Saturday, August 19, 2017
To: Massachusetts Business Alliance for Education (https://www.mbae.org)
Dear Members of the Alliance,
The report titled “Mass. business leaders focus on real world skills, good teachers”, prepared by TheMassInk Polling Group in September 20, 2016, states, quote,
“Businesses are still struggling to fill positions, and see a disconnect between schools and preparing students for jobs.” (https://www.mbae.org/2016-ma-employer-survey-on-education-and-workforce-readiness/)
2. During the course of several decades, numerous reports, analytical papers, working papers, public speeches, TV and radio shows, even bills have been focusing on the low quality of a significant part of the American recent graduates transitioning into a workforce (or even the absence of American graduates in certain important professional fields; https://teachologyforall.blogspot.com/2017/02/nostudents.html).
3. Logic forces us to make a conclusion that the problem is not local, not temporary, but systemic and systematic. This conclusion is not a surprise. Education represents a large part of a society. The social, economic, and political situation in the country is very complex and complicated, and no single existing problem has a simple and obvious solution. Old models do not work anymore.
4. It makes sense to broaden the discussion, to start the discussion from a square one, to include in the discussion people who can offer non-trivial, unorthodox views on the matter. At the least, this step would help to initiate generating of more ideas.
5. This is why I would be happy to make a short presentation to the members of the Alliance on the roots of the problems within education and the pathways to solve them.
6. I have been in the “trenches” for many years, teaching math and physics and more to many students, starting from the 5th grade and going up to a college level, a university, and teacher preparation programs. I am good at teaching (for example, you may check what students said in the past at http://www.teachology.xyz/evvv.html).
In addition to extensive and successful teaching, I also have been writing on the methodology of teaching in general, on teaching physics, and on teacher preparation (for example, you may check http://www.teachology.xyz/index.htm).
Some of my views may be seen as “perpendicular” (but not opposite) to some of the mainstream approaches. However, the majority of my ideas, principles, and techniques have been successfully used in the everyday teaching practice (you can find the summary of my work in my book: “Becoming a STEM Teacher: A Crash Course for People entering Profession”).
I believe that good education represents the core of a successful society.
Dr. Valentin Voroshilov
List of Publications on Education Available Online
Eventually I will issue another book, with the collection of the publications written after my first book. I will call it “The Perpendicular Man”, because many (not all) of my views are perpendicular (not opposite!) to the mainstream views on education and in education.
1. What Would Businesses Do if No Foreign Students Could Come In the Country Anymore?
2. A note on a connection between immigration and science
3. Is Artificial Intelligence Already Actual Intelligence?
4. Thinking about becoming a STEM teacher? Think again!
5. Will Artificial Intelligence Save, Replace or even Affect Education Practices? (a venture capitalist’s view)
6. What does an educator need to know about a brain?
7. Numbers Say: The High School Physics Teachers Shortage Will Be Fixed In 130 Years.
8. Why Did Russian Cyber Forces Beat Their U.S. Adversaries in 2016? The Answers Is Rooted In The State Of Education In The U.S.
9. Why Do Many EdTech Startups Fail? Really!
10. Will the Yidan Prize Affect the Evolution of Education? Too Soon to Say.
11. XQsupesrschool – a blessing or a waste of money?
12. To Mr. Jeff Bezos in respond to his tweet.
13. Why do students drop a class and what to do to prevent it from happening?
14. To test or not to test? This is NOT the right question!
15. Facilitating In-Service Teacher Training for Professional Development
16. How I flipped my class without even knowing it.
17. Who and why should learn physics?
18. Physics as a Door into STEM Education
19. “Physics course to Every Student! Physics into Every School!”
20. A General “Algorithm” for Creating a Solution to a Physics
21. What does “thinking as a physicist” mean?
22. Learning aides for students taking physics.
23. A Map of Operationally Connected Categories as an instrument for classifying physics problems and a basis for developing a universal standard for measuring learning outcomes of students taking physics courses (a novel tool for measuring learning outcomes in physics).
24. Math self-test for students planning on taking a physics course.
25. Some things smart people said about teaching!
26. Why do Science Teachers Leave a School?
27. Do we really know if active forms of learning better than a simple lecture?
28. Fundamental Laws of TeachOlogy: a Handbook For a Beginner Teacher
29. On the Socratic method
30. Critical Reading of “Making Sense of Confusion” by Jason E. Dowd, Ives Araujo, and Eric Mazur
31. How much of the NSF funded “fundamental” scientific educational research is really fundamental? And why The Traditional Approach Adopted by the NSF
does Not Advance the Science of Education
32. To all business leaders, leaders of charitable organizations, philanthropists, and everyone who is not satisfied with the current state of the educational reform
33. Four Critical Educational Projects
34. Treat Education Like Space Exploration
35. Education reform needs a new paradigm.
36. How is The Third Program of the USSR Communist Party related to education reform in the USA?
37. Why have hundreds of millions of dollars been spent on developing the common core math standards if most people had not really wanted them?
38. Searching For Visionaries!
39. What Infrastructure Do We Need to Build to Promote Education Research to a True Science?
40. A concept of a truly new kind of a school as a part of a new kind of a facility designed and designated specifically to study learning and teaching processes.
41. Full elementary physics course
42. A video message to the Secretary of the U.S. Department of Education Mss. Betsy DeVos.
43. “A Convenient Lie” or “What Research University Faculty Tell Themselves About Their Teaching”
44. My latest book "Becoming a STEM teacher: a crash course for people entering the profession".
45. What do my students say about me?
46. My short resume
47. My full resume
48. This list of publications, including not available online (including printed in peer-reviewed sources)