Artificial Intelligence Podcast: ChatGPT, Claude, Midjourney and all other AI Tools

Can AI Solve Dyslexia With Russel Van Brocklen

• Jonathan Green : Artificial Intelligence Expert and Author of ChatGPT Profits • Episode 372

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Welcome to the Artificial Intelligence Podcast with Jonathan Green! In this episode, we dive into the realm of educational challenges and AI solutions with our distinguished guest, Russel van Brocklen, a renowned expert in dyslexia intervention.

Russel provides a comprehensive approach to overcoming dyslexia and similar learning challenges, emphasizing the importance of focusing on a child's strengths and interests. He discusses the role of AI as a tool to enhance writing skills by organizing thoughts into coherent ideas, yet stresses that foundational learning should precede the introduction of AI. Through innovative methods, Russel shares how targeting areas like word analysis and articulation can significantly improve reading and writing proficiency.

Notable Quotes:

  • "Focus on the child's specialty... by using writing as a measurable output, we force the brain to organize itself." - [Russel van Brocklen]
  • "It's only when dyslexics reach graduate school that they truly excel. We own the place." - [Russel van Brocklen]
  • "AI is only good enough to get you a first draft very quickly." - [Russel van Brocklen]

Russel reveals the power of starting with specific interests to engage children in learning, using technological tools strategically, and the importance of teaching from the specific to the general. He shares his experiences and the transformational impact of these methods on students, providing hope for parents and educators facing similar challenges.

Connect with Russel van Brocklen:

Russel offers personalized consultations and resources to help parents and educators develop effective strategies for addressing dyslexia and related challenges in students.

If you're keen on understanding how AI can be skillfully integrated into educational strategies and want insights from an expert in dyslexia intervention, this episode is an enlightening listen!

Connect with Jonathan Green

Can AI solve dyslexia? We're gonna find out today with our amazing special guest, Russell Van Brocklen. Welcome to the Artificial Intelligence Podcast, where we make AI simple, practical, and accessible for small business owners and leaders. Forget the complicated T talk or expensive consultants. This is where you'll learn how to implement AI strategies that are easy to understand and can make a big impact for your business. The Artificial Intelligence Podcast is brought to you by fraction, a IO, the trusted partner for AI Digital transformation. At fraction a IO, we help small and medium sized businesses boost revenue by eliminating time wasting non-revenue generating tasks that frustrate your team. With our custom AI bots, tools and automations, we make it easy to shift your team's focus to the task. That matter most. Driving growth and results, we guide you through a smooth, seamless transition to ai, ensuring you avoid policy mistakes and invest in the tools that truly deliver value. Don't get left behind. Let fraction aio help you. Stay ahead in today's AI driven world. Learn more. Get started. Fraction aio.com. Now, Russell, I'm really excited to have you here because this is an area that very much interests me because. As someone with five kids, we've dealt with some challenges with dyslexia, some challenges with dysgraphia, and even learning that those are different have come up for us and that a lot of parents now are looking for digital tools to solve all their problems like, but every kid is on a tablet, every kid is on a phone too early. And this is certainly a pressure I feel from school where they told me to give my daughter a cell phone in third grade and I said. Not gonna happen. That's way too early. But we're seeing more of these learning challenges. I love that you're passionate about dyslexia, so I kind of love to hear how you've started to build a plan to help people overcome that. And also where technology finds a role in that journey, whether it's, is it too soon or too late? When is the right place to learn the technology?'cause sometimes we, I like to talk about maps, like I grew up learning how to read maps, but now. Everyone just uses GPS. And so we're lose that foundational skill. Like my children saw me writing in cursive the other day. They're like, what is that? And I was like, it's still English. I had to learn this for two years. What do you mean you don't teach us anymore? Are you kidding me? This is a real part of my childhood suffering. So I'd love to hear your approach to really dealing with this legacy, seeing kind of some of the really innovative things you've done, and then where in the journey artificial intelligence plays a role. Okay, thanks for having me. The first thing that I want your guests to understand is when anybody is talking about dyslexia, that is not what the rich private schools use, that are, $70,000 a year, which is an Orton-Gillingham multi-sensory approach. You have to know where they're coming from. My research is based on this, it's a book called Overcoming Dyslexia by Sally Schitz and everything I'm about to tell you. Is based on this brain diagram. All right. Now I'm not gonna use unimpaired brain. I'm gonna use gen ed to refer to that. So I want you to look at this, look at the back part of the gen ed brain. Do you see all that neural activity? Okay. I do. Do you see how the, do you see how the dyslectic brain has virtually none? But the front part of the brain is about two and a half times overactive for the dyslexic brain. Yes. Okay. That deals in two areas, word analysis followed by articulation. So my research is based on let's stop working on the part of the brain where we have very little neuroactivity and focusing on the dyslectic strength, which is. Word analysis followed by articulation. What I initially did in my career is I took a bunch of Dyslectic high school kids, highly motivated, highly intelligent, excellent family support, college bound, took we gave them the GRE Analytical Writing Assessment. That's a test for going into grad school. Their writing was at the middle school level. They scored in the zero to six percentile. Within one class, peer to day for the school year, they increased their writing to the average range of entering graduate school students. They all went to college, all graduated with GPAs between 2.5 to 3.6, no accommodations cost. New York State, less than $700 a kid. But when I had to transition that to everybody. Because these kids are so motivated, they would do any amount of work you gave them. We had to step back and make a change to the model. The first thing that we found out is that we had to focus on the Dyslectic student specialty, their area of extreme interest and ability. So you mentioned that you have some Dyslectic kids. Would you mind if we used one of them as an example, changing their name for, to protect their privacy? People probably know the names of my kids. I'm pretty famous, but we actually dealt with more dysgraphia with one of my sons, so that's, I'm much more familiar with that, which was he'd flip numbers. A lot of number reversing. Right the treatment's the exact same. Okay, great. Okay perfect. We, you can, if you'd you can change his first name, but what's the name of your son? Whatever name you'd like to use. What's that? Thomas? Thomas. Okay. First thing that we found out is we have to focus on the child's specialty. What is Thomas? So how we do that is we say on a Saturday morning, you have nothing to do. You can do whatever you want. What is it? So what is Thomas's specialty? Swimming. Swimming, okay. So that's the specialty. The first thing that we're going to do is we're gonna have to focus on that area. So we need to find a printed book and an audio book that he's interested in, and you can find the audio book. The printed book is pretty much a given most of the time. So in his case, maybe we would pick a biography of Michael Phelps. Okay. Or something that he'd be extraordinarily interested in. The next thing is, and I found this working with senior professors, is even when they were in college and they were STEM majors, they would focus on maybe taking philosophy art history, even if they didn't like the subject. I was like, why? It was because the professor taught, not from the general to the specific, but from the specific to the general. So what I would do is I would ask Thomas. Okay. In your specialty in swimming, do you have ideas flying around your head at light speed, but with little to no organization? And he's going to answer yes. And then I say what we're going to do is we're going to force the brain to organize itself by using writing as a measurable output. So again, we're going to force the brain to organize itself by using writing as a measurable output. Next thing is to that when he says yes to that first con, that first question, that's A-D-D-A-D-H-D or mild dyslexia or dysgraphia. Next question is to see if it's severe. And what I'll ask is, Thomas, you wanna write about swimming fingers, keyboard, fingers, keyboard, the ideas in your head. You take your fingers, you put 'em on the keyboard. Does the idea fly outta your head, leading you with an empty brain? If he says yes, that's severe dyslexia. I just saved you about $5,000 in a neuropsych evaluation. Having that information would help, but it doesn't really tell me much more than those two questions. So essentially what you need to understand about dyslexia is we have I ideas flying around or head at light speed, but with little to no organization. With that understanding what we, as we force the brain to organize itself by using writing as a measurable output. What that does is by focusing on the specialty, focusing on how our brain works, and then word analysis followed by articulation. What happened is now we're finally working with the brain and how dyslexics wanna learn. So give you an example. Did you ever watch the movie Fast and Furious? Yes, many times. Okay. Do you remember the scene where Paul Walker's in there designing the car, that junk car, and he asked, how come you're not at MIT? And he says, I'm really good at this. I can't do all the other stuff. Sound familiar? Yep. That's what happens when you step outside of the specialty. Okay, so we find a book that meets that we focus on the specific to the general and word analysis followed by articulation. Just to give you an example of when you're working with this graphic, can you gimme some examples of what your son's running into, what problems he has? He'll just read numbers backwards. So if it's 13, he'll say 31. So then he does the addition. The final answer is dramatically wrong. So is he doing fine in English class? Is pretty much the math issues that he is running into? Yes. Okay. So again, what's happening is he's is, he's thinking incredibly fast. So what grade is your son in? Second. Second grade, okay. Is he writing basic sentences? Okay, now? Yes. Okay. So how we would go about trying to trying to fix that. I'll, I'm gonna give you an example. Can he write Thomas likes swimming? Yes. Okay. Can he write? Thomas likes swimming because it's fun. He likes being with his friends and he likes the water. No, that's too long of a sentence. He could write three sentences maybe, but not one long sentence. For sure. Not one long sentence. Alright, so how you'd go about fixing that very specific case. All right. Is you'd have him write Thomas, like swimming just, for most of your guests because your son has a he's very much more advanced than a lot of kids with the scrappy in second grade. I'm just gonna get you to how we're going to get there. So let me just give you an example. So let's say Thomas was having trouble writing Thomas, like swimming. All right? And I'm gonna show you how we generally get there. Very for your other guest, first thing, what we would do is we'd have 'em type out Hero plus sign. What are we talking about? Then we would switch out and we're always typing. We're not handwriting because when you're trying to write the letter W, instead of hitting a key, it takes so much more mental energy that even with the best kids that I worked with in high school, after we got 'em up to the 70th percentile on the GRE, when we had them type there, it dropped barely the 30th percentile. It really just fell down. So what we would have 'em do is type out hero plus sign. See how we got there? Yeah. It's interesting. I'm listening. Okay, now for, this is for the kids who have dysgraphia who can't write. Thomas like swimming. Alright, we're at Thomas Plus sign swimming. Now we ha Now I'm gonna have to ask you a very specific question. 90% of the times when I do this a special education conference, the teachers get it wrong. You have to follow what I'm saying. Exactly. Here's my question. Does Thomas like or dislike swimming? Thomas likes swimming. Okay, but that's not what I asked. I asked, does Thomas or dislike you automatically added the s. Your son can add. Yes. A lot of dysgraphia kids can't write, can't add the, yes. So they would've put like. Oh, because that's what I asked. So it's Thomas like swimming. Now how do we get them to add the s the Orton-Gillingham approach? Dr. Orton passed away in 1948. Hasn't changed a lot since then. They used seeing, touching, hearing. You would've taken over a week to figure out how to get him to add the S. It's very complicated. So a much faster way is we would have Thomas like swimming. I would ask Thomas to read that out loud. Does that sound generally correct? No. So then what he would do is I would say, fix it. Thomas likes swimming. The assumption is he speaks proper English by making it sound, by asking, does it sound generally correct? No fix it. That gets rid of those horrendous grammar mistakes. Does that make sense? Yeah. But your son is already there. So now how do we move Thomas so that he can write. The, those longer sentences. And it's really simple because what, just, so what you need to understand is he's in second grade, you wanna get this stuff solved by the end of third grade because at the end of third grade, K through three, we learn to read from fourth and beyond. It's reading to learn. So if there are still issues, if he hasn't, if he can't pass your state so what state are you in? Oh, I live in Asia, so we're in a, okay. Oh, completely different. Okay. Whatever school system you're in or whatever, however you're educating him. If at the end of third grade he's not passing a the standard reading and writing assessment, then it, that's an academic 9 1 1. So you want. Correct that in the next year. Any concerns? So here's how we do it. We have him make a list of 10 things he really likes and if you're okay with negatives, 10 things he really dislikes. Or you can do 20 likes. And what you have him do is because he can write, Thomas likes swimming. What's the one chore he hates to do? Absolutely. Detest. I'm TaeKwonDo. He hates TaeKwonDo. Oh yeah. Okay. Okay. So Thomas dislikes TaeKwonDo. Okay. That's the first one. So what we do is we would then say, because, and reason one, we'd have him type out reason one separately. Okay. Thomas likes swimming because it's fun. Okay. We do that 10 times and then there's 10 dislikes. We do that 10 times and then we move on to reason one and reason two, we say we are gonna take these two reasons and glue them together. And then as far as the Oxford column is, are you a one comma person or a two comma person when you have three reasons? I'm a two common person. Okay. Then Thomas is a two common kid, so then we do three reasons. We just have to, and if he, and if he's having issues with that, here's how we correct the spelling and grammar, because this is gonna be one of the biggest things we're gonna tell you. In my initial study, the teacher spent almost no time on spelling and grammar, went from horrendous to clean at the graduate level. So what we do is we'll have Thomas type things out, and before you put the period down, he can ask any questions. If there's a misspelled word, if he did a major grammatical mistake, if he asked the question, did I misspell this? And you say, yes, and you type it out and he copies it. If that cleans it up, he's done. Once he puts the period down, if there's a spelling mistake or a major, and major grammatical issue, then he has to retype the entire sentence. And what happens when he retypes it? I'm not gonna make that mistake. He makes the mistake. He keeps making the mistake and then he's I'm. Then you tell him one of two things. You made a silly mistake or a silly error. That's the least offensive words I found. And then he keeps concentrating until he hyper focuses so much. Sometimes you see sweat coming down the forehead. What happens after that? Eventually on the 10th, 11th, 12th time, he finally gets it right. And then as we move on to the next one, you keep him on like maybe reason one until he does it correctly. You do all that all the way through doing the those sentences. Now you're at the end of second grade, beginning third grade writing level. Does that make sense? Yeah. Okay, so that's a starting point. All right. Now as far as where does artificial intelligence come in? There's a book called The Craft of Research, and this is important for parents to understand because with the craft of research, it was designed, it came out in 1995 by the University of Chicago. To help their PhD students who couldn't write base, who couldn't write research papers, tells them how to do it. It's under three levels. Context, problem, solution, get everything down to a context, then to reduce it to a problem and then come up with a solution where the reader, something substantive. If the reader doesn't learn something substantive, it says, don't write the paper. So that pretty much eliminates almost every high school and college paper in North America each year. Why am I harping on this such advanced book? Because when I finished up with my initial program when I presented New York City in 2006, the professors came to me and said, you got the kids writing at the 70th percentile on the entering, on the GRE writing assessment, graduate records exam. We don't care. We want the craft of research one of the top Dyslectic schools in New York City. One of the headmasters told me nobody's playing at this level. No private school in New York City is touching this book. It's to evolve. I'm gonna show you how we drop that to fourth grade in context. And we're not using AI yet. I'm telling parents we're going to put AI off until after. The kids can already write, I would have to say a pretty good advanced body paragraphs, probably usually at the eighth grade level. Typically when we'll get done with problems. So what we have to do with context is we have to, we show them how to write multiple body paragraphs or each body paragraph has a quote that comes from a universal theme, and we answer who, what, when, where, how, why. And then what we do is once we have those three body paragraphs, how do we reduce that to the context? We take the most important quotes 'cause we put all three of them together and we answer, we have all the who, what, when, where, how, why, and then we start working with the student to reduce that to one medium to long sentence. Now at that point, I think it's better for the students not to use artificial intelligence. Some teachers have taken this concept and have used it to start asking the artificial intelligence to help students to take, again, the three quotes, the three answers to who, what, when, where, how, why, and to step by step methodically, help them reduce that to a single, medium to long sentence. Okay you can use it there or not use it there. Once you get down to a medium to long sentence, now we have to come into a problem. And how we do that is we need to reduce the medium to long sentence to a short to medium sentence. At that point, I tend to have the students practice it again without artificial intelligence. Some teachers use it to help them reduce it to a short to medium question. This is where I start to bring in the artificial intelligence. Once we have the problem statement reduced to a short to medium sentence, notice how we're shrinking it. Now we're reducing it. The problem to a one word universal thing. Okay. And that's where I find that even when I do this all day, it is challenging. So I have the students reduce it to a one word universal thing using artificial intelligence, and I know that they're ready to move on to the solution point. Once they can do this about half the time on the own, I have them type out the word. Go to Marion Webster's online dictionary, type out the definition. You copy and paste it. You are wasting your time. They have to physically type out the word and the definition that builds up their long-term vocabulary. Please note what I'm showing you here, going right back to the science from part of the brain, two and a half times overactive word analysis followed by articulation. Once we've had the. Problem reduced to a one word universal theme. Now what we do is we have the context come down, and then we take that context and we run it through the universal. We use the universal theme as a lens to come up with three solutions. Okay? What are three solutions to the problem? Now when you do that, you're going to get solutions that a well read student would come up with. So would you like to run through that for a second? I wanna make sure I understand the piece I've come before okay. There's a couple of critical steps I wanna make sure I understand. The first is that. Learning, using a keyboard is much better than learning by writing by hand. It give because of the speed that was like, felt really important to me. So that's the first step. Okay. And then second Step is starting with something that someone's really passionate about. Going learn from reading by starting with a subject you're interested as opposed to learn how to read and then get to the stuff you like. Is that correct? Yes. No, you, until you bring, I call it the intervention period. Okay. Until you're reading at or above grade level. And I suggest going a couple of grade levels above. So let me give you an example. This book was given to Casey. She's extremely interest in Theodore Roosevelt. 900 pages, 10th grade to first year college level. Casey was 10. She was reading at the second grade level in six months. I never saw anything this fast again. I, before I would never see it again. She knew every word in that book, every definition, okay? She went from the worst reader in her class to the best reader in her class, okay? So until I, they're comfortably above grade level. You stay in that area because once you step outside, they're the most motivated kid. You're down 50%. Typical student, you're down 75, 80% as far as motivation is concerned. Okay. Okay. Lemme give you an example. What's, is there a sport you, no, Thomas. It's like TaeKwonDo. It's he saying, okay, Thomas, guess what? You're going to spend six hours a day in TaeKwonDo classes each day. He's crying. Yeah. That's what happens when you pull 'em out of their speciality and the like. Remember, the Dyslectic professors did not excel until they reached graduate school, top their class. Day one did much worse. K through the first two years of college. Little better the last two, but still horrible compared to their eventual peers. They walked into grad school, they own the place, right? Okay. So you stay in that specialty and the schools are designed, what do they do? They make us well-rounded. Kill. It's not anti specialty. They teach from the journal to the specific. We have nothing to latch onto. We have all that chaos in our head. All right. We're not teaching word analysis first. We're not following that by articulation, which is right there in the Overcoming Dyslexia book. So they are doing everything to mess us up. And you wonder why we rebel or have a hard time. Yeah. So I think that for a lot of the parents who have different types of special needs challenges and there's a broader spectrum, we're seeing a lot of other kids, my children's school have these different challenges there. That's one of the thing they constantly bring up, which is it's really hard to keep my kids interested. So one of the things someone said to me, which was very telling, they said, we tried getting the kid to play with ai, but he got bored really quickly. And I was like, that's really, so exactly what you talked about. It didn't have this, didn't have, start with the interesting part and then bring the education. So I think that's a really powerful lesson. It resonates with me. I think that's really interesting approach.'cause I'm, I grew up traditional education, all of my challenges were interpersonal and social, not in the classroom. So I come from the other end of the spectrum. So it's very, that's one of the challenges. Sometimes it's hard to see what someone else is walking through, walking someone else's shoes 'cause it's the opposite experience. So I loved TaeKwonDo. Opposite, but I do love swimming, so we do have stuff in common, but it's very interesting. So a lot of people now are trying to figure out, and I think that it's very interesting that, I think it's really critical. You brought up that it's not at the beginning, you don't bring AI in until four or six years later because there's this temptation, there's this thought, and people think, this is what me, that I think AI is the solution to everything. So when it's not the right solution, I think that's. Critical, a critical thinking thing that we sometimes lose is that we go, oh, this can solve everything. Google has the answer to everything. I don't have to learn math anymore'cause I have a calculator. So knowing that there's a time and place to use each tool, I think is really useful. So can you, let's go back to the final part of what you're teaching, which is okay, we've got someone, they've learned how to distill it down using AI to the one powerful idea. So they've gone into word analysis and then articulation, and that seems to be very powerful. Because they're using the front part of the brain. I love that. What's the is do they reach a, to someone who comes from dyslexia with this challenge, reach a point where they. Can shift back into doing the way everyone else does or, 'cause one of the things that I experienced a lot was, and you mentioned earlier, is like you, you get infinity time for every test. You have all these other accommodations. Do people still need that? Or by going through this system, can they now compete? At the same level, in the same amount of time windows? Does it level playing field? Oh, let me give you an example of my experience. In the late nineties, I went to audit law classes with a first grade reading and writing ability. After college, I literally walked in my second day. In contracts, they use the Socratic method. Are you familiar with that at all? Yep. They ask you questions. And if you don't know the answer, what do they do? I don't know. Hurt your feelings. No. They keep asking questions. They embarrass you. Okay. Yeah. Got, that's what I meant. Yeah. That's to get you to argue any point of any law of thing. At any time. If your prosecutor, defense or judge. Second day of class in contracts, professor Warner calls on me. He's the dyslexic professor. I purposely went to see him. He was the professor for decades. And everything slowed down. I could then see everything was organized. He started berating me with questions. I braided him right back. I could see four, six steps ahead. I couldn't beat him. He couldn't beat me. We're going back and forth with each other in a ferocious exchange. At the end of 15 minutes, he said, Russell, due to time constraints, I have to move on to the next case. You couldn't be any more correct. My classmates looked at me in all and kind of trepidation. The ones, remember I'm auditing. The ones who stayed in said, even after they graduated, they couldn't do half of what I did that second day of contracts. Couple weeks later, we're getting quizzes in property, and what they do is they try to ask you such complicated questions. You're supposed to think for three to five minutes. I didn't think for three to five seconds, I was done in less than two. And I had perfect scores. I solved my reading issues With that, that quickly, I would read much slower, and then I would just say that's it. I could process information so much more rapidly, the answer is yes. And then when it came time for that, for my New York State funded program, I had to get the approval of a senior university professor. People said it was gonna take years. He was Professor James College. He had a million and a half dollars in federal funding from the US Education Department. Wrote a book called Strategies for Struggling Writers. How long do you think it took me to get his approval for my curriculum? Three to five seconds, two seconds. No, I had to actually write it out and submit and get it, get his approval. Three months, less than two weeks, because I didn't have any more time. It was a university-wide competition. I got 15,000. We tested out the program on a couple of students, and then I got New York State Senate funding for multiple year study in a public school. All right. So what I can tell you is does it ever get better? Yes. Once you reach grad school, it gets, so we own the place day one. What about for the head and hands kids? The kids who would go into like advanced men manufacturing, electricians that sort of thing. I had one student, his name, he was our second student, his name was Adam. His teacher said, this kid is a genius. He started off writing at the seventh grade level. We finished him up at the 70th percentile in the GRE. About five months later, he went to college. He did the two year thing and he went into a union where they do things with massive boilers. They called him in on vacation and he goes in there and he says, I'm so sorry. It took him like a couple of days to figure out the problem, and they said, we've been at this for over a month. Okay, so is there an advantage? Yes. What, just so you know, you have a child now, they're gonna go to a two year college for head and hands, advanced manufacturing, electrician, auto mechanics, that sort of thing. Or if they're gonna go onto a typical college, they're going, they really need to do a master's degree. Now, a bachelor's degree when we went was something, now it's like a high school diploma. They want the master's, and once the dyslexic watch walks into grad school, we own the place. So Absolutely. It is so unfair of an advantage. And as ai, were you there watching when they released, when they were discussing things in chat GPT and they say, oh, we're having a $200 a month grow model. Were you watching that one? Yep. I bought that day. It has been nothing short of a godsend for me going through things I now am producing. To give you an example, I had all this research that I needed to write up for the past 20 years. Within a day, I had 20 draft PhD level articles within a day using O one Pro, okay. For the first time in my, oh yeah. Oh, it is such an advantage out in the work. Gimme an example. I had a kid one of my former students, and you know this happened in the last 12 months. He gets out of college. And he's terrified. He said we have to produce like literally day one and I don't know what to do. I said, you've been trained in the craft of research. Go to the ai and he, again, he knows nothing about prompt engineering, nothing about any of this stuff. I said work with it to come up with a context. He comes back. Okay. I did that. I hate this. Welcome to the adult world. Now do the problem. He comes back, oh, this is hard. Yes, you've been trained. Go come up with a solution. He came back with a five paragraph solution. His boss is flipping through these five paragraph solutions from all these new hired kids. He said, I can't use this. I can't use this. Comes to his, that's a good idea. We can use that. Guess who got to keep his job? I am assuming the dyslexic. Yes. He got to keep his job and his boss was very impressed and he said, how do you know the work with AI so well? He says, I don't know anything about ai. I was just, I called my former tutor and he said, go, context, problem, solution. I just fumbled around until I came up with this. And his book. And then when he looked up the craft of research, he said, you know how to do this yeah. How do you think I got through college? He thought everybody did it that way. He just did it. He just did it the old fashioned way. He would go and look things up with books and write things out on three by five cards. All right. What I try to tell students is what you can do with the AI now, especially since oh three came out, and in especially oh three Pro, is have it double check everything, have it pull out everything, but then you literally do have to go and double check it because if you turn in a, because had a student do this, they turned into a paper. Oh, I had oh three check it multiple times from this past, semester. It gave a site that was wrong. Oh, they got reamed out. It's did you hear about the lawyers a couple of years ago? Yep. Who turned in the, I said, yeah, it still happens. That one mistake and the teacher went ballistic. You can't rely on AI to do your fact checking for you. Yes. You still have to go into this thing called a library. Yeah. All right. And what the kids need to understand is once they start their careers, when you start, you have your ba, your bachelor's, your master's degree, you are still there to do the grunt work until you're you reach the point where you're a mid-level person, you have other, you have the fresh kids coming and doing the grunt work. They seem to fail to understand that they, a lot of times they want to go right into the advanced position, like you're just starting out. Yeah. No, I think this is really helpful to see that there is a time and place to use AI after you've master in the foundational skills. And I think this is really powerful there. A lot of people now are facing these challenges where people who are listening and want to learn more about what you do, or interested in how you're approaching this, where's the best place to find you online? Find your website, find what you're doing. Before we get, I just wanna leave one last thing. You need to understand about AI once you're outta school , even at O three Pro, we're now in the summer of 2025, is that it's only good enough to get you to a first draft very quickly. Okay? That's your point. And then you turn it over to a senior person who rips it out, rips it apart, rewrites it, but it gets you to that first draft very quickly. That's all it's good for. If you try to take what it produces and submit that as a final product, you're really doing a disservice for yourself. So just understand that main point. So the best way to get in contact with me is dyslexia classes.com. We're going to send you a link where you can where it's customized, to your podcast. And what if your parents click on that? They fill out a form and if they're interested we send 'em the guide, the three reasons your child's having trouble in school due to dyslexia. And they fill that out and it sets up a 15 minute appointment with me where I go over things with your child. I ask them those two questions. Then I ask, is this how you'd like to overcome your reading and writing concerns? And I can tell you children are by far my harshest critics, if they don't say, yes, this is how my brain works. I'm not the person for them. But normally after those two questions we discuss today, it's yes they want more of a direct response. They can just go to two dyslexia classes, plural dyslexia classes.com and fill out the contact form, and I get back to 'em right away. Amazing. So head over to dyslexia classes.com/artificial intelligence to get that special quiz and I'll make sure to put all those links in the show notes and below the video on YouTube. Russell, thank you so much for being here. This was really informative. I think it's gonna help a lot of people to see how they can approach a problem methodically and when is the right time and not the right time to use technology. So this was amazing. Thank you so much for being here for today's episode of the Artificial Intelligence Podcast. Thank you for listening to this week's episode of the Artificial Intelligence Podcast. Make sure to subscribe so you never miss another episode. We'll be back next Monday with more tips and strategies on how to leverage AI to grow your business and achieve better results. In the meantime, if you're curious about how AI can boost your business' revenue, head over to artificial intelligence pod.com/calculator. 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