The Learning Code

https://youtu.be/HDi7qOhECW8

You 'Ve Lost That Lovin Feelin

The Righteous Brothers

The 25 Best Songs

Cynthia Weil, Barry Mann, Phil Spector

UMG, Believe Music (on behalf of G Records); UNIAO BRASILEIRA DE EDITORAS DE MUSICA - UBEM, BMI - Broadcast Music Inc., SOLAR Music Rights Management, ABKCO Music, Inc., ARESA, Sony ATV Publishing, LatinAutorPerf, LatinAutor - SonyATV, BMG Rights Management (US), LLC, CMRRA, and 14 Music Rights Societies

https://thelearningcode.school.blog/2020/09/17/we-believe-in-you/

https://youtu.be/qrpvq6xef2A

Imagine

Boyce Avenue

Cover Sessions, Vol. 4

John Lennon

Studio71_2_5 (on behalf of 3 Peace Records); IMPEL, Downtown Music Publishing, LatinAutorPerf, UMPI, UNIAO BRASILEIRA DE EDITORAS DE MUSICA - UBEM, LatinAutor - UMPG, Global Music Rights LLC, EMI Music Publishing, and 14 Music Rights Societies

https://thelearningcode.school.blog/2020/09/17/we-believe-in-you/

https://youtu.be/2YapAxPfRyI

Lean On Me (with John Legend, Stevie Wonder & Paul Shaffer and the Hall of Fame Orchestra) (Live)

Bill Withers

WMG; BMI - Broadcast Music Inc., LatinAutorPerf, UMPG Publishing, UNIAO BRASILEIRA DE EDITORAS DE MUSICA - UBEM, LatinAutor - UMPG, and 6 Music Rights Societies

https://thelearningcode.school.blog/2020/09/17/we-believe-in-you/

https://youtu.be/oKFtsnc5E84

Rise Up

Andra Day

Rise Up

WMG (on behalf of Warner Records Label); ARESA, CMRRA, LatinAutorPerf, BMG Rights Management (US), LLC, Abramus Digital, LatinAutor - PeerMusic, and 11 Music Rights Societies

https://thelearningcode.school.blog/2020/10/23/not-a-chinamans-chance/

01:00 Steve thinking about financial independence and career trajectory

06:00 Process of Discovery of Students Needs Requires more time than an Agenda Item

10:00 (bottom base level tier) Conquering College - > Get Paid to Learn -> Classroom to the Bank ie. building content via Zoom Meetings (top tier)

14:00 Development of Personal vs Professional Vision Statement

17:00 center content creation vs mentorship

24:00 Scholarship money to extend education to learn more deeply

31:00 Steve’s Motivation for getting involved w TLC

34:30 Henry’s Motivation for getting involved w TLC

38:00 Jeff’s motivation for getting involved w TLC - “if student knows how to learn and has compelling reason why to learn, everything else is for their taking” - conquering college - access information for them to learn deeply - critique the system w CRT w how to navigate this

44:00 metacognitive analysis life long learning, empowering our views empowering our audience members what i might call professional learner by becoming

45:00 jeff get out of online video learn how to achieve community, create highly valuable videos that saves people ENERGY and TIME “we force students to recreate the wheel for every single student bc we do not address fundamental learning needs” not the best but healthiest version of themselves bc not a hierarchy

46:00 jeff’s elevator pitch - empower students to, leverage online videos compelling intriguing valuable online content to allow them develop professional learning

49:00 what’s it mean to be a professional learner systems in place to reflect on modulate and change

54:00 negative 1 draft of our answers to those 1-2 start to compose a single document w our group answer to that, put constraints on that document that they are short and succinct. writing focus on what you heard

73:00 Jeff’s response to Paul Tough’s analysis of college ethos. laws that get passed by congress entire governmental infrastructure that get implemented the law, that become systemic policy

80:00 outlast the tenure working hypothesis how i treat students that are actively harmful. find spaces majority of working life build student success

84:00 CRT and Learning Science racism is so baked into the structures of our system, will allow us to be able to identify the weakness points - what students need to succeed regardless of what - racism insights towards larger form of progression that exist all of a sudden i can make policy in my class - interpersonal and intrapersonal

https://thelearningcode.school.blog/

Youtube Recording of this Meeting: https://youtu.be/keuZ6cdQino

https://thelearningcode.school.blog/2020/10/23/not-a-chinamans-chance/

teach each other something per meeting: writing / content creation, adobe premiere take long clip and cut it in the sections

how to best leverage these meetings

Henry looking to communicate with David so that he takes a closer look at info, David the double-agent

10:30 Jeff’s doubts in system navigation, purposefully slowing things down

14:00 Henry major lesson: prepare for registration dates, and registration holds

16:00 learning deeply - lesson how to learn - Jeff’s progress load and ability - didn’t have to think about content just think about study skills

20:00 psych of success better to be a big fish in a small pond - string of small wins than a string of big losses

24:00 how to progress so that it’s attainable - thinking like a 9 y.o in a 35 y.o body - thinking like a college graduate while still in college

27:00 Funding college ed. independently and w wiggle room - what’s that end game

32:00 Steve PhD planning - age constraints - “i read math in my free time”

35:00 highschool math instructor credential process

38:00 PhD to give you options - can i get a masters in preparation for graduation -

44:00 find out all your options chain of assumptions that go into testing -if i do well on this test - i do well on this class - get a degree - if i have a good life i will be happy and die - tunnel vision

46:00 i still have a worst case scenario option

48:00 what’s your baseline Steve? want a family

52:00 if we don’t finish our degree will we be screwed, one of the things that released a lot of pressure was that I will be okay - escape that dynamic,

54:00 dynamite of motivation - think through worst fear and still be okay - what would i do to survive the worst case scenario i can get through on day to day basis and rebuild overtime

56:30 levels blue collar jobs - work there until i get my real estate then

1:00:00 career trajectory identify worst - construction tech fire fighter police officer nursing -

1:03:00 - motivation

1:10:00 got some units took all the classes they need to take met min qualifications

1:13:00 many people who get CC job do years of part time teaching work - road warriors

1:23:00 hard work

46:00 “was it the institution, who boo’d the idea of going into education. CC, state, UC, private schools. Donohue act in 1960s the law that implement california master plan, the mechanism by which california puts into code, higher ed are stratified. my CC my tenure requirements i do 100% teaching i don’t have to be publishing when my colleagues come into my classrooms they are looking for effective teachers. there is a very real focus on teaching, it could be a detractor - the next step up is primarily undergraduate institutions PUI aka CSU grant bachelors and masters degree 80% teaching 20% research. in greater bay area it’s more like 50% 50% - think about 1 blog post, now generate theory no body has seen before going to conferences getting grants

classic stories will write random people in the field - anonymous who have likely read your papers - out of your control as somebody going into that position you have to be writing people a lot this model this is based on the income of the university in order to stay in that job you need to get the feedback from people getting to know you Uc’s research is 80% 20% private institutions really skew this private institution have huge endowments. SJ mercury the largest land owner of bay area the amount of land they have just by themselves the river of VC and small money is stupid - stanford will poach the best academics in the world and then they will guarntee those people who don’t teach these classes -if you are at UCB - then you have

53:00 ACADEMIC ARMS RACE  0 teaching load in order to get the best talent systemic structures that make it in the financial interest of your faculty to incentivize educational experiences, and center or focus on the research bend bc there’s so much money involved in that - private industries - when students get out of their education and ready for that professional thinking a whole pathway and it’s really really difficult to get tenure in these institutions there are people who get tenure at 42y.o and it’s young. now you risen to the pinnacle of this thing it’s not my freaking problem - high ed was not founded for social justice move this was founded for rich white land owners in 1700s you can not get into a sematary school unless you white and a man. 1930s land grant build education then 1940 GI bill lets subsidize training for these folks so they can go back into 1950-1970 we as a society started to accept structures of Higher education who were never able to attend previously, while that’s happening there are social inequalities that sit behind that, who are the gate keepers in our ed system that really control that system run - policy makers govern the amount the founding - personnel is policy the actual decisions a fauclty member as a daily basis a lot of the chlalneges there’s a misalignment. a conscious dissonance between advertisement - why should you go to UCB vs Foothill College. get paid more

59:00 they are invested in your education, incentives I do not blame, human empathy - they are doing what’s right for them - i couldn’t make that decision for myself i can see being conscious of that injustice unhealthy for me and the type of life i wanted to create my family turn my mind off i would have to propagate it i would have to do in my own classes what i so detested i saw I enroll in the system get chewed up i refuse to play that game, not for the 1 %. it’s doing exactly what it’s designed to do, empowering subset of people.

1:01:00 it would be a lot more honest if we said, UCB, we can’t design the system KQED forum karl weinman nobel laureate in physics https://www.kqed.org/forum/2010101860027/nobel-laureate-carl-wieman-wants-to-to-end-the-college-lecture

In university, we are conditioned to let go of many things we hold so close & dear to our heart. We often learn languages and subjects our family and friends know very little about. We have to spend hours on end learning these subjects, all while learning how to learn in ways we were never required to before. Remember your values and who you are. You make the school, the school does not make you.

Official Music Video: https://youtu.be/fp7mdSMNQB0

I Am a Poor Wayfaring Stranger (from "1917")

Jos Slovick

SME (on behalf of Sony Classical); UMPG Publishing, and 4 Music Rights Societies

this clip is 62:28-82:46 from Meeting #6 

Nested Sequence 10 Position Yourself To Learn!  Leverage Old Ideas In Innovative Ways -  treat your questions importantly -  make advocates, not adversaries -  active learning increases student performance STEM, not lecturing Scott Freeman -  do no harm - doctor knowing the drug is hurting someone - willfully blind - these are some of the smartest people in the world -  system - educational psychology and cognitive science

Dip into our Writing: thelearningcode.school.blog

Gaze over our Youtube videos: http://tiny.cc/learningischange