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AboutMichael Milone, Ph.D.

Dr. Michael Milone is a nationally recognized research psychologist and award-winning educational writer. He has taught in general and special education programs at all levels and is fluent in American Sign Language. During his career, Milone has been involved in the development of traditional and digital assessments and instructional materials for a broad range of test and curriculum companies. He currently serves as an adviser for Velocity, a new digital learning solution that reinvents personalized instruction.

 

Dr. Milone served on the board of directors of the Association of Educational Publishers (AEP), and was a member of the Literacy Assessment Committee and a past chair of the Technology and Literacy Committee of the International Reading Association. He is the current chair of the Readability Special Interest Group of the International Literacy Association. He contributed to both readingonline.org and Technology & Learning magazine on a regular basis. Three of Dr. Milone's novels have been published, and several applications he has developed are available at the App Store. In his free time, he trains for marathons, triathlons, and other events that are better left to younger people.

Talk the Walk

Posted by Michael Milone, Ph.D.

Wed, Oct 5, 2016 @ 01:50 PM

Self-Talk Helps Kids Succeed

People who have read any of my work know I’m an expert at misappropriating titles, expressions, and other text. The title of this piece is a perfect example of a poorly executed mash up of talk the talk, walk the walk.

In this case, the point I’m making is that talking yourself through complex tasks (the walk) really works. We should be using this process when we teach and also encourage students to do it themselves when they are facing academic and other challenges.

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Topics: General Education, Struggling Students

One Brain, Two Systems

Posted by Michael Milone, Ph.D.

Wed, Sep 21, 2016 @ 01:10 PM

How do we think? It depends.

As you undoubtedly know, thinking about some things is easier than others. Here’s an example based on two related questions.

Question 1: How many days are in a year?

Question 2: How many days are in 80 years?

To answer Question 1, you engage brain System 1. This is a relatively automatic set of responses that require little effort, at least for most people. Once you learn there are 365 days in a typical year, you can retrieve that information effortlessly.

To answer Question 2, you engage brain System 2. Using this system requires more effort and concentration. You might call it higher-level thinking, and it can get complicated.


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Topics: General Education, Struggling Students

High Fidelity for High Technology

Posted by Michael Milone, Ph.D.

Wed, Aug 31, 2016 @ 01:05 PM

Here’s the most excellent example of stating the obvious in the history of educational research. When an intervention is implemented with high fidelity, it is more effective than when it is implemented with low fidelity. Really, it’s that simple … and obvious.

So, what is this fidelity of implementation thing? Simply put, fidelity of implementation describes the extent to which delivery of an instructional practice adheres to the protocol on which it was developed or field tested. Or as my father liked to say when I was fiddling with assembling models as a kid, “Do it the way the instructions say.”

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Topics: General Education, Educational Technology, Intervention

Making Mistakes: It’s a Good Thing

Posted by Michael Milone, Ph.D.

Wed, May 11, 2016 @ 01:10 PM

The essence of learning is change. For learning to take place, there must be a change in behavior, cognition, or emotion. In all cases, learning is change. It's not just a good idea, it's the law. If there is no change, there is no learning.

No, this is not an example of the “appeal to extremes” logical fallacy, also known as reductio ad absurdum. Nor is it evidence that I was raised in a Skinner Box. (The row house in South Philadelphia where I spent my first five years was home to three generations, including a grandmother who was born in Ireland.) Learning equals change.

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Topics: General Education, Educational Technology

You're Not Average

Posted by Michael Milone, Ph.D.

Wed, Apr 6, 2016 @ 12:45 PM

And neither are your students

Pause for a moment before you continue reading. Think about your friends, your family, your students. Think about yourself. Is anyone average? Of course not. All of us are typical in some ways and not-so-typical in others.

Moreover, this typicality is situational. My wife has spent much of her adult life being the shortest (but cutest) person in the room. My family is relatively tall, and so are our friends. When we visited Hong Kong, she was ecstatic because she was taller than most of the women we encountered. When she went shopping, they had lots of things in her size. (I should add that, despite her shopping disability, my wife has accomplished much in her life, and our house is packed with awards she has won as the CEO of a specialty hospital.)

With these two thoughts in mind—no one is average, and comparisons are situational—consider this question: Why is “average” in the statistical sense such a dominant theme in education? Why do so many people, especially policy makers and politicians, insist on ranking students, schools, teachers, and pretty much everything else on a single number, usually the average? The answer, of course, is because it is easy, and because in the past, looking at averages was a reasonable way to approach some challenges.

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Topics: General Education, Educational Technology

Make Assessment a Learning Experience

Posted by Michael Milone, Ph.D.

Wed, Mar 16, 2016 @ 11:30 AM

An Innovative Approach to Meaningful Embedded Assessment

In recent years, assessment has gotten a bad rap because of overuse and misapplication of mandated accountability tests. All of us involved in education, however, know that meaningful assessment is an important aspect of the learning cycle. We are particularly grateful that, in a time of frustration over isolated testing, embedded assessment is finally getting the attention it deserves.

Simply put, embedded assessments are selected learning experiences that are also used to measure a student’s understanding of the content. The assessment task is embedded in the learning experience.

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Topics: General Education, Educational Technology

Growth Mindset in Education: More Than an Attitude

Posted by Michael Milone, Ph.D.

Wed, Mar 2, 2016 @ 01:44 PM

Among the recent trends in education, few are as notable (for the right reasons) as the growth mindset. This belief is, fortunately, very simple to understand. Mental abilities and other talents can be developed through dedication and hard work.

The opposite of the growth mindset is kind of a downer. It’s called the fixed mindset, and it suggests that intelligence, talent, and other abilities are more or less fixed at birth. It doesn’t matter what you do; you aren’t going to get better. (See, I told you it was a downer.)

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Topics: General Education, Educational Technology, Parental Involvement

Keep the Focus on the Learning on Digital Learning Day

Posted by Michael Milone, Ph.D.

Wed, Feb 10, 2016 @ 01:31 PM

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For those of us who have been around for a while, Digital Learning Day (or DLDay), happening February 17, has special significance. I fall into the “around for a while” category because I had both a TRS-80 and an Apple II. How cool is that? I also had long, blond hair, but let’s not dwell on the past.

The special significance of DLDay for us is that so many of our dreams are coming true. Blended learning is a great example. For many years, the technology aspect of education was a little standoffish. Because of limitations of hardware and software, it was challenging to use technology in the ways we thought were most effective.
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Topics: General Education, Educational Technology, Intervention

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