Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011

1. “NO TEACHER LEFT BEHIND!”
Ronald A. Berk, PhD
The Johns Hopkins University
Phone: (410) 940-7118
E-mail: rberk@son.jhmi.edu
Web: www.ronberk.com
Web: www.coventrypress.com
Blog: ronberk.blogspot.com
LinkedIn: www.linkedin.com/in/ronberk
CAUTIONS:
If a rash, swelling, bloating, hemorrhaging, or gangrene develops, you
might want to stop reading this.
This handout contains extremely boring material that some of
you may find interesting. What is wrong with you?
DO NOT drink alcoholic beverages or ingest hallucinogens before
reading this paper. They may create a false sense of value in the content.
Keep away from ferrets, weasels, alligators, and monsters.
BEST when read before 
Invited presentation at the 63rd annual meeting of the American
Association of Colleges for Teacher Education, San Diego, CA.
February 24, 2011
COPYRIGHT© 2011 Ronald A. Berk, LLC, & Stylus Publishing

2. PUBLICATIONS UPON WHICH THIS SESSION IS BASED
BOOKS
Berk, R. A. (2009). Top secret tips for successful humor in the workplace (Available at
www.coventrypress.com as PB and E-book)
Berk, R. A. (2003). Professors are from Mars®, Students are from Snickers® (Available
at www.ronberk.com as PB)
Berk, R. A. (2002). Humor as an instructional defibrillator (Available at
www.ronberk.com as PB)
ARTICLES (Under PUBLICATIONS on www.ronberk.com):
Berk, R. A. (2010a). How do you leverage the latest technologies, including Web 2.0
tools, in your classroom? International Journal of Technology in Teaching and
Learning, 6(1), 1–13.
Berk, R. A. (2010b). Net generation profile scale: This is only a test scale!
Transformative Dialogues: Teaching & Learning Journal, 3(3), 1–6.
Berk, R. A. (2009a). Derogatory and cynical humor in clinical teaching: A need for
professionalism. Medical Education, 43, 7–9.
Berk, R. A. (2009b). Multimedia teaching with video clips: TV, movies, YouTube,
and mtvU in the college classroom. International Journal on Technology in
Teaching and Learning, 5(1), 1–21.
Berk, R. A. (2009c). Teaching strategies for the net generation. Transformative
Dialogues: Teaching & Learning Journal, 3(2), 1–23.
Berk, R. A. (2009d). A tribute to teaching: Putting it on the line. College Teaching, 57(2),
126–127.
Berk, R. A. (2008a). Humor and the net generation. Thriving in Academe, 25(4), 5–8.
Berk, R. A. (2008b). Music and music technology in college teaching: Classical to
hip hop across the curriculum. International Journal of Technology in
Teaching and Learning, 4(1), 45–67.
Berk, R. A. (2007). Humor as an instructional defibrillator. Journal of Health
Administration Education, 24(2), 94–117.
Berk, R. A. (2005). Laughterpiece theatre: Humor as a systematic teaching tool.
Teaching Excellence, 17(2).
Berk, R. A. (2004). Coping with the daily stressors of an academic career: Try
Mirthium®. Academic Physician and Scientist, July/August, 1–4.
Berk, R. A., & Trieber, R. H. (2009). Whose classroom is it, anyway? Improvisation
as a teaching tool. Journal on Excellence in College Teaching, 20(3), 29–60.

3. NAMES or MONIKERS:
Millennials
Generation Y
Echo Boomers
Net Generation
WHO ARE OUR STUDENTS? Trophy Generation
First Digitals
Dot.Com Generation
Digital Aboriginals
Nexters
Digital Natives
RESEARCH ON NET GENERS: DEFINITION:
• More than 40 books
• 10 National and International Surveys Born 1982 – 2003
1. EDUCAUSE
2. College Students’ Perceptions of Libraries and IT
(7– 28 years old)
3. Greenberg Millennials Study
4. HERI American Freshman Survey
5. National Center for Educ. Statistics 2st Grade – Graduate School
6. Net Generation Survey
7. Net Generation: A Strategic Investigation
8. Nielsen NetView Audience Survey Nearly 90 Million
9. Pew Internet and Am. Life Project (1/3 of U.S. Population)
10. Tech. Preparedness among Entering Freshman
LEARNER CHARACTERISTICS:
1. Technology Savvy
2. Relies on Search Engines for Information
3. Interested in Multimedia
“NO TEACHER LEFT BEHIND!” 4. Creates Internet Content
5. Operates at “Twitch Speed”
6. Learns by Inductive Discovery
7. Learns by Trial and Error
8. Multitasks on Everything
9. Short Attention Span
10. Communicates Visually
1

4. 11. Craves Social Face-to-Face Interaction
12. Emotionally Open
13. Embraces Diversity/Multiculturalism
14. Prefers Teamwork & Collaboration
15. Strives for Lifestyle Fit
16. Feels Pressure to Succeed NET GENER PROFILE SCALE
17. Constantly Seeks Feedback
18. Thrives on Instant Gratification
19. Responds Quickly and Expects Rapid
Responses in Return
20. Prefers Typing to Handwriting
INGREDIENTS IN A
MUSIC
NET GENER’S WORLD:
MOVIES
1. Sesame Street
2. MTV/VH-1/BET/mtvU MUSIC VIDEOS
3. PCs (200,000 e-mails;
80% online games)
PC & VIDEO GAMES
4. social media (Facebook, MySpace, TV PROGRAMS
Twitter)
5. video games (10,000 hrs.)
6. iPods/iPhones/iPads
7. MP3 players
8. PDAs MEDIA OVERSTIMULATION
9. cell/smart phones (10,000 hrs.) (6.5–11 hrs. per day multitasking)
10. TV/DVD remotes (20,000 hrs.)
TECH SAVVY AVATAR in the CLASSROOM
• 97% own a computer 1. Gather INTEL on your students
• 94% own a cell phone a. the way they think
• 99% use the Internet for homework b. how they behave
• 89% use search engines like Google c. their interests
• 87% use news Websites d. their culture
• 57% are media creators 2. Understand a–d
• 49% download music 3. Leverage a–d in HOW you teach
• 92% multitask while texting or IMing 4. Establish a connection through
• 75% have a Facebook account ENGAGEMENT
5. Gain their TRUST
• 53% own an MP3 player
2

5. MATCH TEACHING STRATEGIES
TO STUDENT CHARACTERISTICS:
Student Characteristic Teaching Strategy
1. Interest in media (music, TV, 1. Incorporate media to intro
videos, movies, YouTube)
2. Image oriented
topics and in content
2. Use videos, TV, movies, FINALE
class demonstrations
3. Teamwork 3. Plan cooperative learning,
games, improvisation
4. Kinesthetic, experiential 4. Develop hands-on exercises
5. Multiple intelligences 5. Tap 4–6 intelligences
WHAT’S THE POINT?
Leverage multiple and multimedia
elements in your students’ world—
music, movies, TV programs, YouTube,
games, social media—
in order to tap their multiple intelligences
and learning styles so every student can
succeed and can have fun learning in
the process.
3

6. NET GENER PROFILE (NGP)) SCALE
DIRECTIONS: Read each statement in the context of your own daily activities. If you
do it MOST or ALL OF THE TIME, place an X in the YES box; otherwise, mark the
NO box. Add the Xs in the YES column to determine your NGP score at the bottom.
IN MY DAILY ACTIVITIES: YES NO
1. I function at high speed or close to it in everything I do.  
2. I use a PC/Mac, iPhone, MP3 player, and other hi-tech equipment.  
3. I multitask easily with various tech equipment.  
4. I use search engines like Google to find whatever I need.  
5. I respond quickly to messages (phone, texting, e-mail, etc.).  
6. I use Facebook, MySpace, Twitter, or other online social networks to  
stay connected with family and friends.
7. I prefer to learn by trial and error rather than to read a manual.  
8. I learn best by doing rather than by reading or observing.  
9. I prefer to collaborate with others on projects rather than to work alone.  
10. Working at home is more convenient than going to the library or elsewhere. 
11. I download music, videos, and software easily, sometimes for free.  
12. I contribute to my own Website, blog, or a video on YouTube.  
13. If I’m not actively doing something, I get bored or impatient.  
14. I enjoy being with people from diverse racial, ethnic, and cultural  
backgrounds.
15. I prefer visuals, graphics, and images to just reading text material.  
Score 1 point for each X in the YES column. Write your total score on this line: ________
NET GENER PROFILE (NGP) CATEGORY:
13−15 High
9−12 Moderate
0−8 Low
COPYRIGHT © 2010 Ronald A. Berk, LLC