Gary Ackerman @garyackerman@qoto.org

If you are talking about “ascertaining truths” you are not doing science.

I’ve been introduced to “influencers in the wild” lately. Is this really why we have the internet?

Rationalizing isn’t substantiating.

Well at least rational folks see the difference.

The state has a “compelling interest” in teaching? (What subjects answer the question?)

Reading a book about a 1980’s attempt to teach “creation science” and thus question arose.

“We need to do this thing in schools.”

Yeah… there’s no evidence it helps.

“All the more reason!”

X. Twitter. Whatever it’s called, I’m not going to pay to use it.

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I can’t imagine being so afraid of being wrong that I would not change my mind.

One way to be sure I’ll never vote for you is aligning yourself with those who want to ban books.

Is using a new platform to do the same thing innovative? My answer is “no.”

Getting on a plane for the first time since Feb 2020.

Should teachers abandon the presentations that accompany their textbooks in favor of those created by AI?

“We’ll get to it as soon as I tell them all the basics they need” contains a condition that is never met.

In my experience, lectures can be made more interesting and interactive, yet they rarely are.

Hey IT: if falls say your system is rotten then it is.

“People don’t trust x” and “x isn’t accurate” are not the same.

I’ve worked in schools for 35+ years. Leaders who assign blame are familiar to me. Very familiar.

“Can someone help me find the research supporting this widely used teaching practice? I can’t find it.”

That’s because it doesn’t exist.

I’ve been in education since 1988. I knew their parents. I knew their grandparents. It isn’t young people.

I’m convinced there are two kinds of knowledge:

Things we know when tested in the classroom.

Things we use to solve pragmatic, critical, creative problems.

They are not the same. One doesn’t matter.

#education #teaching