Gary Ackerman @garyackerman@qoto.org

Performing calculations is fine, but let’s not assume students will be able to select and use appropriate calculations to solve problems and let’s not assume there skill at computing transfers to skill in other areas.

I had the reputation of being that teacher who students could distract and as an avid story teller. What they didn’t figure out is each was timed to break the lesson… and the longest stories came when students obviously were dealing with chaos or drama from elsewhere.

Educators are a strange bunch:

They complain their students don’t learn, but they don’t change their methods.

“You can use technology or be used by it.”

I can't argue against that/

Just because I can’t explain it isn’t evidence you are correct.

When it comes clear you can’t “fix it from the inside,” but you stay anyways, you are complicit.

“The problem with this generation…” complaints are made by members of generations about whom the same complaints were made.

At least in education, individuals who take charge of their careers, become experts, leaders in professional organizations, etc. will find it necessary to change jobs as school leaders cannot allow experts on their staffs.

Yes, you appear to have difference. Until you test it statistically, don’t be sure.

“The rules are made by those who don’t want things to change.”

Some posts are more true than others.

Can we agree to stop drawing unlabeled arrows between clumps of words and calling it a graphic?

When I taught math, I never used a teacher edition of the text. Students and I got into discussions about the correct answer to some problems.

My special skill is recognizing when “brainstorming” is really “guess what the leader is thinking.”

“Man’s efforts to know himself are often frustrated by his propensity to deceive himself.”

-Theodosius Dobzhansky

When colleagues can’t do math, and they have an important Zoom meeting:

“I’ve got a back injury right now, I can only sit at my desk for 15 minutes at a time.”

“Great, we only need you for the first 30 minutes.”

Yes, it’s true. Teachers cannot always predict what students will learn during a lesson.

I’ve always found those who truly “understand” concepts are not bothered by ambiguous definitions at any level. They know we make some progress, reach our limit, then dig in again.

Are learning outcomes used to guide learning or manage educators?

Note to school administrators: if your new data comes from teachers filling out forms, you data are incomplete. Very incomplete.

I'm considering charlatan as my retirement career. All I have to do is figure out the fraud that will be most lucrative as I don't want to work very hard.