. >> next question, karen jones right here in the second row. >> piggy backing on that thought, how are and you say there's a gap in that teaching, like training the trainers, but eng that would be a critical piece if they are taught along, this is how children learn, what's your thought on that? >> we've had some measure of success at teacher training institutes, so redundant and stuffy at the moment so it happens with very difficult, bureaucracy to get through the states, teacher training is tough. we try to help the teaching training inagain institutions that do that. there's stir education, they do a lot of work, and we have specifically introduced the design thinking model. i just believe every teacher can go through that, that would be really remarkable change. we did it with some measure with the government in my state. last year, we trained 2500 teachers and two sat lies, trained like 50,000 teachers, but this year, we want to do it as a more continuous process more than the one off. they don't have much effect. we really want to do it consistent. >> karen, did you have a questi

. >> karen jones the second row. >> how are you working with the universities that are teaching our teachers get that kind of passion? a gap inhere is teaching like training the trainers but i think that would be a critical piece if they are taught all along how children learn. what is your thought on that? success withd some some of the teacher training. it is so redundant and stuffy at the moment. that's a very difficult thisucracy to get through below we try to do is partner with this. group thatlovely does a lot of the work and specifically introduced the design thinking model. i believe if every teacher can go through that it leads to a remarkable change. we have done it with some in my state. 2500 through the process and with the satellite, we have trained more than 50,000. we want to do it as a more because theyoject don't really have much of an effect. we want to do more consistent planning for that. >> the third row. >> do you start with very young children? process an unlearning with children that are beyond a certain age? >> we start with pre-k and they can come in at two and a ha

karen christiansen: yeah, on my right side, the leg and the arm were a little off, but it wasn't-- it wa't that bad. ken jones: and the more i talked to people who have known stroke victims, the more i realized what a wonderful thing that... that karen got the treatment that she did. despite all they've been through, ken and karen have found that humor is a great help in recovery. karen was calling formula "fodor" or "fodder." you know, she couldn't think of the word for baby formula. some funny things come out, and that's helpful for everybody to sort of take away some stress. some funny things come out, and i can't get the words out.dy i an, i know the word that i want, but it won' come out of my mou. i mean, she really has to work at it. it's like learning a foreign language. the main thing that i have to do is not... try to remember not to finish her sentences, but to let... to let her, you know, struggle through that. "struggle" and "perseverance." both words characterize the path to recovery for a victim of stroke. so do the words "resourceful" and "adaptable," in referring to the brain itself. we've le