Education

I recently finished helping a small online high school create a new data science course, the foundation for which was Stanford’s youcubed Explorations in Data Science. It’s a snappy curriculum that is thoughtful and modern in its topic selection and a bit ragged at the edges of its resources. Its lesson layout is clear, its tools of choice are accessible and modifiable, and in the spirit of decades of statistics-oriented education, it helps students be wary of practitioners who lie and misrepresent either through thoughtlessness or malice. While I wrote this course to run in a format that relies heavily on self-directed work, wholly different from what youcubed anticipated, the curriculum was an excellent base that created ample opportunity for differentiation. By all accounts, students are loving the results. ...

I officially left Art of Problem Solving on January 1. After over 7 years of full-time employment, and over 8 years total when I include contract work and my summer internship, I have my second post-college employer: Inflection Point Learning. The upshot is that AoPS partially own IPL, and nearly every person in our small Institutional Sales department moved with me. My job title is the same, my immediate boss and one direct report haven’t changed, but the new context gives some sparkle and flavor to this second phase in my career that I’m beginning just shy of thirty years old. ...

My company held its second Hackathon last week, when (most) regular work pauses or slows down, so we can instead focus on new ideas aligned to our mission.1 We get to explore and build, play around, meet new people, and add to our general culture of inquisitiveness, curiosity, and hard work. I used it as an opportunity to get back to my curriculum roots. I ran text adventure Math Jams in our online classroom for three years in the same fashion I do with OHAC. The main difference is I’m working with around 200 students who are voting on what to do—it gets chaotic. ...

The Department of Education1 released a toolkit for Safe, Ethical, and Equitable, AI Integration last October. I finally made the time to read it and love what I found. As with most things in education, if it’s sensible in that context, it is worth considering in every context. ...

From a recent Chalkbeat article by Erica Meltzer and Marta W. Aldrich: Former Tennessee Education Commissioner Penny Schwinn has been named to serve as deputy education secretary in the incoming Trump administration. President-elect Donald Trump announced the pick in a post on Truth Social Friday evening. […] He also misstated her name as Peggy Schwinn, rather than Penny. We again enter a period of time where The Onion has its work cut out for itself. The next paragraph of this article is also pitch-perfect in its matter-of-fact approach to reporting on how ridiculous everything is. ...

A short article that mirrors my thinking rather well. In particular: Each little metacognitive act of constructing a sentence, though, reflects valuable thinking. Knowing how to use conjunctions, for instance — the ifs, buts and therefores — is an important exercise in logical reasoning. How much should we outsource that to AI? Too much, and the writing experience may feel like a fill-in-the-blank exercise like MadLibs.

In my weekly perusal of education newsletters, I came across a Time magazine article about new attempts to bring AI and machine learning to monitoring student behavior on school devices. While the article focuses on student mental health—suicide prevention in particular—I looked into the companies mentioned therein and discovered that the scope of monitoring efforts is broad and deep. It is a fascinating and discomforting topic, with each company working on a different aspect of student safety with rhetoric to match. ...

Last fall I read The Great School Rethink by Frederick Hess, who works with the conservative-leaning American Enterprise Institute. He focuses largely on education policy initiatives, many of which might be familiar: school choice, assessments, funding distribution, and curriculum adoption, among others. While I find these topics and the debates around them interesting, my main takeaway from reading this book was broader. It reminded me that a person is not static, and when we talk with someone we have to focus more on the thoughts they’re presenting and not conflate that with our notions of who the person is when taken as a sum of their parts. ...

I was in a position to provide some talking points for my company’s upper-level math textbooks. It was written in the aftermath of customer-induced pique regarding how we sell ourselves. While it’s focused on my company, the core idea of a problem-first approach extends beyond what we do in particular. ...

Textbooks have been the premier mechanism for presenting curriculum for centuries. While the printed word is powerful and, for many people, superior to digital versions, the physicality of textbooks requires that their content remains static. Errors are inevitable, as are changes in relevant topics or pedagogy. New editions are the only tool to fight against the decay of a textbook’s utility.1 In an educational landscape dominated by digital tools, it’s tempting to have content updated rapidly and frequently. This approach requires a deft hand. ...