Gary Ackerman @garyackerman@qoto.org
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
When interviewing candidates, their answers should begin with “it depends….” If they don’t, you are talking with the wrong applicants or you are asking the wrong questions.
There is nothing worse than a boss who sits in their office and asks for updates. My immediate assumption is that they don’t care enough about what I’m doing to actually engage with me and my clients.
One reason we should admire science is practitioners try really hard to be wrong. They start from the hypothesis that their results are just random.
One thing I learned during 35 years in education: Doing nothing is sometimes a good strategy.
My short-staffed team is heavily scheduled. Events we support have doubled since the return from COVID. Faculty are the one group on campus who refuse to use our scheduling tool. Those who complain the most are the same one who complain students don’t read the syllabus. 🤦♂️
One thing I learned during 35 years in education: No matter how carefully practices are defined by researchers, by the time they reach teachers, they have been transmogrified into something much different.
Conspiracy theories are so tiresome.
“One thing we learned during COVID is that students don’t want remote lectures.”
Yeah… it’s the lectures part, not the remote part.
When I started at college 40 years ago, I was amazed by syllabi. I still am, but for different reasons.
You can keep your beliefs, but I’ll take empirical observation… especially observation confirmed by others and that accurately predicts other observations.
The Dunning-Kruger effect is so obvious when talking with parents about teaching.
Folks know my background, so they ask me “is this a weed?”
I respond, “do you want it to grow there?”
They respond, “it depends, is it a weed?”
Can we please stop referring to students as kiddos?
Just because you are “in charge” does not mean your ideas are worth following.
One thing I learned during 35 years in education: it’s almost impossible to differentiate those who did well in prerequisites from those who did not by looking at current performance.
“I know lots of people who…” isn’t evidence.
The feeling that you know something can be the biggest impediment to actually learning it.
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
