“A new computer” is not always the answer to computer problems… sometimes it is, but usually not.

Wouldn’t it be easier and clearer to use “feedback” rather than “formative assessment,” and “graded” rather than “summative assessment?” (Yes, ungraders will object and I agree with their rationale and vision, but some work in unyielding systems.)

But what if your tests don’t really measure what you claim?

That strategy for “quick and fun” teaching with “amazing results” is snake oil.

"When teaching, remember to stop and have students do a thing with what you are teaching."

If I’ve learned nothing else after 38 years in education, I’ve learned the best lessons are usually unplanned.

Don’t look for sympathy because “I have a long to do list.” We all do.

If you leave with more answers than questions, you were not paying attention.

When one suggests replacing one set of “buzz word pedagogies” with another set, I shake my head. When I look back at my own writing from earlier in my career, I realize we are all guilty, and it is often part of refining your philosophy.

“How dare you interpret what I said in a way I did not intend.” This response tells a lot about someone.

My son recommended some Warren Zevon to a client who brings in new playlists to their training session twice weekly. I’ve never been more proud.

Seems many educators still don’t understand Taylor was working in manufacturing—a highly controlled (and controllable) endeavor.

If your first question as an #education #leader is about #data, you don’t get it.

Face-to-face, online, hybrid… fill in the list with as many modes of teachng as you wish… none are inherently good, bad, better, worse. It’s about priorities (relationships over all else), execution (being organized & prepared), attention (what is needed right now?), flexibility & responsiveness.

“Life got in the way” is a legitimate excuse.

Someone missed a meeting with me and a colleague yesterday. His response mirrored mine. “Have you heard from them? I hope they are OK.” Can we all please adopt this response?

Admitting a personal bias: if your profile indicates you believe in pseudoscientific phenomena (in most any form) don’t follow you. Not that anyone should care, but that’s just what I do… or don’t do.

So much leadership is identifying a problem, then solving it. Of course, many of the problems were created by leaders themselves, were not problematic until identified as such by the leaders, or were created to match the solutions they are comfortable implementing.

“It depends…” if your answer does not start this way, you misunderstood the question or you don't know the answer.

I spent much of my career taking #edtech excuses away. I learned folks don’t like it when you take their excuses away.

It’s funny how #education is based on standard curriculum, assessment, pedagogy, school organization. Our students vary. The ideas we teach vary. Heck, there are various types of knowledge. All of these realities are denied in so much teaching and schooling.

I’ve met many narcissists. My advice is to learn how to recognize them and run.

Irrelevant answers. So much #education is grounded in finding them.

I bought my wife a new weed wicker. She likes trimming the yard and edging the driveway and walk too. I had some pepper plants in plastic pots outside the garden fence. I’m buying new pots.

The toddler asking the incessant “why?” is an ontological genius.

I really don't understand some of the conclusions algorithms seems to have drawn about me.

"You can't be young and do that."

Does anyone else feel slightly creepy when you get a notification someone has replied to your tweet at just the right moment, and you like it within seconds of their reply, but before getting back on task?

I'm editing the closed captions of some improvised "talk though the software videos." It appears "as well" is my preferred filler phrase.

“But it is effective” is as dubious a reason as “we have always done it this way.” “The data tell us” belongs in the group as well.

Great classroom rules... now let's get rid of all of those that are about your convenience, then those that are about unjustified control, followed by the ones from which you are exempt, then the ones contrary to the findings of learning science. Its a very short list now.

Effective managers pay attention to what is happening in their organizations and suggest strategies to improve efficiency and effectiveness of members. That necessitates they have some understanding of operations... which is rare.

There is a fine line between being consistent with the organization of your lessons and boring students through "the same thing everyday."

Yeah, if you put your astrological sign in your profile, I’m probably not going to follow you. No, that is incorrect, I’m surely not going to follow you… at least not on purpose.

If you have to send an email asking a question, you have time to google the answer.

OK… let me remind you, “kiddos” is not an appropriate term for students.

Sometimes I hear adults trying to do math, and I get really angry at math educators.

We know how brains work. Stop with the hours-long lectures.

So much of my time in #edtech has been spent building for the third time things folks asked for previously but never used.

If you ask my solution and I provide it, but you reject it… please don’t ask me to clean up the mess. I’m at the age where I will be honest.

Objectivity is often just shared dogma. Yeah, I think Gould was correct.

Surely the Earth and life will recover from humans, but we won’t be here to see it.

What great natural disasters have become the foundations of our culture? I expect there are many, but we will never know them.

Me: I see you have a bi-modal distribution. Have you identified the two “things” that you think account for this? “Data-driven” leader stares at me and blinks before charging through their slides.

Rejecting science would not be a big deal if lives didn’t depend on it.

If your classroom rules are the most important thing you do on the first day, you are teaching wrong… and this is true no matter the age of your students. OK… maybe an exception if you have potentially lethal stuff (chemicals, machines, etc.) in your teaching space.

Facts do not speak for themselves… we interpret them in light of theory.

If your data can’t be replicated, then the effect is probably random.

Denying reality is qualitatively different from skepticism.

If your belief isn’t based on evidence, then no evidence will change it.