Gary Ackerman @garyackerman@qoto.org

“This schedule is best for our learners,” is perhaps the least accurate statement I ever heard as a teacher.

If we know that novices most need to understand the unifying themes and concepts to organize their emerging expertise, why do we focus on measurable outcomes which cannot reflect the ideas?

I once very had a department of very needy and impatient faculty with whom I nurtured a good relationship for more than a year. Good will on both sides... then the new department head was hired.

When goals become the goal, I resign.

You know the word for books one buys, but never reads? We need a similar word for PDF’s downloaded to our mobile devices.

You know emergent properties? I believe something similar happens with #learning... it is qualitatively different from the sum of your teacher’s learning outcomes and cannot be predicted from them. #teaching #education #highered #highschool

I am so tired of institutional templates failing accessibility checks.

I’ve been explaining the mathematics of test accuracy, false negatives, and false positives frequently.

The choice to not adapt rarely ends well for individuals or organization or societies.

Data is useless without critical review of its collection and interpretation of the meaning.

Physics envy is a real thing amongst the “data driven crowd.” Too bad they misunderstand the reductionist nature of the science used to understand the physical world and the difficulties of applying it to learning and human activity in the real world.

Are there things we can only know tacitly? I’m more and more convinced the answer is “yes.”

If your teaching suggests (even implicitly) that knowledge is stable, you are misleading your students.

Which comes first? Your assessment of quality or the marks you make in the rubric? #teachertwitter #teaching #education

“High quality work may have emergent qualities not contained in our rubrics.” Yeah, this may just be right. #highered #highschool #teachertwitter #teaching

Trying to “hit the teachers’ expectations,” even if they are reasonable and defined and measurable seems a weak proxy for understanding.

A blog post introducing IT networks for educators:
https://hackscience.education/2025/09/06/an-introduction-to-it-networks/

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.