Gary Ackerman @garyackerman@qoto.org

Elevators Pitch on Scaffolding
https://hackscience.education/2020/02/25/elevators-pitch-on-scaffolding/?utm_source=dlvr.it&utm_medium=mastodon

Words are powerful tools for human thought; once “something” is named it can be recognized and humans can both communicate about it and interact with the concept in a way they could not previously.

Dismissing those who disagree with us is the lazy way to approach the work of change; it is also short-sighted and more likely to lead to our failure.

By reducing boredom and anxiety, we can increase the probability that we complete tasks before distraction.This seems fundamental to teaching today.

Greater education leads to better life I value lower child mortality, long life, greater equity, fewer wars. This supports the conclusion education and support of scholars as they create new knowledge, interpret and share the meaning are as essential as any infrastructure to society.

Carving Out Time for Authentic Learning
https://hackscience.education/2020/02/20/carving-out-time-for-authentic-learning/?utm_source=dlvr.it&utm_medium=mastodon

Clear hierarchical relationships between students and teachers, the role of teacher as isolated expert, stable literacy skills, and well-established authorities as mediators of curriculum are examples of the structures and organizations that have served generations of educators that are being challenged.

Understanding and negotiating curriculum and instruction that prepares students for the landscape of (effectively infinite) information is an unresolved problem.

Educators are quick to adopt the “precautionary principle;” thus they reason, “Until we are sure this new technology is best, we will continue with what we have been doing.” By rejecting evidence it is better, they maintain the status quo.

New technologies are sometimes adopted first by marginalized populations, or for unsavory purposes.

While efficient instruction may be a reasonable first step in creating connected classrooms, school and technology leaders must take steps to ensure progress continues as all students gain access to curriculum focused around increasing sophisticated and complex problems—problems they identify as relevant—in their schools.

The Skills Landscape
https://hackscience.education/2020/02/19/the-skills-landscape/?utm_source=dlvr.it&utm_medium=mastodon

IT is schools must be:
-appropriate for teaching and learning
-proper to be reliable, robust and secure
-reasonable to be sustainable and consistent with other initiatives

"When teachers are convinced about the value, they are generally quite flexible and accommodating to new ideas." I wrote this more than a decade ago. I'm note sure it is accurate today.

Elevator Pitch on Culture and Learning
https://hackscience.education/2020/02/18/elevator-pitch-on-culture-and-learning/?utm_source=dlvr.it&utm_medium=mastodon

One particularly narcissistic administrator for whom I worked was known to respond, “Well, I’m sorry I’m not perfect…” and walked away (actually storming away is more accurate) when others refused to accept his Pollyannaish interpretation of situations. He missed the point that whoever was challenging him was not seeking perfection, but they were seeking to understand the situation and find which part of the system failed.

The narcissistic educator has a decidedly adversarial reaction to competence. Competent professionals tend to be:
- Stable because they can justify their actions with a well-articulated rationale;
- Insightful because they are constructively critical of themselves and others;
- Humble because they have internalized their competence;
- Confident they can adapt to new situations.

Those educators who take time to explain their rationale to students when using authority have more credibility with students, and they are more likely to follow unexplained authoritarian decisions from those teachers.

It is only though changing the structure and function of this organ that we learn. Some experiences change the brain quickly and permanently; some experiences change the brain slowly and reversibly.

Schools have always been political institutions, but recent decades have found them increasingly political. This appears to be grounded in the electoral benefits that can be gained by politicians who promise to “fix education.”