Gary Ackerman @garyackerman@qoto.org

Your test... it isn't as valid and reliable and objective as you think, no matter how carefully it was crafted.

Anyone who identifies as a bricoleur is someone I want to follow.

“Fragile and shallow.” Words used to describe much of the #learning that happens in classrooms. I think that is an accurate characterization. #education #teaching #schools #edchat

"Our work is really hard right now" message from leaders who are deciding which jobs to retrench after the chaos they caused are only going to alienates those whose colleagues are forced out.

The time your students spend figuring out what to do, what you expect, and how to “game” your grading scheme is not available for learning.

“What do you want to be true when you finish?” A colleague uses that question to start planning courses. It is far more effective than “What are your objectives?” if you want students to do more than answer test questions.

I actually read a “motivational” poster encouraging one to work as as you “get what you deserve.” Really?

Want to destroy education? Take curiosity out of the mix.

“Our product makes learning easy!” No it doesn’t. It might make something easy, but it isn’t learning.

“Knowledge is a public resource...” yeah, I agree, but there is something reassuring when we know the knowledge in the open reflects reality and not some grand delusion.

Yeah... no one is interested in what "worked at my old job."

“When nothing is verifiable, then everything is permitted.” Can’t argue against that observation

If the room has a microphone, use it.
Small group? Use it.
Have a strong teacher voice? Use it.

“That circus music’s gotta be hell on the ices cream man....” The van driving around my neighborhood supports this conclusion.

I used to work in a #school where the principal would say, “this is simple” to summarize situations. He was wrong every single time.

The problem with good teaching strategies is that we tend to over use them and not fade them. If students are really becoming reflective, then we need not always prompt them and always use the same scripts.

Most learning is not a “one-time event.” Some episodic learning is the obvious exception.

“What do you want your #students to learn?” If your answer begins with “about,” as in “ I want my students to learn about science,” then rethink your goals.

Domain knowledge is never sufficient to solve problems... unless you are in school.

Algorithms usually lead to excellent performance, but very little understanding.