What if you could avoid competition forever?

How to Build a Personal Monopoly with @david_perell + @jackbutcher

THREAD👇

Frameworks are useless...

Unless you use them to solve specific problems.

Here are 10 frameworks that'll solve problems for you:

How to choose your next project:

If a project is successful, it should make the rest of your career look like a footnote.

@sama

How to write:

Your creativity is a backed-up pipe of waste water.

And the waste water must be emptied before you get to clear water.

The path to clear water (or great writing) is through bad first drafts.

@julian

How to build a network:

• ATTRACT interesting people to you with your content

• SEARCH for interesting people with your DMs

• STRENGTHEN relationships with Zoom

@chrishlad

How to send the perfect cold email:

• SHORT = keep it under 5 lines

• SPECIFIC to the person + their work

• SPACING = no one reads big blocks of text

@chrishlad

I just interviewed the man who invented Amazon Prime.

He started a business worth $40 billion today and served on Amazon's board for 15 yrs.

Here are lessons from Bing Gordon that'll save you years of mistakes:

When you have a business idea, take action now before it dies.

• Write 1 paragraph about the idea

• Write a 4 slide business plan

• Write your 1st line of code

When you start a job, ask your boss 2 questions:

1) Who is the best boss you've ever had and what does that mean for me?

2) What does top 10% performance look like?

Hold yourself accountable for high achievement.

If you're a cab driver, drive the most miles

if you're a fisherman, get on the best boat.

How to succeed

• Be a learning machine.
• Find a way to maintain high energy

I devoured 50 years of Warren Buffett shareholder letters.

The result?

12 timeless principles from the greatest investor in the world.

Here are the golden nuggets🧵

The Orangutan Effect

"If you sit down with an orangutan and carefully explain to it one of your cherished ideas, you may leave behind a puzzled primate, but will exit thinking more clearly yourself."

Teaching others actually teaches yourself.

2022

The Faulty Premise Framework

“A horse that can count to ten is a remarkable horse - not a remarkable mathematician.”

Beware your comparison set.

Are you judging crappy relative performance or absolute results?

1985

Pick the Right Business Boat

The business boat you get into is more important than how effectively you row.

“When a brilliant management team tackles a business with a reputation for poor fundamental economics, the reputation of the business usually stays intact.”

1985

A Rising Tide Doesn't Lift All Bonuses

"Good performance should be rewarded whether Berkshire stock rises or falls.
Average performance should earn no special rewards even if our stock soars."

Judge for individual performance or risk free riding on group success.

1986

On teaching without grades.
A long-ish (20-tweet) 🧵. Here goes.

So, you know how you write lots of comments on an essay/exam, and the student looks at the grade and never reads the comments? That's because when grades enter the picture, the learning stops. /1

Instead of focusing on learning, there is a lot of negotiation: can we find one or two points on the midterm as the student is just on the verge of A-?

Everyone is just on the verge of the next grade.

And all the evals are not about the class but about the grading. Really? /2

Is the grade at all informative? If you are just below the A- or just above that, is that giving the student any information about how to improve their knowledge or skills? No. t is just a useless, demoralizing & stressful smoke screen /3

Students' abilities, challenges, and learning are multidimensional. Providing feedback on these many dimensions is much more useful for promoting growth and learning than are quantized unidimensional grades. /3.5

There is an alternative: do away with grades. Keep the feedback -- lots of it (this is not less work for us teachers) but never summarize it in a unidimensional uninformative number (unless you absolutely have to). /4

1-Every prof and teacher I know is having a really hard time at end of term. Everyone is overwhelmed. So are our students. So are university staff and administrators (hard to believe, right?) Everyone is working night and day, feeling inefficient, overwhelmed...

2-One way to address this, for those still having classes post-Thanksgiving, is like a friend (everyone's anonymous in this thread: they can out themselves!) who told students, if they wished, they could end their term w all the work they'd done pre-Thanskgiving and be done.

3-Another friend announced post Thanksgiving that the final exam would be "open everything" and they could work together if they wishes as long as they also submitted a signed "study/crib sheet" along w the final. They warned working together might hurt them because it slows.

4-Another friend--genius scholar and prof at an Ivy--had a "PJ day" where they came to class in flannel pjs and students did to and they played them a thank you song for their resilience and care on the guitar (their Covid hobby is learning to play guitar).

5-Another friend called off a week of class and held "open collective off hours" in those slots where anyone could ask and talk about anything--the most responsive week they've had all term and everyone learned far more than usual and it nourished them all.

The #NGSS propose diff experiences 4 Ss n sci classrooms, a ‘practice turn’. Recognizing this, we (Hyunju Lee @LonghurstMax @tjscience Dan Coster @LisaLundgren21 ) sensed a need 4 a survey 4 Ss 2 report their experiencs. Here’s a thread👇abt it 1/n

So what’s a ‘practice turn’? Forman (2018) shared how the practice turn is a move toward emphasizing the professional activities that scientists undertake 2 refine & critique explanations about events that happen in the world #NGSS 2/n

We started from National Academies of Science’s Taking Sci 2 School (2007)/Ready Set Science (2008) 4 Strands of Sci Learning mapped 2 3-D learning in the Frameworks 4 K-12 Sci Ed 2 as features of science classroom experiences we wanted 2 ask Ss abt 3/n

These 4 strands of science learning include 1) Reflecting on Scientific Knowledge 2) Generating Scientific Evidence 3) Participating Productive n Science & 4) Understanding Scientific Explanations 4/n

Next we developed questions 4 our survey w several questions about the 4 strands of learning (see example of questions some of these strands) - trying 2 use language from NAS documents as possible/appropriat 5/n

What does it take to sustain screwiness in the way the world works? Mostly, it's just good people, trying their best to get us to a better place... within constraints which pretty much preclude us actually getting anywhere! A case in point with

These authors come across as hugely committed to something we might all agree upon: improving young people's experiences of physical education through better school-based-interventions. Sounds great? Agreed, & pretty much everything about their study models best practice 🥳

Sadly, established "best practice" involves further embedding the medicalisation of PE as if it should be about the potential contribution of physical activity to everything from quality of life, self-perception & cognition to the likelyhood of becoming healthy & active adults 🤯

We're reminded of the Chief Medical Officer's "recommended guidelines of 60 min of moderate-to-vigorous physical activity (MVPA) per day for healthy growth and development" 👇 This is a focus on what we can easily measure (generic) rather than on what we might value (individual).

We get recognition that PE "is not merely an opportunity for children to engage in PA" but that's linked to its role in "the development of knowledge & skills to foster their PA engagement throughout life" - so further focus on health outcomes. A long way from @meaningfulPE 🙄