From grade school to graduate school, from the poorest public institutions to the most affluent private ones, our educational system is failing students. In his provocative new book, cognitive scientist and best-selling author Roger Schank argues that class size, lack of parental involvement, and other commonly cited factors have nothing to do with why students are not learning. The culprit is a system of subject-based instruction and the solution is cognitive-based learning. This groundbreaking book defines what it would mean to teach thinking. The time is now for schools to start teaching minds!
''Professor Roger Schank has long been one of the world's most innovative thinkers about education. This book is the culmination of his lifetime of thinking about teaching and learning. Although I've known Roger for over 20 years, I've learned a lot from this book and I know that you will too.'' (Ray Bareiss, Professor and Director of Educational Programs, Carnegie Mellon Silicon Valley)
''Finally, some fresh thinking about teaching and learning. You will come away understanding what's wrong with how we teach today and what an effective pedagogy looks like. If you care about education, you will love love love this book!'' (Elliot Soloway, Arthur F. Thurnau Professor, University of Michigan)
"Roger's insights tend to be a decade or two ahead of the insights of others. You can find his insights in current machine translation technologies, recommender systems, game-based learning environments, and even intelligence-gathering systems. The insights in this book are likely to be equally prescient and enduring." (Janet L. Kolodner, Regents' Professor, Georgia Institute of Technology)
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Great Information / Poor Delivery
I would recommend this audiobook for teachers who want to improve their teaching and reach more students. The content is relevant at any stage and makes you think about your approach to your students. I found myself thinking of specific students in my class and how to better reach them with the help of my new knowledge.
The reader was very dry and monotone throughout the book. Although the information was clinical at times it was only made worse by the reader's performance. I felt the content could have been made a little more alive by some personality in the reader's voice.
It is not the content we need to teach our students as much as it is how to find the content they need. We don't teach our students how to think.