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Superintendents: Are you “leading your teacher’s learning” or “training” them?

By on April 23, 2013 in Capital Value Case, Challenge of Change, First-Person Learning, Learning, Maladaptive Schema, Mind-Shame, Mission of Education

Buying the ‘right’ program and training teachers to use it is not only insufficient, it misorients a school system’s learning.

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My Keynote to the Georgia School Superintendents Conference

By on September 19, 2012 in First-Person Learning, Mission of Education

The most cost-optimal, high ROI, way to improve our schools is to focus on upgrading the mental models through which educators understand and experience learning and understand their mission and purpose as educators.

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Study: confusion can be beneficial to learning?

By on June 30, 2012 in First-Person Learning, Learning, Mind-Shame, Unhealthy Learning

Pedagogically-strategically, leading learners into confusion means we can meet them in the confusion – we can arrange to be together in the confusion. For both their learning and ours, feedback, from their experience of confusion, is the best possible source of intelligence from which to tune/improve instructional design.

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Other Words for Learning: Acquired

By on March 2, 2012 in First-Person Learning, Learning, Other Words for Learning

Albert Einstein is often quoted as having said that “Common sense is the collection of prejudices acquired by age eighteen.” What does Einstein mean by using the word  ’acquired’ if not ‘obtained through learning’? Some kind of some machine-like or equally unconscious magical process of internalizing or possessing? Robotically/animalistically choiceless imbibement? Magically/spiritually bestowed? What else could ‘acquire’ mean? In the context [...]

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