Gary Ackerman @garyackerman@qoto.org

Learning requires effort. So does teaching.

It is an unfortunate reality that many learners are delusional about “what works” for them as learners.

Interesting and relevant problems are the foundation of effective lessons, not learning outcomes.

Give me a good question over a good learning outcome everyday.

“This makes learning fun and easy.”

Yeah, don’t fall for that.

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.

I reviewed an article and sent back feedback. About a month later, I was asked to review the same paper, but the text was exactly the same. 🤦

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.

Just because you are “in charge” does not mean your ideas are worth following.

A blog post on interaction in onoine classrooms, now with audio:
https://www.hackscience.education/interaction-in-online-classrooms/

Conspiracy theories are so tiresome.

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.

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.

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 am increasingly adopting a positivist approach to life.

“I know lots of people who…” isn’t evidence.

The sense that you know something can be the biggest impediment to actually learning it.