Pinboard (robertogreco) https://pinboard.in/u:robertogreco/public/ recent bookmarks from robertogreco Pivoting Edtech Towards Humanity - by Dan Meyer 2026-04-26T07:10:13+00:00 https://danmeyer.substack.com/p/pivoting-edtech-towards-humanity robertogrecodanmeyer edtech humanity 2026 https://pinboard.in/ https://pinboard.in/u:robertogreco/b:7328b3554411/ Infinite Patience Is Not Good for Education 2026-04-26T01:15:52+00:00 https://biblioracle.substack.com/p/infinite-patience-is-not-good-for robertogreco johnwarner salkhan salmankhan khanmigo khanacademy ai artificialintelligence edtech marcandreessen danmeyer billgates laurenepowelljobs arneduncan adamgrant angeladuckworth tonyblair francisfordcoppola ets testing pedagogy education chatbots patience https://pinboard.in/ https://pinboard.in/u:robertogreco/b:260f8a37c786/ RIP Khanmigo & Edtech Industry Dreams of AI Tutors 2026-04-16T04:08:35+00:00 https://danmeyer.substack.com/p/rip-khanmigo-and-edtech-industry robertogreco danmeyer salmankhan khanacademy khanmigo edtech education automation chatbots ai artificialintelligence humanism humanity salkhan teaching howweteach pedagogy laurenceholt kristendicerbo mattbarnum https://pinboard.in/ https://pinboard.in/u:robertogreco/b:7c87144e5212/ The Broken Record 2026-02-22T00:59:38+00:00 https://2ndbreakfast.audreywatters.com/the-broken-record/ robertogreco audreywatters 2026 edtech alphaschool altschool rocketship children democracy agency teaching howweteach chatbots opeanai artificialintelligence ai community optimization curiosity contemplation optimism productivity efficiency openness transparency moocs michaelpershan danmeyer emanuelmaiberg markzuckerberg reidhoffman marcandreessen learning howelearn pedagogy schools schooling samkriss roylee meta facebook cameras privacy surveillance highered highereducation colleges universities academia automation technooptimism chunginlee mooc technolgy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:2d78fa8c2787/ Highlights from Stanford's AI+Education Summit 2026-02-21T21:44:00+00:00 https://danmeyer.substack.com/p/highlights-from-stanfords-aieducation robertogrecoIn the last year or so, it’s really started to feel like we have 45 minutes together and the together part is what’s really mattering now. We can have screens involved. We can use AI. We should sometimes. But that is a human space. The classroom is taking on an almost sacred dimension for me now. It’s people gathering together to be young and human together, and grow up together, and learn to argue in a very complicated country together, and I think that is increasingly a space that education should be exploring in addition to pedagogy and content." ... "Look—this is more or less how the same crowd talked about MOOCs ten years ago. Copy and paste. And AI tutors will fall short of the same bar for the same reason MOOCs did: it’s humans who help humans do hard things. Ever thus. And so many of these technologies—by accident or design—fit a bell jar around the student. They put the kid into an airtight container with the technology inside and every other human outside. That’s all you need to know about their odds of success. It’ll be another set of panelists in another ten years scratching their heads over the failure of chatbot tutors to transform K-12 education, each panelist now promising the audience that AR / VR / wearables / neural implants / et cetera will be different this time. It simply will."]]> danmeyer 2026 ai artificialintelligence edtech education schools schooling learning howwelearn teaching howweteach chatbots miriamrivera learningloss michaeltaubman llms openai khanacademy googel anthropic chatgpt cuilhermelichand creativity humanism pedagogy society johnhennessy moocs rebeccawinthrop susannaloeb neeravkingsland shantanusinha human humans learnlm mooc https://pinboard.in/ https://pinboard.in/u:robertogreco/b:feda499f59bb/ The Alpha Bet 2025-08-01T23:16:56+00:00 https://2ndbreakfast.audreywatters.com/the-alpha-bet/ robertogrecoDO NOT GIVE ANSWERS OR DO HOMEWORK FOR THE USER. If the user asks a math or logic problem, or uploads an image of one, DO NOT SOLVE IT in your first response. Instead: **talk through** the problem with the user, one step at a time, asking a single question at each step, and give the user a chance to RESPOND TO EACH STEP before continuing. None of this will stop students from using plain ol' regular ChatGPT to do their homework for them, of course, but I guess we're supposed to still clap that OpenAI "takes education seriously" or some shit like that. The system prompt also says
Be warm, patient, and plain-spoken; don't use too many exclamation marks or emoji. Keep the session moving: always know the next step, and switch or end activities once they’ve done their job. And be brief — don't ever send essay-length responses. Aim for a good back-and-forth.
As Benjamin Breen observes in his testing of study mode [https://resobscura.substack.com/p/openais-new-study-mode-and-the-risks ], there are a lot of assumptions here about what "good teaching" looks like. (Socrates, clearly – renowned for his warmth, patience and plain-speaking.) Breen finds he's able to get the chatbot to be quite agreeable, raising the specter of the recent update that made its responses even too sycophantic for the very sycophantic Sam Altman. "A future of LLM tutors which are optimized to keep us using the platform happily — or, perhaps even worse, optimized to get us to self-report that we are learning — is not a future of Socratic exploration," Breen writes. "It’s one where the goals of education have been misunderstood to be encouragement rather than friction and challenge." The vision of the future, as imagined Altman and Zuckerberg and Thiel et al, is one in which they cannot fathom anyone ever pushing back, ever bristling at them. It's a world without friction. A world without disagreement. It's a con. A dangerous, dangerous con. (Related: Timothy Burke argues "Generative AI IS the Marshmallow Test." [https://timothyburke.substack.com/p/generative-ai-is-the-marshmallow ] And Rusty Fowler contends "We Need to Talk about Sloppers" [www.todayintabs.com/p/we-need-to-talk-about-sloppers-b732 ] – those people who use ChatGPT to make every decision.) *** There have been a number of posts on LinkedIn recently, that hub of AI hype, about how students are going to use AI agents to do every task assigned in the LMS and how teachers are going to use AI agents to do every task in the LMS and what-are-you-going-to-do-about-it. And listen, I get the urge to sing "the Doom Song." [https://www.youtube.com/watch?v=Nw_cdqQHGA8 ] But as I watch some of these, I am utterly unimpressed with the technology mostly because it's the goddamn LMS. I mean, yeah – we've built an utterly templated pedagogy with templated tasks on top of a templated online portal and someone's trained a bot to ingest the templates and automate the templates and click the little boxes and we're supposed to be panicked / thrilled?! [https://biblioracle.substack.com/p/chatgpt-cant-kill-anything-worth ] *** The Wall Street Journal reports that "The Most-Taught Books in American Classrooms Have Barely Changed in 30 Years," [https://www.wsj.com/us-news/education/books-most-popular-american-schools-class-982c57fd ] drawing on a recent NCTE survey [https://ncte.org/blog/2025/07/literature-use-in-secondary-english-classrooms/ ]. The top 10: Romeo and Juliet. The Great Gatsby. The Crucible. Macbeth. Of Mice and Men. To Kill a Mockingbird. Night. Hamlet. Fahrenheit 451. Frankenstein. "The staying power of the classics...has as much to do with inertia as literary merit" – inertia. The ol' "schools haven't changed in hundreds of years" (or in this case decades) narrative strikes again. But it's so much more complicated than that. (It always is.) Book bans are at an all-time high [https://biblioracle.substack.com/p/chatgpt-cant-kill-anything-worth ], and attempts to introduce different texts, diverse texts, are met with hostility, even violence. According to the NCTE data, 20% of teachers reported having no choice in book selection; even more said they were following a scripted curriculum. Such a strong push for "AI" agents; barely a word about teacher autonomy. Perhaps that's the point. Such a strong push for automated text extrusion in the classroom, but little questioning about why the machinery might write so passably about Romeo and Juliet. *** "Waiting until kindergarten to start teaching AI literacy misses a key window of opportunity," [https://www.the74million.org/zero2eight/why-ai-literacy-instruction-needs-to-start-before-kindergarten/ ] says sponsored content in The 74, so that's a depressing way to begin a learner's life (and end this newsletter)."]]> audreywatters unboundacademy mackenzieprice schools education schooling ai artificialintelligence charterschools 2025 danmeyer garyvee timferriss productivity fourhourworkweek teaching pedagogy inequality ailiteracy timothyburke generativeai rustyfowler aislop slop sloppers aisloppers benjaminbreen socrates openai chatgpt samaltmam marcandreessen socraticmethod markzuckerberg meta facebook superintelligence publicschools sonjadrimmer howweteach alphaschool edtech technology capitalism technosolutionism labor teachers class aitutors chatbots lms llmslinkedin agents literature inertia bookbans diversity ncte autonomy automation genai https://pinboard.in/ https://pinboard.in/u:robertogreco/b:e26d36ac2f11/ The AI Rapture Ain’t Nigh: What To Do When You Stop Waiting - YouTube 2025-04-11T22:12:41+00:00 https://www.youtube.com/watch?v=pUb9RBZv7Po robertogreco danmeyer 2025 rapture ai artificialintelligence church education teacher teaching howweteach edtech chatgpt math mathematics technology children schools schooling learning howwelearn social generativeai pedagogy connection relationships content chatbots automation copilots teachercopilots waiting safety community technosolutionsism work technooptimism asu+gsvsummit genai https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0615b21bf5e5/ Breaking the Spell 2025-04-11T22:00:35+00:00 https://2ndbreakfast.audreywatters.com/breaking-the-spell/ robertogrecoWhat Colossal is selling, by all appearances, is furry vaporware. The company's rationalizations for its bogus dire wolves and imaginary mammoths are as bogus and imaginary as the animals themselves. There is no available ecological role for an ersatz Ice Age mammoth in the overheating, human-ravaged 21st century; the idea of rewilding any part of Earth back to a Pleistocene ecosystem—whether with fully reincarnated ancient megafauna or with synthetic functional approximations of those megafauna—is shameless nonsense. The planet is barely wild enough right now for the regular wolves and regular elephants to get by. Questions about canine genes might seem far afield from the topic at hand here at Second Breakfast: education and artificial intelligence and, of late apparently, the end of democracy. But I'd argue that there are important connections worth making, and not simply, as Ben Williamson's work reminds us, because educational genomics remain an area of research for those pushing for predictive measurements in schooling and for new technological infrastructure (and old racist practices) to rank and sort students. Edward Ongweso Jr. also published a story this week on "DNA's real value" – about 23andMe's bankruptcy and the links between genetic testing, advertising, and authoritarianism. Charles Murray – yes, that Charles Murray – is apparently among those interested in buying 23andMe's genetic data, which should tell you everything you need to know about the politics of the genetic testing industry. The value of this data – whether extracted by 23andMe or utilized by Colossal Science – lies not in "personalized medicine" or new drug treatments, Ongweso Jr. argues, but in reactionary efforts to bolster the police state and to undermine our empathy and collective responsibility to one another. Eugenics is at the core of this project, just as it is foundational for artificial intelligence. And the politics of AI is much the same too: AI is, at its heart, a technology of discrimination. See also: "Inside a Powerful Database ICE Uses to Identify and Deport People" by 404 Media's Jason Koebler. "The Shocking Far-Right Agenda Behind the Facial Recognition Tech Used by ICE and the FBI," by Mother Jones's Luke O'Brien. That's Clearview AI, which from the outset planned to use its tools to identify immigrants and leftists. Peter Thiel and Palantir have a hand in all of this. (Palantir stock, FWIW, is up 340% since Trump's inauguration.)
A good definition of AI is the branch of computer science dedicated to making computers work the way they do in movies – Alan Blackwell, Moral Codes: Designing Alternatives to AI
I spoke last night to a class of education/sociology grad students, laying out my very long list of reasons why using AI in education is a very bad idea – environmentally, politically, pedagogically, morally. One student came up to me after class and asked, with a mix of panic and exasperation, "what the hell can we do?" I rarely have a satisfactory answer to this because the right answer – or at least, the full answer – is the most difficult path forward: we have to change everything. We have to radically reimagine education at both the micro and macro levels – how schools are funded, how schools are staffed, which practices matter, how we develop our relationship to knowledge and, even more importantly, to one another. We must expand human capacity, not outsource and privatize and turn education over to (and turn teachers and students into) machines. Oh, and also: eat the rich. But there is a smaller step, one that requires a lot less of us, but that is nonetheless incredibly powerful: ask questions. Push back on the technology, shatter the illusion that AI is all-powerful, inevitable, necessary, or even good – as Neil Postman argues in the closing pages of Amusing Ourselves to Death about the dangers of television to civic discourse:
What is information? Or more precisely, what are information? What are its various forms? What conceptions of intelligence, wisdom and learning does each form insist upon? What conceptions does each form neglect or mock? What are the main psychic effects of each form? What is the relation between information and reason? What is the kind of information that best facilitates thinking? Is there a moral bias to each information form? What does it mean to say that there is too much information? How would one know? What redefinitions of important cultural meanings do new sources, speeds, contexts and forms of information require? Does television, for example, give a new meaning to “piety,” to “patriotism,” to “privacy”? Does television give a new meaning to “judgment” or to “understanding”? How do different forms of information persuade? Is a newspaper’s “public” different from television’s “public”? How do different information forms dictate the type of content that is expressed?
To ask questions, Postman argues, is to break the spell. So much of the talk about artificial intelligence (and, no doubt, this whole "de-extinct" dire wolf as well) relies on our uncritical awe, on promises of the good that the technology will someday be able to do. Often Arthur C. Clarke's famous adage – that "any sufficiently advanced technology is indistinguishable from magic" – is wielded to dismiss those without sufficiently advanced scientific knowledge rather than to showcase how those who are peddling technology rely on a fair amount of hand-waving to get us all to play along with the future they're invested (literally) in building. In a recent op-ed, Tressie McMillan Cottom argued that artificial intelligence is pretty "mid" – a goofy and even benign kind of magic that still sometimes adds a sixth finger to human hands in the images it generates. But that's not really the entirety of the magic trick that AI's promoters are trying to pull off: that this is the worst AI you'll ever use, as Ethan Mollick often chuckles. The technology's advocates would like us ignore that AI is being wielded right now, today to round up immigrants, to identify "subversives," to revoke student visas, to deny social services, to extract value from the commons, to crash the economy, to expand government austerity, to facilitate genocide, to bolster the fossil fuel industry, to dismantle democratic accountability. Ask questions. Break the spell. *** The ASU+GSV Summit was held this past week – the annual gathering where ed-tech's most powerful investors and policy-makers have long plotted and schemed on how to profit from a privatized education sector. There was a bit of pushback. Math teacher Dan Meyer took folks to church. [Praise hands emoji, for sure.] In his presentation, Ben Riley made crystal clear the links between AI – the theme and big marketing push of the conference – and the rise of techno-fascism. The Chronicle of Higher Education's Goldie Blumenstyk challenged the audience at her talk about their complicity in the face of the current administration's policies: after all the money those present have made on the backs of educational institutions, how could they be silent? Mostly, I gather, they managed to be silent. Frankly, I'm not even sure it was awkward silence. Honestly, I don't know why anyone in and adjacent to ed-tech would continue to believe that the trajectory the tech industry is on will take us anywhere other than the subversion of democracy, although I know there are good folks who do. [Less enthusiastic hand emoji.] I saw someone say that Colin Kapernick was at the event, hawking some AI thing, and I reckon in a different life I could have made bank helping celebrities avoid these "oops, I did a fascism" kind of moments with their ed-tech philanthropy. But hey. I digress. I recognize that people want to believe that, in their little corner of educational software, everything is kind and fun and empowering for teachers and students alike. But as David Golumbia argued in his posthumously published book Cyberlibertarianism: The Right Wing Politics of Digital Technology, the tech industry has long sought to explicitly "disrupt" two of democracy's core institutions: journalism and education. And phew. Look at us/US now. Sure, I guess it is funny that Education Secretary Linda McMahon misread from her teleprompter at the event and said "A1" instead of "AI." Twice. Hahaha. But also goddamn. Let's not have that blunder be the takeaway. The takeaway is that the ed-tech industry, so busy hustling AI products and services to schools, continues business as usual as the Trump Administration actively dismantles civil rights and public education. And maybe we should recognize that that's been the goal all along. So here's a question for you (and a question for you to ask others – to break the spell): how can you, in good conscience, compel any student to use any piece of education technology right now, to upload any personal data to any educational provider – institutional or third-party, knowing that there are no assurances that this information will not be shared with the US government and used against them?"]]> audreywatters 2025 eugenics generics 23andme charlesmurray siliconvalley ai artificialintelligence edwardongwesojr multispecies morethanhuman bellcurve genetics colossalsciences capitalism elonmusk donaldtrump direwolf wolves journalism factchecking pr economics edtech technology tomscocca benwilliamson jasonkoebler lukeo'brien clearviewai palantir immigrants immigration authoritarianism peterthiel medicine alanblackwell ethics finance education schools schooling funding neilpostman amusingourselvestodeath privacy patriotism arthurcclarke tressiemcmillancottom genocide ethniccleansing commons danmeyer privatization asu+gsvsummit profit cyberlibertarianism libertarianism favidgolumbia lindamcmahon governent governance democracy disruption fascism colinkapernick goldieblumenstyk complicity policy technofascism marketing benriley benjaminriley edwardongweso eattherich thebellcurve https://pinboard.in/ https://pinboard.in/u:robertogreco/b:2ecc7dab2f45/ Episode 20 - AI Tutoring & K-12 Education 2025-02-06T06:12:47+00:00 https://thedisagreement.substack.com/p/episode-19-ai-tutoring-and-k-12-education robertogreco 2024 ai artificialintelligence schools education personalization schooling learning howwelearn socialmedia algorithms nielshoven benjaminriley marcandreesson etammykim danmeyer laurenceholt chanzuckderberkinitiative maxventilla khanacademy salmankhan personalizedlearning edtech technology software salkhan cognition theoryofmind cognitivescience steelmanning thinking howwethink siliconvalley billgates engagement collectivism individualism individualization brain intelligence llms benriley https://pinboard.in/ https://pinboard.in/u:robertogreco/b:831825034ab9/ AI Foreclosure 2025-02-01T04:27:24+00:00 https://2ndbreakfast.audreywatters.com/ai-foreclosure/ robertogrecoEducation, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world. — Hannah Arendt But AI – a large-language model or predictive algorithm or otherwise – is built on a corpus that is, quite literally, bound to the past. Education's AI has been trained on outmoded curriculum, exclusionary practices, and racist data; it is trained on YouTube videos and YouTube comments and Wikipedia entries; it is trained (mostly) on the English-language Internet – trained on a very small slice of knowledge and culture because not all knowledge and culture have been recorded, let alone digitized; and yet simultaneously trained on a disproportionately large slice of discrimination and violence, because that has been the experiences of Black students, poor students, students with disabilities, non-English-speaking students, undocumented students, and queer, nonbinary, and trans students. AI bends students to fit that old bell curve (yes, that bell curve), and there it breaks them. It does not, it cannot liberate them. To insist, as Hoffman does, that AI offers something other than compliance and control, is to admit to existing beyond the reach of these discriminatory data regimes and practices, to being beyond reproach politically and financially and intellectually. AI cannot hurt you or harm you or stop you from becoming because it already reflects your beliefs, your reasoning, your values. It sings to you in your voice, with your words and inflection, assuring you how very reasonable, how very intelligent you already are."]]> audreywatters 2025 ai artificialintelligence edtech reidhoffman davidsacks peterthiel elonmusk paypalmafia data privacy surveillance technology siliconvalley venmo google instagram behavior education liminalspaces victorturner hannaharendt curriculum teaching howweteach exclusion bias discrimination bellcurve eugenics ianbogost rustyfoster verarubin davidwiley caseynewton johnherrman brianmerchant garymarcus deepseek nvidia techbubble georgzoeller donaldtrump funding venturecapital pablosanguinetti danmeyer christinerosen calnewport sivavaidhyanathan maga dorothythompson talialevin thebellcurve vc https://pinboard.in/ https://pinboard.in/u:robertogreco/b:aed0dc237dae/ In Edtech, You Either Bet On Teachers Or You Have To Build One 2025-02-01T04:02:47+00:00 https://danmeyer.substack.com/p/in-edtech-you-either-bet-on-teachers robertogreco 2025 danmeyer edtech education technology teaching schools howweteach labor khanacademy dorademszky desmos khanmigo ai artificialintelligence https://pinboard.in/ https://pinboard.in/u:robertogreco/b:b5844d4032cd/ The Truth About 2 Hour Learning & Unbound Academy a/k/a The School “Replacing Teachers with AI” 2025-01-11T23:52:07+00:00 https://danmeyer.substack.com/p/the-truth-about-2-hour-learning-and robertogreco unboundacademy schools education danmeyer charterschools learning howwelearn class publicschools marketing olivianelson privatization ai artificialintelligence 2025 mackenzieprice alphaschool https://pinboard.in/ https://pinboard.in/u:robertogreco/b:1d851b1494f7/ The Tutors Are Too Nice - by Dan Meyer - Mathworlds 2025-01-01T06:36:16+00:00 https://danmeyer.substack.com/p/these-tutors-are-too-nice robertogrecodanmeyer tutoring 2024 math mathematics teaching howweteach learning howwelearn children audrewatters khanacademy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:92a7960440fc/ Five Interesting Moments From the Khanmigo Segment on 60 Minutes 2024-12-13T21:41:56+00:00 https://danmeyer.substack.com/p/five-interesting-moments-from-the robertogreco$1MM / year, per Khan Academy disclosures) responds, “Yeah, that’s the dream.” It should not surprise us to see economic elites dream of leveling the playing field through technology contracts that would benefit other economic elites. Other countries level the playing field for their kids through redistributive policies like child welfare, public housing, nationalized health care, etc, all of which would require increasing the tax burden on economic elites. It should not surprise us to see which of those dreams receive fawning coverage during primetime corporate media."]]> danmeyer 2024 schools schooling salmankhan khanacademy edtech technology ai artificialintelligence computers computing howweteach teaching education inequality policy media economics publichousing housing healthcare medicareforall universalheathcare health capitalism us society socialism redistribution wealthredidtribution andersoncooper salkhan https://pinboard.in/ https://pinboard.in/u:robertogreco/b:197bac438c33/ 12 Years and 60 Minutes Later 2024-12-13T21:39:53+00:00 https://2ndbreakfast.audreywatters.com/12-years-and-60-minutes-later/ robertogreco audreywatters edtecth technology techcriticism criticism 2024 khanacademy ai artificialintelligence teaching school schooling howweteach learning. children policy danmeyer andersoncooper media bigtech siliconvalley 2012 chatgpt sidneypressey 1926 surveillance billgates gregbrockman sanjaygupta salmankhan ucla laurenepowelljobs emersoncollective donaldtrump productivity wernerherzog neuroscience neurotechnology salkhan https://pinboard.in/ https://pinboard.in/u:robertogreco/b:afec74ae5af3/ Mark Zuckerberg Got Lost in Terra Mathematica - Mathworlds | Dan Meyer | Substack 2024-02-23T01:10:08+00:00 https://danmeyer.substack.com/p/mark-zuckerberg-got-lost-in-terra robertogreco danmeyer 2024 chanzuckerberginitiative education teaching howweteach math mathematics personalization edtech gatesfoundation pedagogy terramathematica money power relationships children schools influence https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0b897ef3e9c5/ The Misunderstanding About Education That Cost Mark Zuckerberg $100 Million - Mathworlds | Dan Meyer | Substack 2024-02-23T01:10:00+00:00 https://danmeyer.substack.com/p/the-misunderstanding-about-education robertogreco danmeyer 2024 education personalization teaching pedagogy learning howweteach edtech computers computing howwelearn schools power money influence https://pinboard.in/ https://pinboard.in/u:robertogreco/b:350db02586db/ You Need to Understand That Teachers Process Petabytes Every Day - Mathworlds | Dan Meyer | Substack 2024-02-23T01:09:39+00:00 https://danmeyer.substack.com/p/teachers-process-petabytes-of-data robertogreco… don’t you think we’ll get closer to [some ideal application of AI in learning] once the tool has a memory and can, over time, develop its own (technical) understanding of the child’s accumulated knowledge? [..] I could imagine an AI tool, like above, but this time it holds the knowledge of all of the students in a specific classroom, giving it the ability to engage the students in the class as a group, drawing on each students’ knowledge. *** I visited a math classroom in Richmond, CA, last week. I walked into the classroom and took in the noise. Healthy buzz. A little apprehension given the extra adults in the room maybe. I noticed the arrangement of the class. Students at individual desks shaped in a U. That’d affect the kinds of conversations we could have. The flow of energy. I noticed individual students and their relationships. Some high energy, others more subdued. I tried to intuit why they were subdued or high energy. Could we recruit their energy—whatever it was—into math learning? Some of the students would need to be persuaded it was worth their while to generate energy for math. Others had surplus energy but needed to transfer it to math. Both would require different invitations. The teacher started with a question about sales tax and tipping, asking students what they knew about those features of modern commerce. Extremely useful sensory information flying at us here. Some students will eagerly participate in a conversation about context but less eagerly in a conversation about math. If you can draw those students into a conversation about math, their participation may convince other students that math conversations are possible for them as well. [image] During classwork, I noticed a kid who seemed stuck on this screen about a broken cash register. I asked him how I could help. He kept looking at the screen. I asked him what he understood about the question. Still looking at the screen. I noticed where he was looking on the screen. Not at the 7% sales tax rate but at the numbers themselves. I figured he was trying to figure out where those numbers even came from. Were they all just arbitrary? I asked him how he thought the price and tax made the total. We made progress there. I asked him where he thought the tax number came from. Was it random? What if someone tried to scam you and just put whatever number they wanted there? How would you know if it was the right tax? He pointed to the 7% on his screen. I worked through the sandwich calculation with him. Okay, here is his elbow partner. She’s plugged into our conversation. What is their relationship like? Can I ask them to work independently for a moment and then check their answer for the donut calculation with each other? Let’s try that. *** I took a nap in the break room at the end of my first full day of teaching. I slept so hard I swear I hit REM sleep and had a dream. My eyes and ears and every other sense had never ingested and processed so much information over such a brief stretch of time. I’m not sure how to convert all of that information into whatever a petabyte is but I am telling you that a single classroom is loaded with them. The petabytes. Trying to ingest and process the vibes of a class alone, like— 1. How are we feeling today? 2. Where are we at in the semester? 3. Who is ready for how much more thinking right now? —is not a task for mortals. And much less a task for generative AI as it exists now at the end of 2023. No, I cannot imagine generative AI adequately supporting that student or that class. I cannot imagine imagining it. This could be, of course, a failure of my imagination. But it’s striking that the majority of my work with that student was non-verbal. He didn’t ask for my help but every one of my senses told me he needed it. As I asked him questions, he answered not by typing thoughts into a chat interface or even forming them out loud. Rather, he answered me, at first, by looking anxiously around a screen. To help him, I used visual and auditory and cognitive systems that have been evolving under natural selection for millions of years. My mammalian ancestors hid from predators in the savannah so I could notice a student struggle to calculate tax on a sandwich. I would love nothing more than to see new tools help more students love learning math but it is not a critique of these tools to say, “You are neat, but maybe find a lane that suits you better than classroom teaching.” It is a critique to say that many of you should hang out in classrooms and watch the work of teaching more often. You should ask yourself more often, “How on earth did that teacher know to make that decision in that moment with that student?” After you answer that question across the hundreds of different moments that every teacher has with their students every day, and maybe even after you try that work once or twice yourself, I promise that you will have everything you need to answer the question, “How will I train a machine to do this work?”"]]> danmeyer 2024 teaching howweteach chatbots ai artificialintelligence information pedagogy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:364082360db6/ Are Great Teachers Born or Made? - Mathworlds | Dan Meyer | Substack 2024-02-23T01:09:24+00:00 https://danmeyer.substack.com/p/are-great-teachers-born-or-made robertogreco danmeyer 2024 teaching teacherducation education howweteach pedagogy training https://pinboard.in/ https://pinboard.in/u:robertogreco/b:99003acba5c1/ This Math Homework Is Driving Caregivers Crazy - Mathworlds | Dan Meyer | Substack 2024-02-23T01:09:13+00:00 https://danmeyer.substack.com/p/this-math-homework-is-driving-caregivers robertogreco danmeyer 2024 math mathematics homework teaching howwteach parenting pr publicrelations newmath https://pinboard.in/ https://pinboard.in/u:robertogreco/b:a487e9964de9/ How to Not Waste Your Only Life Debating Direct Instruction and Inquiry-Based Learning - Mathworlds | Dan Meyer | Substack 2024-02-23T01:08:58+00:00 https://danmeyer.substack.com/p/how-to-not-waste-your-only-life-debating robertogreco danmeyer 2024 pedagogy teaching howweteach directinstruction inquiry inquiry-basedlearning learning howwelearn pedaogy jillbarshay via:lukeneff academia https://pinboard.in/ https://pinboard.in/u:robertogreco/b:c48c817931f6/ “All the time.” 2016-11-30T04:46:58+00:00 http://blog.mrmeyer.com/2016/all-the-time/ robertogrecoYesterday, a student gave me step-by-step directions to solve a Rubik’s Cube. I finished it, but had no idea what I was doing. At times, I just watched what he did and copied his moves without even looking at the cube in my hands. When we were finished, I exclaimed, “I did it!”, received a high-five from the student and some even applauded. For a moment, I felt like I had accomplished something. That feeling didn’t last long. I asked the class how often they experience what I just did. They said, “All the time.” Featured Comment Lauren Beitel:
Is there an argument to be made that sometimes the conceptual understanding comes from repeating a procedure, then reflecting on it? Discovering/noticing patterns through repetition?
Great question. I wrote a comment [http://blog.mrmeyer.com/2016/all-the-time/#comment-2430188 ] in response."]]> math teaching education danmeyer learning understanding sfsh repetition mimicry davidcox laurenbeitel via:lukeneff howwelearn howweteach schools meaningmaking https://pinboard.in/u:robertogreco/b:ba66e2cb5760/ dy/dan » Blog Archive » Testify 2016-08-13T06:42:14+00:00 http://blog.mrmeyer.com/2016/testify/ robertogreco danmeyer 2016 math mathematics teaching interestedness pokémongo curiosity mathalicious testament multimedia howweteach interest wonder wondering askingquestions questionasking modeling education howwelearn engagement https://pinboard.in/ https://pinboard.in/u:robertogreco/b:b18d5fa2b679/ dy/dan » Blog Archive » When Delayed Feedback Is Superior To Immediate Feedback 2016-02-22T00:41:11+00:00 http://blog.mrmeyer.com/2016/when-delayed-feedback-is-superior-to-immediate-feedback/ robertogrecoBeginning in the 1960s psychologists began to find that delaying feedback could improve learning. An early lab experiment involved 3rd graders performing a task we can all remember doing: memorizing state capitols. The students were shown a state, and two possible capitols. One group was given feedback immediately after answering; the other group after a 10 second delay. When all students were tested a week later, those who received delayed feedback had the highest scores. Will Thalheimer has a useful review of the literature, beginning on page 14. One might object that whether immediate or delayed feedback is more effective turns on the goals of the study and the design of the experiment. To which I’d respond, yes, exactly! Feedback is complicated, but to hear 99% of edtech companies talk, it’s simple. To them, the virtues of immediate feedback are received wisdom. The more immediate the better! Make the feedback immediater! Dan’s Corollary to Begle’s Second Law applies. If someone says it’s simple, they’re selling you something."]]> teaching education howweteach feedback timing craigroberts willthalheimer research edtech immediacy learning howwelearn belesshelpful danmeyer 2016 https://pinboard.in/ https://pinboard.in/u:robertogreco/b:30bd857b5d03/ The Man Who Will Save Math | New Republic 2015-12-13T08:17:55+00:00 https://newrepublic.com/article/124750/man-will-save-math robertogreco danmeyer digitalstorytelling education immersion math mathematics howweteach guershonharel constructivism piaget johndewey joboaler desmos boyceupholt jeanpiaget https://pinboard.in/ https://pinboard.in/u:robertogreco/b:2feaeb5fef82/ Dan Meyer's Three-Act Math Tasks 2015-12-13T08:14:05+00:00 https://docs.google.com/spreadsheet/pub?key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE&output=html robertogrecomath mathematics danmeyer https://pinboard.in/ https://pinboard.in/u:robertogreco/b:e0ee750bacdd/ dy/dan » Blog Archive » Your Conference Session Is The Appetizer. The Internet Is The Main Dish. 2015-07-15T06:30:38+00:00 http://blog.mrmeyer.com/2015/your-conference-session-is-the-appetizer-the-internet-is-the-main-dish/ robertogreco danmeyer 2015 conferences professionaldevelopment nctm iste callstoaction internet web twitter video https://pinboard.in/ https://pinboard.in/u:robertogreco/b:f3a0dd8ead5a/ dy/dan » Blog Archive » WTF Math Problems 2015-01-08T07:35:50+00:00 http://blog.mrmeyer.com/2015/wtf-math-problems/ robertogreco danmeyer math mathematics teaching howweteach 2015 henripicciotto scottfarrand education learning leibniz https://pinboard.in/ https://pinboard.in/u:robertogreco/b:3d7b907adf49/ dy/dan » Blog Archive » Adaptive Learning Is An Infinite iPod That Only Plays Neil Diamond 2014-05-21T22:09:05+00:00 http://blog.mrmeyer.com/2014/adaptive-learning-is-an-infinite-ipod-that-only-plays-neil-diamond/ robertogreco danmeyer edtech adaptivelearning education 2014 blendedlearning lectures neildiamond computing computers closedsystems transcontextualization via:lukeneff transcontextualism https://pinboard.in/ https://pinboard.in/u:robertogreco/b:82ab3b1269fd/ Squishy Not Slick - squishy not slick, the edtech futurist version / #thoughtvectors not call centers 2014-05-21T20:02:02+00:00 http://squishynotslick.tumblr.com/post/86405919557/squishy-not-slick-the-edtech-futurist-version robertogreco lukeneff audreywatters 2014 gardnercampbell jonbecker tomwoodward gregorybateson danmeyer seymourpapert sugatamitra sole transcontextualism edtech education learning teaching connections networks doublebind richardelmore transcontextualization https://pinboard.in/ https://pinboard.in/u:robertogreco/b:63960f2d935a/ dy/dan » Blog Archive » My Opening Keynote for CUE 2014 2014-04-09T20:42:40+00:00 http://blog.mrmeyer.com/2014/my-opening-keynote-for-cue-2014/ robertogreco edtech danmeyer teaching math mathematics technology curiosity cue cue2014 perplexity online internet howwework sharing blogging professionaldevelopment learning education noticing interestedness del.icio.us rss interestingness keynote documentcameras photography video mobile phones remembering ela languagearts wcydwt 2014 askingquestions presentations engagement lectures lecturing questionasking interested https://pinboard.in/ https://pinboard.in/u:robertogreco/b:919acfbe3137/ dy/dan » Blog Archive » “The Verb Of My Life Is Learning” 2012-08-09T03:51:57+00:00 http://blog.mrmeyer.com/?p=14762 robertogrecoWell, it’s all so interesting. It’s all so interesting. It really is. I love knowing why I was able to sell out in one town, and why I wasn’t in another town. I love knowing what goes into everything—the economics, the technical aspect, and how to create the ideas in the show. It’s great. If you can have access to all of that, why would you not want to know? I just love learning. I think learning is how you live. The verb of my life is learning. There are people who find failure interesting. Those people's failures are often more interesting than their peers' successes. Their lives also tend towards success even though the prospect of a successful life motivates them less than the prospect of an interesting one."]]> learning via:lukeneff learningisfun life louisck danmeyer curiosity human howtolive https://pinboard.in/u:robertogreco/b:198cd98b91f0/ dy/dan » Blog Archive » Kate On Khan 2012-07-11T01:34:51+00:00 http://blog.mrmeyer.com/?p=14488 robertogreco khanacademy pbl projectbasedlearning danmeyer 2012 katenowak via:tom.hoffman https://pinboard.in/u:robertogreco/b:2021ea9ddc33/ dy/dan » On iBooks 2 And iBooks Author 2012-02-21T07:00:58+00:00 http://blog.mrmeyer.com/?p=12575 robertogreco 2012 algebra learning education textbooks ibooks danmeyer teaching math ibooksauthor https://pinboard.in/u:robertogreco/b:6bb8e0fc7c00/ dy/dan » Blog Archive » It’s Called iBooks Author, Not iMathTextbooks Author, And The Trouble That Results 2012-02-21T06:48:20+00:00 http://blog.mrmeyer.com/?p=12642 robertogreco education teaching math ibooksauthor books publishing danmeyer 2012 textbooks ibooks https://pinboard.in/u:robertogreco/b:167245ca929f/ dy/dan » Blog Archive » Making It All Worthwhile 2011-07-07T05:33:45+00:00 http://blog.mrmeyer.com/?p=10902 robertogreco danmeyer teaching speaking pd professionaldevelopment integrity self-absorption empathy https://pinboard.in/u:robertogreco/b:07c9cd157e8a/ Google: Exploring Computational Thinking 2010-11-03T03:12:39+00:00 http://www.google.com/edu/computational-thinking/lessons.html robertogreco computerscience computationalthinking via:lukeneff algebra biology calculus compsci geometry python programming math lessons teaching thinking edtech education elearning danmeyer google science learning glvo edg srg https://pinboard.in/u:robertogreco/b:813f17a40894/ dy/dan » Algebra: The Supplement 2010-08-19T04:10:47+00:00 http://algebra.mrmeyer.com/ robertogrecodanmeyer math mathematics lessonplans education algebra curriculum powerpoint slides https://pinboard.in/u:robertogreco/b:5aaed356fa96/ dy/dan » Blog Archive » Great Application Problems — A Rubric 2010-08-02T02:36:43+00:00 http://blog.mrmeyer.com/?p=7604 robertogrecoprocess math mathematics danmeyer teaching learning wcydwt rubrics storytelling inquiry socraticmethod https://pinboard.in/u:robertogreco/b:3a4e64275cc9/ dy/dan » Blog Archive » What Can You Do With This: Yellow Lights 2010-07-26T05:53:59+00:00 http://blog.mrmeyer.com/?p=7436 robertogreco danmeyer civics government math tcsnmy classideas https://pinboard.in/u:robertogreco/b:992aeeb0ed44/ dy/dan » Impatience With Irresolution, pt 1: Part Of The Problem 2010-06-27T21:09:30+00:00 http://blog.mrmeyer.com/?p=2978 robertogreco assessment learning patience students irresolution uncertainty ambiguity danmeyer glvo tcsnmy questions questioning pedagogy socraticmethod relationships answers davidmilch belesshelpful storytelling narrative https://pinboard.in/u:robertogreco/b:ef02aa1844b6/ dy/dan » We Had Too Much Time On Our Hands [Dan Meyer runs a UChicago-like (http://scavhunt.uchicago.edu/) Scavenger Hunt with some students *outside* of class] 2010-06-27T17:27:26+00:00 http://blog.mrmeyer.com/?p=6749 robertogreco danmeyer creativity teaching fun classideas tcsnmy scavengerhunts persistence failingspectacularly https://pinboard.in/u:robertogreco/b:d7051fafbceb/ dy/dan » You Have No Life 2010-06-27T17:23:23+00:00 http://blog.mrmeyer.com/?p=4811 robertogreco attitudes creativity geek criticism lifehacks motivation productivity ingenuity persistence danmeyer fun mediocrity https://pinboard.in/u:robertogreco/b:ed9b9c0d5957/ dy/dan » Blog Archive » Teaching WCYDWT: Storytelling ["A recommendation: turn your learning into a story for somebody else."] 2010-06-20T23:19:51+00:00 http://blog.mrmeyer.com/?p=6871 robertogreco storytelling teaching perplexity tcsnmy narrative learning understanding empathy kathysierra danmeyer https://pinboard.in/u:robertogreco/b:348af5b97beb/ dy/dan » Blog Archive » Teaching WCYDWT: Learning [this links to a comment by Luke Neff] 2010-05-30T22:06:36+00:00 http://blog.mrmeyer.com/?p=6870#comment-260861 robertogreco lukeneff wcydwt flow teaching learning tcsnmy english humanities classideas danmeyer https://pinboard.in/u:robertogreco/b:341b44e714b3/ dy/dan » Blog Archive » Teaching WCYDWT: Learning [intro here: http://blog.mrmeyer.com/?p=6469] 2010-05-27T06:44:24+00:00 http://blog.mrmeyer.com/?p=6870 robertogreco danmeyer del.icio.us googlereader learning professionaldevelopment wcydwt comments howwework howwelearn onlinetoolkit web pln tcsnmy curation rss cv tools newutilitybelt https://pinboard.in/u:robertogreco/b:0bac2b0a4ae4/ dy/dan » Blog Archive » TEDxNYED Metadata [Forgot to bookmark this—thanks to Basti for making it resurface. Also, see the comment from Michael Wesch.] 2010-05-04T15:10:02+00:00 http://blog.mrmeyer.com/?p=6176 robertogreco danmeyer education tedxnyed curriculum math reflection reform theory practical doingvsimagining wcydwt teaching schools doing inspiration doingvsinspiring edtech hereandnow now implementation constraints frustration flexibility constructivecriticism power control jeffjarvis michaelwesch georgesiemens davidwiley andycarvin https://pinboard.in/u:robertogreco/b:210016e22262/ dy/dan » Blog Archive » “F–k The Exposition” 2010-04-19T05:32:50+00:00 http://blog.mrmeyer.com/?p=6538 robertogreco davidimon danmeyer teaching schools internet web online kathysierra narrative storytelling creativity writing tcsnmy context google treme https://pinboard.in/u:robertogreco/b:dec3049a2590/ dy/dan » Blog Archive » Easy. Fun. Free. 2010-03-14T21:48:04+00:00 http://blog.mrmeyer.com/?p=6244 robertogreco tumblr technology interteaching professionaldevelopment learning googlereader schools education tcsnmy lms pln ples schooling danmeyer https://pinboard.in/u:robertogreco/b:90a3c884cddf/ Trends in Ed, 2.18.10 | EdLab - Math sees a future with web 2.0 2010-02-20T08:22:11+00:00 http://edlab.tc.columbia.edu/index.php?q=node/3866 robertogreco math teaching learning education tcsnmy collaborative networking social authoring community psychology scratch geogebra danmeyer wcydwt xkcd youtube manyeyes flickr voicethread problemsolving instructables randallmonroe https://pinboard.in/u:robertogreco/b:23b12cecc6ce/ dy/dan » Blog Archive » Global Darkening 2010-02-15T00:29:41+00:00 http://blog.mrmeyer.com/?p=5964 robertogreco danmeyer globalwarming extrapolation climatechange humor jonstewart math science https://pinboard.in/u:robertogreco/b:34035e5d02c5/ dy/dan » Blog Archive » (One Of Many Reasons) Why Students Hate Algebra 2010-01-29T08:51:37+00:00 http://blog.mrmeyer.com/?p=5781 robertogreco math algebra education tcsnmy teaching learning reality disservice realworld realism distortion schools schooling textbooks cognitivedissonance deschooling unschooling authenticity danmeyer https://pinboard.in/u:robertogreco/b:2aa160604228/ dy/dan » On Getting The Concept Checklist Wrong These Last Six Years 2010-01-22T05:47:04+00:00 http://blog.mrmeyer.com/?p=5597 robertogreco danmeyer math teaching conceptchecklists https://pinboard.in/u:robertogreco/b:08a222674e5a/ dy/dan » This Blog Is Counterproductive 2010-01-17T06:07:06+00:00 http://blog.mrmeyer.com/?p=5674 robertogreco teaching danmeyer learning self cv frauds self-criticism professionaldevelopment tcsnmy impostors impostorphenomenon impostorsyndrome impostersyndrome https://pinboard.in/u:robertogreco/b:837efc4f1129/ dy/dan » Blog Archive » Asilomar #1: What Do We Do With Algebra II 2009-12-11T06:21:15+00:00 http://blog.mrmeyer.com/?p=5359 robertogreco education schools schooling math algebra algebraii danmeyer learning change reform https://pinboard.in/u:robertogreco/b:0229a11034d9/ dy/dan » Blog Archive » My O’Reilly Webcast: 2009 October 1 2009-10-04T22:38:06+00:00 http://blog.mrmeyer.com/?p=4763 robertogreco math teaching pedagogy learning danmeyer education resolution irresolution problemsolving process tcsnmy https://pinboard.in/u:robertogreco/b:95e870a89b31/ dy/dan » Blog Archive » A Fifth-Year Teacher’s Creed ["Be less helpful."] 2009-07-29T07:14:13+00:00 http://blog.mrmeyer.com/?p=3107 robertogreco teaching criticalthinking education learning tcsnmy wisdom simplicity data information understanding deschooling unschooling mentoring danmeyer https://pinboard.in/u:robertogreco/b:cfbf28149ebf/ dy/dan » Blog Archive » But How Do I Remediate THAT? [see the comment thread too] 2009-06-03T05:16:28+00:00 http://blog.mrmeyer.com/?p=4024 robertogreco danmeyer engagement tracking mathematics learning math students risk education teaching schools https://pinboard.in/u:robertogreco/b:5ffb443aafd9/ dy/dan » The Jazz Singer 2009-05-27T06:02:17+00:00 http://blog.mrmeyer.com/?p=3983 robertogreco teaching arts technology futurism danmeyer video storytelling schools edubloggers music https://pinboard.in/u:robertogreco/b:104fa2283e66/ dy/dan » Blog Archive » Wherever You Can Find It 2008-11-12T05:34:09+00:00 http://blog.mrmeyer.com/?p=1740#comment-188076 robertogreco teaching careers danmeyer chrislehmann burnout education administration leadership management https://pinboard.in/u:robertogreco/b:a136c68eb5a4/ dy/dan » Blog Archive » My Shortest-Ever Post On Presentation 2008-10-19T18:27:00+00:00 http://blog.mrmeyer.com/?p=1712 robertogreco presentations danmeyer conferences professionaldevelopment teaching learning speaking education https://pinboard.in/u:robertogreco/b:e3f36ff71d7a/ dy/dan » Blog Archive » ILC 2008 [or why I have long sinced stopped going to education conferences unless forced to do so] 2008-10-19T18:25:27+00:00 http://blog.mrmeyer.com/?p=1687 robertogreco presentations professionaldevelopment learning speaking education teaching danmeyer conferences https://pinboard.in/u:robertogreco/b:72a84ad0f6fd/ dy/dan » Geometry: The Supplement 2008-09-03T07:14:13+00:00 http://geometry.mrmeyer.com/ robertogreco geometry education curriculum math powerpoint lessons lectures danmeyer howto https://pinboard.in/u:robertogreco/b:e7d1ed19ed69/ dy/dan » Blog Archive » dy/av : 001 : earn the medium 2008-06-19T07:45:57+00:00 http://blog.mrmeyer.com/?p=841 robertogreco teaching video audio podcasting technology text presentations engagement time students attention danmeyer https://pinboard.in/u:robertogreco/b:b0d7122a99c4/ dy/dan » Blog Archive » The 2008 University of Chicago Scavenger Hunt 2008-06-15T00:26:43+00:00 http://blog.mrmeyer.com/?p=838 robertogreco fun classideas scavengerhunts puzzles play arg games gaming danmeyer https://pinboard.in/u:robertogreco/b:486ffcfeee97/ dy/dan » Blog Archive » You See The Problem, Right? 2008-05-24T19:09:31+00:00 http://blog.mrmeyer.com/?p=810 robertogreco teaching learning schools policy homework attendance assessment education schooling danmeyer https://pinboard.in/u:robertogreco/b:71b3e703d3fc/ dy/dan » Blog Archive » My Next School [Nice list. See also chatter in the comments.] 2008-05-13T16:09:07+00:00 http://blog.mrmeyer.com/?p=607 robertogreco teaching work jobs administration education learning careers leadership management schools danmeyer https://pinboard.in/u:robertogreco/b:4c892d1aae31/ dy/dan » Blog Archive » If Wit And Policy Were One And The Same 2008-05-13T15:47:45+00:00 http://blog.mrmeyer.com/?p=792 robertogreco compensation teaching administration leadership management careers pay money schools education learning danmeyer https://pinboard.in/u:robertogreco/b:9bf57a2311dc/ dy/dan » Blog Archive » Between Simple And Easy 2008-05-08T20:36:09+00:00 http://blog.mrmeyer.com/?p=787 robertogreco math teaching curriculum questions learning danmeyer https://pinboard.in/u:robertogreco/b:8f4d01ccb596/ dy/dan » Blog Archive » The Most Dangerous Game 2008-05-04T21:21:03+00:00 http://blog.mrmeyer.com/?p=781 robertogreco games play fun arg classideas danmeyer todo https://pinboard.in/u:robertogreco/b:6ba9f3a47208/