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Willingham's learning theory
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Daniel Willingham is a cognitive psychologist who uses research on the mind to give practical advice to teachers.
Factual knowledge precedes skill
Willingham argues that factual knowledge comes before skill. To think well about a topic (to analyse, solve problems or be creative), you need facts about it stored in long-term memory.
For example, you cannot think critically about a historical event if you know nothing about it.
Knowledge also helps us understand new things by linking them to what we already know.
For example, you cannot think critically about a historical event if you know nothing about it.
Knowledge also helps us understand new things by linking them to what we already know.
Practice and effort
Willingham believes intelligence is malleable: it can be improved through sustained practice and effort, similar to Dweck's growth mindset.
Practice makes basic skills automatic, which frees up working memory for harder thinking. For example, once times tables are automatic, you can focus on solving the problem.
He also argues that teaching to so-called learning styles (visual, auditory, kinaesthetic) is not supported by evidence: the content should decide how something is taught.
Practice makes basic skills automatic, which frees up working memory for harder thinking. For example, once times tables are automatic, you can focus on solving the problem.
He also argues that teaching to so-called learning styles (visual, auditory, kinaesthetic) is not supported by evidence: the content should decide how something is taught.
Strategies to support development
Examples of strategies that fit his ideas:
Cognitive development: build background knowledge; make pupils think about meaning (we remember what we think about); use stories and examples; return to material with spaced practice.
Physical development: physical skills such as handwriting, sport or playing an instrument need lots of repeated practice to become automatic; break skills into small steps.
Social development: social skills also need knowledge and practice, for example through group work, role play and discussing dilemmas (such as a teacher asking pupils to choose between healthy and unhealthy foods and explain why).
Evaluation: strengths: practical and based on research into memory and thinking; fits with Piaget's idea that children think differently at different ages. Weaknesses: it focuses on school learning and gives less attention to biological factors such as genes; strategies may not suit every child.
Cognitive development: build background knowledge; make pupils think about meaning (we remember what we think about); use stories and examples; return to material with spaced practice.
Physical development: physical skills such as handwriting, sport or playing an instrument need lots of repeated practice to become automatic; break skills into small steps.
Social development: social skills also need knowledge and practice, for example through group work, role play and discussing dilemmas (such as a teacher asking pupils to choose between healthy and unhealthy foods and explain why).
Evaluation: strengths: practical and based on research into memory and thinking; fits with Piaget's idea that children think differently at different ages. Weaknesses: it focuses on school learning and gives less attention to biological factors such as genes; strategies may not suit every child.
A teacher wants pupils to write a strong essay about the causes of a war. Using Willingham, what should she do first?
- Willingham says factual knowledge precedes skill.
- Pupils need to know the facts about the war before they can analyse its causes.
Answer: Teach the key facts first, so pupils have the knowledge they need to think critically and write the essay.
Willingham argues that factual knowledge precedes skill, that intelligence can improve through practice and effort, and that practice makes skills automatic. His ideas give practical strategies for cognitive, physical and social development.
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