Gary Ackerman @garyackerman@qoto.org

Reading Jared Diamond confirms that one cannot look to “primitive society” for any answers. Their cultural practices vary… some depending on circumstances, some (seemingly) depending on whim.

One of the terrific advantages of working with adult learners is their tendency to self-advocate. Of course some faculty are really not interested is self-advocating students.

“What works” is a useless goal unless everyone agrees on you are trying to achieve... and we never do.

Good leaders know how to deflect those who are dominating discussion without dismissing them.

If you can’t do this, get out of leadership.

Good teaching is not “delivery.”

Challenging conventional thinking and denying it are different things. One move it closer to reality, the other further from it.

Leaders who get angry when their unpopular decisions are challenged rather than calmly explaining their rationale demonstrate they are not capable.

One of the terrific advantages of working with adult learners is their tendency to self-advocate. Of course some faculty are really not interested is self-advocating students.

“And if California slides into the ocean like the mystics and statistics say it will”

One must relish the genius of plate tectonics in rock and roll lyrics.

Rather than say, “it’s on the syllabus,” maybe you say, “let’s see if it’s in the syllabus.”

That way you are teaching students how to be better students

One thing I learned during 30 years as a teacher: the 5 minutes one “wastes” talking with students rather than jumping right in increases productivity many times over.

Sometimes you have to repeat directions because you were not clear the first time.

Imagine if school reform focused on what really matters as understood by cognitive and learning research—fields just emerging in the last few decades—rather than what some politician or philanthropist thinks schools should be.

Knowledge is inseparable from social life… not necessarily in WEIRD cultures, but in many others.

“It’s in the syllabus.”

Let’s stop with the indignant tone.

Imagine if school reform focused on what really matters as understood by cognitive and learning research—fields just emerging in the last few decades—rather than what some politician or philanthropist thinks schools should be.

“X improves y” sounds great, but makes sure to know what they mean by “X,” “y,” and “improves” before you start advocating it. They may have very different concepts than you do.

"I am against religion because it teaches us to be satisfied with not understanding the world." - Richard Dawkins

We are at the point where I interpret teachers who say "I am not good at technology" in the same way I would interpret "I am not good with books."

One thing I learned during 30 years as a teacher: Curriculum writers have not spent time with students.