Hi, this is Tracy, Takahama Espinoza. Thanks for the opportunity to talk to you a little bit about mind-brain education and getting rid of neuro myths and teacher practices. We're going to approach this through the lens of the science of the art of teaching, or really the vision that neuroscience psychology and education together have of neuro myths and how we can get rid of them to improve teacher education. I teach a course at the Harvard University Extension School called the Neuroscience of Learning. It's an introduction to mind-brain health and education. I had the honor of serving on the OECD expert panel looking at teachers' new pedagogical knowledge, and I currently serve as an associate editor in Nature's Partner Journal of Science of Learning, which is a peer review online journal. I'm also an associate professor here in the Latin American Social Science Research Faculty doing educational research. We'll begin by defining a few key terms so that we're all sharing the same vocabulary on the same page. Then I want to talk about how beliefs and neuro myths are actually reflection of an individual's value systems and attitudes and how they think the brain learns, or who can learn, or who has the potential to learn different things at different times in their lives. Then we're going to look at some of the common neuro myths that are still prevalent and talk a little bit about each of our own roles in getting rid of those myths and making sure that our practice as professors, teachers, educators is as professional as possible. Just to be transparent, I do have some very clear biases.  I believe that the brain, yes, it's the organ of our endeavors. I also think that teaching is perhaps the most important profession in all of society. I'm also biased in that I know that schools are the single most important social institution in which individuals spend most of their time. I believe that education really is the path towards development. These are my own particular biases. You don't have to buy into those, but it's good that you know where I'm coming from when I share this information. Before getting into the definitions, it's time for you to go to work. I want to see what you know already and compare that with the evidence that comes out of current research. Please take any piece of paper that you have, fold it in half. On one side of the paper, you're going to draw a happy face. This is what I know. On the other side, you're going to put a big question mark and you're going to say, well, these are things that I've heard of. I'm not sure, but I'd like to know more about this. So on the left side, something you know about the brain and learning. And on the right side, something that you want to know or something that you heard or doubt or suspect may be a neuro myth. Please take a minute to do that. Pause your video and we'll come back in one minute. Okay, so keep your papers to yourself and we're going to be looking at that later. What I want to do now is to define some of these key terms that we're going to be using throughout the presentation. First and foremost is to understand what I really mean by mind, brain and education science. And that's that little sweet spot here right in the middle in between the neurosciences, the psychological sciences and the educational sciences. This idea of mind, brain and education is different from educational neuroscience or from this idea of the learning sciences because it looks at a focus of balanced contributions from education, psychology and neuroscience and how they add to our own knowledge about how humans learn and how we can teach better based on that information. This means that it's focused on understanding this teaching and learning dynamic, not just on how humans learn, but rather what occurs during this exchange, this back and forth between the teacher and the student that finally reaches this aha moment of I get it, I understand. So understanding all the intricacies of teaching, not just learning. And this is really important because these other fields, educational neuroscience, for example, is very much focused on how humans learn and that's great. How do we know that people learn understanding the neural mechanisms, the psychological influences, what really helps people learn? That's important. But even more so, I think is taking that one step further and understanding now how do we leverage that to teach better? So there have been multiple publications recently talking about this whole new field of mind, brain education or understanding the influence of neuroscience and psychology in education. And one that recently came out in February of 2017 has to do with the pedagogical knowledge and changing nature of the teaching profession. How do we have to adjust the way that teachers become teachers in the future so that we can leverage the information we now have about mind, brain and education science? And this is needed more than ever because basically solutions to today's problems really need to be supplemented or nurtured from multiple fields. Education on its own has not been able to resolve all these problems. So we need to have a much more sophisticated approach to this. And after about 125 years of formal education, we still haven't figured it all out just with educational loans. So we really have to use the other sciences to help us out here. And finally, I think we've reached a stage where we can accept, you know, the brain is very complex. It's perhaps the most complex organism in the universe. And that is the organ of our profession. That's what we have to know. And so part of teacher education has to include a bit better information about the brain and learning. So the next big word that needs defining neuro myths and neuro myth, it basically comes from these two pieces, right? Neuro is related to cells that are in the nervous system or in the brain and myths, which are widely held false ideas. So this basically means together, these are false beliefs about the brain and or the way the brain works or functions. And the Center for Educational Neuroscience at the University College of London takes this one step further. It's not just what people might read in the press, but it also leads to teaching practices or ideas or techniques that do not actually have a scientific basis. And so that's what a neuro myth is. And that's what we're trying to get rid of today. Okay. The second big word to understand has to do with competencies. When we talk about objectives, when somebody says, okay, give me the objectives for this class that you're about to teach, we really disaggregate that into pieces and call them educational competencies. And educational competencies are just the sum total of all of the knowledge, the skills and the attitudes that you want to teach. The reason it's important to break this down in this way is because, you know, you can oftentimes teach, you know, dates, facts, formulas, theories, concepts, grammatical rules, for example, that is purely knowledge based. And that's a lot of things that you can generally get from Google, for example, you can learn that off of recordings from other people on the internet. But being able to use that knowledge, that's a skill set. And that skill is something that you really need teachers for. But even more importantly, and the things that are actually long term and significant learning has to do with the change in attitudes. And attitudes are really value sets. It's what students will remember about you long after your course is done. So do understand yourself a bit better through the discipline that you're learning, okay? So the key reason that we want to define competencies and to understand the difference between people learning knowledge or people learning skills or people learning attitudes is that which of these do you think is the easiest to teach? And the easiest to evaluate? Knowledge, right? And which is the hardest to actually cultivate and to measure? Definitely attitudes. Attitudes take a very long time to form. And the key thing about attitudes is that they also can be, for example, unidentified prejudices. As John Hattie cites, teacher prejudices about intelligence influence students learning. So this is if I ask you, for example, do you think what the teacher thinks of your ability to learn influences your ability to learn? Absolutely, right? So what a student thinks a teacher thinks of him, whether or not it's correct or not, influences a student's learning outcomes. So this is very important to understand because our attitudes, the way we think about, for example, the brain and learning are the things that grow into myths. So these unconscious prejudices can be anything from, you know, if only the children were better behaved, you know, as if, you know, social contagion had no role in teaching. If you know better, if you know about the brain a bit more, you understand that you have a lot of control over that, right? Or if only the parents were more responsible, or if only the parents had passed on better genes, right? As if intelligence was fixed by hereditary factors alone. Or if only the kids would eat better or sleep better, presuming that no one has taken the time to explain the role of sleep and nutrition and learning, which it could be possible. That is also true, right? If only kids spent less time on computers, as if technology in and of itself hurts learning, not always. It actually can help learning in some cases, right? Or if only there were more boys in my class or more girls in my class, as if genders determined superiority in different learning situations. Then I would be a great teacher. These kinds of unconscious prejudices are things that are born, they're actitudinal, they're things that you embrace over time, and they influence how you interact with the students in your class and what they can potentially learn. So there's a big link now between those attitudes, a teacher's attitudes about things, what they value, what they believe, and the birth of neuro myths. For example, if a teacher doesn't have the right attitude, if a teacher does not accept that intelligence is fluid, it's not fixed, if a teacher doesn't have that right attitude about his approach to teaching, he can become a good teacher, but he will never be a great teacher. These are important to recognize and understand because in many cases, these are what fuel neuro myths in society. So teacher attitudes is another topic for another day. I hope we have the chance to talk about this a bit more later on, but these 15 teacher attitudes were born of all of the literature from John Hattie's research and supported by Neuroscientific Evidence. So we know that great teachers would always score a top four. I totally agree with this statement. You might want to take this test yourself and see how you actually score. Finally, it's important to define the context of education. Education a hundred years ago was very different. The resources that we used were very different. The methodologies that we used in classrooms were very, very different. The way we disciplined people was very, very different. All of those things have changed a lot, but probably the thing that's changed most is our understanding about the brain. Old models of human learning or how brains were really promoted neuro myths.  So it's very important to know that without good technology, we weren't able to actually envision the brain. Therefore, we were imagining how things worked. Now, this is okay. If you've been in teaching for 20 or 30 years, you shouldn't know better. You just shouldn't know better. But now, there's new technology. You know, we've gone from just basic autopsies to understanding things about the electrical and chemical changes in the brain and being able to overlay these things into 3D models and going even further, now we can actually see how there are total networks involved in every type of learning. There's at least, for example, 16 neural networks that have to be primed and perfectly ready before a kid can learn to read. So we know that we're talking now not about, you know, right and left brain things or that creativity is in one part of your brain and spatial abilities are in another and math is in another and language is in another. Now we talk about networks and we can really see how these networks are formed and the hubs, the main areas that information passes through multiple times when a person is learning something. So we have new technology now and this is helping us get rid of some of the myths. But the problem is some of the myths have just been around so long that people have them repeated over and over again, they believe them, they still believe them even though we have evidence that they're not true. We also have further evidence outside of neuroscience in education. We have better longitudinal studies. We can actually compare over time whether or not a kid who does brain gem, for example, ends up being any better 13 years down the line than a kid who does not. They do not. So we can look at these longitudinal studies and they can help us now shape our better understanding about what types of methodologies to invest in or to use in classes. We also have better international comparative skills so we can look at things and we can see while it's a myth that for example Asians are better at math than North Americans, we can see that there are subtle differences in the way that numbers or symbol systems are processed in the brain and it does make a difference depending on the methodology applied in the class. So we can look at international comparative studies and those also help us get rid of some of those myths. We also have methodologically comparative skills so before we used to look at quantitative or qualitative data and we used to have to look at them very very differently or unless we replicated the precise study we weren't able to compare results. Now thanks to some of these newer studies we are able to compare and see what effect sizes certain interventions have or different types of interventions have and this leads us to a new model of teacher education right. We want to combine mind-brain educational science with information from visible learning, John Hattie's work that has to do with what we know influences student learning outcomes and put this onto a different type of teacher formation over the lifespan. This is very important to acknowledge because when we give a hierarchical concept of how teachers should be trained it's really clear that one of the first things that teachers have to learn and reflect upon are their own attitudes and their own prejudices about learning.  Do you think that certain kids from certain social and economic status learn differently or do you think that kids of a certain race learn differently or that boys and girls learn things in different ways? Think about that to yourself. What are some of the prejudices that you might already have that are so ingrained in you that they color the way that you work with your students in class? Just write that down quickly for us. Okay, so now let's turn to this idea. Why is it so hard to get rid of myths? To answer this I want to share some of the information that I have from a recent Delphi panels with experts from around the world. I invited 42 experts from 11 different countries to comment and to look at questions within the mind-brain and education science field. What are things that we can say are true about the brain? And then what are these things that are mythical about the brain? And the really big scary thing is that from 10 years ago when I first did the study on this, there has been an increase in the number of myths that exist out there. Unfortunately, you would think that over time we would reduce the number of neuro myths that people believe in. Unfortunately, because of this echo chamber we hear these things over and over again, we believe them when we really shouldn't believe them. So of all the different things we talked about on the Delphi panel, one of the key things had to do with what is real, what is good information, and what are neuro myths. And once we could do that we have this great foundation of how to give instructional guidelines. What should we then do in a classroom? So the final point related to the Delphi panel is that when we asked the Delphi panelist what are the biggest challenges for mind-brain education in the future? They listed a lot of things but one of the top ones was that teachers aren't explicitly taught about neuro myths, okay? So let's look at those neuro myths. And we used the categorization scheme that was developed by the OECD countries back in 2002 and they agreed on criteria for information that teachers receive. In general, there's information that is well-established. We know that there's plasticity in the brain, for example, that lasts throughout the lifespan. There are things that are probably so, like, for example, sensitive periods as opposed to critical periods. What's intelligence speculation? It sounds good. Like, for example, men and women look different from the outside therefore they should probably be different on the inside. Well, that's intelligence speculation but there's very little evidence to back that up, right? Or what is a neuro myth? And so this D category, what's a neuro myth are really the bad things to avoid and these A and B categories are the things that we say, okay, these are things that we could really apply. So I'm going to ask you, now we're going to play a little game here. I'm going to ask you into which category does information follow? The information that is categorized in the Sway from the Delphi panel is actually supported by the literature, not only by expert opinion. So there's been a lot of research on neuro myths over the years, right? Daniel Ansar's work, Antoneko, Van Gogh and Pass' work, Bailey, Decker's article, very, very influential. All of these people have been writing about neuro myths over the years. And most of these things have come up only over in less than the past 10 years. So all of the research on neuro myths is relatively new. But what's important to see is that there's over 200 different articles that have been written in recent years about neuro myths, but that still hasn't gotten into the regular teacher training track. So neuro myths continue to persist. And they persist mainly because, you know, these are hypotheses which are invalidated, but they capture the imagination.  And that's why they sort of groan and persist for some really clear reasons. Number one, we are all guilty of wanting things to be easy and to be clear. In general, in teacher training, complexity is rejected. We prefer the quick, you know, sound bite to the deep explanation or to a lot of reading. That's on us. We have to decide if we're going to up our game in teaching, right? And the second huge reason has to do with popular press reports that sort of give this echo chamber we're talking about. It just is repeated over and over again. And sometimes these are things that are true for, you know, rats, but there's no such thing related to humans since that's kind of sketchy there, right? Or they use old technology, for example, oh, humans use only 10% of your brain. Well, that's what we thought before when we had, you know, pretty lousy technology in the in the 80s when we began to do neuroimaging studies. But now with greater technology, we're able to see that's just not true. You're not just using 10% of your brain, right? Or there are things that we hear over and over again. For example, they're based on good evidence, but it's really sparse. There are other times that we confuse, you know, there's a correlation. Two things happen at the same time. Therefore, we think one thing caused the other thing. So for example, there are fewer women in science. Therefore, we say, oh, that means that women don't have brains for science. Totally not true. Then there's other studies that have to do with absence versus existence. So we used to study stroke patients and we'd say, oh, look, he lost his ability to name objects when he had a stroke in this particular area. Therefore, that area is responsible for that skill set, which is not always true. Then there's things like overgeneralization of findings. So you get a small number of studies and they're used to make a blanket statement about all people. For example, if we have a handful of studies on gifted populations or autistic people and then we say, okay, so all people with autism have brains that do X, Y, or Z. Not necessarily true. Have to be very careful about that. So in many cases, we have studies on adults, but not on school age children. So we do have a lot of studies, for example, on mathematical reasoning. Tons of things, but 85% of them are done on adults, not on kids. So can we really generalize that information and apply them to kids that leads to myths as well? And then we have finally this group of studies which are true in the lab context, but is it really true in real life, in real classrooms, right? Can we say things about the information based on those studies that happen in the labs? So what are some criteria for identifying myths? You can have confidence in studies that are more recent. Look for studies that have been replicated. It's not just a one-off that they found this thing once. For example, the Mozart effect. The guy finds it, the Mozart effect seemed to work, and then he tries to replicate it, and it doesn't work. So he retracts, but by the time he's already published the first study, there's a billion-dollar industry going out there. So studies that have been replicated are worthy of your attention. Studies that look at school age populations or that appreciate the complexities of learning. It's not just a simple lab experiment. They measure real skills that are done within academic settings, classrooms, not just lab design. Okay? So here's the quiz. Tell me whether or not you think that this is well-established, probably so, intelligence speculation, or a neuro myth. True or false? True meaning? There's no such thing as a truth in science, by the way. There's just more evidence or less evidence. So is this well-established or is this something that's a neuro myth? Teaching to a person's learning style improves learning outcomes. Totally mythical. In fact, the research on investing in teaching towards learning styles really shows that it's kind of a waste of money to do this, okay? So don't go into that. Maybe if you're referring to the word like style, like somebody's unique way of being, there's not that much harm in this. However, if you think about this, it's really an assault on our understanding of how the brain really learns. Think about all learning. All learning, think about Aristotle here. All learning passes through the senses, right? You learn about your world through all of your senses, and your brain is so efficient that it's always trying to get as much information from all of its senses as possible in order to understand and make decisions about the world around it. And so pretending that you could actually turn off one of these senses for a moment or be primarily using one sense and not another is not really the way the brain works. The brain is very efficient and tries to get as much information from all of the senses as possible. And you can sort of put this to the test when you think about if you tell somebody, oh yes, I'm a very visual learner, but then I change your context. I take you to a musical concert. You will shift. Your modality of preference will be based on the context in which you can gather the most information. So please try and stay away from these things. The main reason that these neuro myths are problematic is because they do harm. Telling somebody that they have a learning style X and then, well, you know, I teach to a different type of style, which is why we don't get along and why you're not learning my class, is really not right. And it does harm. So please stay away from that. How about this one? While established during neuro myth, each individual's brain is differently prepared to learn different tasks. Learning capacities are shaped by the context of the learning prior learning experiences, personal choice, and an individual's biology and makeup. Pre and perinatal events and environmental exposures all influence learning. Do we agree that all those things influence learning? Yes, not all brains are prepared to do all things. This means that you cannot just take any Joe and say, okay, this guy is going to be a genius at math or whatever. All of those things, prior experience, interest for the topic, genetic makeup, all of those things influence whether or not that person will be successful in that, okay? So it's a myth that brains are all equal in their ability to solve all problems. That's just a myth. While established during neuro myth, stress influences learning, but what stresses one person may not stress another in the same way. This is absolutely true. It's well established that stress does impact learning, but both negatively and positively. There is such a thing as good stress. U-stress is actually a very good thing to have. It's good to be a little bit stressed when you're in a learning situation. Well established during neuro myth, the brain changes constantly with experience. Absolutely true. It's well established that the brain changes just about every day and hopefully tonight you're going to go to bed with a different brain than you woke up with this morning because you've had new experiences, okay? The brain is plastic. Neuroplasticity exists throughout the lifespan? Absolutely well established. You have plasticity until you die, okay? So it's there, it exists all the time. So one of our main challenges that much of what we hold to be truths in our own teaching tend to be mythical. So myths are created because of overgeneralization or they're based on partial truth or sparse evidence. All of these are reasons that things could be a myth, okay? So let's look at the reasons for certain myths that are out there right now. We're going to look at 40 quick myths and we're going to look at why they are myths in the first place. People can multitask. That is a myth. This is based on new information but it's also based on unsubstantiated beliefs or misconceptions about how the brain really learns. Male and female brains learn differently. This is based on a partial truth. You know it's intelligent speculation to think this but we don't have a lot of evidence to show this. There's only five physical differences in the brain between men and women and there are almost no studies that show that any of that translates into behavioral differences. There are a handful of studies about spatial differences but again there are so few of them that it's really hard to say that that's true. So in general male and female brains do not learn that differently. They might have different neural pathways but they do not have different levels of potential. Cognitive development progresses via fixed progression of age-related stages. That means that like a one-year-old is supposed to do certain things then a two-year-old is supposed to do different types of things and a three-year-old. Is that true or not? This is a real overgeneralization of the information and it is a misinterpretation of the data. It's good and maybe helpful criteria to divide people by ages but all of us know that not everybody at the same age is ready to do the same thing. Sometimes you have people who begin to read when they're three years old and sometimes you have people who are nine years old and they begin to read. It's not that a certain age fixes in their brain says okay it's time to read at the stage. Much more important are prior experiences to the actual age of the individual. Mental capacity is hereditary and cannot be changed by the environment or experience. Totally a myth right? We know now that you are born with a set of genes and they can be potentiated based on your environment. So based on this balance of what you inherit and what you do with it what your environment does is important. We have a real problem though with correlation and causation here because somebody who might be born into a certain social economic situation for example and that fellow doesn't even graduate from high school and then he has a kid who also doesn't graduate from high school so we think that while that kid is inheriting that father's genes maybe he's just inheriting his circumstances. He went to bad schools nobody motivated him to go to college or whatever. It's not that his genes caused him to have that level of intelligence. It's actually the opportunities that were more influential there. So this is definitely a myth. Intelligence is fixed at birth and not fluid totally unsubstantiated. We know none of us would be in education if we actually believe this right? Intelligence is fluid. It changes throughout the lifespan. Most people use about 10% of their brains. Not true as we mentioned before based on old technology we used to think that. We used to say get in the brain scanner okay name all the animals you can think of that start with the letter D okay and then we take this kind of a neuroimaging and we'd say look he's using 10% of his brain to do that when it might have been a hundred percent of what was necessary to say the word dog right? So now that we can see throughout the whole process it's not just in singular take but it's over time we can actually see how those networks work together to come up with that word dog we can see that we're using a lot more than 10% of our brain. The left and right hemispheres the brain are separate systems for learning not true. Brain parts work in isolation from each other not true it's not that you have like spatial abilities and creativity in one side and then logic and math in another just not true okay that some people are more right-brained and others are more left-brained is not true there's actually nothing that you do that only uses one of your hemispheres okay your brain will shrink if you don't drink six to eight glasses of water a day okay it's intelligence speculation because so much of the brain is made up of water you think okay that makes a lot of sense it's just not true okay our brain acts like a video camera we store and make a memory of everything we see just not true we store memories that we have paid attention to so the combination of attention and memory leads to learning but if you have not paid attention to something you will not be able to store it in long-term memory. Drugs make holes in your brain if this was used metaphorically it's okay to give pet talks to kids about this but there are some commercial ventures that literally sell people the idea that drugs are making holes in their brain and they actually show you know doctored up pictures of holes in brains not true not true if you had a hole in your brain you'd be dead individuals learn better when they receive information in the preferred learning styles as we mentioned before not true used a lot to promote and sell products but it's just not true the theory of multiple intelligences is validated by neuroscientific research no it's not good old Howard Gardner even accepts this is a psychological theory applied to education but it's not validated by neuroscience okay drill and kill promotes learning repeating repeating repeating it's important to repeat is to reinforce connections in the brain so that you can retrieve information quickly but drilling all the time does not mean that does not lead to more meaningful learning it can lead to a type of mindless repetition of information a mindless memorization of certain things but it doesn't mean you know it a square plus b squared equals c squared okay you can say that over and over again you can memorize it but it and you can drill it until you remember the formula but it doesn't mean you understand it doesn't mean you learned anything high stakes testing are an accurate measure of what a student knows unfortunately we've put a lot of money a lot of stock into wanting to measure how people grow and learn and unfortunately they are not always the best measure of what people really know humans are born with a blank slate and they will learn if knowledge is simply provided you know sort of this empty vessel and we just fill it up with knowledge not true in fact nobody's born a blank slate you've already had experiences in the womb so you're born knowing things already right and also just exposing somebody information does not mean that they will learn it so just pure exposure doesn't mean that you'll learn it either right everything important about the brain is determined by the age of three not true it's good that you have low levels of stress and good nutrition in the early years but barring high stress and malnutrition people will learn throughout the lifespan the earlier the better in most cases for example in interventions if you want to change things that's great but it doesn't mean that you are doomed if you didn't go to early child stimulation classes from zero to three it doesn't mean you're doomed forever okay violent video games have no effect on behavior they actually do have effect on behavior using the internet makes you smarter or dumber the internet is a tool it's like you know a pencil you know this doesn't make you smarter or dumber it's how you use the tool that makes you smarter or dumber extra stimulation is needed to improve the brains of preschools children no normal stimulation talk to the kid age-appropriate vocabulary that's what we're looking for in kids you do not need to take them to those extra classes and memorize flashcards for them to be success later on in life learning is independent of the learner's history absolutely untrue all new learning passes through the filter of prior experience so we know that the learner's history plays a huge role in what you can potentially learn in the future learning problems associated with developmental differences and brain function cannot be remedied with education yes they can many of them can you're not doomed to the brain that you were born with we know that interventions can make a huge difference in learning achievements individuals are not responsible for behavior associated with developmental differences in the brain this means that oops sorry my 18 year old had a car crash it's not his fault his brain hasn't developed yet that's not on why is it then that most 18 year olds don't have car crashes right and certain ones do so you can't blame your brain and get out of it that's just not ethically correct teens are irresponsible and act out because the prefrontal cortex doesn't develop until the mid 20s the only longitudinal study that exists on teenage brains is done by Jay Geed in California wonderful set of studies but every couple of years there's this revelation wow the teenage brain is still rearranging itself into the late teens and then wow human brain is still developing into the early 20s and then wow the 25 year old brain still isn't settled what we know is that the more you know the more you can know and there's always a rearrangement the longer you study we stopped doing these long-term trajectories of brains because basically there is a decline but it tends to parallel when people leave formal education so long as you keep thinking and studying you're always still you know rearranging your brain when you sleep your brain shuts down nothing could be further than the truth that's the time of memory consolidation and also re-energizing to be able to focus and to pay attention the brain is plastic for certain kinds of information only during critical periods for example you can only learn to speak a foreign language before you are 17 or 7 or whatever not true my 7 year old grandma learned Spanish okay you can learn all the way until you die there's no critical period for anything that you learn in an academic context there might be a critical period for gross mortar skills and for your first language but there's no critical period for any academic subject memory is like an objective recording of a situation and reality exists as an abstract form for all to perceive not true this is not a tape recording we can experience the same things and we can perceive them very differently neurons are never replaced you can't grow new brain cells not true neurogenesis shows and this is in the late 1990s we're able to see this in human brains as well that there is a certain limited amount of neurogenesis that does occur in the brain brain damage is always permanent not true maybe you've lost that one network in the brain or that one area of the brain but your brain can rewire itself to recuperate skill sets in different areas of the brain neurogenesis the birth of new brain cells optimizes learning not true and not even predictable you can't project when you're going to have neurogenesis meaning you cannot optimize learning by sort of timing moments of learning with neurogenesis neuroplasticity is due to good pedagogy no good pedagogy can complement neuroplasticity and lead to learning but it's not only due to good pedagogy the brain has unlimited capacity for memory unfortunately the brain is a physical entity so it is it has a physical limit to it though we don't know exactly what that is memorization is unnecessary for learning and unwanted in modern education memory is needed for learning what we don't want is people memorizing for example the times table or grammatical rules without context then it's not transferable you can't use it in a new context so memorization is vital for learning what we don't want though are just memoristic activities the brain remembers everything it has ever experienced forgetting is due to bad encoding while forgetting might be in some cases due to bad encoding forgetting can also be due to multiple other factors there are multiple reasons people forget and multiple ways that people can remember and so it's not as easy as just what is memory there are multiple subsets of memory that teachers need to be aware of as well learning can be isolated from the social and emotional context myth all learning is emotionally engaging so every decision is based on an emotional context as well reasoning and decision making can be divorced from emotion and feeling and in doing so this improves the quality of thought not true the emotion will still be experienced the way you feel that emotion is something that you can manipulate but you cannot change the emotion which is based on chemical releases and from the brain to the body those things will not change languages are located in the left hemisphere of the brain absolutely wrong in fact there's a huge network should have to do with human interpretation intonation that are far more right hemisphere dependent so this is just not true it's not that there's a left and right division of responsibilities for domain areas like language children must acquire their native language first before learning a second language absolutely not true and I have living proof in my three children who are brought up with four languages you can learn multiple languages at the same time children are sponges and learn foreign languages effortlessly believe it or not it takes a whole lot of effort to learn language we just think relatively speaking it seems like less effort than we put into learning languages so but it is not an effortless task it does take a lot of energy out of those kids okay so this is a look at a couple of the myths there are more than 70 of them still out there so you should be asking yourself now what can you do to eliminate them in your context can you please write down really quickly what is something I can do to get rid of the neuro myths in my school please give us some ideas just write that down really quickly okay so we have to accept that some of the biggest challenges that we have the main barrier to great teaching is actually our own unexamined or unconscious attitudes we think that boys could do something better than girls or that a certain race does something better than another race or a certain person from a certain neighborhood will not achieve as highly as somebody from another neighborhood those are things that we have to think about for ourselves we have attitudes about how students and their families and their makeup influences their ability to learn we have certain perceptions about how learning processes occur do you know enough about how the brain learns to be able to get rid of your own biases about how people learn we also have you know perceptions and attitudes about intelligence how does it occur how does it grow who has it who doesn't have it where does it come from unless we examine those things they can morph into myths in our own minds attitudes about how humans learn best and many people think well I know that I learn best if I do x y and z therefore everybody must learn that same way that's not true different people need different things to learn the same content based on their own personal past experiences so teachers we need to be more critical of the literature that we read and we need to embrace this complexity of the human brain and third and most importantly we have to really look at our own beliefs about how people learn and what could possibly be myths that creep into our own teaching practices this means end of the day it's up to us to up our game we have to now accept the brain is the most complex organ in the universe and that is our professional organ we have to understand the brain a bit more and other people have to appreciate us a bit more if a doctor or a lawyer or a dentist had 40 people in his office at one time and all of them had different needs and some who didn't want to be there at all and who were causing trouble and if that doctor or the lawyer the dentist without assistance had to treat them all with professional excellence for nine months then he might have some conception of what it is to be a classroom teacher so think about that pat yourself on the back being teachers is really, really one of the toughest professions that we have in society but it isn't coming to us to now learn a bit more about our profession including about the brain so what have we tried to do today we looked at the definition of some key terms and what is mind brain education what is a neuro myth and also what are educational competencies and attached to that we looked at competencies as being knowledge skills and attitudes and we talked about how attitudinal things things that are really the long term understandings that we have about the world can be related very closely to neuro mythical understandings about how the brain learns what is intelligence for example then we discussed some of the neuro myths that are still prominent what and why we need to stamp those out in order to improve our own practice so the final task for you today I'd like you to think about three things that you didn't know before this talk today write those down two things you found so interesting you're going to continue to research them or you're going to talk to others about them and at least one thing that you are going to change in your personal or professional practice based on the information you learned today okay thank you very much for the opportunity if you'd like to look at other resources related to bilingualism and multilingualism please have a look at either of my web pages and if you have any questions please don't hesitate to write thanks a lot


It's a nice phrase, victim mentality, but what is it that lies behind that? That is also a human being undergoing something. So when you move into that state of compassion, it diffuses everything, it quiets everything down, it brings a sense of balance and a sense of equanimity and a sense of clarity and a sense of peace into that whole moment and then things quiet down. You can try it out and see. It is actually like that, it works like that.


Hey, this is Brett, and this 2015 Chevy Silverado 2500 Double Cab Short Box is stock number 12818ZA. I'm here at Summit Automotive in Fond du Lac, Wisconsin, near new and used heavy-duty truck headquarters. This 2015 Chevy Silverado has the 6.0-liter V8 gas engine. It has been fully-safetyed and inspected by Summit Service Shop. It has a fresh oil and filter change. All the fluids have been checked and topped off, and this truck is 100% ready to go. I'm going to go all the way around in this video, inside, underneath, started up, and take a look under the hood. Summit White is the color, and I shoot all of my videos in 4K, so if you have HD capabilities on your computer, tablet, smartphone, or television, I highly recommend turning them on right now because it is your best way to check out the quality, condition, options, and cleanliness of the vehicle before seeing it in person. And if you like the video and how I do things here at Summit Automotive, consider clicking the subscribe button to my YouTube channel in the lower right-hand part of the screen, and then click the bell notifications. You'll get updates every time I do videos of the new and used inventory here at Summit Automotive. This one comes with the 20-inch painted ampoule aluminum fuel rims. They are in excellent shape, and it has Goodyear Wrangler Duratrack tires. These are 35x12.5mm R20LTs, and they have a lot of tread left. I'd say probably 70-80% of the tread left on those tires. This one does come with a rough country suspension lift kit, and you can see just how nice and clean that frame is. Keep in mind, this is a 2015, so that frame is 7 years old, and it is in that nice of condition in excellent shape. Front fender, no dents or dings on there. You do get the projector lamp headlamps. Front bumper is in fantastic condition as well. I didn't see any dents or dings on there. Comes with the chrome-trimmed grille. That's in really nice shape. And look at that rough country lift there. The hood is in excellent shape as well. I didn't see any major dents or dings on there. Coming around the passenger side, front fender is in nice shape too. And the passenger side rim is in excellent condition. Now as you go down this side of this 2015 Chevy Silverado 2500 double cab work truck, take note of how clean that body is, how reflective and mirror-like that paint is. And I take these HD videos so if you are far away, or even if you're close by, and you just cannot make the trip down, but you're still interested in purchasing the vehicle, you can see the truck, hear the truck, and have confidence in the vehicle that you're looking at before you even get here. So when you do get here, there's absolutely no surprises, and you can make a smart and informed buying decision from wherever you're at. And if this video helps you make that decision, let your salesman know that you saw the video, that it was helpful, and that Brett sent you. Back rim is in excellent condition as well. And the back tires have just as much tread as the front tires. Frame and underbody is in excellent condition. It's like that all the way underneath. Just a little bit of surface rust on the frame, but nothing too bad. Lower rockers and quarter pounds all look really good as well. And coming around to the passenger side box here, it looks really good. It has some nice fender flares on there. It does have a Flowmaster exhaust tip. I'm not sure if it actually has the Flowmaster exhaust, maybe just a tip, but we'll start it up and check that out. It has the rear bumper steps. The rear bumper is in great condition. You do get a full towing package, which includes the receiver hitch and four pin wiring right there. Tailgate is in excellent shape as well. Didn't see any major dents or dings on there, and it comes with a Lund soft button down tonneau cover. You don't see button down tonneau cover is too much anymore. It has a shock down assist, very nice spray and bed liner, and the bed is in fantastic condition. That bed liner does go onto the tailgate, which is a really nice feature. And it has the easy lift assist tailgate, so it's really easy to close that tailgate too. Coming down the driver side, just as clean as that passenger side. No major dents or dings on the box. And for full disclosure, this back rim is in excellent condition as well. No major scuffs or scrapes on there. And down the rest of this side of the truck, doors and cab all look really good. This one does have power mirrors inside.  There are no rips, there are no tears on those seats. They are in very nice condition. You get weather tech floor mats in the front here.  We'll hop inside, check out the miles, the radio and everything that this truck has to offer on the interior. Check out the miles radio and everything that this truck has to offer here. You can see that this one only has 29,996 miles. It has a digital speedometer, compass display, instrument cluster is extremely clean on this truck. Smells very clean inside of here as well. Comes with the leather-wrapped steering wheel, Bluetooth and information center controls on the right, cruise controls on the left. Comes with the six-speed automatic transmission with the optional tap shift. This one has AM FM radio on here, also Serious XM radio capabilities. You do get a CD player and climate controls down here. Here's your heated mirror button, stability control, and that's for your cargo lamps. And down here you get a 12-volt power point. Passenger side floor mat and seat are in excellent condition. I didn't see any rips or tears on there. And the headliner is in very nice clean condition as well. Now this is about as clean as this truck came in when we first got it. It was a trade-in and one of the cleanest trade-ins that I've seen in quite some time. Map lights up there, on-star and SOS buttons. We'll take a quick look at the back seats and then we'll start it up and take a look under the hood. But yeah, pretty much how you see the truck is how it came in. I mean we gave it a bath and ran it through our shop but really didn't take too much on the detail side. You do get latch-child safety system, fixed glass rear window, no rips or tears on the back seats, and side curtain airbags on this truck. Which is important because that's an option. All weather floor mats back here, those are the factory ones. And the bottoms of the doors all look pretty good. I didn't see any corrosion or anything like that on them. Let's start it up and take a look under the hood. No check engine lights or anything like that. And yeah, it does have that Flowmaster exhaust, sounds pretty good. I would personally like to thank you for checking out the video today and hopefully from this HD video you will have been able to verify the quality and condition and options and cleanliness of this truck all the way around inside and out. Under the hood we have the 6.0L V8 gas engine. The engine bay is very clean, runs very smooth. Once again this truck has been fully safety and inspected by our service shop. It has a fresh oil and filter change. All the fluids have been checked and topped off and this truck is 100% ready to go. See it does have a K&N cold air intake which helps that exhaust out. And I would highly recommend this 2015 Chevy Silverado 2500 Double Cab Short Box from a quality and condition standpoint. And to see more pictures of this truck or one of other 450 new and used cars, trucks, SUVs, minivans, Wranglers, half tons, three quarter tons, one tons, you name it, we have it. Go to that website right there at www.SummitAuto.com Full pictures and descriptions of every single vehicle from two locations all at SummitAuto.com If you'd like to check out more HD videos you can go to www.youtube.com. Remember to like, subscribe and share on this video and all the videos that you see there. Click the bell notifications and you will get updates every time I do videos of our new news inventory here at SummitAuto. In fact in a second you will see a link to subscribe to our YouTube channel the upper left, the link to more Chevy 2500 truck videos like this one the upper right, a link to this vehicle on our website in the lower left and a link to one of our latest YouTube videos in the lower right. Click those, check us out and I'm super excited. We are super excited here at SummitAuto to help you with this Ultra Clean 2015 Chevy 2500 Double Cab Short Box Work Truck in Summit Light. Thanks again for checking out the video and remember to like, subscribe and share.


This is stock number HC748. We are here at Summit Automotive in Fond du Lac, Wisconsin. You're new and used Chrysler Minivan headquarters today. We are checking out this super clean 2018 Chrysler Pacifica limited. This vehicle has a 3.6 liter v6 pentastar motor From this HD video you will be able to tell that this Chrysler Pacifica is in excellent shape all the way around Inside and out ocean blue metallic is the color probably one of the best-looking colors on the Chrysler Pacifica We shoot all over videos in 1080p 60 frames per second. So if you have Capabilities for HD on your computer tablet or smartphone device turn them on right now because it is like you're right here looking at the Vehicle with me and definitely your best way to check out the vehicle without actually being here This one comes with the 18-inch painted s appearance group alloy rims 235 60 r 18 bridge stone taranza tires with just about all the tread left on those tires Lots of tread left very low miles on this vehicle no denser dings on that front fender You can see it as the LED running lights the projector lamp headlamps and the LED fog lamps Front bumper is absolutely perfect. No dense dings or cracks on that And as we come around to the passenger side fender very clean as well passenger side rim no scuffs or scrapes on that very nice condition and Once again the passenger side fender very nice condition No denser dings and as you go down this side of the vehicle other than a couple little water spots there Which do wipe off? Very clean no dense no dings No scuffs no scrapes we shoot all of our videos in 1080p so that you can see just how clean it is down the side So you can make a smart buying decision from the comfort of your own home. It has the integrated roof rack has the kind of try-pane Roof so you get the third row sunroof as well as the large Sunroof up there And once again no denser dings down this side this back rim no scuffs or scrapes on that four-wheel disc brakes on these Pacifica's and the back tires have just as much tread as the front tires As we come around to the back of the vehicle you'll notice that this one does have a towing package That is from the factory has a four pin and seven pin wiring as well as a receiver hitch The rear gate is an excellent condition the appearance groups gives you the blacked out limited badging the blacked out Pacifica Badging and the s badge as well as the granite crystal. I suppose those are all granite crystal Emblems right there not blacked out as we take a look at the back storage area very clean back here No rips or tears in the carpeting has the power fold down Seats so you can put them in the stow mode and they'll actually go down all by themselves The other thing it does have the stow and vac system so the seats Just keep on going now Nice and flat has the quad seating with those go down flat as well and then to put them back up All you do is you press this button But yeah, the stow and vac system gives you the Vacuum cleaner in the vehicle has the tire inflator kit back here as well And to close this gate just press this button. It'll beep at you three times and then I'll come on down LED tail lamps as they go down this side of the vehicle just as clean as that passenger side No denser dings down this side Has the capless fuel fill which is a really nice feature and for full disclosure this back rim No scuffs or scrapes on that No denser dings on these doors.  There are no tears on the seats The s package gives you the stitched s appearance group logo in the back gray tubing has Power driver seat factory floor mats throughout auto headlamps power windows power locks. These mirrors also power fold in like so and They also power fold out We have memory driver seat and Harman Kardon sound system as We hop inside the vehicle here You'll understand why this vehicle is so clean. It only has 1026 miles you get these 7 inch TFT display right there and the instrument cluster is very nice and clean comes with the heated leather wrapped steering wheel Cruise controls on the right Bluetooth and information center controls on the left You notice that you have the black dash and door trim throughout or the I'm sorry the black dash and steering wheel trim throughout has the 9 speed automatic transmission dual climate control you get the 8.4 touchscreen radio AM FM and Sirius XM satellite radio capabilities as well as the factory navigation system This is also where your backup camera shows up And you do get an Augs and USB jack right down there Electronic parking brake once again dual climate control start stop backup sensors and stability control Passenger seat and floor mat are very clean as well. No rips or tears It does have that power vista roof which will Move the sunshade here and it can actually open up all the way Really airs it out. You also have that third row. The shade is down right now, but uh That can be opened up And we'll take a quick look at the back seats And then check out under the hood power side doors Work real nice those seats do go into the floor Nice and flat with the stow and go system You get the quad seating back here both of these seats are heated and leather latch child safety system You get these side window shades. There's your rear air controls up there We have factory and to get to the third row you can just press this little handle right here Third row seats are very clean as well. No rips or tears on them. This vehicle has never been smoked in and Is like new all There's a stowing back system right there as well Put that seat back just like so and you can press the button Take a quick look under the hood Personally like thank you for checking out the video today. Hopefully from this HD video You have been able to confirm that this vehicle is as clean as you'd think it would be Under the hood we have the award-winning 3.6 liter Pentastar v6 motor engine base very clean runs very smooth This vehicle has been fully safety and inspected by our service shop and is 100% ready to go To see more pictures of this Chrysler Pacifica or one of our other 450 new and used cars trucks SCVs minivans Wranglers you name what we got it go to our website www.summitauto.com full pictures and descriptions of every single vehicle on our lot videos of every single used vehicle that we have All at summit auto.com. Thank you so much for checking out the video If you want to make this one yours give us a call right now<PHONE_NUMBER>-0 Ask for one of our sales associates to make this Chrysler Pacifica yours today. Once again that number is<PHONE_NUMBER>-0 If you'd like to check out more HD videos you can go to youtube.com slash summit auto Remember to like subscribe and share on this video and all the videos that you see there In fact in a second you will see a link to subscribe to our YouTube channel on your left He linked more used inventory videos like this one on your right if you have not been to our website on the bottom Link to this vehicle on our website click those check us out and we really look forward to helping with this super clean 2018 Chrysler Pacifica limited. Thanks again


The great search bar at your body did you get an eight fruit lady? It uses her powers of engineering to find the things that you're looking for every single week Okay, all right this week. We have a special request. I don't think you got the grab your window computer, and I have the graphic up here Yeah Let's see here Yeah, you want over yeah, we'll pop really fast. Yeah, we saw this on YouTube so okay, so we had a YouTube comment from Cypher will co hi there. I would like to suggest request a great search segment. Please do a booster DC DC switching Regulator one with low quiescent current that is great for battery powered IOT device. I'm obsessed with battery Sorry with low power devices. Okay Yes, that's a good idea. It's actually quite hard to search I you know what's funny is it's the thing that everybody wants, but it's actually quite hard to search for and the reason it's hard to search for is There's Unlike linear regulators where the the pass-through current is Sorry linear regulators have you know, there's two components of the current you're drawing and the quiescent current and The the quiescent current does increase with more pass-through current, but not you know at low currents It's very steady It's like you know that if you're drawing a milliamp or less the quiescent current is going to be you know Five micro amps ten micro amps whatever and then you just add to that whatever the current going through it is because it's a linear Regulator the current is the current out. It's it's almost it completely identical other than quiescent Whereas for boost converters for DC DC converters Particularly boost converters, of course more current goes in then goes out because the you know There's more voltage on the output than the input and so by definition if you're drawing one milliamp You know if you're in your microcontroller system your IOT thing is is drawing say, you know one million of current It could be drawing if it could be so inefficient that it's drawing ten milliamps from the source battery and so Well, what normally we would call quiescent current is something you're looking for You're actually also looking for the efficiency at low currents and well I'll give you you know, there are again dozens and dozens of DC regulators and I'm not it's actually quite hard to find the exact You know, it's like you don't have you didn't have any specifications for the input voltage or output voltage or current requirements or whatever So I'm not gonna find the specific chip, but I'll give you Some hints and how to use the search to find Something close to what you want. So that's kind of the best I can do given the broad Specification required So First up, you know if you go to Digi-key, so let's go to my computer and You search for you know DC DC Control converters note that there's DC DC converters and DC DC controllers controllers usually you acquire having external Transistors I could the control transistors are so good for high current or we're high voltage or like other very weird setups 99% of the time these days people don't use controllers these converters where they regulate everything's kind of built in usually Utah's inductor maybe a diode a couple capacitors and you're and you're done so just note that there's there's two versions converters and controllers here and We're gonna go with the converter. There's ten times as many so That's another thing. There's over a quarter million different Converter so that's going to be a beast to find something but you know a couple things that I'm gonna quickly do to just pair this down is I'm gonna look for in stock only and Which is gonna basically take away 90% because a lot of chips are in stock And exclude marketplace. We're only looking at stuff. That's in stock at digi-key I'm also going to look for ones that only have a single output Voltage and they're active. So, you know, you'll be able to get them I'm assuming you know, it's just for somebody manufacturing.  Whoops I didn't mean to do that. Sorry. Oh, yeah, I sorry. I picked power supplies board mount. That's not what I wanted See made a mistake DC DC Converter I wanted the sorry I wanted the voltage regulators DC I tell you show how you can get down a path, but then how you can back out of it Yeah, sorry The DC DC converters is actually like plug-in outlet things cuz I was like why is this all like very physically large? I wanted the the chips themselves if I looked at the images. I wouldn't notice, but let's look at the The chips. Okay, so I'm looking at Voltage regulators DC DC switching regulators. This makes more sense. So I still want in stock And I'm going to exclude marketplace Okay, and I want active parts and I want ones with a Single output. I'm gonna make it simple One output. I'm going to look at only You know, there's ratio metric Step up whatever whatever whatever. I just want basics, you know, there's ones that can be step up step down I'm just gonna do step up only and not ratio metric Just every day So let's do that. Hmm. Um, I also want to have Adjustable fixed figure why it doesn't really matter I don't want Charge pump. I kind of want boost, but there's a lot of options. I think I'll leave this for now and I want it to be Positive only positive output Okay, so there one thing that you'll notice of all these searches that oh, and I think I Do want to be synchronous synchronous means you don't need a diet on the output usually makes a little bit more efficient So you'll note that because I required it to be in stock There's not a lot of options a lot of DC regulators are out But one thing you'll notice is that there you can select input means and output means and current outputs and switching and synchronous And whatever in packages one thing you can't search for is quiescent current another thing you can't search for is the boost converter mode so for low For when you're dealing with low currents, there's two modes. There's PFM and PWM and there's probably others I'm not thinking of but those are the kind of two popular ones And did you key even has a article? It's like, oh, I should I should you know if you want to look in more detail They have an article using PFM to improve switching DC-DC regulator efficiency at Low loads We've also covered whenever we covered boost converters, you know, they're often a pin that allows you to change which mode If you look here and here on the left, this is PWM mode, which is efficient at high Current, you know 100 milliamps 10 to a thousand milliamps. You'll get fairly good efficiency 1995 However, when you get to low efficiencies It plummets to 20% 30% efficient Which like totally sucks because if you're gonna spend a lot of your time at that low current and you want to be asleep for a Very long time you want good efficiency at low current. So the trade-off is PFM mode Which is on the right Which PFM stands for? Let's see pulse frequency modulation Which is actually a little bit like PDM it changes Changes the frequency to to adapt to the load You get much much better efficiency at low current. So you'll want to find something with PFM mode, but of course like you saw That's not a searchable thing on DigiGee and that's okay. I mean like with regulators. There are so many Specific weirdnesses that you're you're not gonna be this is why it's hard to search for them doesn't where I would actually say to go to something like TI and You know because I make boost regulators a lot coming to make boost regulars and use their search Defined parts and then go to DigiGee to see if they have them in stock. So For example, if you look for the step-up boost regulator section on ti.com You'll see they're like you want a controller. You want a converter and I want a converter and Here you can actually search You know, let's say I want from about 2.5 volts to maybe You know four volts max and I want five volts out and then maybe Quarter of an amp 250 milliamps, you know, so it's a Wi-Fi or Laura or something and then I Want to search by quiescent current Which they do have here the typical quiescent current You can find some good options So the only problem is these you know, I'll search for this one, which I don't Let me give you a key thing if you search for this part I didn't search for this particular one, but I'm like 99% sure. Oh, no, actually this one isn't stop This one isn't stock, but the the one I was searching for this one the 61 322 went into great circuit chips It's pretty much has like almost that it doesn't really have any in stock This is a different chip I think but for the regulator There's like 900 in stock of this one and the other versions that they don't so, you know that this is the challenge is like the You're not going to be able to When you go to the company site like your ti or maxim or or analog You'll get all the part options But then when you actually search for the part on to Q They may not be in stock and ti is never going to tell you like you can't search by what is actually available You can only like search by prices and stuff One of the one of the chips that did Make it in this list is the TPS 61023 which we actually have a breakout for and this one is a fairly high current output Another thing that You might want to look for is they have they do have like other things you can search for on ti so like light load efficiency is one thing so if you go to If this would be under features You can set things that you want like if you're like, oh, I really want bypass mode or light light load efficiency You can see these parts and then you know you can search for like this is you know at six micro amp quiescent Current part That's the part I was searching for before Yeah, so you can see you know what sorry you can see the sorry the quiescent current here and switching frequency max and min because again usually there's multiple Frequencies you can switch at and also put into pfm mode and then You can go back to digi key to actually buy it and see if it's in stock The other thing that I did is if you do want to Not go through every factory and search for like the different parts within like the ti or max and brands Is I did do a search where I Just sorted by price and then I looked like what was in stock and what was available and I did notice that there were a lot of These this part which I actually kind of liked was named low low power boost converter And it was available in a fairly easy to solder package and there's a lot of them in stock Which was pretty surprising and there's even a Featured product List of this I don't know if I covered this on an MPI, but the reason I thought this was interesting is it has a Input to output bypass feature so basically you can turn off the DC converter and have the input Current input voltage go to the output. So you don't have that yet I don't have that boost converter in efficiency. You basically turn it into a linear regulator if you have a chip that You know, and this is something we did cover this and I am PI there There's this idea of like okay if you have something with a radio because you're using IOT But your radio you can turn off your radio and run the whole system at a lower voltage like two volts and then Turn on the boost converter to put it to high voltage mode So then you can use the radio at a higher voltage and get more current output That's a good trick to get the low power Savings of having a lower voltage lower quiescent current because it's in a pass-through linear mode And then when you ready to actually use Wi-Fi or lower Bluetooth You kick this up to five volts or three volts or whatever you need to get that extra voltage lift Turn on your radio do your transmission at a high voltage high power output And then when you're done again go back into a low power mode. So I thought that this was kind of neat this also has a Sticks a little small but Has a automatic PFM PWM operation so that's another good sign if you want to use Something with low quiescent current and also has 4.5 Microamps typical quiescent. So even though this wasn't you know, I was kind of looking around and seeing what chips were available I was thinking if you're a you know a beginner especially And it's available in an MSOP package, which it looks like it is This would be easier to solder than a lot of the BGA packages and it looks like it's designed for IOT So this might be a good chip to check out especially since they had a lot of these in stock you can pick up the mcp 16 418 and family There's there's a bunch of these. There's one fixed and adjustable and I think you know various voltages So yeah, check these out. I think these are these are pretty cool These could be a good a good option for a you know, fairly inexpensive. It's about a dollar a piece IOT ready low quiescent current auto PFM P, but PWMO DC DC converter So I'll try them out if they work out for you. Let me know All right, that's great. Sure. Yay