Quotes About Learning

Dijkstra pointed out that no one's skull is really big enough to contain a modern computer program (Dijkstra 1972), which means that we as software developers shouldn't try to cram whole programs into our skulls at once; we should try to organize our programs in such a way that we can safely focus on one part of it at a time.

An algorithm gives you the instructions directly. A heuristic tells you how to discover the instructions for yourself, or at least where to look for them.

some relatively brief survival experiences were in many ways more challenging than some lengthy ones. What is important about an event is not its duration but what survivors discover from the journey.

The ECLS data do show, for instance, that a child with a lot of books in his home tends to test higher than a child with no books.

When failure is demonized, people will try to avoid it at all costs—even when it represents nothing more than a temporary setback.

Deliberate practice has three key components: setting specific goals; obtaining immediate feedback; and concentrating as much on technique as on outcome.

That is in part because the very words "education reform" indicate that the question is "What's wrong with our schools?" when in reality, the question might be better phrased as "Why do American kids know less than kids from Estonia and Poland?" When you ask the question differently, you look for answers in different places.

Consider the kind of questions that kids ask. Sure, they may be silly or simplistic or out of bounds. But kids are also relentlessly curious and relatively unbiased. Because they know so little, they don't carry around the preconceptions that often stop people from seeing things as they are. When it comes to solving problems, this is a big advantage.

But a mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home-based inputs are lacking, there is only so much a school can do.

It's much better to ask small questions than big ones.

Every time we pretend to know something, we are doing the same: protecting our own reputation rather than promoting the collective good. None of us want to look stupid, or at least overmatched, by admitting we don't know an answer.

It has long been said that the three hardest words to say in the English language are I love you. We heartily disagree! For most people, it is much harder to say I don't know. That's a shame, for until you can admit what you don't yet know, it's virtually impossible to learn what you need to.

A moral compass can convince you that all the answers are obvious (even when they're not); that there is a bright line between right and wrong (when often there isn't); and, worst, that you are certain you already know everything you need to know about a subject so you stop trying to learn more.

Pay attention to how people respond; if their response surprises or frustrates you, learn from it and try something different.

namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home

Mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education.

income and education are strongly correlated

Muchos de nuestros descubrimientos pueden no ser de mucha utilidad, incluso puede que no sean concluyentes. Pero eso está bien. Lo que intentamos es iniciar una conversación, no tener la última palabra. Y eso significa que en las páginas que siguen puede encontrar unas cuantas cosas de las que discrepe. De hecho, nos decepcionaría que no las encontrara.

The next time you run into a question that you can only pretend to answer, go ahead and say "I don't know"—and then follow up, certainly, with "but maybe I can find out." And work as hard as you can to do that. You may be surprised by how receptive people are to your confession, especially when you come through with the real answer a day or a week later.

The next time you run into a question that you can only pretend to answer, go ahead and say "I don't know"—and then follow up, certainly, with "but maybe I can find out." And work as hard as you can to do that.

Nor should failure be considered a total loss.

When bad predictions are unpunished, what incentive is there to stop making them?

the gap steadily grows over the second and third grades.

A mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education.