I remember my dad vigorously shaking me awake every single day in elementary
awake every single day in elementary
awake every single day in elementary school the funny thing is getting me to
school the funny thing is getting me to
school the funny thing is getting me to school on time was the last thing he had
school on time was the last thing he had
school on time was the last thing he had on his mind after getting ready in the
on his mind after getting ready in the
on his mind after getting ready in the morning brushing my teeth taking a
morning brushing my teeth taking a
morning brushing my teeth taking a shower I used to approach the breakfast
shower I used to approach the breakfast
shower I used to approach the breakfast table and fine and crudely ripped out
table and fine and crudely ripped out
table and fine and crudely ripped out newspaper article one that he sifted
newspaper article one that he sifted
newspaper article one that he sifted through the New York Times hours of
through the New York Times hours of
through the New York Times hours of Fords find and a pen breakfast was spent
Fords find and a pen breakfast was spent
Fords find and a pen breakfast was spent reading the tough articles and
reading the tough articles and
reading the tough articles and underlining all the typical words that
underlining all the typical words that
underlining all the typical words that he couldn’t even pronounce the car ride
he couldn’t even pronounce the car ride
he couldn’t even pronounce the car ride to school was time to practice making
to school was time to practice making
to school was time to practice making sentences with these newly found words
sentences with these newly found words
sentences with these newly found words and if I couldn’t make a proper sentence
and if I couldn’t make a proper sentence
and if I couldn’t make a proper sentence my dad would stop the car a few blocks
my dad would stop the car a few blocks
my dad would stop the car a few blocks away from school until I could actually
away from school until I could actually
away from school until I could actually use the words appropriately as
use the words appropriately as
use the words appropriately as frustrated as my half awake self
frustrated as my half awake self
frustrated as my half awake self remembers this daily ritual being the
remembers this daily ritual being the
remembers this daily ritual being the insights I got from those morning reads
insights I got from those morning reads
insights I got from those morning reads never failed to show up at random points
never failed to show up at random points
never failed to show up at random points in my life in my classes and all my
in my life in my classes and all my
in my life in my classes and all my assignments and they really helped me do
assignments and they really helped me do
assignments and they really helped me do well as I grew older I started to take
well as I grew older I started to take
well as I grew older I started to take more responsibility over my own
more responsibility over my own
more responsibility over my own education and for me this meant reading
education and for me this meant reading
education and for me this meant reading more articles of my own volition
more articles of my own volition
more articles of my own volition creating a library of articles that I
creating a library of articles that I
creating a library of articles that I thought were really fascinating and
thought were really fascinating and
thought were really fascinating and filling up notebooks with vocabulary
filling up notebooks with vocabulary
filling up notebooks with vocabulary words that challenged me I think that
words that challenged me I think that
words that challenged me I think that the most comforting thing about forging
the most comforting thing about forging
the most comforting thing about forging my own education like this was being
my own education like this was being
my own education like this was being able to do so at the comfort of my own
able to do so at the comfort of my own
able to do so at the comfort of my own desk here’s a picture of my desk at home
desk here’s a picture of my desk at home
desk here’s a picture of my desk at home that my dad actually sent to me
that my dad actually sent to me
that my dad actually sent to me yesterday and while my parents always
yesterday and while my parents always
yesterday and while my parents always complain to me about how messy chaotic
complain to me about how messy chaotic
complain to me about how messy chaotic and unorganized it is I can close my
and unorganized it is I can close my
and unorganized it is I can close my eyes right now and tell you where
eyes right now and tell you where
eyes right now and tell you where everything I need to study properly is
everything I need to study properly is
everything I need to study properly is on that desk my tests what textbooks
on that desk my tests what textbooks
on that desk my tests what textbooks hand out pens calculators anything that
hand out pens calculators anything that
hand out pens calculators anything that desk in every way represents my perfect
desk in every way represents my perfect
desk in every way represents my perfect learning environment one in which
learning environment one in which
learning environment one in which learning is easy and readily available
learning is easy and readily available
learning is easy and readily available now I challenge you all to pick your
now I challenge you all to pick your
now I challenge you all to pick your picture yourself in a classroom there
picture yourself in a classroom there
picture yourself in a classroom there are a few chairs and desks but not
are a few chairs and desks but not
are a few chairs and desks but not enough to fit everyone in the class your
enough to fit everyone in the class your
enough to fit everyone in the class your pencil pencil is an inch long because
pencil pencil is an inch long because
pencil pencil is an inch long because you’ve been using it for a month now the
you’ve been using it for a month now the
you’ve been using it for a month now the walls are a dull gray in fact they
walls are a dull gray in fact they
walls are a dull gray in fact they aren’t even really walls they’re made
aren’t even really walls they’re made
aren’t even really walls they’re made out of recycled plastic water bottles
out of recycled plastic water bottles
out of recycled plastic water bottles that aren’t even insulated so the floor
that aren’t even insulated so the floor
that aren’t even insulated so the floor you’re sitting on is bitterly cold this
you’re sitting on is bitterly cold this
you’re sitting on is bitterly cold this was a scene that I walked into when I
was a scene that I walked into when I
was a scene that I walked into when I visited the wisdom school in San Mateo
visited the wisdom school in San Mateo
visited the wisdom school in San Mateo Guatemala not too long ago and I was
Guatemala not too long ago and I was
Guatemala not too long ago and I was taken aback at the lack of educational
taken aback at the lack of educational
taken aback at the lack of educational infrastructure that I
infrastructure that I
infrastructure that I down there I pictured myself studying in
down there I pictured myself studying in
down there I pictured myself studying in that classroom there’s no way I could
that classroom there’s no way I could
that classroom there’s no way I could learn material as effectively there as I
learn material as effectively there as I
learn material as effectively there as I could in the sanctity of my own home
could in the sanctity of my own home
could in the sanctity of my own home this stark contrast between what I found
this stark contrast between what I found
this stark contrast between what I found in places like San Mateo Guatemala and
in places like San Mateo Guatemala and
in places like San Mateo Guatemala and my own home is what drove my brother and
my own home is what drove my brother and
my own home is what drove my brother and I to found and constantly work to
I to found and constantly work to
I to found and constantly work to develop our own organization global
develop our own organization global
develop our own organization global project hope the organization was
project hope the organization was
project hope the organization was founded when we were both in high school
founded when we were both in high school
founded when we were both in high school with the mission of ameliorating
with the mission of ameliorating
with the mission of ameliorating educational disparities
educational disparities
educational disparities now the first phase of projects that we
now the first phase of projects that we
now the first phase of projects that we took on were authoring and publishing
took on were authoring and publishing
took on were authoring and publishing children’s books based on stories that
children’s books based on stories that
children’s books based on stories that our grandparents used to tell us and the
our grandparents used to tell us and the
our grandparents used to tell us and the idea was really simple if we can find a
idea was really simple if we can find a
idea was really simple if we can find a meaningful story insert some complicated
meaningful story insert some complicated
meaningful story insert some complicated vocabulary into it and make it into a
vocabulary into it and make it into a
vocabulary into it and make it into a children’s book perhaps we can help
children’s book perhaps we can help
children’s book perhaps we can help students achieve greater vocabulary and
students achieve greater vocabulary and
students achieve greater vocabulary and for a while we distributed these books
for a while we distributed these books
for a while we distributed these books in and around our community in places in
in and around our community in places in
in and around our community in places in need of educational resources eventually
need of educational resources eventually
need of educational resources eventually with the help of our teachers we were
with the help of our teachers we were
with the help of our teachers we were able to translate them into Hindi French
able to translate them into Hindi French
able to translate them into Hindi French and Spanish to expand our outreach to
and Spanish to expand our outreach to
and Spanish to expand our outreach to the more global community one such
the more global community one such
the more global community one such community as I already brought up was
community as I already brought up was
community as I already brought up was the wisdom school in San Mateo Guatemala
the wisdom school in San Mateo Guatemala
the wisdom school in San Mateo Guatemala our global project Hope team took a trip
our global project Hope team took a trip
our global project Hope team took a trip there almost two years ago as part of an
there almost two years ago as part of an
there almost two years ago as part of an outreach program and throughout the
outreach program and throughout the
outreach program and throughout the duration of our trip we help support the
duration of our trip we help support the
duration of our trip we help support the school’s educational infrastructure by
school’s educational infrastructure by
school’s educational infrastructure by doing things like distributing both
doing things like distributing both
doing things like distributing both Spanish and English copies of our books
Spanish and English copies of our books
Spanish and English copies of our books as well as introducing the school to
as well as introducing the school to
as well as introducing the school to different technologies like laptops
different technologies like laptops
different technologies like laptops projectors and USBs now while we were in
projectors and USBs now while we were in
projectors and USBs now while we were in town we also paid a visit to local
town we also paid a visit to local
town we also paid a visit to local health clinic that was responsible for
health clinic that was responsible for
health clinic that was responsible for providing basic health needs to the
providing basic health needs to the
providing basic health needs to the town’s residents things like wound
town’s residents things like wound
town’s residents things like wound healing and providing medications
healing and providing medications
healing and providing medications however that clinic was wildly and
however that clinic was wildly and
however that clinic was wildly and equipped there were but a few rusted
equipped there were but a few rusted
equipped there were but a few rusted beds pent up in a claustrophobic room
beds pent up in a claustrophobic room
beds pent up in a claustrophobic room and nurses didn’t even have proper
and nurses didn’t even have proper
and nurses didn’t even have proper equipment to draw blood the nearest
equipment to draw blood the nearest
equipment to draw blood the nearest hospital was four hours away
clearly health was everything short of a
clearly health was everything short of a right in San Mateo and getting sick
right in San Mateo and getting sick
right in San Mateo and getting sick meant leaving her daily duties like
meant leaving her daily duties like
meant leaving her daily duties like going to school for a really long time
going to school for a really long time
going to school for a really long time and therein lies the next chapter of
and therein lies the next chapter of
and therein lies the next chapter of global project hope well as an
global project hope well as an
global project hope well as an organization we realized how effective
organization we realized how effective
organization we realized how effective education is in causing changes in
education is in causing changes in
education is in causing changes in students lives we know that this isn’t
students lives we know that this isn’t
students lives we know that this isn’t the complete story health and education
the complete story health and education
the complete story health and education have a profound duality if you’re not
have a profound duality if you’re not
have a profound duality if you’re not healthy you
healthy you
healthy you can’t pursue proper education and if
can’t pursue proper education and if
can’t pursue proper education and if you’re not educated you’re more likely
you’re not educated you’re more likely
you’re not educated you’re more likely to make unhealthy life choices this
to make unhealthy life choices this
to make unhealthy life choices this realization has driven and propelled our
realization has driven and propelled our
realization has driven and propelled our latest flagship effort to redefine the
latest flagship effort to redefine the
latest flagship effort to redefine the way a health education is conducted
way a health education is conducted
way a health education is conducted which is the crux of my talk today in my
which is the crux of my talk today in my
which is the crux of my talk today in my home state of New York mandatory health
home state of New York mandatory health
home state of New York mandatory health education is mandated at a state level
education is mandated at a state level
education is mandated at a state level as it should be however sometimes this
as it should be however sometimes this
as it should be however sometimes this can cause problems elementary school
can cause problems elementary school
can cause problems elementary school teachers who have little to no
teachers who have little to no
teachers who have little to no experience with health education are
experience with health education are
experience with health education are often forced to teach health with little
often forced to teach health with little
often forced to teach health with little guidance and even in schools would
guidance and even in schools would
guidance and even in schools would designated health teachers the problem
designated health teachers the problem
designated health teachers the problem persists in a survey our organization
persists in a survey our organization
persists in a survey our organization conducted of New York City schools we
conducted of New York City schools we
conducted of New York City schools we found several cases where held teachers
found several cases where held teachers
found several cases where held teachers were fired over the past year for not
were fired over the past year for not
were fired over the past year for not really having done much my brother and I
really having done much my brother and I
really having done much my brother and I sought to change this if health is so
sought to change this if health is so
sought to change this if health is so vital to individual development it
vital to individual development it
vital to individual development it should be taught effectively which
should be taught effectively which
should be taught effectively which structure and direction so two years ago
structure and direction so two years ago
structure and direction so two years ago my brother and I made and tailored our
my brother and I made and tailored our
my brother and I made and tailored our own health education curriculum we
own health education curriculum we
own health education curriculum we called healthy wealthy and wise the main
called healthy wealthy and wise the main
called healthy wealthy and wise the main component of this curriculum is a
component of this curriculum is a
component of this curriculum is a workbook that we both authored that has
workbook that we both authored that has
workbook that we both authored that has several modules including nutrition
several modules including nutrition
several modules including nutrition bullying sleep hygiene and exercise all
bullying sleep hygiene and exercise all
bullying sleep hygiene and exercise all of which are incredibly relevant for
of which are incredibly relevant for
of which are incredibly relevant for developing elementary school students
developing elementary school students
developing elementary school students fortunately we were we were able to put
fortunately we were we were able to put
fortunately we were we were able to put this curriculum to the tests in the
this curriculum to the tests in the
this curriculum to the tests in the Freeport School District which is near
Freeport School District which is near
Freeport School District which is near to my home now in running this
to my home now in running this
to my home now in running this curriculum my brother and I used the
curriculum my brother and I used the
curriculum my brother and I used the workbook material to teach students and
workbook material to teach students and
workbook material to teach students and also conducted activities related to the
also conducted activities related to the
also conducted activities related to the workbooks materials with the students of
workbooks materials with the students of
workbooks materials with the students of the class and to evaluate the
the class and to evaluate the
the class and to evaluate the effectiveness of our program we
effectiveness of our program we
effectiveness of our program we conducted a pre and post curriculum
conducted a pre and post curriculum
conducted a pre and post curriculum survey and the results were really
survey and the results were really
survey and the results were really inspiring our health education
inspiring our health education
inspiring our health education curriculum helped students increase
curriculum helped students increase
curriculum helped students increase their knowledge in all areas by 22
their knowledge in all areas by 22
their knowledge in all areas by 22 percent on average after only eight days
percent on average after only eight days
percent on average after only eight days of full instruction and moreover the
of full instruction and moreover the
of full instruction and moreover the post curriculum survey was given almost
post curriculum survey was given almost
post curriculum survey was given almost a month after instruction had started so
a month after instruction had started so
a month after instruction had started so students were actually remembered these
students were actually remembered these
students were actually remembered these lessons for a long period of time but
lessons for a long period of time but
lessons for a long period of time but what makes this different than what
what makes this different than what
what makes this different than what teachers are used to why did our
teachers are used to why did our
teachers are used to why did our curriculum work typical elementary
curriculum work typical elementary
curriculum work typical elementary school health education is rooted in
school health education is rooted in
school health education is rooted in rote memorization so telling a student
rote memorization so telling a student
rote memorization so telling a student to memorize a fact like hey remember to
to memorize a fact like hey remember to
to memorize a fact like hey remember to eat half a plate of vegetables today in
eat half a plate of vegetables today in
eat half a plate of vegetables today in educational spheres rote memorization is
educational spheres rote memorization is
educational spheres rote memorization is known as drilling and killing
known as drilling and killing
known as drilling and killing by telling students such a high volume
by telling students such a high volume
by telling students such a high volume of information in rapid succession you
of information in rapid succession you
of information in rapid succession you stifle their motivation to learn and
stifle their motivation to learn and
stifle their motivation to learn and with little motivation soon to dump all
with little motivation soon to dump all
with little motivation soon to dump all the information they learned in class as
the information they learned in class as
the information they learned in class as soon as they exit the door essentially
soon as they exit the door essentially
soon as they exit the door essentially by telling students to memorize
by telling students to memorize
by telling students to memorize information you’re educating them out of
information you’re educating them out of
information you’re educating them out of their ability to reason because there is
their ability to reason because there is
their ability to reason because there is no mental stimulation there’s no mental
no mental stimulation there’s no mental
no mental stimulation there’s no mental exertion when you have a word match it
exertion when you have a word match it
exertion when you have a word match it to a definition and tell student to live
to a definition and tell student to live
to a definition and tell student to live their life by that definition I think
their life by that definition I think
their life by that definition I think what’s most concerning about rote
what’s most concerning about rote
what’s most concerning about rote memorization is that a high level of
memorization is that a high level of
memorization is that a high level of reasoning capacity is what makes us all
reasoning capacity is what makes us all
reasoning capacity is what makes us all uniquely human so why is it that we’re
uniquely human so why is it that we’re
uniquely human so why is it that we’re teaching our students to not use their
teaching our students to not use their
teaching our students to not use their reasoning capabilities now by contrast
reasoning capabilities now by contrast
reasoning capabilities now by contrast our curriculum employs three main
our curriculum employs three main
our curriculum employs three main methods to help engrain ideas into
methods to help engrain ideas into
methods to help engrain ideas into memory the first of which is
memory the first of which is
memory the first of which is problem-based learning now in
problem-based learning now in
problem-based learning now in problem-based learning students are not
problem-based learning students are not
problem-based learning students are not imparted facts but questions and nothing
imparted facts but questions and nothing
imparted facts but questions and nothing but questions in fact all prompts in
but questions in fact all prompts in
but questions in fact all prompts in problem-based learning are open-ended
problem-based learning are open-ended
problem-based learning are open-ended and students are encouraged to engage in
and students are encouraged to engage in
and students are encouraged to engage in conversations amongst each other to come
conversations amongst each other to come
conversations amongst each other to come up with an adequate solution in fact
up with an adequate solution in fact
up with an adequate solution in fact problem-based learning first originated
problem-based learning first originated
problem-based learning first originated in med schools and for good reason
in med schools and for good reason
in med schools and for good reason medicine is a constantly evolving field
medicine is a constantly evolving field
medicine is a constantly evolving field our knowledge of the body and
our knowledge of the body and
our knowledge of the body and medications changed from an almost
medications changed from an almost
medications changed from an almost day-to-day basis so for a physician it’s
day-to-day basis so for a physician it’s
day-to-day basis so for a physician it’s way more imperative to develop a high
way more imperative to develop a high
way more imperative to develop a high level of problem-solving than to
level of problem-solving than to
level of problem-solving than to memorize outdated textbook details
memorize outdated textbook details
memorize outdated textbook details similarly as we grow older our
similarly as we grow older our
similarly as we grow older our understanding of health and healthy
understanding of health and healthy
understanding of health and healthy behaviors changes from elementary to
behaviors changes from elementary to
behaviors changes from elementary to middle to high school we start to
middle to high school we start to
middle to high school we start to witness a whole host of new situations
witness a whole host of new situations
witness a whole host of new situations in elementary school we see playground
in elementary school we see playground
in elementary school we see playground bullying and in middle school we see the
bullying and in middle school we see the
bullying and in middle school we see the dawn of cyber bullying so it’s clear
dawn of cyber bullying so it’s clear
dawn of cyber bullying so it’s clear that problem based learning whereby we
that problem based learning whereby we
that problem based learning whereby we can impart a healthy mindset into
can impart a healthy mindset into
can impart a healthy mindset into students to tackle of whole range of
students to tackle of whole range of
students to tackle of whole range of scenarios is the ideal model for a
scenarios is the ideal model for a
scenarios is the ideal model for a health education curriculum but how do
health education curriculum but how do
health education curriculum but how do we achieve this in our curriculum here’s
we achieve this in our curriculum here’s
we achieve this in our curriculum here’s a snippet from the teachers manual of
a snippet from the teachers manual of
a snippet from the teachers manual of our health education curriculum and on
our health education curriculum and on
our health education curriculum and on the left-hand side you’ll see a page
the left-hand side you’ll see a page
the left-hand side you’ll see a page from the workbook and the way the
from the workbook and the way the
from the workbook and the way the workbook is structured is around one
workbook is structured is around one
workbook is structured is around one character whose name is Justin and
character whose name is Justin and
character whose name is Justin and throughout the workbook we care we put
throughout the workbook we care we put
throughout the workbook we care we put Justin in a whole bunch of different
Justin in a whole bunch of different
Justin in a whole bunch of different health-related scenarios in this
health-related scenarios in this
health-related scenarios in this particular page Justin has witnessed
particular page Justin has witnessed
particular page Justin has witnessed bullying in his cafeteria in his walking
bullying in his cafeteria in his walking
bullying in his cafeteria in his walking past and as acting as a bystander the
past and as acting as a bystander the
past and as acting as a bystander the corresponding page in the teacher’s
corresponding page in the teacher’s
corresponding page in the teacher’s manual has questions and again nothing
manual has questions and again nothing
manual has questions and again nothing but questions related to for instance
but questions related to for instance
but questions related to for instance what does it mean to be a bystander
what does it mean to be a bystander
what does it mean to be a bystander there are no statistics and there are no
there are no statistics and there are no
there are no statistics and there are no facts that need to be drilled and killed
facts that need to be drilled and killed
facts that need to be drilled and killed only conversations to be had and ideas
only conversations to be had and ideas
only conversations to be had and ideas to be shared now I know what you’re
to be shared now I know what you’re
to be shared now I know what you’re thinking
thinking
thinking what happens if students end up
what happens if students end up
what happens if students end up discussing the wrong idea what happens
discussing the wrong idea what happens
discussing the wrong idea what happens if collectively students agree that
if collectively students agree that
if collectively students agree that being a bystander is absolutely okay and
being a bystander is absolutely okay and
being a bystander is absolutely okay and I think this is great because it leads
I think this is great because it leads
I think this is great because it leads right into the second pillar of our
right into the second pillar of our
right into the second pillar of our health education curriculum which is
health education curriculum which is
health education curriculum which is discussing wrong answers many times in
discussing wrong answers many times in
discussing wrong answers many times in our curriculum students will discuss
our curriculum students will discuss
our curriculum students will discuss long answers wrong answers for a long
long answers wrong answers for a long
long answers wrong answers for a long period of time but through the questions
period of time but through the questions
period of time but through the questions we have in our health education teachers
we have in our health education teachers
we have in our health education teachers manual instructors can shape the
manual instructors can shape the
manual instructors can shape the conversation of student have so that
conversation of student have so that
conversation of student have so that they reach the right answer eventually
they reach the right answer eventually
they reach the right answer eventually seemingly all on their own and when they
seemingly all on their own and when they
seemingly all on their own and when they do the idea sticks with them even more
do the idea sticks with them even more
do the idea sticks with them even more because they were motivated to learn and
because they were motivated to learn and
because they were motivated to learn and were actively engaged in the process I
were actively engaged in the process I
were actively engaged in the process I think in many ways this relates very
think in many ways this relates very
think in many ways this relates very much to what my dad had me do in the car
much to what my dad had me do in the car
much to what my dad had me do in the car oftentimes I wouldn’t be able to make
oftentimes I wouldn’t be able to make
oftentimes I wouldn’t be able to make sentences out of the words that I just
sentences out of the words that I just
sentences out of the words that I just found and I would struggle but I would
found and I would struggle but I would
found and I would struggle but I would eventually get it right and the more I
eventually get it right and the more I
eventually get it right and the more I struggled to make the sentence the more
struggled to make the sentence the more
struggled to make the sentence the more the words stuck with me in the very end
the words stuck with me in the very end
the words stuck with me in the very end now to explain the third pillar of our
now to explain the third pillar of our
now to explain the third pillar of our health education curriculum I want to
health education curriculum I want to
health education curriculum I want to take a slight tangent and just ask all
take a slight tangent and just ask all
take a slight tangent and just ask all of you how many of you have heard of the
of you how many of you have heard of the
of you how many of you have heard of the band van Halen yeah a lot of you I
band van Halen yeah a lot of you I
band van Halen yeah a lot of you I assume so Van Halen’s an iconic band
assume so Van Halen’s an iconic band
assume so Van Halen’s an iconic band largely appreciated for the riveting
largely appreciated for the riveting
largely appreciated for the riveting live performances many of which involved
live performances many of which involved
live performances many of which involved dangerous pyrotechnics laser light shows
dangerous pyrotechnics laser light shows
dangerous pyrotechnics laser light shows and fog machine work now before van
and fog machine work now before van
and fog machine work now before van Halen would go to a venue to perform
Halen would go to a venue to perform
Halen would go to a venue to perform they provide the stage manager with a
they provide the stage manager with a
they provide the stage manager with a huge manual of safety precautions to
huge manual of safety precautions to
huge manual of safety precautions to take when setting up all the props and
take when setting up all the props and
take when setting up all the props and hidden in that manual was one clause
hidden in that manual was one clause
hidden in that manual was one clause saying that van Halen wanted a bowl of
saying that van Halen wanted a bowl of
saying that van Halen wanted a bowl of M&Ms in their dressing room and that
M&Ms in their dressing room and that
M&Ms in their dressing room and that bowl of M&Ms couldn’t have any Brown
bowl of M&Ms couldn’t have any Brown
bowl of M&Ms couldn’t have any Brown Eminem’s so what’s with this were they
Eminem’s so what’s with this were they
Eminem’s so what’s with this were they neurotic did they hate the color brown
neurotic did they hate the color brown
neurotic did they hate the color brown no in fact this brown I’m an employee
no in fact this brown I’m an employee
no in fact this brown I’m an employee was fairly genius you see van Halen
was fairly genius you see van Halen
was fairly genius you see van Halen didn’t have the time themselves to go
didn’t have the time themselves to go
didn’t have the time themselves to go around and check whether all the props
around and check whether all the props
around and check whether all the props were set up safely but by checking
were set up safely but by checking
were set up safely but by checking whether or not the brown M&Ms had been
whether or not the brown M&Ms had been
whether or not the brown M&Ms had been removed from the bowl they got a good
removed from the bowl they got a good
removed from the bowl they got a good sense of how detail-oriented the stage
sense of how detail-oriented the stage
sense of how detail-oriented the stage managers were and they could trust the
managers were and they could trust the
managers were and they could trust the props are set up effectively if they
props are set up effectively if they
props are set up effectively if they walked into a room and I saw that the
walked into a room and I saw that the
walked into a room and I saw that the brown M&Ms were there they wouldn’t even
brown M&Ms were there they wouldn’t even
brown M&Ms were there they wouldn’t even put on a show on a similar token our
put on a show on a similar token our
put on a show on a similar token our organization can’t trust that the
organization can’t trust that the
organization can’t trust that the curriculum we’ve developed is accurately
curriculum we’ve developed is accurately
curriculum we’ve developed is accurately teaching students the knowledge that it
teaching students the knowledge that it
teaching students the knowledge that it needs to without testing for
needs to without testing for
needs to without testing for eminem’s or testing to see whether
eminem’s or testing to see whether
eminem’s or testing to see whether students are picking up on the nuances
students are picking up on the nuances
students are picking up on the nuances of each and every subject and for this
of each and every subject and for this
of each and every subject and for this reason after we conduct a workbook
reason after we conduct a workbook
reason after we conduct a workbook lesson we always on the following day
lesson we always on the following day
lesson we always on the following day conduct an activity related to the
conduct an activity related to the
conduct an activity related to the previous day’s lesson and what we see is
previous day’s lesson and what we see is
previous day’s lesson and what we see is that students are actively engaged in
that students are actively engaged in
that students are actively engaged in this material in conducting these
this material in conducting these
this material in conducting these projects and are collectively able to
projects and are collectively able to
projects and are collectively able to recall much of the information from the
recall much of the information from the
recall much of the information from the previous day and even when a few
previous day and even when a few
previous day and even when a few students forget some of the information
students forget some of the information
students forget some of the information their collaborative discussions they’re
their collaborative discussions they’re
their collaborative discussions they’re able to fill in each other’s gaps and
able to fill in each other’s gaps and
able to fill in each other’s gaps and knowledge I think what’s most
knowledge I think what’s most
knowledge I think what’s most fascinating about our health education
fascinating about our health education
fascinating about our health education curriculum and it’s three prongs
curriculum and it’s three prongs
curriculum and it’s three prongs problem-based learning discussing wrong
problem-based learning discussing wrong
problem-based learning discussing wrong answers and conducting activities is
answers and conducting activities is
answers and conducting activities is that all of them are sounds even on a
that all of them are sounds even on a
that all of them are sounds even on a biological level learning occurs in the
biological level learning occurs in the
biological level learning occurs in the brain when neurons exhibit plasticity
brain when neurons exhibit plasticity
brain when neurons exhibit plasticity and plasticity is when neurons increase
and plasticity is when neurons increase
and plasticity is when neurons increase in the number of connections they have
in the number of connections they have
in the number of connections they have to each other and according to the
to each other and according to the
to each other and according to the hebbian model for learning which is a
hebbian model for learning which is a
hebbian model for learning which is a leading model for learning that
leading model for learning that
leading model for learning that neuroscientist have today if we increase
neuroscientist have today if we increase
neuroscientist have today if we increase the frequency with which neurons talk to
the frequency with which neurons talk to
the frequency with which neurons talk to each other we increase the efficiency
each other we increase the efficiency
each other we increase the efficiency which with which they can talk to each
which with which they can talk to each
which with which they can talk to each other in the future now if we put these
other in the future now if we put these
other in the future now if we put these two ideas together we can understand how
two ideas together we can understand how
two ideas together we can understand how an idea when tackled from multiple
an idea when tackled from multiple
an idea when tackled from multiple different angles multiple different
different angles multiple different
different angles multiple different modalities can be very effectively
modalities can be very effectively
modalities can be very effectively ingrained into memory very effectively
ingrained into memory very effectively
ingrained into memory very effectively encoded into the brain and also
encoded into the brain and also
encoded into the brain and also effectively recalled later on so knowing
effectively recalled later on so knowing
effectively recalled later on so knowing this information let’s go back and look
this information let’s go back and look
this information let’s go back and look at rote memorization in rote
at rote memorization in rote
at rote memorization in rote memorization we’re forming associations
memorization we’re forming associations
memorization we’re forming associations between things like words and
between things like words and
between things like words and definitions the neuronal connection is
definitions the neuronal connection is
definitions the neuronal connection is singular it’s very very weak by contrast
singular it’s very very weak by contrast
singular it’s very very weak by contrast in our curriculum we’re forming
in our curriculum we’re forming
in our curriculum we’re forming associations between ideas and
associations between ideas and
associations between ideas and experiences and these experiences can be
experiences and these experiences can be
experiences and these experiences can be that one time student got a question
that one time student got a question
that one time student got a question wrong in a class that one time he felt
wrong in a class that one time he felt
wrong in a class that one time he felt an emotional when listening to his peers
an emotional when listening to his peers
an emotional when listening to his peers story or that activity that he conducted
story or that activity that he conducted
story or that activity that he conducted the sheer amount of neuronal
the sheer amount of neuronal
the sheer amount of neuronal communication is very very large making
communication is very very large making
communication is very very large making encoding and recall all the more easy so
encoding and recall all the more easy so
encoding and recall all the more easy so indeed our organization has distilled an
indeed our organization has distilled an
indeed our organization has distilled an educational tool that really does work
educational tool that really does work
educational tool that really does work and we can’t wait to expand it to
and we can’t wait to expand it to
and we can’t wait to expand it to schools outside of New York in the near
schools outside of New York in the near
schools outside of New York in the near future but what’s the broader goal here
future but what’s the broader goal here
future but what’s the broader goal here what’s the implication of all this
what’s the implication of all this
what’s the implication of all this outside of the project that we’ve
outside of the project that we’ve
outside of the project that we’ve already conducted there are some ideas
already conducted there are some ideas
already conducted there are some ideas in this world that are very difficult to
in this world that are very difficult to
in this world that are very difficult to convey
convey
convey this past summer my brother and I took a
this past summer my brother and I took a
this past summer my brother and I took a trip to India where we shattered a
trip to India where we shattered a
trip to India where we shattered a nutritionist who was giving a lecture on
nutritionist who was giving a lecture on
nutritionist who was giving a lecture on nutrition to childhood cancer survivors
nutrition to childhood cancer survivors
nutrition to childhood cancer survivors now childhood cancer survivors have an
now childhood cancer survivors have an
now childhood cancer survivors have an incredibly suppressed immune system so
incredibly suppressed immune system so
incredibly suppressed immune system so they very acute dietary and hygienic
they very acute dietary and hygienic
they very acute dietary and hygienic restrictions this nutritionist however
restrictions this nutritionist however
restrictions this nutritionist however was unable to convey effectively what
was unable to convey effectively what
was unable to convey effectively what these restrictions were so halfway
these restrictions were so halfway
these restrictions were so halfway through the lecture half of the audience
through the lecture half of the audience
through the lecture half of the audience just got up and left it is in situations
just got up and left it is in situations
just got up and left it is in situations like these where education is available
like these where education is available
like these where education is available but not effective that the techniques
but not effective that the techniques
but not effective that the techniques from our curriculum need to be employed
from our curriculum need to be employed
from our curriculum need to be employed and that’s where global project hope is
and that’s where global project hope is
and that’s where global project hope is headed next
headed next
headed next with the right intent insights and
with the right intent insights and
with the right intent insights and techniques were confident that we can
techniques were confident that we can
techniques were confident that we can make any idea stick thank you
make any idea stick thank you
make any idea stick thank you [Applause]
”
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