Nick Covington

@covingtonedu.bsky.social

Dad. Iowan. Former HS social studies teacher. (PFP illustrated by Farimah Khavari)

On developmental range: "There is no knowledge or skill that exists as an entity in the brain of a person, ready to be deployed once retrieved, and there is no 'level' of skill or learning that, once achieved by a person, becomes a durable, stable property of that person moving forward."

Nick Covington@covingtonedu.bsky.social · 3y ago

👀 Dr. Immordino-Yang sent me a manuscript for her latest lead authored article, "Weaving a Colorful Cloth: Centering Education on Humans’ Emergent Developmental Potentials", to be released in AERA's upcoming Review of Research in Education. Time to dig in! 🚀

This sentiment would carry more weight, I'd imagine, if young people spent 12,000 hours brushing their teeth between the ages of 5-18. But they do not. They *do*, however, spend that much time at school and for MANY kids it's not a good or positive experience. We can and should do better.

Jonathan Mountstevens@mrmountstevens.bsky.social · last yr.

I wonder what would appear on a word cloud of what kids say about going to bed, eating vegetables or brushing their teeth, but we don't stop thinking those things are good for them.

The distinction between learning and schooling is a well-worn trope, but how responsive are we to what that actually means in practice for learners in school? All kids are voracious & capable learners, but for many the "student" mask fits awkwardly. "Studenting" is the problem, not learning.

"It is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc, which is taught and studied because it may be useful at some time in the future, has this effect..."

"[In traditional education the] assumption is, that by acquiring certain skills and by learning certain subjects which could be needed later (perhaps in college or perhaps an adult life) pupils are as a matter of course made ready for the needs and circumstances of the future. Now 'preparation' is a treacherous idea. In a certain sense, every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience.

"One trouble is that the subject matter in question was learned in isolation, it was put as it were, in a watertight compartment...It is contrary to the laws of experience that learning of this kind, no matter how thoroughly ingrained at the time, should give genuine preparation." 🔥

One trouble is that the subject matter in question was learned in isolation, it was put as it were, in a watertight compartment. When the question is asked, then, what has become of it, where has it gone to, the right answer is that it is still there in the special compartment in which it was originally stowed away. If exactly the same conditions recurred as those under which it was acquired, it would also recur and be available. But it was segregated when it was acquired and hence is so disconnected from the rest of experience that it is not available under actual conditions of life. It is contrary to the laws of experience that learning of this kind, no matter how thoroughly ingrained at the time, should give genuine preparation."

"Almost everyone has had occasion to look back upon his school days and wonder what has become of the knowledge he was supposed to have amassed during his years of schooling, and why it is that the skills he acquired have to be learned over again in changed form in order to stand him in good stead."

"Almost everyone has had occasion to look back upon his school days and wonder what has become of the knowledge h was supposed to have amassed during his years of schooling, and why it is that the technical skills he acquired have to be learned over again in changed form in order to stand him in good stead. Indeed, he is lucky who does not find that in order to make progress, in order to go ahead intellectually, he does not have to unlearn much of what he learned in school."

this is incredibly abnormal and scary. always a possibility this decade, extremely bizarre to experience in real time. we’ve got important stuff loaded in the car, not going anywhere at the moment because by all accounts traffic is already very bad www.spokesman.com/stories/2026...

Thousands evacuated in north Spokane as wildfire crosses river into city

A wildfire driven by high winds has jumped the Spokane River and is threatening neighborhoods near and within the city of Spokane.

spokesman.com

"Researchers at the University of Chicago studied the impact of removing police and shifting to restorative practices at CPS high schools and found declines in school-based arrests and high-level discipline violations. Students said they felt a stronger sense of safety and belonging."

Chicago to slash funding earmarked for schools that replaced police with restorative justice programs

At the same time CPS is cutting funding for Whole School Safety Plans, the district plans a new push to help all schools implement a 2024 policy that requires social-emotional learning, maintaining at...

chalkbeat.org

ACLU: SROs a Growing Problem in Iowa — "Black students in Iowa make up 7 percent of the population but account for 13 percent of referrals and 21 percent of arrests, even though national studies indicate that Black students do not actually misbehave or commit crimes in schools at a higher rate."

ACLU of Iowa Report Finds SROs a Growing Problem in Iowa - ACLU of Iowa

SROs impose harms upon students—especially Black students and students with disabilities—instead of keeping them truly safe.

aclu-ia.org

Get rid of your imposter syndrome (which tends to afflict smart people more than dumb people anyway). NO ONE is a "real expert." You have every right to be there. And you can make an enormous difference if you're in the room at the right time. Get involved. Participate. You can matter.

I get that the "factory model" analogy is overplayed and ahistorical and I avoid it as much as possible...that said...you can make no better case for the factory model analogy than the arguments made in the COVID-era about school as the building students go to produce testable academic outcomes.

Nick Covington@covingtonedu.bsky.social · last wk.

Re-reading (and re-living) the period of 2020-2022 is like a fever dream whose consequences we've forgotten, flattened, and displaced onto so many convenient scapegoats.