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We should be very careful in thinking about whether we’re working on the right problems. If we don’t, that ties into the problem that we don’t have experimental evidence that could move us forward. We're trying to develop theories that we use to find out which are good experiments to make, and these are the experiments that we build.   We build particle detectors and try to find dark matter; we build larger colliders in the hope of producing new particles; we shoot satellites into orbit and try to look back into the early universe, and we do that because we hope there’s something new to find there. We think there is because we have some idea from the theories that we’ve been working on that this would be something good to probe. If we are working with the wrong theories, we are making the wrong extrapolations, we have the wrong expectations, we make the wrong experiments, and then we don’t get any new data. We have no guidance to develop these theories. So, it’s a chicken and egg problem. We have to break the cycle. I don’t have a miracle cure to these problems. These are hard problems. It’s not clear what a good theory is to develop. I’m not any wiser than all the other 20,000 people in the field.

I’m still asking myself the same question that I asked myself ten years ago: "What is going on in my community?" I work in the foundations of physics, and I see a lot of strange things happening there. When I look at the papers that are being published, many of them seem to be produced simply because papers have to be produced. They don’t move us forward in any significant way. I get the impression that people are working on them not so much because it’s what they’re interested in but because they have to produce outcomes in a short amount of time. They sit on short-term positions and have short-term contracts, and papers must be produced.

The field that I mostly work in is the foundations of physics, which is, roughly speaking, composed of cosmology, the foundations of quantum mechanics, high-energy particle physics, and quantum gravity. It’s a peculiar field because there hasn’t been new data for almost four decades, since we established the Standard Model of particle physics. There has been, of course, the Higgs particle that was discovered at the LHC in 2012, and there have been some additions to the Standard Model, but there has not been a great new paradigm change, as Kuhn would have put it. We’re still using the same techniques, and we’re still working with the same theories as we did in the 1970s.

n contrast to others who are not as prone to divulge their feelings about their creative process

"Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3

The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward

This one sentence summarizes the entire Millennial generation:“I want to be the one who comes up with the idea, not the person who executes on it.”That’s the problemThe world doesn’t need more ideas. Ideas are easy. Ideas are as abundant as air itself.What the world needs is more hands on deck, more doers, more builders — more people who know the value of patience, and who can take something that sounds great in theory and work to bring it to life.Because let me tell you: The way an idea starts is never the way the idea ends.

But others, like this question from the same exam, required logic:

A science test isn’t something that can be mastered just by learning rules. It requires making connections using logic

“We can’t compare this technology to real human students and their ability to reason,”

allow learners to solve relevant issues that matter to them

the team determined a specific goal that they wanted to accomplish by the end of the day

To guide the work time, we observed some classrooms and discussed what we noticed. Based on our goals, we set clear targets and some time boundaries to check in on progress.

learning contracts with the student focused on work that takes the students interests in to account may be helpful.

"Up from Underachievement" by Diane Heacox

Gifted learners are rarely "globally gifted

Each week, two students led a discussion in class on the week's readings and ideas -- and those students determined whether or not their fellow students had met the standards.

she believes students did more work under this system

writing (she read every word, even while not assigning grades) was better than the norm.

Identify the desired outcomes

instructionalstrategies

1.Recognizing similarities and differences

Graphic organizers such as the Venn diagram and Comparison matrix

Other ways I encourage these kinds of discussions includes having students choose their own groupings and books for independent book "clubs" and using the Web as a vehicle to create audio and/or video "book trailers."

Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.

ee the distinction between skills and concepts, you can devise two separate learning strategies for each.

Rule #1: Practice for Skills, Connections for Concepts