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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