Things I’m unconvinced by
Many useful ideas become less useful when repeated without their conditions. This collection examines claims that are common enough to influence practice but broad enough to deserve qualification.
The aim is a more precise claim than the slogan it started as.
Each entry asks:
- What is the strongest version of the claim?
- Where does it hold?
- Where does it break?
- What evidence matters?
- What would be a more precise formulation?
The claims
16 claims, bounded
Showing 16 of 16 claims
- ImplementationNo. 01Usually said
“Flexible furniture creates flexible learning”
More preciselyMovable tables make regrouping cheaper. A routine is what makes it happen.
Where it holds, where it breaks - DesignNo. 02Usually said
“Good UX removes friction”
More preciselyRemove the friction in the interface. Keep the difficulty in the material.
Where it holds, where it breaks - SystemsNo. 03Usually said
“Innovation should be novel”
More preciselyAn innovation is new to its setting and better there. Novelty in the world is optional.
Where it holds, where it breaks - LearningNo. 04Usually said
“Engagement is evidence of learning”
More preciselyEngagement is a condition for learning, not a measure of it.
Where it holds, where it breaks - ImplementationNo. 05Usually said
“The teacher’s desk is just furniture”
More preciselyMove the desk and you move the front.
Where it holds, where it breaks - DesignNo. 06Usually said
“Empathy is user research”
More preciselyEmpathy motivates research. It does not replace observation.
Where it holds, where it breaks - SystemsNo. 07Usually said
“Dashboards create visibility”
More preciselyA dashboard shows what was measured. Visibility needs a question and an action.
Where it holds, where it breaks - LearningNo. 08Usually said
“Personalisation is inherently learner-centred”
More preciselyPersonalisation serves learners when it adapts to what they know, not to what they prefer.
Where it holds, where it breaks - ImplementationNo. 09Usually said
“Best practice transfers across contexts”
More preciselyA practice travels when the conditions that made it work travel with it.
Where it holds, where it breaks - DesignNo. 10Usually said
“Design thinking is a five-step process”
More preciselyThe five modes are a teaching scaffold. The work is framing the problem.
Where it holds, where it breaks - SystemsNo. 11Usually said
“Slack is waste”
More preciselySome slack is waste. Some is the ability to change course later.
Where it holds, where it breaks - ImplementationNo. 12Usually said
“Professional development changes practice”
More preciselyTraining changes practice when it continues into the classroom.
Where it holds, where it breaks - DesignNo. 13Usually said
“Multi-functional furniture solves small rooms”
More preciselyAn item that does two jobs saves space only when the jobs do not compete.
Where it holds, where it breaks - ImplementationNo. 14Usually said
“Successful pilots should be replicated faithfully”
More preciselyScale the load-bearing parts faithfully. Let the rest adapt, on purpose.
Where it holds, where it breaks - DesignNo. 15Usually said
“Technology makes a room future-ready”
More preciselyA room is ready for the activities it was designed for, not for “the future”.
Where it holds, where it breaks - ImplementationNo. 16Usually said
“A good plan specifies the outcome and the path to it”
More preciselySpecify where cause and effect are known. Where they emerge, shape the conditions and probe.
Where it holds, where it breaks