Okay, #MAEdu, let's talk FY22 and the Student Opportunity Act: https://t.co/o1tgppGy4K

First up:

The FIRST year, Governor Baker?

This is the second year of SOA implementation: you're missing one.
So, are we going to do this in six years, or are we just going to kick the can ANOTHER year on kids?

Remember, school funding is builds on prior years.

We never get that missing funding back.
Also: what are the base numbers being used?

Is the Governor dropping enrollment, even though we all know that was an artificial drop?
There's a decent chance that a WHOLE bunch of those kindergartner and preschoolers are going to be back this fall if we manage to get kids into buildings, PLUS we'll have the USUAL enrollment of preK and K!

...and less funding than usual?
Next up: low income count.

No, you don't get to up the count of kids and NOT increase the AMOUNT the 1/7th or 1/6th of the way to the goal.
Let's not play that game this year.
There being more kids who are low income doesn't mean that each kid should see less implementation of the full funding needed.
Oh, and do we know how many low income children there are *really* in the Commonwealth right now?
In short: I'm approaching this framing with skepticism, given the past history of the Governor's framing on education funding (and...everything else).
This is absolutely not the time to underfund public education, particularly state-dependent public education, particularly education for the kids hardest hit by the pandemic.
I've been less than impressed with the state's handling of the pandemic already; adding half measures on SOA will only make it all worse.
and with that, we'll await Wednesday...#MAEdu
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Working on a newsletter edition about deliberate practice.

Deliberate practice is crucial if you want to reach expert level in any skill, but what is it, and how can it help you learn more precisely?

A thread based on @augustbradley's conversation with the late Anders Ericsson.

You can find my complete notes from the conversation in my public Roam graph:
https://t.co/Z5bXHsg3oc

The entire conversation is on

The 10,000-hour 'rule' was based on Ericsson's research, but simple practice is not enough for mastery.

We need teachers and coaches to give us feedback on how we're doing to adjust our actions effectively. Technology can help us by providing short feedback loops.

There's purposeful and deliberate practice.

In purposeful practice, you gain breakthroughs by trying out different techniques you find on your own.

In deliberate practice, an expert tells you what to improve on and how to do it, and then you do that (while getting feedback).

It's possible to come to powerful techniques through purposeful practice, but it's always a gamble.

Deliberate practice is possible with a map of the domain and a recommended way to move through it. This makes success more likely.
You asked. So here are my thoughts on how osteopathic medical students should respond to the NBOME.

(thread)


Look, even before the Step 2 CS cancellation, my DMs and email were flooded with messages from osteopathic medical students who are fed up with the NBOME.

There is *real* anger toward this organization. Honestly, more than I even heard about from MD students and the NBME.

The question is, will that sentiment translate into action?

Amorphous anger on social media is easy to ignore. But if that anger gets channeled into organized efforts to facilitate change, then improvements are possible.

This much should be clear: begging the NBOME to reconsider their Level 2-PE exam is a waste of your time.

Best case scenario, you’ll get another “town hall” meeting, a handful of platitudes, and some thoughtful beard stroking before being told that they’re keeping the exam.

Instead of complaining to the NBOME, here are a few things that are more likely to bring about real change.

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