Dr. Gary Ackerman
@garyackermanphd.bsky.social
Teaching. Learning. Technology.
https://hackscience.education
Political science
40%
Sociology
22%
Interaction in Online Classrooms
166 Interaction in Online Classrooms | RSS.com There are many models of having students interact in online classrooms. Each has its own unique characteristics and purposes These models include: Blo…
www.hackscience.education
A blog post on interaction in onoine classrooms, now with audio:
www.hackscience.education/interaction-...
www.hackscience.education/interaction-...
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.
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.
The sense that you know something can be the biggest impediment to actually learning it.
“People aren’t motivated by money.” Yeah, but they sure make decisions as if it matters.
Ignorance is not nearly the problem that the illusion of knowledge is.
Does anyone else notice the claims “you can do this with AI” are things we have been able to do without AI for some time?
“Budgets are moral documents” is the most accurate thing I’ve heard recently.
If your classroom protocols are not faded, then they are not working.
Learning is an interesting phenomenon. How it proceeds depends 100% on the learner *and* 100% on the teacher/ coach/ mentor.
Data/driven folks always assume their interventions caused every “positive” change (no matter how minute).
One more time: just because you have an opinion does not mean I am obligated to take it seriously.
When leaders say “that’s what I said, but it’s not what I meant,” I stop listening to them.
“Improving results” is a signal you have a too simple view of learning to be an effective educator.
We can trace lecturing to Plato. Do we really believe there have been no better teaching methods developed in the centuries since?
I think it’s time we start asking candidates for leadership positions to “describe one time your decisions added to institutional drama and what you did to minimize it afterwards.”
All of those people you are blaming for your bad decision… they warned you not to do it.
“Who could have predicted it?”
Actually lots of people…
but you ignored them.
Actually lots of people…
but you ignored them.
“Knowing stuff” and “knowing how to interact with others who know the same stuff” are not the same.
Your learning outcomes do not motivate students to the degree you have been led to believe. #teaching
Can we draw any conclusions (as educators) from the observation that cave paintings are dominated by prey and predators?
We can trace lecturing to Plato. Do we really believe there have been no better teaching methods developed in the centuries since?
Some conspiracies are true. That doesn’t mean all conspiracies are true.
Do you confuse productivity and learning?
So much good practice is rejected because folks (falsely) believe their current practice is optimal.
Yeah, can we stop with “I have more of a comment than a question” during Q&A? We all do. Write it on your blog.