Gary Ackerman @garyackerman@qoto.org

OK... we all have integrated email/ calendaring. If you want me to be at your meeting, then don't send an email... send a calendar invite. (Read from the comma to the end of the post as if it is in all capitals and throw in some expletives too.

Problem finding. Problem sensing. These are probably as important as any problem solving we teach.

Solving problems without conceptual understanding is the greatest waste of time in classrooms… well one of the greatest anyways.

If I don’t see my concepts are inadequate, I’m unlikely to replace them.

Being really good at applying the models, strategies, skills that are prescribed can inhibit one’s ability to solve more complex problems.

“Beliefs, dispositions and styles, motivation, domain knowledge, knowledge of the task, knowledge of strategies” are in the list of cognitive conditions that affect capacity to accomplish a task. I like the list, but styles makes me uneasy.

Cognitive flexibility seems a skill we should nurture in all students.

“After completing education, most problems with correct answers disappear.” Yup, pretty much.

Weeds are plants growing where they are not wanted.

So many experts prove they can be build rich reasonable evidence in one area, but be tricked into believing quacks in all other fields and in everyday life.

If you are certain, you are probably wrong.

Are those ads for cool gadgets that appear in my feed the 2020’s version of K-tel advertisements?

A one-day workshop to “ensure” anything substantive will change is a scam.

What if part of your courses focused on problems in which one can never know if an answer is correct?

Learning According to School: a blog post based on a old (undelivered) conference presemtation
https://www.hackscience.education/learning-according-to-school/

Ambiguity. If you curriculum doesn’t include it… no matter your subject, age of students… they aren’t really learning what they will need.

The more politicians and philanthropists meddle in #education, the worse it becomes for students, teachers, and our future.

"It's hard to teach someone who think they know." Ain't that the truth!

Hey trainers... brains cannot pay attention for as long as you think.

Just because the data exists, it doesn’t mean it’s valuable.