Note to Faculty: Don’t Be Such a Know-It-All – Teaching – The Chronicle of Higher Education

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Note to Faculty: Don’t Be Such a Know-It-All – Teaching – The Chronicle of Higher Education.

This isn’t news. I’ve been doing this for decades.

Not long after I started teaching, I came to realize that a good way to learn how to do something is by watching someone actually do it – NOT by watching someone show you the finished solution.*

I started doing programming assignments from scratch, that I had purposefully NOT worked out ahead of time. Then, after I’d been teaching for a decade or so, I had become pretty familiar with the kinds of problems the students would typically have and the usual blind alleys they would pursue – so sometimes I did problems where I was the one who followed those blind alleys and tried to implement those misconceptions.

*It has always bugged me that most instructors of math only show you the right way to do things – which is, of course, NOT how the problem was understood or solved the first time. Proofs didn’t appear right the first time – it is important for people to learn the thinking that goes on (especially the ideas that are discarded) when a proof is constructed.

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The Rise of the New Groupthink – NYTimes.com

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The Rise of the New Groupthink – NYTimes.com.

I’ve long suspected that many (if not most) people who insist on groupwork for everything do so because they can’t really produce anything on their own.

Working in groups is great and necessary, but it really is important for people to be able to work alone too. When teaching a course, I usually try and make sure that students do both: work in groups AND work alone. Also, make sure they don’t always have the same people in their groups.

When it comes to assessing published works (non-fiction), watch out for:

  • authors who ALWAYS publish alone – it often implies they don’t play well with others (i.e. can’t get along with other people; don’t know how to share; unpleasant, dishonest or worse)
  • authors who NEVER publish alone – this often implies that they can’t actually do anything (i.e. they are riding on the coattails of others)
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Gamasutra – Features – 7 Things To Know About HTML5

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Here’s why it’s best to wait a bit before developing anything non-trivial in HTML-5

Gamasutra – Features – 7 Things To Know About HTML5.

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Spectacularly Unsuccessful Executives (Forbes)

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Timely.

Know anyone like this? You don’t have to be the head of a big corporation to be like this:

The Seven Habits of Spectacularly Unsuccessful Executives – Forbes.

 

  1. They see themselves and their companies as dominating their environment (warning sign: A lack of respect)
  2. They identify so completely with the company that there is no clear boundary between their personal interests and their corporation’s interests (warning sign: A question of character)
  3.  They think they have all the answers (warning sign:  A leader without followers)
  4. They ruthlessly eliminate anyone who isn’t completely behind them (warning sign: Executive departures)
  5. They are consummate spokespersons, obsessed with the company image (warning sign: Blatant attention-seeking)
  6. They underestimate obstacles (warning sign: Excessive hype)
  7. They stubbornly rely on what worked for them in the past (warning sign: Constantly referring to what worked in the past)

 

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The Value of the Designer Who Codes | Inc.com

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“Knowing the technology better means more productive arguments when there are disagreements because everyone speaks the same language.”

via The Value of the Designer Who Codes | Inc.com.

If you want to design applications you need to understand how they work. REALLY. This is also, and maybe ESPECIALLY true if you want to design learning objects. Many, if not most people designing learning applications don’t know enough about the tech they are using to understand how to really use it.

 

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Janice Harper: Top Ten Reasons to Rethink Anti-Bully Hysteria

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These are REALLY good points.

Janice Harper: Top Ten Reasons to Rethink Anti-Bully Hysteria.

 

1. In the understandable rush to eradicate mean-spirited and aggressive people in the workplace, there is a tendency to move from anti-bully to pro-mobbing and encourage people to gang up and eliminate anyone labeled a bully.

2. As awareness about bullying behavior grows, so too does the hysteria surrounding it, so that once a person is accused they are assumed to be guilty and vilified, regardless of their actual behavior or intent.

3. Even if a person does exhibit “bullying” behaviors, they are operating in the context of a specific organizational culture; the anti-bully focus is on the individual, not the organizational dynamics that might foster it.

4. By failing to distinguish interpersonal bullying from collective mobbing, much of the advice given to targets of workplace aggression may escalate their suffering by provoking management’s retaliation and transforming bullying to mobbing.

5. Workplace bullying includes a power dynamic that is absent in schoolyard bullying, and although the processes are very similar, their differences are significant. The two forms of interpersonal aggression should be discussed with different terminology, strategies and objectives.

6. The “bully” focus tends to minimize group psychology, looking for convenient scapegoats and exempting others from responsibility when their aggression is collective.

7. Just as “bullies” are viewed as inherently volatile and bad, targets are viewed as inherently passive and good, and typically advised they are morally superior and did nothing to contribute to the aggression. Such views preclude any possibility of behavioral changes for anyone involved, and flies in the face of human psychology.

8. Too much of the focus on bullies has become associated with a single political perspective, namely liberal Democrats, even though interpersonal aggression affects a diversity of political interests.

9. Aggressive behavior in the workplace does indeed damage people’s lives and livelihoods, yet by calling for the elimination of workers labeled bullies, encouraging gossip and sabotage of anyone accused of bullying, and making anonymous reports against alleged “bullies,” workplace aggression has the potential to increase.

10. The rhetoric is very negative and exclusionary, rather than focusing on how workplaces and other organizations can become more compassionate and humane toward others.

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My Wish for 2012

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This year both my mother and my brother died. It has made me stop and think very seriously about how I live my life. My niece posted this article on Facebook in December and I’ve adapted it for myself. It was a list of the top regrets told by people who are dying. I’ve decided to turn the regrets into things to do. Here are my wishes for everyone for the coming year:

(adapted from the Top 5 Regrets of the Dying)

Life is a choice.

It is YOUR life.

Choose consciously, choose wisely, choose honestly.

Choose happiness.

I’ve turned the top regrets into things to do, in order:

  1. Have the courage to live a life true to you, not the life others expect of you*.
  2. Don’t work so hard.
  3. Have the courage to express your feelings*.
  4. Stay in touch with friends.
  5. Let yourself be happy.

#1 and #3 have particular significance in that they both have to do with honesty – a concept that is very important to me. I am one of those people that believes there is no such thing as a white lie – there are only lies (some say it is a disorder). There are many who imply that lying is a normal and necessary part of social interaction. I don’t believe that. While it is not necessary to say everything that pops into your head, it is possible to be honest without being hurtful. I think we have an obligation to never say anything we don’t believe to be true.

This year I have become especially aware of how damaging it is to relationships when people say things they don’t really mean, even nice things. That’s a form of lying too.

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What Americans Keep Ignoring About Finland’s School Success – Anu Partanen – National – The Atlantic

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American public education is like WAL-MART.

What Americans Keep Ignoring About Finland’s School Success – Anu Partanen – National – The Atlantic.

Compared with the stereotype of the East Asian model — long hours of exhaustive cramming and rote memorization — Finland’s success is especially intriguing because Finnish schools assign less homework and engage children in more creative play. All this has led to a continuous stream of foreign delegations making the pilgrimage to Finland to visit schools and talk with the nation’s education experts, and constant coverage in the worldwide media marveling at the Finnish miracle.

..

For Sahlberg what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility. A master’s degree is required to enter the profession, and teacher training programs are among the most selective professional schools in the country. If a teacher is bad, it is the principal’s responsibility to notice and deal with it.

And while Americans love to talk about competition, Sahlberg points out that nothing makes Finns more uncomfortable. In his book Sahlberg quotes a line from Finnish writer named Samuli Puronen: “Real winners do not compete.” It’s hard to think of a more un-American idea, but when it comes to education, Finland’s success shows that the Finnish attitude might have merits. There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation.

There are virtually NO private schools in Finland. So much for capitalism driving excellence…

Finally, in Finland, school choice is noticeably not a priority, nor is engaging the private sector at all. Which brings us back to the silence after Sahlberg’s comment at the Dwight School that schools like Dwight don’t exist in Finland.

“Here in America,” Sahlberg said at the Teachers College, “parents can choose to take their kids to private schools. It’s the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.”

Yea. And the most successful shop in America???? WAL-MART of course. So THAT’s what Americans seem to want – and they’re getting it too.

In fact, since academic excellence wasn’t a particular priority on the Finnish to-do list, when Finland’s students scored so high on the first PISA survey in 2001, many Finns thought the results must be a mistake. But subsequent PISA tests confirmed that Finland — unlike, say, very similar countries such as Norway — was producing academic excellence through its particular policy focus on equity.

 

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