Gary Ackerman @garyackerman@qoto.org

One thing I learned during 35+ yeas in education: What students think they can do is more predictive than what their tests scores are.

Try substituting deliverables that folks outside your classroom would find useful for you typical classroom projects. Students' attention changes.

“AI is going to make curriculum no linear and customizable.” Yeah… it’s not linear in the best classrooms and we’ve heard that before.

Education is one of the few fields where everyone has years of experience, thus they are experts.

#edtech for #edleaders: Internet-only Operating Systems
https://hackscience.education/2019/02/12/edtech-for-edleaders-internet-only-operating-systems/

“Students should learn to thrive in curiosity.”

I can’t argue against that.

Teaching how to think includes practicing empathy. The conclusions we draw when empathetic are often conflated with teaching what to think.

There’s fiction and non-fiction, then there are those books written by experts who provide no examples or supporting references.

One thing I learned during 35+ years in education: it’s the system.

Good, bad, indifferent… none arises fro. A single factor.

I started my undergraduate preparation in education in 1983. The same year A Nation at Risk was published. The rants against school are not new.

It is possible to engineer lessons, but you must not ignore the variability of learners, and fewer factors affect the results of a lesson greater than the individual learners.

One thing I learned during 25+ years providing IT support: response time matters.

Simple models are great, but don’t depend on them to be accurate.

I often buy books at used book sales that I find offensive (The Bell Curve is an example) and I leave them in my library indefinitely. Should I continue this practice? Is it OK to take the books for recycling?

I’m old enough to remember when it wasn’t necessary to ask “where are you?” When talking to someone on the phone.

Many good people work in broken systems.

AI beats humans at algorithm-based tasks, but then we would expect that.

When a decision has been made to suffice, leaders should admit it. Most see efforts to promote it as the best solution as disingenuous.

The task is clarified until we know the tools, but sometimes the tools change the task we decide to do.

Since I retired from teaching, the “back to school” advertisements are not as troubling as they were.