Starting PhD student pro tips:
- Keep a backlog of “small ideas” that you don’t find the time to work on. Soon enough you will be asked to supervise undergrad students in some capacity, and these ideas will be exactly what they need to get started.
(read: if people consistently don’t buy your idea, consider that they may be correct)
(but probably submit anyway - better to aim high and fail than to aim low)
(P.S.: still working on this one myself - I may get there in retirement)
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A #prodmgmt thread 👇
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Sum up Product Management in 4 words or less. \U0001f609
— Product School (@productschool) April 10, 2020
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\u201cWithout data, you\u2019re just another person with an opinion.\u201d
— Product School (@productschool) July 22, 2020
-W. Edwards Deming
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MVP (Minimum Viable Product) or MLP (Minimum Lovable Product)? \u2764\ufe0f
— Product School (@productschool) July 6, 2020
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UI/UX are not just add-ons for a product. They\u2019re critical elements that need care, research, and a Product Manager\u2019s full attention.
— Product School (@productschool) July 12, 2020
Sorry - a bit of a brain dump post - but I'd appreciate any responses and/or directions towards any applicable research.@Suchmo83 @Mr_AlmondED @TimRasinski1 @ReadingShanahan @mrspennyslater @TheReadingApe @PieCorbett @ReadingRockets @teach_well
— Mr Leyshon (@RyonWLeyshon) February 4, 2021
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
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