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