Placeholder Image

字幕表 動画を再生する

  • >> ...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?

>> ...SO THIS IS THE STUFF I FEEL REALLY CONFIDENT WITH.

字幕と単語

ワンタップで英和辞典検索 単語をクリックすると、意味が表示されます

A2 初級

Faculty Learning Day, Jan. 2013 | Nanette Clatterbuck

  • 102 10
    Why Why に公開 2013 年 03 月 29 日
動画の中の単語