{"id":211,"date":"2010-05-19T23:25:11","date_gmt":"2010-05-20T03:25:11","guid":{"rendered":"http:\/\/blog.uvm.edu\/udl-2010conference\/?page_id=211"},"modified":"2010-05-19T23:25:40","modified_gmt":"2010-05-20T03:25:40","slug":"keynote-2-transcripts","status":"publish","type":"page","link":"https:\/\/blog.uvm.edu\/udl-2010conference\/session-notes-and-comments\/keynote-2-transcripts\/","title":{"rendered":"Keynote 2 Transcripts"},"content":{"rendered":"
\r\n                                                                                  1\r\n\r\n                1\r\n\r\n                     >> >>: hello, everybody.\r\n                     Welcome.  Today is day two of\r\n                5    the conference, better learning\r\n                     by design.  Thank you so much\r\n                     for waiting patiently as we've\r\n                     just been getting everything\r\n                     together.  I'm just going to\r\n               10    open the conference today with a\r\n                     few details as to logistics.\r\n                     And then we'll get us on to our\r\n                     keynote speaker, David Rose.  So\r\n                     I'd just like to say welcome to\r\n               15    the new participants today and\r\n                     also the veterans who were here\r\n                     yesterday.  You can get all the\r\n                     details from the veterans as to\r\n                     what's good around Davis Center.\r\n               20    And isn't also like to remind\r\n                     you that at our registration\r\n                     table, you'll find our members\r\n                     of our UDL team in case you have\r\n                     any questions and the\r\n               25    registration table is where you\r\n                                                                                   2\r\n\r\n                1    got your badges this morning.\r\n                     And also bathrooms are right\r\n                     near the registration table.  In\r\n                     any case if you don't find\r\n                5    anyone there at the registration\r\n                     table, you can find members of\r\n                     our team at the Boulder room\r\n                     just down the hall.  So as for\r\n                     an overview of the day today,\r\n               10    we're going to start with our\r\n                     keynote speaker, David Rose, and\r\n                     then we're going to have a brief\r\n                     break and continue with our\r\n                     keynote speaker until about\r\n               15    12:00.  Afterwards we're going\r\n                     to have a lunch break right out\r\n                     here lunch will be served.  If\r\n                     you do want food that isn't\r\n                     available here, there is food\r\n               20    for purchase downstairs at the\r\n                     marketplace and that is open\r\n                     until 2 p.m.  Afterwards, we\r\n                     will have a breakout session\r\n                     from 1 to 2:15, and in our\r\n               25    breakout sessions, the\r\n                                                                                   3\r\n\r\n                1    presenters can feel free to move\r\n                     the chairs and tables around, so\r\n                     that it's appropriate for\r\n                     discussion or for any type of\r\n                5    configuration that is best for\r\n                     that particular session.  And\r\n                     also, we will be video\r\n                     recording, just for educational\r\n                     purposes and there are consent\r\n               10    forms on the table, so if the\r\n                     presenter of each breakout\r\n                     session would just fill out that\r\n                     consent form and specify their\r\n                     level of comfort with that video\r\n               15    recording, that would be great.\r\n                     Also, if members in the breakout\r\n                     sessions can fill out\r\n                     evaluations, which are also on\r\n                     the table, as paper form, or\r\n               20    they can do them online, so\r\n                     either one of those would be\r\n                     great and Holly Parker will be\r\n                     showing us in a few minutes as\r\n                     to how to fill out an evaluation\r\n               25    online.  After our first\r\n                                                                                   4\r\n\r\n                1    breakout session from 1 to 2:15\r\n                     we'll have another break for\r\n                     about 15 minutes and then we'll\r\n                     have a second breakout session\r\n                5    from 2:30 to 3:45 and actually\r\n                     today is kind of special,\r\n                     because at the end of the day\r\n                     today from 4:30 to 6, we will\r\n                     have a formal social hour around\r\n               10    networking hour, which will be\r\n                     in the Livak ballroom.  There\r\n                     will be a cash bar.  There will\r\n                     be posters and vendors and\r\n                     exhibiter tables there and also\r\n               15    there will be prized so this is\r\n                     actually quite important.\r\n                     Veterans will tell you yesterday\r\n                     we had a great prize session\r\n                     yesterday and we're continuing\r\n               20    it today.  So the rule is the\r\n                     three P's.  First you must post\r\n                     on the blog which Holly's going\r\n                     to get to in a minute.  The\r\n                     second rule is you must be\r\n               25    present at the social hour, the\r\n                                                                                   5\r\n\r\n                1    networking hour, and the third\r\n                     rule is if you are present, and\r\n                     you did post, you have the\r\n                     opportunity to get a prize.  And\r\n                5    we have a prize available today\r\n                     that is valued over $600, so if\r\n                     I were you I would definitely\r\n                     get there.\r\n\r\n               10    >> >>: let's see.  I guess right\r\n                     now I would like to bring up\r\n                     Holly Parker to talk about the\r\n                     blog and about evaluations.\r\n\r\n               15    >> >>: we would like some clue\r\n                     as about the prize.\r\n\r\n                     >> >>: Oakes OHH, OK I'm going\r\n                     to think about that one.\r\n               20\r\n                     >> >>: could I get a little help\r\n                     for a second?\r\n\r\n                     >> >>: I see David has his\r\n               25    keynote here all ready to go, so\r\n                                                                                   6\r\n\r\n                1    I don't want to mess with it.\r\n                     Good morning everybody, I've\r\n                     already had a few questions\r\n                     about how to get to the blog.\r\n                5    There is a direct URL to the\r\n                     blog, but I think the simplest\r\n                     way would be just to go through\r\n                     our website for UDL@UVM he so\r\n                     I'm going to he show that route.\r\n               10    The put in the regular UVM .EDU\r\n                     and then the TILDE sign, and\r\n                     then universal design.  So then\r\n                     there is the conference ling.\r\n                     So if you click on that, that\r\n               15    will take you to the blog.\r\n                     That's kind of the easiest\r\n                     route.  Now, I am quite pleased\r\n                     at the amount of postings that\r\n                     have come up in the water\r\n               20    cooler.  Even this morning, I\r\n                     get all the emails as the ADMIN.\r\n                     So I saw all of the conversation\r\n                     that had started, and what I'm\r\n                     going to show you just briefly\r\n               25    is the water cooler link, which\r\n                                                                                   7\r\n\r\n                1    you get to over here on the\r\n                     right-hand side and then you can\r\n                     see there are 20 responses so\r\n                     far.  This area is set up as a\r\n                5    threaded discussion.  So if you\r\n                     see something that you would\r\n                     like to reply to, all you have\r\n                     to do is click on the reply link\r\n                     that is associated with that\r\n               10    particular post.  For example,\r\n                     Hailey posted something about\r\n                     getting the slides from\r\n                     yesterday.  And you can see that\r\n                     I replied to her this morning\r\n               15    and it shows the thread by\r\n                     indentation here.  So that's\r\n                     just a way to kind of navigate\r\n                     through the discussion here, and\r\n                     be able to reply to a particular\r\n               20    post if you're interested.  Some\r\n                     people have posted questions, so\r\n                     feel free to jump in, click that\r\n                     reply button and answer them if\r\n                     you're able to.  The other thing\r\n               25    I wanted to show you is the way\r\n                                                                                   8\r\n\r\n                1    that you go to an evaluation.\r\n                     So we're on day two this\r\n                     morning, and if we click that\r\n                     link over here on the right,\r\n                5    then you can see the schedule of\r\n                     the day, and underneath each of\r\n                     the sessions, there should be an\r\n                     evaluation link associated with\r\n                     that particular session.  For\r\n               10    example, here's the link for\r\n                     David Rose's keynote evaluation,\r\n                     and if you click there, you will\r\n                     be taken to a brief survey\r\n                     monkey survey.  So we're asking\r\n               15    that if you're able to do these\r\n                     online, that's the most\r\n                     efficient way for us to get the\r\n                     feedback very quickly.  But we\r\n                     also accept the paper\r\n               20    evaluations that are located in\r\n                     each of the rooms, and you can\r\n                     pick one up either before or\r\n                     after each of the sessions.\r\n                     There is a box for the\r\n               25    evaluations at the welcome table\r\n                                                                                   9\r\n\r\n                1    that Puja was mentioning, so you\r\n                     can just drop your evaluation in\r\n                     that box.\r\n\r\n                5    >> >>: and I think there's still\r\n                     a computer located out by the\r\n                     welcome table, a laptop\r\n                     computer, that you can use, as\r\n                     well, to fill out the\r\n               10    evaluations or check your email\r\n                     if you need to check email.\r\n\r\n                     >> >>: Puja's feeding me some\r\n                     pointers here.  There's also\r\n               15    some computers on the lower\r\n                     levels of the Davis Center,\r\n                     Level 3 and 1, I believe?  So if\r\n                     I can help you in any way to get\r\n                     on the blog throughout the day\r\n               20    today, just let me know.  And\r\n                     also, if if you have any\r\n                     questions or you notice that\r\n                     something is missing that you'd\r\n                     like up on the blog, presenters,\r\n               25    if you have not yet submitted\r\n                                                                                  10\r\n\r\n                1    your slides or if you have\r\n                     submitted them and they are not\r\n                     appearing on today's sessions,\r\n                     appear on the blog, please send\r\n                5    an email to me with the\r\n                     attachment and it's Holly .\r\n                     Parker at UVM .EDU.\r\n\r\n                     >> >>: OK.  Thank you, Holly.\r\n               10    One more thing I wanted to\r\n                     mention is that this, the\r\n                     vendors and the posters and the\r\n                     exhibitors will actually be\r\n                     available and presenting in in\r\n               15    the frank Livak room all day\r\n                     today so if you have a few\r\n                     minutes during a break or if you\r\n                     just want to take a break from a\r\n                     session, you can go in there and\r\n               20    check out what's available.\r\n\r\n                     >> >>: lastly, we have rides\r\n                     that are available to the\r\n                     Sheraton at 6:15, and they will\r\n               25    be leaving here.  If you would\r\n                                                                                  11\r\n\r\n                1    like a ride, please do go to the\r\n                     registration table and sign and\r\n                     let one of our team members know\r\n                     about that.  I would like to\r\n                5    introduce Charlie, a member of\r\n                     our team who has been working in\r\n                     education for over 46 years, and\r\n                     working at UVM for over 40\r\n                     years.  Thank you.\r\n               10\r\n                     >> >>: some of the more mature\r\n                     people in the audience will\r\n                     remember Jonathan winters who\r\n                     had a great routine about, I've\r\n               15    been in this job for over a\r\n                     quarter of a century.  That was\r\n                     one of his characters.  I\r\n                     haven't gotten to the\r\n                     half-century mark yet.  But\r\n               20    thank you, Puja, for that very\r\n                     brief introduction.  I\r\n                     appreciate that.\r\n\r\n                     >> >>: I was part of the UDL\r\n               25    team that went to Wakefield\r\n                                                                                  12\r\n\r\n                1    Mass. last spring to work for\r\n                     three days with cast.  And my\r\n                     last memory of seeing David was\r\n                     at the end of the training, and\r\n                5    David followed us out, actually\r\n                     everybody kind of followed us\r\n                     out, to the doorway between the\r\n                     cast offices and the rest of the\r\n                     world.  And we stood there and\r\n               10    in our good goodbyes, we kind of\r\n                     dreamed up this conference.  The\r\n                     doorway space is called a lumen,\r\n                     and in some ways it's a place\r\n                     between two realities, and for\r\n               15    us it was the reality of cast\r\n                     and the reality of what would\r\n                     come after that.  We had spent\r\n                     three days immersed in that\r\n                     bridge between the neuroscience\r\n               20    of learning and the\r\n                     possibilities maybe of working\r\n                     on higher education with largely\r\n                     a population of professors who\r\n                     had no construction whatsoever\r\n               25    in pedagogy.  So it was a huge\r\n                                                                                  13\r\n\r\n                1    challenge.  But that's what\r\n                     lumens are, they're places of\r\n                     possibility.  They're places\r\n                     between parentheses of\r\n                5    experience around I think that's\r\n                     the way the team took it and I\r\n                     think it's the way David meant\r\n                     it when he and skip and grace\r\n                     and the rest of the cast staff\r\n               10    sent us off.\r\n\r\n                     >> >>: I see David as an applied\r\n                     theorist, very much a\r\n                     neuroscientist and very much a\r\n               15    person embedded in the lives of\r\n                     children, youth, adolescents,\r\n                     college-age students, and their\r\n                     teachers, whoever their teachers\r\n                     may be.  I think it's a tough\r\n               20    job to be an applied theorist.\r\n                     It's much more comfortable to be\r\n                     either applied tore a theorist,\r\n                     but to live in both of those\r\n                     worlds opens yourself up for\r\n               25    expert criticism from the other\r\n                                                                                  14\r\n\r\n                1    world.  And you're always kind\r\n                     of pushing the boundaries.\r\n                     David's very much a\r\n                     boundary-pusher and he's very\r\n                5    much a bridger.  And I'd like to\r\n                     just spend a couple of minutes\r\n                     reading you some of the titles\r\n                     of his most recent publications,\r\n                     because they'll show you what\r\n               10    that bridging is all about.\r\n\r\n                     >> >>: applying universal design\r\n                     for learning with children in\r\n                     poverty.  So there's universal\r\n               15    design, there's learning, and\r\n                     then there are these kids in our\r\n                     schools that forever we've been\r\n                     trying to figure out how to\r\n                     close not only achievement gap,\r\n               20    but the gap of affect for them,\r\n                     so that they can experience\r\n                     school with the same joy and\r\n                     relevance as other children.\r\n\r\n               25    >> >>: so there is one bridge.\r\n                                                                                  15\r\n\r\n                1    >> >>: there's echoes of Michael\r\n                     Harrington in that title, for\r\n                     those of you who remember\r\n                     Michael Harrington.\r\n                5\r\n                     >> >>: another title:  Is\r\n                     synthesis possible?  Making\r\n                     doubly sure in research and\r\n                     application.  There's that\r\n               10    bridge again between research\r\n                     and application, and the view of\r\n                     the scientist.  Making doubly\r\n                     sure.\r\n\r\n               15    >> >>: here's another favorite\r\n                     of mine.  Cognition of learning,\r\n                     meeting the challenge of\r\n                     individual differences.  You\r\n                     know, we use that term\r\n               20    individual differences as if\r\n                     there's nobody else in the world\r\n                     but you can't have an individual\r\n                     difference without a group or a\r\n                     larger other.  And so the\r\n               25    consideration of individual\r\n                                                                                  16\r\n\r\n                1    differences is also partly that\r\n                     bridge between who is this\r\n                     individual we're talking about\r\n                     and what are we comparing them\r\n                5    to?  So this world of bridging\r\n                     is something I appreciate in\r\n                     immense ways that David brings\r\n                     with him.  As I hear David talk,\r\n                     I hear historical bridges.  I\r\n               10    hear historical bridges to\r\n                     PIAGET, one of the great\r\n                     thinkers of how we think, how we\r\n                     learn, conditions for learning,\r\n                     conditions for extremely\r\n               15    positive mental development.\r\n                     Way before there was any way of\r\n                     accessing what was lighting up\r\n                     when the brain was used in\r\n                     certain ways.  There's bridges\r\n               20    to the GODSKEY, there's bridges\r\n                     to the educational theorists who\r\n                     have been around for a long time\r\n                     and I'm stalking talking like a\r\n                     thousand years who have always\r\n               25    enacting what is being learned\r\n                                                                                  17\r\n\r\n                1    in the moment it to deepening\r\n                     your understanding of any\r\n                     particular reality that you're\r\n                     living in.  So I am so grateful\r\n                5    that David and skip, but this\r\n                     morning David, have continued\r\n                     their commitment to this project\r\n                     in UDL at the University of\r\n                     Vermont, and have continued\r\n               10    their willingness to come\r\n                     support us, support you in the\r\n                     work that you're doing here in\r\n                     the Davis Center this morning.\r\n                     Skip?  David?  Where are you?\r\n               15    There you are.\r\n\r\n                     >> >>: thank you, Charlie, for\r\n                     that very sweet introduction.  I\r\n                     guess I'm on a lumen, too, that\r\n               20    was great.  Very nice.  I\r\n                     apologize.  I won't be able to\r\n                     stay for the nice events at the\r\n                     end of the day.  I'm in a week\r\n                     of sort of great stress and\r\n               25    great opportunity, just finished\r\n                                                                                  18\r\n\r\n                1    turning in my graze yesterday,\r\n                     so you university faculty know\r\n                     what that feels like.  And you\r\n                     always have that student that\r\n                5    you just don't know, is it going\r\n                     to come in by 5 or not, and then\r\n                     turned up up in my grades and\r\n                     rushed up here and I have to\r\n                     leave to go down to Washington\r\n               10    tomorrow doing a congressional\r\n                     briefing on matters that are of\r\n                     interest to all of us here, I'll\r\n                     tell you all about that toward\r\n                     the end of the day.  But there's\r\n               15    sort of action everywhere, but\r\n                     my assistant was saying, are you\r\n                     really going to drive up four\r\n                     hours, you know, come back four\r\n                     hours and make it in time to get\r\n               20    on your plane and get to\r\n                     Washington and all that?  And I\r\n                     thought this would actually feel\r\n                     quite nice, you know, kind of\r\n                     settle down for a while in my\r\n               25    car and think about this.  I'm\r\n                                                                                  19\r\n\r\n                1    hoping, skip said you were a\r\n                     nice audience, you're not going\r\n                     to attack me or anything, so I\r\n                     am actually very much looking\r\n                5    forward to spending the time\r\n                     with you, and I have plenty of\r\n                     time which often doesn't happen.\r\n                     Because there's a little\r\n                     breakout session later, so I'll\r\n               10    be putting things often in a,\r\n                     you know, in a garage where I'll\r\n                     say, well, maybe let's talk\r\n                     about that in the afternoon\r\n                     session, but it's enough time to\r\n               15    do some broad strokes now, and\r\n                     still have some time for a\r\n                     discussion later for a few of\r\n                     you that like to do that.  Just\r\n                     broad what I'm going to do\r\n               20    today.  This morning I'm going\r\n                     to do background on UDL, some of\r\n                     the underlying learning\r\n                     sciences.  And a few\r\n                     application, although not too\r\n               25    much of that.  And I'll take a\r\n                                                                                  20\r\n\r\n                1    break and I'll also see from the\r\n                     wonderful colleagues at UVM just\r\n                     whether I should tweak what I'm\r\n                     doing for the second part.  The\r\n                5    second part is largely I'm going\r\n                     to talk about my own teaching,\r\n                     what I do and don't do and I\r\n                     want to say before I begin that\r\n                     I actually had a disappointing\r\n               10    semester.  I tried some things\r\n                     that didn't work, that I'll tell\r\n                     it you about, a couple of things\r\n                     that did work that I'll tell you\r\n                     about, and I also had a\r\n               15    neurological incident myself,\r\n                     which made teaching very hard\r\n                     for a while, and I'll tell you a\r\n                     little bit about that.  So it\r\n                     was a kind of like odd semester.\r\n               20    And I thought I would be a lot\r\n                     better than I was, but I thought\r\n                     this is a good group to kind of\r\n                     share that with, that actually\r\n                     for a little while I was a\r\n               25    different person.  Things that\r\n                                                                                  21\r\n\r\n                1    were easy before were not easy\r\n                     for me all of a sudden, and I,\r\n                     too, like you, had some bad\r\n                     teaching days where I was not on\r\n                5    top of it, didn't do very well\r\n                     and some things that I'd hoped\r\n                     to do were not great.  So we're\r\n                     all too human, and so I'll tell\r\n                     about the sort of good things\r\n               10    and bad things that happened\r\n                     this semester.  And show you\r\n                     some student work and things\r\n                     like that.  So broad theory and\r\n                     some application for the first\r\n               15    part, little break, my own\r\n                     teaching which are graduate\r\n                     students in education, and then\r\n                     more interchange in the\r\n                     afternoon, OK?  And I like being\r\n               20    interrupted with questions.  I\r\n                     will often ignore them, so don't\r\n                     worry.  That is, if I don't\r\n                     think it's sort of in the thrust\r\n                     of where we need to be in the\r\n               25    moment, I'll say let's talk\r\n                                                                                  22\r\n\r\n                1    about that a little bit later,\r\n                     so you can feel free to ask\r\n                     them, knowing that I'm going to\r\n                     feel free I don't want to answer\r\n                5    that right now, OK?  But\r\n                     hopefully el I'll be able to\r\n                     later.  And let's see if I get\r\n                     up on this screen.  This me\r\n                     shifting or do you shift?\r\n               10\r\n                     >> >>: oh, you are I'm already\r\n                     ahead.  Let me get out my little\r\n                     magic wand which I've never\r\n                     used.  Oh, I see.  I'm looking\r\n               15    over there.  But -- now I get\r\n                     it.  I'm already having\r\n                     technical difficulties.  This is\r\n                     where I want you to look.  And\r\n                     is it -- it's a little, we're\r\n               20    going do some brain slides so I\r\n                     hope that it's bright enough.\r\n                     Is it possible if I needed to,\r\n                     to dim the lights?  Let's just\r\n                     see, let me try T I just want to\r\n               25    see it before I get going.\r\n                                                                                  23\r\n\r\n                1    Yeah, OK, now, is that enough\r\n                     for interpreting?  Do you have\r\n                     enough light?\r\n\r\n                5    >> >>: that's good?  OK.  All\r\n                     right.\r\n\r\n                     >> >>: so, I want to do some\r\n                     broad setting.  There we go.  I\r\n               10    think skip probably talked about\r\n                     NIMAS, I'm not going to do much\r\n                     talking about NIMAS.  Did you\r\n                     talk about NIMAS, skip?\r\n\r\n               15    >> >>: a little bit\r\n\r\n                     >> >>: and did you talk about\r\n                     the higher Ed extension or not?\r\n\r\n               20    >> >>: not yet snoovment is it\r\n                     all right if I do that?  Or are\r\n                     you going to do it tomorrow?\r\n\r\n                     >> >>: no, no, OK.\r\n               25\r\n                                                                                  24\r\n\r\n                1    >> >>: NIMAS, skip would have\r\n                     introduced you to, and so I can\r\n                     skip that for the moment, except\r\n                     I want to go into it a little\r\n                5    bit.  One part of it.  So NIMAS\r\n                     is a standard for digital source\r\n                     files that can be used to\r\n                     accurately and reliably produce\r\n                     instructional materials in a\r\n               10    variety of alternate formats\r\n                     using the same source file, the\r\n                     glory of XML, you make a thing\r\n                     once, display it in many\r\n                     different ways.  It's the kind\r\n               15    of thing we couldn't do in the\r\n                     world of print but now we can.\r\n                     Partly I want to focus on this.\r\n                     What does it do?\r\n\r\n               20    >> >>: I actually think, more\r\n                     important than the technical\r\n                     standard, which NIMAS really is\r\n                     a technical standard, make your\r\n                     books like this, so we can make\r\n               25    lots of different things out of\r\n                                                                                  25\r\n\r\n                1    them, was the putting into\r\n                     congressional language the word\r\n                     print disability.  And I want to\r\n                     talk about that word, actually.\r\n                5    For most it will it will\r\n                     underlie most of what I'm going\r\n                     to talk about.  Print disability\r\n                     is way too narrow for what we're\r\n                     going to ultimately talk about.\r\n               10    But I think it's a watershed\r\n                     moment, the inclusion of this\r\n                     word, and I want to talk about\r\n                     why that is.  OK?\r\n\r\n               15    >> >>: the outcomes of NIMAS is\r\n                     that virtually every textbook in\r\n                     American schools, this is K-12\r\n                     published after 2006 is now\r\n                     available in a digital XML\r\n               20    version to any child with a\r\n                     print disability.  So there's a\r\n                     law, there's a force, there's a\r\n                     definition that people care\r\n                     about, if you have a print\r\n               25    disability, then you have access\r\n                                                                                  26\r\n\r\n                1    to materials that other kids do\r\n                     not, and that you didn't used\r\n                     to.  So every textbook since\r\n                     2006 is now available as a\r\n                5    digital source file marked up in\r\n                     the way that actually skip's\r\n                     large commission defined.  And\r\n                     if I can say it, skip can tell\r\n                     you more about it tomorrow\r\n               10    because skip's in charge of\r\n                     this, but we've been asked just,\r\n                     is it OK to say this?\r\n\r\n                     >> >>: sure, why not.\r\n               15\r\n                     >> >>: I think it's OK to say\r\n                     it, you'll be the first to know.\r\n                     The Congress when they passed\r\n                     the law earlier, said there\r\n               20    needs to be a higher education\r\n                     commission on accessible\r\n                     instructional materials for the\r\n                     college level crowd.  Your\r\n                     folks, and the Department of Ed\r\n               25    called us two weeks ago and\r\n                                                                                  27\r\n\r\n                1    said, Congress wants us to make\r\n                     a higher education commission.\r\n                     We want you to lead it, that\r\n                     means they really want skip to\r\n                5    lead it, and so there will be a\r\n                     higher education commission\r\n                     doing what this law did for\r\n                     K-12, so I know that skip --\r\n                     thank you, thank you.\r\n               10\r\n                     >> >>: skip, I know that skip,\r\n                     skip and chuck have a view that\r\n                     it will be different than the\r\n                     way it works in K-12, so maybe\r\n               15    he'll talk about that tomorrow.\r\n\r\n                     >> >>: but print disability is\r\n                     what I want to focus on here.\r\n                     So I want to -- as I said, I\r\n               20    think this language is a\r\n                     watershed, and I think -- I'm\r\n                     sorry I forgot to say one other\r\n                     thing I want to do today.\r\n                     Largely I'm going to do things\r\n               25    that I often do but in each case\r\n                                                                                  28\r\n\r\n                1    I'm going to say something new\r\n                     today about what I think is\r\n                     next, because the UVM people\r\n                     hope that I would talk a little\r\n                5    bit more about what's next.  So\r\n                     in each case I'm going to do\r\n                     that.\r\n\r\n                     >> >>: and here, though, I\r\n               10    wanted to say that the -- what's\r\n                     next will be an elaboration of\r\n                     some of these concepts, but the\r\n                     critical thing was this term\r\n                     from seeing kids as having\r\n               15    learning disabilities to seeing\r\n                     them as having print\r\n                     disabilities.  There's a very\r\n                     fundamental shift that I think\r\n                     is a HARBINGER of very important\r\n               20    things to come and I guess I\r\n                     want to say before we get there,\r\n                     that the difference is because\r\n                     it starts to define disability\r\n                     in a modern way, which is to say\r\n               25    a disability always occurs in\r\n                                                                                  29\r\n\r\n                1    the interaction between an\r\n                     individual and their\r\n                     environment, disabilities are\r\n                     never decontextualized.  That\r\n                5    is, you can all think of places\r\n                     where you are disabled and where\r\n                     you are in other respects would\r\n                     have been disabled but you're\r\n                     not, and trying to think, so the\r\n               10    world will start seeing it this\r\n                     way:  I'm a little, have a\r\n                     little fetish for reading books\r\n                     and movies about climbing Mount\r\n                     Everest, something I would\r\n               15    never, ever, ever do, but it's\r\n                     just, you know, I'm sure you all\r\n                     have these little fantasy lives,\r\n                     so I read things about climbing\r\n                     Everest.  One of the things\r\n               20    that's different about Everest\r\n                     is it's not actually a difficult\r\n                     climate the top, it's not\r\n                     treacherous, but there's almost\r\n                     no oxygen, so the real, as you\r\n               25    probably know, a quarter of the\r\n                                                                                  30\r\n\r\n                1    people that have summited\r\n                     Everest have died, so you're\r\n                     putting yourself in this\r\n                     environment where there is just\r\n                5    not enough oxygen and then\r\n                     you're going to have to do some\r\n                     very, very hard things.  So that\r\n                     combination, the environment\r\n                     does not have enough oxygen, and\r\n               10    you're being challenged to do\r\n                     your strongest work, makes most\r\n                     people disabled.  Most people\r\n                     become disabled near the top of\r\n                     Everest and can't go to the very\r\n               15    top, and thousands of people\r\n                     have been within visual sight of\r\n                     the top and not make it, OK?\r\n                     And everybody knows that.\r\n                     Parties will begin with 60\r\n               20    people, and three will summit.\r\n                     Gigantic disability at the top.\r\n                     So that's a kind of a way to\r\n                     think about disability that in\r\n                     this room, you know, 97 of us\r\n               25    would be disabled at that moment\r\n                                                                                  31\r\n\r\n                1    on Mount Everest, and then it\r\n                     makes you think, oh, well, then\r\n                     that's an odd way to think about\r\n                     it, but most people would be\r\n                5    disabled, that is, you would\r\n                     have lung conditions at that\r\n                     height.  In fact, you get\r\n                     neurological conditions.  Many\r\n                     people are unable to tell what\r\n               10    the right thing to do next is\r\n                     because there's just not enough\r\n                     oxygen for their nervous system\r\n                     to operate well.  So we can make\r\n                     conditions in which all of us\r\n               15    will look disabled, OK?  Mount\r\n                     Everest is probably too extreme\r\n                     an example.  We'll have other\r\n                     ones as we go along.  Most\r\n                     people look disabled at Mount\r\n               20    Everest at this altitude, most\r\n                     of us don't feel the\r\n                     neurological and the breathing\r\n                     disabilities we would feel out\r\n                     on Mount Everest, OK?\r\n               25\r\n                                                                                  32\r\n\r\n                1    >> >>: the way that print\r\n                     disability changes things is in\r\n                     the same way.  It says that the\r\n                     environment is part of what will\r\n                5    define whether you're disabled\r\n                     or not.  Print is part of the\r\n                     definition of disability.  That\r\n                     colocation, it's not just in the\r\n                     kid.  Whether you're disabled or\r\n               10    not depends on the environmental\r\n                     conditions you're going to be\r\n                     in.  In a print environment,\r\n                     many kids are disabled that are\r\n                     not disabled in the same way as\r\n               15    Everest, not disabled in other\r\n                     learning environments.  So I've\r\n                     always hated and I'm sure skip\r\n                     does, too, calling kids learning\r\n                     disabled.  When in fact the\r\n               20    learning conditions have been\r\n                     ones in which there's not enough\r\n                     oxygen.  So saying to, you know,\r\n                     Hillary on the top of Mount\r\n                     Everest, you have a breathing\r\n               25    disability because you're so\r\n                                                                                  33\r\n\r\n                1    bent over and strained, you\r\n                     know, is a nutty way of to think\r\n                     of it rather than thinking\r\n                     there's not enough oxygen here\r\n                5    for almost everybody, the fact\r\n                     that you're breathing at all is\r\n                     amazing.  So print disability,\r\n                     that colocation, saying print is\r\n                     part of the problem, it's a\r\n               10    fundamental shift, what I think\r\n                     we'll see to say what's next is\r\n                     we'll talk about things that are\r\n                     curriculum-based disabilities.\r\n                     So print is just an example of a\r\n               15    curricular materials, but as we\r\n                     move forward and universal\r\n                     design moves forward, I think\r\n                     we'll start to talk about, does\r\n                     this child have a\r\n               20    curriculum-based disability\r\n                     meaning there's not enough\r\n                     oxygen in this curriculum for\r\n                     this kid.  Then you can think\r\n                     about the solutions.  The\r\n               25    curriculum is part of the\r\n                                                                                  34\r\n\r\n                1    problem, though, and it makes\r\n                     you focus on the curriculum\r\n                     first, which is what we need to\r\n                     to. the problem of focusing on\r\n                5    the kid first is that it gets us\r\n                     into some bad loops.\r\n\r\n                     >> >>: OK, so who has a print\r\n                     disability?  It's critical,\r\n               10    because only if you have a print\r\n                     disability are you entitled to\r\n                     the benefits of the NIMAS\r\n                     legislation, so this is the law\r\n                     as it talks about it, relates to\r\n               15    a really, really old law and it\r\n                     says it doesn't actually define\r\n                     print disability, which is\r\n                     really interesting, and when all\r\n                     this was happening, some\r\n               20    staffers would call us from time\r\n                     to time, for advice about how\r\n                     the law would be written.  They\r\n                     never tell you that, they just\r\n                     very generally saying, if you\r\n               25    were going to talk about print\r\n                                                                                  35\r\n\r\n                1    disability, would it be -- do\r\n                     you think it would be smart if\r\n                     we used the following, whatever?\r\n                     OK, it's really these kind of\r\n                5    interesting as-if conversations.\r\n                     But they didn't end up defining\r\n                     print disability, which we\r\n                     thought was sort of odd, that if\r\n                     you're going to have a law, you\r\n               10    can just say that kids have\r\n                     print disabilities and they have\r\n                     certain rights.  You'd think\r\n                     you'd define it but they didn't.\r\n                     In fact, they said it's actually\r\n               15    often better to leave things in\r\n                     the law vague and let case\r\n                     study, case law, defining it\r\n                     over time and they said don't\r\n                     get uptight about it.  That\r\n               20    actually law often works this\r\n                     way.  It's sort of an organic\r\n                     view of and sometimes if you\r\n                     overdefine it you're hurting\r\n                     yourself.  So they said we're\r\n               25    just going to go back and look\r\n                                                                                  36\r\n\r\n                1    at a really, really old law, and\r\n                     skip knows a lot more about this\r\n                     than I do, but an old law, which\r\n                     before the library of Congress,\r\n                5    which defined four groups.\r\n                     Blind people, everybody gets it.\r\n                     That print materials for a blind\r\n                     person are not going to work.\r\n                     Persons who have visual\r\n               10    disabilities aren't blind, but\r\n                     have significant vision\r\n                     disability.  Everybody gets it,\r\n                     OK, well a printed book has a\r\n                     specific font size so there's\r\n               15    going to be lots of people who\r\n                     can't use that.  Third, persons\r\n                     certified by competent authority\r\n                     as unable to read or unable to\r\n                     use standard printed materials\r\n               20    as a result of a physical\r\n                     limitation, and for reasons that\r\n                     are quite curious, this word\r\n                     physical limitation has been\r\n                     expanded in some views to\r\n               25    include it even being the source\r\n                                                                                  37\r\n\r\n                1    for students who have learning\r\n                     disabilities.  They have a\r\n                     physical limitation we'll come\r\n                     to that when we talk about the\r\n                5    neuroscience.\r\n\r\n                     >> >>: and lastly, person\r\n                     certified by a competent\r\n                     authority, and you can see where\r\n               10    right away this starts to go\r\n                     awry because you're thinking,\r\n                     well, who would be a competent\r\n                     authority?  And in the old days,\r\n                     when the law was written, we're\r\n               15    going to talk about these\r\n                     changes in the old days, they\r\n                     really thought doctors would be\r\n                     the competent authority, OK?\r\n                     And you think, oh, my God, I\r\n               20    would not want my doctor to\r\n                     decide whether my kid had a\r\n                     justified learning disability or\r\n                     not, because E. doesn't know\r\n                     anything about it, but at any\r\n               25    rate, that's one of the\r\n                                                                                  38\r\n\r\n                1    problems, a competent authority.\r\n                     We wouldn't define it the same\r\n                     as they did back in 1933 or\r\n                     whenever this happened.  But\r\n                5    competent authorities having a\r\n                     reading disability resulting\r\n                     from organic dysfunction and of\r\n                     sufficient severity to prevent\r\n                     their reading printed material\r\n               10    in a normal manner.\r\n\r\n                     >> >>: don't like the word\r\n                     \"normal \"there, but at any rate.\r\n                     And that was thought to really\r\n               15    save everybody, because the\r\n                     present framers wanted to\r\n                     separate out kids that are just\r\n                     bad readers, don't even ask me\r\n                     why they might be bad readers,\r\n               20    but the publishers would have\r\n                     gone berserk if all bad readers\r\n                     would have access to these\r\n                     digital materials.  This is free\r\n                     of charge, by the way.  So the\r\n               25    publishers needed something, and\r\n                                                                                  39\r\n\r\n                1    so this language was tried out\r\n                     to say, OK, competent\r\n                     authorities, got to say who it\r\n                     is, and it's got to come from\r\n                5    organic dysfunction.\r\n                     Something's got to be wrong with\r\n                     their brain.  It can't be that\r\n                     they just didn't have good\r\n                     teachers or they're poor, or\r\n               10    English isn't their first\r\n                     language or those things.  That\r\n                     would be way too far.  They\r\n                     should have an organic\r\n                     dysfunction.  Can everybody see\r\n               15    why that sort of people, this is\r\n                     a compromise and it was reached\r\n                     there?\r\n\r\n                     >> >>: so I'm going to go after\r\n               20    this at some length as we talk,\r\n                     and talk about what works and\r\n                     doesn't work about this\r\n                     definition in the light of\r\n                     modern cognitive neuroscience,\r\n               25    but any questions about the\r\n                                                                                  40\r\n\r\n                1    laws?  The law says if you have\r\n                     a print disability, you have\r\n                     access, your school must provide\r\n                     you with these new kinds of\r\n                5    materials, and in a timely\r\n                     fashion and all of that, and\r\n                     it's the law of the law in every\r\n                     State of the Union and as I\r\n                     said, higher education\r\n               10    commission is now going to look\r\n                     at how do we do something like\r\n                     this for colleges and universe\r\n                     it's and you can go after skip\r\n                     tomorrow about what's going to\r\n               15    happen.  And don't tell too many\r\n                     people about that because it's\r\n                     not official.\r\n\r\n                     >> >>: I probably shouldn't have\r\n               20    said anything.\r\n\r\n                     >> >>: OK.  So I want to talk\r\n                     about three advances that have\r\n                     happened since the time that\r\n               25    those four things were written.\r\n                                                                                  41\r\n\r\n                1    And like I said, I'm not sure I\r\n                     made it clear, that there's no\r\n                     definition, but what the law\r\n                     says is if you're one of those,\r\n                5    you're OK.  You can get NIMAS\r\n                     materials.  So it's not really\r\n                     defined.  It just says there's\r\n                     the kind of people who are print\r\n                     disabled.\r\n               10\r\n                     >> >>: and so we're going to go\r\n                     through today three kinds of\r\n                     advances.  And the culture in\r\n                     science that would make that law\r\n               15    be framed very differently now\r\n                     and described and I think is\r\n                     where the law will go.  So first\r\n                     is the neurosciences.  We\r\n                     learned a lot in the last seven\r\n               20    years about how the brain really\r\n                     works, how it learns and in\r\n                     particular about individual\r\n                     differences in kids.  So that we\r\n                     wouldn't say things exactly the\r\n               25    same.\r\n                                                                                  42\r\n\r\n                1    >> >>: first, the big change\r\n                     that we want to say is that now\r\n                     to a cognitive neuroscientist,\r\n                     neuroscientist, any kind of\r\n                5    neuroscientist, all learning\r\n                     abilities and disabilities are\r\n                     organic.  They don't think\r\n                     there's any kind.  They're all\r\n                     organic.  So you're not going to\r\n               10    be able to use oh, this one is\r\n                     organic or it's not organic.  So\r\n                     I want to talk a little bit\r\n                     about how learning works, OK?\r\n\r\n               15    >> >>: these are PET scans and\r\n                     you skip probably showed you a\r\n                     couple of these, and I think\r\n                     explain that the brighter it\r\n                     looks, the more in this case\r\n               20    glucose is being burned, so it's\r\n                     a way to sort of map the brain\r\n                     and look at what parts of the\r\n                     brain are most active.  The more\r\n                     active it is, the brighter, the\r\n               25    more hot it looks like it's\r\n                                                                                  43\r\n\r\n                1    burning.  So that when you're\r\n                     seeing words, there's a very hot\r\n                     area there, a couple of others.\r\n                     When you're hearing words, very\r\n                5    hot area there and a little bit\r\n                     less, a little bit less in some\r\n                     areas that aren't very involved.\r\n                     And why glucose?  Now we do\r\n                     oxygen, as well.  What you're\r\n               10    doing is measuring every time a\r\n                     neuron fires, that takes energy\r\n                     so it's got to reuptake some\r\n                     more glucose, it's got to\r\n                     reuptake some oxygen so it can\r\n               15    fire again.  So when neurons are\r\n                     firing, they're taking up\r\n                     glucose.  So all they're doing\r\n                     is measuring how fast are these\r\n                     parts of the brain burning\r\n               20    glucose.  So when you're hearing\r\n                     words, you're -- you tend to\r\n                     burn glucose here.  When you're\r\n                     seeing the same words, you burn\r\n                     it in a slightly different\r\n               25    place.  So this is visual\r\n                                                                                  44\r\n\r\n                1    cortex, this is auditory cortex\r\n                     it, no big surprise.\r\n\r\n                     >> >>: I guess I want to go back\r\n                5    just to make my point.  We'll\r\n                     see this in\r\n\r\n                     >> >>: question?\r\n\r\n               10    >> >>: is that the left or the\r\n                     right side of the brain?  Into\r\n                     most of the slides I'll show\r\n                     will be the same.  This will be\r\n                     the front and that's the back.\r\n               15    You can always tell the front\r\n                     because the temporal lobe points\r\n                     toward the front.\r\n\r\n                     >> >>: left or right?\r\n               20\r\n                     >> >>: these will be -- this is\r\n                     so just picture if you were\r\n                     facing the front this would be\r\n                     your left side.  So just look at\r\n               25    the temporal lobe right there,\r\n                                                                                  45\r\n\r\n                1    this will always be visible.\r\n                     Just say that's pointing toward\r\n                     the front, OK?\r\n\r\n                5    >> >>: we'll have a little bit\r\n                     of cause to look at how\r\n                     different tasks can be.  It's\r\n                     really cool, the last 20 years\r\n                     you've seen this explosion of\r\n               10    our ability to study how does\r\n                     the brain accomplish learning,\r\n                     and in specific for different\r\n                     kinds of tasks.  Different kinds\r\n                     of work.  But another thing\r\n               15    that's been amazing, and more\r\n                     recent, is we can actually study\r\n                     the brain not after it's\r\n                     left-hand, but while it's\r\n                     learned and watch what kind of\r\n               20    changes actually happen in the\r\n                     nervous system.  And I like to\r\n                     do this among educateors.  If\r\n                     you look here, this is a naive\r\n                     brain, just like we were looking\r\n               25    at before, and by the way, these\r\n                                                                                  46\r\n\r\n                1    are college sophomores.  They're\r\n                     almost always college sophomores\r\n                     because they are free and\r\n                     they're past the trauma of\r\n                5    freshman year and they're\r\n                     usually in their major now and\r\n                     so you can demand that they get\r\n                     in these experiments.  So -- and\r\n                     this task, a very simple task, I\r\n               10    don't think I'll bother to\r\n                     explain what the task is, but\r\n                     here we have a task that lights\r\n                     up some areas here in the\r\n                     temporal cortex and a big area\r\n               15    in the frontal cortex, pretty\r\n                     hot in the middle.  So this is a\r\n                     thought experiment for you.\r\n                     This is actually right away when\r\n                     they started doing the task,\r\n               20    it's very easy.  You say a noun\r\n                     to the student and they're just\r\n                     supposed to say a verb.  Not\r\n                     hard but you say car, they say\r\n                     drive.  Tree, they say grow,\r\n               25    whatever?  OK, all they have to\r\n                                                                                  47\r\n\r\n                1    do is say a verb.  And there's\r\n                     no right or wrong, but just keep\r\n                     within class verb.  Turns out,\r\n                     though, that changes what the\r\n                5    brain does very significantly,\r\n                     just to even say a verb.  But\r\n                     anyway, that's what it is.  What\r\n                     I'd like you to think about is,\r\n                     after they get good at that,\r\n               10    that is, this is at the\r\n                     beginning.  The brain's going to\r\n                     change as it learns, so how\r\n                     would it look here?  After\r\n                     they've done it for half an\r\n               15    hour, it's actually shorter than\r\n                     that, what would change?  How\r\n                     would this use of oxygen, of\r\n                     glucose here, how would it\r\n                     change?  And it's interesting.\r\n               20    Neurologists, many neurologists\r\n                     guessed exactly wrong with p\r\n                     what would happen.  And a lot of\r\n                     them just had the wrong idea of\r\n                     what would happen.  Usually when\r\n               25    asked educators, educators could\r\n                                                                                  48\r\n\r\n                1    guess correctly.  So just take a\r\n                     moment and see if you're more\r\n                     like a neurologist or an\r\n                     educator.  What do you think the\r\n                5    brain is going to look like\r\n                     here?\r\n\r\n                     >> >>: OK, let me just take some\r\n                     hypotheses.  Anyone -- I need to\r\n               10    get a little bit closer.  Anyone\r\n                     willing to hazard.  If you know,\r\n                     don't raise your hand.\r\n\r\n                     >> >>: with practice it might\r\n               15    get better, more efficient, so\r\n                     maybe use less of the brain?\r\n\r\n                     >> >>: great.  The hypothesis as\r\n                     you practice, it would get\r\n               20    better, more efficient, so it\r\n                     would burn less glucose.\r\n                     Another hypothesis?\r\n\r\n                     >> >>: may move to a different\r\n               25    area.\r\n                                                                                  49\r\n\r\n                1    >> >>: it could move to a\r\n                     different area because maybe the\r\n                     task looks different when you\r\n                     gain expertise and you approach\r\n                5    it differently.  Mm-hm.  Any\r\n                     others?\r\n\r\n                     >> >>: now, you haven't said\r\n                     what the neurologists thought\r\n               10    might happen.  So none of you\r\n                     are neurologists, apparently.\r\n                     And actually, both of you are\r\n                     right but the neurologists\r\n                     thought maybe the brain would\r\n               15    become more involved, like it\r\n                     would just be what gets smart is\r\n                     that the brain becomes more and\r\n                     more holistically involved.  But\r\n                     actually proven again that\r\n               20    educators are smarter than\r\n                     neurologists.  In fact, exactly\r\n                     what you said happened which is\r\n                     that it gets very efficient in\r\n                     it and you have a great\r\n               25    reduction in the glucose burn.\r\n                                                                                  50\r\n\r\n                1    But we're only showing part of\r\n                     the brain and in fact, among\r\n                     other mings just to give you a\r\n                     little example, most tasks when\r\n                5    you begin them, you tend to use\r\n                     the right side of your brain\r\n                     much more heavily, and as you\r\n                     get more and more expertise, it\r\n                     moves much more focally to the\r\n               10    left side and then begins to get\r\n                     much more tightly coupled with\r\n                     specific areas, so you actually\r\n                     do burn less glucose in those\r\n                     areas when you become practiced,\r\n               15    and it changes often, because\r\n                     you start treating the task\r\n                     quite differently, different\r\n                     parts of the brain light up.\r\n                     OK?  Everybody with me?  And the\r\n               20    novel is all of a sudden you\r\n                     come back and you say I have a\r\n                     got some new words I want to try\r\n                     and the brain lights up and says\r\n                     U owe uh-oh.  I've got something\r\n               25    new to learn here.\r\n                                                                                  51\r\n\r\n                1    >> >>: I like to talk about\r\n                     this, and Charlie set me up\r\n                     nicely to connecting to VIKOTSKY\r\n                     that in fact the glucose burn is\r\n                5    much closer to what we actually\r\n                     want in learning is that we want\r\n                     kids to be burning glucose.\r\n                     Because it turns out that that\r\n                     burning of glucose and oxygen is\r\n               10    in fact the brain changing\r\n                     itself.  It's becoming a\r\n                     different brain.  It's a brain\r\n                     that knows how it to do this now\r\n                     and you can actually watch it\r\n               15    wire itself.  And sculpt itself\r\n                     into being a brain that does\r\n                     this task.  And typically\r\n                     leashing locks like that, but it\r\n                     doesn't change itself under two\r\n               20    conditions.  One is, whoops,\r\n                     that's a new button pusher here,\r\n                     one is that you already knew how\r\n                     to do that.  In which case the\r\n                     brain doesn't burn any glucose\r\n               25    and doesn't change itself, no\r\n                                                                                  52\r\n\r\n                1    learning is going to occur and\r\n                     the other, and you won't be\r\n                     surprised at this either, is if\r\n                     the task is too hard, if the\r\n                5    task is too hard for you to\r\n                     change your brain in order to be\r\n                     able to do it, in fact a similar\r\n                     thing happens, you don't in fact\r\n                     burn glucose, either.  So\r\n               10    VIGOTSKY talked about being in\r\n                     the zone of proximal\r\n                     development.  That you've got to\r\n                     learn just enough to burn enough\r\n                     glucose.  Too hard you aren't\r\n               15    going to change and too easy you\r\n                     aren't going to change.  And the\r\n                     hard part is how to do it with a\r\n                     whole lot of people that come in\r\n                     to the class class at very\r\n               20    different places.  How can I be\r\n                     just hard enough for 25 students\r\n                     who range from people who know a\r\n                     lot to people who know very\r\n                     little and et cetera.\r\n               25\r\n                                                                                  53\r\n\r\n                1    >> >>: a second point I want to\r\n                     make, people are different.  And\r\n                     when we look at learning in the\r\n                     nervous system, we can see that\r\n                5    they don't learn alike, and I\r\n                     have a collection of things.\r\n                     I'm not going to bother to go\r\n                     through them now, but one of the\r\n                     things that I would ask you to\r\n               10    look at is you'll often say\r\n                     brain image slides of the\r\n                     changes that occur in learning\r\n                     now.  But what's often left off,\r\n                     except in the methodology\r\n               15    section, is that they're\r\n                     aggregates, they're averages.\r\n                     Well, we put all the sophomores\r\n                     together.  Because they've\r\n                     excluded all the people who\r\n               20    might be a little bit weird, all\r\n                     the people who are too bright,\r\n                     all the nonEnglish speakers, all\r\n                     the left handers so they've\r\n                     taken out all the people who\r\n               25    might be different and then\r\n                                                                                  54\r\n\r\n                1    aggregated everybody who's left\r\n                     and say well, this must be\r\n                     average but what's interesting\r\n                     and if you talk to a\r\n                5    neuroscientist they'll say it's\r\n                     true.  If you look at individual\r\n                     slides you'll see great\r\n                     variability.  They don't all\r\n                     look the same.  It's just that\r\n               10    wage them so you can kind of\r\n                     make a general point, OK?  But\r\n                     they really look quite\r\n                     different.  You've probably seen\r\n                     and heard of these examples, but\r\n               15    this is SHAYWITZ's work that's\r\n                     very familiar to probably lots\r\n                     of you.  This is Newsweek\r\n                     putting the word normal here.\r\n                     So a typical reader tends to\r\n               20    show areas that light up in the\r\n                     posterior, the back part of your\r\n                     brain, and typically areas sort\r\n                     of threeish of them that look\r\n                     like that.  And when you look at\r\n               25    and this is reading single\r\n                                                                                  55\r\n\r\n                1    words.  If you look at a\r\n                     dyslexic, those areas aren't\r\n                     lighting up.  They're not being\r\n                     used.  The brain has not\r\n                5    sculpted itself to read with\r\n                     those parts.  It's actually\r\n                     reading with this part.  What\r\n                     I'd like to show to you is\r\n                     there's been a great expansion\r\n               10    somewhere else.  It's not that\r\n                     the brain isn't trying.  But\r\n                     it's trying with a different\r\n                     part of the brain, OK?  A\r\n                     differentiated part.  It's\r\n               15    reading with frontal cortex,\r\n                     this is reading largely with\r\n                     these areas in posterior cortex.\r\n                     We'll have reason to understand\r\n                     this a little bit later, but and\r\n               20    now you probably know there's\r\n                     dozens of experiments going on\r\n                     where people are doing early\r\n                     interventions with reading and\r\n                     looking to see if you succeed in\r\n               25    your early interventions, do\r\n                                                                                  56\r\n\r\n                1    dyslexic readers start to have\r\n                     normal patterns and lots of them\r\n                     do.  So we did our early\r\n                     interventions, we worked on them\r\n                5    and in fact their brain starts\r\n                     to light up more typically.  Not\r\n                     all do, but some do.\r\n\r\n                     >> >>: here's another one that\r\n               10    makes the point really about not\r\n                     differences between people, but\r\n                     differences within you, within a\r\n                     single person, that changes over\r\n                     time.  When teenagers are shown\r\n               15    emotional faces, they're trying\r\n                     to read the emotion in faces or\r\n                     voices or things like that, what\r\n                     part of the brain do they use?\r\n                     Sorry, I clicked the wrong\r\n               20    thing.\r\n\r\n                     >> >>: they tend to, what lights\r\n                     up most is the amig dulla, which\r\n                     is a very old phylogenetic\r\n               25    structure.  Lots of really\r\n                                                                                  57\r\n\r\n                1    stupid animals have amig dullas,\r\n                     and for a lot of animals we\r\n                     think we're really smart because\r\n                     we've got this neural cortex all\r\n                5    over the place that we have more\r\n                     processing capacity than animals\r\n                     that have an amig dalla have.\r\n                     So anyway, teenagers the largest\r\n                     chink that happens when they're\r\n               10    learning emotional information.\r\n                     Adults, on the other hand, the\r\n                     thing that lights up most, where\r\n                     you would burn most glucose is\r\n                     in free frontal cortex, orbital\r\n               15    frontal, prefrontal cortex up in\r\n                     the front of the brain:  And\r\n                     rely more on the cortex.  Which\r\n                     differentiates us from most\r\n                     animals, and most particularly\r\n               20    monkeys and most particularly\r\n                     us.  So you have to think about\r\n                     a teenager is actually\r\n                     processing the information with\r\n                     a different brain than you have.\r\n               25    Because this part of the brain\r\n                                                                                  58\r\n\r\n                1    is very late developing.  It\r\n                     develops all the way through\r\n                     adolescence.  If you look at it\r\n                     physiologically and if you look\r\n                5    at it anatomically, it's still\r\n                     an immature part of the brain.\r\n                     So teenagers do the best they\r\n                     can with the parts that are\r\n                     mature.  You are using a really\r\n               10    a different brain.  So when you\r\n                     think how come he couldn't tell\r\n                     I was sarcastic, you've got to\r\n                     realize, oh, my God, he was just\r\n                     using his aMYGDALA, it doesn't\r\n               15    understand schasm.  You need a\r\n                     lot of cortex to understand\r\n                     sarcasm and scorn.  So our\r\n                     brains change over time and\r\n                     sometimes we ask kids to do\r\n               20    things that they don't have the\r\n                     brain yet to do.  And our\r\n                     brains, probably you've seen\r\n                     this, this is the kind of stuff\r\n                     that's on NPR, and various\r\n               25    shows, that in the last five,\r\n                                                                                  59\r\n\r\n                1    maybe a little bit more than\r\n                     that now, people have been able\r\n                     to watch the brain change as a\r\n                     result of experience.  So the\r\n                5    first thing I did was the\r\n                     dyslexic is different than\r\n                     typically achieving.  A young\r\n                     person is different than an old\r\n                     person.  But also a person\r\n               10    that's had experience has a\r\n                     different brain than a person\r\n                     that doesn't have experience.\r\n                     And the classic one that sort of\r\n                     rocked everybody's boat was\r\n               15    studying taxicab drivers in\r\n                     England, and in particular,\r\n                     looking at the hippocampus,\r\n                     which was the structure I was\r\n                     really interested in when I was\r\n               20    in graduate school and they\r\n                     found out that the hippocampus\r\n                     in taxicab drivers in London was\r\n                     much bigger than regular people.\r\n                     And it was a shock, because\r\n               25    obviously they didn't learn to\r\n                                                                                  60\r\n\r\n                1    drive a taxicab until they were\r\n                     adults.  So everybody's assumed\r\n                     that well, your brain could\r\n                     change during childhood with\r\n                5    your experiences, but hey, 30\r\n                     years old, people weren't\r\n                     expecting to see physically the\r\n                     brain look different, look much\r\n                     bigger in some places just\r\n               10    because they drove taxicabs.\r\n                     Now this has been done lots of\r\n                     times, so in fact the\r\n                     experiences we have, even as\r\n                     adults, are changing our brain\r\n               15    from one kind of thing to\r\n                     another, from a brain that has a\r\n                     small hippocampus relatively\r\n                     speaking to a brain that has a\r\n                     much bigger one.  And I think\r\n               20    I'll skip this.  As you can make\r\n                     it go either way, and the -- I\r\n                     just want to see how I'm doing\r\n                     in time.  I don't want to open\r\n                     up this video.  I have a video\r\n               25    here but I can tell you the\r\n                                                                                  61\r\n\r\n                1    results.  That another thing\r\n                     that's very disturbing and\r\n                     important for us as educators,\r\n                     another experiential thing can\r\n                5    happen to that same area of the\r\n                     hippocampus.  So if you're a\r\n                     taxicab driver.  By the way,\r\n                     hippocampus is very important\r\n                     for spatial, what a shock, so if\r\n               10    you're going to do a lot of\r\n                     spatial locating yourself around\r\n                     the universe, that part of the\r\n                     brain says hey, we need to get\r\n                     bigger and stronger to do this.\r\n               15    And by the way they've been able\r\n                     to show that it's not just\r\n                     people with big hippocampus go\r\n                     into being taxicab drivers, it's\r\n                     really that you in in fact, it\r\n               20    does get better with experience.\r\n                     But the reverse can happen.\r\n                     Very disturbing work shows that\r\n                     if you stress, if you put an\r\n                     individual in stress, typically\r\n               25    these have been done with\r\n                                                                                  62\r\n\r\n                1    children, but many with adult\r\n                     rats and monkeys and so on, that\r\n                     that hippocampus will have rink,\r\n                     physically shrink.  So we're not\r\n                5    talking about subtle changes,\r\n                     we're talking about macroscopic\r\n                     things.  It looks bigger in\r\n                     taxicab drivers and it looks\r\n                     smaller p if people that have\r\n               10    stresses over long periods of\r\n                     time.  Traumas of orphanages,\r\n                     rape, whatever.  The hippocampus\r\n                     gets smaller.  So that means\r\n                     that whatever the hippocampus\r\n               15    does, it can get better with\r\n                     experience and it can get worse\r\n                     with some kinds of experiences,\r\n                     as well.  Worse meaning not as\r\n                     functional, OK?\r\n               20\r\n                     >> >>: and Charlie asked me to\r\n                     mention, I'll just trying -- I\r\n                     want to make sure because I'm\r\n                     going to go out of the order of\r\n               25    my slides.  Oh, no, this is a\r\n                                                                                  63\r\n\r\n                1    good place for what's next.  So\r\n                     I want to tell you about some\r\n                     research that one of my own\r\n                     graduate students has just\r\n                5    completed for her doctorate, and\r\n                     I think it's going to be a\r\n                     knockout when it comes out, OK?\r\n                     And it's related to this.  And\r\n                     it's related to your work.  What\r\n               10    she wanted to study was -- this\r\n                     is the right time to talk about\r\n                     it, OK?  This is a really cool\r\n                     new direction, and I need to say\r\n                     how to think about this.  The\r\n               15    word is stress.  And stress can\r\n                     be either good or bad.  People\r\n                     who studied the nervous system\r\n                     discover that what would be a\r\n                     stress?  A novel environment.\r\n               20    Something new and strange is a\r\n                     stressor.  Your nervous system\r\n                     reacts and it gets prepared, OK?\r\n                     And it can go two ways.  A\r\n                     frightening thing would do it,\r\n               25    too, but even just a novel new\r\n                                                                                  64\r\n\r\n                1    thing is a stressor to the\r\n                     nervous system, you can see it\r\n                     mobilize.  It goes in two\r\n                     directions.  It can mobilize\r\n                5    positively like here's something\r\n                     I'm going to have to do or\r\n                     something I'm going to have to\r\n                     learn or something I'm going to\r\n                     have to be skillful about, and\r\n               10    people call that challenge.  OK?\r\n                     So you can be stressed by\r\n                     challenge.  Here's something I'm\r\n                     going to have to do.  I'm going\r\n                     to have to have get better.  I'm\r\n               15    going to have to get a better\r\n                     grade or whatever it is, OK?\r\n                     And your brain is mobilized.\r\n                     You can see itologically in your\r\n                     skin, in your eyes, all of these\r\n               20    things, go oh, get ready and\r\n                     we're going to change.  The\r\n                     other way it can go, if the\r\n                     first thing is challenge, which\r\n                     mobilizes you, your brain to do\r\n               25    it, to learn new things, the\r\n                                                                                  65\r\n\r\n                1    other is threat.  In which case\r\n                     your brain mobilizes, not to\r\n                     learn new things, but to get out\r\n                     of here.  OK?  And that's your\r\n                5    basic flight or fright thing\r\n                     that you've heard many times.\r\n                     By you can see the brain\r\n                     mobilize in a different way and\r\n                     physiologically measure it in\r\n               10    your skin, your heart, your\r\n                     lungs, different things, threat\r\n                     is a different thing and threat\r\n                     is not a mobilization to learn\r\n                     stuff it's we need to get out of\r\n               15    here, this is a bad situation,\r\n                     OK?  And the work that Same is\r\n                     doing comes from a realization\r\n                     that how does a certain decide\r\n                     whether it's going to be a\r\n               20    challenge, meaning mobilize to\r\n                     overcome this, versus a threat?\r\n                     And they have this really need\r\n                     equation they've realized that\r\n                     people do.  People immediately\r\n               25    do an attribution which involves\r\n                                                                                  66\r\n\r\n                1    how hard is it, how frightening\r\n                     it is it, how new is it,\r\n                     whatever it is.  And the second\r\n                     piece they immediately assay is\r\n                5    what resources do I have to meet\r\n                     this stressor.  It if you feel\r\n                     you have the resources and it\r\n                     may be an illusion that you have\r\n                     them, but if you feel you have\r\n               10    the resources, I think I could\r\n                     do that, I could do that with a\r\n                     shovel, I could do that if I had\r\n                     a little help, whatever, if you\r\n                     feel you have the resources, you\r\n               15    move toward challenge.  If you\r\n                     feel you don't have the\r\n                     resources, this is too hard, I\r\n                     don't have any help, I don't\r\n                     have any tools, you move toward\r\n               20    threat and your body says, OK,\r\n                     this is not a good situation,\r\n                     get out of here.  All right, is\r\n                     everybody with that distinction?\r\n                     So it's a beautiful, nice, all\r\n               25    stressors are going to lead\r\n                                                                                  67\r\n\r\n                1    toward either challenge or\r\n                     threat and it depends on what\r\n                     resources you feel you have, and\r\n                     you can all remember yourself\r\n                5    feeling like that, some days you\r\n                     know you have more resources, I\r\n                     can handle this today.  And\r\n                     other days you know I can't do\r\n                     it today.  I don't have the\r\n               10    resources.  Your body, your\r\n                     brain is making that\r\n                     calculation.\r\n\r\n                     >> >>: so what she studied is we\r\n               15    have these new kinds of readers\r\n                     that we'll probably show you pa\r\n                     little bit of later that give\r\n                     extra resources, extra support,\r\n                     so she wanted to study, well, if\r\n               20    you have extra support in the\r\n                     environment, does the stress,\r\n                     does the threat stress go down?\r\n                     So she thought what if I could\r\n                     do is get students with learning\r\n               25    disabilities, who would probably\r\n                                                                                  68\r\n\r\n                1    be stressed toward the threat\r\n                     end, by giving a reading task,\r\n                     but what if I give them more\r\n                     resources, give them electronic\r\n                5    reader with the extra stuff that\r\n                     we've built in that you've\r\n                     probably seen some of and\r\n                     certainly we'll see more more\r\n                     of, does it move away from the\r\n               10    threat and toward the challenge\r\n                     and she got no results, and she\r\n                     was in despair, because this was\r\n                     a year's work and she's\r\n                     measuring LD kids and regular\r\n               15    kids to see if there's a\r\n                     difference, and nothing shows\r\n                     significant results.  Until she\r\n                     actually looks at their stress\r\n                     level.  She's measuring things\r\n               20    like glucose -- not glucose,\r\n                     what's the word I'm trying to\r\n                     think of cortisol, thank you,\r\n                     cortisol in their spit and their\r\n                     skin conductants, heart rates,\r\n               25    things like that, sophisticated\r\n                                                                                  69\r\n\r\n                1    measures, so the kids are wired\r\n                     up.  And then she does a\r\n                     different analysis and this is\r\n                     the part that's the knockout.\r\n                5    What she finds is that when LD\r\n                     kids, kids who had been\r\n                     identified in school, came into\r\n                     the situation, just coming into\r\n                     where she's sitting, a nice\r\n               10    quiet little room, nothing\r\n                     really bad in there and she says\r\n                     we're going to do a little\r\n                     reading, their tonic level of\r\n                     stress is, before she starts the\r\n               15    experiment, is .0001 different\r\n                     from the typically achieving\r\n                     kids.  So they come in, the\r\n                     minute she says we're going to\r\n                     do a reading thing, they're at a\r\n               20    high stress and the typically\r\n                     reading kids are at a completely\r\n                     different stress level.  So at\r\n                     beginning of they are experiment\r\n                     there are two different kinds of\r\n               25    brains.  Some kids are in a\r\n                                                                                  70\r\n\r\n                1    brain that is in a threat\r\n                     situation looking to how do I\r\n                     get out of this, and typically\r\n                     achieving kids are in a\r\n                5    challenge situation, cool, this\r\n                     is something that I might be\r\n                     able to do.  So they didn't\r\n                     begin her experiment the same\r\n                     kids at all.  They began as very\r\n               10    different kids.  Some of them\r\n                     under -- both of them stressed.\r\n                     Some under threat and some under\r\n                     challenge and then she realized\r\n                     oh, my God, they're walking\r\n               15    around school like that they're\r\n                     chronically in a state of high\r\n                     stress.  High threat stress.\r\n                     And she's going to start -- she\r\n                     just joined us at cast and she's\r\n               20    going to start doing studies\r\n                     where she's literally monitoring\r\n                     the walking around, because can\r\n                     you imagine what it would do\r\n                     when that gets out to national\r\n               25    television, that kids with\r\n                                                                                  71\r\n\r\n                1    reading disabilities are walking\r\n                     around at stress levels that are\r\n                     pathological, and remember I\r\n                     just told you, that's doing bad\r\n                5    things to their hippocampus,\r\n                     among other things.  So they're\r\n                     walking around in a\r\n                     pathologically, what's the word,\r\n                     preparatory pathological state,\r\n               10    too much stress.  Just a\r\n                     knockout.  So I think we'll\r\n                     coming come to understand that\r\n                     we're putting kids in situations\r\n                     which make them very different\r\n               15    and these kids are walking\r\n                     around, looking to how to get\r\n                     out of here, which is the way we\r\n                     experience while other kids are\r\n                     walking around with great sense\r\n               20    of challenge.\r\n\r\n                     >> >>: OK, I want to go back to\r\n                     individual differences.  And I\r\n                     want to push the point that we\r\n               25    really do see things\r\n                                                                                  72\r\n\r\n                1    differently.  And everyone that\r\n                     has a spouse sort of knows that,\r\n                     but I want to just give you an\r\n                     example of how deeply it can be\r\n                5    there.  So this is an\r\n                     experiment.  The task is merely\r\n                     to draw this.  But there's two\r\n                     groups of students.  Students\r\n                     with Williams syndrome and\r\n               10    students with down syndrome.\r\n                     They're matched for IQ.  OK,\r\n                     50ish IQ, so these are kids that\r\n                     are down in the spectrum, all of\r\n                     them had intellectual\r\n               15    disabilities and you present the\r\n                     task and you you say will you\r\n                     draw what you saw and again I'm\r\n                     stressing same cognitive level.\r\n                     If IQ tests were that was\r\n               20    differentiating, no difference.\r\n                     But here's what they draw.  The\r\n                     kids with Williams syndrome see\r\n                     detail.  They see that this is\r\n                     actually composed of a lot of\r\n               25    little Y the and they draw all\r\n                                                                                  73\r\n\r\n                1    the rel little Y's.  The kids\r\n                     with dawn syndrome see this as a\r\n                     large shape, a D.  Very\r\n                     different and the reason I'm\r\n                5    just using this, is to say that\r\n                     we often think that when we show\r\n                     kids the same thing or lecture\r\n                     the same thing, that everybody's\r\n                     got the same information.  And I\r\n               10    want to say that that never\r\n                     happens.  That that interaction\r\n                     that I talked about the at the\r\n                     beginning is where the knowledge\r\n                     will be constructed.  And what\r\n               15    the kids with Williams syndrome\r\n                     matched in IQ with the down\r\n                     syndrome are seeing and\r\n                     remembering is very different\r\n                     when we presented the exact same\r\n               20    thing and we'll talk about when\r\n                     I talk about my class, I always\r\n                     think that everybody heard the\r\n                     same lecture, but if I look at\r\n                     their notes, they don't hear the\r\n               25    same lecture at all.  OK?\r\n                                                                                  74\r\n\r\n                1    >> >>: learning is also\r\n                     differentiated by task.  I've\r\n                     talked about just finished\r\n                     individual differences, it looks\r\n                5    different.  When I look at a\r\n                     task analysis, here's the brain\r\n                     and they're all still facing the\r\n                     same way.  But with different\r\n                     tasks.  And you can see and this\r\n               10    was the thing that has caused\r\n                     more of the cognitive science\r\n                     revolution than anything else.\r\n                     That the brain lights up very\r\n                     differently for viewing words\r\n               15    than for listening to words,\r\n                     than for speaking words, and\r\n                     than for generating verbs.  All\r\n                     of these are language tasks, and\r\n                     the neuroscientists were like,\r\n               20    holy cow, it blows away the idea\r\n                     that there is he' some kind of\r\n                     large capacity called language,\r\n                     because in fact there's actually\r\n                     many components to language and\r\n               25    the brain treats these aspects\r\n                                                                                  75\r\n\r\n                1    of language as very different\r\n                     things, and this is done now\r\n                     countless times, that looking at\r\n                     the brain physiology we've come\r\n                5    to understand that things that\r\n                     we thought were sort of the same\r\n                     or one kind of learning, the\r\n                     more you look at t the brain\r\n                     says that's not true at all.\r\n               10    These are very different things\r\n                     in the brain and look at the\r\n                     difference here, this is the one\r\n                     that the neuroscientists went,\r\n                     holy cow, this says any word\r\n               15    that you want to.  This is what\r\n                     lights up.  This one is that\r\n                     exact task I talked about a\r\n                     little bit ago.  I say a noun\r\n                     and you say a verb.  The change\r\n               20    from saying any word you want,\r\n                     to you got to say a verb, made\r\n                     the brain go completely\r\n                     different and see the task as\r\n                     very, very different.  And now\r\n               25    we understand that verbs are not\r\n                                                                                  76\r\n\r\n                1    treated in the brain in the same\r\n                     way that nouns are.  Nobody knew\r\n                     that.  And all sorts of\r\n                     individual difference about\r\n                5    language and all sorts of things\r\n                     can happen but in fact just\r\n                     saying I only want you to say\r\n                     verbs means the brain organizes\r\n                     itself differently, burns\r\n               10    glucose differently, acts\r\n                     differently and acts in fact\r\n                     differently.\r\n\r\n                     >> >>: would that issue be the\r\n               15    same if someone could say any\r\n                     word that they wanted to?\r\n\r\n                     >> >>: whoa p spoken like a\r\n                     neuroscientist.  Would that be\r\n               20    different if the --\r\n\r\n                     >> >>: can you repeat the\r\n                     question?  If they were able to\r\n                     say any verb they wanted to,\r\n               25    would it change this so it would\r\n                                                                                  77\r\n\r\n                1    look like this one.  It was a\r\n                     great question, and they didn't\r\n                     do it.  So the answer is,\r\n                     partly, but if in fact, one of\r\n                5    the tests of frontal lobe\r\n                     function, which is this, is to\r\n                     say something like say only\r\n                     words that fin with F or only\r\n                     words that are animal names or\r\n               10    only words that are verbs.  It\r\n                     does change.  So that you have\r\n                     to use this part of the brain to\r\n                     do that, as opposed to anything.\r\n                     OK?  But it's a wonderful\r\n               15    question, because in fact, it\r\n                     would be still closer, though,\r\n                     than, the confrontation device\r\n                     of saying a noun and you've got\r\n                     to respond specifically to it is\r\n               20    what lights up this part of the\r\n                     brain, that is, you have to hear\r\n                     that first word.  So it would\r\n                     look much more like the\r\n                     individual.  That was very good.\r\n               25    So you should have been a\r\n                                                                                  78\r\n\r\n                1    neurologist.\r\n\r\n                     >> >>: OK, and skip I think\r\n                     talked about this so I'm going\r\n                5    to breeze lightly for universal\r\n                     design for learning, we divide\r\n                     up the brain into three large\r\n                     systems.  There's lots of ways\r\n                     to divide up the brain and this\r\n               10    one is a common way to think\r\n                     about it.  Recognition networks\r\n                     in the back of the brains,\r\n                     teaching networks p in the front\r\n                     and affective networks in the\r\n               15    middle of the brain and they're\r\n                     going to help us orient to how\r\n                     do we think about learning and\r\n                     its differences?  The\r\n                     recognition networks, the back\r\n               20    part of would your brain and\r\n                     it's very consistent,\r\n                     information that comes into your\r\n                     brain, always goes to the back\r\n                     part of your brain, whether it's\r\n               25    in your spinal cord or if it's\r\n                                                                                  79\r\n\r\n                1    in your thalamus, anywhere,\r\n                     cortex, if the information is\r\n                     coming in, it goes to the back\r\n                     of your brain and with the tack\r\n                5    of cortex, high levels of --\r\n                     sorry.  With this part of the\r\n                     brain, all that part of the\r\n                     brain is designed to extract\r\n                     what is that that was on your\r\n               10    retina what is it that a hit\r\n                     your eardrum, et cetera, OK?\r\n                     And when you look at this image,\r\n                     that back part of your cortex\r\n                     lights up right away to say,\r\n               15    whoa, OK, what was that pattern\r\n                     of stimulation that hit me on\r\n                     the retina?  Skip might have\r\n                     done that.  One thing that's\r\n                     come out new that I want you to\r\n               20    know about is in the category of\r\n                     what's next.\r\n\r\n                     >> >>: some findings that have\r\n                     really excited neuroscientists\r\n               25    is well, how do you remember\r\n                                                                                  80\r\n\r\n                1    things?  OK, so to go back, if\r\n                     you're going to look at that\r\n                     picture, you're going to\r\n                     understand it here, back part of\r\n                5    the brain.  Make sense of it,\r\n                     know that this picture works on\r\n                     all of those things.  How do you\r\n                     remember it?  Now, if I say to\r\n                     you, if I just don't look at\r\n               10    that slide for a minute, if I\r\n                     say remember that picture, OK,\r\n                     just do it for a second, that\r\n                     picture I showed you for a\r\n                     second, try to remember it, OK?\r\n               15    By the way, some of you will be\r\n                     fabulous at that, some of you\r\n                     will be terrible, which I don't\r\n                     have time to go into, but and\r\n                     but there's individual\r\n               20    differences but anyway, most of\r\n                     you will do OK.  So the question\r\n                     is where is the memory?  And in\r\n                     the last, in this last decade\r\n                     we've realized you you know what\r\n               25    you're doing when you remember\r\n                                                                                  81\r\n\r\n                1    that?  All you're doing is\r\n                     you're making -- I have to go\r\n                     back far enough to get to it.\r\n                     Here's visual cortex, that\r\n                5    lights up when you look at that\r\n                     picture, and you know what\r\n                     happens when you remember that\r\n                     picture?  It lights up again.\r\n                     You are recreating, so the word\r\n               10    remember, remake it, you are\r\n                     remaking it in your brain.\r\n                     That's what you're doing.  You\r\n                     say do that again.  You\r\n                     literally tell your brain to do\r\n               15    it, and people have now, in the\r\n                     last couple of years it's really\r\n                     been just an explosion of this,\r\n                     so it will be the they'll\r\n                     literally put a little electrode\r\n               20    next to a neuron and they'll\r\n                     show you some pictures.  Here's\r\n                     a picture, this picture,\r\n                     nothing.  This picture, nothing.\r\n                     Simpson's, bing, OK?  That's\r\n               25    like some of you.  Goes crazy.\r\n                                                                                  82\r\n\r\n                1    And that later they say, can you\r\n                     remember that third thing we\r\n                     showed you?  What was that like?\r\n                     All right or I'm sorry they said\r\n                5    the real thing, Hollywood sign,\r\n                     nothing, the simple sons, boom,\r\n                     same cells.  Go crazy.  So you\r\n                     actually make the same cells\r\n                     light up again.  The very cells\r\n               10    that you used to perceive it are\r\n                     the cells that you use to\r\n                     remember it.  You just make them\r\n                     do it again.  So you are\r\n                     remembering it, remaking it\r\n               15    again inside your brain.  Isn't\r\n                     that cool?  People didn't know\r\n                     that that was the case.\r\n\r\n                     >> >>: does that mean does that\r\n               20    mean we have Simpson cells?\r\n\r\n                     >> >>: no, because you have to\r\n                     excite millions of neurons.  The\r\n                     fact that they had it next to\r\n               25    one, doesn't mean that that one\r\n                                                                                  83\r\n\r\n                1    coded simp sons, but it meant\r\n                     that that was part of a large\r\n                     system of neurons that fired\r\n                     together to tell you that was\r\n                5    the simp sons.  But now, people\r\n                     are going crazy watching people\r\n                     remake things that they saw\r\n                     before.  By the way, where do\r\n                     you think you dream?\r\n               10\r\n                     >> >>: there's only one visual\r\n                     place.  When you dream, and\r\n                     you're having a big dream of\r\n                     either me or Brad Pitt, you, if\r\n               15    your dream has gone visual, this\r\n                     will light up again.  The same\r\n                     part with which you recognize\r\n                     Brad Pitt's picture will be the\r\n                     part that you say, in the middle\r\n               20    of your night says make that for\r\n                     me again.  Good old Brad, bring\r\n                     Brad Pitt back.  Now, it's\r\n                     important to know that it works\r\n                     that way, because it means you\r\n               25    are constructing it.  You're\r\n                                                                                  84\r\n\r\n                1    making it.  There's no real film\r\n                     back there.  It's not locked in.\r\n                     It is an act of cognition.  You\r\n                     are saying, I want to do that\r\n                5    again.  The thing I did when I\r\n                     saw Brad Pitt live or on the\r\n                     movie, I want to make that\r\n                     again.  So that's why eyewitness\r\n                     testimony is so bad.  Because in\r\n               10    fact it always is a\r\n                     reconstruction and the more\r\n                     neuroscientists look at the way\r\n                     it works, the more they think\r\n                     oh, my goodness we shouldn't be\r\n               15    doing this eyewitness thing.\r\n                     Because it is always a cognitive\r\n                     act of reconstruction.  There's\r\n                     no vault.  There's nothing\r\n                     stored away.  You make your\r\n               20    neurons do the same thing and of\r\n                     course you're never perfect and\r\n                     if somebody has given you a\r\n                     little information it in between\r\n                     when you remake it, you may make\r\n               25    him a little bit I think you've\r\n                                                                                  85\r\n\r\n                1    heard all these experiments that\r\n                     just give you a little bit of\r\n                     information say didn't you like\r\n                     Brad Pitt's moustache?  And then\r\n                5    you come in back in and remember\r\n                     Brad Pitt, you remember him with\r\n                     a moustache.  We're able to\r\n                     distort because we're able to\r\n                     get in the way of you\r\n               10    reconstructing it, you making it\r\n                     again.  OK, is everybody with\r\n                     me?  So that's one of the things\r\n                     because and I'll come to you in\r\n                     one second, the enormous\r\n               15    individual differences in kids'\r\n                     ability to make those things,\r\n                     and the reason I paused there\r\n                     was that they've just done a\r\n                     study of kids' reading, and\r\n               20    they've shown that if it's high\r\n                     visual imagery reading and\r\n                     you're a good reader, visual\r\n                     cortex lights up like crazy in\r\n                     exactly the places you would\r\n               25    imagine that.  I'm sorry, you\r\n                                                                                  86\r\n\r\n                1    would perceive that so if it's\r\n                     about a purple Dragon, the very\r\n                     cells that would code purple if\r\n                     you look at them, start firing\r\n                5    like crazy, and what we can see\r\n                     is which kids are able to\r\n                     imagine what they're reading,\r\n                     because they're essentially\r\n                     remaking it inside their brains.\r\n               10    But some kids are not.  Some\r\n                     kids are not doing that at all.\r\n                     They're not reimagining it and\r\n                     you can watch it in their brains\r\n                     and see it's not happening.\r\n               15\r\n                     >> >>: go ahead, question.\r\n\r\n                     >> >>: well, this might take us\r\n                     too far afield, but your verbs\r\n               20    make -- where is making located\r\n                     in the brain?\r\n\r\n                     >> >>: I want to get there.  Can\r\n                     we go just a little bit further?\r\n               25    Because you're right.  It sounds\r\n                                                                                  87\r\n\r\n                1    like is there a person in there?\r\n\r\n                     >> >>: exactly.  OK, so when I\r\n                     use the word make, who's making\r\n                5    it?  But I want you to get that\r\n                     sense of it's a construction.\r\n                     OK?  It is not a -- the next\r\n                     thing and it's been coming for\r\n                     now a few years, is the\r\n               10    realization that there is no\r\n                     box, there's nothing stored in\r\n                     memory.  It's because it's that\r\n                     you become better and better at\r\n                     reconstructing things and in\r\n               15    some cases, in a lot of cases\r\n                     you're constructing them anew,\r\n                     OK?  But it if you give me one\r\n                     more round, then we'll come back\r\n                     to it, OK?  And it's a good\r\n               20    question.\r\n\r\n                     >> >>: so but I've just talked\r\n                     briefly about about this part of\r\n                     the brain that allows you to\r\n               25    perceive the world, to recreate\r\n                                                                                  88\r\n\r\n                1    it, to even dream it.  This is\r\n                     your construction.  And I\r\n                     realize you know what I wanted\r\n                     to say, is that in fact, it's\r\n                5    not ever a picture, even when\r\n                     you perceive it.  It is\r\n                     something that you are\r\n                     constructing.  And that would\r\n                     take a longer argument, but the\r\n               10    neuroscientists, the more they\r\n                     look at it, they realize you're\r\n                     not receiving.  You're not\r\n                     receiving a picture.  You are\r\n                     actually making up stuff on the\r\n               15    basis of what happens on your\r\n                     retina.  And the more they look\r\n                     at it, the closer they look,\r\n                     they realize oh, my gosh, the\r\n                     brain is making it up.  And\r\n               20    things like illusions are the\r\n                     dead give aways to see that, oh,\r\n                     my gosh you're seeing things\r\n                     that aren't there but those are\r\n                     just the tell tales that show us\r\n               25    it doesn't receive information.\r\n                                                                                  89\r\n\r\n                1    It's making it up if if it's\r\n                     working well and so the dreams\r\n                     are like that.\r\n\r\n                5    >> >>: you do you mean real time\r\n                     or --\r\n\r\n                     >> >>: real time.\r\n\r\n               10    >> >>: yeah, so for example,\r\n                     and --\r\n\r\n                     >> >>: repeat the question?\r\n\r\n               15    >> >>: oh, real time are you\r\n                     making it up?  Yeah.  And I'll\r\n                     just give you an example so you\r\n                     can get a feel for what the\r\n                     neuroscientists look at.  The\r\n               20    color orange.  So you can all\r\n                     picture, the color orange feels\r\n                     like it's out there but in fact\r\n                     there's a whole book called\r\n                     the -- by ZEKI if you want to\r\n               25    read just a dramatic thing, he\r\n                                                                                  90\r\n\r\n                1    looks at how color is perceived\r\n                     by the brain.  Whole book on it\r\n                     t fabulous, DEKI and you know\r\n                     what he comes up?  You don't\r\n                5    actually perceive color, you\r\n                     make it up and how you make it\r\n                     up is you take in a ton of\r\n                     information because what he\r\n                     shows us is that orange is not\r\n               10    stable, that in different\r\n                     lighting conditions it changes\r\n                     drastically what your retina\r\n                     does and what your THALAMUS does\r\n                     and even what your cortex does.\r\n               15    What your brain says is I know\r\n                     it doesn't have the same\r\n                     angstroms as orange but in this\r\n                     light it is orange.  But your\r\n                     eye perceives two things that\r\n               20    are not orange.  Your brain\r\n                     says, oh, that's just a lighting\r\n                     effect and it cancels it out,\r\n                     does it beautifully for you.  I\r\n                     know I went too fast but I don't\r\n               25    want to stick here long enough.\r\n                                                                                  91\r\n\r\n                1    So you make up orange and you\r\n                     know why that works?  You can\r\n                     see why evolution did it, excuse\r\n                     the expression.  All of your\r\n                5    ancestors that thought yellow\r\n                     was a specific thing on your\r\n                     retina are dead because when the\r\n                     lion was in less light, it said,\r\n                     oh, it looks like a lion but\r\n               10    it's not yellow.  I wonder what\r\n                     it is.  Those people all died.\r\n                     And the people who survived\r\n                     said, it's yellow, even though\r\n                     it doesn't look yellow.  And\r\n               15    that's a lionment OK?  And you\r\n                     do that all the time.\r\n\r\n                     >> >>: we did the Koffka ring\r\n                     yesterday.\r\n               20\r\n                     >> >>: OK.  Front part of the\r\n                     brain.  Different networks.\r\n                     They allow you to plan, organize\r\n                     and initiate purposeful actions\r\n               25    on the environment.\r\n                                                                                  92\r\n\r\n                1    >> >>: now, to your connection\r\n                     where's the maker, I would\r\n                     actually change this slide.\r\n                     Plan, organize and initiate\r\n                5    purposeful actions on the\r\n                     environment or the rest of the\r\n                     brain.  In a way that we'll come\r\n                     to, OK?\r\n\r\n               10    >> >>: so when you looked at\r\n                     this picture, did you do this?\r\n\r\n                     >> >>: yeah, a little bit but\r\n                     there's people here who have not\r\n               15    seen it, either.\r\n\r\n                     >> >>: so when you looked at\r\n                     that picture, the front part of\r\n                     your brain made a plan.  In a\r\n               20    half a second for how it is\r\n                     you're going to look at that\r\n                     picture, and people have studied\r\n                     this, and these are recordings\r\n                     to see what did you look at.\r\n               25    And we've done some of these\r\n                                                                                  93\r\n\r\n                1    studies, too, at cast.  And\r\n                     these are a plan, these are a\r\n                     strategy for how to look at that\r\n                     picture that sampled 60 times a\r\n                5    second.  And here's a bunch\r\n                     more.  And the question is, wow,\r\n                     why are they so different\r\n                     because these are the same\r\n                     picture, each time, a very\r\n               10    different plan or strategy to\r\n                     open your eyes to what makes\r\n                     them so different and just\r\n                     because I want to go quickly, I\r\n                     won't pause for the question of,\r\n               15    this is actually the same person\r\n                     looking seven times at that\r\n                     picture.  Why so different?  And\r\n                     the answer is, because a\r\n                     different question was asked.\r\n               20    In a half a second and now we\r\n                     can watch the brain mobilize,\r\n                     challenge to say, oh, given that\r\n                     question, this is how I would\r\n                     look, including like for example\r\n               25    how are the people in this room\r\n                                                                                  94\r\n\r\n                1    related and you go boom, boom\r\n                     being, boom, boom, skipping\r\n                     everything else and if I ask you\r\n                     something like, is there a cat\r\n                5    in the room, you go all over the\r\n                     place, it could be anywhere.\r\n                     And that planful ability to make\r\n                     intentional acts is what the\r\n                     front part of the brain allows\r\n               10    you to do.  OK, to make a good\r\n                     plan and to execute it.  And if\r\n                     we cut off the very front of\r\n                     your brain, this is the same\r\n                     task and ask you different\r\n               15    questions, you actually don't\r\n                     have a different plan.  You do\r\n                     the same, no matter what\r\n                     question I ask, if you have\r\n                     prefront quail damage, you look\r\n               20    at the picture the same way.\r\n                     That ability to be planful,\r\n                     strategic about how you look at\r\n                     a picture is part of the same\r\n                     cortex that grows late in the\r\n               25    adolescent.  It's a very\r\n                                                                                  95\r\n\r\n                1    late-developing structure, so\r\n                     young children and lots of\r\n                     adults, are not mature in the\r\n                     way that they can be strategic\r\n                5    about how they get information.\r\n                     Whether it's from text or an\r\n                     image, a image is sort of\r\n                     dramatic but the same is true of\r\n                     text.  So they actually don't\r\n               10    differentiate what they do by\r\n                     the question.  They don't have a\r\n                     purpose driving.  You know\r\n                     what's driving?  The outside\r\n                     world is driving.  They're\r\n               15    reactive, responsive to the\r\n                     outside world, whereas people\r\n                     who are affective adults are\r\n                     strategic in dominating the\r\n                     world.  That is, they go after\r\n               20    it and say I'm here for a\r\n                     purpose and you have lots of\r\n                     students who don't read for\r\n                     purpose.  They don't know why\r\n                     they're reading the text,\r\n               25    they're just working their way\r\n                                                                                  96\r\n\r\n                1    through it and you are hoping,\r\n                     I'm hoping they're reading this\r\n                     to get what I want out of it and\r\n                     a lot of them aren't.  And some\r\n                5    actually would have great\r\n                     difficulty doing that.\r\n\r\n                     >> >>: watching ciz as they\r\n                     actually look at a textbook, so\r\n               10    here's the first second and a\r\n                     half, I think, you can see what\r\n                     the person looks at first.  And\r\n                     what these studies showed us was\r\n                     that in fact, if you really\r\n               15    trace the eye movements of\r\n                     students who have quote-unquote\r\n                     reading disabilities and we\r\n                     replay this like a movie and\r\n                     show what did they look at and\r\n               20    you play it back in the order,\r\n                     it's incomprehensible.  You find\r\n                     out that they never had a good\r\n                     strategy for how to look at this\r\n                     page.  They were distracted by\r\n               25    all these images and things,\r\n                                                                                  97\r\n\r\n                1    they didn't know where to go\r\n                     next.  So it goes like this, it\r\n                     sort of jumps around and realize\r\n                     oh, my gosh if I gave them that\r\n                5    information in that order which\r\n                     is what's happening I wouldn't\r\n                     understand it.  So the new kinds\r\n                     of textbooks are actually very\r\n                     problematic for kids that don't\r\n               10    have good executive functions in\r\n                     order to make their own plan.\r\n                     They don't know where to go and\r\n                     so it's really kind of a\r\n                     hopeless jumble.\r\n               15\r\n                     >> >>: the last part of the\r\n                     brain, I'm going to come back\r\n                     and say what's next in that part\r\n                     in a minute.  Oh, but I want to\r\n               20    go back to your question.  So\r\n                     when we ask you to remember the\r\n                     simpsons, two things light up.\r\n\r\n                     >> >>: actually, three things as\r\n               25    we'll see in a minute.  But for\r\n                                                                                  98\r\n\r\n                1    the reasons I just talked about,\r\n                     visual cortex would light up,\r\n                     the very parts that allowed you\r\n                     to perceive it, the right\r\n                5    colors, the right shapes, all of\r\n                     that would light up.  But also,\r\n                     free prefrontal cortex lights\r\n                     up.S executive that says this is\r\n                     what I'm after to recreate that.\r\n               10    It says make that image of the\r\n                     Simpson's again.  So we'll see\r\n                     two things light U7 and this\r\n                     will light up and in fact I'll\r\n                     see if I can queue it up for the\r\n               15    afternoon.  Have a wonderful\r\n                     time of seeing it actually\r\n                     happen.  First you see the\r\n                     image, it jumps up to prefrontal\r\n                     cortex to get a plan and you'll\r\n               20    take that away and you'll see\r\n                     the prefrontal cortex first and\r\n                     then the visual cortex lights\r\n                     up.  It's just fabulous stuff.\r\n                     So you have a plan that you make\r\n               25    that image and that's how you\r\n                                                                                  99\r\n\r\n                1    remember it, so it's an\r\n                     intentional act of remembering.\r\n\r\n                     >> >>: OK.  Much deeper than\r\n                5    probably you want to go.  We'll\r\n                     get to this.\r\n\r\n                     >> >>: how did I get way back\r\n                     here?  Ah.  Oh, I'm going\r\n               10    backwards.  I still haven't\r\n                     figured out this.  Yeah, review\r\n                     part is too hard for me.  The\r\n                     last and favorite part the is\r\n                     the middle part of your nervous\r\n               15    system which allows you to\r\n                     monitor the internal and\r\n                     external environment to set\r\n                     priorities and to motivate\r\n                     learning and behavior.  This is\r\n               20    the critical thing, and people\r\n                     at cast are always angry that I\r\n                     don't start with this because\r\n                     this is what really is the\r\n                     center, and the nice thing is it\r\n               25    is in the center of your brain.\r\n                                                                                 100\r\n\r\n                1    This is the center of who you\r\n                     are.  It's the part of your\r\n                     brain that defines for you\r\n                     what's important.  This above\r\n                5    all the other things happening\r\n                     in the universe, this is what\r\n                     you want to pay attention to.\r\n                     This is the food you're going to\r\n                     eat.  This is who you're going\r\n               10    to look at.  This is what you're\r\n                     going to be afraid of.  What\r\n                     this does is color your\r\n                     experience and say, this is --\r\n                     you experience it as feeling.\r\n               15    This is how I feel about it.\r\n                     But your nervous system is\r\n                     actually feeling about\r\n                     everything.  It never is not\r\n                     doing that.  It is always\r\n               20    looking -- when you look at\r\n                     something, this part of your\r\n                     nervous system goes to work\r\n                     immediately to figure out, of\r\n                     what importance is it?  Not what\r\n               25    is it, which the back part of\r\n                                                                                 101\r\n\r\n                1    your brain does, not what would\r\n                     I do with it or do to look at it\r\n                     which the front part of your\r\n                     brain does, but what importance\r\n                5    is it to me?  Why do I care\r\n                     about this?  And if I don't\r\n                     care, I'm going to move on.\r\n\r\n                     >> >>: and I've had some recent\r\n               10    experiences.  I've really taught\r\n                     me a lot about this.  When\r\n                     you -- the what next part.  I\r\n                     think that people now realize, I\r\n                     know you're worried I'm going to\r\n               15    get closer and closer.  But\r\n                     the -- when you walk around this\r\n                     university, if you've been here\r\n                     before, your nervous system is\r\n                     recognizing objects, which is a\r\n               20    construction, you say oh, yeah,\r\n                     yeah, I saw that before.  I\r\n                     remember I did that and I can do\r\n                     it again.  The front part of\r\n                     your brain, what's my strategy,\r\n               25    what am I trying to do here,\r\n                                                                                 102\r\n\r\n                1    what's my plan, where am I\r\n                     going, all those things.  This\r\n                     middle will part is sampling\r\n                     this entire university for spots\r\n                5    that are important, places where\r\n                     you have affect, where things\r\n                     that were important and mighting\r\n                     important might be important for\r\n                     you might happen again.  You can\r\n               10    see evolutionarily why it's\r\n                     important.  When you had a good\r\n                     meal, you are your nervous\r\n                     system says this is where I had\r\n                     a good meal.  If you saw lion\r\n               15    tracks there before.  Your\r\n                     nervous system says look at it\r\n                     more, run away from it, remember\r\n                     it.  All of those things, this\r\n                     part of the nervous system is\r\n               20    saying, it's important.\r\n\r\n                     >> >>: and I'm going to el tell\r\n                     you just a personal anecdote\r\n                     that has taught me how powerful\r\n               25    this is, that we don't think of\r\n                                                                                 103\r\n\r\n                1    ourselves as walking around in\r\n                     an emotional landscape.  We\r\n                     picture a pictorial visual\r\n                     landscape and an auditory\r\n                5    landscape.  If you shut your\r\n                     eyes you'll recognize where you\r\n                     are by the sounds and all those\r\n                     things, and similarly by an\r\n                     action landscape but you also\r\n               10    are moving in this emotional\r\n                     landscape and I don't know if\r\n                     this is the -- well, this will\r\n                     tie two together.  So I had a\r\n                     surgery for cancer about six or\r\n               15    eight years ago, and had a\r\n                     surgery which damaged by\r\n                     bladder, OK?  You don't care\r\n                     about this, right?  There's a\r\n                     story there.  So it so I'm\r\n               20    healed, I don't have cancer,\r\n                     it's cool, OK of the but I have\r\n                     scar tissue there.  OK?  And\r\n                     that scar tissue is muscle\r\n                     tissue, but if it crunches like\r\n               25    a you know, a scar that you have\r\n                                                                                 104\r\n\r\n                1    on the skin, if it crunches it's\r\n                     painful, OK?  Now I never knew\r\n                     this, but preptory to your going\r\n                     to the bathroom, you have a\r\n                5    little sphincter that tightens\r\n                     up so that you're preparing to\r\n                     go to the bathroom.  It tightens\r\n                     so you can urinate.  So when\r\n                     that happens to me, I have an\r\n               10    instant little sharp pain, OK?\r\n                     Because it's just the scar\r\n                     tissue is right there, so I'll\r\n                     get pain if I am about to go to\r\n                     the bathroom.  But here's the\r\n               15    shocking -- I don't know if\r\n                     shocking is the right word, but\r\n                     I actually find I get that pain\r\n                     in lots of places, like every\r\n                     time I go to a gas station, I'll\r\n               20    get a pain in my bladder.\r\n                     Because my nervous system is\r\n                     going, hey, this is a good place\r\n                     to go to the bathroom.  And it\r\n                     just alerts me.  You know, this\r\n               25    is important.  You've got to\r\n                                                                                 105\r\n\r\n                1    keep track, David, sometimes you\r\n                     forget.  So here it is.  And if\r\n                     it's a regular place, like I get\r\n                     a little pain when I go by the\r\n                5    men's room in the university\r\n                     where my class is.  Every time I\r\n                     go by.  Whether I have to go to\r\n                     the bathroom or not I'll get\r\n                     this little blip and it's just\r\n               10    like my nervous system is going\r\n                     all the time I'm checking what\r\n                     are the important things there.\r\n                     Oh, there's that bathroom, Davy,\r\n                     you know you like that.  And you\r\n               15    all know that there are parts of\r\n                     Cambridge all of a sudden you\r\n                     feel emotion coming over, you\r\n                     realize oh, my God that's when I\r\n                     was walking with Ruth when we\r\n               20    discovered she was pregnant or\r\n                     something and if we put the\r\n                     wires on you, you'd see that\r\n                     emotion.  And you'd see your\r\n                     emotions going all over the\r\n               25    place as you're traveling\r\n                                                                                 106\r\n\r\n                1    through Cambridge.  Some parts\r\n                     are frightening and your nervous\r\n                     system would go oh, stay away\r\n                     from there, and over there is\r\n                5    where you had your first kiss or\r\n                     whatever and your nervous sis it\r\n                     tem is keeping track of this so\r\n                     you'll know the important places\r\n                     just like animals learn to avoid\r\n               10    some and go somewhere else.  And\r\n                     I wanted to point that out just\r\n                     to say that so much happens that\r\n                     our nervous system is doing this\r\n                     we're unconscious of.  I never\r\n               15    knew that my nervous system was\r\n                     keeping track of bathrooms until\r\n                     I had the scar tissue and your\r\n                     nervous system is keeping track\r\n                     of things like that and you feel\r\n               20    you've got all this free will\r\n                     and you're just saying I think\r\n                     I'd like to go to the bathroom\r\n                     down but actually your nervous\r\n                     system is saying hey, you've got\r\n               25    a little down there and this\r\n                                                                                 107\r\n\r\n                1    would be a good time and you're\r\n                     going you know, I feel like I\r\n                     need to go to the bathroom and\r\n                     your students are sitting there\r\n                5    in the class and you think\r\n                     you're giving the most important\r\n                     point and their nervous systems\r\n                     are saying all kinds of things\r\n                     to them.  So it mon does the\r\n               10    internal, do I got a lot of\r\n                     water in my bladder, is there to\r\n                     external environment, is there a\r\n                     bathroom nearby and learning and\r\n                     behavior, this is a good time to\r\n               15    go to the bathroom and when you\r\n                     look at this picture, the\r\n                     nervous system is calculating\r\n                     immediately what's important\r\n                     here?  What do I care about here\r\n               20    and that varies by who you are,\r\n                     what's been happening to you.\r\n                     If you're pregnant you tend to\r\n                     look over here, it looks like a\r\n                     baby over here, child, if you're\r\n               25    angry, you say that good looks\r\n                                                                                 108\r\n\r\n                1    angry and coming a at me and\r\n                     Rorschach's of course are a way\r\n                     to measure all of this.\r\n\r\n                5    >> >>: so when we do anything,\r\n                     these three networks are\r\n                     engaged.  Almost anything.  It's\r\n                     very hard to separate them in\r\n                     reality.  And in fact, I just\r\n               10    realized we're back to your\r\n                     question about who makes it.\r\n                     When you remember something, the\r\n                     back part of your brain\r\n                     reconstructs it, and by the way,\r\n               15    not perfectly, like we said,\r\n                     front part of your brain is the\r\n                     one that's trying to choose what\r\n                     it is you're going to remake,\r\n                     and I hope you'll see, now, too,\r\n               20    that if I remake it, I'll also\r\n                     feel it.  So if I reconstruct\r\n                     something in the past that had\r\n                     strong emotion, this part of my\r\n                     nervous system will say, oh,\r\n               25    part of your memory is the\r\n                                                                                 109\r\n\r\n                1    feeling itself.  So this part is\r\n                     tracking everything that's\r\n                     happening to you, everything\r\n                     literally, to judge whether it's\r\n                5    important or not, and when you\r\n                     remember it, that comes with it.\r\n                     Because they stay connected.  So\r\n                     it goes, so when you dream, it's\r\n                     really cool.  The visual stuff\r\n               10    is going crazy.  And your\r\n                     emotions are going crazy and\r\n                     that's what you experience in\r\n                     your dreams.  You are dreaming\r\n                     with both and we'll do one more\r\n               15    thing and we'll bring those\r\n                     together.  But so people can\r\n                     have trouble with reading,\r\n                     because they have trouble\r\n                     recognizing the patterns of\r\n               20    reading because they don't have\r\n                     good strategies for reading, or\r\n                     pause they don't think the\r\n                     reading is important.  Or in\r\n                     some cases as SAMMY's research\r\n               25    shows, SAMMY's kids have had\r\n                                                                                 110\r\n\r\n                1    threats when they've read\r\n                     before.  So their nervous system\r\n                     remembers it.  So when they come\r\n                     in and you say.  Don't worry\r\n                5    about it, this isn't going to\r\n                     count for your grades.  Their\r\n                     nervous system is going to they\r\n                     can't stop it and you can say\r\n                     all you want to the kid, don't\r\n               10    worry, this isn't a big deal,\r\n                     you'll do fine, the nervous\r\n                     system is saying forget that,\r\n                     every time we do something like\r\n                     this, bad things have happened.\r\n               15    And it is powerful, very strong\r\n                     thing.  OK.  And this is\r\n                     probably a place that you it\r\n                     shall some of you may feel like\r\n                     you need to go to the bathroom,\r\n               20    so I'm a little bit behind, so\r\n                     how long do you usually take?\r\n                     Ten minutes, no longer than ten\r\n                     minutes, OK?  Thanks ... ...\r\n                     ...:    Test test test test test\r\n               25    test test test we're going to\r\n                                                                                 111\r\n\r\n                1    begin again in one minute.\r\n                     Those of you in conversation and\r\n                     those of you in the hall, come\r\n                     on back.  We have a little lost\r\n                5    and found department at the\r\n                     registration table.  We have a\r\n                     VGA adapter that was left in the\r\n                     room yesterday, so if you're\r\n                     missing your VGA adapter for\r\n               10    your laptop check the\r\n                     registration table in the hall.\r\n                     OK, part two ... ...:\r\n\r\n                     >> >>: the preceding section was\r\n               15    just to say, I want to make a\r\n                     summary, actually ... the more\r\n                     we understand about what happens\r\n                     to the brain with learning, the\r\n                     more we realize that again,\r\n               20    going back to that original\r\n                     definition, organic, that in\r\n                     fact, the very act of learning\r\n                     is an organic change in the\r\n                     brain.  It really isn't a way to\r\n               25    get around.  You can't separate\r\n                                                                                 112\r\n\r\n                1    things that are organic from\r\n                     things that aren't organic, that\r\n                     the taxicab drivers in London\r\n                     are making an organic change to\r\n                5    their brain.  When your students\r\n                     are in your class, they're\r\n                     making an organic change to the\r\n                     brain.  That's the way we\r\n                     remember things.  Glucose and\r\n               10    the oxygen are burned to make\r\n                     those connections change, so all\r\n                     learning is an organic change in\r\n                     the brain and everything that we\r\n                     call disability is also an\r\n               15    organic change, so if I stress\r\n                     you, and you damage your\r\n                     hippocampus, it's an organic\r\n                     change.  So the old view from\r\n                     seven years ago that you could\r\n               20    separate people into those that\r\n                     had some kind of organic damage\r\n                     and those that didn't have\r\n                     organic damage, to a\r\n                     neuroscientist it's impossible\r\n               25    to figure out.  Right now in the\r\n                                                                                 113\r\n\r\n                1    last hour you've made organic\r\n                     changes to your brain and all of\r\n                     you that drank coffee hey, you\r\n                     know, did a little damage.\r\n                5\r\n                     >> >>: so that is a criterion\r\n                     for kids who should get NIMSA\r\n                     versions isn't going to hold up\r\n                     to where is this going, because\r\n               10    sooner or later there will be a\r\n                     big court case and they're going\r\n                     to trot in ouro scientists in\r\n                     and they're going to say hey,\r\n                     it's all organic.  There are\r\n               15    brains that look entirely normal\r\n                     that are incredibly disabled to\r\n                     our present way of thinking and\r\n                     brains that are the very first\r\n                     neurological case that I saw was\r\n               20    called an orange rind case where\r\n                     most of the kid's brain were\r\n                     missing except for the outer\r\n                     surface and they were in\r\n                     college, you know, had a little\r\n               25    bit of a learning disability but\r\n                                                                                 114\r\n\r\n                1    you know, we're doing fine with\r\n                     mostly no brain there so they're\r\n                     going to bring those slides in\r\n                     and they're going to say, OK,\r\n                5    here's organic brain damage of\r\n                     the severest kind and this kid\r\n                     is doing fine and here's a kid\r\n                     that looks perfectly normal in\r\n                     any way you could look at it and\r\n               10    they're having trouble learning\r\n                     something.  There's not any\r\n                     slides that you could put up\r\n                     that say OK here's a kid that\r\n                     should get a nimas version.  So\r\n               15    we wouldn't write it that way\r\n                     now and we have to think about\r\n                     and skip will probably talk\r\n                     about things like the market and\r\n                     stuff, what are we going to do\r\n               20    if that kind of distinction\r\n                     isn't criteria by which kids can\r\n                     have better books.  All right,\r\n                     the second change that's\r\n                     happened in the last seven years\r\n               25    is our view of disability itself\r\n                                                                                 115\r\n\r\n                1    has changed very dramatically.\r\n                     And in the old days, disability\r\n                     was something that resided in\r\n                     the individual.  In\r\n                5    architecture, the movement for\r\n                     universal design began first,\r\n                     and this, too, began a change in\r\n                     our understanding of how to\r\n                     think about these things.  So\r\n               10    Ron MACE, the architect\r\n                     introduced universal design to\r\n                     architecture, but by doing that,\r\n                     it started to subtly change.\r\n                     When you started to see the\r\n               15    building as part of a problem\r\n                     and part of the definition of\r\n                     who is disit abled, who is\r\n                     handicapped, inevitably a shift\r\n                     with only its slightest evidence\r\n               20    then began that we're going to\r\n                     run through.  I'm going to do\r\n                     this very quickly but this is\r\n                     the kid who started us off on\r\n                     our work.  Very physically\r\n               25    disabled, unable to move\r\n                                                                                 116\r\n\r\n                1    anything but his eyes and his\r\n                     chin.  And this, you know, we\r\n                     got him moving and communicating\r\n                     with his chin, because he can\r\n                5    use fabulous computers and do\r\n                     things.  Without those, devices,\r\n                     he was bound for a profoundly\r\n                     retarded institution.  And\r\n                     because he couldn't speak, he\r\n               10    couldn't hold up his head, he\r\n                     couldn't point, he couldn't talk\r\n                     or walk or and he just looked\r\n                     inert.  But if we gave him a\r\n                     little switch on his chin that\r\n               15    went out to a computer, he was\r\n                     able to learn Morse code very\r\n                     quickly and we realized oh, my\r\n                     God, he could communicate and\r\n                     then he was able to learn to\r\n               20    drive a wheelchair, as skip\r\n                     remembers somewhat wreck lessly,\r\n                     but at any rate, he was actually\r\n                     mobile and all that and he's\r\n                     actually at Community College\r\n               25    now.  But his disability changed\r\n                                                                                 117\r\n\r\n                1    drastically when he had an\r\n                     output channel that could work\r\n                     for him and then we had to deal\r\n                     with the school which was meant\r\n                5    to be accessible but of course\r\n                     wasn't, and the fixing it up\r\n                     after is of course problematic,\r\n                     expensive, damaging, et cetera,\r\n                     all of those, so movement toward\r\n               10    universal design that says build\r\n                     a building right from the start\r\n                     and the louver has a nice\r\n                     combination of elevator and\r\n                     stairway.  Providing\r\n               15    alternatives, but those\r\n                     alternatives change inevitably\r\n                     the view of who is disabled and\r\n                     who is not, but the building is\r\n                     part of that handicapping\r\n               20    condition, not just what a kid\r\n                     does, just like Mount Everest.\r\n\r\n                     >> >>: and what you are doing\r\n                     and I'm doing is part of a\r\n               25    change I think that's going to\r\n                                                                                 118\r\n\r\n                1    be very dramatic.  And that is a\r\n                     change away from seeing people\r\n                     as coming in a standard variety,\r\n                     and then unusual or marginal or\r\n                5    nominalist cases.  And the more\r\n                     you look at the nervous system\r\n                     and this is what the disability\r\n                     movement said, is that people\r\n                     are always on a spectrum., a\r\n               10    wide spectrum, and what we need\r\n                     to do is look at what's the\r\n                     normal variation in humans?  And\r\n                     the what do we need to pay\r\n                     attention to that people vary\r\n               15    on?  This movement is -- how\r\n                     many people for how many people\r\n                     is the word neurodiversity a\r\n                     word in your language?  Oh, not\r\n                     many.  So this is a what's next\r\n               20    part of this, neurodiversity.\r\n                     There's two new books coming out\r\n                     this spring, maybe one came out\r\n                     already, on neurodiversity.  New\r\n                     term.  I think this will be a\r\n               25    very sticky thing, and it's huge\r\n                                                                                 119\r\n\r\n                1    in some circles.  And\r\n                     neurodiversity is saying that we\r\n                     all differ in a lot of\r\n                     interesting ways, and it's only\r\n                5    when confronted with a specific\r\n                     situation like school, like\r\n                     Mount Everest, like a building,\r\n                     that things get cut off as this\r\n                     is says you have a disability in\r\n               10    this environment.  And the\r\n                     neurodiversity movement is about\r\n                     making sure we pay attention to\r\n                     what diversity really looks like\r\n                     so that the environment will not\r\n               15    be disabling, and so I'll give\r\n                     Charlie these slides so you can\r\n                     click on these things, but this\r\n                     is, I think, just a website you\r\n                     can quickly go to if you want to\r\n               20    see these arguments.  There's\r\n                     lots of them.  And this is an\r\n                     aggregator site, and if you type\r\n                     brain .HE you'll to it and\r\n                     what's the upside of the fact\r\n               25    that we're diverse?  And what --\r\n                                                                                 120\r\n\r\n                1    you'll find here is some amazing\r\n                     things.  This is not even the\r\n                     best site, necessarily, but I'm\r\n                     going to -- I want to play just\r\n                5    a moment, because here's someone\r\n                     I like listening to.\r\n\r\n                     >> >>: hi, my name is Emily.  I\r\n                     am 25 years old, and I have\r\n               10    Asperger's syndrome.  Um, I\r\n                     decided maybe since I have such\r\n                     a hard time talking to people\r\n                     about it, it might be a good\r\n                     idea to make videos about it on\r\n               15    the computer.  So I'm going to.\r\n                     It's true.  I guess the first\r\n                     thing I would like to tell you\r\n                     about Asperger's syndrome is\r\n                     what it is.  Asperger's syndrome\r\n               20    is a mild form of autism.  That\r\n                     means you're not exactly rain\r\n                     Rainman but for all intents and\r\n                     purposes out in the world, you\r\n                     seem a little odd.  I was first\r\n               25    diagnosed officially with\r\n                                                                                 121\r\n\r\n                1    Asperger's syndrome when I was\r\n                     23, so I went through my entire\r\n                     childhood and my teenage years\r\n                     and the beginning of my\r\n                5    adulthood without actually\r\n                     having a name for this\r\n                     condition.  I have a little\r\n                     brother, and he was actually\r\n                     diagnosed when he was about 12\r\n               10    or 13.  We're eight years apart.\r\n                     So it was around the same time.\r\n                     Mostly we were just thought of\r\n                     as weird in school.  We didn't\r\n                     pay attention very well, we\r\n               15    didn't make friends very easily,\r\n                     and concentrating was hard.\r\n                     Asperger's syndrome is different\r\n                     from everybody.\r\n\r\n               20    >> >>: she takes out a\r\n                     cigarette, you weren't expecting\r\n                     that, were you sh\r\n\r\n                     >> >>: I know for me, it\r\n               25    involves being unable to read\r\n                                                                                 122\r\n\r\n                1    facial expressions easily and\r\n                     also being unable to present the\r\n                     proper facial expression.  A lot\r\n                     of my friends say that when they\r\n                5    come up to me quickly and they\r\n                     have a piece of news, be it\r\n                     exciting or bad or happy, I have\r\n                     this sort of surprised, confused\r\n                     look on my face and one thing if\r\n               10    you know me and you know what's\r\n                     going on, it isn't a big\r\n                     problem, but when you're trying\r\n                     to make friends in school or\r\n                     network ...\r\n               15\r\n                     >> >>: I'm sorry.  She's\r\n                     wonderful.  She's got a bunch of\r\n                     videos.  I just want to\r\n                     introduce you to her for two\r\n               20    reasons.  One is because there's\r\n                     this vibrant network of people\r\n                     with Asperger's.  It's\r\n                     unbelievable.  She's got 159,000\r\n                     views and she's not the most\r\n               25    popular, actually.  And people\r\n                                                                                 123\r\n\r\n                1    with Asperger's and people in\r\n                     the autism spectrum have found,\r\n                     because of the new media, next\r\n                     topic we're going to, this\r\n                5    ability to communicate that just\r\n                     was not there and find each\r\n                     other, so it's been just an\r\n                     astonishing thing and I wanted\r\n                     mostly to show you so here's all\r\n               10    of these are people with awes\r\n                     autism.  I don't know when that\r\n                     is.  So don't look at that.  The\r\n                     bikini ...  But any way, these\r\n                     are mostly people with autism,\r\n               15    and look at this word, because\r\n                     this is the word that you'll\r\n                     here more and more,\r\n                     neurotypicals and the myth of\r\n                     Asperger's.  So within the\r\n               20    Asperger's community, which is\r\n                     now a community, didn't used to\r\n                     exist, because they didn't have\r\n                     ways that they found each other,\r\n                     we're called -- well, I'm sorry,\r\n               25    I shouldn't even think, probably\r\n                                                                                 124\r\n\r\n                1    many of you are not\r\n                     neurotypicals.  But at any rate\r\n                     it's a derogatory term for\r\n                     people like you, neurotypicals\r\n                5    are said like oh, she's a\r\n                     neurotypical and that means oh,\r\n                     I get it, and that means too\r\n                     emotional, can't concentrate on\r\n                     you know, the substance of the\r\n               10    matter, not very good\r\n                     truth-tellers, they have all a\r\n                     long list of neurotypicals, and\r\n                     how the difficulties they have,\r\n                     and the kinds of jobs they can\r\n               15    do, they're good receptionists,\r\n                     but you wouldn't want to really\r\n                     hire them for an tural job,\r\n                     actuarial job and fabulous.  And\r\n                     they're just charming, charming\r\n               20    people.  But this will -- I\r\n                     think, thrive, as people begin\r\n                     to see the diversity as what's\r\n                     really there and the problem is\r\n                     when you confront standardizing\r\n               25    conditions, then some people,\r\n                                                                                 125\r\n\r\n                1    various kinds, will get\r\n                     marginalized as nonappropriate.\r\n                     So the actually on my way up, I\r\n                     was hearing a story that I\r\n                5    wanted to tell you which I think\r\n                     some of you have heard on Simon\r\n                     BEHREN Cohen who does research\r\n                     on autism spectrum disorders,\r\n                     he's actually SASCHA's brother\r\n               10    or cousin.  So anyway, one is a\r\n                     neuroscientist and the other is\r\n                     rich.  Here's how Simon BEHREN\r\n                     Cohen got interested in.  He's a\r\n                     cognitive scientist at Oxford\r\n               15    union university and he noticed\r\n                     that a lot of his colleagues had\r\n                     kids who had autism and he was\r\n                     thinking, wow, why so many?  Is\r\n                     it in the water?  So then he did\r\n               20    a study, how many do, and most\r\n                     of his colleagues were in\r\n                     computer science, in linguistic\r\n                     science and these kinds of\r\n                     things, and the incidence was\r\n               25    very high, and like a good\r\n                                                                                 126\r\n\r\n                1    scientist, he thought, well,\r\n                     what about other departments?\r\n                     Is it just Oxford so he goes to\r\n                     you know, English, history,\r\n                5    things like that.  Very few\r\n                     autistic kids.  A lot of manic\r\n                     depressive kids in those\r\n                     families and he goes whoa, what\r\n                     is that about?  Huge amount of\r\n               10    autism and Asperger's in these\r\n                     mathematics, science, et cetera,\r\n                     huge amount of depression, manic\r\n                     depression, et cetera, in all of\r\n                     the liberal arts.  And that\r\n               15    began a long set of studies.\r\n                     The point of which is to say,\r\n                     and the radio show was about\r\n                     this, if you go to Microsoft,\r\n                     not to speak out of turn, an\r\n               20    enormous number of people and\r\n                     their children have Asperger's,\r\n                     OK?  Seattle schools have\r\n                     special people come in because\r\n                     they have so many kids with\r\n               25    Asperger's and autism.  And\r\n                                                                                 127\r\n\r\n                1    Simon BEHREN Cohen thing is\r\n                     they're part of the spectrum and\r\n                     you're going to see inevitably\r\n                     people that are very good at\r\n                5    some things and not so good at\r\n                     others and it's no surprise to\r\n                     you to know that it's a huge\r\n                     overproportion of people who\r\n                     have emotional problems who are\r\n               10    writers and poets and artists\r\n                     and filmmakers and stuff.  That\r\n                     that's part of the gift, as well\r\n                     as the disability.  That this\r\n                     variation is a normal part of\r\n               15    the human condition, and that\r\n                     people with autism and\r\n                     Asperger's are part of a\r\n                     spectrum of which there's great\r\n                     strengths and I don't want to go\r\n               20    through a lot of examples.  This\r\n                     is just a recent article I\r\n                     picked out to more to show you\r\n                     that there's hundreds coming out\r\n                     like this, which looks at the\r\n               25    structural brain differences\r\n                                                                                 128\r\n\r\n                1    between kids with autism and\r\n                     kids without, but instead of\r\n                     looking for what's broken in\r\n                     their brains, it's looking for\r\n                5    what are their brains good at\r\n                     and what they find, in lots of\r\n                     fields now, is that of course\r\n                     their brains are very good, and\r\n                     I don't mean just very good for\r\n               10    someone who's disabled, I mean\r\n                     they're better than you.  And\r\n                     they're finding this in all\r\n                     kinds of, one of our people that\r\n                     works with us at cast is just is\r\n               15    going to come out in science\r\n                     soon, science is the top of the\r\n                     runk kind rung kind of hard-core\r\n                     science journal showing that\r\n                     there's a.  Astro physicists.\r\n               20    What they did was they looked at\r\n                     what are the abilities require\r\n                     in astrophysics and they did\r\n                     tests and they show that\r\n                     actually, yeah, they're not good\r\n               25    readers, but they're really good\r\n                                                                                 129\r\n\r\n                1    at the things that an astro\r\n                     physicist needs to do and he\r\n                     didn't have any trouble\r\n                     recruiting subjects, sent out an\r\n                5    email.  Do any of you you know,\r\n                     the famous astro physicist\r\n                     dyslexia, he was flooded with\r\n                     all these people who are astro\r\n                     physicists, not considered a\r\n               10    low-level occupation,\r\n                     overrecommendation.  And they\r\n                     said you know what, to be an\r\n                     astro physicist, you need the\r\n                     kind of things that dyslexic\r\n               15    kids have.  And similarly, I'll\r\n                     tell you one more example.  I\r\n                     think what you're going to see\r\n                     is this is in the what next\r\n                     category you'll see thousands of\r\n               20    things like this.  So another\r\n                     recent one came out, done by an\r\n                     neurologist who was taking my\r\n                     class, fabulous.  There's this\r\n                     TMS it's called, transcranial\r\n               25    stimulation, you can give\r\n                                                                                 130\r\n\r\n                1    someone a temporary lesion, you\r\n                     just put this little pad, it's\r\n                     it kind of gives them a jolt.\r\n                     It it's like giving them a\r\n                5    little modern electroshock to\r\n                     their brain.  Sounds horrible,\r\n                     but for as long as it's applied,\r\n                     that part of the brain stops\r\n                     working.  It's just like giving\r\n               10    a temporary lesion but then you\r\n                     stop and it goes back to normal.\r\n                     So it's kind of this new way to\r\n                     study what the different parts\r\n                     of our brain do.  So he was\r\n               15    interested in autistic kids and\r\n                     in particular, autistic kids, if\r\n                     you throw out 100 things,\r\n                     roughly 100 things, and you have\r\n                     a lot of things on a table and\r\n               20    you say to people how many of\r\n                     them are there, you're terrible\r\n                     at it.  You say something like I\r\n                     don't know, 37, 400, you don't\r\n                     have a clue and someone noticed\r\n               25    if you throw them down and you\r\n                                                                                 131\r\n\r\n                1    have autistic kids, they say 87,\r\n                     32 and they're right.  And\r\n                     people went what, how could you\r\n                     do that?  And they did it and\r\n                5    showed yup, they're really good.\r\n                     Not every autistic kid but this\r\n                     astonishing ability to recognize\r\n                     pneumo NUMEROSITY is a\r\n                     high-level thing and you know\r\n               10    what they found out if you take\r\n                     your brain and electrostimulate\r\n                     it in the right place, all of a\r\n                     sudden you can do it and they\r\n                     were like, what?  So actually\r\n               15    inside of each of you is a\r\n                     really smart autistic brain that\r\n                     could do, you could be an astro\r\n                     physicist p you could be an\r\n                     actuarial table.  It's just that\r\n               20    your brain is getting in the way\r\n                     of some of these incredible\r\n                     skills p because you have\r\n                     decided and your parents have\r\n                     decided that you want to be a\r\n               25    different type of thing, which\r\n                                                                                 132\r\n\r\n                1    is a little bit more of a\r\n                     generalist, rather than a\r\n                     specialist at S and so there's\r\n                     going to be literally thousands\r\n                5    of these, so here you can make\r\n                     someone all of a sudden be able\r\n                     to recognize 100 objects, know\r\n                     exactly how many there are, and\r\n                     it's latent in all of you it's\r\n               10    in your brain, but you have\r\n                     grown up in such a way that\r\n                     you've made yourself stupid in\r\n                     that way, OK?  Fabulous.  So for\r\n                     most jobs you don't need to know\r\n               15    how many things there are, so\r\n                     we're fine.  And God good\r\n                     receptionists, don't remember\r\n                     that NUMEROSITY.  But being an\r\n                     astro physicist.  It's really\r\n               20    going to happen.  So the\r\n                     argument in this field now is\r\n                     before we start fixing people\r\n                     and saying you have a disability\r\n                     and you don't, we need to think\r\n               25    what is the diversity here in\r\n                                                                                 133\r\n\r\n                1    the kinds of skills people have,\r\n                     and are we underrecognizing\r\n                     things that are really valuable\r\n                     and not finding the kinds of\r\n                5    jobs and the kinds of things and\r\n                     doing teaching the way you do in\r\n                     ways that actually are\r\n                     responsive to differences which\r\n                     are very strong and are not just\r\n               10    worse.  People are walking\r\n                     around that do poorly in your\r\n                     classes who are smarter than you\r\n                     by far in other ways.  That's\r\n                     what's the striking finding.\r\n               15    And it's coming out everywhere.\r\n                     OK, so the argument is\r\n                     neurodiversity and if you look\r\n                     up neurotypicals, Google\r\n                     neurotypicals, you'll find\r\n               20    hysterical people talking about\r\n                     you as if you have major\r\n                     problems and don't you wish you\r\n                     could be as da da da da da as\r\n                     people on autism spectrum\r\n               25    disorder?\r\n                                                                                 134\r\n\r\n                1    >> >>: lastly, oh, so sorry, to\r\n                     make that point, that from the\r\n                     days in which the nimas laws\r\n                     were written, where we saw\r\n                5    disability as broken and as\r\n                     resonant in children or adults,\r\n                     something they have like an\r\n                     illness, the movement of\r\n                     universal design, the movement\r\n               10    of science, is toward a\r\n                     recognition that there's great\r\n                     diversity amongst us.  And the\r\n                     idea that you can separate out\r\n                     and say, those are disabled and\r\n               15    those are not, isn't going to\r\n                     hold water in the future.  So\r\n                     we're not going to be able to\r\n                     define them by organic.  We're\r\n                     not even going to be able to\r\n               20    define them by you have to have\r\n                     a disability, because someone's\r\n                     going to come up to you and say\r\n                     OK, tell me how many things I\r\n                     threw on the table and you're\r\n               25    going to go I don't know, 3434?\r\n                                                                                 135\r\n\r\n                1    No, it's 97, you have a\r\n                     disability.  That we're not\r\n                     going to be able to do this in\r\n                     the long run.  There isn't going\r\n                5    to be any bright line between\r\n                     ability and dissality, which is\r\n                     a good thing.\r\n\r\n                     >> >>: OK, and the big change\r\n               10    that cast focused on more than\r\n                     any other, is that the whole\r\n                     reason nimas points back to 1933\r\n                     was the library of Congress, the\r\n                     recognition that books were not\r\n               15    usable by some people who had\r\n                     disabilities, and until there\r\n                     were alternatives, though, you\r\n                     really didn't -- you had to\r\n                     continue to think of a person as\r\n               20    having a disability and needing\r\n                     to the fixed and all of that.\r\n                     And with new media, we in fact\r\n                     have a different alternative,\r\n                     which is to say, actually books\r\n               25    aren't very good as\r\n                                                                                 136\r\n\r\n                1    instructional media for anybody,\r\n                     and we need to change the kinds\r\n                     of things we use for\r\n                     instruction, which is what we're\r\n                5    looking at.  So this I'm going\r\n                     to blitz through.  The power of\r\n                     the media is the flexibility, we\r\n                     can store information in them,\r\n                     keep it permanent, but display\r\n               10    it in many ways, blah blah blah,\r\n                     we can take the same information\r\n                     and make it in in different\r\n                     colors, different fonts,\r\n                     anything like that as you know,\r\n               15    but you can also make it\r\n                     immediately into something you\r\n                     can touch as opposed to look.\r\n                     You can make it into something\r\n                     you can listen to by turning on\r\n               20    text to speech, you can turn it\r\n                     into ASL and that's the genius\r\n                     of nimas, will you give us one\r\n                     good digital version, we can\r\n                     from that make countless\r\n               25    versions, versions that talk,\r\n                                                                                 137\r\n\r\n                1    versions that are bigger,\r\n                     versions that you can touch,\r\n                     versions that can talk to you\r\n                     with their hands, et cetera.\r\n                5    Those things are all possible if\r\n                     we start with a digital source\r\n                     rather than starting with a\r\n                     printed source.  And for cast\r\n                     we're very interested in not\r\n               10    only can you make it physically\r\n                     and sense oral accessible, but\r\n                     can we provide supports directly\r\n                     in the material so we can in\r\n                     fact reduce threat.  We can\r\n               15    increase challenges by saying\r\n                     you know what there are more\r\n                     resources, there's more help in\r\n                     the document itself so you don't\r\n                     have to go into threat.  We also\r\n               20    think they make the better\r\n                     environments for learning, which\r\n                     is a longer argument.  And I\r\n                     want to give a flavor of what\r\n                     are environments that are very\r\n               25    supportive look like.  What are\r\n                                                                                 138\r\n\r\n                1    these new environments going to\r\n                     look like.  And I've forgotten,\r\n                     skip you told me and I don't\r\n                     remember.  Did you show any of\r\n                5    the reading environments.\r\n\r\n                     >> >>: I went through just the\r\n                     sonnet yesterday\r\n\r\n               10    >> >>: and did that live,\r\n                     though?\r\n\r\n                     >> >>: yes.  So I want to skip\r\n                     the universal learning editions\r\n               15    whereby you can say I need it to\r\n                     read to me, I need help with the\r\n                     vocabulary, all of those things.\r\n                     We can easily do that and this\r\n                     is just to show the guidelines\r\n               20    that talk about them.  We want\r\n                     to make sure everybody can see\r\n                     it.  So we can and I don't mean\r\n                     see t sorry, we want to make\r\n                     sure everybody can perceive it\r\n               25    so we can easily make things\r\n                                                                                 139\r\n\r\n                1    talk, we can easily make them\r\n                     bigger, we can make them a\r\n                     different color, all of those\r\n                     things.  We also want to make\r\n                5    sure that the language and\r\n                     symbols doesn't prevent kids.\r\n                     Some kids daunt decode.  Easy\r\n                     enough to have a computer\r\n                     decode.  It may be that English\r\n               10    is not their first language.  As\r\n                     some of you know we're doing a\r\n                     project with Google will now and\r\n                     there's automatic translation to\r\n                     42 languages instantaneous so\r\n               15    you can just so give that to me\r\n                     in my language and there's all\r\n                     sorts of other things we can do\r\n                     here, including not using\r\n                     language and symbols at all and\r\n               20    to provide options to make sure\r\n                     that the language and symbols\r\n                     around getting in the way and\r\n                     lastly things that we can do for\r\n                     comprehension.  And a lot of\r\n               25    people don't have the same\r\n                                                                                 140\r\n\r\n                1    background knowledge, something\r\n                     I talked about earlier, that the\r\n                     reason they can't understand it\r\n                     isn't because they can't see it,\r\n                5    isn't because they don't\r\n                     understand the language and\r\n                     symbols, but they don't have the\r\n                     background knowledge, but we can\r\n                     build that in.  It's very simple\r\n               10    to build that in nowadays and we\r\n                     can highlight critical features,\r\n                     so that you can have a start to\r\n                     get into things and so on.  Lots\r\n                     of options.  So the UDL\r\n               15    guidelines which I'll show you\r\n                     how to get, talk about how do\r\n                     you present information with\r\n                     enough options that everybody\r\n                     can get to it, that we're not\r\n               20    decreasing the oxygen?  So just\r\n                     in the spirit of what's next, I\r\n                     want to show you not one of our\r\n                     own, but something that's come\r\n                     out fairly recently from\r\n               25    scholastic for -- let's see\r\n                                                                                 141\r\n\r\n                1    where is it?  Sorry, one second.\r\n                     I guess I shut down by mistake.\r\n                     Don't look at my codes.  So I\r\n                     just want to give you a sense of\r\n                5    what is this world coming to in\r\n                     terms of how the things we use\r\n                     to learn in look different than\r\n                     a print world?  And I'm sorry,\r\n                     I'm on a -- I seem to be on a\r\n               10    bit of a slow line here.  So\r\n                     this is called expert space.\r\n                     And expert space is an\r\n                     information -- it's a -- the\r\n                     idea is how are we going to\r\n               15    teach students to be good at it,\r\n                     finding, evaluation and using\r\n                     information in this sort of\r\n                     media-rich world, all right?\r\n                     And you'll see here -- sorry.\r\n               20\r\n                     >> >>: so here's topics.  These\r\n                     they've done the most typical\r\n                     topics that people look at in\r\n                     middle school and high school,\r\n               25    you know, energy, da da da,\r\n                                                                                 142\r\n\r\n                1    things pop up when you roll over\r\n                     them.  There's many more.\r\n                     There's hundreds of them.\r\n                     Here's the interesting thing\r\n                5    about them.  When I go to\r\n                     one, -- so let's see, I probably\r\n                     should be careful, but we'll go\r\n                     to one endangered species, and\r\n                     sorry things are slow.  When it\r\n               10    opens up, this opens up into an\r\n                     environment where students can\r\n                     learn about endangered species.\r\n                     I've never seen it be quite this\r\n                     slow.  I wonder if I'm really\r\n               15    on.  It keeps making and losing\r\n                     my connection.  So this doesn't\r\n                     for some reason, can someone get\r\n                     the tech person just to see why\r\n                     I dome don't seem to be -- do\r\n               20    you know what's happening in a\r\n                     way that I don't?\r\n\r\n                     >> >>: it's updating.\r\n\r\n               25    >> >>: oh, it's up now.  OK, all\r\n                                                                                 143\r\n\r\n                1    right, thank you.  I probably\r\n                     won't try to do everything.\r\n\r\n                     >> >>: let me show you how this\r\n                5    works.  Because it has a lot of.\r\n                     How do you begin?  It begins\r\n                     with a gorgeous video, Hollywood\r\n                     style.  I'm not going to play it\r\n                     because it feels like the line\r\n               10    is slow for some reason, but it\r\n                     orant you to endangered species,\r\n                     get out the vocabulary get out\r\n                     some ideas, so you're in a space\r\n                     where you feel like you have\r\n               15    some resourcesment remember what\r\n                     I was talking about earlier.  So\r\n                     it says not starting by reading,\r\n                     let's give you some background\r\n                     information and then the next\r\n               20    thing it does is says OK, you\r\n                     want to read some more about it,\r\n                     and we come down here and say\r\n                     yeah, I want to read some more.\r\n\r\n               25    >> >>: I apologize for whatever\r\n                                                                                 144\r\n\r\n                1    is making this -- look what's\r\n                     interesting about this.  So\r\n                     here's an article.  It's like an\r\n                     encyclopedias article.  But\r\n                5    what's the difference?  For one\r\n                     thing, you can say what LEXILE\r\n                     level do I want to read this at?\r\n                     So every article.  Does\r\n                     everybody know what LEXILE is?\r\n               10    LEXILE is one of the ways of\r\n                     judging how difficult an article\r\n                     is to read and so these are\r\n                     different levels from a much\r\n                     lower to a much higher so it\r\n               15    comes in at sort of an average.\r\n                     Then all of these are available.\r\n                     I can turn the read along.  So\r\n                     it will just start reading to\r\n                     me.  I can look up words\r\n               20    anywhere I want to, take notes,\r\n                     all of those things.\r\n                     Automatically I is part of it.\r\n                     I just show you a couple more\r\n                     things.  So I'm in a standard,\r\n               25    this is like going to an\r\n                                                                                 145\r\n\r\n                1    encyclopedia, and but I'm never\r\n                     going to get left alone in terms\r\n                     of there being lots of support\r\n                     available to me.  And let me go\r\n                5    back, so that's a an\r\n                     introductory article, so I've\r\n                     been able to see a video, now\r\n                     read an article, what's next?\r\n                     What's really cool about it is\r\n               10    that the next thing that happens\r\n                     is you see dive deeper.  Now,\r\n                     what happens is then there's a\r\n                     gradual release from first a\r\n                     video, a very supported reading\r\n               15    environment, where every word\r\n                     and there's comprehension\r\n                     supports and things built into\r\n                     it t but then dive deeper,\r\n                     there's thousands of articles.\r\n               20    They've got GROLLIER's\r\n                     encyclopedia and put them all in\r\n                     here so there's plenty of\r\n                     information.  So it's like\r\n                     saying let's say you come in\r\n               25    with a background knowledge and\r\n                                                                                 146\r\n\r\n                1    you can dive deeper and ever yon\r\n                     one of them is LEXILEed.  So I'm\r\n                     not going to get shut because of\r\n                     my reading ability or I can't\r\n                5    see it or whatever, but there's\r\n                     actually more than 90,000\r\n                     articles that are all prepared\r\n                     in this way.\r\n\r\n               10    >> >>: now, that says there's\r\n                     remember three parts of the\r\n                     brain so I'm just going to show\r\n                     you just talk about this in\r\n                     those -- first, it says this\r\n               15    information should be available\r\n                     in multiple ways that you can\r\n                     get to it.  Watch it, you can\r\n                     read it, you can read it with a\r\n                     lot of support, always ask for\r\n               20    vocabulary and decoding support\r\n                     et cetera.  Oh, somewhere in\r\n                     there, it does do you want it in\r\n                     Spanish.  I don't see it.  So\r\n                     you can say I want it in my\r\n               25    first language, et cetera.  All\r\n                                                                                 147\r\n\r\n                1    built in.  That's only the back\r\n                     part of your brain.  It says\r\n                     everybody ought to at least know\r\n                     what this information is.  We\r\n                5    can do that.  The good part is\r\n                     how does it deal with the front\r\n                     part of the brain, helping kids\r\n                     be more strategic, acting on\r\n                     this information, finding good\r\n               10    stuff.  So all of that is built\r\n                     up here, that there are tools\r\n                     and resources to help you learn\r\n                     how to use them.  There's a\r\n                     great note-taking which allows\r\n               15    you to -- it's fabulous, because\r\n                     it allows you to take notes but\r\n                     essentially just dragging it but\r\n                     the great thing is that it makes\r\n                     sure that you cite, it drags the\r\n               20    notes over and it says where did\r\n                     you get this?  So it reminds\r\n                     kids, this is something they've\r\n                     copied.  And it will help them\r\n                     then make that you are\r\n               25    bibliography.  But it's a\r\n                                                                                 148\r\n\r\n                1    teaching instrument.  It says\r\n                     OK, you've used these sources.\r\n                     Now it's time to construct your\r\n                     bibliography, and believe me, I\r\n                5    don't have time to show this but\r\n                     I'm sure -- I have graduate\r\n                     students who do not know how to\r\n                     do proper citation, so built\r\n                     into it are the common like MLA\r\n               10    and stuff citation links that\r\n                     help them learn what is the way\r\n                     to do a bibliography, all part\r\n                     of this built in and I'll just\r\n                     show you one example.  If you\r\n               15    have trouble getting ideas, you\r\n                     can go in here and say, ah,\r\n                     we'll help you get some ideas.\r\n                     There's dictionaries and things\r\n                     like that and an outline builder\r\n               20    which is really cool.  You can\r\n                     drag things around and it's like\r\n                     a concept map thing.  All built\r\n                     in.  And I just want to show\r\n                     you, I think what the kids find\r\n               25    most helpful is the strategy and\r\n                                                                                 149\r\n\r\n                1    skill building stuff.  Here's\r\n                     some of the things that are\r\n                     here.  There's more coming, but\r\n                     here's the things that they\r\n                5    found that students again,\r\n                     middle school, high school, but\r\n                     I have to say, I find it in\r\n                     graduate will school, that how\r\n                     to set good goals for a lesson.\r\n               10    As you know, half the time the\r\n                     kids said well I want to learn\r\n                     about and it's the topic that is\r\n                     like impossible.  Because it's\r\n                     too big or sometimes too narrow.\r\n               15    Usually too big.  So how do you\r\n                     set even a good goal for setting\r\n                     a topic?  How do you search in a\r\n                     web environment.  And it really\r\n                     tutors them and gives them\r\n               20    practice at saying what's a good\r\n                     question you could ask of a\r\n                     Google search engine so you get\r\n                     good information instead of\r\n                     crappy information.  How do you\r\n               25    evaluate sources to decide\r\n                                                                                 150\r\n\r\n                1    what's good and bad?  I'll show\r\n                     what it looks like when you do\r\n                     it.  These two are the best\r\n                     ones, note taking, the kids are\r\n                5    terrible note takers, so there's\r\n                     this fabulous long do it with\r\n                     us, we're going to model how we\r\n                     take notes, you do it, we do it,\r\n                     you go back and forth.  And then\r\n               10    it even gives you feedback,\r\n                     soak, it OK, it looks like you\r\n                     took too much.  Outlining,\r\n                     citing sources.  I just want to\r\n                     show you what it looks like when\r\n               15    you go into one of these.\r\n                     Citing sources my graduate\r\n                     students, I want them to all to\r\n                     take this.\r\n\r\n               20    >> >>: hey, glad you're back the\r\n                     I'm HEDRON and I'll here to help\r\n                     you get your projects together.\r\n                     Today we're going to go over\r\n                     citing sources.  If you want to\r\n               25    pause or view a section again,\r\n                                                                                 151\r\n\r\n                1    click the tab up here.\r\n\r\n                     >> >>: you have to cite your\r\n                     sources whenever you take notes.\r\n                5    Check out the note-taking skill\r\n                     builder to get a refresher on\r\n                     that key skill.  Signing a\r\n                     source means to give credit to\r\n                     the author and publisher of the\r\n               10    information you're using.  We\r\n                     acknowledge their ideas and the\r\n                     research and citations are our\r\n                     note cards.  When we finish a\r\n                     project, research paper or\r\n               15    homework assignment, we've put\r\n                     all these citations together in\r\n                     a bibliography.  I think doing\r\n                     research is kind of like\r\n                     building a team, a team of\r\n               20    experts who help me with the\r\n                     facts and ideas I need for my\r\n                     paper or project.  The more\r\n                     experts I have, the stronger my\r\n                     presentation.  When I cite a\r\n               25    source, that author joins my\r\n                                                                                 152\r\n\r\n                1    team of experts in my\r\n                     bibliography.  If I do a good\r\n                     job bringing my team together,\r\n                     we can't be beat, and my paper\r\n                5    will be a winner.  Sometimes\r\n                     people don't give credit when\r\n                     they copy words, facts or ideas\r\n                     from a book or a website.\r\n                     That's called plagiarism.\r\n               10    Plagiarism is a serious offense\r\n                     with serious consequences for\r\n                     students and researchers.  But\r\n                     hey, don't worry, I've got a\r\n                     game plan that will make it easy\r\n               15    for you to give ...\r\n\r\n                     >> >>: OK, so you can see so he\r\n                     talks for a while but then he\r\n                     gets you doing T he says, OK,\r\n               20    you try it.  I'm going to give\r\n                     you an example.  You try citing\r\n                     some sources and then we'll get\r\n                     your feedback and so on.  But\r\n                     what they have is a gradually\r\n               25    released space which goes from\r\n                                                                                 153\r\n\r\n                1    building background knowledge\r\n                     before you start it, trying out\r\n                     some things, and then some\r\n                     articles that are very heavily\r\n                5    and carefully scaffolded to a\r\n                     broader set of articles.  I left\r\n                     out one more step sort of\r\n                     mid-level articles that are sort\r\n                     of medium in their expanse and\r\n               10    then out to 90,000 articles,\r\n                     with the capacity to help you\r\n                     learn how to search, learn how\r\n                     to cite, learn how to gather,\r\n                     learn how to take notes, all of\r\n               15    these things.  So these kinds of\r\n                     environment, I think I just\r\n                     wanted to show you a recent\r\n                     example.  Every word\r\n\r\n               20    >> >>: you've got a question.\r\n\r\n                     >> >>: you need to provide\r\n                     captioning.  You've already\r\n                     included.  English as a second\r\n               25    language.  How we show -- then\r\n                                                                                 154\r\n\r\n                1    the\r\n\r\n                     >> >>: I believe they are\r\n                     captioned, and I don't know how\r\n                5    to turn them on, but\r\n\r\n                     >> >>: that doesn't have it.  I\r\n                     mean the video you showed\r\n                     earlier, but this one, I don't\r\n               10    see, happens you\r\n\r\n                     >> >>: all right, I'll check,\r\n                     because that would be\r\n                     problematic if it doesn't.\r\n               15    Because this, the yes, right,\r\n                     the video, with the captions on\r\n                     were the captions on the videos\r\n                     when they played automatically?\r\n                     I forget.\r\n               20\r\n                     >> >>: no, I mean on this one.\r\n                     Into it didn't have captions on.\r\n\r\n                     >> >>: it didn't have captions\r\n               25    on.\r\n                                                                                 155\r\n\r\n                1    >> >>: yeah, OK, well all the\r\n                     videos are captioned whether\r\n                     these tutorials are, I don't\r\n                     know -- I'd have to check.  But\r\n                5    when those opening videos came\r\n                     on, they had the captions turned\r\n                     on, yes?\r\n\r\n                     >> >>: we watched a video.\r\n               10\r\n                     >> >>: oh, I didn't turn it on.\r\n                     Oh, I'm sorry, I didn't turn it\r\n                     on the video.  They are\r\n                     captioned and so you can turn\r\n               15    the captions on and off.  But\r\n                     whether these are, I am sea not\r\n                     sure.  Whether the tutorial and\r\n                     I apologize for not knowing\r\n                     that.  Awe all of the video\r\n               20    introductions to all of the\r\n                     novels, they are all captioned.\r\n\r\n                     >> >>: and but thank you for\r\n                     mentioning it and I'll check.\r\n               25    We told them to caption\r\n                                                                                 156\r\n\r\n                1    everything.  In fact, I should\r\n                     say, one of the -- I'll get back\r\n                     to it.\r\n\r\n                5    >> >>: OK.  So let me get back\r\n                     to my slides.\r\n\r\n                     >> >>: similarly, you would take\r\n                     and I think skip did a little\r\n               10    bit of this, look at expression,\r\n                     and say what are the things that\r\n                     might interfear with a person\r\n                     being able to express what they\r\n                     know?  And we literally move\r\n               15    around the ring and say, well,\r\n                     what about physical action?  The\r\n                     ability to actually act, so then\r\n                     there are options that allow a\r\n                     person who is physically\r\n               20    disabled like Matthew, the guy I\r\n                     showed, to be able to do that.\r\n                     Secondly, the ability to write\r\n                     and draw means bothing be able\r\n                     to move the instruments, to be\r\n               25    able to spell correctly, to be\r\n                                                                                 157\r\n\r\n                1    able to organize and do all of\r\n                     those.  Are there options\r\n                     available in the media, so in\r\n                     the program I just showed you,\r\n                5    actually an outlining tool is\r\n                     built in to provide some support\r\n                     for kids and they can type and\r\n                     so on in a variety of ways and\r\n                     lastly, importantly, executive\r\n               10    functions.  The ability to set\r\n                     proper goals, to make a good\r\n                     plan, so in that program I just\r\n                     showed, one of the problems that\r\n                     kids really have is they have\r\n               15    trouble getting a good plan for\r\n                     what they're going to write\r\n                     about and search for and so on\r\n                     so it actually tutors them and\r\n                     helps them and guides they will\r\n               20    them to how do I build a plan.\r\n\r\n                     >> >>: and similarly we can look\r\n                     at -- I want to skip these for a\r\n                     moment.  I left off the affect.\r\n               25    The program I just showed how\r\n                                                                                 158\r\n\r\n                1    does it go after affect?  A it\r\n                     starts with the fun stuff to\r\n                     start with, but it says you have\r\n                     a lot of options to choose which\r\n                5    would be supportive, what would\r\n                     help you, and it allows kids,\r\n                     one of the most important things\r\n                     is to allow kids to set thousand\r\n                     those helps and I'm a little bit\r\n               10    behind and I apologize so I\r\n                     wanted to just go to a few\r\n                     things that get me to my course.\r\n                     In this environment, though, I\r\n                     want to say that print looks\r\n               15    much more disabled when we can't\r\n                     do these things.  Or as you\r\n                     pointed out, if the videos are\r\n                     not captioned, then they're\r\n                     disabled.  They place people in\r\n               20    a position where they can't in\r\n                     fact get the information out of\r\n                     them.  And print has that\r\n                     problem in spades.  A lot of\r\n                     people can't use print of\r\n               25    course, and the disabilities,\r\n                                                                                 159\r\n\r\n                1    the change in the viewpoint that\r\n                     we have from instead of seeing\r\n                     kids as having disabilities, to\r\n                     seeing the media as having\r\n                5    disabilities is an important\r\n                     change.  Disabilities in who\r\n                     they can teach, we can't reach\r\n                     all of our kids when we have\r\n                     disabled media.  There's not\r\n               10    enough oxygen in the air.\r\n                     They're disabled in what we can\r\n                     teach.  There are topics which\r\n                     are not well done in present.\r\n                     Mathematics is not well taught\r\n               15    in printed textbooks.  Most\r\n                     science and so on.  So they have\r\n                     disabilities in the kinds of\r\n                     things they can teach.  They\r\n                     can't teach kids, in fact, to be\r\n               20    skillful, to be able to do\r\n                     things.  They're really just\r\n                     information retrievable devices\r\n                     and lastly they don't prepare\r\n                     students for their future.  This\r\n               25    is a picture of my daughter\r\n                                                                                 160\r\n\r\n                1    who's just finishing medical\r\n                     school, and most of what she\r\n                     does now is not -- they don't\r\n                     even assign any textbooks.\r\n                5    Largely she's on computers the\r\n                     whole time.  She is -- everybody\r\n                     gets a laptop.  They do all\r\n                     their work that day, they do\r\n                     simulations, they do surgeries\r\n               10    on computer and so on.  And that\r\n                     by preparing kids only with\r\n                     paper we're not preparing them\r\n                     for the future in which they're\r\n                     going to live.\r\n               15\r\n                     >> >>: so in this modern world,\r\n                     it's not who has print\r\n                     disabilities, but the key thing\r\n                     is what has print disabilities.\r\n               20    So in terms of this law back\r\n                     from the beginning, the question\r\n                     is who has a print disability\r\n                     and I would want to reframe it\r\n                     in saying our schools have print\r\n               25    disabilities.  They're not able\r\n                                                                                 161\r\n\r\n                1    to do the things they need to\r\n                     do.  They're not able to reach\r\n                     all the students, they're not\r\n                     able to teach all their subjects\r\n                5    and they're not preparing their\r\n                     kids for the future.  That's too\r\n                     much disability.  I want, just\r\n                     to finish up, I want to talk\r\n                     about my own course a little\r\n               10    bit.\r\n\r\n                     >> >>: so this will look ugly\r\n                     because the course just finished\r\n                     and there's a lot of emails at\r\n               15    the end.  But I want to show you\r\n                     some things from my teaching and\r\n                     talk about some things that\r\n                     worked and didn't work.  This is\r\n                     a main blog and I know that I\r\n               20    just heard you're doing a blog,\r\n                     and you can see a few things\r\n                     just happened and they look\r\n                     boring and they're notes and\r\n                     stuff to the students.  But\r\n               25    every student had a blog in the\r\n                                                                                 162\r\n\r\n                1    course.  So here's all my\r\n                     students.  And this provided an\r\n                     alternate way of interacting\r\n                     with the course.  Which is to\r\n                5    say that there were things that\r\n                     happened in lecture where we all\r\n                     did them together.  On their\r\n                     blogs, people took a much more\r\n                     individual attack on the course.\r\n               10    That is, they did the things\r\n                     that made the course meaningful\r\n                     to them.  And in the media that\r\n                     were valuable and interesting\r\n                     and usable by them.  So they\r\n               15    looked very different, one from\r\n                     another.  I'll just show a\r\n                     couple of the blogs to give you\r\n                     a sense of blogs from I ended up\r\n                     seeing these students, and this\r\n               20    one is someone who's quite\r\n                     FACILE with modern technology so\r\n                     his is laden with gorgeous\r\n                     videos, commentaries, he would\r\n                     half of my lectures and make\r\n               25    them better by saying you know,\r\n                                                                                 163\r\n\r\n                1    if David had had this, it would\r\n                     have been a lot better and it's\r\n                     just full of resources for my\r\n                     teaching next year.  I mean I\r\n                5    don't know how many probably 35\r\n                     or 50 posts and it's full of\r\n                     things that I could use.  He\r\n                     even gives me highlighting\r\n                     critical features, he highlights\r\n               10    things for me, make sure I'll\r\n                     see them and makes tutorials and\r\n                     stuff.  So that that's a, it\r\n                     goes on and on, it's just\r\n                     amazing.  And in this realm, I\r\n               15    put much less what should I say\r\n                     top-down influence on what\r\n                     should be on the blog.  A\r\n                     basically asked them to respond\r\n                     and think about things, the\r\n               20    topics in the course, respond to\r\n                     each other's blogs and so on?\r\n                     OK, and they're really fabulous,\r\n                     I have to say.  I mean I want to\r\n                     go back and actually look at\r\n               25    them all, and I would say 10\r\n                                                                                 164\r\n\r\n                1    percent of them will probably\r\n                     keep them as their permanent\r\n                     blogs.  That is, that they're\r\n                     already going on each other's\r\n                5    blogs and talking about p stuff\r\n                     and so on.  I want to go to my\r\n                     slides to show you another one.\r\n                     Two other tools that I used a\r\n                     lot was that I used book\r\n               10    builder.  How many people have\r\n                     seen book builder?  So quite a\r\n                     few.  So book builder, very\r\n                     simple tool.  Originally made\r\n                     for first grade teachers to use\r\n               15    in making books that had\r\n                     multiple supports built in for\r\n                     students who have intellectual\r\n                     disabilities but it's taken off\r\n                     as just a think that you can\r\n               20    make cool things on the web with\r\n                     that are highly supported.\r\n                     Among other things, it allows\r\n                     you to make a -- put a little\r\n                     mentor in who talks.  All you\r\n               25    have to do is type in what you\r\n                                                                                 165\r\n\r\n                1    want him to say and he says it.\r\n                     Multiple after avatars, you can\r\n                     make your own face be the avatar\r\n                     and so on.  You can I am bed\r\n                5    questions and queries and so on\r\n                     in these very simple books cht\r\n                     and I just keep this one up\r\n                     because I wanted to -- well,\r\n                     this so you that sometimes\r\n               10    people have done things that are\r\n                     very college-looking.  Again\r\n                     it's made for first graders.  So\r\n                     here's a book that this person\r\n                     made on quadratic functions.\r\n               15    It's got you know, your joke to\r\n                     begin.  And here's, you just\r\n                     move pages like this, you see\r\n                     there's a little -- this is a\r\n                     little read me this aloud, give\r\n               20    me some definition, all those\r\n                     kinds of things are up here.\r\n                     But this one is ugly, that is,\r\n                     it's not beautifully designed,\r\n                     but it's just this rich thing\r\n               25    about quadratic equations and I\r\n                                                                                 166\r\n\r\n                1    just -- I didn't actually grade\r\n                     this one, but I wanted to show\r\n                     you what he's been able to embed\r\n                     a fabulous movie videos, things\r\n                5    you couldn't possibly do in\r\n                     print.  I want to get to one\r\n                     that I might understand it.\r\n\r\n                     >> >>: I guess it was that one.\r\n               10\r\n                     >> >>: and he did this so I'm\r\n                     not sure, the student did this\r\n                     so I'm not sure this is\r\n                     captioned, either.  Too slow.\r\n               15    I'm going to let that go in the\r\n                     background.  I don't know, from\r\n                     my hotel, all this worked very\r\n                     fast.  Let me see if that will\r\n                     load while I'm doing something\r\n               20    else.  Everything is slow.\r\n\r\n                     >> >>: you might have to close\r\n                     some of the programs.\r\n\r\n               25    >> >>: oh, good idea.  I might\r\n                                                                                 167\r\n\r\n                1    have too much going here.\r\n\r\n                     >> >>: I have a lot going.  Are\r\n                     you going to help me?  That\r\n                5    would be great.  I'd love it.\r\n\r\n                     >> >>: oh, go to the same place\r\n                     on another sheet?  Uh-oh, then\r\n                     I'd have to be able to give you\r\n               10    the URL.\r\n\r\n                     >> : OK.  He says that other\r\n                     machine has a faster connection.\r\n                     So that would be fabulous.  Mine\r\n               15    seems to be jumping off.  Oh,\r\n                     it's hopelessly difficult.\r\n\r\n                     >> >>: all right, I apologize.\r\n                     I don't know why.  See this\r\n               20    worries me, it's saying that\r\n                     every little\r\n\r\n                     >> >>: just turn off your\r\n                     wireless connection, you won't\r\n               25    get that message any more.  But\r\n                                                                                 168\r\n\r\n                1    then actually leave the Internet\r\n                     and turn that back on.\r\n\r\n                     >> >>: I think I'm going to let\r\n                5    him play with it and let me say\r\n                     some things.  Two things I want\r\n                     to show are book builder which I\r\n                     can show later which is this\r\n                     thing that makes it easy to make\r\n               10    books that are rich in media and\r\n                     that have built-in supports so\r\n                     that you can make them.  They're\r\n                     not going to be quite as richly\r\n                     textured as the thing that\r\n               15    psychological asic scholastic\r\n                     can do with a lot of money but\r\n                     nonetheless there's 2,000 books\r\n                     made by teachers that are shared\r\n                     in a public library and there\r\n               20    are 18,000 books that teachers\r\n                     have made that are available\r\n                     just really to their classes.\r\n                     So you can make digital books\r\n                     that talk and breathe and all\r\n               25    that that you can share with\r\n                                                                                 169\r\n\r\n                1    just your classroom or you can\r\n                     share with the rest of the world\r\n                     and they've become sort of a hot\r\n                     thing.  So just to say what's\r\n                5    next with that, we're actually\r\n                     working with Google to bring out\r\n                     an authoring system could he\r\n                     shah so that people can make\r\n                     industrial strength really rich\r\n               10    books with lots of features in\r\n                     them freely available to\r\n                     everybody.  So that project is\r\n                     not quite finished but at some\r\n                     point Google will hopefully make\r\n               15    it very clear to you and that\r\n                     will be something that it makes\r\n                     it easy for you to both make\r\n                     things and share them with your\r\n                     friends and colleagues.\r\n               20\r\n                     >> >>: did you switch machines?\r\n\r\n                     >> >>: I didn't have the sign-on\r\n                     codes.\r\n               25\r\n                                                                                 170\r\n\r\n                1    >> >>: OK, so here's book\r\n                     builder, you learn about UDL in\r\n                     it, you can see some model\r\n                     books, you can create your own\r\n                5    books, you can share books with\r\n                     just our own class, or you can\r\n                     look for books in the public\r\n                     library.  Which are ones that\r\n                     have been shared by other\r\n               10    teachers, and that's where the\r\n                     quadratic function, whatever\r\n                     that means.  Everything seems a\r\n                     little slow.  Here's all the\r\n                     books.  Sorry, here's how you\r\n               15    get to all the books.  And\r\n                     I'll -- let me just find one\r\n                     that I don't have to think\r\n                     about.  Oh, look at the titles.\r\n                     A brief history of assistive\r\n               20    technology in education.\r\n                     There's sort of random\r\n                     assortment here, but I can go\r\n                     put in a title, put in an\r\n                     author, put in an illustrator,\r\n               25    my school, I can ask for grade\r\n                                                                                 171\r\n\r\n                1    levels, I can say I want content\r\n                     areas, so we can ask for\r\n                     science, and go tand get just\r\n                     books on science, books for 6th\r\n                5    grade science or whatever, so\r\n                     all of them have been made by\r\n                     teachers, educators of some\r\n                     kind, and put in the -- put here\r\n                     where you can use them and add\r\n               10    to them yourself.  And I'll\r\n                     sorry I'll go back and just open\r\n                     up a piece of one book and I\r\n                     apologize for blowing my time\r\n                     here.  But this is something you\r\n               15    can easily pull up.  Perhaps\r\n                     I'll do this in the afternoon\r\n                     session to get a sense for\r\n                     what's here.  And -- well, look\r\n                     at this, who knows what this is\r\n               20    about.  I mean I know what it's\r\n                     about, but I don't know if it's\r\n                     any good.  I can just say I want\r\n                     to read that book and you'll see\r\n                     there's a tool bar that comes\r\n               25    up, there's support for\r\n                                                                                 172\r\n\r\n                1    vocabulary and things like that\r\n                     and of course this could be a\r\n                     terrible book, I haven't seen\r\n                     this one.  A brief history.\r\n                5    There's a recording of voice\r\n                     here.  A dog.  And no mentors\r\n                     yet.  All right, so so far not a\r\n                     very exciting book.  So this is\r\n                     someone I think is experimenting\r\n               10    doing their first book.  So\r\n                     typically there would be mentors\r\n                     and things that would support\r\n                     you down here, and this one is\r\n                     just beginning.  And I realize\r\n               15    I'm at the end of my time.  The\r\n                     what I'd like to do this\r\n                     afternoon is show some more\r\n                     tools and things that people can\r\n                     use.  So there are commercially\r\n               20    available things that are\r\n                     increasingly coming out that are\r\n                     examples of UDL and you can\r\n                     increasingly use tools.  Google\r\n                     will be coming out with some\r\n               25    where you can make your own\r\n                                                                                 173\r\n\r\n                1    stuff, and I want to say one\r\n                     thing that didn't work in my\r\n                     class.  Which when people have\r\n                     their own blogs, I encourage\r\n                5    people to look and comment on\r\n                     each other's blogs, and what was\r\n                     interesting to me is that the\r\n                     same cliquishness aRose that\r\n                     happens in other social\r\n               10    environments.  I see people\r\n                     nodding so you've done this, but\r\n                     some people's blogs got almost\r\n                     no comments at all, and they\r\n                     were just as hurt as people who\r\n               15    nobody talked to after class.\r\n                     And you know, I could say\r\n                     everything I wanted as a\r\n                     professor up front, please\r\n                     comment on lots of people's, but\r\n               20    what I saw was that they\r\n                     aggregated into groups, and that\r\n                     people commented back and forth\r\n                     on each other's blogs and not\r\n                     on, some blogs just didn't have\r\n               25    it.  Now, part of that is the\r\n                                                                                 174\r\n\r\n                1    user's social function, some\r\n                     people knew how to make fabulous\r\n                     blogs that everybody commented\r\n                     on but some of it had to do with\r\n                5    the social structure that had\r\n                     nothing to do with the blogs and\r\n                     some kids just weren't getting\r\n                     the attention.  The second thing\r\n                     that didn't work was I did a\r\n               10    module which worked in terms of,\r\n                     it worked, but it brought up a\r\n                     problem I never thought of.\r\n                     Which is that people read and\r\n                     they highlighted and they did\r\n               15    things within it which was much\r\n                     better than a book in some ways.\r\n                     It could talk, it could do all\r\n                     those things.  But it allowed me\r\n                     to see everything a student did\r\n               20    in the book.  When they\r\n                     highlighted it, when they asked\r\n                     for help, when they made a note\r\n                     to commentary, all of those\r\n                     things, which sounded great.\r\n               25    But as I was doing it, I\r\n                                                                                 175\r\n\r\n                1    realized, I felt vaguely -- not\r\n                     vaguely, I felt intrusive, like\r\n                     I knew too much because I could\r\n                     literally see when did they\r\n                5    study, how long did they read\r\n                     this book?  Did they get help?\r\n                     Did they turn on the speech?\r\n                     Did they -- I could know\r\n                     everything.  And I had to kind\r\n               10    of call a class and say, I'll\r\n                     not going to look at that any\r\n                     more.  I could literally see\r\n                     what they high highlighted and\r\n                     make comments on their\r\n               15    highlighting and I just didn't\r\n                     know whether that was OK,\r\n                     because is it OK to be a stownt\r\n                     and not do the reading?  Because\r\n                     you have other ways of doing\r\n               20    well in the course?  And I would\r\n                     know that they never did the\r\n                     reading.  Or I would know that\r\n                     they don't know how to\r\n                     highlight.  And I didn't know.\r\n               25    So it was really kind of\r\n                                                                                 176\r\n\r\n                1    something new and I knew\r\n                     literally that they studied, I\r\n                     couldn't tell if they studied at\r\n                     midnight only because the\r\n                5    environment kept track of every\r\n                     key stroke and so I had this\r\n                     ethical problem of I don't know\r\n                     if I should know every key\r\n                     stroke that a student makes.  So\r\n               10    just an interesting thing,\r\n                     perhaps you'll talk about it at\r\n                     the -- for those of you who come\r\n                     to the afternoon session when we\r\n                     talk about it, it's very\r\n               15    provocative at the college\r\n                     level.  What does it mean if you\r\n                     know everything?  Anyway, thank\r\n                     you very much.  Facile.  Facile.\r\n\r\n               20    >> >>: thank you so much David.\r\n                     It's a wonderful and exciting\r\n                     morning and I'm glad that you're\r\n                     going to be able to stay with us\r\n                     a little bit longer after lunch.\r\n               25    Lunch will be out in the hallway\r\n                                                                                 177\r\n\r\n                1    and you can come back if had\r\n                     here if if you'd like or find\r\n                     another location to have your\r\n                     lunch.  We invite you to visit\r\n                5    the exhibiter hall over the\r\n                     lunch hour, and then at 1:00,\r\n                     please find your way to your\r\n                     breakout session.  You should\r\n                     have an envelope, if you're new\r\n               10    today, an envelope which has the\r\n                     breakout session name and number\r\n                     that you registered for, and if\r\n                     you have any question about the\r\n                     location of that, there are\r\n               15    schedules that indicate the room\r\n                     numbers or the room names,\r\n                     rather, for the breakout\r\n                     session, and there are signs in\r\n                     the hallway that should be\r\n               20    fairly easy to find.  Feel free\r\n                     to ask anyone with a yellow tag\r\n                     and they'll help you to find\r\n                     your way.\r\n\r\n               25    >> >>: can I say one more thing\r\n                                                                                 178\r\n\r\n                1    is it\r\n\r\n                     >> >>: I just realized I wanted\r\n                     to say something.  Thank you for\r\n                5    pointing out that that part\r\n                     wasn't captioned.  I wanted to\r\n                     say one thing about captions,\r\n                     which is really the future next\r\n                     step.  Because it shows where\r\n               10    universal design works.  As you\r\n                     probably know, Google will\r\n                     videos how will automatically\r\n                     caption themselves.  Have you\r\n                     seen that so you can just say\r\n               15    caption my video, and of course\r\n                     that's a benefit for people who\r\n                     are deaf.  But what it also\r\n                     allows you to do is to search\r\n                     for videos by the words because\r\n               20    now they have words attached to\r\n                     them.  And I just wanted to\r\n                     point out it's a good example of\r\n                     the advantages of doing UDL\r\n                     provide more ramps for a lot\r\n               25    more people, so in fact, now\r\n                                                                                 179\r\n\r\n                1    Google has a better way and\r\n                     YouTube to find the right\r\n                     videos, because in fact more and\r\n                     more of them are being\r\n                5    captioned.  Now it's very\r\n                     automatic.  You should ask\r\n                     people to caption the videos,\r\n                     because it's actually fairly\r\n                     simple to do so.  Anyway,\r\n               10    thanks.\r\n\r\n                     >> >>: one of your breakout\r\n                     sessions is on that topic, that\r\n                     captions are not just for deaf,\r\n               15    so you might want to check that\r\n                     out.  Those of you who were\r\n                     looking for a clue about the\r\n                     prize that will be given this\r\n                     evening, very valuable prize,\r\n               20    there is a clue, I believe, on\r\n                     the blog, so you can check out\r\n                     the clue on the blog, but if\r\n                     you'd liked this morning's\r\n                     session, you will love this\r\n               25    prize.  Enjoy your lunch ...:\r\n                                                                                 180\r\n\r\n                1    Test test test test test test\r\n                     test test test test test test\r\n                     test test test test test test\r\n                     test test test test test test\r\n                5    test test test test test test\r\n                     test test test test test test\r\n                     test test test test test test\r\n                     test test test test test test\r\n                     test test test test test test\r\n               10    test test test test test test\r\n                     test test test test test test\r\n                     test test test\r\n\r\n               15\r\n\r\n               25\r\n<\/pre>\n","protected":false},"excerpt":{"rendered":"
1 1 >> >>: hello, everybody. Welcome. Today is day two of 5 the conference, better learning by design. Thank you so much for waiting patiently as we’ve just been getting everything together. I’m just going to 10 open the … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":107,"featured_media":0,"parent":50,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-211","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/pages\/211","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/users\/107"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/comments?post=211"}],"version-history":[{"count":3,"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/pages\/211\/revisions"}],"predecessor-version":[{"id":213,"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/pages\/211\/revisions\/213"}],"up":[{"embeddable":true,"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/pages\/50"}],"wp:attachment":[{"href":"https:\/\/blog.uvm.edu\/udl-2010conference\/wp-json\/wp\/v2\/media?parent=211"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}