(Topics 71-133)

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(Topics 71-133) by Mind Map: (Topics 71-133)

1. 71. Lectures at night, homework during the day

1.1. The rise of free online lectures

2. Mind map with Topics 1-70

3. This is a WikiMap

3.1. Anyone can contribute

3.2. Please don't change the headings

4. 72. Beyond the Khan Academy

4.1. Digital delivery of information will permeate every nook and cranny of what we learn

4.2. Without school to establish the foundation and push and pull and our students, the biggest digital library in the world is useless

5. 73. Here comes Slader

5.1. Connect the data with people (human tutors and teachers and parents) who can actually pay attention when attention is needed

6. 74. The role of the teacher’s union in the post-industrial school

6.1. What’s needed from the teacher is no longer high-throughput lectures or test scoring or classroom management

6.2. What’s needed is individual craftsmanship, emotional labor, and the ability to motivate

6.3. The role of the teacher in this new setting is to inspire, to intervene, and to raise up the motivated but stuck student

7. 75. Hoping for a quality revolution at the teacher’s union

8. 76. Emotional labor in the work of teachers

8.1. Connection revolution sets the table for a return of emotional labor

9. 77. Making the cut, the early creation of the bias for selection (early picks turn into market leaders)

9.1. Lesson to the kids is obvious: early advantages now lead to bigger advantages later

10. 78. First impressions matter (too much)

11. 79. Why not hack?

11.1. Hackers: passionate experimenters eager to discover something new and willing to roll up their sleeves to figure things out

12. 80. American anti-intellectualism

13. 81. Leadership and Followership

13.1. Leadership isn’t something that people hand to you

13.2. Leadership is a gradual process, one where you take responsibility years before you are given authority

14. 82. “Someone before me wrecked them”

14.1. School serves a real function when it activates a passion for lifelong learning, not when it establishes permanent boundaries for an elite class

15. 83. Some tips for the frustrated student

15.1. Grades are an illusion

15.2. Your passion and insight are reality

15.3. Your work is worth more than mere congruence to an answer key

15.4. Persistence in the face of a skeptical authority figure is a powerful ability

15.5. Fitting in is a short-term strategy, standing out pays off in the long run

15.6. If you care enough about the work to be criticized, you’ve learned enough for today

16. 84. The two pillars of a future-proof education

16.1. Teach kids how to lead

16.2. Help them learn how to solve interesting problems

16.3. Leadership involves initiative, and in the connected world, nothing happens until you step up and begin, until you start driving without a clear map

17. 85. Which comes first, passion or competence?

17.1. School is at its best when it gives students the expectation that they will not only dream big, but dream dreams that they can work on every day until they accomplish them

18. 86. “Lacks determination and interest”

19. 87. Hiding?

19.1. Connected economy demands people who won’t hide, and it punishes everyone else.

20. 88. Obedience + Competence ? Passion

20.1. Formula doesn't work

20.2. Passion often arrives from success

21. 89. A shortage of engineers

22. 90. Reading and writing

22.1. In the connected age, reading and writing remain the two skills that are most likely to pay off with exponential results

22.2. Reading is the way we open doors

22.3. If you want to teach kids to love being smart, you must teach them to love to read

22.4. The effective writer in the connected revolution can see her ideas spread to a hundred or a million people

23. 91. The desire to figure things out

23.1. Desire to make things, to figure things out and to make a difference

24. 92. Because or despite?

24.1. Did they reach their level of accomplishment and contribution because of what they are taught in school, or despite it?

25. 93. Schools as engines of competence or maintainers of class?

25.1. Give a kid a chance to dream, though, and the open access to resources will help her find exactly what she needs to know to go far beyond competence

26. 94. College as a ranking mechanism, a tool for slotting people into limited pigeonholes

26.1. The goal is to get in (and possibly get out), but what happens while you’re there doesn’t matter much if the goal is merely to claim your slot

26.2. In connected world, we care a great deal about what you’ve done, less about the one-word alumnus label you bought

27. 95. The coming meltdown in higher education (as seen by a marketer)

27.1. The valuable things people take away from college are interactions with great minds (usually professors who actually teach and actually care) and non-class activities that shape them as people

28. 96. Big companies no longer create jobs

28.1. Pick yourself

29. 97. Understanding the gas station question

29.1. Learn how to be usefully wrong

30. 98. The cost of failure has changed

30.1. A great use of the connection economy is to put together circles of people who challenge each other to be wronger and wronger still—until we find right

30.2. Instead of certainty and proof and a guarantee, our future is about doubt and fuzzy logic and testing

31. 99. What does “smart” mean?

31.1. Our economy and our culture have redefined “smart"

32. 100. Can anyone make music?

32.1. Real music education involves teaching students how to hear and how to perform from the heart… not to conform to to a rigorous process that ultimately leads to numbness, not love

33. 101. Two kinds of learning

33.1. Real learning happens when the student wants (insists!) on acquiring a skill in order to accomplish a goal

34. 102. History’s greatest hits: Unnerving the traditionalists

34.1. How many kids leave school caring to know?

35. 103. This is difficult to let go of

35.1. If we can give kids the foundation to dream, they’ll figure out the grammar and the history the minute it helps them reach their goals and make a difference

36. 104. The situation

36.1. Real learning happens in bursts, and often those bursts occur in places or situations that are out of the ordinary

37. 105. If you could add just one course

38. 106. The third reason they don’t teach computer science in public school

38.1. Computer programming is directed problem solving

39. 107. An aside about law school

40. 108. School as the transference of emotion and culture

40.1. Learning is frightening for many because at any step along the way, you might fail

41. 109. What great teachers have in common is the ability to transfer emotion

42. 110. Talent vs. education

42.1. our responsibility is to amplify drive, not use lack of talent as a cheap excuse for our failure to nurture dreams

43. 111. Dumb as a choice

43.1. Today, dumb is a choice, one that’s made by individuals who choose not to learn

44. 112. The schism over blocks

44.1. Build a generation of creative and motivated leaders

45. 113. Completing the square and a million teenagers

45.1. What did you "figure out" today?

46. 114. Let’s do something interesting

46.1. 98 percent is spent on preparing for tests

47. 115. Getting serious about leadership: Replacing Coach K

47.1. Is there a better way to learn than by doing?

48. 116. Higher ed is going to change as much in the next decade as newspapers did in the last one

49. 117. This Is Your Brain on the Internet: The power of a great professor

49.1. Teaching students how to learn, not how to be perfect.

50. 118. Polishing symbols

50.1. If you’re unable or unwilling to build bridges between the real world and symbols, you can’t make an impact on the world

51. 119. My ignorance vs. your knowledge

51.1. Goal has to be creating a desire (even better, a need) to know what’s true

52. 120. Seek professional help

52.1. Get better at things that matter

53. 121. Home schooling isn’t the answer for most

54. 122. Some courses I’d like to see taught in school

55. 123. The future of the library

55.1. The library is no longer a warehouse for dead books

55.2. Library ought to be the local nerve center for information

56. 124. Thinking hard about college

57. 125. The famous-college trap

57.1. Famous colleges are part of the labeling and ranking system, but have virtually nothing to do with the education imparted or the long-term impact of the education received

58. 126. The SAT measures nothing important

59. 127. “I’m not paying for an education, I’m paying for a degree”

59.1. But did anyone actually learn anything?

60. 128. Getting what they pay for

60.1. As long as students and their parents pay money for famous, and as long as famous is related to TV and to sports, expect to see more of it

61. 129. Access to information is not the same as education

61.1. College: place to grow

62. 130. Whose dream?

62.1. Our dream for our kids, the dream of 1960 and 1970 and even 1980, is for the successful student, the famous college, and the good job

62.2. That dream is gone

62.3. When we let our kids dream, encourage them to contribute, and push them to do work that matters, we open doors for them that will lead to places that are difficult for us to imagine

62.4. Our job is obvious: we need to get out of the way, shine a light, and empower a new generation to teach itself and to go further and faster than any generation ever has

63. 131. How to fix school in twenty-four hours

63.1. Don’t wait for it. Pick yourself. Teach yourself. Motivate your kids. Push them to dream, against all odds.

63.2. Learn and lead and teach. If enough of us do this, school will have no choice but to listen, emulate, and rush to catch up.

64. 132. What we teach

64.1. When we teach a child to make good decisions, we benefit from a lifetime of good decisions

64.2. When we teach a child to love to learn, the amount of learning will become limitless

64.3. When we teach a child to deal with a changing world, she will never become obsolete

64.4. When we are brave enough to teach a child to question authority, even ours, we insulate ourselves from those who would use their authority to work against each of us

64.5. And when we give students the desire to make things, even choices, we create a world filled with makers

65. dad