I wanted to be a reporter I could say it was because of the noble role of the
was because of the noble role of the
was because of the noble role of the public watch dog or championing First
public watch dog or championing First
public watch dog or championing First Amendment freedoms but truth be told I’m
Amendment freedoms but truth be told I’m
Amendment freedoms but truth be told I’m just nosy and I like to know the real
just nosy and I like to know the real
just nosy and I like to know the real story and share the story with people
story and share the story with people
story and share the story with people who don’t know it so we’re all on the
who don’t know it so we’re all on the
who don’t know it so we’re all on the same page so if you think about it it
same page so if you think about it it
same page so if you think about it it wasn’t a big leap for me to become a
wasn’t a big leap for me to become a
wasn’t a big leap for me to become a teacher because that’s also what
teacher because that’s also what
teacher because that’s also what teachers do isn’t it they know the real
teachers do isn’t it they know the real
teachers do isn’t it they know the real story and they try to bring everybody up
story and they try to bring everybody up
story and they try to bring everybody up to speed after a few years in the
to speed after a few years in the
to speed after a few years in the classroom I came to love education so
classroom I came to love education so
classroom I came to love education so much that not only was I a teacher I
much that not only was I a teacher I
much that not only was I a teacher I became a teacher of teachers and worked
became a teacher of teachers and worked
became a teacher of teachers and worked in professional development now I say
in professional development now I say
in professional development now I say teacher of teachers loosely because
teacher of teachers loosely because
teacher of teachers loosely because honestly I learned so much more from the
honestly I learned so much more from the
honestly I learned so much more from the teachers that I worked with than they
teachers that I worked with than they
teachers that I worked with than they learned from me and I had the privilege
learned from me and I had the privilege
learned from me and I had the privilege of working with educators from across
of working with educators from across
of working with educators from across the United States and eight countries
the United States and eight countries
the United States and eight countries from Afghanistan to Uganda and I learned
from Afghanistan to Uganda and I learned
from Afghanistan to Uganda and I learned that no matter what campus you go onto
that no matter what campus you go onto
that no matter what campus you go onto no matter what school you’re at if you
no matter what school you’re at if you
no matter what school you’re at if you ask the staff who’s the best teacher
ask the staff who’s the best teacher
ask the staff who’s the best teacher here they can always tell you and when I
here they can always tell you and when I
here they can always tell you and when I ask well what makes them the best
ask well what makes them the best
ask well what makes them the best teacher they give you an answer along
teacher they give you an answer along
teacher they give you an answer along the lines of they always get results but
the lines of they always get results but
the lines of they always get results but there’s nothing quite like an answer
there’s nothing quite like an answer
there’s nothing quite like an answer that just leads to another question
that just leads to another question
that just leads to another question which is why do they always get results
which is why do they always get results
which is why do they always get results what makes great teachers great and what
what makes great teachers great and what
what makes great teachers great and what makes their instruction meaningful so
makes their instruction meaningful so
makes their instruction meaningful so even though I was heading an
even though I was heading an
even though I was heading an international nonprofit at the time the
international nonprofit at the time the
international nonprofit at the time the nosy reporter in me got the best of me
nosy reporter in me got the best of me
nosy reporter in me got the best of me because this was a question I wanted to
because this was a question I wanted to
because this was a question I wanted to have answered so I did a lot of research
have answered so I did a lot of research
have answered so I did a lot of research and I was especially excited by the work
and I was especially excited by the work
and I was especially excited by the work of dr. William Glasser and what he wrote
of dr. William Glasser and what he wrote
of dr. William Glasser and what he wrote about quality schools but that just made
about quality schools but that just made
about quality schools but that just made me want to know more so I decided to
me want to know more so I decided to
me want to know more so I decided to take an opportunity to embed myself
take an opportunity to embed myself
take an opportunity to embed myself a public inner-city high school in
a public inner-city high school in
a public inner-city high school in Brooklyn New York for two years where I
Brooklyn New York for two years where I
Brooklyn New York for two years where I wouldn’t just do research as a casual
wouldn’t just do research as a casual
wouldn’t just do research as a casual observer
observer
observer I would actually roll up my sleeves and
I would actually roll up my sleeves and
I would actually roll up my sleeves and be in the mix to really focus on what
be in the mix to really focus on what
be in the mix to really focus on what makes instruction meaningful and learn
makes instruction meaningful and learn
makes instruction meaningful and learn from other teachers after my time in
from other teachers after my time in
from other teachers after my time in Brooklyn I embedded myself for an
Brooklyn I embedded myself for an
Brooklyn I embedded myself for an additional year at a private middle
additional year at a private middle
additional year at a private middle school in Tampa Florida my thinking was
school in Tampa Florida my thinking was
school in Tampa Florida my thinking was that the polar opposite demographics
that the polar opposite demographics
that the polar opposite demographics would help bring validity to my findings
would help bring validity to my findings
would help bring validity to my findings after three years embedded in a
after three years embedded in a
after three years embedded in a classroom and after a year of analyzing
classroom and after a year of analyzing
classroom and after a year of analyzing the results I can say with confidence I
the results I can say with confidence I
the results I can say with confidence I know what makes instruction meaningful
know what makes instruction meaningful
know what makes instruction meaningful and the answer shocks me it turns out
and the answer shocks me it turns out
and the answer shocks me it turns out that we all learn exactly the same way
that we all learn exactly the same way
that we all learn exactly the same way now this flew in the face of years of
now this flew in the face of years of
now this flew in the face of years of instruction that I’d received that
instruction that I’d received that
instruction that I’d received that everybody learns differently now
everybody learns differently now
everybody learns differently now learning styles prior knowledge social
learning styles prior knowledge social
learning styles prior knowledge social economics factors all of these come into
economics factors all of these come into
economics factors all of these come into play in how learning is manifested but
play in how learning is manifested but
play in how learning is manifested but whether you are a baby boomer genex or
whether you are a baby boomer genex or
whether you are a baby boomer genex or millennial inner-city suburban every
millennial inner-city suburban every
millennial inner-city suburban every human being will master content let me
human being will master content let me
human being will master content let me say that again every human being will
say that again every human being will
say that again every human being will master content if instruction has five
master content if instruction has five
master content if instruction has five critical characteristics first truly
critical characteristics first truly
critical characteristics first truly meaningful instruction is real-world and
meaningful instruction is real-world and
meaningful instruction is real-world and by that I mean the student can see a
by that I mean the student can see a
by that I mean the student can see a reason outside of the classroom for
reason outside of the classroom for
reason outside of the classroom for learning what’s going on inside of the
learning what’s going on inside of the
learning what’s going on inside of the classroom second meaningful instruction
classroom second meaningful instruction
classroom second meaningful instruction is hard work
is hard work
is hard work the students are not throwing it
the students are not throwing it
the students are not throwing it together the night before they’ve been
together the night before they’ve been
together the night before they’ve been working on it a long time because
working on it a long time because
working on it a long time because there’s a real risk of failure third
there’s a real risk of failure third
there’s a real risk of failure third meaningful instruction is unpredictable
meaningful instruction is unpredictable
meaningful instruction is unpredictable the answer cannot be looked up in the
the answer cannot be looked up in the
the answer cannot be looked up in the back of the book
back of the book
back of the book because it’s not there so the student
because it’s not there so the student
because it’s not there so the student doesn’t know how the work is supposed to
doesn’t know how the work is supposed to
doesn’t know how the work is supposed to come out it’s especially unpredictable
come out it’s especially unpredictable
come out it’s especially unpredictable if the teacher doesn’t know how the work
if the teacher doesn’t know how the work
if the teacher doesn’t know how the work is supposed to come out fourth
is supposed to come out fourth
is supposed to come out fourth meaningful instruction is student-driven
meaningful instruction is student-driven
meaningful instruction is student-driven meaning the learner is making
meaning the learner is making
meaning the learner is making substantive decisions about how the work
substantive decisions about how the work
substantive decisions about how the work is done and how they demonstrate mastery
is done and how they demonstrate mastery
is done and how they demonstrate mastery of what they’ve learned five and this is
of what they’ve learned five and this is
of what they’ve learned five and this is the big one truly meaningful instruction
the big one truly meaningful instruction
the big one truly meaningful instruction is an emotional experience for the
is an emotional experience for the
is an emotional experience for the learner meaning that the student has an
learner meaning that the student has an
learner meaning that the student has an emotional interaction with the content
emotional interaction with the content
emotional interaction with the content while they learn it we’ve always known
while they learn it we’ve always known
while they learn it we’ve always known that when your brain takes in a new
that when your brain takes in a new
that when your brain takes in a new piece of information the first thing it
piece of information the first thing it
piece of information the first thing it does is it looks for a pattern what is
does is it looks for a pattern what is
does is it looks for a pattern what is this like so it knows where to file it
this like so it knows where to file it
this like so it knows where to file it in long term memory if it doesn’t see a
in long term memory if it doesn’t see a
in long term memory if it doesn’t see a pattern it will file it into short-term
pattern it will file it into short-term
pattern it will file it into short-term memory to buy you time after a certain
memory to buy you time after a certain
memory to buy you time after a certain period of time if you haven’t figured
period of time if you haven’t figured
period of time if you haven’t figured out where to file it over here it’s
out where to file it over here it’s
out where to file it over here it’s going to dump it out of short-term
going to dump it out of short-term
going to dump it out of short-term memory and is completely forgotten
memory and is completely forgotten
memory and is completely forgotten hopefully after the quiz in that class
hopefully after the quiz in that class
hopefully after the quiz in that class and not before but it’s gone research by
and not before but it’s gone research by
and not before but it’s gone research by Eric Jensen and dr. Pierce Howard shows
Eric Jensen and dr. Pierce Howard shows
Eric Jensen and dr. Pierce Howard shows that when your brain takes in a new
that when your brain takes in a new
that when your brain takes in a new piece of information in an emotional
piece of information in an emotional
piece of information in an emotional setting that information bypasses
setting that information bypasses
setting that information bypasses short-term memory and goes directly into
short-term memory and goes directly into
short-term memory and goes directly into long-term memory that’s quite a trick
long-term memory that’s quite a trick
long-term memory that’s quite a trick isn’t it wouldn’t it be great as a
isn’t it wouldn’t it be great as a
isn’t it wouldn’t it be great as a teacher or a parent to say hey I’ve got
teacher or a parent to say hey I’ve got
teacher or a parent to say hey I’ve got some really important information in
some really important information in
some really important information in fact I’m just gonna open up your brain
fact I’m just gonna open up your brain
fact I’m just gonna open up your brain and stick it right into long-term memory
and stick it right into long-term memory
and stick it right into long-term memory so you’ll always have it you’re welcome
it turns out we can do just that
it turns out we can do just that many years ago I was a sophomore at
many years ago I was a sophomore at
many years ago I was a sophomore at Piper high school in Sunrise Florida I
Piper high school in Sunrise Florida I
Piper high school in Sunrise Florida I was sitting in a biology class taught by
was sitting in a biology class taught by
was sitting in a biology class taught by mr. Tony Oh Rico and on this particular
mr. Tony Oh Rico and on this particular
mr. Tony Oh Rico and on this particular day he was talking about scalp fungus
day he was talking about scalp fungus
day he was talking about scalp fungus and how it gets transmitted from one
and how it gets transmitted from one
and how it gets transmitted from one person to another okay some of you are
person to another okay some of you are
person to another okay some of you are already having an emotional interaction
already having an emotional interaction
already having an emotional interaction with the content that’s terrific he said
with the content that’s terrific he said
with the content that’s terrific he said I want you to imagine this five-year-old
I want you to imagine this five-year-old
I want you to imagine this five-year-old kid who has a scalp fungus and you know
kid who has a scalp fungus and you know
kid who has a scalp fungus and you know because there’s a hole in his hair where
because there’s a hole in his hair where
because there’s a hole in his hair where you can see his scalp and he goes in to
you can see his scalp and he goes in to
you can see his scalp and he goes in to watch a movie in a theater and he’s
watch a movie in a theater and he’s
watch a movie in a theater and he’s crunches down in the seat and puts his
crunches down in the seat and puts his
crunches down in the seat and puts his head on the back he watches the movie he
head on the back he watches the movie he
head on the back he watches the movie he leaves you come in for the next showing
leaves you come in for the next showing
leaves you come in for the next showing you scrunch down in the seat you get the
you scrunch down in the seat you get the
you scrunch down in the seat you get the scalp fungus like 50 of you just shot
scalp fungus like 50 of you just shot
scalp fungus like 50 of you just shot straight up in your seats
straight up in your seats
straight up in your seats I don’t know what grade I got on the
I don’t know what grade I got on the
I don’t know what grade I got on the quiz that came after but I guarantee you
quiz that came after but I guarantee you
quiz that came after but I guarantee you I got the scalp fungus question right to
I got the scalp fungus question right to
I got the scalp fungus question right to this day I can’t scrunch down in a
this day I can’t scrunch down in a
this day I can’t scrunch down in a theater seat because mr. Rico is lodged
theater seat because mr. Rico is lodged
theater seat because mr. Rico is lodged in my brain what a gift
the one that keeps giving teachers
the one that keeps giving teachers cannot write emotional interaction in
cannot write emotional interaction in
cannot write emotional interaction in the content in their lesson plan that’s
the content in their lesson plan that’s
the content in their lesson plan that’s unfortunate but they can create
unfortunate but they can create
unfortunate but they can create conditions like mr. Rico did where it’s
conditions like mr. Rico did where it’s
conditions like mr. Rico did where it’s likely for emotional interaction to
likely for emotional interaction to
likely for emotional interaction to happen what if you’re not a teacher what
happen what if you’re not a teacher what
happen what if you’re not a teacher what if you’re a parent or a grandparent or
if you’re a parent or a grandparent or
if you’re a parent or a grandparent or an older sibling you have a role to play
an older sibling you have a role to play
an older sibling you have a role to play two years later when my daughter Natalie
two years later when my daughter Natalie
two years later when my daughter Natalie was in third grade
was in third grade
was in third grade she had a science project to do and she
she had a science project to do and she
she had a science project to do and she was always interested in cars even from
was always interested in cars even from
was always interested in cars even from a young age and she decided she wanted
a young age and she decided she wanted
a young age and she decided she wanted to see if the width of a wheelbase on a
to see if the width of a wheelbase on a
to see if the width of a wheelbase on a car would make it more stable so her
car would make it more stable so her
car would make it more stable so her brother Philip had a racetrack set and
brother Philip had a racetrack set and
brother Philip had a racetrack set and we commandeered that and we set it up in
we commandeered that and we set it up in
we commandeered that and we set it up in her room and she started running cars
her room and she started running cars
her room and she started running cars around the track and they would fly off
around the track and they would fly off
around the track and they would fly off and she’d count how many times they’d
and she’d count how many times they’d
and she’d count how many times they’d fly off on a curve and after every time
fly off on a curve and after every time
fly off on a curve and after every time she’d pushed the wheelbase out just a
she’d pushed the wheelbase out just a
she’d pushed the wheelbase out just a little wider and what she discovered was
little wider and what she discovered was
little wider and what she discovered was that the wider the wheelbase the fewer
that the wider the wheelbase the fewer
that the wider the wheelbase the fewer times the car will fly off the track on
times the car will fly off the track on
times the car will fly off the track on a curve when it set speed she called it
a curve when it set speed she called it
a curve when it set speed she called it fast on fours and she references that
fast on fours and she references that
fast on fours and she references that science project to this day even though
science project to this day even though
science project to this day even though she’s almost 30 there was a lot of
she’s almost 30 there was a lot of
she’s almost 30 there was a lot of emotion in the process of learning that
emotion in the process of learning that
emotion in the process of learning that there was the excitement of running the
there was the excitement of running the
there was the excitement of running the experiments there was the thrill of
experiments there was the thrill of
experiments there was the thrill of doing important work that was uniquely
doing important work that was uniquely
doing important work that was uniquely hers and I like to think there was some
hers and I like to think there was some
hers and I like to think there was some pretty awesome father-daughter time
pretty awesome father-daughter time
pretty awesome father-daughter time involved as well and I know that’s what
involved as well and I know that’s what
involved as well and I know that’s what makes it stand out in my mind so in the
makes it stand out in my mind so in the
makes it stand out in my mind so in the process of that she learned an important
process of that she learned an important
process of that she learned an important principle of physics so how can we help
principle of physics so how can we help
principle of physics so how can we help cause meaningful instruction to occur in
cause meaningful instruction to occur in
cause meaningful instruction to occur in even greater numbers throughout our
even greater numbers throughout our
even greater numbers throughout our schools well for one thing policymakers
schools well for one thing policymakers
schools well for one thing policymakers can help facilitate this by shifting the
can help facilitate this by shifting the
can help facilitate this by shifting the focus away from high-stakes testing
focus away from high-stakes testing
focus away from high-stakes testing micromanagement and compliance
micromanagement and compliance
micromanagement and compliance back to where it should be supporting
back to where it should be supporting
back to where it should be supporting teachers in the classroom in creating
teachers in the classroom in creating
teachers in the classroom in creating truly meaningful and struck
truly meaningful and struck
truly meaningful and struck second second if you are an
second second if you are an
second second if you are an administrator you’re under a lot of heat
administrator you’re under a lot of heat
administrator you’re under a lot of heat especially in the current political
especially in the current political
especially in the current political climate how our government and
climate how our government and
climate how our government and communities are looking at schools your
communities are looking at schools your
communities are looking at schools your main job as an administrator is to act
main job as an administrator is to act
main job as an administrator is to act like styrofoam insulate your teachers
like styrofoam insulate your teachers
like styrofoam insulate your teachers from the heat don’t pass it on because
from the heat don’t pass it on because
from the heat don’t pass it on because when teachers feel safe and protected
when teachers feel safe and protected
when teachers feel safe and protected they will unleash their creativity in
they will unleash their creativity in
they will unleash their creativity in the classroom and indulge in their art
the classroom and indulge in their art
the classroom and indulge in their art with reckless abandon and if you are a
with reckless abandon and if you are a
with reckless abandon and if you are a parent a grandparent or an older sibling
parent a grandparent or an older sibling
parent a grandparent or an older sibling you can play an important part when you
you can play an important part when you
you can play an important part when you have your student come home in the
have your student come home in the
have your student come home in the afternoon from school help them with
afternoon from school help them with
afternoon from school help them with their homework don’t just make sure that
their homework don’t just make sure that
their homework don’t just make sure that it gets done but sit with them and
it gets done but sit with them and
it gets done but sit with them and actively learn with them many parents
actively learn with them many parents
actively learn with them many parents are hesitant to do this because they
are hesitant to do this because they
are hesitant to do this because they don’t want their child to see that they
don’t want their child to see that they
don’t want their child to see that they don’t know something but there’s no more
don’t know something but there’s no more
don’t know something but there’s no more powerful and example that we can set for
powerful and example that we can set for
powerful and example that we can set for young people in our homes than to sit
young people in our homes than to sit
young people in our homes than to sit with them and actively learn and show
with them and actively learn and show
with them and actively learn and show them that the process of learning is a
them that the process of learning is a
them that the process of learning is a gift and something to be cherished
gift and something to be cherished
gift and something to be cherished throughout life if I’ve done my job well
throughout life if I’ve done my job well
throughout life if I’ve done my job well today you’ve had an emotional
today you’ve had an emotional
today you’ve had an emotional interaction with the concept somewhere
interaction with the concept somewhere
interaction with the concept somewhere along the way and maybe years from now
along the way and maybe years from now
along the way and maybe years from now you’ll be telling somebody one time I
you’ll be telling somebody one time I
you’ll be telling somebody one time I heard this amazing TED Talks I can’t
heard this amazing TED Talks I can’t
heard this amazing TED Talks I can’t remember that guy’s name but I remember
remember that guy’s name but I remember
remember that guy’s name but I remember one thing for sure
one thing for sure
one thing for sure never scrunch down it at the other seat
never scrunch down it at the other seat
never scrunch down it at the other seat thank you
[Applause]
[Applause] [Music]
”
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