@Standplaats_KRK yeah… they are not shocked to hear I’m not a good plumber.

When you recognize contingency and randomness affect all decisions an outcomes you are beginning to be qualified to be a leader.

@socfocus @margreta The “free” price tag is so appealingly to leaders facing tight budgets. What bothers me most is we are now valuing “Google certified” educators.

@margreta @garyackerman I wonder if the situation I characterise here: davelane.nz/explainer-digitech also applies where you are... I suspect it's fairly universal, and it's a very big elephant in the room.

@margreta @ChristophB I’ve been able to deflect attempts to implement it, but interest is high in a small group of faculty I support.

A union has voted “work to rule,” so folks have been declining invitations to committee meetings. While I’m no longer in the union, I fully support the decision.
I do have to convince colleagues that suggesting, “I’ll get your input in an individual meetings” is really not an appropriate response to those who skip extra committee work as part of collective action.

If you post, “research shows,” but you don’t reference it, I assume you are making it up.

“If I didn’t see it with my own eyes” is not the critical stance you think it is.

I ended up back in the classroom near the end of my k-12 career. I pushed back on all of the silly practices recommended by instructional coaches, and I shared research articles and my supporting my “push back.” They were happy to see me finally retire.

I met with a faculty member to “fix my gradebook” in the LMS. It became clear immediately the instructor had no idea what they was asking their students to to this term. No wonder students were confused.

The degree to which flexibility characterizes effective classrooms is overlooked in my opinion.

@daltonfunbar I’m going to try to get one of my ESL colleagues to join Mastodon and connect with you.

If you can’t tell me what’s wrong with your plan, I’m not going to trust what you say is right about it.

@daltonfunbar The correct answer to your question is “it depends.” If we really want students to “know” the matetial, they must experience it from different perspectives (eg. learn computations and problem solving and framing and application and questioning and analysis… in math). There is no one strategy that will work for each as the learning is different in each. In my experience the best classrooms are the one in which teaching varies.

Look at the curriculum & instruction. If it is grounded in telling and testing, be skeptical of the practitioners. Cognitive and learning science has taught us lots in recent decades, if educators don’t know those lessons, they will be ineffective.

@garyackerman I would add the word “challenge” to “change.” If they (we!) are not challenged, how can we be encouraged to change?

Education is about changing humans. When our students leave our classrooms, we expect they can do things, see things, and think things they could not before the class. If our students leave with their abilities unchanged, then they (and we) have wasted their time and energy and money while there.

John Dewey wrote education is not preparation for life, it is life itself. While this may be true, many students enroll in higher education to be better prepared for the profession they will enter after they graduate. It seems reasonable, then, that educators should take steps to ensure their students can use what they learn in the classroom in other settings as well.

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