Monday, December 3, 2018

The Full List Of Posts


















Developing Strategies and Technology for Generation and Analysis of Longitudinal High Frequency Data Streams from Faculty and Students


The Layered Classroom Approach to Teaching

Is the Cat Worth Be Saved? or A Curious Case of a Risky Entrepreneur.

Freeing The Schrodinger's Cat: Solving The Mysteries of Quantum Mechanics: part I

The links to all six my applications to the NSF 2026 Big Idea Machine (from August 31, 2018 to October 26, 2018):

1. Entry125253: High Frequency Data Streams in Education

2. Entry124656: objective measures of physics knowledge

3. Entry125317: National database teacher PD

4. Entry124655: role of NSF in funding education

Additional publications are at

For the description of consulting services of
Education Advancement Professionals please visit

Thank you for visiting,
Dr. Valentin Voroshilov

My Mentors taught me:

I also like: "In order to be able to think you have to risk being offensive" by Jordan B. Peterson, because ability to take risk is correlated with curiosity (only curious people are capable of taking risk; people who play it safe have no curiosity). 

(I) Teaching
(A) Groups
5th-graders; 6-th graders; 7-th graders; 8-th graders; 9-th graders; 10-th graders; 11-th graders; 12-th graders; 2-year college students; 4-year college students; university students; school teachers; school administrators; district administrators.
(B) Subjects
Physics for Engineers (two semesters); Elementary Physics (two semesters); algebra, geometry; trigonometry; formal logic; problem solving; group theory (discreet and continuous); methods for teaching science courses; methods for advancing individual teaching practice; managing innovations in education (initiation, implementation, growth, support, assessment, audit).
(II) Managing/Consulting
Assistant to Director of an Institute; Director of Department of computerization and information technologies; Director of Center for Development of City School system; member or a team leader of a group of consults for schools and school districts (initiation, implementation, growth, support, assessment, audit of innovations in education).
(III) Learning
graduated from schools with high GPA; participated in a wide range of extracurricular activities; developed personal approach to teaching (flipped the classroom before the approach was described in publications); published papers on various aspects of advancing education; converted publications into PhD theses and then found an adviser; moved to a country without knowing the language; learned the language; learned how to teach using foreign language; started publishing in foreign language.

am not an idiot or a reckless person. The reason I can allow myself writing what I think, even if that may be critical to a commonly adopted and conventional view, is that my financial situation is sufficient and stable. Of course, I wouldn't mind making more money or be involved in interesting projects (as described in my generic resume). But I do not have to pretend to be someone I'm not to make my living. I am aware of the fact that my chance to find many professionals with similar views is slim. The demand for "professional correctness" is taken to such an extreme that it has become a demand for personal conformity. I also know that the chance that my writing will have a significant effect is negligible. But the butterfly effect exists, so the chance is not exactly zero.

To learn more about my professional experience:

P.S. The majority of my ideas come to me while I am in traffic or in a swimming pool. During the day there is not much time to formalize them in a fashionable way. This blog is the best I can do. Well, so far, let's wait for retirement.