As a group, meet and discuss the questions presented below. On a piece of chart paper, please track the answers to these prompts. We'll bring our thoughts back together at the end of time with your groups.
From Willingham, Chapters 1- 5Questions1. As we have discussed frequently in class, "successful thinking relies on four factors: information from the environment, facts in long term memory, procedures in long-term memory, and the amount of space in working memory. If any one of these factors is inadequate, thinking will likely fail."
As a classroom teacher, what are some techniques, or instructional models we can use to ensure that learning does not fail?model.jpg
















2. In Chapter Two, Willingham mentions the need to balance acquiring background knowledge with practicing critical thinking skills. How can we do these two things...somewhat simultaneously...with our students?
3. In discussing knowledge that should be taught to the point of being "instilled" in children...or to the point of automaticity...Willingham asks "What should students be taught?", or more importantly... "What knowledge yields the greatest cognitive benefit?"
4. "Memory is the residue of thought." How do we get learning into "long term memory" and help avoid students simply forgetting?model_2.jpg