Dan Costellow, Ed.D. (@dancostellow) header
Dan Costellow, Ed.D. (@dancostellow) profile picture

Christian. Doctorate of Ed Leadership. Husband to a beautiful wife. Dad to two great kids. Logan County Public Schools Superintendent. Personal account. 😎

Bowling Green
Joined January 2010
Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)Photo by Dan Costellow, Ed.D. (@dancostellow)
Dan Costellow, Ed.D. retweeted
The problem is not people being uneducated. The problem is that people are educated just enough to believe what they have been taught, and not educated enough to question anything from what they have been taught. —Professor Richard Feynman
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Dan Costellow, Ed.D. retweeted
Before Michael Jordan returned to the NBA with his famous “I’m back” announcement, he climbed out of this Ruby Red 1993 Corvette ZR-1. Now, that same Corvette is on display at the National Corvette Museum. Featured in ESPN’s The Last Dance, this 40th Anniversary ZR-1 represents peak Corvette performance from the early 1990s, packing 405 horsepower from its legendary LT5 engine. But beyond the specs, this car became part of one of the most recognizable moments in sports history. The Jordan ZR-1 is now part of our 'Pop Culture and Corvette: An American Love Affair' exhibition in the Skydome, alongside other Corvettes tied to music, movies, racing, and American culture. See it now through Spring 2027.
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Dan Costellow, Ed.D. retweeted
Clocked. Cleared. Claimed. ZR1X now holds the speed record at NCM Motorsports Park, clocking a 2:02:11 lap time. youtu.be/qK0H28gNmFM
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Dan Costellow, Ed.D. retweeted
It’s Bash week! Kick off Corvette at the Michelin National Corvette Museum Bash on April 23-25. On-site registration will be available. View the full schedule & plan your visit: corvettemuseum.org/bash/
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Dan Costellow, Ed.D. retweeted
A Soviet psychologist walked into a café in 1927 and watched a waiter do something impossible. He remembered every open order at every table. Perfectly. Without notes. Without effort. Then a table paid their bill. She asked him to repeat the order. He couldn't remember a single item. She spent the next two years figuring out why. What she found is now the operating system underneath every platform fighting for your attention. Her name was Bluma Zeigarnik, and she was a graduate student at the time, sitting with her professor Kurt Lewin, watching the waiters work the room. What caught her attention was something so ordinary that it had been happening in restaurants for centuries without anyone asking why. The waiters could remember every open order with perfect accuracy. Table four wanted the schnitzel with no sauce. Table seven had changed their wine twice. Table twelve owed for three coffees and a dessert. Every detail, held without effort, without notes, without any visible system at all. But the moment a table paid their bill, the information vanished. Completely. Lewin tested it on the spot. He called a waiter back minutes after a table had settled up and asked him to recite the order. The waiter could not do it. Not partially. Not approximately. The information was simply gone. Zeigarnik went back to her lab and spent the next two years turning that observation into one of the most replicated findings in the history of psychology. Here is what she proved, and why it changes how you think about attention, memory, and almost every piece of media you have ever consumed. She gave participants a series of tasks. Some tasks they were allowed to finish. Others were interrupted before completion. Then she tested recall across both groups. The unfinished tasks were remembered at nearly twice the rate of the completed ones. Not slightly better. Nearly twice. The brain was holding the incomplete work in a state of active tension, returning to it, keeping it warm, refusing to file it away. The finished tasks were closed, archived, released. The unfinished ones were still running. She called it the resumption goal. When the brain commits to a task and cannot complete it, it opens a file that stays open until resolution arrives. That open file consumes a portion of your cognitive bandwidth whether you are thinking about it consciously or not. It surfaces in idle moments. It pulls at the edge of your attention during other work. It is the thing you find yourself thinking about in the shower when you were not trying to think about anything at all. This is not a flaw in human cognition. It is a feature. The brain evolved to finish things. An open loop is a signal that something important is unresolved. Keeping that signal active increases the probability that you will return to it and complete it. In an environment where most tasks had real survival stakes, this was an extraordinarily useful mechanism. In the modern world, it is the most exploited vulnerability in human attention. Netflix did not invent the cliffhanger. But it industrialized it in a way no medium before it ever had. When a show ends on an unresolved question, it does not just create curiosity. It opens a file in your brain that stays active until the next episode closes it. The autoplay countdown that begins at 15 seconds is not a convenience feature. It is a precise calculation about how long the average person can tolerate an open loop before the discomfort of not knowing overrides every other intention they had for the evening. One more episode is not a choice. It is your brain doing exactly what it was designed to do: return to what is unfinished. The writers who built Lost, Breaking Bad, and Succession understood this intuitively without ever reading a psychology paper. Every episode ended on an open question. Every season finale answered three things and opened five more. The entire architecture of prestige television is a Zeigarnik machine running at industrial scale. But television is not where this gets dangerous. Every notification on your phone is an open loop. Every unread email is an open loop. Every task you wrote on a list and have not yet crossed off is an open loop. Each one is consuming a small but real portion of your available attention, pulling fractionally at your focus, degrading your capacity to be fully present in whatever you are actually doing right now. TikTok's algorithm does not just serve you content you like. It serves you content that ends one loop and immediately opens another, keeping the resumption system permanently activated so the cost of stopping always feels higher than the cost of continuing. The research on this accumulation effect is striking. Psychologists studying cognitive load have found that unfinished tasks do not sit passively in memory. They actively interrupt. They surface at the wrong moments. They are the reason you are reading something and suddenly remember an email you forgot to send. The brain is not malfunctioning. It is running its resumption system exactly as designed. It is just running it across forty open loops simultaneously, in an environment that generates new ones faster than any human nervous system was built to process. The most important practical implication Zeigarnik's research produced is one that most people use backwards. David Allen built his entire Getting Things Done system on the insight that the only way to close a cognitive open loop is to either complete the task or make a trusted commitment to complete it later. Writing something down in a system you actually trust has the same effect on the brain as finishing it. The file closes. The bandwidth is released. This is why writing a task down feels like relief even before you have done anything about it. You have not solved the problem. You have simply told your brain that the loop is registered and will be returned to, which is enough for the resumption system to stand down. The inverse is equally true and far more destructive. Every task that lives only in your head, unwritten and unscheduled, is an open loop burning cognitive resources around the clock. The mental cost is not proportional to the size of the task. A tiny nagging obligation consumes the same active tension as a major project. Your brain does not discriminate by importance. It discriminates by completion. Zeigarnik published her findings in 1927. The paper sat in academic literature for decades before anyone outside psychology paid attention to it. Then television got good. Then the smartphone arrived. Then the entire attention economy was engineered, largely by people who understood intuitively what she had proven scientifically: an open loop is the most powerful hook available to anyone who wants to hold human attention. Netflix knew it. Instagram knew it. Every designer who ever made a notification badge red instead of grey knew it. The café in Vienna is long gone. The mechanism she discovered there is now the operating system underneath every platform fighting for your time. Every "to be continued." Every unread notification. Every thread that ends with "part 2 tomorrow." All of it is the same waiter, the same unpaid bill, the same brain refusing to let go of what it has not yet finished. Zeigarnik noticed it over coffee in 1927. A century later, it is the most valuable insight in the history of media. And nobody taught it to you in school.
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Dan Costellow, Ed.D. retweeted
Powered by a 327 cubic inch V8 producing 300 horsepower and paired with an automatic transmission, this 1965 Corvette Convertible in Rally Red represents a moment when performance and drivability came together to define America’s Sports Car. One supporter of the National Corvette Museum will take it home. Learn more & enter now: corvettemuseum.org/1965-corv…
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We don’t have a classroom management problem. We have an emotional regulation crisis that teachers are being asked to handle. Somehow, “classroom management” has turned into: • de-escalating trauma • supporting anxiety and depression • calming panic attacks • being the counselor, social worker, and crisis team • carrying emotional loads no one sees And then we remove the very things that help like recess, movement, art, play, connection. Teachers aren’t trained for that. They shouldn’t have to be. Classroom management is about relationships, structure, routines, and connection. It was never meant to replace what families, communities, and systems failed to provide. And until we stop offloading every societal failure onto schools, teachers will keep drowning under expectations no human can meet.
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Kids don’t come to school excited about education the way adults think about it. They’re not thinking about tests or standards or where they fall on a chart, especially not in kindergarten. They’re excited about who they’ll talk to, who they’ll sit by, and who they’ll play with. They’re curious about the room, the toys, the books, and the teacher. They’re trying to figure out whether this feels like a place where they belong. When school ignores that and rushes straight to measurement, some kids start disconnecting before we ever notice. That doesn’t suddenly change as they get older. If students don’t see why what they’re learning matters to them, or isn’t taught in ways they can connect with, they check out. Not because they’re lazy or unmotivated, but because information alone doesn’t feel compelling anymore. Facts are everywhere. Meaning is not. What students still need is someone to help them make sense of it and why it matters to them. Good teachers have always understood this. When students get time to play, create, move, and explore, they’re far more willing to do the harder, less exciting work too. The practice. The repetition. The struggle. But when school becomes nothing but work, day after day, students don’t rise to the challenge. They either comply or they disengage. That’s what great teachers understand. Not standards. Not testing. Not pacing guides. Great teachers make learning matter because they know learning is human before it’s academic. Standards can organize a system. Tests can measure a moment. But neither one convinces a student to care. Great teachers do.
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Standardized tests were never designed to capture the full range of how students learn. They were designed to compare performance under identical conditions. Research in cognitive psychology and educational measurement has shown for decades that standardized tests are highly sensitive to factors like: processing speed reading stamina test anxiety working memory load familiarity with test formats In other words, they measure how a brain performs in a narrow, timed environment, not how deeply it understands content. That’s why standardized tests consistently favor certain cognitive profiles: fast processors strong abstract and language-based thinkers students comfortable with pressure and prolonged focus They reward speed, stamina, and format fluency, not curiosity, creativity, reasoning depth, or real-world application. Which leads to a misunderstanding we keep making. Some students test well but disengage from school. Others engage deeply, explain their thinking, apply concepts, and grow , yet struggle on tests. Both can be true. And neither tells you who a student really is. A test score is not a measure of learning capacity. It’s a snapshot of performance under artificial conditions. When we confuse the two, we don’t just misread students. We mis-teach them.
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Dan Costellow, Ed.D. retweeted
Sphere 2025 Year In Review 👀
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Design lives in the details. Every spoke reflects Corvette engineering and performance.
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Dan Costellow, Ed.D. retweeted
My favourite people are seriously unserious.
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Dan Costellow, Ed.D. retweeted
The National Corvette Museum is Adding a New Facility to Preserve its Growing Collection of Historic Corvettes corvetteblogger.com/2025/10/… #Corvette @corvettemuseum
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Dan Costellow, Ed.D. retweeted
The “Leadership Tax” that leaders pay.
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Dan Costellow, Ed.D. retweeted
If you think Tylenol is bad for children’s health what until you see what guns do.
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Dan Costellow, Ed.D. retweeted
10 Secrets of Leaders who never seem stressed
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Friends and Citizens of Logan County, I hope you will take a moment to learn more about the "nickel tax," and why it is more important than ever for the LCS Board of Education to move forward now. sites.google.com/logan.kysch…
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History was made this morning in Bowling Green, KY, as the National Corvette Museum delivered its first 2025 Corvette ZR1 through R8C Museum Delivery. From the manufacturing line to the red carpet, this ZR1 represents the pinnacle of Corvette engineering and design. Every R8C Delivery is a celebration of Corvette legacy, but this one shifts it into the next gear. Welcome to the future of performance. Welcome to America’s Sports Car. Learn more about R8C Museum Delivery: corvettemuseum.org/r8c-deliv…
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