Gary Ackerman @garyackerman@qoto.org

I wonder... Are the parents who claim teaching should not be political the same parents who seek to remove books from the curriculum?

Don’t be the teacher/ faculty member who puts the “no excuses” section in your syllabus, then be long-delayed with grading/ feedback. Yeah, I know, but I’ve been in their student and I’ve been their colleague.

I’ve decided to delete the digital files that clutter my desktop everyday.

When decisions start with tools, it will not turn out well. #edtech #edchat

“Once students meet the standards, then we can...,” is an apocryphal way to start any sentence.

“Complainers hissing in their emails,” is my new favorite characterization.

Real critical thinking begins when we begin to doubt our own assessments of the quality of our information and ideas.

“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.