the first chapter for many of the reasons the author says we remember things - I enjoy the topic, I have substantial background knowledge with regard to it, and I am motivated to discuss this with other like- minded individuals.

I was instantly reminded of the work of E.D. Hirsch, author of 'Cultural Literacy,' and 'The Knowledge Deficit' (and other stuff, including numerous articles.) Dr. Hirsch maintains that a learner MUST have appropriate and adequate background knowledge (AND vocabulary) in order to comprehend challenging reading passages. Willingham discusses the need for the oft-maligned "factual/rote learning." Hirsch does the same thing - facts are the basis of knowledge. Without them, where would be the grist for our cognitive mills?

I am reminded of many students in my son's sixth grade math class. They don't know their multipliction facts because some where along the line, somebody decided it was 'stupid' and 'time-wasting' to memorize them. Well, guess what? Sixth grade math is more challenging than it needs to be if you can't rapidly apply your knowledge of basic multiplication.

Willingham also brings up a fascinating point that I am adding to my repertoire of knowledge regarding the Matthew Effect. On page 34, he provides a table that illustrates the idea that "the rich get richer." The more things you know, the easier it is to learn new things. YES! I could kiss this man, especially when he goes on to say that WIDE READING is the single BEST method of improving vocabulary and developing rich background knowledge. NOT T.V., NOT the internet, NOT video games.... BOOKS!

The mantra at my school (which is a work in progress) is "think outside the box." "Problem-solve." "Think critically." YET... what we notice about our older learners especially is that they lack the knowledge base of the BOX itself. How can you think 'outside' a box if you can't construct the box? Simply put, they lack the rich background experiences necessary to really dig into a real- world problem (in project-based learning) and come up with meaningful solutions.

Our 8/9 math and science teacher tried to get the kids interested in the mathematics of earthquakes. He set them loose on a computer program that would help them predict when the next wave would occur and how strong it would be. The kids floundered because they lacked the basic skills needed to apply what he thought they knew to the exercise.

I am also fascinated by Willingham's discussion of the human brain and how we avoid thinking. I took umbrage at first, but once I understood what he was saying, I found myself nodding my head in agreement.

I am enjoying this 'read' very much!

:-)Kim

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