What Adam Mastroianni thinks about education
Adam Mastroianni did not write this page.
We collected these quotes from things they published elsewhere, and every quote links to where it was said. They have no account here and have not endorsed this site. Quotes are word for word; the short line under each one is our own restatement, not their wording. Their own site. Is this you? Claim it or ask us to remove it. Or tell us what is wrong here.
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11 dated positions, 2022 to 2023, in their own words. Our reading of what Adam Mastroianni has said — not written or endorsed by them.
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Their wordsInstruction is collaborative: students want to learn, and I want them to learn, too. Evaluation is adversarial: students want the points, and I have to make sure they don’t get too many.
↗I wanted to be a teacher but they made me a copexperimental-history.com 1st of 6 in this piece
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Their wordsEvaluation forces me to flatten everything I teach into something that can be tested, and it encourages students to ignore everything that isn’t on the test.
↗I wanted to be a teacher but they made me a copexperimental-history.com 2nd of 6 in this piece
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Their wordsIf my class is so boring that I have to devise an additional carrot-and-stick system to get students to pay attention, the problem is my class is boring.
↗I wanted to be a teacher but they made me a copexperimental-history.com 3rd of 6 in this piece
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Their wordsGrade harder, grade softer, grade with words rather than numbers, hide the grades entirely—none of it works, because the problem was never the grades themselves. The problem was trying to be both a teacher and a cop at the same time.
↗I wanted to be a teacher but they made me a copexperimental-history.com 4th of 6 in this piece
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Our readingEvaluation should be taken out of the classroom and given to people whose whole job it is.
Their wordsOne solution is to separate instruction and evaluation. Let teachers be teachers and cops be cops.
↗I wanted to be a teacher but they made me a copexperimental-history.com 5th of 6 in this piece
- 10 months earlier
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Our readingWe know a good deal about how people actually learn, and almost nobody is ever taught it.
Their wordsWe do, in fact, know quite a bit about how people learn, and almost nobody learns it.
↗You'll forget most of what you learn. What should you do about that?experimental-history.com 1st of 7 in this piece
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Their wordsWhen you want to remember something you’ve read, do you highlight it, reread it, or summarize it afterward? Those strategies don’t work very well.
↗You'll forget most of what you learn. What should you do about that?experimental-history.com 2nd of 7 in this piece
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Their wordsI’m here to tell you that learning is all about vibes.
↗You'll forget most of what you learn. What should you do about that?experimental-history.com 3rd of 7 in this piece
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Our readingKnowledge decays fast when it goes unused, while the feeling a class left behind lasts for decades.
Their wordsFeelings, or vibes, on the other hand, seem to stick around a lot longer.
↗You'll forget most of what you learn. What should you do about that?experimental-history.com 4th of 7 in this piece
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Their wordsAlmost all of education centers around knowledge and skills rather than vibes.
↗You'll forget most of what you learn. What should you do about that?experimental-history.com 5th of 7 in this piece
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Their wordsThe students who ultimately succeed in learning R are not the ones who force themselves to memorize functions or do a bunch of coding drills.
↗You'll forget most of what you learn. What should you do about that?experimental-history.com 7th of 7 in this piece