Gary Ackerman @garyackerman@qoto.org

Variation, ambiguity, and “it depends” are all realities of problems that need solution... including problems in classrooms we seek to solve through standardization.

If the purpose of your teaching strategy is to standardize practice/ outcomes/ assessments
then you are missing the most important aspect of why we teach.

If you stop understanding an idea at the “bullet point” level of detail, esp. when dealing with teaching and learning, you will misapply it in the classroom.

By recognizing tame approaches applied to wicked problems, educators can take steps to minimize potential adverse effects of such solutions. #CriticalThinking

A blog post, now with audio, looking at an approach to solving wicked problems:
https://hackscience.net/2018/01/02/transparent-taming-of-wicked-problems/

By recognizing tame approaches applied to wicked problems, educators can take steps to minimize potential adverse effects of such solutions. #CriticalThinking

A strategy to tackle wicked problems: treat them as if they are tame, but do so transparently. Leaders must ensure everyone understands this produces ephemeral solutions.

Tame problems are definable, understandable, and consensual, meaning their causes and effects are clear, solutions are known, and agreement on the need for a solution exists. Wicked problems, conversely, lack these characteristics, with their evaluation depending heavily on perspective.

A blog post, now with audio, focusing in beta-testing, intended for school leaders to understand this aspect of deploying effective technology solutions.
https://hackscience.education/2018/07/25/edtech-for-edleaders-beta-testing/

Let’s update our understanding of schools: We need to put learning first and data second.

“Productive learning is bidirectional.” Yup, can’t really disagree with that one. #teaching #learning #highered #highschool #school

“Who benefits if things don’t change?” is a question that leads to important insight #leadership #management

“Criteria compliance” is a thing in many classrooms... and it can interfere with learning. #highered #highschool #teaching #education

If the answer is, “ban the book,” it is wrong.

Have you really taught anything if students leave your classroom with no intention of remembering or using what you taught?

While teachers depend on what they can observe to assess learning (by necessity), that also prevents them from recognizing the *most important* aspects of learning.

If you think, “learning is simply a matter of...,” it doesn’t matter how you finish, you are wrong. Learning is not a simple matter.

“Productive learning is bidirectional.” Yup, can’t really disagree with that one. #teaching #learning #highered #highschool #school

In general, the statement, “I know what my students need,” is wildly inaccurate.

Coding is fine, but I really think databases have an important role in computer science education... especially ethics... what data do we keep/ organize/ use is increasingly important.