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1/ Let's talk about accelerating expertise. You want to get good. You want to get good fast. How do you do this? In 2008 and 2009 the US Department of Defence convened two meetings on this very topic. Here's what they found. (Hint: the answer is NOT deliberate practice).

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Interesting. This seems similar to the approach we developed at DBC (convergent evolution)! Have students to navigate authentically novel situations. Discover how their mental models differ from an expert's. Minimize opportunities to construct maladaptive models. Feedback.

Cedric Chin

@ejames_c

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@jfarmer

I was waiting for your reaction! I actually had a conversation with

@lesley_pizza

recently — who had come to something similar but for Ultimate (frisbee) coaching. I think there might be something true at the bottom of this.

5:04 PM · Sep 8, 2021TweetDeck

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Well, something deeply true -> deeply adapted for human brains at the bottom of all of this.

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"Minimize opportunities to construct maladaptive models." → HOW?!

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My high-level strategy is something like: - Identify what attitudes/habits make a student (a) easy to teach and (b) hard to teach - Make it obvious (b) won't fly on day 1 - Get students converging to (a) in parallel to subject content - Many early warning systems

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@jfarmer

Apr 19, 2021

The first-day experience of a course is crucial because students use it as a template for everything else: energy, culture, expectations, etc. You'll never have as much leeway as you do on the first day. Seriously, you can do anything! How do you make the most of it?

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