Dr. Daniel T. Willingham

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  www.coreknowledge.org/blog/category/education-leadershi - [Cached Version]
  Published on: 9/21/2008    Last Visited: 9/21/2008  

  Dan Willingham
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  Dan Willingham on Life on the Inside

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  www.dsq-sds.org/DPubS?service=Repository&version=1.0&ve - [Cached Version]
  Published on: 10/1/2008    Last Visited: 11/16/2008  

  As many teachers know, developing critical thinkers in the classroom is a much desired and "measured" outcome, but very difficult to do well.2 Cognitive psychologist, Daniel Willingham, suggests CT research generally coalesces around the following assumptions:1) that critical thinking should be taught in the context of discipline-specific subject matter because different disciplines ask different questions and value different ways of thinking; 2) that adopting metacognitive strategies increases the likelihood that critical thinking will happen; and 3) that there needs to be a fair amount of content knowledge and practice to make either 1 or 2 happen (19).While there is also much quantitative analysis within critical thinking pedagogy, quantitative methods proved less helpful than the set of traits outlined by Willingham for the sorts of questions posed in our class.
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  The second meaning of critical thinking to emerge from our praxis involved the idea of analysis and unique, deep reflection or metacognition (Willingham 19).
  
  As Willingham suggests, critical thinking requires a fair amount of discipline specific content knowledge coupled with metacognitive strategies - which include making sense of relevant personal experience through poignant questioning.
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  Willingham, Daniel T. "Critical Thinking: Why Is It So Hard to Teach?"American Educator. (Summer 2007) 8-19.

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  www.coalitionforchildren.orgwww.coreknowledge.org/CK/ab - [Cached Version]
  Published on: 10/21/2008    Last Visited: 10/21/2008  

  Dan Willingham
  
  Professor of Psychology at the University of Virginia; Columnist for American Educator

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  TeachEffectively.com/2007/09/ - [Cached Version]
  Published on: 9/1/2007    Last Visited: 7/6/2008  

  In his rebuttal of this idea, Mr. Schmidt cites the work Dan Willingham that regular readers of LD Blog will recognize.
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  As Daniel Willingham, professor of cognitive psychology at the University of Virginia, has written, "Because the vast majority of educational content is stored in terms of meaning and does not rely on visual, auditory, or kinesthetic memory, it is not surprising that researchers have found very little support for the idea that offering instruction in a child's best modality (learning style) will have a positive effect on his learning."
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  Link to Mr. Willingham's article entitled "Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?"
  
  Mr. Willingham and I have a publication on a slightly related topic, the ways that neuropscyhology can affect education, pending in the new journal entitled Mind, Brain, and Education.

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  www.elearningcouncil.com/aggregator/sources/7 - [Cached Version]
  Published on: 8/26/2008    Last Visited: 9/2/2008  

  Then George Siemens led me to Professor Daniel Willingham's Brain-based learning: fad or breakthrough? - mostly fad it seems.

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  www.eschoolnews.com/news/around-the-web/?i=52479;_hbgui - [Cached Version]
  Published on: 2/18/2008    Last Visited: 2/18/2008  

  But at the University of Virginia, Daniel T. Willingham, a psychology professor, has a different view of critical thinking skills:

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  www.education-consumers.com/consultants_network/current - [Cached Version]
  Published on: 3/21/2007    Last Visited: 3/22/2007  

  Daniel T. WillinghamProfessorDepartment of PsychologyUniversity of Virginiawillingham@virginia.edu

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  www.coreknowledge.org/blog/category/core-knowledge-news - [Cached Version]
  Published on: 9/1/2008    Last Visited: 9/21/2008  

  Teaching students comprehension strategies does help, Dan Willingham writes, but too much time is currently devoted to them.
  
  On Reading: Why Content Knowledge MattersReader bring background knowledge to the task of reading so that they are ready to fill the gaps that writers will leave," Dan Willingham observes."Small wonder that students who score poorly on reading tests suddenly look like terrific readers when given a passage on a topic that they know a lot about," he writes.
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  Published by Dan Willingham on August 28, 2008 in Core Knowledge, Curriculum and Literacy.10 Comments
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  Over the next couple of days, UVA cognitive scientist Dan Willingham and Matt Davis, who heads the Core Knowledge Reading Program will weigh in here on reading.
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  A remarkable article by Daniel T. Willingham, the University of Virginia cognitive scientist outlines the reasons.Critical thinking, he explains in a summer 2007 American Educator article, overlooked until now by me, is not a skill like riding a bike or diagramming a sentence that, once learned, can be applied in many situations.Instead, as your most-hated high school teacher often told you, you have to buckle down and learn the content of a subject-facts, concepts and trends-before the maxims of critical thinking taught in these feverishly-marketed courses will do you much good.
  
  "The processes of thinking are intertwined with the content of thought (that is, domain knowledge)," Willingham says.
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  Dan Willingham
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  Dan Willingham on Life on the Inside

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  www.nctq.org/p/about/ - [Cached Version]
  Last Visited: 12/21/2007  

  Daniel Willingham, Professor
  
  National Council on Teacher Quality - NCTQ

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  www.calstat.org/learningCenter/library/07institute/Feld - [Cached Version]
  Published on: 4/10/2007    Last Visited: 4/10/2007  

  By Daniel T. Willingham
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  Daniel T. Willingham is professor of cognitive psychology at the University of Virginia and author of Cognition: The Thinking Animal.His research focuses on the role of consciousness in learning.

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