Faculty Learning Day, Jan. 2013 | Nanette Clatterbuck - VoiceTube: Learn English through videos!

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>> ...SO THIS IS THE STUFF I FEEL REALLY CONFIDENT WITH.
BUT BEFORE WE GET STARTED,
BEFORE WE GET YOU ROLLING,
I WOULD LIKE SOME OF YOU-- ALL OF YOU RECEIVED AN OUTLINE,
AND IT SHOULD LOOK VERY UNUSUAL,
BECAUSE THERE SHOULD BE SOME BLANK SPACES.
I'M GONNA DO SOMETHING CRAZY TODAY.
I'M GOING TO ACTUALLY TRY TO MODEL SOME STRATEGIES
AND TECHNIQUES WHILE I SPEAK.
SO...
RULE-- DIRECTION NUMBER ONE IS...
IN AN EFFORT TO MAINTAIN YOUR ATTENTION
AND TO HELP YOU WITH NOTE-TAKING,
I'VE PROVIDED YOU WITH MY NOTES, BUT I'VE LEFT OUT KEY WORDS,
AND WHAT I WANT TO DO
IS TO LISTEN VERY CAREFULLY TO WHAT I SAY
AND WHEN YOU HEAR ME GIVE YOU AN ANSWER
THAT FILLS IN A BLANK, I WANT YOU TO FILL IT IN.
FOR EXAMPLE-- HERE'S THE DRY RUN--
THE TITLE OF MY PRESENTATION
IS "DIFFERENT LEARNING, DIFFERENT TEACHING."
GET IT?
DO YOU SEE WHERE WE'RE GOING WITH THIS?
OKAY, SO I'LL BE DOING THIS THROUGHOUT THE PRESENTATION,
AND SO, WATCH FOR THOSE KEYWORDS
BECAUSE BY THE END OF THE PRESENTATION--
THIS IS A TWO-SIDED HANDOUT--
HOPEFULLY, YOU WILL HAVE ALL THE BLANKS FILLED IN.
NUMBER TWO, SOME OF YOU RECEIVED A CARD WITH A NAME ON IT,
AND AT THIS POINT,
I'M GONNA ASK MY TECH CREW IN HOUSTON UP THERE
TO KICK OVER TO THE WIRELESS,
BECAUSE I HAVE A TENDENCY TO ROAM A BIT.
WHAT I WOULD LIKE FOR YOU TO DO IS...
IF YOU RECEIVED A CARD WITH A NAME ON IT,
I WOULD LIKE FOR YOU TO STAND UP.
I WOULD LIKE FOR YOU TO SAY, "MY NAME IS..."
AND READ THE NAME THAT'S ON THE CARD.
THAT'S ALL YOU HAVE TO DO, ALL RIGHT?
SO, WE WILL START IN THE VERY FRONT ROW,
AND WE WILL JUST WORK SEQUENTIALLY BACK,
AND WE HAVE TO DO THIS VERY QUICK
BECAUSE I KNOW WE'RE GOING TO RUN OUT OF TIME,
AND IT'S GOING TO BE TRAGIC.
SO, WE'LL START RIGHT HERE.
AND...
"I AM..." >> MY NAME IS BEETHOVEN.
>> BEETHOVEN. >> AND STEVEN HAWKING.
>> TOM CRUISE, ONLY BIGGER. >> ONLY BIGGER!
>> HARRIET TUBMAN. >> TOMMY HILFIGER.
>> (man) I AM CHER. (all laughing)
>> THAT GETS AN APPLAUSE!
>> I AM TONY BENNETT. >> I'M PATRICK DEMPSEY.
>> MY NAME IS ERIN BROCKOVICH.
>> HENRY WINKLER.
>> WE'LL GO BACK HERE. >> MY TURN?
I AM ALEXANDER GRAHAM BELL.
>> I AM HANS CHRISTIAN ANDERSEN. >> I AM STEVEN SPIELBERG.
>> I AM MILTON.
>> I AM JACK (indistinct).
>> YES! (all laughing)
>> I AM ORLANDO BLOOM.
>> I AM JAY LENO.
>> I'M GEORGE WASHINGTON. >> I AM VINCE VAUGHN.
>> I AM LOUIS PASTEUR. >> I AM BOB DOLE.
>> I AM BRUCE CHARENDOFF. >> I AM DR. JACK HORNER.
>> AND JOHN IRVING. >> I AM FANNIE FLAGG.
>> (indistinct speaking). >> DANNY GLOVER.
>> I AM PRINCESS BEATRICE. >> I AM GREG (indistinct).
>> I AM TY PENNINGTON. >> I AM JAMIE OLIVER.
>> I'M NELSON ROCKEFELLER. >> I AM SUZANNE SOMERS.
>> I AM HARRY BELAFONTE. >> I AM PAUL (indistinct).
>> I AM WOODROW WILSON.
>> I AM ALEXANDER THE GREAT.
>> I'M ROSY WAGNER. >> I AM DEXTER MANLEY.
>> I AM RONALD REAGAN.
>> I'M GENERAL GEORGE PATTON.
>> I AM OVID. >> WOODY HARRELSON.
>> BETTY ROOSEVELT. >> I'M TERRY BRADSHAW.
>> WHOOPI GOLDBERG. (all laughing)
>> THANK YOU, THANK YOU. >> JAMES (indistinct).
>> ALBERT EINSTEIN. >> FRANKLIN D. ROOSEVELT.
>> I'M JULIUS CAESAR. >> (indistinct speaking).
>> I'M GOYA. >> THOMAS EDISON.
>> I'M LEONARDO DA VINCI.
>> ALL RIGHT-- THANK YOU VERY MUCH!
(clapping) DID WE MISS ANYONE?
OH-- YES!
>> WINSTON CHURCHILL. >> AND ANYONE OVER HERE?
OKAY, HERE'S THE FIRST QUESTION--
WHAT DO ALL OF THESE PEOPLE HAVE IN COMMON?
>> (all) DISABILITIES.
>> AND THOSE OF YOU WITH YOUR CARDS,
I THINK ON THE BACK THERE'S A DESCRIPTOR OF THE TYPE
OF DISABILITY THAT THEY POSSESSED?
>> NO. >> NO, NOT ON YOURS?
ON SOME. >> ON SOME.
>> ON SOME THERE ARE.
I USE THESE IN A CLASS THAT I TEACH,
AND EACH NAME THAT WAS READ...
THERE'S SOME TYPE OF DISABILITY THAT THEY HAVE WORKED WITH.
THERE'S A LARGE MAJORITY OF THE FOLKS IN THIS STACK OF NAMES
THAT HAVE LEARNING DISABILITIES, BUT I'VE ALSO, OVER THE YEARS,
ADDED SOME PHYSICAL DISABILITIES,
SOME HEARING IMPAIRMENTS, SOME VISUAL IMPAIRMENTS,
TO ILLUSTRATE HOW MANY SUCCESSFUL PEOPLE WE HAVE.
IT'S WONDERFUL, AND I LOVE TO CELEBRATE
AND LOOK AT SUCCESSFUL, WELL-KNOWN FOLKS
WITH DISABILITIES.
IT'S SUCH A TRIUMPH, AND THEY'RE GREAT ROLE MODELS.
THE SAD REALITY IS THAT A LOT OF PEOPLE--
MOST PEOPLE WITH DISABILITIES, GROWING UP WITH A DISABILITY,
END UP FEELING SOMEWHAT INVISIBLE.
THEY END UP FEELING NOT QUITE AS POPULAR,
THEY DON'T RECEIVE THE RECOGNITION,
AND ESPECIALLY FOLKS-- AND WE'RE GOING TO TALK A LITTLE BIT
ABOUT FOLKS WITH INVISIBLE DISABILITIES--
REALLY GET LOST IN OUR SYSTEM.
SO TODAY, I'M GOING TO FOCUS ON ACADEMICS,
BUT I WANT YOU TO KEEP IN MIND THAT THERE'S ANOTHER SET
OF CHARACTERISTICS THAT WE WON'T BE COVERING TODAY,
AND THAT HAS TO DO WITH SELF-ESTEEM, CONFIDENCE,
SELF-PERCEPTION, AND SOCIAL SKILLS,
AND THE WAY THAT FOLKS INTERACT WITH THEIR ENVIRONMENT.
THAT'S ANOTHER SET OF ISSUES THAT SO MANY FOLKS
WHO ARE NOT FAMOUS, AS THESE FOLKS ARE.
BUT-- AND I WANT YOU TO BEGIN TO CONNECT THE DOTS.
ONE OF THE THINGS I'M GOING TO DO TODAY
IN ADDITION TO TRYING TO MODEL,
IT IS I WANT YOU TO BEGIN TO CONNECT THE DOTS WHEN I SPEAK
TO SEE HOW ALL OF THESE FOLKS--
THIS WHOLE ISSUE OF UNIVERSAL DESIGN,
ACCESSIBILITY, LEARNING STYLES-- I'LL TELL YOU WHAT.
I HAVE BEEN IN THE FIELD OF SPECIAL ED
OR DEALING WITH FOLKS WITH DISABILITIES
SINCE 1981,
AND I TRAIN TEACHERS AT AQUINAS.
AND HERE'S WHAT I THINK I BELIEVE.
I'M BEGINNING TO-- I DON'T WANT YOU TO COMPROMISE,
I DON'T WANT YOU TO MODIFY YOUR STANDARDS NOR YOUR EXPECTATIONS.
DO YOU KNOW WHAT I WANT YOU TO DO AS TEACHERS?
>> TEACH.
>> UH, I WANT YOU TO TEACH... REALLY, REALLY WELL...
BECAUSE GOOD TEACHING-- EXCELLENT TEACHING--
IS A UNIVERSALLY DESIGNED MODEL OF TEACHING.
IF YOU CAN TEACH REALLY, REALLY WELL,
IT WILL FEEL EFFORTLESS IN TERMS OF MEETING THE NEEDS
OF ALL OF YOUR LEARNERS.
SO, HOW DO YOU DO THAT?
NOW, I'VE BEEN NICE AND SLOW AND EASY,
AND I'M SURE YOU'RE RIGHT WITH ME,
BUT THERE ARE SIX OBJECTIVES THAT I HAVE FOR TODAY
THAT I WANT YOU TO DIAL INTO.
AND HOPEFULLY, WE'LL GET THROUGH ALL OF THEM,
BECAUSE I'M GOING TO CRANK UP MY SPEECH IN A COUPLE MINUTES
AND I'M GONNA START TALKING REALLY FAST.
IT'S A LITTLE BIT TOO FAST-- I HAVE A TENDENCY TO DO THAT--
SOMEONE GIVE ME A SIGN, AND I'LL MODIFY THAT.
BUT HERE'S WHAT I WANT YOU TO LEAVE WITH TODAY.
I WANT YOU TO BE ABLE TO DESCRIBE THE DIFFERENCES
BETWEEN STUDENTS WITH LEARNING DISABILITIES
AND STUDENTS WITH DIFFERENT LEARNING STYLES.
THERE MIGHT BE A BLANK IN THERE THAT YOU WANT TO FILL IN.
PARTICIPANTS WILL BE ABLE TO IDENTIFY THREE DIFFERENT LEARNING STYLES.
PARTICIPANTS WILL BE ABLE TO GENERATE AT LEAST ONE TEACHING STRATEGY
FOR EACH LEARNING STYLE-- HOPEFULLY WE'LL GET THAT FAR.
PARTICIPANTS WILL BE ABLE TO IDENTIFY
THEIR OWN DOMINANT LEARNING STYLE.
PARTICIPANTS WILL BE ABLE TO IDENTIFY THREE WAYS
TO SUPPORT STUDENTS WITH LEARNING DISABILITIES.
AND PARTICIPANTS WILL BE ABLE TO DESCRIBE ONE WAY
THAT NEUROLOGICAL DEVELOPMENT IMPACTS LEARNING.
NOW, THAT'S ABOUT A WEEK-LONG IN-SERVICE.
(audience chuckling) SO, YOU KNOW,
I'M GOING TO BE GIVING YOU AS AN INTRODUCTORY--
WE'RE GOING TO BE GOING THIS FAR OUT
AND ABOUT THIS DEEP IN THE NEXT 45 MINUTES.
I WILL ALSO-- ON YOUR HANDOUT,
THERE ARE SOME RESOURCES THAT YOU CAN EXPLORE
FOR FURTHER LEARNING,
THAT I'LL BE HAPPY TO SUPPLY YOU WITH ADDITIONAL RESOURCES,
IF YOU NEED THEM.
SO, ACROSS THE MIDDLE OF YOUR PAPER, WHAT DOES IT SAY?
>> (all) WHAT, WHY, HOW...
>> WHAT, WHY, HOW-- WHAT, WHY, HOW--
WHAT, WHY, HOW-- WHAT, WHY, HOW.
TODAY, I WANT YOU TO THINK ABOUT--
BECAUSE I'M GOING TO GIVE YOU A LOT OF INFORMATION
IN A SHORT AMOUNT OF TIME,
I WANT YOU TO THINK ABOUT IT AS,
"WHAT IS HAPPENING IN YOUR CLASSROOM?
"WHY IS IT HAPPENING?
"AND HOW DO YOU RESPOND?"
SO, IF YOU REMEMBER NOTHING ELSE,
JUST THINK OF "WHAT, WHY, HOW."
WHEN YOU ENTER YOUR CLASSROOM NEXT WEEK,
THINK ABOUT-- KEEP THOSE THREE WORDS IN THE BACK OF YOUR MIND.
"WHAT AM I TEACHING?"
AND YOU KNOW THAT VERY WELL.
BUT "HOW AM I TEACHING IT?"
AND "WHY AM I TEACHING IT?"
AND THEN, "HOW DO I TEACH IT SO THAT EVERYBODY BENEFITS?"
AND IT'S THAT-- YOU KNOW, "HOW DO I DO THAT"
THAT SEEMS TO BE THE BIG CHALLENGE,
BECAUSE YOU KNOW WHAT YOU'RE TEACHING,
AND YOU EVEN PROBABLY KNOW WHY YOU'RE TEACHING,
BUT TODAY, I WANT TO TALK ABOUT "WHAT, WHY, HOW"
IN TERMS OF "WHAT DO STUDENTS LOOK LIKE WHO AREN'T LEARNING
"IN A TRADITIONAL MANNER?
"WHY DOES THAT OCCUR?
"AND HOW CAN WE HELP THEM?"
SO, EVERYTHING I DO TODAY WILL BE PACKAGED
IN THE "WHAT, WHY, HOW" FRAMEWORK.
DOES THAT MAKE SENSE?
YES-- I ALSO WILL TELL YOU THIS--
I KNOW RIGHT NOW I'M NOT GOING TO HAVE
A LOT OF TIME LEFT OVER FOR QUESTIONS,
SO IF YOU NEED CLARIFICATION THROUGHOUT THE PRESENTATION--
VERY INFORMAL-- VERY OPEN DIALOGUE--
I LIKE TO ENGAGE WITH THE AUDIENCE,
SO PLEASE FEEL FREE TO ASK THOSE QUESTIONS.
NUMBER TWO, THERE'S ONLY ONE THING I CAN'T DO TODAY
THAT I REALLY EMBRACE AS A PRINCIPLE WHEN I TEACH,
AND I THINK I WANT YOU TO CONSIDER THIS,
BUT I CALL IT "FORMATIVE ASSESSMENT,"
AND SOME OF YOU PROBABLY KNOW WHAT THAT MEANS REALLY WELL.
I-- YOU KNOW, WHEN I SAT DOWN TO PREPARE THIS PRESENTATION,
I HAD NO IDEA WHAT TO PREPARE
BECAUSE I DIDN'T KNOW WHERE YOUR KNOWLEDGE BASES WERE.
I DIDN'T KNOW WHAT YOU ALREADY KNEW AND WHAT YOU DIDN'T KNOW.
AND IF YOU WERE IN A CLASS OF MINE,
I WOULD SPEND THE FIRST CLASS SESSION
JUST FINDING OUT WHAT YOU KNOW, BECAUSE FROM THERE--
AND THAT'S SORT OF THE SPECIAL ED MODEL--
WE TAKE YOU FROM WHERE YOU ARE AND THEN WE PUSH YOU LIKE CRAZY
TO GET YOU TO BE WHERE WE WANT YOU TO BE.
BUT I HAVE NO IDEA WHERE YOU ARE,
SO I'M NOT ABLE TO ENGAGE IN THAT FORMATIVE ASSESSMENT PIECE RIGHT NOW.
SO, I'LL HAVE TO APOLOGIZE IN ADVANCE
IF I TALK TOO HIGH OR IF I TALK TOO LOW,
BECAUSE WE JUST DON'T HAVE TIME IN THIS PARTICULAR VENUE
TO ENGAGE IN THAT FORMATIVE ASSESSMENT.
BUT I WILL ENCOURAGE YOU TO PLEASE CONSIDER DOING THAT,
SO THAT YOU KNOW WHO YOUR AUDIENCE IS
WHEN YOU BEGIN TEACHING NEXT WEEK.
DOES THAT MAKE SENSE?
ALL RIGHT, SO WE'LL FIRST TALK ABOUT LEARNING DISABILITIES,
AND THEN WE'LL TALK ABOUT LEARNING STYLES.
SO, HERE'S THE QUICK, QUICK, QUICK DEFINITION
OF A "LEARNING DISABILITY," AND I THINK--
UM, I JUST WANT TO REVIEW IT REALLY QUICKLY,
EVEN THOUGH MANY OF YOU ALREADY KNOW WHAT IT IS
BECAUSE IT SEEMS TO BE THE MOST PREDOMINANT DISABILITY
WITHIN A COLLEGE CAMPUS.
BUT I THINK A LOT OF PEOPLE WILL GROUP ALL DISABILITIES
UNDERNEATH THE "L.D." LABEL,
AND IT'S REALLY IMPORTANT IF YOU ARE READING A PSYCHOLOGICAL REPORT
OR IF YOU HAVE A STUDENT THAT HAS A DIAGNOSED LEARNING DISABILITY,
THAT IT'S A VERY SPECIFIC DISABILITY--
IT'S NOT AN UMBRELLA FOR A BUNCH OF DIFFERENT DISABILITIES, OKAY?
SO, A LEARNING DISABILITY IN THE STATE OF MICHIGAN
IS ONE OF 13 IDENTIFIABLE DISABILITIES.
MOST OF THE NAMES-- MOST OF YOU--
THE CARDS THAT YOU READ
ARE FOLKS WITH LEARNING DISABILITIES,
CHARACTERIZED BY, NUMBER ONE--
AND THIS IS SOMETHING THAT MISS BOWEN MADE REFERENCE TO--
FOLKS WITH LEARNING DISABILITIES--
DIAGNOSED, SPECIFIC LEARNING DISABILITIES--
HAVE AVERAGE TO ABOVE AVERAGE INTELLECTUAL QUOTIENTS,
OTHERWISE KNOWN AS I.Q.
AVERAGE TO ABOVE WITH 100--
I MEAN, YOU KNOW, THESE NUMBERS ARE NOT ETCHED IN STONE,
BUT AROUND 100.
AND WHAT I HAVE FOUND IS THAT STUDENTS WHO PURSUE HIGHER EDUCATION
HAVE A TENDENCY--
UM, THEY'VE GOT THAT SILVER LINING OF A HIGH I.Q.,
SO THEY'RE VERY, VERY BRIGHT,
THEY HAVE A HUGE POTENTIAL FOR LEARNING, BUT FOR SOME REASON,
THEIR NEUROLOGICAL WIRING DOES NOT ALLOW THEM
TO ACHIEVE AT THE LEVEL THAT'S COMMENSURATE WITH THEIR I.Q.
SO, HERE'S THEIR HIGH I.Q.,
AND I ALWAYS LAUGH WHEN I TRAIN TEACHERS,
ESPECIALLY WHEN THEY ARE WORKING WITH MIDDLE SCHOOLERS
OR HIGH SCHOOLERS,
IT'S VERY POSSIBLE TO TEACH A HIGH SCHOOL STUDENT
OR A COLLEGE STUDENT
WHO'S GOING TO HAVE AN I.Q. HIGHER THAN YOURS.
IT COULD BE A STUDENT WITH A DISABILITY
WHOSE I.Q. MAY BE WAY UP HERE,
BUT THEY ONLY PRODUCE WORK AT THAT LEVEL,
AND THAT'S REALLY THE SECOND GROUP OF CHARACTERISTICS
THAT YOU'LL SEE ON YOUR PAPER.
THERE'S A DISCREPANCY BETWEEN THEIR APTITUDE,
OR THEIR I.Q.,
AND THEIR ACHIEVEMENT.
AND THAT'S THE ACHIEVEMENT WHERE THEY NEED ACCOMMODATIONS
AND ADDITIONAL SUPPORT.
THAT PART I THINK YOU PROBABLY KNOW, RIGHT?
OKAY, BUT IT'S IMPORTANT TO NOT CLUMP ALL DISABILITIES
UNDER THAT "L.D." LABEL.
THE OTHER PIECE IS THAT WITH A TRUE SPECIFIC LEARNING DISABILITY,
IT HAS A NEUROLOGICAL BASIS,
AND I'LL TALK MORE SPECIFICALLY ABOUT THAT IN JUST A MINUTE.
THERE ARE SEVERAL DIFFERENT TYPES OF SPECIFIC LEARNING DISABILITIES.
I THINK THE MOST COMMON THAT YOU WILL SEE
IS GOING TO BE STUDENTS
WHO HAVE SOME TYPE OF DYSLEXIA.
UM, "DYSLEXIA" MEANING...
IF WE TAKE THE WORD APART-- "DYS"--
THE PREFIX "DYS" MEANS WHAT?
HUH?
>> (indistinct speaking). >> "DIFFICULTIES," RIGHT?
"D-Y-S"-- THE PREFIX "DYS"?
AND "LEXIA" REFERS TO--
DO WE HAVE ANY--
>> WORDS. >> "WORDS," RIGHT.
SO, "DIFFICULTY WITH WORDS."
TRUE DYSLEXIA IS NEUROLOGICALLY BASED,
UM, AND IT REALLY-- WE BEGIN TO SEE IT AS EARLY AS PRESCHOOL
WHEN STUDENTS HAVE SOUND-SYMBOL RELATIONSHIP PROBLEMS.
THOSE ARE THE RED FLAGS.
THEY HAVE A DIFFICULT TIME RHYMING,
THEY HAVE A DIFFICULT TIME KNOWING THAT "T" SAYS "TUH,"
AND REMEMBERING THAT.
AND THAT'S THE TRUE CLINICAL DYSLEXIA.
UH, BUT SOME STUDENTS HAVE PROBLEMS COMPREHENDING,
AND THEY DON'T HAVE DECODING PROBLEMS,
AND THAT'S MORE OF A LANGUAGE-BASED PROBLEM,
BUT IT STILL FALLS UNDER THE "DYSLEXIC" CATEGORY.
AND I'VE NEVER MET A DYSLEXIC WHO CAN'T READ ANYTHING.
I'VE MET REALLY, REALLY SEVERE BRIGHT DYSLEXICS,
BUT I'VE NEVER MET ANYONE WHO WAS CONSIDERED A "NON-READER."
SO, WHAT WE'RE JUST REALLY LOOKING AT ARE STUDENTS
WHOSE READING LEVELS AREN'T COMMENSURATE WITH THEIR I.Q.
MAKE SENSE?
ALL RIGHT, THE OTHER TYPE OF DISABILITY THAT YOU WILL SEE
IS DYSGRAPHIA.
"DYS" MEANING WHAT?
>> DIFFICULT. >> "DIFFICULTIES," RIGHT?
"GRAPHIA" MEANING-- REFERRING TO WHAT?
THE BASE WORD "GRAPHIC" REFERS TO...?
>> WRITING. >> WRITING, RIGHT.
SO, "DIFFICULTIES WITH WRITING."
SO, WE HAVE STUDENTS WHO MAY BE ABLE TO READ,
THINK, SPEAK REALLY WELL,
BUT FOR SOME REASON, WHEN IT COMES TO TAKING THE WORDS
FROM THEIR BRAIN,
RUNNING DOWN THROUGH THE NEURONS TO THEIR HAND
AND PUTTING IT ON PAPER OR DOWN THROUGH THEIR BODY,
THROUGH THEIR HANDS, MOTOR-WISE, TO THE COMPUTER,
THEY JUST CAN'T PUT THE WORDS TOGETHER
AND EXPRESS WHAT THEY MEAN IN A WRITTEN WAY.
AND AGAIN, WE FIND WAYS TO ACCOMMODATE STUDENTS
WHO HAVE THOSE DIFFICULT-- THOSE CHALLENGES.
AND THEN, THE LAST TYPE OF-- SET OF DISABILITIES--
AND THIS IS GAINING MORE AND MORE RECOGNITION,
ARE STUDENTS WITH DYSCALCULIA, AND THAT IS-- "DYS" MEANING?
DIFFICULTY WITH... >> NUMBERS.
>> NUMBERS, YEAH-- CALCULUS.
AND THESE STUDENTS ARE REALLY EASY TO MISS, BECAUSE THEY READ,
WRITE, THINK, SPEAK PRETTY WELL,
BUT WHEN IT COMES TO MATH, THERE'S A BREAKDOWN.
AND IT'S JUST LIKE DYSLEXIA,
AND IT'S A DIFFERENT NEUROLOGICAL WIRING
THAT MAKES MATH AND NUMBERS VERY, VERY DIFFICULT.
AND I THOUGHT IT WAS IMPORTANT TO GO THROUGH THOSE AREAS.
UM, YOU HAVE OVER 650 IDENTIFIED STUDENTS
WHO RECEIVE D.S.S. SERVICES.
THAT'S PRETTY SIGNIFICANT.
MOST OF THE STUDENTS PROBABLY WILL HAVE SOME SORT OF READING-LANGUAGE DISABILITY,
UM, BUT YOU WILL ALSO FIND THOSE STUDENTS
WHO HAVE THE MATH PROBLEMS, THE WRITING PROBLEMS,
AND STUDENTS WHO WERE NOT DIAGNOSED
WHO HAVE THOSE CHARACTERISTICS.
THEY'RE ALL GOING TO BE IN YOUR CLASSROOM.
AND I TELL THIS TO K-12 TEACHERS AS WELL.
WHEN I FIRST STARTED TEACHING SPECIAL EDUCATION,
IT WAS IN THE EARLY '80s WHEN WE HAD A SELF-CONTAINED ROOMS,
SO WE TOOK ALL THOSE KIDS WITH DISABILITIES
AND PULLED THEM OUT OF GENERAL ED
AND PUT 'EM IN MY CLASSROOM,
AND MOST RECENTLY, NOW, IS THE INCLUSION MOVEMENT,
AND WE'RE SEEING THIS NOW IN HIGHER ED
WHERE THOSE STUDENTS ARE BEING TAKEN AWAY.
YOU KNOW, THOSE "PULL-OUT" PROGRAMS
ARE NOW "PUSH-IN" PROGRAMS,
WHERE THEY'RE STAYING IN THE GENERAL EDUCATION PROGRAMS
AND SPECIAL ED TEACHERS ARE GOING INTO THE GENERAL ED ENVIRONMENT,
HELPING THEM TO REMEDIATE
AS WELL AS ACCOMMODATE THEIR SPECIAL NEEDS.
UM, I'M GOING TO MOVE REALLY QUICKLY
THROUGH THE NEUROLOGICAL PIECE,
BECAUSE I REALLY WANT TO GET THE LEARNING STYLES PORTION OF THIS.
BUT I REALLY WANTED TO TALK A LITTLE BIT ABOUT
THE NEUROLOGICAL INVOLVEMENT
BECAUSE MOST OF THESE DISABILITIES--
THE INVISIBLE ONES-- HAVE A NEUROLOGICAL BASIS.
IT'S REALLY EASY TO FORGET.
AND I ALWAYS TELL TEACHERS, "THE STUDENTS
"WHO I FEEL MOST SORRY FOR, QUITE FRANKLY,
"WITH INVISIBLE DISABILITIES ARE THE ONES WHO ARE GOOD-LOOKING,
"ARTICULATE, AND WELL-DRESSED..."
BECAUSE THEN YOU FORGET EVEN MORE.
AND I KNOW SOMETIMES TEACHERS EVEN WILL LOOK AT STUDENTS LIKE THAT
AND JUST SAY, "WELL, THEY'RE JUST SPOILED."
YOU KNOW, IF THEY DRIVE A NICE CAR
OR THEY COME FROM MONEY,
THEN OF COURSE THEY'RE JUST SPOILED, RIGHT?
AND THEY'RE JUST NOT TRYING BECAUSE EVERYTHING'S HANDED TO THEM.
IT'S REALLY EASY TO JUDGE THOSE STUDENTS
WHEN YOU CAN'T SEE WHAT'S GOING ON NEUROLOGICALLY.
BUT LET ME SHARE WITH YOU--
AND YOU KNOW, AGAIN, I KNOW JUST ENOUGH OF THIS
TO MAKE ME REALLY DANGEROUS--
THAT THE RESEARCH--
AND THE NEUROLOGICAL RESEARCH THAT'S GOING ON,
WHERE THEY'RE ACTUALLY DISSECTING DYSLEXIC BRAINS
IS FASCINATING.
UM, ONE PIECE THAT I THINK IS REALLY IMPORTANT TO THINK ABOUT,
IS THAT IT'S BEEN FOUND IN THE DYSLEXIC BRAIN--
YOU KNOW, TYPICALLY, THERE'S ASYMMETRY IN YOUR HEMISPHERES.
SO, HERE'S YOUR RIGHT HEMISPHERE,
HERE'S YOUR LEFT HEMISPHERE,
AND DEPENDING ON YOUR DOMINANT SIDE,
ONE HEMISPHERE IS GOING TO BE LARGER,
AND THAT'S NORMAL IN A TRADITIONAL BRAIN,
I GUESS YOU WOULD CALL IT.
WHAT THEY'RE FINDING IN THE DYSLEXIC BRAIN
IS THAT THEY'RE FINDING THAT THERE IS BRAIN SYMMETRY.
UM, THAT BOTH HEMISPHERES ARE THE SAME SIZE,
WHICH MEANS THAT WHEN THE INFORMATION GOES INTO THE CORPUS CALLOSUM, RIGHT,
AND THE CORPUS CALLOSUM TRIES TO FIGURE OUT,
"WHERE DO I SEND IT-- INTO WHICH CHAMBER?
"AND WHERE IS IT BEING PROCESSED?"
UM, THAT'S WHERE SOME DIFFICULTIES OCCUR,
BECAUSE IT'S NOT BEEN PULLED TO THE STRONG AREA.
UM, I HAVE ANOTHER PIECE THAT I WON'T GET INTO TODAY,
BUT WHENEVER ANYBODY TALKS ABOUT "LEFT BRAIN, RIGHT BRAIN LEARNING,"
IT'S LIKE NAILS ON A CHALKBOARD BECAUSE IF YOU KNOW--
AGAIN, I KNOW ENOUGH JUST TO MAKE ME DANGEROUS--
BUT YOU KNOW, WHEN YOU LOOK AT HOW COMPLICATED THE BRAIN IS,
YOU REALIZE THAT THERE'S NOT ONLY LEFT BRAIN
AND RIGHT BRAIN FUNCTIONS, BUT THERE'S FRONTAL LOBE,
THERE ARE QUADRANTS THAT HAVE SPECIFIC FUNCTIONS,
AND IT'S SUCH AN OVERSIMPLIFICATION TO SAY,
"WELL, THAT STUDENT'S A RIGHT BRAINED LEARNER,
"SO I'M GOING TO BE MUCH MORE CREATIVE."
I THINK THAT'S GREAT,
AND I THINK YOU'RE ON THE RIGHT TRACK,
BUT IT'S REALLY SORT OF SHORTSIGHTED.
UM, SO, JUST KEEP IN MIND THAT THE BRAIN IS REALLY COMPLEX,
AND IT BECOMES SUPER COMPLEX
WHEN THERE IS AN ALTERNATIVE WIRING SYSTEM,
WHICH IS PROBABLY EVOLUTIONARY, BY THE WAY.
IT'S NOT A "DAMAGED GOODS"-- THEY'RE NOT DAMAGED.
IT'S NOT LIKE THE KID SUSTAINED SOME SORT OF BRAIN TRAUMA,
OR INEFFECTIVE DEVELOPMENT.
THERE ARE CASES WHERE STUDENTS
WHO HAVE HAD SOME DEVELOPMENTAL ISSUES,
BUT IN YOUR GOOD OLD DYSLEXIC BRAIN--
YOUR TYPICAL DYSLEXIC BRAIN--
THERE SEEMS TO BE EVIDENCE THAT THE BRAIN EVOLUTION
HAS ALWAYS EMBRACED THIS ALTERNATIVE WIRING,
SO IT'S NOT LIKE-- AND I KNOW THAT THERE ARE SOME AUTOIMMUNE ISSUES
AND I KNOW THAT THERE ARE ENVIRONMENTAL FACTORS
THAT ARE LEADING TO AN INCREASE--
A SPIKE IN SOME OF THE DISABILITIES,
BUT YOUR GOOD OLD TRUE CLINICAL DYSLEXIC BRAIN
IS EVOLUTIONARY IN NATURE.
YES, SIR?
>> WOULD YOU MIND SAYING WHAT YOU JUST SAID ABOUT SPIKE
IN LEARNING DISABILITIES?
THERE WAS A SENTENCE THAT YOU JUST USED--
>> YUP, A SPIKE IN THE DIAGNOSIS.
>> YES. >> UM...
>> CAN YOU TALK ABOUT THAT? >> I DON'T KNOW.
I MEAN, I CAN TALK-- I CAN PUT AUTISM UNDER THIS CATEGORY.
I DON'T KNOW IF WE'RE SEEING AN INCREASE IN THE INCIDENCE,
WERE SEEN IN INCREASE IN THE DIAGNOSIS,
OR IF IT'S ALL OF THE ABOVE BECAUSE OF THE AWARENESS
AND BECAUSE OF UNIVERSAL DESIGN AND INCLUSION.
I DON'T KNOW.
>> AND NOBODY REALLY DOES KNOW. >> NO, NO.
YOU KNOW, YOU WOULD THINK THAT THERE IS THIS HUGE SPIKE IN AUTISM
BECAUSE WE'RE HEARING ABOUT IT EVERY DAY,
AND THEN, WHEN YOU LOOK AT THE STATISTICS,
IT'S REALLY ONLY TWO PERCENT,
AND BOY, YOU'D THINK WE JUST-- YOU KNOW,
WE HAD THIS HUGE EXPLOSION, AND THERE'S SOMETHING GOING ON,
BUT I THINK IT'S THE INCREASED MEDIA ATTENTION.
I THINK TECHNOLOGY-- SO, I'M NOT SURE.
>> THANK YOU. >> YOU'RE WELCOME.
UM, THE FUNCTIONAL M.R.I.--
MAGNETIC RESONANCE IMAGING--
IS REALLY INTERESTING.
KEN PUGH AT YALE, AT THE HASKINS LABORATORY,
HAS BEEN STUDYING A.D.H.D. BRAINS,
AND THEY'RE LOOKING AT BLOOD FLOW,
AND I WISH I HAD THOSE SLIDES BECAUSE THEY'RE FASCINATING.
BUT WHAT HE'S FINDING ARE THE AREAS OF THE BRAIN
THAT ARE LIGHTING UP AND NOT LIGHTING UP
LIKE A TRADITIONAL BRAIN.
AND WHAT THEY'RE FINDING--
AND YOU MAY SEE THIS WITHIN YOUR STUDENTS,
THAT SOME OF YOUR STUDENTS WITH DISABILITIES SEEM TO GET SLEEPY,
AND THEY MIGHT SLEEP IN CLASS
AFTER AN INTENSE READING EXERCISE,
AND WHAT HE FOUND IS THAT THAT'S BIOLOGICAL--
THAT DYSLEXICS DO BECOME SLEEPY
BECAUSE THERE'S SO MUCH MORE BLOOD
THAT'S BEING REQUIRED TO GO INTO THAT--
TO ACTIVATE THAT LANGUAGE AREA--
THAT DYSLEXICS-- AND IT USED TO DRIVE ME CRAZY
WHEN MIDDLE SCHOOLERS OR HIGH SCHOOLERS
WOULD WANT TO PUT THEIR HEADS DOWN ON THEIR DESK,
AND THEIR EYES WOULD GET RED AND WATERY.
AND YOU KNOW ME-- I THOUGHT, "OH, THEY STAYED UP TOO LATE--
"THEY'RE PARTYING--" YOU KNOW, WHATEVER THEY DO.
AND THERE REALLY IS A PHYSIOLOGICAL REASON FOR THAT EXHAUSTION,
BECAUSE LANGUAGE PROCESSING REQUIRES SO MUCH MORE WORK,
THEY PHYSICALLY BECOME EXHAUSTED.
AND SO, AGAIN, IF YOU'RE INTERESTED IN LOOKING AT THAT,
I WOULD GO TO-- YOU KNOW, GOOGLE "KEN PUGH"-- P-U-G-H,
AT THE HASKINS LABORATORY, AND YOU CAN SEE HIS WORK.
IT'S REALLY, REALLY-- HE AND A LOT OF OTHERS
ARE DOING SOME OF THAT WORK.
THERE'S ALSO SOME WORK THAT ALBERT GALABURDA DID--
HE'S OUT OF HARVARD-- AND HE WORKS AT--
HE DID HIS RESEARCH AT BETH ISRAEL HOSPITAL,
WHERE HE AND-- HE CONTINUED THE WORK OF GESCHWIND,
LOOKING AT CELL MIGRATION.
AND AGAIN, WITHOUT GOING INTO GREAT DEPTH--
BUT THIS IS REALLY FASCINATING--
YOU KNOW, THE BRAIN WHEN IT DEVELOPS,
IT DEVELOPS IN LAYERS.
I MEAN, IF YOU WERE TO TAKE A CROSS-SECTION OF THE BRAIN,
YOU WOULD SEE THESE LAYERS, AND EACH LAYER HAS VERY SPECIFIC--
THE CELLS IN EACH LAYER HAVE A VERY SPECIFIC FUNCTION.
AND WHAT HE FOUND IN THE DYSLEXIC BRAIN
WHEN STUDYING THE NEW ZEALAND BLACK MOUSE OF ALL THINGS...
(chuckling) WHAT HE FOUND
IS THAT THOSE CELLS WERE NOT STAYING
IN THEIR NICE, NEAT LAYERS.
THAT THESE CELLS WERE MIGRATING INTO OTHER LAYERS,
AND THEY FOUND THIS EXCLUSIVELY WITH THE DYSLEXIC BRAIN.
NOW, AGAIN, I SHARE WITH YOU THIS THUMBNAIL OF INFORMATION
TO ILLUSTRATE THE HUGE BODY OF RESEARCH THAT'S TAKING PLACE
WITH LOOKING AT THE BRAIN
TO REALLY PINPOINT THE ANATOMICAL DIFFERENCES
AMONG STUDENTS WITH DISABILITIES.
YES, SIR?
>> COULD YOU GIVE US THAT WEBSITE AGAIN?
>> UH, KEN PUGH-- DO YOU MEAN THE YALE--
IF YOU GO INTO THE YALE-- IF YOU JUST PLUG IN HIS NAME--
P-U-G-H-- AND HE'LL POP UP.
UM, HE'S WITH THE HASKINS LABORATORY.
GALABURDA-- I HAVEN'T HEARD HIM SPEAK IN YEARS,
BUT HE WAS-- HE'S OUT OF HARVARD,
HE TEACHES AT HARVARD,
AND HE DID HIS RESEARCH AT BETH ISRAEL HOSPITAL.
AND IF YOU LOOK UP-- IF YOU JUST GOOGLE "ALBERT GALABURDA,"
G-A-L-A-B-U-R-D-A...
UM, MILLIONS OF ARTICLES WILL COME UP.
IT'S FASCINATING STUFF, FOR WHAT IT'S WORTH.
BUT IT DOES HELP YOU REMEMBER THAT THESE ARE NOT CHOICES
THAT THE STUDENTS ARE MAKING.
THERE'S A REAL NEUROLOGICAL CONNECTION.
THERE'S A NEUROLOGICAL REASON FOR THAT DIFFERENCE.
MAKE SENSE?
HOW ARE WE DOING?
ALL RIGHT, LET'S KEEP ROLLING.
LET'S TALK ABOUT LEARNING STYLES,
WHICH I'M SURE YOU'VE HEARD A TON ABOUT
BECAUSE IT'S A VERY HOT TOPIC.
THE FIRST THING THAT YOU HAVE TO DO-- HERE'S TIP NUMBER ONE.
THE FIRST THING, IF YOU HAVEN'T DONE SO,
YOU NEED TO IDENTIFY YOUR LEARNING STYLE.
NUMBER ONE-- BEFORE YOU DO ANYTHING.
AND WHY AM I TELLING YOU TO DO THIS?
WHY AM I TELLING YOU THAT YOU NEED TO IDENTIFY YOUR LEARNING STYLE?
>> BECAUSE YOU TEND TO TEACH-- >> YOU WILL TEACH
THE WAY YOU LEARN.
UM, ACTUALLY, I'M A VERY VISUAL LEARNER.
YOU'D THINK THAT I WOULD DO ALL THIS POWERPOINT STUFF,
BUT THE HANDOUT AND THIS VISUAL--
I ALWAYS LIKE A WHITEBOARD
BECAUSE I TEACH IN A PRETTY VISUAL WAY.
ONCE YOU DISCOVER YOUR LEARNING STYLE,
THE CHALLENGE BECOMES WHAT?
>> TO TEACH IN YOUR LOWEST STYLES.
>> TO TEACH IN THE WAY THAT YOU DON'T LEARN.
NOW, THAT'S NOT EASY.
AND YOU KNOW, WE BOTH KNOW THERE ARE GOING TO BE PEOPLE
WHEN THEY SPEAK, WHEN THEY TEACH,
THAT WILL MAINTAIN THE WHOLE
"SAGE BEHIND THE STAGE" APPROACH.
AND IT WAS FUNNY--
THEY PUT ME IN A CLASSROOM THAT WAS SIMILAR TO THIS--
I TEACH ONE CLASS,
AND I'M USED TO BEING IN THIS REAL HIGH-TECH CLASSROOM
THAT HAS TABLES, AND YOU KNOW,
STEELCASE HAD DONE RESEARCH ON LEARNING,
AND IT'S REALLY, REALLY COOL.
WELL, THEY-- FOR SOME REASON-- DIDN'T PUT ME IN THAT CLASSROOM
THIS SEMESTER, AND THEY PUT ME IN A ROOM LIKE THIS,
AND I HAD 21 STUDENTS.
AND I'M STANDING THERE AND I SAID, "I'M FROZEN.
"I DON'T KNOW WHAT TO DO WITH YOU ALL,
"BECAUSE IT'S REALLY DIFFICULT FOR ME TO TEACH IN THIS VENUE,
"BECAUSE WHAT I REALLY LIKE TO DO IS TO GET DOWN--"
I THINK IT HELPS ME CONNECT WITH STUDENTS
WHEN I AM WITH YOU,
AND WE ARE LEARNING TOGETHER,
BECAUSE IT ASSISTS ME IN THAT FORMATIVE ASSESSMENT PIECE
THAT I STARTED WITH.
UM, BUT YOU HAVE TO DISCOVER YOUR OWN LEARNING STYLE.
AND BECAUSE WE'RE LIMITED ON TIME TODAY,
I WAS GOING TO HAVE YOU FILL OUT A LEARNING STYLE INVENTORY,
BUT I KNEW THAT WE WOULDN'T HAVE TIME TO GET THROUGH EVERYTHING,
BUT I DID PUT ON YOUR HANDOUT--
IF YOU LOOK DOWN TO WHERE IT SAYS,
"IDENTIFICATION OF YOUR OWN LEARNING STYLE," NUMBER FOUR.
IF YOU GO TO WWW.NCSU.EDU,
IN THE SEARCH BOX,
TYPE IN "LEARNING STYLE INVENTORY,"
UP POPS A LEARNING INVENTORY
THAT TAKES YOU ABOUT TEN MINUTES TO TAKE,
IT SCORES IT RIGHT THEN AND THERE,
AND GIVES YOU YOUR RESULTS.
I MEAN, IT'S REALLY KIND OF FUN.
UM, AND GO AHEAD AND TAKE THAT,
BECAUSE THAT WILL AT LEAST GET YOU THINKING
ABOUT YOUR LEARNING STYLE AND SOME OF THE ISSUES
THAT YOU'RE GOING TO HAVE TO ADDRESS
IN YOUR OWN LEARNING-TEACHING EXPERIENCES.
BUT BEFORE WE TALK SPECIFICALLY ABOUT THAT AND THE STRATEGIES,
LET'S GO BACK UP AND TALK ABOUT THE CONSEQUENCES...
AND I KNOW THAT YOU KNOW THIS,
BUT JUST TELL ME-- TELL ME WHAT YOU KNOW.
WHAT HAPPENS WHEN THERE'S A MISMATCH
BETWEEN A PROFESSOR AND A STUDENT--
A LEARNING STYLE MISMATCH?
WHAT HAPPENS?
>> YOU GET BAD EVALUATIONS. >> OKAY!
(audience laughing) YOU KNOW WHAT?
I APPRECIATE YOU SAYING THAT.
YEAH-- BECAUSE THOSE EVALUATIONS
SEEM TO BE ONE OF THE SOLE PIECES OF EVIDENCE WE HAVE,
IN TERMS OF FEEDBACK.
YOU DON'T GET FEEDBACK FROM THE BUILDING PRINCIPAL, RIGHT?
YOU DON'T GET FEEDBACK FROM ANYBODY.
THE ONLY PERSON-- AND THEN, YOU KNOW, WHAT WE HEAR--
AND YOU GUYS HAVE PROBABLY HAD SIMILAR DISCUSSIONS--
IF YOU GET POOR EVALUATIONS--
PEOPLE WHO GET POOR EVALUATIONS WILL SAY,
"WELL, IT'S BECAUSE I PUSH 'EM," RIGHT?
"AND THEY DON'T LIKE MY-- I'M TOUGH."
AND IF THEY GET GOOD EVALUATIONS,
IT'S BECAUSE THEY'RE TOO EASY ON THEIR STUDENTS OR--
"OH, THAT PERSON GIVES THEM ALL 'A's."
OR-- THE RESEARCH SHOWS, IN TERMS OF STUDENT EVALUATIONS,
THE RESEARCH SHOWS THAT PEOPLE WHO--
GOOD TEACHERS,
IF THEY HAVE 25 POSITIVE, GLOWING STUDENT EVALUATIONS,
AND ONE NEGATIVE, WHICH ONE DO THEY FOCUS ON?
>> (all) THE NEGATIVE.
>> THE ONE THAT YOU DRIVE HOME GOING, "OH, MY GOSH,
"I BLEW IT THIS SEMESTER-- WHAT DID I-- YOU KNOW, OH, MY GOSH--
"THAT'S HORRIBLE-- I FEEL--"
YOU KNOW, "DISORGANIZED, SHE GETS OFF TOPIC."
I GET THAT QUITE A BIT-- "SHE GETS OFF TOPIC."
(audience laughing) I SAID, "YOU KNOW WHAT?
"WE CALL THOSE 'TEACHABLE MOMENTS' IN THE BIZ," YOU KNOW?
AND IF THERE'S A TEACHABLE MOMENT
AND I'M USING FORMATIVE ASSESSMENT--
AND THIS IS WHEN YOU HAVE TO LEARN WHERE TO BE REALLY EXPLICIT, RIGHT?
AND I'M USING FORMATIVE ASSESSMENT--
IF YOU SAY SOMETHING THAT I KNOW I'VE GOT A GO DOWN THAT ROAD
BECAUSE YOU DON'T HAVE THAT IN YOUR KNOWLEDGEBASE,
I HAVE TO DO IT, EVEN THOUGH IT'S NOT ON MY AGENDA.
I HAVE TO DO IT BECAUSE I'M A RESPONSIBLE TEACHER.
INEFFECTIVE TEACHERS WILL HAVE 25 POOR EVALUATIONS
AND ONE GLOWING,
AND WHICH ONE DO THEY FOCUS ON WHEN THEY DRIVE HOME?
(audience chuckling)
IT'S LIKE, "WELL, I'M NOT THAT BAD."
(audience laughing) YOU KNOW, THEY--
SO, I THINK THAT WE HAVE TO TAKE STUDENT EVALUATIONS--
AND I'M A TEACHER TRAINER-- GRAIN OF SALT.
AND THAT'S WHY "KNOW THYSELF"--
AND THAT'S WHAT I ALWAYS TELL THE STUDENTS.
KNOW THYSELF,
SO THAT YOU KNOW WHEN TO DISMISS A STUDENT EVALUATION,
AND YOU KNOW WHEN TO EMBRACE A STUDENT EVALUATION.
IT'S ONE DATA SET, IT'S ONE SET OF DATA ABOUT YOU,
AND YOU'VE GOT ALL THESE OTHER INDICATORS.
YOU CAN'T JUST RELY ON THOSE.
ALTHOUGH, WHEN YOU BEGIN TO SEE PATTERNS,
I'D PAY ATTENTION TO IT. (audience chuckling)
I'D PAY ATTENTION IF THE SAME THEMES COME UP,
EVALUATION AFTER EVALUATION,
SEMESTER AFTER SEMESTER.
YEAH, I TAKE THAT FEEDBACK AND SAY, "HMM,
"MAYBE THERE'S SOMETHING TO THIS," RIGHT?
BUT I THINK THAT IT'S JUST ONE VIEW OF YOU, AND AS A TEACHER,
WE NEED TO LOOK AT TEACHERS IN THE 360,
ESPECIALLY WHEN IT COMES TO STUDENTS WITH DISABILITIES,
AND WHEN WE LOOK AT LEARNING STYLES.
SO FAR, SO GOOD?
NOW, IS THIS STUFF THAT YOU ALREADY KNOW?
KINDA?
IS IT SORTA NEW?
OKAY, GOOD, GOOD, GOOD.
WELL, LET'S LOOK AT, THEN, THE MODELS FOR LEARNING STYLES,
BECAUSE WHAT I REALLY WANT TO GET DONE--
I'M NOT GOING TO TALK IN DEPTH ABOUT THE MYERS-BRIGGS.
I KNOW MOST OF YOU HAVE TAKEN THAT.
KOLB'S EXPERIENTIAL LEARNING MODEL.
THE FELDER-SILVERMAN MODEL.
UM, AND THE INDEX OF LEARNING STYLES,
WHICH IS THE ONE THAT YOU'RE GOING TO TAKE ONLINE
WHEN YOU GET BACK TO YOUR OFFICE.
BUT YOU'RE PROBABLY FAMILIAR WITH ELEMENTS FROM ALL OF THESE,
AND THE RESEARCH ON LEARNING STYLES IS REALLY--
IT'S ALL OVER THE PLACE, RIGHT?
BECAUSE SOME PEOPLE SAY IT'S KINDA BUNK,
SOME PEOPLE THINK THEY GOT IT, SOME PEOPLE THINK THEY DON'T--
BLAH-BLAH-BLAH.
HERE'S WHAT I WANT-- I WANT YOU TO REMEMBER
WHAT I LEARNED IN MY UNDERGRADUATE TRAINING,
IN TERMS OF LEARNING STYLES,
AND IT'S ON YOUR SHEET.
V-A-K-T.
AND THAT'S REALLY ALL YOU HAVE TO REMEMBER.
ANYBODY HAVE ANY IDEA WHAT V-A-K-T STANDS FOR?
>> VISUAL, AUDITORY...
>> I BET THOSE ARE THE EDUCATORS IN THE HOUSE, RIGHT?
"V" STANDS FOR...
>> (all) VISUAL. >> VISUAL LEARNERS.
"A" STANDS FOR... >> (all) AUDITORY.
>> "K" STANDS FOR... >> (all) KINESTHETIC.
>> AND "T" STANDS FOR... > (all) TACTILE.
>> TACTILE, YEAH-- GOOD, GOOD!
BY MANIPULATING WITH OUR HANDS, TOUCHING, FEELING,
THAT SORT OF LEARNING.
IF YOU CAN INCLUDE V-A-K-T
IN EVERY ONE OF YOUR LESSONS,
YOU'RE DOING PRETTY WELL.
I MEAN, YOU'RE-- LISTEN, THIS TEACHING BUSINESS--
IT'S NOT AS EASY AS IT LOOKS, RIGHT?
AND YOU CAN STAND UP AND YOU CAN USE--
YOU CAN LECTURE AND THE STUDENTS CAN TAKE NOTES
AND YOU CAN GIVE THE MIDTERM, YOU CAN GIVE THE FINAL--
AND I'M NOT SURE THAT'S TEACHING,
BUT IT'S ONE WAY TO APPROACH EDUCATION.
BUT IN THE DEMANDS THAT ARE BEING MADE,
ESPECIALLY OF YOU AT THE COMMUNITY COLLEGE LEVEL
AND THE STUDENTS THAT YOU'RE RECEIVING
AND THE A.D.A. RULES AND REGULATIONS, 504, TITLE II...
I'M NOT SURE WE'RE GOING TO BE ABLE TO GET AWAY
WITH DOING THAT MUCH LONGER.
THE RESEARCH ON STUDENTS COMING INTO COLLEGES--
THEY HAVE A WHOLE DIFFERENT SET OF EXPECTATIONS OF US
AS TEACHERS
THAN, LET'S SAY, WE DID OF OUR PROFESSORS.
YOU KNOW, WE WERE PRETTY-- WE WERE KINDA COMPLIANT.
WE WERE IN SCHOOL-- WE JUST WENT IN, SAT DOWN, SHUT UP,
LISTENED, TAKE NOTES, TAKE THE TEST, RIGHT?
STUDY WITH YOUR SMALL GROUPS.
YOU KNOW, IF YOU THOUGHT, "OH, THIS IS TOUGH,
"I BETTER GET TOGETHER WITH A GROUP,"
YOU SORT OF DID THAT ON YOUR OWN, AND WE WEREN'T--
WELL, WHEN I WAS IN COLLEGE-- AGAIN, A COUPLE YEARS AGO--
THE WHOLE A.D.A. COMPLIANCE PIECE WASN'T HUGE.
UNIVERSAL DESIGN-- THAT WASN'T EVEN A TERM THAT WAS USED.
BUT TIMES HAVE REALLY CHANGED.
SO, WHILE WE'RE LOOKING AT TECHNOLOGICAL DEMANDS
AND EXPECTATIONS STUDENTS HAVE OF US,
WE ALSO HAVE TEACHING DEMANDS THAT STUDENTS ARE MAKING OF US
THAT ARE UNLIKE THEY'VE EVER MADE BEFORE.
AND SO, I THINK WE HAVE TO REALLY--
WE'RE GOING TO HAVE TO OPEN UP OUR BRAINS
AND SAY, "IF I CAN JUST GO V-A-K-T ,
"I'M GOING TO BE DOING BETTER THAN I DID LAST WEEK."
SO, DOES YOUR LESSON HAVE A VISUAL COMPONENT?
DOES YOUR LESSON--
AND YEAH, THAT'S EASY, WE CAN DO THAT.
NOTES, POWERPOINTS, SLIDES, RIGHT?
YOU CAN DO THAT.
SO, YOU-- FINDING A VISUAL WAY TO SUPPLEMENT YOUR LESSON...
NOT TOO DIFFICULT.
WE ALL USE THE WHITEBOARD,
AND THEN SOME OF THE SCIENCE PEOPLE AT AQUINAS
STILL USE THE CHALKBOARD. (audience chuckling)
THEY LIKE THE CHALKBOARD.
UM... AUDITORY.
PRETTY EASY, RIGHT?
I MEAN, WE TALK, TALK--
I MEAN, MOST PEOPLE WHO GO INTO TEACHING--
EDUCATION-- YOU LIKE-- YOU KNOW, WE TALK FOR A LIVING,
SO YOU LIKE TO TALK.
SO, THE AUDITORY COMPONENT-- PRETTY EASY, RIGHT?
SO, VISUAL-AUDITORY-- YOU CAN PROBABLY DO THAT
WITH VERY LITTLE EFFORT.
IT IS THE KINESTHETIC AND THE TACTILE,
AND THAT REALLY IS WHAT MAKES A DIFFERENCE.
SO, WHAT COULD WE DO RIGHT NOW TO TAKE WHAT I'M DOING,
WHICH IS AUDITORY AND A TEENY BIT OF VISUAL,
WHAT COULD I DO RIGHT NOW TO ADD A KINESTHETIC COMPONENT
TO WHAT I'M DOING?
>> (indistinct speaking). >> PARDON ME?
>> GET US TO MOVE AROUND? >> GET YOU TO MOVE AROUND?
ABSOLUTELY-- SO THE EXERCISE THAT I OPENED WITH,
WHEN YOU HAD TO STAND UP, WAS KINESTHETIC.
WHAT I TYPICALLY DO WHEN I TEACH A FOUR-HOUR CLASS AT NIGHT
FROM 6:00 UNTIL 10:00,
AND I'M WORKING WITH FOLKS WHO HAVE BEEN WORKING ALL DAY
AND THEY'RE A LITTLE SLEEPY,
I SAVE AN EXERCISE LIKE THIS UNTIL ABOUT 9 O'CLOCK...
BECAUSE THAT'S WHEN THEY'RE DOZING OFF
AND THEY STRAP ON THE DROOL CUPS, RIGHT?
(laughing) I MEAN, THEY'RE SO SLEEPY.
AND I THINK, "MAN, IF I'M BORING MYSELF,
"I CAN'T IMAGINE WHAT IT'S LIKE TO BE OUT THERE
"AFTER WORKING ALL DAY AND RAISING KIDS
"AND COMING TO CLASS."
I CAN'T IMAGINE HOW PAINFUL THAT MUST BE,
SO I SAVE THE KINESTHETIC OR THE MOVEMENT UNTIL, YOU KNOW,
LATER IN THE EVENING.
BUT ONE THING WE COULD DO RIGHT NOW--
WATCH WHAT HAPPENS WHEN YOU DO THIS,
AND THIS IS JUST A SILLY LITTLE QUICK EXAMPLE.
BUT WATCH WHAT HAPPENS-- JUST STAND UP.
(general chatter)
OKAY, NOW SIT DOWN.
ALL RIGHT, HAVE A SEAT.
OKAY, NOW...
I MEAN, SERIOUSLY, DO YOU FEEL A DIFFERENCE PHYSIOLOGICALLY?
DO YOU FEEL A LITTLE DIFFERENCE?
JUST THAT LITTLE BIT OF MOVEMENT,
JUST TO GET YOUR-- I MEAN, THERE'S SOMETHING TO BE SAID
FOR MOVEMENT, THAT WE'RE NOT AS PASSIVE--
WERE NOT AS PASSIVE LEARNERS AS WE THINK.
YOU KNOW, WHEN WE'RE UP HERE LECTURING, I GET TO MOVE AROUND.
YOU SEE ME-- I'M MOVING, RIGHT?
AND SO, I HAVE NO IDEA, BUT WHEN I SIT THERE--
WHEN I'M IN YOUR SPOT,
ESPECIALLY IF THE LIGHTS GO DOWN
AND THE POWERPOINT COMES UP,
YOU KNOW WHAT I DO?
EVEN AT 1:00 IN THE AFTERNOON AFTER THREE DIET COKES,
YOU KNOW WHAT I DO?
I GET A LITTLE SLEEPY.
I MEAN, IT'S BRUTAL.
I MEAN, I HAVE A HARD TIME KEEPING MY EYES OPEN,
AND I'M THINKING, "MAN, CAN YOU IMAGINE
"IF I KNEW THAT I HAD A MIDTERM COMING UP, OR A FINAL,
"AND I WAS THAT SLEEPY?"
AGAIN, THOSE ARE THINGS THAT YOU,
THE CONDUCTOR OF THE SYMPHONY,
ARE RESPONSIBLE FOR IS YOUR AUDIENCE.
SO, YOU'VE GOT TO KEEP THEM MOVING.
WHEN I GIVE STUDENTS THE LEARNING--
I HAVE A COUPLE DIFFERENT LEARNING STYLE INVENTORIES,
BECAUSE I TRY TO SHOW 'EM THAT DIFFERENT INVENTORIES
MEASURE DIFFERENT THINGS,
ONE OF THE THINGS THAT WE ALWAYS FIND
IN 100 PERCENT OF MY CLASSES
IS THAT MOST OF MY STUDENTS RATE HIGH ON KINESTHETIC LEARNING.
THAT MEANS THEY NEED TO MOVE TO LEARN.
HOW MANY OF YOU WALK, YOU KNOW, IN THE EVENINGS
OR IN THE MORNING OR YOU GO TO THE GYM?
HOW MANY OF YOU HAVE FOUND THIS,
AND MAYBE I'M JUST SPEAKING FOR MYSELF,
BUT I'LL FIND THAT I'LL HAVE A PROBLEM ALL DAY
THAT I'M CHEWING ON,
AND I'M TRYING TO FIGURE IT OUT,
I'M TRYING TO FIGURE IT OUT.
I'LL GO HOME, I'LL GET IN MY GARDEN,
AND I'LL START HAULING WEEDS AND BIG PILES OF JUNK,
AND RAKING, AND MOVING, AND COW MANURE,
AND GUESS WHAT HAPPENS WHEN I START MOVING?
ALL OF A SUDDEN, I'LL THINK,
"OH, YEAH, THERE'S THAT PROBLEM."
I GET SOLUTIONS ALL THE TIME.
OR I GET ON THE TREADMILL
AND THE ANSWERS START FLYING THROUGH MY BRAIN,
AND I THOUGHT, "OH, I'M KINESTHETIC--
"I HAD NO IDEA I WAS SUCH A KINESTHETIC."
BUT THEN, WHEN I WATCH MYSELF TEACH AND I WATCH MYSELF MOVE
AND I WATCH MY BODY, I THINK, "WELL, LOOK AT THAT BODY.
"I'M MOVING ALL THE TIME."
AND YOUR STUDENTS WILL NEED TO MOVE IN ORDER TO THINK AS WELL.
TACTILE-- HOW COULD WE MAKE THIS PRESENTATION TACTILE?
WHAT COULD I HAVE YOU DO,
OR WHAT WOULD YOU HAVE YOUR AUDIENCE OR YOUR STUDENTS DO
TO MAKE IT A TACTILE EXPERIENCE?
YES? >> JUST WHAT WE'RE DOING.
JUST WHAT YOU'RE DOING, RIGHT-- YOU'RE FILLING IN THE BLANK.
NOT ONLY IS THAT A TACTILE EXPERIENCE, BUT ALSO,
IF YOU HAVE A TENDENCY TO MAYBE HAVE SOME ATTENTIONAL ISSUES--
SOME PEOPLE MIGHT CALL IT A.D.D.--
AND THAT'S ANOTHER ONE THAT I WOULD LOVE TO GET INTO,
BUT THERE'S NO TIME
BECAUSE I HAVE SO MANY WONDERFUL OPINIONS, BIASES...
(audience laughing) THAT YOU'D LOVE TO HEAR.
BUT IF YOU HAVE A HARD TIME WITH SUSTAINED ATTENTION,
UM, THIS TACTILE ACTIVITY WILL HELP YOU FOCUS YOUR ATTENTION
WHEN YOU START TO DRIFT OFF AND START THINKING,
BECAUSE SOME OF YOU ARE ALREADY THINKING ABOUT, "YEAH, YEAH, YEAH,
"I'VE HEARD THIS, I HEARD THIS, I'VE HEARD THIS,
"AND THEN WHEN I GET HOME, I GOT TO GET SOME MILK,
"AND A LOAF OF BREAD, AND OH, I HAVE TO GO TO MEIJER'S..."
YOU'RE DOING THAT IN YOUR HEAD RIGHT NOW, RIGHT?
SO, YOU'RE LISTENING TO ME AND THEN YOU'RE ALSO THINKING ABOUT
WHAT YOU'RE GOING TO DO LATER ON TODAY, AND "WHAT TIME IS IT?
"AND OH, SHE'S ALL MOST OUT OF TIME," RIGHT?
(audience laughing) THIS WILL CONTINUE
TO BRING YOU BACK TO THE STIMULUS,
WHICH IS WHERE I WANT YOU.
AND I HAVE TO SET UP THIS ENVIRONMENT
SO THAT DESPITE ALL THAT'S GOING ON INSIDE YOU,
DESPITE ALL OF THAT,
I'M GOING TO TEACH YOU SOMETHING BEFORE YOU WALK OUT THIS DOOR.
MAKE SENSE?
SO, ONE WAY IS JUST WRITING.
IF YOUR STUDENTS CAN'T WRITE,
BECAUSE THEY CAN'T WATCH THE SIGNER AND WRITE AT THE SAME TIME,
HOW CAN YOU MAKE IT A TACTILE EXPERIENCE?
IN ADDITION TO WRITING,
WHAT ELSE COULD YOU DO TO MAKE LEARNING A TACTILE EXPERIENCE?
>> WELL, IT DEPENDS ON THE ACTIVITY.
I MEAN, I TEACH MUSIC, SO MY STUDENTS CONDUCT A LOT.
>> ABSOLUTELY, YEAH.
>> JUST CONCEPTS OF METER-- 3/4/, 2/4, WHATEVER--
AND LISTENING TO MUSIC
AND HAVING THEM ACTUALLY MOVE THEIR BODIES WHILE THEY LISTEN.
>> I LOVE THE-- YOU WOULD THINK THAT MAYBE WE PLANNED THIS,
BUT ONE OF THE ANALOGIES THAT I USE FOR GOOD TEACHING IS THIS--
THAT YOU ARE THE CONDUCTOR, AND YOUR CLASSES WITH THE SYMPHONY,
AND THAT YOU ARE CONSTANTLY RAISING THEM, LOWERING THEM,
BRINGING 'EM TOGETHER, BREAKING 'EM APART,
MAKING THEM LOUDER, MAKING THEM SOFTER, RIGHT?
YOU ARE IN CHARGE OF CONDUCTING THAT WHOLE CLASSROOM,
AND THAT YOU HAVE A RESPONSIBILITY
TO NOT MEET EVERYBODY'S NEEDS,
BECAUSE THERE'S A STUDENT LEARNING RESPONSIBILITY
ON THE OTHER SIDE OF THE EQUATION, RIGHT?
BUT YOU'VE GOT TO DO EVERYTHING WITHIN YOUR POWER TO V-A-K-T.
YOU'VE GOT TO V-A-K-T, RIGHT?
LET'S REVIEW IT ONE MORE TIME.
"V" IS... >> (all) VISUAL.
>> "A"... >> (all) AUDITORY...
KINESTHETIC... TACTILE.
>> AND THAT'S CALLED "REHEARSAL."
YOU CAN DO THAT WITH YOUR STUDENTS.
IT'S ALSO CALLED "OVER-TEACHING,"
BECAUSE IF YOU WERE HAVING AN A.D.D. MOMENT
AND YOU DIDN'T CATCH IT THE FIRST TIME,
YOU CAUGHT IT MAYBE THE THIRD OR FOURTH TIME THAT I SAID IT.
YOU WERE PROBABLY ALSO OBSERVING THAT I'M VERY REDUNDANT
IN MY SPEAKING-- I REPEAT MYSELF A LOT.
WHY DO I DO THAT?
AND I DO IT INTENTIONALLY, BUT WHY DO I DO THAT?
>> YOU HAVE TO REPEAT IT SIX TIMES BEFORE THEY GET IT.
>> YOU NEED TO-- JUST BECAUSE YOU SAID IT ONCE
DOESN'T MEAN THAT THEY HAVE IT.
AND I KNOW I'VE BEEN IN ENVIRONMENTS WHERE, YOU KNOW,
IT'S LIKE THEY'LL SAY IT AND I'LL THINK,
"WHOA-WHOA-WHOA, GO BACK, GO BACK, GO BACK"
AND OF COURSE I'M TOO SHY TO RAISE MY HAND AND SAY,
"WHAT DID YOU SAY?"
SO, I ALWAYS ASSUME THAT YOU'RE HAVING AN A.D.D. MOMENT
AND THAT IF YOU DIDN'T CATCH IT THE FIRST TIME,
YOU MIGHT CATCH IT THE THIRD TIME,
OR MAYBE THE FOURTH TIME, RIGHT?
SO, DON'T FORGET "WHAT, WHY, HOW-- WHAT, WHY, HOW--
"WHAT, WHY, HOW," AND DON'T FORGET V-A-K-T,
AND DON'T FORGET TO TAKE THAT LEARNING STYLES INVENTORY.
LET'S GO DOWN TO STRATEGIES.
IF YOU GO TO THAT N.C.S.U. WEBSITE,
THERE ARE STRATEGIES FOR DIFFERENT LEARNING STYLES.
YOU KNOW, FOR SOME DEEPER LEARNING,
GO IN THERE AND LOOK AT THOSE.
AND AGAIN, WE DON'T HAVE TIME TO GO THROUGH ALL THE STRATEGIES
OR DIFFERENT WAYS TO MEET THE NEEDS, BUT...
THEY HAVE SOME GREAT SUGGESTIONS...
BECAUSE YOU ARE THE CONDUCTOR.
I ALSO-- AND I'M GOING TO JUMP TO THE VERY END OF MY SHEET.
THE OTHER ANALOGY THAT I USE THAT I WILL SAY,
AND THE QUESTION THAT I WILL ASK TEACHERS IN TRAINING IS,
"ARE YOU A COOK OR ARE YOU A CHEF?"
AND THIS KIND OF FITS FOR GRCC,
BECAUSE YOUR A CULINARY ARTS PROGRAM.
BUT ARE TEACHERS COOKS OR CHEFS?
I MEAN, WHAT'S THE RIGHT ANSWER?
>> (all) CHEFS.
>> AND WHY IS "CHEF" THE RIGHT ANSWER?
>> (indistinct speaking). >> HUH?
>> (indistinct speaking). >> THEY'RE PROFESSIONAL?
I LOVE THAT-- THEY'RE PROFESSIONAL.
WHAT'S ANOTHER REASON THAT TEACHERS ARE CHEFS, NOT COOKS?
>> THEY CREATE.
>> BECAUSE THEY'RE CREATORS, YES.
ANYBODY CAN FOLLOW A RECIPE.
DON'T GET ME STARTED ON THE SCRIPTS THAT TEACHERS
HAVE TO READ IN SOME OF OUR LOCAL SCHOOLS THESE DAYS,
WHERE THEY ACTUALLY GIVE YOU A SCRIPT.
BUT IT'S EASY TO FOLLOW A RECIPE.
IT'S FOOLPROOF-- YOU FOLLOW IT RIGHT DOWN SEQUENTIALLY.
BUT TO BE A CHEF, YOU HAVE TO DO WHAT?
A PINCH OF THIS, A DAB OF THAT, A LITTLE BIT MORE OF THIS.
(sniffing) YOU SMELL IT--
THAT'S YOUR FORMATIVE ASSESSMENT, RIGHT?
HOW MANY OF YOU, WHEN YOU'RE COOKING, YOU PUT YOUR HEAD DOWN THERE
AND YOU SMELL WHAT'S GOING ON IN THERE?
OR YOU SMELL THAT PAN AND YOU THINK, "OH, NO,
"IT NEEDS A LITTLE MORE VINEGAR," RIGHT?
THAT'S-- YOU'RE USING ALL OF YOUR SENSES.
YOU'RE V-A-K-T-ING YOUR RECIPE, BECAUSE YOU--
AND ONCE YOU-- YOU KNOW, YOU KNOW A DISH,
YOU KNOW HOW TO COOK A DISH,
THEN YOU SAY, "YOU KNOW WHAT?
"THIS TIME, I'M GONNA GIVE IT A LITTLE TWIST.
"I'M GONNA THROW IN A LITTLE BIT MORE OF THAT THIS TIME--
"LET'S SEE WHAT HAPPENS."
BECAUSE YOU ARE A CHEF.
AND THAT'S WHAT IT'S LIKE TO TEACH IN YOUR CLASSROOM,
WHERE YOU'RE GOING TO SHAKE IT UP,
YOU'RE GOING TO MODIFY,
AND YOU'RE GOING TO LOOK NOT AT THE STUDENTS
WHO ARE LEARNING THROUGH OSMOSIS,
BUT WHO ARE THE STUDENTS THAT YOU NEED TO ALWAYS BE--
DIAL-- YOU KNOW, TUNING INTO?
WHICH ONES?
HUH?
>> THE ONES THAT HAVE THE TOUGHEST TIME.
>> YEAH, AND YOU MAY NOT KNOW-- I ALWAYS FIRST--
YOU KNOW WHAT I DO-- 'CAUSE I DON'T KNOW.
YOU KNOW, FORMATIVE ASSESSMENT TAKES A WHILE.
I DON'T KNOW WHO'S HAVING A--
SOMETIMES THOSE REALLY QUIET STUDENTS ARE CATCHING IT LIKE THIS...
RIGHT, AND THEN THEY STAND UP, AND YOU THINK,
"MAN, I DIDN'T THINK YOU CAUGHT THE WORD I SAID,
"BUT LISTEN TO YOU."
BUT I USUALLY WILL DIAL INTO THE QUIET ONES FIRST, RIGHT?
BECAUSE I DON'T KNOW WHAT THEY KNOW AND DON'T KNOW.
THE ONES WHO ARE PARTICIPATING--
YUP, I GOT THEIR NUMBER.
I KNOW THAT THEY'VE GOT IT, AND I LOVE 'EM,
I LOVE 'EM, I LOVE 'EM.
BUT I'M MOST CONCERNED WITH THE ONES THAT SIT IN THE VERY, VERY BACK--
NOT YOU-- (audience laughing)
BUT STUDENTS WHO SIT IN THE VERY, VERY BACK
AND THE STUDENTS WHO WON'T HAVE EYE CONTACT.
THOSE ARE THE ONES-- I LOOK FOR THE "SOFT" SIGNS...
AND THEN I SAY, "OKAY, SOMETHING'S GOING ON THERE.
"LET'S SEE IF I CAN DIG, DIG, DIG, AND SEE WHAT'S GOING ON,
"BECAUSE I NEED TO BE--"
IF I CAN TEACH TO THE STUDENTS
WHO ARE HAVING THE BIGGEST DIFFICULTIES,
THEN EVERYBODY ELSE-- IT'S ALL CAKE.
THEY LEARN NO MATTER WHAT.
THAT'S WHAT WORKING WITH STUDENTS WITH DIS--
I DON'T CARE IF IT'S A DISABILITY,
A DIAGNOSED, A NON-DIAGNOSED--
IF YOU ENGAGE IN UNIVERSAL TEACHING--
V-A-K-T-- AND YOU PAY ATTENTION TO MULTIPLE INTELLIGENCE.
IF YOU HAVEN'T READ HOWARD GARDNER'S "MULTIPLE INTELLIGENCES,"
NOT A BAD READ.
HE BUILDS A PRETTY STRONG CASE
FOR EVERYBODY BEING GIFTED IN DIFFERENT WAYS.
I THINK HE'S UP TO NINE DIFFERENT INTELLIGENCES.
YOU KNOW, WHEN I ASKED YOU THE QUESTION ABOUT THE CONSEQUENCES
OF A MISMATCHED PROFESSOR AND STUDENT, YOU KNOW,
THERE'S A GREAT RESEARCH THAT WAS DONE
WITH ENGINEERING STUDENTS,
AND THE LEARNING STYLES OF ENGINEERING STUDENTS,
AND WHAT THEY'RE FINDING IS THAT THE PROFESSORS WERE--
YOU KNOW, KIDS AREN'T GOING INTO ENGINEERING,
AND THEN THE MATH SKILLS ARE SO BAD,
AND WHAT THEY'RE FINDING IS THAT THE STUDENTS AREN'T MORE STUPID
THAN THEY USED TO BE,
BUT THEY JUST HAVE DIFFERENT LEARNING NEEDS.
AND ONCE THE PROFESSORS FOUND THAT IF THEY STARTED ADDRESSING
DIFFERENT LEARNING NEEDS
LIKE INTUITIVE, AND SENSING, YOU KNOW,
ALL OF WHAT YOU'LL SEE ON THAT SHEET...
ONCE THEY FOUND THAT THEY WERE MIXING UP THEIR TEACHING
WITH A LITTLE BIT OF INTERPERSONAL WORK,
WHERE YOU WORK IN SMALL GROUPS, A LITTLE INTRAPERSONAL WORK,
WHERE YOU WORK BY YOURSELF.
HOW MANY OF YOU GROAN WHEN YOU THINK,
"OKAY, BREAK INTO SMALL GROUPS," RIGHT?
HOW MANY OF YOU GO, "UGH, I HATE THAT."
(audience chuckling) RIGHT?
YOU KNOW, SOME PEOPLE DON'T LIKE IT.
BUT IF YOU DO A LITTLE BIT OF THAT--
AND THEN, SOME PEOPLE LIKE TO WORK BY THEMSELVES--
YOU PEOPLE PROBABLY LIKE TO WORK BY YOURSELF,
AND THEN YOU KNOW THAT YOUR GRADE'S GONNA BE BASED
ON THE GROUP PERFORMANCE, AND YOU HATE THAT, RIGHT?
SO, YOU STAY AWAY FROM THAT IN YOUR CLASSROOM.
BUT WHAT YOU'LL FIND IS THAT YOU NEED TO DO A LITTLE BIT OF ALL OF IT.
YOU KNOW, GARDNER TALKS ABOUT INTERPERSONAL LEARNERS
AND INTRAPERSONAL LEARNERS.
SOME PEOPLE LEARN BETTER WHEN THEY'RE IN GROUPS,
SOME PEOPLE LEARN BETTER BY THEMSELVES,
SOME PEOPLE LEARN BETTER ONE-ON-ONE,
BUT YOU HAVE TO BE AWARE,
BECAUSE YOU CAN'T MEET ALL THOSE NEEDS ALL THE TIME.
YOU SIMPLY CAN'T, BUT YOU'VE GOT TO ADD THOSE ELEMENTS,
SO THAT YOU HIT THE STUDENTS A BIT HERE, A BIT THERE,
AND NOT SIMPLY TEACH TO YOUR LINGUISTIC LEARNERS,
WHICH IS WHAT WE ALL TYPICALLY DO, RIGHT?
WE TEACH THE WAY WE LEARNED OR WE TEACH THE WAY WE WERE TAUGHT,
OUR FAVORITE TEACHERS TAUGHT, RIGHT?
YOU GO BACK TO YOUR FAVORITE TEACHERS
AND YOU TEACH THE WAY THEY TAUGHT,
UM, AND YOU'VE GOT TO BREAK OUT OF THAT MOLD.
YOU'VE GOT TO PUSH YOURSELF TO GO INTO THOSE AREAS
THAT ARE A LITTLE BIT RISKY, OKAY?
SO, WHAT HAVE WE MISSED?
I THINK WE'RE ALMOST OUT OF TIME.
WHERE IS MY LOVELY TIMEKEEPER?
OH, MAN, HE'S SNOOZING. (audience chuckling)
I DIDN'T TELL HIM THAT HE HAD TO GIVE ME-- HOW MUCH--
HOW MUCH TIME DO WE HAVE?
>> (indistinct speaking). >> SO, I'VE GOT 30 SECONDS.
(audience laughing) ALL RIGHT.
HERE WE GO.
UNIVERSAL DESIGN.
GET OUT OF YOUR COMFORT ZONE.
I WASN'T EVEN-- DID YOU FILL IN ALL YOUR BLANKS?
(scattered response)
EMBRACE THE TECHNOLOGICAL REVOLUTION.
IT'S A GOOD TIME TO BE DYSLEXIC WITH ALL THE TECHNOLOGY,
IT'S A GOOD TIME TO HAVE A DISABILITY
WITH ALL THE TECHNOLOGY.
>> IS IT? (audience laughing)
>> MAKE SURE YOU ARE AWARE OF WHAT THE TECHNOLOGY CAN DO,
EVEN IF YOU DON'T MASTER IT.
MAKE SURE YOU KNOW PEOPLE WHO UNDERSTAND ADAPTIVE TECHNOLOGY.
IT'S A GOOD TIME TO HAVE A-- I MEAN, SERIOUSLY,
THE TECHNOLOGY THAT'S OUT THERE IS PHENOMENAL.
UM, ONLINE COURSES-- YOU HAVE TO BE CAREFUL...
AND THAT'S TRICKY TO EMBRACE UNIVERSAL DESIGN
WITH ONLINE COURSES,
AND I KNOW PEOPLE ARE DOING IT MORE AND MORE,
BUT THERE ARE LOTS OF RESOURCES THAT CAN ASSIST YOU.
THERE ARE GOOD ONLINE COURSES
AND NOT SO GOOD ONLINE DEVELOPMENT,
AND YOU NEED TO MAKE SURE YOU'RE REAL RESPONSIBLE
AND MAKE SURE YOU KNOW THE RESEARCH.
UM, AND THEN, I'M GOING TO END WITH THIS--
MY FAVORITE-- AND I THOUGHT FOR THE THEORIST IN YOU
AND THOSE OF YOU WHO LOVE THEORY--
IF YOU'RE NOT FAMILIAR WITH LEV VYGOTSKY--
HOW MANY OF YOU ARE FAMILIAR WITH LEV VYGOTSKY,
A RUSSIAN PSYCHOLOGIST?
UM, JUST TAKE A PEEK-- AGAIN, I LOVE--
GOOGLE "LEV VYGOTSKY."
THE SPELLING IS ON YOUR SHEET.
YOU KNOW, HE TALKS-- HIS WORK IS RELATIVELY NEW, LIKE MAYBE '60s?
THEY BEGAN TO TRANSLATE HIS WORK FROM RUSSIAN TO ENGLISH.
AND YOU KNOW, LEV VYGOTSKY IS A LITTLE BIT DIFFERENT THAN PIAGET.
PIAGET, AS SOME OF YOU KNOW,
SAID THAT DEVELOPMENT PRECEDES LEARNING, RIGHT?
THAT KIDS GO THROUGH ALL THESE DEVELOPMENTAL--
WHERE'S MY EARLY CHILDHOOD PEOPLE?
OKAY, YOU KNOW THIS STUFF, RIGHT?
THAT THE CHILD DEVELOPS, THEY HIT THESE MILESTONES,
AND THEN THE LEARNING FOLLOWS, RIGHT?
AND THAT, YOU KNOW, SOMETIMES THEY'RE BEHIND
AND THEY NEED TIME TO MATURE, BLAH-BLAH-BLAH.
WE'VE KNOWN THAT FOREVER.
VYGOTSKY SAID, "NOT SO SURE.
"I'M NOT SURE-- I BELIEVE-- I'M WITH--
"I'M NOT SURE I'M WITH PIAGET ON THAT."
VYGOTSKY SAYS HE BELIEVES THAT LEARNING PRECEDES DEVELOPMENT,
AND HE TALKS ABOUT-- AND THIS IS SUCH GOOD STUFF,
AND THIS IS LIKE THE NERD IN ME COMING OUT--
BUT HE TALKS ABOUT THE ZONE OF PROXIMAL LEARNING...
AND IT'S THAT POINT WHERE YOU TEACH--
I CALL IT THE "VISUAL"--
AGAIN, AS A VISUAL PERSON, THINK OF IT LIKE THIS--
LIKE, HERE'S MY APTITUDE, RIGHT?
VYGOTSKY SAYS WHAT YOU WANT TO DO IS TEACH RIGHT HERE,
JUST A LITTLE BIT ABOVE MY KNOWLEDGE BASE,
BECAUSE HE SAID IF YOU TEACH AT THAT LEVEL RIGHT THERE,
AND IT'S GONNA PULL MY DEVELOPMENT,
AND I'M GOING TO REACH TO THAT.
IF YOU TEACH TOO HIGH, WHAT HAPPENS TO THE STUDENT?
SHUT DOWN.
YOU TEACH TOO LOW, WHAT HAPPENS TO THE STUDENT?
YOU LOSE 'EM EITHER WAY.
EITHER END-- BUT YOU-- AND SO FORMATIVE ASSESSMENT,
WHICH I STARTED WITH--
FORMATIVE ASSESSMENT HITS THAT ZONE WHICH IS GONNA ALLOW--
I DON'T CARE IF THEY'RE A THREE-YEAR-OLD
OR A 33-YEAR-OLD OR A 63-YEAR-OLD,
IF YOU CAN TEACH TO THAT ZONE
THROUGH FORMATIVE ASSESSMENT AND CONSTRUCTING THE LEARNING,
PEOPLE ARE GONNA GROW WHETHER THEY WANT TO OR NOT.
HE MAINTAINS-- AND THIS WILL BE MY LAST MESSAGE--
THAT LEARNING IS A SOCIAL PROCESS.
AND THAT'S WHY, YOU KNOW, IF YOU DESIGN AN ONLINE COURSE,
KEEP THAT IN MIND.
LEARNING IS A SOCIAL PROCESS.
WE ARE SOCIAL BEINGS, AND THAT YOU HAVE TO CONSTRUCT LESSONS
THAT ARE SOCIAL IN NATURE.
SO, I MEAN, LOOK AT IT-- I MEAN, IT'S NOT THAT HARD.
YOU'VE GOT V-A-K-T...
YOU GOT A LITTLE BIT OF KNOWLEDGE ABOUT NEURO--
A LITTLE BIT OF KNOWLEDGE ABOUT NEUROLOGICAL WIRING,
AND YOU KNOW IF YOU CAN JUST KEEP IN MIND
THAT PEOPLE LEARN BEST WHEN THEY'RE SOCIALLY INTERACTING.
I MEAN, WHAT'S WRONG WITH THAT?
YOU'RE CLOSER TO BEING AN EXCELLENT TEACHER
THAN YOU'VE EVER BEEN, RIGHT?
SO, THERE'S NOT-- THAT DOESN'T--
I DON'T THINK IT'S AS OVERWHELMING.
I THINK THE BIGGEST CHALLENGE,
BEYOND V-A-K-T AND VYGOTSKY AND ALL THAT STUFF,
IS LOOKING YOURSELF IN THE MIRROR
AND FIGURING OUT WHAT MOTIVATES YOU TO TEACH THE WAY YOU DO,
AND FIGURING OUT WHAT YOU NEED TO DO TO GET OUT OF THAT ZONE.
WITH THAT, HOUSTON, DO WE--
WE DON'T HAVE ANY TIME FOR QUESTIONS, DO WE?
>> (indistinct speaking).
>> WITH THAT, WE WILL END.
THANK YOU. (applause)
YEAH, THOSE ARE NOT PARTING GIFTS.
I NEED THE CARDS BACK-- I'LL USE THEM AGAIN THIS AFTERNOON.
ARE THERE ANY BLANKS ON YOUR SHEET THAT YOU DIDN'T FILL IN
THAT YOU WOULD LIKE THE ANSWER TO?
YOU GOT 'EM ALL?