LEADER 03159nam 2200601Ia 450 001 9910642821203321 005 20230217125424.0 010 $a1-282-12321-1 010 $a9786612123214 010 $a1-118-26952-7 010 $a0-470-73043-9 035 $a(CKB)1000000000747720 035 $a(EBL)433919 035 $a(OCoLC)432997293 035 $a(SSID)ssj0000367577 035 $a(PQKBManifestationID)11299570 035 $a(PQKBTitleCode)TC0000367577 035 $a(PQKBWorkID)10343074 035 $a(PQKB)10276628 035 $a(MiAaPQ)EBC433919 035 $a(EXLCZ)991000000000747720 100 $a20081017d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWhy don't students like school? $ea cognitive scientist answers questions about how the mind works and what it means for the classroom /$fDaniel T. Willingham 210 $aSan Francisco $cJossey-Bass$dc2009 215 $a1 online resource (195 p.) 300 $aDescription based upon print version of record. 311 $a0-470-59196-X 311 $a0-470-27930-3 320 $aIncludes bibliographical references and index. 327 $aWHY DON'T STUDENTS LIKE SCHOOL? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom; Contents; Acknowledgments; The Author; Introduction; Chapter 1: Why Don't Students Like School?; Chapter 2: How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts?; Chapter 3: Why Do Students Remember Everything That's on Television and Forget Everything I Say?; Chapter 4: Why Is It So Hard for Students to Understand Abstract Ideas?; Chapter 5: Is Drilling Worth It? 327 $aChapter 6: What's the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians?Chapter 7: How Should I Adjust My Teaching for Different Types of Learners?; Chapter 8: How Can I Help Slow Learners?; Chapter 9: What About My Mind?; Conclusion; Notes; Index; Credit Lines 330 $aEasy-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 classroomIncludes surprising findings, such as that intellig 606 $aLearning, Psychology of 606 $aEffective teaching 615 0$aLearning, Psychology of. 615 0$aEffective teaching. 676 $a370.15 676 $a370.15/23 686 $a5,3$2ssgn 686 $aCP 5000$2rvk 700 $aWillingham$b Daniel T$0916503 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910642821203321 996 $aWhy don't students like school$92054497 997 $aUNINA LEADER 00834nam a22002411i 4500 001 991004216849707536 005 20020829064649.0 008 020829s1981 it |||||||||||||||||ita 035 $ab11942915-39ule_inst 035 $aARCHE-003272$9ExL 040 $aDip.to Filologia Ling. e Lett.$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a853.9 100 1 $aCancogni, Manlio$0152757 245 13$aLa gioventu /$cManlio Cancogni 260 $aMilano :$bRizzoli,$c1981 300 $a368 p. ;$c22 cm 440 3$aLa scala 907 $a.b11942915$b02-04-14$c01-04-03 912 $a991004216849707536 945 $aLE008 TS H XI 31$g1$i2008000396893$lle008$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12217645$z01-04-03 996 $aGioventu$9913668 997 $aUNISALENTO 998 $ale008$b01-04-03$cm$da $e-$fita$git $h3$i1 LEADER 00794nam0-2200253 --450 001 9910858299803321 005 20240607102324.0 010 $a978-88-243-2784-8 100 $a20240607d2023----kmuy0itay5050 ba 101 0 $aita 102 $aIT 105 $a 001yy 200 1 $aDiritto e società nella Repubblica popolare cinese all'inizio del terzo millennio$fJean Paul De Jorio 210 $aNapoli$cJovene$dc2023 215 $aIX, 240 p.$d24 cm 676 $a349.51$v23$zita 700 1$aDe Jorio,$bJean Paul$0763484 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910858299803321 952 $aI D 668$b2024/752$fFGBC 959 $aFGBC 996 $aDiritto e società nella Repubblica popolare cinese all'inizio del terzo millennio$94163727 997 $aUNINA