Saturday, March 15, 2014

How to get TRANSCRIPTS of TEDx Talks (using Tony Wagner's TEDx NYED talk as an example)

Some of us have discovered that the TED talks have TRANSCRIPTS and translations of the transcripts.

But what happens when a TEDx talk is given?  Where is the transcript for those talks?

Somewhere on the Internet, someone has generated the transcript.  So I searched:  text transcript tony wagner tedxNYED

Here is the result:

    So how many of you are educators, past, present, or future? Raise your hands. Good. I'm in the right place. I'm a recovering high school English teacher.
    to have reviewer educators past present future a chance good grief I'm in the right place I'm a recovering high school English teacher (...) young people thank you
    Connect with Friends and the World For More Information Please Visit For More Free Movies, Videos, Software and Other's Please Visit ...
  4.   Cached
    The interactive transcript could not be loaded. ... 47:38 TonyWagner ... Tony Wagner at TEDxNYED by TEDxTalks 49,542 views;
    Play, passion, purpose: Tony Wagner at TEDxNYED dinle veya Play, passion, purpose:Tony Wagner at TEDxNYED mp3 indir. Play, passion, purpose: Tony Wagner atTEDxNYED ...
Perfect!   The segment that I wanted started around 9:25 and went for about 3 minutes.

What do Bill Gates, Edwin Land, 
the inventor of Polaroid instant camera, 
Mark Zuckerburg a Facebook fame, 
and Bonnie Raitt, the folk singer, all four have in common? 
(Audience) College dropouts.
Sorry, they were not dropouts, 
they were Harvard College dropouts! 
That's different! Thank you very much.
You know Steve Jobs is a dropout, Michael Dell is a dropout.
These guys were Harvard dropouts.
So I decided to take a different tactic.
Trying to understand what must we do differently 
to develop the capacities of many more 
of our young people to be innovators.
What must we do as parents, as teachers, 
as mentors, and as employers.
Started interviewing a wide range of innovators in their 20s.
Extraordinary young people.
Range some from privileged, some from poverty.
Wide range. All over the country.
Some in STEM fields, some in arts, 
some were social innovators and entrepreneurs.
Then I interviewed each one of their parents.
Trying to understand if there were 
patterns of parenting that I might observe.
Then I asked each one of them, 
"Is there a teacher or a mentor 
who's made a significant difference in your life?" 
One third of them, one third, 
could not name a single teacher.
Of the two thirds who could, 
they could name at least one teacher.
The third that couldn't name a teacher 
could always name a mentor by the way.
Very important.
We underestimate the importance of mentoring.
So I went and interviewed each one of those teachers and mentors.
And I made, what was for me, a shocking discovery.
In every single case, the teachers whom I interviewed -- 
and I interviewed teachers from elementary school to graduate school.
The full spectrum.
In every case, every one of those teachers 
was an outlier in his or her school setting.
In fact, I went to five colleges.
Harvard, MIT, Stanford, Carnegie Mellon, Tulane.
All five of those college teachers 
having produced brilliant innovators and continued to do so, 
none of them had tenure 
nor were they ever going to get tenure.
What's the problem here? 
Well, what I came to learn 
is that the culture of schooling, 
as we have grown up with it, 
is radically at odds with the culture of learning 
that produces innovators in five central respects.
No. 1, we celebrate and award individual achievement, 
and sure there's an important place for that, 
but, as you well know, innovation is a team sport.
And all of these teachers built real, accountable teamwork 
and collaboration in all of their assignments.
No. 2, we are all about specialization in American education.
High school, universities are divided and conquered 
by something we call Carnegie units, 
which are 115 years old.
Chemistry this, biology that, and so on.
The world of innovation is interdisciplinary.
And problem-based learning.
Judy Gilbert at Google, she said to me, 
if there's one thing educators must understand, 
is that problems can no longer be solved 
nor even understood 
within the bright lines of academic disciplines.
No. 3, the culture of schooling is all about 
risk aversion and penalizing failure.
Students' job is to figure out what the teacher needs.
Give the teacher whatever the teacher wants.
Teacher's job is to avoid trouble, you know.
We are not encouraged to take risks as educators, right? 
The world of innovation, as you will know, 
is all about taking risks, 
making mistakes, and learning from them.
I went to IDEO, the most 
innovative design company in the world, they said to me, 
"Our motto is, 'Fail early and fail often.'" 
That's because there is no innovation without trial and error.
I went to the D School started by David Kelley from IDEO, 
an amazing interdisciplinary program at Stanford.
They were talking around a table together saying, 
"You know we are actually thinking F is the new A." 
Try selling that report card back at your schools.
I talked to a student at Owen College.
Owen is by the way, probably the best 
college in the country right now today.
Every course, interdisciplinary, 
team based, project based -- extraordinary place.
Talked to a student at Owen, he said, 
"You know, we don't even talk about failure much here.
We talk about iteration." 
Heck, I don't think I knew what the word meant five years ago.
But it's become something so important as a concept to me.
In learning, there are no mistakes, there are iterations.
Although I have to ask you, how many of you learn 
more from your mistakes than your successes.
Raise your hands.
Yeah, me too. God, that hurt sometimes.
That's painful.
But the point is, we protect children 
in school, we protect children at home, 
the helicopter parents hover.
They don't want their children to make mistakes 
lest their perfect record become blemished in some way.
But that's the only source of real self-confidence.
That you can learn that you can recover from a mistake.
And you don't wanna learn that when you're 35, 
because it hurts a lot more then.
The fourth one. You know, the culture of learning 
is so much about passive consumption.
In fact I think that's where we all learn 
to be good little consumers, in school.
Because we sit and get all day long.
The classrooms of innovators are all about creating.
Creating real products for real audiences.
Lastly and most important, 
we rely on extrinsic incentives for learning.
Carrots and sticks. Money for good grades.
The world of innovation, these young innovators, 
every one of them whom I've interviewed, 
was far more intrinsically motivated.
They want to make a difference in the world.
And so then when I look back at what these parents had done 
and what these teachers had done to encourage 
this intrinsic motivation, I found another pattern.
Play to passion to purpose.
Parents and teachers alike encouraging more exploratory play, 
fewer toys, toys without batteries, less screen time, 
more time that was unstructured. Get out, and play.
Parents who encouraged students to find and pursue a passion, 
who knew that was more important than mere academic achievement.
Teachers who encourage students, made time in every class 
for students to do projects, to do research, to do experimentation, 
to find and pursue an intellectual or artistic passion.
And every case as these kids have developed passions, 
they morphed, they changed, they evolved 
into a deeper sense of purpose.
Because parents and teachers alike said one thing: 
"Give back. Make a difference." 
And all of them have that value, 
want, in some way, to make a difference.
So what does this mean for our work? 
Well, we can have a lot of long conversations 
about how the system needs reinventing.
I've written some things about that.
But, you know, I come back to what each one of us can do.
And I come back to the idea that, first of all, 
we have to be innovators in our teaching, 
and in our mentoring. We have to model 
the values, the behaviors of innovation.
We have to, in our teaching, be willing to take risks.
Be willing to learn from mistakes.
Work more collaboratively with our colleagues.
But I think above all, 
maybe what's most important for me is that I, 
as a teacher and a mentor, now think much more about 
where and how am I encouraging 
the play, the passion, and the purpose 
in everything that I do with the young people.
Thank you very much.


Where did some of these transcripts come from?  Norman

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