WEBVTT 00:00:00.000 --> 00:00:01.639 You know that feeling when you walk out of a 00:00:01.639 --> 00:00:03.940 professional development seminar or maybe you 00:00:03.940 --> 00:00:06.440 just closed a massive email thread about a new 00:00:06.440 --> 00:00:09.500 strategy and you just feel heavy? Oh, absolutely. 00:00:10.119 --> 00:00:14.119 It's a very specific kind of exhaustion. It is. 00:00:14.339 --> 00:00:16.760 It's not just I'm tired from working. It's more 00:00:16.760 --> 00:00:19.600 like I'm tired of being told how to work. It 00:00:19.600 --> 00:00:22.940 feels like every six months the wind just changes 00:00:22.940 --> 00:00:25.500 direction first It's all about you know direct 00:00:25.500 --> 00:00:28.300 instruction is king and then wait no inquiry 00:00:28.300 --> 00:00:30.800 based learning is the only way it's the shiny 00:00:30.800 --> 00:00:33.100 object syndrome of the intellectual world and 00:00:33.100 --> 00:00:35.719 it's so draining because You feel like you can 00:00:35.719 --> 00:00:37.539 never actually get your footing right as soon 00:00:37.539 --> 00:00:40.759 as you master the current best practice It gets 00:00:40.759 --> 00:00:43.240 labeled as I don't know traditional or outdated 00:00:43.240 --> 00:00:46.380 and a new acronym just takes its place exactly 00:00:46.649 --> 00:00:49.689 And that is exactly where we're starting today's 00:00:49.689 --> 00:00:52.109 deep dive. We've got this fascinating piece of 00:00:52.109 --> 00:00:55.149 writing from Gary Ackerman from his site hackscience 00:00:55.149 --> 00:00:57.710 .education. And honestly, reading it felt like 00:00:57.710 --> 00:01:00.170 a therapy session. It really did. He puts a name 00:01:00.170 --> 00:01:03.030 to this frustration. He does. He identifies a 00:01:03.030 --> 00:01:05.489 core tension in the education and learning space. 00:01:05.769 --> 00:01:09.349 And this applies to, well, everyone. K -12 teachers, 00:01:10.069 --> 00:01:12.849 corporate trainers, even just us. as lifelong 00:01:12.849 --> 00:01:15.189 learners. He talks about this bombardment of 00:01:15.189 --> 00:01:17.950 innovation and he puts innovation in quotes. 00:01:18.129 --> 00:01:20.109 That's important, right? Because a lot of the 00:01:20.109 --> 00:01:22.269 time it's not really innovative. It's just different 00:01:22.269 --> 00:01:25.609 packaging precisely. Ackerman points out that 00:01:25.609 --> 00:01:28.430 we're constantly hit with these models from school 00:01:28.430 --> 00:01:31.870 leaders, from vendors, philanthropists. Everyone 00:01:31.870 --> 00:01:33.879 has something to sell you. But the real problem 00:01:33.879 --> 00:01:36.099 isn't just the sheer number of ideas, is it? 00:01:36.459 --> 00:01:39.200 It's what he calls divergent pedagogies. Yes, 00:01:39.659 --> 00:01:42.840 that phrase is key. Divergent pedagogies. Let's 00:01:42.840 --> 00:01:44.930 unpack that a bit. It sounds kind of academic, 00:01:45.230 --> 00:01:48.030 but the reality is just messy. It's very messy. 00:01:48.310 --> 00:01:49.969 Essentially, Ackerman is saying that leaders 00:01:49.969 --> 00:01:52.670 will advocate for totally contradictory practices, 00:01:52.670 --> 00:01:54.489 and they don't even seem to realize it. Like 00:01:54.489 --> 00:01:57.170 what? So you might have a district leader pushing 00:01:57.170 --> 00:02:00.430 for, say, standardized, rigid testing metrics 00:02:00.430 --> 00:02:03.010 on a Monday. But then on Tuesday, they bring 00:02:03.010 --> 00:02:05.450 in a consultant to talk about creative, student 00:02:05.450 --> 00:02:08.289 -led discovery. And those two things just don't 00:02:08.289 --> 00:02:10.650 play well together. They cancel each other out. 00:02:10.789 --> 00:02:13.008 One demands uniformity. The other demands... 00:02:13.000 --> 00:02:16.379 a bit of chaos and exploration. So the teacher 00:02:16.379 --> 00:02:18.439 or the manager is stuck right in the middle, 00:02:18.900 --> 00:02:20.840 totally paralyzed. Trying to serve two masters. 00:02:21.259 --> 00:02:23.159 Yeah. And Ackerman says this leads to what he 00:02:23.159 --> 00:02:26.319 calls the labeling game. Yes. This is where all 00:02:26.319 --> 00:02:28.719 our energy goes. We waste so much time asking, 00:02:29.099 --> 00:02:31.500 is this lesson constructivist enough? Or is this 00:02:31.500 --> 00:02:34.479 training module agile? We obsess over the label. 00:02:34.560 --> 00:02:37.139 Over the packaging. The packaging, not the actual 00:02:37.139 --> 00:02:38.819 learning. It's like we're arguing about the font 00:02:38.819 --> 00:02:40.520 on the menu instead of actually cooking the food. 00:02:40.639 --> 00:02:43.159 That is a perfect analogy. And Ackerman's whole 00:02:43.159 --> 00:02:47.060 point is, stop looking at the menu font. Because 00:02:47.060 --> 00:02:49.439 if you stop chasing what's new and you actually 00:02:49.439 --> 00:02:52.479 look at the deep research, he points to the Cambridge 00:02:52.479 --> 00:02:55.000 Handbook of Learning Sciences, you find something 00:02:55.000 --> 00:02:58.300 really surprising. Which is what? That underneath 00:02:58.300 --> 00:03:02.060 all these different brands of teaching, you know, 00:03:02.180 --> 00:03:04.020 Montessori, coding boot camps, online courses, 00:03:04.199 --> 00:03:06.620 whatever, the underlying mechanics of how the 00:03:06.620 --> 00:03:10.139 human brain actually learns, they're remarkably 00:03:10.139 --> 00:03:12.819 consistent. There are common themes. Common themes 00:03:12.819 --> 00:03:15.240 that just show up everywhere. And this is where 00:03:15.240 --> 00:03:17.939 the cheat sheet comes in. Ackerman basically 00:03:17.939 --> 00:03:20.020 says, look, I was going to write my own list 00:03:20.020 --> 00:03:22.979 of principles, but then I realized someone else 00:03:22.979 --> 00:03:25.520 already did all the heavy lifting. Enter MD Merrill. 00:03:25.759 --> 00:03:28.000 MD Merrill. And we're going back in time for 00:03:28.000 --> 00:03:30.800 this. We are. All the way back to 2002, Merrill 00:03:30.800 --> 00:03:32.919 conducted what's called a metasynthesis. OK. 00:03:33.000 --> 00:03:36.039 So he didn't just invent a theory in a vacuum. 00:03:36.479 --> 00:03:38.879 He looked at all the major instructional theories 00:03:38.879 --> 00:03:41.879 of his time, the real heavy hitters, and he just 00:03:41.879 --> 00:03:44.560 looked for the common denominators. He asked, 00:03:45.120 --> 00:03:48.120 what do all the successful models have in common? 00:03:48.219 --> 00:03:50.759 And he boiled it all down to five things, the 00:03:50.759 --> 00:03:53.780 first principles of instruction. Just five. And 00:03:53.780 --> 00:03:56.539 Akramy's point. writing this years later, is 00:03:56.539 --> 00:03:58.539 that these principles haven't aged today. They 00:03:58.539 --> 00:04:01.219 are the DNA of good teaching. I love that. The 00:04:01.219 --> 00:04:03.120 DNA. It doesn't matter if you're teaching with 00:04:03.120 --> 00:04:06.719 a VR headset or a chalkboard. That DNA has to 00:04:06.719 --> 00:04:09.180 be there. So our mission today is to walk through 00:04:09.180 --> 00:04:12.199 these five principles. And for you, listening, 00:04:12.699 --> 00:04:14.599 I want you to think about this selfishly. If 00:04:14.599 --> 00:04:17.100 you're trying to learn a language or coding, 00:04:17.370 --> 00:04:21.389 or how to bake sourdough, use this as your checklist. 00:04:22.110 --> 00:04:24.509 If what you're doing doesn't have these five 00:04:24.509 --> 00:04:27.490 things, it's probably not gonna work. Use it 00:04:27.490 --> 00:04:29.670 as a filter against all the noise. Okay, let's 00:04:29.670 --> 00:04:32.589 do it. Principle number one. Merrill calls this 00:04:32.589 --> 00:04:34.790 problem -centered learning. And the definition 00:04:34.790 --> 00:04:37.610 is pretty simple. Learning is promoted when learners 00:04:37.610 --> 00:04:40.170 are engaged in solving real -world problems. 00:04:40.550 --> 00:04:43.449 This feels obvious, but I think traditional education 00:04:43.449 --> 00:04:45.350 gets this wrong constantly. We usually start 00:04:45.350 --> 00:04:48.509 with a topic, right? Welcome to history. Open 00:04:48.509 --> 00:04:51.589 to chapter one. Exactly. Or, you know, in a corporate 00:04:51.589 --> 00:04:53.730 setting. Welcome to the cybersecurity seminar. 00:04:54.170 --> 00:04:56.449 Here is the definition of phishing. The problem 00:04:56.449 --> 00:04:58.629 with that is it's abstract. The brain is just 00:04:58.629 --> 00:05:00.990 sitting there going, why does this matter? Where 00:05:00.990 --> 00:05:03.290 do I file this? So Merrill's saying flip it. 00:05:03.490 --> 00:05:04.949 Start with the problem. Start with the whole 00:05:04.949 --> 00:05:06.970 task. Don't just teach the little components 00:05:06.970 --> 00:05:10.230 in isolation. Show the learner the complete problem 00:05:10.230 --> 00:05:12.449 they need to solve. Give me an example. If you're 00:05:12.449 --> 00:05:14.990 teaching someone to fix a car, don't start with 00:05:14.990 --> 00:05:17.290 a lecture on the history of the combustion engine. 00:05:17.769 --> 00:05:20.189 Start with, the car won't start. It's making 00:05:20.189 --> 00:05:23.589 this clicking sound. How do you fix it? That 00:05:23.589 --> 00:05:25.589 immediately engages a totally different part 00:05:25.589 --> 00:05:27.649 of your brain. You go from passive listening 00:05:27.649 --> 00:05:30.870 to like detective mode. It creates a cognitive 00:05:30.870 --> 00:05:33.329 gap. The learner thinks, oh, I don't know how 00:05:33.329 --> 00:05:37.050 to do that. And that gap creates curiosity. It 00:05:37.050 --> 00:05:39.629 creates a reason to learn the content you're 00:05:39.629 --> 00:05:42.120 about to share. And Ackerman connects this back 00:05:42.120 --> 00:05:44.439 to all those innovative models. He says they 00:05:44.439 --> 00:05:46.720 might use fancy tech, but if they aren't centered 00:05:46.720 --> 00:05:49.579 on a real -world problem, they're just... Solutions 00:05:49.579 --> 00:05:52.199 looking for a problem. Right. If you're using 00:05:52.199 --> 00:05:55.300 an iPad just to use an iPad, but you aren't solving 00:05:55.300 --> 00:05:58.019 a real problem with it, you're violating principle 00:05:58.019 --> 00:06:00.459 one. Okay, so we've got our problem. That brings 00:06:00.459 --> 00:06:03.620 us to principle number two, activation. Learning 00:06:03.620 --> 00:06:06.259 is promoted when existing knowledge is activated 00:06:06.259 --> 00:06:09.399 as a foundation for new knowledge. Foundation. 00:06:09.660 --> 00:06:12.160 That feels like the key word there. It's everything. 00:06:12.319 --> 00:06:14.459 Think about building a house. You can't start 00:06:14.459 --> 00:06:16.860 with the roof. You have to build on what's already 00:06:16.860 --> 00:06:19.980 there. Activation is about respecting the fact 00:06:19.980 --> 00:06:22.300 that the learner is not a blank slate. But let 00:06:22.300 --> 00:06:24.720 me play devil's advocate. Yeah. What if I am 00:06:24.720 --> 00:06:27.079 a blank slate? What if I'm learning something 00:06:27.079 --> 00:06:30.240 totally new like quantum physics? I have no existing 00:06:30.240 --> 00:06:33.100 knowledge there. Uh, but you'd be surprised. 00:06:33.639 --> 00:06:36.100 You might not know the math, but you understand 00:06:36.100 --> 00:06:39.699 concepts like energy or movement or uncertainty. 00:06:40.500 --> 00:06:43.199 A good teacher finds those metaphors. They'll 00:06:43.199 --> 00:06:45.279 say, OK, you know how a spinning coin is kind 00:06:45.279 --> 00:06:47.759 of both heads and tails until it lands? Hold 00:06:47.759 --> 00:06:50.579 that thought. That's a little like a superposition. 00:06:50.899 --> 00:06:54.100 Ah, OK. So activation isn't just a quiz on yesterday's 00:06:54.100 --> 00:06:56.620 lesson. It's about building a bridge from the 00:06:56.620 --> 00:06:58.720 old world in someone's head to the new world 00:06:58.720 --> 00:07:01.009 you're trying to show them. Exactly. You're warming 00:07:01.009 --> 00:07:03.569 up the neural networks. If you just dump new 00:07:03.569 --> 00:07:05.670 information on top without connecting it to anything, 00:07:05.910 --> 00:07:08.410 it just slides right off. There are no hooks 00:07:08.410 --> 00:07:10.389 for it to grab onto. And the teacher's job is 00:07:10.389 --> 00:07:12.870 to help you find those hooks. Right. Sometimes 00:07:12.870 --> 00:07:14.610 we know things, but we don't realize they're 00:07:14.610 --> 00:07:17.209 relevant. The teacher helps organize our own 00:07:17.209 --> 00:07:19.689 prior knowledge. And if you skip this step to 00:07:19.689 --> 00:07:21.730 save time, you're actually slowing everything 00:07:21.730 --> 00:07:24.910 down. Makes total sense. OK, on to principle 00:07:24.910 --> 00:07:27.930 three. This is one that I feel is missing in 00:07:27.930 --> 00:07:31.470 so many online courses. Demonstration. Learning 00:07:31.470 --> 00:07:33.629 is promoted when new knowledge is demonstrated 00:07:33.629 --> 00:07:36.250 to the learner. The classic show don't tell. 00:07:36.389 --> 00:07:38.889 It is, but let's go a little deeper. Because 00:07:38.889 --> 00:07:41.350 telling is the default setting for most instruction, 00:07:41.569 --> 00:07:43.870 isn't it? Lectures, text, bullet points. Merrill 00:07:43.870 --> 00:07:46.410 is saying, no, for learning to stick, there has 00:07:46.410 --> 00:07:48.730 to be a portrayal of the skill. But it's not 00:07:48.730 --> 00:07:50.889 just about showing the perfect finished product, 00:07:51.009 --> 00:07:52.910 is it? No, and that's actually dangerous. If 00:07:52.910 --> 00:07:55.689 I only show you the perfect final result, I'm 00:07:55.689 --> 00:07:58.769 hiding the entire process. Demonstration means 00:07:58.769 --> 00:08:01.850 modeling the thinking. Showing the messy middle. 00:08:02.009 --> 00:08:04.269 The messy middle. For example, let's say I'm 00:08:04.269 --> 00:08:07.250 teaching a team to handle difficult client calls. 00:08:07.810 --> 00:08:10.810 Telling is giving them a script. Demonstration 00:08:10.810 --> 00:08:14.350 is me role -playing a call, but, and this is 00:08:14.350 --> 00:08:17.389 the key part, I vocalize my internal monologue. 00:08:18.069 --> 00:08:20.209 I say, okay, notice how his voice went up there. 00:08:20.509 --> 00:08:22.569 I'm feeling defensive, but I'm going to pause, 00:08:23.269 --> 00:08:25.730 take a breath. And now I'm going to ask a question 00:08:25.730 --> 00:08:27.949 instead of arguing back. Oh, that's powerful. 00:08:28.550 --> 00:08:30.730 You're making the invisible thoughts visible. 00:08:30.910 --> 00:08:33.789 Yes. You're demonstrating the cognitive moves, 00:08:33.830 --> 00:08:36.570 not just the outcome. Otherwise, the learner 00:08:36.570 --> 00:08:38.750 sees the end result and just thinks it's magic. 00:08:38.789 --> 00:08:40.850 They don't see the mechanics. And this ties back 00:08:40.850 --> 00:08:43.470 to Ackerman's frustration. A lot of these new 00:08:43.470 --> 00:08:46.090 frameworks are all theory. They talk about learning. 00:08:46.230 --> 00:08:47.929 They talk about learning instead of just showing 00:08:47.929 --> 00:08:50.129 how to do the thing. Merrill cuts right through 00:08:50.129 --> 00:08:52.450 that. Just show me. If you can't show me, you 00:08:52.450 --> 00:08:55.009 aren't teaching me. So we have the problem. We've 00:08:55.009 --> 00:08:56.490 activated what we already know. We've watched 00:08:56.490 --> 00:08:59.090 the expert do it. Yeah. So now it's my turn. 00:08:59.649 --> 00:09:02.629 Principle number four. Application. Learning 00:09:02.629 --> 00:09:04.870 is promoted when new knowledge is applied by 00:09:04.870 --> 00:09:07.309 the learner. This is the shift from passive to 00:09:07.309 --> 00:09:09.570 active. This is where the rubber meets the road. 00:09:10.330 --> 00:09:13.870 You simply cannot learn by watching. You can 00:09:13.870 --> 00:09:17.149 gain awareness, sure, but you cannot build competence. 00:09:17.629 --> 00:09:19.870 You have to do the thing. But this is also where 00:09:19.870 --> 00:09:22.509 it gets scary, right? Because the first time 00:09:22.509 --> 00:09:25.169 I apply it, I'm going to be bad at it. You are, 00:09:25.230 --> 00:09:27.830 and that's part of the process. But Merrill talks 00:09:27.830 --> 00:09:30.980 about scaffolding here. The application phase 00:09:30.980 --> 00:09:33.460 isn't just, OK, good luck, figure it out. Right. 00:09:33.779 --> 00:09:36.340 It's a guided process. It's like training wheels 00:09:36.340 --> 00:09:38.779 on a bike. OK, I get that. First, you try it 00:09:38.779 --> 00:09:41.460 with my help. I'm right there to catch you. Then 00:09:41.460 --> 00:09:43.940 I step back a little bit. Then a little more. 00:09:44.220 --> 00:09:47.519 The coaching slowly fades as your competence 00:09:47.519 --> 00:09:49.460 grows. I feel like in the corporate world, we 00:09:49.460 --> 00:09:51.480 skip this constantly. We do the lunch and learn, 00:09:51.539 --> 00:09:53.259 watch the PowerPoint. And then we go back to 00:09:53.259 --> 00:09:55.220 our desks and never actually apply the new skill 00:09:55.220 --> 00:09:57.360 until the stakes are really high. And then we're 00:09:57.360 --> 00:09:59.669 surprised when the training didn't stick. It 00:09:59.669 --> 00:10:01.950 didn't stick because the neural circuit was never 00:10:01.950 --> 00:10:04.070 actually fired by the learner. They never had 00:10:04.070 --> 00:10:06.610 to retrieve the info and use it. You can call 00:10:06.610 --> 00:10:08.850 your classroom student -centered, but if the 00:10:08.850 --> 00:10:10.549 students are just sitting there listening, they 00:10:10.549 --> 00:10:12.570 aren't applying a thing. It's the difference 00:10:12.570 --> 00:10:14.909 between watching a workout video and actually 00:10:14.909 --> 00:10:17.409 doing the push -ups. Exactly. Only one of them 00:10:17.409 --> 00:10:20.230 builds muscle. Which brings us to the final step, 00:10:20.990 --> 00:10:22.850 the one that sort of circles everything back. 00:10:23.389 --> 00:10:27.210 Principle five, integration. Learning is promoted 00:10:27.210 --> 00:10:30.250 when new knowledge is integrated into the learner's 00:10:30.250 --> 00:10:32.230 world. How is that different from application? 00:10:32.309 --> 00:10:34.710 They sound pretty similar. They are, but there's 00:10:34.710 --> 00:10:38.149 a crucial shift in context. Application is practice, 00:10:38.690 --> 00:10:41.049 usually in a safe environment, like the classroom 00:10:41.049 --> 00:10:44.169 or the training session. Integration is transfer. 00:10:44.210 --> 00:10:46.590 Transfer. It's taking that skill and walking 00:10:46.590 --> 00:10:49.860 out the door with it into your real life. So 00:10:49.860 --> 00:10:51.860 application is hitting golf balls at the driving 00:10:51.860 --> 00:10:54.320 range. And integration is playing a full round 00:10:54.320 --> 00:10:57.980 on the actual course. Or, even better, it's deciding 00:10:57.980 --> 00:11:00.139 to go play golf on your weekend because you want 00:11:00.139 --> 00:11:02.759 to, without your coach telling you to. It's when 00:11:02.759 --> 00:11:05.360 the learner takes ownership. The so -what factor. 00:11:05.799 --> 00:11:08.200 That's it. If the learning stays in the classroom, 00:11:08.399 --> 00:11:11.120 it wasn't really learned. It was just memorized. 00:11:12.000 --> 00:11:14.539 Integration is when you use that skill to solve 00:11:14.539 --> 00:11:17.220 those real -world problems we talked about back 00:11:17.220 --> 00:11:20.419 in Principle 1. I see the circle now. We started 00:11:20.419 --> 00:11:23.659 with a real -world problem, and we end by integrating 00:11:23.659 --> 00:11:26.440 the solution into our real world. And if you 00:11:26.440 --> 00:11:28.559 start with a fake problem, like a worksheet, 00:11:29.000 --> 00:11:31.779 you can't integrate the solution because it doesn't 00:11:31.779 --> 00:11:34.539 fit anywhere in your actual life. This whole 00:11:34.539 --> 00:11:37.940 framework, it's just so cohesive. It's like a 00:11:37.940 --> 00:11:40.600 chain. And if you break one link, The whole thing 00:11:40.600 --> 00:11:43.080 just falls apart. That's the beauty of it. And 00:11:43.080 --> 00:11:45.620 that's why Ackerman is arguing so passionately 00:11:45.620 --> 00:11:47.379 against the labeling game. He's saying, look, 00:11:47.440 --> 00:11:49.879 we have the map. Merrill gave it to us in 2002. 00:11:50.440 --> 00:11:53.259 Why are we trying to reinvent geography every 00:11:53.259 --> 00:11:55.600 single school year? It really does solve that 00:11:55.600 --> 00:11:57.899 divergent pedagogies problem, doesn't it? It 00:11:57.899 --> 00:12:00.259 does, because you can have a project -based classroom 00:12:00.259 --> 00:12:02.200 that follows these principles. You can even have 00:12:02.200 --> 00:12:04.159 a lecture -based classroom that follows them, 00:12:04.679 --> 00:12:06.720 as long as the lecture is the demonstration and 00:12:06.720 --> 00:12:08.799 it's followed by application. The labels don't 00:12:08.799 --> 00:12:11.710 matter. The mechanics matter. So if I'm a listener, 00:12:13.049 --> 00:12:15.750 say I'm a manager trying to upskill my team or 00:12:15.750 --> 00:12:19.009 I'm a parent helping my kid with homework, how 00:12:19.009 --> 00:12:21.269 do I actually use this tomorrow? You just treat 00:12:21.269 --> 00:12:24.370 it as a diagnostic checklist. As you're planning 00:12:24.370 --> 00:12:27.549 something, you ask yourself, one, have I identified 00:12:27.549 --> 00:12:30.909 a real problem they care about? Two, have I connected 00:12:30.909 --> 00:12:33.929 it to what they already know? Three, am I showing 00:12:33.929 --> 00:12:37.259 them how to do it or just telling them? Four, 00:12:37.460 --> 00:12:39.559 do they have time to try it themselves with my 00:12:39.559 --> 00:12:42.620 help? And five, how will they use this next week 00:12:42.620 --> 00:12:44.919 when I'm not around? And if the answer is no 00:12:44.919 --> 00:12:46.919 to any of those? Then you have a hole in your 00:12:46.919 --> 00:12:50.200 boat and no amount of innovation or fancy tech 00:12:50.200 --> 00:12:53.019 is going to fix that leak. It's actually really 00:12:53.019 --> 00:12:55.100 liberating to hear that. It gives you permission 00:12:55.100 --> 00:12:58.139 to stop worrying about being cutting edge and 00:12:58.139 --> 00:13:00.860 just focus on being effective. That's Ackerman's 00:13:00.860 --> 00:13:02.860 message in a nutshell. Decide what we should 00:13:02.860 --> 00:13:05.799 do and just do it. We waste so much energy debating 00:13:05.799 --> 00:13:07.820 the theory that there's no energy left for the 00:13:07.820 --> 00:13:09.679 actual practice. It goes back to what you said 00:13:09.679 --> 00:13:12.139 earlier about the noise. If we filter everything 00:13:12.139 --> 00:13:14.259 through these first principles, the noise just 00:13:14.259 --> 00:13:18.059 quiets down, becomes very quiet and very focused. 00:13:18.259 --> 00:13:19.860 I want to leave everyone with a final thought, 00:13:20.000 --> 00:13:23.100 something to chew on that really comes from Ackerman's 00:13:23.100 --> 00:13:26.200 frustration. We've established that Merrill identified 00:13:26.200 --> 00:13:29.080 these principles in 2002. Ackerman is writing 00:13:29.080 --> 00:13:32.460 about them again in 2018 -2024. The science hasn't 00:13:32.460 --> 00:13:35.419 changed. The DNA of how we learn is stable. It's 00:13:35.419 --> 00:13:37.139 one of the few things in the world that really 00:13:37.139 --> 00:13:39.879 is. So here is the question. If we have had the 00:13:39.879 --> 00:13:44.059 recipe for good teaching for over 20 years, why 00:13:44.059 --> 00:13:47.779 does the entire system schools, corporate training, 00:13:48.139 --> 00:13:50.960 universities continue to obsess over innovative 00:13:50.960 --> 00:13:54.059 labels and divergent models instead of just mastering 00:13:54.059 --> 00:13:56.960 the basics. Why is the new thing always more 00:13:56.960 --> 00:13:59.159 seductive than the effective thing? That's the 00:13:59.159 --> 00:14:01.120 million dollar question. Maybe because mastering 00:14:01.120 --> 00:14:03.159 the basics is hard work and buying a new model 00:14:03.159 --> 00:14:05.360 just feels like a shortcut. But as we've learned 00:14:05.360 --> 00:14:07.559 today, there are no shortcuts. No shortcuts, 00:14:07.740 --> 00:14:09.779 just first principles. Thanks for diving in with 00:14:09.779 --> 00:14:12.059 us today. Go out there, ignore the labels, and 00:14:12.059 --> 00:14:13.620 just learn. We'll see you next time.