Gary Ackerman @garyackerman@qoto.org

Some things we spend lots of time and energy doing in classrooms have little effect on what students learn.

Here’s your regular reminder that Taylor was working in manufacturing, not education.

“If we cannot comprehend the truth, we become trapped in conventional falsehoods and false choices, unable to envision new possibilities.” -Robert Reich

Systemic dysfunction. Yup… can’t argue against that.

The solution is rarely within the existing system.

Self delusion. If we could reduce it, we might have a chance.

“You are deviating from our norms.”

Yeah, because your norms suck.

O’ahu has wonderful botanical gardens.

Testing again from new phone

Posting from the new phone.

Ignorance and fear are obstacles to progress.

I might agree, but we also need to ask “progress for whom?”

We must also be prepared for unintended consequences.

I’m that guy who checks the facts on claims… and calls you out when you are inaccurate. I’m not always popular.

If you disallow folks to question practices, you cannot call yourself an educator.

When educators get offended by research that question their practices, they cease to become credible.

Yes, but when facts are discarded because of feelings, then we are on the wrong course.

If you look for answers in data, you are using it wrong. The best data give us more and deeper questions.

I work in #edtech. I can’t focus unless there is someone who “isn’t a tech person” saying “why don’t you do this?” when I’m resolving their problem.

RT Prof. Feynman: We need to teach how doubt is not to be feared but welcomed. It's OK to say, "I don't know."

“If we do x, then we will avoid y.”

Evidence is given to the contrary.

Wait until it is forgotten.

“If we do x, then we will avoid y.”

My boss said something he meant as a compliment, but it sure was not. I’m in the privileged position to have corrected them. Please be careful when “praising” folks.