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Dividing line segments according to ratio

https://www.youtube.com/watch?v=Cx-_PxD4DJM

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en

WEBVTT Kind: captions Language: en 00:00:00.630 --> 00:00:01.880 - [Instructor] We're told point A 00:00:01.880 --> 00:00:05.100 is at negative one comma four and point C 00:00:05.100 --> 00:00:07.420 is at four common negative six. 00:00:07.420 --> 00:00:12.420 Find the coordinates of point B on segment, line segment AC 00:00:12.660 --> 00:00:17.660 such that the ratio of AB to AC is three to five. 00:00:18.030 --> 00:00:20.703 So pause this video and see if you can figure that out. 00:00:21.670 --> 00:00:23.490 All right, now let's work through this together 00:00:23.490 --> 00:00:27.400 and to help us visualize, let's plot these points. 00:00:27.400 --> 00:00:31.490 So first, let us plot point A 00:00:31.490 --> 00:00:33.460 which is at negative one comma four. 00:00:33.460 --> 00:00:37.940 So negative one comma one, two, three, four 00:00:37.940 --> 00:00:41.830 so that right over there is point A 00:00:41.830 --> 00:00:43.960 and then let's think about point C 00:00:43.960 --> 00:00:46.580 which is at four common negative six. 00:00:46.580 --> 00:00:50.180 So one, two, three, four, comma negative six, 00:00:50.180 --> 00:00:52.600 negative one, negative two, negative three, 00:00:52.600 --> 00:00:57.600 negative four, negative five, negative six, just like that 00:00:58.030 --> 00:01:03.030 and so the segment AC, I get my ruler tool out here. 00:01:03.170 --> 00:01:07.447 Segment AC is going to look like that 00:01:09.680 --> 00:01:12.580 and the ratio between the distance of A to B 00:01:12.580 --> 00:01:15.870 and A to C is three to five or another way 00:01:15.870 --> 00:01:18.260 to think about it is B is going to be 00:01:18.260 --> 00:01:22.810 three fifths along the way from A to C. 00:01:22.810 --> 00:01:24.540 Now the way that I think about it is 00:01:24.540 --> 00:01:28.140 in order to be three fifths along the way from A to C 00:01:28.140 --> 00:01:31.510 you have to be three fifths along the way in the X direction 00:01:31.510 --> 00:01:34.780 and three fifths along the way in the Y direction. 00:01:34.780 --> 00:01:37.160 So let's think about the X direction first. 00:01:37.160 --> 00:01:41.160 We are going from X equals negative one to X equals four 00:01:41.160 --> 00:01:43.340 to go from this point to that point. 00:01:43.340 --> 00:01:48.340 Our change in X is one, two, three, four, five 00:01:48.740 --> 00:01:50.930 and so if we wanna go three fifths of that, 00:01:50.930 --> 00:01:52.980 we went a total of five, three fifths of that 00:01:52.980 --> 00:01:55.070 is going just three. 00:01:55.070 --> 00:01:57.650 So that is going to be B is X coordinate 00:01:57.650 --> 00:02:00.350 and then we can look on the Y coordinate side. 00:02:00.350 --> 00:02:04.130 To go from A to C, we are going from four to negative six 00:02:04.130 --> 00:02:08.360 so we're going down by one, two, three, four, 00:02:08.360 --> 00:02:13.270 five, six, seven, eight, nine, 10 00:02:13.270 --> 00:02:17.000 and so three fifths of 10 would be six. 00:02:17.000 --> 00:02:19.580 So B's coordinate is going to be 00:02:19.580 --> 00:02:24.580 one, two, three, four, five, six down. 00:02:24.680 --> 00:02:26.640 So just like that, we were able to figure out 00:02:26.640 --> 00:02:30.450 the X and the Y coordinates for point B, 00:02:30.450 --> 00:02:32.860 which would be right over here 00:02:32.860 --> 00:02:34.790 and you could look at this directly and say, 00:02:34.790 --> 00:02:37.550 look, B is going to be have the coordinates. 00:02:37.550 --> 00:02:41.810 This looks like this is two comma negative two 00:02:41.810 --> 00:02:44.010 which we were able to do the graph paper. 00:02:44.010 --> 00:02:46.310 So another way you could think about it even algebraically 00:02:46.310 --> 00:02:48.850 is the coordinates of B, we could think about it 00:02:48.850 --> 00:02:51.820 as starting with the coordinates of A 00:02:51.820 --> 00:02:54.500 so negative one comma four, 00:02:54.500 --> 00:02:56.610 but we're gonna move three fifths along the way 00:02:56.610 --> 00:02:58.640 in each of these dimensions towards C. 00:02:58.640 --> 00:03:02.950 So it's going to be plus three fifths times 00:03:02.950 --> 00:03:05.860 how far we've gone in the extraction. 00:03:05.860 --> 00:03:07.880 So in the extraction to go from A to C, 00:03:07.880 --> 00:03:09.720 you were going from negative one to four 00:03:09.720 --> 00:03:13.090 and so that distance is four minus negative one 00:03:13.090 --> 00:03:15.690 and this of course is going to be equal to five 00:03:15.690 --> 00:03:19.320 and then on the Y dimension, this is going to be our 00:03:19.320 --> 00:03:23.760 A's Y coordinate plus three fifths times 00:03:24.690 --> 00:03:27.740 the distance that we travel in the Y direction 00:03:27.740 --> 00:03:30.100 and here we're going from four to negative six. 00:03:30.100 --> 00:03:34.870 So we say negative six minus four, that is negative 10 00:03:34.870 --> 00:03:37.620 and so the coordinates of B are gonna be negative one 00:03:37.620 --> 00:03:40.560 plus three fifths times five is going to be plus three 00:03:40.560 --> 00:03:44.880 and then four plus three fifths times negative 10, 00:03:44.880 --> 00:03:48.390 well, three three fifths negative 10 is negative six. 00:03:48.390 --> 00:03:53.310 and so that gets us two comma negative two and we are done, 00:03:53.310 --> 00:03:55.823 which is exactly what we got right over there.

Classifying figures with coordinates

https://www.youtube.com/watch?v=2B5SQba9xSo

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en

WEBVTT Kind: captions Language: en 00:00:00.900 --> 00:00:03.050 - [Instructor] We're told that parallelogram ABCD 00:00:03.050 --> 00:00:04.650 has the following vertices, 00:00:04.650 --> 00:00:07.300 and they give us the coordinates of the different vertices. 00:00:07.300 --> 00:00:12.300 And they say is parallelogram ABCD a rectangle, and why? 00:00:12.370 --> 00:00:14.410 So pause this video, and try to think about this 00:00:14.410 --> 00:00:16.760 on your own before we work through it together. 00:00:17.700 --> 00:00:20.020 All right, now let's work through it together. 00:00:20.020 --> 00:00:20.853 So in general, 00:00:20.853 --> 00:00:24.490 if you know that something is already a parallelogram 00:00:24.490 --> 00:00:27.180 and you wanted to determine whether it's a rectangle, 00:00:27.180 --> 00:00:30.120 it's really a question of whether the adjacent sides 00:00:30.120 --> 00:00:32.130 intersect at a right angle. 00:00:32.130 --> 00:00:33.040 So for example, 00:00:33.040 --> 00:00:36.330 a parallelogram might look something like this. 00:00:36.330 --> 00:00:38.160 What we know about a parallelogram is 00:00:38.160 --> 00:00:39.950 that the opposite sides are parallel, 00:00:39.950 --> 00:00:41.750 so this side is parallel to that side 00:00:41.750 --> 00:00:45.010 and that this side is parallel to this side. 00:00:45.010 --> 00:00:47.500 And all rectangles are parallelograms, 00:00:47.500 --> 00:00:49.630 but not all parallelograms are rectangles. 00:00:49.630 --> 00:00:52.830 In order for a parallelogram to be a rectangle, 00:00:52.830 --> 00:00:56.120 these sides need to intersect at right angles. 00:00:56.120 --> 00:00:57.600 And clearly, the way I drew this one, 00:00:57.600 --> 00:00:59.230 it doesn't look like that. 00:00:59.230 --> 00:01:01.060 But let's see if we can figure that out based 00:01:01.060 --> 00:01:04.030 on the coordinates that they have given us. 00:01:04.030 --> 00:01:05.410 And to help us visualize, 00:01:05.410 --> 00:01:06.610 let me just put some coordinates. 00:01:06.610 --> 00:01:09.460 Let me draw some axes here. 00:01:09.460 --> 00:01:12.100 So that's my x-axis, 00:01:12.100 --> 00:01:16.780 and then this is my y-axis. 00:01:16.780 --> 00:01:18.040 Let's see, the coordinates, 00:01:18.040 --> 00:01:19.930 let's see, we have twos, fours, sixes, 00:01:19.930 --> 00:01:21.660 so let me actually count by, and eights, 00:01:21.660 --> 00:01:23.560 let me count by twos here. 00:01:23.560 --> 00:01:27.010 So we have two, four, 00:01:27.010 --> 00:01:29.290 six, and eight, 00:01:29.290 --> 00:01:32.500 and then we have negative two, negative four, 00:01:32.500 --> 00:01:35.240 negative six, negative eight. 00:01:35.240 --> 00:01:39.260 We have two, four, six, and eight, 00:01:39.260 --> 00:01:43.010 and then we'd have negative two, negative four, 00:01:43.010 --> 00:01:44.950 negative six, and negative eight. 00:01:44.950 --> 00:01:47.210 So each hash mark is another two. 00:01:47.210 --> 00:01:48.350 I'm counting by twos here. 00:01:48.350 --> 00:01:50.110 And so let's plot these points, 00:01:50.110 --> 00:01:51.910 and I'll do it in a different color, so we can keep track. 00:01:51.910 --> 00:01:54.770 So A is negative six comma negative four. 00:01:54.770 --> 00:01:57.370 So negative two, negative four, negative six, 00:01:57.370 --> 00:02:00.470 and then negative four would go right over here. 00:02:00.470 --> 00:02:02.900 That is point A. 00:02:02.900 --> 00:02:07.180 Then we have point B, which is negative two comma six. 00:02:07.180 --> 00:02:10.640 So negative two comma six, 00:02:10.640 --> 00:02:14.640 so that's going to go up two, four, and six. 00:02:14.640 --> 00:02:18.320 So that is point B right over there. 00:02:18.320 --> 00:02:21.220 Then we have point C, which is at eight comma two. 00:02:21.220 --> 00:02:24.050 So eight comma two 00:02:24.050 --> 00:02:25.750 right over there, 00:02:25.750 --> 00:02:27.330 that is point C. 00:02:27.330 --> 00:02:30.660 And then last but not least, we have point D, 00:02:30.660 --> 00:02:32.440 which is at four comma negative eight, 00:02:32.440 --> 00:02:35.300 four comma negative eight 00:02:35.300 --> 00:02:37.400 right over there, point D. 00:02:37.400 --> 00:02:39.400 And so our quadrilateral, 00:02:39.400 --> 00:02:43.260 or we actually know it's a parallelogram, looks like this. 00:02:43.260 --> 00:02:45.750 So you have segment AB like that. 00:02:45.750 --> 00:02:49.270 You have segment BC that looks like that. 00:02:49.270 --> 00:02:52.330 Segment CD looks like this. 00:02:52.330 --> 00:02:55.180 And segment AD looks like this. 00:02:55.180 --> 00:02:57.461 And we know already that it's a parallelogram, 00:02:57.461 --> 00:02:59.510 so we know that segment AB is parallel to segment DC 00:03:02.084 --> 00:03:02.917 and segment BC is parallel to segment AD. 00:03:06.900 --> 00:03:08.400 But what we really need to do is figure out 00:03:08.400 --> 00:03:11.170 whether they are intersecting at right angles. 00:03:11.170 --> 00:03:13.720 And to do that using the coordinates to figure that out, 00:03:13.720 --> 00:03:14.950 we have to figure out the slopes 00:03:14.950 --> 00:03:17.290 of these different line segments. 00:03:17.290 --> 00:03:21.780 And so let's figure out first the slope of AB. 00:03:21.780 --> 00:03:25.080 So the slope of 00:03:25.080 --> 00:03:27.850 segment AB is going to be equal 00:03:27.850 --> 00:03:30.060 to our change in y over change in x. 00:03:30.060 --> 00:03:33.990 So our change in y is going to be six minus negative four, 00:03:33.990 --> 00:03:37.820 six minus negative four over 00:03:37.820 --> 00:03:41.060 negative two minus negative six, 00:03:41.060 --> 00:03:43.720 negative two minus negative six. 00:03:43.720 --> 00:03:47.300 And so this is going to be equal to six plus four, 00:03:47.300 --> 00:03:48.530 which is 10, 00:03:48.530 --> 00:03:51.650 over negative two minus negative six. 00:03:51.650 --> 00:03:54.330 That's the same thing as negative two plus six. 00:03:54.330 --> 00:03:55.710 So that's going to be over four, 00:03:55.710 --> 00:03:57.830 which is the same thing as 5/2. 00:03:57.830 --> 00:03:59.440 All right, that's interesting. 00:03:59.440 --> 00:04:04.180 What is the slope of segment BC? 00:04:04.180 --> 00:04:07.440 The slope of segment BC 00:04:07.440 --> 00:04:09.350 is going to be equal to, 00:04:09.350 --> 00:04:11.470 once again, change in y over change in x. 00:04:11.470 --> 00:04:15.250 Our y-coordinates' change in y is two minus six, 00:04:15.250 --> 00:04:17.370 two minus six 00:04:17.370 --> 00:04:20.170 over eight minus negative two, 00:04:20.170 --> 00:04:22.200 eight minus negative two, 00:04:22.200 --> 00:04:25.810 which is equal to negative four over, 00:04:25.810 --> 00:04:27.770 and then eight minus negative two is the same thing 00:04:27.770 --> 00:04:29.620 as eight plus two over 10, 00:04:29.620 --> 00:04:32.430 which is the same thing as negative 2/5. 00:04:32.430 --> 00:04:34.360 Now in other videos in your algebra class, 00:04:34.360 --> 00:04:37.300 you might have learned that the slopes of lines 00:04:37.300 --> 00:04:40.410 that intersect at right angles or the slopes of lines 00:04:40.410 --> 00:04:43.530 that form a right angle at their point of intersection, 00:04:43.530 --> 00:04:46.590 that they are going to be the opposite reciprocals. 00:04:46.590 --> 00:04:48.180 And you can actually see that right over here. 00:04:48.180 --> 00:04:49.590 These are opposite reciprocals. 00:04:49.590 --> 00:04:53.010 If you take the reciprocal of this top slope, you'd get 2/5. 00:04:53.010 --> 00:04:54.720 And then you take the opposite of it or, 00:04:54.720 --> 00:04:56.350 in this case, the negative of it, 00:04:56.350 --> 00:04:58.910 you are going to get negative 2/5. 00:04:58.910 --> 00:05:03.540 So these are perpendicular lines. 00:05:03.540 --> 00:05:05.790 So this lets us know 00:05:05.790 --> 00:05:10.250 that AB is perpendicular, 00:05:10.250 --> 00:05:13.390 segment AB is perpendicular to segment BC. 00:05:13.390 --> 00:05:16.030 So we know that this is the case. 00:05:16.030 --> 00:05:17.820 And we could keep on doing that. 00:05:17.820 --> 00:05:19.580 But in a parallelogram, 00:05:20.920 --> 00:05:23.680 if one set of segments intersect at a right angle, 00:05:23.680 --> 00:05:26.020 all of them are going to intersect at a right angle. 00:05:26.020 --> 00:05:28.490 And we could show that more rigorously in other places, 00:05:28.490 --> 00:05:30.270 but this is enough evidence for me to know 00:05:30.270 --> 00:05:33.340 that this is indeed going to be a rectangle. 00:05:33.340 --> 00:05:35.940 If you want, you could continue to do this analysis, 00:05:35.940 --> 00:05:38.080 and you will see that this is perpendicular, 00:05:38.080 --> 00:05:41.670 this is perpendicular, and that is perpendicular as well. 00:05:41.670 --> 00:05:43.510 But let's see which of these choices match up 00:05:43.510 --> 00:05:45.390 to what we just deduced. 00:05:45.390 --> 00:05:46.890 So choice A says yes, 00:05:46.890 --> 00:05:48.700 and yes would be that it is a rectangle 00:05:48.700 --> 00:05:52.360 because AB is equal. 00:05:52.360 --> 00:05:54.430 So the length of segment AB is equal 00:05:54.430 --> 00:05:56.593 to the length of segment AD, 00:05:58.300 --> 00:06:00.370 and the length of segment BC is equal 00:06:00.370 --> 00:06:02.640 to the length of segment CD. 00:06:02.640 --> 00:06:04.580 So that might be true. 00:06:04.580 --> 00:06:06.400 I haven't validated it. 00:06:06.400 --> 00:06:08.720 But just because this is true 00:06:08.720 --> 00:06:12.010 and because we do know that ABCD is a parallelogram, 00:06:12.010 --> 00:06:13.940 that wouldn't let me know 00:06:13.940 --> 00:06:16.200 that we are actually dealing with a rectangle. 00:06:16.200 --> 00:06:18.440 For example, you can have a parallelogram 00:06:18.440 --> 00:06:21.290 where even all the sides are congruent. 00:06:21.290 --> 00:06:24.620 So you could have a parallelogram that looks like this. 00:06:24.620 --> 00:06:26.310 And obviously, if all of the sides are congruent, 00:06:26.310 --> 00:06:27.330 you're dealing with a rhombus, 00:06:27.330 --> 00:06:29.800 but a rhombus is still not necessarily going 00:06:29.800 --> 00:06:30.933 to be a rectangle. 00:06:31.790 --> 00:06:33.930 And so I would rule this top one out. 00:06:33.930 --> 00:06:36.100 This second choice says yes, 00:06:36.100 --> 00:06:39.030 and it says because BC is perpendicular to AB. 00:06:39.030 --> 00:06:41.590 Yeah, we saw that by seeing that their slopes 00:06:41.590 --> 00:06:44.400 are the opposite reciprocals of each other. 00:06:44.400 --> 00:06:46.900 And of course, we know that ABCD is a parallelogram. 00:06:46.900 --> 00:06:48.720 So I am liking this choice. 00:06:48.720 --> 00:06:51.470 And these other ones claim that this is not a rectangle, 00:06:51.470 --> 00:06:53.230 but we already deduced that it is a rectangle. 00:06:53.230 --> 00:06:55.593 So we could rule these out as well.

Using related volumes

https://www.youtube.com/watch?v=knNLHsjIcl8

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en

WEBVTT Kind: captions Language: en 00:00:00.380 --> 00:00:01.550 - [Instructor] We're told that all 00:00:01.550 --> 00:00:04.760 of the following figures have the same height. 00:00:04.760 --> 00:00:08.450 All of the figures except for B have square bases. 00:00:08.450 --> 00:00:10.040 So that's a square base, that's a square, 00:00:10.040 --> 00:00:12.380 that's a square, and that's a square. 00:00:12.380 --> 00:00:16.700 All of the figures except for C are prisms. 00:00:16.700 --> 00:00:19.890 Yeah, C is a pyramid right over here. 00:00:19.890 --> 00:00:23.300 All of the figures except for D are right. 00:00:23.300 --> 00:00:25.670 You can see D right over here is a little bit skewed, 00:00:25.670 --> 00:00:27.780 or you can view it as oblique. 00:00:27.780 --> 00:00:32.780 All of the figures except for E have the same base area. 00:00:32.830 --> 00:00:37.700 The base of figure E is a dilation of the base of figure A 00:00:37.700 --> 00:00:39.313 by a scale factor of 1.5. 00:00:40.808 --> 00:00:43.210 All right, so it tells a figure A 00:00:43.210 --> 00:00:46.270 has a volume of 28 cubic centimeters. 00:00:46.270 --> 00:00:49.120 What are the volumes of the other figures? 00:00:49.120 --> 00:00:50.140 So I'll pause this video 00:00:50.140 --> 00:00:52.090 and see if you can have a go with that. 00:00:53.480 --> 00:00:56.250 All right, now let's work through this together. 00:00:56.250 --> 00:00:58.940 Now they're telling us about the bases and the heights 00:00:58.940 --> 00:01:00.840 that a lot of these have the same base area, 00:01:00.840 --> 00:01:02.230 figure E's going to be different. 00:01:02.230 --> 00:01:04.540 And they also tell us they all have the same height. 00:01:04.540 --> 00:01:06.450 So one way to think about volume 00:01:06.450 --> 00:01:08.980 is it's going to deal with base and height. 00:01:08.980 --> 00:01:10.180 And so for figure A, 00:01:10.180 --> 00:01:11.330 it's pretty straight forward. 00:01:11.330 --> 00:01:14.120 If we call this area right over here, 00:01:14.120 --> 00:01:15.420 let's call that b, 00:01:15.420 --> 00:01:18.060 for the area of the base, 00:01:18.060 --> 00:01:22.410 and then it has some height, h, right over here. 00:01:22.410 --> 00:01:25.170 We know that the base area times the height 00:01:25.170 --> 00:01:26.950 is going to be the volume. 00:01:26.950 --> 00:01:29.830 So we can say that based on figure A, 00:01:29.830 --> 00:01:33.270 base times height is going to be equal 00:01:33.270 --> 00:01:36.993 to 28 cubic centimeters. 00:01:37.880 --> 00:01:38.840 Fair enough. 00:01:38.840 --> 00:01:41.650 Now what's going on over here with figure B? 00:01:41.650 --> 00:01:43.000 Well, it's a cylinder. 00:01:43.000 --> 00:01:45.160 Now for a cylinder, what is the volume of a cylinder? 00:01:45.160 --> 00:01:48.850 Well, it, too, is going to be base times height. 00:01:48.850 --> 00:01:53.300 So it's going to be the area of the base times the height. 00:01:53.300 --> 00:01:54.327 And if you're wondering, 00:01:54.327 --> 00:01:56.730 "How is that possible that it's the same 00:01:56.730 --> 00:01:58.840 as a volume of a rectangular prism over here?" 00:01:58.840 --> 00:02:00.460 It's actually Cavalieri's principle. 00:02:00.460 --> 00:02:01.840 If they have the same height 00:02:01.840 --> 00:02:03.310 and if at any point on that height, 00:02:03.310 --> 00:02:05.280 they have the same cross-sectional area, 00:02:05.280 --> 00:02:07.250 then you're going to have the same volume. 00:02:07.250 --> 00:02:09.920 So this volume is also going to be base times height. 00:02:09.920 --> 00:02:12.420 So let me just say this is figure A, 00:02:12.420 --> 00:02:14.690 figure B right over here, 00:02:14.690 --> 00:02:16.080 let me draw those dots a little better, 00:02:16.080 --> 00:02:17.510 these colons a little bit better. 00:02:17.510 --> 00:02:21.850 Figure B, the volume is also going to be base times height, 00:02:21.850 --> 00:02:24.920 which is equal to 28 cubic centimeters. 00:02:24.920 --> 00:02:25.753 Let me make that clear. 00:02:25.753 --> 00:02:27.110 That's the volume's equals to that. 00:02:27.110 --> 00:02:28.930 Volume is equal to that. 00:02:28.930 --> 00:02:31.730 Now what about for figure C? 00:02:31.730 --> 00:02:33.050 What is the volume going to be, 00:02:33.050 --> 00:02:34.950 what is the formula for the volume of a pyramid? 00:02:34.950 --> 00:02:36.020 And we've gotten the intuition 00:02:36.020 --> 00:02:38.800 and proven this to ourselves in other videos. 00:02:38.800 --> 00:02:40.900 Well, we know that for pyramid, 00:02:40.900 --> 00:02:42.780 the volume is going to be equal 00:02:42.780 --> 00:02:47.780 to 1/3 times base times height. 00:02:48.040 --> 00:02:51.420 And we know that it has the same base area 00:02:51.420 --> 00:02:52.830 as these other characters here, 00:02:52.830 --> 00:02:54.310 it has the same height. 00:02:54.310 --> 00:02:56.353 And so we know what base times height is. 00:02:56.353 --> 00:02:59.130 It's 28 cubic centimeters. 00:02:59.130 --> 00:03:02.780 So this is going to be 1/3 times 28 cubic centimeters. 00:03:02.780 --> 00:03:03.613 So this is going to be equal 00:03:03.613 --> 00:03:08.613 to 1/3 times 28 cubic centimeters, 00:03:08.810 --> 00:03:13.810 which we could rewrite as 28 over three cubic centimeters. 00:03:13.910 --> 00:03:17.260 You could also write that as nine and 1/3 cubic centimeters. 00:03:17.260 --> 00:03:19.020 So that's for figure C. 00:03:19.020 --> 00:03:20.803 Now let's think about figure D. 00:03:21.710 --> 00:03:23.720 I'll do that right over here. 00:03:23.720 --> 00:03:26.640 Well, for this oblique prism, 00:03:26.640 --> 00:03:27.710 I guess we could say, 00:03:27.710 --> 00:03:28.840 you're going to have the same idea 00:03:28.840 --> 00:03:30.860 that comes from Cavalieri's principle again. 00:03:30.860 --> 00:03:32.230 It's going to have the same formula 00:03:32.230 --> 00:03:33.250 for volume as figure A. 00:03:33.250 --> 00:03:37.310 It's going to be the base times the height right over here. 00:03:37.310 --> 00:03:39.740 So I could write volume is going to be equal to base 00:03:39.740 --> 00:03:42.140 times height and we already know what that is. 00:03:42.140 --> 00:03:42.973 They tell us. 00:03:42.973 --> 00:03:43.806 The base times the height 00:03:43.806 --> 00:03:45.510 is going to be the same as figure A. 00:03:45.510 --> 00:03:49.420 It's going to be 28 cubic centimeters. 00:03:49.420 --> 00:03:50.710 Now let's go to figure E. 00:03:50.710 --> 00:03:51.800 This is an interesting one 00:03:51.800 --> 00:03:55.160 'cause it has a different base area. 00:03:55.160 --> 00:03:59.590 What is gonna be the area right over here? 00:03:59.590 --> 00:04:01.430 Well, they tell us that the base 00:04:01.430 --> 00:04:03.680 of figure E is a dilation 00:04:03.680 --> 00:04:06.603 of the base of figure A by a scale factor of 1.5. 00:04:08.079 --> 00:04:09.580 And these are both squares. 00:04:09.580 --> 00:04:13.480 So figure A, we'll say, x by x. 00:04:13.480 --> 00:04:18.480 This one over here is going to be 1.5x by 1.5x. 00:04:18.580 --> 00:04:19.430 So let me write that down. 00:04:19.430 --> 00:04:24.430 1.5x times 1.5x. 00:04:24.470 --> 00:04:25.410 Or another way to think about it, 00:04:25.410 --> 00:04:26.243 let me do it over here 00:04:26.243 --> 00:04:27.290 where I have some free space. 00:04:27.290 --> 00:04:32.290 We know that b, which we know is an area of figure A, 00:04:32.320 --> 00:04:35.680 that would be equal to x times x. 00:04:35.680 --> 00:04:39.500 Now what's the area of the base of figure E? 00:04:39.500 --> 00:04:41.650 Well, it's going to be 1.5x times 1.5x 00:04:43.779 --> 00:04:46.590 or 1.5x squared, which is the same thing 00:04:46.590 --> 00:04:51.590 as 1.5 squared is 2.25x squared, 00:04:51.680 --> 00:04:54.570 and we know x squared or x times x 00:04:54.570 --> 00:04:56.050 that is equal to b. 00:04:56.050 --> 00:04:57.910 That is equal to our original base area 00:04:57.910 --> 00:04:59.460 in all of these other figures. 00:04:59.460 --> 00:05:01.630 So the area over here, 00:05:01.630 --> 00:05:02.980 this area right over here 00:05:02.980 --> 00:05:04.153 is going to be 2.25 times b. 00:05:06.726 --> 00:05:07.809 2.25 times b. 00:05:09.520 --> 00:05:11.500 Now that wasn't so easy to read. 00:05:11.500 --> 00:05:13.950 Let me write that a little bit clearer. 00:05:13.950 --> 00:05:18.950 So 2.25b is the base area right over here. 00:05:20.520 --> 00:05:22.570 And so what's the volume of this figure? 00:05:22.570 --> 00:05:25.940 The volume is going to be the area of the base, 00:05:25.940 --> 00:05:30.100 which is 2.25 times the area 00:05:30.100 --> 00:05:32.250 of all these other figures' bases 00:05:32.250 --> 00:05:36.110 times the height, which is the same, times h. 00:05:36.110 --> 00:05:38.340 Now we know what base times, 00:05:38.340 --> 00:05:40.070 we know what b times h is. 00:05:40.070 --> 00:05:42.120 Where b is the area of figure, 00:05:42.120 --> 00:05:43.860 the base area of figure A. 00:05:43.860 --> 00:05:47.010 We know that b times h is 28 cubic centimeters. 00:05:47.010 --> 00:05:51.410 So the volume for figure E is going to be 2.25 00:05:52.360 --> 00:05:54.890 times 28 cubic centimeters, 00:05:54.890 --> 00:05:58.370 times 28 cubic centimeters. 00:05:58.370 --> 00:06:00.370 And I don't have a calculator here in front of me 00:06:00.370 --> 00:06:01.550 and I can do it by hand, 00:06:01.550 --> 00:06:02.840 but I think you get the general point. 00:06:02.840 --> 00:06:04.670 You just have to multiply 2.25 00:06:04.670 --> 00:06:07.280 times 28 to get the cubic, 00:06:07.280 --> 00:06:09.210 you get the volume of figure E. 00:06:09.210 --> 00:06:11.080 And that's because its base has been scaled 00:06:11.080 --> 00:06:14.953 in each dimension by 1.5.

Volumes of cones intuition

https://www.youtube.com/watch?v=LmBViMOeYXg

vtt

https://www.youtube.com/api/timedtext?v=LmBViMOeYXg&ei=V1iUZdzrGOC2vdIPuZiZCA&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=E1C4CD92B534152B11493D915AEEFF44893465A9.959DBD1F2BED3BD1CF6D65CF5AD1EDADC0842623&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:01.370 - [Instructor] So I have two different 00:00:01.370 --> 00:00:02.750 three-dimensional figures here. 00:00:02.750 --> 00:00:04.690 I have a pyramid here on the left, 00:00:04.690 --> 00:00:07.820 and I have a cone here on the right. 00:00:07.820 --> 00:00:10.600 And we know a few things about these two figures. 00:00:10.600 --> 00:00:13.190 First of all, they have the exact same height. 00:00:13.190 --> 00:00:16.240 So this length right over here is h, 00:00:16.240 --> 00:00:18.290 and this length right over here, 00:00:18.290 --> 00:00:20.380 going from the peak to the center of the base here, 00:00:20.380 --> 00:00:21.970 is h as well. 00:00:21.970 --> 00:00:26.690 We also know that the area of the bases is the same. 00:00:26.690 --> 00:00:29.290 So for example, in this left pyramid, 00:00:29.290 --> 00:00:31.540 the area of the base would be x times, 00:00:31.540 --> 00:00:34.420 and let's just assume that it is a square, 00:00:34.420 --> 00:00:35.880 so x times x. 00:00:35.880 --> 00:00:39.200 So the area here is going to be equal to x squared. 00:00:39.200 --> 00:00:40.880 And the area of the base, 00:00:40.880 --> 00:00:44.570 so that's area of this base is equal to x squared. 00:00:44.570 --> 00:00:48.570 And the area of this base right over here would be equal to 00:00:48.570 --> 00:00:52.950 area is equal to pi times r squared. 00:00:52.950 --> 00:00:54.780 And I'm saying that these two things are the same. 00:00:54.780 --> 00:00:59.280 So we also know that x squared is equal to pi r squared. 00:00:59.280 --> 00:01:03.070 Now, my question to you is do these two figures 00:01:03.070 --> 00:01:05.520 have the same volume, or is it different? 00:01:05.520 --> 00:01:08.040 And if they are different, which one has a larger volume? 00:01:08.040 --> 00:01:10.340 Pause this video, and try to think about that. 00:01:11.610 --> 00:01:13.450 All right, now let's do this together. 00:01:13.450 --> 00:01:15.750 Now, given that we're talking about two figures 00:01:15.750 --> 00:01:18.720 that have the same height and at least the area 00:01:18.720 --> 00:01:22.060 of the base is the same, you might be thinking 00:01:22.060 --> 00:01:24.230 that Cavalieri's principle might be useful. 00:01:24.230 --> 00:01:25.760 And just a reminder of what that is, 00:01:25.760 --> 00:01:28.680 Cavalieri's principle tells us that if you have two figures, 00:01:28.680 --> 00:01:29.960 and we're thinking in three dimension, 00:01:29.960 --> 00:01:32.170 three-dimensional version of Cavalieri's principle, 00:01:32.170 --> 00:01:34.410 if you have two figures that have the same height 00:01:34.410 --> 00:01:36.830 and at any point along that height 00:01:36.830 --> 00:01:40.530 the cross-sectional area is the same, 00:01:40.530 --> 00:01:43.340 then the figures have the same volume. 00:01:43.340 --> 00:01:45.830 So what we need to do is figure out is it true 00:01:45.830 --> 00:01:47.420 that at any point in this height 00:01:47.420 --> 00:01:51.570 do these figures have the same cross-sectional area? 00:01:51.570 --> 00:01:53.120 Well, to think about that, 00:01:53.120 --> 00:01:55.500 let's pick an arbitrary point along this height. 00:01:55.500 --> 00:01:56.430 And just for simplicity, 00:01:56.430 --> 00:01:58.060 let's pick halfway along the height, 00:01:58.060 --> 00:01:59.140 although we could do this analysis 00:01:59.140 --> 00:02:00.780 at any point along the height. 00:02:00.780 --> 00:02:03.500 So halfway along the height there. 00:02:03.500 --> 00:02:05.230 Halfway along the height there. 00:02:05.230 --> 00:02:07.970 So this distance right over here, 00:02:07.970 --> 00:02:11.000 that would be h over two. 00:02:11.000 --> 00:02:15.370 This distance right over here would be h over two. 00:02:15.370 --> 00:02:17.960 This whole thing is h. 00:02:17.960 --> 00:02:20.080 And what we can do is construct 00:02:20.080 --> 00:02:22.350 what look like similar triangles, 00:02:22.350 --> 00:02:24.290 and we can even prove it to ourselves 00:02:24.290 --> 00:02:27.220 that these are similar triangles. 00:02:27.220 --> 00:02:31.423 So let me construct them right over here. 00:02:33.020 --> 00:02:34.620 And the reason why we know they're similar is 00:02:34.620 --> 00:02:38.170 that this line is going to be parallel to this line 00:02:38.170 --> 00:02:42.240 and that this line is parallel to that line, to that radius. 00:02:42.240 --> 00:02:43.410 And how do we know that? 00:02:43.410 --> 00:02:46.430 Well, we're taking cross-sectional areas 00:02:46.430 --> 00:02:48.710 that are parallel to the base, 00:02:48.710 --> 00:02:50.310 that are parallel to the surface 00:02:50.310 --> 00:02:52.820 on which it sits in this situation. 00:02:52.820 --> 00:02:54.253 So in either case, 00:02:55.324 --> 00:02:57.420 these cross-sections are going to be parallel. 00:02:57.420 --> 00:03:00.020 So these lines, which sit in these cross-sections 00:03:00.020 --> 00:03:01.820 or sit on the base and sit in the cross-section, 00:03:01.820 --> 00:03:03.190 have to be parallel as well. 00:03:03.190 --> 00:03:05.250 Well, because these are parallel lines, 00:03:05.250 --> 00:03:08.370 this angle is congruent to that angle. 00:03:08.370 --> 00:03:11.330 This angle is congruent to this angle. 00:03:11.330 --> 00:03:13.730 'Cause these are transversals across parallel lines, 00:03:13.730 --> 00:03:15.060 and these are just corresponding angles. 00:03:15.060 --> 00:03:17.450 And of course, they share this angle in common. 00:03:17.450 --> 00:03:20.430 And here, you see very clearly right angle, right angle. 00:03:20.430 --> 00:03:22.990 This angle is congruent to that angle, 00:03:22.990 --> 00:03:24.800 and then both triangles share that. 00:03:24.800 --> 00:03:28.480 And so this smaller triangle in either case is similar 00:03:28.480 --> 00:03:30.640 to the larger triangle. 00:03:30.640 --> 00:03:33.040 And what that helps us realize is that the ratio 00:03:33.040 --> 00:03:35.510 between corresponding sides is going to be the same. 00:03:35.510 --> 00:03:38.280 So if this side is h over two 00:03:38.280 --> 00:03:39.790 and the entire height is h, 00:03:39.790 --> 00:03:41.630 so this is half of the entire height, 00:03:41.630 --> 00:03:44.580 that tells us that this side is going to be half of r. 00:03:44.580 --> 00:03:47.930 So this right over here is going to be r over two. 00:03:47.930 --> 00:03:50.270 And this side over here, by the same argument, 00:03:50.270 --> 00:03:53.040 is going to be x over two. 00:03:53.040 --> 00:03:56.320 And so what's the cross-sectional area here? 00:03:56.320 --> 00:03:58.590 Well, it's going to be x over two squared. 00:03:58.590 --> 00:04:01.460 So it's going to be x over two squared, 00:04:01.460 --> 00:04:04.750 which is equal to x squared over four, 00:04:04.750 --> 00:04:07.600 which is 1/4 of the base's area, 00:04:07.600 --> 00:04:11.090 which is equal to 1/4 of the base's area. 00:04:11.090 --> 00:04:12.440 And what about over here? 00:04:12.440 --> 00:04:17.220 Well, this cross-sectional area is going to be pi 00:04:17.220 --> 00:04:20.160 times r over two squared, 00:04:20.160 --> 00:04:23.380 which is the same thing as pi r squared over four, 00:04:23.380 --> 00:04:26.800 or we could say that is 1/4 pi r squared, 00:04:26.800 --> 00:04:30.030 which is the same thing as 1/4 of the area of the base. 00:04:30.030 --> 00:04:31.500 The area of the base is pi r squared. 00:04:31.500 --> 00:04:33.010 Now we're saying 1/4 pi r squared. 00:04:33.010 --> 00:04:36.270 So this is going to be equal to 1/4 the area. 00:04:36.270 --> 00:04:38.490 And we already said that these areas are the same, 00:04:38.490 --> 00:04:41.360 and so we've just seen that the cross-sectional area 00:04:41.360 --> 00:04:42.560 at that point of the height 00:04:42.560 --> 00:04:44.240 of both of these figures is the same. 00:04:44.240 --> 00:04:46.480 And you could do that 1/4 along the height, 00:04:46.480 --> 00:04:47.580 3/4 along the height. 00:04:47.580 --> 00:04:49.650 You're going to get the same exact analysis. 00:04:49.650 --> 00:04:51.260 You're gonna have two similar triangles, 00:04:51.260 --> 00:04:54.350 and you're going to see that you have the same areas, 00:04:54.350 --> 00:04:57.490 same cross-sectional areas at that point of the height. 00:04:57.490 --> 00:05:00.390 And so therefore, we see by Cavalieri's principle 00:05:01.300 --> 00:05:03.510 in three dimensions that these two figures 00:05:03.510 --> 00:05:06.000 have the same volume. 00:05:06.000 --> 00:05:08.610 And what's interesting about that is it allows us 00:05:08.610 --> 00:05:10.990 to take the formula, which we've proven 00:05:10.990 --> 00:05:12.930 and gotten the intuition for in other videos, 00:05:12.930 --> 00:05:14.960 for the volume of a pyramid. 00:05:14.960 --> 00:05:17.860 We've learned that the volume of a pyramid is equal to 1/3 00:05:17.860 --> 00:05:20.760 times base times height. 00:05:20.760 --> 00:05:24.970 And say, well, this one must have the exact same volume. 00:05:24.970 --> 00:05:27.380 It must also be volume is equal to 1/3 00:05:27.380 --> 00:05:31.140 times the area of the base times the height. 00:05:31.140 --> 00:05:33.420 Because in both of these cases, 00:05:33.420 --> 00:05:35.670 the area of the base is the same, 00:05:35.670 --> 00:05:37.300 and the height is the same. 00:05:37.300 --> 00:05:40.493 And we know that they have the same volume.

Citing evidence in literary analysis

https://www.youtube.com/watch?v=Tq_BoPJsv-4

vtt

https://www.youtube.com/api/timedtext?v=Tq_BoPJsv-4&ei=V1iUZZPOHrqpp-oP4eSDsAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=6255A3B1C96ACE6C59AE104133EC0E6031203FB1.7472FEABD2A34C26D42DB8C23FF55021D297EE4A&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.700 --> 00:00:01.620 - [Instructor] Hello readers. 00:00:01.620 --> 00:00:04.630 The following video contains explicit content. 00:00:04.630 --> 00:00:06.560 Uh, okay, not in the way you're thinking. 00:00:06.560 --> 00:00:09.940 It doesn't contain violence, obscenity or profanity. 00:00:09.940 --> 00:00:12.750 Or even anything that wouldn't appear in a G-rated movie, 00:00:12.750 --> 00:00:15.950 but it will contain explicit evidence. 00:00:15.950 --> 00:00:17.980 Yes, we're talking about citing evidence 00:00:17.980 --> 00:00:19.730 in literary analysis. 00:00:19.730 --> 00:00:20.840 When you're talking about a text 00:00:20.840 --> 00:00:22.610 and making arguments about it, 00:00:22.610 --> 00:00:25.040 in order to successfully build that argument, 00:00:25.040 --> 00:00:27.900 you must make inferences and draw conclusions. 00:00:27.900 --> 00:00:29.420 And those must be built 00:00:29.420 --> 00:00:31.260 on the back of evidence. 00:00:31.260 --> 00:00:33.960 Both explicit, that is stated in the text, 00:00:33.960 --> 00:00:38.060 or implicit or based on clues or evidence in the text. 00:00:38.060 --> 00:00:39.680 So your responsibility is to tie 00:00:39.680 --> 00:00:42.760 those conclusions or inferences back to explicit 00:00:42.760 --> 00:00:45.200 or implicit evidence in the text. 00:00:45.200 --> 00:00:46.277 It can't just be, 00:00:46.277 --> 00:00:47.750 "This is a feeling I have." 00:00:47.750 --> 00:00:51.060 It has to be, "My feeling about this is backed up 00:00:51.060 --> 00:00:53.110 by this specific evidence." 00:00:53.110 --> 00:00:54.620 Say you're trying to be make an argument 00:00:54.620 --> 00:00:58.500 in a book that the captain of this pirate ship, 00:00:58.500 --> 00:01:00.920 let's just say, I guess, he's a birdman. 00:01:00.920 --> 00:01:02.700 That's what I drew, he's a birdman. 00:01:02.700 --> 00:01:04.930 He's really unkind to the main character 00:01:04.930 --> 00:01:06.280 in the beginning of the book, 00:01:06.280 --> 00:01:08.200 but changes by the end of the book 00:01:08.200 --> 00:01:10.370 and treats everyone, including the main character 00:01:10.370 --> 00:01:12.530 with respect and courtesy. 00:01:12.530 --> 00:01:13.680 So I'm gonna write that my argument 00:01:13.680 --> 00:01:15.530 is that the captain's behavior changes 00:01:15.530 --> 00:01:17.560 towards the MC, the main character. 00:01:17.560 --> 00:01:20.200 I have to back that assertion up with evidence. 00:01:20.200 --> 00:01:22.530 So how do we find those details? 00:01:22.530 --> 00:01:24.230 First, you have to seek out parts 00:01:24.230 --> 00:01:25.510 of the book where the captain 00:01:25.510 --> 00:01:27.640 and the main character interact. 00:01:27.640 --> 00:01:31.130 Then look closely at the pros and dialogue. 00:01:31.130 --> 00:01:33.520 What are the details that prove your point? 00:01:33.520 --> 00:01:35.970 Which are the strongest, most specific details 00:01:35.970 --> 00:01:37.980 that say, "Oh, yes, here is where 00:01:37.980 --> 00:01:39.320 the captain is being mean. 00:01:39.320 --> 00:01:42.210 Here is where the captain is being respectful." 00:01:42.210 --> 00:01:45.540 If you can't find evidence for your assertion, 00:01:45.540 --> 00:01:48.450 first, try searching in a different part of the book. 00:01:48.450 --> 00:01:51.890 Or importantly, acknowledge the possibility 00:01:51.890 --> 00:01:54.050 that you might have a weak argument. 00:01:54.050 --> 00:01:55.400 Maybe it's time to start over 00:01:55.400 --> 00:01:58.050 and find a new or different argument to make 00:01:58.050 --> 00:01:59.880 and find support for. 00:01:59.880 --> 00:02:01.470 Once you've assembled your evidence 00:02:01.470 --> 00:02:03.387 work it into your analysis. 00:02:03.387 --> 00:02:05.160 "Captain Bigsby is dismissive 00:02:05.160 --> 00:02:07.540 and rude to Eniola when she first joins 00:02:07.540 --> 00:02:10.870 the crew of the pirate ship Albatross," I might say. 00:02:10.870 --> 00:02:12.650 And then back it up with an explicit 00:02:12.650 --> 00:02:15.010 example of Captain Bigsby being dismissive 00:02:15.010 --> 00:02:18.640 and rude with a page number citation like so. 00:02:18.640 --> 00:02:21.070 On page 34 of "To the Burbling Deep," 00:02:21.070 --> 00:02:24.230 Bigsby says to Eniola, "You there, what's her name! 00:02:24.230 --> 00:02:26.880 These portholes need to be scrubbed yesterday. 00:02:26.880 --> 00:02:27.887 Get to work!." 00:02:27.887 --> 00:02:29.837 "Yes, sir, Captain," Eniola said. 00:02:29.837 --> 00:02:30.687 "But my name is-" 00:02:30.687 --> 00:02:34.630 "Does it look like I care?" the captain snarled. 00:02:34.630 --> 00:02:35.780 But by the end of the story, 00:02:35.780 --> 00:02:37.680 when Eniola has proven her worth, 00:02:37.680 --> 00:02:39.720 saved the day, and humbled the captain, 00:02:39.720 --> 00:02:42.080 he treats her, and everyone around him, 00:02:42.080 --> 00:02:45.230 with much greater respect and deference. 00:02:45.230 --> 00:02:48.960 On page 225, after Bigsby tends to Eniola's broken leg, 00:02:48.960 --> 00:02:51.450 he tells her, "Eniola, that was some 00:02:51.450 --> 00:02:53.630 mighty fine pirating you did. 00:02:53.630 --> 00:02:56.200 You showed no fear when you punched that kraken, 00:02:56.200 --> 00:02:58.420 and more importantly, you showed no fear 00:02:58.420 --> 00:03:00.090 when you stood up to me. 00:03:00.090 --> 00:03:04.410 I was wrong, and I have been a jerk, and I am sorry." 00:03:04.410 --> 00:03:06.630 Now both of those examples use explicit evidence 00:03:06.630 --> 00:03:08.510 where Captain Bigsby is being a jerk 00:03:08.510 --> 00:03:11.540 and then when he is apologizing for being a jerk. 00:03:11.540 --> 00:03:13.755 There's also implicit evidence too. 00:03:13.755 --> 00:03:16.300 Bigsby tends to Eniola's broken leg. 00:03:16.300 --> 00:03:17.307 So while he's not saying, 00:03:17.307 --> 00:03:19.960 "I will take care of you little buddy," with his words, 00:03:19.960 --> 00:03:22.890 he is saying it with his actions. 00:03:22.890 --> 00:03:24.090 And in that first example 00:03:24.090 --> 00:03:26.300 when he demands that Eniola clean the portholes, 00:03:26.300 --> 00:03:29.050 he's not literally saying, "I'm impatient," 00:03:29.050 --> 00:03:31.610 But by saying, "They need to be scrubbed yesterday," 00:03:31.610 --> 00:03:33.960 as an immediately because you already messed up, 00:03:33.960 --> 00:03:36.920 he's implying that he's impatient. 00:03:36.920 --> 00:03:38.610 Now there is no such book that I know 00:03:38.610 --> 00:03:41.000 of about a kraken punching girl pirate. 00:03:41.000 --> 00:03:44.700 But if we're lucky, my friend Jordan will write one. 00:03:44.700 --> 00:03:48.690 Remember to use strong details to get good evidence. 00:03:48.690 --> 00:03:50.670 There might be a part of "To The Burbling Deep" 00:03:50.670 --> 00:03:53.400 where Captain Bigsby huffs angrily 00:03:53.400 --> 00:03:55.500 at Eniola but doesn't say anything, 00:03:55.500 --> 00:03:57.780 and that's mean or, at least, impolite, 00:03:57.780 --> 00:04:01.170 but it's not as strong as him yelling at her. 00:04:01.170 --> 00:04:03.290 So when you find the detail, ask yourself, 00:04:03.290 --> 00:04:05.320 how does that detail related back 00:04:05.320 --> 00:04:07.173 to your analysis or your argument. 00:04:08.530 --> 00:04:09.700 Is it repeated? 00:04:09.700 --> 00:04:12.600 Does that detail or detail similar to it 00:04:12.600 --> 00:04:14.650 appear elsewhere in the text? 00:04:14.650 --> 00:04:17.130 And if you see a lot of similar details, 00:04:17.130 --> 00:04:19.450 how do those details prove the argument 00:04:19.450 --> 00:04:20.730 that you're trying to make? 00:04:20.730 --> 00:04:22.600 If you have a sense of what the central idea 00:04:22.600 --> 00:04:24.920 or ideas of the text is, 00:04:24.920 --> 00:04:26.790 try to connect those details 00:04:26.790 --> 00:04:28.730 back to that central idea and then connect 00:04:28.730 --> 00:04:32.090 that central idea to your own argument. 00:04:32.090 --> 00:04:33.780 I don't know what "To the Burbling Deep" 00:04:33.780 --> 00:04:36.680 is about 'cause I made it up 20 minutes ago. 00:04:36.680 --> 00:04:38.380 But maybe one theme in it 00:04:38.380 --> 00:04:40.850 is that it's important to recognize 00:04:40.850 --> 00:04:42.720 the potential with another people. 00:04:42.720 --> 00:04:45.620 And that can be both true for Eniola 00:04:45.620 --> 00:04:48.870 who becomes a hero and punches a giant octopus monster, 00:04:48.870 --> 00:04:51.360 but it can also be true of Captain Bigsby 00:04:51.360 --> 00:04:53.780 who occupies kind of antagonistic role 00:04:53.780 --> 00:04:55.810 and then changes through the story. 00:04:55.810 --> 00:04:58.970 And so we can build our argument around that idea 00:04:58.970 --> 00:05:01.140 that character change is possible. 00:05:01.140 --> 00:05:02.450 Not just for the main character, 00:05:02.450 --> 00:05:03.730 but for everybody. 00:05:03.730 --> 00:05:05.300 So that's where I will leave you. 00:05:05.300 --> 00:05:07.100 Remember to choose the pieces of evidence 00:05:07.100 --> 00:05:08.810 that give you the strongest support 00:05:08.810 --> 00:05:10.310 for your idea and if the evidence 00:05:10.310 --> 00:05:11.930 doesn't match your idea, 00:05:11.930 --> 00:05:14.233 you might need to change the idea itself. 00:05:15.090 --> 00:05:17.523 You can learn anything. David out.

Part-to-whole relationships in text structure

https://www.youtube.com/watch?v=-GY2Cj1w_PY

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https://www.youtube.com/api/timedtext?v=-GY2Cj1w_PY&ei=V1iUZZbMG7f4xN8P1JWMyAs&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=99B4D7D29723506AEAE6D8AC8B628008295B5506.EFABD3DC1859AE3320D7E1F78F5C72D46C32459E&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.350 --> 00:00:01.520 - [David] Hello readers. 00:00:01.520 --> 00:00:02.910 Today we're going to be talking 00:00:02.910 --> 00:00:05.950 about how smaller sections of text work together 00:00:05.950 --> 00:00:07.700 to support the whole text. 00:00:07.700 --> 00:00:10.660 But first let us consider Voltron. 00:00:10.660 --> 00:00:13.950 It is a giant robot made up of five smaller robots, 00:00:13.950 --> 00:00:16.290 each one piloted by a person. 00:00:16.290 --> 00:00:18.350 Five friends, each with control 00:00:18.350 --> 00:00:20.410 over a different part of the robot's body. 00:00:20.410 --> 00:00:23.100 You're up in the head, I'm operating the right leg, 00:00:23.100 --> 00:00:25.960 our buddy's operating the left, and so on. 00:00:25.960 --> 00:00:28.240 In order to walk or pick up objects 00:00:28.240 --> 00:00:30.830 or fight space monsters the size of battleships, 00:00:30.830 --> 00:00:34.930 all the disparate of the robot have to function together. 00:00:34.930 --> 00:00:38.240 Well, texts work much the same way. 00:00:38.240 --> 00:00:39.570 Each portion of the text, 00:00:39.570 --> 00:00:42.390 from the section level down to more granular divisions 00:00:42.390 --> 00:00:45.190 like individual paragraphs or sentences, 00:00:45.190 --> 00:00:49.380 is trying to serve the broader point of the text. 00:00:49.380 --> 00:00:51.770 When we look at Voltron's foot in motion, 00:00:51.770 --> 00:00:53.430 we analyze what the foot is doing 00:00:53.430 --> 00:00:56.040 in the service of Voltron as a whole. 00:00:56.040 --> 00:00:57.930 If Voltron's foot kicks a ball, 00:00:57.930 --> 00:01:01.600 we have to zoom out to ask, is Voltron playing soccer? 00:01:01.600 --> 00:01:05.260 This is a pretty abstract idea without any text examples, 00:01:05.260 --> 00:01:08.000 so let's stop talking about space robots 00:01:08.000 --> 00:01:10.390 and start talking about the Armor 00:01:10.390 --> 00:01:13.170 of 10th-century Japanese horse archers. 00:01:13.170 --> 00:01:16.010 All right, so this whole passage is about the armor 00:01:16.010 --> 00:01:19.950 worn by mounted archer samurai of 10th-century Japan, 00:01:19.950 --> 00:01:22.450 o-yoroi, and how it's constructed. 00:01:22.450 --> 00:01:24.370 So this is a piece of o-yoroi armor. 00:01:24.370 --> 00:01:25.940 This is the whole assemblage. 00:01:25.940 --> 00:01:29.720 And that's how the piece is divided, right? 00:01:29.720 --> 00:01:32.290 We've got the sections here for each component. 00:01:32.290 --> 00:01:36.270 The cuirass, the o-sode or shoulder guards, 00:01:36.270 --> 00:01:38.600 the kusazuri, or armored skirt, 00:01:38.600 --> 00:01:40.050 and the kabuto, the helmet. 00:01:40.050 --> 00:01:41.890 And each one of these elements of the armor 00:01:41.890 --> 00:01:44.940 connects back to the whole point of the piece, 00:01:44.940 --> 00:01:47.710 which is describing how the armor does two things. 00:01:47.710 --> 00:01:50.530 One, it protects the wearer, and two, 00:01:50.530 --> 00:01:53.600 allows them to ride horses and fire arrows. 00:01:53.600 --> 00:01:56.160 Now we see this in the introductory paragraph. 00:01:56.160 --> 00:01:59.620 Their armor, called o-yoroi, was designed specifically 00:01:59.620 --> 00:02:02.770 to withstand the demands of mounted archer warfare. 00:02:02.770 --> 00:02:05.520 So let's dig into this first section about the cuirass, 00:02:05.520 --> 00:02:08.130 the breastplate and backplate armor. 00:02:08.130 --> 00:02:09.877 I'll read the first paragraph. 00:02:09.877 --> 00:02:12.457 "A cuirass is usually a piece of armor 00:02:12.457 --> 00:02:14.997 "that consists of a breastplate and a backplate 00:02:14.997 --> 00:02:16.517 "that are attached together. 00:02:16.517 --> 00:02:19.287 "The cuirass for the o-yoroi was a bit different 00:02:19.287 --> 00:02:20.697 "than a typical cuirass, 00:02:20.697 --> 00:02:24.047 "as it was designed to be more effective for an archer. 00:02:24.047 --> 00:02:27.967 "The o-yoroi cuirass had three sections instead of two. 00:02:27.967 --> 00:02:29.627 "A section to protect the back, 00:02:29.627 --> 00:02:31.137 "a section to protect the chest, 00:02:31.137 --> 00:02:34.077 "and a section to protect the left side body. 00:02:34.077 --> 00:02:35.517 "The right side was left open 00:02:35.517 --> 00:02:38.770 "so the warrior could best utilize his bow and arrow." 00:02:38.770 --> 00:02:42.640 So this paragraph is describing what a cuirass is 00:02:42.640 --> 00:02:44.010 and how it functions as armor, 00:02:44.010 --> 00:02:45.330 but then it goes into detailing 00:02:45.330 --> 00:02:47.520 how an o-yoroi cuirass is different 00:02:47.520 --> 00:02:49.980 because it's for someone holding a bow, right? 00:02:49.980 --> 00:02:52.410 It has three sections instead of two. 00:02:52.410 --> 00:02:54.520 The right side was left open so the warrior 00:02:54.520 --> 00:02:57.160 could best utilize his bow and arrow. 00:02:57.160 --> 00:02:59.500 This information down to the sentence level 00:02:59.500 --> 00:03:01.560 all serves the same purpose. 00:03:01.560 --> 00:03:03.200 It serves to answer the question, 00:03:03.200 --> 00:03:07.000 how was o-yoroi armor specifically designed 00:03:07.000 --> 00:03:09.420 to meet the needs of a mounted archer? 00:03:09.420 --> 00:03:11.440 Not every sentence or every paragraph 00:03:11.440 --> 00:03:14.080 will address every part of that main question. 00:03:14.080 --> 00:03:15.930 Note that the cuirass section doesn't cover 00:03:15.930 --> 00:03:19.120 anything about how the archers are on horseback. 00:03:19.120 --> 00:03:20.110 To answer that question, 00:03:20.110 --> 00:03:22.060 we need to go down to the third section, 00:03:22.060 --> 00:03:24.360 the kusazuri, the battle skirt. 00:03:24.360 --> 00:03:25.760 I'm not gonna read the whole paragraph. 00:03:25.760 --> 00:03:28.597 Let's just zoom in on this one sentence. 00:03:28.597 --> 00:03:30.867 "The kusazuri were designed so that when the warrior 00:03:30.867 --> 00:03:32.807 "was sitting in his horse's saddle, 00:03:32.807 --> 00:03:35.747 "they fit nicely over the saddle in a skirtlike fashion 00:03:35.747 --> 00:03:38.800 "to protect his lower body and upper legs." 00:03:38.800 --> 00:03:40.410 This particular sentence tells us 00:03:40.410 --> 00:03:43.160 how this part of the armor protects the samurai's legs 00:03:43.160 --> 00:03:44.780 while they're on horseback. 00:03:44.780 --> 00:03:46.770 The paragraph and section it's part of 00:03:46.770 --> 00:03:49.570 detail the whole construction of that part of the armor 00:03:49.570 --> 00:03:52.050 and how it relates to the other pieces. 00:03:52.050 --> 00:03:54.830 And all of those paragraphs together form one text 00:03:54.830 --> 00:03:57.550 that explained the thing it set out to explain. 00:03:57.550 --> 00:03:59.620 What is o-yoroi and how does it work 00:03:59.620 --> 00:04:02.560 for 10th-century horse archer samurai? 00:04:02.560 --> 00:04:05.250 Each section or paragraph is like a leg 00:04:05.250 --> 00:04:07.540 or an arm of Voltron. 00:04:07.540 --> 00:04:11.730 Each sentence is a muscle or a finger or a robo-toe. 00:04:11.730 --> 00:04:14.280 Together, moving as one, they tell a story 00:04:14.280 --> 00:04:17.320 or make an argument, which I guess is like Voltron 00:04:17.320 --> 00:04:19.130 winning a fight, maybe. 00:04:19.130 --> 00:04:21.630 I feel like I've carried this metaphor as far as it'll go. 00:04:21.630 --> 00:04:23.520 The point is, if you're having trouble 00:04:23.520 --> 00:04:25.800 making sense of an informational text, 00:04:25.800 --> 00:04:28.233 think of it as a giant battle robot. 00:04:29.160 --> 00:04:31.000 What is each of component part of the text 00:04:31.000 --> 00:04:32.040 trying to accomplish? 00:04:32.040 --> 00:04:34.050 And when you put all those parts together, 00:04:34.050 --> 00:04:35.400 what are they trying to do? 00:04:36.320 --> 00:04:38.560 Well, my work here is done. 00:04:38.560 --> 00:04:40.050 You can learn anything. 00:04:40.050 --> 00:04:40.883 David out.

Cavalieri's principle in 3D

https://www.youtube.com/watch?v=2TDFtCKMoKk

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https://www.youtube.com/api/timedtext?v=2TDFtCKMoKk&ei=V1iUZeyFHIyahcIPz5aTiA8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=7E7549E7E09B21B8FF61FE1C6EF3396F3468EDE8.DF20EFD85A69E0BCAD55149326FEC1A4FA865DD3&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.380 --> 00:00:01.970 - [Instructor] So we have two cylinders here. 00:00:01.970 --> 00:00:04.890 Let's say we know that they have the exact same volume 00:00:04.890 --> 00:00:06.550 and that makes sense because it looks like 00:00:06.550 --> 00:00:09.750 they have the same area of their base 00:00:09.750 --> 00:00:12.040 and they have the same height. 00:00:12.040 --> 00:00:14.250 Now what I'm going to do is start cutting up 00:00:14.250 --> 00:00:17.860 this left cylinder here and shifting things around. 00:00:17.860 --> 00:00:21.390 So if I just cut it in two and take that bottom cylinder, 00:00:21.390 --> 00:00:23.640 that bottom half and shift it a bit, 00:00:23.640 --> 00:00:25.423 have I changed its volume? 00:00:26.420 --> 00:00:28.890 Well, clearly I have not changed its volume. 00:00:28.890 --> 00:00:30.190 I still have the same volume. 00:00:30.190 --> 00:00:33.730 The combined volume of both of these half cylinders, 00:00:33.730 --> 00:00:37.720 I could say, are equal to the original cylinder. 00:00:37.720 --> 00:00:40.290 Now what if I were to cut it up even more? 00:00:40.290 --> 00:00:43.610 So let me cut it up now into three. 00:00:43.610 --> 00:00:46.880 Well, once again I still haven't changed my original volume. 00:00:46.880 --> 00:00:48.560 It's still the same volume as original 00:00:48.560 --> 00:00:50.250 and I just cut it up into thirds. 00:00:50.250 --> 00:00:51.950 And if I shift them around a little bit 00:00:51.950 --> 00:00:53.900 I'm not changing the volume. 00:00:53.900 --> 00:00:55.270 And I could keep doing that. 00:00:55.270 --> 00:00:57.210 I could cut it up into a bunch of them. 00:00:57.210 --> 00:01:01.530 Notice, this still has the same original volume, 00:01:01.530 --> 00:01:04.420 I've just cut it up into a bunch of sections. 00:01:04.420 --> 00:01:05.880 I've cut it horizontally 00:01:05.880 --> 00:01:08.010 and now I'm just shifting things around, 00:01:08.010 --> 00:01:10.080 but that doesn't change the volume. 00:01:10.080 --> 00:01:12.650 And I can do it a bunch of times. 00:01:12.650 --> 00:01:15.670 This looks like some type of poker chips or gambling chips 00:01:15.670 --> 00:01:17.920 where I can have my original cylinder 00:01:17.920 --> 00:01:20.250 and now I've cut it horizontally 00:01:20.250 --> 00:01:22.370 into a bunch of these, I guess you could say chips 00:01:22.370 --> 00:01:24.550 but clearly it has the same combined volume. 00:01:24.550 --> 00:01:28.380 I can shift it around a bit but it has the same volume. 00:01:28.380 --> 00:01:30.710 And this leads us to an interesting question 00:01:30.710 --> 00:01:31.890 and it's actually a principle 00:01:31.890 --> 00:01:34.260 known as Cavalieri's principle, 00:01:34.260 --> 00:01:39.260 which is if I have two figures that have the same height 00:01:39.290 --> 00:01:42.240 and at any point along that height, 00:01:42.240 --> 00:01:47.100 the cross-sectional area is the same, 00:01:47.100 --> 00:01:51.260 then the two figures have the same volume. 00:01:51.260 --> 00:01:53.470 Now how does what I just say apply to what's going on here? 00:01:53.470 --> 00:01:57.860 Well, clearly both of these figures have the same height 00:01:57.860 --> 00:02:01.317 and then at any point here, wherever I did the cuts, 00:02:01.317 --> 00:02:04.200 at the same point on this original cylinder, 00:02:04.200 --> 00:02:08.040 well, my cross-sectional area is going to be the same 00:02:08.040 --> 00:02:09.650 because it's going to be the same area 00:02:09.650 --> 00:02:12.000 as the base in the case of this cylinder 00:02:12.000 --> 00:02:14.340 and so it meets Cavalieri's principle. 00:02:14.340 --> 00:02:16.380 But Cavalieri's principle's nothing exotic. 00:02:16.380 --> 00:02:18.020 It comes straight out of common sense. 00:02:18.020 --> 00:02:20.510 I can just do more cuts like this 00:02:20.510 --> 00:02:22.080 and you can see that I have, 00:02:22.080 --> 00:02:25.920 you can see a more continuous looking skewed cylinder 00:02:25.920 --> 00:02:30.100 but this will have the same volume as our original cylinder. 00:02:30.100 --> 00:02:32.120 When I shift it around like this, 00:02:32.120 --> 00:02:33.910 it's not changing the volume. 00:02:33.910 --> 00:02:37.980 And that's not just true for cylinders. 00:02:37.980 --> 00:02:40.390 I could do the exact same argument 00:02:40.390 --> 00:02:43.010 with some form of a prism. 00:02:43.010 --> 00:02:44.730 Once again they have the same volume. 00:02:44.730 --> 00:02:46.800 I could shift, I could cut the left one in half 00:02:46.800 --> 00:02:49.100 and shift it around, doesn't change its volume. 00:02:49.100 --> 00:02:51.530 I could cut it more and shift those around, 00:02:51.530 --> 00:02:53.480 still doesn't change the volume. 00:02:53.480 --> 00:02:56.150 So Cavalieri's principle seems to make a lot 00:02:56.150 --> 00:02:57.550 of intuitive sense here. 00:02:57.550 --> 00:03:01.160 If I have two figures that have the same height 00:03:01.160 --> 00:03:04.290 and at any point along that height, 00:03:04.290 --> 00:03:07.950 the cross-sectional area is the same, 00:03:07.950 --> 00:03:10.900 then the figures have the same volume. 00:03:10.900 --> 00:03:14.580 So these figures also have the same volume. 00:03:14.580 --> 00:03:16.640 And I could do it with interesting things 00:03:16.640 --> 00:03:18.930 like, say, a pyramid. 00:03:18.930 --> 00:03:20.560 These two pyramids have the same volume 00:03:20.560 --> 00:03:22.470 and I were to cut the left pyramid 00:03:22.470 --> 00:03:26.570 halfway along its height and shift the bottom like this, 00:03:26.570 --> 00:03:28.910 that doesn't change its volume. 00:03:28.910 --> 00:03:32.590 And I can keep doing that with more and more cuts. 00:03:32.590 --> 00:03:35.100 And 'cause at any point here, 00:03:35.100 --> 00:03:37.360 these figures have the same height 00:03:37.360 --> 00:03:39.660 and at any point on that height, 00:03:39.660 --> 00:03:42.820 the cross-sectional area is the same, 00:03:42.820 --> 00:03:44.350 and so they have the same volume. 00:03:44.350 --> 00:03:47.010 But once again it is intuitive. 00:03:47.010 --> 00:03:49.910 And it goes all the way to the case where you have, 00:03:49.910 --> 00:03:52.780 you could view it as a continuous pyramid right over here 00:03:52.780 --> 00:03:54.220 that has been skewed. 00:03:54.220 --> 00:03:55.760 So no matter how much you skew it, 00:03:55.760 --> 00:03:58.250 it's gonna have the same volume as our original pyramid 00:03:58.250 --> 00:03:59.460 'cause they have the same height. 00:03:59.460 --> 00:04:02.550 And the cross-sectional area at any point in the height 00:04:02.550 --> 00:04:04.610 is going to be the same. 00:04:04.610 --> 00:04:06.610 We can actually do this with any figure. 00:04:07.810 --> 00:04:10.060 So these spheres have the same volume. 00:04:10.060 --> 00:04:11.790 I could cut the left one in half, 00:04:11.790 --> 00:04:14.550 halfway along its height and shift it like this. 00:04:14.550 --> 00:04:16.750 Clearly, I'm not changing the volume. 00:04:16.750 --> 00:04:19.530 And I could make more cuts like that. 00:04:19.530 --> 00:04:22.270 And clearly it has still the same volume. 00:04:22.270 --> 00:04:24.270 And this meets Cavalieri's principle 00:04:24.270 --> 00:04:26.330 because they have the same height 00:04:26.330 --> 00:04:30.400 and the cross section at any point along that height 00:04:30.400 --> 00:04:31.870 is going to be the same. 00:04:31.870 --> 00:04:35.930 So even though I can cut that one up and I can shift it, 00:04:35.930 --> 00:04:38.870 it looks like a different type of object, 00:04:38.870 --> 00:04:40.280 a different type of thing, 00:04:40.280 --> 00:04:42.610 but they have the same height and cross sections 00:04:42.610 --> 00:04:45.800 at any point are the same area, 00:04:45.800 --> 00:04:47.980 so we have the same volume, 00:04:47.980 --> 00:04:49.540 which is a useful thing to know 00:04:49.540 --> 00:04:51.100 not just to know the principle 00:04:51.100 --> 00:04:52.880 but hopefully this video helps you gain 00:04:52.880 --> 00:04:55.753 some of the intuition for why it makes intuitive sense.

Dilating in 3D

https://www.youtube.com/watch?v=3wTy5aI9AF4

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WEBVTT Kind: captions Language: en 00:00:00.260 --> 00:00:01.860 - [Instructor] Let's say I have some type of a surface, 00:00:01.860 --> 00:00:06.860 let's say that this right over here is the top of your desk. 00:00:07.090 --> 00:00:12.090 And I were to draw a triangle on that surface. 00:00:12.560 --> 00:00:15.573 So maybe the triangle looks like this, 00:00:16.890 --> 00:00:18.000 something like this, 00:00:18.000 --> 00:00:20.330 it doesn't have to be a right triangle. 00:00:20.330 --> 00:00:21.290 And so I'm not implying 00:00:21.290 --> 00:00:22.750 that this is necessarily a right triangle. 00:00:22.750 --> 00:00:24.670 Although it looks a little bit like one, 00:00:24.670 --> 00:00:29.670 and let's call it triangle A, B, and then C. 00:00:30.160 --> 00:00:32.650 Now what I'm going to do is something interesting. 00:00:32.650 --> 00:00:35.220 I'm gonna take a fourth point P 00:00:35.220 --> 00:00:37.720 that's not on the surface of this desk 00:00:37.720 --> 00:00:40.870 and it's going to be right above point B. 00:00:40.870 --> 00:00:42.620 So let me just take that point, 00:00:42.620 --> 00:00:44.250 go straight up, 00:00:44.250 --> 00:00:48.330 and I'm going to get to point P right over here. 00:00:48.330 --> 00:00:51.080 Now, what I can do is construct a pyramid 00:00:51.080 --> 00:00:54.030 using point P as the peak of that pyramid. 00:00:54.030 --> 00:00:56.010 Now, what we're going to start thinking about 00:00:56.010 --> 00:01:00.090 is what happens if I take cross sections of this pyramid? 00:01:00.090 --> 00:01:00.950 So in this case, 00:01:00.950 --> 00:01:05.840 the length of segment PB is the height of this pyramid. 00:01:05.840 --> 00:01:09.340 Now, if we were to go halfway along that height, 00:01:09.340 --> 00:01:13.340 and if we were to take a cross section of this pyramid 00:01:13.340 --> 00:01:16.600 that is parallel to the surface of our original desk, 00:01:16.600 --> 00:01:18.430 what would that look like? 00:01:18.430 --> 00:01:22.963 Well, it would look something like this. 00:01:24.770 --> 00:01:28.650 Now you might be noticing something really interesting. 00:01:28.650 --> 00:01:32.070 If you were to translate that blue triangle straight down 00:01:32.070 --> 00:01:33.693 onto the surface of the table, 00:01:34.630 --> 00:01:38.080 it would look like this. 00:01:38.080 --> 00:01:39.500 And when you see it that way, 00:01:39.500 --> 00:01:43.470 it looks like it is a dilation of our original triangle 00:01:43.470 --> 00:01:45.230 centered at point B. 00:01:45.230 --> 00:01:48.930 And in fact, it is a dilation centered at point B 00:01:48.930 --> 00:01:52.500 with a scale factor of 0.5. 00:01:52.500 --> 00:01:54.630 And you can see it right over here, 00:01:54.630 --> 00:01:56.399 this length right over here, 00:01:56.399 --> 00:02:00.430 what BC was dilated down to is half the length 00:02:00.430 --> 00:02:02.030 of the original BC. 00:02:02.030 --> 00:02:05.170 This is half the length of the original AB, 00:02:05.170 --> 00:02:10.170 and then this is half the length of the original AC. 00:02:10.190 --> 00:02:13.720 But you could do it at other heights along this pyramid. 00:02:13.720 --> 00:02:18.720 What if we were to go 0.75 of the way between P and B. 00:02:19.820 --> 00:02:23.220 So if you were to go right over here. 00:02:23.220 --> 00:02:25.390 So it's closer to our original triangle, 00:02:25.390 --> 00:02:27.410 closer to our surface. 00:02:27.410 --> 00:02:29.360 So then the cross section 00:02:32.717 --> 00:02:34.467 would look like this. 00:02:35.940 --> 00:02:37.580 Now, if we were to translate that down 00:02:37.580 --> 00:02:38.946 onto our original surface, 00:02:38.946 --> 00:02:40.890 what would that look like? 00:02:40.890 --> 00:02:44.320 Well, it would look like this. 00:02:44.320 --> 00:02:45.930 It would look like a dilation 00:02:45.930 --> 00:02:49.960 of our original triangle centered at point B. 00:02:49.960 --> 00:02:54.750 But this time with a scale factor of 0.75. 00:02:54.750 --> 00:02:56.760 And then what if you were to go only a quarter of the way 00:02:56.760 --> 00:02:59.540 between point P and point B? 00:02:59.540 --> 00:03:02.330 Well, then you would see something like this, 00:03:02.330 --> 00:03:03.690 a quarter of the way. 00:03:03.690 --> 00:03:05.070 If you were take the cross section 00:03:05.070 --> 00:03:07.670 parallel to our original surface, 00:03:07.670 --> 00:03:08.930 it would look like this. 00:03:08.930 --> 00:03:12.490 If you were to translate that straight down onto our table, 00:03:12.490 --> 00:03:14.670 it would look something like this. 00:03:14.670 --> 00:03:16.760 And it looks like a dilation 00:03:16.760 --> 00:03:21.613 centered at point B with a scale factor of 0.25. 00:03:23.160 --> 00:03:24.650 And the reason why all of these dilations 00:03:24.650 --> 00:03:28.500 look like dilations centered at point B 00:03:28.500 --> 00:03:33.500 is because point P is directly above point B. 00:03:33.930 --> 00:03:36.700 But this is a way to conceptualize dilations, 00:03:36.700 --> 00:03:40.080 or see the relationship between cross sections 00:03:41.420 --> 00:03:43.100 of a three-dimensional shape, 00:03:43.100 --> 00:03:44.596 in this case like a pyramid, 00:03:44.596 --> 00:03:47.710 and how those cross sections relate 00:03:47.710 --> 00:03:50.000 to the base of the pyramid. 00:03:50.000 --> 00:03:51.675 Now, let me ask you an interesting question. 00:03:51.675 --> 00:03:53.730 What if I were to try to take a cross section 00:03:53.730 --> 00:03:55.840 right at point P. 00:03:55.840 --> 00:03:58.210 Well, then I would just get a point. 00:03:58.210 --> 00:04:00.490 I would not get an actual triangle, 00:04:00.490 --> 00:04:02.825 but you could view that as a dilation 00:04:02.825 --> 00:04:06.280 with a scale factor of zero. 00:04:06.280 --> 00:04:09.180 And what if I were to take a cross section at the base? 00:04:09.180 --> 00:04:12.930 Well, then that would be my original triangle, triangle ABC. 00:04:12.930 --> 00:04:16.166 And then you can view that as a dilation 00:04:16.166 --> 00:04:18.690 with a scale factor of one 00:04:18.690 --> 00:04:21.440 'cause you've gone all the way down to the base. 00:04:21.440 --> 00:04:24.170 So hopefully this connects some dots for you 00:04:24.170 --> 00:04:27.310 between cross sections of a three-dimensional shape 00:04:27.310 --> 00:04:31.923 that is parallel to the base and notions of dilation.

Calculating angle measures to verify congruence

https://www.youtube.com/watch?v=i63Ruo2jj1E

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WEBVTT Kind: captions Language: en 00:00:00.350 --> 00:00:02.080 - [Instructor] We have four triangles depicted here, 00:00:02.080 --> 00:00:02.913 and they've told us 00:00:02.913 --> 00:00:05.550 that the triangles are not drawn to scale. 00:00:05.550 --> 00:00:10.550 And we are asked, "Which two triangles must be congruent?" 00:00:10.830 --> 00:00:11.950 So pause this video 00:00:11.950 --> 00:00:13.610 and see if you can work this out on your own 00:00:13.610 --> 00:00:15.763 before we work through this together. 00:00:17.010 --> 00:00:19.390 All right, now let's work through this together. 00:00:19.390 --> 00:00:21.350 And it looks like for every one of these, 00:00:21.350 --> 00:00:22.890 or actually almost every one of these, 00:00:22.890 --> 00:00:26.120 they've given us two angles, and they've given us a side. 00:00:26.120 --> 00:00:30.780 This triangle IJH, they've only given us two angles. 00:00:30.780 --> 00:00:31.950 So what I'd like to do is 00:00:31.950 --> 00:00:33.900 if I know two angles of a triangle, 00:00:33.900 --> 00:00:35.670 I can figure out the third angle 00:00:35.670 --> 00:00:37.060 because the sum of the angles 00:00:37.060 --> 00:00:40.150 of a triangle have to add up to 180 degrees. 00:00:40.150 --> 00:00:42.650 And then I can use that information, 00:00:42.650 --> 00:00:44.540 maybe with the sides that they give us, 00:00:44.540 --> 00:00:48.130 in order to judge which of these triangles are congruent. 00:00:48.130 --> 00:00:50.070 So first of all, what is going to be the measure 00:00:50.070 --> 00:00:53.700 of this angle right over here, the measure of angle ACB? 00:00:53.700 --> 00:00:56.430 Pause the video and try to think about that. 00:00:56.430 --> 00:00:57.450 Well, one way to think about it, 00:00:57.450 --> 00:00:59.890 if we call the measure of that angle X, 00:00:59.890 --> 00:01:03.000 we know that X plus 36 00:01:03.000 --> 00:01:07.130 plus 82 needs to be equals to 180. 00:01:07.130 --> 00:01:09.800 I'm just giving their measures in degrees here. 00:01:09.800 --> 00:01:11.910 And so you could say x plus. 00:01:11.910 --> 00:01:16.890 Let's see, 36 plus 82 is 118. 00:01:16.890 --> 00:01:18.350 Did I do that right? 00:01:18.350 --> 00:01:22.600 Six plus two is eight, and then three plus eight is 11. 00:01:22.600 --> 00:01:23.720 Yeah, that's right. 00:01:23.720 --> 00:01:25.470 So that's going to equal to 180. 00:01:25.470 --> 00:01:29.040 And then if I subtract 118 from both sides, 00:01:29.040 --> 00:01:30.950 I'm going to get x is equal 00:01:30.950 --> 00:01:35.430 to 180 minus 118 is 62. 00:01:35.430 --> 00:01:39.700 So this is x is equal to 62, or this is a 62 degree angle, 00:01:39.700 --> 00:01:41.540 I guess is another way of thinking about it. 00:01:41.540 --> 00:01:46.200 I could put everything in terms of degrees if you like. 00:01:46.200 --> 00:01:47.360 All right, now let's do the same thing 00:01:47.360 --> 00:01:49.290 with this one right over here. 00:01:49.290 --> 00:01:51.440 Well, this one has an 82 degree angle 00:01:51.440 --> 00:01:55.010 and a 62 degree angle just like this triangle over here. 00:01:55.010 --> 00:01:59.000 So we know that the third angle needs to be 36 degrees. 00:01:59.000 --> 00:02:00.000 36 degrees. 00:02:00.000 --> 00:02:02.830 Because we know 82 and 62, 00:02:02.830 --> 00:02:05.580 if you need to get to 180, it has to be 36. 00:02:05.580 --> 00:02:09.300 We just figured that out from this first triangle over here. 00:02:09.300 --> 00:02:13.400 Now, if we look over here, 36 degrees and 59, 00:02:13.400 --> 00:02:15.270 this definitely looks like it has different angles. 00:02:15.270 --> 00:02:18.710 But let's figure out what this angle would have to be. 00:02:18.710 --> 00:02:22.490 So if we call that y degrees, we know. 00:02:22.490 --> 00:02:23.580 I'll do it over here. 00:02:23.580 --> 00:02:27.460 Y plus 36 plus 59 00:02:27.460 --> 00:02:29.770 is equal to 180. 00:02:29.770 --> 00:02:31.920 And I'm just thinking in terms of degrees here. 00:02:31.920 --> 00:02:33.750 So y plus. 00:02:33.750 --> 00:02:36.870 This is going to be equal to, what is this? 00:02:36.870 --> 00:02:40.880 This is going to be equal to 95, is equal to 180. 00:02:40.880 --> 00:02:41.720 Did I do that right? 00:02:41.720 --> 00:02:44.330 Yeah, 80 plus 15, yeah, 95. 00:02:44.330 --> 00:02:47.773 And then if I subtract 95 from both sides, 00:02:48.750 --> 00:02:50.700 what am I left with? 00:02:50.700 --> 00:02:55.530 I'm left with y is equal to 85 degrees. 00:02:56.490 --> 00:03:00.280 And so this is going to be equal to 85 degrees. 00:03:00.280 --> 00:03:02.470 And then this last triangle right over here, 00:03:02.470 --> 00:03:06.050 I have an angle that has measured 36, another one that's 59. 00:03:06.050 --> 00:03:07.800 So by the same logic, 00:03:07.800 --> 00:03:10.960 this one over here has to be 85 degrees. 00:03:10.960 --> 00:03:12.250 So let's ask ourselves now 00:03:12.250 --> 00:03:13.690 that we've figured out a little bit more 00:03:13.690 --> 00:03:17.583 about these triangles, which of these two must be congruent? 00:03:18.660 --> 00:03:19.980 So you might be tempted to look 00:03:19.980 --> 00:03:22.007 at these bottom two triangles and say, 00:03:22.007 --> 00:03:24.340 "Hey, look, all of their angles are the same." 00:03:24.340 --> 00:03:27.040 You have angle, angle, angle and angle, angle, angle. 00:03:27.040 --> 00:03:28.970 Well, they would be similar. 00:03:28.970 --> 00:03:31.480 If you have three angles that are the same, 00:03:31.480 --> 00:03:33.680 you definitely have similar triangles. 00:03:33.680 --> 00:03:37.640 But we don't have any length information for triangle IJH. 00:03:37.640 --> 00:03:39.700 You need to know at least one of the lengths 00:03:39.700 --> 00:03:40.980 of one of the sides 00:03:40.980 --> 00:03:43.640 in order to even start to think about congruence. 00:03:43.640 --> 00:03:48.180 And so we can't make any conclusion that IJH and LMK, 00:03:49.110 --> 00:03:54.030 triangles IJL and triangles LMK are congruent to each other. 00:03:54.030 --> 00:03:56.060 Now let's look at these candidates up here. 00:03:56.060 --> 00:03:58.350 We know that their angles are all the same. 00:03:58.350 --> 00:04:00.613 And so we could apply angle. 00:04:01.990 --> 00:04:03.340 I'll do this in a different color. 00:04:03.340 --> 00:04:06.250 Angle-side-angle. 00:04:06.250 --> 00:04:09.560 36 degrees, length six, 82 degrees. 00:04:09.560 --> 00:04:14.410 36 degrees, length six, 82 degrees. 00:04:14.410 --> 00:04:18.640 So by angle-side-angle, 00:04:18.640 --> 00:04:20.673 we know that triangle ABC 00:04:22.690 --> 00:04:25.923 is indeed congruent to triangle FDE.

Preview Get Ready for Grade Level

https://www.youtube.com/watch?v=TlgRbkjj80I

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https://www.youtube.com/api/timedtext?v=TlgRbkjj80I&ei=V1iUZcT7G7ynp-oPxLWFiAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=BCF081880EAC9E0AB872E2CD296980064673621F.E98668054785A2A1CA6EFDF0F3AFA0D6F42882C1&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.300 --> 00:00:01.340 - [Instructor] Here's an example 00:00:01.340 --> 00:00:03.360 of a get ready for grade level course. 00:00:03.360 --> 00:00:05.853 In this case, it's get ready for sixth grade. 00:00:05.853 --> 00:00:08.540 There's a couple of interesting things here. 00:00:08.540 --> 00:00:10.500 First of all, you can see that the course 00:00:10.500 --> 00:00:12.320 is broken down into units like all 00:00:12.320 --> 00:00:13.750 of our courses are broken down, 00:00:13.750 --> 00:00:17.820 and these units are designed to match fairly closely 00:00:17.820 --> 00:00:19.720 to the units in sixth grade. 00:00:19.720 --> 00:00:21.930 So, it can be used in two different ways. 00:00:21.930 --> 00:00:24.680 The get ready for sixth grade course, for example, 00:00:24.680 --> 00:00:27.520 could be used at the beginning of sixth grade, 00:00:27.520 --> 00:00:30.760 so that students can fill in all of the gaps 00:00:30.760 --> 00:00:33.260 that they might have up to sixth grade, 00:00:33.260 --> 00:00:35.300 and then they could work on the sixth grade course. 00:00:35.300 --> 00:00:37.240 Or, it could be done in parallel. 00:00:37.240 --> 00:00:39.270 For example, if in the sixth grade course, 00:00:39.270 --> 00:00:42.500 students are working on the unit on ratios, 00:00:42.500 --> 00:00:45.000 rates, and percentages, then this unit right over here 00:00:45.000 --> 00:00:47.350 in the get ready for sixth grade can be used 00:00:47.350 --> 00:00:48.700 to make sure that students have all 00:00:48.700 --> 00:00:52.280 the prerequisites for that sixth grade unit. 00:00:52.280 --> 00:00:55.790 Now, what we recommend, because most sixth grade students 00:00:55.790 --> 00:00:58.020 will already have some of the mastery, 00:00:58.020 --> 00:00:59.750 will already know many of the skills 00:00:59.750 --> 00:01:01.920 in the get ready for sixth grade course, 00:01:01.920 --> 00:01:05.140 we recommend that they start with the course challenge. 00:01:05.140 --> 00:01:06.920 By taking a course challenge, 00:01:06.920 --> 00:01:08.940 students are going to have an opportunity 00:01:08.940 --> 00:01:10.370 to show what they already know, 00:01:10.370 --> 00:01:13.340 and also identify what their existing gaps are. 00:01:13.340 --> 00:01:15.200 If students are doing well on the course challenge, 00:01:15.200 --> 00:01:16.290 they can keep taking it. 00:01:16.290 --> 00:01:17.930 They're going to get different exercises, 00:01:17.930 --> 00:01:19.300 different items every time, 00:01:19.300 --> 00:01:21.820 and they can accelerate quite quickly through 00:01:21.820 --> 00:01:23.870 the get ready for grade level course. 00:01:23.870 --> 00:01:26.460 But of course, if they need to fill in gaps, 00:01:26.460 --> 00:01:28.920 they can then go to those corresponding units. 00:01:28.920 --> 00:01:31.920 So for example, I could go to this unit right over here, 00:01:31.920 --> 00:01:34.550 and do more focused skill based practice 00:01:34.550 --> 00:01:37.000 on the things that they haven't mastered yet. 00:01:37.000 --> 00:01:39.850 Even within a unit, you can also use things 00:01:39.850 --> 00:01:44.170 like our unit tests, which you can see right over here, 00:01:44.170 --> 00:01:46.430 to similar to a course challenge, 00:01:46.430 --> 00:01:48.380 accelerate through what you already know, 00:01:48.380 --> 00:01:50.130 but then also identify the gaps 00:01:50.130 --> 00:01:52.470 for what you don't already know. 00:01:52.470 --> 00:01:54.750 Hopefully, all of y'all enjoy using 00:01:54.750 --> 00:01:56.450 the get ready for grade level courses. 00:01:56.450 --> 00:01:58.000 I just used sixth grade as an example. 00:01:58.000 --> 00:02:00.480 It's a way to ensure that students enter 00:02:00.480 --> 00:02:02.590 this grade level and to whatever grade level they are, 00:02:02.590 --> 00:02:04.010 whatever course they are in, 00:02:04.010 --> 00:02:05.710 without those Swiss cheese gaps. 00:02:05.710 --> 00:02:07.520 There's a way for them to fill them in, 00:02:07.520 --> 00:02:11.343 and then continue to proceed at their own time and pace.

Reading within and across genres

https://www.youtube.com/watch?v=YxXfltZZOdI

vtt

https://www.youtube.com/api/timedtext?v=YxXfltZZOdI&ei=V1iUZcPgF9C3mLAPqMeFqAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=C522BCF5CAB237ADF7466811EC540D5A6A64A261.16C35696946746F75EED0CF598586ED3B93ABBE0&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:01.510 --> 00:00:02.600 - [David] Hello, readers. 00:00:02.600 --> 00:00:06.290 Let's talk about the idea of genre in fiction. 00:00:06.290 --> 00:00:10.230 Genres are types of stories that share similar themes, 00:00:10.230 --> 00:00:12.920 styles, or subject matter. 00:00:12.920 --> 00:00:16.770 So science fiction is a genre, fairy tales are a genre, 00:00:16.770 --> 00:00:18.990 mysteries are a genre. 00:00:18.990 --> 00:00:21.630 Each one of these types of stories has certain elements 00:00:21.630 --> 00:00:24.390 that you gradually come to expect from them. 00:00:24.390 --> 00:00:28.150 Fantasy stories have magic spells and imaginary creatures. 00:00:28.150 --> 00:00:30.410 Romance stories have lots of smooching. 00:00:30.410 --> 00:00:32.100 Mystery stories have a crime 00:00:32.100 --> 00:00:34.170 and a person who tries to solve it. 00:00:34.170 --> 00:00:37.100 You can call these tropes, you can call these style elements 00:00:37.100 --> 00:00:40.740 but certain genres have certain expectations 00:00:40.740 --> 00:00:42.120 embedded in them. 00:00:42.120 --> 00:00:43.770 The more you read of a genre, 00:00:43.770 --> 00:00:47.620 the more your expectations are shaped for that genre. 00:00:47.620 --> 00:00:50.730 When a story begins with the phrase, "Once upon a time," 00:00:50.730 --> 00:00:53.800 and ends with "and they lived happily ever after," 00:00:53.800 --> 00:00:56.070 you know you're looking at a fairy tale. 00:00:56.070 --> 00:00:58.610 We all carry with us a unique collection 00:00:58.610 --> 00:01:01.030 of impressions and expectations. 00:01:01.030 --> 00:01:04.020 It's your background knowledge, your schema. 00:01:04.020 --> 00:01:06.540 If you think of your brain as a closet, 00:01:06.540 --> 00:01:08.410 then schema is the hooks 00:01:08.410 --> 00:01:11.050 and clothes hangers inside that closet. 00:01:11.050 --> 00:01:13.410 You can put a new shirt on a clothes hanger, 00:01:13.410 --> 00:01:17.580 you can hang pants or a skirt on a clothes hanger, 00:01:17.580 --> 00:01:19.640 but if you wanted to hang up a dress, 00:01:19.640 --> 00:01:22.050 you might need one of those fabric-covered hangers 00:01:22.050 --> 00:01:23.170 so it doesn't slip. 00:01:23.170 --> 00:01:24.890 And if you wanna store shoes in your closet, 00:01:24.890 --> 00:01:26.120 you might need to get a shoe rack 00:01:26.120 --> 00:01:28.790 or one of those hanging shoe organizers. 00:01:28.790 --> 00:01:31.760 Just as different clothing items require different, 00:01:31.760 --> 00:01:35.290 you know, closet infrastructure like hangers or shoe racks, 00:01:35.290 --> 00:01:37.610 your schema, your background knowledge, 00:01:37.610 --> 00:01:41.510 informs the sort of literature you know how to read. 00:01:41.510 --> 00:01:44.440 That's a weird sentiment to express, I think, but it's true. 00:01:44.440 --> 00:01:47.220 The first time you read a book in a particular genre, 00:01:47.220 --> 00:01:50.140 you're forming an impression of that genre. 00:01:50.140 --> 00:01:53.250 And that impression gets refined or revised 00:01:53.250 --> 00:01:56.170 with every similar book you read after the first. 00:01:56.170 --> 00:01:59.070 Reading widely across many genres of fiction 00:01:59.070 --> 00:02:02.562 expands your brain closet. 00:02:02.562 --> 00:02:03.720 But let's be clear here. 00:02:03.720 --> 00:02:06.480 Not every book is connected with every other book. 00:02:06.480 --> 00:02:09.720 And when you try to apply something you learned in one story 00:02:09.720 --> 00:02:12.240 to another story, it may not work. 00:02:12.240 --> 00:02:15.630 For example, in 20th century detective fiction, 00:02:15.630 --> 00:02:20.270 there is a recurring theme or trope that dates to the 1930s: 00:02:20.270 --> 00:02:22.450 the butler did it, which is to say that 00:02:22.450 --> 00:02:25.800 if there's a murder that takes place at a fancy manor house, 00:02:25.800 --> 00:02:28.930 there's a good chance that the butler is the murderer. 00:02:28.930 --> 00:02:32.430 But if you go into every mystery set at a fancy manor house 00:02:32.430 --> 00:02:35.570 assuming that the butler is the guilty party, 00:02:35.570 --> 00:02:38.220 you'll be wrong a lot. 00:02:38.220 --> 00:02:42.410 Famously, in Agatha Christie's Murder on the Orient Express, 00:02:42.410 --> 00:02:43.623 everyone did it. 00:02:45.430 --> 00:02:48.950 Every suspect in the mystery is responsible in some way 00:02:48.950 --> 00:02:50.780 for the murder in the title. 00:02:50.780 --> 00:02:52.820 It's an enormous conspiracy, 00:02:52.820 --> 00:02:54.990 and Christie plays with the readers' assumptions 00:02:54.990 --> 00:02:57.750 as we go through the story, knowing that you, 00:02:57.750 --> 00:03:00.470 as a person who has probably read a mystery before, 00:03:00.470 --> 00:03:03.030 or who is at least familiar with the form, 00:03:03.030 --> 00:03:06.660 has an expectation that there are only one or two culprits, 00:03:06.660 --> 00:03:09.330 only one or two people that did the murder 00:03:09.330 --> 00:03:11.280 to the guy on the train. 00:03:11.280 --> 00:03:16.020 And look, I apologize for spoilers for a story from 1934, 00:03:16.020 --> 00:03:18.380 but you can't make an omelet without breaking some eggs, 00:03:18.380 --> 00:03:19.450 you know what I mean? 00:03:19.450 --> 00:03:21.510 Anyway, it's neat to look at the way 00:03:21.510 --> 00:03:25.010 that an author can play with the expectations of genre, 00:03:25.010 --> 00:03:27.750 how an author might anticipate a reader's schema 00:03:27.750 --> 00:03:28.973 and play with that. 00:03:29.830 --> 00:03:32.370 Something that blew my mind when I was in school 00:03:32.370 --> 00:03:35.400 was the idea that Star Wars was a western, 00:03:35.400 --> 00:03:37.500 or at least takes many of its cues 00:03:37.500 --> 00:03:40.210 from classic pulp western movies. 00:03:40.210 --> 00:03:41.960 Let's draw a little Venn diagram. 00:03:41.960 --> 00:03:44.380 All right, so over here, we've got Star Wars 00:03:44.380 --> 00:03:47.640 and over here we've got the western movie genre. 00:03:47.640 --> 00:03:49.450 Here are some things that Star Wars has 00:03:49.450 --> 00:03:51.130 that westerns don't have. 00:03:51.130 --> 00:03:53.283 Space wizards like the Jedi and Sith, 00:03:54.230 --> 00:03:58.290 magic like the force, or space ships. 00:03:58.290 --> 00:04:00.140 Here's some things that western movies have 00:04:00.140 --> 00:04:02.853 that Star Wars movie's don't, by and large, have. 00:04:04.130 --> 00:04:07.930 Western movies have horses, they tend to have cowboys, 00:04:07.930 --> 00:04:10.300 and then tend to take place in settings 00:04:10.300 --> 00:04:13.990 like the western United States and Mexico. 00:04:13.990 --> 00:04:16.160 But here's our overlap, all right, 00:04:16.160 --> 00:04:20.370 so both Star Wars and western movies have bar fights, 00:04:20.370 --> 00:04:23.840 both Star Wars and western movies have bounty hunters, 00:04:23.840 --> 00:04:26.360 and both the Star Wars films and western films 00:04:26.360 --> 00:04:28.570 tend to have a lot of desert settings. 00:04:28.570 --> 00:04:31.700 That could be the desert planet of Tatooine from Star Wars, 00:04:31.700 --> 00:04:34.700 or Monument Valley in the US state of Texas, 00:04:34.700 --> 00:04:38.140 or the Mexican state of Durango in western films. 00:04:38.140 --> 00:04:40.410 Mind you, you could also make a separate Venn diagram 00:04:40.410 --> 00:04:42.470 between Star Wars and samurai movies 00:04:42.470 --> 00:04:45.760 because Star Wars also borrows liberally from those. 00:04:45.760 --> 00:04:48.070 This is a great activity for analysis. 00:04:48.070 --> 00:04:49.970 Take two stories that you love 00:04:49.970 --> 00:04:53.130 and compare their theme, settings, and characters, 00:04:53.130 --> 00:04:54.780 and see if there's something you can find 00:04:54.780 --> 00:04:56.390 in common between them. 00:04:56.390 --> 00:04:59.200 You may discover connections you didn't expect. 00:04:59.200 --> 00:05:02.380 As I've mentioned before, good readers read widely. 00:05:02.380 --> 00:05:04.580 They read lots of books and they let 00:05:04.580 --> 00:05:07.710 what they know about one genre, their schema of the genre, 00:05:07.710 --> 00:05:10.000 help them anticipate and make connections 00:05:10.000 --> 00:05:11.710 when they read a new book. 00:05:11.710 --> 00:05:14.500 The more you read, the more schema you build, 00:05:14.500 --> 00:05:16.340 the easier and more interesting 00:05:16.340 --> 00:05:17.840 those connections will become. 00:05:18.690 --> 00:05:19.853 You can learn anything. 00:05:20.750 --> 00:05:21.583 David out.

Quantitative information in texts

https://www.youtube.com/watch?v=WzQGeCzOTyk

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https://www.youtube.com/api/timedtext?v=WzQGeCzOTyk&ei=V1iUZZifG7WFmLAPhaCZwAs&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=96620192E157C7291EC3D884E8D35C880CC0B9D4.0F962E37257D419A51A0C30E683B10A887739B1F&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.590 --> 00:00:01.810 - [Instructor] Hello, readers. 00:00:01.810 --> 00:00:02.740 Today we're going to talk 00:00:02.740 --> 00:00:05.090 about quantitative information in texts, 00:00:05.090 --> 00:00:07.570 but I want to start with a question. 00:00:07.570 --> 00:00:09.030 What's the best way to describe 00:00:09.030 --> 00:00:11.500 the way a horse looks as it runs? 00:00:11.500 --> 00:00:13.660 What's the most efficient way? 00:00:13.660 --> 00:00:16.010 I guess I could just use words, right? 00:00:16.010 --> 00:00:18.420 The horse pushes off with its back legs 00:00:18.420 --> 00:00:19.970 and then its front legs come up, 00:00:19.970 --> 00:00:22.470 and as the horse propels itself forward, 00:00:22.470 --> 00:00:24.960 both its back and front hooves are off the ground 00:00:24.960 --> 00:00:27.160 at the same time as it gallops. 00:00:27.160 --> 00:00:30.180 It's like a series of jumps. 00:00:30.180 --> 00:00:31.740 Listening to myself say that, 00:00:31.740 --> 00:00:33.900 it doesn't feel very clear to me. 00:00:33.900 --> 00:00:35.590 At least it's certainly less clear 00:00:35.590 --> 00:00:39.060 than this moving image of a galloping horse. 00:00:39.060 --> 00:00:41.580 Sometimes the most efficient way to express information 00:00:41.580 --> 00:00:44.200 is to present it visually, to see it 00:00:44.200 --> 00:00:46.210 in order to best understand it. 00:00:46.210 --> 00:00:50.530 And so we're going to talk today about graphs and charts, 00:00:50.530 --> 00:00:51.653 your friends and mine. 00:00:52.740 --> 00:00:54.680 This video is no longer about horses. 00:00:54.680 --> 00:00:56.630 I apologize if I gave that impression. 00:00:56.630 --> 00:00:58.560 I did give a pretty obvious title 00:00:58.560 --> 00:01:00.740 when I said quantitative information in texts. 00:01:00.740 --> 00:01:04.270 But to those of you who I've misled, I'm sorry. 00:01:04.270 --> 00:01:06.620 Now, graphs are one of many ways 00:01:06.620 --> 00:01:09.200 we can make visual representations of data, 00:01:09.200 --> 00:01:11.943 information you can see, news you can use. 00:01:13.030 --> 00:01:16.060 And I guess a question that follows from that is why do it? 00:01:16.060 --> 00:01:18.110 Why make a graph and a chart? 00:01:18.110 --> 00:01:19.660 What does that have to do with writing? 00:01:19.660 --> 00:01:23.843 Well, visualizing data can make an argument stronger. 00:01:24.740 --> 00:01:27.220 Let's say my neighborhood is having a bake sale 00:01:27.220 --> 00:01:30.270 to raise money for, I don't know, a carnival. 00:01:30.270 --> 00:01:33.010 And some of my neighbors have peanut allergies, 00:01:33.010 --> 00:01:35.000 so I want to write to the neighborhood council 00:01:35.000 --> 00:01:37.490 to say let's make sure that the baked goods 00:01:37.490 --> 00:01:40.060 don't have peanuts in them so the whole neighborhood 00:01:40.060 --> 00:01:43.153 can participate without fear of having an allergic attack. 00:01:44.010 --> 00:01:45.670 That's supposed to be a peanut. 00:01:45.670 --> 00:01:47.310 I realize it kinda looks like a dog treat, 00:01:47.310 --> 00:01:49.890 but let's pretend that's a peanut. 00:01:49.890 --> 00:01:52.810 Now, good readers know that data is important 00:01:52.810 --> 00:01:55.230 to informational text, so as a writer, 00:01:55.230 --> 00:01:56.870 I wanna make sure that I'm backing up 00:01:56.870 --> 00:01:59.120 my claims with a chart. 00:01:59.120 --> 00:02:01.250 Here's the text of the letter I'd send 00:02:01.250 --> 00:02:02.640 to my neighborhood council: 00:02:02.640 --> 00:02:04.240 Dear Neighborhood Council, 00:02:04.240 --> 00:02:07.110 I'm writing to ask that you officially ban peanuts 00:02:07.110 --> 00:02:09.560 and tree nuts from the baked goods on offer 00:02:09.560 --> 00:02:12.060 during our upcoming carnival bake sale. 00:02:12.060 --> 00:02:14.090 Over a fifth of residents surveyed 00:02:14.090 --> 00:02:16.090 reported some kind of food allergy. 00:02:16.090 --> 00:02:18.040 Please see attached graph. 00:02:18.040 --> 00:02:20.180 If we want to have their full participation 00:02:20.180 --> 00:02:22.380 in this fundraiser, we cannot permit foods 00:02:22.380 --> 00:02:24.280 that will send them to the hospital. 00:02:24.280 --> 00:02:26.210 All my best, David. 00:02:26.210 --> 00:02:27.940 Now, let's take a look at that graph. 00:02:27.940 --> 00:02:30.290 These are made-up numbers in a made-up situation. 00:02:30.290 --> 00:02:33.390 But let's say I interviewed 50 of my neighbors, 00:02:33.390 --> 00:02:36.250 and 40 of them here report no allergies, 00:02:36.250 --> 00:02:37.730 but 10 of them do. 00:02:37.730 --> 00:02:38.930 So we can have this bar graph 00:02:38.930 --> 00:02:41.820 that breaks down those allergies by type. 00:02:41.820 --> 00:02:44.020 One person is allergic to strawberries. 00:02:44.020 --> 00:02:45.980 Two people are allergic to peanuts. 00:02:45.980 --> 00:02:47.670 Four people are allergic to tree nuts, 00:02:47.670 --> 00:02:49.050 like pecans or walnuts. 00:02:49.050 --> 00:02:52.000 And three people have multiple food allergies. 00:02:52.000 --> 00:02:52.950 And then we have this bar here 00:02:52.950 --> 00:02:55.300 that shows all the folks that don't have food allergies. 00:02:55.300 --> 00:02:56.670 That's the other 40. 00:02:56.670 --> 00:02:59.150 To put it another way, here's a pie chart 00:02:59.150 --> 00:03:02.020 of that same data set showing just how many people 00:03:02.020 --> 00:03:04.830 in the neighborhood have allergies in total. 00:03:04.830 --> 00:03:06.230 It's just a different way of looking at it. 00:03:06.230 --> 00:03:07.630 This is all the same data, 00:03:07.630 --> 00:03:09.720 but we can see that the percentage of people surveyed 00:03:09.720 --> 00:03:13.510 who have allergies adds up to 20% of the total. 00:03:13.510 --> 00:03:15.610 Something that's in the letter but not the graphs 00:03:15.610 --> 00:03:18.230 is the idea that these are very serious allergies. 00:03:18.230 --> 00:03:19.560 If the wrong person ate a peanut, 00:03:19.560 --> 00:03:21.430 they could have a medical emergency. 00:03:21.430 --> 00:03:23.410 If the council were to look at just the graph alone, 00:03:23.410 --> 00:03:25.697 they might say, "Eh, it's not that many people. 00:03:25.697 --> 00:03:28.070 "Peanuts are great, let's include them." 00:03:28.070 --> 00:03:31.400 But combined with the text, the stakes become more clear. 00:03:31.400 --> 00:03:33.640 And they may better understand the consequences 00:03:33.640 --> 00:03:35.510 of having nuts at the bake sale. 00:03:35.510 --> 00:03:37.840 And something that's in the graph that isn't in the letter 00:03:37.840 --> 00:03:40.330 is the breakdown of allergies by type. 00:03:40.330 --> 00:03:41.790 Maybe the council could decide 00:03:41.790 --> 00:03:44.630 that the one person with a strawberry allergy 00:03:44.630 --> 00:03:47.760 is an acceptable risk and that strawberry baked goods 00:03:47.760 --> 00:03:50.800 are kind of obvious-looking and easy to avoid 00:03:50.800 --> 00:03:53.590 in a way that brownies with walnuts in them aren't. 00:03:53.590 --> 00:03:56.090 This visual information allows the neighborhood council 00:03:56.090 --> 00:03:59.930 to get my point more efficiently than just the words alone. 00:03:59.930 --> 00:04:02.980 It helps me express a sort of complicated idea 00:04:02.980 --> 00:04:05.610 that peanuts and other allergens in the bake sale 00:04:05.610 --> 00:04:08.470 might constitute too much of a risk to my neighbors 00:04:08.470 --> 00:04:10.380 and that they shouldn't be allowed. 00:04:10.380 --> 00:04:11.730 Now, there are other questions 00:04:11.730 --> 00:04:14.020 like is this a representative data set? 00:04:14.020 --> 00:04:16.070 But that's a question that can be better answered 00:04:16.070 --> 00:04:18.050 by our statistics course. 00:04:18.050 --> 00:04:20.490 For now, think about it this way. 00:04:20.490 --> 00:04:22.770 As a reader, your job is to look 00:04:22.770 --> 00:04:26.380 at everything that is on the page, not just the text. 00:04:26.380 --> 00:04:30.090 Then think about what both the data and the words 00:04:30.090 --> 00:04:32.400 do for your understanding. 00:04:32.400 --> 00:04:35.110 Data and informational text are two great tastes 00:04:35.110 --> 00:04:36.240 that go great together. 00:04:36.240 --> 00:04:39.030 One can support the other and vice versa, 00:04:39.030 --> 00:04:41.770 you know, like chocolate and peanut butter. 00:04:41.770 --> 00:04:42.850 Oh, no, sorry, bad example, 00:04:42.850 --> 00:04:45.330 like chocolate and sunflower butter. 00:04:45.330 --> 00:04:46.483 You know what I mean. 00:04:47.390 --> 00:04:49.893 You can learn anything, David out.

Character change

https://www.youtube.com/watch?v=KC6WY06twwc

vtt

https://www.youtube.com/api/timedtext?v=KC6WY06twwc&ei=V1iUZbKfH5GMvdIP1KuSwAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=DBA8D3CCE130FB643E7CECF956990322C9AE9822.64FB388760D433140C57A6AD5420F7678617694B&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.440 --> 00:00:02.020 - [Teacher] Hello readers. 00:00:02.020 --> 00:00:03.970 One of the wonderful things about stories, 00:00:03.970 --> 00:00:06.770 when they're given the room to grow and expand 00:00:06.770 --> 00:00:10.340 is the idea of character change or growth over time. 00:00:10.340 --> 00:00:13.270 Characters in stories are just like real people, 00:00:13.270 --> 00:00:15.100 they have the capacity to change, 00:00:15.100 --> 00:00:17.670 to make mistakes, to apologize, 00:00:17.670 --> 00:00:20.690 to set things right, and to learn. 00:00:20.690 --> 00:00:22.380 When you read, or when you interact 00:00:22.380 --> 00:00:24.450 with any kind of fiction, watch carefully 00:00:24.450 --> 00:00:27.780 for how characters change over time. 00:00:27.780 --> 00:00:30.670 How do characters in a text interact with each other? 00:00:30.670 --> 00:00:32.810 Does the way a character react to events 00:00:32.810 --> 00:00:35.550 change over the course of the story? 00:00:35.550 --> 00:00:37.163 What's changed and why? 00:00:38.140 --> 00:00:40.280 One of my favorite pieces of fiction of all time 00:00:40.280 --> 00:00:41.850 is "Avatar: The Last Airbender," 00:00:41.850 --> 00:00:43.560 and while he isn't the main character, 00:00:43.560 --> 00:00:46.530 I think the character of Prince Zuko has one of the best 00:00:46.530 --> 00:00:48.130 illustrations of character change 00:00:48.130 --> 00:00:49.830 across the course of the show. 00:00:49.830 --> 00:00:51.370 So spoilers ahoy! 00:00:51.370 --> 00:00:54.160 But Zuko goes from being an antagonist 00:00:54.160 --> 00:00:56.500 in the first few seasons, to officially joining 00:00:56.500 --> 00:00:58.010 the protagonists, the good guys, 00:00:58.010 --> 00:01:00.330 in the final season of the show. 00:01:00.330 --> 00:01:02.590 I appreciate how the creators of the show 00:01:02.590 --> 00:01:04.790 map Zuko's growth and change, 00:01:04.790 --> 00:01:08.080 because we can see him unlearning old, bad habits 00:01:08.080 --> 00:01:10.460 and taking on new, more productive ways 00:01:10.460 --> 00:01:12.750 of behaving as the show progresses. 00:01:12.750 --> 00:01:15.290 He fundamentally changes as a person, 00:01:15.290 --> 00:01:18.010 and it's the result of a lot of hard work on his part 00:01:18.010 --> 00:01:19.970 and a lot of love and patience 00:01:19.970 --> 00:01:21.720 from the people who care about him. 00:01:22.850 --> 00:01:25.940 Zuko is what is called a dynamic character, 00:01:25.940 --> 00:01:29.330 which is to say that he changes throughout the story. 00:01:29.330 --> 00:01:32.170 This is the opposite of a static character, 00:01:32.170 --> 00:01:33.650 who does not change. 00:01:33.650 --> 00:01:35.560 There's a running gag in the "Avatar" series 00:01:35.560 --> 00:01:38.120 about this one hapless cabbage merchant 00:01:38.120 --> 00:01:40.230 who keeps on showing up in various cities 00:01:40.230 --> 00:01:42.880 only to have the protagonists knock his cabbage cart 00:01:42.880 --> 00:01:44.780 over again and again. 00:01:44.780 --> 00:01:46.800 Pretty much the only thing he says in the course 00:01:46.800 --> 00:01:51.660 of the whole show is his catchphrase, "My cabbages!" 00:01:51.660 --> 00:01:54.080 He doesn't learn, he doesn't grow, 00:01:54.080 --> 00:01:55.600 he only suffers. 00:01:55.600 --> 00:01:57.530 Cabbage guy, static character, 00:01:57.530 --> 00:01:59.410 Zuko, dynamic character. 00:01:59.410 --> 00:02:01.520 Many main characters are dynamic, 00:02:01.520 --> 00:02:03.640 but secondary and background characters, 00:02:03.640 --> 00:02:05.763 like the cabbage guy are static. 00:02:07.140 --> 00:02:10.380 So what causes character change in stories? 00:02:10.380 --> 00:02:12.910 Other people and events. 00:02:12.910 --> 00:02:14.977 Let's take a look at an example from our website, 00:02:14.977 --> 00:02:17.180 "Oscar's Musical Odyssey." 00:02:17.180 --> 00:02:19.330 Oscar begins the story by telling his friends 00:02:19.330 --> 00:02:21.560 on the soccer team that he can't hang out with them 00:02:21.560 --> 00:02:24.550 that night, he's gotta go to the symphony with his parents. 00:02:24.550 --> 00:02:27.043 His teammates mock him and he feels bad: 00:02:28.690 --> 00:02:30.790 Oscar was hesitant to say it out loud, 00:02:30.790 --> 00:02:32.400 as he knew exactly what would happen 00:02:32.400 --> 00:02:34.887 when his friends found out where he was going. 00:02:34.887 --> 00:02:36.847 "I have to go to the symphony tonight," 00:02:37.858 --> 00:02:38.691 he said quietly. 00:02:38.691 --> 00:02:41.520 The water in Kevin's mouth exploded into the air, 00:02:41.520 --> 00:02:44.277 propelled by the laughter that closely followed. 00:02:44.277 --> 00:02:45.790 "The symphony, hey fellas," 00:02:45.790 --> 00:02:47.840 Kevin exclaimed, as his voice rose 00:02:47.840 --> 00:02:50.067 to address everyone within ear shot. 00:02:50.067 --> 00:02:52.617 "Guess where El Capitan Rico over here is going? 00:02:52.617 --> 00:02:55.810 "He's gonna go sip tea and listen to the symphony!" 00:02:55.810 --> 00:02:59.017 Instantly the other soccer guys joined in mocking Oscar. 00:02:59.017 --> 00:03:01.220 "I didn't know you had a thing for old gringo music," 00:03:01.220 --> 00:03:02.197 laughed Lorenzo. 00:03:02.197 --> 00:03:04.193 "What's next, bro," shouted Juan, 00:03:05.180 --> 00:03:07.455 "watching the evening news in your bathrobe?" 00:03:07.455 --> 00:03:08.560 "What kind of soccer player goes to the symphony?" 00:03:08.560 --> 00:03:09.500 said Javier. 00:03:09.500 --> 00:03:10.680 Oscar sighed. 00:03:10.680 --> 00:03:12.140 He knew this would happen. 00:03:12.140 --> 00:03:14.570 although he loved the camaraderie he had with the guys 00:03:14.570 --> 00:03:17.110 on the soccer team, the amount of grief he was going to get 00:03:17.110 --> 00:03:19.010 over a stupid night out with his parents 00:03:19.010 --> 00:03:21.600 was going to be rough, very rough. 00:03:21.600 --> 00:03:24.530 While Oscar almost always felt tight with this group, 00:03:24.530 --> 00:03:27.760 this was stirring up some feelings of isolation within him. 00:03:27.760 --> 00:03:30.970 So this is how Oscar reacts. 00:03:30.970 --> 00:03:33.600 He's hesitant, he's embarrassed because of how his friends 00:03:33.600 --> 00:03:35.110 feel about his symphony plans. 00:03:35.110 --> 00:03:38.770 They're not even his plans, his parents are making him go. 00:03:38.770 --> 00:03:42.050 Good readers ask themselves how do characters 00:03:42.050 --> 00:03:43.890 treat each other? 00:03:43.890 --> 00:03:46.430 Oscar's friends think listening to classical music 00:03:46.430 --> 00:03:48.340 is something for old white dudes 00:03:48.340 --> 00:03:50.430 or fancy tea-drinking nerds, 00:03:50.430 --> 00:03:54.190 but whatever it is, it's definitely not for soccer players. 00:03:54.190 --> 00:03:58.160 But then Oscar attends the symphony and he is bewitched 00:03:58.160 --> 00:03:59.220 by what he hears. 00:03:59.220 --> 00:04:01.230 The experience changes him. 00:04:01.230 --> 00:04:04.533 So we can ask how do events change how characters behave? 00:04:05.750 --> 00:04:08.080 Well, let's return to the text: 00:04:08.080 --> 00:04:10.357 On the way home Oscar's mom said, 00:04:10.357 --> 00:04:12.977 "I know this wasn't what you would have chosen for tonight, 00:04:12.977 --> 00:04:14.967 "but I hope you enjoyed it." 00:04:14.967 --> 00:04:16.897 "I thought it was great," said Oscar, 00:04:16.897 --> 00:04:19.827 "I had no idea, I was so wrapped up in what the guys 00:04:19.827 --> 00:04:22.287 "were saying about me that I didn't give it a chance. 00:04:22.287 --> 00:04:24.627 "I bet they would love this music," he said. 00:04:24.627 --> 00:04:29.450 "Maybe," said his dad, "but if they don't, does it matter?" 00:04:29.450 --> 00:04:31.940 And that's when Oscar understood something. 00:04:31.940 --> 00:04:34.500 His whole identity didn't have to be defined 00:04:34.500 --> 00:04:36.310 by only one or two things. 00:04:36.310 --> 00:04:39.323 Who he was could be a mix, in interwoven harmony 00:04:39.323 --> 00:04:41.370 of many things. 00:04:41.370 --> 00:04:43.360 We can look to the text to provide evidence 00:04:43.360 --> 00:04:44.630 of Oscar's change. 00:04:44.630 --> 00:04:47.640 He has this moment of clarity in the car after the symphony. 00:04:47.640 --> 00:04:50.780 He realizes he doesn't have to be either a soccer player 00:04:50.780 --> 00:04:54.590 or a guy who enjoys symphonies, he can be both at once. 00:04:54.590 --> 00:04:56.700 So when you're evaluating a character, 00:04:56.700 --> 00:05:00.280 ask yourself for specific choices that characters make, 00:05:00.280 --> 00:05:03.140 dialogue exchanges, or interactions with other characters, 00:05:03.140 --> 00:05:06.370 or responses to story events. 00:05:06.370 --> 00:05:09.890 Compare similar events at different points of the story. 00:05:09.890 --> 00:05:11.550 Does a character react in the same way 00:05:11.550 --> 00:05:12.740 at the story's beginning 00:05:12.740 --> 00:05:14.420 versus how they might react in the middle 00:05:14.420 --> 00:05:15.810 or near the end of it? 00:05:15.810 --> 00:05:19.220 If no, what's changed and why? 00:05:19.220 --> 00:05:21.820 If you can answer those questions, congratulations! 00:05:21.820 --> 00:05:24.510 You've identified the dynamic character. 00:05:24.510 --> 00:05:26.190 You can learn anything. 00:05:26.190 --> 00:05:27.023 David out. 00:05:28.970 --> 00:05:30.893 My cabbages!

Making objective summaries of literary texts

https://www.youtube.com/watch?v=jeDCQhJqD7o

vtt

https://www.youtube.com/api/timedtext?v=jeDCQhJqD7o&ei=V1iUZaiwHvCShcIP2OOX6AI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=9DA4948B096C45BE1F277992F038D5CEFE5B446B.B69AFE867A7E0FBD63CC197B1B4EEB4ACF167D67&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.600 --> 00:00:01.550 - [David] Hello readers, 00:00:01.550 --> 00:00:04.250 let's talk about summarizing stories. 00:00:04.250 --> 00:00:06.140 This is a useful skill for life. 00:00:06.140 --> 00:00:08.430 I've found myself describing the plots of movies, 00:00:08.430 --> 00:00:11.415 TV shows and books to my friends, my coworkers, 00:00:11.415 --> 00:00:16.290 my family, and it's also very useful in writing. 00:00:16.290 --> 00:00:17.920 Understanding the plot of a story 00:00:17.920 --> 00:00:19.960 is essential to writing about it. 00:00:19.960 --> 00:00:20.877 You can't write about a story 00:00:20.877 --> 00:00:23.636 if you can't express what happened in it. 00:00:23.636 --> 00:00:25.510 So what I want to do today is talk about 00:00:25.510 --> 00:00:29.217 creating objective summaries of texts. 00:00:29.217 --> 00:00:33.130 Summaries that are free of opinion, or non biased. 00:00:33.130 --> 00:00:34.520 If you're summarizing a book, 00:00:34.520 --> 00:00:37.350 you wanna get across the events of the story. 00:00:37.350 --> 00:00:39.500 Objectivity is hard and weird 00:00:39.500 --> 00:00:41.680 and has a very specific purpose. 00:00:41.680 --> 00:00:44.681 You use it to build the bones of your analysis. 00:00:44.681 --> 00:00:48.080 Once you've got the structure in place, bring opinions back. 00:00:48.080 --> 00:00:48.930 Here are the facts 00:00:48.930 --> 00:00:50.900 and now here's what I think about those facts. 00:00:50.900 --> 00:00:52.489 Let me be clear, opinions are good. 00:00:52.489 --> 00:00:55.114 Opinions are where analysis lives. 00:00:55.114 --> 00:00:57.410 The whole field of literary criticism 00:00:57.410 --> 00:01:00.242 would be awfully boring if nobody ever held opinions 00:01:00.242 --> 00:01:02.220 but all that criticism rests 00:01:02.220 --> 00:01:05.733 on a basis of objectively summarized texts. 00:01:06.620 --> 00:01:09.970 So let's talk about how to do just that, 00:01:09.970 --> 00:01:12.960 how to objectively summarize a text. 00:01:12.960 --> 00:01:14.200 Here's what you need to do. 00:01:14.200 --> 00:01:17.060 Step one, read the thing you want to summarize. 00:01:17.060 --> 00:01:19.450 You can't do one without the other. 00:01:19.450 --> 00:01:21.107 Step two, ask yourself, 00:01:21.107 --> 00:01:24.050 what are the important parts of this story? 00:01:24.050 --> 00:01:26.370 Not the interesting parts, not the cool parts, 00:01:26.370 --> 00:01:28.690 but the most essential parts of the story. 00:01:28.690 --> 00:01:30.603 Remember we're trying to be objective here 00:01:30.603 --> 00:01:33.810 so it's not about including the parts you especially liked. 00:01:33.810 --> 00:01:35.470 So who are the main characters, 00:01:35.470 --> 00:01:37.000 where does the story take place, 00:01:37.000 --> 00:01:38.803 what happens in the plot? 00:01:39.680 --> 00:01:42.024 Step three, pare it down. 00:01:42.024 --> 00:01:44.570 Look at all those important parts you listed, 00:01:44.570 --> 00:01:47.860 and cut out everything that isn't absolutely essential. 00:01:47.860 --> 00:01:50.380 Major characters only, setting, conflict, 00:01:50.380 --> 00:01:52.370 climax, resolution. 00:01:52.370 --> 00:01:54.678 Step four, put it in order. 00:01:54.678 --> 00:01:56.570 Write it all out as sentences 00:01:56.570 --> 00:01:58.820 in the order the plot happened in. 00:01:58.820 --> 00:02:01.460 The idea is to be able to summarize a whole story 00:02:01.460 --> 00:02:02.830 in a handful of sentences, 00:02:02.830 --> 00:02:05.140 like a single five sentence paragraph. 00:02:05.140 --> 00:02:07.060 And you're gonna wanna paraphrase here. 00:02:07.060 --> 00:02:10.290 Whatever you need to say, say it in your own words 00:02:10.290 --> 00:02:13.003 so you can get it across as quickly as possible. 00:02:13.947 --> 00:02:16.510 Ordinarily, I'd say quoting from the text 00:02:16.510 --> 00:02:20.750 is an important skill but this is one time you won't use it. 00:02:20.750 --> 00:02:23.054 All right so, those are the four steps. 00:02:23.054 --> 00:02:25.026 To demonstrate, I'm gonna take a fiction piece 00:02:25.026 --> 00:02:26.950 from a Khan Academy exercise 00:02:26.950 --> 00:02:29.950 and I'll go through that process with you. 00:02:29.950 --> 00:02:33.813 Step one, let's read it all, read this little story chunk. 00:02:33.813 --> 00:02:36.355 "'Wilky!' Captain Martello bellowed below deck. 00:02:36.355 --> 00:02:39.037 "'We need your help!' I climbed the ladder quickly 00:02:39.037 --> 00:02:41.917 "and was astonished that I hadn't awakened on my own. 00:02:41.917 --> 00:02:43.567 "Usually I could sense a storm brewing 00:02:43.567 --> 00:02:45.149 "hours before it arrived. 00:02:45.149 --> 00:02:48.236 "Captain Martello noticed my look of surprise. 00:02:48.236 --> 00:02:51.117 "'She's coming on quick, this one. Here, grab the rope, 00:02:51.117 --> 00:02:52.507 "Help me pull down the sail.' 00:02:52.507 --> 00:02:54.587 "Overboard, the waters had changed. 00:02:54.587 --> 00:02:57.157 "No longer were they an inviting green hue, 00:02:57.157 --> 00:02:58.737 "they were dark, foreboding. 00:02:58.737 --> 00:03:01.959 "The moon above tried to peek through the angry sky 00:03:01.959 --> 00:03:05.437 "but the clouds kept hijacking her hopeful glow. 00:03:05.437 --> 00:03:07.827 "Suddenly, a giant slow rolling wave 00:03:07.827 --> 00:03:10.392 "forced my side of the vessel to dip into the water. 00:03:10.392 --> 00:03:14.117 "I tried to hang on but the lurching wave was tugging at me. 00:03:14.117 --> 00:03:15.417 "Captain Martello grabbed my leg 00:03:15.417 --> 00:03:19.557 "and managed to yank me onto Adelina's salt sprayed deck. 00:03:19.557 --> 00:03:23.000 "'You're safe,' he said firmly, 'for now.'" 00:03:23.000 --> 00:03:27.364 Okay step two, what are the important parts of the story? 00:03:27.364 --> 00:03:29.820 Okay so Wilky comes on deck 00:03:29.820 --> 00:03:31.928 when Captain Martello asks him to. 00:03:31.928 --> 00:03:33.630 They're on a boat. 00:03:33.630 --> 00:03:36.680 And note here that I'm just sort of scribbling down notes, 00:03:36.680 --> 00:03:38.085 these aren't even sentences. 00:03:38.085 --> 00:03:40.787 There's a storm coming that Wilky didn't predict. 00:03:40.787 --> 00:03:44.489 The captain tells Wilky to help him strike the sail. 00:03:44.489 --> 00:03:46.650 The water is a scary color, 00:03:46.650 --> 00:03:48.650 a wave nearly washes Wilky overboard 00:03:48.650 --> 00:03:49.960 but the captain saves him. 00:03:49.960 --> 00:03:51.820 Oh and the ship is called the Adelina. 00:03:51.820 --> 00:03:54.600 I think that's a neat name for a ship. 00:03:54.600 --> 00:03:56.800 All right step three, pare it down. 00:03:56.800 --> 00:03:58.130 So the fact that I think that 00:03:58.130 --> 00:04:01.040 Adelina is a neat name for a ship is opinion 00:04:01.040 --> 00:04:02.610 and not relevant. 00:04:02.610 --> 00:04:04.240 It's also not super relevant 00:04:04.240 --> 00:04:06.290 that Wilky didn't predict the storm. 00:04:06.290 --> 00:04:08.880 Or that the water is a spooky color. 00:04:08.880 --> 00:04:10.800 So do we have all the important details in here? 00:04:10.800 --> 00:04:12.631 The name of the ship, check. 00:04:12.631 --> 00:04:15.720 The name of Wilky and Captain Martello, 00:04:15.720 --> 00:04:18.291 the fact that there is a storm. 00:04:18.291 --> 00:04:21.801 So part of this is relevant but not the prediction part 00:04:21.801 --> 00:04:23.870 and Wilky nearly being tossed overboard 00:04:23.870 --> 00:04:25.330 but saved by the captain. 00:04:25.330 --> 00:04:27.740 So step four, let's take all of that, put it in order. 00:04:27.740 --> 00:04:30.470 Start afresh, full sentences, okay. 00:04:30.470 --> 00:04:33.640 Captain Martello calls Wilky up to the deck of the Adelina 00:04:33.640 --> 00:04:36.480 to help him prepare the ship for a sudden storm. 00:04:36.480 --> 00:04:39.390 Wilky is nearly washed overboard by a big wave 00:04:39.390 --> 00:04:41.150 but Martello saves them. 00:04:41.150 --> 00:04:42.890 That's our strategy, you see? 00:04:42.890 --> 00:04:45.090 Boil down the story to its essentials, 00:04:45.090 --> 00:04:48.450 strip away unnecessary detail and rephrase events 00:04:48.450 --> 00:04:51.520 in your own words in the order that they happened in. 00:04:51.520 --> 00:04:53.850 Once you've got that squared away, you're ready to 00:04:53.850 --> 00:04:57.361 back up that great big dump truck full of opinions. 00:04:57.361 --> 00:04:59.078 All right bring her in. 00:04:59.078 --> 00:05:00.850 (truck backing up beeping) 00:05:00.850 --> 00:05:02.077 Let them have it, fellows. 00:05:02.077 --> 00:05:04.327 (crashing) 00:05:06.096 --> 00:05:08.010 You love to see it. 00:05:08.010 --> 00:05:10.223 You can learn anything, David out.

Analyzing an author's purpose

https://www.youtube.com/watch?v=R_bgo8j6jxc

vtt

https://www.youtube.com/api/timedtext?v=R_bgo8j6jxc&ei=V1iUZZKSGoKNp-oP3OKmKA&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=D500111A52EA7B7D277194979A7ECBA90FC00D2E.D59378ADA531BC9D62964DB60BB1180791D7F14A&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.860 --> 00:00:01.740 - [David] Hello, readers. 00:00:01.740 --> 00:00:04.500 Today we are going on a dangerous journey 00:00:04.500 --> 00:00:07.014 inside the mind of the author. 00:00:07.014 --> 00:00:08.520 (ominous music) 00:00:08.520 --> 00:00:11.060 Every piece of text is written for a purpose, 00:00:11.060 --> 00:00:13.220 and especially in informational text, 00:00:13.220 --> 00:00:15.880 every author structures their texts, words, 00:00:15.880 --> 00:00:19.210 and their ideas with that purpose in mind. 00:00:19.210 --> 00:00:22.590 And sometimes that purpose will be harder to see. 00:00:22.590 --> 00:00:24.480 As readers, our job is to consider 00:00:24.480 --> 00:00:26.860 the author's purpose as we read. 00:00:26.860 --> 00:00:30.440 How is it influencing the information the author shares? 00:00:30.440 --> 00:00:33.580 How is it influencing my understanding of the topic? 00:00:33.580 --> 00:00:36.010 Is what I think the same as what the author thinks? 00:00:36.010 --> 00:00:36.990 Do I agree with them? 00:00:36.990 --> 00:00:38.400 Do I disagree? 00:00:38.400 --> 00:00:41.850 You may be familiar with the memory device of P.I.E., 00:00:41.850 --> 00:00:46.250 persuade, inform, entertain, as three categories of purpose. 00:00:46.250 --> 00:00:48.760 But I'd like to go deeper than that. 00:00:48.760 --> 00:00:50.380 I live in Washington, D.C., 00:00:50.380 --> 00:00:52.850 which is home to an entire professional class 00:00:52.850 --> 00:00:54.810 of what are called lobbyists, 00:00:54.810 --> 00:00:56.910 people whose job it is to advocate to Congress 00:00:56.910 --> 00:00:58.910 on behalf of a special interest, 00:00:58.910 --> 00:01:02.840 for example, the oil industry or the cheese industry. 00:01:02.840 --> 00:01:04.160 This isn't always bad. 00:01:04.160 --> 00:01:06.420 You can learn more about lobbyists and advocates 00:01:06.420 --> 00:01:08.870 in Khan Academy's Government and Politics course. 00:01:08.870 --> 00:01:10.490 But frequently, it takes the form 00:01:10.490 --> 00:01:14.070 of someone from an industry trying to convince Congress 00:01:14.070 --> 00:01:17.180 to give them a competitive advantage over other industries. 00:01:17.180 --> 00:01:19.150 Now, let's pull real-world politics out of this 00:01:19.150 --> 00:01:21.500 and pretend for the purposes of this lesson 00:01:21.500 --> 00:01:24.770 that there are two warring lobbying groups in D.C. 00:01:24.770 --> 00:01:27.560 One that represents the cake industry, 00:01:27.560 --> 00:01:30.750 and another that represents the pie industry. 00:01:30.750 --> 00:01:32.740 An age-old conflict. 00:01:32.740 --> 00:01:34.440 So hold that conflict in your mind 00:01:34.440 --> 00:01:36.290 for a second, cake versus pie. 00:01:36.290 --> 00:01:38.460 Now, when we read informational text, 00:01:38.460 --> 00:01:40.270 we should be learning new information. 00:01:40.270 --> 00:01:43.110 But the author's opinions can shape the text 00:01:43.110 --> 00:01:44.340 to the point where the information 00:01:44.340 --> 00:01:46.970 becomes biased or misleading. 00:01:46.970 --> 00:01:49.120 When you read informational text, 00:01:49.120 --> 00:01:52.090 maintain an air of healthy skepticism. 00:01:52.090 --> 00:01:56.080 Ask yourself the following questions constantly. 00:01:56.080 --> 00:01:57.500 What's the author's opinion? 00:01:57.500 --> 00:01:59.500 What information did they include, 00:01:59.500 --> 00:02:01.590 or what information did they leave out? 00:02:01.590 --> 00:02:03.990 And if so, was that on purpose? 00:02:03.990 --> 00:02:06.940 What's the connotation of the author's word choice? 00:02:06.940 --> 00:02:08.780 You know, how do the words feel? 00:02:08.780 --> 00:02:12.363 And what's the overall tone of the piece? 00:02:13.240 --> 00:02:15.270 So now we have these questions to ask ourselves, 00:02:15.270 --> 00:02:17.320 let's return to our pie versus cake 00:02:17.320 --> 00:02:19.450 lobby fight in Washington. 00:02:19.450 --> 00:02:21.590 So imagine you're reading "The Washington Post," 00:02:21.590 --> 00:02:23.707 and you see this opinion column. 00:02:23.707 --> 00:02:25.377 "Cake Connected to Cavities 00:02:25.377 --> 00:02:28.157 "and Poor Dental Health, Study Finds." 00:02:28.157 --> 00:02:30.787 "A recent study by the American Dental Association 00:02:30.787 --> 00:02:33.717 "connected the consumption of cake or similar foods 00:02:33.717 --> 00:02:36.267 "with a 30% increased risk of tooth decay, 00:02:36.267 --> 00:02:38.467 "cavities, and gingivitis. 00:02:38.467 --> 00:02:40.467 "People who reported having consumed cake 00:02:40.467 --> 00:02:43.447 "in the previous 60 days were significantly more likely 00:02:43.447 --> 00:02:46.057 "to experience problems related to dental health 00:02:46.057 --> 00:02:47.877 "than those people who did not. 00:02:47.877 --> 00:02:49.667 "Cake is dangerous. 00:02:49.667 --> 00:02:53.720 "Cake, which rarely contains fruit, will rot your teeth." 00:02:53.720 --> 00:02:56.970 And then if we squint down at the very bottom of the column, 00:02:56.970 --> 00:02:59.957 it'll say in small text, "The author is the CEO 00:02:59.957 --> 00:03:04.090 "of Circular Solutions, a pie-advocacy network." 00:03:04.090 --> 00:03:06.900 And now let's ask ourselves those same questions again 00:03:06.900 --> 00:03:09.150 while acknowledging that this is a fake story 00:03:09.150 --> 00:03:11.040 that I made up for the purposes of this video. 00:03:11.040 --> 00:03:13.440 There is nobody named Wendell Apricotjam, 00:03:13.440 --> 00:03:15.460 although I wish there were, that'd be a great name. 00:03:15.460 --> 00:03:17.800 So, what's the author's opinion? 00:03:17.800 --> 00:03:19.260 Well, it seems to me that the author 00:03:19.260 --> 00:03:21.330 really thinks cake is dangerous 00:03:21.330 --> 00:03:23.930 and poses a threat to the nation's dental health. 00:03:23.930 --> 00:03:27.370 We know this because they literally say "cake is dangerous." 00:03:27.370 --> 00:03:31.330 They want people to buy and eat fewer cakes. 00:03:31.330 --> 00:03:34.150 What information did the author choose to include? 00:03:34.150 --> 00:03:35.270 Well, so this is interesting. 00:03:35.270 --> 00:03:36.840 The author talks about the results 00:03:36.840 --> 00:03:38.890 of this study and the big takeaways 00:03:38.890 --> 00:03:41.470 about the danger of cake or similar foods, 00:03:41.470 --> 00:03:43.370 and then they go on to mention incidentally 00:03:43.370 --> 00:03:46.060 that cake rarely contains fruit. 00:03:46.060 --> 00:03:47.880 That's a curious thing to say. 00:03:47.880 --> 00:03:49.087 It's almost like they're saying, 00:03:49.087 --> 00:03:52.460 "Pie, which has fruit in it, is better for you than cake," 00:03:52.460 --> 00:03:54.213 without actually saying it. 00:03:55.490 --> 00:03:58.030 What information did the author choose to leave out? 00:03:58.030 --> 00:04:02.270 Well, notice that the piece says "cake or similar foods." 00:04:02.270 --> 00:04:03.750 I would be hard-pressed to come up 00:04:03.750 --> 00:04:06.470 with a definition of foods similar to cake 00:04:06.470 --> 00:04:09.100 that does not also include desserts like pie. 00:04:09.100 --> 00:04:10.970 But the way that this piece is written, 00:04:10.970 --> 00:04:13.200 it swerves out of its way to avoid 00:04:13.200 --> 00:04:15.760 pinning the same tooth decay risks on pie 00:04:15.760 --> 00:04:17.790 the way that it blames cake. 00:04:17.790 --> 00:04:19.850 I think it would be reasonable to assume 00:04:19.850 --> 00:04:21.670 that if we read the underlying study 00:04:21.670 --> 00:04:23.710 that this opinion piece is based on, 00:04:23.710 --> 00:04:25.290 it would include pies and cakes 00:04:25.290 --> 00:04:27.600 in the same category of sugary desserts 00:04:27.600 --> 00:04:30.540 that are associated with bad dental outcomes. 00:04:30.540 --> 00:04:32.360 Why would the author do this? 00:04:32.360 --> 00:04:35.000 Well, they want you to buy pie instead of cake. 00:04:35.000 --> 00:04:36.860 But they don't want you to think too hard about it 00:04:36.860 --> 00:04:39.160 because if you did, you would buy and eat 00:04:39.160 --> 00:04:42.690 both less cake and less pie. 00:04:42.690 --> 00:04:44.810 And the pie lobby doesn't want that. 00:04:44.810 --> 00:04:47.800 What's the connotation or the feeling 00:04:47.800 --> 00:04:49.930 of the author's word choices? 00:04:49.930 --> 00:04:52.750 Well, they're citing a scientific study by dentists, 00:04:52.750 --> 00:04:54.960 so they want you to take their warning seriously, 00:04:54.960 --> 00:04:55.960 and they're using words 00:04:55.960 --> 00:05:00.833 like risk and danger, rot and problems. 00:05:01.780 --> 00:05:03.180 They want you to make an association 00:05:03.180 --> 00:05:06.110 between eating cake and bad tooth health. 00:05:06.110 --> 00:05:07.370 They want you to associate 00:05:07.370 --> 00:05:10.660 scientific language with trustworthiness. 00:05:10.660 --> 00:05:13.193 So I'm gonna put down scientific authority here. 00:05:14.050 --> 00:05:15.750 What's the overall tone? 00:05:15.750 --> 00:05:16.583 It's negative. 00:05:16.583 --> 00:05:18.550 The author does not want you to eat cake. 00:05:18.550 --> 00:05:19.860 They want you to think it's bad, 00:05:19.860 --> 00:05:21.790 and they've planted a little hint here 00:05:21.790 --> 00:05:23.650 that fruity foods are better. 00:05:23.650 --> 00:05:24.850 And what's a fruity food? 00:05:24.850 --> 00:05:25.710 Pie. 00:05:25.710 --> 00:05:27.650 Can they say pie is safer? 00:05:27.650 --> 00:05:30.350 No, not without lying outright. 00:05:30.350 --> 00:05:32.870 Now, I wanna be clear about two things. 00:05:32.870 --> 00:05:34.430 Sometimes an author's purpose 00:05:34.430 --> 00:05:37.750 really will just be to inform straightforwardly. 00:05:37.750 --> 00:05:39.580 Not everything has to be a tug-of-war 00:05:39.580 --> 00:05:42.260 between you and the author over the truth. 00:05:42.260 --> 00:05:43.970 Sometimes a writer just wants you to know 00:05:43.970 --> 00:05:46.980 the lifecycle of a butterfly, or how to make egg salad, 00:05:46.980 --> 00:05:49.130 or the order the U.S. presidents came in. 00:05:49.130 --> 00:05:51.590 But most of the time, there's a purpose, 00:05:51.590 --> 00:05:53.930 an opinion, behind the text. 00:05:53.930 --> 00:05:55.490 Now, the second thing I wanna be super clear about 00:05:55.490 --> 00:05:56.840 is that I made up this whole thing. 00:05:56.840 --> 00:05:58.940 I made up the article, the statistics, 00:05:58.940 --> 00:06:01.203 Wendell, you know, all of that's fake. 00:06:02.250 --> 00:06:05.330 I like both pie and cake very much. 00:06:05.330 --> 00:06:06.957 And now that I've said that, I'm sure you're wondering, 00:06:06.957 --> 00:06:09.640 "Oh, is David in the pocket of big dessert?" 00:06:09.640 --> 00:06:10.940 And the answer is no. 00:06:10.940 --> 00:06:13.520 I'm in the pocket of big free education 00:06:13.520 --> 00:06:15.503 for everyone everywhere. 00:06:16.770 --> 00:06:18.370 You can learn anything. 00:06:18.370 --> 00:06:19.203 David out.

Changes in POV and dramatic irony

https://www.youtube.com/watch?v=lRoFaux2V_g

vtt

https://www.youtube.com/api/timedtext?v=lRoFaux2V_g&ei=V1iUZe-YGd-UhcIPqOypqAs&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=F078950D848A76A20644DD8C6F4F8C09A8E28418.DB7D1EB00F2074A120EE3F9F3F35EF21F4F21438&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.320 --> 00:00:01.780 - [Instructor] Hello, readers. 00:00:01.780 --> 00:00:03.720 Today, I'd like to talk about differences 00:00:03.720 --> 00:00:06.480 in point of view in literature. 00:00:06.480 --> 00:00:08.760 When we analyze the perspectives of storytellers, 00:00:08.760 --> 00:00:10.360 whether that's a point of view character, 00:00:10.360 --> 00:00:13.600 an omniscient narrator, or a narrator that attaches closely 00:00:13.600 --> 00:00:16.560 to multiple perspectives, we can understand the way 00:00:16.560 --> 00:00:19.570 that an author is controlling the flow of information. 00:00:19.570 --> 00:00:23.230 Who knows what, when, and what does that tell us? 00:00:23.230 --> 00:00:25.750 A writer can control which characters have access 00:00:25.750 --> 00:00:28.740 to information, and they can control what access you, 00:00:28.740 --> 00:00:32.030 the reader, or the viewer, have to information to. 00:00:32.030 --> 00:00:33.980 The information you have and the information 00:00:33.980 --> 00:00:38.120 the characters have help develop our perspectives. 00:00:38.120 --> 00:00:40.810 Within a story, conflict between characters 00:00:40.810 --> 00:00:43.100 can come from a difference in perspective. 00:00:43.100 --> 00:00:44.980 In "Avatar: The Last Airbender," 00:00:44.980 --> 00:00:47.370 the character of Prince Zuko is consumed 00:00:47.370 --> 00:00:49.700 by his desire to capture the avatar, 00:00:49.700 --> 00:00:52.110 as he feels that this will end his exile 00:00:52.110 --> 00:00:53.490 and restore him to a place 00:00:53.490 --> 00:00:55.560 of prominence at his father's side. 00:00:55.560 --> 00:00:59.020 His uncle Iroh, however, understands based on many years 00:00:59.020 --> 00:01:01.260 of hard experience, that Zuko's father 00:01:01.260 --> 00:01:04.940 is a cruel man who never intended to take his son back. 00:01:04.940 --> 00:01:08.140 Iroh only wants to keep his nephew safe. 00:01:08.140 --> 00:01:09.930 This difference in perspective generates a lot 00:01:09.930 --> 00:01:12.220 of conflict between the two of them. 00:01:12.220 --> 00:01:16.010 The show slowly reveals Iroh's perspective over time. 00:01:16.010 --> 00:01:18.540 Whereas we, as viewers, know what Zuko wants 00:01:18.540 --> 00:01:20.563 and why almost immediately. 00:01:22.030 --> 00:01:25.720 In fiction, that kind of information asymmetry between 00:01:25.720 --> 00:01:28.810 the storyteller, the characters, and the audience, 00:01:28.810 --> 00:01:32.730 leads to something called dramatic irony. 00:01:32.730 --> 00:01:35.840 You're watching a play, or a TV show, or reading a book, 00:01:35.840 --> 00:01:37.890 and you, the audience, the reader, 00:01:37.890 --> 00:01:40.970 knows something that the characters don't. 00:01:40.970 --> 00:01:44.080 This is possible because especially in a visual medium, 00:01:44.080 --> 00:01:45.750 the audience has a different point 00:01:45.750 --> 00:01:47.660 of view than the characters do. 00:01:47.660 --> 00:01:49.940 We can see things they don't see. 00:01:49.940 --> 00:01:51.530 This difference in point of view 00:01:51.530 --> 00:01:55.420 is what allows tension, suspense, and jokes. 00:01:55.420 --> 00:01:57.710 Remember, irony is just the difference 00:01:57.710 --> 00:02:00.040 between expectation and result. 00:02:00.040 --> 00:02:02.030 It can be leveraged to achieve anything 00:02:02.030 --> 00:02:04.660 that uses the mechanism of surprise. 00:02:04.660 --> 00:02:06.580 I don't wanna belabor how jokes work. 00:02:06.580 --> 00:02:08.560 Literally nothing is more boring 00:02:08.560 --> 00:02:10.350 or unfunny than explaining jokes. 00:02:10.350 --> 00:02:13.830 So, let's use suspense as our example. 00:02:13.830 --> 00:02:17.140 Imagine a very low stakes villain, The Cheeseler, 00:02:17.140 --> 00:02:18.650 who goes around pranking people 00:02:18.650 --> 00:02:22.350 by balancing buckets of cottage cheese on doorframes. 00:02:22.350 --> 00:02:24.700 You go through the door, blam, you get cheesed. 00:02:25.710 --> 00:02:27.520 I want you to imagine a scene in which we see 00:02:27.520 --> 00:02:30.470 The Cheeseler booby trap the protagonist's door 00:02:30.470 --> 00:02:32.390 with a bucket of cottage cheese. 00:02:32.390 --> 00:02:34.690 Nobody else in the story is around to witness this. 00:02:34.690 --> 00:02:36.650 After all, The Cheeseler stands alone. 00:02:36.650 --> 00:02:39.470 And now, we see our hero in Tamika. 00:02:39.470 --> 00:02:41.970 She's walking down the hall with such confidence, 00:02:41.970 --> 00:02:44.060 blindly unaware of the cheesy threat 00:02:44.060 --> 00:02:45.800 that awaits her when she opens that door. 00:02:45.800 --> 00:02:47.080 We come back to the cheese. 00:02:47.080 --> 00:02:49.933 It's still there, oh no, oh no Tamika. 00:02:51.220 --> 00:02:53.600 Do you see what I'm doing here? 00:02:53.600 --> 00:02:55.990 Do you see how this generates suspense? 00:02:55.990 --> 00:02:59.730 You, the viewer, know something the character doesn't know. 00:02:59.730 --> 00:03:01.470 The difference between her point of view 00:03:01.470 --> 00:03:04.590 and your point of view generates tension. 00:03:04.590 --> 00:03:07.210 This is something that writers do on purpose. 00:03:07.210 --> 00:03:09.340 This tension, this dramatic irony, 00:03:09.340 --> 00:03:13.670 draws us in because it's very satisfying to see it resolved. 00:03:13.670 --> 00:03:15.170 We know that there's that possibility 00:03:15.170 --> 00:03:17.610 of Tamika getting splatted with cottage cheese, 00:03:17.610 --> 00:03:21.950 but what if Tamika, at the last moment, kicks open the door? 00:03:21.950 --> 00:03:24.880 The cheese bucket drops, and Tamika catches it neatly. 00:03:24.880 --> 00:03:26.420 Whoo, thank goodness. 00:03:26.420 --> 00:03:29.860 She saw that the door was slightly ajar and put it together. 00:03:29.860 --> 00:03:32.480 The tension is resolved as the gap closes 00:03:32.480 --> 00:03:35.513 between what Tamika knows and what we know. 00:03:36.970 --> 00:03:39.770 When characters resolve interpersonal differences, 00:03:39.770 --> 00:03:42.100 it's through an alignment of their points of view. 00:03:42.100 --> 00:03:44.370 That's what brings us to resolution. 00:03:44.370 --> 00:03:47.095 The difference between two points of view can be reconciled, 00:03:47.095 --> 00:03:50.823 and that too, is a way of relieving story tension. 00:03:52.060 --> 00:03:53.900 Now, I'd like to counsel you against 00:03:53.900 --> 00:03:57.040 making blanket statements about specific genres of work, 00:03:57.040 --> 00:04:00.200 like sure, a first person story could limit 00:04:00.200 --> 00:04:02.620 the flow of information because we're perceiving 00:04:02.620 --> 00:04:05.810 a story through the senses of the point of view character. 00:04:05.810 --> 00:04:07.850 But, in your analysis of that story, 00:04:07.850 --> 00:04:10.290 be sure to get specific. 00:04:10.290 --> 00:04:12.260 How does that specific character 00:04:12.260 --> 00:04:15.260 in that particular situation see events? 00:04:15.260 --> 00:04:17.510 Why does the author show us, the readers, 00:04:17.510 --> 00:04:20.263 information that character doesn't get to see? 00:04:21.270 --> 00:04:23.720 Asking yourself questions about those differences 00:04:23.720 --> 00:04:26.630 in perspective between the narration and characters, 00:04:26.630 --> 00:04:28.800 between two or more characters, 00:04:28.800 --> 00:04:30.410 between the text and the reader, 00:04:30.410 --> 00:04:32.910 will make it easy for you to analyze the impact 00:04:32.910 --> 00:04:34.910 of those decisions that the author made. 00:04:36.270 --> 00:04:39.000 And now, I'm going to go walk my dog. 00:04:39.000 --> 00:04:40.770 I will see you all next time. 00:04:40.770 --> 00:04:43.053 You can learn anything, David out. 00:04:44.240 --> 00:04:45.488 All right. 00:04:45.488 --> 00:04:47.655 (humming) 00:04:49.860 --> 00:04:51.252 (metal clanking) 00:04:51.252 --> 00:04:53.787 Oh, curse you Cheeseler!

How POV affects readers

https://www.youtube.com/watch?v=XIfYK4tpl2Y

vtt

https://www.youtube.com/api/timedtext?v=XIfYK4tpl2Y&ei=V1iUZYbeGNK_mLAP2L25sAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=E0912580A7E5383187D5C7A02707C9D770D13D55.CEE0B8EC8FF6EDA18FDE6BE09E180AE0CF186684&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.600 - [David] Hello, readers. 00:00:01.600 --> 00:00:04.500 I wanna talk to you today about point of view in literature 00:00:04.500 --> 00:00:06.940 and how it can shape what we, as readers, 00:00:06.940 --> 00:00:08.870 take away from a story. 00:00:08.870 --> 00:00:11.660 Now, we've talked about this in more basic terms before, 00:00:11.660 --> 00:00:14.500 is a story in first, second or third person? 00:00:14.500 --> 00:00:16.810 But I would like to go deeper. 00:00:16.810 --> 00:00:18.910 Once we've sussed out whose perspective 00:00:18.910 --> 00:00:22.600 a story or a poem is being told from, what's next? 00:00:22.600 --> 00:00:24.840 What else is there to talk about? 00:00:24.840 --> 00:00:27.060 Well, I think it's useful to remember 00:00:27.060 --> 00:00:30.140 that stories and poems don't just happen. 00:00:30.140 --> 00:00:32.820 They don't just suddenly, spontaneously exist. 00:00:32.820 --> 00:00:34.300 Creating them is work. 00:00:34.300 --> 00:00:36.710 And it's the result of a whole bunch of decisions 00:00:36.710 --> 00:00:38.150 made by a writer. 00:00:38.150 --> 00:00:40.880 So, who is the point-of-view character or characters? 00:00:40.880 --> 00:00:42.490 What does that mean for the story? 00:00:42.490 --> 00:00:45.413 Ultimately, a point of view is an author's decision. 00:00:45.413 --> 00:00:46.840 So, when an author chooses 00:00:46.840 --> 00:00:48.890 to center a story on one character, 00:00:48.890 --> 00:00:51.063 how does that change the story they tell? 00:00:51.063 --> 00:00:52.590 Would the story be different 00:00:52.590 --> 00:00:54.730 if it were centered on a different character? 00:00:54.730 --> 00:00:55.710 How does that point of view 00:00:55.710 --> 00:00:57.913 impact the way the story gets told? 00:00:59.270 --> 00:01:03.070 Imagine a rocket scientist with a mouse in her pocket, 00:01:03.070 --> 00:01:07.280 and they're going to inspect a spaceship under construction. 00:01:07.280 --> 00:01:09.080 I'm gonna give you two little snippets 00:01:09.080 --> 00:01:11.750 in what's called close third person perspective, 00:01:11.750 --> 00:01:12.900 where there's a narrator, 00:01:12.900 --> 00:01:15.640 but their point of view is attached to a character. 00:01:15.640 --> 00:01:19.790 We get to see through their eyes, experience their thoughts. 00:01:19.790 --> 00:01:22.747 So, first, we're gonna hear from the rocket scientist. 00:01:22.747 --> 00:01:25.697 "Leaving the lab, Dr. Harper strode confidently 00:01:25.697 --> 00:01:26.967 "into the spaceship hangar, 00:01:26.967 --> 00:01:29.937 "clipboard in hand, pet mouse in pocket. 00:01:29.937 --> 00:01:31.957 "Launch day was only eight months away, 00:01:31.957 --> 00:01:35.267 "and Project Juno still had so many bugs to work out, 00:01:35.267 --> 00:01:37.607 "but she was certain that the test she'd conduct today 00:01:37.607 --> 00:01:40.547 "would help her solve the air filter problem. 00:01:40.547 --> 00:01:43.357 "The starship sat before her in a pool of light, 00:01:43.357 --> 00:01:45.757 "a deep bluish-black craft, 00:01:45.757 --> 00:01:48.547 "once an idea that had lived only in her mind, 00:01:48.547 --> 00:01:51.907 "but now it was a real physical object. 00:01:51.907 --> 00:01:53.277 "She dug around in her pocket 00:01:53.277 --> 00:01:55.707 "and fed Persephone a sunflower seed." 00:01:56.550 --> 00:01:59.573 Now, let's take that again from the mouse's perspective. 00:02:00.567 --> 00:02:01.867 "Persephone T. Mouse 00:02:01.867 --> 00:02:04.247 "clung to the lip of Tatiana's jacket pocket, 00:02:04.247 --> 00:02:06.347 "as they passed from a small cold room 00:02:06.347 --> 00:02:09.607 "into a much larger, warmer, and brighter room. 00:02:09.607 --> 00:02:11.987 "It had been four hours since she'd had anything to eat, 00:02:11.987 --> 00:02:14.077 "and she was cranky. 00:02:14.077 --> 00:02:15.587 "In the middle of the big, bright room 00:02:15.587 --> 00:02:18.027 "was a big bluish black shape. 00:02:18.027 --> 00:02:19.467 "Persophone didn't know what it was, 00:02:19.467 --> 00:02:21.457 "and frankly, it looked kind of like a bird, 00:02:21.457 --> 00:02:24.147 "which was weird and a little frightening. 00:02:24.147 --> 00:02:25.037 "But it hadn't moved 00:02:25.037 --> 00:02:27.387 "the last time Persephone and Tatiana were in there, 00:02:27.387 --> 00:02:28.727 "and it wasn't moving now. 00:02:28.727 --> 00:02:31.027 "So, Persephone guessed it was asleep. 00:02:31.027 --> 00:02:32.717 "She chirped impatiently, 00:02:32.717 --> 00:02:35.500 "and Tatiana gave her a sunflower seed." 00:02:35.500 --> 00:02:38.040 You see, the same things happen in each story. 00:02:38.040 --> 00:02:40.900 Dr. Harper goes from her lab to the spaceship hangar, 00:02:40.900 --> 00:02:44.420 and then, she feeds her pet mouse a sunflower seed. 00:02:44.420 --> 00:02:46.260 But when we hang out with Harper's perspective, 00:02:46.260 --> 00:02:49.034 we get her thoughts and we see what she thinks is important. 00:02:49.034 --> 00:02:49.867 But when we're reading 00:02:49.867 --> 00:02:52.470 from Persephone the mouse's perspective, 00:02:52.470 --> 00:02:53.940 she doesn't care about the spaceship, 00:02:53.940 --> 00:02:55.400 she doesn't know what it is. 00:02:55.400 --> 00:02:58.810 As readers, it's useful to ask how a writer is developing 00:02:58.810 --> 00:03:02.040 a character's point of view through a story. 00:03:02.040 --> 00:03:04.360 What are the abilities and limitations 00:03:04.360 --> 00:03:06.250 of a point-of-view character? 00:03:06.250 --> 00:03:08.010 Persephone the mouse is small. 00:03:08.010 --> 00:03:10.020 She can sneak through little holes in the wall 00:03:10.020 --> 00:03:13.330 or hide in the jacket pocket of a consenting human being. 00:03:13.330 --> 00:03:16.730 But Dr. Harper has, you know, an astrophysics doctorate 00:03:16.730 --> 00:03:18.050 and opposable thumbs. 00:03:18.050 --> 00:03:20.250 She can open doors, design a spaceship, 00:03:20.250 --> 00:03:22.000 plan its flight trajectory. 00:03:22.000 --> 00:03:23.510 This is kind of an extreme example 00:03:23.510 --> 00:03:25.590 because one of these characters is a human being 00:03:25.590 --> 00:03:26.700 and the other one is a mouse. 00:03:26.700 --> 00:03:28.460 But even among different people, 00:03:28.460 --> 00:03:31.280 we can imagine very different stories. 00:03:31.280 --> 00:03:33.760 Characters and stories are just like real people. 00:03:33.760 --> 00:03:35.610 They have strengths and weaknesses, 00:03:35.610 --> 00:03:39.050 knowledge about some things and ignorance about others. 00:03:39.050 --> 00:03:41.850 Sometimes, they tell the truth, and sometimes, they lie. 00:03:42.800 --> 00:03:45.560 This is especially important in first-person books, 00:03:45.560 --> 00:03:47.720 where everything we read comes to us directly 00:03:47.720 --> 00:03:49.890 from the point-of-view character. 00:03:49.890 --> 00:03:52.190 You have to open yourself up to the possibility 00:03:52.190 --> 00:03:55.240 that the narrator can be wrong about stuff. 00:03:55.240 --> 00:03:56.980 They can perceive things incorrectly, 00:03:56.980 --> 00:04:01.060 or be blinded by their own assumptions, or just be confused. 00:04:01.060 --> 00:04:03.000 They could also just be lying. 00:04:03.000 --> 00:04:06.060 But they could also just be innocently wrong and confused. 00:04:06.060 --> 00:04:09.000 They could look at a spaceship and think it's a bird. 00:04:09.000 --> 00:04:11.360 Narrators that are wrong or misinformed 00:04:11.360 --> 00:04:13.160 or actively trying to trick you 00:04:13.160 --> 00:04:16.290 are called unreliable narrators. 00:04:16.290 --> 00:04:18.760 Reading a book narrated by an unreliable narrator 00:04:18.760 --> 00:04:21.800 turns the relatively straightforward process of reading 00:04:21.800 --> 00:04:23.680 into a tug of war. 00:04:23.680 --> 00:04:26.800 How do I know I can trust what the narrator is telling me? 00:04:26.800 --> 00:04:29.510 Ask yourself, what does a narrator think? 00:04:29.510 --> 00:04:32.201 What do they feel and what do they do? 00:04:32.201 --> 00:04:34.550 When you can answer all of those questions, 00:04:34.550 --> 00:04:37.750 you can begin to put their perspective into words. 00:04:37.750 --> 00:04:40.400 If you can identify the biases or the perspective 00:04:40.400 --> 00:04:42.670 or the ignorance of a point-of-view character, 00:04:42.670 --> 00:04:44.970 you can start to correct for it as you read, 00:04:44.970 --> 00:04:47.650 and use that understanding of the point of view 00:04:47.650 --> 00:04:50.700 to better understand the story as a whole. 00:04:50.700 --> 00:04:52.110 Something important to remember 00:04:52.110 --> 00:04:53.720 is that the storytelling character 00:04:53.720 --> 00:04:56.310 is not the same thing as the author. 00:04:56.310 --> 00:04:58.010 The author creates those characters 00:04:58.010 --> 00:05:00.400 and is literally the person who writes the words. 00:05:00.400 --> 00:05:03.360 But if I wrote a story about an ogre who eats children, 00:05:03.360 --> 00:05:05.930 that does not make me an ogre who eats children. 00:05:05.930 --> 00:05:08.250 I would never eat children. 00:05:08.250 --> 00:05:09.363 They taste horrible. 00:05:10.930 --> 00:05:12.560 You can learn anything. 00:05:12.560 --> 00:05:13.393 David out.

Sal Khan Appreciates Teachers

https://www.youtube.com/watch?v=vyFQDcILrk4

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https://www.youtube.com/api/timedtext?v=vyFQDcILrk4&ei=V1iUZZrCHu_1mLAPi5uNyA0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=8D82BEC68A75EECEA2126A3C9875D3794549B9FB.1A1B32972C18B7D7EDF361932DE5353187F5EE0F&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:03.160 (chiming music) 00:00:03.160 --> 00:00:05.600 - [Teacher] Four plus one is? 00:00:05.600 --> 00:00:06.433 - 16. 00:00:06.433 --> 00:00:08.116 (laughing) 00:00:08.116 --> 00:00:09.100 (celebrating) 00:00:09.100 --> 00:00:09.940 - Hi teachers. 00:00:09.940 --> 00:00:11.740 Sal Khan here from Khan Academy. 00:00:11.740 --> 00:00:13.070 Now I just wanted to make sure that 00:00:13.070 --> 00:00:15.610 when congratulations are being passed around 00:00:15.610 --> 00:00:18.127 that we take the time to say congratulations 00:00:18.127 --> 00:00:20.440 and thank you to teachers 00:00:20.440 --> 00:00:22.860 for all of the amazing work that they do. 00:00:22.860 --> 00:00:25.298 Congratulations for getting another group of students 00:00:25.298 --> 00:00:26.939 forward in their life. 00:00:26.939 --> 00:00:30.020 (students applauding) 00:00:30.020 --> 00:00:31.690 And I always say, if I had to pick between 00:00:31.690 --> 00:00:34.070 an amazing teacher or amazing technology, 00:00:34.070 --> 00:00:36.382 I would pick the amazing teacher every single time. 00:00:36.382 --> 00:00:38.360 (celebrating) 00:00:38.360 --> 00:00:40.580 But in times where we're having to lean a little bit more 00:00:40.580 --> 00:00:44.030 on the screen, I think it only highlights that much more, 00:00:44.030 --> 00:00:45.960 how invaluable the human element is. 00:00:45.960 --> 00:00:49.120 How invaluable the work that you do to motivate students, 00:00:49.120 --> 00:00:51.810 unblock them and form those human connections. 00:00:51.810 --> 00:00:54.520 Are valuable not just for learning the academic material, 00:00:54.520 --> 00:00:56.300 but for making them stronger, 00:00:56.300 --> 00:00:58.292 more resilient and better human beings. 00:00:58.292 --> 00:01:00.930 (students celebrating) 00:01:00.930 --> 00:01:02.990 So thank you so much all of you teachers 00:01:02.990 --> 00:01:05.330 in this graduation time for all of the incredible work 00:01:05.330 --> 00:01:06.941 you do day in, day out. 00:01:06.941 --> 00:01:09.608 (chiming music)

Developing themes

https://www.youtube.com/watch?v=D2FFijvA00I

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https://www.youtube.com/api/timedtext?v=D2FFijvA00I&ei=V1iUZYnWGfv_mLAP2eKu2Ao&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=7DE90C70A1210D5E0061EB2F368B6C2736038D26.37EBC40F10979C9DDD211B6ED96834F84FF5F28A&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.510 --> 00:00:01.460 - [David] Hello, readers! 00:00:01.460 --> 00:00:04.240 Let's talk about themes and how authors 00:00:04.240 --> 00:00:06.830 can intentionally build messages into fiction. 00:00:06.830 --> 00:00:08.080 Now, to recap a little, 00:00:08.080 --> 00:00:10.900 themes link big ideas about the world we live in 00:00:10.900 --> 00:00:13.160 with the action of a text. 00:00:13.160 --> 00:00:16.040 For example, in "The Lord of the Rings" stories and films, 00:00:16.040 --> 00:00:18.590 the One Ring represents absolute power 00:00:18.590 --> 00:00:20.790 and how dangerous that is. 00:00:20.790 --> 00:00:22.320 How do we know that though? 00:00:22.320 --> 00:00:24.770 How did J. R. R. Tolkien, as an author, 00:00:24.770 --> 00:00:27.080 develop that theme in the text? 00:00:27.080 --> 00:00:28.010 How can we go deeper, 00:00:28.010 --> 00:00:30.710 beyond that headline of the Ring equals 00:00:30.710 --> 00:00:32.850 the dangers of absolute power? 00:00:32.850 --> 00:00:35.750 Good readers can look at a whole text from beginning to end 00:00:35.750 --> 00:00:38.720 and identify where the author purposefully chose words, 00:00:38.720 --> 00:00:41.040 included details, or directed action 00:00:41.040 --> 00:00:43.720 that develops or reveals the overall theme. 00:00:43.720 --> 00:00:45.467 It's not just that characters say, 00:00:45.467 --> 00:00:47.380 "Oh, no, the Ring's super-dangerous." 00:00:47.380 --> 00:00:49.010 In fact, I believe in "The Fellowship of the Ring, 00:00:49.010 --> 00:00:51.467 Gandalf says, "No, with that power, 00:00:51.467 --> 00:00:53.697 "I should have power too great and terrible. 00:00:53.697 --> 00:00:55.587 "And over me, the Ring could gain a power 00:00:55.587 --> 00:00:57.477 "still greater and more deadly. 00:00:57.477 --> 00:00:59.330 "Do not tempt me!" 00:00:59.330 --> 00:01:00.540 The characters say that, they do, 00:01:00.540 --> 00:01:03.640 but it's also about how they behave around the thing. 00:01:03.640 --> 00:01:06.300 It's how the plot is shaped around this object 00:01:06.300 --> 00:01:08.050 and how a group of people come together 00:01:08.050 --> 00:01:11.190 to identify this Ring as a dangerous, magical artifact 00:01:11.190 --> 00:01:13.820 that needs to be destroyed for the good of the world. 00:01:13.820 --> 00:01:15.130 It's not just dialogue. 00:01:15.130 --> 00:01:17.280 It's also descriptions by the author 00:01:17.280 --> 00:01:20.320 and actions taken by the characters. 00:01:20.320 --> 00:01:21.690 So let's go through some of the ways 00:01:21.690 --> 00:01:24.120 that an author can develop theme within a story, 00:01:24.120 --> 00:01:26.850 with the important caveat that you won't always be able 00:01:26.850 --> 00:01:29.100 to detect a theme in a text until you're 00:01:29.100 --> 00:01:31.630 already finished reading it for the first time. 00:01:31.630 --> 00:01:34.940 This, to me, is one of the great pleasures of rereading. 00:01:34.940 --> 00:01:35.960 You've already worked hard 00:01:35.960 --> 00:01:37.320 to get an understanding of the text, 00:01:37.320 --> 00:01:39.440 so now you can go back and pick up all the stuff 00:01:39.440 --> 00:01:42.040 you might not have noticed the first time. 00:01:42.040 --> 00:01:45.630 So one way to develop theme is through the repeated use 00:01:45.630 --> 00:01:47.620 of a symbol or an object. 00:01:47.620 --> 00:01:50.260 The Ring in "Lord of the Rings" is a great example 00:01:50.260 --> 00:01:52.260 because characters are always talking about it. 00:01:52.260 --> 00:01:53.790 But it could really be anything, 00:01:53.790 --> 00:01:57.320 a design, an object, an animal. 00:01:57.320 --> 00:01:59.690 Imagine a story about a child who wants to grow up 00:01:59.690 --> 00:02:02.480 to be an engineer that develops airplanes. 00:02:02.480 --> 00:02:05.300 And throughout this story, birds keep showing up, 00:02:05.300 --> 00:02:07.240 birds on the protagonist's windowsill, 00:02:07.240 --> 00:02:08.950 her favorite teacher's bird earrings, 00:02:08.950 --> 00:02:11.140 maybe she has a best friend named Robin. 00:02:11.140 --> 00:02:12.980 And from that, we can see the idea 00:02:12.980 --> 00:02:15.040 of flight is a theme in this story, 00:02:15.040 --> 00:02:17.870 and all of these bird-related things go back 00:02:17.870 --> 00:02:20.243 to this character's desire to take flight. 00:02:21.940 --> 00:02:25.600 Changes in setting are a fine way to develop themes. 00:02:25.600 --> 00:02:27.340 How is a location portrayed? 00:02:27.340 --> 00:02:29.440 How does it match with the way characters feel 00:02:29.440 --> 00:02:32.350 or behave when they appear in these locations? 00:02:32.350 --> 00:02:35.310 Imagine a character who desperately wants to be alone. 00:02:35.310 --> 00:02:36.930 So at a tense portion in the story, 00:02:36.930 --> 00:02:40.150 she flees to a distant mountaintop. 00:02:40.150 --> 00:02:43.090 When she gets there, what's the weather like? 00:02:43.090 --> 00:02:46.630 Is it cold, snowy, and forbidding on the mountain? 00:02:46.630 --> 00:02:50.030 Is it an active volcano, bubbling with lava? 00:02:50.030 --> 00:02:53.760 Is it clear, peaceful, full of snowdrops and mountain goats? 00:02:53.760 --> 00:02:56.480 What would an author be trying to say with those decisions? 00:02:56.480 --> 00:02:57.990 How should we, the reader, 00:02:57.990 --> 00:03:00.710 feel about that character's solitude? 00:03:00.710 --> 00:03:02.430 If it's snowy and forbidding, 00:03:02.430 --> 00:03:04.870 is it a symbol of the character's coldness, 00:03:04.870 --> 00:03:06.133 of their hardening up? 00:03:07.090 --> 00:03:08.350 Does the volcano reflect 00:03:08.350 --> 00:03:10.760 the character's explosive potential? 00:03:10.760 --> 00:03:12.970 Or does the beauty of the lonely mountaintop 00:03:12.970 --> 00:03:16.720 mean this was the right decision for the character to take? 00:03:16.720 --> 00:03:19.940 Dialogue that repeatedly references a similar idea 00:03:19.940 --> 00:03:22.330 can be a way to develop theme. 00:03:22.330 --> 00:03:23.950 When characters mention something a lot, 00:03:23.950 --> 00:03:26.440 it's probably because the author is thinking about it 00:03:26.440 --> 00:03:30.000 and maybe wanted to build it intentionally into the story. 00:03:30.000 --> 00:03:32.500 Imagine a teenager in Ancient Rome 00:03:32.500 --> 00:03:35.980 who's preoccupied with honor and his family name 00:03:35.980 --> 00:03:37.470 and how he's worried he won't live up 00:03:37.470 --> 00:03:40.510 to the achievements of his ancestors. 00:03:40.510 --> 00:03:42.450 If that's something that he's insecure about, 00:03:42.450 --> 00:03:43.740 he might think about it often 00:03:43.740 --> 00:03:45.540 or talk about the concept of honor 00:03:45.540 --> 00:03:48.330 or the social standing of his family. 00:03:48.330 --> 00:03:51.260 You can also see this presented as explicit lessons 00:03:51.260 --> 00:03:56.260 by a sage character, usually older and wise. 00:03:56.320 --> 00:04:00.120 Think of Moana's grandmother or of Yoda. 00:04:00.120 --> 00:04:01.917 They'll say something explicit like, 00:04:01.917 --> 00:04:04.130 "Go do the thing your heart wants, Moana," 00:04:04.130 --> 00:04:06.617 or, "Trust that the energy of the universe 00:04:06.617 --> 00:04:09.410 "will make you a really good space wizard, Luke." 00:04:09.410 --> 00:04:10.850 I'm paraphrasing here. 00:04:10.850 --> 00:04:13.050 Or think of Dorothy in "The Wizard of Oz," 00:04:13.050 --> 00:04:15.460 saying, "There's no place like home." 00:04:15.460 --> 00:04:17.660 She says it again and again. 00:04:17.660 --> 00:04:19.190 The words are so powerful 00:04:19.190 --> 00:04:21.140 that they're used as a magic spell. 00:04:21.140 --> 00:04:23.710 And words so powerful that they become magic 00:04:23.710 --> 00:04:26.453 is really just another way to say theme. 00:04:27.290 --> 00:04:30.190 It doesn't need to be said aloud to be thematic. 00:04:30.190 --> 00:04:31.760 Some of the most powerful moments 00:04:31.760 --> 00:04:35.630 in storytelling come from action, not just dialogue. 00:04:35.630 --> 00:04:37.310 Momentous character decisions, 00:04:37.310 --> 00:04:40.190 like Maui giving up his powers to save Moana 00:04:40.190 --> 00:04:42.850 or Harry Potter's climactic battle with Voldemort, 00:04:42.850 --> 00:04:45.250 are chock-full of themes, 00:04:45.250 --> 00:04:48.110 self-sacrifice, the power of love, 00:04:48.110 --> 00:04:49.880 the importance of honesty. 00:04:49.880 --> 00:04:51.710 Some of these themes can be expressed 00:04:51.710 --> 00:04:53.593 without speaking a single word. 00:04:54.980 --> 00:04:56.240 And I should be clear. 00:04:56.240 --> 00:04:57.980 Sometimes you need to finish the story 00:04:57.980 --> 00:04:59.840 before you can look back on it and understand 00:04:59.840 --> 00:05:02.220 how parts of it contribute to the theme. 00:05:02.220 --> 00:05:03.630 You might need to get some distance 00:05:03.630 --> 00:05:06.200 before you can see how all of the pieces fit together. 00:05:06.200 --> 00:05:08.100 If something really sticks with me, 00:05:08.100 --> 00:05:10.550 sometimes I like to go back and reread parts of a book 00:05:10.550 --> 00:05:12.740 once I've gotten a sense of its theme, 00:05:12.740 --> 00:05:16.000 to see how the author has threaded theme through the text. 00:05:16.000 --> 00:05:17.910 Now, if you look very closely 00:05:17.910 --> 00:05:20.030 at the videos I make here at Khan Academy, 00:05:20.030 --> 00:05:23.070 if you really squint your eyes and listen carefully, 00:05:23.070 --> 00:05:25.490 you'll notice that all of them share the same theme, 00:05:25.490 --> 00:05:28.023 which is you can learn anything. 00:05:28.870 --> 00:05:29.703 David out.

What is an argument?

https://www.youtube.com/watch?v=NXO3KT8bne4

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https://www.youtube.com/api/timedtext?v=NXO3KT8bne4&ei=V1iUZdb5F5Wpp-oPi_mIsAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=70B7F46E91D76F98D5F1AC5055743F004EA43DF9.812537E8A13CBD00B2268A11417E3E30795CFAD2&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.620 --> 00:00:01.600 - [David] Hello, Readers. 00:00:01.600 --> 00:00:04.650 Today we shall take the field in rhetorical combat, 00:00:04.650 --> 00:00:07.120 also known as argument. 00:00:07.120 --> 00:00:09.900 Argument is when an author wants to convince you 00:00:09.900 --> 00:00:11.250 of their position. 00:00:11.250 --> 00:00:13.760 "This is my position; you should share this position, 00:00:13.760 --> 00:00:14.930 and here is why." 00:00:14.930 --> 00:00:16.750 Argument does not sneak, 00:00:16.750 --> 00:00:18.720 it does not come in through the back. 00:00:18.720 --> 00:00:21.900 It is supported by reasons, evidence, examples. 00:00:21.900 --> 00:00:25.000 Not just pure opinion, not just cherry-picked stories: 00:00:25.000 --> 00:00:28.360 data, fact, observable reality. 00:00:28.360 --> 00:00:31.180 There is a place for pure subjective opinion, 00:00:31.180 --> 00:00:34.870 and it is the realm of the movie and the restaurant review. 00:00:34.870 --> 00:00:36.240 "I did not like this movie 00:00:36.240 --> 00:00:38.410 because I didn't laugh at its jokes." 00:00:38.410 --> 00:00:40.250 "I did not enjoy the hamburger I got 00:00:40.250 --> 00:00:42.510 because I found it too dry for my liking." 00:00:42.510 --> 00:00:44.730 This is not what we're talking about today. 00:00:44.730 --> 00:00:46.950 Obviously, argument is rooted in opinion 00:00:46.950 --> 00:00:48.590 and subjective personal preferences, 00:00:48.590 --> 00:00:52.560 but those opinions need to be backed up with evidence. 00:00:52.560 --> 00:00:56.540 Let's compare arguments for and against a tax on soda. 00:00:56.540 --> 00:00:59.710 Now, this writer argues that sugar contributes to obesity, 00:00:59.710 --> 00:01:02.320 and therefore, people should be prevented from buying soda, 00:01:02.320 --> 00:01:03.420 which is full of sugar 00:01:03.420 --> 00:01:06.130 on the grounds that it is bad for them, let's take a look. 00:01:06.130 --> 00:01:08.780 The soda tax could alter many people's behavior, 00:01:08.780 --> 00:01:11.330 causing them to stop buying sugary drinks. 00:01:11.330 --> 00:01:14.670 Some foods are necessities like milk, eggs, and bread. 00:01:14.670 --> 00:01:17.330 People will buy them even if the prices increase. 00:01:17.330 --> 00:01:19.230 Sugary drinks aren't necessary. 00:01:19.230 --> 00:01:22.030 If the price goes up, people will buy fewer sugary drinks 00:01:22.030 --> 00:01:24.170 and they won't be consuming as much sugar, 00:01:24.170 --> 00:01:27.230 therefore, the obesity rate will go down. 00:01:27.230 --> 00:01:29.670 Whereas this author counters that people have a right 00:01:29.670 --> 00:01:32.480 to make what they see as unhealthy decisions. 00:01:32.480 --> 00:01:34.810 Soda and other sugary drinks have been targeted 00:01:34.810 --> 00:01:35.990 because they lack nutrition 00:01:35.990 --> 00:01:37.880 and are basically just liquid sugar. 00:01:37.880 --> 00:01:40.280 Most people would agree that proper nutrition is important 00:01:40.280 --> 00:01:42.020 for maintaining a healthy lifestyle. 00:01:42.020 --> 00:01:45.580 However, do legislators have the right or responsibility 00:01:45.580 --> 00:01:47.480 to regulate people's sugar intake 00:01:47.480 --> 00:01:49.150 in order to improve their health? 00:01:49.150 --> 00:01:50.760 I say, no. 00:01:50.760 --> 00:01:53.220 All right, let's evaluate these claims. 00:01:53.220 --> 00:01:55.550 For the first argument in favor of the soda tax, 00:01:55.550 --> 00:01:57.440 how do we know this is true? 00:01:57.440 --> 00:01:59.400 What evidence does this author give 00:01:59.400 --> 00:02:02.000 that this tax will alter people's behavior? 00:02:02.000 --> 00:02:03.690 What evidence does this author give 00:02:03.690 --> 00:02:06.970 that sugary drinks aren't seen to be as essential as milk? 00:02:06.970 --> 00:02:10.390 After all, not everyone can or does drink milk. 00:02:10.390 --> 00:02:12.330 In the piece, the evidence that the author gives us 00:02:12.330 --> 00:02:14.880 is this table, which shows how much sugar 00:02:14.880 --> 00:02:16.280 is in soda per serving, 00:02:16.280 --> 00:02:18.930 but it doesn't use evidence to connect sugar consumption 00:02:18.930 --> 00:02:20.780 to unhealthy outcomes. 00:02:20.780 --> 00:02:23.700 All this says is, soda has a lot of sugar. 00:02:23.700 --> 00:02:25.820 I wanna see evidence, I wanna see studies. 00:02:25.820 --> 00:02:28.513 How do we know this tax would change behavior? 00:02:29.660 --> 00:02:32.980 Good readers think through the impacts of an argument. 00:02:32.980 --> 00:02:34.550 If this tax went into effect, 00:02:34.550 --> 00:02:37.150 what would the consequences be? 00:02:37.150 --> 00:02:39.500 Are there faults in the author's logic? 00:02:39.500 --> 00:02:41.600 It might stop some people from buying soda, 00:02:41.600 --> 00:02:43.120 but in an unfair way. 00:02:43.120 --> 00:02:44.930 Here's how I'm processing this as a reader. 00:02:44.930 --> 00:02:47.993 If you take a bottle of soda that previously costs, say $2, 00:02:48.890 --> 00:02:50.510 and the tax makes it $10, 00:02:50.510 --> 00:02:52.920 that will make it more difficult to purchase. 00:02:52.920 --> 00:02:55.610 But to a millionaire, the difference between $2 and $10 00:02:55.610 --> 00:02:56.660 is basically nothing. 00:02:56.660 --> 00:02:58.560 Whereas to a poor or middle class person, 00:02:58.560 --> 00:03:01.220 that $8 difference adds up pretty quickly. 00:03:01.220 --> 00:03:03.990 I see this as a possible unintended consequence 00:03:03.990 --> 00:03:06.810 of this proposal, that it hits poor people harder 00:03:06.810 --> 00:03:08.300 than rich people. 00:03:08.300 --> 00:03:11.120 As readers, it's not just our responsibility to interpret 00:03:11.120 --> 00:03:13.880 what the author is saying, we also have to ask ourselves, 00:03:13.880 --> 00:03:16.039 what are they not saying? 00:03:16.039 --> 00:03:18.010 In the second argument, the author is arguing 00:03:18.010 --> 00:03:20.000 that it isn't the government's responsibility 00:03:20.000 --> 00:03:22.370 to determine how much sugar people consume, 00:03:22.370 --> 00:03:25.860 and therefore taxes on sugary drinks are unnecessary. 00:03:25.860 --> 00:03:28.550 So now I'm asking, whose responsibility is it 00:03:28.550 --> 00:03:30.350 to determine how much sugar is in a drink? 00:03:30.350 --> 00:03:32.540 Why is sugar so inexpensive to begin with? 00:03:32.540 --> 00:03:34.810 Do legislators have a responsibility there? 00:03:34.810 --> 00:03:37.110 Now we know it's not legal to bottle rat poison 00:03:37.110 --> 00:03:40.270 and sell it as tea, but whose responsibility is that? 00:03:40.270 --> 00:03:41.970 What isn't this author saying, 00:03:41.970 --> 00:03:45.090 and how does not saying it serve their argument? 00:03:45.090 --> 00:03:47.730 They're not saying what the government could or should do, 00:03:47.730 --> 00:03:49.300 only what it shouldn't do. 00:03:49.300 --> 00:03:51.730 And this is why I want you to be skeptical 00:03:51.730 --> 00:03:55.390 whenever you read anyone's argument about anything. 00:03:55.390 --> 00:03:58.990 You need to figure out what the terms of the debate are. 00:03:58.990 --> 00:04:01.250 What does the argument assume as a given? 00:04:01.250 --> 00:04:03.010 What's a problem worth fixing? 00:04:03.010 --> 00:04:04.050 What are the trade offs 00:04:04.050 --> 00:04:05.710 that the writer thinks are acceptable? 00:04:05.710 --> 00:04:08.110 So when you encounter an argument in text, 00:04:08.110 --> 00:04:11.590 look for the claims, and then look to see if those claims 00:04:11.590 --> 00:04:14.550 are backed up with data-supported reasoning. 00:04:14.550 --> 00:04:16.750 Is the author using evidence and logic? 00:04:16.750 --> 00:04:19.040 Do they anticipate objections to their arguments 00:04:19.040 --> 00:04:22.730 and push back on or incorporate those critiques? 00:04:22.730 --> 00:04:25.810 Above all else, I want you to remain skeptical. 00:04:25.810 --> 00:04:28.310 Everyone's selling something, even me. 00:04:28.310 --> 00:04:30.080 It's just the thing I'm trying to sell you 00:04:30.080 --> 00:04:33.840 is the fundamental idea that you can learn anything. 00:04:33.840 --> 00:04:36.193 You've got this, Readers. David out.

Figurative language

https://www.youtube.com/watch?v=lzKj-bLvrYQ

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https://www.youtube.com/api/timedtext?v=lzKj-bLvrYQ&ei=V1iUZe-gHp2MvdIPgtGguA8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=3953C40C4248256E8E2BB6C6E2886EB56A28E150.A94F8FB104A8397071D8CB52D32EC6B25F4D95CB&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.750 --> 00:00:01.600 - [Instructor] Hello readers, 00:00:01.600 --> 00:00:03.620 we've got a bear of a lesson today 00:00:03.620 --> 00:00:06.790 and it's all about figurative language. 00:00:06.790 --> 00:00:07.820 Sorry, I should back up. 00:00:07.820 --> 00:00:10.380 I know I said we have a bear of a lesson. 00:00:10.380 --> 00:00:12.020 I don't literally mean that I've got a bear. 00:00:12.020 --> 00:00:13.280 That would be extremely sweet. 00:00:13.280 --> 00:00:14.850 Love a bear, love bear's whole thing 00:00:14.850 --> 00:00:15.990 with the snacking and the sleeping 00:00:15.990 --> 00:00:17.240 and the eating of fish, but no. 00:00:17.240 --> 00:00:19.310 A bear of is a figurative expression 00:00:19.310 --> 00:00:20.480 that means something difficult. 00:00:20.480 --> 00:00:23.270 So a bear of a lesson is a difficult lesson 00:00:23.270 --> 00:00:25.190 and that's what we're talking about today. 00:00:25.190 --> 00:00:30.000 Not bears, sorry, but non-literal uses of language, 00:00:30.000 --> 00:00:33.053 which we call figurative language or figures of speech. 00:00:34.750 --> 00:00:36.810 Figurative language says one thing 00:00:36.810 --> 00:00:38.460 but means another. 00:00:38.460 --> 00:00:40.110 I could say that my colleague Allison 00:00:40.110 --> 00:00:41.690 is an eagle-eyed editor 00:00:41.690 --> 00:00:44.450 and when I say that I don't mean that she literally 00:00:44.450 --> 00:00:47.270 has an eagle's eyes in her head. 00:00:47.270 --> 00:00:50.280 That would be a terrifying achievement of medical science. 00:00:50.280 --> 00:00:53.490 No, I'm saying that she is sharp and attentive 00:00:53.490 --> 00:00:56.220 in the same way that an eagle is. 00:00:56.220 --> 00:00:58.780 So I'm saying something that is not literally true 00:00:58.780 --> 00:01:00.970 in order to express something that is true, 00:01:00.970 --> 00:01:03.140 that Allison is good at editing. 00:01:03.140 --> 00:01:04.560 Would you call that a lie? 00:01:04.560 --> 00:01:05.670 I'm not sure I would. 00:01:05.670 --> 00:01:08.980 It's just a non-literal way of expressing myself. 00:01:08.980 --> 00:01:10.960 So, having gotten the question of whether or not 00:01:10.960 --> 00:01:12.560 I'm a dirty rotten liar out of the way, 00:01:12.560 --> 00:01:14.730 let's talk about some different varieties 00:01:14.730 --> 00:01:16.290 of figurative language. 00:01:16.290 --> 00:01:18.053 First, the simile. 00:01:19.040 --> 00:01:21.340 A simile is a comparison between two things 00:01:21.340 --> 00:01:24.280 that uses like or as. 00:01:24.280 --> 00:01:25.420 If I were really hungry, 00:01:25.420 --> 00:01:29.040 I could say that my stomach was gurgling like a tar pit 00:01:29.040 --> 00:01:31.720 or that I was as hungry as a ravenous wolf, 00:01:31.720 --> 00:01:34.090 and again, neither of these things are literally true. 00:01:34.090 --> 00:01:36.760 If my stomach were making actual tar pit noises, 00:01:36.760 --> 00:01:39.090 I would probably need to go to a hospital. 00:01:39.090 --> 00:01:41.350 But what do those examples tell you about the way that 00:01:41.350 --> 00:01:44.370 I, the speaker, think about my hunger? 00:01:44.370 --> 00:01:47.130 Animals and people get stuck in tar pits, 00:01:47.130 --> 00:01:48.900 they're gloppy, they pull things into them, 00:01:48.900 --> 00:01:50.550 they slow things down. 00:01:50.550 --> 00:01:52.010 Sorry T-Rex. 00:01:52.010 --> 00:01:55.410 Therefore, I'm saying that my hunger is slowing me down. 00:01:55.410 --> 00:01:57.520 Or, if I'm comparing myself to a wolf, 00:01:57.520 --> 00:02:00.660 you can imagine me looking lean and desperate, 00:02:00.660 --> 00:02:04.263 saliva dripping from my jaws at the mere thought of food. 00:02:05.350 --> 00:02:08.100 I could really go for a cheese danish come to think of it. 00:02:08.100 --> 00:02:09.900 So that's simile. 00:02:09.900 --> 00:02:11.910 The second figure of speech I wanna talk about today 00:02:11.910 --> 00:02:13.860 is the metaphor. 00:02:13.860 --> 00:02:15.510 And what's a metaphor? 00:02:15.510 --> 00:02:16.908 Cows and sheep! 00:02:16.908 --> 00:02:18.260 Sorry, I couldn't help it. 00:02:18.260 --> 00:02:21.800 No, a metaphor is not a meadow for. 00:02:21.800 --> 00:02:24.450 Metaphors are another way of comparing two things, 00:02:24.450 --> 00:02:27.800 but this time there's no like or as. 00:02:27.800 --> 00:02:30.340 We're walking this language tightrope without a net now. 00:02:30.340 --> 00:02:32.400 You aren't signaling with like or as 00:02:32.400 --> 00:02:34.300 that you're making a figurative comparison, 00:02:34.300 --> 00:02:37.363 so you have to use context to communicate clearly. 00:02:38.200 --> 00:02:40.940 At the beginning of this video I said this was going to be 00:02:40.940 --> 00:02:43.130 a bear of a lesson. 00:02:43.130 --> 00:02:44.601 That's a metaphor. 00:02:44.601 --> 00:02:47.180 There's a Linda Ronstadt country song from the 70s, 00:02:47.180 --> 00:02:49.630 called "Love is a Rose," 00:02:49.630 --> 00:02:52.460 which is all about how to take care of a relationship 00:02:52.460 --> 00:02:56.570 through the metaphor of tending a flower with thorns on it. 00:02:56.570 --> 00:02:59.760 The difference between my stomach is gurgling like a tar pit 00:02:59.760 --> 00:03:02.210 and my stomach is a gurgling tar pit 00:03:02.210 --> 00:03:05.080 is the difference between simile and metaphor. 00:03:05.080 --> 00:03:07.500 Simile uses that like or as comparison 00:03:07.500 --> 00:03:09.720 whereas metaphor just straightforwardly says 00:03:09.720 --> 00:03:11.830 thing X is thing Y. 00:03:11.830 --> 00:03:14.580 Love is a rose, my tummy's a tar pit, 00:03:14.580 --> 00:03:17.420 which was not nearly as successful of a song. 00:03:17.420 --> 00:03:19.130 Another way to use figurative language 00:03:19.130 --> 00:03:22.130 is personification, which let's just break that word down. 00:03:22.130 --> 00:03:25.500 It means to describe something as though it were a person. 00:03:25.500 --> 00:03:26.360 To say that differently, 00:03:26.360 --> 00:03:30.930 it's ascribing human characteristics to non-living things. 00:03:30.930 --> 00:03:33.390 The wind howled through the mountains. 00:03:33.390 --> 00:03:36.270 The car grumbled as I threw it into gear. 00:03:36.270 --> 00:03:38.330 The storm raged. 00:03:38.330 --> 00:03:39.500 These are things that people do, 00:03:39.500 --> 00:03:41.890 but I'm applying that language to inanimate things, 00:03:41.890 --> 00:03:45.930 like wind and cars and storms in order to express 00:03:45.930 --> 00:03:47.870 the way these things are behaving. 00:03:47.870 --> 00:03:49.447 The car is not literally grumbling, 00:03:49.447 --> 00:03:52.310 "Aw man, I can't believe David has to drive me today." 00:03:52.310 --> 00:03:54.200 It's making noises that I am choosing 00:03:54.200 --> 00:03:56.683 to identify as unhappy. 00:03:58.030 --> 00:04:00.160 The greatest kind of figurative language 00:04:00.160 --> 00:04:02.513 in the entire universe is hyperbole. 00:04:03.470 --> 00:04:07.690 By exaggerating, I'm expressing emphasis and importance. 00:04:07.690 --> 00:04:10.400 This summer, I'm going to read a million books 00:04:10.400 --> 00:04:14.360 and eat a literal actual ton of hot dogs. 00:04:14.360 --> 00:04:15.610 This is not true. 00:04:15.610 --> 00:04:17.040 In fact, this is impossible. 00:04:17.040 --> 00:04:20.600 That is too many hot dogs, those are too many books, 00:04:20.600 --> 00:04:23.200 each of which are sentences I never expected to say, 00:04:23.200 --> 00:04:25.500 but I'm trying to express my enthusiasm 00:04:25.500 --> 00:04:27.820 for both books and encased meats, 00:04:27.820 --> 00:04:31.133 and I'm doing that by being, you know, extra. 00:04:33.030 --> 00:04:34.860 The final kind of expressive language 00:04:34.860 --> 00:04:37.850 I wanna talk about today isn't exactly figurative language, 00:04:37.850 --> 00:04:41.780 it's the language of allusions and references. 00:04:41.780 --> 00:04:44.640 Where you make comparisons to characters or events 00:04:44.640 --> 00:04:47.530 from literature, or movies, or culture. 00:04:47.530 --> 00:04:50.490 Also note that it's allusion with an A, 00:04:50.490 --> 00:04:52.630 as opposed to illusion with an I. 00:04:52.630 --> 00:04:56.120 An illusion with an I is like a magic trick. 00:04:56.120 --> 00:04:58.670 Here are some examples of allusions. 00:04:58.670 --> 00:05:02.210 Oh, you'd have to be Superman to lift that fallen tree. 00:05:02.210 --> 00:05:04.930 Or, you have a Gollum-like obsession 00:05:04.930 --> 00:05:06.210 with that stuffed animal. 00:05:06.210 --> 00:05:08.130 Now these comparisons only work 00:05:08.130 --> 00:05:11.680 if the person you're talking to understands the reference. 00:05:11.680 --> 00:05:13.610 Superman has super strength, 00:05:13.610 --> 00:05:14.990 Gollum, from "The Lord of the Rings," 00:05:14.990 --> 00:05:16.100 can't stop talking about 00:05:16.100 --> 00:05:19.230 how much he loves this one object, the ring. 00:05:19.230 --> 00:05:20.847 If you don't know the reference, 00:05:20.847 --> 00:05:22.880 then it's all just noise. 00:05:22.880 --> 00:05:26.410 One tip is to read up on mythology. 00:05:26.410 --> 00:05:28.590 You'd be surprised how many times ancient gods, 00:05:28.590 --> 00:05:32.550 like Zeus, Poseidon, and Apollo come up as you read. 00:05:32.550 --> 00:05:34.180 So that's what we're working with here. 00:05:34.180 --> 00:05:36.760 Simile, love is like a rose. 00:05:36.760 --> 00:05:38.940 Metaphor, love is a rose. 00:05:38.940 --> 00:05:41.800 Personification, my car grumbled. 00:05:41.800 --> 00:05:46.240 Hyperbole, my mom grounded me for eight trillion years. 00:05:46.240 --> 00:05:50.910 And allusion, I feel mightier than Hercules. 00:05:50.910 --> 00:05:52.537 That's figurative language folks. 00:05:52.537 --> 00:05:55.243 You can learn anything, David out.

Reporting measurements

https://www.youtube.com/watch?v=UEe81kJtY8A

vtt

https://www.youtube.com/api/timedtext?v=UEe81kJtY8A&ei=V1iUZarLGsm4vdIPmv6P6AQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=481C93A692B7CA3B2F9F2C8921351F0C16253341.0B169CBEFC39122F5ADFFC32DD420A9488A68B7A&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.410 - In this video, 00:00:01.410 --> 00:00:03.930 we're going to talk a little bit about measurement. 00:00:03.930 --> 00:00:06.830 and the idea that you really can't measure 00:00:06.830 --> 00:00:09.880 exactly the dimensions of something. 00:00:09.880 --> 00:00:10.740 And I know what you' re thinking, 00:00:10.740 --> 00:00:11.650 You' re like, well, no, of course, 00:00:11.650 --> 00:00:13.600 we can measure the dimensions of something. 00:00:13.600 --> 00:00:14.755 Let's say I have 00:00:14.755 --> 00:00:18.740 some type of a gear over here. 00:00:18.740 --> 00:00:22.620 So let me draw my gear, 00:00:22.620 --> 00:00:26.910 and if I were to ask you, that's not the best drawing gear, 00:00:26.910 --> 00:00:28.030 but if I were to ask you, 00:00:28.030 --> 00:00:31.340 what's the inner diameter of the hole of the gear, 00:00:31.340 --> 00:00:32.610 right over here? 00:00:32.610 --> 00:00:35.230 Maybe you take a ruler out, right over here. 00:00:35.230 --> 00:00:36.620 So this is my ruler. 00:00:36.620 --> 00:00:39.590 And that you are able to see when you measure it, 00:00:39.590 --> 00:00:43.930 that it is one centimeter in diameter. 00:00:43.930 --> 00:00:46.340 But then I say, is it exactly one centimeter? 00:00:46.340 --> 00:00:47.173 And then you realize, 00:00:47.173 --> 00:00:49.770 well, yeah, let me get a little bit more precise. 00:00:49.770 --> 00:00:51.950 Maybe you get a magnifying glass out here. 00:00:51.950 --> 00:00:55.030 So this is the lens of my magnifying glass. 00:00:55.030 --> 00:00:56.700 And you zoom in a little bit. 00:00:56.700 --> 00:00:58.060 Maybe you get a better ruler 00:00:58.060 --> 00:01:00.050 that marks off the millimeters 00:01:00.050 --> 00:01:01.050 and you actually say, 00:01:01.050 --> 00:01:02.870 Oh, well, when I look a little bit closer, 00:01:02.870 --> 00:01:05.720 it actually turns out it's not exactly one centimeter. 00:01:05.720 --> 00:01:09.450 It's actually closer to 1.1 centimeters. 00:01:09.450 --> 00:01:10.690 And then I ask you, 00:01:10.690 --> 00:01:14.770 is that exactly the inner diameter of this gear here? 00:01:14.770 --> 00:01:17.050 And like, okay, well let me get out of microscope. 00:01:17.050 --> 00:01:17.883 And then you realize, 00:01:17.883 --> 00:01:21.883 Oh, you' re right, it's actually 1.089 centimeters. 00:01:24.310 --> 00:01:26.460 And then I ask you, is that exactly right? 00:01:26.460 --> 00:01:28.690 And then you' re like, yeah, I guess you' re right. 00:01:28.690 --> 00:01:30.063 I haven't measured to the nearest, 00:01:30.063 --> 00:01:32.600 to the height or the width of an atom, 00:01:32.600 --> 00:01:35.090 to do that I would need a lot more precision 00:01:35.090 --> 00:01:36.240 right over here. 00:01:36.240 --> 00:01:39.230 And so maybe I need some type of an electron microscope, 00:01:39.230 --> 00:01:40.540 but even if you're able to do that, 00:01:40.540 --> 00:01:42.250 and that would be many decimal places 00:01:42.250 --> 00:01:43.700 to the right of the decimal point here, 00:01:43.700 --> 00:01:45.380 if you're measuring in centimeters, 00:01:45.380 --> 00:01:47.780 you can still ask, was is that exactly right? 00:01:47.780 --> 00:01:50.830 Maybe you can measure the parts of an atom 00:01:50.830 --> 00:01:53.270 or to a measurement even smaller than an atom 00:01:53.270 --> 00:01:55.530 And if later on, you might study quantum physics 00:01:55.530 --> 00:01:58.340 and there are some levels of granularity 00:01:58.340 --> 00:02:01.470 where you can't get a true measurement below that, 00:02:01.470 --> 00:02:03.950 but as you can see, it is somewhat arbitrary 00:02:03.950 --> 00:02:06.030 for our everyday life. 00:02:06.030 --> 00:02:08.720 And so the question is, which one do you pick? 00:02:08.720 --> 00:02:10.500 Or how much trouble do you get? 00:02:10.500 --> 00:02:11.850 Or how much trouble do you take 00:02:11.850 --> 00:02:14.610 to get to these different levels of precision? 00:02:14.610 --> 00:02:17.610 And the answer is, it just depends. 00:02:17.610 --> 00:02:21.940 If the goal was, hey, we just wanna make multiple copies 00:02:21.940 --> 00:02:26.100 of maybe jewelry of this little car gear, 00:02:26.100 --> 00:02:28.180 so we're gonna wanna put, 00:02:28.180 --> 00:02:29.680 some type of, I don't know, 00:02:29.680 --> 00:02:31.540 gold chain through it. 00:02:31.540 --> 00:02:34.810 And we say, hey, we need at least three quarters 00:02:34.810 --> 00:02:37.210 of a centimeter in order to get the rope 00:02:37.210 --> 00:02:38.530 or the chain through it. 00:02:38.530 --> 00:02:42.060 Well then this first measurement, that's enough precision. 00:02:42.060 --> 00:02:43.760 But if I told you this gear 00:02:43.760 --> 00:02:47.290 is going to be an essential part of the space shuttle, 00:02:47.290 --> 00:02:49.580 or some type of really important machinery, 00:02:49.580 --> 00:02:52.750 that has really fine tolerances, 00:02:52.750 --> 00:02:54.530 I guess people aren't using the spacial anymore, 00:02:54.530 --> 00:02:57.000 but some finally engineered automobile 00:02:57.000 --> 00:02:59.390 or something that's going to have a lot of needs, 00:02:59.390 --> 00:03:00.740 really close tolerances 00:03:00.740 --> 00:03:02.520 it needs to be really, really precise. 00:03:02.520 --> 00:03:05.950 Well then even this 1.089 centimeters might not be enough. 00:03:05.950 --> 00:03:08.040 You might have to get to something like 00:03:08.040 --> 00:03:12.960 it's 1.089203 centimeters, 00:03:12.960 --> 00:03:16.920 to be able to be really, really finely crafted. 00:03:16.920 --> 00:03:18.740 We're nowhere close with our everyday tools 00:03:18.740 --> 00:03:20.270 to get anywhere close to say the width 00:03:20.270 --> 00:03:21.110 or the height of an atom 00:03:21.110 --> 00:03:24.623 and you could even theory measure within the atom. 00:03:25.620 --> 00:03:26.560 And so you just have to think 00:03:26.560 --> 00:03:28.950 about what the measurement is for. 00:03:28.950 --> 00:03:30.250 I'll give another example, 00:03:31.270 --> 00:03:34.300 this right over here is a picture of Mount Everest. 00:03:34.300 --> 00:03:37.510 You might know it as the tallest mountain in the world. 00:03:37.510 --> 00:03:41.180 And if you were to ask someone, how tall is Mount Everest? 00:03:41.180 --> 00:03:43.870 If you were to do a web search for it right now, 00:03:43.870 --> 00:03:47.683 you would find that it is 8,848 meters tall. 00:03:50.490 --> 00:03:54.800 Now, this is clearly rounded to the nearest meter 00:03:54.800 --> 00:03:56.610 because if you were to go to the top of Mount Everest, 00:03:56.610 --> 00:03:57.443 you'll see little pebbles. 00:03:57.443 --> 00:03:58.900 In fact, those pebbles might move around. 00:03:58.900 --> 00:04:02.200 And so the actual precise height of Mount Everest 00:04:02.200 --> 00:04:04.570 might change actually second by second, 00:04:04.570 --> 00:04:06.730 depending if rain is falling, snow is falling, 00:04:06.730 --> 00:04:10.110 how the wind is moving different pebbles around, 00:04:10.110 --> 00:04:13.440 but for most of our daily purposes, this is sufficient. 00:04:13.440 --> 00:04:14.420 In fact, for a lot of us, 00:04:14.420 --> 00:04:16.780 we might not even need this level of precision. 00:04:16.780 --> 00:04:19.160 We might say, hey, it's roughly 00:04:19.160 --> 00:04:21.240 or it's approximately, we'd estimate 00:04:21.240 --> 00:04:25.300 that it's about 9,000 meters. 00:04:25.300 --> 00:04:26.480 But there are applications 00:04:26.480 --> 00:04:28.640 where you would need at least this level of precision, 00:04:28.640 --> 00:04:30.670 or maybe something even more precise. 00:04:30.670 --> 00:04:32.140 For example, if you wanted to compare it 00:04:32.140 --> 00:04:35.200 to another mountain, say K2, 00:04:35.200 --> 00:04:37.030 which is the second tallest mountain in the world. 00:04:37.030 --> 00:04:39.010 And let's say they are close in height, 00:04:39.010 --> 00:04:41.360 and actually, if you were to do a Google search, 00:04:41.360 --> 00:04:46.360 you would see that K2, has a height of 8,611 meters 00:04:46.760 --> 00:04:49.100 rounded to the nearest meter. 00:04:49.100 --> 00:04:51.540 You'd see that, that 9,000 meter approximation. 00:04:51.540 --> 00:04:52.373 It wouldn't be enough 00:04:52.373 --> 00:04:54.730 if you're round to the nearest kilometer, I guess, 00:04:54.730 --> 00:04:55.680 that wouldn't be enough 00:04:55.680 --> 00:04:57.890 to be able to compare Mount Everest to K2, 00:04:57.890 --> 00:05:00.020 because rounded to the nearest kilometer, 00:05:00.020 --> 00:05:03.220 they're both approximately nine kilometers. 00:05:03.220 --> 00:05:06.720 So this is approximately 9,000 meters as well. 00:05:06.720 --> 00:05:08.660 So you would need more precision. 00:05:08.660 --> 00:05:10.370 If you wanted to answer which one is taller, 00:05:10.370 --> 00:05:13.030 you'd have to get at least to the closest hundred meter. 00:05:13.030 --> 00:05:13.930 And then there's reasons 00:05:13.930 --> 00:05:16.140 why you might wanna get even more precise. 00:05:16.140 --> 00:05:19.330 Maybe you wanna create a slide from the top of K2 00:05:19.330 --> 00:05:20.920 to the bottom of K2. 00:05:20.920 --> 00:05:23.750 And so you can imagine if your slide is too long 00:05:23.750 --> 00:05:26.090 by, let's say three meters, 00:05:26.090 --> 00:05:28.620 what's going to be hard to get on that slide on the top, 00:05:28.620 --> 00:05:31.000 or it's going to dig into the snow at the bottom. 00:05:31.000 --> 00:05:32.930 And if your slide is too short by three meters, 00:05:32.930 --> 00:05:35.080 that's a pretty unpleasant thing to have you go on 00:05:35.080 --> 00:05:36.986 this seemingly super fun slide, 00:05:36.986 --> 00:05:39.810 you have to drop nine feet at the end, 00:05:39.810 --> 00:05:40.780 or really if you' re off, 00:05:40.780 --> 00:05:42.110 what if you're off by 10 meters 00:05:42.110 --> 00:05:43.580 and you're gonna drop 30 feet off the end, 00:05:43.580 --> 00:05:45.500 which could really break some bones 00:05:45.500 --> 00:05:47.390 and be unpleasant. 00:05:47.390 --> 00:05:49.011 So the big takeaway is, 00:05:49.011 --> 00:05:53.200 it's very hard to measure anything perfectly precisely. 00:05:53.200 --> 00:05:54.710 And you have to think about, 00:05:54.710 --> 00:05:55.840 what's the application? 00:05:55.840 --> 00:05:57.080 What are you trying to answer? 00:05:57.080 --> 00:05:59.250 What are you trying to judge about those things? 00:05:59.250 --> 00:06:00.710 To determine how much precision 00:06:00.710 --> 00:06:02.493 you need in your measurement.

Reasoning with systems of equations

https://www.youtube.com/watch?v=0bBHepZ8UPE

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WEBVTT Kind: captions Language: en 00:00:00.230 --> 00:00:01.610 - [Presenter] So let's say I had the equation, 00:00:01.610 --> 00:00:04.830 two x plus y is equal to eight. 00:00:04.830 --> 00:00:08.410 This is an equation, one single equation with two unknowns 00:00:08.410 --> 00:00:10.330 and there's many different x, y pairs 00:00:10.330 --> 00:00:12.830 that would satisfy this equation. 00:00:12.830 --> 00:00:14.730 Now let's add a second equation, 00:00:14.730 --> 00:00:17.980 x plus y is equal to five. 00:00:17.980 --> 00:00:20.610 And once again, if we only looked at the second equation, 00:00:20.610 --> 00:00:23.040 there's many different x, y pairs that would satisfy it, 00:00:23.040 --> 00:00:25.640 you could have x is equal to four, y is equal to one, 00:00:25.640 --> 00:00:27.860 x is equal to three, y is equal to two. 00:00:27.860 --> 00:00:30.103 Many, many, actually there's an infinite number 00:00:30.103 --> 00:00:32.950 that would satisfy this right over here. 00:00:32.950 --> 00:00:36.470 But what's interesting about a system of equations 00:00:36.470 --> 00:00:40.420 is you're using both of these equations as constraints. 00:00:40.420 --> 00:00:43.970 You're saying, is there at least one x, y pair 00:00:43.970 --> 00:00:47.140 that would satisfy both of these equations. 00:00:47.140 --> 00:00:49.380 And as we'll see in many future videos, 00:00:49.380 --> 00:00:52.610 this is a very useful thing to think about in many, 00:00:52.610 --> 00:00:54.060 not only fields of mathematics 00:00:54.060 --> 00:00:57.310 but in many fields of knowledge generally. 00:00:57.310 --> 00:00:58.900 But the focus of this video 00:00:58.900 --> 00:01:02.840 is to think about why the operations we can perform 00:01:02.840 --> 00:01:05.420 on either or both of these equations, 00:01:05.420 --> 00:01:09.260 why they are valid and why they're intuitive. 00:01:09.260 --> 00:01:11.120 So the first series of operations is when 00:01:11.120 --> 00:01:14.580 we just try to manipulate one equation by themselves. 00:01:14.580 --> 00:01:16.970 So for example, we could multiply both sides 00:01:16.970 --> 00:01:20.930 of this purple equation, this top equation by negative one, 00:01:20.930 --> 00:01:25.010 you would get negative two x minus y 00:01:25.010 --> 00:01:27.130 is equal to, you multiply the right side 00:01:27.130 --> 00:01:30.120 by negative one as well, negative eight. 00:01:30.120 --> 00:01:33.050 Now all I did right over here, this is, you could do this 00:01:33.050 --> 00:01:34.500 even if we weren't thinking about a system 00:01:34.500 --> 00:01:37.680 is two x plus y is truly equal to eight, 00:01:37.680 --> 00:01:39.530 we're assuming that that is true 00:01:39.530 --> 00:01:41.490 because they're telling us that's true. 00:01:41.490 --> 00:01:44.640 So if two x plus y is equivalent to eight, 00:01:44.640 --> 00:01:46.910 then the negative of two x plus y 00:01:46.910 --> 00:01:49.050 should be equivalent to negative eight 00:01:49.050 --> 00:01:50.080 or another way to think about it, 00:01:50.080 --> 00:01:52.020 if both of these sides are equal, 00:01:52.020 --> 00:01:54.410 if I multiply the left side by something, 00:01:54.410 --> 00:01:56.270 in order for the equality to hold true, 00:01:56.270 --> 00:01:59.630 I have to multiply the right side by the same thing. 00:01:59.630 --> 00:02:02.240 And so this equation on the right, 00:02:02.240 --> 00:02:04.772 this purple equation is an equivalent equation 00:02:04.772 --> 00:02:06.600 to our original one. 00:02:06.600 --> 00:02:09.770 It looks different, but the same x, y pairs 00:02:09.770 --> 00:02:11.980 that satisfy this right equation 00:02:11.980 --> 00:02:15.393 are going to satisfy this left equation and vice versa. 00:02:16.260 --> 00:02:19.730 Now another operation that sometimes feels a little bit 00:02:19.730 --> 00:02:21.390 less intuitive when you first learn it 00:02:21.390 --> 00:02:22.670 when you're solving systems 00:02:22.670 --> 00:02:25.790 is when you add two equations together. 00:02:25.790 --> 00:02:28.350 So for example, we have that purple equation, 00:02:28.350 --> 00:02:30.850 the one that we've now multiplied by negative one 00:02:30.850 --> 00:02:32.320 and now we have our original, 00:02:32.320 --> 00:02:34.190 I guess that's teal or blue equation. 00:02:34.190 --> 00:02:38.000 So x plus y is equal to five. 00:02:38.000 --> 00:02:40.494 And we learn when we're solving systems of equations 00:02:40.494 --> 00:02:44.090 that we can get a new equation by adding the two left sides 00:02:44.090 --> 00:02:45.800 and adding the two right sides. 00:02:45.800 --> 00:02:47.780 And so you might have seen something like this 00:02:47.780 --> 00:02:49.910 when we add the two left sides, 00:02:49.910 --> 00:02:53.310 let's see negative two x plus x would be negative x 00:02:53.310 --> 00:02:55.460 and then negative y plus y, well, 00:02:55.460 --> 00:02:56.750 that's just going to cancel out 00:02:56.750 --> 00:02:58.350 so we have no ys left 00:02:58.350 --> 00:03:01.200 and then that's to be equal to negative eight plus five 00:03:01.200 --> 00:03:03.000 which is equal to negative three. 00:03:03.000 --> 00:03:05.200 And before I even go on to try to solve this, 00:03:05.200 --> 00:03:07.110 why were we able to do that? 00:03:07.110 --> 00:03:09.010 Pause this video and think about that. 00:03:10.380 --> 00:03:11.930 Well, let me give you an example. 00:03:11.930 --> 00:03:15.490 If we had started with negative two x minus y 00:03:15.490 --> 00:03:17.007 is equal to negative eight, just as a single equation 00:03:17.007 --> 00:03:21.540 and if I added five to both sides of that. 00:03:21.540 --> 00:03:25.150 So if I added five 00:03:25.150 --> 00:03:27.470 on the left hand side and I added five 00:03:27.470 --> 00:03:28.760 on the right hand side, 00:03:28.760 --> 00:03:31.360 I think that would've made intuitive sense to you. 00:03:31.360 --> 00:03:34.970 Negative two x minus y plus five 00:03:36.380 --> 00:03:41.380 is equal to negative eight plus five. 00:03:41.540 --> 00:03:44.010 Hopefully, this is a little bit intuitive 00:03:44.010 --> 00:03:46.070 because once again, and I'm really saying the same thing 00:03:46.070 --> 00:03:46.903 over and over again, 00:03:46.903 --> 00:03:49.870 the left side is truly equal to negative eight. 00:03:49.870 --> 00:03:51.410 So if I add five to it, 00:03:51.410 --> 00:03:53.150 it's still going to be truly equal 00:03:53.150 --> 00:03:55.060 to negative eight plus five. 00:03:55.060 --> 00:03:58.600 So hopefully this makes a little bit of intuitive sense. 00:03:58.600 --> 00:04:01.169 And the key realization with what we did up here is, 00:04:01.169 --> 00:04:04.280 we essentially added five to both sides. 00:04:04.280 --> 00:04:06.090 you see, you might say when I know we only added five 00:04:06.090 --> 00:04:08.210 to the right hand side but remember, 00:04:08.210 --> 00:04:11.470 x plus y we are saying is equal to five 00:04:11.470 --> 00:04:14.240 so it's just like adding the same thing 00:04:14.240 --> 00:04:16.780 to both sides of the equation. 00:04:16.780 --> 00:04:19.240 And then when you do that, that's why we essentially 00:04:19.240 --> 00:04:21.320 were able to eliminate this y variable 00:04:21.320 --> 00:04:24.160 and now we got one equation with one unknown 00:04:24.160 --> 00:04:25.710 and then from there you can just do 00:04:25.710 --> 00:04:27.540 a valid algebraic operation. 00:04:27.540 --> 00:04:29.560 You could say, okay, I just want to x over here. 00:04:29.560 --> 00:04:31.990 What if I were to divide both sides by negative one? 00:04:31.990 --> 00:04:33.720 And once again, because negative x 00:04:33.720 --> 00:04:36.010 is equal to negative three, if I divide negative one 00:04:36.010 --> 00:04:38.300 if I divide negative x by negative one, 00:04:38.300 --> 00:04:40.900 I also have to divide negative three by negative one 00:04:40.900 --> 00:04:43.500 in order to maintain the equality. 00:04:43.500 --> 00:04:45.550 And so then you're going to get, 00:04:45.550 --> 00:04:48.760 x is equal to three. 00:04:48.760 --> 00:04:52.740 And so that would be the x value of that x, y pair 00:04:52.740 --> 00:04:53.870 that satisfies both 00:04:53.870 --> 00:04:55.560 and then to figure out the y value, 00:04:55.560 --> 00:04:57.240 you would say, all right, if x is equal to three, 00:04:57.240 --> 00:04:59.880 I should be able to go back into either of these equations 00:04:59.880 --> 00:05:01.780 to find the corresponding y value 00:05:01.780 --> 00:05:04.080 and it's a little bit easier to go into that second one, 00:05:04.080 --> 00:05:08.250 you could say, all right, three plus is equal to five, 00:05:08.250 --> 00:05:11.267 three plus y must be equal to five. 00:05:11.267 --> 00:05:14.630 And then of course, if you subtract three from both sides 00:05:14.630 --> 00:05:16.120 'cause once again, we're saying, 00:05:16.120 --> 00:05:19.590 three plus y is literally equal to five 00:05:19.590 --> 00:05:23.330 then you're going to get y is equal to two. 00:05:23.330 --> 00:05:28.330 And so we found an x, y pair that satisfies both equations 00:05:28.350 --> 00:05:31.470 and really everything that we wrote down over here, 00:05:31.470 --> 00:05:33.590 these are all equivalent statements. 00:05:33.590 --> 00:05:35.830 One of them is going to be true if and only 00:05:35.830 --> 00:05:39.480 the other statements, the other equations are also true. 00:05:39.480 --> 00:05:41.460 So two x plus y is equal to eight 00:05:41.460 --> 00:05:43.720 and x plus y is equal to five 00:05:43.720 --> 00:05:47.460 if and only if x equals three and y equals two, 00:05:47.460 --> 00:05:50.270 if and only if negative two x minus y 00:05:50.270 --> 00:05:51.640 is equal to negative eight, 00:05:51.640 --> 00:05:54.963 if and only if negative x is equal to negative three.

Reasoning with linear equations

https://www.youtube.com/watch?v=mmg6wFPMdH8

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en

WEBVTT Kind: captions Language: en 00:00:00.290 --> 00:00:01.250 - [Instructor] In this video, 00:00:01.250 --> 00:00:02.910 we're gonna try to solve the equation 00:00:02.910 --> 00:00:07.100 three times X plus one minus X is equal to nine. 00:00:07.100 --> 00:00:09.630 And, like always, I encourage you to pause this video 00:00:09.630 --> 00:00:11.830 and try to work through this on your own. 00:00:11.830 --> 00:00:13.320 But the emphasis of this video 00:00:13.320 --> 00:00:15.950 is to not just get to the right answer, 00:00:15.950 --> 00:00:18.190 but to really understand what's happening 00:00:18.190 --> 00:00:21.538 when we do algebraically valid operations 00:00:21.538 --> 00:00:24.173 on either side of this equation. 00:00:25.090 --> 00:00:26.540 All right, so let's begin. 00:00:26.540 --> 00:00:28.670 So the first thing that my brain wants to do, 00:00:28.670 --> 00:00:30.170 and we've talked about this before, 00:00:30.170 --> 00:00:33.780 there's many different ways to often solve an equation, 00:00:33.780 --> 00:00:35.500 but my brain wants to simplify. 00:00:35.500 --> 00:00:37.750 And the first thing that looks a little bit hairy here 00:00:37.750 --> 00:00:40.230 is I that three times the expression X plus one, 00:00:40.230 --> 00:00:42.400 and so I might be able to simplify that 00:00:42.400 --> 00:00:45.440 if I multiply three times X and three times one. 00:00:45.440 --> 00:00:46.410 And so if I did that, 00:00:46.410 --> 00:00:49.440 I would get three X plus three 00:00:49.440 --> 00:00:52.180 minus X, minus X, 00:00:52.180 --> 00:00:53.810 is equal to nine. 00:00:53.810 --> 00:00:56.090 And so the key here is that the left-hand side 00:00:56.090 --> 00:00:57.070 of the second equation 00:00:57.070 --> 00:00:59.670 is equivalent to the left-hand side of the top equation, 00:00:59.670 --> 00:01:01.250 and so if the left-hand side of the top equation 00:01:01.250 --> 00:01:02.230 is equal to nine, 00:01:02.230 --> 00:01:04.230 well, so the left-hand side of this bottom equation 00:01:04.230 --> 00:01:06.290 is going to be equal to nine as well. 00:01:06.290 --> 00:01:07.840 Another way to think about it is 00:01:07.840 --> 00:01:09.990 if the entire top equation is true, 00:01:09.990 --> 00:01:12.730 the entire bottom equation must be true, 00:01:12.730 --> 00:01:14.190 and vice versa, 00:01:14.190 --> 00:01:15.440 but let's keep going. 00:01:15.440 --> 00:01:17.500 So what's the next thing that we could do here 00:01:17.500 --> 00:01:21.000 for at least just trying to simplify the left-hand side? 00:01:21.000 --> 00:01:24.810 Well, my brain immediately sees I have three Xs here 00:01:24.810 --> 00:01:27.420 and then I wanna take away an X right over there. 00:01:27.420 --> 00:01:29.820 So if I have three Xs and then I take away an X, 00:01:29.820 --> 00:01:31.840 how many Xs do I have? 00:01:31.840 --> 00:01:34.010 Well, then I have two Xs, 00:01:34.010 --> 00:01:36.830 and then I still have that plus three, 00:01:36.830 --> 00:01:41.170 plus three is equal to nine. 00:01:41.170 --> 00:01:42.420 And so, once again, 00:01:42.420 --> 00:01:45.260 this left expression is equivalent to this left expression, 00:01:45.260 --> 00:01:47.370 which is equivalent to this top left expression. 00:01:47.370 --> 00:01:50.040 And if any one of these equations are true, 00:01:50.040 --> 00:01:53.240 that must mean that all of these equations are true. 00:01:53.240 --> 00:01:54.320 But we could keep going. 00:01:54.320 --> 00:01:55.760 Now the next thing I like to do is 00:01:55.760 --> 00:01:58.260 isolate the X terms on one side. 00:01:58.260 --> 00:02:01.520 So I wanna have a left side that just has this two X there. 00:02:01.520 --> 00:02:02.490 Well, the way to do that is 00:02:02.490 --> 00:02:05.510 I would have to subtract three from the left side. 00:02:05.510 --> 00:02:08.260 But, as we know, anything that we add or subtract 00:02:08.260 --> 00:02:11.120 or multiply or divide by on one side of the equation 00:02:11.120 --> 00:02:13.640 we have to do on the other side of the equation. 00:02:13.640 --> 00:02:15.420 So I'll subtract three right over there. 00:02:15.420 --> 00:02:16.720 And why does that make sense? 00:02:16.720 --> 00:02:21.220 Well, if two X plus three is truly equal to nine, 00:02:21.220 --> 00:02:24.380 then if I take three away from two X plus three, 00:02:24.380 --> 00:02:25.400 if I just take three away, 00:02:25.400 --> 00:02:27.190 it's not necessarily going to be equal to nine anymore, 00:02:27.190 --> 00:02:29.140 so I have to take three away from nine 00:02:29.140 --> 00:02:31.880 in order for the equivalence of both sides of the equation 00:02:31.880 --> 00:02:33.080 to be true. 00:02:33.080 --> 00:02:35.130 And so what do I get? 00:02:35.130 --> 00:02:38.220 Well, then three and negative three cancel out. 00:02:38.220 --> 00:02:41.130 And on the left-hand side I'm just left with the two X. 00:02:41.130 --> 00:02:43.040 And on the right-hand side I have 00:02:43.040 --> 00:02:46.500 equals nine minus three is equal to six. 00:02:46.500 --> 00:02:47.670 I keep emphasizing it 00:02:47.670 --> 00:02:49.560 'cause really that's the point of this video, 00:02:49.560 --> 00:02:54.020 that two X equals six is an equivalent equation 00:02:54.020 --> 00:02:57.300 to three times X plus one minus X equals nine. 00:02:57.300 --> 00:03:00.010 Because we've done these algebraically valid operations 00:03:00.010 --> 00:03:02.140 we've been able to maintain the equality 00:03:02.140 --> 00:03:04.850 and we've been able to say, look, if two X is equal to six, 00:03:04.850 --> 00:03:07.360 then we know that three times X plus one minus X 00:03:07.360 --> 00:03:08.200 is equal to nine, 00:03:08.200 --> 00:03:10.760 and if this top equation is true, 00:03:10.760 --> 00:03:13.670 then we also know that this last equation is true. 00:03:13.670 --> 00:03:15.010 But we're now in the home stretch, 00:03:15.010 --> 00:03:17.210 what can we do to solve for X? 00:03:17.210 --> 00:03:18.850 Well, if we just wanna isolate an X 00:03:18.850 --> 00:03:19.960 here on the left-hand side, 00:03:19.960 --> 00:03:23.420 as you can imagine, we can divide the left-hand side by two. 00:03:23.420 --> 00:03:25.110 But if we divide the left-hand side by two, 00:03:25.110 --> 00:03:26.500 in order to maintain this equality, 00:03:26.500 --> 00:03:28.970 we have to divide the right-hand side by two. 00:03:28.970 --> 00:03:32.020 Remember, equation, it has the word equality in it, 00:03:32.020 --> 00:03:34.102 or at least the first part of the word equality in it. 00:03:34.102 --> 00:03:37.800 If we multiply, divide, add, or subtract to one side, 00:03:37.800 --> 00:03:40.150 then we have to do on the other side. 00:03:40.150 --> 00:03:45.150 And so we are left with X is equal to 00:03:45.660 --> 00:03:46.830 six divided by two, 00:03:46.830 --> 00:03:48.780 X is equal to three. 00:03:48.780 --> 00:03:50.100 And we have solved it. 00:03:50.100 --> 00:03:53.340 And really X equals three continues to be an equation. 00:03:53.340 --> 00:03:56.240 And so the equation X equals three is going to be true 00:03:56.240 --> 00:03:58.230 if this top equation is true, 00:03:58.230 --> 00:04:00.700 and this top equation is gonna be true 00:04:00.700 --> 00:04:03.973 if the equation X equals three is going to be true. 00:04:05.800 --> 00:04:07.420 Now let me finish off with a little bit 00:04:07.420 --> 00:04:09.930 of an interesting challenge for you. 00:04:09.930 --> 00:04:14.540 If I have five X is equal to six X, 00:04:14.540 --> 00:04:15.810 one temptation might be, 00:04:15.810 --> 00:04:18.400 it kind of looks like this last step we had over here, 00:04:18.400 --> 00:04:23.400 and so why don't we divide both sides by a common factor? 00:04:23.750 --> 00:04:26.550 And so maybe we can divide both sides here by X, 00:04:26.550 --> 00:04:29.120 'cause this is five times X and this is six times X. 00:04:29.120 --> 00:04:31.640 And what would we get if we did that? 00:04:31.640 --> 00:04:33.780 Let's see, we would get, 00:04:33.780 --> 00:04:38.610 we would get five is equal to six, 00:04:38.610 --> 00:04:41.530 which it clearly is not equal to six, 00:04:41.530 --> 00:04:43.712 but what just happened here? 00:04:43.712 --> 00:04:47.400 Is it the fact that five X can never be equal to six X 00:04:47.400 --> 00:04:49.640 and we did algebraically valid operations 00:04:49.640 --> 00:04:51.180 and we got five equals six? 00:04:51.180 --> 00:04:52.960 Or did we do something wrong? 00:04:52.960 --> 00:04:54.760 Pause this video and think about it. 00:04:56.320 --> 00:04:58.350 Well, some of you might've realized 00:04:58.350 --> 00:05:02.820 that if X is an arbitrary non-zero number and you know that, 00:05:02.820 --> 00:05:04.320 you could divide by X. 00:05:04.320 --> 00:05:06.270 But what if X is zero? 00:05:06.270 --> 00:05:10.130 If X is zero, you can't divide by zero. 00:05:10.130 --> 00:05:12.320 And so that's actually what's going on here, 00:05:12.320 --> 00:05:14.910 because if you do algebraically valid operations, 00:05:14.910 --> 00:05:16.890 you will actually see that this is a case 00:05:16.890 --> 00:05:20.760 where X is going to have to be equal to zero. 00:05:20.760 --> 00:05:22.550 So let me rewrite it. 00:05:22.550 --> 00:05:25.880 So this is five X is equal to six X. 00:05:25.880 --> 00:05:27.680 Even though it looks a lot like this last step 00:05:27.680 --> 00:05:28.900 that we had in the first equation 00:05:28.900 --> 00:05:30.750 and you're attempted to immediately 00:05:30.750 --> 00:05:32.420 kind of knee jerk to divide, 00:05:32.420 --> 00:05:34.990 you have to realize that I have an X term on both sides, 00:05:34.990 --> 00:05:36.640 or X terms on both sides. 00:05:36.640 --> 00:05:37.900 Let me combine them. 00:05:37.900 --> 00:05:40.060 So I could subtract five X from both sides, 00:05:40.060 --> 00:05:41.670 or I could subtract six X from both sides. 00:05:41.670 --> 00:05:44.440 Let me subtract five X from both sides, 00:05:44.440 --> 00:05:46.770 and then see what happens. 00:05:46.770 --> 00:05:50.360 And we are going to get on the left-hand side 00:05:50.360 --> 00:05:52.660 five X minus five X is zero, 00:05:52.660 --> 00:05:56.230 and then that's equal to six X minus five X is equal to X. 00:05:56.230 --> 00:05:58.860 So we get the solution for that original equation, 00:05:58.860 --> 00:06:00.120 five X is equal to six X, 00:06:00.120 --> 00:06:03.360 is indeed X equals zero. 00:06:03.360 --> 00:06:04.790 So the big takeaway here 00:06:04.790 --> 00:06:07.740 is to appreciate the equivalents of these equations. 00:06:07.740 --> 00:06:09.690 If you do algebraically valid operations, 00:06:09.690 --> 00:06:11.720 and hopefully it's starting to make some intuitive sense 00:06:11.720 --> 00:06:13.340 why certain operations are valid 00:06:13.340 --> 00:06:15.500 and why other operations are not valid, 00:06:15.500 --> 00:06:17.370 but if you do valid operations, 00:06:17.370 --> 00:06:20.700 it's really saying that each step of your solution, 00:06:20.700 --> 00:06:22.880 each of those equations are equivalent 00:06:22.880 --> 00:06:24.020 to the equations before it. 00:06:24.020 --> 00:06:26.700 If one of them is true, then the others are true. 00:06:26.700 --> 00:06:29.100 But if you do an algebraically invalid operation, 00:06:29.100 --> 00:06:32.490 like you're dividing by X and X could be equal to zero, 00:06:32.490 --> 00:06:35.753 then you can start running into problems.

Parent Quick-Start Tips: For Kids Ages 12 and Under

https://www.youtube.com/watch?v=KABB4Kr7WhU

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en

WEBVTT Kind: captions Language: en 00:00:03.960 --> 00:00:05.740 - [Lauren] I'm Lauren from Khan Academy, 00:00:05.740 --> 00:00:07.700 and today I'm going to give you an overview 00:00:07.700 --> 00:00:09.620 of how to set up accounts for yourself 00:00:09.620 --> 00:00:11.810 and your children on Khan Academy. 00:00:11.810 --> 00:00:14.300 We'll also go over how you can find relevant content 00:00:14.300 --> 00:00:16.810 for your kids and view their progress. 00:00:16.810 --> 00:00:18.380 This video is meant for parents 00:00:18.380 --> 00:00:20.550 with kids who are 12 or under. 00:00:20.550 --> 00:00:22.370 If you child is 13 or older, 00:00:22.370 --> 00:00:25.240 please see our other video called Parent Quick Start Tips 00:00:25.240 --> 00:00:27.570 for Kids Ages 13 Plus. 00:00:27.570 --> 00:00:29.910 We will start by having your child create an account 00:00:29.910 --> 00:00:31.300 on Khan Academy. 00:00:31.300 --> 00:00:33.970 Creating an account lets you and your child 00:00:33.970 --> 00:00:36.580 track progress and time spent learning. 00:00:36.580 --> 00:00:41.100 Go to www.khanacademy.org and click Sign up 00:00:41.100 --> 00:00:43.290 in the upper right-hand corner. 00:00:43.290 --> 00:00:46.393 On the sign up page, enter your child's date of birth, 00:00:50.430 --> 00:00:52.963 and click Sign up by choosing a username. 00:00:53.800 --> 00:00:56.323 On the next page, enter your email address, 00:00:59.170 --> 00:01:01.020 and choose a username for your child. 00:01:10.410 --> 00:01:11.773 Then click Sign up. 00:01:15.320 --> 00:01:17.420 Next, choose a starting point 00:01:17.420 --> 00:01:19.530 for your child's learning journey. 00:01:19.530 --> 00:01:22.000 In the Personalize Khan Academy pop-up, 00:01:22.000 --> 00:01:24.883 select your child's grade and click continue. 00:01:26.700 --> 00:01:28.570 On the next page, you'll see courses 00:01:28.570 --> 00:01:30.420 that we recommend for your child. 00:01:30.420 --> 00:01:33.140 Choose one or more and click continue. 00:01:33.140 --> 00:01:35.420 You can also click the See all link 00:01:35.420 --> 00:01:36.593 to view the full menu. 00:01:40.960 --> 00:01:42.530 Your child is ready to go. 00:01:42.530 --> 00:01:45.470 Have them click the blue Start button for any course 00:01:45.470 --> 00:01:47.540 to start with the very first lesson, 00:01:47.540 --> 00:01:50.533 or click See all to browse the entire course. 00:01:51.500 --> 00:01:54.130 If you're not sure what level your child is at, 00:01:54.130 --> 00:01:55.370 here's a tip: 00:01:55.370 --> 00:01:58.350 Most Khan Academy math courses include a course challenge 00:01:58.350 --> 00:01:59.820 that can help you quickly find where 00:01:59.820 --> 00:02:02.190 your child needs practice and where they're already 00:02:02.190 --> 00:02:03.440 good to go. 00:02:03.440 --> 00:02:06.440 To get there, scroll to the bottom of the course page 00:02:06.440 --> 00:02:08.453 and click Start Course challenge. 00:02:12.550 --> 00:02:15.100 These usually take 30 to 45 minutes 00:02:15.100 --> 00:02:16.500 and will give you some good clues 00:02:16.500 --> 00:02:18.630 about where to direct their learning. 00:02:18.630 --> 00:02:20.740 You can have you child start one grade level 00:02:20.740 --> 00:02:23.810 below their current grade or even start at kindergarten 00:02:23.810 --> 00:02:24.910 and work their way up. 00:02:26.010 --> 00:02:28.990 Next, let's create a parent account. 00:02:28.990 --> 00:02:31.700 You must create a parent account within seven days, 00:02:31.700 --> 00:02:34.060 or all child accounts will be deleted. 00:02:34.060 --> 00:02:36.540 To create an account, check your email. 00:02:36.540 --> 00:02:39.100 For each child, you'll have an Approve your child's 00:02:39.100 --> 00:02:41.223 Khan Academy account email waiting. 00:02:42.500 --> 00:02:44.470 Click the green Allow my child 00:02:44.470 --> 00:02:46.754 to use Khan Academy button. 00:02:46.754 --> 00:02:49.150 Check your updates or other mail folders 00:02:49.150 --> 00:02:51.113 if you don't see this email right away. 00:02:52.100 --> 00:02:54.780 Follow the prompts to sign up for a new account 00:02:54.780 --> 00:02:56.760 or sign into an existing account, 00:02:56.760 --> 00:02:59.410 using the email address where you received the email. 00:03:00.530 --> 00:03:02.350 Once you sign up, you'll be taken 00:03:02.350 --> 00:03:03.950 to your parent dashboard. 00:03:03.950 --> 00:03:05.850 If you want to view your child's progress, 00:03:05.850 --> 00:03:07.900 you could click on your child's username. 00:03:09.310 --> 00:03:11.290 This takes you to the progress report, 00:03:11.290 --> 00:03:13.060 where you can keep track of what they're learning 00:03:13.060 --> 00:03:15.050 and how much time they're spending. 00:03:15.050 --> 00:03:16.670 Your child can also see this report 00:03:16.670 --> 00:03:19.140 through their account by clicking Progress 00:03:19.140 --> 00:03:20.880 in their left navigation. 00:03:20.880 --> 00:03:22.520 Thanks for watching, and we hope you 00:03:22.520 --> 00:03:24.820 and your child enjoy learning on Khan Academy.

Parent Quick-Start Tips: For Kids Ages 13+

https://www.youtube.com/watch?v=Nj0_IxXk5hU

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en

WEBVTT Kind: captions Language: en 00:00:03.290 --> 00:00:05.460 - [Lauren] Hi, I'm Lauren from Khan Academy, 00:00:05.460 --> 00:00:07.090 and today I'm going to give you an overview 00:00:07.090 --> 00:00:08.730 of how to set up accounts for yourself 00:00:08.730 --> 00:00:10.730 and your children on Khan Academy. 00:00:10.730 --> 00:00:13.020 We'll also go over how you can find relevant content 00:00:13.020 --> 00:00:15.330 for your kids and view their progress. 00:00:15.330 --> 00:00:16.650 This video is meant for parents 00:00:16.650 --> 00:00:18.720 with kids who are 13 or older. 00:00:18.720 --> 00:00:21.600 If your child is 12 or younger, please see our other video 00:00:21.600 --> 00:00:25.620 called Parent Quick-Start Tips for Kids Ages 12 and Under. 00:00:25.620 --> 00:00:27.540 We recommend that you and your child go through 00:00:27.540 --> 00:00:29.490 the account creation steps together 00:00:29.490 --> 00:00:31.130 and collaborate to come up with a plan 00:00:31.130 --> 00:00:32.870 for learning on Khan Academy. 00:00:32.870 --> 00:00:37.000 To begin, go to www.khanacademy.org 00:00:37.000 --> 00:00:40.000 and have your child click Sign up in the upper right corner. 00:00:41.020 --> 00:00:42.450 On the sign up page, 00:00:42.450 --> 00:00:44.550 have your child enter their date of birth, 00:00:50.490 --> 00:00:52.760 and sign up via Google or Facebook. 00:00:52.760 --> 00:00:55.973 Or create a username and password and sign up with email. 00:00:58.070 --> 00:01:00.890 Next, your child can select their grade level 00:01:00.890 --> 00:01:01.840 and click Continue. 00:01:04.000 --> 00:01:06.710 On the next page, you'll see courses that we recommend 00:01:06.710 --> 00:01:08.810 for your child based on their grade level. 00:01:08.810 --> 00:01:11.413 Have them choose one or more and click Continue. 00:01:14.366 --> 00:01:17.620 You can also use the See all link to view the full menu, 00:01:17.620 --> 00:01:19.760 in case your child would like to select other topics 00:01:19.760 --> 00:01:21.270 that interest them. 00:01:21.270 --> 00:01:23.210 Now, your child is ready to go. 00:01:23.210 --> 00:01:25.740 They can click the blue Start button for any course 00:01:25.740 --> 00:01:27.750 to start with the very first lesson, 00:01:27.750 --> 00:01:31.850 or click the See all link to browse the entire course. 00:01:31.850 --> 00:01:35.060 If your child is not sure where to start, here's a tip, 00:01:35.060 --> 00:01:38.440 most Khan Academy math courses include a course challenge 00:01:38.440 --> 00:01:40.250 that can help you quickly find where your child 00:01:40.250 --> 00:01:42.890 needs practice and where they're already good to go. 00:01:42.890 --> 00:01:45.773 To get there, scroll to the bottom of the course page, 00:01:47.710 --> 00:01:49.763 and click Start Course challenge. 00:01:51.750 --> 00:01:54.440 These usually take 30 to 45 minutes, 00:01:54.440 --> 00:01:55.800 and will give you some good clues 00:01:55.800 --> 00:01:57.920 about where to direct their learning. 00:01:57.920 --> 00:02:00.120 You can also suggest to your child that they start 00:02:00.120 --> 00:02:02.430 one grade level below their current grade, 00:02:02.430 --> 00:02:05.030 or even start at kindergarten and work their way up. 00:02:06.910 --> 00:02:09.320 If you would like to track your child's progress, 00:02:09.320 --> 00:02:11.360 you can create a parent account. 00:02:11.360 --> 00:02:15.320 Go to www.khanacademy.org and click Sign up 00:02:15.320 --> 00:02:16.620 in the upper right corner. 00:02:19.020 --> 00:02:21.513 On the sign up page, select Parent. 00:02:23.650 --> 00:02:26.280 Now, you can sign up with Google, Facebook, 00:02:26.280 --> 00:02:27.890 or you can sign up with email, 00:02:27.890 --> 00:02:29.640 and create a username and password. 00:02:31.110 --> 00:02:34.390 Once you sign up, you'll be taken to your parent dashboard. 00:02:34.390 --> 00:02:36.003 Click Add a child. 00:02:38.330 --> 00:02:41.513 Then, click the My child already has an account link. 00:02:43.914 --> 00:02:46.760 Enter your child's email address and click Next. 00:02:46.760 --> 00:02:48.480 Your child will receive an email with a link 00:02:48.480 --> 00:02:50.580 to confirm the connection to your account. 00:02:52.200 --> 00:02:54.670 Once your child activates via the link, 00:02:54.670 --> 00:02:56.110 refresh your parent dashboard, 00:02:56.110 --> 00:02:57.710 and click your child's username. 00:02:59.290 --> 00:03:01.220 This takes you to the progress report 00:03:01.220 --> 00:03:02.920 where you can keep track of what they're learning 00:03:02.920 --> 00:03:04.740 and how much time they're spending. 00:03:04.740 --> 00:03:07.390 Your child can also see this report through their account 00:03:07.390 --> 00:03:09.823 by clicking Progress in the left navigation. 00:03:10.660 --> 00:03:12.730 Thanks for watching, and we hope you and your child 00:03:12.730 --> 00:03:14.280 enjoy learning on Khan Academy.

Latin and Greek roots and affixes

https://www.youtube.com/watch?v=fiaPqgwJFo4

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https://www.youtube.com/api/timedtext?v=fiaPqgwJFo4&ei=V1iUZcrZHO6Ep-oPzvmo8A8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=DF8DDBB58D3070F3CF6EBF19B4E205882BC79F6A.3F946C8DCC169B25459F90DA5045238C0F52D156&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.320 --> 00:00:01.230 - [David] Hello readers, 00:00:01.230 --> 00:00:03.210 today I want to talk about vocabulary 00:00:03.210 --> 00:00:06.580 and how many English words have Greek or Latin roots 00:00:06.580 --> 00:00:10.170 embedded in them and how you can use that to your advantage. 00:00:10.170 --> 00:00:13.320 The story of why English has Greek and Latin in it at all 00:00:13.320 --> 00:00:14.830 is super fascinating to me 00:00:14.830 --> 00:00:16.270 and if I allowed myself, I'd go off 00:00:16.270 --> 00:00:17.430 on a big old tangent about it 00:00:17.430 --> 00:00:18.886 but let's save that for another time. 00:00:18.886 --> 00:00:20.556 Suffice it to say that English has 00:00:20.556 --> 00:00:25.270 Latin and Greek chunks in it for fun history reasons 00:00:25.270 --> 00:00:27.289 and let's just leave it at that for now. 00:00:27.289 --> 00:00:28.920 I'm not gonna say that you need to be able 00:00:28.920 --> 00:00:31.390 to speak modern Greek or read ancient Latin 00:00:31.390 --> 00:00:32.560 in order to understand English 00:00:32.560 --> 00:00:34.600 but many complicated words are made up 00:00:34.600 --> 00:00:37.350 of little language building blocks that we can break apart, 00:00:37.350 --> 00:00:40.257 using the power of understanding! 00:00:40.257 --> 00:00:41.860 (explosion) 00:00:41.860 --> 00:00:42.693 That was cool right? 00:00:42.693 --> 00:00:43.526 I'm cool? 00:00:43.526 --> 00:00:44.550 I'm cool. 00:00:44.550 --> 00:00:47.810 I'm gonna introduce some vocabulary about vocabulary now, 00:00:47.810 --> 00:00:49.240 so brace yourselves. 00:00:49.240 --> 00:00:51.700 There's this idea of a root word. 00:00:51.700 --> 00:00:54.620 Take the word dent, which is Latin for tooth. 00:00:54.620 --> 00:00:57.570 From that root word, we can get the adjective dental, 00:00:57.570 --> 00:00:59.310 which means about teeth, 00:00:59.310 --> 00:01:01.730 or the noun dentist, which means a person 00:01:01.730 --> 00:01:03.030 who specializes in teeth, 00:01:03.030 --> 00:01:05.860 or the noun dentures, which are false teeth. 00:01:05.860 --> 00:01:08.710 That's what a root is. 00:01:08.710 --> 00:01:11.033 Now you can also combine roots to make words. 00:01:11.033 --> 00:01:14.412 The word phot is Greek for light, 00:01:14.412 --> 00:01:19.412 the root graph comes from the Greek for writing. 00:01:19.640 --> 00:01:22.804 You put those together, you get photograph 00:01:22.804 --> 00:01:25.599 or writing with light. 00:01:25.599 --> 00:01:27.960 It's kind of poetic, isn't it? 00:01:27.960 --> 00:01:32.453 To this understanding, let us add the idea of an affix. 00:01:32.453 --> 00:01:36.670 Affixes aren't words or roots but they are word particles 00:01:36.670 --> 00:01:38.090 that convey meaning. 00:01:38.090 --> 00:01:40.460 Maybe you've heard of prefixes and suffixes, 00:01:40.460 --> 00:01:43.750 if you have, these are both types of affixes. 00:01:43.750 --> 00:01:45.920 Prefixes attach at the front end of a word, 00:01:45.920 --> 00:01:48.300 whereas suffixes attach at the back end. 00:01:48.300 --> 00:01:52.250 An example of a suffix would be logy, meaning the study of 00:01:52.250 --> 00:01:53.750 or the science of. 00:01:53.750 --> 00:01:55.710 So we can make a bunch of words with logy, 00:01:55.710 --> 00:01:59.840 like biology, that's supposed to be a little amoeba; 00:01:59.840 --> 00:02:02.910 cetology, the study or science of whales; 00:02:02.910 --> 00:02:06.303 anthropology, the study of human beings; 00:02:07.210 --> 00:02:10.640 cosmology, the study of the universe. 00:02:10.640 --> 00:02:13.940 So if you see a logy, it's going to be some kind of science 00:02:13.940 --> 00:02:16.460 or specialized area of study. 00:02:16.460 --> 00:02:19.410 A good example of a prefix would be the Greek para, 00:02:19.410 --> 00:02:21.610 which means alongside. 00:02:21.610 --> 00:02:24.500 So a paralegal is someone who works alongside lawyers, 00:02:24.500 --> 00:02:26.794 a paramedic works alongside doctors 00:02:26.794 --> 00:02:28.830 and if your house is haunted, you don't need 00:02:28.830 --> 00:02:31.199 a normal pest control expert to get rid of the ghost, 00:02:31.199 --> 00:02:33.878 you need a paranormal pest control expert, 00:02:33.878 --> 00:02:36.939 one that is alongside but not within normalcy 00:02:36.939 --> 00:02:40.280 and thus, you call the Ghostbusters. 00:02:40.280 --> 00:02:43.890 So what does all of this mean for you as a reader? 00:02:43.890 --> 00:02:46.600 Well when I encounter a word I don't understand, 00:02:46.600 --> 00:02:49.490 it's like I had been walking down a hallway 00:02:49.490 --> 00:02:52.430 and was suddenly confronted with a locked door. 00:02:52.430 --> 00:02:57.270 It's frustrating but the magic, the power of studying 00:02:57.270 --> 00:02:59.740 roots, prefixes and suffixes is that when you master 00:02:59.740 --> 00:03:03.110 a small handful of them, you suddenly become 00:03:03.110 --> 00:03:05.290 the proud owner of a ring of keys. 00:03:05.290 --> 00:03:10.040 Doors fling themselves open for you, you can go anywhere, 00:03:10.040 --> 00:03:13.460 you can understand any concept, any piece of vocabulary. 00:03:13.460 --> 00:03:17.000 An army of locked doors fall off their hinges all at once 00:03:17.000 --> 00:03:18.480 when you approach. 00:03:18.480 --> 00:03:19.810 Don't believe me? 00:03:19.810 --> 00:03:21.180 I'll show you. 00:03:21.180 --> 00:03:24.770 While excavating the foundation for a geothermal plant, 00:03:24.770 --> 00:03:28.060 my companion Neha found a fossil. 00:03:28.060 --> 00:03:31.360 Upon closer inspection, she realized it was a pterodactyl. 00:03:31.360 --> 00:03:35.360 Wow, lot of big words in that little paragraph. 00:03:35.360 --> 00:03:37.740 Now, watch this. 00:03:37.740 --> 00:03:39.400 Excavating, 00:03:39.400 --> 00:03:41.870 so hollowing out. 00:03:41.870 --> 00:03:45.300 Foundation, bottom-making. 00:03:45.300 --> 00:03:48.781 Geothermal, Earth heat. 00:03:48.781 --> 00:03:53.781 Companion, so this is someone you would eat bread with, 00:03:54.400 --> 00:03:57.742 so bread together, who do we eat bread together with? 00:03:57.742 --> 00:03:59.470 Our friends. 00:03:59.470 --> 00:04:01.220 Inspection, 00:04:01.220 --> 00:04:02.860 looking in 00:04:02.860 --> 00:04:04.140 or closer 00:04:04.140 --> 00:04:05.263 and pterodactyl, 00:04:06.540 --> 00:04:08.670 pter means wing, 00:04:08.670 --> 00:04:10.690 dactyl means finger, 00:04:10.690 --> 00:04:13.620 it is a prehistoric winged reptile. 00:04:13.620 --> 00:04:17.020 So while she was digging in the ground 00:04:17.020 --> 00:04:20.350 to prepare the bottom of a plant that gets electricity 00:04:20.350 --> 00:04:24.900 from the heat of the Earth, my friend Neha found a fossil. 00:04:24.900 --> 00:04:27.080 When she looked at it closely, she realized it was 00:04:27.080 --> 00:04:30.930 a flying reptile with fingery wings. 00:04:30.930 --> 00:04:32.360 Do you see what I mean about keys? 00:04:32.360 --> 00:04:34.830 Studying roots and affixes gives me the power 00:04:34.830 --> 00:04:37.389 to look at those words and crack them apart. 00:04:37.389 --> 00:04:39.952 You're not so big now, vocabulary word. 00:04:39.952 --> 00:04:43.080 You have no power over me! 00:04:43.080 --> 00:04:46.240 Studying roots, prefixes and suffixes will give you 00:04:46.240 --> 00:04:47.667 that same power. 00:04:47.667 --> 00:04:50.110 I promise you it is awesome, 00:04:50.110 --> 00:04:54.090 like, literally it fills me with a sense of awe. 00:04:54.090 --> 00:04:57.201 The power is yours for the taking. 00:04:57.201 --> 00:05:00.543 You can learn anything, David out. 00:05:02.960 --> 00:05:05.380 Okay are we doing those fun history reasons though? 00:05:05.380 --> 00:05:08.780 Okay, the short version is that first the Romans 00:05:08.780 --> 00:05:12.330 then some Vikings, then some French Vikings invaded 00:05:12.330 --> 00:05:14.440 the island of Great Britain a bunch of times 00:05:14.440 --> 00:05:17.191 over the last 1500 years, shaping the language 00:05:17.191 --> 00:05:20.660 and making what I like to call French-shaped dents 00:05:20.660 --> 00:05:22.947 in the Germanic structure of English. 00:05:22.947 --> 00:05:24.890 English is a Germanic language, 00:05:24.890 --> 00:05:26.834 French is a Romance language, 00:05:26.834 --> 00:05:28.960 meaning not that it is full of love 00:05:28.960 --> 00:05:32.990 but that it is an offshoot of Latin or you know, Roman. 00:05:32.990 --> 00:05:36.231 French took root in 11th Century English and merged with it, 00:05:36.231 --> 00:05:39.872 grafting an enormous amount of Greek and Latin vocabulary 00:05:39.872 --> 00:05:43.240 on to a German root stock. 00:05:43.240 --> 00:05:46.200 We often reach for Latin and Greek compounds 00:05:46.200 --> 00:05:47.610 when we compose new words, 00:05:47.610 --> 00:05:50.085 which is why we say television in English, 00:05:50.085 --> 00:05:52.850 which comes from the Greek tele, meaning far away, 00:05:52.850 --> 00:05:55.022 and the Latin vire, meaning to see. 00:05:55.022 --> 00:05:58.051 If we reached for Germanic roots to make new words, 00:05:58.051 --> 00:06:01.707 we'd call a television a farseer because indeed, 00:06:01.707 --> 00:06:05.402 that's what the word is in German, fernsehen. 00:06:05.402 --> 00:06:09.160 So why do we have Greek and Latin in our vocabulary? 00:06:09.160 --> 00:06:12.020 Because England was colonized by French speakers 00:06:12.020 --> 00:06:14.000 almost a thousand years ago. 00:06:14.000 --> 00:06:15.412 Imagine what English will sound like 00:06:15.412 --> 00:06:17.700 in another thousand years. 00:06:17.700 --> 00:06:19.696 Anyway, thanks for coming on this tangent with me. 00:06:19.696 --> 00:06:22.303 David out for real this time, bye.

What are affixes?

https://www.youtube.com/watch?v=WYSnf6qy4WA

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https://www.youtube.com/api/timedtext?v=WYSnf6qy4WA&ei=V1iUZcuQGraexN8P-uqA2Ag&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=CDE9C6ABE7E276E9737ED48E0E7B2172A7893521.B75447D96787661FF95F8494AA6B33CE9FC09BB8&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.290 --> 00:00:01.370 - [Instructor] Hello readers. 00:00:01.370 --> 00:00:05.400 Today we're going to talk about things called affixes. 00:00:05.400 --> 00:00:07.890 One of the things that I love about the English language 00:00:07.890 --> 00:00:10.210 is how flexible its words can be. 00:00:10.210 --> 00:00:12.760 You can take little word parts and stick them together 00:00:12.760 --> 00:00:14.280 to make new words. 00:00:14.280 --> 00:00:17.000 If I read something once, I've read it. 00:00:17.000 --> 00:00:19.760 If I read it again, now I've reread it. 00:00:19.760 --> 00:00:23.440 That little re thing tells you, "Oh, it's happening again." 00:00:23.440 --> 00:00:26.520 There are lots of these little word parts in English 00:00:26.520 --> 00:00:28.740 and we call them affixes. 00:00:28.740 --> 00:00:32.060 They can come at the beginning or the end of words. 00:00:32.060 --> 00:00:35.360 At the beginning of words we call them prefixes. 00:00:35.360 --> 00:00:37.270 Un is a great example of a prefix. 00:00:37.270 --> 00:00:39.220 It means no or not. 00:00:39.220 --> 00:00:41.160 When you're upset, you're not happy. 00:00:41.160 --> 00:00:42.670 You're unhappy. 00:00:42.670 --> 00:00:46.550 When you are not available, you are therefore unavailable. 00:00:46.550 --> 00:00:47.383 You see? 00:00:47.383 --> 00:00:49.670 When we put affixes at the ends of words, 00:00:49.670 --> 00:00:51.740 they're called suffixes. 00:00:51.740 --> 00:00:55.170 The suffix ful, for instance, means full of. 00:00:55.170 --> 00:00:58.040 So if you're full of joy, you're joyful, 00:00:58.040 --> 00:01:00.640 if you're gratitude, you're grateful, 00:01:00.640 --> 00:01:02.010 and if you're full of power, 00:01:02.010 --> 00:01:04.700 you are, say it with me, powerful. 00:01:04.700 --> 00:01:05.820 You are powerful! 00:01:05.820 --> 00:01:07.790 Look at all these words you can make. 00:01:07.790 --> 00:01:10.860 Some common prefixes you might see include 00:01:10.860 --> 00:01:14.750 re, meaning again as in redo or reread, 00:01:14.750 --> 00:01:19.750 dis, meaning not or the opposite as in disuse or disobey, 00:01:20.820 --> 00:01:24.683 mis, meaning wrong, as in mistake or misunderstand. 00:01:25.640 --> 00:01:28.280 Some common suffixes you might see include 00:01:28.280 --> 00:01:31.680 L-Y or ly, meaning a way to do something 00:01:31.680 --> 00:01:34.143 as in happily or snappily, 00:01:35.400 --> 00:01:39.603 less, meaning without as in harmless or wireless, 00:01:40.760 --> 00:01:42.870 ness, meaning a state of being, 00:01:42.870 --> 00:01:45.030 which is another way of saying it makes nouns 00:01:45.030 --> 00:01:48.550 as in happiness or hopefulness. 00:01:48.550 --> 00:01:50.520 Oh, did you see what I did there? 00:01:50.520 --> 00:01:53.140 I took the word hopeful, which already has a suffix in it, 00:01:53.140 --> 00:01:54.540 it means full of hope, 00:01:54.540 --> 00:01:57.050 and I added ness to it. 00:01:57.050 --> 00:02:00.500 Now it's a word that means the state of being full of hope. 00:02:00.500 --> 00:02:02.310 That's the magic of affixes. 00:02:02.310 --> 00:02:04.390 They're these word parts that you can snap on 00:02:04.390 --> 00:02:07.760 to pretty much any word in order to change its meaning. 00:02:07.760 --> 00:02:09.930 So remember, prefixes are word parts that come 00:02:09.930 --> 00:02:11.110 at the beginning of words. 00:02:11.110 --> 00:02:13.010 The prefix pre means before, 00:02:13.010 --> 00:02:14.600 as a little clue and can help you remember, 00:02:14.600 --> 00:02:16.620 and suffixes are word parts that come 00:02:16.620 --> 00:02:18.893 at the end of the word. 00:02:18.893 --> 00:02:21.210 There are gonna be lists of these affixes 00:02:21.210 --> 00:02:22.043 for you to study, 00:02:22.043 --> 00:02:24.720 but what I liked doing when I first studied this stuff 00:02:24.720 --> 00:02:28.020 was to take those lists and make them into games. 00:02:28.020 --> 00:02:29.760 Make nonsense words. 00:02:29.760 --> 00:02:32.470 Write roots and affixes on little index cards 00:02:32.470 --> 00:02:34.810 and shuffle them up into new combinations 00:02:34.810 --> 00:02:36.910 and then argue with your friends and family 00:02:36.910 --> 00:02:39.090 about what your newly minted words mean. 00:02:39.090 --> 00:02:40.975 Let me shuffle up some right now. 00:02:40.975 --> 00:02:43.520 (cards shuffling) 00:02:43.520 --> 00:02:48.520 It's sure to be a dispetrographic time. 00:02:50.140 --> 00:02:51.600 Dispetrographic. 00:02:51.600 --> 00:02:56.600 Okay, so that's no rock pictures adjective forming suffix, 00:02:56.810 --> 00:02:57.670 it's a describer. 00:02:57.670 --> 00:03:01.433 So, I guess I will not be taking any pictures of rocks. 00:03:02.310 --> 00:03:04.890 Anyway, you can learn anything. 00:03:04.890 --> 00:03:05.723 David out.

Reading multiple accounts of the same topic

https://www.youtube.com/watch?v=tQhLQQcJZyo

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https://www.youtube.com/api/timedtext?v=tQhLQQcJZyo&ei=V1iUZYGiGbuip-oP_6iIoAg&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=20C4D9C0AED8FBB4E3C0E9991860BF0AD82813B3.E57A77815A1997E40820768A039515359BA78D79&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.170 --> 00:00:01.410 - [Instructor] Hello readers. 00:00:01.410 --> 00:00:03.070 There's a famous Japanese movie 00:00:03.070 --> 00:00:05.530 from 1950 called Roshomon, 00:00:05.530 --> 00:00:07.120 which is about different perspectives 00:00:07.120 --> 00:00:08.890 on a horrible crime scene. 00:00:08.890 --> 00:00:10.040 This is a film for adults. 00:00:10.040 --> 00:00:12.680 Definitely, consult your parent or guardian. 00:00:12.680 --> 00:00:14.930 But in the film, you witness four distinct 00:00:14.930 --> 00:00:17.090 accounts from four separate people. 00:00:17.090 --> 00:00:18.480 And each person remembers 00:00:18.480 --> 00:00:20.690 what happened very differently. 00:00:20.690 --> 00:00:22.250 The stories contradict each other. 00:00:22.250 --> 00:00:23.340 And by the end of the film, 00:00:23.340 --> 00:00:25.220 it's still not completely clear 00:00:25.220 --> 00:00:26.880 who did what to whom. 00:00:26.880 --> 00:00:29.630 Now, this raises an interesting philosophical question. 00:00:29.630 --> 00:00:32.010 What is the truth? 00:00:32.010 --> 00:00:33.650 How does a person's perspective 00:00:33.650 --> 00:00:35.680 their point of view, their background, 00:00:35.680 --> 00:00:37.520 and their beliefs change the way 00:00:37.520 --> 00:00:40.410 they interpret events or ideas? 00:00:40.410 --> 00:00:42.840 As readers, it's our job to engage 00:00:42.840 --> 00:00:44.470 with that question by reading 00:00:44.470 --> 00:00:48.130 and synthesizing multiple accounts of events. 00:00:48.130 --> 00:00:49.500 When we read multiple accounts, 00:00:49.500 --> 00:00:51.130 we grow closer to understanding 00:00:51.130 --> 00:00:53.310 a fuller picture of what happened. 00:00:53.310 --> 00:00:55.110 Now, we've talked before about the distinction 00:00:55.110 --> 00:00:58.440 between firsthand and secondhand accounts. 00:00:58.440 --> 00:01:01.490 So in 1912, the Titanic sank. 00:01:01.490 --> 00:01:03.460 Someone was aboard and survived 00:01:03.460 --> 00:01:06.430 to tell their story has a firsthand account. 00:01:06.430 --> 00:01:08.030 A historian who writes an account 00:01:08.030 --> 00:01:10.070 of the Titanic has a secondhand account 00:01:10.070 --> 00:01:12.840 and can incorporate multiple perspectives. 00:01:12.840 --> 00:01:14.500 But even among the firsthand accounts, 00:01:14.500 --> 00:01:17.170 you can have wildly different stories. 00:01:17.170 --> 00:01:18.330 Compare someone who was working 00:01:18.330 --> 00:01:19.580 in the ship's boiler room 00:01:19.580 --> 00:01:22.390 to a rich passenger in a fancy suite. 00:01:22.390 --> 00:01:24.370 They would've had very different experiences 00:01:24.370 --> 00:01:27.370 of surviving or, ugh, not surviving, a shipwreck. 00:01:27.370 --> 00:01:29.410 And it's important to get in a range 00:01:29.410 --> 00:01:32.333 of perspectives in order to get that full picture. 00:01:33.470 --> 00:01:35.250 If you ever watched any kind of sports game, 00:01:35.250 --> 00:01:38.070 you've probably seen an argument like this. 00:01:38.070 --> 00:01:40.400 That's a baseball player arguing with an umpire. 00:01:40.400 --> 00:01:42.370 Umpires and referees have one 00:01:42.370 --> 00:01:43.837 perspective on a sports game, 00:01:43.837 --> 00:01:45.200 "You were out!" 00:01:45.200 --> 00:01:46.457 And the players have another, 00:01:46.457 --> 00:01:48.180 "I was safe!" 00:01:48.180 --> 00:01:49.930 They both saw the same event, 00:01:49.930 --> 00:01:52.200 the same play, but they see it differently 00:01:52.200 --> 00:01:54.513 because their perspectives are so different. 00:01:55.540 --> 00:01:57.050 Now, we can take this understanding 00:01:57.050 --> 00:01:58.830 to the texts that we read. 00:01:58.830 --> 00:02:00.440 Who's the author of a text? 00:02:00.440 --> 00:02:01.530 What's their perspective? 00:02:01.530 --> 00:02:04.550 And what informs that perspective? 00:02:04.550 --> 00:02:06.560 The baseball player wants to be declared safe, 00:02:06.560 --> 00:02:08.670 the umpire wants to adhere to the rules 00:02:08.670 --> 00:02:09.830 as strictly as possible, 00:02:09.830 --> 00:02:11.760 but maybe there also an umpire 00:02:11.760 --> 00:02:13.020 that likes to call players out 00:02:13.020 --> 00:02:15.920 because they like having that power over people. 00:02:15.920 --> 00:02:16.960 Let's go back to the example 00:02:16.960 --> 00:02:19.470 of the crime scene from the beginning of the video. 00:02:19.470 --> 00:02:21.270 Imagine there's been a car crash. 00:02:21.270 --> 00:02:23.370 Now, below are two different accounts 00:02:23.370 --> 00:02:25.150 of the same crash. 00:02:25.150 --> 00:02:26.757 From the driver's perspective, 00:02:26.757 --> 00:02:28.847 "I was driving along, hands on the wheel, 00:02:28.847 --> 00:02:30.267 "eyes on the road, when suddenly, 00:02:30.267 --> 00:02:32.177 "out of nowhere, this kid on a bike 00:02:32.177 --> 00:02:33.857 "comes racing out in front of me! 00:02:33.857 --> 00:02:35.177 "I swerve to avoid them 00:02:35.177 --> 00:02:37.077 "and ran my car into this tree. 00:02:37.077 --> 00:02:40.320 "It's the biker's fault my car is wrecked!" 00:02:40.320 --> 00:02:42.597 Now, here's the cyclist's perspective. 00:02:42.597 --> 00:02:44.947 "I was biking along, in the bike lane, 00:02:44.947 --> 00:02:47.317 "when I look over and this driver is texting, 00:02:47.317 --> 00:02:48.457 "not looking where they're going. 00:02:48.457 --> 00:02:49.967 "They were weaving into the bike lane, 00:02:49.967 --> 00:02:51.547 "so I moved out into the road 00:02:51.547 --> 00:02:52.767 "to keep from being hit. 00:02:52.767 --> 00:02:54.557 "They must have panicked because they crashed 00:02:54.557 --> 00:02:56.227 "their car right into a tree. 00:02:56.227 --> 00:02:57.827 "I'm lucky the driver didn't hit me! 00:02:57.827 --> 00:03:00.750 "They should pay attention when they drive" 00:03:00.750 --> 00:03:03.630 Same situation, very different perspectives. 00:03:03.630 --> 00:03:05.900 Now, if we only had an additional eye witness 00:03:05.900 --> 00:03:07.740 to tell us what they saw. 00:03:07.740 --> 00:03:09.440 That might clear things up. 00:03:09.440 --> 00:03:10.530 The more accounts you have, 00:03:10.530 --> 00:03:12.340 the more confident you can feel 00:03:12.340 --> 00:03:15.030 in the accuracy of the facts. 00:03:15.030 --> 00:03:17.150 So ask yourself who's writing the text. 00:03:17.150 --> 00:03:19.450 Are they a fancy passenger on a cruise ship 00:03:19.450 --> 00:03:21.730 or are they shoveling coal in the boiler room? 00:03:21.730 --> 00:03:22.970 Are they a baseball player 00:03:22.970 --> 00:03:24.500 or a baseball umpire? 00:03:24.500 --> 00:03:27.410 It is only by comparing multiple accounts 00:03:27.410 --> 00:03:29.870 that we'll get to the bottom of things. 00:03:29.870 --> 00:03:31.953 You can learn anything, David out.

Connotation

https://www.youtube.com/watch?v=XRt1N0sJJQo

vtt

https://www.youtube.com/api/timedtext?v=XRt1N0sJJQo&ei=V1iUZbmEG-iXhcIPhsC1mAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=1E862C05D882BACAF92BAFBDC51677E5BA318F5D.9909D7B5E2095EA14D055B091EAA5CB9CAD03C73&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.160 --> 00:00:01.210 - [David] Hello, readers. 00:00:01.210 --> 00:00:03.770 Today, let's talk about feelings. 00:00:03.770 --> 00:00:06.920 Specifically, the way the words make us feel. 00:00:06.920 --> 00:00:09.430 That's right, I'm talking about connotation. 00:00:09.430 --> 00:00:13.100 The way the word feels, the context around it. 00:00:13.100 --> 00:00:15.770 Imagine a rock in a stream. 00:00:15.770 --> 00:00:17.330 Well, connotation is the way 00:00:17.330 --> 00:00:20.320 that culture flows around the word. 00:00:20.320 --> 00:00:22.380 This is distinct from denotation, 00:00:22.380 --> 00:00:25.180 which is more like the dictionary definition of a word. 00:00:25.180 --> 00:00:28.290 Companion and buddy both have similar denotations. 00:00:28.290 --> 00:00:29.620 They both mean friend, 00:00:29.620 --> 00:00:32.020 but companion is a much more formal 00:00:32.020 --> 00:00:34.120 sounding word than buddy. 00:00:34.120 --> 00:00:35.410 Which originated as a piece 00:00:35.410 --> 00:00:37.340 of slang from the 19th century. 00:00:37.340 --> 00:00:39.240 So even though their denotation 00:00:39.240 --> 00:00:42.030 or their literal definition is the same, 00:00:42.030 --> 00:00:44.310 they feel different. 00:00:44.310 --> 00:00:46.850 The connotation of companion is formal 00:00:46.850 --> 00:00:50.490 while the connotation of buddy is friendly and casual. 00:00:50.490 --> 00:00:52.300 Good readers pay close attention 00:00:52.300 --> 00:00:54.770 to the words the author chose to use. 00:00:54.770 --> 00:00:56.760 They picked those words for a reason. 00:00:56.760 --> 00:00:59.260 How do those words make you feel? 00:00:59.260 --> 00:01:01.120 What is the author trying to imply? 00:01:01.120 --> 00:01:03.540 How do the words propel the overall 00:01:03.540 --> 00:01:06.080 tone or theme of the text? 00:01:06.080 --> 00:01:08.220 So connotation is about word choice, sure. 00:01:08.220 --> 00:01:11.090 But it's also abut setting a tone. 00:01:11.090 --> 00:01:14.330 One way you set tone is by expressing an opinion. 00:01:14.330 --> 00:01:16.980 So some words may have a similar denotation 00:01:16.980 --> 00:01:19.260 but very different connotations. 00:01:19.260 --> 00:01:21.090 For example, let's say I was describing 00:01:21.090 --> 00:01:24.230 someone whose behavior was nice, 00:01:24.230 --> 00:01:27.000 like they were behaving in a kindly way. 00:01:27.000 --> 00:01:28.230 The way I described that person 00:01:28.230 --> 00:01:32.520 can express how I, as a writer, feel about that behavior. 00:01:32.520 --> 00:01:33.760 If I trust the person, 00:01:33.760 --> 00:01:36.767 I could describe them as sweet as sugar. 00:01:36.767 --> 00:01:38.837 "Oh, Jake's such a sweet guy." 00:01:38.837 --> 00:01:40.860 "Love that Jakey boy!" 00:01:40.860 --> 00:01:42.670 But if I didn't trust that person, 00:01:42.670 --> 00:01:44.430 like if I thought that this hypothetical 00:01:44.430 --> 00:01:46.760 Jake's show of kindness was fake, 00:01:46.760 --> 00:01:50.750 I could say that he was cloying or syrupy. 00:01:50.750 --> 00:01:52.750 And those words also means sweet, 00:01:52.750 --> 00:01:56.260 but they have a connotation of too much. 00:01:56.260 --> 00:01:58.770 Cloying means too sweet. 00:01:58.770 --> 00:02:00.030 So you can sort these words 00:02:00.030 --> 00:02:02.100 in the positive and negative connotations. 00:02:02.100 --> 00:02:04.860 Sweet is positive, cloying is negative. 00:02:04.860 --> 00:02:06.250 Some words will have neutral 00:02:06.250 --> 00:02:08.950 or uncertain connotations and that's okay, too. 00:02:08.950 --> 00:02:10.930 But it doesn't just have to be straightforwardly 00:02:10.930 --> 00:02:12.960 positive, negative or neutral either. 00:02:12.960 --> 00:02:15.430 You can just use connotation for the sake 00:02:15.430 --> 00:02:18.053 of poetic license or building a motif. 00:02:19.090 --> 00:02:20.620 Let's say I was writing a story 00:02:20.620 --> 00:02:22.740 about someone who started a plant nursery, 00:02:22.740 --> 00:02:25.800 and I wanted to use words that described growth. 00:02:25.800 --> 00:02:27.610 But I also wanted to build in connotations 00:02:27.610 --> 00:02:30.700 about nature or plants throughout the piece. 00:02:30.700 --> 00:02:32.310 And in this example I'm a news paper reporter 00:02:32.310 --> 00:02:34.550 and I'm doing a profile of someone in my town, 00:02:34.550 --> 00:02:37.600 let's call her Genevieve. 00:02:37.600 --> 00:02:41.210 Genevieve Jenkins, proprietor of Jenkins Orchard Supply. 00:02:41.210 --> 00:02:42.450 She's ready for the outdoors, 00:02:42.450 --> 00:02:43.760 she's got her big sun hat, 00:02:43.760 --> 00:02:44.800 she's got her hoop earrings, 00:02:44.800 --> 00:02:45.860 she's got her little name tag, 00:02:45.860 --> 00:02:47.580 she's got a little plant necklace. 00:02:47.580 --> 00:02:49.600 She seems like a nice person. 00:02:49.600 --> 00:02:51.237 Okay, I could say, 00:02:51.237 --> 00:02:53.317 "Jenkins Orchard Supply was a great 00:02:53.317 --> 00:02:55.330 "success in its new location." 00:02:55.330 --> 00:02:56.780 But if I wanted to put in a little bit 00:02:56.780 --> 00:02:58.807 of that nature note, I'd say, 00:02:58.807 --> 00:03:02.880 "Jenkins Orchard Supply flourished in its new location." 00:03:02.880 --> 00:03:06.960 Because flourished is related to the word flower. 00:03:06.960 --> 00:03:08.760 To flourish is to grow. 00:03:08.760 --> 00:03:11.400 Grow and flourish have a similar denotation, 00:03:11.400 --> 00:03:13.700 but they have different connotations. 00:03:13.700 --> 00:03:15.530 Grow can refer to plants, 00:03:15.530 --> 00:03:18.690 but it can refer to anything that increases in size. 00:03:18.690 --> 00:03:20.380 A little sponge toy can grow 00:03:20.380 --> 00:03:21.940 when you place it in the cup of water, 00:03:21.940 --> 00:03:23.910 but it won't flourish. 00:03:23.910 --> 00:03:25.870 Flourishing has a connotation 00:03:25.870 --> 00:03:28.690 of flowering and success. 00:03:28.690 --> 00:03:31.300 Continuing this idea, I could talk about how Ms. Jenkins 00:03:31.300 --> 00:03:34.080 decided to settle on the location of her plant nursery. 00:03:34.080 --> 00:03:35.940 And rather than say that she settled 00:03:35.940 --> 00:03:36.800 into the neighborhood, 00:03:36.800 --> 00:03:41.010 I could say instead that she put down roots there. 00:03:41.010 --> 00:03:43.780 Now, these are kind of extreme examples. 00:03:43.780 --> 00:03:45.560 These nature words and expressions 00:03:45.560 --> 00:03:47.870 are kinda getting close to jokes or puns, 00:03:47.870 --> 00:03:50.050 but I'm trying to be extra obvious here 00:03:50.050 --> 00:03:52.030 about the plant thing so that you can learn 00:03:52.030 --> 00:03:55.270 to detect more subtle connotations in the future. 00:03:55.270 --> 00:03:58.060 And connotation can be so personal, too. 00:03:58.060 --> 00:03:59.470 There may be words that have important 00:03:59.470 --> 00:04:01.270 emotional resonance for one person 00:04:01.270 --> 00:04:03.580 that are basically meaningless to anybody else. 00:04:03.580 --> 00:04:06.410 When I was a kid, I cycled through pretty much 00:04:06.410 --> 00:04:08.240 every much team sport: 00:04:08.240 --> 00:04:10.550 Baseball, soccer, basketball. 00:04:10.550 --> 00:04:12.010 I wasn't good at any of them, 00:04:12.010 --> 00:04:14.330 but I was especially terrible at basketball 00:04:14.330 --> 00:04:16.220 and I remember very particularly 00:04:16.220 --> 00:04:17.767 the way that coaches would call out, 00:04:17.767 --> 00:04:20.030 "Good hustle, David, good hustle!" 00:04:20.030 --> 00:04:21.100 Because that was the only thing 00:04:21.100 --> 00:04:22.510 that I could do especially well. 00:04:22.510 --> 00:04:24.620 I couldn't dribble, I definitely couldn't shoot. 00:04:24.620 --> 00:04:27.360 And my passing game was not great. 00:04:27.360 --> 00:04:31.160 So even now, I associate the phrase, "Good hustle," 00:04:31.160 --> 00:04:34.380 with you're not especially good at basketball. 00:04:34.380 --> 00:04:38.990 Which is a shame because I'm tall now. 00:04:38.990 --> 00:04:41.360 My experience is specific to me, 00:04:41.360 --> 00:04:42.810 it's not universal. 00:04:42.810 --> 00:04:44.630 It's very unlikely that you share 00:04:44.630 --> 00:04:47.760 that same connotation with the word hustle. 00:04:47.760 --> 00:04:50.610 A fun game to play is to come up with a word 00:04:50.610 --> 00:04:52.300 and then list all the synonyms 00:04:52.300 --> 00:04:53.730 for that word you can imagine, 00:04:53.730 --> 00:04:56.590 and then sort them by connotation. 00:04:56.590 --> 00:04:58.910 If you are like me, the kind of person 00:04:58.910 --> 00:05:01.330 who enjoys sorting jelly beans by color, 00:05:01.330 --> 00:05:03.070 you will get a similar amount 00:05:03.070 --> 00:05:05.820 of satisfaction from that exercise. 00:05:05.820 --> 00:05:09.880 So look out for connotations as you read, as you write. 00:05:09.880 --> 00:05:11.750 Words carry their dictionary meanings, 00:05:11.750 --> 00:05:15.480 but they also carry other cultural meanings as well. 00:05:15.480 --> 00:05:17.890 And that's connotation. 00:05:17.890 --> 00:05:20.093 You can learn anything, David out.

Place value tables

https://www.youtube.com/watch?v=Wt3IrBqq6Uc

vtt

https://www.youtube.com/api/timedtext?v=Wt3IrBqq6Uc&ei=V1iUZcPtGPy5vdIP_PCFyAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=CCBFA8FBF2639953516E4010F64F8E2CFFE2477E.EE20B80298DC433247922D5A6FA1E44DED083F6E&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.380 --> 00:00:02.520 - [Instructor] So I have this number here, 00:00:02.520 --> 00:00:06.370 and what I would you to do is pause this video and tell me 00:00:06.370 --> 00:00:09.640 for this number, how many hundreds do we have, 00:00:09.640 --> 00:00:12.200 how many tens, and how many ones? 00:00:12.200 --> 00:00:14.089 Pause this video and try to think about it. 00:00:14.089 --> 00:00:14.970 (bell dings) 00:00:14.970 --> 00:00:16.820 All right, well, we can just look 00:00:16.820 --> 00:00:18.610 at each of the place values. 00:00:18.610 --> 00:00:20.960 And we can start in either direction, 00:00:20.960 --> 00:00:22.920 but let's start on the right side. 00:00:22.920 --> 00:00:24.310 So if we start on the right, 00:00:24.310 --> 00:00:25.807 we look at the ones place right over here, 00:00:25.807 --> 00:00:28.650 and this tells us that we have two ones. 00:00:28.650 --> 00:00:30.950 So we could write that right over there. 00:00:30.950 --> 00:00:32.920 And then we go to the next place value. 00:00:32.920 --> 00:00:35.140 We go one place to the left. 00:00:35.140 --> 00:00:36.740 We go to the tens place. 00:00:36.740 --> 00:00:39.160 This tells us how many tens we are dealing with. 00:00:39.160 --> 00:00:41.130 And this is four tens. 00:00:41.130 --> 00:00:43.370 So we'd write that like that. 00:00:43.370 --> 00:00:44.760 And then last but not least, 00:00:44.760 --> 00:00:46.720 if we go one more place to the left, 00:00:46.720 --> 00:00:51.280 this is the hundreds place, and so we have eight hundreds. 00:00:51.280 --> 00:00:55.560 So this number, which is 842, 00:00:55.560 --> 00:00:57.840 it's the same thing as eight hundreds, 00:00:57.840 --> 00:01:00.260 plus four tens, plus two ones. 00:01:00.260 --> 00:01:02.020 Or another way to think about it is 00:01:02.020 --> 00:01:03.353 you could view it as 800, 00:01:05.510 --> 00:01:10.290 plus four tens is the same thing as 40, 00:01:10.290 --> 00:01:14.700 plus two ones is the same thing as two. 00:01:14.700 --> 00:01:18.760 So these are different ways of representing the same number. 00:01:18.760 --> 00:01:20.630 Now, what I just did up here, 00:01:20.630 --> 00:01:24.570 this is known as a place value table, 00:01:24.570 --> 00:01:26.680 which we will be discussing many times 00:01:26.680 --> 00:01:29.410 as we start building our understanding of place value. 00:01:29.410 --> 00:01:31.070 So it's good to know what people are talking about 00:01:31.070 --> 00:01:33.040 when they say, "Place value table." 00:01:33.040 --> 00:01:35.440 So let's just do one more example. 00:01:35.440 --> 00:01:39.260 Let's say that we had the following number. 00:01:39.260 --> 00:01:42.330 So this number right over here. 00:01:42.330 --> 00:01:47.330 And let's put that into a place value table as well. 00:01:47.520 --> 00:01:51.610 So how many hundreds am I dealing with, how many tens, 00:01:51.610 --> 00:01:54.770 and then how many ones? 00:01:54.770 --> 00:01:57.930 Pause this video again and see if you can figure that out. 00:01:57.930 --> 00:02:00.253 Fill out this place value table. 00:02:01.490 --> 00:02:04.360 All right, well, we can see 00:02:04.360 --> 00:02:06.710 that this is the number of hundreds, 00:02:06.710 --> 00:02:09.320 this is the number of tens, 'cause that's the tens place, 00:02:09.320 --> 00:02:11.040 and this is the number of ones. 00:02:11.040 --> 00:02:13.090 The ones place, tens place, hundreds place. 00:02:13.090 --> 00:02:15.680 And so if we start at the left this time, 00:02:15.680 --> 00:02:17.760 we have five hundreds. 00:02:17.760 --> 00:02:19.450 We see that right over there. 00:02:19.450 --> 00:02:22.040 We actually, and this one's an interesting example, 00:02:22.040 --> 00:02:23.930 we have zero tens. 00:02:23.930 --> 00:02:25.730 So we'll just put a zero right over there. 00:02:25.730 --> 00:02:30.273 And we have seven ones, so we put a seven right over there.

The structures of informational texts

https://www.youtube.com/watch?v=D0YUpfLofgQ

vtt

https://www.youtube.com/api/timedtext?v=D0YUpfLofgQ&ei=V1iUZYazGYG5mLAPhMSbuAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=7A2730E32255584AB4186054E80E586179254735.2BBE18B5EEF039EF1F0E0AB43AEE944DF7B52074&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.140 --> 00:00:01.310 - [David] Hello, readers. 00:00:01.310 --> 00:00:03.880 Let's talk about structure. 00:00:03.880 --> 00:00:06.310 When architects and engineers design a building, 00:00:06.310 --> 00:00:08.140 one of the considerations they have to make 00:00:08.140 --> 00:00:10.060 is structural support. 00:00:10.060 --> 00:00:11.750 How's this thing gonna stay upright? 00:00:11.750 --> 00:00:14.210 How do we make sure it doesn't blow over in the wind 00:00:14.210 --> 00:00:15.690 or collapse in an earthquake? 00:00:15.690 --> 00:00:16.830 And so they say, okay, 00:00:16.830 --> 00:00:19.450 maybe we'll put reinforcing steel in the concrete 00:00:19.450 --> 00:00:21.490 or put X-braces on the outside 00:00:21.490 --> 00:00:23.490 or big ol' pylons in the center. 00:00:23.490 --> 00:00:26.640 Well, writers do pretty much the same thing. 00:00:26.640 --> 00:00:28.970 When an author creates an informational text, 00:00:28.970 --> 00:00:31.110 they ask themselves the same question. 00:00:31.110 --> 00:00:32.990 How's this thing going to stay upright? 00:00:32.990 --> 00:00:36.180 How shall I structure this text? 00:00:36.180 --> 00:00:37.990 Because although it's not physical 00:00:37.990 --> 00:00:40.500 in the way that a building is physical, 00:00:40.500 --> 00:00:43.370 texts have structure. 00:00:43.370 --> 00:00:45.813 You can't touch them, but you can see them. 00:00:47.140 --> 00:00:49.910 Now, there are many ways to structure a piece of writing. 00:00:49.910 --> 00:00:52.740 But today, I wanna talk about five, 00:00:52.740 --> 00:00:56.450 chronology, compare and contrast, cause and effect, 00:00:56.450 --> 00:00:59.920 problem and solution, and description. 00:00:59.920 --> 00:01:01.800 Let's talk about each one in turn, 00:01:01.800 --> 00:01:05.440 using the medium of one of my favorite foods, pizza. 00:01:05.440 --> 00:01:08.070 I recognize that's a really weird-looking pizza. 00:01:08.070 --> 00:01:09.570 But you can learn anything. 00:01:09.570 --> 00:01:12.500 I'm going to get better at it before this video is over. 00:01:12.500 --> 00:01:13.940 So chronology. 00:01:13.940 --> 00:01:17.480 Chronology is events described in order. 00:01:17.480 --> 00:01:19.450 Chronos is Greek for time. 00:01:19.450 --> 00:01:22.970 So anything that has that distinctive C-H-R-O-N root 00:01:22.970 --> 00:01:24.730 is going to be about time. 00:01:24.730 --> 00:01:27.260 Chronicle, chronometer, chronically. 00:01:27.260 --> 00:01:29.110 You can suss out if a text is using 00:01:29.110 --> 00:01:30.620 a chronological structure 00:01:30.620 --> 00:01:33.150 if it's a sequence in a particular order, 00:01:33.150 --> 00:01:35.450 or if it's telling a story from history. 00:01:35.450 --> 00:01:37.940 Recipes are also chronological, right? 00:01:37.940 --> 00:01:39.530 In order to bake the cake properly, 00:01:39.530 --> 00:01:41.150 you have to turn the oven on first. 00:01:41.150 --> 00:01:43.510 And to that end, you can generally identify 00:01:43.510 --> 00:01:46.650 this text structure by looking for time words 00:01:46.650 --> 00:01:49.670 like first or last or finally. 00:01:49.670 --> 00:01:51.390 So a chronological account could be 00:01:51.390 --> 00:01:54.210 the history of the origins of modern day pizza 00:01:54.210 --> 00:01:55.820 in 19th century Naples 00:01:55.820 --> 00:01:59.100 or a step-by-step recipe for making pizza dough. 00:01:59.100 --> 00:02:03.546 Here's an example of the chronology of ordering pizza. 00:02:03.546 --> 00:02:05.700 This is how you order pizza. 00:02:05.700 --> 00:02:08.210 First, look up reviews or ask a neighbor 00:02:08.210 --> 00:02:10.220 to find the best pizza near you. 00:02:10.220 --> 00:02:13.000 Then call the pizza place and place your order. 00:02:13.000 --> 00:02:14.900 Be sure to give your address. 00:02:14.900 --> 00:02:17.220 Next, it's time to wait. 00:02:17.220 --> 00:02:19.000 When the pizza finally arrives, 00:02:19.000 --> 00:02:21.495 make sure to tip the delivery person. 00:02:21.495 --> 00:02:25.130 Compare and contrast, you've probably heard of this one. 00:02:25.130 --> 00:02:27.620 When a text compares two or more ideas, 00:02:27.620 --> 00:02:29.330 that's a compare and contrast. 00:02:29.330 --> 00:02:31.490 The compare step discusses similarities, 00:02:31.490 --> 00:02:32.640 how things are similar. 00:02:32.640 --> 00:02:34.670 And then the contrast step discusses 00:02:34.670 --> 00:02:36.890 how those things are different. 00:02:36.890 --> 00:02:40.130 Look for clue words like same or different, 00:02:40.130 --> 00:02:44.300 both and neither, in contrast, or on the other hand. 00:02:44.300 --> 00:02:45.680 Here's an example. 00:02:45.680 --> 00:02:46.880 When talking about pizza, 00:02:46.880 --> 00:02:49.590 a long-standing debate is often between deep-dish 00:02:49.590 --> 00:02:51.370 and thin-crust pizza. 00:02:51.370 --> 00:02:55.510 One benefit of deep-dish pizza is how efficient it is. 00:02:55.510 --> 00:02:56.560 Because of its thickness, 00:02:56.560 --> 00:02:59.960 a 12-inch deep-dish pie can serve six people. 00:02:59.960 --> 00:03:03.700 One drawback is that it can be quite messy to eat. 00:03:03.700 --> 00:03:06.460 Thin-crust pizza is good because it's less messy 00:03:06.460 --> 00:03:08.230 than deep-dish, but it's thin, 00:03:08.230 --> 00:03:11.520 so it takes a larger pizza, or multiple pizzas, 00:03:11.520 --> 00:03:13.240 to feed the same number of people 00:03:13.240 --> 00:03:15.380 as a deep-dish pizza can. 00:03:15.380 --> 00:03:16.540 Cause and effect. 00:03:16.540 --> 00:03:18.790 This one does what it says on the tin, right? 00:03:18.790 --> 00:03:22.740 It describes how one idea or event causes another. 00:03:22.740 --> 00:03:23.900 Here's an example. 00:03:23.900 --> 00:03:25.860 To celebrate my great report card, 00:03:25.860 --> 00:03:29.470 my parents let me order pizza with all my favorite toppings. 00:03:29.470 --> 00:03:33.130 After we ate, we were too stuffed to do anything else. 00:03:33.130 --> 00:03:35.400 Now, what caused us to get pizza? 00:03:35.400 --> 00:03:36.460 My great report card. 00:03:36.460 --> 00:03:38.500 What was the effect of the pizza? 00:03:38.500 --> 00:03:39.680 We were stuffed. 00:03:39.680 --> 00:03:41.150 Maybe it was a stuffed pizza. 00:03:41.150 --> 00:03:42.950 If you stuff yourself with stuffed pizza, 00:03:42.950 --> 00:03:44.140 does that make you more stuffed 00:03:44.140 --> 00:03:46.330 than if you stuff yourself with unstuffed pizza? 00:03:46.330 --> 00:03:47.760 You may scoff, but this is the stuff 00:03:47.760 --> 00:03:49.670 that keeps me up at night. 00:03:49.670 --> 00:03:51.690 Problem and solution. 00:03:51.690 --> 00:03:53.380 In this kind of text structure, 00:03:53.380 --> 00:03:55.100 the author describes a problem 00:03:55.100 --> 00:03:57.170 and then explains how that problem was solved. 00:03:57.170 --> 00:03:58.970 So imagine you want pizza, 00:03:58.970 --> 00:04:01.100 but you can't have traditional pizza 00:04:01.100 --> 00:04:02.250 because you're a celiac. 00:04:02.250 --> 00:04:03.680 You can't have wheat. 00:04:03.680 --> 00:04:05.720 Necessity is the mother of invention. 00:04:05.720 --> 00:04:07.810 Enter the cauliflower crust pizza 00:04:07.810 --> 00:04:09.770 made from cooked cauliflower, cheese, 00:04:09.770 --> 00:04:12.010 and a variety of gluten-free flours. 00:04:12.010 --> 00:04:13.120 All right, so what was the problem? 00:04:13.120 --> 00:04:15.540 You can't eat wheat and pizza dough is made of wheat. 00:04:15.540 --> 00:04:16.900 How do you solve that problem? 00:04:16.900 --> 00:04:19.200 By making pizza crust out of cauliflower, 00:04:19.200 --> 00:04:22.310 which I promise tastes better than it sounds. 00:04:22.310 --> 00:04:24.350 Finally, description. 00:04:24.350 --> 00:04:27.010 This is sort of like an encyclopedia entry 00:04:27.010 --> 00:04:29.840 that explains basic information about a topic. 00:04:29.840 --> 00:04:32.920 Like an explainer piece about what pizza is. 00:04:32.920 --> 00:04:34.430 I'm going to read this as though 00:04:34.430 --> 00:04:36.143 I have never heard of pizza before. 00:04:36.143 --> 00:04:37.000 (clears throat) 00:04:37.000 --> 00:04:40.560 Pizza, a round flatbread traditionally served warm, 00:04:40.560 --> 00:04:44.640 originated in Naples, Italy in the 19th century. 00:04:44.640 --> 00:04:48.020 This flatbread is generally baked at very high temperatures, 00:04:48.020 --> 00:04:50.030 topped with flavorful tomato sauce 00:04:50.030 --> 00:04:54.350 and melted mozzarella cheese and served in slices. 00:04:54.350 --> 00:04:56.970 If you find yourself looking at an informational text 00:04:56.970 --> 00:04:59.673 and you're struggling to figure out what the structure is, 00:04:59.673 --> 00:05:02.070 subtract the specifics. 00:05:02.070 --> 00:05:03.470 If you subtract the specifics, 00:05:03.470 --> 00:05:04.760 it'll help you think about the structure. 00:05:04.760 --> 00:05:08.280 And if it helps, you can substitute those specific details 00:05:08.280 --> 00:05:10.573 about the text with pizza. 00:05:11.540 --> 00:05:12.410 Is this silly? 00:05:12.410 --> 00:05:13.340 Yeah, of course. 00:05:13.340 --> 00:05:14.280 Does it work? 00:05:14.280 --> 00:05:15.620 I think it does. 00:05:15.620 --> 00:05:18.370 So is the text structured like a recipe 00:05:18.370 --> 00:05:20.050 or the history of pizza? 00:05:20.050 --> 00:05:22.490 If so, it's chronology. 00:05:22.490 --> 00:05:24.840 Is it comparing two kinds of pizza? 00:05:24.840 --> 00:05:27.160 Well, then it's a compare and contrast. 00:05:27.160 --> 00:05:29.050 Does it explain how a good report card 00:05:29.050 --> 00:05:30.590 led to a pizza dinner? 00:05:30.590 --> 00:05:32.500 It's cause and effect. 00:05:32.500 --> 00:05:35.790 Does it explain a pizza problem and how it was solved 00:05:35.790 --> 00:05:36.860 in a pizza way? 00:05:36.860 --> 00:05:39.680 Well, that's a problem-solution structure. 00:05:39.680 --> 00:05:42.370 And finally, does it straightforwardly describe 00:05:42.370 --> 00:05:44.820 what a pizza is without a detailed chronology, 00:05:44.820 --> 00:05:46.300 comparison, or problem? 00:05:46.300 --> 00:05:49.150 Because if so, that's a description. 00:05:49.150 --> 00:05:51.530 Those are only five possible ways 00:05:51.530 --> 00:05:52.920 to structure a piece of writing. 00:05:52.920 --> 00:05:55.070 They're by no means the only ways. 00:05:55.070 --> 00:05:57.100 But identifying these will give you the tools 00:05:57.100 --> 00:05:59.430 to learn even more structures 00:05:59.430 --> 00:06:03.010 so that you can better understand how writers shape ideas. 00:06:03.010 --> 00:06:04.080 I hope that this helped. 00:06:04.080 --> 00:06:06.410 And I also hope that you want pizza now, 00:06:06.410 --> 00:06:08.293 because I certainly do. 00:06:09.210 --> 00:06:11.553 You can learn anything, David out.

Learn How to Use Pixar in a Box with Your Students

https://www.youtube.com/watch?v=w4feKuG-xM0

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en

WEBVTT Kind: captions Language: en 00:00:03.060 --> 00:00:04.710 - Hey everyone, this is Jeremy Schieffelin 00:00:04.710 --> 00:00:06.050 from Khan Academy. 00:00:06.050 --> 00:00:08.690 Thanks so much for joining us in a long running series 00:00:08.690 --> 00:00:10.430 of Remote Learning 101. 00:00:10.430 --> 00:00:12.010 It's gone on a little longer than we expected 00:00:12.010 --> 00:00:14.770 at the beginning back in March, but we're happy to serve you 00:00:14.770 --> 00:00:16.590 with whatever is most of interest. 00:00:16.590 --> 00:00:19.170 We've heard from a lot of teachers across the country. 00:00:19.170 --> 00:00:20.910 They say Yeah, technology is hard 00:00:20.910 --> 00:00:22.790 and academics are hard right now. 00:00:22.790 --> 00:00:25.010 But motivation and engagement, sparking 00:00:25.010 --> 00:00:27.950 that fundamental curiosity and passion for learning 00:00:27.950 --> 00:00:29.760 is really the toughest thing to summon 00:00:29.760 --> 00:00:31.650 when everyone's feeling a little down. 00:00:31.650 --> 00:00:33.170 And so into that void, has stepped 00:00:33.170 --> 00:00:36.150 this amazing Khan Academy Ambassador, Laura gas, 00:00:36.150 --> 00:00:37.940 who is an incredible sixth grade teacher 00:00:37.940 --> 00:00:40.380 in Southern California, and who even before 00:00:40.380 --> 00:00:42.777 this crisis started, highly motivating her students 00:00:42.777 --> 00:00:45.840 with a very special part of Khan Academy that was built 00:00:45.840 --> 00:00:49.610 in collaboration with Pixar, which is called Pixar in a box. 00:00:49.610 --> 00:00:52.900 Basically, an online curriculum that's not about calculus, 00:00:52.900 --> 00:00:55.150 or algebra or AP U.S. History, 00:00:55.150 --> 00:00:58.290 but about how do you tell really amazing stories 00:00:58.290 --> 00:01:01.500 using both human ingenuity and technology. 00:01:01.500 --> 00:01:02.960 And so, I would love for you to learn 00:01:02.960 --> 00:01:06.220 from Laura about her experience and her recommendations. 00:01:06.220 --> 00:01:09.490 And I wanna give you a little bit of an extra bonus today. 00:01:09.490 --> 00:01:11.860 In the spirit of Pixar and innovation, 00:01:11.860 --> 00:01:13.750 we're gonna try a new way of asking questions 00:01:13.750 --> 00:01:15.170 for these webinars. 00:01:15.170 --> 00:01:17.750 So instead of just asking questions in the question box, 00:01:17.750 --> 00:01:20.110 and then waiting to see if your question will be answered, 00:01:20.110 --> 00:01:21.900 we're actually gonna use a new tool, 00:01:21.900 --> 00:01:25.223 which you gonna find @khan.co/pixarKhan. 00:01:26.060 --> 00:01:28.970 I will chat that into the chat area right now. 00:01:28.970 --> 00:01:31.250 And what you will find when you get there, is a list 00:01:31.250 --> 00:01:34.380 of questions coming in from teachers across the country 00:01:34.380 --> 00:01:37.600 that you can not only add to, but you can also upvote. 00:01:37.600 --> 00:01:40.080 So if you see question that you're really excited about, 00:01:40.080 --> 00:01:41.940 just go ahead and give it a thumbs up, 00:01:41.940 --> 00:01:43.560 and those will rise to the top. 00:01:43.560 --> 00:01:45.840 And those are the ones that will turn to Laura first 00:01:45.840 --> 00:01:48.340 to make sure they get priority answers. 00:01:48.340 --> 00:01:50.730 So that being said, Laura, we're so excited 00:01:50.730 --> 00:01:51.730 to have you here today. 00:01:51.730 --> 00:01:52.990 - Thank you - Thank you again 00:01:52.990 --> 00:01:54.410 for sharing your expertise in the midst 00:01:54.410 --> 00:01:56.100 of everything else going on. 00:01:56.100 --> 00:01:57.200 Take a moment to tell us about 00:01:57.200 --> 00:01:58.550 your own educational adventure 00:01:58.550 --> 00:02:00.571 and how you got to this moment. 00:02:00.571 --> 00:02:04.770 - Well, I'm a teacher here in Southern California. 00:02:04.770 --> 00:02:08.440 I've been teaching about 20 years now. 00:02:08.440 --> 00:02:13.440 And I teach in Victor Elementary School District, 00:02:14.162 --> 00:02:16.730 at a school called Galileo Academy. 00:02:16.730 --> 00:02:21.120 And I've been there teaching, I taught third grade 00:02:21.120 --> 00:02:24.890 then sixth grade, is what I'm currently teaching right now. 00:02:24.890 --> 00:02:26.930 - That's awesome, and tell us how things are going, 00:02:26.930 --> 00:02:29.160 like how is the remote learning going for you? 00:02:29.160 --> 00:02:31.010 What are you learning along the way? 00:02:31.010 --> 00:02:35.807 - Well, I've become much more technological (laughing). 00:02:37.080 --> 00:02:40.580 We've been really doing a lot of zoom classes 00:02:40.580 --> 00:02:43.860 and it's been really great. 00:02:43.860 --> 00:02:46.770 I'm able to see the kids still, and the kids are able 00:02:46.770 --> 00:02:51.323 to see me and I'm still able to give them some, 00:02:52.160 --> 00:02:53.450 a lot of different lessons. 00:02:53.450 --> 00:02:56.340 Today We even took a virtual tour 00:02:56.340 --> 00:02:58.580 of the Great Wall of China. 00:02:58.580 --> 00:03:00.160 So, it was pretty neat. 00:03:00.160 --> 00:03:01.280 Yeah. 00:03:01.280 --> 00:03:02.140 - That's awesome. 00:03:02.140 --> 00:03:03.980 Well clearly I can tell that you're really focused on 00:03:03.980 --> 00:03:05.650 that engagement and motivation piece, 00:03:05.650 --> 00:03:07.620 as well as the technology piece. 00:03:07.620 --> 00:03:09.120 So, why don't you tell us a little bit more 00:03:09.120 --> 00:03:10.150 about Pixar in a Box? 00:03:10.150 --> 00:03:11.030 Like, what is it? 00:03:11.030 --> 00:03:13.910 And why did you use it in your classroom in the first place? 00:03:13.910 --> 00:03:17.460 - Well, one of the reasons why I started using it, 00:03:17.460 --> 00:03:21.360 I actually started out as an elective. 00:03:21.360 --> 00:03:24.330 We were able to choose, each one of us were able to choose 00:03:24.330 --> 00:03:27.080 an elective, something that we really enjoyed doing, 00:03:27.080 --> 00:03:29.653 and not something that I really enjoyed doing. 00:03:31.200 --> 00:03:34.910 I really think that Pixar in a Box is, 00:03:34.910 --> 00:03:39.010 the art of storytelling by storytellers. 00:03:39.010 --> 00:03:41.020 Which is pretty fantastic. 00:03:41.020 --> 00:03:44.660 And so the last couple of years, I thought, 00:03:44.660 --> 00:03:48.620 this is such a fantastic, just these lessons 00:03:48.620 --> 00:03:51.960 are just amazing that I'm gonna actually use them 00:03:51.960 --> 00:03:53.230 in my writing block 00:03:53.230 --> 00:03:56.480 rather than just using them as an elective. 00:03:56.480 --> 00:03:59.330 And the kids, absolutely into it. 00:03:59.330 --> 00:04:02.250 They really have blossomed as writers 00:04:02.250 --> 00:04:06.550 and they really enjoy the process too. 00:04:06.550 --> 00:04:07.670 - That's awesome. 00:04:07.670 --> 00:04:10.320 And so tell us how you typically use it with your students. 00:04:10.320 --> 00:04:11.410 Like how do you roll it out? 00:04:11.410 --> 00:04:13.260 How do you get them excited about it? 00:04:14.470 --> 00:04:18.550 - Well, we usually do lessons per day but, say for example, 00:04:18.550 --> 00:04:20.010 the very first lessons. 00:04:20.010 --> 00:04:23.000 So we'll go to the art of storytelling. 00:04:23.000 --> 00:04:24.550 And in the art of storytelling, 00:04:25.713 --> 00:04:30.400 it's just so fantastic, all of those different lessons 00:04:30.400 --> 00:04:33.180 are just all about the storytelling. 00:04:33.180 --> 00:04:34.850 So the first thing that I like to do, 00:04:34.850 --> 00:04:37.910 is I'd like to show a Pixar short. 00:04:37.910 --> 00:04:42.220 What's amazing is Pixar has so many fantastic shorts 00:04:42.220 --> 00:04:46.210 and they are short and it's so great for the kids 00:04:46.210 --> 00:04:49.970 to be able to tell back the story and they'll be able 00:04:49.970 --> 00:04:53.370 to use those to help tell their stories. 00:04:53.370 --> 00:04:56.810 So we start with, we are storytellers. 00:04:56.810 --> 00:04:59.400 I don't think that the kids realize 00:04:59.400 --> 00:05:02.660 what great storytellers they truly are. 00:05:02.660 --> 00:05:06.610 They just don't know how to tell that story. 00:05:06.610 --> 00:05:10.860 Or, you know, and they learn how to do it in a Pixar way. 00:05:10.860 --> 00:05:15.590 So, first they learn what amazing storytellers they are. 00:05:15.590 --> 00:05:20.590 In the first lesson, it talks about the characters 00:05:21.200 --> 00:05:23.910 and the unique perspective of characters. 00:05:23.910 --> 00:05:28.910 And what we do is, it's so relatable 00:05:29.690 --> 00:05:33.670 to the kids because once we watch the videos, 00:05:33.670 --> 00:05:36.140 because that's another really important piece, 00:05:36.140 --> 00:05:40.100 there's always a video on there and Pixar 00:05:40.100 --> 00:05:45.100 has allowed us to see a lot of the different stories 00:05:45.260 --> 00:05:49.200 that come from people who actually work at Pixar 00:05:49.200 --> 00:05:52.610 that they are able to share their stories about 00:05:52.610 --> 00:05:54.970 how they became storytellers. 00:05:54.970 --> 00:05:59.390 So, then when it asks the student to do is then allows 00:05:59.390 --> 00:06:01.460 the student to self Reflect. 00:06:01.460 --> 00:06:04.740 But what's great is most of these kids have already seen 00:06:04.740 --> 00:06:05.990 these Pixar movies. 00:06:05.990 --> 00:06:10.990 So, they'll ask you, pick your three favorite, Okay. 00:06:12.130 --> 00:06:14.500 Now let's apply what we've learned. 00:06:14.500 --> 00:06:19.500 So, if there are like, for example, in the first activity 00:06:20.680 --> 00:06:23.270 it's about, you know, the emotions 00:06:23.270 --> 00:06:27.670 and it's about really starting to try to express a memory 00:06:27.670 --> 00:06:29.390 that they have. 00:06:29.390 --> 00:06:34.390 So, they'll take it and they'll put it in the same concept 00:06:34.930 --> 00:06:39.800 as that memory is a story that I can expand on. 00:06:39.800 --> 00:06:44.800 So that's what it asks the kids to actually draw 00:06:45.240 --> 00:06:50.090 on their own experiences to be able to 00:06:50.090 --> 00:06:53.500 tell those stories, which they soon find out 00:06:53.500 --> 00:06:55.900 that they are now storytellers. 00:06:55.900 --> 00:07:00.340 And then we work into just the structure 00:07:00.340 --> 00:07:05.193 of the story or that I've loved the what if activities. 00:07:06.070 --> 00:07:11.070 In one of them, the what if this happened or that happened. 00:07:11.090 --> 00:07:13.860 And what's fantastic is you can take, 00:07:13.860 --> 00:07:16.760 say, "The Incredibles", and then I'll ask the kids, 00:07:16.760 --> 00:07:19.620 well, who asked what if? 00:07:19.620 --> 00:07:22.240 What is that What if they asked? 00:07:22.240 --> 00:07:24.600 And they'll be able to tell me exactly 00:07:24.600 --> 00:07:26.050 what if there were superheroes 00:07:26.050 --> 00:07:28.880 that couldn't be superheroes anymore? 00:07:28.880 --> 00:07:30.440 Well, so there's your story. 00:07:30.440 --> 00:07:32.530 And that's how you can start it. 00:07:32.530 --> 00:07:36.440 And then after that, we'll work into character. 00:07:36.440 --> 00:07:40.360 The kids will start creating their characters 00:07:40.360 --> 00:07:45.360 which is really fantastic because once they really get 00:07:48.350 --> 00:07:50.870 their character developed, because we spend 00:07:50.870 --> 00:07:54.870 a lot of time on developing that one character. 00:07:54.870 --> 00:07:58.410 So once they get the character developed using 00:07:58.410 --> 00:08:02.210 that internal and external characteristics, 00:08:02.210 --> 00:08:05.100 they have to draw the character, they have to tell me 00:08:05.100 --> 00:08:06.293 who is this? 00:08:07.390 --> 00:08:09.520 Do they have a list? 00:08:09.520 --> 00:08:11.030 Do they limp? 00:08:11.030 --> 00:08:13.830 You know, and so they have to really define 00:08:13.830 --> 00:08:15.840 their characters really well. 00:08:15.840 --> 00:08:18.140 And so once they can define that character, 00:08:18.140 --> 00:08:23.140 they can then put the character into a world. 00:08:23.770 --> 00:08:26.470 So then we talk about setting, Okay. 00:08:26.470 --> 00:08:27.540 Let's go ahead 00:08:27.540 --> 00:08:29.890 and we'll talk about, what kind 00:08:29.890 --> 00:08:34.890 of world do you want to live in. 00:08:34.920 --> 00:08:37.910 And I love that one piece where it talks about 00:08:37.910 --> 00:08:40.160 the wants versus needs. 00:08:40.160 --> 00:08:44.680 Because it's an amazing way to start the story. 00:08:44.680 --> 00:08:47.460 They can, what does your character want? 00:08:47.460 --> 00:08:51.610 And what do they need to do to be able to go 00:08:52.450 --> 00:08:54.863 and get what they want? 00:08:56.030 --> 00:08:58.510 And then after we get our character, 00:08:58.510 --> 00:09:02.880 we wanna know, you know, What's happening to the character? 00:09:02.880 --> 00:09:04.770 Where are their stakes? 00:09:04.770 --> 00:09:07.210 You know, those kinds of things. 00:09:07.210 --> 00:09:10.270 Then we start looking into the story structure, 00:09:10.270 --> 00:09:14.480 which is where the kids really start to develop 00:09:16.100 --> 00:09:17.383 their story itself. 00:09:18.520 --> 00:09:22.400 The one thing that's absolutely amazing is this story spine. 00:09:22.400 --> 00:09:25.220 This story's spine is just something 00:09:25.220 --> 00:09:27.730 that gets their juices really flowing. 00:09:27.730 --> 00:09:31.590 The once upon a time, every day until one day 00:09:31.590 --> 00:09:33.220 and then because of that, because of that, 00:09:33.220 --> 00:09:35.570 because of that, until finally. 00:09:35.570 --> 00:09:38.600 And it's a great way to start the story. 00:09:38.600 --> 00:09:41.970 Sometimes what we'll do in class is, I'll put up 00:09:41.970 --> 00:09:45.807 the story spine and I say, "Okay kids, tell me 00:09:45.807 --> 00:09:46.900 "once upon a time." 00:09:46.900 --> 00:09:48.890 And we'll do it in a group and then the kids 00:09:48.890 --> 00:09:50.547 will tell me once upon, and then I said, 00:09:50.547 --> 00:09:52.640 "Okay now, every day what did they do?" 00:09:52.640 --> 00:09:54.700 And then somebody will tell me, this thought 00:09:54.700 --> 00:09:56.100 or the other thing. 00:09:56.100 --> 00:09:59.670 And then we'll have a class story that we can repeat 00:09:59.670 --> 00:10:01.620 and we Just have a really good time with that, 00:10:01.620 --> 00:10:04.220 because sometimes they turn out pretty funny. 00:10:04.220 --> 00:10:06.060 - You could even do that over Zoom this days, 00:10:06.060 --> 00:10:09.590 have that sort of like, class wide story building. 00:10:09.590 --> 00:10:13.830 - And then after we work through the story spine, 00:10:13.830 --> 00:10:18.830 I love that, the spine then turns into three different acts. 00:10:20.870 --> 00:10:22.930 So then we have act one. 00:10:22.930 --> 00:10:25.860 And then we have the three, there's act one, 00:10:25.860 --> 00:10:27.160 beginning, middle and end. 00:10:27.160 --> 00:10:31.327 Act one is the once upon a time, every day, until one day. 00:10:32.440 --> 00:10:34.760 So then we work through act one. 00:10:34.760 --> 00:10:38.180 And then we go on to act two, which is the because of, 00:10:38.180 --> 00:10:40.070 because of, because of, 00:10:40.070 --> 00:10:43.700 and we've worked through that and they get 00:10:43.700 --> 00:10:45.610 their middle meat part of the story. 00:10:45.610 --> 00:10:49.320 And then finally, we'll go on to act three, 00:10:49.320 --> 00:10:52.530 and that's until finally and then ever since then. 00:10:52.530 --> 00:10:56.630 And then they have a story, which is really fantastic. 00:10:56.630 --> 00:10:58.560 And then after that, what we do 00:10:58.560 --> 00:11:03.560 is then we'll start storyboarding our story. 00:11:03.570 --> 00:11:07.100 So we'll work through that and they can see 00:11:07.100 --> 00:11:09.400 what their story is gonna look like. 00:11:09.400 --> 00:11:13.270 And then once they have their story, we were talking 00:11:13.270 --> 00:11:16.710 a little bit earlier about, then they have, 00:11:16.710 --> 00:11:18.930 then they really get excited about writing 00:11:18.930 --> 00:11:20.840 their story into a script. 00:11:20.840 --> 00:11:25.840 So what we then do is we go to, there's an extension 00:11:25.970 --> 00:11:30.240 in Chrome, that is youMeScript. 00:11:30.240 --> 00:11:33.420 And the kids can download this into their Chromebooks 00:11:33.420 --> 00:11:36.340 and they can actually write a script. 00:11:36.340 --> 00:11:41.340 So, they end up having a complete story's full script. 00:11:41.670 --> 00:11:44.420 And sometimes we talk about, we're doing this 00:11:44.420 --> 00:11:47.623 and we're gonna go from beginning script to screen and, 00:11:48.530 --> 00:11:51.230 so sometimes, if we end up being able to have 00:11:51.230 --> 00:11:54.390 a little bit more time, we can maybe recorded it 00:11:54.390 --> 00:11:58.810 or do a live action or sometimes they can do claymation 00:11:58.810 --> 00:12:00.490 and do a stop motion. 00:12:00.490 --> 00:12:03.010 And so they get a complete story. 00:12:03.010 --> 00:12:06.090 But the other wonderful thing about this, we've been talking 00:12:06.090 --> 00:12:08.863 about narrative for a while here. 00:12:09.760 --> 00:12:13.650 This also, I have used in expository 00:12:13.650 --> 00:12:15.490 which has been really great. 00:12:15.490 --> 00:12:18.810 We will study something like the ancient cultures. 00:12:18.810 --> 00:12:23.280 And so what we'll do is, I will give them a prompt 00:12:23.280 --> 00:12:27.727 and tell them, "okay, now you are the character 00:12:27.727 --> 00:12:29.400 "in this ancient culture." 00:12:29.400 --> 00:12:33.350 So now you can then, they have to do the research 00:12:33.350 --> 00:12:37.480 on their ancient culture, they have to find out everything 00:12:37.480 --> 00:12:39.730 there is to know about that culture because they have 00:12:39.730 --> 00:12:41.890 to be able to write the setting for that. 00:12:41.890 --> 00:12:44.860 And then they can have an adventure. 00:12:44.860 --> 00:12:48.010 In the meantime, they're also learning 00:12:48.010 --> 00:12:51.340 how to write an expository to be able to show 00:12:51.340 --> 00:12:53.460 an ancient culture or even scientist, 00:12:53.460 --> 00:12:55.313 they can become scientists too. 00:12:56.170 --> 00:12:57.210 - That's awesome. 00:12:57.210 --> 00:12:58.043 - Yeah. 00:12:58.043 --> 00:12:59.870 - I have to tell you like, I am super impressed because 00:12:59.870 --> 00:13:02.140 not only is everything you shared the kind of stuff 00:13:02.140 --> 00:13:03.550 that I think any student would love to work 00:13:03.550 --> 00:13:07.130 on during normal times, it's a special kind of material 00:13:07.130 --> 00:13:08.290 that a student could work on, 00:13:08.290 --> 00:13:10.900 even in these very strange times, whether it's with 00:13:10.900 --> 00:13:14.212 the class or Zoom or on their own through assignments. 00:13:14.212 --> 00:13:15.270 - Yeah. 00:13:15.270 --> 00:13:16.510 - That being said, I know there are a tonne 00:13:16.510 --> 00:13:17.450 of questions coming in. 00:13:17.450 --> 00:13:18.830 I do wanna remind folks 00:13:18.830 --> 00:13:20.120 that if you wanna ask those questions, 00:13:20.120 --> 00:13:21.863 it's khan.co/pixarKhan. 00:13:23.470 --> 00:13:25.300 And if you don't mind, Laura, I'd love to start at the top 00:13:25.300 --> 00:13:27.610 with some of the top questions coming in. 00:13:27.610 --> 00:13:29.410 Okay, so I think this is kind of the elephant in the room 00:13:29.410 --> 00:13:32.620 at this point, which is Laura is a sixth grade teacher. 00:13:32.620 --> 00:13:35.100 But do you have any recommendations as far as like, 00:13:35.100 --> 00:13:37.070 would this work for younger elementary, 00:13:37.070 --> 00:13:38.630 would you recommend it all the way up to high school, 00:13:38.630 --> 00:13:40.460 like who is this really for? 00:13:40.460 --> 00:13:43.120 - Well, I'm actually going to be, 00:13:43.120 --> 00:13:45.370 next year I'm going to be doing third grade 00:13:45.370 --> 00:13:48.750 and I am gonna use it in my third grade class. 00:13:48.750 --> 00:13:51.680 I think this can be used for all ages. 00:13:51.680 --> 00:13:54.730 If you're in kindergarten and first grade, you can do it 00:13:54.730 --> 00:13:57.950 as a directed instruction and they do it a talk through 00:13:57.950 --> 00:14:00.973 in kindergarten and first grade, and even Second grade. 00:14:01.810 --> 00:14:04.270 Once you get to third grade, I think this 00:14:04.270 --> 00:14:09.270 is really something that they can absolutely do as well. 00:14:09.590 --> 00:14:11.960 When you reach the sixth grade is just gonna be 00:14:11.960 --> 00:14:14.610 a little bit more sophisticated writing, they're gonna 00:14:14.610 --> 00:14:18.680 have a little bit more, the language is gonna look 00:14:18.680 --> 00:14:20.180 a little bit different. 00:14:20.180 --> 00:14:24.490 But this can be used, I would suggest in kindergarten first 00:14:24.490 --> 00:14:28.210 and maybe even second, for it to be a whole class direct 00:14:28.210 --> 00:14:30.690 and maybe write a story all together. 00:14:30.690 --> 00:14:33.940 But third through six, it works out wonderfully. 00:14:33.940 --> 00:14:36.410 - Great, and we'll also mention, we've talked mostly about 00:14:36.410 --> 00:14:37.860 the storytelling element. 00:14:37.860 --> 00:14:40.010 But there are a number of technical sections focused 00:14:40.010 --> 00:14:42.900 on animation and visual design and all that. 00:14:42.900 --> 00:14:45.110 And those are actually recommended for fifth grade 00:14:45.110 --> 00:14:47.320 all the way through high school with some of the chances 00:14:47.320 --> 00:14:50.060 to really apply advanced offerings, if your students 00:14:50.060 --> 00:14:50.893 are hungry for that. 00:14:50.893 --> 00:14:53.550 So, definitely serves a wide range. 00:14:53.550 --> 00:14:54.793 - Yes, yes. 00:14:55.751 --> 00:15:00.300 I'd use the animation in my sixth grade class, 00:15:00.300 --> 00:15:02.867 but some of my kids will come and tell me, 00:15:02.867 --> 00:15:05.647 "Oh, we've already done this, you know, 00:15:05.647 --> 00:15:07.807 "we did this when I was in fourth grade, 00:15:07.807 --> 00:15:10.080 "or we did this when I was in fifth grade." 00:15:10.080 --> 00:15:15.080 So, it depends on, if the kids really loved it. 00:15:15.260 --> 00:15:18.190 Just really go in there and try and use it. 00:15:18.190 --> 00:15:20.990 - Very cool, and then, in terms of actually finding it, 00:15:20.990 --> 00:15:22.230 I'll send out this link again, 00:15:22.230 --> 00:15:25.217 but it's basically, right here in your chat. 00:15:25.217 --> 00:15:27.540 And if you ever have any trouble hunting it down, 00:15:27.540 --> 00:15:29.880 just flat out type Pixar into the search box, 00:15:29.880 --> 00:15:31.490 and there you go. 00:15:31.490 --> 00:15:32.323 Okay. 00:15:32.323 --> 00:15:35.470 So, next question that was coming in is, 00:15:35.470 --> 00:15:37.370 that unit that you describe a storytelling 00:15:37.370 --> 00:15:40.040 all the way from coming up with inspiration, 00:15:40.040 --> 00:15:41.790 to building a finished script, 00:15:41.790 --> 00:15:44.110 how long does it typically take Laura? 00:15:44.110 --> 00:15:47.653 - Well, it depends on the group. 00:15:48.670 --> 00:15:53.310 And, I think it's really important to when the kids 00:15:53.310 --> 00:15:56.270 are really working hard 00:15:56.270 --> 00:16:00.330 and they are so interested in these things. 00:16:00.330 --> 00:16:04.223 Take as much time as the kids wanna take. 00:16:05.070 --> 00:16:08.300 I typically will do a lesson a day, 00:16:08.300 --> 00:16:10.700 but there's quite a few times when I'll take, like 00:16:10.700 --> 00:16:12.680 the character development, sometimes 00:16:12.680 --> 00:16:17.110 they'll take maybe two to three days, because we really want 00:16:17.110 --> 00:16:20.780 to get that character really down. 00:16:20.780 --> 00:16:25.780 So, we can put him or her into, or it, into a whole bunch 00:16:26.660 --> 00:16:28.440 of different situations. 00:16:28.440 --> 00:16:32.230 So, I would typically do it, 00:16:32.230 --> 00:16:34.560 maybe a lesson every two days or so. 00:16:34.560 --> 00:16:37.310 The first couple of lessons are gonna take maybe, 00:16:37.310 --> 00:16:39.430 you know, an hour. 00:16:39.430 --> 00:16:42.150 But as you work through it and start getting into 00:16:42.150 --> 00:16:47.020 the meat of it, the act, the three acts, 00:16:47.020 --> 00:16:49.100 that's gonna take a little bit longer, 00:16:49.100 --> 00:16:52.123 maybe two to three weeks to get through that. 00:16:53.020 --> 00:16:56.560 But it's typically, we work on trimesters. 00:16:56.560 --> 00:16:59.640 So typically, in a trimester I can have 00:16:59.640 --> 00:17:01.830 all the Lessons finished. 00:17:01.830 --> 00:17:02.663 - That's great. 00:17:02.663 --> 00:17:04.530 So it sounds like if a teacher started right now, 00:17:04.530 --> 00:17:06.490 depending on when their school schedule goes through, 00:17:06.490 --> 00:17:07.590 they could probably finish it up 00:17:07.590 --> 00:17:08.790 by the end of the school year. 00:17:08.790 --> 00:17:11.600 You'd have a nice thing to end the summer with. 00:17:11.600 --> 00:17:13.950 - Yes, Yes, I think so. 00:17:13.950 --> 00:17:15.460 - Great. 00:17:15.460 --> 00:17:17.330 Now going back to the sort of mathematical piece 00:17:17.330 --> 00:17:19.890 that we alluded to, the more technical side of things. 00:17:19.890 --> 00:17:22.737 Can you talk about how that works, what that looks like, 00:17:22.737 --> 00:17:25.940 and how you may incorporate math into some of that? 00:17:25.940 --> 00:17:29.313 - Well, that's mostly for the ones that, 00:17:30.310 --> 00:17:32.230 when you look at the Pixar in the Box 00:17:32.230 --> 00:17:35.690 when you're looking at, there's with the animation, 00:17:35.690 --> 00:17:40.690 they are working through math with third in artistry. 00:17:40.740 --> 00:17:45.740 So, they're just learning how to plot and how to program, 00:17:47.020 --> 00:17:51.950 how to do the animation, how they're using animations. 00:17:51.950 --> 00:17:55.370 So, really in the animation there, 00:17:55.370 --> 00:17:58.540 that's where they're using the mouthpiece there. 00:17:58.540 --> 00:18:01.983 We don't do it as much but, 00:18:02.830 --> 00:18:04.140 the kids get right in there. 00:18:04.140 --> 00:18:09.140 And with the animation, there are so many tutorials in there 00:18:09.950 --> 00:18:13.430 that actually show them exactly what to do. 00:18:13.430 --> 00:18:18.430 And they plot it out for the kids. 00:18:18.580 --> 00:18:21.740 And it's so exciting with the one 00:18:21.740 --> 00:18:23.530 that you're showing round now with a bouncing ball, 00:18:23.530 --> 00:18:27.520 they get so excited when they get the bouncing ball. 00:18:27.520 --> 00:18:29.540 But most of the kids will go right in there, 00:18:29.540 --> 00:18:32.093 and plot it themselves. 00:18:32.970 --> 00:18:33.803 - Very cool. 00:18:33.803 --> 00:18:35.970 And then just sort of expand upon 00:18:35.970 --> 00:18:37.440 what we were talking about before. 00:18:37.440 --> 00:18:39.490 For each of these more technical sections, 00:18:39.490 --> 00:18:41.050 there's both an introduction, 00:18:41.050 --> 00:18:43.730 and then a more advanced mathematical section. 00:18:43.730 --> 00:18:45.160 So if you have fifth graders, you can start with 00:18:45.160 --> 00:18:46.700 the intro and stop there. 00:18:46.700 --> 00:18:47.880 If you have middle or high schoolers, 00:18:47.880 --> 00:18:49.670 you can even go all the way to the end. 00:18:49.670 --> 00:18:50.503 - Exactly. 00:18:51.550 --> 00:18:53.140 - Great. 00:18:53.140 --> 00:18:54.040 What do you think about this 00:18:54.040 --> 00:18:56.050 as a whole course versus supplement? 00:18:56.050 --> 00:18:56.883 Think it goes back to 00:18:56.883 --> 00:18:59.400 that elective versus integrated approach? 00:18:59.400 --> 00:19:01.630 - Well, I have to say that when I gave it 00:19:01.630 --> 00:19:04.530 as an elective, I only had an hour, maybe a couple of days 00:19:04.530 --> 00:19:09.330 a week, and the kids wanted more, more and more. 00:19:09.330 --> 00:19:11.510 And because they've really enjoyed it, 00:19:11.510 --> 00:19:15.440 they also enjoy watching the Pixar movies in short. 00:19:15.440 --> 00:19:18.090 So everybody wanted to be in 00:19:18.090 --> 00:19:20.890 that particular elective. 00:19:20.890 --> 00:19:25.890 But, I think that this is such an incredible program, 00:19:26.030 --> 00:19:31.030 Pixar in the Box, that it it helps the students so much 00:19:31.270 --> 00:19:33.690 with their writing and their writing block. 00:19:33.690 --> 00:19:37.660 I think it's just, I use it in my writing block, 00:19:37.660 --> 00:19:40.220 and I will continue to use it in my writing book 00:19:40.220 --> 00:19:43.420 for my whole class, from now on because, 00:19:43.420 --> 00:19:48.420 I just think the quality of their writing 00:19:48.930 --> 00:19:51.380 that's coming out is fantastic. 00:19:51.380 --> 00:19:53.070 And then when they writing in the scripts, 00:19:53.070 --> 00:19:55.410 they also start learning about dialogue, 00:19:55.410 --> 00:19:58.060 and they also start learning about, 00:19:58.060 --> 00:20:00.990 they learn about how to place the action 00:20:00.990 --> 00:20:02.360 and those sorts of things 00:20:02.360 --> 00:20:04.510 and, I just like it. 00:20:04.510 --> 00:20:07.970 I would recommend doing it as a writing block. 00:20:07.970 --> 00:20:08.803 - Wonderful. 00:20:09.690 --> 00:20:11.820 I know folks are asking about Google Classroom, 00:20:11.820 --> 00:20:13.150 which is something that you mentioned to me before 00:20:13.150 --> 00:20:14.480 we got started here. 00:20:14.480 --> 00:20:17.300 What do you recommend there as far as the integration? 00:20:17.300 --> 00:20:21.200 - Well, I really have to say, Khan Academy has done 00:20:21.200 --> 00:20:24.380 an amazing, and Pixar together, have done an amazing job 00:20:24.380 --> 00:20:29.040 with creating the Pixar in a Box when the lesson. 00:20:29.040 --> 00:20:31.880 So the lessons are just right there for you. 00:20:31.880 --> 00:20:35.340 But then what I would do is, I would go ahead 00:20:35.340 --> 00:20:37.363 and create a Google Classroom. 00:20:38.260 --> 00:20:41.040 And then you can share that with your students 00:20:41.040 --> 00:20:44.250 and that gives your students an opportunity 00:20:44.250 --> 00:20:48.350 to start adding all of the lessons there, so you can see 00:20:48.350 --> 00:20:50.580 all the different things they're doing. 00:20:50.580 --> 00:20:52.720 I've had quite a few students, what they'll do is 00:20:52.720 --> 00:20:55.210 they'll take pictures of their character 00:20:55.210 --> 00:21:00.020 with them, side by side and they'll send that to me. 00:21:00.020 --> 00:21:04.580 You can have each, you can separate your Google Classroom 00:21:04.580 --> 00:21:06.893 into different activities. 00:21:07.740 --> 00:21:12.630 Start with the storytelling activity 1, 2, 3, 4 00:21:12.630 --> 00:21:14.740 and then work it that way. 00:21:14.740 --> 00:21:17.240 And then you're able to see what the kids are able 00:21:18.304 --> 00:21:20.900 to create when you're there. 00:21:20.900 --> 00:21:22.780 And then we also do, you know, 00:21:22.780 --> 00:21:26.530 our distance learning Zoom meetings, and kids are able 00:21:26.530 --> 00:21:29.740 to share all of their information that way too. 00:21:29.740 --> 00:21:31.880 But I think Google Classroom is probably one 00:21:31.880 --> 00:21:35.410 of the best ways to get some assignments and be able 00:21:35.410 --> 00:21:38.360 to give your kids some feedback on how well they're doing. 00:21:38.360 --> 00:21:39.310 - That's great. 00:21:39.310 --> 00:21:42.130 And so we do something as simple as take that URL right out 00:21:42.130 --> 00:21:44.750 of the assignment or the exercise, and then paste it 00:21:44.750 --> 00:21:46.940 into an assignment in Google Classroom. 00:21:46.940 --> 00:21:47.860 - That's it. 00:21:47.860 --> 00:21:49.340 - Okay, cool. 00:21:49.340 --> 00:21:50.203 That's awesome. 00:21:51.730 --> 00:21:53.840 As far as a teacher guide, obviously it's gonna feel 00:21:53.840 --> 00:21:55.330 a little overwhelming at first cause it's such 00:21:55.330 --> 00:21:57.590 a big piece of content. 00:21:57.590 --> 00:21:59.860 Any sort of resources you found that are useful for like, 00:21:59.860 --> 00:22:02.410 digging in and making those first steps. 00:22:02.410 --> 00:22:05.690 - Well, again, when you're going 00:22:05.690 --> 00:22:10.070 to the Pixar in a Box, what I would suggest doing 00:22:10.070 --> 00:22:13.160 is just looking at that educators guide 00:22:13.160 --> 00:22:18.160 and it really will explain a lot of the, 00:22:18.990 --> 00:22:21.050 what's behind Pixar on a box? 00:22:21.050 --> 00:22:24.270 And how the lessons were created. 00:22:24.270 --> 00:22:28.070 And I would just go through each one of the lessons. 00:22:28.070 --> 00:22:31.810 And teachers are just amazing kinds of people, 00:22:31.810 --> 00:22:34.260 they always take things and they do it 00:22:34.260 --> 00:22:35.450 and make it their own. 00:22:35.450 --> 00:22:38.790 Some of the things that I have done, I have added 00:22:38.790 --> 00:22:42.460 a little bit to their learning. 00:22:42.460 --> 00:22:45.520 So really look at it and try to make it your own. 00:22:45.520 --> 00:22:48.987 You might see something and go, "Oh, this is fantastic. 00:22:48.987 --> 00:22:51.827 "That's why I added bragging scripts to it." 00:22:54.060 --> 00:22:56.400 I would suggest going through each, look at 00:22:56.400 --> 00:22:59.210 that educators guide and then I would actually look 00:22:59.210 --> 00:23:00.870 through each one of the lessons. 00:23:00.870 --> 00:23:02.760 And they're pretty straightforward 00:23:02.760 --> 00:23:05.590 because they've done a great job at explaining exactly 00:23:05.590 --> 00:23:07.840 what they want the student to learn. 00:23:07.840 --> 00:23:08.673 - That's awesome. 00:23:08.673 --> 00:23:10.420 Okay we shared that link there. 00:23:10.420 --> 00:23:12.010 I know someone else is asking for a link to 00:23:12.010 --> 00:23:14.943 that script writing extension, we'll put that in as well. 00:23:15.870 --> 00:23:17.120 Let's see what else here. 00:23:18.380 --> 00:23:20.460 Can we see a finished product? 00:23:20.460 --> 00:23:21.640 You don't have to violate any 00:23:21.640 --> 00:23:24.690 of your student's confidentiality or PII, 00:23:24.690 --> 00:23:25.577 but can you give folks a sense of like, 00:23:25.577 --> 00:23:27.727 what your sixth graders are coming up with? 00:23:28.580 --> 00:23:32.498 - Well, I've been getting a lot of stories about unicorns. 00:23:32.498 --> 00:23:34.130 (laughing) 00:23:34.130 --> 00:23:38.253 A lot of pictures of unicorns and things like that. 00:23:39.120 --> 00:23:43.060 I wish I could, I had some of those things, 00:23:43.060 --> 00:23:45.430 but we left before we got to get 00:23:45.430 --> 00:23:47.670 a lot of the finished products. 00:23:47.670 --> 00:23:50.290 But, a lot of the students, some of the students 00:23:50.290 --> 00:23:55.060 will come up with amazing narrative scripts about things 00:23:55.060 --> 00:23:58.973 that are happening in their own lives, 00:23:59.845 --> 00:24:04.230 and, I just I wish I had some to show you 00:24:04.230 --> 00:24:07.350 but, you're gonna be amazed at what you find 00:24:07.350 --> 00:24:08.870 and what you guys are gonna get. 00:24:08.870 --> 00:24:10.830 Some of the pictures that they draw for me 00:24:10.830 --> 00:24:14.100 and then with the characteristics, you have to draw on 00:24:14.100 --> 00:24:17.760 the outside, the external and then the inside, the internal 00:24:17.760 --> 00:24:21.250 and some of the pictures these guys are sending me, 00:24:21.250 --> 00:24:23.580 you can tell they really enjoy it. 00:24:23.580 --> 00:24:25.610 - That's awesome and especially right now I think. 00:24:25.610 --> 00:24:27.340 You know, like talking about 00:24:27.340 --> 00:24:29.950 the really tough emotions of this moment. 00:24:29.950 --> 00:24:31.900 And for students to have an outlet to share 00:24:31.900 --> 00:24:33.590 how they're feeling, even 00:24:33.590 --> 00:24:35.590 if it's through a fictional scripts, 00:24:35.590 --> 00:24:38.060 like it's so powerful to be able to get that out there. 00:24:38.060 --> 00:24:38.893 - Yeah. 00:24:39.930 --> 00:24:40.763 - Okay. 00:24:41.970 --> 00:24:44.490 As far as the scripting piece, I don't know if you're able 00:24:44.490 --> 00:24:46.370 to speak to this Laura, but have you heard 00:24:46.370 --> 00:24:48.360 of anyone doing something similar on an iPad, 00:24:48.360 --> 00:24:50.470 if they don't have access to Chromebooks? 00:24:50.470 --> 00:24:53.110 Maybe a scripting app or something like that. 00:24:53.110 --> 00:24:56.740 - You should be able to, if you go into Chrome 00:24:56.740 --> 00:25:00.320 and you're opened up, you should be able to access 00:25:00.320 --> 00:25:03.310 the YouMeScript on any device that you have. 00:25:03.310 --> 00:25:07.470 I haven't had any one tell me that they haven't been able 00:25:07.470 --> 00:25:12.410 to access it because it's an actual, app that comes from 00:25:12.410 --> 00:25:13.690 the Chrome Web Store. 00:25:13.690 --> 00:25:15.082 - Yeah. - So if you 00:25:15.082 --> 00:25:17.460 have Chrome you should be able to find and have it. 00:25:17.460 --> 00:25:19.540 - So it looks like the extension is a nice thing if you do 00:25:19.540 --> 00:25:21.600 have Chromebooks, but even if you just have a web browser, 00:25:21.600 --> 00:25:25.120 like Safari on an iPad, you can still go to youmescript.com 00:25:25.120 --> 00:25:26.810 and get started it looks like. 00:25:26.810 --> 00:25:27.980 - you should be able to do that. 00:25:27.980 --> 00:25:28.853 Yeah. 00:25:28.853 --> 00:25:29.686 - Great. 00:25:30.687 --> 00:25:32.873 Then sort of the question around, 00:25:34.040 --> 00:25:35.970 isolation versus whole unit, 00:25:35.970 --> 00:25:40.220 obviously, there's a huge cornucopia of lessons here. 00:25:40.220 --> 00:25:42.100 Do you think it's okay just to sort of pick and choose, 00:25:42.100 --> 00:25:43.790 like hey, if they wanna do a little bit of geometry 00:25:43.790 --> 00:25:45.950 or a little bit of stat, or is it really better 00:25:45.950 --> 00:25:48.880 to go through that full unit of storytelling? 00:25:48.880 --> 00:25:52.750 - Well, it's better to go from beginning to end, 00:25:52.750 --> 00:25:54.260 especially with storytelling. 00:25:54.260 --> 00:25:55.993 Now with the animation, 00:25:59.980 --> 00:26:03.170 some of them build upon the other ones. 00:26:03.170 --> 00:26:06.130 So it's really better to go in the sequence 00:26:06.130 --> 00:26:09.303 of how the lessons are provided for you. 00:26:10.360 --> 00:26:13.660 - Makes sense, Yeah, I think storytelling is such a like, 00:26:13.660 --> 00:26:16.640 additive cumulative process, that you don't wanna just dip 00:26:16.640 --> 00:26:17.840 in and out for that one. 00:26:18.970 --> 00:26:21.000 What about this question, especially for younger students. 00:26:21.000 --> 00:26:23.330 So maybe like, sixth graders and below, 00:26:23.330 --> 00:26:25.530 obviously anytime you have students who are under 13, 00:26:25.530 --> 00:26:27.260 there are very specific policies in place 00:26:27.260 --> 00:26:28.920 when it comes to technology. 00:26:28.920 --> 00:26:30.850 Do your students actually have Khan Academy logins, 00:26:30.850 --> 00:26:32.610 or is that actually irrelevant? 00:26:32.610 --> 00:26:36.170 Every single one of my kids has Khan Academy login. 00:26:36.170 --> 00:26:41.170 That's one thing that we have emphasized. 00:26:42.510 --> 00:26:43.820 It's been incredible to be able 00:26:43.820 --> 00:26:48.150 to be a Khan Academy ambassador because I've been able to, 00:26:48.150 --> 00:26:50.920 specifically at my site, be able to show 00:26:50.920 --> 00:26:54.380 all the teachers how to get on Khan Academy, 00:26:54.380 --> 00:26:58.960 how to get their classroom set up, all of that. 00:26:58.960 --> 00:27:01.440 And so they are able to, every single one 00:27:01.440 --> 00:27:04.670 of our teachers are able to use Khan Academy 00:27:04.670 --> 00:27:08.423 and they all have their own accounts on Khan Academy. 00:27:09.290 --> 00:27:11.620 - Great, I'll just mention like, I think that's probably 00:27:11.620 --> 00:27:14.250 the best scenario in the sense that that way, you can track 00:27:14.250 --> 00:27:16.120 their progress using Khan Academy reports 00:27:16.120 --> 00:27:17.330 and things like that. 00:27:17.330 --> 00:27:20.190 However, I know these are very different circumstances 00:27:20.190 --> 00:27:21.460 than we're used to. 00:27:21.460 --> 00:27:23.160 And so if you're just like, I wanna roll this out, 00:27:23.160 --> 00:27:25.430 but I don't have time for another platform, another set 00:27:25.430 --> 00:27:30.020 of passwords, like we were just saying a second ago, 00:27:30.020 --> 00:27:32.010 you can always come over to Google Classroom 00:27:32.010 --> 00:27:36.130 or whatever LMS is, and just flat out paste the URL in. 00:27:36.130 --> 00:27:38.862 Anyone can access it, even without a login. 00:27:38.862 --> 00:27:39.695 - Right. - and then just say, 00:27:39.695 --> 00:27:41.247 "Hey, send me your finished product. 00:27:41.247 --> 00:27:43.107 "Send me your brainstorm, send me your script, 00:27:43.107 --> 00:27:44.580 "send me whatever." 00:27:44.580 --> 00:27:46.510 And then, your students get all the benefit 00:27:46.510 --> 00:27:48.140 of all this goodness, without having 00:27:48.140 --> 00:27:50.480 to create another password, another registration process. 00:27:50.480 --> 00:27:52.030 So, just throwing it out there. 00:27:54.380 --> 00:27:55.343 Let's see here. 00:27:56.610 --> 00:27:58.530 Here's a really interesting question 00:27:58.530 --> 00:28:00.860 around special education students. 00:28:00.860 --> 00:28:03.640 So actually, we did a session dedicated to this audience 00:28:03.640 --> 00:28:04.600 a couple weeks ago, which was one 00:28:04.600 --> 00:28:07.200 of our most registered sessions ever. 00:28:07.200 --> 00:28:08.420 And there's a real concern right now 00:28:08.420 --> 00:28:10.070 that I think, every student feels like 00:28:10.070 --> 00:28:11.370 they're being left behind in some ways, 00:28:11.370 --> 00:28:14.200 but special education students have unique challenges 00:28:14.200 --> 00:28:16.630 that we have to solve as educators right now. 00:28:16.630 --> 00:28:18.480 Do you think that this program could work 00:28:18.480 --> 00:28:21.830 for that audience and drive that same level of engagement? 00:28:21.830 --> 00:28:23.360 - Yeah absolutely. 00:28:23.360 --> 00:28:27.193 I work pretty closely with our special ed team. 00:28:30.183 --> 00:28:33.520 And I'll go back to when I was doing it as an elective. 00:28:33.520 --> 00:28:36.300 I had some of the kids that were from sped 00:28:36.300 --> 00:28:40.300 that came into my classroom and they were going through 00:28:40.300 --> 00:28:42.290 all the lessons together with us. 00:28:42.290 --> 00:28:47.290 But we work closely together and I absolutely, 00:28:47.670 --> 00:28:51.040 some of those sped kids have great imaginations, 00:28:51.040 --> 00:28:56.040 and i think that they can do it without any problems. 00:28:56.340 --> 00:28:57.173 - Cool. 00:28:57.173 --> 00:28:59.010 Yeah, it does feel like this is really happening something, 00:28:59.010 --> 00:29:00.880 pretty universal in this moment, 00:29:00.880 --> 00:29:03.230 which is our desire to tell our stories. 00:29:03.230 --> 00:29:05.980 And doesn't matter where you're coming from or whatever, 00:29:05.980 --> 00:29:08.410 like this is a chance to really have that outlet. 00:29:08.410 --> 00:29:09.243 - Great. 00:29:09.243 --> 00:29:10.076 - Cool. 00:29:10.076 --> 00:29:12.410 Well, I know we're at the bottom of the hour, 00:29:12.410 --> 00:29:13.470 and I wanna respect your time law, 00:29:13.470 --> 00:29:15.703 cause I know you have your own students to serve. 00:29:16.620 --> 00:29:18.060 Any final words of wisdom that you 00:29:18.060 --> 00:29:20.610 wanna leave your fellow educators with, as they go off 00:29:20.610 --> 00:29:21.710 on their own journeys. 00:29:24.170 --> 00:29:27.823 - Like I say, Pixar in a Box, 00:29:29.510 --> 00:29:31.590 it's just the art of storytelling. 00:29:31.590 --> 00:29:34.470 And we are gonna create a generations, 00:29:34.470 --> 00:29:36.870 if we continue to use this. 00:29:36.870 --> 00:29:40.440 We're gonna create a generation of storytellers, 00:29:40.440 --> 00:29:42.960 which I think is gonna be fantastic. 00:29:42.960 --> 00:29:47.943 And, I would just keep plugging away and, like I say, 00:29:48.980 --> 00:29:52.940 it's very straightforward, it's pretty easy to use, 00:29:52.940 --> 00:29:57.700 and, you just can't imagine the wonderful stories 00:29:57.700 --> 00:29:59.900 that you're gonna get from your kids. 00:29:59.900 --> 00:30:00.733 - Cool. 00:30:00.733 --> 00:30:01.566 I think that's what we all need 00:30:01.566 --> 00:30:03.260 a little bit more of right now. 00:30:03.260 --> 00:30:05.280 Right, thank you for sharing your story, Laura. 00:30:05.280 --> 00:30:07.700 And then I wish everyone else incredible adventures yet 00:30:07.700 --> 00:30:09.740 to come and stories yet to be written. 00:30:09.740 --> 00:30:12.920 And please, please, please wish you all incredible success 00:30:12.920 --> 00:30:14.150 on that tough road ahead. 00:30:14.150 --> 00:30:15.110 Thank you so much, Laura. 00:30:15.110 --> 00:30:16.060 Thanks to everyone. 00:30:17.082 --> 00:30:18.043 Hi y'all.

Khan Academy Best Practices for Supporting Students in Special Education

https://www.youtube.com/watch?v=rRVUnuXHd5Q

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https://www.youtube.com/api/timedtext?v=rRVUnuXHd5Q&ei=V1iUZbDWHuSnp-oPwIyYmAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=357F6D77B0A86C92473B111F5D730BF8BB9ACE9B.BEE80FF5B23BB2A1D7276B28F5EDFDE6C190FA98&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:03.270 --> 00:00:04.900 - Hi, everyone, this is Jeremy Schifeling's 00:00:04.900 --> 00:00:06.340 from Khan Academy. 00:00:06.340 --> 00:00:08.170 Hope you're having a good hump Day. 00:00:08.170 --> 00:00:10.560 I know we're kind of in a hub season right now 00:00:10.560 --> 00:00:12.800 trying to get over this big thing as a society. 00:00:12.800 --> 00:00:15.480 So, I appreciate you making time out of everything going on 00:00:15.480 --> 00:00:18.030 in your lives, both professionally and personally 00:00:18.030 --> 00:00:19.130 to be with us. 00:00:19.130 --> 00:00:20.930 And speaking of that, I have to give a huge shout out 00:00:20.930 --> 00:00:23.640 to Chris Casper here, because Chris is not only 00:00:23.640 --> 00:00:26.400 a dedicated special education teacher in Arizona, 00:00:26.400 --> 00:00:29.280 he's also the father of three kids, five and under. 00:00:29.280 --> 00:00:32.110 So, when we talk about work life balance, 00:00:32.110 --> 00:00:33.930 Chris is juggling as many balls in the air 00:00:33.930 --> 00:00:35.490 as you can imagine. 00:00:35.490 --> 00:00:37.450 And so we really appreciate you taking time out 00:00:37.450 --> 00:00:39.500 of all that chaos to share your expertise 00:00:39.500 --> 00:00:40.920 with us today, Chris. 00:00:40.920 --> 00:00:42.940 - Absolutely, happy to be here. 00:00:42.940 --> 00:00:45.400 - So just to give folks a sense of where you're coming from, 00:00:45.400 --> 00:00:47.860 tell us a little bit about sort of what you do 00:00:47.860 --> 00:00:50.000 as an educator in normal times, 00:00:50.000 --> 00:00:51.820 and then how you're coping today given these 00:00:51.820 --> 00:00:53.373 very abnormal times we live in. 00:00:54.540 --> 00:00:57.700 - So, on a day to day basis outside of a pandemic, 00:00:57.700 --> 00:01:00.180 I do special education math. 00:01:00.180 --> 00:01:03.410 Specifically, I have an ELA counterpart. 00:01:03.410 --> 00:01:06.780 And I do this year I'm doing seventh and eighth grade. 00:01:06.780 --> 00:01:09.750 Last year, I did fourth through eighth grade. 00:01:09.750 --> 00:01:11.650 And so I do a little bit of pull up, 00:01:11.650 --> 00:01:14.340 but most of my stuff is pushing, 00:01:14.340 --> 00:01:17.113 helping support the students and the teachers. 00:01:18.790 --> 00:01:22.140 - Cool, and how are things starting to shift for you, 00:01:22.140 --> 00:01:23.920 as you've gotten to this remote learning environment 00:01:23.920 --> 00:01:25.310 all of a sudden, especially given 00:01:25.310 --> 00:01:26.660 special education students. 00:01:28.611 --> 00:01:30.720 - Special education students, for me, 00:01:30.720 --> 00:01:32.153 it hasn't changed a lot. 00:01:33.120 --> 00:01:34.813 I'm meeting more one on one. 00:01:35.810 --> 00:01:37.580 Rather than like groups of three or four, 00:01:37.580 --> 00:01:39.800 I'm just having kids schedule their time. 00:01:39.800 --> 00:01:41.560 But before the pandemic started, 00:01:41.560 --> 00:01:46.240 I was using Khan Academy to track and do goal progress stuff 00:01:46.240 --> 00:01:50.140 with the students and allow them to track their own progress 00:01:50.140 --> 00:01:52.650 and be aware of what they need to be working on. 00:01:52.650 --> 00:01:55.773 So, that part of it hasn't changed a lot for me, 00:01:56.670 --> 00:02:00.150 from pre-pandemic to currently. 00:02:00.150 --> 00:02:03.040 - Cool, I love that you're still that lifeline for students, 00:02:03.040 --> 00:02:04.360 even on a one on one basis, 00:02:04.360 --> 00:02:05.610 'cause I know that's hard to scale, 00:02:05.610 --> 00:02:07.363 but so important for students. 00:02:08.920 --> 00:02:13.650 - Yeah, and I haven't been pushing it a ton 00:02:13.650 --> 00:02:16.283 because they have so much other stuff going on. 00:02:17.586 --> 00:02:20.820 So, it's been a few emails, just checking in. 00:02:20.820 --> 00:02:22.880 I've done a few video conferencing 00:02:23.817 --> 00:02:27.300 experiences with them, which has been interesting. 00:02:27.300 --> 00:02:30.480 But yeah just letting them know that I'm here 00:02:30.480 --> 00:02:33.750 if they need to talk, if they need to see my face, 00:02:33.750 --> 00:02:35.130 if that's helpful. 00:02:35.130 --> 00:02:38.570 And then just reminders that these can still access. 00:02:38.570 --> 00:02:40.440 And I still need them to access that stuff 00:02:40.440 --> 00:02:43.810 that they've been doing on Khan before the pandemic. 00:02:43.810 --> 00:02:46.080 - Cool, and talk to us a little bit about sort of 00:02:46.080 --> 00:02:47.960 what your expectations are with Khan Academy, 00:02:47.960 --> 00:02:49.620 especially in this moment. 00:02:49.620 --> 00:02:51.160 So, that folks who are trying to replicate that 00:02:51.160 --> 00:02:53.200 for maybe the first time can get a sense 00:02:53.200 --> 00:02:54.300 of how to approach it. 00:02:56.190 --> 00:02:59.520 - So Khan Academy, in terms of special education 00:02:59.520 --> 00:03:01.160 how I use it. 00:03:01.160 --> 00:03:05.453 All the kids that are on my service roster are in my class. 00:03:06.584 --> 00:03:09.310 And it's, I think the name changes every year this year, 00:03:09.310 --> 00:03:10.510 it might just be Casper. 00:03:11.670 --> 00:03:13.283 So, they're all in my class. 00:03:14.150 --> 00:03:19.150 And then from there, I assign them specific standards 00:03:19.150 --> 00:03:22.363 based on their goals in their IEPs. 00:03:23.540 --> 00:03:28.263 So, if I have, I think I have a caseload of 14 this year, 00:03:29.360 --> 00:03:32.040 so I assign 14 students different 00:03:33.540 --> 00:03:35.300 assignments based on their goal. 00:03:35.300 --> 00:03:38.230 So, if I have an eighth grader who's working 00:03:38.230 --> 00:03:40.003 on one step equations, 00:03:40.910 --> 00:03:44.730 their assignments will be gauged towards one step equations. 00:03:44.730 --> 00:03:48.760 And then one of the things I really like about Khan Academy 00:03:48.760 --> 00:03:53.240 is I can scaffold them up to that. 00:03:53.240 --> 00:03:57.330 So, I might assign just combining like terms, 00:03:57.330 --> 00:04:00.010 and they show that they mastered those different 00:04:00.010 --> 00:04:02.430 components of solving equations, 00:04:02.430 --> 00:04:04.030 I give them the actual equation. 00:04:06.050 --> 00:04:07.770 - cool, just sort of illustrate 00:04:07.770 --> 00:04:09.250 what you're talking about here. 00:04:09.250 --> 00:04:10.370 Obviously, you can make assignments 00:04:10.370 --> 00:04:12.240 from your Khan Academy classroom, 00:04:12.240 --> 00:04:13.640 where you can search for the exact thing 00:04:13.640 --> 00:04:15.960 that you wanna hand out throughout your exercises 00:04:15.960 --> 00:04:19.710 in that area, and then assign it not just your whole class, 00:04:19.710 --> 00:04:21.570 but the individual students. 00:04:21.570 --> 00:04:22.920 So, you get that sort of differentiation 00:04:22.920 --> 00:04:24.520 that you were alluding to there. 00:04:26.590 --> 00:04:30.293 - And one of the most helpful things for me is, 00:04:31.795 --> 00:04:35.210 when I've written that IEP, and it's enforced, 00:04:35.210 --> 00:04:37.160 I'll go on Khan. 00:04:37.160 --> 00:04:42.160 And I'll assign the standardized assignments that they need. 00:04:42.260 --> 00:04:44.640 And then I'll change the due dates based on 00:04:44.640 --> 00:04:45.590 when I want them due. 00:04:45.590 --> 00:04:49.380 So, it like progresses towards that year and goal. 00:04:49.380 --> 00:04:52.953 So they, so then I have it set up right away. 00:04:55.180 --> 00:04:58.360 And so like on this when this pandemic started, 00:04:58.360 --> 00:05:03.360 all my kids were already set up for year of 00:05:05.370 --> 00:05:09.140 instruction because I did it at the very beginning. 00:05:09.140 --> 00:05:11.330 - Very cool, and so even for folks 00:05:11.330 --> 00:05:13.400 who are just getting started in this moment, 00:05:13.400 --> 00:05:15.210 you can absolutely catch up with Chris 00:05:15.210 --> 00:05:17.850 in the sense of getting your students onto Khan Academy 00:05:17.850 --> 00:05:20.140 by handing out that course link or using Google Classroom 00:05:20.140 --> 00:05:20.973 if you have it. 00:05:20.973 --> 00:05:22.010 And then you can start to give 00:05:22.010 --> 00:05:23.730 these differentiate assignments. 00:05:23.730 --> 00:05:25.330 I know a lot of teachers are really curious 00:05:25.330 --> 00:05:27.430 what you do next, like what are your expectations 00:05:27.430 --> 00:05:30.280 for how fast an assignment should be done? 00:05:30.280 --> 00:05:32.363 Do you grade it, do you give feedback. 00:05:35.210 --> 00:05:39.260 - So it depends on every student, right? 00:05:39.260 --> 00:05:42.880 Not every kid is gonna go through their assignments 00:05:42.880 --> 00:05:44.173 at the same pace. 00:05:45.160 --> 00:05:50.160 I come at it from I have an assignment that I want them 00:05:50.390 --> 00:05:53.090 to be able to master by the end of the year. 00:05:53.090 --> 00:05:56.770 And so my due dates are pretty flexible. 00:05:56.770 --> 00:06:01.113 Because what I'm looking for most is that skill mastery. 00:06:02.920 --> 00:06:04.580 And even if it's taking a long time, 00:06:04.580 --> 00:06:06.590 that's still giving me data. 00:06:06.590 --> 00:06:09.310 And so what I talked with my students about 00:06:10.170 --> 00:06:14.193 is one of the best things about Khan is that try again, 00:06:15.050 --> 00:06:16.600 where they can do it. 00:06:16.600 --> 00:06:19.540 And I can see their score and they can see their score. 00:06:19.540 --> 00:06:22.630 And we can go over that assignment. 00:06:22.630 --> 00:06:24.313 And then they can try it again. 00:06:25.460 --> 00:06:26.900 To let them know that 00:06:28.190 --> 00:06:30.390 just because they did it and got a certain score, 00:06:30.390 --> 00:06:31.960 that doesn't mean they're done. 00:06:31.960 --> 00:06:33.720 They have to keep learning it and 00:06:36.659 --> 00:06:38.959 they have to keep that understanding with them 00:06:40.100 --> 00:06:41.870 as they move forward. 00:06:41.870 --> 00:06:43.913 So, I really like to try again, option. 00:06:45.080 --> 00:06:47.070 One of my favorite things, 00:06:47.070 --> 00:06:51.630 is when I go on and I see that kid has tried 14 times, 00:06:51.630 --> 00:06:53.730 and then I go up to him like this is awesome 00:06:53.730 --> 00:06:55.830 that you keep trying it. 00:06:55.830 --> 00:06:58.760 Because we my school in particular, 00:06:58.760 --> 00:07:01.210 we really preach that growth mindset. 00:07:01.210 --> 00:07:04.453 And it's hard to have that growth mindset on worksheets. 00:07:05.810 --> 00:07:07.650 It's just a lot of work to do worksheets 00:07:07.650 --> 00:07:09.263 over and over again, in my mind. 00:07:11.844 --> 00:07:13.460 I find the students a lot more willing 00:07:13.460 --> 00:07:16.863 to try those five questions or those seven questions again. 00:07:19.510 --> 00:07:23.900 Because it's easier than worksheets, in my opinion. 00:07:23.900 --> 00:07:24.827 - Cool, I love that. 00:07:24.827 --> 00:07:27.760 And I think probably now more than ever, 00:07:27.760 --> 00:07:31.030 growth mindset is so essential for every student 00:07:31.030 --> 00:07:33.210 all across the country all around the world, 00:07:33.210 --> 00:07:35.600 who is now basically being asked to keep pushing 00:07:35.600 --> 00:07:37.290 in the face of adversity. 00:07:37.290 --> 00:07:39.170 And Khan Academy actually has a bunch of activities 00:07:39.170 --> 00:07:41.560 and exercises that you can share with your students, 00:07:41.560 --> 00:07:42.403 even right away. 00:07:43.560 --> 00:07:47.950 That being said, when you share out these assignments 00:07:47.950 --> 00:07:50.680 with students, how do you keep them motivated? 00:07:50.680 --> 00:07:52.440 I know this sort of speaks to the growth mindset piece 00:07:52.440 --> 00:07:55.290 but like a lot of teachers have been asking, okay, 00:07:55.290 --> 00:07:58.070 motivation is even hard in my physical classroom. 00:07:58.070 --> 00:08:00.150 Now, with distance between us, 00:08:00.150 --> 00:08:02.310 how do I keep people engaged, 00:08:02.310 --> 00:08:05.260 even in the face of everything that we're never up against? 00:08:08.250 --> 00:08:10.730 - One of the things that I've found motivating 00:08:10.730 --> 00:08:13.330 for the students is that when, like I tell them, 00:08:13.330 --> 00:08:15.123 they have to reach a certain score. 00:08:16.640 --> 00:08:19.040 And then they can be done and they just, 00:08:19.040 --> 00:08:21.280 they can move on to the next thing. 00:08:21.280 --> 00:08:24.930 And to me, the students being able to progress 00:08:24.930 --> 00:08:27.610 at their own pace is motivation. 00:08:27.610 --> 00:08:32.610 Like, they can be done as quickly as they wanna be done 00:08:32.680 --> 00:08:34.640 depending on how much effort they're putting in 00:08:34.640 --> 00:08:36.490 and how focused and all that. 00:08:36.490 --> 00:08:40.320 So, I think just the self pace of Khan Academy 00:08:40.320 --> 00:08:44.010 is more motivational for the kids. 00:08:44.010 --> 00:08:46.020 - Cool, and so to that point, 00:08:46.020 --> 00:08:48.750 where you assign multiple assignments 00:08:48.750 --> 00:08:51.750 at a time so that students can work ahead if they want to, 00:08:51.750 --> 00:08:54.520 as well as focus on just one if they need that mastery. 00:08:54.520 --> 00:08:59.520 - Yeah, so I usually have like I said, 00:08:59.680 --> 00:09:02.250 for this students with math goals, 00:09:02.250 --> 00:09:04.960 I have them set with periodic dates. 00:09:04.960 --> 00:09:07.380 And so it's like these ones need to be done by this time, 00:09:07.380 --> 00:09:09.450 these need to be done by this time. 00:09:09.450 --> 00:09:12.060 But as soon as they're done, they can move on. 00:09:12.060 --> 00:09:17.060 And so like, all have kids that finish all that stuff, 00:09:17.220 --> 00:09:20.400 and it showed mastery of their IEP goal 00:09:20.400 --> 00:09:22.240 before the year is up, 00:09:22.240 --> 00:09:26.460 which is just a huge point of celebration for them, 00:09:26.460 --> 00:09:28.770 and then we can continue working 00:09:30.910 --> 00:09:33.570 to continue progressing. 00:09:33.570 --> 00:09:36.550 - Cool, definitely different ways to slice and dice it. 00:09:36.550 --> 00:09:38.610 It also gives students that runway, 00:09:38.610 --> 00:09:41.410 so they can really start to take autonomous ownership 00:09:41.410 --> 00:09:42.410 over their learning. 00:09:43.490 --> 00:09:44.710 Okay, so at this point, 00:09:44.710 --> 00:09:46.660 I actually wanna switch gears a little bit 00:09:46.660 --> 00:09:49.227 and take it over to questions directly from the audience. 00:09:49.227 --> 00:09:51.660 And thank you to everyone who's been sharing those already. 00:09:51.660 --> 00:09:54.600 If you haven't seen it yet, you can ask questions directly 00:09:54.600 --> 00:09:56.610 to Chris and get them answered live 00:09:56.610 --> 00:09:58.100 by going to the questions feature 00:09:58.100 --> 00:10:00.280 of the GoToWebinar control panel. 00:10:00.280 --> 00:10:02.480 Right now I'm seeing questions from Kathy, 00:10:02.480 --> 00:10:04.290 and Carrie and Jeanne. 00:10:04.290 --> 00:10:05.990 And we're gonna just take those as they come in. 00:10:05.990 --> 00:10:08.140 So, submit questions whatever's on your mind. 00:10:08.140 --> 00:10:10.350 Chris is brave enough to take them on left, 00:10:10.350 --> 00:10:12.710 right and center, okay. 00:10:12.710 --> 00:10:15.440 So, I think Kathy's first question 00:10:15.440 --> 00:10:16.940 is being answered a little bit here. 00:10:16.940 --> 00:10:18.960 She says, I'm a grade one teacher, 00:10:18.960 --> 00:10:20.330 but I have students in my class who are 00:10:20.330 --> 00:10:22.070 at a kindergarten level or grade two level 00:10:22.070 --> 00:10:23.670 for certain skills. 00:10:23.670 --> 00:10:25.270 How do I make sure that every student is getting 00:10:25.270 --> 00:10:27.930 what they need, even with those different levels? 00:10:27.930 --> 00:10:29.320 I think that's kind of what you were talking about 00:10:29.320 --> 00:10:31.700 with one by one assignments. 00:10:31.700 --> 00:10:36.200 - Yeah, so you can assign if you have your students 00:10:36.200 --> 00:10:40.590 grouped by ability level, or however you have them grouped, 00:10:40.590 --> 00:10:42.970 you can assign specific students. 00:10:42.970 --> 00:10:44.970 So, as you're seeing on the screen, 00:10:44.970 --> 00:10:48.670 you can pick what students are given what assignments 00:10:49.560 --> 00:10:54.560 so you can have a 30 year class on the kindergarten level 00:10:55.700 --> 00:10:58.080 standard that you're working on in your first grade class. 00:10:58.080 --> 00:11:00.150 You can have a 30 year kids 00:11:00.150 --> 00:11:02.287 on that first grade standard that you're working on, 00:11:02.287 --> 00:11:03.780 and you can have a 30 year kids working 00:11:03.780 --> 00:11:06.380 on that second grade level standard. 00:11:06.380 --> 00:11:09.580 So, Khan Academy is beautiful in the way 00:11:09.580 --> 00:11:12.300 that you can differentiate and scaffold 00:11:12.300 --> 00:11:13.833 for all of your students. 00:11:15.740 --> 00:11:18.280 - Cool, hi, so I think that speaks to that. 00:11:18.280 --> 00:11:20.480 Thanks for the great question, Kathy. 00:11:20.480 --> 00:11:22.750 Little love here, Chris, from Andrea Anastasia. 00:11:22.750 --> 00:11:23.860 Your fan club is growing. 00:11:23.860 --> 00:11:26.220 So, we wanted to thank you for sharing 00:11:26.220 --> 00:11:27.520 this awesome advice today. 00:11:29.390 --> 00:11:30.720 Let's see here. 00:11:30.720 --> 00:11:33.180 Kathy's asking another good question. 00:11:33.180 --> 00:11:38.180 Is there a way to help students who are not confident, 00:11:38.360 --> 00:11:40.540 especially about their reading skills, 00:11:40.540 --> 00:11:43.910 given so much of Khan is reading based, 00:11:43.910 --> 00:11:46.680 questions are sort of offered in this text based format. 00:11:46.680 --> 00:11:48.250 Have you ever had to deal with that 00:11:48.250 --> 00:11:49.550 with your students, Chris. 00:11:52.030 --> 00:11:54.540 - I have a couple students that struggle, 00:11:54.540 --> 00:11:59.480 reading and they on Google Chrome. 00:11:59.480 --> 00:12:01.160 There's just the setting where 00:12:01.160 --> 00:12:03.263 they can read the text to them. 00:12:03.263 --> 00:12:05.240 So, they've been using 00:12:05.240 --> 00:12:07.890 like the computer settings to have that read to them. 00:12:09.220 --> 00:12:11.960 If you're talking about like right now 00:12:11.960 --> 00:12:16.540 and you may be when be able to walk them through 00:12:16.540 --> 00:12:18.423 how to turn on that audio. 00:12:19.350 --> 00:12:21.300 It can be something. 00:12:21.300 --> 00:12:26.090 I've had a student already during this pandemic, log on, 00:12:26.090 --> 00:12:27.480 and she was struggling with slope 00:12:27.480 --> 00:12:29.750 and she shared her screen with me. 00:12:29.750 --> 00:12:32.940 And so I was able to like talk her through it while seeing 00:12:32.940 --> 00:12:33.820 what she was doing. 00:12:33.820 --> 00:12:35.743 And so that would be an option maybe. 00:12:38.130 --> 00:12:39.600 She's working with first grade 00:12:39.600 --> 00:12:42.583 so that might be difficult. 00:12:46.640 --> 00:12:49.580 I don't know that's younger than I usually work with. 00:12:49.580 --> 00:12:52.010 I know my kindergartner. 00:12:52.010 --> 00:12:53.890 She's been doing Khan Academy Kids 00:12:53.890 --> 00:12:55.823 and just in this pandemic. 00:12:56.790 --> 00:13:00.240 She has started doing Khan Academy as her reading 00:13:00.240 --> 00:13:04.210 has gotten better that she did Khan Academy Kids. 00:13:04.210 --> 00:13:07.890 But when she was struggling to read what Khan Academy 00:13:07.890 --> 00:13:10.480 was talking about, and she really loved that, 00:13:10.480 --> 00:13:13.060 and my two year old those Khan Academy Kids, 00:13:13.060 --> 00:13:14.770 and that's more geared towards I think kids 00:13:14.770 --> 00:13:16.890 that maybe struggle with reading, 00:13:16.890 --> 00:13:20.280 'cause it's not as literary. 00:13:20.280 --> 00:13:21.550 - Yeah, I'll just second that, 00:13:21.550 --> 00:13:24.330 like my own six year old who says, oh, 00:13:24.330 --> 00:13:27.520 Khan Academy Kids is for little kids actually loves it 00:13:27.520 --> 00:13:30.010 compared to Khan Academy, the regular version, 00:13:30.010 --> 00:13:32.550 just because again, it's like really easy to engage. 00:13:32.550 --> 00:13:33.770 It sort of reads aloud for you. 00:13:33.770 --> 00:13:35.960 And it gets a student outcry from the beginning 00:13:35.960 --> 00:13:37.910 versus all the sort of a different set up, 00:13:37.910 --> 00:13:39.460 especially for early elementary students. 00:13:39.460 --> 00:13:41.380 So, highly recommend checking that out 00:13:41.380 --> 00:13:43.410 if you're teaching that audience. 00:13:43.410 --> 00:13:45.910 - Yeah, and Khan Academy Kids has like, 00:13:45.910 --> 00:13:48.610 their social emotional health, like the Khan Academy Kids 00:13:48.610 --> 00:13:52.790 is like a whole child program in and of itself, 00:13:52.790 --> 00:13:55.350 and I won't get into that 'cause I could. 00:13:55.350 --> 00:13:57.660 But that might be another option you wanna look into 00:13:57.660 --> 00:14:00.160 if your kids struggle with the reading part of it. 00:14:01.100 --> 00:14:02.520 - Cool, I love that. 00:14:02.520 --> 00:14:03.670 Okay, great questions, Kathy. 00:14:03.670 --> 00:14:06.203 And thank you Chris for handling those so well. 00:14:07.320 --> 00:14:09.220 Jeanne is asking a really good question. 00:14:09.220 --> 00:14:11.110 And I've heard this from a lot of teachers, 00:14:11.110 --> 00:14:12.900 that maybe thanks to the equity issue or just 00:14:12.900 --> 00:14:15.440 sort of the complexity of the times we're living in. 00:14:15.440 --> 00:14:17.200 But Jeanne has been sending out assignments 00:14:17.200 --> 00:14:18.680 to all of our students. 00:14:18.680 --> 00:14:20.270 Some of them have joined her classroom, 00:14:20.270 --> 00:14:21.590 it's hard to do them. 00:14:21.590 --> 00:14:24.080 Others have not actually signed up yet. 00:14:24.080 --> 00:14:26.720 Is there some way, especially given that we're in this 00:14:26.720 --> 00:14:28.310 remote learning environment, 00:14:28.310 --> 00:14:29.970 where you can get those students over the hump 00:14:29.970 --> 00:14:31.660 and get them into your classroom? 00:14:31.660 --> 00:14:33.140 Or is there a way to reach students 00:14:33.140 --> 00:14:35.243 who aren't even signed up with Khan Academy? 00:14:37.780 --> 00:14:39.680 - That's gonna be hard to do remotely. 00:14:41.180 --> 00:14:43.940 I always have the kids sign up with their like school email. 00:14:43.940 --> 00:14:46.510 So, like our school district has every kid has 00:14:46.510 --> 00:14:49.090 like a Google or Gmail. 00:14:49.090 --> 00:14:51.590 And so they have like, Google Docs and stuff. 00:14:51.590 --> 00:14:54.000 So, I always have clicked sign in with Google. 00:14:54.000 --> 00:14:55.130 And that makes it simpler. 00:14:55.130 --> 00:14:59.560 It's like one less password and username to remember. 00:14:59.560 --> 00:15:02.640 So, I don't know if that applies to you that might help 00:15:03.880 --> 00:15:05.783 simplify the signup process. 00:15:07.960 --> 00:15:10.803 As far as getting content out to them. 00:15:12.170 --> 00:15:15.030 On Khan Academy, you can assign assignments where 00:15:15.030 --> 00:15:18.440 it's every student sees the same questions. 00:15:18.440 --> 00:15:20.810 And so that might be an option where you can go 00:15:20.810 --> 00:15:23.810 through that assignment where all the kids 00:15:23.810 --> 00:15:25.590 that are already signing will be seeing 00:15:25.590 --> 00:15:27.180 the same questions as you. 00:15:27.180 --> 00:15:30.350 And you could record going through that and maybe email it 00:15:30.350 --> 00:15:31.183 out to the kids. 00:15:31.183 --> 00:15:32.630 So, they're seeing the same questions 00:15:32.630 --> 00:15:34.080 and getting the same content. 00:15:35.900 --> 00:15:37.370 That's the tough question, though, 00:15:37.370 --> 00:15:39.110 is like how do you get these kids online 00:15:39.110 --> 00:15:40.710 when you're not sitting right there 00:15:40.710 --> 00:15:42.803 with helping them get online? 00:15:45.770 --> 00:15:48.970 Our district is like sending home paper packets 00:15:48.970 --> 00:15:51.160 for kids that don't have online access. 00:15:51.160 --> 00:15:55.200 It's, I don't know you could try to send me video in it 00:15:55.200 --> 00:15:58.790 maybe would be my suggestion with all the same questions 00:15:58.790 --> 00:16:02.170 and then emailing them out. 00:16:02.170 --> 00:16:03.680 - Yeah, totally. 00:16:03.680 --> 00:16:04.990 I think you nailed it there, Chris, 00:16:04.990 --> 00:16:07.930 'cause it is a tough thing to do even in class, 00:16:07.930 --> 00:16:10.200 let alone with this distance in between us. 00:16:10.200 --> 00:16:13.060 One little hack belfer out there is if you're 00:16:13.060 --> 00:16:15.280 just having sort of trouble getting folks really 00:16:15.280 --> 00:16:17.520 registered through that whole process, 00:16:17.520 --> 00:16:19.510 you just need to get them doing something soon. 00:16:19.510 --> 00:16:20.920 So, they don't sort of build those gaps 00:16:20.920 --> 00:16:23.920 into their foundations, you will be able to notice that 00:16:23.920 --> 00:16:26.650 for every single piece of content in Khan Academy, 00:16:26.650 --> 00:16:28.530 there is actually a separate URL. 00:16:28.530 --> 00:16:31.430 So for example, if you want to share out this video, 00:16:31.430 --> 00:16:34.380 or these lessons all about growth mindset, 00:16:34.380 --> 00:16:37.160 you could literally just copy and paste that URL 00:16:37.160 --> 00:16:40.350 into an email, into her mind, in the ClassDojo, 00:16:40.350 --> 00:16:43.000 however you normally communicate with students and families, 00:16:43.000 --> 00:16:45.380 and they can access it without even registering 00:16:45.380 --> 00:16:46.470 for Khan Academy. 00:16:46.470 --> 00:16:49.100 Now, you don't get the great tracking and progress reports. 00:16:49.100 --> 00:16:52.080 For the very least, you get less friction in the process 00:16:52.080 --> 00:16:54.450 and the easiest place to start. 00:16:54.450 --> 00:16:55.283 - Yeah, that's a great point. 00:16:55.283 --> 00:16:59.740 And you don't have to have a login to be able to do 00:16:59.740 --> 00:17:01.710 Khan Academy which is awesome. 00:17:01.710 --> 00:17:04.563 It's entirely free and it's crazy. 00:17:05.910 --> 00:17:07.790 So, they could just do it without a login 00:17:07.790 --> 00:17:10.310 and maybe take a picture of their score. 00:17:10.310 --> 00:17:12.970 So, they can at least send that to you 00:17:12.970 --> 00:17:13.803 or just email it to you. 00:17:13.803 --> 00:17:16.223 So, you have some bit of information. 00:17:18.680 --> 00:17:21.530 But yeah, they don't have to have a login to access it. 00:17:21.530 --> 00:17:23.966 So that link that he was talking about 00:17:23.966 --> 00:17:27.510 is everybody can access it, 00:17:27.510 --> 00:17:31.410 whether they have a Khan Academy account or not. 00:17:31.410 --> 00:17:32.730 - Oh, great question, Jeanne. 00:17:32.730 --> 00:17:36.120 And Chris, thank you for speaking to that one directly. 00:17:36.120 --> 00:17:37.780 Jeanne's got another tough one for you. 00:17:37.780 --> 00:17:40.430 And Jeanne is curious about specifically working 00:17:40.430 --> 00:17:43.480 with special education students who have trouble 00:17:44.610 --> 00:17:46.660 sort of processing information and getting ready 00:17:46.660 --> 00:17:48.270 to sort of engage with these videos. 00:17:48.270 --> 00:17:50.220 Can you talk about like what the Khan Academy 00:17:50.220 --> 00:17:53.290 video feature is, how you might use it, 00:17:53.290 --> 00:17:55.740 and how it might serve students in this audience. 00:17:56.750 --> 00:17:58.083 - So when I use it, 00:18:01.220 --> 00:18:03.590 it depends on the ability or level of the students. 00:18:03.590 --> 00:18:06.210 A lot of students I work with, I can tell them to 00:18:07.520 --> 00:18:09.230 watch the video and take notes. 00:18:09.230 --> 00:18:12.240 And then if they don't, then it's something like, 00:18:12.240 --> 00:18:14.570 that's a discussion we have. 00:18:14.570 --> 00:18:17.410 One of my favorite things about the videos is the populate 00:18:17.410 --> 00:18:20.320 they say, why don't you pause it and try it out. 00:18:20.320 --> 00:18:24.450 And that's a great opportunity for the students to try 00:18:24.450 --> 00:18:27.143 and see whether they're gauging it or not. 00:18:31.330 --> 00:18:36.330 Let's see the videos based on to me, it seems like the 00:18:36.570 --> 00:18:39.160 based on this centered, the grade level standard, 00:18:39.160 --> 00:18:44.160 the videos are kind of at that grade levels attention span. 00:18:46.120 --> 00:18:51.120 So, there isn't that it seems that eighth grade ones 00:18:51.430 --> 00:18:54.413 are different than the third grade videos that I've seen. 00:18:57.550 --> 00:18:59.940 One of the things that I talked to the students about 00:18:59.940 --> 00:19:03.070 and we work on in seventh and eighth grade is 00:19:03.070 --> 00:19:08.070 I kind of give 'em a taking form that they can like 00:19:10.420 --> 00:19:12.410 follow along and fill out because a lot of kids 00:19:12.410 --> 00:19:14.370 just don't know how to take notes on these videos. 00:19:14.370 --> 00:19:15.740 And when they're in seventh and eighth grade, 00:19:15.740 --> 00:19:17.863 they need to know how to take notes. 00:19:20.410 --> 00:19:22.900 Yeah, I don't know if I can answer your question. 00:19:22.900 --> 00:19:23.790 - No, that's awesome. 00:19:23.790 --> 00:19:25.860 I think I'll just add two things. 00:19:25.860 --> 00:19:28.300 Because all these videos are actually hosted on YouTube, 00:19:28.300 --> 00:19:29.980 you have two really good features. 00:19:29.980 --> 00:19:31.790 Number one, you have closed captions. 00:19:31.790 --> 00:19:34.410 So for students who again, need a little more support, 00:19:34.410 --> 00:19:36.160 you've got that channel available. 00:19:36.160 --> 00:19:38.640 And you can always turn down the playback speed. 00:19:38.640 --> 00:19:41.370 So, if students wanna watch it at three quarters time 00:19:41.370 --> 00:19:43.790 or half time, they can certainly do that. 00:19:43.790 --> 00:19:46.170 And absolutely pause and rewind, as Chris was talking about. 00:19:46.170 --> 00:19:49.050 So, hopefully that gives your students some tools 00:19:49.050 --> 00:19:50.650 in the sort of challenging time. 00:19:51.650 --> 00:19:52.483 We have to (mumbling) 00:19:52.483 --> 00:19:54.050 - And I have I've worked with students 00:19:54.050 --> 00:19:58.800 who struggles with math as like, a gifted reader 00:19:58.800 --> 00:20:01.520 and so like printing off the clothes, 00:20:01.520 --> 00:20:04.910 like the script of the video and just having her read it 00:20:06.160 --> 00:20:08.970 is unheard of math, it helps her understand it, 00:20:08.970 --> 00:20:12.100 'cause we're using her strength of reading to help 00:20:12.100 --> 00:20:14.640 with the struggle of math. 00:20:14.640 --> 00:20:17.946 And so that's one of those things like you said, 00:20:17.946 --> 00:20:19.933 and I'll print off those transcripts. 00:20:20.880 --> 00:20:22.020 - Cool, that's so awesome. 00:20:22.020 --> 00:20:23.540 Like, I think one of the things that I really 00:20:23.540 --> 00:20:25.810 wanna emphasize about Khan Academy is it's really 00:20:25.810 --> 00:20:28.550 just a tool for teachers to use 00:20:28.550 --> 00:20:30.920 based on their existing knowledge of students. 00:20:30.920 --> 00:20:33.220 And so it's not teaching your students for you 00:20:33.220 --> 00:20:35.370 just augmenting what you already know to be true. 00:20:35.370 --> 00:20:37.820 So, if you know that your students have certain gifts here 00:20:37.820 --> 00:20:40.470 and certain challenges there, use the tool to fill 00:20:40.470 --> 00:20:42.657 in those gaps and play to their strengths. 00:20:44.560 --> 00:20:46.200 Great question from David. 00:20:46.200 --> 00:20:48.230 And we were talking before Chris about standards, 00:20:48.230 --> 00:20:49.950 making sure that you're aligned with that. 00:20:49.950 --> 00:20:52.110 How do you find standards on Khan Academy? 00:20:52.110 --> 00:20:53.973 How do you make sure that you're aligned? 00:20:55.190 --> 00:20:59.030 - So they're in Khan Academy, there's a search bar 00:20:59.030 --> 00:21:03.890 and you can type in a standard and the standard will pop up 00:21:03.890 --> 00:21:06.910 or if you see on the video that's right there, 00:21:06.910 --> 00:21:10.310 it tells you the standard that that video is. 00:21:10.310 --> 00:21:14.200 And if you click on that right there, it'll open up, 00:21:14.200 --> 00:21:17.320 just kind of like their standards menu. 00:21:17.320 --> 00:21:21.163 And so over here on the left are all the grades listed. 00:21:23.620 --> 00:21:26.080 And so if I'm working with a seventh grade student, 00:21:26.080 --> 00:21:28.530 I'll click on the seventh grade. 00:21:28.530 --> 00:21:29.970 Or if I'm working with the eighth grade student, 00:21:29.970 --> 00:21:32.050 I'll click on the eighth grade. 00:21:32.050 --> 00:21:34.980 And I'll give them a little bit of the eighth grade standard 00:21:34.980 --> 00:21:36.270 that I want them to work on. 00:21:36.270 --> 00:21:39.380 But I'll if it's an eighth grade standard 00:21:39.380 --> 00:21:41.230 that they need a master I'll give them seventh grade 00:21:41.230 --> 00:21:44.260 and sixth grade standards as well to kind of build up 00:21:44.260 --> 00:21:49.260 and that also helps me identify like the day it happening. 00:21:52.010 --> 00:21:54.660 And so from here too, you can click on scale drawings 00:21:56.640 --> 00:22:00.190 and it'll up the scale drawing 00:22:00.190 --> 00:22:01.440 And this is GA one. 00:22:01.440 --> 00:22:03.330 And so they have seven things. 00:22:03.330 --> 00:22:06.410 And from here you can click assign. 00:22:06.410 --> 00:22:10.550 And you can assign this assignment to whatever students 00:22:10.550 --> 00:22:13.707 however many students are needing seven.GA one. 00:22:16.209 --> 00:22:17.450 - And just like Chris said, you can always 00:22:17.450 --> 00:22:19.140 if you know the standards have they're burned 00:22:19.140 --> 00:22:21.070 into your retinas or into your mind. 00:22:21.070 --> 00:22:22.210 You can just rattle them off. 00:22:22.210 --> 00:22:24.720 What was it called exactly what you need. 00:22:24.720 --> 00:22:27.230 And I've also shared that common core map in the chat 00:22:27.230 --> 00:22:30.300 for folks who wanna dig in a little deeper, okay. 00:22:30.300 --> 00:22:32.160 - Yeah, and so that's why I do it right 00:22:32.160 --> 00:22:33.920 after I write my IEPs 00:22:33.920 --> 00:22:37.110 is 'cause that standard is in my head. 00:22:37.110 --> 00:22:42.110 And so I just do them all the two grade levels below 00:22:42.730 --> 00:22:44.170 and then leading up to the standard 00:22:44.170 --> 00:22:46.120 that they need to master. 00:22:46.120 --> 00:22:49.400 - Cool, this is a higher level questions are specific 00:22:49.400 --> 00:22:51.870 to the world we're addressing today. 00:22:51.870 --> 00:22:55.160 Kevin wants to know, how do you tackle accommodations 00:22:55.160 --> 00:22:57.583 and modifications in this world of Khan Academy? 00:22:59.930 --> 00:23:02.430 - So, I work with a couple students that have modifications. 00:23:02.430 --> 00:23:05.060 And so one of them is in seventh grade. 00:23:05.060 --> 00:23:09.063 And so when they're solving two step equations, 00:23:10.130 --> 00:23:13.420 I'll go to sixth grade, 00:23:13.420 --> 00:23:18.420 and do the sixth grade equivalent standards 00:23:18.460 --> 00:23:20.920 or even the fifth grade equivalent standards. 00:23:20.920 --> 00:23:25.060 And so that's just the biggest thing. 00:23:25.060 --> 00:23:27.620 I mean, in general with accommodations and modifications 00:23:27.620 --> 00:23:29.493 is the relationship you have with the 00:23:29.493 --> 00:23:32.310 general education teacher, 00:23:32.310 --> 00:23:35.006 if that student is in their gradebook, 00:23:35.006 --> 00:23:36.610 so like I have a great relationship 00:23:36.610 --> 00:23:39.530 with the students teacher and I'll 00:23:39.530 --> 00:23:42.600 and like I have a great book for him. 00:23:42.600 --> 00:23:47.170 And so when they're working on seventh grade equations, 00:23:47.170 --> 00:23:51.380 I'm supplementing in modified assignments 00:23:51.380 --> 00:23:53.240 that are at a lower grade level, 00:23:53.240 --> 00:23:55.573 but it's still working on the same standards. 00:23:56.570 --> 00:23:57.793 If that makes sense. 00:23:59.040 --> 00:24:01.250 - Okay, cool, yeah, it goes back to that sort of core thing 00:24:01.250 --> 00:24:04.260 you laid out at the beginning, which is you can pick 00:24:04.260 --> 00:24:05.710 and choose what's right for your students 00:24:05.710 --> 00:24:07.280 based on what you know about them, 00:24:07.280 --> 00:24:09.430 versus having to have one sort of one size 00:24:09.430 --> 00:24:10.660 fits all approach. 00:24:10.660 --> 00:24:15.240 - Yes, and in even if, like, this is the conversation 00:24:15.240 --> 00:24:17.730 I have with (mumbling) students or teachers all the time 00:24:17.730 --> 00:24:21.060 is that you can accommodate for any student 00:24:21.060 --> 00:24:22.890 that is in your class. 00:24:22.890 --> 00:24:26.080 And so it's, that's the beauty of Khan Academy 00:24:26.080 --> 00:24:29.710 is that you can, if you really standards, 00:24:29.710 --> 00:24:32.290 and you know what the kids actually have to know, 00:24:32.290 --> 00:24:34.710 you can adjust from there. 00:24:34.710 --> 00:24:36.980 But Khan Academy is great for accommodations 00:24:36.980 --> 00:24:39.620 and modifications, because you can assign 00:24:39.620 --> 00:24:42.570 different standards or you can assign 00:24:42.570 --> 00:24:44.193 below grade level standards. 00:24:45.400 --> 00:24:49.480 One of the ways we have accommodated in seventh grade is 00:24:50.560 --> 00:24:53.970 if you go to the so we use illustrative math 00:24:53.970 --> 00:24:56.820 and Khan Academy partners with illustrative math. 00:24:56.820 --> 00:25:01.523 And so under courses illustrative math seventh grade. 00:25:04.690 --> 00:25:08.967 They have lessons for illustrative Excel drives, 00:25:11.560 --> 00:25:13.990 you see that there's lessons one, two, three, five 00:25:13.990 --> 00:25:15.390 all those lessons there 00:25:16.250 --> 00:25:18.480 is we accommodate is the general teacher 00:25:18.480 --> 00:25:21.930 and I go through and see which ones are the foundational 00:25:21.930 --> 00:25:26.920 of lessons and will say, 00:25:26.920 --> 00:25:31.920 student X is lessons one, two, five, 11. 00:25:32.830 --> 00:25:34.530 And so we're making sure that they're getting 00:25:34.530 --> 00:25:36.820 all the same standards, but they don't have 00:25:36.820 --> 00:25:39.020 as many of the lessons that they have to do. 00:25:40.110 --> 00:25:40.943 - Super smart. 00:25:42.153 --> 00:25:45.100 - (mumbling) done the accommodation is 00:25:47.290 --> 00:25:51.570 adjusting that mastery level we're asking for. 00:25:51.570 --> 00:25:54.190 So in Khan Academy, each assignment has 00:25:54.190 --> 00:25:56.240 like a familiar rating, a proficient 00:25:56.240 --> 00:25:58.430 and then a mastery rating. 00:25:58.430 --> 00:26:00.610 And then the mastery rating you get 00:26:00.610 --> 00:26:03.483 if you've done the whole unit and the unit test, 00:26:04.510 --> 00:26:07.030 and so we depending on the students, 00:26:07.030 --> 00:26:10.170 we might adjust where like the proficient level is 100% 00:26:10.170 --> 00:26:14.070 for that student, because we're good with the 80%, 00:26:14.070 --> 00:26:16.793 or the 75% that that student is reaching. 00:26:17.740 --> 00:26:20.920 So, just adjusting that a grade scaling too 00:26:20.920 --> 00:26:22.563 is another way we accommodate. 00:26:23.960 --> 00:26:26.260 - Cool, and then speaking of that relationship 00:26:26.260 --> 00:26:27.740 with the gen ed teacher, 00:26:27.740 --> 00:26:30.690 Ashley is asking a really important question, which is, 00:26:30.690 --> 00:26:33.690 do your students belong to multiple Khan Academy classes? 00:26:33.690 --> 00:26:37.290 You share one Khan Academy account with the gen ed teacher? 00:26:37.290 --> 00:26:39.390 How do you sort of do that delicate dance? 00:26:42.830 --> 00:26:46.130 - So, the eighth grade teacher that I was working with, 00:26:46.130 --> 00:26:48.660 we started using Khan Academy more this year, 00:26:48.660 --> 00:26:53.040 and so I was more familiar with so I created the class 00:26:53.040 --> 00:26:55.210 on Khan Academy, so all the students were there 00:26:55.210 --> 00:26:57.830 and I was using that to teach her how to use it 00:26:57.830 --> 00:26:58.963 in a science stuff. 00:27:00.780 --> 00:27:02.830 But the students were in her class. 00:27:02.830 --> 00:27:04.570 And then I also had some students who are 00:27:04.570 --> 00:27:06.350 in academic academy with me, 00:27:06.350 --> 00:27:09.735 or the students that are on my service roster. 00:27:09.735 --> 00:27:13.670 They will see multiple classes on that left side. 00:27:13.670 --> 00:27:17.960 So, it might be gen ed teacher's classroom, 00:27:17.960 --> 00:27:22.420 my elective classroom, and then it'll say, like, 00:27:22.420 --> 00:27:25.670 my Mr. Casper students or something like that. 00:27:25.670 --> 00:27:28.170 And so the students can be in multiple classrooms. 00:27:29.130 --> 00:27:30.840 You might be able to speak to this a little bit more, 00:27:30.840 --> 00:27:33.100 but I haven't found a way to have multiple teachers 00:27:33.100 --> 00:27:34.463 on one classroom. 00:27:36.250 --> 00:27:38.120 - Yeah, no, is it tough point, 00:27:38.120 --> 00:27:39.920 if we're looking at right now, 00:27:39.920 --> 00:27:42.310 but if there's a co-teacher environment, 00:27:42.310 --> 00:27:44.880 special education teacher and gen ed teacher, 00:27:44.880 --> 00:27:46.540 sometimes they do share accounts. 00:27:46.540 --> 00:27:48.240 You know that's not ideal, but that's sort of 00:27:48.240 --> 00:27:49.550 where we are right now. 00:27:49.550 --> 00:27:51.830 I will just sort of show you what the 00:27:51.830 --> 00:27:53.840 learner dashboard looks like. 00:27:53.840 --> 00:27:56.520 So, just to give you a sense of how one student 00:27:56.520 --> 00:27:58.900 can have multiple teachers on Khan Academy, 00:27:58.900 --> 00:28:00.150 down here at the very bottom, 00:28:00.150 --> 00:28:04.350 under this teacher section, you can always join any class. 00:28:04.350 --> 00:28:06.740 So, if Chris has his own class code, 00:28:06.740 --> 00:28:08.220 and then the gen ed teacher in eighth grade 00:28:08.220 --> 00:28:09.840 has their own class code, 00:28:09.840 --> 00:28:13.160 that single student can easily inhabit both classrooms 00:28:13.160 --> 00:28:14.450 without having to create a separate account 00:28:14.450 --> 00:28:16.150 or have a separate email address. 00:28:16.150 --> 00:28:18.590 So, that's probably the easiest way to get folks started. 00:28:18.590 --> 00:28:21.230 And if you're ever curious about the learner view looks like 00:28:21.230 --> 00:28:23.310 just go to your name in the upper right hand corner, 00:28:23.310 --> 00:28:25.440 and then learner home, and you can see exactly 00:28:25.440 --> 00:28:28.030 what students do, okay. 00:28:28.030 --> 00:28:29.790 - Yeah, so those are the other classes 00:28:29.790 --> 00:28:33.090 and our seventh grade ELA teacher actually started 00:28:33.090 --> 00:28:35.260 using Khan Academy this year, too. 00:28:35.260 --> 00:28:37.720 So, the kids are doing seven good math, 00:28:37.720 --> 00:28:41.030 and I'm in seventh grade ELA and so they would see 00:28:41.030 --> 00:28:43.050 both their classes. 00:28:43.050 --> 00:28:48.050 And then I'll say even if so if they're 00:28:48.050 --> 00:28:51.220 in the gen ed math teachers class, 00:28:51.220 --> 00:28:55.570 and they're one of my students in the activity view, 00:28:55.570 --> 00:28:58.970 if you go to students and you go to activity, 00:28:58.970 --> 00:29:01.210 you can see what their working on, whether it's 00:29:01.210 --> 00:29:03.880 for your class or someone else's class. 00:29:03.880 --> 00:29:06.500 And so that's another way to stay up to date 00:29:06.500 --> 00:29:08.730 on whether they're doing what they need to be doing 00:29:08.730 --> 00:29:11.023 for gen ed math class. 00:29:12.240 --> 00:29:13.530 So, you see assignments here, 00:29:13.530 --> 00:29:16.910 so they might see the stuff that I've assigned them 00:29:16.910 --> 00:29:18.440 under my class. 00:29:18.440 --> 00:29:21.060 And so if then if you click to activity log, 00:29:21.060 --> 00:29:22.810 you can see the videos they're watching, 00:29:22.810 --> 00:29:26.530 you can see the exercises they're doing. 00:29:26.530 --> 00:29:27.470 And you can see the scores, 00:29:27.470 --> 00:29:29.920 you can see how long they've been taking on them. 00:29:31.420 --> 00:29:33.190 You can adjust the range. 00:29:33.190 --> 00:29:36.900 And so even if they're not in your class, 00:29:36.900 --> 00:29:39.990 they can add you as their teacher and you can still see 00:29:39.990 --> 00:29:41.003 what they're doing. 00:29:42.100 --> 00:29:44.480 - That's awesome that way, you have that total sort of 00:29:44.480 --> 00:29:47.160 visibility into a student's full experience, 00:29:47.160 --> 00:29:49.060 not just your little slice of the pie. 00:29:50.310 --> 00:29:51.620 - Definitely. 00:29:51.620 --> 00:29:52.660 - Well, I know we're at time, 00:29:52.660 --> 00:29:53.950 I know you've got your own kids, 00:29:53.950 --> 00:29:57.170 both your students and your children to take care of course. 00:29:57.170 --> 00:29:59.350 So, I just wanted to end with one final question, which is, 00:29:59.350 --> 00:30:01.220 I know there are a lot have other questions out there 00:30:01.220 --> 00:30:02.750 across the country. 00:30:02.750 --> 00:30:04.730 If you were gonna recommend one or two resources 00:30:04.730 --> 00:30:06.990 for folks to get help with Khan Academy, 00:30:06.990 --> 00:30:09.440 what's been useful for you and your own practice? 00:30:12.200 --> 00:30:14.950 - One of the most useful things is me going on 00:30:14.950 --> 00:30:17.470 and like doing the work of asking the students to do. 00:30:17.470 --> 00:30:22.170 So, I understand the experiences that they're going through. 00:30:22.170 --> 00:30:25.130 So I usually try and watch the videos and do the assignments 00:30:25.130 --> 00:30:26.870 that I'm asking them to do. 00:30:26.870 --> 00:30:28.390 So, when they have questions, 00:30:28.390 --> 00:30:31.250 I can kind of respond a little bit better to that, 00:30:31.250 --> 00:30:35.450 especially when we're doing things remotely 00:30:35.450 --> 00:30:37.790 and I can't be standing next to the computer 00:30:37.790 --> 00:30:39.383 when they have their question. 00:30:41.540 --> 00:30:43.440 And then I think the biggest thing is, 00:30:43.440 --> 00:30:44.920 it's not gonna be perfect. 00:30:44.920 --> 00:30:47.650 Like I started out by just like trying things 00:30:47.650 --> 00:30:50.563 on Khan Academy and then kind of refined it from there. 00:30:52.460 --> 00:30:53.743 The kids do it like. 00:30:54.720 --> 00:30:56.520 As long as kids are on Khan Academy, 00:30:56.520 --> 00:30:59.360 it's not gonna hurt them, I think would be my advice. 00:30:59.360 --> 00:31:01.330 Like, just get them on. 00:31:01.330 --> 00:31:05.473 And then I really push it as a resource 'cause 00:31:05.473 --> 00:31:06.810 I work with seventh and eighth. 00:31:06.810 --> 00:31:09.300 And so I really harp on that, it's a good resource for them 00:31:09.300 --> 00:31:12.890 when they go to high school, because of that search tool, 00:31:12.890 --> 00:31:15.690 if they don't understand something that they're doing 00:31:15.690 --> 00:31:17.700 in high school, they can go in 00:31:17.700 --> 00:31:19.140 and they can search that topic. 00:31:19.140 --> 00:31:21.623 And they'll see videos and they'll see exercises. 00:31:22.910 --> 00:31:25.150 So, it's a resource if they don't understand 00:31:25.150 --> 00:31:28.110 and it's an incredible study tool. 00:31:28.110 --> 00:31:31.330 Conversation I have over and over again with the my students 00:31:31.330 --> 00:31:34.340 is that to study math, you're not just looking at notes, 00:31:34.340 --> 00:31:37.270 you have to do the problems over and over and over again. 00:31:37.270 --> 00:31:40.800 And that's why it's another great resource. 00:31:40.800 --> 00:31:42.310 - I love that, especially in this moment. 00:31:42.310 --> 00:31:46.200 We're all sort of like living day to day, crisis to crisis, 00:31:46.200 --> 00:31:48.290 taking that long view of, hey, 00:31:48.290 --> 00:31:50.260 our students have a big road ahead of them, 00:31:50.260 --> 00:31:51.770 how do we set them up for success, 00:31:51.770 --> 00:31:54.120 even with the roadblocks are facing this moment, 00:31:54.120 --> 00:31:55.900 and kind of definitely be a part of that. 00:31:55.900 --> 00:31:59.050 So, Chris, I wanna thank you so much for taking time away 00:31:59.050 --> 00:32:01.920 from your own class, and your kids to share your expertise 00:32:01.920 --> 00:32:03.310 across the country. 00:32:03.310 --> 00:32:04.370 I wanna thank everyone else 00:32:04.370 --> 00:32:07.440 for joining in and investing time in this session. 00:32:07.440 --> 00:32:11.250 Wish you a lot of luck and success on this tough road ahead. 00:32:11.250 --> 00:32:13.020 And if there's anything we can do to support you, 00:32:13.020 --> 00:32:14.460 please just let us know. 00:32:14.460 --> 00:32:16.240 Thank you so much. 00:32:16.240 --> 00:32:17.390 - Thanks for having me. 00:32:18.440 --> 00:32:19.273 - Bye, all.

Khan Academy Best Practices for ELA

https://www.youtube.com/watch?v=Dm7sbR37_K8

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WEBVTT Kind: captions Language: en 00:00:03.447 --> 00:00:06.130 - Hey, everyone, this is Jeremy Schifeling at Khan Academy. 00:00:06.130 --> 00:00:09.050 Thanks so much for joining our session on Best Practices 00:00:09.050 --> 00:00:11.670 for using Khan Academy with ELA. 00:00:11.670 --> 00:00:14.740 To that end, we are very lucky to have Madelyn, 00:00:14.740 --> 00:00:17.240 one of our superstar ambassadors on the line today 00:00:17.240 --> 00:00:18.960 to talk about that very topic. 00:00:18.960 --> 00:00:22.670 How she uses Khan Academy's ELA content in her own classroom 00:00:22.670 --> 00:00:23.610 and how you can use it 00:00:23.610 --> 00:00:25.670 in our new remote learning environment. 00:00:25.670 --> 00:00:28.700 As a quick refresher, if you're new to these webinars, 00:00:28.700 --> 00:00:30.490 feel free to ask questions at any time 00:00:30.490 --> 00:00:32.100 using the questions feature. 00:00:32.100 --> 00:00:35.530 After Madelyn lays out the key points she wants 00:00:35.530 --> 00:00:37.680 to share with you about using Khan Academy 00:00:37.680 --> 00:00:40.490 in your classroom, she'll take your questions live. 00:00:40.490 --> 00:00:43.390 So share and view the questions format and here we go. 00:00:43.390 --> 00:00:44.690 So Madelyn, welcome, thank you so much 00:00:44.690 --> 00:00:46.040 for joining us today. 00:00:46.040 --> 00:00:47.910 - Absolutely, thank you so much. 00:00:47.910 --> 00:00:49.570 - We're super excited to have you here. 00:00:49.570 --> 00:00:52.090 And just to give folks a sense of where you're coming from, 00:00:52.090 --> 00:00:54.390 tell us about your own journey as an educator. 00:00:55.560 --> 00:00:58.730 - Absolutely, so this is my eighth year of teaching 00:00:58.730 --> 00:01:00.430 and I've been really lucky 00:01:00.430 --> 00:01:03.730 to have very different teaching experiences. 00:01:03.730 --> 00:01:08.210 I have taught in two different states, in five districts. 00:01:08.210 --> 00:01:11.760 I've taught in rural, suburban, urban settings 00:01:11.760 --> 00:01:14.990 and I've taught middle school and elementary. 00:01:14.990 --> 00:01:17.440 Currently, I teach third grade. 00:01:17.440 --> 00:01:19.570 - Very cool, and how long have you been using 00:01:19.570 --> 00:01:21.560 Khan Academy for and what do you typically use it for 00:01:21.560 --> 00:01:22.860 in your classroom? 00:01:22.860 --> 00:01:25.550 - So I've used it for a little over two years. 00:01:25.550 --> 00:01:27.793 And I use it for a lot. 00:01:28.650 --> 00:01:31.800 So I got started mainly using it for math 00:01:31.800 --> 00:01:34.750 and that's how I do my math homework actually 00:01:34.750 --> 00:01:36.393 is through Khan Academy. 00:01:37.270 --> 00:01:40.550 But over time as I've gotten more comfortable with it, 00:01:40.550 --> 00:01:41.890 I use so much on it now. 00:01:41.890 --> 00:01:45.810 I use grammar, I use the ELA beta 00:01:45.810 --> 00:01:50.210 that just came out recently, I use the computer programming 00:01:50.210 --> 00:01:52.460 and I also use history. 00:01:52.460 --> 00:01:53.293 - Very cool, okay, 00:01:53.293 --> 00:01:54.900 it sounds like you're a Khan Academy super user. 00:01:54.900 --> 00:01:56.290 So that's perfect. 00:01:56.290 --> 00:01:57.123 That's what we need. 00:01:57.123 --> 00:02:00.070 And so for those who wanna aspire for super user status 00:02:00.070 --> 00:02:01.860 that are just getting started today, especially 00:02:01.860 --> 00:02:04.420 in this difficult environment we find ourselves in, 00:02:04.420 --> 00:02:07.010 any beginner tips for just getting started with Khan Academy 00:02:07.010 --> 00:02:08.660 especially as it pertains to ELA? 00:02:10.300 --> 00:02:15.300 - You know, I think that some of the easiest ways 00:02:15.570 --> 00:02:16.410 to get started... 00:02:16.410 --> 00:02:19.260 Well, if you're elementary, I really recommend 00:02:19.260 --> 00:02:22.030 adding multiple courses to your classroom, 00:02:22.030 --> 00:02:26.550 so adding math, grammar and the beta ELA 00:02:26.550 --> 00:02:31.470 and then just explore what those have to offer. 00:02:31.470 --> 00:02:36.470 I think the ELA beta is really awesome to be able to use 00:02:40.350 --> 00:02:44.890 more complete units of study and then the grammar is nice 00:02:44.890 --> 00:02:48.230 for those little check-ins to reinforce skills you've taught 00:02:48.230 --> 00:02:50.150 in the classroom. 00:02:50.150 --> 00:02:52.970 - Very cool, let's actually just pull up some of that 00:02:52.970 --> 00:02:55.032 so folks can see it on their screen. 00:02:55.032 --> 00:02:57.210 So basically we just added a new class. 00:02:57.210 --> 00:02:59.370 And out of curiosity, 'cause I know this always comes up, 00:02:59.370 --> 00:03:00.850 how do you get your students enrolled? 00:03:00.850 --> 00:03:03.510 I know it's especially a challenge with elementary students. 00:03:03.510 --> 00:03:06.840 - Yeah, so if you're middle or high school, 00:03:06.840 --> 00:03:09.830 I say don't enroll them yourself. 00:03:09.830 --> 00:03:12.490 Share it, push it out via Google Classroom. 00:03:12.490 --> 00:03:14.770 It's really easy on Khan Academy to do it that way. 00:03:14.770 --> 00:03:17.680 But if you're elementary, especially right now, 00:03:17.680 --> 00:03:18.970 I would just go ahead 00:03:18.970 --> 00:03:22.470 and create your student's accounts for them. 00:03:22.470 --> 00:03:25.050 I know that so many parents are overwhelmed. 00:03:25.050 --> 00:03:27.500 And so that's just one thing that you can do. 00:03:27.500 --> 00:03:30.560 All you have to do is type in the student's name 00:03:30.560 --> 00:03:33.903 and then a username and password will be created, 00:03:37.084 --> 00:03:39.080 then you can just email it out to families 00:03:39.080 --> 00:03:40.310 and it's really easy. 00:03:40.310 --> 00:03:43.030 Just download the CSV for sure. 00:03:43.030 --> 00:03:47.430 Some people skip that, which is really interesting to me. 00:03:47.430 --> 00:03:49.720 Don't skip it, download it so that you would have that 00:03:49.720 --> 00:03:50.853 on your computer. 00:03:52.400 --> 00:03:54.010 I mean, you can access it other ways, 00:03:54.010 --> 00:03:56.203 but that's gonna be the easiest. 00:03:57.130 --> 00:04:01.020 - Great, and so once someone has created their class 00:04:01.020 --> 00:04:03.390 and they've applied all those different courses 00:04:03.390 --> 00:04:05.890 that you were talking about, how would you even get started? 00:04:05.890 --> 00:04:08.970 How would you get a student using ELA on Khan Academy 00:04:08.970 --> 00:04:10.680 for the first time? 00:04:10.680 --> 00:04:15.680 - So what you're gonna wanna do is first you're gonna wanna 00:04:16.930 --> 00:04:19.430 assign something so that when the students get 00:04:19.430 --> 00:04:22.083 into Khan Academy there is something for them to do. 00:04:23.720 --> 00:04:27.160 And so I teach third grade. 00:04:27.160 --> 00:04:29.450 So I would go into the third grade beta 00:04:29.450 --> 00:04:32.130 and then just click on a unit. 00:04:32.130 --> 00:04:35.630 So right now, I've been doing a lot 00:04:35.630 --> 00:04:39.690 of actually the vocabulary because we've done so much 00:04:39.690 --> 00:04:40.910 of that work in the classroom, 00:04:40.910 --> 00:04:44.660 I think it's nice during this time to first start off 00:04:44.660 --> 00:04:47.670 with something you have already covered with them in person. 00:04:47.670 --> 00:04:49.860 'Cause if this is new to them, 00:04:49.860 --> 00:04:51.380 they're gonna feel more comfortable if, 00:04:51.380 --> 00:04:54.540 oh, okay, I know what context clues are, 00:04:54.540 --> 00:04:57.260 okay, and then they can do an assignment 00:04:57.260 --> 00:04:58.780 that feels a little bit more familiar, 00:04:58.780 --> 00:05:01.640 even if it's a new website. 00:05:01.640 --> 00:05:02.730 So that's what I started with. 00:05:02.730 --> 00:05:04.240 We've been doing so much context clues, 00:05:04.240 --> 00:05:06.500 so I assigned them something on there, 00:05:06.500 --> 00:05:09.237 even though my students are comfortable with it. 00:05:09.237 --> 00:05:10.280 - And here's an example 00:05:10.280 --> 00:05:12.470 of what some of those questions look like. 00:05:12.470 --> 00:05:14.870 Now, imagine that someone is going to start Khan Academy 00:05:14.870 --> 00:05:17.560 for the first time not having that prior experience 00:05:17.560 --> 00:05:18.810 in the classroom with it. 00:05:19.870 --> 00:05:22.080 Would you recommend rolling this out 00:05:22.080 --> 00:05:24.470 over a Zoom conversation or a Google Meeting, 00:05:24.470 --> 00:05:26.150 or how would you even give students a sense 00:05:26.150 --> 00:05:27.140 of what they're supposed to be doing 00:05:27.140 --> 00:05:28.950 and what an assignment looks like? 00:05:28.950 --> 00:05:33.950 - Yeah, so I would definitely do some sort of live meeting 00:05:34.060 --> 00:05:36.023 and get them excited about it. 00:05:36.930 --> 00:05:39.900 Explain why you're gonna be using it. 00:05:39.900 --> 00:05:42.080 Maybe you want to share. 00:05:42.080 --> 00:05:44.050 If you're not familiar with Khan Academy, 00:05:44.050 --> 00:05:49.050 they get mastery points and they get to create avatars 00:05:50.840 --> 00:05:52.510 for themselves and things like that. 00:05:52.510 --> 00:05:56.570 And so if you're working with younger kids like I am, 00:05:56.570 --> 00:05:59.350 or even some of the older kids, they get excited about that. 00:05:59.350 --> 00:06:03.390 So walking them through it, through a share screen 00:06:03.390 --> 00:06:05.403 so that they can see what it looks like. 00:06:06.260 --> 00:06:08.220 The first time I did Khan Academy, 00:06:08.220 --> 00:06:10.640 or the first time I do Khan Academy with my class 00:06:10.640 --> 00:06:11.580 at the beginning of the year, 00:06:11.580 --> 00:06:14.410 we always do an assignment together. 00:06:14.410 --> 00:06:18.310 And so you can do that in your live Hangout. 00:06:18.310 --> 00:06:20.520 You could have each of the kids write down the answer 00:06:20.520 --> 00:06:22.910 they think is the correct one and hold it up. 00:06:22.910 --> 00:06:24.560 And then they were doing it together 00:06:24.560 --> 00:06:26.960 and they're getting a tutorial of how to use it. 00:06:28.130 --> 00:06:31.330 - Very cool, and so when you're ready to go to prime time 00:06:31.330 --> 00:06:32.880 and say, okay, I wanna make this part 00:06:32.880 --> 00:06:36.130 of my regular classroom fabric 00:06:36.130 --> 00:06:38.680 such as our classrooms exist today, 00:06:38.680 --> 00:06:39.513 how would you? 00:06:39.513 --> 00:06:42.223 How would you make it easy and regular for your students? 00:06:43.330 --> 00:06:48.330 - So I think that depends on what your schedule looks like. 00:06:49.990 --> 00:06:52.290 Right now I know that for some teachers, 00:06:52.290 --> 00:06:56.350 they are putting an announcement every day on Seesaw. 00:06:56.350 --> 00:06:58.690 Well, you can put a link into Seesaw. 00:06:58.690 --> 00:07:02.030 Some people are doing assignments through Google Classrooms. 00:07:02.030 --> 00:07:04.643 Some people are doing a live check-in every day. 00:07:05.830 --> 00:07:09.487 So for me, I'm doing mostly live check-ins. 00:07:10.370 --> 00:07:14.090 And so at the end of my time, I remind them now is the time 00:07:14.090 --> 00:07:15.630 that you're gonna get onto Khan Academy. 00:07:15.630 --> 00:07:19.923 I want you to do the assignment that's named such-and-such. 00:07:21.610 --> 00:07:26.610 And so just building it in that way would be what I suggest. 00:07:27.289 --> 00:07:29.160 - Very cool and I'll just mention that every piece 00:07:29.160 --> 00:07:32.610 of content on Khan Academy has a unique URL. 00:07:32.610 --> 00:07:35.000 So if you ever just need to paste a link to a video 00:07:35.000 --> 00:07:37.093 or to a specific exercise, you can do that. 00:07:37.093 --> 00:07:40.440 Or into a Seesaw or a learning management system, 00:07:40.440 --> 00:07:43.483 in addition to the assignment process that works like this. 00:07:45.020 --> 00:07:47.200 As far as the reporting goes, 00:07:47.200 --> 00:07:49.660 I know we're in a very different environment right now, 00:07:49.660 --> 00:07:51.473 but how much are you looking at those reports, 00:07:51.473 --> 00:07:54.683 are you translating it into grades, does it matter? 00:07:55.880 --> 00:07:58.650 - So I am not doing grades. 00:07:58.650 --> 00:08:00.810 That's not an expectation at the elementary level. 00:08:00.810 --> 00:08:04.000 However, I am still using those reports. 00:08:04.000 --> 00:08:06.960 So one of the things that I see as fantastic 00:08:06.960 --> 00:08:11.870 about Khan Academy is there are great videos 00:08:11.870 --> 00:08:13.870 that are tutorials for the students to use. 00:08:13.870 --> 00:08:15.680 So I don't have to spend my time doing that. 00:08:15.680 --> 00:08:17.090 There's great lessons. 00:08:17.090 --> 00:08:18.900 I don't have to spend my time doing that. 00:08:18.900 --> 00:08:21.710 Instead, I can use my time looking at those reports. 00:08:21.710 --> 00:08:24.700 And so just a quick story of what happened today. 00:08:24.700 --> 00:08:27.630 I assigned two math assignments and I was looking 00:08:27.630 --> 00:08:29.720 at the scores from students. 00:08:29.720 --> 00:08:34.400 One of my top math kiddos scored poorly. 00:08:34.400 --> 00:08:39.400 And so then I was able to look at a different report 00:08:39.640 --> 00:08:42.010 which shows student activity. 00:08:42.010 --> 00:08:45.840 So then it shows me how long students have spent, not just 00:08:45.840 --> 00:08:50.840 navigating the pages, but actually on the assignments. 00:08:50.913 --> 00:08:55.150 I mean, he had spend six minutes on two assignments, 00:08:55.150 --> 00:08:58.240 which is just not enough time for the type of assignments 00:08:58.240 --> 00:09:00.380 that I had uploaded. 00:09:00.380 --> 00:09:03.260 And so because I had this extra time, I was able to check in 00:09:03.260 --> 00:09:05.430 with that family and I just said, 00:09:05.430 --> 00:09:08.190 hey, how did the assignments go? 00:09:08.190 --> 00:09:11.530 Oh, it turns out their wi-fi was in and out 00:09:11.530 --> 00:09:13.590 and he was really stressed about that 00:09:13.590 --> 00:09:15.040 and tried to get both assignments in 00:09:15.040 --> 00:09:16.793 before the wi-fi went out again. 00:09:17.890 --> 00:09:21.850 And so I wouldn't have known that 00:09:21.850 --> 00:09:24.660 if I didn't have those reports to look back on. 00:09:24.660 --> 00:09:25.620 I could've just been like, 00:09:25.620 --> 00:09:29.300 oh, this was a tough skill for him and moved on. 00:09:29.300 --> 00:09:31.600 But instead, I got to build that relationship 00:09:31.600 --> 00:09:35.510 and talk to him about it's totally fine. 00:09:35.510 --> 00:09:38.480 If you have to wait until later to get it done, that's fine. 00:09:38.480 --> 00:09:42.463 There's no stress to get this done right away. 00:09:43.580 --> 00:09:44.463 - Very cool, 00:09:45.800 --> 00:09:48.660 so I love how you closed the feedback loop there. 00:09:48.660 --> 00:09:51.570 I feel like as teachers in our normal classrooms, 00:09:51.570 --> 00:09:55.040 we're constantly having that feedback loop all day every day 00:09:55.040 --> 00:09:56.890 where a student does some work, 00:09:56.890 --> 00:09:58.500 we're giving them a response, 00:09:58.500 --> 00:10:01.420 they're getting that needed feedback versus it's so hard 00:10:01.420 --> 00:10:02.730 in this remote learning environment, 00:10:02.730 --> 00:10:05.050 but you're still closing that loop using Khan Academy 00:10:05.050 --> 00:10:08.730 to generate the data, super cool. 00:10:09.720 --> 00:10:11.770 So the questions are starting to pour in. 00:10:13.730 --> 00:10:16.300 If you're good Madelyn, I'd love to bring up a question 00:10:16.300 --> 00:10:20.040 from Don and Herb and Kelly, which is what is an ELA beta? 00:10:20.040 --> 00:10:21.860 What does that even mean? 00:10:21.860 --> 00:10:23.750 How should we be thinking about that? 00:10:23.750 --> 00:10:27.420 - So basically Khan Academy, 00:10:27.420 --> 00:10:29.890 and you can talk to this probably much better, 00:10:29.890 --> 00:10:34.410 but they are adding English language arts as part 00:10:34.410 --> 00:10:37.530 of their lessons and they're just in beta right now. 00:10:37.530 --> 00:10:40.460 So that means that they're testing them out, they're seeing 00:10:40.460 --> 00:10:43.950 what's working well, what's not, getting feedback 00:10:43.950 --> 00:10:46.993 from people so that they can improve them. 00:10:48.120 --> 00:10:48.953 - Absolutely. 00:10:50.200 --> 00:10:53.520 - But so right now, there's multiple topics 00:10:53.520 --> 00:10:54.353 that you can choose from. 00:10:54.353 --> 00:10:56.223 So there's reading passages. 00:11:00.100 --> 00:11:03.807 There's non-fiction and fiction 00:11:06.070 --> 00:11:10.610 and then there's also just specific skills 00:11:10.610 --> 00:11:12.250 like I talked about with the vocabulary 00:11:12.250 --> 00:11:15.980 like using glossaries and dictionaries and things like that. 00:11:15.980 --> 00:11:19.033 So I'm super excited about it. 00:11:20.300 --> 00:11:22.650 - Cool, and I just shared the link with everyone. 00:11:22.650 --> 00:11:25.850 If you wanna use it and give us feedback, please just use 00:11:25.850 --> 00:11:27.920 that link and let us know 'cause our content developers 00:11:27.920 --> 00:11:29.860 are really eager for that kind of information, 00:11:29.860 --> 00:11:31.210 speaking of feedback loops. 00:11:32.110 --> 00:11:32.963 Let's see here. 00:11:36.735 --> 00:11:39.930 Okay, so Ramona says I'm a fifth grade ELA 00:11:39.930 --> 00:11:41.610 and social studies teacher looking for ways 00:11:41.610 --> 00:11:42.570 to integrate Khan Academy 00:11:42.570 --> 00:11:44.720 into my remote learning instruction. 00:11:44.720 --> 00:11:47.870 I already have my students working through Google Classroom. 00:11:47.870 --> 00:11:49.470 Are there any special tips you would offer 00:11:49.470 --> 00:11:52.150 for Google Classroom users given that you use it? 00:11:52.150 --> 00:11:56.560 - Awesome, so I use Google Classroom, too, and there's a lot 00:11:56.560 --> 00:12:00.140 of compatibility between Khan Academy and Google Classroom, 00:12:00.140 --> 00:12:01.670 which is fantastic. 00:12:01.670 --> 00:12:04.700 And you can actually in your Khan Academy account 00:12:04.700 --> 00:12:09.700 even sync your Google Classroom to your Khan Academy class. 00:12:13.350 --> 00:12:15.473 And yeah, perfect. 00:12:17.800 --> 00:12:18.990 - And then explain a little bit more 00:12:18.990 --> 00:12:20.220 about what does syncing look like? 00:12:20.220 --> 00:12:21.690 What does that actually do for the teacher 00:12:21.690 --> 00:12:23.070 or for the students? 00:12:23.070 --> 00:12:25.000 - So then it just makes it... 00:12:28.290 --> 00:12:29.660 I wish that I could... 00:12:33.186 --> 00:12:34.630 - I don't think you have to share your screen 00:12:34.630 --> 00:12:35.590 'cause I know you've got 00:12:35.590 --> 00:12:37.070 your students' personal information on there. 00:12:37.070 --> 00:12:39.460 We've got our fabricated data here. 00:12:39.460 --> 00:12:43.453 - Yeah, so then it just shares the information. 00:12:44.845 --> 00:12:48.330 - Yeah, I thought the easiest way to explain it is 00:12:48.330 --> 00:12:50.240 if you've already done the hard work of getting students 00:12:50.240 --> 00:12:53.010 onto Google Classroom and everyone's all set up there, 00:12:53.010 --> 00:12:54.210 if you have to add a student 00:12:54.210 --> 00:12:56.100 or change a student in Google classroom, 00:12:56.100 --> 00:12:58.120 those changes are automatically populated 00:12:58.120 --> 00:13:00.040 in your Khan Academy class. 00:13:00.040 --> 00:13:02.020 So that way you don't have to double work 00:13:02.020 --> 00:13:03.721 because it's all being fed over. 00:13:03.721 --> 00:13:04.900 - And I know there's been a lot of concern 00:13:04.900 --> 00:13:07.370 about too much information going out to families. 00:13:07.370 --> 00:13:11.080 And so this is a way that you can cut down on that. 00:13:11.080 --> 00:13:13.230 And there's less for the students to click. 00:13:14.410 --> 00:13:17.130 - Oh, I got a really juicy question for you from Kathleen. 00:13:17.130 --> 00:13:18.510 I love this question. 00:13:18.510 --> 00:13:20.450 I know it's very tempting in the middle of this crisis 00:13:20.450 --> 00:13:22.830 to be totally focused on just getting through the day. 00:13:22.830 --> 00:13:24.980 I am certainly that way most days. 00:13:24.980 --> 00:13:27.300 But if we're already thinking about next year 00:13:27.300 --> 00:13:29.290 and setting our students up for success, 00:13:29.290 --> 00:13:31.940 if a student starts Khan Academy this year, 00:13:31.940 --> 00:13:35.240 will their data go with them to their next year's teacher 00:13:35.240 --> 00:13:37.030 so they can benefit from understanding 00:13:37.030 --> 00:13:38.280 what they've done so far? 00:13:39.220 --> 00:13:41.253 - Oh, that's an awesome question. 00:13:45.180 --> 00:13:50.180 Well, it depends on hopefully your students are signing up 00:13:50.800 --> 00:13:52.943 with their school email 00:13:59.300 --> 00:14:01.060 or just using the same login, 00:14:01.060 --> 00:14:04.340 then my understanding is that it should. 00:14:04.340 --> 00:14:07.670 I haven't followed the same group of students 00:14:07.670 --> 00:14:10.360 and I was teaching at an older grade, 00:14:10.360 --> 00:14:13.600 but from what my students have told me, it follows them. 00:14:13.600 --> 00:14:15.370 Do you have more on that? 00:14:15.370 --> 00:14:16.680 - Absolutely, no, you nailed it. 00:14:16.680 --> 00:14:18.630 So basically as long as they're logging in 00:14:18.630 --> 00:14:19.463 with their school account 00:14:19.463 --> 00:14:21.300 and that school account stays the same, 00:14:21.300 --> 00:14:23.660 they'll carry all that good information with them 00:14:23.660 --> 00:14:25.260 and future teachers can benefit. 00:14:26.280 --> 00:14:28.830 Lots of questions from high school educators like Nancy 00:14:28.830 --> 00:14:31.210 and Jennifer saying, hey, I love all this stuff 00:14:31.210 --> 00:14:33.200 for third through eighth grade ELA, 00:14:33.200 --> 00:14:34.840 what about us high school teachers? 00:14:34.840 --> 00:14:37.920 Would you recommend that the vocabulary and grammar lessons 00:14:37.920 --> 00:14:40.685 are relevant for those students as well? 00:14:40.685 --> 00:14:43.050 - I think it really depends on those students. 00:14:43.050 --> 00:14:45.490 I mean, you are the experts on your students. 00:14:45.490 --> 00:14:47.090 You're gonna know that the best. 00:14:48.000 --> 00:14:52.130 I've used the grammar with middle school 00:14:52.130 --> 00:14:54.880 and I'm sure high school teachers, you would agree 00:14:54.880 --> 00:14:57.370 that there are some holes in grammar. 00:14:57.370 --> 00:15:01.780 And so I would certainly use it for high school. 00:15:01.780 --> 00:15:04.390 And what you might just wanna change what that looks like 00:15:04.390 --> 00:15:06.250 and you might want to... 00:15:07.660 --> 00:15:12.660 There's unit tests for each thing. 00:15:12.680 --> 00:15:16.400 So if we go to sentence and clauses or if we go to nouns, 00:15:16.400 --> 00:15:17.870 then there's gonna be a unit test. 00:15:17.870 --> 00:15:19.590 So it might just look different 00:15:19.590 --> 00:15:21.823 where you would find that at the beginning. 00:15:23.170 --> 00:15:25.240 And see how they do on that and then figure out 00:15:25.240 --> 00:15:28.220 what individual skills you wanna go over, 00:15:28.220 --> 00:15:31.283 instead of assigning every single assignment. 00:15:32.430 --> 00:15:34.900 - I love that and actually you echoed exactly 00:15:34.900 --> 00:15:36.890 what Tim Vandenberg, your fellow ambassador had shared 00:15:36.890 --> 00:15:40.130 a couple weeks ago, which is even for his sixth graders, 00:15:40.130 --> 00:15:43.470 he has them go back and actually master each of these things 00:15:43.470 --> 00:15:45.810 because if they didn't learn about nouns in the first grade, 00:15:45.810 --> 00:15:48.110 if they didn't learn about adverbs in third grade, 00:15:48.110 --> 00:15:49.690 he can actually fill in those gaps 00:15:49.690 --> 00:15:51.410 and make sure they're ready for sixth grade work 00:15:51.410 --> 00:15:52.970 or even ninth grade work. 00:15:52.970 --> 00:15:56.163 - Yep. Okay, let's see here. 00:15:58.865 --> 00:16:00.020 Okay, here's an important question. 00:16:00.020 --> 00:16:01.060 I think this really speaks probably 00:16:01.060 --> 00:16:03.890 to the elementary population that you're most familiar with. 00:16:03.890 --> 00:16:07.630 Marta wants to know if I've already created 00:16:07.630 --> 00:16:10.040 the students' usernames and passwords via the process 00:16:10.040 --> 00:16:12.290 that you just outlined, what should I send 00:16:12.290 --> 00:16:14.810 to the parents and the students themselves? 00:16:14.810 --> 00:16:16.600 Should I just send them that information directly 00:16:16.600 --> 00:16:18.080 or is there any preferred way 00:16:18.080 --> 00:16:19.630 to go about that communication? 00:16:21.570 --> 00:16:25.169 - So I've never had to do it with distance learning, 00:16:25.169 --> 00:16:27.137 so that's a great question. 00:16:27.137 --> 00:16:29.140 What I would do is... 00:16:30.220 --> 00:16:33.020 Again, each school looks different right now. 00:16:33.020 --> 00:16:36.360 We're having to send out a weekly email to parents 00:16:36.360 --> 00:16:39.093 and so you could input it within that. 00:16:41.730 --> 00:16:45.560 And then so that's probably what I would do 00:16:45.560 --> 00:16:50.150 is just screenshot the user, 00:16:50.150 --> 00:16:52.850 each individual username and you could do that. 00:16:52.850 --> 00:16:54.960 Oh, perfect. 00:16:54.960 --> 00:16:57.470 - Yeah, I was gonna add, I think you're absolutely right. 00:16:57.470 --> 00:16:59.410 Totally the best way to do it or whatever's natural 00:16:59.410 --> 00:17:01.800 for your communication style, if you're using Seesaw 00:17:01.800 --> 00:17:03.610 or screen capture tools. 00:17:03.610 --> 00:17:06.670 Khan Academy does have a formal letter to parents 00:17:06.670 --> 00:17:08.820 where you can list it that's in a bunch 00:17:08.820 --> 00:17:11.330 of different languages, which I'll share in the chat here. 00:17:11.330 --> 00:17:12.590 And you can always take advantage of these 00:17:12.590 --> 00:17:15.750 if you just need some language to get started with. 00:17:15.750 --> 00:17:18.433 But I think that your point is totally valid, Madelyn. 00:17:19.980 --> 00:17:21.240 Okay, hopefully that gets you started, Marta. 00:17:21.240 --> 00:17:24.043 I know it's a tough thing to do midstream, especially given 00:17:24.043 --> 00:17:26.853 that the stream we're wading in right now is very deep. 00:17:28.470 --> 00:17:29.940 Ooh, here's a really interesting question. 00:17:29.940 --> 00:17:31.760 This is gonna challenge you a little bit. 00:17:31.760 --> 00:17:33.720 But Shelly who's actually working with students 00:17:33.720 --> 00:17:37.600 that are focused on GED wants to know if there are parts 00:17:37.600 --> 00:17:40.690 of Khan Academy that are actually even appropriate 00:17:40.690 --> 00:17:42.920 for self-directed learning. 00:17:42.920 --> 00:17:44.930 So less about assignment, assignment, assignment, 00:17:44.930 --> 00:17:47.930 more about I'm empowered to go forth and learn as a student. 00:17:48.990 --> 00:17:52.210 - Yeah, actually I think that something that 00:17:52.210 --> 00:17:54.410 the more comfortable you can get any student 00:17:54.410 --> 00:17:57.480 with Khan Academy, the more that will naturally happen, 00:17:57.480 --> 00:18:01.090 even for an older learner, it's gonna happen very naturally. 00:18:01.090 --> 00:18:03.453 It can definitely be self-paced. 00:18:04.730 --> 00:18:08.280 Some of my third graders, in the time that they were waiting 00:18:08.280 --> 00:18:11.210 for me to get up and running with online education, 00:18:11.210 --> 00:18:15.040 assigned themselves computer programming and biology 00:18:15.040 --> 00:18:17.220 and started going through those lessons. 00:18:17.220 --> 00:18:20.880 And so absolutely, this would be great 00:18:20.880 --> 00:18:25.090 for self-paced instruction. 00:18:25.090 --> 00:18:28.980 - Very cool and just to make that really lucid, 00:18:28.980 --> 00:18:31.330 any single user of Khan Academy whether you're a teacher 00:18:31.330 --> 00:18:33.640 or a student can always click this courses button 00:18:33.640 --> 00:18:35.270 in the upper left-hand corner 00:18:35.270 --> 00:18:36.330 and really can start digging in 00:18:36.330 --> 00:18:38.290 on whatever they're curious about. 00:18:38.290 --> 00:18:40.940 So if you do have adult learners, older learners 00:18:40.940 --> 00:18:43.403 who are ready to just dominate grammar or whatever it is 00:18:43.403 --> 00:18:44.830 that they need to learn, 00:18:44.830 --> 00:18:47.270 they can get started even without assignments. 00:18:47.270 --> 00:18:48.470 Always available to you. 00:18:49.720 --> 00:18:50.980 Okay, great question, Shelly. 00:18:50.980 --> 00:18:52.180 Great response, Madelyn. 00:18:53.480 --> 00:18:54.780 Ooh, here's a tough one. 00:18:54.780 --> 00:18:57.000 So Krista says when setting this up 00:18:57.000 --> 00:18:59.590 for an autistic eighth grade girl, what do you think 00:18:59.590 --> 00:19:04.130 is the best approach and if the student had ADHD, 00:19:04.130 --> 00:19:06.330 would you think about it differently in terms of engagement? 00:19:06.330 --> 00:19:07.890 So basically just thinking about all your different kinds 00:19:07.890 --> 00:19:09.943 of learners, I need advice for making sure 00:19:09.943 --> 00:19:11.510 that they're all served really well 00:19:11.510 --> 00:19:13.060 using a tool like Khan Academy. 00:19:14.310 --> 00:19:18.690 - So again it's gonna depend on your individual student 00:19:18.690 --> 00:19:21.230 and what works best for them. 00:19:21.230 --> 00:19:26.230 So for one of my students who has autism, 00:19:26.740 --> 00:19:31.740 she actually really prefers the videos on Khan Academy 00:19:32.170 --> 00:19:33.524 to anything else. 00:19:33.524 --> 00:19:38.524 The use of color is really calming to her and she loves it. 00:19:40.340 --> 00:19:43.893 And so when I posted a video of my online instruction, 00:19:44.800 --> 00:19:46.620 her mom emailed me and said, 00:19:46.620 --> 00:19:48.980 is there actually a Khan Academy version? 00:19:48.980 --> 00:19:52.390 So for her, it worked really well and so much better. 00:19:52.390 --> 00:19:55.590 For another one of my students, this student has autism, 00:19:55.590 --> 00:19:58.900 he did not like the Khan Academy videos, 00:19:58.900 --> 00:20:03.550 but he loved the activity and doing the assignment on there. 00:20:03.550 --> 00:20:06.170 He just prefers getting the instruction from me. 00:20:06.170 --> 00:20:09.950 So there's gonna be give and take 00:20:10.880 --> 00:20:15.640 and just I guess having that conversation with them 00:20:15.640 --> 00:20:18.792 about what's working with us and what's not 00:20:18.792 --> 00:20:21.950 and teachers were really flexible. 00:20:21.950 --> 00:20:26.000 So just keeping that flexibility with this as well. 00:20:26.000 --> 00:20:27.920 - Very cool, great feedback. 00:20:27.920 --> 00:20:30.820 Actually very similar, Caesar wants to know 00:20:30.820 --> 00:20:33.570 do you have any students who are English language learners 00:20:33.570 --> 00:20:35.050 and if so, how do you address that 00:20:35.050 --> 00:20:37.193 given that so much of this is text based? 00:20:39.030 --> 00:20:44.030 - So I do have some students 00:20:44.060 --> 00:20:45.560 that are English language learners. 00:20:45.560 --> 00:20:50.560 So you can actually turn on captions. 00:20:51.000 --> 00:20:55.350 And so I will do that with the videos 00:20:56.810 --> 00:20:59.020 because sometimes they'll miss something 00:20:59.020 --> 00:21:04.020 or they will think that two words is one 00:21:04.570 --> 00:21:06.393 and so it just helps with clarity. 00:21:07.670 --> 00:21:12.670 So far, it has not been a huge issue 00:21:13.670 --> 00:21:15.693 for my students to navigate it. 00:21:17.340 --> 00:21:20.500 But there have been times where with some of the ELA, 00:21:20.500 --> 00:21:24.010 I've been moving down to some second grade, 00:21:24.010 --> 00:21:26.510 not because they aren't able to do the academics, 00:21:26.510 --> 00:21:29.030 but I can't put the same supports in 00:21:30.130 --> 00:21:31.420 with this distance learning. 00:21:31.420 --> 00:21:33.750 Or at least I haven't figured out a perfect way 00:21:33.750 --> 00:21:34.830 to do that yet. 00:21:34.830 --> 00:21:36.510 And so there are sometimes 00:21:36.510 --> 00:21:41.310 where I might use just a little bit simpler level 00:21:41.310 --> 00:21:43.910 so that they can access it easier. 00:21:43.910 --> 00:21:45.160 - Great advice, Madelyn. 00:21:45.160 --> 00:21:47.170 That leads to a bigger question. 00:21:47.170 --> 00:21:49.450 Can you speak to the idea of differentiation 00:21:49.450 --> 00:21:51.270 on Khan Academy a bit more broadly? 00:21:51.270 --> 00:21:53.800 When we did our initial demo, we were mostly talking 00:21:53.800 --> 00:21:56.590 about lock step, everyone gets the same assignment. 00:21:56.590 --> 00:21:58.790 If you wanted to serve each student where they are, 00:21:58.790 --> 00:22:01.000 how would you go about doing that? 00:22:01.000 --> 00:22:03.200 - There's so many different ways to do that. 00:22:03.200 --> 00:22:06.110 And it might even actually be easier for you 00:22:06.110 --> 00:22:08.660 because you've been working with your students in person 00:22:08.660 --> 00:22:11.180 up to this point, so you probably have a pretty good idea 00:22:11.180 --> 00:22:14.980 of where they're at, so you can assign from there. 00:22:14.980 --> 00:22:18.620 If you don't, if it's a new concept, 00:22:18.620 --> 00:22:22.810 then you can see how they're doing on the assignments 00:22:22.810 --> 00:22:24.810 and then you can scale back. 00:22:24.810 --> 00:22:28.660 There's actually if you're doing math, 00:22:28.660 --> 00:22:32.910 there's very clear cut if you need remediation 00:22:32.910 --> 00:22:34.280 in third grade, click here, 00:22:34.280 --> 00:22:39.053 if you need supports for this, click here. 00:22:40.510 --> 00:22:45.510 And then with ELA, it's not there yet because it's in beta, 00:22:47.260 --> 00:22:52.260 but you can just yourself look through the different levels 00:22:52.350 --> 00:22:54.100 and you can make it more challenging 00:22:54.100 --> 00:22:55.540 for your students that need that. 00:22:55.540 --> 00:22:58.270 Assign them a fourth grade or a fifth grade 00:22:58.270 --> 00:23:01.270 or go the other way. 00:23:01.270 --> 00:23:03.800 - Cool, and just to operationalize that, 00:23:03.800 --> 00:23:05.830 anywhere you can make assignments on the site, 00:23:05.830 --> 00:23:07.300 whether it's on the lesson itself 00:23:07.300 --> 00:23:09.790 or in the teacher classroom, you always have the chance 00:23:09.790 --> 00:23:12.410 to do all students or just some of the students. 00:23:12.410 --> 00:23:13.330 So you can really make sure 00:23:13.330 --> 00:23:15.430 that every student is getting what they need, 00:23:15.430 --> 00:23:18.210 not just whatever the class is getting. 00:23:18.210 --> 00:23:20.060 Speaking of getting what you need, 00:23:20.060 --> 00:23:23.350 Nathan, a parent, actually asks a really important question, 00:23:23.350 --> 00:23:27.470 which is I'm a parent of a second grader and I'm trying 00:23:27.470 --> 00:23:29.230 to make sure that my daughter has what she needs 00:23:29.230 --> 00:23:32.820 to get ready for third grade, but I don't wanna just skip 00:23:32.820 --> 00:23:36.380 to third grade and start her on that ELA beta. 00:23:36.380 --> 00:23:38.090 Do you recommend anything to get started 00:23:38.090 --> 00:23:39.440 at that second grade level? 00:23:42.770 --> 00:23:46.390 - Well, so I would suggest doing some 00:23:46.390 --> 00:23:48.243 of the grammar lessons. 00:23:49.610 --> 00:23:53.060 That would be really good. 00:23:53.060 --> 00:23:58.033 There's some pretty basic things in there like nouns, 00:23:59.280 --> 00:24:02.453 singular nouns, things like that. 00:24:05.940 --> 00:24:07.910 So I would do that I would think. 00:24:07.910 --> 00:24:10.210 And then I don't think there's any harm 00:24:10.210 --> 00:24:13.400 with doing what beta is available for second grade 00:24:14.690 --> 00:24:17.200 and fill in the time with that for now. 00:24:17.200 --> 00:24:20.040 - Yeah, have you ever used Khan Kids 00:24:20.040 --> 00:24:22.760 with your students at all, Madelyn? 00:24:22.760 --> 00:24:27.760 - Well, not with my students, but I have two little ones 00:24:29.223 --> 00:24:33.470 and with my three-year-old, he uses Khan Academy. 00:24:33.470 --> 00:24:35.750 He's not going to preschool anymore 00:24:35.750 --> 00:24:38.660 which was pretty devastating for him 00:24:38.660 --> 00:24:43.023 and so he uses Khan Academy Kids and he loves it. 00:24:45.080 --> 00:24:49.030 And he was really excited because that is continuing 00:24:49.030 --> 00:24:52.100 to develop and so recently there was assignments 00:24:52.100 --> 00:24:55.690 for first grade that came up 00:24:55.690 --> 00:25:00.160 and he was so excited about new videos. 00:25:00.160 --> 00:25:01.363 So it's a great tool. 00:25:02.520 --> 00:25:05.770 It's an app that it'll go through short lessons 00:25:05.770 --> 00:25:10.610 and you can either select the lessons yourself 00:25:10.610 --> 00:25:13.700 or you can just press play 00:25:13.700 --> 00:25:17.290 and it will lead you through lessons. 00:25:17.290 --> 00:25:19.870 - Absolutely, as all three, all along the bottom, 00:25:19.870 --> 00:25:22.040 these app stores as you can see on the screen. 00:25:22.040 --> 00:25:24.240 And in some ways, it's easier to get started with especially 00:25:24.240 --> 00:25:26.440 in this remote learning environment, 'cause like you said, 00:25:26.440 --> 00:25:28.671 Madelyn, you just start it and it just goes 00:25:28.671 --> 00:25:30.090 and you don't have to worry about all these assignments 00:25:30.090 --> 00:25:30.923 and everything else. 00:25:30.923 --> 00:25:31.756 So could be a nice way 00:25:31.756 --> 00:25:33.730 for the early elementary educators out there 00:25:33.730 --> 00:25:35.526 to get their students started. 00:25:35.526 --> 00:25:37.800 - And you can still get reports. 00:25:37.800 --> 00:25:42.800 - Right, Sara from Guilford County, North Carolina asks 00:25:43.470 --> 00:25:45.100 and this is a very important question, 00:25:45.100 --> 00:25:47.360 can you actually preview the lesson and videos 00:25:47.360 --> 00:25:48.660 before you assign them 00:25:48.660 --> 00:25:49.970 or are you basically just shooting in the dark 00:25:49.970 --> 00:25:51.500 and hoping for the best? 00:25:51.500 --> 00:25:53.860 - No, you can absolutely preview anything. 00:25:53.860 --> 00:25:57.650 I typically do the assignment myself. 00:25:57.650 --> 00:26:01.610 Now, there's sometimes with some of the assignments, 00:26:01.610 --> 00:26:03.670 there's lots of different possible questions 00:26:03.670 --> 00:26:05.080 that could be asked 00:26:05.080 --> 00:26:08.650 and I'll just run through one possibility, 00:26:08.650 --> 00:26:10.080 but just so I have a good idea 00:26:10.080 --> 00:26:12.780 of what I'm actually asking students to do. 00:26:12.780 --> 00:26:16.880 So yes, you can preview everything, which is really nice. 00:26:16.880 --> 00:26:19.680 You can preview because the students 00:26:19.680 --> 00:26:23.130 when they're doing the assignment can have access to hints. 00:26:23.130 --> 00:26:25.850 And so I like to see what those are going to look like 00:26:25.850 --> 00:26:27.480 for the students. 00:26:27.480 --> 00:26:30.430 - Very cool, and a little pro tip just to go along with that 00:26:30.430 --> 00:26:31.570 is if you're ever curious 00:26:31.570 --> 00:26:34.320 what your students are experiencing, I'm sure you are, 00:26:34.320 --> 00:26:36.870 add yourself as a student to your own classroom. 00:26:36.870 --> 00:26:38.360 And that way, you actually have the ability 00:26:38.360 --> 00:26:41.360 to see every email, every notification, everything 00:26:41.360 --> 00:26:42.600 that your students are about to get. 00:26:42.600 --> 00:26:44.320 And all you have to do is come in here 00:26:44.320 --> 00:26:48.250 to your classroom dashboard, go to the class code 00:26:48.250 --> 00:26:51.580 in the upper right-hand corner and then under your name, 00:26:51.580 --> 00:26:53.470 go to learner home. 00:26:53.470 --> 00:26:56.820 And from there, you can actually add yourself as a student 00:26:56.820 --> 00:26:59.730 and see everything that the student sees through their eyes. 00:26:59.730 --> 00:27:00.660 Have you ever done that, Madelyn? 00:27:00.660 --> 00:27:02.230 Has that ever-- - Mm-hmm. 00:27:02.230 --> 00:27:03.063 Okay, cool, cool. 00:27:03.063 --> 00:27:07.810 - And then also I just add courses that I'm interested in. 00:27:07.810 --> 00:27:10.317 So I think I have astronomy in there right now. 00:27:10.317 --> 00:27:14.420 And so I show the kids this is something I'm excited about, 00:27:14.420 --> 00:27:15.660 I'm gonna be learning. 00:27:15.660 --> 00:27:18.150 And so then they feel like you're using this, too. 00:27:18.150 --> 00:27:21.840 You're a learner, too and it builds that connection, too. 00:27:21.840 --> 00:27:22.820 - I love that. 00:27:22.820 --> 00:27:26.080 Any tips, speaking of that, about just growth mindset, 00:27:26.080 --> 00:27:28.980 especially this moment when we feel like so deflated 00:27:28.980 --> 00:27:31.830 and we're like I don't even wanna think about tomorrow. 00:27:31.830 --> 00:27:33.820 How do you keep your students feeling really strong 00:27:33.820 --> 00:27:35.070 and persistent right now? 00:27:36.560 --> 00:27:39.100 - That's a good question. 00:27:39.100 --> 00:27:40.763 Just keeping things light. 00:27:41.920 --> 00:27:44.590 At the beginning of each academic year, 00:27:44.590 --> 00:27:48.073 I do gross mindset lessons with them through Khan Academy, 00:27:49.820 --> 00:27:52.760 a course that they have available that's nice 00:27:52.760 --> 00:27:54.510 to help kids get into that mindset. 00:27:55.820 --> 00:27:59.320 But I think just continuing the connection with your kids 00:27:59.320 --> 00:28:03.637 is so important in whatever way you can. 00:28:03.637 --> 00:28:06.390 - Very cool, and then two final questions for you. 00:28:06.390 --> 00:28:09.390 Number one, where do you typically go to get support 00:28:09.390 --> 00:28:11.070 if you run into challenges with Khan Academy 00:28:11.070 --> 00:28:13.120 or just wanna learn from other educators? 00:28:14.210 --> 00:28:16.190 - So there are some Facebook groups 00:28:16.190 --> 00:28:19.920 for Khan Academy educators and that's really nice 00:28:20.840 --> 00:28:25.713 because you get feedback really quickly. 00:28:26.710 --> 00:28:29.120 You can just type in your question, 00:28:29.120 --> 00:28:31.710 hey, who's run into this? 00:28:31.710 --> 00:28:34.680 Or hey, I'm running into this issue, 00:28:34.680 --> 00:28:36.650 how have you motivated students? 00:28:36.650 --> 00:28:38.933 And you get responses really quickly. 00:28:40.550 --> 00:28:42.870 So I highly recommend joining that. 00:28:42.870 --> 00:28:46.843 It is a private group, so just have to ask for access. 00:28:48.423 --> 00:28:50.750 - Very cool, and then lastly, 00:28:50.750 --> 00:28:53.180 as we face the tough month ahead of us 00:28:53.180 --> 00:28:56.010 and maybe even a little more, any words of wisdom 00:28:56.010 --> 00:28:58.210 that you wanna share with ELA educators out there 00:28:58.210 --> 00:29:00.930 just as far as how to stay strong in this moment 00:29:00.930 --> 00:29:03.480 and how to serve their students the best way possible? 00:29:03.480 --> 00:29:08.070 - I think take a deep breath and less is more. 00:29:08.070 --> 00:29:11.460 You're doing the best that you can for your students 00:29:11.460 --> 00:29:14.210 just by being there and by trying 00:29:14.210 --> 00:29:16.930 and it's just gonna be a steep learning curve. 00:29:16.930 --> 00:29:19.230 So try to have as much fun with it as you can. 00:29:20.230 --> 00:29:22.640 - Cool, I think those are great words to end on. 00:29:22.640 --> 00:29:25.320 So Madelyn, thank you so much for being with us today. 00:29:25.320 --> 00:29:27.610 You learn from your own children, your own students 00:29:27.610 --> 00:29:29.490 to serve other educators. 00:29:29.490 --> 00:29:32.450 And thank you all for joining us and we wish you well 00:29:32.450 --> 00:29:34.850 on your journey in the next couple months ahead. 00:29:35.770 --> 00:29:38.503 - Absolutely, thank you so much for having me. 00:29:38.503 --> 00:29:39.703 - Have a great day, all.

Khan Academy Best Practices for Supporting English Language Learners

https://www.youtube.com/watch?v=8kQjCbna2GI

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https://www.youtube.com/api/timedtext?v=8kQjCbna2GI&ei=V1iUZZK7GuSDp-oPmryPqAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=73B054674692D48C7FBA75A5D0094606C8904958.8CE2349287F12C082278E8057835CFDFCF37864A&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:03.340 --> 00:00:04.950 - [Jeremy] Hey everyone, this is Jeremy Schefen 00:00:04.950 --> 00:00:06.100 at Khan Academy. 00:00:06.100 --> 00:00:07.383 Wanna wish you a happy Friday 00:00:07.383 --> 00:00:10.150 after week number five, can you believe it? 00:00:10.150 --> 00:00:11.760 Since this all started. 00:00:11.760 --> 00:00:14.900 I know, like, the way of doing things in the past 00:00:14.900 --> 00:00:17.000 feels like the distant past all of a sudden. 00:00:17.000 --> 00:00:19.090 But we really appreciated everything 00:00:19.090 --> 00:00:21.230 that educators are doing across the country 00:00:21.230 --> 00:00:23.860 to further students in this time of need. 00:00:23.860 --> 00:00:27.660 And we especially appreciate your fellow-educator, Jessica, 00:00:27.660 --> 00:00:29.860 who's calling in from Brownsville, Texas, 00:00:29.860 --> 00:00:32.320 where she's an English and ESL teacher 00:00:32.320 --> 00:00:34.780 and is using Khan Academy for the last two years 00:00:34.780 --> 00:00:37.390 to serve her students in a really effective way. 00:00:37.390 --> 00:00:39.950 So, Jessica, thank you so much for being here today. 00:00:39.950 --> 00:00:42.456 - [Jessica] Thank you for inviting me, I appreciate it. 00:00:42.456 --> 00:00:43.500 - [Jeremy] And just to give folks a sense of how 00:00:43.500 --> 00:00:45.000 they can interact with you, 00:00:45.000 --> 00:00:46.479 we're gonna go after some of the basic things about 00:00:46.479 --> 00:00:48.440 Jessica's background as an educator, 00:00:48.440 --> 00:00:50.960 how she recommends that you start using Khan Academy, 00:00:50.960 --> 00:00:52.790 if you're just getting started this week. 00:00:52.790 --> 00:00:54.720 But then if you have specific questions, 00:00:54.720 --> 00:00:58.170 you can ask those via the GoToWebinar questions feature. 00:00:58.170 --> 00:01:00.290 Just type them in and we'll take those 00:01:00.290 --> 00:01:01.800 as we go into the session. 00:01:01.800 --> 00:01:03.760 And Jessica can really walk you through 00:01:03.760 --> 00:01:05.230 whatever's on your mind. 00:01:05.230 --> 00:01:07.590 So, that being said, Jessica why don't you 00:01:07.590 --> 00:01:09.523 tell folks a little bit about your own 00:01:09.523 --> 00:01:12.010 educational adventure and how you got 00:01:12.010 --> 00:01:14.164 to where you are as a teacher today? 00:01:14.164 --> 00:01:16.890 - [Jessica] Well I'm an English, ESLL, 00:01:16.890 --> 00:01:20.140 English One teacher in Brownsville, Texas. 00:01:20.140 --> 00:01:21.970 Our demographics are pretty unique. 00:01:21.970 --> 00:01:26.010 We have very high, low socioeconomic students 00:01:26.010 --> 00:01:29.120 and I also have a large percentage of ESL students. 00:01:29.120 --> 00:01:31.620 We have 2,500 students in my school. 00:01:31.620 --> 00:01:33.200 We have six high schools. 00:01:33.200 --> 00:01:37.690 And out of our 2,500 students, about 350 of them are EL's. 00:01:37.690 --> 00:01:40.528 And we have about 100 students who are newcomers, 00:01:40.528 --> 00:01:44.070 which means that they're at the beginning level, 00:01:44.070 --> 00:01:46.530 as far as we can tell from English. 00:01:46.530 --> 00:01:48.790 As far as English language learning. 00:01:48.790 --> 00:01:49.890 So they are beginners. 00:01:51.050 --> 00:01:55.610 I am certified as an ESLL English One teacher 00:01:55.610 --> 00:01:57.800 four through eight and eight through 12 in Texas. 00:01:57.800 --> 00:02:00.680 I also hold technology applications certifications 00:02:00.680 --> 00:02:03.203 for eight to 12, grades eight through 12. 00:02:04.210 --> 00:02:05.980 We are SIOP-trained. 00:02:05.980 --> 00:02:08.970 We also embed a lot of technology into our classroom, 00:02:08.970 --> 00:02:13.160 we're very lucky to have access, as ESLL teachers, 00:02:13.160 --> 00:02:15.950 to iPads and Google Chromebooks, 00:02:15.950 --> 00:02:18.470 and all the different technology that we can use. 00:02:18.470 --> 00:02:21.750 So, we started using Khan Academy about 00:02:21.750 --> 00:02:24.020 two years ago in the classroom. 00:02:24.020 --> 00:02:26.400 And it was pretty interesting because 00:02:26.400 --> 00:02:28.600 we found that a lot of our ESL students 00:02:28.600 --> 00:02:31.990 lacked the basic grammar and functional 00:02:31.990 --> 00:02:34.380 English language skills that we 00:02:34.380 --> 00:02:37.460 didn't really have time to sit and teach 00:02:37.460 --> 00:02:39.100 for long periods of times. 00:02:39.100 --> 00:02:42.000 So we needed to find a way to kind of embed 00:02:42.000 --> 00:02:44.420 those skill sets and those TEKs, 00:02:44.420 --> 00:02:46.560 along with our ELPS, that we are required 00:02:46.560 --> 00:02:49.910 to use in Texas, by using Khan Academy. 00:02:49.910 --> 00:02:52.600 And it was really amazing because, 00:02:52.600 --> 00:02:54.400 for our newcomers, we started off, 00:02:54.400 --> 00:02:57.060 you know, two days a week for them. 00:02:57.060 --> 00:03:00.310 And they really started picking up on the grammar basics. 00:03:00.310 --> 00:03:02.160 You know, we went over nouns... 00:03:03.440 --> 00:03:04.550 You know, verbs. 00:03:04.550 --> 00:03:08.460 We went over punctuation and we used Khan Academy 00:03:08.460 --> 00:03:10.740 as a way to bridge the gap. 00:03:10.740 --> 00:03:12.660 And because it was visual... 00:03:13.520 --> 00:03:17.280 And it allowed them multiple opportunities to kind of 00:03:17.280 --> 00:03:20.120 do the questions without fear of failure. 00:03:20.120 --> 00:03:22.470 So it was really, really great for them 00:03:22.470 --> 00:03:23.820 because they were able to see it in 00:03:23.820 --> 00:03:26.100 a non-threatening environment. 00:03:26.100 --> 00:03:29.630 And we also used Khan Academy because I do 00:03:29.630 --> 00:03:32.380 computer science after school with our ESLs. 00:03:32.380 --> 00:03:35.670 So Khan Academy also has really great program 00:03:35.670 --> 00:03:37.610 if you're looking for some interesting things in there, 00:03:37.610 --> 00:03:39.790 like they have Pixar in a Box and they also 00:03:39.790 --> 00:03:43.561 have computer science, so we use it across the board 00:03:43.561 --> 00:03:45.033 in our school district. 00:03:46.320 --> 00:03:48.220 - [Jeremy] Very cool and so... 00:03:48.220 --> 00:03:50.330 Obviously, Khan Academy has all these tools 00:03:50.330 --> 00:03:53.070 and there's all these other technology platforms out there 00:03:53.070 --> 00:03:54.970 but if you were in the shoes of a teacher 00:03:54.970 --> 00:03:56.460 who's just starting with technology 00:03:56.460 --> 00:03:58.550 or just starting with Khan Academy today, 00:03:58.550 --> 00:04:01.100 and trying to serve their English language learners, 00:04:01.100 --> 00:04:03.560 but now over a remote distance, 00:04:03.560 --> 00:04:05.010 are there any tips you would give them 00:04:05.010 --> 00:04:07.696 for just getting started serving that audience? 00:04:07.696 --> 00:04:08.900 - [Jessica] I would. 00:04:08.900 --> 00:04:12.190 One is if you do have access to Google Classroom 00:04:12.190 --> 00:04:16.140 and your ISD has logins for your students, 00:04:16.140 --> 00:04:18.210 you can automatically log them in 00:04:18.210 --> 00:04:20.570 to Khan Academy using Google. 00:04:20.570 --> 00:04:22.080 And when you log them in, all they do 00:04:22.080 --> 00:04:25.550 is they input their login credentials from the school, 00:04:25.550 --> 00:04:28.060 which makes it so much easier to connect 00:04:28.060 --> 00:04:30.340 to the actual classroom and then you're able 00:04:30.340 --> 00:04:32.130 to give them the class code. 00:04:32.130 --> 00:04:34.270 So that way they can sync with it. 00:04:34.270 --> 00:04:35.870 That really helped us. 00:04:35.870 --> 00:04:38.980 And we did it in small chunks when we first started. 00:04:38.980 --> 00:04:41.600 When we started, 45 minutes a week. 00:04:41.600 --> 00:04:45.060 And then we expanded to longer periods of time. 00:04:45.060 --> 00:04:46.780 But we really focused on the skills 00:04:46.780 --> 00:04:48.120 that they were missing. 00:04:48.120 --> 00:04:51.950 Because we have our yearly STAAR end of course test 00:04:51.950 --> 00:04:55.300 in Texas, our data is always pretty current. 00:04:55.300 --> 00:04:58.440 So we look at what our students were struggling in 00:04:58.440 --> 00:05:02.008 and then finding ways to kind of remedy 00:05:02.008 --> 00:05:05.550 those areas, in order to strengthen them for the test. 00:05:05.550 --> 00:05:07.770 So what we found was our kids really struggled 00:05:07.770 --> 00:05:09.260 with editing and revising. 00:05:09.260 --> 00:05:13.760 Because they didn't have the basic foundational skills, 00:05:13.760 --> 00:05:16.690 so we started small, we started with nouns 00:05:16.690 --> 00:05:18.260 and simple sentences. 00:05:18.260 --> 00:05:19.910 And when we did the simple sentences, 00:05:19.910 --> 00:05:23.400 we would embed the Khan Academy for the structure 00:05:23.400 --> 00:05:27.280 and then we would bridge it to a piece of writing 00:05:27.280 --> 00:05:29.480 and have them identify noun, verbs. 00:05:29.480 --> 00:05:32.140 So they still get the reading and the writing, 00:05:32.140 --> 00:05:34.520 and then we were able to those skills 00:05:34.520 --> 00:05:38.650 and move the ones who were a little more advanced 00:05:38.650 --> 00:05:39.483 could move on. 00:05:39.483 --> 00:05:41.010 And the ones who struggled, we were able 00:05:41.010 --> 00:05:42.650 to identify them more. 00:05:42.650 --> 00:05:44.100 And be able to work on them one-on-one. 00:05:44.100 --> 00:05:46.350 So it's about small chunks at first. 00:05:46.350 --> 00:05:48.800 Until you get really comfortable with the program. 00:05:48.800 --> 00:05:51.200 And I really liked that I could see, 00:05:51.200 --> 00:05:54.197 and I would go and check, "Hey, did you do 00:05:54.197 --> 00:05:55.480 "so-and-so assignment?" 00:05:55.480 --> 00:05:58.040 and I could see whether or not they viewed the video, 00:05:58.040 --> 00:05:59.940 I could see what they got on the assignment, 00:05:59.940 --> 00:06:01.447 and I would tell them, "If you're struggling with 00:06:01.447 --> 00:06:03.807 "the assignment and you didn't watch the video, 00:06:03.807 --> 00:06:07.407 "you should probably go back and see where the video, 00:06:07.407 --> 00:06:09.377 "what the video has to say before 00:06:09.377 --> 00:06:11.690 "you even start the assignment." 00:06:11.690 --> 00:06:13.090 - [Jeremy] Very cool, I think that's such an 00:06:13.090 --> 00:06:14.450 important piece of advice right now, 00:06:14.450 --> 00:06:16.540 when everything feels so overwhelming, 00:06:16.540 --> 00:06:17.770 just start small. 00:06:17.770 --> 00:06:18.603 One lesson, - [Jessica] Start small. 00:06:18.603 --> 00:06:20.463 - [Jeremy] One assignment, if your student can 00:06:20.463 --> 00:06:23.060 sort of get that experience under their belt, 00:06:23.060 --> 00:06:25.730 before you move onto the bigger and bolder things. 00:06:25.730 --> 00:06:29.100 - [Jessica] And what's really great is you can start, 00:06:29.100 --> 00:06:32.060 if you do nouns, for ESL especially, 00:06:32.060 --> 00:06:33.720 you have to work on the cognates, 00:06:33.720 --> 00:06:35.320 depending on what their language is, 00:06:35.320 --> 00:06:36.480 where they struggle. 00:06:36.480 --> 00:06:38.960 Luckily, we're in an area where most of our students 00:06:38.960 --> 00:06:40.260 are Spanish-speaking and most of the 00:06:40.260 --> 00:06:42.030 people here are bilingual. 00:06:42.030 --> 00:06:44.710 But that might not be so in other areas. 00:06:44.710 --> 00:06:47.650 We also have a population of... 00:06:50.340 --> 00:06:52.760 A population that speaks Tagalog. 00:06:52.760 --> 00:06:55.910 So with that, it's really helpful to use, 00:06:55.910 --> 00:06:58.800 like we use our Duolingo, we use our Khan Academy, 00:06:58.800 --> 00:07:02.210 we use our Flipgrid in order to kind of bridge the language. 00:07:02.210 --> 00:07:04.177 So what we do is we start with nouns 00:07:04.177 --> 00:07:06.260 and then we give an assignment on nouns. 00:07:06.260 --> 00:07:07.940 So everything connects... 00:07:09.150 --> 00:07:09.983 together. 00:07:09.983 --> 00:07:12.340 And then we'll give a STAAR question 00:07:12.340 --> 00:07:15.520 that has, like, identify or edit 00:07:15.520 --> 00:07:17.760 whatever topic we're working on. 00:07:17.760 --> 00:07:22.090 So everything's just kind of streamlined, I suppose. 00:07:22.090 --> 00:07:23.310 - [Jeremy] Very cool. 00:07:23.310 --> 00:07:24.710 So now that we've sort of covered 00:07:24.710 --> 00:07:25.910 some of the basics about like how you 00:07:25.910 --> 00:07:27.590 would get students registered, 00:07:27.590 --> 00:07:29.210 what would you give them as a first assignment, 00:07:29.210 --> 00:07:31.110 how would you look at some of those results, 00:07:31.110 --> 00:07:32.880 let's take them to some of the 00:07:32.880 --> 00:07:35.090 next step questions from the audience. 00:07:35.090 --> 00:07:37.370 So Lisa asks a really important question, 00:07:37.370 --> 00:07:39.720 which is so much of this is in text 00:07:39.720 --> 00:07:42.570 and obviously many ELLs, especially the newcomers, 00:07:42.570 --> 00:07:44.760 really struggle just getting started, 00:07:44.760 --> 00:07:47.080 what do you do to sort of serve them, 00:07:47.080 --> 00:07:49.270 given this sort of text-based focus of many of 00:07:49.270 --> 00:07:50.720 these Khan Academy questions? 00:07:53.190 --> 00:07:55.100 - [Jessica] So the way we did that also 00:07:55.100 --> 00:07:58.370 was we used a variety of models, 00:07:58.370 --> 00:08:00.880 so that's why it's important to start small. 00:08:00.880 --> 00:08:03.770 You don't want to give them too much too fast 00:08:03.770 --> 00:08:06.180 because it gets very difficult. 00:08:06.180 --> 00:08:08.960 We do a lot with dictionaries and we start this, 00:08:08.960 --> 00:08:10.752 I know it's hard right now, 00:08:10.752 --> 00:08:13.130 but we make use of all the online dictionaries. 00:08:13.130 --> 00:08:15.600 So if you have a Spanish-speaking student, 00:08:15.600 --> 00:08:17.480 the best online dictionary that we have found 00:08:17.480 --> 00:08:22.480 has been spanishdict.com, I believe that's the... 00:08:23.070 --> 00:08:24.220 Website address. 00:08:24.220 --> 00:08:26.420 It's one of the better, yes that one. 00:08:26.420 --> 00:08:28.890 It's one of the better Spanish-English translators 00:08:28.890 --> 00:08:31.390 and it's one that our students use all the time 00:08:32.280 --> 00:08:35.860 to translate some of those text-based questions. 00:08:35.860 --> 00:08:37.780 We start... 00:08:37.780 --> 00:08:39.980 If you're not in too much of a rush, 00:08:39.980 --> 00:08:43.340 you can start small like a noun is a sustantivo. 00:08:43.340 --> 00:08:47.470 So we do a lot of bridging with the... 00:08:49.470 --> 00:08:51.060 The primary language. 00:08:51.060 --> 00:08:53.200 Because academic language does take five to seven 00:08:53.200 --> 00:08:56.440 years to kind of learn, so we bridge a lot 00:08:56.440 --> 00:08:57.360 with our... 00:08:59.240 --> 00:09:02.450 Home language, which is part of our ELPS in Texas. 00:09:02.450 --> 00:09:05.730 Where we're allowed to use the home language of the student 00:09:05.730 --> 00:09:07.460 in order to bridge those gaps. 00:09:07.460 --> 00:09:10.930 So we try to at least... 00:09:12.610 --> 00:09:13.820 Kind of... 00:09:16.120 --> 00:09:20.143 Translate the main ideas like noun or not a noun. 00:09:21.150 --> 00:09:22.920 One problem my kids struggled with 00:09:22.920 --> 00:09:25.940 in identifying nouns was when the names 00:09:25.940 --> 00:09:27.080 were from other countries. 00:09:27.080 --> 00:09:30.090 Like I think there's a couple names from Japan, 00:09:30.090 --> 00:09:32.550 a couple names from other countries in there, 00:09:32.550 --> 00:09:34.110 so they really struggle with that because 00:09:34.110 --> 00:09:36.410 they weren't used to other names. 00:09:36.410 --> 00:09:38.010 So we had to go over that. 00:09:38.010 --> 00:09:40.610 So what I would do is I did mini lessons, 00:09:40.610 --> 00:09:42.320 as I was discussing earlier. 00:09:42.320 --> 00:09:45.060 I did mini lessons and I upload them to my YouTube. 00:09:45.060 --> 00:09:47.450 So if the students are asking me questions, 00:09:47.450 --> 00:09:49.750 that I know they're gonna struggle with, or concept, 00:09:49.750 --> 00:09:51.680 instead of doing a live Zoom, 00:09:51.680 --> 00:09:56.610 I do a mini lesson and then I upload it and share it. 00:09:56.610 --> 00:09:59.233 That has been by far the easiest for me. 00:10:01.750 --> 00:10:02.750 It's really... 00:10:02.750 --> 00:10:04.670 You can look up cognates, things like that, 00:10:04.670 --> 00:10:07.840 just to help kind of bridge that gap in the language. 00:10:07.840 --> 00:10:11.180 I'm not sure what language that your students speak, 00:10:11.180 --> 00:10:14.283 just from experience from my Spanish-speaking students. 00:10:15.530 --> 00:10:17.550 - [Jeremy] Very cool - [Jessica] I hope that helps. 00:10:17.550 --> 00:10:18.383 - [Jeremy] Yeah, that actually speaks 00:10:18.383 --> 00:10:20.090 to a great question from Paula. 00:10:20.090 --> 00:10:22.570 Which is what's the most user-friendly 00:10:22.570 --> 00:10:24.400 sort of video engagement tool 00:10:24.400 --> 00:10:25.940 when you're working with an ESL classroom? 00:10:25.940 --> 00:10:27.700 And it sounds like instead of trying anything 00:10:27.700 --> 00:10:29.930 really fancy or maybe complicated, 00:10:29.930 --> 00:10:32.930 YouTube is something that students are really familiar with 00:10:32.930 --> 00:10:34.880 and it's easy for you, as a teacher, 00:10:34.880 --> 00:10:36.750 to quickly record a video on your phone 00:10:36.750 --> 00:10:38.415 and then share with them, is that right? 00:10:38.415 --> 00:10:40.160 - [Jessica] Yes. 00:10:40.160 --> 00:10:43.010 For me, I get a little, kind of... 00:10:43.010 --> 00:10:46.120 Overwhelmed with everything that everyone shares 00:10:46.120 --> 00:10:47.900 like Edgy Puzzle and all of these things 00:10:47.900 --> 00:10:49.910 and I'm like, I don't have time to learn 00:10:49.910 --> 00:10:51.670 another platform right now. 00:10:51.670 --> 00:10:54.330 So I've been sticking to what I know is like 00:10:54.330 --> 00:10:57.480 using my phone, I had recently 00:10:57.480 --> 00:10:59.800 a lot of my EL students, we were doing poetry 00:10:59.800 --> 00:11:02.140 and they kept asking me the same question, 00:11:02.140 --> 00:11:04.310 so really quickly I pulled out my cell phone 00:11:04.310 --> 00:11:06.660 I recorded a three minute video. 00:11:06.660 --> 00:11:08.730 Really easy, just explaining to them 00:11:08.730 --> 00:11:10.550 and showing them what I needed them to do. 00:11:10.550 --> 00:11:13.000 And then I uploaded it into a private YouTube 00:11:13.000 --> 00:11:16.410 and then I shared it with them via my communication app, 00:11:16.410 --> 00:11:18.750 which is what I use is Remind and Google Classroom 00:11:18.750 --> 00:11:20.650 since they're already all in there. 00:11:20.650 --> 00:11:24.100 Because we've been doing a blended classroom for a while. 00:11:24.100 --> 00:11:26.310 So I share it to them and then that way, 00:11:26.310 --> 00:11:29.840 they're able to access the video on their own time. 00:11:29.840 --> 00:11:32.930 And that way they can do it at their own pace. 00:11:32.930 --> 00:11:35.530 It's really important for ESL students. 00:11:35.530 --> 00:11:36.820 We have to... 00:11:37.700 --> 00:11:39.420 Let them do it at their own pace, 00:11:39.420 --> 00:11:41.700 even more so now because... 00:11:41.700 --> 00:11:43.410 The fact that we're not right next to them, 00:11:43.410 --> 00:11:46.220 that's one of the most difficult things with this 00:11:46.220 --> 00:11:49.370 online learning is not being able to be there with them 00:11:49.370 --> 00:11:52.270 to kind of guide them into what they need to know. 00:11:52.270 --> 00:11:54.390 So that was the easiest way for me 00:11:54.390 --> 00:11:58.080 was doing it through video on my cell phone 00:11:58.080 --> 00:12:00.145 and then just uploading it. 00:12:00.145 --> 00:12:01.010 - [Jeremy] And the other-- - [Jessica] It's not fancy, 00:12:01.010 --> 00:12:02.603 there's no razzle dazzle, - [Jeremy] Yeah. 00:12:02.603 --> 00:12:03.912 - [Jessica] But it works. 00:12:03.912 --> 00:12:04.745 - [Jeremy] And the other thing that you 00:12:04.745 --> 00:12:06.050 had pointed out before, Jessica, 00:12:06.050 --> 00:12:07.810 was just that... 00:12:07.810 --> 00:12:09.420 Especially for low-income students 00:12:09.420 --> 00:12:11.410 where they may only be a single device 00:12:11.410 --> 00:12:15.690 or no device at the home, synchronized communication 00:12:15.690 --> 00:12:16.810 may actually be really difficult, 00:12:16.810 --> 00:12:18.690 especially if there are siblings there. 00:12:18.690 --> 00:12:20.550 And so that actually leads to a direct question 00:12:20.550 --> 00:12:23.150 from Amy, who also has a number of low-income students 00:12:23.150 --> 00:12:27.050 who only have phones at home, not Chromebooks, not laptops. 00:12:27.050 --> 00:12:29.320 How would you recommend that they use Khan Academy, 00:12:29.320 --> 00:12:32.813 if at all, given that all they have are their smartphones? 00:12:33.750 --> 00:12:34.870 - [Jessica] That's a really good question. 00:12:34.870 --> 00:12:38.710 So before they gave me my newer Chromebooks, 00:12:38.710 --> 00:12:41.020 we had like an older cow and 00:12:41.020 --> 00:12:42.380 so half the laptops would work 00:12:42.380 --> 00:12:43.830 and the other half would just, 00:12:43.830 --> 00:12:45.250 they just didn't work at all. 00:12:45.250 --> 00:12:47.270 And so what we did was my student, 00:12:47.270 --> 00:12:49.797 one of my student was like, "let's try to download it 00:12:49.797 --> 00:12:51.840 "on your phone and see what happens." 00:12:51.840 --> 00:12:54.410 So we did and it is actually mobile friendly. 00:12:54.410 --> 00:12:57.080 You can download Khan Academy onto your phone. 00:12:57.080 --> 00:12:59.630 And you can still assign them lessons from it. 00:12:59.630 --> 00:13:01.530 And they're able to access it on their phone, 00:13:01.530 --> 00:13:06.530 which has been a real life-saver for us too because of the 00:13:07.270 --> 00:13:11.220 inaccessibility to reliable internet or 00:13:12.440 --> 00:13:15.336 Chromebooks because we're not a one-to-one district. 00:13:15.336 --> 00:13:18.910 We tried to give out as many Chromebooks as we could, 00:13:18.910 --> 00:13:20.870 but we ran out rather quickly. 00:13:20.870 --> 00:13:23.680 And the same with the hotspots that we delivered. 00:13:23.680 --> 00:13:25.600 We ran out of them before we could 00:13:25.600 --> 00:13:27.400 give them to every single student. 00:13:27.400 --> 00:13:29.120 So because we're not one-to-one, 00:13:29.120 --> 00:13:31.220 we do do a lot of it on mobile. 00:13:31.220 --> 00:13:33.490 And my students used to turn it in all the time 00:13:33.490 --> 00:13:35.660 after school, before school, some of them 00:13:35.660 --> 00:13:38.680 would even use it in class, when their laptops would die. 00:13:38.680 --> 00:13:41.403 So it is very user friendly on mobile as well. 00:13:42.790 --> 00:13:44.250 - [Jeremy] Great. 00:13:44.250 --> 00:13:45.720 Let's see here. 00:13:45.720 --> 00:13:47.570 Alicia's asking a really good question. 00:13:47.570 --> 00:13:50.330 Do you recommend always assigning the videos 00:13:50.330 --> 00:13:53.020 or only the activities and the quizzes themselves 00:13:53.020 --> 00:13:55.520 and then let the kids watch the videos on their own 00:13:55.520 --> 00:13:56.453 if they choose to? 00:13:57.850 --> 00:13:59.780 - [Jessica] I always for my ESL, 00:13:59.780 --> 00:14:03.250 you have to gauge what level your ESL kids are. 00:14:03.250 --> 00:14:06.550 So I have varying levels of ESL students. 00:14:06.550 --> 00:14:09.600 So the ones that are in my English One SL classes, 00:14:09.600 --> 00:14:11.520 are brand new to the country, 00:14:11.520 --> 00:14:14.080 they speak very little English. 00:14:14.080 --> 00:14:17.570 So for them it's required for them to watch the video. 00:14:17.570 --> 00:14:19.920 And I only give them one assignment. 00:14:19.920 --> 00:14:22.420 And then I look at the data. 00:14:22.420 --> 00:14:24.010 So once they've done the assignment, 00:14:24.010 --> 00:14:26.300 I look at their scores and see if they're ready 00:14:26.300 --> 00:14:28.370 for like the mastery sections, 00:14:28.370 --> 00:14:30.650 and then I'll assign those sections 00:14:30.650 --> 00:14:32.360 individually or at the same time 00:14:32.360 --> 00:14:35.900 when I feel as though they've mastered those skillsets. 00:14:35.900 --> 00:14:39.010 Because if they're still scoring in 60s and 40s 00:14:39.010 --> 00:14:41.460 and then I see that I need to go back 00:14:41.460 --> 00:14:44.460 and maybe do a mini lesson really quickly, 00:14:44.460 --> 00:14:48.850 upload it or assign a coordinating text or 00:14:48.850 --> 00:14:52.120 something where they can identify nouns or verbs 00:14:52.120 --> 00:14:55.123 or comma splices and then that way, 00:14:56.490 --> 00:14:58.790 I can see where I can remedy those areas 00:14:58.790 --> 00:15:00.053 that they're weak on. 00:15:00.930 --> 00:15:03.150 I would say for ESLs that are beginners, 00:15:03.150 --> 00:15:05.240 it should always be required that they do the video. 00:15:05.240 --> 00:15:06.940 It's just more beneficial for them. 00:15:06.940 --> 00:15:09.770 If you have someone who is more intermediate and advanced, 00:15:09.770 --> 00:15:12.760 you could probably do the lessons first 00:15:12.760 --> 00:15:14.870 and then if they're struggling with it, 00:15:14.870 --> 00:15:15.853 assign the video. 00:15:16.770 --> 00:15:17.840 - [Jeremy] Very cool. 00:15:17.840 --> 00:15:19.940 Now a number of teachers, including Stephanie, 00:15:19.940 --> 00:15:23.350 are asking is Khan available in different languages? 00:15:23.350 --> 00:15:26.300 And so Khan is actually available in 44 languages 00:15:26.300 --> 00:15:27.590 as of this moment. 00:15:27.590 --> 00:15:30.100 So, question for you Jessica, do you ever have students, 00:15:30.100 --> 00:15:33.070 especially those newcomers, switch to the Spanish-language 00:15:33.070 --> 00:15:35.450 version of Khan Academy or do you always have them 00:15:35.450 --> 00:15:38.000 use the English version, sort of build that 00:15:38.000 --> 00:15:39.720 expertise over time. 00:15:39.720 --> 00:15:41.800 - [Jessica] So what we do for those students 00:15:41.800 --> 00:15:44.220 is they actually put the subtitles. 00:15:44.220 --> 00:15:45.500 They put the Spanish subtitles 00:15:45.500 --> 00:15:48.460 so they can read it and then listen to it at the same time. 00:15:48.460 --> 00:15:51.030 Again, you would have to gauge where your students are. 00:15:51.030 --> 00:15:54.480 Academically, some may come with lower levels of 00:15:55.860 --> 00:15:57.220 fluency in their home language. 00:15:57.220 --> 00:15:58.900 With that, you may want to have them 00:15:58.900 --> 00:16:01.160 watch the video in both languages. 00:16:01.160 --> 00:16:04.920 But most of the time, they use the subtitles 00:16:04.920 --> 00:16:07.200 on the videos in order for them to 00:16:07.200 --> 00:16:10.090 read it in Spanish and hear it in English. 00:16:10.090 --> 00:16:10.940 - [Jeremy] Great. 00:16:11.810 --> 00:16:12.903 Okay, let's see here. 00:16:15.580 --> 00:16:19.190 Oo, okay Vernetta wants you to really go deep here. 00:16:19.190 --> 00:16:20.420 She's really curious about all these 00:16:20.420 --> 00:16:21.520 platforms you mentioned. 00:16:21.520 --> 00:16:24.410 Like spanishdict.com and Duolingo. 00:16:24.410 --> 00:16:27.180 Are there other programs that you enjoy using 00:16:27.180 --> 00:16:28.150 and that you would really recommend 00:16:28.150 --> 00:16:30.063 to fellow educators in this moment? 00:16:31.060 --> 00:16:34.130 - [Jessica] We also use Flipgrid a lot 00:16:34.130 --> 00:16:37.300 in the ESL classroom and we use Nearpod. 00:16:37.300 --> 00:16:40.030 For Flipgrid, I really like Flipgrid 00:16:40.030 --> 00:16:42.490 because we have a standardized test 00:16:42.490 --> 00:16:45.302 at the end of the year that tests our English 00:16:45.302 --> 00:16:46.943 secondary learners. 00:16:48.260 --> 00:16:51.240 Every year when they're enrolled in Texas school, 00:16:51.240 --> 00:16:52.750 it's called the TELPAS. 00:16:52.750 --> 00:16:56.550 And in the TELPAS, they have a speaking portion. 00:16:56.550 --> 00:17:00.070 So we use Flipgrid and we'll ask them a question 00:17:00.070 --> 00:17:03.140 based on the questions they'll ask them in the TELPAS. 00:17:03.140 --> 00:17:06.117 Sometimes it's, "Tell me a story, 00:17:06.117 --> 00:17:08.850 "tell me what they're doing in this procedural." 00:17:08.850 --> 00:17:10.920 And so it really helps them get used 00:17:10.920 --> 00:17:12.800 to speaking in English. 00:17:12.800 --> 00:17:17.520 And being able to take that test at the end of the year. 00:17:17.520 --> 00:17:20.043 So we use that, Duolingo. 00:17:23.690 --> 00:17:25.460 - [Jeremy] Yeah. - [Jessica] Yeah, I'm thinking 00:17:25.460 --> 00:17:27.070 there's so many. 00:17:27.070 --> 00:17:27.903 - [Jeremy] Do you think Nearpod 00:17:27.903 --> 00:17:29.930 would be a good thing at this point or... 00:17:29.930 --> 00:17:30.790 - [Jessica] Um.... (sigh) 00:17:30.790 --> 00:17:32.770 If you haven't done it, probably not. 00:17:32.770 --> 00:17:35.240 But it's something you can look into for the following year. 00:17:35.240 --> 00:17:37.470 But Flipgrid, definitely. 00:17:37.470 --> 00:17:40.060 Definitely is a great tool, so if the kids 00:17:40.060 --> 00:17:42.790 can't share their writing, they're more than likely 00:17:42.790 --> 00:17:44.560 they're gonna try to speak. 00:17:44.560 --> 00:17:46.390 And you can, what I like about Flipgrid too, 00:17:46.390 --> 00:17:48.100 is you can... 00:17:48.100 --> 00:17:51.425 Moderate the video so nobody else can see them but you. 00:17:51.425 --> 00:17:52.390 - [Jeremy] Absolutely. 00:17:52.390 --> 00:17:55.200 - [Jessica] ESL kids are nervous about speaking. 00:17:55.200 --> 00:17:56.243 - [Jeremy] Yeah and I'll just say having 00:17:56.243 --> 00:17:59.040 a couple kids at home myself, 00:17:59.040 --> 00:18:00.740 I know that Flipgrid is such a great way 00:18:00.740 --> 00:18:02.730 to keep the lines of communication open 00:18:02.730 --> 00:18:03.563 - [Jessica] Yes. - [Jeremy] Because it really 00:18:03.563 --> 00:18:04.720 creates this back and forth pattern 00:18:04.720 --> 00:18:06.450 of engaging with the educator 00:18:06.450 --> 00:18:07.560 and the family at home. 00:18:07.560 --> 00:18:08.600 So just a nice way to sort of 00:18:08.600 --> 00:18:11.014 let them know you're still there and thinking of them. 00:18:11.014 --> 00:18:12.100 - [Jessica] Yes. 00:18:12.100 --> 00:18:13.720 - [Jeremy] Speaking of next year, 00:18:13.720 --> 00:18:15.150 I know that we're very much focused 00:18:15.150 --> 00:18:16.200 on the here now. 00:18:16.200 --> 00:18:17.460 How do we get through the next hour? 00:18:17.460 --> 00:18:18.360 How do we get through the day? 00:18:18.360 --> 00:18:19.930 How do we get to next week? 00:18:19.930 --> 00:18:21.527 But for educators who are already thinking about, 00:18:21.527 --> 00:18:23.577 "Whoa, we're gonna have a lot of students 00:18:23.577 --> 00:18:26.331 "with a lot of gaps heading into September." 00:18:26.331 --> 00:18:29.750 Is there any way for data to carry over 00:18:29.750 --> 00:18:32.130 from Khan Academy this year to the students' 00:18:32.130 --> 00:18:34.320 Khan Academy account for next year 00:18:34.320 --> 00:18:36.470 so that data can be used in subsequent years? 00:18:36.470 --> 00:18:38.120 This is a question from Clarissa. 00:18:42.950 --> 00:18:45.420 - [Jessica] I think it should be because 00:18:45.420 --> 00:18:47.780 they're logged into your classroom. 00:18:47.780 --> 00:18:50.870 So sometimes what we do is before they even leave 00:18:50.870 --> 00:18:53.230 is we'll take all that data out 00:18:53.230 --> 00:18:55.620 and because they're ESL kids we actually 00:18:55.620 --> 00:18:57.570 have our ELPAC committee. 00:18:57.570 --> 00:18:59.300 And so we use a lot of that data 00:18:59.300 --> 00:19:01.200 and so we give it to the next teacher. 00:19:02.530 --> 00:19:04.110 - [Jeremy] Cool. - [Jessica] So, before they 00:19:04.110 --> 00:19:07.840 leave us we're able to give the next teacher all their data. 00:19:07.840 --> 00:19:10.170 Their test scores, their Khan Academy, 00:19:10.170 --> 00:19:11.550 everything that they have. 00:19:11.550 --> 00:19:14.863 Until you delete that, they stay in there, but I'm not, 00:19:15.700 --> 00:19:17.670 I've never had it transfer over. 00:19:17.670 --> 00:19:18.800 That's probably something I should ask 00:19:18.800 --> 00:19:20.070 but our school's really big. 00:19:20.070 --> 00:19:21.219 - [Jeremy] Yep. - [Jessica] It's like 00:19:21.219 --> 00:19:23.100 2,500 students and a lot of teachers. 00:19:23.100 --> 00:19:25.630 And I've never really asked the English Two teacher. 00:19:25.630 --> 00:19:26.977 I feel kind bad now because I'm like, 00:19:26.977 --> 00:19:28.880 "Maybe I should go ask her." 00:19:28.880 --> 00:19:29.713 - [Jeremy] Oh yeah, absolutely. 00:19:29.713 --> 00:19:31.358 Definitely check with her. 00:19:31.358 --> 00:19:32.191 I will mention, - [Jessica] Yeah. 00:19:32.191 --> 00:19:34.570 - [Jeremy] Technologically, it's totally feasible. 00:19:34.570 --> 00:19:36.320 - [Jessica] Yeah, totally feasible, yeah. 00:19:36.320 --> 00:19:37.740 - [Jeremy] As Jessica mentioned at the very beginning 00:19:37.740 --> 00:19:40.170 is that your student is creating an account 00:19:40.170 --> 00:19:42.580 with their school email or the Google Classroom login 00:19:42.580 --> 00:19:43.600 or whatever. 00:19:43.600 --> 00:19:46.360 And that single account can be logged into multiple classes 00:19:46.360 --> 00:19:47.270 on Khan Academy at once. 00:19:47.270 --> 00:19:48.227 - [Jessica] Yeah. 00:19:48.227 --> 00:19:49.070 And as long as you don't-- - [Jeremy] So if you 00:19:49.070 --> 00:19:50.320 - [Jessica] Archive it or delete it, 00:19:50.320 --> 00:19:51.890 it'd still be there. 00:19:51.890 --> 00:19:53.410 - [Jeremy] Yeah, so if you come into the learner view, 00:19:53.410 --> 00:19:54.967 which you can always see from your 00:19:54.967 --> 00:19:56.970 name in the upper right hand corner. 00:19:56.970 --> 00:19:57.803 You can actually - [Jessica] It'll have that 00:19:57.803 --> 00:19:59.980 join multiple classes, so. 00:19:59.980 --> 00:20:01.420 Your ELL class... 00:20:01.420 --> 00:20:05.020 Your science class, your math class, 00:20:05.020 --> 00:20:06.090 all those teachers can be working 00:20:06.090 --> 00:20:07.910 with a single student account. 00:20:07.910 --> 00:20:10.110 That data can be shared, as Jessica mentioned. 00:20:10.110 --> 00:20:13.100 - [Jessica] And I will also say, it's not just for English. 00:20:13.100 --> 00:20:14.810 A lot of our Biology teachers, 00:20:14.810 --> 00:20:18.500 who teach our ESLs, we also use Khan Academy for Biology. 00:20:18.500 --> 00:20:21.130 We use it for Algebra. 00:20:21.130 --> 00:20:23.405 We use it for... 00:20:23.405 --> 00:20:24.450 SAT prep. 00:20:24.450 --> 00:20:27.570 So it's not just for the grammar sections. 00:20:27.570 --> 00:20:30.140 We also use it in other core content areas 00:20:30.140 --> 00:20:31.780 within our school. 00:20:31.780 --> 00:20:32.700 - [Jeremy] Very cool. 00:20:32.700 --> 00:20:33.950 - [Jessica] For our ESLs. 00:20:34.790 --> 00:20:36.900 - [Jeremy] Yeah, I will mention that Khan 00:20:36.900 --> 00:20:39.263 not only has a broad sort of range of content, 00:20:39.263 --> 00:20:40.096 - [Jessica] Oh yeah. - [Jeremy] We're actually 00:20:40.096 --> 00:20:42.630 official partner with the college board on SAT. 00:20:42.630 --> 00:20:43.990 So for the students who are all freaking out 00:20:43.990 --> 00:20:46.570 about the canceled exams and how do I stay sharp, 00:20:46.570 --> 00:20:47.667 that's always available and that's 00:20:47.667 --> 00:20:50.827 been blessed by the folks who make the SAT themselves. 00:20:50.827 --> 00:20:53.100 - [Jessica] And we do have some EL students 00:20:53.100 --> 00:20:56.730 in our AP sections and we have them practice 00:20:56.730 --> 00:21:00.250 the SAT and ACT through Khan Academy. 00:21:00.250 --> 00:21:01.330 - [Jeremy] Very cool. 00:21:01.330 --> 00:21:03.490 Now, speaking of all this content, 00:21:03.490 --> 00:21:05.990 Amy really wants to get into the specifics 00:21:05.990 --> 00:21:08.480 do you recommend any particular units 00:21:08.480 --> 00:21:10.920 or lessons or exercises that would be 00:21:10.920 --> 00:21:12.910 really effective for ELLs. 00:21:12.910 --> 00:21:14.270 And to add a little more context, 00:21:14.270 --> 00:21:16.840 Amy actually works with adult ELLs. 00:21:16.840 --> 00:21:18.120 So she's trying to figure out what, 00:21:18.120 --> 00:21:20.220 of all this content, might be most useful. 00:21:21.080 --> 00:21:21.930 - [Jessica] That's really interesting 00:21:21.930 --> 00:21:25.540 because we did host a few adult ESL classes 00:21:25.540 --> 00:21:29.370 at our school for about maybe six weeks. 00:21:29.370 --> 00:21:31.910 And so we used it... 00:21:31.910 --> 00:21:34.920 Again, what we did, is we did a pre-test. 00:21:34.920 --> 00:21:36.900 So always start with some sort of pre-test 00:21:36.900 --> 00:21:39.620 in order for you to gauge where they're at 00:21:39.620 --> 00:21:42.160 because you don't want to start too low or too high. 00:21:42.160 --> 00:21:45.250 Because either they'll get bored or they get frustrated. 00:21:45.250 --> 00:21:49.090 So we give a pre-test out and from that pre-test 00:21:49.090 --> 00:21:52.470 we can see where they can start at. 00:21:52.470 --> 00:21:54.800 What skills that they can use. 00:21:54.800 --> 00:21:57.840 I mainly start from concrete and abstract nouns 00:21:57.840 --> 00:22:00.040 because those are some of the most difficult 00:22:01.070 --> 00:22:02.230 kind of... 00:22:04.410 --> 00:22:06.910 Things that the EL students are having trouble with, 00:22:06.910 --> 00:22:08.830 is the concrete and abstract nouns. 00:22:08.830 --> 00:22:12.540 Also, they have a lot of trouble with foreign endings. 00:22:12.540 --> 00:22:15.900 Which is on, I believe, on the grammar sections. 00:22:15.900 --> 00:22:18.180 And so we start with those first. 00:22:18.180 --> 00:22:20.680 So they can have an idea of what to use. 00:22:20.680 --> 00:22:22.570 Also, conjunctions, they really 00:22:22.570 --> 00:22:24.393 struggle with conjunctions as well. 00:22:25.350 --> 00:22:26.290 - [Jeremy] Cool. 00:22:26.290 --> 00:22:27.810 - [Jessica] I hope that helps - [Jeremy] You just mentioned 00:22:27.810 --> 00:22:29.940 that every single course on Khan Academy 00:22:29.940 --> 00:22:32.060 has this course challenge at the very end. 00:22:32.060 --> 00:22:33.040 - [Jessica] Mhm. - [Jeremy] So again, 00:22:33.040 --> 00:22:34.780 in this case I click into the grammar course, 00:22:34.780 --> 00:22:36.860 I scrolled all the way down to the bottom, 00:22:36.860 --> 00:22:38.800 and you can assign this course challenge 00:22:38.800 --> 00:22:41.710 as an easy way to sort of get pre-testing for 00:22:41.710 --> 00:22:44.110 here's where folks are, and then when you go back 00:22:44.110 --> 00:22:46.670 to actually assign specific pieces of content, 00:22:46.670 --> 00:22:48.700 you can really use that to inform 00:22:48.700 --> 00:22:50.430 very differentiated approach. 00:22:50.430 --> 00:22:51.263 So just like - [Jessica] Exactly. 00:22:51.263 --> 00:22:52.750 - [Jeremy] Jessica mentioned, if you know some folks 00:22:52.750 --> 00:22:55.200 are very much advanced, some folks are just beginning, 00:22:55.200 --> 00:22:57.480 you can assign not to your entire class, 00:22:57.480 --> 00:22:59.840 but to specific students, these are the ones 00:22:59.840 --> 00:23:01.680 who need this material, here are the others, 00:23:01.680 --> 00:23:03.123 who need something different. 00:23:05.570 --> 00:23:07.520 Very important question from Chris. 00:23:07.520 --> 00:23:09.523 Is Khan Academy free or does our school 00:23:09.523 --> 00:23:12.990 need to buy licenses to access all this material? 00:23:12.990 --> 00:23:15.520 - [Jessica] No, Khan Academy is free. 00:23:15.520 --> 00:23:18.610 And so you can get your kids started right away. 00:23:18.610 --> 00:23:22.140 You don't need licenses, they can access it from anywhere. 00:23:22.140 --> 00:23:23.470 That's what I really loved about it 00:23:23.470 --> 00:23:26.010 was that it was such an open access concept. 00:23:26.010 --> 00:23:28.417 And it was really beneficial for our students 00:23:28.417 --> 00:23:30.150 and for our district. 00:23:30.150 --> 00:23:33.774 We have 50,000 students in our district, so 00:23:33.774 --> 00:23:37.250 it can get pricey for us as well. 00:23:37.250 --> 00:23:38.710 - [Jeremy] Yeah, absolutely. 00:23:38.710 --> 00:23:40.950 And just to be clear, this is not one of those 00:23:40.950 --> 00:23:42.324 free until the end of the school year, 00:23:42.324 --> 00:23:43.720 until the end of the crisis, - [Jessica] No. 00:23:43.720 --> 00:23:45.710 - [Jeremy] Khan Academy's actually non-profit, so 00:23:45.710 --> 00:23:46.643 as long as we keep - [Jessica] Non-profit, yes. 00:23:46.643 --> 00:23:48.000 - [Jeremy] Fundraising money, there will be 00:23:48.000 --> 00:23:50.490 Khan Academy for every teacher and every student. 00:23:50.490 --> 00:23:51.323 - [Jessica] Yes. 00:23:52.770 --> 00:23:54.440 - [Jeremy] Okay, here we go. 00:23:54.440 --> 00:23:55.710 This is an interesting question. 00:23:55.710 --> 00:23:57.727 So Justin says, "I teach U.S. History 00:23:57.727 --> 00:23:59.447 "to high school students and their native language 00:23:59.447 --> 00:24:00.867 "is Chinese. 00:24:00.867 --> 00:24:03.227 "There are in ELD one and two. 00:24:03.227 --> 00:24:04.727 "What sites would you suggest, 00:24:04.727 --> 00:24:08.137 "especially now, given everything that's happening 00:24:08.137 --> 00:24:11.140 "and how do you recommend they use Khan?" 00:24:11.140 --> 00:24:14.370 So thinking about maybe that kind of audience 00:24:14.370 --> 00:24:16.530 specifically focused on social studies, 00:24:16.530 --> 00:24:18.080 any tips you might give Justin? 00:24:21.144 --> 00:24:22.550 - [Jessica] I'm trying to think of LD, 00:24:22.550 --> 00:24:24.590 is that like beginner? 00:24:24.590 --> 00:24:26.938 - [Jeremy] Yeah, I think that's what he's getting at. 00:24:26.938 --> 00:24:28.000 I'm not - [Jessica] Oh, okay, okay. 00:24:28.000 --> 00:24:29.360 - [Jeremy] And obviously there's a U.S. History 00:24:29.360 --> 00:24:30.454 course on Khan Academy. 00:24:30.454 --> 00:24:31.940 - [Jessica] Yeah, there is. - [Jeremy] But it is fairly 00:24:31.940 --> 00:24:34.883 like English heavy, so maybe that's what he's speaking to. 00:24:35.760 --> 00:24:38.370 - [Jessica] So, when you have really English-heavy things, 00:24:38.370 --> 00:24:40.880 the best thing to do is just chunk everything. 00:24:40.880 --> 00:24:43.660 You don't want to give them too much too fast. 00:24:43.660 --> 00:24:45.180 So if you're going to go over something, 00:24:45.180 --> 00:24:47.161 even if you give them a passage to do, 00:24:47.161 --> 00:24:48.900 you wanna chunk that. 00:24:48.900 --> 00:24:51.950 And the same would go for using things like this. 00:24:51.950 --> 00:24:55.010 So you want to give them key vocabulary ahead of time, 00:24:55.010 --> 00:24:57.220 even while using the online platform. 00:24:57.220 --> 00:24:59.470 So if you were to take a look at what 00:24:59.470 --> 00:25:01.790 Jeremy has pulled up, where is says things like 00:25:01.790 --> 00:25:04.100 continent, history, North American, 00:25:04.100 --> 00:25:05.810 what you want to do is you want to give 00:25:05.810 --> 00:25:07.500 them those words ahead of time 00:25:07.500 --> 00:25:10.240 and have them try and translate it. 00:25:10.240 --> 00:25:12.170 Because you'd surprised how many EL students 00:25:12.170 --> 00:25:13.830 already have their own translators. 00:25:13.830 --> 00:25:14.663 My students are constantly, 00:25:14.663 --> 00:25:15.496 "Miss, can I use a translator?" 00:25:15.496 --> 00:25:16.710 And I'm like, "No, you have to use a dictionary." 00:25:16.710 --> 00:25:18.600 because the test requires a dictionary. 00:25:18.600 --> 00:25:22.840 But, so what we do is we have them 00:25:22.840 --> 00:25:26.640 kind of showcase those main vocabulary points, 00:25:26.640 --> 00:25:28.760 so when they go in, they kind of already 00:25:28.760 --> 00:25:32.027 have an idea of what the content is gonna be about. 00:25:32.027 --> 00:25:34.170 That's part of the SIOP method, 00:25:34.170 --> 00:25:36.470 where you're able to give them the key vocabulary 00:25:36.470 --> 00:25:38.834 and keep focusing on those key vocabularies 00:25:38.834 --> 00:25:41.670 and that key concept in small chunks 00:25:41.670 --> 00:25:44.725 and still be able to use like maybe one or two questions. 00:25:44.725 --> 00:25:46.300 You know, from it. - [Jeremy] Yeah. 00:25:46.300 --> 00:25:47.960 - [Jessica] And then that way, 00:25:47.960 --> 00:25:51.120 they know exactly at least those key ideas. 00:25:51.120 --> 00:25:54.710 It's not perfect, but it allows them 00:25:54.710 --> 00:25:57.940 an opportunity to gain more academic language. 00:25:57.940 --> 00:26:02.100 And it's just, you know, using pre-vocabulary strategies 00:26:02.100 --> 00:26:04.780 to help them kind of bridge their gap 00:26:05.900 --> 00:26:08.023 when speaking another language. 00:26:08.960 --> 00:26:09.793 - [Jeremy] Very cool - [Jessica] I hope that 00:26:09.793 --> 00:26:11.090 was helpful. 00:26:11.090 --> 00:26:12.350 - [Jeremy] I think that actually segues perfectly 00:26:12.350 --> 00:26:13.730 into this really important, - [Jessica] Okay. 00:26:13.730 --> 00:26:16.737 - [Jeremy] High level question from Permal, which is, 00:26:16.737 --> 00:26:18.667 "This is a difficult thing even in regular times, 00:26:18.667 --> 00:26:21.267 "but in these abnormal times that we find ourselves in, 00:26:21.267 --> 00:26:24.187 "how do you create a productive struggle for students? 00:26:24.187 --> 00:26:25.527 "How do you balance the desire to 00:26:25.527 --> 00:26:26.827 "translate everything for them, 00:26:26.827 --> 00:26:29.277 "with the need for them to grapple with English? 00:26:29.277 --> 00:26:31.247 "Are there any tools or strategies you recommend 00:26:31.247 --> 00:26:33.110 "to find that balance?" 00:26:33.110 --> 00:26:36.320 - [Jessica] So because in Texas we do have our ELPS 00:26:36.320 --> 00:26:38.020 and so from the beginning of the year 00:26:38.020 --> 00:26:40.460 to the end of the year, we have this timeline 00:26:40.460 --> 00:26:43.850 that allows us to use primary home language 00:26:43.850 --> 00:26:47.140 and then kind of wean them off of those translations. 00:26:47.140 --> 00:26:49.463 So at the beginning of the year, it's 80-20. 00:26:50.560 --> 00:26:52.310 And then we go into... 00:26:52.310 --> 00:26:54.283 And when we say 80-20, it's not bilingual 00:26:54.283 --> 00:26:57.270 because in the secondary sections, 00:26:57.270 --> 00:27:00.180 the secondary high school levels and middle schools, 00:27:00.180 --> 00:27:03.270 we don't do bilingual, does that make sense? 00:27:03.270 --> 00:27:07.397 It's kind of like, "Okay, this is road, but you say calle. 00:27:07.397 --> 00:27:08.367 "All right what is calle? 00:27:08.367 --> 00:27:09.200 "It's road." 00:27:09.200 --> 00:27:12.723 So we allow them to bridge L one to L two. 00:27:13.680 --> 00:27:15.870 So we start them off with that bridging, 00:27:15.870 --> 00:27:18.260 but we work a lot on cognates. 00:27:18.260 --> 00:27:20.240 And this is just Spanish, but you could probably 00:27:20.240 --> 00:27:21.800 do it in other languages too. 00:27:21.800 --> 00:27:23.610 You find the commonly used words 00:27:23.610 --> 00:27:26.450 that you're going to be using within your classroom. 00:27:26.450 --> 00:27:29.080 So if you teach math, what is a common vocabulary 00:27:29.080 --> 00:27:30.770 you're going to be using all the time? 00:27:30.770 --> 00:27:34.000 That common vocabulary needs to be used constantly. 00:27:34.000 --> 00:27:36.360 You need to be saying it so they can hear 00:27:36.360 --> 00:27:39.300 how you're say it, so that they know what it means. 00:27:39.300 --> 00:27:42.780 A lot of visuals, a lot of... 00:27:43.877 --> 00:27:46.150 You know when you're using a concept, 00:27:46.150 --> 00:27:47.273 you put it up on white, I know you can't do that right now, 00:27:47.273 --> 00:27:48.970 because it's online. 00:27:48.970 --> 00:27:51.170 But you can also do it in a video. 00:27:51.170 --> 00:27:53.880 Where you just kind of keep going over those same concepts, 00:27:53.880 --> 00:27:55.570 so they can get the lesson. 00:27:55.570 --> 00:27:58.730 And you chunk the answer, you chunk the questions, 00:27:58.730 --> 00:28:02.080 you chunk the readings, and then as they get further along, 00:28:02.080 --> 00:28:05.540 you start expanding to more rigorous instruction. 00:28:05.540 --> 00:28:07.957 And that's why we do so much at 00:28:07.957 --> 00:28:10.130 the beginning of the year with Khan Academy. 00:28:10.130 --> 00:28:11.550 So they can kind of bridge that language 00:28:11.550 --> 00:28:12.580 and we're there to help them, 00:28:12.580 --> 00:28:13.810 we have their dictionaries there, 00:28:13.810 --> 00:28:16.010 we take vocabulary lists, so that way 00:28:16.010 --> 00:28:18.240 by the time we get to this point in the year, 00:28:18.240 --> 00:28:20.473 we've already gone to English-only. 00:28:21.580 --> 00:28:23.340 - [Jeremy] Got it, great advice. 00:28:23.340 --> 00:28:25.000 I know we're almost at time here. 00:28:25.000 --> 00:28:26.610 And there's still many more questions out there. 00:28:26.610 --> 00:28:28.560 So one last question for you, Jessica. 00:28:28.560 --> 00:28:29.870 - [Jessica] Okay. - [Jeremy] Is if you want 00:28:29.870 --> 00:28:31.750 to get support on Khan Academy, 00:28:31.750 --> 00:28:33.820 either how to use a specific piece of the site, 00:28:33.820 --> 00:28:35.770 or talk to other educators, are there 00:28:35.770 --> 00:28:37.610 any resources that you would recommend 00:28:37.610 --> 00:28:39.650 to get those questions answered? 00:28:39.650 --> 00:28:41.270 - [Jessica] Yes, there is a Facebook group 00:28:41.270 --> 00:28:43.540 for Khan Academy educators and you can 00:28:43.540 --> 00:28:45.620 ask questions in there. 00:28:45.620 --> 00:28:49.100 There are a lot of ambassadors also online, 00:28:49.100 --> 00:28:51.750 on Twitter, who will give you advice 00:28:51.750 --> 00:28:54.390 and be able to help troubleshoot. 00:28:54.390 --> 00:28:56.850 The Khan Academy for Teachers page though, 00:28:56.850 --> 00:28:58.550 is extremely beneficial. 00:28:58.550 --> 00:29:01.320 There's tons of teachers who are answering questions, 00:29:01.320 --> 00:29:02.490 and asking questions. 00:29:02.490 --> 00:29:04.610 And it's a great way to connect with people 00:29:04.610 --> 00:29:06.330 who have already been using Khan Academy 00:29:06.330 --> 00:29:09.373 for a long period of time and those who have just started. 00:29:10.530 --> 00:29:11.690 - [Jeremy] Great. 00:29:11.690 --> 00:29:14.075 I'll also just mention very quickly here, 00:29:14.075 --> 00:29:15.920 Those are all volunteer educators, 00:29:15.920 --> 00:29:16.760 just like Jessica, 00:29:16.760 --> 00:29:17.593 - [Jeremy] Who are going - [Jessica] Yeah. 00:29:17.593 --> 00:29:19.110 - [Jeremy] Above and beyond right now to help out. 00:29:19.110 --> 00:29:20.640 If you ever have a very technical question 00:29:20.640 --> 00:29:23.290 that you want that answer by Khan Academy staff, 00:29:23.290 --> 00:29:25.810 just go up to your name in the upper right hand corner, 00:29:25.810 --> 00:29:27.830 come down here to the help section, 00:29:27.830 --> 00:29:29.970 and then all you have to do is say report a problem. 00:29:29.970 --> 00:29:32.250 It doesn't have to be a formal, technical bug. 00:29:32.250 --> 00:29:34.364 But just a question about how to get something done, 00:29:34.364 --> 00:29:36.050 pen that in and let us know and we will 00:29:36.050 --> 00:29:37.420 respond back there. 00:29:37.420 --> 00:29:39.720 So, Jessica, I know we're at time. 00:29:39.720 --> 00:29:41.560 I want to thank you so much for making time 00:29:41.560 --> 00:29:43.330 to share your expertise today. 00:29:43.330 --> 00:29:45.980 And pay it forward to the next generation of Khan teachers. 00:29:45.980 --> 00:29:47.920 And I want to thank everyone else out there 00:29:47.920 --> 00:29:49.580 for making time out of their busy schedules 00:29:49.580 --> 00:29:51.290 to invest in this session. 00:29:51.290 --> 00:29:52.400 - [Jessica] And I want to thank everybody 00:29:52.400 --> 00:29:55.350 for trying their hardest during this difficult time 00:29:55.350 --> 00:29:57.540 in working with the EL students. 00:29:57.540 --> 00:30:00.550 You're doing such great work and 00:30:00.550 --> 00:30:03.817 you're in the right place to help them. 00:30:03.817 --> 00:30:06.023 And Khan Academy can help you do that. 00:30:07.570 --> 00:30:08.403 - [Jeremy] Wonderful. 00:30:08.403 --> 00:30:09.910 Well, with those words, let's head into 00:30:09.910 --> 00:30:11.580 a well-deserved weekend. 00:30:11.580 --> 00:30:14.080 Thank you all for everything you're doing right now 00:30:14.080 --> 00:30:16.080 to make your students lives a little brighter. 00:30:16.080 --> 00:30:17.960 And thank you again, Jessica, for making us 00:30:17.960 --> 00:30:19.690 all a little smarter this afternoon. 00:30:19.690 --> 00:30:20.675 Have a great weekend. - [Jessica] Thanks for 00:30:20.675 --> 00:30:21.675 inviting me.

Khan Academy Best Practices for Middle School

https://www.youtube.com/watch?v=dPqH4ysdbmk

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https://www.youtube.com/api/timedtext?v=dPqH4ysdbmk&ei=V1iUZa31GMPgmLAPsIimyA8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=888BF5D9DEF31ACC9AC2CB95C49423B7A457F6C9.EBB83074DEF17FCD249BC4B61661D98208CC7FA2&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:02.980 --> 00:00:04.480 - Hey everyone, this is Jeremy Schieffelin 00:00:04.480 --> 00:00:05.760 with Khan Academy. 00:00:05.760 --> 00:00:08.080 Thanks so much for joining us this afternoon. 00:00:08.080 --> 00:00:10.360 You're in for a very special treat today 00:00:10.360 --> 00:00:12.540 because we have kind of Academy ambassador 00:00:12.540 --> 00:00:15.100 and all star male teacher, Shalom with us today 00:00:15.960 --> 00:00:18.380 who has been using Khan Academy for almost a decade. 00:00:18.380 --> 00:00:22.540 Basically since Sal Khan himself started making the videos, 00:00:22.540 --> 00:00:24.470 Shalom has been with us using it in his classroom. 00:00:24.470 --> 00:00:27.750 So if you're ever curious about how do you get started 00:00:27.750 --> 00:00:29.670 with Khan Academy for remote learning, 00:00:29.670 --> 00:00:32.650 how do you specialize and target your content 00:00:32.650 --> 00:00:34.120 for your middle school students? 00:00:34.120 --> 00:00:35.640 Shalom is the person to speak to 00:00:35.640 --> 00:00:38.010 and he's happy to share his expertise today. 00:00:38.010 --> 00:00:39.450 So that being said, 00:00:39.450 --> 00:00:41.430 before we get you Shalom's background here, 00:00:41.430 --> 00:00:44.010 I wanna remind you the first part of the session 00:00:44.010 --> 00:00:46.900 we focused on the most common questions we received 00:00:46.900 --> 00:00:48.750 and Shalom will talk through how to get started 00:00:48.750 --> 00:00:51.530 and how to focus your energies with Khan Academy. 00:00:51.530 --> 00:00:54.110 And then we'll open it up for the final half 00:00:54.110 --> 00:00:55.800 for questions from the audience. 00:00:55.800 --> 00:00:57.660 So if you ever wanna ask a question, 00:00:57.660 --> 00:00:59.100 just go to the question section 00:00:59.100 --> 00:01:00.780 of the go to webinar control panel 00:01:00.780 --> 00:01:03.200 and we'll take those in the order they're received. 00:01:03.200 --> 00:01:05.250 So Shalom, welcome and thank you so much 00:01:05.250 --> 00:01:06.578 for joining us today. 00:01:06.578 --> 00:01:08.728 - It's very nice to be here with everybody. 00:01:09.710 --> 00:01:11.460 - And just to sort of give folks a sense of 00:01:11.460 --> 00:01:13.320 where you're coming from, tell us a little bit about 00:01:13.320 --> 00:01:15.900 where you teach, who you teach and what your experience 00:01:15.900 --> 00:01:17.080 with Khan has been. 00:01:17.080 --> 00:01:19.410 - Okay, I'm a seventh grade math teacher 00:01:19.410 --> 00:01:21.543 in Ocean Township, New Jersey. 00:01:22.670 --> 00:01:24.060 Teaching is a second career for me, 00:01:24.060 --> 00:01:26.540 I actually worked on Wall Street for six years, 00:01:26.540 --> 00:01:28.700 and decided to make the switch 00:01:28.700 --> 00:01:31.920 and I've been teaching middle school ever since. 00:01:31.920 --> 00:01:36.160 So here I am in Monmouth County, New Jersey. (laughs) 00:01:36.160 --> 00:01:36.993 - Very cool. 00:01:36.993 --> 00:01:40.260 And so tell us, like, even before this crisis started, 00:01:40.260 --> 00:01:42.660 why have you been a Khan user in your classroom? 00:01:44.700 --> 00:01:47.440 - At about the 2010/2011 school year, 00:01:47.440 --> 00:01:50.300 a friend of mine had told me about it. 00:01:50.300 --> 00:01:53.750 And I had heard about this Khan Academy videos thing, 00:01:53.750 --> 00:01:55.980 but she told me, "Oh, no, no, it has exercises." 00:01:55.980 --> 00:01:58.560 So I was really drawn to the exercises. 00:01:58.560 --> 00:02:01.540 Back then they had to get either seven in a row 00:02:01.540 --> 00:02:03.460 or 10 in a row right to level up. 00:02:03.460 --> 00:02:06.520 And I was like, this is how we learn everything. 00:02:06.520 --> 00:02:08.650 So primarily I didn't have computers back then. 00:02:08.650 --> 00:02:11.313 I used it initially for extra credit. 00:02:12.740 --> 00:02:15.290 But I continue to use it to this day. 00:02:15.290 --> 00:02:18.180 It's my primary source of practice problems for students. 00:02:18.180 --> 00:02:21.190 I use others, but it's my primary source. 00:02:21.190 --> 00:02:24.980 And I love the fact that students can go at their own pace. 00:02:24.980 --> 00:02:28.480 They're not, it really allows them to learn 00:02:28.480 --> 00:02:32.680 what they want at their level. 00:02:32.680 --> 00:02:36.320 And it provides such good data for me as a teacher 00:02:36.320 --> 00:02:38.950 to decide when to intervene, what to intervene, 00:02:38.950 --> 00:02:40.950 what trends there are, things like that. 00:02:41.900 --> 00:02:42.733 - Very cool. 00:02:42.733 --> 00:02:44.770 And so obviously you could probably give 00:02:44.770 --> 00:02:47.800 an entire three hour lecture on how to set up Khan Academy 00:02:47.800 --> 00:02:48.680 during normal times. 00:02:48.680 --> 00:02:50.990 - I really could. (laughs) 00:02:50.990 --> 00:02:53.610 - (laughs) The times we live in are very abnormal 00:02:53.610 --> 00:02:55.150 all of a sudden. 00:02:55.150 --> 00:02:58.140 If you are an educator out there, a middle school teacher 00:02:58.140 --> 00:03:00.680 who is struggling to get with remote learning 00:03:00.680 --> 00:03:03.217 basically yesterday and the district is saying, "Hey, you've 00:03:03.217 --> 00:03:05.720 "got to roll something out for your students." 00:03:05.720 --> 00:03:07.830 Obviously number one, our hearts go out to you. 00:03:07.830 --> 00:03:10.730 But number two, what kind of like really concrete tips 00:03:10.730 --> 00:03:12.430 would you give to that educator 00:03:12.430 --> 00:03:14.450 who wants to get started immediately? 00:03:14.450 --> 00:03:17.930 - Okay, first of all, I'm very fortunate, 00:03:17.930 --> 00:03:21.060 my students are conditioned on how to use Khan Academy. 00:03:21.060 --> 00:03:25.467 And I know it's scary to, "Oh my God, 00:03:25.467 --> 00:03:27.130 "how am I gonna start with something new?" 00:03:27.130 --> 00:03:31.880 So my recommendation is to go through some exercises 00:03:31.880 --> 00:03:33.430 as a student (mumbles) 00:03:33.430 --> 00:03:35.000 answer them yourself, 00:03:35.000 --> 00:03:37.450 but make sure they are review exercises. 00:03:37.450 --> 00:03:39.943 Start with something that the kids would know. 00:03:41.400 --> 00:03:44.000 Start small, assign a few skills for them 00:03:44.000 --> 00:03:46.750 and then just at that point, dive in, 00:03:46.750 --> 00:03:48.470 meaning you assign it to them. 00:03:48.470 --> 00:03:51.250 You tell them, "Here, go do this by Friday," 00:03:51.250 --> 00:03:54.450 and let them work and then take a look at the data 00:03:54.450 --> 00:03:56.610 that comes in, take a look at what students 00:03:56.610 --> 00:03:57.583 are working on. 00:03:58.420 --> 00:04:01.163 Are they getting them correct or are they not? 00:04:02.120 --> 00:04:05.270 So you wanna start small 00:04:05.270 --> 00:04:07.250 because you don't wanna overwhelm the kids 00:04:07.250 --> 00:04:09.310 with a bunch of stuff, which is why I think 00:04:09.310 --> 00:04:12.430 for right now it would be good to start with review. 00:04:12.430 --> 00:04:15.120 But then once you get started, 00:04:15.120 --> 00:04:16.530 make sure to look at all the reports, 00:04:16.530 --> 00:04:19.150 try to understand it's, I know it's so hard 00:04:19.150 --> 00:04:21.640 to see the forest through the trees. 00:04:21.640 --> 00:04:24.660 But that would be my big piece of advice. 00:04:24.660 --> 00:04:27.963 And here's where I'm gonna give you a shout out, Jeremy. 00:04:27.963 --> 00:04:29.690 A few weeks ago you did a workshop 00:04:29.690 --> 00:04:32.080 and you talked about adding. 00:04:32.080 --> 00:04:33.640 It was, once you add yourself as a coach 00:04:33.640 --> 00:04:34.473 to your own account. 00:04:34.473 --> 00:04:36.350 And I think that was actually something 00:04:36.350 --> 00:04:38.040 I had never thought to do 00:04:38.040 --> 00:04:40.230 considering the amount of time I've spent using Khan. 00:04:40.230 --> 00:04:44.760 And by doing that I started seeing the same notifications 00:04:44.760 --> 00:04:46.260 that the students would see. 00:04:46.260 --> 00:04:48.420 You know, here's something your teacher assigned you. 00:04:48.420 --> 00:04:50.270 I started getting email notifications. 00:04:50.270 --> 00:04:54.960 So you kind of by adding yourself as a coach 00:04:54.960 --> 00:04:57.470 to your own learner side of the account, 00:04:57.470 --> 00:05:00.483 'cause every account can be a learner and a coach account, 00:05:02.440 --> 00:05:05.600 it really kind of helped me understand, 00:05:05.600 --> 00:05:07.400 I already kind of knew what they saw 00:05:07.400 --> 00:05:09.760 but it really let me, it kind of put it in my face 00:05:09.760 --> 00:05:11.410 to see what the students are seeing 00:05:11.410 --> 00:05:12.710 when I assign them things. 00:05:13.740 --> 00:05:14.573 - Very cool. 00:05:14.573 --> 00:05:16.580 So just to recap those three main steps, 00:05:16.580 --> 00:05:17.890 it sounds like number one, 00:05:17.890 --> 00:05:19.610 just start searching around Khan Academy, 00:05:19.610 --> 00:05:21.280 playing the role of a student. 00:05:21.280 --> 00:05:23.040 What does it feel like to look at a video? 00:05:23.040 --> 00:05:24.630 What does it feel like to do an exercise? 00:05:24.630 --> 00:05:25.970 Get some hints. 00:05:25.970 --> 00:05:28.250 Once you see one that you're really excited about, 00:05:28.250 --> 00:05:31.000 maybe just start by assigning a single assignment at a time 00:05:31.000 --> 00:05:33.140 just to sort of dip your toes in the water 00:05:33.140 --> 00:05:35.040 and get your students feeling comfortable 00:05:35.040 --> 00:05:36.550 and then to really understand what it looks like 00:05:36.550 --> 00:05:39.960 from the student lens, come down to your student section, 00:05:39.960 --> 00:05:44.310 get your class code, and then under your learner home, 00:05:44.310 --> 00:05:47.070 you can find the section called teachers at the very bottom 00:05:47.070 --> 00:05:49.630 and add yourself to your own classroom. 00:05:49.630 --> 00:05:52.300 You'll now see those notifications that Shalom talked about. 00:05:52.300 --> 00:05:53.969 So you understand exactly what it feels like 00:05:53.969 --> 00:05:55.640 to be in your students' shoes. 00:05:55.640 --> 00:05:59.550 - Yeah, and the other thing too is in this time 00:05:59.550 --> 00:06:02.430 that we're in the videos tend to take a little longer. 00:06:02.430 --> 00:06:05.360 I would just start at first with the exercises. 00:06:05.360 --> 00:06:08.080 Yeah, this is just practical advice 00:06:08.080 --> 00:06:10.627 so that you can quickly see, "Oh, is this something 00:06:10.627 --> 00:06:12.840 "I'd want my students doing?" 00:06:12.840 --> 00:06:15.480 And if it is right at the top of the screen, 00:06:15.480 --> 00:06:16.910 if you pick an exercise right now, 00:06:16.910 --> 00:06:18.840 can you just pick one and show everybody 00:06:18.840 --> 00:06:20.490 how they can assign it to their students 00:06:20.490 --> 00:06:22.460 right from the top of the screen? 00:06:22.460 --> 00:06:24.660 - Yeah, tell me like a common skill you might be teaching 00:06:24.660 --> 00:06:26.220 in your classroom right now, Shalom 00:06:26.220 --> 00:06:27.520 if we were back in school. 00:06:28.610 --> 00:06:32.070 - Well this time of year, I'm doing some geometry 00:06:32.070 --> 00:06:33.450 with my advanced class. 00:06:33.450 --> 00:06:37.433 So if you go to seventh grade geometry. 00:06:42.280 --> 00:06:47.280 So let's just go to Area of a Circle, second one there. 00:06:49.422 --> 00:06:50.760 - So click the practice button. 00:06:50.760 --> 00:06:52.820 - So you're in the student view. 00:06:52.820 --> 00:06:54.767 The student have to answer seven questions 00:06:54.767 --> 00:06:55.707 and you say, "Wait a minute, 00:06:55.707 --> 00:06:57.620 "I really like this question up here." 00:06:57.620 --> 00:07:01.820 So at the top there's assigned to, all right, 00:07:01.820 --> 00:07:03.710 you can assign it to multiple classes, 00:07:03.710 --> 00:07:05.650 you can assign it to individual students 00:07:05.650 --> 00:07:07.920 as long as it's for one class only. 00:07:07.920 --> 00:07:09.610 If you have multiple classes, you're just gonna assign it 00:07:09.610 --> 00:07:11.630 to every student in the class. 00:07:11.630 --> 00:07:14.150 I prefer to do different questions 00:07:14.150 --> 00:07:16.850 or you can also assign the same questions to everybody 00:07:17.690 --> 00:07:19.700 different questions the way I go. 00:07:19.700 --> 00:07:21.580 And then you can set a due date. 00:07:21.580 --> 00:07:26.520 Now this will come up on their learner dashboard. 00:07:26.520 --> 00:07:30.650 But this right here will not come up on Google classroom. 00:07:30.650 --> 00:07:34.400 That's something teachers, I know you can link your class 00:07:34.400 --> 00:07:38.860 to Google classrooms to get your roster into Khan Academy, 00:07:38.860 --> 00:07:41.750 but assignments don't automatically go out 00:07:41.750 --> 00:07:42.600 to Google classroom. 00:07:42.600 --> 00:07:45.580 And I'm hoping that they are working on changing that 00:07:45.580 --> 00:07:46.413 in the future. 00:07:47.350 --> 00:07:49.240 - Yeah, I'll just mention on that point, 00:07:49.240 --> 00:07:51.000 if you ever have feedback for us about something 00:07:51.000 --> 00:07:52.590 you'd love to see in the product, 00:07:52.590 --> 00:07:53.640 just go right up to your name 00:07:53.640 --> 00:07:55.090 in the upper right hand corner, 00:07:55.090 --> 00:07:58.310 click the help button and then come to the section called 00:07:58.310 --> 00:08:00.487 report a problem and say, "Hey, I've got 00:08:00.487 --> 00:08:02.027 "a really great feature idea 00:08:02.027 --> 00:08:04.110 "that would make things much, much better." 00:08:04.110 --> 00:08:07.470 I'll actually paste this in to the chat section 00:08:07.470 --> 00:08:09.890 so you can let us know if you have problems 00:08:09.890 --> 00:08:12.430 or ideas you want us to consider. 00:08:12.430 --> 00:08:15.730 Okay, so that is sort of getting started 00:08:15.730 --> 00:08:17.270 with checking it out. 00:08:17.270 --> 00:08:19.380 What are some of the challenges that you anticipate 00:08:19.380 --> 00:08:21.220 the teachers will face in the next few weeks, Shalom? 00:08:21.220 --> 00:08:23.987 I know we have a lot of things on our shoulders right now, 00:08:23.987 --> 00:08:26.490 but if you think about Khan Academy in particular, 00:08:26.490 --> 00:08:29.080 where do you see new teachers you run into issues 00:08:29.080 --> 00:08:32.380 and how can they sort of preempt those best they can? 00:08:32.380 --> 00:08:33.380 - Okay. 00:08:33.380 --> 00:08:35.710 My biggest challenge with Khan Academy 00:08:35.710 --> 00:08:38.120 has always been getting students 00:08:38.120 --> 00:08:40.840 to buy into the growth mindset aspect of it. 00:08:40.840 --> 00:08:44.007 You know, it's not just, "Here's five problems, 00:08:44.007 --> 00:08:45.527 "do them, great, you got four wrong, 00:08:45.527 --> 00:08:47.390 "let's move on to the next topic." 00:08:47.390 --> 00:08:49.830 It's really designed to have the kids work 00:08:49.830 --> 00:08:51.950 until they show levels of proficiency. 00:08:51.950 --> 00:08:55.740 So two things that I make all my students and parents do 00:08:55.740 --> 00:08:56.730 at the beginning of the year 00:08:56.730 --> 00:09:00.010 is I make them watch the, "You Can Learn Anything Video". 00:09:00.010 --> 00:09:04.590 And also there's about a five, six minute or so Ted talk 00:09:06.010 --> 00:09:08.713 by Angela Lee Duckworth on grit. 00:09:09.780 --> 00:09:12.330 So it's kind of to get them set. 00:09:12.330 --> 00:09:14.100 And by the way, she talks about how 00:09:14.100 --> 00:09:17.770 she was a seventh grade teacher and how perseverance 00:09:17.770 --> 00:09:21.070 and all these things to get students in the mindset 00:09:21.070 --> 00:09:23.293 of you're not gonna get everything right. 00:09:24.690 --> 00:09:27.060 You're gonna make mistakes along the way 00:09:27.060 --> 00:09:29.450 and that it's okay as long as you keep going. 00:09:29.450 --> 00:09:31.370 Those are the two things I think that 00:09:31.370 --> 00:09:33.990 are the biggest challenges that I've had. 00:09:33.990 --> 00:09:37.380 And I've had some tough times, 00:09:37.380 --> 00:09:39.019 especially in my earlier years 00:09:39.019 --> 00:09:42.630 with parents complaining about 00:09:42.630 --> 00:09:44.449 how frustrated their child is. 00:09:44.449 --> 00:09:46.300 But since I've started doing that, 00:09:46.300 --> 00:09:50.530 I've gotten much better appreciation from the parents 00:09:50.530 --> 00:09:53.660 and from the students that struggling is okay. 00:09:53.660 --> 00:09:56.117 I always say, "Why is it okay to be terrible 00:09:56.117 --> 00:09:57.820 "when you first play an instrument?" 00:09:57.820 --> 00:10:00.420 I mean, you don't see somebody pick up the flute 00:10:00.420 --> 00:10:02.250 and they're playing it and they sound great. 00:10:02.250 --> 00:10:03.680 They sound awful, right? 00:10:03.680 --> 00:10:06.470 And why is it not acceptable in math to be bad 00:10:06.470 --> 00:10:07.380 at something at first? 00:10:07.380 --> 00:10:10.033 So that's my first thing. 00:10:11.610 --> 00:10:14.230 Also another challenge is the amount of content 00:10:14.230 --> 00:10:15.900 can be overwhelming. 00:10:15.900 --> 00:10:18.100 It really, really can. 00:10:18.100 --> 00:10:22.253 But thankfully if you click on courses there for me, Jeremy? 00:10:23.120 --> 00:10:23.953 Right. 00:10:24.789 --> 00:10:25.872 - You got it. 00:10:27.510 --> 00:10:31.640 - You will see the courses are aligned 00:10:31.640 --> 00:10:35.203 with the common core standards, which by grade. 00:10:38.580 --> 00:10:41.380 So if you go down, I'm looking at your screen right now, 00:10:41.380 --> 00:10:43.660 first grade, second grade, third grade, fourth grade. 00:10:43.660 --> 00:10:47.660 So you can go in there and find the exercises by standard. 00:10:47.660 --> 00:10:52.660 There's also a Common Core math which I think is okay. 00:10:52.930 --> 00:10:55.430 It's great for high school teachers, but K to eight, 00:10:55.430 --> 00:10:59.529 the standards are really well aligned by grade. 00:10:59.529 --> 00:11:03.320 So you can, or you can, there's the Common Core math. 00:11:03.320 --> 00:11:05.620 It's those grade one, there's 28 unique skills 00:11:05.620 --> 00:11:08.413 and 605 questions and so on and so forth. 00:11:09.470 --> 00:11:12.320 This is a different view, but I prefer the other view 00:11:12.320 --> 00:11:14.193 where you go into the grade itself. 00:11:15.240 --> 00:11:17.970 But I know it's overwhelming to see all that information, 00:11:17.970 --> 00:11:20.900 but if you narrow it down, find exercises you like, 00:11:20.900 --> 00:11:23.850 try them out and assign them to your students 00:11:23.850 --> 00:11:26.113 and then just see where it goes from there. 00:11:27.200 --> 00:11:29.120 - Great, great advice. 00:11:29.120 --> 00:11:31.450 So really sort of start with a little bit of inspiration, 00:11:31.450 --> 00:11:33.770 setting the bar high, letting your students know 00:11:33.770 --> 00:11:36.140 that you believe in them even when the challenge 00:11:36.140 --> 00:11:37.660 is so strong right now. 00:11:37.660 --> 00:11:39.870 And then number two, finding the stuff 00:11:39.870 --> 00:11:42.150 that really brings them back to that sense of normalcy 00:11:42.150 --> 00:11:44.797 of like, "Hey, we would have been covering this right now 00:11:44.797 --> 00:11:47.497 "and so we're gotta keep going ahead and not give up." 00:11:48.420 --> 00:11:49.253 - Yes. 00:11:49.253 --> 00:11:50.460 - Last question before we opened up for more questions 00:11:50.460 --> 00:11:54.860 from the audience is if you think a couple of weeks ahead, 00:11:54.860 --> 00:11:57.820 the teachers have taken your advice for getting started, 00:11:57.820 --> 00:11:59.690 they've made a couple of assignments 00:11:59.690 --> 00:12:01.810 and now maybe the pressure is really on 00:12:01.810 --> 00:12:06.260 to deliver kind of classroom instruction on a regular basis 00:12:06.260 --> 00:12:08.940 and really take the most of tools of Khan Academy. 00:12:08.940 --> 00:12:11.470 Are there any more advanced tips or techniques 00:12:11.470 --> 00:12:14.080 from your middle school experience that you would recommend 00:12:14.080 --> 00:12:16.030 for a middle school educator out there? 00:12:17.060 --> 00:12:18.773 - I'm sorry, I was coughing there. 00:12:21.650 --> 00:12:23.860 I think that, can you repeat the end of that question 00:12:23.860 --> 00:12:25.610 'cause I coughed at the end? 00:12:25.610 --> 00:12:26.443 - Oh no, no. 00:12:26.443 --> 00:12:27.580 My apologies. 00:12:27.580 --> 00:12:29.870 Yeah, just thinking ahead, like I know personally 00:12:29.870 --> 00:12:31.920 in my kids' own district here, 00:12:31.920 --> 00:12:33.540 there's a lot of discussion right now about going 00:12:33.540 --> 00:12:37.710 from peer sort of like keep the lights on day in and day out 00:12:37.710 --> 00:12:40.860 to how do we actually have clear plans, 00:12:40.860 --> 00:12:43.010 clear structures in place to mimic 00:12:43.010 --> 00:12:45.340 as much classroom instruction as possible. 00:12:45.340 --> 00:12:47.230 If a teacher is facing that kind of challenge 00:12:47.230 --> 00:12:49.530 over the next few weeks or months, 00:12:49.530 --> 00:12:51.810 what can they do on Khan Academy to go above and beyond 00:12:51.810 --> 00:12:53.110 just one assignment? 00:12:53.110 --> 00:12:55.570 What turns it into a system, into a process? 00:12:55.570 --> 00:12:56.403 - Okay. 00:12:57.280 --> 00:13:00.086 First of all, if this is tough for people 00:13:00.086 --> 00:13:03.860 to wrap their heads around, but if you are okay, 00:13:03.860 --> 00:13:06.190 if you can get yourself okay with students working 00:13:06.190 --> 00:13:08.350 at their own pace, right? 00:13:08.350 --> 00:13:10.963 If you have them start to work through a unit, 00:13:12.150 --> 00:13:14.510 can you pull up, before the session started, 00:13:14.510 --> 00:13:18.270 we talked about the mastery point system. 00:13:18.270 --> 00:13:21.630 Okay, so that's kind of small on my screen. 00:13:21.630 --> 00:13:24.060 I don't know how it would look on other people's screens, 00:13:24.060 --> 00:13:24.950 but-- - There you go. 00:13:24.950 --> 00:13:26.490 - Okay, perfect. 00:13:26.490 --> 00:13:28.230 Zero points means a student. 00:13:28.230 --> 00:13:31.390 So this all has to do with exercise set. 00:13:31.390 --> 00:13:34.323 So zero points means either a student has, 00:13:35.340 --> 00:13:36.530 I'm trying to point my mouse, 00:13:36.530 --> 00:13:40.090 but I'm guessing that either have never started it, no level 00:13:40.090 --> 00:13:41.210 or they've attempted it. 00:13:41.210 --> 00:13:44.410 If you see the little diamond in the bottom right corner, 00:13:44.410 --> 00:13:48.630 that means they've gotten less than 70% on that problem set. 00:13:48.630 --> 00:13:52.870 Then if the student gets at least 70%, 00:13:52.870 --> 00:13:55.513 they get to 50 points, which is familiar. 00:13:56.450 --> 00:14:00.460 And then if they get 100% in that problem set, 00:14:00.460 --> 00:14:05.460 they get 80 points and they're proficient, right? 00:14:05.650 --> 00:14:08.240 And the last 20 points they can get mastered, 00:14:08.240 --> 00:14:10.270 they have to do one of two ways, 00:14:10.270 --> 00:14:13.470 either by taking a unit test on Khan Academy 00:14:13.470 --> 00:14:14.990 or by answering them correctly 00:14:14.990 --> 00:14:16.710 on what's called the mastery challenge. 00:14:16.710 --> 00:14:20.280 All right, if you say to the students, 00:14:20.280 --> 00:14:23.420 let's go to seventh grade geometry 00:14:23.420 --> 00:14:25.260 or seventh grade anything. 00:14:25.260 --> 00:14:26.093 - Sure. 00:14:26.093 --> 00:14:28.000 - And you asked the students, okay, you know what, 00:14:28.000 --> 00:14:29.493 start at the beginning. 00:14:30.900 --> 00:14:32.940 By the way, I wouldn't necessarily start with geometry. 00:14:32.940 --> 00:14:34.550 It's not the, 00:14:34.550 --> 00:14:36.920 let's do negative numbers addition, subtraction here. 00:14:36.920 --> 00:14:39.037 Let's use that, and say to the students, 00:14:39.037 --> 00:14:41.190 "All right, get started." 00:14:41.190 --> 00:14:43.010 All right, if you go down, you're gonna have to scroll 00:14:43.010 --> 00:14:46.240 to the, there's the first skill signs of sums. 00:14:46.240 --> 00:14:49.863 They're not actually, they're gonna see instead of mastered, 00:14:51.000 --> 00:14:53.040 they're gonna see a little blue button there 00:14:53.040 --> 00:14:54.660 that says start. 00:14:54.660 --> 00:14:57.440 And that's how they can get to the exercise 00:14:57.440 --> 00:15:01.070 and then say, okay, go from there to the next one, 00:15:01.070 --> 00:15:03.000 adding negative numbers, right? 00:15:03.000 --> 00:15:05.500 And the point system that I just discussed 00:15:05.500 --> 00:15:06.700 is on the right side there. 00:15:06.700 --> 00:15:08.970 Now your account or whoever's account this is, 00:15:08.970 --> 00:15:10.620 has already mastered all those. 00:15:10.620 --> 00:15:14.300 So it's kind of not the best example 00:15:14.300 --> 00:15:18.060 because this person already mastered all these. 00:15:18.060 --> 00:15:20.630 But if you have the students start at the first skill 00:15:20.630 --> 00:15:24.490 in negative numbers and work their way through 00:15:24.490 --> 00:15:29.477 and say, "Listen, I just want you to work 30 minutes a day 00:15:29.477 --> 00:15:33.270 "and try to watch videos, do exercises, see how you do." 00:15:33.270 --> 00:15:35.930 And you use that point system in the reporting 00:15:35.930 --> 00:15:37.257 that you get as well. 00:15:37.257 --> 00:15:40.100 And that point system helps you determine 00:15:40.100 --> 00:15:43.073 what it is that students need more help with. 00:15:44.767 --> 00:15:45.700 - And do you wanna talk very briefly 00:15:45.700 --> 00:15:47.690 about these progress reports? 00:15:47.690 --> 00:15:49.440 Just because I think that'll help folks really 00:15:49.440 --> 00:15:51.220 draw the connection between what the students are seeing 00:15:51.220 --> 00:15:53.940 and doing and what the teacher is responding with. 00:15:53.940 --> 00:15:58.940 - Okay, so let's go to solving equations and inequalities. 00:15:58.950 --> 00:16:01.343 So if you click on that, right? 00:16:02.600 --> 00:16:04.530 And you scroll down a little bit. 00:16:04.530 --> 00:16:07.830 All right, not started right now, there are eight students 00:16:07.830 --> 00:16:11.500 that are not started and that's their names right there. 00:16:11.500 --> 00:16:12.700 That's the zero points. 00:16:12.700 --> 00:16:14.793 Attempted, there's one student. 00:16:17.440 --> 00:16:19.950 Attempted means they got less than 70%. 00:16:19.950 --> 00:16:22.290 Familiar, we have no students in that category. 00:16:22.290 --> 00:16:27.290 So those are students that have 70%, but less than 100%. 00:16:29.960 --> 00:16:32.250 Proficient is a student that did the exercise 00:16:32.250 --> 00:16:34.240 and they got all the questions right. 00:16:34.240 --> 00:16:36.960 So they got 100%, they moved to proficient 00:16:36.960 --> 00:16:38.483 and it looks like Meaghan, 00:16:40.320 --> 00:16:43.980 she eventually answered the question correct on a unit test 00:16:43.980 --> 00:16:47.130 or did a mastery challenge and she got those last 20 points 00:16:47.130 --> 00:16:50.720 and that's where she gets the mastered. 00:16:50.720 --> 00:16:55.040 So the point system that I talked about before is related 00:16:55.040 --> 00:16:57.160 that's on the student side, what they can see. 00:16:57.160 --> 00:16:59.780 This is on the teacher side, what you can see. 00:16:59.780 --> 00:17:02.260 So if you ask your students to start on a unit 00:17:02.260 --> 00:17:04.766 and just say, "Just go with it, here." 00:17:04.766 --> 00:17:07.990 Take whatever minutes a day and go with it. 00:17:07.990 --> 00:17:10.040 You'll start getting this report to populate 00:17:10.040 --> 00:17:12.990 and you'll see who's getting it and who's not. 00:17:12.990 --> 00:17:16.340 And this is what I do in my class during the regular year. 00:17:16.340 --> 00:17:18.420 I know it's kind of tough to do that 00:17:18.420 --> 00:17:20.830 or to even think about doing that in this time, 00:17:20.830 --> 00:17:23.330 but this is actually the most meaningful part 00:17:23.330 --> 00:17:24.680 of the website for me 00:17:25.600 --> 00:17:27.980 is that students are working at their own pace. 00:17:27.980 --> 00:17:30.690 And I tell the kids just 'cause 00:17:31.920 --> 00:17:33.270 you're struggling with something 00:17:33.270 --> 00:17:35.420 or your friend is struggling with something, but you're not, 00:17:35.420 --> 00:17:39.120 why should I give you homework on the same topic every day? 00:17:39.120 --> 00:17:40.920 So this might be the perfect test case 00:17:40.920 --> 00:17:42.420 for doing something like that. 00:17:43.570 --> 00:17:46.417 - Yeah, I mean, it's hard to find silver linings right now, 00:17:46.417 --> 00:17:49.240 but if ever there was a moment in American education 00:17:49.240 --> 00:17:50.970 when we could actually try to serve each student 00:17:50.970 --> 00:17:54.440 where they are, this might be that one with tools like this. 00:17:54.440 --> 00:17:57.960 - Listen, ideally I'd be working below grade level 00:17:57.960 --> 00:18:00.343 and having my kids work their way up. 00:18:01.380 --> 00:18:04.790 But I'm still responsible for grade level assessments 00:18:04.790 --> 00:18:06.220 and grades and things like that. 00:18:06.220 --> 00:18:08.520 So this is a time where a lot of people 00:18:08.520 --> 00:18:10.417 can kind of experiment with, "Hey, you know what? 00:18:10.417 --> 00:18:12.717 "I think this is the best way my students can learn 00:18:12.717 --> 00:18:15.010 "and let me just try it." 00:18:15.010 --> 00:18:16.820 So, yeah. 00:18:16.820 --> 00:18:18.390 - Cool. 00:18:18.390 --> 00:18:19.380 Well, amazing advice Shalom. 00:18:19.380 --> 00:18:20.690 I think you've given folks a lot 00:18:20.690 --> 00:18:22.290 to get started with already. 00:18:22.290 --> 00:18:24.110 Let's dive into the more specific questions 00:18:24.110 --> 00:18:25.670 coming from the audience, 00:18:25.670 --> 00:18:27.820 starting with a gray one from Janice. 00:18:27.820 --> 00:18:30.283 So Janice is talking a little bit about the experience 00:18:30.283 --> 00:18:33.430 that students have of doing these exercises 00:18:33.430 --> 00:18:36.017 and she says, "What strategies Shalom, 00:18:36.017 --> 00:18:39.367 "have you found effective in getting kids to self-help 00:18:39.367 --> 00:18:42.837 "by using those hint resources and going back to rework 00:18:42.837 --> 00:18:46.100 "and redo their exercises to improve their understanding?" 00:18:46.100 --> 00:18:48.490 One thing I've seen a lot observing middle school students 00:18:48.490 --> 00:18:50.370 is kids don't wanna use hint 00:18:50.370 --> 00:18:51.780 because it seems like a sign of weakness. 00:18:51.780 --> 00:18:53.280 They don't wanna do it again 00:18:53.280 --> 00:18:55.410 'cause it seems like, oh maybe they didn't do so well 00:18:55.410 --> 00:18:56.243 the first time. 00:18:56.243 --> 00:18:59.090 How do you overcome that and get them to help themselves? 00:18:59.090 --> 00:19:00.420 - Well, I'll answer it in two ways. 00:19:00.420 --> 00:19:02.633 Number one in class I have a rule. 00:19:03.920 --> 00:19:05.500 I won't answer your question 00:19:05.500 --> 00:19:07.340 unless you've attempted the problem. 00:19:07.340 --> 00:19:09.380 And I tell the kids, even if you guessed, 00:19:09.380 --> 00:19:10.760 even if it's a multiple choice question 00:19:10.760 --> 00:19:12.870 and you guess correctly, then raise your hand. 00:19:12.870 --> 00:19:14.427 Say, "Mr lab, I guess this right, 00:19:14.427 --> 00:19:16.280 "but can you explain it to me?" 00:19:16.280 --> 00:19:21.180 So we are almost kind of forcing that hint now 00:19:21.180 --> 00:19:23.400 because we're not right there to help them. 00:19:23.400 --> 00:19:26.410 So my whole thing is encourage 00:19:26.410 --> 00:19:28.540 and this is where the growth mindset comes in. 00:19:28.540 --> 00:19:31.010 This is where it's okay. 00:19:31.010 --> 00:19:34.490 Like I always use this example with my students. 00:19:34.490 --> 00:19:35.700 My son was eight years old, 00:19:35.700 --> 00:19:38.100 taught himself to solve a Rubik's cube and made fun of me 00:19:38.100 --> 00:19:39.490 because I couldn't do it. 00:19:39.490 --> 00:19:42.700 And then I had to learn how to do it. 00:19:42.700 --> 00:19:45.320 I mean, I couldn't let him beat me. 00:19:45.320 --> 00:19:48.990 And when I did, it took me a lot longer to learn it 00:19:48.990 --> 00:19:49.860 than it took him. 00:19:49.860 --> 00:19:52.100 So I used that as a growth mindset lesson. 00:19:52.100 --> 00:19:52.933 I didn't give up. 00:19:52.933 --> 00:19:56.250 Am I stupid because it took me longer than him? 00:19:56.250 --> 00:19:57.083 Maybe. 00:19:57.083 --> 00:19:58.967 But I think most people would say, "Wow, you're a person 00:19:58.967 --> 00:20:01.030 "who can solve a Rubik's cube now." 00:20:01.030 --> 00:20:03.130 And it doesn't matter if it takes you longer 00:20:03.130 --> 00:20:05.300 and that's the kind of thing that I think 00:20:05.300 --> 00:20:07.110 if you can get your students to understand, 00:20:07.110 --> 00:20:08.610 that's why I like those two videos 00:20:08.610 --> 00:20:10.920 that you can learn anything and the grit videos 00:20:10.920 --> 00:20:12.940 'cause it kind of gets kids in that mindset. 00:20:12.940 --> 00:20:15.150 So, great question. 00:20:15.150 --> 00:20:20.010 Harder to do than just saying go ahead and do this. 00:20:20.010 --> 00:20:22.783 But good luck Janice, right? 00:20:23.880 --> 00:20:25.540 - Yeah, all right, great question Janice. 00:20:25.540 --> 00:20:26.643 Great response Shalom. 00:20:27.810 --> 00:20:30.430 Courtney I think is gonna push us to go back a little bit. 00:20:30.430 --> 00:20:31.380 This is important for those 00:20:31.380 --> 00:20:33.567 who are just really getting started today. 00:20:33.567 --> 00:20:35.717 "What's even required for a middle school students 00:20:35.717 --> 00:20:37.507 "to get started with a Khan Academy? 00:20:37.507 --> 00:20:39.147 "Is all they need an email? 00:20:39.147 --> 00:20:41.187 "How do they even get sort of integrated into the system 00:20:41.187 --> 00:20:42.640 "in the first place?" 00:20:42.640 --> 00:20:44.630 - Okay, first of all, 00:20:44.630 --> 00:20:49.630 if your district has a G-suite or Gmail email handle, 00:20:52.570 --> 00:20:56.120 that makes it easy right there because all you need to do 00:20:56.120 --> 00:21:01.120 is when you go to, excuse me, when you go to Settings. 00:21:04.010 --> 00:21:05.070 Are we in teacher tools? 00:21:05.070 --> 00:21:06.430 I'm sorry. 00:21:06.430 --> 00:21:07.400 - Yeah, yeah. 00:21:07.400 --> 00:21:08.437 - Okay. 00:21:08.437 --> 00:21:09.270 - Maybe Sync with Google Classroom? 00:21:09.270 --> 00:21:11.020 - Yeah, right there, Sync with Google Classroom. 00:21:11.020 --> 00:21:13.290 I didn't know if it was in the teacher setting or the, 00:21:13.290 --> 00:21:14.843 and you just, 00:21:16.140 --> 00:21:19.550 this account's already synced with her Google class. 00:21:19.550 --> 00:21:21.429 This is Meaghan's account, right? 00:21:21.429 --> 00:21:22.262 - That's right. 00:21:22.262 --> 00:21:26.310 - So hit Sync and now that roster will be in there. 00:21:26.310 --> 00:21:31.310 Now if you don't have a Google suite email address 00:21:32.800 --> 00:21:36.250 in your district, there's the class code. 00:21:36.250 --> 00:21:39.270 Now the students, I always prefer they do things 00:21:39.270 --> 00:21:41.063 with their district email address. 00:21:41.920 --> 00:21:43.880 But you can send them this class code 00:21:43.880 --> 00:21:47.380 and they add themselves to your class. 00:21:47.380 --> 00:21:51.023 The one thing I always stress is when students log in, 00:21:52.220 --> 00:21:53.500 if it is a Google account, 00:21:53.500 --> 00:21:54.950 make sure to log in through Google. 00:21:54.950 --> 00:21:58.010 A lot of times people see the login screen 00:21:58.010 --> 00:22:03.010 and they see an actual like place to enter a username 00:22:03.050 --> 00:22:04.710 and password. 00:22:04.710 --> 00:22:07.010 You don't need it if it's a Google account, 00:22:07.010 --> 00:22:11.513 you just link it to your Google account. 00:22:12.691 --> 00:22:13.940 - And let me actually show what that looks like 00:22:13.940 --> 00:22:16.560 from the new user standpoint. 00:22:16.560 --> 00:22:19.850 So, you were coming to Khan Academy as a student 00:22:19.850 --> 00:22:23.810 and you said start here, said, "Hey, I'm a learner." 00:22:23.810 --> 00:22:25.830 Just to be clear, your recommendation is 00:22:27.030 --> 00:22:31.040 better to put in a class code than anything else? 00:22:31.040 --> 00:22:32.520 Shalom, is that right? 00:22:33.730 --> 00:22:34.740 - Well no. 00:22:34.740 --> 00:22:37.540 If you're Google I would start right there. 00:22:37.540 --> 00:22:38.571 Continue with Google. 00:22:38.571 --> 00:22:39.436 - Okay, Continue with Google, cool. 00:22:39.436 --> 00:22:40.840 - Do me a favor, click Sarah. 00:22:40.840 --> 00:22:42.440 Is it gonna ask for the date of birth anymore? 00:22:42.440 --> 00:22:43.390 Is that gonna just? 00:22:44.530 --> 00:22:46.313 - Yeah, so I believe it offers that based on the fact 00:22:46.313 --> 00:22:48.223 that this person is over 13. 00:22:49.490 --> 00:22:53.797 But yeah, you can also do a Google or you can do class code, 00:22:53.797 --> 00:22:56.680 which again is pulled straight from your classroom settings. 00:22:56.680 --> 00:22:58.407 Okay, great feedback. 00:22:58.407 --> 00:23:00.940 - And the age, correct me if I'm wrong, 00:23:00.940 --> 00:23:03.450 but the age shouldn't be an issue 00:23:03.450 --> 00:23:06.070 if you're using it with a school account. 00:23:06.070 --> 00:23:08.050 That's one of the reasons I also recommend 00:23:08.050 --> 00:23:10.045 using a school account. 00:23:10.045 --> 00:23:11.170 Because I think-- - That's exactly right. 00:23:11.170 --> 00:23:12.003 - Okay. 00:23:13.470 --> 00:23:14.860 - Okay, great question Courtney. 00:23:14.860 --> 00:23:16.812 Thanks for the response from Shalom. 00:23:16.812 --> 00:23:18.059 - I hope I answered it. 00:23:18.059 --> 00:23:20.837 - (laughs) Gerard from Ocean Township says 00:23:20.837 --> 00:23:22.750 "Shalom, where did you get that awesome headset?" 00:23:22.750 --> 00:23:26.270 - Oh, (laughs) Gerard is messing with me. 00:23:26.270 --> 00:23:28.080 Gerard is my supervisor. 00:23:28.080 --> 00:23:29.690 So, (laughs) 00:23:29.690 --> 00:23:31.340 - You better be on your best behavior. 00:23:31.340 --> 00:23:33.530 - This is my session of pilot headset. 00:23:33.530 --> 00:23:35.070 That's pretty funny, Gerard. 00:23:35.070 --> 00:23:38.570 I give you prompts for asking that question. (laughs) 00:23:38.570 --> 00:23:39.403 - Cool. 00:23:39.403 --> 00:23:41.280 I think we're all in the market for headsets, 00:23:41.280 --> 00:23:42.180 all of us that in. 00:23:43.231 --> 00:23:44.600 So definitely if you have a recommendation Shalom, 00:23:44.600 --> 00:23:45.433 let us know. 00:23:46.680 --> 00:23:49.167 So Belinda has a really good question, which is, 00:23:49.167 --> 00:23:51.917 "Okay, we've talked a lot about the technology, 00:23:51.917 --> 00:23:54.897 "but what about the teacher-student interaction piece? 00:23:54.897 --> 00:23:57.557 "How would you recommend giving feedback to students 00:23:57.557 --> 00:24:00.470 "once you start getting these progress reports?" 00:24:00.470 --> 00:24:03.460 - Okay, first of all, in terms of feedback, 00:24:03.460 --> 00:24:06.160 the students are getting immediate feedback 00:24:06.160 --> 00:24:08.443 if they answer a question right or wrong. 00:24:09.720 --> 00:24:12.290 Yes, the hints are not the most exciting for them 00:24:12.290 --> 00:24:14.203 to look at. 00:24:16.130 --> 00:24:18.470 But it is instant feedback 00:24:18.470 --> 00:24:21.730 and I've been doing it for years 00:24:21.730 --> 00:24:25.050 and I try to get my students, "Read the hints, please 00:24:26.237 --> 00:24:27.900 "and then ask me the question." 00:24:27.900 --> 00:24:29.590 And sometimes they wear you down. 00:24:29.590 --> 00:24:31.750 Sometimes they ask me a question, 00:24:31.750 --> 00:24:34.890 and I don't even ask them, "Did you look at the hints yet?" 00:24:34.890 --> 00:24:38.020 Some exercises, I don't necessarily love the hints. 00:24:38.020 --> 00:24:40.470 I think that not that they're wrong. 00:24:40.470 --> 00:24:45.230 I just don't think that they're the most simplified way 00:24:45.230 --> 00:24:47.000 of showing things. 00:24:47.000 --> 00:24:52.000 So it's the feedback in the classroom 00:24:53.860 --> 00:24:58.860 is I can use that data to kind of pick a group of students, 00:24:59.487 --> 00:25:01.787 "Wow, these seven kids are struggling with this skill. 00:25:01.787 --> 00:25:03.007 "Let me work with them." 00:25:04.250 --> 00:25:07.710 Use that to maybe do a Zoom conference 00:25:07.710 --> 00:25:09.340 with a small group of kids. 00:25:09.340 --> 00:25:12.073 I bought myself this right here. 00:25:12.073 --> 00:25:15.180 It's a little tablet that I can use to write 00:25:15.180 --> 00:25:17.940 and I make Sal Khan style videos myself 00:25:17.940 --> 00:25:20.020 as kids ask me questions. 00:25:20.020 --> 00:25:23.100 You can make those if you look at, 00:25:23.100 --> 00:25:24.860 there's a certain report you can look at 00:25:24.860 --> 00:25:26.770 and see how many students in the class 00:25:26.770 --> 00:25:28.760 answered it correctly or incorrectly. 00:25:28.760 --> 00:25:33.380 And Khan actually puts it in order from the most difficult 00:25:33.380 --> 00:25:37.560 to the, I'm sorry, the one that's most frequently wrong 00:25:37.560 --> 00:25:40.513 to the ones that have been easiest. 00:25:41.400 --> 00:25:44.860 So if you, let's pull that up real quick. 00:25:44.860 --> 00:25:46.037 So if you see a problem, you're like, 00:25:46.037 --> 00:25:48.150 "Wow, a lot of kids are getting this wrong," 00:25:48.150 --> 00:25:50.690 and you wanna do a quick video for it in this, 00:25:50.690 --> 00:25:52.907 in class you would obviously do it. 00:25:52.907 --> 00:25:54.920 Here's a question only three students 00:25:54.920 --> 00:25:57.550 were presented with a question seven. 00:25:57.550 --> 00:25:59.070 Two of the students got it wrong, 00:25:59.070 --> 00:26:00.270 one student got it right. 00:26:00.270 --> 00:26:01.943 My favorite part is to the right. 00:26:03.010 --> 00:26:04.870 It shows you what answers were chosen. 00:26:04.870 --> 00:26:08.580 And by the way, this is a multiple choice question. 00:26:08.580 --> 00:26:12.203 If you can find one that is not multiple choice, 00:26:14.400 --> 00:26:17.400 I think everything in this set is multiple choice. 00:26:17.400 --> 00:26:20.650 But you can, even if the question is not multiple choice, 00:26:20.650 --> 00:26:23.930 it will tell you what students typed in as their answer. 00:26:23.930 --> 00:26:28.363 So this kind of information is fantastic and you can use it, 00:26:29.300 --> 00:26:30.133 as you please. 00:26:30.133 --> 00:26:34.284 Now in the setting that we're in, remote learning, 00:26:34.284 --> 00:26:37.650 it's not gonna be easy and you have to find your way 00:26:37.650 --> 00:26:39.590 of conveying that to your students, 00:26:39.590 --> 00:26:43.963 whether it be videos or webinar, chat style things, 00:26:45.660 --> 00:26:46.910 video chats I should say. 00:26:47.770 --> 00:26:50.040 But the information is there 00:26:50.040 --> 00:26:52.020 to help you make those decisions. 00:26:52.020 --> 00:26:53.900 And that's the beauty. 00:26:53.900 --> 00:26:55.680 That's what I love about Khan Academy the most. 00:26:55.680 --> 00:26:56.730 It really helps me. 00:26:56.730 --> 00:26:57.720 By the way, I have to give a shout out 00:26:57.720 --> 00:26:59.230 to my co-teacher, Suzy 00:26:59.230 --> 00:27:01.207 'cause Gerard got mentioned, so. 00:27:01.207 --> 00:27:03.096 (Jeremy laughs) (Shalom laughs) 00:27:03.096 --> 00:27:04.542 - (mumbles) far and wide. 00:27:04.542 --> 00:27:05.890 (Shalom laughs) 00:27:05.890 --> 00:27:07.330 Yeah, no, I think you just nailed it though. 00:27:07.330 --> 00:27:09.140 I want to echo that last sentiment 00:27:09.140 --> 00:27:12.250 which is I think a lot of teachers will look at Khan Academy 00:27:12.250 --> 00:27:15.017 and say "Ah, this is just trying to replace the teacher 00:27:15.017 --> 00:27:17.470 "somehow just like my classroom on autopilot." 00:27:17.470 --> 00:27:18.820 You couldn't be farther from the truth 00:27:18.820 --> 00:27:20.910 because really isn't the tool 00:27:20.910 --> 00:27:22.347 and the teachers who are using it the best 00:27:22.347 --> 00:27:25.260 are the ones who are using it to drive their own teaching, 00:27:25.260 --> 00:27:27.750 to get more information to serve their students better? 00:27:27.750 --> 00:27:30.500 - And if there's something I want everybody to know is, 00:27:31.640 --> 00:27:34.360 and I've given presentations about Khan Academy 00:27:34.360 --> 00:27:35.220 and how to use it. 00:27:35.220 --> 00:27:37.390 And one of the things I always say to people when I present 00:27:37.390 --> 00:27:41.970 is don't necessarily use it the way I do, okay? 00:27:41.970 --> 00:27:44.460 Take what I do and make it your own. 00:27:44.460 --> 00:27:46.640 Here's how I do it. 00:27:46.640 --> 00:27:47.810 I'm not saying it's right. 00:27:47.810 --> 00:27:50.760 By the way I'm not saying I've got it figured out 00:27:50.760 --> 00:27:52.860 'cause there's changes I make with Suzy by the way. 00:27:52.860 --> 00:27:55.780 Suzy and I are big Khan Academy users. 00:27:55.780 --> 00:27:57.327 We get together and talk all the time. 00:27:57.327 --> 00:28:00.150 "I liked how we did this, maybe we should do that instead." 00:28:00.150 --> 00:28:05.150 So make it your own, make it something that you can use 00:28:06.040 --> 00:28:09.200 the information on there to help you be a better teacher. 00:28:09.200 --> 00:28:11.840 It is not there to teach your students for you. 00:28:11.840 --> 00:28:13.950 Now the videos in a time like this, 00:28:13.950 --> 00:28:16.290 yeah, they might be there to teach your students 00:28:16.290 --> 00:28:20.160 because you can't be there 24/7. 00:28:20.160 --> 00:28:23.460 And it's great to be able to rewind and pause. 00:28:23.460 --> 00:28:26.560 And Sal Khan in one of his Ted talks talks about 00:28:26.560 --> 00:28:28.890 how his cousin said they like him better in his videos 00:28:28.890 --> 00:28:29.910 than in person. 00:28:29.910 --> 00:28:32.780 And he kind of said, once you get past the backended nature 00:28:32.780 --> 00:28:35.247 of that comment, he goes, "They don't feel like 00:28:35.247 --> 00:28:36.757 "they're bothering the video of me 00:28:36.757 --> 00:28:38.547 "because they can pause, they can rewind, 00:28:38.547 --> 00:28:39.490 "they can do things." 00:28:39.490 --> 00:28:42.280 So it is just another tool. 00:28:42.280 --> 00:28:45.650 For me, the way I use it, you hear me, 00:28:45.650 --> 00:28:48.970 I talk about the exercises and I want it to be 00:28:48.970 --> 00:28:52.490 that the students use the exercises. 00:28:52.490 --> 00:28:54.990 So you use the exercise data to decide 00:28:54.990 --> 00:28:56.763 what it is my students need. 00:28:57.610 --> 00:28:59.030 - Cool, and then let me actually ask you 00:28:59.030 --> 00:29:01.740 one final question here Shalom before we wrap. 00:29:01.740 --> 00:29:03.710 Tying into this question of like looking 00:29:03.710 --> 00:29:06.160 at students' scores, figuring what they need, 00:29:06.160 --> 00:29:08.010 I know that a lot of the pressure's off for this year 00:29:08.010 --> 00:29:09.950 in terms of state assessments, 00:29:09.950 --> 00:29:11.790 but if we wanna continue to use assessments 00:29:11.790 --> 00:29:14.030 just to keep track of how students are doing, 00:29:14.030 --> 00:29:15.766 are there any recommendations you have? 00:29:15.766 --> 00:29:17.460 This is a question from Kelly by the way, 00:29:17.460 --> 00:29:20.523 to use Khan Academy to inform the assessments you're doing? 00:29:26.200 --> 00:29:27.230 - We talked about this before. 00:29:27.230 --> 00:29:30.055 I don't have a great answer to that 00:29:30.055 --> 00:29:35.055 because the Khan Academy assessments are really not, 00:29:36.550 --> 00:29:40.120 to me they're not summative assessments. 00:29:40.120 --> 00:29:41.240 They're formative. 00:29:41.240 --> 00:29:43.787 So I look at it not as like, 00:29:43.787 --> 00:29:45.437 "Okay, here's a onetime assessment 00:29:45.437 --> 00:29:46.860 "and let's see what the kids know." 00:29:46.860 --> 00:29:50.970 I look at it more as an ongoing set of data for me. 00:29:50.970 --> 00:29:54.550 We're working on negative numbers, addition and subtraction 00:29:54.550 --> 00:29:56.900 and oh, by the way, a bunch of my kids are struggling 00:29:56.900 --> 00:29:59.528 with absolute value to find distance. 00:29:59.528 --> 00:30:00.361 It happens all the time, 00:30:00.361 --> 00:30:02.460 that's a very difficult skill, right? 00:30:02.460 --> 00:30:04.350 So I use it on an ongoing basis 00:30:04.350 --> 00:30:08.260 to make formative assessment decisions as I teach. 00:30:08.260 --> 00:30:13.260 I don't really think that it is a good assessment tool. 00:30:13.830 --> 00:30:16.110 Not that it's a bad, but it's not necessarily designed 00:30:16.110 --> 00:30:18.120 to be an assessment tool that like at the end of 00:30:18.120 --> 00:30:20.100 or middle of the year, let's give the kids this, 00:30:20.100 --> 00:30:22.560 okay, now I know what they need to, 00:30:22.560 --> 00:30:24.550 let's focus more on this or that. 00:30:24.550 --> 00:30:27.070 It's more of an ongoing assessment tool, 00:30:27.070 --> 00:30:28.450 if that makes sense. 00:30:28.450 --> 00:30:31.180 - Absolutely 'cause students are constantly getting feedback 00:30:31.180 --> 00:30:32.420 on how they're doing. 00:30:32.420 --> 00:30:34.890 You're receiving those same reports on your side. 00:30:34.890 --> 00:30:36.150 Use that to empower your students, 00:30:36.150 --> 00:30:38.960 empower you as an educator, not to be the final word about 00:30:38.960 --> 00:30:40.060 how your students did. 00:30:41.050 --> 00:30:43.930 Speaking of final words, any final words of wisdom, Shalom 00:30:43.930 --> 00:30:48.240 as American educators head out for another big week 00:30:48.240 --> 00:30:51.210 of preparation next week? 00:30:51.210 --> 00:30:55.423 - Other than, don't be jealous of the headset. 00:30:58.400 --> 00:31:01.730 Understand that, I know you're frustrated right now 00:31:01.730 --> 00:31:04.677 and I know the last thing you need is somebody saying, 00:31:04.677 --> 00:31:05.727 "Hey, you should use this. 00:31:05.727 --> 00:31:07.310 "Hey, you should use that." 00:31:07.310 --> 00:31:08.817 Every website out there is like, 00:31:08.817 --> 00:31:10.447 "Yeah, we're giving this for free now 00:31:10.447 --> 00:31:11.930 "and this is for free," right? 00:31:11.930 --> 00:31:15.540 But they're gonna go and when this is all said and done, 00:31:15.540 --> 00:31:16.877 they're gonna go and say, "Hey, remember that thing 00:31:16.877 --> 00:31:18.157 "we gave you for free? 00:31:18.157 --> 00:31:19.327 "It's gonna go away now. 00:31:19.327 --> 00:31:21.640 "Your district or you're gonna have to pay for it." 00:31:21.640 --> 00:31:22.810 And it's gimmicky. 00:31:22.810 --> 00:31:25.870 Khan Academy, if there's one thing about it, 00:31:25.870 --> 00:31:27.440 it is not a gimmick. 00:31:27.440 --> 00:31:30.710 It is based on research, mastery-based learning 00:31:30.710 --> 00:31:33.080 I think is the way to, 00:31:33.080 --> 00:31:34.300 it's the way we learn everything. 00:31:34.300 --> 00:31:35.240 We learn how to ride a bike, 00:31:35.240 --> 00:31:36.300 we learn how to play an instrument, 00:31:36.300 --> 00:31:38.510 we learn how to do everything by practicing 00:31:38.510 --> 00:31:39.870 until we're good at it. 00:31:39.870 --> 00:31:43.810 And this is the kind of thing that I know it's hard to think 00:31:43.810 --> 00:31:47.130 of like, "Oh my God, I'm gonna dive into something now." 00:31:47.130 --> 00:31:52.130 But if you do, you're going to see the benefits of it 00:31:52.450 --> 00:31:54.350 and you might not use it anything like I do, 00:31:54.350 --> 00:31:57.320 it might be completely different for you, all right? 00:31:57.320 --> 00:32:00.260 I don't expect people to do it the way I do it. 00:32:00.260 --> 00:32:05.260 But dive into it like I said, give the kids a few exercises, 00:32:05.470 --> 00:32:08.060 see where the data takes you, see where the information 00:32:08.060 --> 00:32:08.930 you get takes you. 00:32:08.930 --> 00:32:11.210 So I wish everybody good luck 00:32:11.210 --> 00:32:13.860 and make sure to join the teachers' page. 00:32:13.860 --> 00:32:16.223 I don't know if I said that before on Facebook. 00:32:18.690 --> 00:32:21.040 Khan Academy teachers' page or Teach with Khan. 00:32:21.900 --> 00:32:23.430 There's a lot of ambassadors 00:32:23.430 --> 00:32:26.270 and just otherwise experienced Khan Academy teachers 00:32:26.270 --> 00:32:28.623 on there that are gonna, 00:32:29.820 --> 00:32:32.650 they're happy to answer your questions 00:32:32.650 --> 00:32:35.070 because they've been in the same position as you. 00:32:35.070 --> 00:32:35.903 They've been at the point 00:32:35.903 --> 00:32:37.120 where they didn't understand something. 00:32:37.120 --> 00:32:40.563 So go on there, ask some questions. 00:32:41.530 --> 00:32:42.363 - That's amazing. 00:32:42.363 --> 00:32:44.750 I will include that in the chat section. 00:32:44.750 --> 00:32:46.340 As mentioned before, if we didn't get 00:32:46.340 --> 00:32:48.910 to your question today, my apologies. 00:32:48.910 --> 00:32:50.620 Please just submit it right here, 00:32:50.620 --> 00:32:52.910 which I've shared through the chat line to get help 00:32:52.910 --> 00:32:55.640 within a few hours from our amazing customer support team. 00:32:55.640 --> 00:32:58.450 And then finally, a huge shout out to Shalom 00:32:58.450 --> 00:33:00.370 for sharing his expertise today. 00:33:00.370 --> 00:33:02.770 I know it's a lot on our shoulders at the moment, 00:33:02.770 --> 00:33:05.030 but I feel like you've ease our burden a little bit 00:33:05.030 --> 00:33:06.920 and given us reason to be confident about the future. 00:33:06.920 --> 00:33:08.670 So thank you, Shalom. 00:33:08.670 --> 00:33:11.640 - Thank you for having me and good luck everybody. 00:33:11.640 --> 00:33:13.040 - Have a great one everyone.

Get a Tour of the Student Experience on Khan Academy

https://www.youtube.com/watch?v=U1MCv-msoY8

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https://www.youtube.com/api/timedtext?v=U1MCv-msoY8&ei=V1iUZciXGo-Dxs0Ptb-N6AI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=955FC6B243FEEA688D7D872CEC1C8612491A0A49.511EDCBD5D007DDCC9FCD4E7F7F4BF324E9990B3&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:03.340 --> 00:00:06.060 - Hi everyone, this is Jeremy Schifeling at Khan Academy. 00:00:06.060 --> 00:00:08.470 I'm joined by our amazing leader of 00:00:08.470 --> 00:00:10.883 professional learning, Meaghan Pattani. 00:00:10.883 --> 00:00:13.610 Meaghan has a real treat in store for you today, 00:00:13.610 --> 00:00:15.070 because she's gonna walk you through, 00:00:15.070 --> 00:00:16.560 not the educator experience that 00:00:16.560 --> 00:00:19.490 you're used to on the site, but the student experience. 00:00:19.490 --> 00:00:21.780 So, you can see exactly what your students are seeing, 00:00:21.780 --> 00:00:24.180 and deliver them an awesome experience with all 00:00:24.180 --> 00:00:26.770 the remote learning challenges we all have at this moment. 00:00:26.770 --> 00:00:28.101 So that being said, 00:00:28.101 --> 00:00:31.580 Meaghan is gonna start to share with you what it looks like 00:00:31.580 --> 00:00:34.140 through the lens of a student using Khan Academy, 00:00:34.140 --> 00:00:36.140 and then in true webinar fashion, 00:00:36.140 --> 00:00:38.140 if you have any questions whatsoever, 00:00:38.140 --> 00:00:41.050 you can ask those at any time using the questions feature, 00:00:41.050 --> 00:00:42.720 and we'll take those both throughout, 00:00:42.720 --> 00:00:44.060 and then also at the end. 00:00:44.060 --> 00:00:45.190 So that being said, 00:00:45.190 --> 00:00:46.730 thank you so much for joining us today, 00:00:46.730 --> 00:00:48.880 and I'll turn it over to Meaghan. 00:00:48.880 --> 00:00:50.850 - Thanks so much, Jeremy. 00:00:50.850 --> 00:00:53.810 So, we're gonna jump right in, and just a quick note of 00:00:53.810 --> 00:00:56.460 what we will and will not cover today. 00:00:56.460 --> 00:00:58.660 We're gonna cover the student experience, 00:00:58.660 --> 00:00:59.960 and I know a lot of teachers and 00:00:59.960 --> 00:01:02.320 parents have a lot of questions about this. 00:01:02.320 --> 00:01:04.260 We're gonna walk through the student experience on 00:01:04.260 --> 00:01:06.570 Khan Academy to help you as parents, 00:01:06.570 --> 00:01:08.270 or teachers, better understand what 00:01:08.270 --> 00:01:11.140 your students and or children are learning. 00:01:11.140 --> 00:01:12.710 But, we will not cover today 00:01:12.710 --> 00:01:14.550 the teacher and parent experiences. 00:01:14.550 --> 00:01:15.962 We have some of the resources 00:01:15.962 --> 00:01:18.220 about parent teacher experience, 00:01:18.220 --> 00:01:20.220 and if you'd like to take a look at those, 00:01:20.220 --> 00:01:23.440 definitely reach out to our keep learning site, 00:01:23.440 --> 00:01:26.660 keeplearning@khanacademy.org, 00:01:26.660 --> 00:01:27.940 and there you'll have more information 00:01:27.940 --> 00:01:30.430 about parent and teacher experiences. 00:01:30.430 --> 00:01:35.430 That being said, I'm gonna jump right into our live product. 00:01:42.120 --> 00:01:43.980 Here's how we're gonna start. 00:01:43.980 --> 00:01:46.280 Once students login to Khan Academy, 00:01:46.280 --> 00:01:48.270 so if they have an existing account, 00:01:48.270 --> 00:01:49.710 either a personal account, 00:01:49.710 --> 00:01:52.710 or one they have through their school or district, 00:01:52.710 --> 00:01:53.890 they log in here. 00:01:53.890 --> 00:01:56.030 If they need to create an account, 00:01:56.030 --> 00:01:57.540 they can do that pretty easily. 00:01:57.540 --> 00:01:59.450 They can use that same Google login 00:01:59.450 --> 00:02:01.150 they might have for school. 00:02:01.150 --> 00:02:03.440 Or, if they are under 13, 00:02:03.440 --> 00:02:06.500 you as a parent can help walk them through that process. 00:02:06.500 --> 00:02:09.270 Once they're logged in, they're gonna land here. 00:02:09.270 --> 00:02:11.640 This is what we call our learner home, 00:02:11.640 --> 00:02:14.960 and you might be asking yourself, well who is a learner? 00:02:14.960 --> 00:02:18.040 We at Khan Academy view everyone as a learner, 00:02:18.040 --> 00:02:20.195 and especially our students. 00:02:20.195 --> 00:02:23.360 This is where they're gonna find everything else 00:02:23.360 --> 00:02:26.530 they need to access on Khan Academy. 00:02:26.530 --> 00:02:28.950 One trick we always like to share with our students and 00:02:28.950 --> 00:02:33.120 teachers is that anywhere you are on the Khan Academy site, 00:02:33.120 --> 00:02:35.607 by clicking that Khan Academy logo at the top, 00:02:35.607 --> 00:02:39.113 they'll return right back to this learner home. 00:02:40.760 --> 00:02:43.350 On this page, you'll see a whole bunch of things. 00:02:43.350 --> 00:02:44.770 We're gonna start at the top, 00:02:44.770 --> 00:02:47.040 and then we'll work through the rest. 00:02:47.040 --> 00:02:50.600 On the left hand side here, you'll see this little avatar, 00:02:50.600 --> 00:02:53.720 which students can update, and you'll see their name, 00:02:53.720 --> 00:02:56.800 and their user name, and an option here to add their bio. 00:02:56.800 --> 00:03:01.300 By clicking on this, students can edit this information. 00:03:01.300 --> 00:03:03.310 Just one thing, I always like to call out 00:03:03.310 --> 00:03:07.290 to parents and to teachers, is this basic information. 00:03:07.290 --> 00:03:10.270 The user name, the avatar, and the bio information 00:03:10.270 --> 00:03:12.320 that students share is publicly available. 00:03:12.320 --> 00:03:14.450 So, just to be a little bit cautious 00:03:14.450 --> 00:03:15.900 about what they've put there. 00:03:18.320 --> 00:03:20.460 When they land on the learner home, 00:03:20.460 --> 00:03:22.840 they'll see if their teacher has assigned them 00:03:22.840 --> 00:03:24.940 course mastery or assignments. 00:03:24.940 --> 00:03:26.550 They'll see those broken down 00:03:26.550 --> 00:03:28.520 by class on the left hand side, 00:03:28.520 --> 00:03:31.770 and so you can see on my student account here, 00:03:31.770 --> 00:03:34.150 that on my period one Algebra one class, 00:03:34.150 --> 00:03:37.680 I have a course mastery goal that you see here, 00:03:37.680 --> 00:03:40.680 and then I also have assignments from my teacher. 00:03:40.680 --> 00:03:43.890 So, anything they'd need from an individual class 00:03:43.890 --> 00:03:46.093 will be there on the left hand side. 00:03:47.150 --> 00:03:51.230 If they have courses that they'd like to study on their own, 00:03:51.230 --> 00:03:53.750 under this next category of information 00:03:53.750 --> 00:03:57.420 where it says my stuff, students will see courses. 00:03:57.420 --> 00:03:59.140 These are courses that the student 00:03:59.140 --> 00:04:02.370 has selected themselves to study. 00:04:02.370 --> 00:04:04.850 When students sign up for an account, 00:04:04.850 --> 00:04:06.610 they'll have the opportunity to pick 00:04:06.610 --> 00:04:09.530 which courses they'd like to study on their own. 00:04:09.530 --> 00:04:12.630 We recommend things that they might be studying in school, 00:04:12.630 --> 00:04:15.110 or things that just interest them. 00:04:15.110 --> 00:04:17.060 They can always edit those courses 00:04:17.060 --> 00:04:19.113 by clicking the blue button at the top. 00:04:20.920 --> 00:04:24.910 Below this, I also wanna call out this SAT button. 00:04:24.910 --> 00:04:28.330 For students that might be in the high school age, 00:04:28.330 --> 00:04:31.330 they have the opportunity to link their 00:04:31.330 --> 00:04:35.450 college board account with their Khan Academy account. 00:04:35.450 --> 00:04:40.340 They can import existing PSAT or SAT scores, 00:04:40.340 --> 00:04:44.670 and get personalized recommendations across math, 00:04:44.670 --> 00:04:46.683 reading and writing, and essays. 00:04:47.670 --> 00:04:49.370 If students want to do that, 00:04:49.370 --> 00:04:52.400 or if they haven't taken it yet, we also offer diagnostics. 00:04:52.400 --> 00:04:55.283 If they add SAT, again when they set up their account, 00:04:55.283 --> 00:05:00.030 they have a button that offers them to add SAT as a course. 00:05:00.030 --> 00:05:01.930 They'll be added this SAT tab, 00:05:01.930 --> 00:05:05.610 and they can practice recommended exercises 00:05:05.610 --> 00:05:08.573 fit to their personalized results. 00:05:10.590 --> 00:05:13.500 If you scroll down a little bit further, 00:05:13.500 --> 00:05:16.740 in the my account area, one other thing 00:05:16.740 --> 00:05:19.490 I'd like to point out here, is this button for teachers. 00:05:19.490 --> 00:05:21.960 If students click on teachers, 00:05:21.960 --> 00:05:23.850 this is where they're able to see 00:05:23.850 --> 00:05:26.980 any teachers they're currently connected to. 00:05:26.980 --> 00:05:29.880 They can remove those teachers, 00:05:29.880 --> 00:05:32.640 and if they need to join a class, 00:05:32.640 --> 00:05:34.220 one of the easiest way for students 00:05:34.220 --> 00:05:37.010 to join a class is to enter the class code. 00:05:37.010 --> 00:05:39.300 So, this is where your students would go if 00:05:39.300 --> 00:05:42.860 they need to input a class code to join your class. 00:05:42.860 --> 00:05:46.040 They would enter the class code in the space here, 00:05:46.040 --> 00:05:48.210 and click join the class. 00:05:48.210 --> 00:05:51.270 Once they do that, your name will appear in 00:05:51.270 --> 00:05:53.850 the right hand side as a teacher. 00:05:53.850 --> 00:05:56.010 So, if you're ever concerned that the student 00:05:56.010 --> 00:05:59.090 is not connected to your class properly, 00:05:59.090 --> 00:06:02.430 have them go to this tab, and have them check 00:06:02.430 --> 00:06:06.023 to make sure that you are in fact connected as a teacher. 00:06:08.970 --> 00:06:12.323 One last thing on this student learner home, 00:06:13.810 --> 00:06:16.120 is this profile. 00:06:16.120 --> 00:06:20.150 This shows students what they've done on Khan Academy. 00:06:20.150 --> 00:06:21.870 It shows things like how many days 00:06:21.870 --> 00:06:25.040 have they completed work on Khan Academy. 00:06:25.040 --> 00:06:26.470 If they've worked on any computer 00:06:26.470 --> 00:06:29.030 programming projects, they find them here. 00:06:29.030 --> 00:06:31.730 How many energy points have they earned, 00:06:31.730 --> 00:06:33.910 and how many badges have they earned. 00:06:33.910 --> 00:06:36.920 So, all of these kind of gamification pieces 00:06:36.920 --> 00:06:39.593 and tracking pieces can be found here. 00:06:41.130 --> 00:06:46.130 I'm gonna go back to this course mastery on my learner home. 00:06:47.410 --> 00:06:49.930 This here is a course mastery goal 00:06:49.930 --> 00:06:51.573 that's given by my teacher. 00:06:52.690 --> 00:06:56.010 If you've assigned a course mastery goal to your students, 00:06:56.010 --> 00:06:58.840 this is what they see when they log in. 00:06:58.840 --> 00:07:01.420 They'll see in this case, that we've assigned an 00:07:01.420 --> 00:07:03.750 Algebra one goal to this student. 00:07:03.750 --> 00:07:08.210 It shows the course name, when the goal is due, 00:07:08.210 --> 00:07:11.763 and how much progress they've made on the overall course. 00:07:13.440 --> 00:07:15.053 By clicking on this, 00:07:16.430 --> 00:07:19.730 it takes me directly to the course page, 00:07:19.730 --> 00:07:22.760 so I've now gone from the learner home 00:07:22.760 --> 00:07:25.260 to the Algebra one course. 00:07:25.260 --> 00:07:29.000 Now, some students will navigate to courses all on their own 00:07:29.000 --> 00:07:32.120 by clicking this courses button in the top left. 00:07:32.120 --> 00:07:33.730 This shows you all the courses 00:07:33.730 --> 00:07:36.003 that are available across Khan Academy. 00:07:37.470 --> 00:07:39.730 However, if you've assigned a course mastery goal, 00:07:39.730 --> 00:07:42.980 we do recommend that students log in, 00:07:42.980 --> 00:07:44.590 land on their learner home, 00:07:44.590 --> 00:07:46.820 and then click on that bar to take them directly 00:07:46.820 --> 00:07:49.083 to the course of study recommended for them. 00:07:50.350 --> 00:07:54.223 From this page, you'll be able to see all the units, 00:07:56.470 --> 00:07:57.573 lessons, 00:07:59.450 --> 00:08:03.550 and even a course challenge that assesses skills 00:08:03.550 --> 00:08:08.300 across the entire course for this particular course. 00:08:08.300 --> 00:08:12.850 On the left hand side, you'll see student progress. 00:08:12.850 --> 00:08:16.280 So, this is a overall progress in the course, 00:08:16.280 --> 00:08:19.760 and then each of these bars align to a unit. 00:08:19.760 --> 00:08:21.710 You'll see that the student in this case has made 00:08:21.710 --> 00:08:24.360 quite a bit of progress in Algebra foundations. 00:08:24.360 --> 00:08:28.430 About 93% of that unit is completed. 00:08:28.430 --> 00:08:30.020 Whereas the one right below it, 00:08:30.020 --> 00:08:33.923 solving equations and unique qualities, is 64% mastered. 00:08:37.640 --> 00:08:41.750 From here, by clicking on a unit or a lesson, 00:08:41.750 --> 00:08:43.836 students will jump into the lesson 00:08:43.836 --> 00:08:46.313 or unit in which they want to work. 00:08:48.550 --> 00:08:50.880 In this case, they'll be able to see 00:08:50.880 --> 00:08:52.763 each of the lessons within the unit, 00:08:53.930 --> 00:08:57.810 and the skills that are contained within that unit. 00:08:57.810 --> 00:09:01.290 By hovering over any of these individual skills, 00:09:01.290 --> 00:09:04.223 they'll see a sample of what that skill looks like. 00:09:05.232 --> 00:09:06.320 We know that evaluating expressions 00:09:06.320 --> 00:09:08.140 with one variable doesn't always 00:09:08.140 --> 00:09:09.660 make a lot of sense to students, 00:09:09.660 --> 00:09:11.870 but if they can see a sample problem, 00:09:11.870 --> 00:09:13.240 then they have a better understanding 00:09:13.240 --> 00:09:15.190 of what they're asked to be working on. 00:09:16.440 --> 00:09:17.970 Along with this, you'll see that each 00:09:17.970 --> 00:09:22.000 of these little figures has bars filled in. 00:09:22.000 --> 00:09:25.883 These are indicators of the mastery level of that skill. 00:09:26.720 --> 00:09:30.573 The Khan Academy mastery system has various skill levels. 00:09:31.680 --> 00:09:35.520 For students, each skill can be placed at a different level. 00:09:35.520 --> 00:09:37.980 So, if they have not attempted the skill yet, 00:09:37.980 --> 00:09:39.610 they'll be placed at no level, 00:09:39.610 --> 00:09:41.560 and all of the bars will be grayed out. 00:09:42.450 --> 00:09:44.130 If they've attempted the skill, 00:09:44.130 --> 00:09:46.320 but they've earned less than 70% 00:09:46.320 --> 00:09:48.070 while practicing that skill, 00:09:48.070 --> 00:09:49.730 they'll be marked as attempted. 00:09:49.730 --> 00:09:51.830 But again, none of the bars are filled in. 00:09:52.740 --> 00:09:55.830 If they earn more than 70% correct from practicing 00:09:55.830 --> 00:09:59.030 a skill in isolation on an exercise, 00:09:59.030 --> 00:10:01.020 or correctly answer a question related 00:10:01.020 --> 00:10:03.180 to that skill on a quiz or a test, 00:10:03.180 --> 00:10:04.830 they'll get moved up to familiar. 00:10:06.720 --> 00:10:10.210 If they get 100% of the questions correct from practicing 00:10:10.210 --> 00:10:12.830 the skill in isolation on an exercise, 00:10:12.830 --> 00:10:14.310 they'll be moved up to familiar, 00:10:14.310 --> 00:10:16.350 and you'll see two of these bars filled. 00:10:16.350 --> 00:10:18.760 In order to get to mastered, 00:10:18.760 --> 00:10:21.390 they need to show that they are competent 00:10:21.390 --> 00:10:23.640 in that skill in two different scenarios. 00:10:23.640 --> 00:10:26.720 They either need to complete the exercise and get 100%, 00:10:26.720 --> 00:10:28.790 and then demonstrate understanding 00:10:28.790 --> 00:10:33.720 of that skill in a test or a course challenge, 00:10:33.720 --> 00:10:35.350 so that it shows that they are proficient 00:10:35.350 --> 00:10:38.720 in that skill in both isolation and in mixed review. 00:10:38.720 --> 00:10:41.690 Or, they have to answer that question correctly twice 00:10:41.690 --> 00:10:43.880 on two separate unit tests, 00:10:43.880 --> 00:10:46.440 or twice on the course challenge. 00:10:46.440 --> 00:10:48.280 And, if students are confused at any time, 00:10:48.280 --> 00:10:51.786 just like I just did, they can click on this question mark, 00:10:51.786 --> 00:10:53.520 and look at skill summary, 00:10:53.520 --> 00:10:56.140 and this appears in every unit on Khan Academy, 00:10:56.140 --> 00:10:59.010 to understand how they need to, 00:10:59.010 --> 00:11:01.963 what they need to do in order to move up or down levels. 00:11:03.600 --> 00:11:08.250 Now, on this unit page, you can see each of these lessons. 00:11:08.250 --> 00:11:10.100 In general, you'll see that on 00:11:10.100 --> 00:11:12.040 the left hand side are opportunities 00:11:12.040 --> 00:11:15.350 for students to learn or acquire new skills, 00:11:15.350 --> 00:11:17.000 where on the right hand side, 00:11:17.000 --> 00:11:19.000 are practice opportunities for students 00:11:19.000 --> 00:11:21.833 to demonstrate their understanding of that skill. 00:11:22.680 --> 00:11:24.240 So, on the left hand side, 00:11:24.240 --> 00:11:27.810 students will find videos and articles related 00:11:27.810 --> 00:11:30.493 to the skill they're asked to practice on the right. 00:11:31.490 --> 00:11:35.560 As you move down this unit page, you'll see a quiz. 00:11:35.560 --> 00:11:39.063 A quiz assesses all the skills in the preceding lesson, 00:11:40.380 --> 00:11:44.540 and at the bottom of the unit, you'll see a unit test, 00:11:44.540 --> 00:11:47.253 which assesses all the skills across the unit. 00:11:50.410 --> 00:11:53.340 As you can see, in this unit, 00:11:53.340 --> 00:11:55.860 I completed much of the content. 00:11:55.860 --> 00:11:59.370 But you'll see that here, where it says recommended, 00:11:59.370 --> 00:12:03.030 based on quiz two, I have a little star, 00:12:03.030 --> 00:12:06.600 and this is recommending that I review this concept, 00:12:06.600 --> 00:12:09.040 and then try this skill again. 00:12:09.040 --> 00:12:12.120 Students will receive individualized recommendation 00:12:12.120 --> 00:12:14.220 as they make progress through the content. 00:12:15.132 --> 00:12:18.250 While all of your students, or your children, 00:12:18.250 --> 00:12:21.110 may be working on the course independently, 00:12:21.110 --> 00:12:23.340 as they make progress on certain skills, 00:12:23.340 --> 00:12:26.250 while maybe attempting and struggling on others, 00:12:26.250 --> 00:12:29.210 the program will recommend to them specific activities 00:12:29.210 --> 00:12:32.323 in which to engage to make more progress. 00:12:37.830 --> 00:12:39.720 All right, so let's take a look here. 00:12:39.720 --> 00:12:42.633 If I were to jump into one of these exercise. 00:12:43.690 --> 00:12:46.160 If I were to look at this particular exercise 00:12:46.160 --> 00:12:49.093 on evaluating expressions with one variable, 00:12:50.940 --> 00:12:53.650 I'll open up into this exercise window 00:12:53.650 --> 00:12:55.600 that says ready to practice. 00:12:55.600 --> 00:12:57.470 In this case I see seven questions, 00:12:57.470 --> 00:13:00.460 and it should take me about seven to 11 minutes. 00:13:00.460 --> 00:13:01.973 Then I click let's go. 00:13:03.710 --> 00:13:06.250 I will now receive seven questions 00:13:06.250 --> 00:13:08.193 that are all on this same topic. 00:13:09.060 --> 00:13:11.373 Once the student inputs an answer, 00:13:13.970 --> 00:13:16.210 you'll see that they get immediate feedback. 00:13:16.210 --> 00:13:18.880 In this case, where I've input the incorrect answer, 00:13:18.880 --> 00:13:21.200 and it encourages me to try again, 00:13:21.200 --> 00:13:23.740 get help, or skip for now. 00:13:23.740 --> 00:13:26.450 This gives me an opportunity to show you two ways students 00:13:26.450 --> 00:13:29.720 can get help while they're working independently. 00:13:29.720 --> 00:13:33.780 Beneath every question, is a question here that says stuck. 00:13:33.780 --> 00:13:35.900 In this case, by clicking on the blue link 00:13:35.900 --> 00:13:38.500 that says watch a video or get a hint, 00:13:38.500 --> 00:13:42.650 the student receives videos that are specifically related 00:13:42.650 --> 00:13:44.970 to the skill they are attempting. 00:13:44.970 --> 00:13:48.000 Or, if they're really stuck, they click get a hint, 00:13:48.000 --> 00:13:49.660 and it will walk them through this 00:13:49.660 --> 00:13:52.620 particular problem step by step, 00:13:52.620 --> 00:13:54.360 with the final hint being 00:13:54.360 --> 00:13:56.343 the correct answer to the question. 00:13:57.290 --> 00:14:00.240 One thing to note is that if students watch the videos, 00:14:00.240 --> 00:14:01.890 and then come back and attempt the question, 00:14:01.890 --> 00:14:03.770 they can still receive full credit. 00:14:03.770 --> 00:14:07.180 If they use the hint, the question will get marked incorrect 00:14:07.180 --> 00:14:08.900 because the final step in the hint 00:14:08.900 --> 00:14:10.893 is the actual answer to the question. 00:14:13.110 --> 00:14:15.730 Again, here I go with some instant feedback 00:14:15.730 --> 00:14:17.433 to keep up my persistence. 00:14:22.900 --> 00:14:25.470 If I go back to the main page for this course, 00:14:25.470 --> 00:14:26.890 you'll see at the top here I have 00:14:26.890 --> 00:14:29.460 a banner that says mastery challenge. 00:14:29.460 --> 00:14:32.560 Along with the regular assessments built into the course, 00:14:32.560 --> 00:14:36.130 every student will receive mastery challenges after 00:14:36.130 --> 00:14:39.498 they've become familiar in at least three skills. 00:14:39.498 --> 00:14:42.380 This mastery challenge will highlight three skills 00:14:42.380 --> 00:14:44.420 the student has already practiced. 00:14:44.420 --> 00:14:47.465 These are skills specific to that student's performance, 00:14:47.465 --> 00:14:51.040 and when they do this, they're able to level up, 00:14:51.040 --> 00:14:54.530 or move to mastered in that skill if they are successful. 00:14:54.530 --> 00:14:57.510 What's important about this is that mastery challenges are 00:14:57.510 --> 00:15:01.090 personalized space repetition of skill. 00:15:01.090 --> 00:15:04.240 We know that spiraling skills helps 00:15:04.240 --> 00:15:07.900 to produce learning loss, and improve knowledge retention. 00:15:07.900 --> 00:15:09.850 We strongly encourage students to engage 00:15:09.850 --> 00:15:13.410 in mastery challenges once they become available. 00:15:13.410 --> 00:15:16.933 Mastery challenges will refresh for students every 12 hours. 00:15:18.280 --> 00:15:21.130 Now I'm gonna jump back to our learner home for a minute, 00:15:22.050 --> 00:15:24.850 and so this is great if I'm working on course mastery, 00:15:24.850 --> 00:15:28.500 but we know many students are using assignments as well. 00:15:28.500 --> 00:15:30.440 Again, for that same class, 00:15:30.440 --> 00:15:32.833 below course mastery I see assignments. 00:15:33.920 --> 00:15:36.010 By clicking on assignments, I can see all 00:15:36.010 --> 00:15:38.483 the current assignments my teacher has given me. 00:15:40.030 --> 00:15:42.700 In this case, I have a couple of videos, 00:15:42.700 --> 00:15:46.290 indicated by these triangles, and a couple of exercises. 00:15:46.290 --> 00:15:49.780 For each assignment, I can see the name, 00:15:49.780 --> 00:15:51.210 the class for which it's due, 00:15:51.210 --> 00:15:53.910 the due date and time, and the current status. 00:15:53.910 --> 00:15:56.590 If I haven't attempted this activity yet, 00:15:56.590 --> 00:15:58.760 it'll appear as a start button. 00:15:58.760 --> 00:16:02.840 If I have, it'll show me this current best score. 00:16:02.840 --> 00:16:05.040 In this case, because I haven't reached 100%, 00:16:05.040 --> 00:16:07.690 it's encouraging me to try again. 00:16:07.690 --> 00:16:11.090 If the assignment is a video or an article, 00:16:11.090 --> 00:16:14.350 instead of showing me the try again button, 00:16:14.350 --> 00:16:16.760 it'll show me either completed or incompleted. 00:16:16.760 --> 00:16:18.610 So, if I haven't started yet, 00:16:18.610 --> 00:16:20.480 I could click start and watch this video, 00:16:20.480 --> 00:16:23.490 and once I've finished it, it'll show as completed. 00:16:23.490 --> 00:16:25.660 Now, these are all my current assignments. 00:16:25.660 --> 00:16:26.930 They're ordered for students 00:16:26.930 --> 00:16:30.130 with the most proximal or soonest due date. 00:16:30.130 --> 00:16:33.070 In this case, you can see this assignment is due on Monday, 00:16:33.070 --> 00:16:34.930 whereas this isn't due until Wednesday. 00:16:34.930 --> 00:16:38.210 Students know by clicking at the thing at the top, 00:16:38.210 --> 00:16:40.760 that they're doing the assignment that is due next. 00:16:41.870 --> 00:16:44.660 If they ever wanna go back to look at past assignments, 00:16:44.660 --> 00:16:47.183 they can click the tab for past on the top, 00:16:49.160 --> 00:16:51.150 and see all of their past assignments. 00:16:51.150 --> 00:16:53.230 Again, here you'll see completed videos, 00:16:53.230 --> 00:16:54.700 exercises, and in this case, 00:16:54.700 --> 00:16:57.050 something I haven't completed that is now late. 00:16:58.550 --> 00:17:00.143 If I go back to active, 00:17:01.840 --> 00:17:05.120 these are my current assignments again, and here's the name. 00:17:05.120 --> 00:17:08.040 By clicking on the name of the assignment, 00:17:08.040 --> 00:17:09.690 or the start button, 00:17:09.690 --> 00:17:12.440 I'm taken directly to that activity. 00:17:12.440 --> 00:17:15.620 So, instead of having to navigate through the entire course, 00:17:15.620 --> 00:17:17.553 it takes me directly to the assignment 00:17:17.553 --> 00:17:21.420 that my teacher has given me, and jumps into that exercise. 00:17:21.420 --> 00:17:24.900 Just like with course mastery, it's the same exercises. 00:17:24.900 --> 00:17:27.570 I'll jump into the activity, and receive the same 00:17:27.570 --> 00:17:30.923 personalized support and instant feedback. 00:17:34.160 --> 00:17:36.010 Last thing I wanna go over before 00:17:36.010 --> 00:17:37.643 we open this up to questions, 00:17:38.830 --> 00:17:42.053 is that from this student, this learner home, 00:17:43.050 --> 00:17:45.430 on the left hand side, under my account, 00:17:45.430 --> 00:17:47.820 is a tab for progress, and this is very similar to 00:17:47.820 --> 00:17:49.520 what parents and teachers can see. 00:17:51.185 --> 00:17:54.050 By clicking on progress, I can see my progress as a student, 00:17:54.050 --> 00:17:56.300 and I can alter the time window, 00:17:56.300 --> 00:17:58.420 what type of content I'm looking at, 00:17:58.420 --> 00:18:00.810 and which type of activities. 00:18:00.810 --> 00:18:03.180 From here, I can see my time spent, 00:18:03.180 --> 00:18:05.620 and it's broken into two sections here. 00:18:05.620 --> 00:18:07.580 My 14 minutes indicate the amount 00:18:07.580 --> 00:18:09.690 of time I've spent on exercises. 00:18:09.690 --> 00:18:11.060 This is the amount of time students 00:18:11.060 --> 00:18:14.530 have spent actively engaged with questions. 00:18:14.530 --> 00:18:17.310 45 minutes of total learning time, which means, 00:18:17.310 --> 00:18:18.780 this is the total amount of time 00:18:18.780 --> 00:18:20.910 I've spent learning on Khan Academy. 00:18:20.910 --> 00:18:23.430 This doesn't include things like time students spend 00:18:23.430 --> 00:18:26.280 changing their avatars, or navigating around site. 00:18:26.280 --> 00:18:27.870 This is time they spent engaged 00:18:27.870 --> 00:18:30.570 with any sort of assessment, exercise, 00:18:30.570 --> 00:18:34.183 videos, articles, anything that is active learning. 00:18:35.800 --> 00:18:38.630 Then below this, each of the activities the student 00:18:38.630 --> 00:18:42.709 has engaged with, it shows me what the activity was, 00:18:42.709 --> 00:18:47.450 when did I engage with it, my current mastery level, 00:18:47.450 --> 00:18:50.763 whether that was up or down in terms of mastery level. 00:18:51.710 --> 00:18:54.880 The total number of questions I answered correctly 00:18:54.880 --> 00:18:56.320 out of the total number of problems 00:18:56.320 --> 00:18:58.820 in that exercise or quiz, 00:18:58.820 --> 00:19:02.113 and then the time spent on that particular activity. 00:19:03.140 --> 00:19:05.580 In some cases, you'll even see a little bar 00:19:05.580 --> 00:19:07.870 that says multiple skill changes. 00:19:07.870 --> 00:19:10.930 In that case, it means that multiple skills were assessed, 00:19:10.930 --> 00:19:12.120 and the student had changes 00:19:12.120 --> 00:19:14.530 in levels across multiple skills. 00:19:14.530 --> 00:19:17.370 In that situation, by students clicking on that, 00:19:17.370 --> 00:19:20.560 they'll be able to see the same type of levels and changes 00:19:20.560 --> 00:19:24.203 across all the skills that they used in that exercise. 00:19:27.360 --> 00:19:30.983 Now, we've gone through a lot fairly quickly. 00:19:30.983 --> 00:19:34.570 When in doubt, if anything seems unfamiliar to students, 00:19:34.570 --> 00:19:35.970 or they're ever concerned, 00:19:35.970 --> 00:19:37.870 they can always go to the help center. 00:19:38.890 --> 00:19:42.320 Here, by clicking on the navigation button, 00:19:42.320 --> 00:19:45.030 again, students can jump back to their learner home, 00:19:45.030 --> 00:19:48.410 alter their settings, or in this case, get help. 00:19:48.410 --> 00:19:50.270 So, the last thing we wanna call out is that 00:19:50.270 --> 00:19:52.350 if students are ever in need of help, 00:19:52.350 --> 00:19:55.150 by clicking on their own name and selecting help, 00:19:55.150 --> 00:19:58.780 they'll be directly taken to the Khan Academy help center. 00:19:58.780 --> 00:20:02.300 Here, they can look at frequently asked questions, 00:20:02.300 --> 00:20:04.870 or report a problem, so if they're having trouble 00:20:04.870 --> 00:20:07.010 with their account or finding things, 00:20:07.010 --> 00:20:09.760 they can always receive help from our help center here. 00:20:10.920 --> 00:20:13.963 Now, I'm gonna stop here, and we're gonna open it up to, 00:20:14.970 --> 00:20:17.253 we're gonna open it back up to questions. 00:20:19.860 --> 00:20:21.673 - All right, so first of all Meaghan, thank you so much. 00:20:21.673 --> 00:20:24.420 This is an awesome tour de force of a student experience, 00:20:24.420 --> 00:20:26.750 so thanks for laying it out so clearly. 00:20:26.750 --> 00:20:28.550 We've got a ton of questions. 00:20:28.550 --> 00:20:29.430 I'm gonna try to sort of go to 00:20:29.430 --> 00:20:31.500 the ones that I'm seeing over and over again. 00:20:31.500 --> 00:20:32.344 - Sure. 00:20:32.344 --> 00:20:33.830 - To really make sure that we hit home. 00:20:33.830 --> 00:20:34.937 This is a questions from Yanna, 00:20:34.937 --> 00:20:37.900 but it's certainly asked by a number of teachers as well. 00:20:37.900 --> 00:20:41.130 Which is, Khan has so much rich content, 00:20:41.130 --> 00:20:43.010 but a lot of it is in the text format. 00:20:43.010 --> 00:20:44.420 That can be tough for students 00:20:44.420 --> 00:20:46.870 who are struggling with reading ability. 00:20:46.870 --> 00:20:49.757 Is there any way for students to engage with this 00:20:49.757 --> 00:20:52.490 and have those questions read aloud, 00:20:52.490 --> 00:20:55.410 as opposed to be forced to read them themselves? 00:20:55.410 --> 00:20:57.840 - Yeah, I think that's a question we do receive a lot, 00:20:57.840 --> 00:21:01.890 especially from our teachers of younger students, 00:21:01.890 --> 00:21:05.503 or teachers who teach English language learners. 00:21:06.490 --> 00:21:11.340 We do not offer an in-product text to speech option, 00:21:11.340 --> 00:21:13.070 and I know we hear a lot of that. 00:21:13.070 --> 00:21:14.490 A couple of recommendations though, 00:21:14.490 --> 00:21:17.650 for those students that may be having trouble, 00:21:17.650 --> 00:21:20.330 that may have additional needs and things like that, 00:21:20.330 --> 00:21:22.690 we are enabled for screen readers. 00:21:22.690 --> 00:21:25.010 If the case is for students with particular need 00:21:25.010 --> 00:21:27.710 that have learning challenges, 00:21:27.710 --> 00:21:28.810 where they might need that screen reader, 00:21:28.810 --> 00:21:30.500 we are adapted for that. 00:21:30.500 --> 00:21:32.810 I will highlight for our younger learners, 00:21:32.810 --> 00:21:34.780 our Khan Academy Kids app, 00:21:34.780 --> 00:21:37.680 which is designed for learners two through seven, 00:21:37.680 --> 00:21:40.570 recently released a teacher tool set 00:21:40.570 --> 00:21:42.300 where teachers can assign things, 00:21:42.300 --> 00:21:45.650 and that does have a text to speech option. 00:21:45.650 --> 00:21:46.960 If you have younger learners, 00:21:46.960 --> 00:21:50.560 that release on the teacher tools just came this week. 00:21:50.560 --> 00:21:52.810 It's super exciting, so if you have younger learners, 00:21:52.810 --> 00:21:55.110 I highly encourage you to take a look at that. 00:21:55.990 --> 00:21:57.150 But, we do hear that, 00:21:57.150 --> 00:21:59.400 and it's great feedback that we love to have. 00:22:00.580 --> 00:22:01.650 - Cool, and that's perfect, 00:22:01.650 --> 00:22:03.870 because we had a number of early elementary 00:22:03.870 --> 00:22:05.641 and preschool teachers who were saying hey, 00:22:05.641 --> 00:22:07.210 Khan Kids seems great, 00:22:07.210 --> 00:22:09.610 but it's not really teacher friendly, and now it is. 00:22:09.610 --> 00:22:11.490 This is brand new information. 00:22:11.490 --> 00:22:13.330 We just linked to it in the chat section. 00:22:13.330 --> 00:22:15.950 - Yeah, brand new, the features just became live 00:22:15.950 --> 00:22:18.143 in the app store in the last 48 hours. 00:22:19.030 --> 00:22:21.360 Teachers can now go into Khan Academy Kids, 00:22:21.360 --> 00:22:22.820 it's really exciting, 00:22:22.820 --> 00:22:24.890 and they can see what students are doing. 00:22:24.890 --> 00:22:27.700 They can connect what they're doing at home and in school, 00:22:27.700 --> 00:22:31.184 and make assignments within the app. 00:22:31.184 --> 00:22:33.960 Definitely check that out, and please give us feedback, 00:22:33.960 --> 00:22:36.260 because we're learning and growing on that. 00:22:36.260 --> 00:22:37.630 - Oh, and even if you have your own kids 00:22:37.630 --> 00:22:39.610 running around at home in that age range, 00:22:39.610 --> 00:22:41.380 feel free to use those teacher tools to make sure 00:22:41.380 --> 00:22:43.400 that they're getting assigned the right content. 00:22:43.400 --> 00:22:45.200 - Yes, absolutely. 00:22:45.200 --> 00:22:46.820 - Meaghan and I are both in that same boat, 00:22:46.820 --> 00:22:48.586 so we're definitely thinking it. 00:22:48.586 --> 00:22:49.419 (laughing) 00:22:49.419 --> 00:22:50.252 Question from Jan. 00:22:50.252 --> 00:22:51.360 This is the question I've been getting not just 00:22:51.360 --> 00:22:54.630 in the webinar, but in my email for the last several weeks. 00:22:54.630 --> 00:22:56.060 My students are saying hey, 00:22:56.060 --> 00:22:58.210 I've been watching these videos, 00:22:58.210 --> 00:23:01.200 but then the teacher's not seeing them getting checked off 00:23:01.200 --> 00:23:03.660 in that teacher dashboard on the backend. 00:23:03.660 --> 00:23:05.440 What could be causing that disconnect between 00:23:05.440 --> 00:23:06.690 what the student says is happening, 00:23:06.690 --> 00:23:08.780 and what the teacher is seeing? 00:23:08.780 --> 00:23:10.160 - Couple of things. 00:23:10.160 --> 00:23:13.740 So, number one, students only get credit for watching 00:23:13.740 --> 00:23:18.560 a video if they watched at least 90% of the video, 00:23:18.560 --> 00:23:21.570 and they watch it no faster than two times regular speed. 00:23:21.570 --> 00:23:24.250 So, if students are putting it on fast forward, 00:23:24.250 --> 00:23:26.620 or you know, if students are only watching half the video, 00:23:26.620 --> 00:23:27.800 they're not gonna get credit for that. 00:23:27.800 --> 00:23:30.890 They have to actually watch the video. 00:23:30.890 --> 00:23:32.870 The other thing is, if students just put 00:23:32.870 --> 00:23:34.190 the video on and forget about it, 00:23:34.190 --> 00:23:37.140 Khan Academy won't give them credit if it times out. 00:23:37.140 --> 00:23:39.250 So, if they just left it on and forgot about it, 00:23:39.250 --> 00:23:40.460 or left it on and then went 00:23:40.460 --> 00:23:42.853 to do something in the other room, 00:23:42.853 --> 00:23:43.810 which not that our students would ever do that, 00:23:43.810 --> 00:23:45.930 but we do see that happen. 00:23:45.930 --> 00:23:47.380 So, they have to make sure 00:23:47.380 --> 00:23:50.470 that they are engaged with that and not just ignoring it. 00:23:50.470 --> 00:23:52.800 That's one set of things that can happen. 00:23:52.800 --> 00:23:55.400 The other case that we strongly encourage is that, 00:23:55.400 --> 00:23:59.500 a lot of students have both a personal and a school account, 00:23:59.500 --> 00:24:01.470 and it is most likely the school account 00:24:01.470 --> 00:24:03.383 is the one attached to the teacher. 00:24:03.383 --> 00:24:06.100 I would go back and verify with your student that they are 00:24:06.100 --> 00:24:09.496 logged in to the account that's attached to your class. 00:24:09.496 --> 00:24:13.800 They can check on that learner home whether or not 00:24:13.800 --> 00:24:16.500 it's their personal or if it's their school account. 00:24:16.500 --> 00:24:18.500 Just by looking at the left hand column 00:24:18.500 --> 00:24:19.940 and seeing if their classes are there, 00:24:19.940 --> 00:24:21.490 or checking that teacher's tab. 00:24:22.440 --> 00:24:24.810 I would double check that they are logged in to the class, 00:24:24.810 --> 00:24:26.930 and I would double check that they are watching 00:24:26.930 --> 00:24:29.223 the video actively in its entirety. 00:24:30.680 --> 00:24:32.006 - Oh, great advice. 00:24:32.006 --> 00:24:33.586 And then, going back to the very beginning, 00:24:33.586 --> 00:24:35.515 and this is the last question we have time for. 00:24:35.515 --> 00:24:36.348 - Sure. 00:24:36.348 --> 00:24:37.860 - You know, we've been talking a lot 00:24:37.860 --> 00:24:38.790 in the last several weeks about, 00:24:38.790 --> 00:24:41.240 how do you motivate and engage students? 00:24:41.240 --> 00:24:43.220 It's hard enough even when they're in your classroom, 00:24:43.220 --> 00:24:45.140 and now when you're teaching them from afar, 00:24:45.140 --> 00:24:46.840 it's even more difficult. 00:24:46.840 --> 00:24:49.490 Casey and Brie asked respectively, 00:24:49.490 --> 00:24:51.320 what were those energy points that you referenced at 00:24:51.320 --> 00:24:54.490 the beginning, and how do students earn badges? 00:24:54.490 --> 00:24:56.970 - You bet, really great question. 00:24:56.970 --> 00:24:58.880 Khan Academy has some really great 00:24:58.880 --> 00:25:01.260 gamification features built into it. 00:25:01.260 --> 00:25:03.980 When students engage with any activity, 00:25:03.980 --> 00:25:05.930 even if they're getting questions incorrect, 00:25:05.930 --> 00:25:07.617 they earn energy points, because we really want 00:25:07.617 --> 00:25:11.155 to recognize that effort and that persistence. 00:25:11.155 --> 00:25:15.480 The more successful, more repetitive they become 00:25:15.480 --> 00:25:18.760 in those good behaviors, the more energy points they earn. 00:25:18.760 --> 00:25:21.480 Those energy points allow them to do things like upgrade 00:25:21.480 --> 00:25:25.660 that avatar that we saw on the top left of the learner home. 00:25:25.660 --> 00:25:29.210 The badges come from, you know, certain behaviors earning 00:25:29.210 --> 00:25:30.890 certain amounts of energy points, 00:25:30.890 --> 00:25:33.900 answering 10 or 15 questions on 00:25:33.900 --> 00:25:36.420 the same topic correctly in a row, 00:25:36.420 --> 00:25:39.900 or watching 15 minutes of video on a singular topic, 00:25:39.900 --> 00:25:43.010 showing that they're really trying to understand concepts. 00:25:43.010 --> 00:25:45.410 Or, completing challenges, so if they complete 00:25:45.410 --> 00:25:47.559 certain challenges within the product. 00:25:47.559 --> 00:25:51.510 Those badges and energy points are deeply connected 00:25:51.510 --> 00:25:54.790 and are meant to engage and gamify a little bit 00:25:54.790 --> 00:25:57.690 to keep students motivated while they're learning. 00:25:57.690 --> 00:25:59.220 - Very cool, and then finally, 00:25:59.220 --> 00:26:01.020 I know we have to go in a second, 00:26:01.020 --> 00:26:03.670 but for those who wanna have their questions answered 00:26:03.670 --> 00:26:05.910 even beyond the context of this webinar, 00:26:05.910 --> 00:26:07.940 what other resources are out there 00:26:07.940 --> 00:26:10.610 so they can get the support they need when they need it? 00:26:10.610 --> 00:26:12.750 - A couple of things to recommend. 00:26:12.750 --> 00:26:14.730 From a teacher perspective, we have a great set 00:26:14.730 --> 00:26:17.830 of teacher resources right on our Khan Academy site. 00:26:17.830 --> 00:26:19.700 When you log in as a teacher, 00:26:19.700 --> 00:26:21.630 you'll see three tabs on the top, 00:26:21.630 --> 00:26:24.850 and one of them is resources, so check that out for sure. 00:26:24.850 --> 00:26:26.830 We have a keep learning microsite, 00:26:26.830 --> 00:26:28.860 specifically designed to support 00:26:28.860 --> 00:26:31.570 remote teaching and learning right now. 00:26:31.570 --> 00:26:32.530 I would check that out. 00:26:32.530 --> 00:26:34.640 There's all sorts of great stuff for students, 00:26:34.640 --> 00:26:35.870 for parents, for teachers. 00:26:35.870 --> 00:26:39.913 Everything from daily schedules to motivation tips. 00:26:40.855 --> 00:26:42.543 I would start with those two, 00:26:43.465 --> 00:26:45.840 and then if you have other questions or concerns, 00:26:45.840 --> 00:26:47.870 definitely contact our help center. 00:26:47.870 --> 00:26:51.160 They are really incredible, and even during this really 00:26:51.160 --> 00:26:53.380 high demand time for Khan Academy, 00:26:53.380 --> 00:26:55.290 they're usually good about getting back 00:26:55.290 --> 00:26:57.380 to you all in a matter of hours, 00:26:57.380 --> 00:27:00.270 because it's really important that we know that our users, 00:27:00.270 --> 00:27:02.380 especially in a time of high need, 00:27:02.380 --> 00:27:05.900 we're here for you and whatever questions you might have. 00:27:05.900 --> 00:27:07.290 - Cool, well I've included those links, 00:27:07.290 --> 00:27:10.080 so everyone can feel free to click into those. 00:27:10.080 --> 00:27:12.960 That being said, you will get a recording of this webinar. 00:27:12.960 --> 00:27:14.170 So, if you wanna go back and look at 00:27:14.170 --> 00:27:16.330 any particular part of what Meaghan shared, 00:27:16.330 --> 00:27:18.240 you can do that at your own pace. 00:27:18.240 --> 00:27:19.970 You can also shared that with fellow educators 00:27:19.970 --> 00:27:22.316 and even parents, if you wanna help them sort of 00:27:22.316 --> 00:27:24.280 get up to speed with this experience. 00:27:24.280 --> 00:27:26.080 Anything else you'd recommend there Meaghan? 00:27:26.080 --> 00:27:27.140 - One other thing. 00:27:27.140 --> 00:27:29.710 I went through this I know pretty quickly in a live demo, 00:27:29.710 --> 00:27:33.100 so I've included a handout with this webinar as well, 00:27:33.100 --> 00:27:35.360 which is just a set of slides that walk through 00:27:35.360 --> 00:27:37.875 the screens we went through today with a little bit of text. 00:27:37.875 --> 00:27:39.740 If you'd like a little bit more time 00:27:39.740 --> 00:27:41.460 to digest everything we went through, 00:27:41.460 --> 00:27:43.820 that's available for you there as well. 00:27:43.820 --> 00:27:45.447 - Cool, well on behalf of Meaghan 00:27:45.447 --> 00:27:47.220 and the whole Khan Academy team, 00:27:47.220 --> 00:27:48.500 we wanna thank you all for making time out 00:27:48.500 --> 00:27:50.790 of your busy afternoon to join us. 00:27:50.790 --> 00:27:52.520 We wish you well in this really difficult endeavor 00:27:52.520 --> 00:27:54.310 that we're all tackling right now. 00:27:54.310 --> 00:27:56.060 Any final words of wisdom, Meaghan? 00:27:57.150 --> 00:27:58.960 - Just remember that anything you're doing 00:27:58.960 --> 00:28:00.720 right now is really incredible, 00:28:00.720 --> 00:28:03.050 and that we are all doing the best we can, 00:28:03.050 --> 00:28:05.803 and we are here to support you, and stay safe. 00:28:06.760 --> 00:28:08.600 - We wish you tremendous success. 00:28:08.600 --> 00:28:09.433 Bye, all.

Khan Academy Best Practices for Elementary School

https://www.youtube.com/watch?v=HsCepVa8jX4

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https://www.youtube.com/api/timedtext?v=HsCepVa8jX4&ei=V1iUZdGhHIm_mLAP6bKvwAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=CEA0E8B8C2609C643ED8B404FACAAA22C7385AEC.56B55515E1223F3CBD5C329406EB518261D929B7&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:02.790 --> 00:00:05.720 - Hey everyone, this is Jeremy Shieffen with Khan Academy. 00:00:05.720 --> 00:00:07.880 I'm so excited that you joined us today. 00:00:07.880 --> 00:00:10.370 Not just because, Khan Academy really wants 00:00:10.370 --> 00:00:12.240 to support you during this challenging time, 00:00:12.240 --> 00:00:14.220 but as a former kindergarten teacher, 00:00:14.220 --> 00:00:16.290 this session that's dedicated to elementary 00:00:16.290 --> 00:00:18.830 school education and elementary school students, 00:00:18.830 --> 00:00:20.790 is one that's near and dear to my heart, 00:00:20.790 --> 00:00:22.400 and that's why I'm so excited to introduce you 00:00:22.400 --> 00:00:24.090 to Lisa Orcutt, who's one of our 00:00:24.090 --> 00:00:26.470 amazing Khan Academy Ambassadors. 00:00:26.470 --> 00:00:29.000 Like me, Lisa is based in California, 00:00:29.000 --> 00:00:31.350 and is currently in the same boat as everyone else, 00:00:31.350 --> 00:00:34.050 trying to serve her fourth graders remotely 00:00:34.050 --> 00:00:36.360 with the tools that are at her disposal. 00:00:36.360 --> 00:00:37.990 So that being said we'll get into Khan Academy 00:00:37.990 --> 00:00:39.270 in a second Lisa, 00:00:39.270 --> 00:00:40.600 but if you wouldn't mind opening up with a little bit 00:00:40.600 --> 00:00:42.750 about your background as an educator, 00:00:42.750 --> 00:00:44.170 I think that would help folks understand 00:00:44.170 --> 00:00:45.420 where you're coming from. 00:00:46.830 --> 00:00:48.700 - So I started off as a sub when I was working 00:00:48.700 --> 00:00:50.430 through my masters program. 00:00:50.430 --> 00:00:52.410 And, at the time I didn't wanna be a teacher 00:00:52.410 --> 00:00:55.410 it was just an easy way for me to do, all the curriculum 00:00:55.410 --> 00:00:57.810 that's required for a master's degree, 00:00:57.810 --> 00:01:01.970 while, having the ability to be flexible in your schedule. 00:01:01.970 --> 00:01:03.460 Anybody who's taken a masters program 00:01:03.460 --> 00:01:06.940 even if it's online like mine was, it's a lot of work. 00:01:06.940 --> 00:01:10.440 And, what ended up happening is it backfired. 00:01:10.440 --> 00:01:12.070 I fell in love with teaching, 00:01:12.070 --> 00:01:14.393 and decided that that's what I wanted to do. 00:01:15.550 --> 00:01:17.700 And so I finished up my masters program 00:01:17.700 --> 00:01:19.960 and then entered my credentialing program. 00:01:19.960 --> 00:01:22.500 And if everything goes right even with the shut-downs, 00:01:22.500 --> 00:01:25.000 I will be, induction next year 00:01:25.000 --> 00:01:26.360 but I've been teaching full-time 00:01:26.360 --> 00:01:29.500 in the classroom since 2017. 00:01:29.500 --> 00:01:33.473 So I'm on my, third school year, 00:01:35.090 --> 00:01:38.170 teaching pretty much as the teacher on record. 00:01:38.170 --> 00:01:40.930 And, that's where my journey has taken me so far 00:01:40.930 --> 00:01:44.770 but it's five to six years, counting my sub years. 00:01:44.770 --> 00:01:45.603 - Very cool. 00:01:45.603 --> 00:01:46.670 I'm guessing when you were back in your 00:01:46.670 --> 00:01:48.530 teacher education days it never prepared you 00:01:48.530 --> 00:01:51.781 for teaching remotely during a pandemic, so here we are. 00:01:51.781 --> 00:01:53.530 - No. (laughing) 00:01:53.530 --> 00:01:54.682 - Well, that being said, if we just rewind 00:01:54.682 --> 00:01:55.620 the tape a little bit- - (mumbles) completely 00:01:55.620 --> 00:01:57.563 prepared us for. - That's right. 00:01:58.440 --> 00:02:00.400 If we just go back a little bit to like your 00:02:00.400 --> 00:02:02.470 sort of beginning with Khan Academy, 00:02:02.470 --> 00:02:05.610 tell us a little bit about, why you chose Khan Academy 00:02:05.610 --> 00:02:08.003 and why it was sort of useful for you and your students. 00:02:09.090 --> 00:02:12.078 - So, I was long term subbing at a Russian 00:02:12.078 --> 00:02:15.520 charter school, and I had a student. 00:02:15.520 --> 00:02:18.090 And for people who wonder why there's a Russian 00:02:18.090 --> 00:02:19.680 charter school, (clears throat) 00:02:19.680 --> 00:02:23.740 the Slavic community in Northern California is very large. 00:02:23.740 --> 00:02:24.900 And a lot of them... 00:02:24.900 --> 00:02:26.640 A lot of people in the Slavic community 00:02:26.640 --> 00:02:29.310 wanna keep their culture and their language. 00:02:29.310 --> 00:02:31.390 Because we know through social science 00:02:31.390 --> 00:02:34.090 that that's something that gets lost very quickly. 00:02:34.090 --> 00:02:35.860 And they didn't wanna lose that. 00:02:35.860 --> 00:02:37.870 And so they set up a public charter school 00:02:37.870 --> 00:02:39.713 where they take any students, 00:02:41.490 --> 00:02:43.150 but one of the things that is mandatory 00:02:43.150 --> 00:02:45.930 is they have Russian class, which teaches 00:02:45.930 --> 00:02:48.360 the language and the culture and the food. 00:02:48.360 --> 00:02:50.520 And I got hired on to long term sub for them 00:02:50.520 --> 00:02:52.420 in a fourth grade class of all things. 00:02:53.270 --> 00:02:55.480 And I had a student who was testing, 00:02:55.480 --> 00:02:57.850 six, seventh, eighth grade math. 00:02:57.850 --> 00:02:59.790 Well at fourth grade when most of your students 00:02:59.790 --> 00:03:01.710 are classified as English Language Learners, 00:03:01.710 --> 00:03:03.490 you're pretty slow going on math 00:03:03.490 --> 00:03:07.670 because this is where the word problems get really intense. 00:03:07.670 --> 00:03:09.320 But she was breezing through the work. 00:03:09.320 --> 00:03:11.383 And we all know that when kids get bored, 00:03:12.240 --> 00:03:13.790 they act out, they get distracted, 00:03:13.790 --> 00:03:15.590 they start doing things they shouldn't. 00:03:15.590 --> 00:03:19.130 So I went and got one of the middle school books, 00:03:19.130 --> 00:03:21.440 and was having her work on those. 00:03:21.440 --> 00:03:24.420 She was breezing through that, she wasn't... 00:03:24.420 --> 00:03:26.930 She was bored, everything was coming out. 00:03:26.930 --> 00:03:30.110 And, I started looking at things that my husband 00:03:30.110 --> 00:03:32.400 had recommended, and those were more geared 00:03:32.400 --> 00:03:35.590 towards college students so it didn't work for her either. 00:03:35.590 --> 00:03:38.247 And finally, I reached out to a colleague and I was going, 00:03:38.247 --> 00:03:40.257 "What do I do for this young lady? 00:03:40.257 --> 00:03:42.547 "She is too fast for the rest of the class 00:03:42.547 --> 00:03:44.567 "and if I go at her speed, the rest of the class 00:03:44.567 --> 00:03:46.390 "is going to fall behind." 00:03:46.390 --> 00:03:48.173 And she recommended Khan Academy, 00:03:49.720 --> 00:03:52.310 because she used it to study for her CSET. 00:03:52.310 --> 00:03:53.640 And for those of you not in California 00:03:53.640 --> 00:03:56.230 the CSET is what we use to test for our 00:03:56.230 --> 00:03:59.330 initial credentialing process in California. 00:03:59.330 --> 00:04:02.510 And so I pulled it up and I was like, "Oh, this is amazing." 00:04:02.510 --> 00:04:06.100 And I set her up on grade four, so on our grade level 00:04:06.100 --> 00:04:11.020 and at the very bottom of the grade level page, 00:04:11.020 --> 00:04:13.190 it has something called Course Challenge. 00:04:13.190 --> 00:04:14.630 And what that is, is it tests you on all 00:04:14.630 --> 00:04:16.770 the major standards of that grade. 00:04:16.770 --> 00:04:18.747 I said' "Start here, take this." 00:04:18.747 --> 00:04:20.927 "If you get less than an 80, 00:04:20.927 --> 00:04:22.967 "that's where we're going to figure out where you 00:04:22.967 --> 00:04:25.580 "need to do your work." 00:04:25.580 --> 00:04:30.580 And, she hit seventh, eighth grade word problems 00:04:31.790 --> 00:04:33.990 and that's where she kind of hit the brick wall. 00:04:33.990 --> 00:04:35.410 But she spent the rest of the time 00:04:35.410 --> 00:04:38.150 listening to our math lessons, and doing the Khan Academy 00:04:38.150 --> 00:04:40.860 to work on those seventh, eighth grade word problems. 00:04:40.860 --> 00:04:42.680 And, I was able to slow down and go 00:04:42.680 --> 00:04:44.690 the pace with my fourth graders. 00:04:44.690 --> 00:04:46.510 And she loved it, her mom loved it. 00:04:46.510 --> 00:04:48.630 Her mom especially loved it because when she went 00:04:48.630 --> 00:04:53.420 back to her dad's, cause her dad lived out of country, 00:04:53.420 --> 00:04:55.050 during the summer, she would have some way 00:04:55.050 --> 00:04:57.270 to stay up on her schooling. 00:04:57.270 --> 00:04:59.220 And I fell in love with it after that. 00:04:59.220 --> 00:05:02.240 And when I got hired on as a teacher where I work now, 00:05:02.240 --> 00:05:04.570 I started doing it, to help backlog 00:05:04.570 --> 00:05:07.330 and support my students because I teach in a very 00:05:07.330 --> 00:05:12.330 low income, low academic, scoring demographic. 00:05:15.000 --> 00:05:17.080 So I use it to kind of help catch up my students 00:05:17.080 --> 00:05:20.400 who are struggling, as well as my students who are advanced, 00:05:20.400 --> 00:05:22.630 so that I can focus our solo math time 00:05:22.630 --> 00:05:26.510 where I am teaching in the classroom, on grade level stuff, 00:05:26.510 --> 00:05:28.200 but they still have that extra support 00:05:28.200 --> 00:05:30.620 and scaffolding that they may need. 00:05:30.620 --> 00:05:32.530 - I love that story cause it really brings out sort of 00:05:32.530 --> 00:05:35.656 the essence of why Sal Khan built this in the first place. 00:05:35.656 --> 00:05:36.489 - Exactly! - No just to have 00:05:36.489 --> 00:05:38.380 a bunch of worksheets online, 00:05:38.380 --> 00:05:40.340 but to actually differentiate and serve students 00:05:40.340 --> 00:05:43.063 at scale, whether they're far ahead or far behind. 00:05:44.240 --> 00:05:46.150 I have a couple more questions for you Lisa 00:05:46.150 --> 00:05:48.090 before we go to the audience questions. 00:05:48.090 --> 00:05:49.890 I wanna cut to the chase here and address 00:05:49.890 --> 00:05:52.670 the 800 pound gorilla in the room, 00:05:52.670 --> 00:05:54.450 which is... - Yeah. 00:05:54.450 --> 00:05:57.210 - If someone was starting with Khan Academy today, 00:05:57.210 --> 00:05:58.970 and there are literally thousands of elementary 00:05:58.970 --> 00:06:01.790 educators trying to do exactly that this week. 00:06:01.790 --> 00:06:05.170 What would you recommend for them, to get set up quickly? 00:06:05.170 --> 00:06:06.660 How can they bring Khan Academy 00:06:06.660 --> 00:06:08.610 to their students in an effective way, 00:06:08.610 --> 00:06:11.330 even in this remote learning environment? 00:06:11.330 --> 00:06:13.520 - So first of all, don't panic. 00:06:13.520 --> 00:06:15.300 There is a learning curve for Khan Academy 00:06:15.300 --> 00:06:17.170 even for teachers. 00:06:17.170 --> 00:06:21.870 Thankfully though, Sal and his team of developers, 00:06:21.870 --> 00:06:23.870 bless them, I mean, bless them, 00:06:23.870 --> 00:06:25.190 because they have made it so smooth 00:06:25.190 --> 00:06:27.930 you can import your Google classroom 00:06:27.930 --> 00:06:30.140 if you already have one set up. 00:06:30.140 --> 00:06:32.230 The only thing you have to do manually, 00:06:32.230 --> 00:06:34.900 is like our district, the Google class... 00:06:34.900 --> 00:06:36.950 The Google names in Google Classroom 00:06:36.950 --> 00:06:40.163 are actually the, student ID numbers. 00:06:41.560 --> 00:06:42.970 So you as the teacher have to go in and manually 00:06:42.970 --> 00:06:45.480 change to their first and last name, 00:06:45.480 --> 00:06:48.950 but you can actually import, everybody. 00:06:48.950 --> 00:06:50.490 Which means you don't have to send out invites, 00:06:50.490 --> 00:06:51.840 you don't have to wait for them to log in 00:06:51.840 --> 00:06:56.840 and, you don't even technically have to assign anything. 00:06:57.310 --> 00:06:59.620 You can just tell them where to start. 00:06:59.620 --> 00:07:01.390 And so, that's what I usually do 00:07:01.390 --> 00:07:02.960 at the beginning of the year, 00:07:02.960 --> 00:07:05.970 is I import my students for the first day. 00:07:05.970 --> 00:07:08.783 And then I don't assign anything yet. 00:07:09.680 --> 00:07:11.830 Because what I do, is the first couple weeks 00:07:11.830 --> 00:07:13.970 we're getting in standards, what I expect of you, 00:07:13.970 --> 00:07:16.360 what our expectations, what are their behaviors. 00:07:16.360 --> 00:07:18.650 And I introduced them to Khan Academy. 00:07:18.650 --> 00:07:20.620 And I tell them to play with the website. 00:07:20.620 --> 00:07:22.840 Have some fun, get used to it, figure it out. 00:07:22.840 --> 00:07:24.570 If you have questions, I'll help you, 00:07:24.570 --> 00:07:27.330 because I'm teaching them, what we call 00:07:27.330 --> 00:07:30.750 intermediate, elementary level. 00:07:30.750 --> 00:07:32.740 So my students are a little bit more independent, 00:07:32.740 --> 00:07:34.630 so they can play around with it and figure it out 00:07:34.630 --> 00:07:36.530 and then I can be, a little hands off. 00:07:38.480 --> 00:07:42.370 After that I explain what we're gonna be using it for. 00:07:42.370 --> 00:07:43.860 And one of the things that I instruct 00:07:43.860 --> 00:07:45.527 them on, is I tell them, "This is how 00:07:45.527 --> 00:07:47.420 "you're going to be using it." 00:07:47.420 --> 00:07:50.770 And I show them how to find that challenge test. 00:07:50.770 --> 00:07:52.870 And then I get out the toys. 00:07:52.870 --> 00:07:55.890 And as an ambassador, I have several pencils 00:07:55.890 --> 00:07:57.970 that were gifted to me. 00:07:57.970 --> 00:08:00.580 And I have some other prizes, like I have some pencils 00:08:00.580 --> 00:08:02.350 that my students have gotten over the years, 00:08:02.350 --> 00:08:05.900 they don't wanna keep from parties and things like that. 00:08:05.900 --> 00:08:08.270 I put some of my crocheted goodies in there 00:08:08.270 --> 00:08:10.030 because I make my own stuff. 00:08:10.030 --> 00:08:12.800 I buy a lot of stuff off of Wish Geek. 00:08:12.800 --> 00:08:17.510 So like I have, let me pull it out, where is it? 00:08:17.510 --> 00:08:20.230 So I have stuff like this, and I get them in bulk. 00:08:20.230 --> 00:08:23.250 And I tell my students, that for every grade level 00:08:23.250 --> 00:08:25.273 you complete, you get a prize. 00:08:27.230 --> 00:08:29.610 If you complete the one for our grade level 00:08:29.610 --> 00:08:32.113 you get one of the Khan Academy pencils, 00:08:32.113 --> 00:08:34.800 and another prize from the price bin. 00:08:34.800 --> 00:08:37.540 So now there's this incentive for them to wanna do it. 00:08:37.540 --> 00:08:42.420 But the rule is, you have to have, an 80 00:08:42.420 --> 00:08:45.723 or higher, on the grade level challenge test. 00:08:46.810 --> 00:08:49.000 And you have to complete, all 00:08:49.000 --> 00:08:50.693 of the lessons for fourth grade. 00:08:52.450 --> 00:08:54.160 And I kind of let the kids go it that way 00:08:54.160 --> 00:08:55.690 because when they hit that 80% 00:08:55.690 --> 00:08:57.750 that means they're proficient. 00:08:57.750 --> 00:08:59.180 I'm not expecting perfection, 00:08:59.180 --> 00:09:02.290 these are children, it's not gonna work. 00:09:02.290 --> 00:09:05.740 Kids are gonna get bored, they're gonna mentally check out. 00:09:05.740 --> 00:09:07.577 When they hit less than 80% I tell them, 00:09:07.577 --> 00:09:08.887 "That's where your struggle is. 00:09:08.887 --> 00:09:10.327 "And it'll tell you what section 00:09:10.327 --> 00:09:13.747 "of that grade level you're struggling with. 00:09:13.747 --> 00:09:16.773 "Those are the mastery lessons that you need to take. 00:09:17.877 --> 00:09:21.570 "That'll help you get caught up on our grade level." 00:09:21.570 --> 00:09:25.510 And I don't use it as my sole means of teaching. 00:09:25.510 --> 00:09:29.610 I use this as a scaffold, this is strictly for support. 00:09:29.610 --> 00:09:33.490 Because by law, in California keep this in mind. 00:09:33.490 --> 00:09:37.040 By law in California, students have to be exposed 00:09:37.040 --> 00:09:41.500 to all grade level materials, so this is my scaffold. 00:09:41.500 --> 00:09:43.750 Now, if I have a student when we do our initial tests 00:09:43.750 --> 00:09:46.940 cause in California, we do those kind of benchmark testing. 00:09:46.940 --> 00:09:48.350 Where we find out where they are at the beginning 00:09:48.350 --> 00:09:49.183 of the year, in the middle of the year 00:09:49.183 --> 00:09:50.950 and the end of the year. 00:09:50.950 --> 00:09:53.420 If I have some of these tests (mumbles) higher, 00:09:53.420 --> 00:09:56.380 I have them start at fourth grade and work their way up. 00:09:56.380 --> 00:09:58.140 And this is my way of giving them those challenges 00:09:58.140 --> 00:10:00.120 because again, higher performing students get bored 00:10:00.120 --> 00:10:01.670 easily they start getting in trouble 00:10:01.670 --> 00:10:03.170 and then we have a whole mess. 00:10:05.320 --> 00:10:09.530 Don't freak out if your kids are going very slow. 00:10:09.530 --> 00:10:12.030 Because for some students, this is going to be new, 00:10:12.030 --> 00:10:13.760 it's gonna be a struggle. 00:10:13.760 --> 00:10:16.050 And if you have an EL student, like I have 00:10:16.910 --> 00:10:19.890 10% of my class is English-Language Learner, 00:10:19.890 --> 00:10:21.220 they're going to struggle with it more 00:10:21.220 --> 00:10:24.720 because this is all written in formal academic language. 00:10:24.720 --> 00:10:28.383 And that is the hardest thing for EL students to learn. 00:10:31.080 --> 00:10:31.913 - That's great. 00:10:31.913 --> 00:10:34.430 So just to recap a couple of the key things there. 00:10:34.430 --> 00:10:37.860 I think, first of all, you're definitely not in a rush 00:10:37.860 --> 00:10:39.780 to sort of roll out Khan Academy, 00:10:39.780 --> 00:10:41.810 no matter what you're hearing from the district, 00:10:41.810 --> 00:10:43.060 because it does take time. (laughing) 00:10:43.060 --> 00:10:44.020 Even when Lisa has her- - It does. 00:10:44.020 --> 00:10:45.270 Students right in front of her, 00:10:45.270 --> 00:10:46.560 it takes them a few weeks to sort of get 00:10:46.560 --> 00:10:47.490 them acclimated to this. 00:10:47.490 --> 00:10:49.857 So, one thing you could say is, "Hey, 00:10:49.857 --> 00:10:51.917 "I've rostered you on google classroom, 00:10:51.917 --> 00:10:54.547 "I've rostered you manually in the student section. 00:10:54.547 --> 00:10:56.687 "Now, all you're gonna do for the first week, 00:10:56.687 --> 00:10:58.057 "just come in here, and search 00:10:58.057 --> 00:10:59.687 "for the things you're interested in. 00:10:59.687 --> 00:11:02.757 "Whether you wanna search for, multiplying fractions, 00:11:02.757 --> 00:11:03.680 "or addition, or what have you, 00:11:03.680 --> 00:11:05.620 "just play around with it." 00:11:05.620 --> 00:11:07.890 And that actually sort of leads into another question, 00:11:07.890 --> 00:11:09.140 which is coming to us from Courtney. 00:11:09.140 --> 00:11:10.220 Now I'm gonna switch to some questions 00:11:10.220 --> 00:11:11.700 from the audience here. (clears throat) 00:11:11.700 --> 00:11:14.317 Courtney says, "These exercises are really cool. 00:11:14.317 --> 00:11:17.017 "But I also see the Khan Academy has all these videos. 00:11:17.957 --> 00:11:19.957 "Would you recommend using the videos as well 00:11:19.957 --> 00:11:21.697 "or just focusing on the exercises? 00:11:21.697 --> 00:11:23.400 "How would you prioritize?" - For sure. 00:11:23.400 --> 00:11:26.923 Use the videos. So, storytime. 00:11:27.910 --> 00:11:30.460 Our district, had some issues with curriculum 00:11:30.460 --> 00:11:31.580 for the last few years. 00:11:31.580 --> 00:11:33.340 And I was using Khan Academy a lot 00:11:33.340 --> 00:11:35.450 to show the demonstration videos. 00:11:35.450 --> 00:11:39.490 Because Sal and anyone else who's doing the videos with him, 00:11:39.490 --> 00:11:43.550 really breaks it down into nice, easy to digest chunks. 00:11:43.550 --> 00:11:46.323 And for some students, they are visual learners. 00:11:47.170 --> 00:11:49.330 Just doing the problems for a visual learner 00:11:49.330 --> 00:11:51.090 isn't going to make any sense. 00:11:51.090 --> 00:11:54.410 They need to see someone, doing the work 00:11:54.410 --> 00:11:55.893 so they can follow along. 00:11:56.870 --> 00:11:58.590 And for some students they need to hear 00:11:58.590 --> 00:12:00.100 that audio instruction. 00:12:00.100 --> 00:12:02.060 For other students, they just wanna read 00:12:02.060 --> 00:12:04.880 because, Sal is really cool, and he puts everything 00:12:04.880 --> 00:12:07.060 in closed captions on the bottom. 00:12:07.060 --> 00:12:09.760 And so it's very adaptive. 00:12:09.760 --> 00:12:13.680 So it has all, four modalities of learning 00:12:13.680 --> 00:12:15.970 built into the videos. 00:12:15.970 --> 00:12:17.750 I encourage the kids to watch them 00:12:17.750 --> 00:12:20.440 especially when they hit that brick wall of struggle. 00:12:20.440 --> 00:12:22.890 And it's like, you're struggling with word problems 00:12:22.890 --> 00:12:25.380 here's the video on how Sal shows you 00:12:25.380 --> 00:12:28.840 how to break out, all the important information. 00:12:28.840 --> 00:12:31.363 And, Sal walks through it step by step, 00:12:32.400 --> 00:12:34.100 and the kids can walk through it with them, 00:12:34.100 --> 00:12:36.480 and then they can try it again on their own. 00:12:36.480 --> 00:12:38.150 Don't skip the videos. 00:12:38.150 --> 00:12:40.600 The videos are very, very vital. 00:12:40.600 --> 00:12:43.210 And they're amazing to help your students 00:12:43.210 --> 00:12:45.950 particularly if you use this for small groups, 00:12:45.950 --> 00:12:48.560 or math centers, which is what I've been using it 00:12:48.560 --> 00:12:52.140 for, before we went on, hiatus. 00:12:52.140 --> 00:12:54.410 As I would pull a small group after the main lesson, 00:12:54.410 --> 00:12:55.580 we would work on what they needed 00:12:55.580 --> 00:12:57.400 to work on and I would have some students 00:12:57.400 --> 00:12:59.220 on our curriculum digital site because again, 00:12:59.220 --> 00:13:02.020 our curriculum is slightly hybridized. 00:13:02.020 --> 00:13:03.823 And then I would have others doing, 00:13:06.690 --> 00:13:08.350 prodigy, all that good stuff. 00:13:08.350 --> 00:13:10.780 And then I would have another group doing Khan Academy 00:13:10.780 --> 00:13:13.410 and they would cycle through all three, or four 00:13:13.410 --> 00:13:16.170 or five, depending on how many you wanna use. 00:13:16.170 --> 00:13:19.720 So they're getting the same stuff from multiple sources, 00:13:19.720 --> 00:13:22.230 to kind of build on those skills. 00:13:22.230 --> 00:13:23.740 And the videos are something that I love 00:13:23.740 --> 00:13:26.300 about Khan Academy, because I do have those students, 00:13:26.300 --> 00:13:28.980 they have to see it, being done 00:13:28.980 --> 00:13:31.020 and they can slow it down, they can pause it, 00:13:31.020 --> 00:13:33.250 they can look at what he's trying to pick out, 00:13:33.250 --> 00:13:34.560 and try to figure it out on their own, 00:13:34.560 --> 00:13:37.273 and then they can get that courage to ask for help. 00:13:38.270 --> 00:13:39.510 - Very cool. 00:13:39.510 --> 00:13:40.880 And so now Sylvia, (coughs) 00:13:40.880 --> 00:13:42.780 your fellow California educator, 00:13:42.780 --> 00:13:44.510 has a sort of advanced level question for you 00:13:44.510 --> 00:13:46.847 which is okay, "If we played this all out. 00:13:46.847 --> 00:13:48.907 "You know, we've started with Khan Academy. 00:13:48.907 --> 00:13:50.947 "Our kids have started watching some videos, 00:13:50.947 --> 00:13:53.537 "doing some basic exercises, maybe they've taken 00:13:53.537 --> 00:13:56.337 "those course mastery challenges at the end of each course 00:13:56.337 --> 00:13:58.037 "just to see where they are. 00:13:58.037 --> 00:14:00.417 "But now we're gonna flash fast forward a little bit, 00:14:00.417 --> 00:14:02.207 "maybe like six months from now, 00:14:02.207 --> 00:14:03.997 "and our kids are hopefully coming back to school 00:14:03.997 --> 00:14:06.337 "in September, and they're way behind 00:14:06.337 --> 00:14:08.817 "because, it's been tough to sort of fill those gaps 00:14:08.817 --> 00:14:10.777 "over the next couple months. 00:14:10.777 --> 00:14:13.747 "What can I use Khan Academy for, to help my students 00:14:13.747 --> 00:14:15.767 "be ready for that next grade level, 00:14:15.767 --> 00:14:18.630 "even with all the challenges in our way?" 00:14:18.630 --> 00:14:20.300 - Use it to fill in the gaps. 00:14:20.300 --> 00:14:22.570 Have the kids do it as their homework. 00:14:22.570 --> 00:14:24.590 One of the things that I've taken as a philosophy 00:14:24.590 --> 00:14:27.100 for homework, is if your child... 00:14:27.100 --> 00:14:29.230 If your student, is on grade level 00:14:29.230 --> 00:14:31.810 it's fine to send them grade level homework. 00:14:31.810 --> 00:14:34.080 If your student is performing below grade level 00:14:34.080 --> 00:14:36.940 I try to send them home remedial homework 00:14:36.940 --> 00:14:38.890 to develop those skills. 00:14:38.890 --> 00:14:42.330 So, I have had students where, they're still 00:14:42.330 --> 00:14:43.910 struggling with number sense. 00:14:43.910 --> 00:14:46.360 I'm not gonna send them fractions when we're working 00:14:46.360 --> 00:14:48.850 on fractions in class, home is homework. 00:14:48.850 --> 00:14:50.100 Because I don't know if their family 00:14:50.100 --> 00:14:51.620 or anyone in the family knows how to help them. 00:14:51.620 --> 00:14:55.400 I don't know, if they even have anyone who can help them. 00:14:55.400 --> 00:14:57.680 So I'm gonna send them stuff on number sense, 00:14:57.680 --> 00:14:58.590 to build that up. 00:14:58.590 --> 00:15:01.110 And if I know that student has access to a computer at home 00:15:01.110 --> 00:15:03.477 I'm gonna be going, "Alright, I want you to work 00:15:03.477 --> 00:15:06.337 "on number sense, on Khan Academy. 00:15:06.337 --> 00:15:09.277 "And if you can't find it, send me a message on Dojo, 00:15:09.277 --> 00:15:12.707 "you have my email address, you can email me. 00:15:12.707 --> 00:15:16.167 "And I will assign it to you because you can do assignments, 00:15:16.167 --> 00:15:19.470 "and then you don't have to worry about trying to find it." 00:15:19.470 --> 00:15:21.560 And then my students can build that also 00:15:21.560 --> 00:15:23.920 that sense of independent studying, 00:15:23.920 --> 00:15:26.200 because, we are coming up with 00:15:27.670 --> 00:15:28.700 something that I've discovered 00:15:28.700 --> 00:15:31.090 and I think a lot of teachers have discovered 00:15:31.090 --> 00:15:32.980 is over the last few years, a lot of students 00:15:32.980 --> 00:15:36.050 have slipped into this, passive learning mentality 00:15:36.050 --> 00:15:38.450 of, "Just tell me what you want me to tell you." 00:15:39.550 --> 00:15:41.570 And I want them to build that sense of independence 00:15:41.570 --> 00:15:45.343 and that sense of, taking ownership of their education. 00:15:46.523 --> 00:15:48.967 So that's one way that I do it is I'm like, 00:15:48.967 --> 00:15:52.857 "Okay, if you can't do this without me holding your hand, 00:15:52.857 --> 00:15:55.237 "and just giving you fill in the blanks, 00:15:55.237 --> 00:15:57.507 "I'm gonna give you what I know you can do, 00:15:57.507 --> 00:16:01.230 "and I'm just gonna increase the hardness a little bit." 00:16:01.230 --> 00:16:03.050 Cause we're building that strength. 00:16:03.050 --> 00:16:05.810 And so, if I can only lift a five pound weight, 00:16:05.810 --> 00:16:08.201 why am I going, to go home and try to lift 00:16:08.201 --> 00:16:09.683 a 25 pound weight? 00:16:11.360 --> 00:16:12.840 - Totally. - So I'm gonna go home 00:16:12.840 --> 00:16:15.400 and I'm gonna work with a six pound weight. 00:16:15.400 --> 00:16:16.600 And then when that gets too light, 00:16:16.600 --> 00:16:18.240 I'm gonna go up to an eight pound weight. 00:16:18.240 --> 00:16:20.800 And then I'm gonna work up to that 25 pound weight. 00:16:20.800 --> 00:16:22.850 Cause if a kid is working and they can only lift 00:16:22.850 --> 00:16:24.420 five pounds and you send them home, 00:16:24.420 --> 00:16:26.930 telling him to bench press 25 pounds, 00:16:26.930 --> 00:16:28.500 they're not gonna do it, they're gonna give up. 00:16:28.500 --> 00:16:31.010 - It's always having that sort of zone of proximal 00:16:31.010 --> 00:16:33.080 development, that sort of ri- - Yes 00:16:33.080 --> 00:16:35.810 Next challenge, not too much, not too little. 00:16:35.810 --> 00:16:36.830 - Yeah. - Actually, 00:16:36.830 --> 00:16:38.460 this idea of empowering kids sort of feeds 00:16:38.460 --> 00:16:40.550 wrapping into a question from Sandy. 00:16:40.550 --> 00:16:41.930 This is such a great question from Sandy 00:16:41.930 --> 00:16:44.000 cause it speaks to the dilemma for elementary educators 00:16:44.000 --> 00:16:45.867 in particular during this time. 00:16:45.867 --> 00:16:47.397 "You know, it's tough enough to motivate 00:16:47.397 --> 00:16:50.517 "and keep students engaged in an elementary classroom. 00:16:50.517 --> 00:16:52.877 "But now that we're in this remote learning environment, 00:16:52.877 --> 00:16:55.547 "how do you actually hold students accountable, 00:16:55.547 --> 00:16:58.327 "given all the other distractions, and the difficulty 00:16:58.327 --> 00:17:00.427 "you have reaching out and engaging them?" 00:17:01.360 --> 00:17:02.193 - You can't. 00:17:02.193 --> 00:17:05.240 Not in the sense that we could in the classroom. 00:17:05.240 --> 00:17:07.100 You gotta remember their parents are stressed, 00:17:07.100 --> 00:17:09.240 some of their parents have lost jobs. 00:17:09.240 --> 00:17:11.180 Some of these kids are maybe the older sibling 00:17:11.180 --> 00:17:13.470 looking after the little siblings. 00:17:13.470 --> 00:17:15.770 And so what you can do is just encourage them 00:17:15.770 --> 00:17:18.020 to take that independence. 00:17:18.020 --> 00:17:20.040 Look, I know you're stressed, you're scared, 00:17:20.040 --> 00:17:22.040 you're afraid, you don't know what's going on. 00:17:22.040 --> 00:17:24.170 Your parents are freaking out, your parents are at work, 00:17:24.170 --> 00:17:25.670 and you're by yourself, and... 00:17:26.730 --> 00:17:29.400 Just use this as a focal point. 00:17:29.400 --> 00:17:32.680 Give me 10 minutes a day, and that's all I ask. 00:17:32.680 --> 00:17:35.330 That way we don't fall behind. 00:17:35.330 --> 00:17:37.690 And, because I'm gonna tell you right now, 00:17:37.690 --> 00:17:39.617 if you start calling parents, "Bobby didn't do 00:17:39.617 --> 00:17:41.570 "his math work this week." 00:17:41.570 --> 00:17:43.357 Most of the parents are gonna be like, "I really don't care, 00:17:43.357 --> 00:17:46.177 "I'm more worried about feeding Bobby at this point." 00:17:47.720 --> 00:17:49.800 So it's about understanding and being patient 00:17:49.800 --> 00:17:53.020 that for some of these kids, they're not gonna do it. 00:17:53.020 --> 00:17:55.020 But for some of these kids, they are going to do it 00:17:55.020 --> 00:17:57.160 and they are going to thrive. 00:17:57.160 --> 00:17:59.590 And so it's understanding that, it's 00:17:59.590 --> 00:18:01.470 our zone of control now. 00:18:01.470 --> 00:18:04.740 They are no longer, directly in our proximity. 00:18:04.740 --> 00:18:08.470 We can do our best and call it, a day on that. 00:18:08.470 --> 00:18:11.670 We can adore them from afar and encourage them 00:18:11.670 --> 00:18:13.960 and remind them that we want them to succeed. 00:18:13.960 --> 00:18:14.880 And just hope they'll take it 00:18:14.880 --> 00:18:17.173 upon themselves to finally listen. 00:18:17.173 --> 00:18:19.770 (laughing) (mumbles) 00:18:19.770 --> 00:18:21.620 - And I actually wanna pick up on that thread of parents 00:18:21.620 --> 00:18:23.760 and family is cause, as someone with two young 00:18:23.760 --> 00:18:25.800 elementary school kids myself at home, 00:18:25.800 --> 00:18:28.330 I know that I'm struggling personally to keep them engaged 00:18:28.330 --> 00:18:29.970 and to stay in touch with their teachers. 00:18:29.970 --> 00:18:33.527 Anni wants to know, "Lisa, do you have any tips 00:18:33.527 --> 00:18:35.530 "for making Khan easy for parents?" 00:18:35.530 --> 00:18:37.080 Obviously to your point, they're stressed, 00:18:37.080 --> 00:18:38.770 they've got a lot on their shoulders. 00:18:38.770 --> 00:18:40.290 How can we explain this whole Khan thing 00:18:40.290 --> 00:18:41.490 to the parent community. 00:18:42.450 --> 00:18:44.713 - Make it very well known that this is free. 00:18:45.570 --> 00:18:48.470 Cause the second you say it's free, guaranteed free 00:18:48.470 --> 00:18:50.570 most parents will relax just a little bit. 00:18:51.580 --> 00:18:54.547 And explain to them you, "It's really easy 00:18:54.547 --> 00:18:56.237 "to play around with, just go have fun, 00:18:56.237 --> 00:18:57.507 "the kids can figure it out. 00:18:57.507 --> 00:19:00.337 "It's very independent and easy to use. 00:19:00.337 --> 00:19:03.367 "If you need help, please email me. 00:19:03.367 --> 00:19:05.267 "There's lots of help pages, 00:19:05.267 --> 00:19:07.317 "there's videos on how to use it. 00:19:07.317 --> 00:19:09.507 "And it's just a matter of take your time, 00:19:09.507 --> 00:19:12.557 "click around, play with it, and if you 00:19:12.557 --> 00:19:14.967 "still have questions, I can help you." 00:19:16.180 --> 00:19:18.270 And for those of you wondering how you talk to parents, 00:19:18.270 --> 00:19:20.160 if you don't wanna do email, or you need to talk to them 00:19:20.160 --> 00:19:23.173 over the phone, star six, seven or set up Google Voice. 00:19:24.510 --> 00:19:27.423 It'll mask your phone number, no muss, no fuss. 00:19:30.770 --> 00:19:33.940 And, explain to them that, you can assign work 00:19:33.940 --> 00:19:35.100 if they're worried about the kids 00:19:35.100 --> 00:19:37.410 not finding the stuff that's good for them. 00:19:37.410 --> 00:19:39.680 Because you as the teacher can actually see specifically 00:19:39.680 --> 00:19:41.692 where they're, growing and how they're doing 00:19:41.692 --> 00:19:44.770 and, what they're working on. 00:19:44.770 --> 00:19:47.650 So it's not, fully independent because you 00:19:47.650 --> 00:19:49.863 can still monitor and check on things. 00:19:51.640 --> 00:19:54.100 - Cool, and then sort of continuing this theme 00:19:54.100 --> 00:19:57.360 of, making sure that folks feel supported on the home front. 00:19:57.360 --> 00:19:58.980 I think you could probably speak to this Lisa, 00:19:58.980 --> 00:20:01.010 given the underserved community that you teach in. 00:20:01.010 --> 00:20:03.257 But Christan says, "The struggle for me 00:20:03.257 --> 00:20:05.557 "is that many of my students don't have the technology 00:20:05.557 --> 00:20:08.527 "or the internet access to do online learning. 00:20:08.527 --> 00:20:11.477 "Any recommendations for filling that sort of digital gap?" 00:20:12.330 --> 00:20:15.060 - Most digital learning programs, 00:20:15.060 --> 00:20:17.440 such as Khan Academy have apps. 00:20:17.440 --> 00:20:20.890 I think it's called Khan Kids or something like that. 00:20:20.890 --> 00:20:22.300 - Yeah, I'll just clarify there. 00:20:22.300 --> 00:20:25.610 So, Khan Academy has an app, that very much replicates 00:20:25.610 --> 00:20:29.810 the exact thing you see, on the website for iOS, 00:20:29.810 --> 00:20:33.170 iPhones, iPads, Android, Android phones, 00:20:33.170 --> 00:20:35.030 and Android tablets, those are all free 00:20:35.030 --> 00:20:36.886 and you can download those from the app stores. 00:20:36.886 --> 00:20:37.820 (clears throat) In addition there is 00:20:37.820 --> 00:20:41.450 a separate app called Khan Kids, that's really dedicated to, 00:20:41.450 --> 00:20:43.943 sort of, two year old to six year old set. 00:20:44.980 --> 00:20:47.590 - Yeah, and if you have an EL student, 00:20:47.590 --> 00:20:49.620 the Khan Kids is a really good way to help them 00:20:49.620 --> 00:20:51.510 develop their English skills cause of it teaches 00:20:51.510 --> 00:20:53.870 that fanatical awareness, that is very hard 00:20:53.870 --> 00:20:55.370 to teach in distance learning. 00:20:57.485 --> 00:21:00.540 And for the, lack of the technology, 00:21:00.540 --> 00:21:02.930 a lot of districts are stepping up and letting students 00:21:02.930 --> 00:21:06.450 check out, Chromebooks, in computers. 00:21:06.450 --> 00:21:10.040 If your district isn't doing that, I'm afraid 00:21:10.040 --> 00:21:11.690 they're gonna have to rely on mobile devices. 00:21:11.690 --> 00:21:13.960 As for internet, a lot of ISP providers 00:21:13.960 --> 00:21:16.280 are providing students with months 00:21:16.280 --> 00:21:18.090 of free internet hotspots. 00:21:18.090 --> 00:21:20.330 I know here in California Xfinity is doing it. 00:21:20.330 --> 00:21:21.643 It's two months free. 00:21:22.890 --> 00:21:25.700 I'm a little, lucky in that our district 00:21:25.700 --> 00:21:27.040 has already formed some contracts 00:21:27.040 --> 00:21:28.680 so we have some hotspots that we're able 00:21:28.680 --> 00:21:30.040 to give out to the kids. 00:21:30.040 --> 00:21:33.363 And our district is 99%, one to one. 00:21:34.230 --> 00:21:35.930 We have like, I think the adult learning 00:21:35.930 --> 00:21:38.268 and a few other ones might not be. 00:21:38.268 --> 00:21:40.050 So we're able to check out the Chromebooks 00:21:40.050 --> 00:21:41.113 and send them home. 00:21:43.500 --> 00:21:45.230 But again, they're going to have to rely 00:21:45.230 --> 00:21:47.063 on mobile devices and get creative. 00:21:48.170 --> 00:21:49.890 I wish there was another way to put it. 00:21:49.890 --> 00:21:52.130 But, here's the cool thing. 00:21:52.130 --> 00:21:56.400 Google classroom, and most of these apps are also compatible 00:21:56.400 --> 00:21:58.500 and I haven't tested it with Khan Academy. 00:21:59.440 --> 00:22:01.830 But I do think it would work because it's not 00:22:01.830 --> 00:22:04.090 flash enabled or anything like that. 00:22:04.090 --> 00:22:08.280 Most game systems, have a built in web browser. 00:22:08.280 --> 00:22:12.900 You can use, 90% of digital learning activities 00:22:12.900 --> 00:22:15.293 on these game systems using their web browser. 00:22:17.050 --> 00:22:19.404 So, even if your kids just have a PlayStation four 00:22:19.404 --> 00:22:21.980 there's a way for them to get into distance learning. 00:22:21.980 --> 00:22:23.040 They just have to figure it out and take 00:22:23.040 --> 00:22:24.690 the time to play with it. 00:22:24.690 --> 00:22:26.740 And trust me, 80% of our kids, 00:22:26.740 --> 00:22:28.810 are better at technology than us. 00:22:28.810 --> 00:22:31.160 And I'm in my early 30s, and some of my kids 00:22:31.160 --> 00:22:33.115 have figured out things that I don't know. 00:22:33.115 --> 00:22:35.160 (laughing) 00:22:35.160 --> 00:22:37.520 - Cool, and so, I'm seeing a lot of questions 00:22:37.520 --> 00:22:39.767 pouring here, folks are saying, "This is amazing. 00:22:39.767 --> 00:22:41.207 "But can we take one big step back 00:22:41.207 --> 00:22:43.367 "and just talk about like, how do you even assign 00:22:43.367 --> 00:22:44.900 "stuff in the first place?" 00:22:44.900 --> 00:22:46.130 So if you wouldn't mind sort of walking us 00:22:46.130 --> 00:22:47.940 through that, I'll mimic what you're saying 00:22:47.940 --> 00:22:50.150 on the screen here, Lisa. - Sure. 00:22:50.150 --> 00:22:53.123 So, I first of all sign into my teacher account. 00:22:54.575 --> 00:22:55.770 (clears throat) 00:22:55.770 --> 00:22:58.610 And then there is a nice fancy little tab 00:22:58.610 --> 00:23:00.883 that says Classes, Students and Resources. 00:23:02.570 --> 00:23:04.560 Your Student ones are individual. 00:23:04.560 --> 00:23:06.380 And that just lets you monitor their progress, 00:23:06.380 --> 00:23:08.670 Resources are ways you can use this, 00:23:08.670 --> 00:23:10.430 how you can use it, different things like that. 00:23:10.430 --> 00:23:12.880 It's kind of like a help button, for the teacher. 00:23:14.100 --> 00:23:18.860 And then under Classes, you pick your class. 00:23:18.860 --> 00:23:21.630 So, we have all of these neat little classes 00:23:21.630 --> 00:23:23.330 we're just gonna go with algebra one. 00:23:23.330 --> 00:23:25.210 Under assignments, you see a little button, 00:23:25.210 --> 00:23:27.870 it's a drop down button so you have to, click it down 00:23:27.870 --> 00:23:29.933 if it doesn't auto drop, cause it'll look like that. 00:23:29.933 --> 00:23:33.390 Then you go to assign, and it allows you 00:23:33.390 --> 00:23:37.530 to pick things, based on the topic at hand. 00:23:37.530 --> 00:23:39.063 So I always pick fourth grade. 00:23:40.240 --> 00:23:42.110 And then I pick whatever we're working on. 00:23:42.110 --> 00:23:47.110 So, early math is usually a good one to go with. 00:23:47.390 --> 00:23:49.550 If I have specific students that I know are struggling 00:23:49.550 --> 00:23:52.240 with something, I'll click around to where they need. 00:23:52.240 --> 00:23:54.080 Let's go with counting small numbers. 00:23:54.080 --> 00:23:56.470 You click the little checkbox, 00:23:56.470 --> 00:24:01.470 and it will, assign everything under that window. 00:24:03.550 --> 00:24:05.490 But in here you've only got the worksheet. 00:24:05.490 --> 00:24:07.690 Now if you look at counting the lesson, 00:24:07.690 --> 00:24:10.940 it does all the videos, plus the little quizzes. 00:24:10.940 --> 00:24:13.020 So I always pick the whole lesson. 00:24:13.020 --> 00:24:14.460 Unless I just need a student to review 00:24:14.460 --> 00:24:15.970 then I just pick the video. 00:24:15.970 --> 00:24:20.470 Then you hit assign, and it will show up to the students 00:24:20.470 --> 00:24:23.523 that you choose, or your entire class. 00:24:24.840 --> 00:24:28.810 And I always have the randomized option for the questions 00:24:28.810 --> 00:24:30.300 I don't do the same question set 00:24:30.300 --> 00:24:32.540 because then the kids can share answers. 00:24:32.540 --> 00:24:34.773 It's a way to discourage, fibbing. 00:24:36.230 --> 00:24:37.810 If it's only one or two students, 00:24:37.810 --> 00:24:40.190 I'll find them in the drop down menu under students 00:24:40.190 --> 00:24:42.360 and just click those students. 00:24:42.360 --> 00:24:45.390 If it's all of my students, I do it. 00:24:45.390 --> 00:24:47.400 I try to give them a large window 00:24:47.400 --> 00:24:49.500 when I'm doing the whole lesson, 00:24:49.500 --> 00:24:52.580 because they need that time to digest the video 00:24:52.580 --> 00:24:54.490 and go back and review it. 00:24:54.490 --> 00:24:56.840 So I usually give them about about a week yeah, 00:24:56.840 --> 00:24:59.253 about a week, and then you hit assign. 00:25:00.760 --> 00:25:04.380 And what ends up happening with that, is it pushes 00:25:04.380 --> 00:25:07.010 it out to the students and the students can check on it. 00:25:07.010 --> 00:25:10.230 Now the way the students check on it is a little different. 00:25:10.230 --> 00:25:11.690 So if you go to... 00:25:11.690 --> 00:25:14.600 Is this a fake student profile? 00:25:14.600 --> 00:25:15.730 - Yeah, and so just to be clear 00:25:15.730 --> 00:25:17.320 you can always see what students see 00:25:17.320 --> 00:25:19.730 by going up to your name in the upper right hand corner, 00:25:19.730 --> 00:25:21.180 and going from your teacher dashboard 00:25:21.180 --> 00:25:22.710 to your learner home, cause you also have 00:25:22.710 --> 00:25:24.128 a student view. - Okay. 00:25:24.128 --> 00:25:27.590 Yes, and so it'll show all of their little goodies 00:25:27.590 --> 00:25:28.980 and if you look, there's little badges 00:25:28.980 --> 00:25:31.826 and price points and all that mastery points. 00:25:31.826 --> 00:25:33.090 (clears throat) 00:25:33.090 --> 00:25:37.050 But if they go, they can go and they click assignments, 00:25:37.050 --> 00:25:40.223 And that's where all the teacher assigned work is. 00:25:41.630 --> 00:25:43.100 So here they have everything they did, 00:25:43.100 --> 00:25:44.850 it shows what they did. 00:25:44.850 --> 00:25:47.020 The videos always show is completed. 00:25:47.020 --> 00:25:48.980 The lesson overall shows is completed 00:25:48.980 --> 00:25:51.730 but the actual work, shows the percentage 00:25:51.730 --> 00:25:54.750 they got correct or completed. 00:25:54.750 --> 00:25:56.790 So in this case this student is scoring hundreds. 00:25:56.790 --> 00:25:59.900 I would start applying much harder work, 00:25:59.900 --> 00:26:01.740 to find out where that student is struggling 00:26:01.740 --> 00:26:04.210 so I know where the student needs to focus 00:26:04.210 --> 00:26:05.960 when they are within the classroom. 00:26:07.010 --> 00:26:08.290 - Very cool. 00:26:08.290 --> 00:26:11.660 Hopefully that gives folks a sense of, how to get started. 00:26:11.660 --> 00:26:13.480 One last question for you before we wrap up here. 00:26:13.480 --> 00:26:15.820 I know there are some more questions coming in, 00:26:15.820 --> 00:26:17.977 if folks wanna sort of get to the next level, 00:26:17.977 --> 00:26:19.577 "Okay, I've played around with Khan Academy. 00:26:19.577 --> 00:26:21.857 "Maybe my students have played around with it now 00:26:21.857 --> 00:26:22.997 "but I have more questions, 00:26:22.997 --> 00:26:25.090 "I wanna get more help more support." 00:26:25.090 --> 00:26:26.290 Any recommendations Lisa, 00:26:26.290 --> 00:26:28.140 based on all the resources out there. 00:26:29.530 --> 00:26:31.210 - YouTube. (laughing) 00:26:31.210 --> 00:26:32.890 Sal has so many videos on YouTube 00:26:32.890 --> 00:26:34.380 on how to use Khan Academy. 00:26:34.380 --> 00:26:36.890 They're actually linked on the Khan Academy website. 00:26:36.890 --> 00:26:41.780 Again, under that My Resources, there are training videos. 00:26:41.780 --> 00:26:46.003 Training videos, that show you how to use it. 00:26:47.570 --> 00:26:49.970 There's also I believe a Contact Us option 00:26:49.970 --> 00:26:52.770 where if you really, really stuck I think you can email. 00:26:54.360 --> 00:26:56.540 I've been lucky I've never had to use it. 00:26:56.540 --> 00:26:58.410 - Yeah, and let me actually pause you for one second 00:26:58.410 --> 00:27:00.370 cause this is so important. (clears throat) 00:27:00.370 --> 00:27:02.360 I was actually on the phone with Comcast 00:27:02.360 --> 00:27:04.440 for about four hours this weekend. 00:27:04.440 --> 00:27:06.280 And so I know that like everyone is struggling 00:27:06.280 --> 00:27:07.277 to provide customer service right now- 00:27:07.277 --> 00:27:09.710 - You and me both. (chuckling) 00:27:09.710 --> 00:27:11.850 - Khan Academy however, has completely 00:27:11.850 --> 00:27:13.620 ramped up our offerings here. 00:27:13.620 --> 00:27:15.360 And so now, if you go to the help section, 00:27:15.360 --> 00:27:18.660 again, it's your name, and help right over here. 00:27:18.660 --> 00:27:21.400 You can come over to the section called Report a Problem. 00:27:21.400 --> 00:27:23.507 And it could be a technical issue, or it could just be, 00:27:23.507 --> 00:27:24.940 "How do I assign assignments?" 00:27:24.940 --> 00:27:26.520 I forgot what Lisa told me. 00:27:26.520 --> 00:27:28.940 We're happy to answer any and all questions, 00:27:28.940 --> 00:27:30.550 and here's the really incredible part. 00:27:30.550 --> 00:27:31.383 Even in the midst (clears throat) 00:27:31.383 --> 00:27:33.130 of this crisis, even as a nonprofit, 00:27:33.130 --> 00:27:35.600 we typically respond within a couple of hours. 00:27:35.600 --> 00:27:38.120 So if you have other questions that were not answered today, 00:27:38.120 --> 00:27:40.533 this is a great place to go and get some support. 00:27:41.920 --> 00:27:44.070 - Yeah, and I'll tell you right now, 00:27:44.070 --> 00:27:46.090 we used to use this support program in my district 00:27:46.090 --> 00:27:47.580 and I had this student. 00:27:47.580 --> 00:27:49.140 Oddly enough, he was an EL, 00:27:49.140 --> 00:27:52.120 but his math skills were amazing. 00:27:52.120 --> 00:27:55.350 The scaffold program that we had built into our curriculum, 00:27:55.350 --> 00:27:58.150 he beat, in four months, in the school year. 00:27:58.150 --> 00:28:00.042 So less than, a third of the way 00:28:00.042 --> 00:28:02.070 through the school year, he was done. 00:28:02.070 --> 00:28:05.360 I put him on Khan Academy, I still to this day 00:28:05.360 --> 00:28:08.810 give him assignments, even though he's now in sixth grade. 00:28:08.810 --> 00:28:12.130 Because he is breezing through our current curriculum. 00:28:12.130 --> 00:28:14.440 So I have reached out to his grade level teacher 00:28:14.440 --> 00:28:17.787 and I'm like, "Yo, he's still in my Khan Academy classrooms. 00:28:17.787 --> 00:28:19.107 "I'm still seen his work. 00:28:19.107 --> 00:28:22.170 "Would you like me to assign him other challenging things?" 00:28:22.170 --> 00:28:24.407 And his teachers are like, "Yes, please. 00:28:24.407 --> 00:28:26.027 "Oh, my goodness, he's already done 00:28:26.027 --> 00:28:27.520 "with our curriculum stuff online." 00:28:27.520 --> 00:28:29.540 And I'm like, "Okay cool, no problem." 00:28:29.540 --> 00:28:33.020 So it's also a good way if you're a parent, intent, 00:28:33.020 --> 00:28:35.050 you can set up a parent account, 00:28:35.050 --> 00:28:37.270 through your teacher account. 00:28:37.270 --> 00:28:39.190 And you can actually set your kids up on this 00:28:39.190 --> 00:28:41.260 if you wanna give them extra help, too. 00:28:41.260 --> 00:28:44.690 So it isn't just as teachers, and it's amazing. 00:28:44.690 --> 00:28:48.470 And, I am so grateful that Sal took the time 00:28:48.470 --> 00:28:50.610 to go from doing this just on YouTube, 00:28:50.610 --> 00:28:52.260 to doing this on his own website. 00:28:53.120 --> 00:28:55.490 - Absolutely and, Lisa, I wanna thank you 00:28:55.490 --> 00:28:58.860 for, sharing so much expertise and knowledge with us today. 00:28:58.860 --> 00:29:00.120 If you would just sort of finish up with 00:29:00.120 --> 00:29:01.570 any words of wisdom, (beeping) 00:29:01.570 --> 00:29:03.557 as educators across the country are thinking about, 00:29:03.557 --> 00:29:06.277 "Wow, I've got a lot of my shoulders right now. 00:29:06.277 --> 00:29:08.890 "How do I move forward in this challenging moment?" 00:29:08.890 --> 00:29:11.650 Any last sort of words of advice you wanna share? 00:29:11.650 --> 00:29:14.070 - Breathe, take it one day at a time. 00:29:14.070 --> 00:29:15.940 One lesson at a time. 00:29:15.940 --> 00:29:20.020 Remember, the kids are just as up in the air as we are. 00:29:20.020 --> 00:29:21.820 The districts are just up in the air as we are, 00:29:21.820 --> 00:29:24.230 the parents are just up in the air as we are. 00:29:24.230 --> 00:29:27.420 Give them work, that you know they can do. 00:29:27.420 --> 00:29:29.490 Give them work that will challenge them. 00:29:29.490 --> 00:29:34.040 But don't expect them to be 100%. 00:29:34.040 --> 00:29:38.230 Just, breathe and let them learn at their pace. 00:29:38.230 --> 00:29:39.820 Because now we don't have to teach the test, 00:29:39.820 --> 00:29:42.010 standardized testing is suspended. 00:29:42.010 --> 00:29:45.530 Let them learn at their pace. 00:29:45.530 --> 00:29:47.170 They've got this, we've got this 00:29:47.170 --> 00:29:49.830 we need to be calm for them. (clapping) 00:29:49.830 --> 00:29:52.870 - Wow, couldn't say it better myself Lisa. 00:29:52.870 --> 00:29:53.703 Thank you so much (chuckling) 00:29:53.703 --> 00:29:55.220 for, leaving us a little inspiration 00:29:55.220 --> 00:29:57.730 on our otherwise tough day and thank you everyone 00:29:57.730 --> 00:29:59.650 for investing time in this session. 00:29:59.650 --> 00:30:01.580 You will have a recording after this in your email, 00:30:01.580 --> 00:30:03.810 feel free to share with, fellow colleagues 00:30:03.810 --> 00:30:05.110 and thank you again Lisa, 00:30:05.110 --> 00:30:07.190 for making us all a little smarter today. 00:30:07.190 --> 00:30:08.050 (chuckling) 00:30:08.050 --> 00:30:09.600 - Not a problem, everybody good luck. 00:30:09.600 --> 00:30:10.770 Have an awesome (clapping) 00:30:10.770 --> 00:30:12.370 rest of the year as best we can. 00:30:13.830 --> 00:30:15.853 - Cheers. - Bye, bye.

Khan Academy Best Practices for Science

https://www.youtube.com/watch?v=La8mBJSZfiI

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WEBVTT Kind: captions Language: en 00:00:02.159 --> 00:00:05.920 - Hi everyone, this is Jeremy Schieffelin with Khan Academy. 00:00:05.920 --> 00:00:07.230 Happy Friday. 00:00:07.230 --> 00:00:08.740 We've now officially made it through 00:00:08.740 --> 00:00:11.910 not only the full week, but a full month of all of this. 00:00:11.910 --> 00:00:14.740 So please give yourself a huge pat on the back, 00:00:14.740 --> 00:00:16.780 for surviving and progressing 00:00:16.780 --> 00:00:18.550 in the face of everything going on. 00:00:18.550 --> 00:00:20.440 Vladimir, same to you as well. 00:00:20.440 --> 00:00:23.100 And a special thank you actually to Vladimir here, 00:00:23.100 --> 00:00:25.860 who was one of our All-star Khan Academy Ambassadors. 00:00:25.860 --> 00:00:28.020 So he has an AP Bio, excuse me, 00:00:28.020 --> 00:00:29.840 AP Chemistry and AP Physics teacher, 00:00:29.840 --> 00:00:32.020 based in West Palm Beach, Florida. 00:00:32.020 --> 00:00:33.950 Even though he roots for the Miami Dolphins 00:00:33.950 --> 00:00:35.580 and I'm a Buffalo Bills fan, 00:00:35.580 --> 00:00:38.190 I am still getting Vladimir a mad love today, 00:00:38.190 --> 00:00:40.880 because he is taking time away from his own students 00:00:40.880 --> 00:00:42.040 to make sure that you have everything 00:00:42.040 --> 00:00:43.510 you need to serve yours. 00:00:43.510 --> 00:00:46.150 And so as you know, if you've joined previous webinars, 00:00:46.150 --> 00:00:48.530 you can ask Vladimir questions at any point, 00:00:48.530 --> 00:00:50.340 by typing into the questions feature 00:00:50.340 --> 00:00:52.400 of the GoToWebinar Control Panel 00:00:52.400 --> 00:00:53.560 and after we sort of talked through 00:00:53.560 --> 00:00:55.860 some of the basic stuff of Khan Academy, 00:00:55.860 --> 00:00:57.890 Vladimir we'll take your questions live, 00:00:57.890 --> 00:00:59.810 you'll actually be able to see on the site 00:00:59.810 --> 00:01:02.640 how he works his magic, how he gets the students engaged 00:01:02.640 --> 00:01:05.470 with chemistry and physics using Khan Academy. 00:01:05.470 --> 00:01:07.050 So just let's start there Vladimir, 00:01:07.050 --> 00:01:09.330 tell us a little about your background as an educator 00:01:09.330 --> 00:01:12.060 and then how you got started with Khan Academy. 00:01:12.060 --> 00:01:13.870 - This is my 21st year of teaching 00:01:13.870 --> 00:01:16.540 and I teach mostly AP Chem and AP Physics, 00:01:16.540 --> 00:01:19.750 but I also do Honors Chemistry and Honors Physics. 00:01:19.750 --> 00:01:21.490 And from time to time I teach mathematics too, 00:01:21.490 --> 00:01:23.490 which is kind of nice, I liked that too. 00:01:26.016 --> 00:01:28.440 I have been working with Khan Academy 00:01:28.440 --> 00:01:30.910 I guess from the beginning. 00:01:30.910 --> 00:01:32.936 And the reason why I started doing this is 00:01:32.936 --> 00:01:33.924 when I finished my doctorate degree, 00:01:33.924 --> 00:01:36.890 my doctorate degree is in Educational Technology 00:01:36.890 --> 00:01:38.320 and Instructional Design. 00:01:38.320 --> 00:01:40.550 So I kind of saw that this was where the future 00:01:40.550 --> 00:01:43.450 was going for us in education, I'll try to be concise. 00:01:43.450 --> 00:01:47.290 And so matter of fact, back in 2000, 2001, 00:01:47.290 --> 00:01:49.780 when I worked for Palm Beach County schools, 00:01:49.780 --> 00:01:53.380 we created a clearing house 00:01:53.380 --> 00:01:55.520 of materials free for all science teachers 00:01:55.520 --> 00:01:58.160 and we actually began training teachers 00:01:58.160 --> 00:02:00.350 in science and mathematics to use 00:02:00.350 --> 00:02:03.650 the tools that we have just given at the moment, 00:02:03.650 --> 00:02:04.483 which is very good. 00:02:04.483 --> 00:02:05.760 Back then it was just kinda the beginning stuff 00:02:05.760 --> 00:02:07.230 of using PowerPoint in the classroom 00:02:07.230 --> 00:02:09.690 and using some tools in order to enhance, 00:02:09.690 --> 00:02:12.070 the teaching of science and mathematics. 00:02:12.070 --> 00:02:15.430 It was an easy transition for us in science, 00:02:15.430 --> 00:02:16.720 because we had a lot of videos 00:02:16.720 --> 00:02:19.490 and a lot of different things that we could do, 00:02:19.490 --> 00:02:21.690 that will have a visual representation 00:02:21.690 --> 00:02:23.830 of what we do in science. 00:02:23.830 --> 00:02:25.410 Because sometimes it's incredibly complex 00:02:25.410 --> 00:02:27.130 to show for temple, let's say 00:02:28.786 --> 00:02:31.827 for example, a picture of an atom and people question, 00:02:31.827 --> 00:02:32.947 "How in the world do you see an atom? 00:02:32.947 --> 00:02:35.340 "How do we know that it exists that way?" 00:02:35.340 --> 00:02:37.230 But then we can show mathematical models 00:02:37.230 --> 00:02:40.115 and we can show 3D pictures, 00:02:40.115 --> 00:02:42.790 and for the students to grab a better understanding 00:02:42.790 --> 00:02:47.120 of very abstract components of science and mathematics 00:02:47.120 --> 00:02:49.197 that we see from time to time. 00:02:49.197 --> 00:02:52.310 So a biggest thing for a longer time. 00:02:52.310 --> 00:02:53.970 - Very cool and you're getting a little love here 00:02:53.970 --> 00:02:56.444 from April, who says Miami Dolphins rule. 00:02:56.444 --> 00:02:59.700 Whereas Janet says, she's a New York Giants fans 00:02:59.700 --> 00:03:01.110 so she has no judgment. 00:03:01.110 --> 00:03:04.760 Even though they tore our hearts apart in Super Bowl 25, 00:03:04.760 --> 00:03:07.067 but hey, that's ancient history now. 00:03:07.067 --> 00:03:10.440 Okay so that being said, let's cut to the chase here. 00:03:10.440 --> 00:03:13.500 I think folks right now are hurting in the sense 00:03:13.500 --> 00:03:14.880 that every educator in this country, 00:03:14.880 --> 00:03:16.770 every educator in this world frankly, 00:03:16.770 --> 00:03:17.603 is being forced to do things 00:03:17.603 --> 00:03:19.960 that they were not trained to do in most cases. 00:03:19.960 --> 00:03:22.690 When it comes to remote learning, using tools like this. 00:03:22.690 --> 00:03:24.200 If you were just getting started today, 00:03:24.200 --> 00:03:25.500 if you didn't have the advantage 00:03:25.500 --> 00:03:27.650 of a track record with Khan Academy, 00:03:27.650 --> 00:03:29.860 what would you do, if you were trying to serve 00:03:29.860 --> 00:03:32.760 your science students tomorrow or on Monday 00:03:32.760 --> 00:03:34.080 using a tool like Khan Academy? 00:03:34.080 --> 00:03:35.080 How would you start? 00:03:36.290 --> 00:03:37.650 - The way that I will begin is, 00:03:37.650 --> 00:03:40.260 obviously there's a wealth of information 00:03:40.260 --> 00:03:41.543 that we can find online. 00:03:42.474 --> 00:03:45.080 Especially when we need something 00:03:45.080 --> 00:03:49.360 that shows results and that is clearly delineated 00:03:49.360 --> 00:03:52.730 and that it is already broken down by subject, 00:03:52.730 --> 00:03:55.240 not only by subject but also by topic. 00:03:55.240 --> 00:03:58.430 And that it has resources, 00:03:58.430 --> 00:04:02.870 that also has a wonderful program with the community 00:04:02.870 --> 00:04:04.370 where you can ask questions, 00:04:04.370 --> 00:04:07.010 and there are a number of people who are involved 00:04:07.010 --> 00:04:09.977 and who can answer any of your questions. 00:04:09.977 --> 00:04:13.930 What I would do is, I would begin just showing my students 00:04:15.030 --> 00:04:20.030 just a basic understanding and creating a classroom 00:04:20.109 --> 00:04:22.960 in Khan Academy where my students can log on. 00:04:22.960 --> 00:04:26.820 Because it is a wonderful compliment to any classroom. 00:04:26.820 --> 00:04:28.130 I've been using it for a long time 00:04:28.130 --> 00:04:31.750 and I use it in my AP courses all the time. 00:04:31.750 --> 00:04:35.700 And is just being really a... 00:04:35.700 --> 00:04:37.800 It really is a game changer 00:04:37.800 --> 00:04:41.150 and the fact that we can deliver 00:04:41.150 --> 00:04:42.930 a location at any point and time, 00:04:42.930 --> 00:04:44.420 where we can create courses 00:04:44.420 --> 00:04:46.520 and we can create even assignment 00:04:46.520 --> 00:04:48.703 where the students can go at their own pace. 00:04:50.309 --> 00:04:53.120 You can integrate into any of your courses, 00:04:53.120 --> 00:04:54.520 because it perfectly aligns with 00:04:54.520 --> 00:04:56.470 whatever it is that you're looking for. 00:05:00.114 --> 00:05:04.070 To me it's the best resource that I've used. 00:05:04.070 --> 00:05:05.820 That's why I got really excited about it 00:05:05.820 --> 00:05:06.860 and I wanted to know more 00:05:06.860 --> 00:05:08.530 and I wanted to pass it on to other people. 00:05:08.530 --> 00:05:11.660 I have trained all of the science department in my school 00:05:11.660 --> 00:05:12.960 and the use of Khan Academy 00:05:12.960 --> 00:05:15.970 and everyone is already using it to assign 00:05:17.672 --> 00:05:21.308 to create courses, just to use that as a compliment 00:05:21.308 --> 00:05:23.360 for class, especially for AP courses. 00:05:23.360 --> 00:05:26.370 It's just unbelievable, it really is amazing. 00:05:26.370 --> 00:05:28.960 - Cool so, I've shared that community resource 00:05:28.960 --> 00:05:30.070 with everyone in the Chat. 00:05:30.070 --> 00:05:32.250 So if they want to talk to other Khan Academy Ambassadors, 00:05:32.250 --> 00:05:34.950 like Latimer, they can do that through that group. 00:05:34.950 --> 00:05:36.330 As far as talking to your students, 00:05:36.330 --> 00:05:37.730 it sounds like what you're saying is, 00:05:37.730 --> 00:05:39.630 you might actually do a Zoom meeting 00:05:39.630 --> 00:05:41.146 or Google Hangout meeting with your students now. 00:05:41.146 --> 00:05:43.887 And actually just pull this up on your screen and say, 00:05:43.887 --> 00:05:45.657 "Hey, here's Khan Academy, 00:05:45.657 --> 00:05:47.800 "here's what an exercise looks like." 00:05:47.800 --> 00:05:48.633 And that way they can see it, 00:05:48.633 --> 00:05:51.340 before you ask them to do anything, is that right? 00:05:51.340 --> 00:05:54.570 - Right, well yes I'm sorry, I kinda went a little further. 00:05:54.570 --> 00:05:57.732 I'm coming to thinking of myself and the way that I done it. 00:05:57.732 --> 00:05:59.890 But you're exactly correct 00:05:59.890 --> 00:06:01.960 and that is what I have pulled my teachers through, 00:06:01.960 --> 00:06:03.770 the teacher that I've trained to do it. 00:06:03.770 --> 00:06:04.630 The first thing you have to do is 00:06:04.630 --> 00:06:05.665 you have to go with your students very easy, 00:06:05.665 --> 00:06:08.570 maybe two or three days, where they can have 00:06:09.859 --> 00:06:12.050 a basic understanding of the navigation 00:06:12.050 --> 00:06:14.580 and all the things that are available in Khan Academy. 00:06:14.580 --> 00:06:17.650 But if you can set up a Google Hangout meet, 00:06:17.650 --> 00:06:19.560 actually I think it's called Google... 00:06:19.560 --> 00:06:20.892 They changed the name I believe. 00:06:20.892 --> 00:06:21.725 - Yeah, Google meet or whatever, yeah. 00:06:22.880 --> 00:06:25.630 - Or assume, for example, if you can use that 00:06:25.630 --> 00:06:27.327 and go step by step and showing your students 00:06:27.327 --> 00:06:29.500 how to sign up, how to find the resources, 00:06:29.500 --> 00:06:31.900 where the assignments are going to be located. 00:06:31.900 --> 00:06:35.940 But it's actually pretty intuitive to use. 00:06:35.940 --> 00:06:38.400 Once my teachers have used it for two or three times, 00:06:38.400 --> 00:06:40.220 they say, "Oh, I'm old." 00:06:40.220 --> 00:06:41.850 Some of my students would probably get it in 00:06:41.850 --> 00:06:44.830 one or two tries and then it becomes a wonderful resource. 00:06:44.830 --> 00:06:46.700 Once they begin using it more and more, 00:06:46.700 --> 00:06:48.250 the more proficient you become at it 00:06:48.250 --> 00:06:51.010 and the easier it is going to be to integrate 00:06:51.010 --> 00:06:52.790 into your own classes. 00:06:52.790 --> 00:06:55.590 - Very cool and so, maybe you show them an exercise, 00:06:55.590 --> 00:06:58.330 which you can always find just by searching at the very top. 00:06:58.330 --> 00:07:00.707 So just like I did, I went up to courses and I said, 00:07:00.707 --> 00:07:02.220 "Show me the AP Physics content 00:07:02.220 --> 00:07:03.900 or the AP Chemistry content." 00:07:03.900 --> 00:07:06.120 You can obviously search for anything in particular, 00:07:06.120 --> 00:07:08.440 so if you want to do Thermodynamics, 00:07:08.440 --> 00:07:10.330 knock yourself out, right? 00:07:10.330 --> 00:07:11.650 - Right, absolutely. 00:07:11.650 --> 00:07:13.440 - In terms of sort of getting students 00:07:13.440 --> 00:07:14.920 up to speed about the exercises, 00:07:14.920 --> 00:07:17.310 'cause in some ways that's the heart of Khan Academy. 00:07:17.310 --> 00:07:19.750 How do you recommend that they tackle this? 00:07:19.750 --> 00:07:23.490 Do you say, "Hey, just go through it and do it once." 00:07:23.490 --> 00:07:25.670 Do you tell them to use hands or watch videos, 00:07:25.670 --> 00:07:27.920 how is your students think about this? 00:07:27.920 --> 00:07:28.753 - Well that's kind of interesting question, 00:07:28.753 --> 00:07:31.100 because I use it in a number of ways. 00:07:31.100 --> 00:07:35.480 And one way that I found very effective a couple of, 00:07:35.480 --> 00:07:39.100 maybe about a year ago or so is that again, 00:07:39.100 --> 00:07:40.800 now it's a little more complicated to do it 00:07:40.800 --> 00:07:43.010 because we're in a virtual environment. 00:07:43.010 --> 00:07:45.130 But I had tried it already and it actually works 00:07:45.130 --> 00:07:46.980 the same way that it will work in the classroom. 00:07:46.980 --> 00:07:49.630 And soon you can create small groups. 00:07:49.630 --> 00:07:53.500 Again, I haven't used a Google Meet too much, 00:07:53.500 --> 00:07:54.620 but I have done it in Zoom 00:07:54.620 --> 00:07:56.410 where for example, I assigned eight people 00:07:56.410 --> 00:07:57.640 that has already preloaded 00:07:57.640 --> 00:07:59.144 into my Google classroom assignments 00:07:59.144 --> 00:08:00.707 and my students will work to access that. 00:08:00.707 --> 00:08:02.781 And what I do is actually, 00:08:02.781 --> 00:08:05.470 I watched the video on Khan Academy first 00:08:05.470 --> 00:08:08.510 and I get the exact same question that they have used, 00:08:08.510 --> 00:08:13.510 and I used that question on just a Word document. 00:08:13.750 --> 00:08:17.220 What I do is I create the actual video link, as a QR code 00:08:17.220 --> 00:08:19.230 and once they begin answering the questions, 00:08:19.230 --> 00:08:20.971 then we all do a question first in different groups, 00:08:20.971 --> 00:08:22.740 and then we all come together again 00:08:22.740 --> 00:08:23.573 and we discuss the question 00:08:23.573 --> 00:08:26.520 and when I ask them to do after they have actually 00:08:26.520 --> 00:08:29.400 completed the question, then we click on the QR code, 00:08:29.400 --> 00:08:30.690 either do it on their phones 00:08:30.690 --> 00:08:32.270 or they do it straight on their computer. 00:08:32.270 --> 00:08:34.200 And then we can see how the question's actually done 00:08:34.200 --> 00:08:36.330 and then we talk about it and we compare the answers. 00:08:36.330 --> 00:08:38.810 And my students really, really liked that exercise 00:08:38.810 --> 00:08:41.007 because again it's a lot of confidence, once they say, 00:08:41.007 --> 00:08:42.497 "Oh really, I can do this, 00:08:42.497 --> 00:08:44.367 "or oh, this is what I went wrong. 00:08:44.367 --> 00:08:46.003 "Maybe I need to go back and review what I did 00:08:46.003 --> 00:08:47.850 "to make my corrections." 00:08:47.850 --> 00:08:50.620 So it works really, really well in that sense. 00:08:50.620 --> 00:08:53.721 - And just to give folks a sense of what's possible 00:08:53.721 --> 00:08:56.470 in addition to the videos, if you wanna actually 00:08:56.470 --> 00:08:58.610 look at some of those exercises together, 00:08:58.610 --> 00:09:00.010 you can come into your classroom. 00:09:00.010 --> 00:09:02.010 So let's say you've created a biology classroom 00:09:02.010 --> 00:09:04.137 or a chemistry classroom, 00:09:04.137 --> 00:09:05.720 you're coming to your assignment section 00:09:05.720 --> 00:09:09.330 and your score section, and you could actually look at 00:09:09.330 --> 00:09:11.477 those student answers as a class and say, 00:09:11.477 --> 00:09:13.307 "Hey, I noticed that half the class 00:09:13.307 --> 00:09:15.890 "got the wrong answer here, let's talk about that." 00:09:15.890 --> 00:09:18.210 So I bought the mistaken assumptions behind that 00:09:18.210 --> 00:09:19.690 and really tackle it as a class 00:09:19.690 --> 00:09:21.890 as opposed to you're on your own, good luck. 00:09:23.811 --> 00:09:24.644 (cross talking) 00:09:24.644 --> 00:09:26.340 That's a fair way of explaining, yeah. 00:09:26.340 --> 00:09:28.210 - Yes, absolutely 100% correct. 00:09:28.210 --> 00:09:29.922 Not only that, but I also like 00:09:29.922 --> 00:09:32.133 the fact that you can go into any of the assignments 00:09:32.133 --> 00:09:34.440 that you have given to your courses. 00:09:34.440 --> 00:09:36.780 And you can pick any individual student and you can see, 00:09:36.780 --> 00:09:39.147 for example, if I sign up one of my students, they say, 00:09:39.147 --> 00:09:41.897 "Oh Dr. V, I already know this question. 00:09:41.897 --> 00:09:42.730 "So what I'm going to do is, 00:09:42.730 --> 00:09:44.093 "I'm just going to watch the videos." 00:09:44.093 --> 00:09:47.087 I say, "Look, whatever you feel comfortable with, 00:09:47.087 --> 00:09:49.517 "I'm going to be okay with that, but what I want to see 00:09:49.517 --> 00:09:52.337 "is I want to see that you have actually watched the videos, 00:09:52.337 --> 00:09:55.637 "because that is how I am going to be sure 00:09:55.637 --> 00:09:57.830 "that you have actually watched them." 00:09:57.830 --> 00:09:58.933 And it gives me statistics on the time 00:09:58.933 --> 00:10:00.490 that they have watched the video. 00:10:00.490 --> 00:10:01.960 So if a student tells me, "Yeah, I've watch the video." 00:10:01.960 --> 00:10:03.967 And I said, "No, you actually only watched about 15 seconds 00:10:03.967 --> 00:10:06.457 "of the video, that doesn't equate." 00:10:06.457 --> 00:10:07.920 "Okay, I'll watch it." 00:10:07.920 --> 00:10:11.740 So it's a good way to also hold them accountable 00:10:11.740 --> 00:10:13.730 for what they say they are doing. 00:10:13.730 --> 00:10:15.903 So it's a wonderful resource, correct. 00:10:16.890 --> 00:10:18.450 - Absolutely, I'll just call out that. 00:10:18.450 --> 00:10:20.750 In addition to scoring the exercises, 00:10:20.750 --> 00:10:22.230 you can ask you to tell on your end 00:10:22.230 --> 00:10:25.290 whether students have read the articles and watch the videos 00:10:25.290 --> 00:10:26.860 by looking at their green check 00:10:26.860 --> 00:10:29.030 under those kinds of assignments. 00:10:29.030 --> 00:10:31.390 - Absolutely, and that could even be an assignment 00:10:31.390 --> 00:10:33.160 on its own right to, which I have done 00:10:33.160 --> 00:10:35.030 with my classes as well. 00:10:35.030 --> 00:10:36.980 I'd say once I see all the green check marks, 00:10:36.980 --> 00:10:38.780 then I know that you have completed all of your assignments 00:10:38.780 --> 00:10:40.040 you need to do, so you're going to get full credit 00:10:40.040 --> 00:10:41.720 for that assignment, if not 00:10:41.720 --> 00:10:43.320 then we have to go back and do it. 00:10:43.320 --> 00:10:45.432 And the good thing about it is like for the quizzes they... 00:10:45.432 --> 00:10:46.694 The other part that I like about is that 00:10:46.694 --> 00:10:49.564 they self adjust. 00:10:49.564 --> 00:10:52.970 They are going to go with what their student is answering 00:10:52.970 --> 00:10:54.690 and they have multiple times too. 00:10:54.690 --> 00:10:55.798 You can actually set it up that way 00:10:55.798 --> 00:10:58.760 to answer multiple times, instead of just one time, 00:10:58.760 --> 00:11:01.380 to give them a chance, so they can revise the question 00:11:01.380 --> 00:11:04.640 or review the question and then go back and answer it again. 00:11:04.640 --> 00:11:06.519 - Yeah, so do you think that like ultimately 00:11:06.519 --> 00:11:08.790 the goal of Khan Academy, 00:11:08.790 --> 00:11:10.840 is not just to be an assessment tool, 00:11:10.840 --> 00:11:13.200 but to be a mastery driving tool, 00:11:13.200 --> 00:11:15.810 where we encourage students to have those multiple temps 00:11:15.810 --> 00:11:17.070 and actually keep pushing themselves 00:11:17.070 --> 00:11:19.210 to really understand it at a deep level, 00:11:19.210 --> 00:11:20.583 not just the motions. 00:11:21.704 --> 00:11:23.470 - Absolutely, absolutely 100%. 00:11:23.470 --> 00:11:26.270 I agree with that statement a hundred percent on that, yes. 00:11:26.270 --> 00:11:28.830 - Cool, okay any other advice 00:11:28.830 --> 00:11:30.790 you wanna give teachers at this point 00:11:30.790 --> 00:11:33.213 or should we head into the questions from the audience? 00:11:34.320 --> 00:11:37.163 - I think we can take questions from the audience. 00:11:37.163 --> 00:11:39.210 I don't wanna take all the time explaining. 00:11:39.210 --> 00:11:41.450 I think, it would be better if we just answer 00:11:41.450 --> 00:11:43.130 what their needs are going to be at the moment, 00:11:43.130 --> 00:11:45.111 because I know that we have a number of people you say 00:11:45.111 --> 00:11:46.790 are going to be on there right now, 00:11:46.790 --> 00:11:48.447 or on there right now. 00:11:48.447 --> 00:11:50.200 - Yeah, we have about 230 science educators 00:11:50.200 --> 00:11:53.168 across the country, so no pressure Vladimir. 00:11:53.168 --> 00:11:56.397 But Sandy says, "Thank you for all that you do. 00:11:56.397 --> 00:11:59.340 "You are amazing, so thanks for making this possible." 00:11:59.340 --> 00:12:02.789 Similar love from April, even as a Dolphin'S fan. 00:12:02.789 --> 00:12:05.380 And let's talk through some of the questions 00:12:05.380 --> 00:12:06.580 that are coming in here. 00:12:08.680 --> 00:12:12.140 Okay so, okay, this is interesting. 00:12:12.140 --> 00:12:15.250 So you're gonna get a question that basically says, 00:12:15.250 --> 00:12:16.950 we've talked a lot about AP 00:12:16.950 --> 00:12:19.470 and like really making good progress and all that. 00:12:19.470 --> 00:12:22.470 If you have a special education student in your classroom, 00:12:22.470 --> 00:12:24.530 is there any way to differentiate using Khan Academy? 00:12:24.530 --> 00:12:25.380 Is there any way to make sure that 00:12:25.380 --> 00:12:27.270 every student is getting what they need 00:12:27.270 --> 00:12:29.723 not just sort of lock step for the entire class? 00:12:31.180 --> 00:12:32.220 - Absolutely, 100%. 00:12:32.220 --> 00:12:35.820 Because, Khan Academy is not only for... 00:12:35.820 --> 00:12:39.198 It's known to sign only for the higher level courses. 00:12:39.198 --> 00:12:42.130 It has every single level that you can imagine. 00:12:42.130 --> 00:12:44.090 It has from the basic levels all the way to 00:12:44.090 --> 00:12:46.610 a very high level AP 00:12:46.610 --> 00:12:50.390 and if you can access just any course that you want 00:12:50.390 --> 00:12:51.420 also by grade. 00:12:51.420 --> 00:12:52.770 Oh, it's on the screen right now. 00:12:52.770 --> 00:12:55.570 You can access by grade, but you can access it at any level. 00:12:55.570 --> 00:12:57.900 And the good thing about it too, again, 00:12:57.900 --> 00:13:01.009 is remember you can make it, so it's a self-phase guide 00:13:01.009 --> 00:13:03.320 that the students can follow 00:13:03.320 --> 00:13:06.316 and in their own time or in their own timeframe, 00:13:06.316 --> 00:13:08.990 whatever that needs to be at the moment right now, 00:13:08.990 --> 00:13:11.020 I think we're all in survival mode 00:13:11.020 --> 00:13:14.140 and we're all concentrating on more on the learning 00:13:14.140 --> 00:13:16.706 than in the actual assessment piece. 00:13:16.706 --> 00:13:19.230 But that's where we are right now. 00:13:19.230 --> 00:13:24.230 So it serves any student at any level, absolutely 100%, yes. 00:13:25.690 --> 00:13:28.120 - Cool and then just sort of build upon that, 00:13:28.120 --> 00:13:29.380 if you said, "Hey." 00:13:29.380 --> 00:13:32.500 I noticed that I have a student, no matter what their 00:13:32.500 --> 00:13:34.517 sort of situation is, who needs to go back 00:13:34.517 --> 00:13:37.240 and sort of fill in some gaps from over in the year, 00:13:37.240 --> 00:13:39.710 this could actually be a nice opportunity to do that. 00:13:39.710 --> 00:13:41.160 And you can actually make assignments 00:13:41.160 --> 00:13:44.530 of specific pieces of content, not just to your whole class 00:13:44.530 --> 00:13:47.985 but to individual students who really need that support. 00:13:47.985 --> 00:13:49.453 - Correct, absolutely. 00:13:50.300 --> 00:13:53.200 - Okay, so here's a related question from April. 00:13:53.200 --> 00:13:55.950 April wants to know, how you do your Pasic, Vladimir. 00:13:55.950 --> 00:13:58.970 Terms of all these videos, articles, quizzes. 00:13:58.970 --> 00:14:00.320 Are you willing them out, 00:14:00.320 --> 00:14:02.180 several at a time, one a day? 00:14:02.180 --> 00:14:03.183 What's your cadence? 00:14:04.350 --> 00:14:06.100 - It depends on the course again, 00:14:06.100 --> 00:14:09.745 because I teach from regular levels all the way to AP. 00:14:09.745 --> 00:14:12.490 In my regular level courses and honors courses, 00:14:12.490 --> 00:14:15.000 what I do is I do maybe two or three at a time, 00:14:15.000 --> 00:14:16.150 that they can watch. 00:14:16.150 --> 00:14:18.710 And depends also on the length of the video time, 00:14:18.710 --> 00:14:20.330 some of them are anywhere between seven 00:14:20.330 --> 00:14:22.060 and 60 minutes of play. 00:14:22.060 --> 00:14:24.030 So what are times only maybe one or two a day, 00:14:24.030 --> 00:14:26.120 because you have to be mindful to that, 00:14:26.120 --> 00:14:29.610 their home, it's a completely different situation right now 00:14:29.610 --> 00:14:31.240 and we want to follow our class, 00:14:31.240 --> 00:14:32.400 because we all believe that our classes 00:14:32.400 --> 00:14:34.372 are the most important classes, right? 00:14:34.372 --> 00:14:37.200 But we have to be mindful that they have other classes 00:14:37.200 --> 00:14:39.120 that they also have to meet with other teachers 00:14:39.120 --> 00:14:41.490 and not everyone is going to have the same level 00:14:41.490 --> 00:14:45.600 of comfort using the technology as of right now. 00:14:45.600 --> 00:14:47.290 And you probably are going through that right now 00:14:47.290 --> 00:14:49.540 experiencing the same, am I doing this correctly? 00:14:49.540 --> 00:14:52.470 And the answer is, yes you are 00:14:52.470 --> 00:14:54.830 because nobody really has a definite guideline 00:14:54.830 --> 00:14:59.830 on how this is going to be maybe a net in a month or so. 00:14:59.972 --> 00:15:02.830 And we'll probably will be in this situation 00:15:02.830 --> 00:15:05.437 for until the end of the year. 00:15:05.437 --> 00:15:08.600 So they said any way that you wish, 00:15:08.600 --> 00:15:11.260 but be mindful again, that they are going to be also 00:15:11.260 --> 00:15:14.100 having other classes and that might be a factor 00:15:14.100 --> 00:15:16.180 on how you space out are a little more. 00:15:16.180 --> 00:15:17.402 Again, I'm coming context. 00:15:17.402 --> 00:15:19.620 The first thing that I did, when I found out 00:15:19.620 --> 00:15:22.390 that I was going to be teaching online. 00:15:22.390 --> 00:15:24.250 I said, "Okay, let me see what is essential 00:15:24.250 --> 00:15:25.750 to me right now." 00:15:25.750 --> 00:15:27.917 So I went back into my curriculum and I said, 00:15:27.917 --> 00:15:28.870 "I can leave this out, I can leave this out, 00:15:28.870 --> 00:15:29.900 I can leave this out. 00:15:29.900 --> 00:15:32.512 Because the thing is that also the AP census 00:15:32.512 --> 00:15:35.610 a shortened version of what the content 00:15:35.610 --> 00:15:37.210 was going to be for the fan. 00:15:37.210 --> 00:15:38.830 And I had already finished covering everything 00:15:38.830 --> 00:15:39.830 so that was a good thing. 00:15:39.830 --> 00:15:42.110 For my other courses, I just went with 00:15:42.110 --> 00:15:44.940 the most necessary things that I need to do, 00:15:44.940 --> 00:15:47.817 so that they at least can continue to science. 00:15:47.817 --> 00:15:49.660 So you're gonna have to make that decision yourself 00:15:49.660 --> 00:15:52.060 depending on your experience 00:15:52.060 --> 00:15:53.888 and also depending on what it is 00:15:53.888 --> 00:15:55.720 that you want to cover throughout the year. 00:15:55.720 --> 00:15:56.820 - Great and one piece of advice I've heard 00:15:56.820 --> 00:15:59.510 from a lot of Ambassadors in these webinars, 00:15:59.510 --> 00:16:01.240 is just go slow at first. 00:16:01.240 --> 00:16:03.970 Don't try to like, come out of the barn 00:16:03.970 --> 00:16:06.510 racing 60 miles an hour, give yourself that time 00:16:06.510 --> 00:16:07.410 to build that foundation, 00:16:07.410 --> 00:16:09.741 the same we'd recommend for your students. 00:16:09.741 --> 00:16:10.574 - Correct. 00:16:10.574 --> 00:16:11.990 Another question, Katrina, 00:16:11.990 --> 00:16:13.890 there's actually a really appropriate for this screen, 00:16:13.890 --> 00:16:16.050 is are the lessons on Khan Academy aligned 00:16:16.050 --> 00:16:18.460 with the NGSS standards? 00:16:18.460 --> 00:16:19.920 - Yes. 00:16:19.920 --> 00:16:21.530 Yes they can be. 00:16:21.530 --> 00:16:23.788 They can be, but for the most part 00:16:23.788 --> 00:16:25.183 they do align. 00:16:26.854 --> 00:16:28.075 - Absolutely. 00:16:28.075 --> 00:16:30.516 - Absolutely 100%, and I know that 00:16:30.516 --> 00:16:32.150 because I actually went through the alignment process 00:16:32.150 --> 00:16:33.550 when I did my courses. 00:16:33.550 --> 00:16:35.560 I wanted to make sure that everything I was covering 00:16:36.423 --> 00:16:38.650 was actually quoted on that, but a hundred percent 00:16:38.650 --> 00:16:41.420 - Yeah, I'll give you a little sort of pro tip here. 00:16:41.420 --> 00:16:43.350 Not only does it have these sort of citations 00:16:43.350 --> 00:16:44.860 throughout the lessons, 00:16:44.860 --> 00:16:46.720 but you can actually search by standard. 00:16:46.720 --> 00:16:48.910 So if you knew the exact standard you needed, 00:16:48.910 --> 00:16:51.020 you'd come up here, you'd paste it in, 00:16:51.020 --> 00:16:53.200 and then voila, you've got the exact piece of content 00:16:53.200 --> 00:16:54.033 that's aligned with that too. 00:16:54.033 --> 00:16:55.170 - Right. 00:16:55.170 --> 00:16:56.172 - All right, great question. 00:16:56.172 --> 00:16:58.589 (cross talk) 00:17:00.330 --> 00:17:04.730 Ooh wow, okay, here is a really tough question for you. 00:17:04.730 --> 00:17:08.117 So Peter is saying, "I work with what are typically called 00:17:08.117 --> 00:17:11.277 "at-risk students, who are sometimes difficult 00:17:11.277 --> 00:17:13.820 "to engage in the classroom, let alone from a distance." 00:17:13.820 --> 00:17:16.680 With distance, every challenge is magnified 00:17:16.680 --> 00:17:17.760 and he's being really honest with us. 00:17:17.760 --> 00:17:19.807 He's like, I often use food as a hook, just the way to say, 00:17:19.807 --> 00:17:22.247 "Hey, come to my class and gauge. 00:17:22.247 --> 00:17:24.147 "What is the best way to draw my students, 00:17:24.147 --> 00:17:26.757 "giving that I no longer have that in-person relationship 00:17:26.757 --> 00:17:28.097 "to build upon. 00:17:28.097 --> 00:17:30.697 "How do I keep them motivated at a moment like this? 00:17:32.380 --> 00:17:35.730 - That is a really, really tough question to answer. 00:17:35.730 --> 00:17:39.850 Again, just because we're lacking that personal touch 00:17:39.850 --> 00:17:44.253 and that proximity and that connection that we did, 00:17:45.200 --> 00:17:47.220 there is no way that we can make the human connection 00:17:47.220 --> 00:17:48.320 through a computer. 00:17:48.320 --> 00:17:49.540 I know we try our best 00:17:49.540 --> 00:17:51.690 and I know that this is what we have been forced to do. 00:17:51.690 --> 00:17:53.812 Okay, this is no one's choice. 00:17:53.812 --> 00:17:56.379 But the way that I would say it is, 00:17:56.379 --> 00:17:59.040 it's just keep asking your students, 00:17:59.040 --> 00:18:01.363 keep the motivation, keep the faith. 00:18:03.194 --> 00:18:05.350 At the end of the day, 00:18:05.350 --> 00:18:07.580 at least in my 21 years of experience, 00:18:07.580 --> 00:18:10.010 I know that if I put my heart and soul into these things, 00:18:10.010 --> 00:18:11.520 my students are going to appreciate it 00:18:11.520 --> 00:18:13.800 and they are going to follow it. 00:18:13.800 --> 00:18:15.780 You have to show them that you love the subject, okay? 00:18:15.780 --> 00:18:17.330 And that you care about them 00:18:17.330 --> 00:18:19.500 and that you appreciate what they do. 00:18:19.500 --> 00:18:24.500 And your students are going to care about your class, 00:18:25.530 --> 00:18:28.037 once they know how much you care about them 00:18:31.870 --> 00:18:34.113 and about their future and about their... 00:18:34.113 --> 00:18:38.090 And I know and I'm probably sounding very idealistic 00:18:38.090 --> 00:18:40.927 and dreamy right now, but you know what 00:18:40.927 --> 00:18:42.600 that's just the way that I would approach it. 00:18:42.600 --> 00:18:43.867 I will put my heart into it and just say, 00:18:43.867 --> 00:18:45.927 "Look guys, we're gonna have to have do this. 00:18:45.927 --> 00:18:48.127 "Okay, this is just the way that it is going to do 00:18:48.127 --> 00:18:50.420 "and this is going to be important." 00:18:50.420 --> 00:18:52.220 Just to emphasize that this is going 00:18:52.220 --> 00:18:53.342 to be part of their future. 00:18:53.342 --> 00:18:54.520 That this is just the way 00:18:54.520 --> 00:18:56.170 that things are going to be right now. 00:18:56.170 --> 00:18:58.680 This is not always going to be the case, 00:18:58.680 --> 00:19:02.160 but just to keep going at it and to have faith 00:19:04.115 --> 00:19:05.610 and that's a difficult piece. 00:19:05.610 --> 00:19:07.810 Just to bring the motivation factor into it. 00:19:07.810 --> 00:19:09.020 Again, because we're not in the classroom 00:19:09.020 --> 00:19:10.959 and in my classroom, I'm very animated, 00:19:10.959 --> 00:19:13.589 I'm very high energy 00:19:13.589 --> 00:19:14.643 and that is the same projection 00:19:14.643 --> 00:19:16.986 that I try to bring to the screen, okay? 00:19:16.986 --> 00:19:20.237 I tried to make it that we have to do this for them 00:19:20.237 --> 00:19:22.723 and it is about them, number one. 00:19:23.810 --> 00:19:26.080 - Yeah I actually don't think that's idealistic at all. 00:19:26.080 --> 00:19:27.420 I think that's incredibly practical 00:19:27.420 --> 00:19:29.000 giving the world we're in. 00:19:29.000 --> 00:19:31.230 To like lose hope and to sort of throw up our hands 00:19:31.230 --> 00:19:34.050 as educators, is to ultimately drag us 00:19:34.050 --> 00:19:36.930 and the whole classroom down, we have to say strong. 00:19:36.930 --> 00:19:39.203 I will give a very practical piece of advice 00:19:39.203 --> 00:19:41.370 that I've heard from other ambassadors, 00:19:41.370 --> 00:19:43.800 is just keep the lines of communication open. 00:19:43.800 --> 00:19:46.300 And I know that it's doubly hard with at-risk students, 00:19:46.300 --> 00:19:48.810 because of maybe a lack of technological resources, 00:19:48.810 --> 00:19:52.580 but if you've access to texts or remind 00:19:52.580 --> 00:19:55.270 or ClassDojo or just whatever it is, 00:19:55.270 --> 00:19:56.900 if you can let them know that you're thinking about them 00:19:56.900 --> 00:19:59.210 and you care about them and you want to keep serving them. 00:19:59.210 --> 00:20:00.440 I think that reminds them that 00:20:00.440 --> 00:20:02.950 hey, they've got someone in their corner of the ring, 00:20:02.950 --> 00:20:05.640 and that's all every student craze right now. 00:20:05.640 --> 00:20:06.519 - Right. 00:20:06.519 --> 00:20:09.130 - Cool, okay amazing advice. 00:20:09.130 --> 00:20:11.400 Here's a really important question from Kathy, 00:20:11.400 --> 00:20:13.110 'cause it speaks to the reality that a lot of teachers 00:20:13.110 --> 00:20:14.523 are going through right now. 00:20:14.523 --> 00:20:16.810 I know educators want to go online, 00:20:16.810 --> 00:20:18.060 they wanna do things like Zoom 00:20:18.060 --> 00:20:19.690 or Google Meetings or whatever, 00:20:19.690 --> 00:20:21.650 but a lot of districts are actually forbidding it 00:20:21.650 --> 00:20:23.489 in the name of equity saying, 00:20:23.489 --> 00:20:25.257 "Hey, until we can serve all of our students, 00:20:25.257 --> 00:20:27.700 "we just can't be doing live instruction." 00:20:27.700 --> 00:20:30.840 If Kathy is teaching in a district like that, 00:20:30.840 --> 00:20:33.190 what kind of advice would you give as far as 00:20:33.190 --> 00:20:34.500 how do you roll this out? 00:20:34.500 --> 00:20:36.350 Is even realistic to roll it out, 00:20:36.350 --> 00:20:37.880 if you can't do a live walkthrough, 00:20:37.880 --> 00:20:40.320 if all you could do is like, send an email 00:20:40.320 --> 00:20:42.093 or give a handout that said, 00:20:42.093 --> 00:20:44.430 "Hey, go to khanacademy.org and do this lesson, 00:20:44.430 --> 00:20:45.480 would that be enough? 00:20:46.579 --> 00:20:49.110 - I find that very difficult 00:20:49.110 --> 00:20:51.000 and it's kind of interest that you mentioned that 00:20:51.000 --> 00:20:53.330 because I actually had a phone call with a friend 00:20:53.330 --> 00:20:57.840 about a week ago, and his school district actually said, 00:20:57.840 --> 00:21:00.050 because of the inequality that we have, 00:21:00.050 --> 00:21:02.470 number one in technology and number two 00:21:02.470 --> 00:21:05.013 in just providing the resources 00:21:05.013 --> 00:21:07.268 that we need for the entire County. 00:21:07.268 --> 00:21:10.210 The County decided actually to shut down the schools, 00:21:10.210 --> 00:21:13.890 because if it's not going to be equitable for everyone 00:21:13.890 --> 00:21:15.330 then we cannot do it. 00:21:15.330 --> 00:21:16.163 And I guess they... 00:21:16.163 --> 00:21:18.430 In my understanding is that, 00:21:18.430 --> 00:21:21.370 that came from the legal team of the County. 00:21:21.370 --> 00:21:24.680 And in that sense, I really do not have an answer. 00:21:24.680 --> 00:21:26.120 Can you assign work that they can do 00:21:26.120 --> 00:21:27.680 on Khan Academy to continue? 00:21:27.680 --> 00:21:29.290 Absolutely 100%. 00:21:29.290 --> 00:21:31.110 Because I do that every year. 00:21:31.110 --> 00:21:33.127 I'll say, "Guys, if you want to go ahead, 00:21:33.127 --> 00:21:34.810 "this is what I will suggest." 00:21:34.810 --> 00:21:35.960 Because I have a lot of my students 00:21:35.960 --> 00:21:37.680 who are very interested in continuing 00:21:37.680 --> 00:21:39.601 and they say, "Hey, what do we do after AP? 00:21:39.601 --> 00:21:42.122 Maybe you could continue and do research 00:21:42.122 --> 00:21:44.050 or maybe you wanna look into it. 00:21:44.050 --> 00:21:45.210 Okay and maybe you want to continue 00:21:45.210 --> 00:21:47.143 and do your own self-paced course. 00:21:48.360 --> 00:21:51.940 But other than that, that is pretty tough question 00:21:51.940 --> 00:21:54.253 because most of the time, at least in my understanding 00:21:54.253 --> 00:21:56.581 that came from a legal team saying, 00:21:56.581 --> 00:21:58.887 "We cannot provide it because it's not going to be 00:21:58.887 --> 00:22:00.190 "equitable for everyone." 00:22:00.190 --> 00:22:03.130 And again, right now with the problem of the digital divide 00:22:03.130 --> 00:22:05.993 is a hundred times amplified. 00:22:05.993 --> 00:22:10.090 Even in my County, which is a pretty wealthy County 00:22:10.090 --> 00:22:12.580 in Florida, we're seeing the differences right now 00:22:12.580 --> 00:22:14.225 among the kids who have the technology 00:22:14.225 --> 00:22:15.170 and those who don't have it. 00:22:15.170 --> 00:22:17.220 Those who have maybe one computer at home 00:22:18.082 --> 00:22:18.915 and also need to share one computer 00:22:18.915 --> 00:22:20.240 among five, six brothers at home 00:22:20.240 --> 00:22:21.750 and their brothers and sisters. 00:22:21.750 --> 00:22:24.450 So it's a complicated topic. 00:22:24.450 --> 00:22:27.326 - Yeah, and I'll just give one very quick work around. 00:22:27.326 --> 00:22:31.460 If you're not able to walk them through registration 00:22:31.460 --> 00:22:33.680 and giving assignments and all that, 00:22:33.680 --> 00:22:35.890 one thing you can do to keep it really simple, 00:22:35.890 --> 00:22:38.130 is you can literally just send out the URLs 00:22:38.130 --> 00:22:40.150 for any piece of content on Khan Academy. 00:22:40.150 --> 00:22:40.983 - Yeah. 00:22:40.983 --> 00:22:43.040 - So for example, if you want people to watch this video 00:22:43.040 --> 00:22:44.810 about human body systems, 00:22:44.810 --> 00:22:46.810 we'll do this exercise about cells, 00:22:46.810 --> 00:22:48.910 you'll notice in a very top address bar, 00:22:48.910 --> 00:22:51.910 there's a unique URL that you could copy and paste 00:22:51.910 --> 00:22:55.350 into an email, into a text message, into a remind app. 00:22:55.350 --> 00:22:57.430 And that way, even if you can't walk them 00:22:57.430 --> 00:22:59.777 through the full experience, you can get your students 00:22:59.777 --> 00:23:02.090 working on something in the meantime. 00:23:02.090 --> 00:23:02.990 You're not gonna have tracking, 00:23:02.990 --> 00:23:04.120 you're not gonna have to look all the reports 00:23:04.120 --> 00:23:07.010 that we talked about, but at least it fills that void 00:23:07.010 --> 00:23:09.713 and get them learning in this sort of period of limbo. 00:23:10.740 --> 00:23:11.826 - Right. 00:23:11.826 --> 00:23:13.590 - Here is a really amazing 00:23:13.590 --> 00:23:15.600 and inspiring question from Sandy. 00:23:15.600 --> 00:23:19.357 So Sandy says, "Vladimir, I'm working with 160 00:23:19.357 --> 00:23:22.767 "middle school students on a Pine Ridge Indian Reservation. 00:23:22.767 --> 00:23:26.117 "Talent is distributed evenly, but opportunity is not. 00:23:26.117 --> 00:23:28.727 "How can I help the students that are now remote, 00:23:28.727 --> 00:23:31.247 "to engage in more hands-on activities 00:23:31.247 --> 00:23:33.670 "with things they can easily find in their household." 00:23:33.670 --> 00:23:35.450 And for example, she teaches math, 00:23:35.450 --> 00:23:36.780 but she want it once to integrate 00:23:36.780 --> 00:23:38.700 with the whole steam spectrum. 00:23:38.700 --> 00:23:42.130 So makerspace, robotics, flight simulations, snap circuits, 00:23:42.130 --> 00:23:44.130 how can she bring that same hands-on learning 00:23:44.130 --> 00:23:46.930 sense of excitement and engagement, but do it virtually? 00:23:48.340 --> 00:23:50.970 - Well, that's a pretty interesting question 00:23:50.970 --> 00:23:53.020 because I am actually wondering myself, 00:23:53.020 --> 00:23:57.640 how am I going to do some of the basic things 00:23:57.640 --> 00:23:59.840 that I have done with my classes typically? 00:23:59.840 --> 00:24:01.530 But now that they're home and I don't know if they have 00:24:01.530 --> 00:24:03.210 the materials that they need to do it. 00:24:03.210 --> 00:24:05.180 And again, I cannot require them to go 00:24:05.180 --> 00:24:07.243 and buy anything right now, that would not be fair for them. 00:24:07.243 --> 00:24:09.250 I say, "Hey, go and find what you need." 00:24:09.250 --> 00:24:11.140 Because I don't wanna put anybody at risk 00:24:11.140 --> 00:24:13.850 of compacting anything, or be in contact with anyone 00:24:13.850 --> 00:24:15.023 who might be infected. 00:24:16.290 --> 00:24:19.645 But, that is a pretty tough question. 00:24:19.645 --> 00:24:22.440 Can I defer that one to you Jeremy? 00:24:22.440 --> 00:24:23.980 - Yeah, absolutely. 00:24:23.980 --> 00:24:25.507 I was gonna say that, 00:24:25.507 --> 00:24:29.070 I have been really inspired teaching my own kids, 00:24:29.070 --> 00:24:30.350 with the number of resources out there, 00:24:30.350 --> 00:24:32.490 way beyond Khan Academy. 00:24:32.490 --> 00:24:35.530 They have super simple like do yourself home experiment. 00:24:35.530 --> 00:24:37.730 So for example, this is super simple, 00:24:37.730 --> 00:24:41.200 it's for elementary school, but my daughter just dissolve 00:24:41.200 --> 00:24:43.570 the outside layer of an egg using vinegar. 00:24:43.570 --> 00:24:44.840 - Right. 00:24:44.840 --> 00:24:47.130 - This was like the most mind-blowing moment for them, 00:24:47.130 --> 00:24:49.050 even though it was just two things that 00:24:49.050 --> 00:24:50.370 I'm hopeful we all have in our house. 00:24:50.370 --> 00:24:51.380 I don't know about the eggs anymore 00:24:51.380 --> 00:24:53.600 giving the egg shortage, but at least the vinegar. 00:24:53.600 --> 00:24:55.460 And so hopefully that gives you a sense Sandy, 00:24:55.460 --> 00:24:58.520 that if you just check out what's out there on the Web, 00:24:58.520 --> 00:25:00.810 I guarantee you're gonna find lots of other nonprofits 00:25:00.810 --> 00:25:03.740 just like Khan Academy, that are in the STEM space 00:25:03.740 --> 00:25:05.830 that are offering resources like that. 00:25:05.830 --> 00:25:07.540 And I would encourage you to discover them 00:25:07.540 --> 00:25:10.380 and then also share them in the Khan Academy community, 00:25:10.380 --> 00:25:11.710 'cause I know there are other educators 00:25:11.710 --> 00:25:13.560 who are in the same boat. 00:25:13.560 --> 00:25:16.283 - Right, and I guess I found that one 00:25:16.283 --> 00:25:18.390 a little hard to answer because again, 00:25:18.390 --> 00:25:20.040 I don't work with the little ones. 00:25:20.040 --> 00:25:21.360 And for example, for my students, 00:25:21.360 --> 00:25:23.210 I use a lot of simulations that are online 00:25:23.210 --> 00:25:26.425 that are wonderful, like the PhET Colorado. 00:25:26.425 --> 00:25:29.080 That is a wonderful resource that has 00:25:29.080 --> 00:25:30.210 tons of different demonstrations 00:25:30.210 --> 00:25:32.367 from physics, chemistry, biology. 00:25:32.367 --> 00:25:34.800 But again, it's a little more advanced 00:25:34.800 --> 00:25:36.850 geared towards the high school, 00:25:36.850 --> 00:25:39.152 college level type of students. 00:25:39.152 --> 00:25:41.520 - Great, okay so Elaine is gonna ask 00:25:41.520 --> 00:25:43.460 a really good advocate question. 00:25:43.460 --> 00:25:45.960 So we were talking before about this idea 00:25:45.960 --> 00:25:49.800 of doing multiple rounds on exercise. 00:25:49.800 --> 00:25:52.500 So you take a first version of the exercise, 00:25:52.500 --> 00:25:54.397 maybe you only score 50%, but you say, 00:25:54.397 --> 00:25:55.550 "I'm gonna push for mastery." 00:25:55.550 --> 00:25:57.390 So I do it again, this time I get 90% 00:25:57.390 --> 00:25:59.490 I'm in that mastery range. 00:25:59.490 --> 00:26:01.420 Elaine wants to know, how do you know 00:26:01.420 --> 00:26:03.100 they aren't just memorizing the answers 00:26:03.100 --> 00:26:06.293 to get a better score versus actually achieving mastery? 00:26:07.543 --> 00:26:09.900 - Well you know what, and we have wrestled 00:26:09.900 --> 00:26:12.010 with that question for a long, long time. 00:26:12.010 --> 00:26:15.640 Even before this, because I had that question 00:26:15.640 --> 00:26:16.780 many times before. 00:26:16.780 --> 00:26:19.180 And the other third question is going to be that 00:26:20.270 --> 00:26:22.700 as long as they've reached a mastery level 00:26:22.700 --> 00:26:24.950 and they are memorizing the questions, 00:26:24.950 --> 00:26:28.750 then I'm okay with that, because it is about exposure. 00:26:28.750 --> 00:26:30.230 At the end of the day, this is not 00:26:30.230 --> 00:26:31.950 the ultimate determination of their grade 00:26:31.950 --> 00:26:33.950 or the ultimate determination of the knowledge 00:26:33.950 --> 00:26:35.997 that they are going to have but I tell them too, 00:26:35.997 --> 00:26:37.730 "Guys, you need to go through this exercise, 00:26:37.730 --> 00:26:40.081 you need to do it in honest and you need to do it. 00:26:40.081 --> 00:26:41.750 Because at the end of the day, 00:26:41.750 --> 00:26:44.420 this might fall into intellectual suicide 00:26:44.420 --> 00:26:45.490 if you don't do it. 00:26:45.490 --> 00:26:47.037 You might be thinking, "Yes, I'm going to do it 00:26:47.037 --> 00:26:48.067 "because I'm going to copy the answer, 00:26:48.067 --> 00:26:49.307 "so I'm just going to ask my friend 00:26:49.307 --> 00:26:50.890 "what is the correct answer." 00:26:50.890 --> 00:26:52.610 But when it comes to answering the test, 00:26:52.610 --> 00:26:54.220 that's where you're going to prove to me 00:26:54.220 --> 00:26:56.800 that you either did it or you didn't do it. 00:26:56.800 --> 00:26:58.350 And a lot of times the students are going 00:26:58.350 --> 00:26:59.480 to be pretty receptive to that bonus 00:26:59.480 --> 00:27:02.140 but this is for your own benefit 00:27:02.140 --> 00:27:04.270 and this is the reason why we're doing this. 00:27:04.270 --> 00:27:07.397 So whether they do it and they go over again and say, 00:27:07.397 --> 00:27:08.870 "Oh, this is the answer to the question." 00:27:08.870 --> 00:27:10.210 At least they know what the correct answer 00:27:10.210 --> 00:27:11.720 to the question is going to be. 00:27:11.720 --> 00:27:14.260 So they are being exposed to what the correct answer 00:27:14.260 --> 00:27:17.408 and the correct procedure or whatever the question may be. 00:27:17.408 --> 00:27:21.368 So that's why we have to have just a little bit of, 00:27:21.368 --> 00:27:25.110 I would say trust in that they are doing it correctly. 00:27:25.110 --> 00:27:27.620 Now, is this going to be done with a 100% of the times? 00:27:27.620 --> 00:27:30.630 No, but most of them are actually going to do it 00:27:30.630 --> 00:27:33.134 in an honest way, in my experience at least. 00:27:33.134 --> 00:27:36.520 - Very cool and I will also mention that 00:27:36.520 --> 00:27:38.020 Khan Academy is not just showing the same 00:27:38.020 --> 00:27:39.890 four questions over and over again, 00:27:39.890 --> 00:27:42.850 for every single exercise it's drawing from a question bank. 00:27:42.850 --> 00:27:44.337 So yes, the student could memorize the answer 00:27:44.337 --> 00:27:47.650 and all 12 questions going through the multiple rounds, 00:27:47.650 --> 00:27:49.990 but you'll see that they did it seven or eight times, 00:27:49.990 --> 00:27:52.525 which will probably be a tip off of what's happening. 00:27:52.525 --> 00:27:55.100 So definitely take advantage of the breadth 00:27:55.100 --> 00:27:56.610 and depth of the content, 00:27:56.610 --> 00:27:58.865 as well as just that first iteration. 00:27:58.865 --> 00:28:02.010 That being said, I know we're almost at time here, 00:28:02.010 --> 00:28:03.740 so for the folks who didn't have their questions 00:28:03.740 --> 00:28:06.930 answered today, what other resources would you recommend 00:28:06.930 --> 00:28:08.114 for getting support? 00:28:08.114 --> 00:28:10.810 It sounded like the Khan Academy community was important. 00:28:10.810 --> 00:28:13.330 Anything else that you would turn 00:28:13.330 --> 00:28:15.373 to get advice or expertise from Khan? 00:28:17.633 --> 00:28:20.290 - The community is a great resource obviously 00:28:20.290 --> 00:28:22.720 that the website it's a great resource. 00:28:22.720 --> 00:28:25.808 And it's just a number of things 00:28:25.808 --> 00:28:30.160 that you actually can do, an introduction to new material 00:28:30.160 --> 00:28:32.178 that's the way that I've used it from time to time. 00:28:32.178 --> 00:28:33.860 I tell my students, if you guys are going to start 00:28:33.860 --> 00:28:36.380 for example, Thermodynamics and I want you to watch 00:28:36.380 --> 00:28:37.880 these two videos before you come to class, 00:28:37.880 --> 00:28:40.002 because I am going to begin with a discussion of 00:28:40.002 --> 00:28:42.143 why heat flows the way it flows. 00:28:43.130 --> 00:28:45.336 You can use it to compliment anything 00:28:45.336 --> 00:28:49.490 that you're having in your classes, again as resources. 00:28:49.490 --> 00:28:51.879 Remember the ability to integrate into any course too, 00:28:51.879 --> 00:28:53.660 it's just a wealth of information. 00:28:53.660 --> 00:28:55.980 As a matter of fact, you're gonna have to cut down 00:28:55.980 --> 00:28:58.323 on some of the information, because it was so extensive 00:28:58.323 --> 00:29:01.200 that it could be overwhelming if it's the first time 00:29:01.200 --> 00:29:03.230 that you see it, and maybe some of the things 00:29:03.230 --> 00:29:05.490 might not be appropriate for your classes. 00:29:05.490 --> 00:29:08.052 It is wonderful to use this for assignment, 00:29:08.052 --> 00:29:12.011 some assignment tool, a practice guide, 00:29:12.011 --> 00:29:14.710 getting ahead, you name it. 00:29:14.710 --> 00:29:18.450 Also the SAT Program that a lot of people know about. 00:29:18.450 --> 00:29:22.217 I have people who I have trained in Khan Academy and I said, 00:29:22.217 --> 00:29:23.740 "Wow, I didn't know that they had 00:29:24.611 --> 00:29:26.060 "an SAT program they can fall in." 00:29:26.060 --> 00:29:27.620 And actually I assign this to my students, 00:29:27.620 --> 00:29:28.638 as an assignment, I said, 00:29:28.638 --> 00:29:31.560 "You guys have to complete it once a week." 00:29:31.560 --> 00:29:34.387 You have to show up and I do a weekly assignment on SAT, 00:29:34.387 --> 00:29:36.397 and at the end of the year they're just thrilled about, 00:29:36.397 --> 00:29:38.057 "Wow, thank you for giving us that resource 00:29:38.057 --> 00:29:40.419 "because it was just a wonderful resource." 00:29:40.419 --> 00:29:44.520 But these are just some of the ways in which I have utilized 00:29:44.520 --> 00:29:47.250 and I'm sure that many other ambassadors 00:29:47.250 --> 00:29:49.460 and many other people have used it, they have many different 00:29:49.460 --> 00:29:50.347 ways of using it. 00:29:50.347 --> 00:29:53.344 But again, every time that I have a question that I 00:29:53.344 --> 00:29:55.960 do not know how to answer it, I immediately 00:29:55.960 --> 00:29:59.250 go to the community resources and I type the question 00:29:59.250 --> 00:30:01.980 and the number of answers I get, it's just wonderful. 00:30:01.980 --> 00:30:06.190 It's very helpful and people will answer your questions. 00:30:06.190 --> 00:30:08.960 It's just a great regrade resource. 00:30:08.960 --> 00:30:10.720 - Very cool, I think that's actually a perfect note 00:30:10.720 --> 00:30:13.720 to end on, which is not only is there this 00:30:13.720 --> 00:30:15.280 amazing community out there, 00:30:15.280 --> 00:30:16.570 but there are folks like Vladimir, 00:30:16.570 --> 00:30:18.280 who are sharing their own expertise 00:30:18.280 --> 00:30:20.980 and paying it forward to the next generation of Econ tutors. 00:30:20.980 --> 00:30:23.044 So Vladimir, thank you so much for doing exactly that 00:30:23.044 --> 00:30:26.185 for our entire audience of science educators say-- 00:30:26.185 --> 00:30:27.579 - Thank you for having me. 00:30:27.579 --> 00:30:30.180 - Thank you to everyone out there 00:30:30.180 --> 00:30:32.170 for investing time in today's session. 00:30:32.170 --> 00:30:34.480 I know it's been a long week, it's been a long month, 00:30:34.480 --> 00:30:36.170 I know there's a long road ahead, 00:30:36.170 --> 00:30:38.860 but we're getting there, we're taking one step at a time 00:30:38.860 --> 00:30:41.230 and the fact that you shared this time with us today, 00:30:41.230 --> 00:30:44.900 says a ton about your commitment to your students 00:30:44.900 --> 00:30:46.200 and serving them incredibly well. 00:30:46.200 --> 00:30:47.710 So thank you for all that you do. 00:30:47.710 --> 00:30:49.130 Thank you again Vladimir, 00:30:49.130 --> 00:30:52.490 and here's wishing everyone a peaceful and relaxing weekend. 00:30:52.490 --> 00:30:53.323 Thank you so much. 00:30:53.323 --> 00:30:56.043 - Jeremy, can I add one more thing before we go? 00:30:56.043 --> 00:31:00.527 Is there any way, because I know I have people who tell me, 00:31:00.527 --> 00:31:02.390 "Can you give us your contact information?" 00:31:02.390 --> 00:31:05.060 Is that even appropriate to say this is my email, 00:31:05.060 --> 00:31:07.250 if you have any questions you can email me 00:31:07.250 --> 00:31:09.280 and I will try my best to answer your questions 00:31:09.280 --> 00:31:11.160 or would that be something that is not... 00:31:11.160 --> 00:31:15.350 - Yeah, if you're comfortable, I'd be happy to share that 00:31:15.350 --> 00:31:17.237 in the follow-up email if that's okay. 00:31:17.237 --> 00:31:19.464 - Sure, that would be great. 00:31:19.464 --> 00:31:22.660 - Wonderful, well Vladimir again has just gone above 00:31:22.660 --> 00:31:25.080 and beyond, so if you have questions directly about 00:31:25.080 --> 00:31:27.460 AP Physics, AP Chemistry, or anything else, 00:31:27.460 --> 00:31:29.420 STEM related on Khan Academy. 00:31:29.420 --> 00:31:32.700 Vladimir, you have totally done an incredible service here. 00:31:32.700 --> 00:31:34.040 So thank you again. - Thank you. 00:31:34.040 --> 00:31:36.300 - Thank you to everyone else out there. 00:31:36.300 --> 00:31:38.170 Hope you have a wonderful weekend. 00:31:38.170 --> 00:31:39.960 - Thank you, thank you too. 00:31:39.960 --> 00:31:40.793 - Bye all.

Khan Academy Best Practices for Social Studies

https://www.youtube.com/watch?v=M8YVZbWX5i8

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https://www.youtube.com/api/timedtext?v=M8YVZbWX5i8&ei=V1iUZZSVHL2fhcIPqf-uuAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=BD602E25945619F1B70E4D9E7C3A5DA275D2E2FE.E7181F161094D8493A166A6B2E187145A1DB8FDD&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:03.660 --> 00:00:06.300 - Hi everyone, this is Jeremy Schifeling at Khan Academy. 00:00:06.300 --> 00:00:07.220 Thanks so much for joining us 00:00:07.220 --> 00:00:09.070 this afternoon, or this evening. 00:00:09.070 --> 00:00:12.060 We're thrilled to have you online with Erin Hill, 00:00:12.060 --> 00:00:16.250 an awesome social studies educator, AP expert, 00:00:16.250 --> 00:00:19.003 and general Khan Academy guru. 00:00:19.860 --> 00:00:21.960 As you probably know at this point Erin is one 00:00:21.960 --> 00:00:23.970 of our Khan Academy ambassadors, 00:00:23.970 --> 00:00:26.370 which means she's used Khan Academy even before 00:00:26.370 --> 00:00:28.530 this crisis started for years and years. 00:00:28.530 --> 00:00:30.570 So she knows the product inside and out. 00:00:30.570 --> 00:00:32.730 And she can give you particular expertise 00:00:32.730 --> 00:00:35.870 about how Khan is used in the social studies setting. 00:00:35.870 --> 00:00:38.600 As you probably also recall if you joined other webinars 00:00:38.600 --> 00:00:41.240 we want to make these sessions as interactive as possible, 00:00:41.240 --> 00:00:42.820 so if you've got questions for Erin 00:00:42.820 --> 00:00:45.940 about anything that pertains to the site, or even beyond, 00:00:45.940 --> 00:00:48.270 you can ask those via the questions feature 00:00:48.270 --> 00:00:50.730 right in the GoToWebinar control panel. 00:00:50.730 --> 00:00:53.220 So that being said, before we get to the questions, 00:00:53.220 --> 00:00:54.610 I'd love to get to know you better, Erin. 00:00:54.610 --> 00:00:57.610 So tell us a little bit about your own educational journey, 00:00:57.610 --> 00:00:59.503 and what's brought you to this moment. 00:01:00.470 --> 00:01:02.480 - My educational journey started with 00:01:03.890 --> 00:01:05.550 a background in history. 00:01:05.550 --> 00:01:08.730 My degree is is history, and I have a credential 00:01:08.730 --> 00:01:10.520 in social science. 00:01:10.520 --> 00:01:15.520 And I was fortunate to start teaching 24 years ago 00:01:17.800 --> 00:01:20.710 specifically in middle school where I taught 00:01:20.710 --> 00:01:22.900 both English and history. 00:01:22.900 --> 00:01:27.900 So I was able to find the constant crossovers 00:01:27.950 --> 00:01:29.100 between the two subjects. 00:01:29.100 --> 00:01:33.710 And I came to Long Beach 20 years ago. 00:01:33.710 --> 00:01:36.300 I was very happy to come down to Long Beach 00:01:36.300 --> 00:01:38.510 and teach both English and social studies. 00:01:38.510 --> 00:01:42.270 And again, very fortunate to where I taught 00:01:42.270 --> 00:01:46.590 both AP English language and AP US history. 00:01:46.590 --> 00:01:50.400 So I saw AP from different sides. 00:01:50.400 --> 00:01:53.540 But I also taught general history, 00:01:53.540 --> 00:01:56.280 general English and also honors history. 00:01:56.280 --> 00:01:57.810 So a little bit of background on that, 00:01:57.810 --> 00:02:01.970 and then currently I am the AP coordinator 00:02:01.970 --> 00:02:04.130 at Millikan High School in Long Beach. 00:02:04.130 --> 00:02:05.060 - Very cool. 00:02:05.060 --> 00:02:06.181 That's such a perfect background, 00:02:06.181 --> 00:02:07.250 because I know there are lots of questions 00:02:07.250 --> 00:02:08.960 not just about social studies, 00:02:08.960 --> 00:02:10.470 but about AP, and I believe you 00:02:10.470 --> 00:02:11.910 also have some SAT experience 00:02:11.910 --> 00:02:13.200 - Yes. - for folks who are curious 00:02:13.200 --> 00:02:15.870 on what's happening with that right now in this moment. 00:02:15.870 --> 00:02:18.880 Again, totally, lots of great expertise 00:02:18.880 --> 00:02:20.270 on display here, folks. 00:02:20.270 --> 00:02:22.380 If you want to talk social studies, AP, SAT, 00:02:22.380 --> 00:02:23.930 you've come to the right place. 00:02:24.920 --> 00:02:26.980 - Fortunately, one of the great things 00:02:28.678 --> 00:02:31.957 the way I was introduced to Khan Academy was through SAT. 00:02:34.370 --> 00:02:39.230 Because we were told by our district superintendent 00:02:39.230 --> 00:02:42.140 Chris Steinhauser, we have this new vehicle 00:02:42.140 --> 00:02:43.660 that we want teachers to start trying out 00:02:43.660 --> 00:02:45.970 in their classroom, it's Khan Academy. 00:02:45.970 --> 00:02:49.460 They have this wonderful relationship with College Board 00:02:49.460 --> 00:02:51.063 to help prep for the SAT. 00:02:53.510 --> 00:02:55.120 A small group just started running with it 00:02:55.120 --> 00:02:56.510 and expanded it from there, 00:02:56.510 --> 00:02:59.700 and saw all the wonderful potential for students 00:02:59.700 --> 00:03:01.410 in and out of the classroom. 00:03:01.410 --> 00:03:02.650 - That's awesome. 00:03:02.650 --> 00:03:04.530 So in addition to sort of using Khan Academy 00:03:04.530 --> 00:03:06.523 as this free SAT tool preparation tool, 00:03:07.620 --> 00:03:10.400 what other sort of Khan Academy pieces of content 00:03:10.400 --> 00:03:12.940 or courses that you either use or recommend 00:03:12.940 --> 00:03:14.590 that teachers in your school use? 00:03:16.170 --> 00:03:20.170 - Well, the teachers at our school at Millikan 00:03:20.170 --> 00:03:23.700 and throughout Long Beach have utilized Khan Academy 00:03:23.700 --> 00:03:25.793 for various levels of math, 00:03:26.730 --> 00:03:31.190 for English, for the different subjects within science. 00:03:31.190 --> 00:03:34.170 We even have some of our PE teachers using some 00:03:34.170 --> 00:03:37.440 of the health links within Khan Academy. 00:03:37.440 --> 00:03:42.440 We have our computer courses utilizing Khan Academy 00:03:43.090 --> 00:03:44.900 specifically for some of the coding, 00:03:44.900 --> 00:03:48.000 and AP computer science principles. 00:03:48.000 --> 00:03:53.000 We have some of our business teachers utilizing some 00:03:53.640 --> 00:03:58.370 of the finance and marketing connections with Khan Academy. 00:03:58.370 --> 00:04:02.220 So across the board is really how Millikan, 00:04:02.220 --> 00:04:03.820 and also Long Beach by extension 00:04:03.820 --> 00:04:06.300 is using Khan Academy in the classroom. 00:04:06.300 --> 00:04:08.520 - Very cool, I can tell that Long Beach Unified 00:04:08.520 --> 00:04:10.820 is definitely a Khan power user district. 00:04:10.820 --> 00:04:12.383 - It very much is. 00:04:13.760 --> 00:04:18.760 It was not just because it came from the top down where 00:04:19.730 --> 00:04:20.740 it was introduced to us 00:04:20.740 --> 00:04:22.620 by again, Superintendent Steinhauser. 00:04:22.620 --> 00:04:26.460 But once the teachers started trying Khan Academy 00:04:26.460 --> 00:04:28.270 and seeing what was available to them, 00:04:28.270 --> 00:04:30.380 they started thinking about the possibilities 00:04:30.380 --> 00:04:34.430 of how it could enhance, not just their lessons, 00:04:34.430 --> 00:04:37.980 but also make some deeper connections 00:04:37.980 --> 00:04:40.180 for the content with their students. 00:04:40.180 --> 00:04:41.013 - Very cool. 00:04:41.013 --> 00:04:43.550 And so now, let's sort of fast forward a little bit 00:04:43.550 --> 00:04:46.010 to the current moment that we find ourselves in. 00:04:46.010 --> 00:04:48.450 And imagine you're an AP US history teacher, 00:04:48.450 --> 00:04:51.080 or world history teacher, you were doing great 00:04:51.080 --> 00:04:53.580 getting ready for the big exam in the spring time, 00:04:53.580 --> 00:04:55.590 and then all of a sudden this happens. 00:04:55.590 --> 00:04:56.423 - Yeah. 00:04:56.423 --> 00:04:58.130 - If you were totally brand new to Khan Academy, 00:04:58.130 --> 00:05:00.580 and just coming to this webinar for the first time, 00:05:00.580 --> 00:05:03.130 what kind of initial steps would you recommend that 00:05:03.130 --> 00:05:05.080 a teacher in those shoes takes 00:05:05.080 --> 00:05:06.640 to really get started with this platform, 00:05:06.640 --> 00:05:09.390 or potentially use it to serve their students? 00:05:09.390 --> 00:05:11.420 - The first thing that I would recommend 00:05:11.420 --> 00:05:12.840 any teacher starting with 00:05:12.840 --> 00:05:16.050 is exploring what's available on Khan Academy. 00:05:16.050 --> 00:05:20.410 Just because they might be teaching AP US history 00:05:20.410 --> 00:05:24.820 doesn't mean that the questions, or the content, 00:05:24.820 --> 00:05:28.300 or the documents within the US history content wouldn't 00:05:28.300 --> 00:05:30.050 be beneficial to them, 00:05:30.050 --> 00:05:32.620 or different aspects under government. 00:05:32.620 --> 00:05:34.360 Because again, there's a lot of crossover 00:05:34.360 --> 00:05:36.610 with regard to the content. 00:05:36.610 --> 00:05:40.350 Exploring what's available, what are they already doing 00:05:40.350 --> 00:05:42.990 and see what can supplement 00:05:44.270 --> 00:05:46.730 what they're already doing in the classroom. 00:05:46.730 --> 00:05:48.990 Because one of the great things about Khan Academy 00:05:48.990 --> 00:05:52.253 in particular, is it's not replacing the teacher, 00:05:52.253 --> 00:05:54.820 it's not replacing the content. 00:05:54.820 --> 00:05:58.520 It is again, as I said earlier, enhancing 00:05:58.520 --> 00:05:59.740 what's already happening. 00:05:59.740 --> 00:06:02.690 It's allowing students to look at something from 00:06:02.690 --> 00:06:06.390 a different perspective, and already build upon 00:06:06.390 --> 00:06:08.790 their prior knowledge, or connections they have 00:06:08.790 --> 00:06:10.720 with a particular subject. 00:06:10.720 --> 00:06:14.650 Whether it is colonialism, or The Great Depression 00:06:14.650 --> 00:06:18.030 Or the Guilded Age, there's different aspects within it, 00:06:18.030 --> 00:06:20.480 Whether it's a video, whether it is a document, 00:06:20.480 --> 00:06:22.590 whether it is multiple choice questions. 00:06:22.590 --> 00:06:27.240 So they're looking at the content from different lenses, 00:06:27.240 --> 00:06:31.620 and they're able to see what parts they understand, 00:06:31.620 --> 00:06:33.500 and get that reinforcement of, 00:06:33.500 --> 00:06:35.830 oh I know exactly what this is saying. 00:06:35.830 --> 00:06:40.150 Or look at maybe the idea of Social Darwinism, 00:06:40.150 --> 00:06:44.560 or the Guilded Age which was a very important area 00:06:44.560 --> 00:06:46.540 within US history. 00:06:46.540 --> 00:06:47.980 And what are those connections, 00:06:47.980 --> 00:06:49.760 not just within that time period, 00:06:49.760 --> 00:06:53.750 but also making connections as the content moves forward 00:06:53.750 --> 00:06:55.660 into the different decades? 00:06:55.660 --> 00:06:57.780 - Very cool, and so you've talked about this 00:06:57.780 --> 00:07:00.730 sort of holy trinity, so to speak of the videos, 00:07:00.730 --> 00:07:03.110 the articles, the exercises. 00:07:03.110 --> 00:07:04.667 If a teacher is starting to explore them and say, 00:07:04.667 --> 00:07:05.857 "Hey this is pretty good content, 00:07:05.857 --> 00:07:08.160 "this is pretty well in line with our standards," 00:07:08.160 --> 00:07:10.900 how would you go about sort of incorporating that 00:07:10.900 --> 00:07:12.150 into your existing practice, 00:07:12.150 --> 00:07:14.900 or even your new practice of doing remote teaching? 00:07:14.900 --> 00:07:18.083 - It depends on what the lesson is going to entail. 00:07:19.640 --> 00:07:22.060 If I am going to be looking, 00:07:22.060 --> 00:07:25.280 having my students analyze different perspectives 00:07:25.280 --> 00:07:27.520 I might look at the different documents 00:07:27.520 --> 00:07:29.340 that are available within a unit. 00:07:29.340 --> 00:07:33.000 And I can do a modified, maybe gallery walk, 00:07:33.000 --> 00:07:36.320 or a modified jigsaw where I can split my students 00:07:36.320 --> 00:07:37.390 into smaller groups, 00:07:37.390 --> 00:07:41.080 or even assign individuals certain documents. 00:07:41.080 --> 00:07:43.970 And as we go into a group discussion whether 00:07:43.970 --> 00:07:47.780 it is through a webcast or an audio cast, 00:07:47.780 --> 00:07:49.570 have the students discuss what they have. 00:07:49.570 --> 00:07:52.870 But also have the students upload the document 00:07:52.870 --> 00:07:55.120 to maybe a Google Classroom, 00:07:55.120 --> 00:07:58.360 or to the classroom locker, 00:07:58.360 --> 00:08:00.530 so that the other students can see 00:08:00.530 --> 00:08:03.760 the annotation and the document at the same time. 00:08:03.760 --> 00:08:06.210 And it becomes a larger learning experience where 00:08:06.210 --> 00:08:08.140 the student isn't just learning from me, 00:08:08.140 --> 00:08:09.570 they're also learning from the other students 00:08:09.570 --> 00:08:11.070 at the same time. 00:08:11.070 --> 00:08:12.760 - I love that, so really sort of empowering 00:08:12.760 --> 00:08:14.867 the students, sort of direct their own learning, 00:08:14.867 --> 00:08:16.395 get their hands dirty with history-- 00:08:16.395 --> 00:08:17.750 - Absolutely, absolutely. 00:08:17.750 --> 00:08:19.070 - Instead of sort of passive recipients. 00:08:19.070 --> 00:08:21.540 - Yes, oh one of the things about Khan Academy 00:08:21.540 --> 00:08:24.610 that I've appreciated the most over the years 00:08:24.610 --> 00:08:27.920 is the fact that it does lend itself 00:08:27.920 --> 00:08:31.820 so easily to student engagement and interaction. 00:08:31.820 --> 00:08:35.300 And it allows them to see where they are in the moment, 00:08:35.300 --> 00:08:38.210 but also what they can do to move forward, 00:08:38.210 --> 00:08:40.720 and to continue to build their knowledge 00:08:40.720 --> 00:08:43.220 and understanding of a concept. 00:08:43.220 --> 00:08:45.100 - So we can definitely go into more depth 00:08:45.100 --> 00:08:47.970 as far as executing how do you give an assignment, 00:08:47.970 --> 00:08:50.570 or how do you give out an exercise if folks want. 00:08:50.570 --> 00:08:51.530 They can definitely let us know through 00:08:51.530 --> 00:08:52.950 the questions feature. 00:08:52.950 --> 00:08:54.900 But let's actually move towards the AP content. 00:08:54.900 --> 00:08:57.820 So as all the AP teachers out there know, 00:08:57.820 --> 00:09:00.260 AP is going to this new online testing format 00:09:00.260 --> 00:09:01.370 for this spring. 00:09:01.370 --> 00:09:02.203 - Yes. 00:09:02.203 --> 00:09:03.610 - Any recommendations about how 00:09:03.610 --> 00:09:05.540 they can think about preparing for that, 00:09:05.540 --> 00:09:07.840 whether it involves using Khan Academy or not? 00:09:08.890 --> 00:09:13.080 - I think that because a lot of the students 00:09:13.080 --> 00:09:16.420 and teachers might be uncertain of exactly what 00:09:17.420 --> 00:09:18.910 is gonna be happening moving forward, 00:09:18.910 --> 00:09:20.670 even though the College Board has said, 00:09:20.670 --> 00:09:25.270 here's what we're gonna be focusing on for different areas. 00:09:25.270 --> 00:09:29.110 For example, in AP US history, and AP world 00:09:29.110 --> 00:09:34.110 and AP Euro, they will be giving a document based question. 00:09:34.930 --> 00:09:38.330 Well, Khan Academy has a lot of documents that 00:09:38.330 --> 00:09:41.190 are embedded into each of those subject areas, 00:09:41.190 --> 00:09:43.450 again whether it's documents themselves, 00:09:43.450 --> 00:09:46.260 or multiple choice or even aspects of the video. 00:09:46.260 --> 00:09:49.090 So a teacher can look at the different units 00:09:49.090 --> 00:09:50.720 that the College Board will be covering, 00:09:50.720 --> 00:09:52.740 because it's a short time frame 00:09:53.720 --> 00:09:56.860 with which they're basing a document based question. 00:09:56.860 --> 00:09:59.710 They can really hone in on what their students 00:09:59.710 --> 00:10:02.250 maybe need a little bit more review on, 00:10:02.250 --> 00:10:06.640 and then find those documents that best fit 00:10:06.640 --> 00:10:07.900 a particular era. 00:10:07.900 --> 00:10:11.840 Or if I'm looking at world history I might want 00:10:11.840 --> 00:10:16.260 to look at the documents specifically for civilizations 00:10:16.260 --> 00:10:18.720 that do a comparison of civilizations, 00:10:18.720 --> 00:10:20.160 or changes over time, 00:10:20.160 --> 00:10:23.270 which are common themes within history. 00:10:23.270 --> 00:10:24.500 - Wonderful. 00:10:24.500 --> 00:10:26.460 And then finally for the sort of SAT question, 00:10:26.460 --> 00:10:29.200 before I move to questions from the audience. 00:10:29.200 --> 00:10:31.360 I know that may be the most difficult to solve given 00:10:31.360 --> 00:10:34.030 that basically it looks like a very sort 00:10:34.030 --> 00:10:35.430 of bleak future in the short term 00:10:35.430 --> 00:10:37.290 as far as testing dates go. 00:10:37.290 --> 00:10:38.810 Any advice that you're giving to teachers, 00:10:38.810 --> 00:10:40.780 or to students who are trying to figure out, 00:10:40.780 --> 00:10:42.380 hey how do I get my students prepared 00:10:42.380 --> 00:10:43.980 for whatever the future entails? 00:10:46.210 --> 00:10:49.100 - Every time that I talk to a student about the SAT 00:10:49.100 --> 00:10:50.940 it's really connecting them, 00:10:51.800 --> 00:10:54.640 linking their College Board and their Khan Academy account. 00:10:54.640 --> 00:10:57.570 But not just saying we're linking them together, 00:10:57.570 --> 00:11:01.400 actually going in to their College Board account 00:11:01.400 --> 00:11:04.530 to look at their last score report. 00:11:04.530 --> 00:11:07.080 Whether it was from a prior PSAT, 00:11:07.080 --> 00:11:09.390 or the first time they took the SAT. 00:11:09.390 --> 00:11:13.690 And they can actually look at question by question 00:11:14.700 --> 00:11:16.580 from the PSAT, unfortunately, 00:11:16.580 --> 00:11:17.413 they don't do that for the SAT, 00:11:17.413 --> 00:11:19.680 'cause it's a more secure document. 00:11:19.680 --> 00:11:23.730 But for the PSAT they can look at the actual questions. 00:11:23.730 --> 00:11:27.380 But one of the things that I purposely do 00:11:27.380 --> 00:11:31.840 is you can look at the category of each question. 00:11:31.840 --> 00:11:34.130 Whether it is words in context, 00:11:34.130 --> 00:11:38.260 or the social studies, or the science 00:11:38.260 --> 00:11:39.420 whatever it happens to be. 00:11:39.420 --> 00:11:42.620 Then the student themselves empowering them, 00:11:42.620 --> 00:11:44.650 as Khan Academy often does, 00:11:44.650 --> 00:11:46.960 empowering the student to look at what 00:11:46.960 --> 00:11:49.290 are their own areas of need? 00:11:49.290 --> 00:11:51.830 Because even though Khan Academy gives them 00:11:53.180 --> 00:11:55.460 a look at where their current skills levels are, 00:11:55.460 --> 00:11:59.300 having the students look at their SAT score report 00:11:59.300 --> 00:12:01.990 question by question, looking for patterns. 00:12:01.990 --> 00:12:04.370 What are their top three areas of need? 00:12:04.370 --> 00:12:08.050 Then they go to their Khan Academy SAT areas. 00:12:08.050 --> 00:12:10.690 Whether it's the reading or writing, or the math. 00:12:10.690 --> 00:12:13.890 And now they have what are their three areas of need? 00:12:13.890 --> 00:12:16.080 Instead of more pass, I mean, you know, 00:12:16.080 --> 00:12:19.310 the recommended questions are wonderful, and I love those. 00:12:19.310 --> 00:12:22.790 But giving the students the chance to really choose, 00:12:22.790 --> 00:12:24.240 looking at what their scores are, 00:12:24.240 --> 00:12:26.080 and knowing inside themselves 00:12:26.080 --> 00:12:27.860 what they really need to focus on. 00:12:27.860 --> 00:12:30.360 Then they can go through the SAT practice, 00:12:30.360 --> 00:12:33.270 and become really down into the detail 00:12:33.270 --> 00:12:35.460 of where their areas of need are. 00:12:35.460 --> 00:12:37.610 - Cool, I love that theme of sort of giving students agency 00:12:37.610 --> 00:12:38.850 during this tough time. 00:12:38.850 --> 00:12:40.630 Because if ever there was a moment when we need them 00:12:40.630 --> 00:12:42.170 to get involved in their own learning that was it. 00:12:42.170 --> 00:12:44.550 - Absolutely, and one of the things is, 00:12:44.550 --> 00:12:47.480 even the students will get a printed score report, 00:12:47.480 --> 00:12:50.900 it doesn't give as much detail as the online score report. 00:12:50.900 --> 00:12:54.240 And that's really where the power comes in 00:12:54.240 --> 00:12:55.850 of not just the College Board link, 00:12:55.850 --> 00:12:58.040 but also the Khan Academy connection. 00:12:58.040 --> 00:13:00.000 - Cool, I think this a perfect moment 00:13:00.000 --> 00:13:02.350 to switch over to some questions from the audience. 00:13:02.350 --> 00:13:03.890 Renee is saying, hello from Jamesburg. 00:13:03.890 --> 00:13:04.750 Hello Renee, thanks 00:13:04.750 --> 00:13:07.320 for joining us today. - Hello, Jamesburg. 00:13:07.320 --> 00:13:08.730 - Let's start with a great question from Joe. 00:13:08.730 --> 00:13:10.040 And this is like a really, 00:13:10.040 --> 00:13:11.540 a really juicy question right now. 00:13:11.540 --> 00:13:13.140 - Okay. - Which is how would 00:13:13.140 --> 00:13:16.120 you recommend incorporating project based learning 00:13:16.120 --> 00:13:18.310 with what we're talking about here with Khan Academy? 00:13:18.310 --> 00:13:20.020 Is there some kind of connection you can make, 00:13:20.020 --> 00:13:22.580 especially given the sort of difficult circumstances 00:13:22.580 --> 00:13:23.630 we find ourselves in? 00:13:24.730 --> 00:13:27.040 - I would, and this is a great piece of advice 00:13:27.040 --> 00:13:31.030 from one of the curriculum leaders in Long Beach, 00:13:31.030 --> 00:13:33.950 Nat who's also very familiar with Khan Academy 00:13:33.950 --> 00:13:35.400 and has worked with it often. 00:13:36.430 --> 00:13:41.200 Looking at projects and this new online learning 00:13:41.200 --> 00:13:42.613 as a field trip. 00:13:43.460 --> 00:13:46.880 What is this new exploration that the students 00:13:46.880 --> 00:13:48.710 are gonna get from this? 00:13:48.710 --> 00:13:51.730 Because you want to give the students 00:13:51.730 --> 00:13:54.310 that sense of connectedness, 00:13:54.310 --> 00:13:57.010 but also give them that sense of what is it 00:13:57.010 --> 00:13:57.843 that we're gonna explore? 00:13:57.843 --> 00:14:00.700 What is that question that we're gonna be discovering? 00:14:00.700 --> 00:14:02.070 What is that essential question? 00:14:02.070 --> 00:14:05.560 What is that mystery that we're going to be solving? 00:14:05.560 --> 00:14:08.020 And, if you're looking at a project depending 00:14:08.020 --> 00:14:09.513 kind of on what it is, 00:14:11.150 --> 00:14:13.083 you can almost use it as, 00:14:14.730 --> 00:14:16.610 within a unit in Khan Academy. 00:14:16.610 --> 00:14:19.800 And I'm thinking social studies in particular. 00:14:19.800 --> 00:14:21.540 You can have the students 00:14:24.050 --> 00:14:27.550 use the documents, use the questions, use the video 00:14:27.550 --> 00:14:30.960 to create their own lesson. 00:14:30.960 --> 00:14:35.180 And it could be like a one-pager where they have created 00:14:36.548 --> 00:14:38.350 what is an overview, 00:14:38.350 --> 00:14:40.200 in my mind right now, the Guilded Age? 00:14:40.200 --> 00:14:42.200 What is an aspect of the Guilded Age? 00:14:42.200 --> 00:14:46.530 Or what is, give me a one-pager about the muckrakers 00:14:46.530 --> 00:14:49.070 during the progressive era. 00:14:49.070 --> 00:14:51.820 And what are some of the images that would best work? 00:14:51.820 --> 00:14:52.970 What are some of those quotes? 00:14:52.970 --> 00:14:54.830 What are some of those dates and details? 00:14:54.830 --> 00:14:59.830 If I were to use this as a study guide for other students, 00:15:01.260 --> 00:15:02.573 what would that look like? 00:15:04.260 --> 00:15:07.280 What, as a teacher can do, is they can create 00:15:07.280 --> 00:15:09.380 a locker within their classrooms 00:15:09.380 --> 00:15:10.880 of the different student work. 00:15:10.880 --> 00:15:13.700 And now it becomes a resource not just for them, 00:15:13.700 --> 00:15:15.030 but for the other students. 00:15:15.030 --> 00:15:18.690 So I was thinking more project based of individual students 00:15:19.570 --> 00:15:22.040 to help other students prepare for an exam, 00:15:22.040 --> 00:15:23.930 or to enrich their learning. 00:15:23.930 --> 00:15:27.523 Or, because technology is so advanced, 00:15:29.010 --> 00:15:32.340 using may be a Google Doc, or Google Form, 00:15:32.340 --> 00:15:34.050 Google Sheet, whatever that happens to be. 00:15:34.050 --> 00:15:38.550 And you can have collaboration within a project, 00:15:38.550 --> 00:15:41.520 whether that's slides, or some other vehicle 00:15:41.520 --> 00:15:43.720 to get the ideas across. 00:15:43.720 --> 00:15:46.220 So project based learning I don't think should 00:15:46.220 --> 00:15:48.180 be shied away from. - Yeah. 00:15:48.180 --> 00:15:51.700 - I think that, like anything, it just can't be thrown 00:15:51.700 --> 00:15:54.660 at the student, good luck, we'll see you in a month. 00:15:54.660 --> 00:15:56.240 There have to be, it would have 00:15:56.240 --> 00:15:58.140 to be broken into smaller pieces. 00:15:58.140 --> 00:16:00.980 And in some cases maybe allowing the students 00:16:00.980 --> 00:16:04.520 to decide what that final product may look like, 00:16:04.520 --> 00:16:06.150 but here are their parameters that 00:16:06.150 --> 00:16:07.730 the teacher has set for them. 00:16:07.730 --> 00:16:11.220 And what aspects of Khan Academy they would want 00:16:11.220 --> 00:16:12.890 to incorporate into it. 00:16:12.890 --> 00:16:15.330 - So cool, I was just imagining like an amazing project 00:16:15.330 --> 00:16:18.590 around, you know pick a era of American history 00:16:18.590 --> 00:16:19.710 that's parallel to today. 00:16:19.710 --> 00:16:20.543 - Right. - Whether it's the 00:16:20.543 --> 00:16:23.082 Guilded Age, or the Spanish Flu of 1918, 00:16:23.082 --> 00:16:26.180 and pull together the similarities and the dissimilarities. 00:16:26.180 --> 00:16:28.550 - Yeah absolutely, the continuities and changes over time, 00:16:28.550 --> 00:16:31.470 which is absolutely key in social studies. 00:16:31.470 --> 00:16:32.510 - Yeah, love it okay, 00:16:32.510 --> 00:16:34.840 so let's take a step backwards, actually. 00:16:34.840 --> 00:16:36.757 Katherine wanted to take you up on that offer of saying, 00:16:36.757 --> 00:16:38.707 "Okay, I am literally just getting started 00:16:38.707 --> 00:16:39.546 "with Khan Academy. 00:16:39.546 --> 00:16:40.379 (Erin laughs) 00:16:40.379 --> 00:16:41.367 "How do I even set up my class? 00:16:41.367 --> 00:16:43.060 "Can I link it to Google Classroom?" 00:16:43.060 --> 00:16:45.270 What are those steps? - Yes. 00:16:45.270 --> 00:16:49.553 So one of the things that Khan Academy done for teachers 00:16:49.553 --> 00:16:52.670 is there's actually a section, 00:16:52.670 --> 00:16:54.850 when you create your Khan Academy account, 00:16:54.850 --> 00:16:57.150 is you click on resources. 00:16:57.150 --> 00:17:02.150 And it will give you, it's how do teachers get started 00:17:02.343 --> 00:17:04.200 from simply as how do you create an account, 00:17:04.200 --> 00:17:06.720 to how do you set up your class? 00:17:06.720 --> 00:17:09.150 What are the courses within that class 00:17:09.150 --> 00:17:10.923 that you want to create? 00:17:11.850 --> 00:17:14.150 Do you want to connect it to Google Classroom? 00:17:17.070 --> 00:17:19.570 What are the parameters for setting an assignment? 00:17:20.556 --> 00:17:22.530 What are the class or classes that you want 00:17:22.530 --> 00:17:25.339 to give an assignment to? 00:17:25.339 --> 00:17:28.930 So, the way the teacher can get started 00:17:28.930 --> 00:17:31.960 is honestly watching the short videos 00:17:31.960 --> 00:17:32.793 on how to get started. 00:17:32.793 --> 00:17:36.930 If you're not quite as ready to just go click, 00:17:36.930 --> 00:17:39.943 what I call click happy, and just see how things go. 00:17:41.460 --> 00:17:43.820 And one of the things that Khan Academy also does 00:17:43.820 --> 00:17:45.050 with many of their videos, 00:17:45.050 --> 00:17:48.610 is they also give text instructions. 00:17:48.610 --> 00:17:53.610 So it's helping a teacher however they are comfortable 00:17:53.610 --> 00:17:56.160 with setting something up to set up the classroom 00:17:56.160 --> 00:17:57.890 that's gonna best meet their needs. 00:17:57.890 --> 00:18:02.020 So for example, some of the teachers 00:18:02.020 --> 00:18:06.130 will have multiple courses underneath one course. 00:18:06.130 --> 00:18:08.850 As I said before, AP US history might also 00:18:08.850 --> 00:18:13.850 add US Government, AP government, and also US history 00:18:15.220 --> 00:18:17.600 as aspects of their class, 00:18:17.600 --> 00:18:20.110 just because they might want to do smaller, 00:18:20.110 --> 00:18:22.620 different assignments of the different courses. 00:18:22.620 --> 00:18:25.520 So I appreciate the fact that when you're adding 00:18:25.520 --> 00:18:27.560 a class and adding courses, 00:18:27.560 --> 00:18:29.300 that Khan Academy gives you the list 00:18:29.300 --> 00:18:32.550 of different courses available. 00:18:32.550 --> 00:18:36.190 And it's not limited to one area in particular. 00:18:36.190 --> 00:18:39.310 That it does allow for whatever 00:18:40.520 --> 00:18:42.080 support your students may need 00:18:42.080 --> 00:18:43.770 within that particular course, 00:18:43.770 --> 00:18:45.970 or if they need foundational support. 00:18:45.970 --> 00:18:47.360 It's also there for them too. 00:18:47.360 --> 00:18:50.330 And thank you for showing that on your screen, 00:18:50.330 --> 00:18:54.120 inviting to the Google Classroom which is so effective. 00:18:54.120 --> 00:18:56.870 Not just to our prior to our current situation, 00:18:56.870 --> 00:19:00.660 but even more so today, because that is one of the ways 00:19:00.660 --> 00:19:02.950 that so many students are able 00:19:02.950 --> 00:19:05.290 to more easily get their information. 00:19:05.290 --> 00:19:08.570 And it also houses things in one place, 00:19:08.570 --> 00:19:10.780 so you're not having the students go 00:19:10.780 --> 00:19:15.023 to five different sites to find their one assignment. 00:19:16.260 --> 00:19:18.750 Once a teacher set up their classroom 00:19:19.650 --> 00:19:21.720 and they can give an assignment, 00:19:21.720 --> 00:19:26.720 they can set the parameters of when that is. 00:19:26.770 --> 00:19:30.140 And I like the fact that Khan Academy has 00:19:31.190 --> 00:19:33.500 set up the student homepage 00:19:33.500 --> 00:19:36.590 to be extremely user friendly and intuitive. 00:19:36.590 --> 00:19:39.410 So the students don't have to constantly search 00:19:39.410 --> 00:19:41.813 for what assignment is due. 00:19:43.581 --> 00:19:46.580 And thank you for bringing out the A student page, 00:19:46.580 --> 00:19:47.640 so we're looking at that. 00:19:47.640 --> 00:19:49.630 So what are the current assignments that 00:19:49.630 --> 00:19:52.840 the students need to be thinking about. 00:19:52.840 --> 00:19:55.120 But also, if there's students who may 00:19:55.120 --> 00:19:56.780 have missed a deadline, 00:19:56.780 --> 00:19:59.500 they can click on past and go to the past assignments. 00:19:59.500 --> 00:20:02.810 And I like the fact that it has the status 00:20:02.810 --> 00:20:04.363 of that assignment in there. 00:20:07.160 --> 00:20:11.320 For multiple choice or quizzes, things like that 00:20:12.270 --> 00:20:14.320 it does give the percentage. 00:20:14.320 --> 00:20:17.060 And some teachers do allow their students 00:20:17.060 --> 00:20:20.750 to redo or retake quizzes 00:20:20.750 --> 00:20:23.540 to reach a certain percentage, which is nice. 00:20:23.540 --> 00:20:25.610 And then on the left hand side of the page 00:20:25.610 --> 00:20:29.740 it will have the list of courses, and all of their classes. 00:20:29.740 --> 00:20:31.840 So again, everything's in one place for the student 00:20:31.840 --> 00:20:34.520 and it's extremely user friendly. 00:20:34.520 --> 00:20:38.560 - Very cool, and just to sort of add that final answer 00:20:38.560 --> 00:20:40.730 to Katherine's question, Google Classroom 00:20:40.730 --> 00:20:42.640 is basically syncing up your existing roster 00:20:42.640 --> 00:20:45.130 with Khan Academy to save you all the pain and suffering 00:20:45.130 --> 00:20:47.740 of finding rosters in a remote learning environment. 00:20:47.740 --> 00:20:50.773 - And it makes it so much easier. 00:20:52.152 --> 00:20:55.670 Not just for the teacher, but also for the student. 00:20:55.670 --> 00:21:00.670 Because as hesitant as we are to use technology as teachers 00:21:00.820 --> 00:21:02.880 the students, if they're not instantly hooked 00:21:02.880 --> 00:21:05.570 in to what that technology is they're not 00:21:05.570 --> 00:21:06.730 gonna want to use it. 00:21:06.730 --> 00:21:10.760 And so having those resources readily available, 00:21:10.760 --> 00:21:12.410 seeing what their classes are, 00:21:12.410 --> 00:21:17.160 knowing what active and past means immediately helps 00:21:17.160 --> 00:21:19.340 the students understand how this resource 00:21:19.340 --> 00:21:21.370 is going to help them. 00:21:21.370 --> 00:21:22.580 - Very cool. 00:21:22.580 --> 00:21:25.060 So going back to this idea of doing comparison 00:21:25.060 --> 00:21:26.745 in the social studies context, 00:21:26.745 --> 00:21:29.660 we had a really interesting question from Daryl. 00:21:29.660 --> 00:21:31.767 Daryl says, "My class and I are working on 00:21:31.767 --> 00:21:33.227 "the second Industrial Revolution. 00:21:33.227 --> 00:21:35.210 "Is there some way to allow us 00:21:35.210 --> 00:21:36.957 to attach two different readings, 00:21:36.957 --> 00:21:39.697 "or videos, or activities, those students can compare 00:21:39.697 --> 00:21:41.970 "those two different topics side-by-side." 00:21:41.970 --> 00:21:44.410 For example, US Industrial Revolution compared 00:21:44.410 --> 00:21:46.260 to British Industrial Revolution. 00:21:46.260 --> 00:21:47.970 If I want them to think of two things at once 00:21:47.970 --> 00:21:49.000 how do I do that? 00:21:49.000 --> 00:21:51.383 - Absolutely, and so under assignments, 00:21:52.370 --> 00:21:53.810 this is where it's really great that you 00:21:53.810 --> 00:21:56.280 can have more than one course 00:21:56.280 --> 00:21:58.070 within your Khan Academy classroom. 00:21:58.070 --> 00:22:01.310 So you can look at the resources in US history, 00:22:01.310 --> 00:22:04.380 or AP US history under industrialization, 00:22:04.380 --> 00:22:07.200 and then look at world history under industrialization. 00:22:07.200 --> 00:22:10.140 And really pick and choose which assignments 00:22:10.140 --> 00:22:12.900 or which documents within each of those courses, 00:22:12.900 --> 00:22:14.250 so they can be side-by-side. 00:22:14.250 --> 00:22:16.510 And in assignments you would want to make sure 00:22:16.510 --> 00:22:20.320 that you kind of have the same date and parameters, 00:22:20.320 --> 00:22:22.370 so that the students know they're connected, 00:22:22.370 --> 00:22:24.160 and within the Google Classroom. 00:22:24.160 --> 00:22:27.060 Or, if there's another platform that you use 00:22:27.060 --> 00:22:29.540 to give assignments, 00:22:29.540 --> 00:22:32.900 you can be more specific with the instructions 00:22:32.900 --> 00:22:37.900 on how the students are to connect those specific documents. 00:22:39.303 --> 00:22:42.610 - Okay cool, definitely make multiple assignments at once. 00:22:42.610 --> 00:22:43.443 - Yes. - Get their students 00:22:43.443 --> 00:22:44.276 on their way. 00:22:45.680 --> 00:22:48.240 Let's see here, so another really important question 00:22:48.240 --> 00:22:50.650 is coming in from Bea Richards. 00:22:50.650 --> 00:22:53.377 Bea says, "Can teachers be notified when 00:22:53.377 --> 00:22:54.597 "a student completes an assignment?" 00:22:54.597 --> 00:22:56.460 'Cause that way, 'cause we're all busy trying 00:22:56.460 --> 00:22:57.488 to scramble and make this all work. 00:22:57.488 --> 00:22:58.321 (Erin laughs) 00:22:58.321 --> 00:23:00.383 How do we keep track of what student's are doing? 00:23:01.870 --> 00:23:04.850 - Over the years Khan Academy has done 00:23:04.850 --> 00:23:08.040 a really great job about asking teachers, 00:23:08.040 --> 00:23:10.710 looking at the Khan Academy gradebook. 00:23:10.710 --> 00:23:15.710 And how the gradebook can be formatted to best parallel 00:23:16.700 --> 00:23:19.510 what their current gradebook already looks like. 00:23:19.510 --> 00:23:22.080 So they're looking at assignments. 00:23:22.080 --> 00:23:23.900 And thank you for bringing that up. 00:23:23.900 --> 00:23:26.653 And it tells you what kind of assignment it is. 00:23:27.573 --> 00:23:31.100 Just as the students are seeing these different symbols 00:23:31.100 --> 00:23:32.710 within their Khan Academy, 00:23:32.710 --> 00:23:35.010 the teacher is also seeing the same symbols 00:23:35.010 --> 00:23:36.270 in their gradebook. 00:23:36.270 --> 00:23:37.650 So there's a similarity, 00:23:37.650 --> 00:23:41.250 which makes it much more user friendly and re-memorable. 00:23:41.250 --> 00:23:45.450 Whether it's a document, or a video or multiple choice. 00:23:45.450 --> 00:23:47.770 And then they've color coded it. 00:23:47.770 --> 00:23:52.110 So green obviously you've met the threshold 00:23:52.110 --> 00:23:57.110 of the minimum standard of percentage. 00:23:57.350 --> 00:24:01.680 Orange we're kind of, we may have missed a few ideas. 00:24:01.680 --> 00:24:04.311 And then red, this is an opportunity that 00:24:04.311 --> 00:24:08.070 the student may want to revisit, or as a teacher, 00:24:08.070 --> 00:24:10.580 this is where you would really want a student, 00:24:10.580 --> 00:24:13.880 a chance to create those mini lessons of reinforcement. 00:24:13.880 --> 00:24:16.720 And review a special, if you're noticing 00:24:16.720 --> 00:24:19.540 in your class book for that particular assignment. 00:24:19.540 --> 00:24:22.930 There may be several students who may not 00:24:22.930 --> 00:24:26.530 have understood a concept within that in particular. 00:24:26.530 --> 00:24:29.390 So as you're looking at the assignment scores 00:24:29.390 --> 00:24:32.460 you can clearly see who has done it, and who has not. 00:24:32.460 --> 00:24:36.090 But then, if you click into a specific assignment, 00:24:36.090 --> 00:24:39.143 so if you can click, perfect. 00:24:40.740 --> 00:24:42.420 - I apologize these are math examples, 00:24:42.420 --> 00:24:43.803 but you get some idea-- - That's okay, 00:24:44.720 --> 00:24:47.633 it's the same idea, so don't be scared 'cause it's math. 00:24:49.170 --> 00:24:52.130 One of the things is Khan Academy really does 00:24:52.130 --> 00:24:55.030 a deep dive into, not just the overall score 00:24:55.030 --> 00:24:57.430 for a student or that class, 00:24:57.430 --> 00:25:00.350 but what it was like for each individual question. 00:25:00.350 --> 00:25:02.460 And so it's no longer a guessing game 00:25:02.460 --> 00:25:04.150 for the teacher or the student 00:25:04.150 --> 00:25:07.110 on what they understood or what they didn't, 00:25:07.110 --> 00:25:10.360 and what needs to be reviewed or reinforced. 00:25:10.360 --> 00:25:14.220 So if I have you know, five students in my class, 00:25:14.220 --> 00:25:15.333 I'm gonna say five students, 00:25:15.333 --> 00:25:17.740 because I'm being I'm being completely unrealistic there. 00:25:17.740 --> 00:25:18.781 - Five problems, yeah. 00:25:18.781 --> 00:25:20.890 - (laughs) I only have five students in my world. 00:25:20.890 --> 00:25:23.470 And three of them have missed the same question. 00:25:23.470 --> 00:25:27.520 I can see that instantly in Khan Academy. 00:25:27.520 --> 00:25:31.310 And that allows me to go back to that question. 00:25:31.310 --> 00:25:34.880 And if I'm doing say a webinar, 00:25:34.880 --> 00:25:37.960 and I'm showing my screen in Khan Academy, 00:25:37.960 --> 00:25:40.170 I can actually use that question 00:25:40.170 --> 00:25:42.310 and project on my screen. 00:25:42.310 --> 00:25:44.900 And the class and I can actually go over 00:25:44.900 --> 00:25:46.500 that question again. 00:25:46.500 --> 00:25:48.390 Not say, "Oh we've all missed this," 00:25:48.390 --> 00:25:50.657 but, "Hey let's take a look at this again. 00:25:50.657 --> 00:25:52.657 "What is the question truly asking? 00:25:52.657 --> 00:25:55.097 "Okay, now let's look at the process of elimination. 00:25:55.097 --> 00:25:59.117 "Why do we think this would or would not be the answer? 00:25:59.117 --> 00:26:01.920 "Let's talk about that, let's come to consensus." 00:26:01.920 --> 00:26:04.650 And then if I wanted to I can actually 00:26:05.820 --> 00:26:08.500 use another question or an assignment, 00:26:08.500 --> 00:26:12.560 and I can have the students do another multiple choice. 00:26:12.560 --> 00:26:16.160 Or I can, you know, project what that answer is 00:26:16.160 --> 00:26:18.060 and why that's the correct answer. 00:26:18.060 --> 00:26:21.530 So again, using the, I love the instant data aspect 00:26:21.530 --> 00:26:24.623 of Khan Academy, because it is so powerful for students. 00:26:26.300 --> 00:26:28.680 But having the students look at a question 00:26:28.680 --> 00:26:31.270 not just one time, but multiple times, 00:26:31.270 --> 00:26:33.230 I think also helps reinforce. 00:26:33.230 --> 00:26:35.540 And then it also, if you know going back 00:26:35.540 --> 00:26:37.100 to the original question, what if a student 00:26:37.100 --> 00:26:38.670 doesn't do an assignment? 00:26:38.670 --> 00:26:40.167 If you notice the student doesn't do the assignment, 00:26:40.167 --> 00:26:44.490 but it also happens to be a question where an area 00:26:44.490 --> 00:26:47.040 where a lot of students need extra support, 00:26:47.040 --> 00:26:49.840 that can then bring the student back into 00:26:49.840 --> 00:26:52.840 the conversation, not have them feel completely left out. 00:26:52.840 --> 00:26:54.310 Or I didn't do the assignment, 00:26:54.310 --> 00:26:55.890 therefore I can't participate. 00:26:55.890 --> 00:26:58.940 So finding ways to use the data as a way 00:26:58.940 --> 00:27:03.880 to get that interaction with students and reinforcement. 00:27:03.880 --> 00:27:04.927 - I love that, it really comes back to what you said 00:27:04.927 --> 00:27:06.620 at the very beginning. 00:27:06.620 --> 00:27:08.770 Khan Academy is not replacing the teacher, 00:27:08.770 --> 00:27:11.280 it's a tool to complement the teacher's strengths 00:27:11.280 --> 00:27:13.993 and expertise, and you apply it judiciously. 00:27:15.610 --> 00:27:18.530 One last question, this is a really important one from Pete. 00:27:18.530 --> 00:27:20.777 Pete says, "You know even in this world 00:27:20.777 --> 00:27:22.417 "of trying to get everyone online, 00:27:22.417 --> 00:27:25.037 "make remote learning work overnight basically, 00:27:25.037 --> 00:27:27.357 "we still need to keep in mind differentiate education. 00:27:27.357 --> 00:27:30.237 "Serving every student where they are. 00:27:30.237 --> 00:27:32.717 "How can we do that in this new digital world 00:27:32.717 --> 00:27:34.047 "using a tool like Khan?" 00:27:35.340 --> 00:27:38.830 - I'm gonna go back to Khan Academy 00:27:38.830 --> 00:27:41.820 and their relationship with the College Board and SAT. 00:27:41.820 --> 00:27:46.720 Where the practice is based specifically on 00:27:46.720 --> 00:27:48.960 the individual student score report. 00:27:48.960 --> 00:27:51.730 So that becomes differentiated right there. 00:27:51.730 --> 00:27:55.090 So if I'm a teacher and I'm having my students, 00:27:55.090 --> 00:27:58.963 and by the way, every subject is an SAT subject. 00:27:58.963 --> 00:28:02.150 It's not just strictly a English or a math, 00:28:02.150 --> 00:28:04.100 it is every subject is SAT, 00:28:04.100 --> 00:28:06.560 because every subject has reading, 00:28:06.560 --> 00:28:08.110 every subject has analysis. 00:28:08.110 --> 00:28:10.303 So you can use it in many different ways. 00:28:11.370 --> 00:28:14.270 Going on that, I can have a student, 00:28:14.270 --> 00:28:18.090 I can have my students go to a specific practice, 00:28:18.090 --> 00:28:20.790 and it's already set up for where they are 00:28:20.790 --> 00:28:24.713 in their skill level within the SAT. 00:28:25.820 --> 00:28:27.680 And so it's not leaving anybody behind. 00:28:27.680 --> 00:28:30.060 It's not assuming that everybody knows everything, 00:28:30.060 --> 00:28:31.390 or everybody is at the same level, 00:28:31.390 --> 00:28:34.253 because that's unrealistic in any classroom. 00:28:35.450 --> 00:28:38.000 When I'm looking at the lessons, 00:28:38.000 --> 00:28:39.410 one of the things that I can do 00:28:39.410 --> 00:28:42.690 is I can look at the lessons and go okay. 00:28:42.690 --> 00:28:45.980 I'm gonna have the students maybe do 00:28:45.980 --> 00:28:48.330 a little bit of a practice question beforehand. 00:28:50.444 --> 00:28:51.890 Then I can look at the results. 00:28:51.890 --> 00:28:54.330 And then I can differentiate a lesson from there. 00:28:54.330 --> 00:28:56.400 Whether it's reinforcement with a video, 00:28:56.400 --> 00:28:59.270 whether it's reinforcement with a document, 00:28:59.270 --> 00:29:00.760 because we've done some multiple choice 00:29:00.760 --> 00:29:03.770 and here's a document that compliments it. 00:29:03.770 --> 00:29:07.810 Or I can look at some of the key questions 00:29:07.810 --> 00:29:09.290 that may have been a little more difficult. 00:29:09.290 --> 00:29:10.820 And then I can break it down a little bit more, 00:29:10.820 --> 00:29:13.480 so I am differentiating for students 00:29:13.480 --> 00:29:14.969 who may have difficulty understanding what 00:29:14.969 --> 00:29:16.950 a question is asking. 00:29:16.950 --> 00:29:19.883 Or, having difficulty with a concept within the question. 00:29:22.664 --> 00:29:26.230 So many times I've taken a multiple choice question, 00:29:26.230 --> 00:29:30.560 and I've projected it on my screen in my classroom. 00:29:30.560 --> 00:29:31.870 Or my whiteboard actually, 00:29:31.870 --> 00:29:34.026 because it's a little bit more interactive. 00:29:34.026 --> 00:29:35.439 - Or you can take a green screen 00:29:35.439 --> 00:29:36.680 (Jeremy drowned out) - Yeah, I will literally 00:29:36.680 --> 00:29:39.300 project it onto my whiteboard. 00:29:39.300 --> 00:29:41.410 And we'll start writing all over it. 00:29:41.410 --> 00:29:43.630 And I will have the students working in groups. 00:29:43.630 --> 00:29:47.180 And one group will come up and they'll do that. 00:29:47.180 --> 00:29:51.900 But in, you know, because we have this now distance learning 00:29:51.900 --> 00:29:53.950 having the students do that in their own way. 00:29:53.950 --> 00:29:56.483 And there are some platforms that do allow that. 00:29:57.370 --> 00:30:01.130 But if we're on a webcam, it's a piece paper 00:30:01.130 --> 00:30:02.130 and a pen or pencil. 00:30:03.210 --> 00:30:06.700 That can be our technology on how to differentiate. 00:30:06.700 --> 00:30:08.990 And one of the things that a teacher can do 00:30:08.990 --> 00:30:12.050 is by the results that students give, 00:30:12.050 --> 00:30:13.250 whether it's on the piece of paper, 00:30:13.250 --> 00:30:15.460 or the multiple choice or the document, 00:30:15.460 --> 00:30:16.940 the teacher can start differentiating 00:30:16.940 --> 00:30:19.620 a little bit from there and scaffold some 00:30:19.620 --> 00:30:21.300 of the skills that they see need 00:30:21.300 --> 00:30:25.490 a little bit more reinforcement throughout that lesson. 00:30:25.490 --> 00:30:27.840 - Very cool, and so just to sort of illustrate 00:30:27.840 --> 00:30:29.940 that point here, if you realize that someone 00:30:29.940 --> 00:30:31.480 is weak in a certain core area, 00:30:31.480 --> 00:30:33.710 especially with the AP exam approaching, 00:30:33.710 --> 00:30:36.430 you can always assign that not to the entire class, 00:30:36.430 --> 00:30:37.667 but just to the students - To specific students. 00:30:37.667 --> 00:30:40.270 - who need it the most. - Exactly. 00:30:40.270 --> 00:30:41.960 - Okay I know we're a little bit over time. 00:30:41.960 --> 00:30:44.030 So do you want to end with one final question, 00:30:44.030 --> 00:30:45.750 which is just, you know folks didn't 00:30:45.750 --> 00:30:48.379 get their answered today, or your amazing expertise 00:30:48.379 --> 00:30:49.840 has opened up new questions they 00:30:49.840 --> 00:30:51.440 didn't realize they had before. 00:30:51.440 --> 00:30:53.530 Where would you recommend they go for support 00:30:53.530 --> 00:30:56.500 based on your experience with Khan Academy? 00:30:56.500 --> 00:30:59.000 - One of the things that I found 00:30:59.000 --> 00:31:01.520 is looking at that resource page. 00:31:01.520 --> 00:31:04.210 Because it gives ideas not just how to set the classroom, 00:31:04.210 --> 00:31:08.480 but different ideas on how to look at Khan Academy 00:31:08.480 --> 00:31:12.790 for differentiation, for whole class practice, 00:31:12.790 --> 00:31:16.610 for looking at remediation, and so forth. 00:31:16.610 --> 00:31:20.970 That resource page is, it's really phenomenal 00:31:20.970 --> 00:31:23.810 because it does empower the teacher, 00:31:23.810 --> 00:31:26.620 which in turn empowers students. 00:31:26.620 --> 00:31:29.910 And the big thing with Khan Academy is 00:31:29.910 --> 00:31:33.460 if you want to jump right into it, great, start small. 00:31:33.460 --> 00:31:36.030 You don't have to do everything on Khan Academy 00:31:36.030 --> 00:31:38.357 at the same time, because would be overwhelming (laughs) 00:31:38.357 --> 00:31:41.440 and the students, pick one thing. 00:31:41.440 --> 00:31:43.780 Start with one thing, get comfortable with that 00:31:43.780 --> 00:31:45.330 and then add one more thing. 00:31:45.330 --> 00:31:47.220 Maybe try one thing a week. 00:31:47.220 --> 00:31:48.870 This week we're gonna try multiple choice, 00:31:48.870 --> 00:31:51.000 let's see how that goes, okay. 00:31:51.000 --> 00:31:53.010 So now we've done our multiple choice, okay, 00:31:53.010 --> 00:31:54.840 how can we do some differentiation with that? 00:31:54.840 --> 00:31:57.190 Okay, next week let's take a look at some documents. 00:31:57.190 --> 00:31:58.800 Next week let's take a look at how we 00:31:58.800 --> 00:32:01.730 can incorporate a video and start maybe 00:32:01.730 --> 00:32:05.020 a Socratic seminar based on that particular document. 00:32:05.020 --> 00:32:08.180 Start small, get comfortable and build up from there, 00:32:08.180 --> 00:32:10.710 and you're gonna find that the more you 00:32:10.710 --> 00:32:12.511 get comfortable with it, the more you get excited 00:32:12.511 --> 00:32:16.530 about how to bring in more aspects of Khan Academy 00:32:16.530 --> 00:32:18.800 that you hadn't even thought of before. 00:32:18.800 --> 00:32:20.360 - Very cool, it's so parallel 00:32:20.360 --> 00:32:21.900 to how our students learn, right? 00:32:21.900 --> 00:32:24.150 They have to have that solid foundation 00:32:24.150 --> 00:32:25.210 before they can even extend it 00:32:25.210 --> 00:32:26.770 into even more incredible applications. 00:32:26.770 --> 00:32:27.603 - Right. - And the same is true 00:32:27.603 --> 00:32:28.560 for us as educators. 00:32:28.560 --> 00:32:29.980 - Absolutely. 00:32:29.980 --> 00:32:32.840 - Cool, well Erin, on behalf of the entire audience 00:32:32.840 --> 00:32:34.160 I want to thank you so much for sharing 00:32:34.160 --> 00:32:35.660 your expertise today. 00:32:35.660 --> 00:32:37.770 I think you've given us so many tools and resources 00:32:37.770 --> 00:32:39.220 during a very tough time. 00:32:39.220 --> 00:32:42.490 And for that we really appreciate all your generosity. 00:32:42.490 --> 00:32:43.323 - Thank you so much for having me, 00:32:43.323 --> 00:32:44.680 I really appreciate it. 00:32:44.680 --> 00:32:48.580 And, thank you all for being willing to take 00:32:48.580 --> 00:32:52.553 on Khan Academy, because it is really exciting. 00:32:53.430 --> 00:32:58.250 I was fortunate to were I've seen Khan Academy progress 00:32:58.250 --> 00:33:01.440 over the years to helps students, but also teachers. 00:33:01.440 --> 00:33:04.790 And Khan Academy continues to do that all the time. 00:33:04.790 --> 00:33:06.290 They're bringing out new curriculum, 00:33:06.290 --> 00:33:07.450 they're bringing out new resources 00:33:07.450 --> 00:33:08.750 for teachers and students. 00:33:09.886 --> 00:33:12.230 It's a really exciting time to see 00:33:12.230 --> 00:33:14.420 what's gonna happen next with Khan Academy. 00:33:14.420 --> 00:33:16.620 - Very cool, well thanks everyone for joining us, 00:33:16.620 --> 00:33:18.140 investing in the session today. 00:33:18.140 --> 00:33:19.350 Thank you again, Erin. 00:33:19.350 --> 00:33:20.520 - Thank you. - Wish you all a good evening 00:33:20.520 --> 00:33:22.173 or good night. - Have a good evening.

Khan Academy Best Practices for High School

https://www.youtube.com/watch?v=ijE1VeL0NYI

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WEBVTT Kind: captions Language: en 00:00:03.070 --> 00:00:06.020 - Hey, everyone, this is Jeremy with Khan Academy. 00:00:06.020 --> 00:00:08.330 Thanks so much for joining us on this Friday afternoon, 00:00:08.330 --> 00:00:09.340 or Friday morning, depending 00:00:09.340 --> 00:00:10.840 on where you're calling in from. 00:00:10.840 --> 00:00:12.640 Wherever you're calling in from, 00:00:12.640 --> 00:00:14.510 you're in for a special treat today, 00:00:14.510 --> 00:00:15.540 because we have Matt, 00:00:15.540 --> 00:00:17.060 one of our Khan Academy ambassadors 00:00:17.060 --> 00:00:20.170 from Georgia, calling in to share his expertise 00:00:20.170 --> 00:00:22.450 on using Khan Academy with high schoolers. 00:00:22.450 --> 00:00:23.680 And while I think Matt would've been willing 00:00:23.680 --> 00:00:24.910 to offer this at any time, 00:00:24.910 --> 00:00:27.310 I have to give him special thanks for doing it right now, 00:00:27.310 --> 00:00:28.840 in the midst of this crisis 00:00:28.840 --> 00:00:29.990 because Matt, like myself, 00:00:29.990 --> 00:00:31.910 has two kids running around at home. 00:00:31.910 --> 00:00:33.140 And so Matt is actually taking this call 00:00:33.140 --> 00:00:35.450 from outside his home, just so he can have some peace 00:00:35.450 --> 00:00:37.820 and quiet to devote to you all today. 00:00:37.820 --> 00:00:40.510 So as a quick reminder, the way these sessions work, 00:00:40.510 --> 00:00:42.330 is we're gonna get to know Matt a little bit better. 00:00:42.330 --> 00:00:44.420 Get some of his best tips for using Kahn Academy 00:00:44.420 --> 00:00:45.860 at the high school level, 00:00:45.860 --> 00:00:47.460 and then once we have that, 00:00:47.460 --> 00:00:49.510 we're gonna open it up to questions from you, 00:00:49.510 --> 00:00:50.800 right from the audience. 00:00:50.800 --> 00:00:51.970 So if you wanna submit those questions to Matt, 00:00:51.970 --> 00:00:55.210 just go to the questions tab of the Go to Webinar 00:00:55.210 --> 00:00:56.467 control panel, and we'll take those 00:00:56.467 --> 00:00:58.670 in the order they're received. 00:00:58.670 --> 00:01:00.491 So any questions, start submitting those now, 00:01:00.491 --> 00:01:02.540 and we'll take those very soon. 00:01:02.540 --> 00:01:04.950 But before we do, again another shout to you, Matt, 00:01:04.950 --> 00:01:06.770 for making time in your busy day, 00:01:06.770 --> 00:01:09.006 your busy teaching schedule, your busy home-front life. 00:01:09.006 --> 00:01:12.160 And to just kick things off, why don't you tell us 00:01:12.160 --> 00:01:13.940 a little bit about your background as an educator, 00:01:13.940 --> 00:01:15.640 and how you got started with Kahn. 00:01:16.520 --> 00:01:17.400 - Absolutely. 00:01:17.400 --> 00:01:19.450 I appreciate Kahn Academy for having me, 00:01:19.450 --> 00:01:21.357 and giving me this opportunity 00:01:21.357 --> 00:01:23.220 to share some things with you. 00:01:23.220 --> 00:01:25.270 So, my name is Matt Colbreth. 00:01:25.270 --> 00:01:28.381 I have spent seven years as a formal educator. 00:01:28.381 --> 00:01:32.170 I have a batchelor degree from Dalton State College, 00:01:32.170 --> 00:01:34.602 with an education certification. 00:01:34.602 --> 00:01:38.310 I'm about eight weeks out from having a master's degree 00:01:38.310 --> 00:01:41.057 in math education from Thomas University. 00:01:41.057 --> 00:01:44.670 I spend my first three years after I graduated 00:01:44.670 --> 00:01:46.610 in Chattanooga Tennessee at a school, 00:01:46.610 --> 00:01:48.620 East Hamilton Middle High school. 00:01:48.620 --> 00:01:49.750 I taught seventh-grade math. 00:01:49.750 --> 00:01:52.250 I also taught eighth-grade algebra, 00:01:52.250 --> 00:01:55.550 and served as the middle school boy's basketball coach, 00:01:55.550 --> 00:01:58.932 and an assistant high school basketball coach. 00:01:58.932 --> 00:02:02.460 In 2016, I moved to my current employment 00:02:02.460 --> 00:02:05.940 with Catoosa County schools in Northwest Georgia. 00:02:05.940 --> 00:02:08.230 I spent my first year as a traveling teacher 00:02:08.230 --> 00:02:11.230 between two schools, Lakeview Fort Oglethorpe High School, 00:02:11.230 --> 00:02:13.560 and then Ringgold High School. 00:02:13.560 --> 00:02:17.780 After the first year, Lakeview Fort Oglethorpe had a 00:02:17.780 --> 00:02:19.330 full-time position available. 00:02:19.330 --> 00:02:21.996 I was a half-time general ed math teacher, 00:02:21.996 --> 00:02:23.930 and a half-time special ed math teacher, 00:02:23.930 --> 00:02:26.710 and that's what I served for the last three years. 00:02:26.710 --> 00:02:30.670 I taught Algebra I, Algebra II, Math of Finance, 00:02:30.670 --> 00:02:33.750 Foundations of Algebra. And at the general ed 00:02:33.750 --> 00:02:35.420 and special ed levels. 00:02:35.420 --> 00:02:37.630 I serve as the assistant girl's basketball coach, 00:02:37.630 --> 00:02:39.400 and assistant baseball coach. 00:02:39.400 --> 00:02:43.020 I also am the Algebra I team facilitator 00:02:43.020 --> 00:02:46.460 for our PLC group, our Professional Learning Community. 00:02:46.460 --> 00:02:50.850 And I serve on our response intervention initiation team. 00:02:50.850 --> 00:02:53.743 We're just now getting our response intervention program 00:02:53.743 --> 00:02:55.340 kind of kicked off. 00:02:55.340 --> 00:02:58.840 And so I serve on that team as an active member. 00:02:58.840 --> 00:02:59.673 - Wow. 00:02:59.673 --> 00:03:01.083 Matt, you are a man of many hats. 00:03:02.061 --> 00:03:04.420 - (laughing) Done it for a little while, 00:03:04.420 --> 00:03:07.753 and it's a joy, I mean, I love being an educator. 00:03:07.753 --> 00:03:11.750 I think it goes back to my, as a child, 00:03:11.750 --> 00:03:14.020 I was one of the older of my cousins, 00:03:14.020 --> 00:03:15.780 and had a large family, close-knit family, 00:03:15.780 --> 00:03:18.830 but I wanted to see my younger siblings, 00:03:18.830 --> 00:03:20.627 my younger cousins, wanted to see them become 00:03:20.627 --> 00:03:21.810 the best they could be. 00:03:21.810 --> 00:03:25.050 And I still kind of hold that true to now my students. 00:03:25.050 --> 00:03:28.650 I just kind of carried on as, I guess, my calling. 00:03:28.650 --> 00:03:29.483 - Very cool. 00:03:29.483 --> 00:03:32.057 Well, I know they need you more than ever right now. 00:03:32.057 --> 00:03:33.100 So, thanks for all that you're doing. 00:03:33.100 --> 00:03:34.783 And just to sort of dive into this question using 00:03:34.783 --> 00:03:37.150 Kahn Academy in the midst of all of this, 00:03:37.150 --> 00:03:38.650 how do you normally use Kahn Academy? 00:03:38.650 --> 00:03:42.250 How thank you typically integrate it into your day-to-day? 00:03:42.250 --> 00:03:45.760 - So, my students usually see some sort of Kahn Academy 00:03:45.760 --> 00:03:47.760 almost every day, pretty much every day. 00:03:49.202 --> 00:03:51.380 At the beginning of the year, 00:03:51.380 --> 00:03:54.728 I assign them a Mastery Challenge, 00:03:54.728 --> 00:03:57.420 so, with my Algebra I class, 00:03:57.420 --> 00:03:59.070 which is typically what I teach, 00:03:59.070 --> 00:04:02.950 I will assign Algebra I Mastery, the course mastery, 00:04:02.950 --> 00:04:05.823 usually in early August or September. 00:04:07.915 --> 00:04:11.373 So when I do that, that allows them to see their progress, 00:04:12.544 --> 00:04:16.120 and allows them to really work towards a goal. 00:04:16.120 --> 00:04:21.120 And we set bi-weekly goals to have them achieve that 00:04:21.870 --> 00:04:23.770 course mastery by the end of the year. 00:04:25.360 --> 00:04:28.180 So, I see you're kind of going through some of the things 00:04:28.180 --> 00:04:29.940 to set up that course mastery 00:04:29.940 --> 00:04:31.940 and once you get everything set up, 00:04:31.940 --> 00:04:33.550 it's really not a hard task, 00:04:33.550 --> 00:04:36.442 but it gives you so many things to be able to to see 00:04:36.442 --> 00:04:39.730 how well your students are progressing throughout the year. 00:04:39.730 --> 00:04:42.270 - Yeah, and just sort of explain for teachers who are coming 00:04:42.270 --> 00:04:45.870 from more of an assignments mindset to this mastery mindset, 00:04:45.870 --> 00:04:48.223 what is course mastery and why is it important? 00:04:49.630 --> 00:04:52.490 - So through the course mastery, it used to be done 00:04:52.490 --> 00:04:55.160 with what they called Missions. And we've kind of moved 00:04:55.160 --> 00:04:59.970 into the course mastery, but the idea is that everything, 00:04:59.970 --> 00:05:01.240 especially mathematically, 00:05:01.240 --> 00:05:03.520 everything is built upon each other. 00:05:03.520 --> 00:05:05.070 You have to have good foundations 00:05:05.070 --> 00:05:07.780 before you can begin building on top of that. 00:05:07.780 --> 00:05:10.048 I've heard Sal say in some of his TED talks, 00:05:10.048 --> 00:05:13.010 if you're building a house, you don't have an inspector 00:05:13.010 --> 00:05:15.631 come in and say, "Oh, well your foundation, 00:05:15.631 --> 00:05:18.667 "it's got 80% passes code. 00:05:18.667 --> 00:05:20.135 "We can start building the first level 00:05:20.135 --> 00:05:20.968 "and the second level." 00:05:20.968 --> 00:05:22.190 Eventually that crashes down. 00:05:22.190 --> 00:05:25.633 So idea of course mastery is that you work through 00:05:25.633 --> 00:05:29.949 different units and different lessons, and different levels 00:05:29.949 --> 00:05:32.344 of whatever subject it is, right? 00:05:32.344 --> 00:05:33.740 So if it's for Algebra I, 00:05:33.740 --> 00:05:37.570 it begins with an algebra foundations piece, unit, 00:05:37.570 --> 00:05:40.420 and you work through that algebra foundations unit, 00:05:40.420 --> 00:05:44.400 and you gain points for assignments that you complete, 00:05:44.400 --> 00:05:46.861 and questions that you answer correctly. 00:05:46.861 --> 00:05:49.230 And you continue moving through that unit 00:05:49.230 --> 00:05:50.180 until you've completed it. 00:05:50.180 --> 00:05:52.610 It has some quizzes available in it. 00:05:52.610 --> 00:05:56.080 It has unit tests available for each unit. 00:05:56.080 --> 00:05:58.900 And with that, students earn points every time 00:05:58.900 --> 00:06:00.699 they complete these with accuracy. 00:06:00.699 --> 00:06:02.760 And they will level up 00:06:02.760 --> 00:06:05.990 and eventually get to that mastery point. 00:06:05.990 --> 00:06:06.910 - Absolutely. 00:06:06.910 --> 00:06:08.830 So basically, what you're setting out 00:06:08.830 --> 00:06:10.847 at the beginning of the regular school year is, 00:06:10.847 --> 00:06:12.867 "Hey, we have a high bar, 00:06:12.867 --> 00:06:14.727 "not just to get through the textbook, 00:06:14.727 --> 00:06:17.970 "but to master each foundational skill along the way." 00:06:17.970 --> 00:06:21.310 And Course Mastery kind of drives them to that high bar. 00:06:21.310 --> 00:06:23.150 Now, let me sort of switch gears a little bit. 00:06:23.150 --> 00:06:24.740 That's all well and good if it's September, 00:06:24.740 --> 00:06:27.340 if it's normal times, now that it's April, 00:06:27.340 --> 00:06:29.970 and it's this strange new world that we're living in, 00:06:29.970 --> 00:06:31.890 if you were just starting with Kahn Academy 00:06:31.890 --> 00:06:33.620 as a high school teacher today, 00:06:33.620 --> 00:06:35.690 what are the one or two things that you would do 00:06:35.690 --> 00:06:37.210 just to get a quick win next week? 00:06:37.210 --> 00:06:39.160 Just to get some wind behind your back? 00:06:40.220 --> 00:06:41.530 - Well I think the first thing that you need to do 00:06:41.530 --> 00:06:43.490 is to be able to set up your classes. 00:06:43.490 --> 00:06:48.466 And so, when you sign in, when you sign up as a teacher, 00:06:48.466 --> 00:06:50.580 you will see this screen, 00:06:50.580 --> 00:06:53.080 as this is kind of your teacher dashboard. 00:06:53.080 --> 00:06:57.360 And so to set up your class, we're lucky in Catoosa County 00:06:57.360 --> 00:07:01.960 that we all have different classrooms, 00:07:01.960 --> 00:07:04.800 and so Hahn Academy does sync directly, 00:07:04.800 --> 00:07:08.690 will pull in rosters from Go Classroom. 00:07:08.690 --> 00:07:11.540 And so, all you have to do is click on the Add New Class, 00:07:12.610 --> 00:07:15.600 and if you have Google Classroom, you can actually 00:07:15.600 --> 00:07:17.426 import your class directly from Google Classroom 00:07:17.426 --> 00:07:22.426 and your rosters are automatically put into Kahn Academy. 00:07:24.900 --> 00:07:27.120 And so you don't have to do a whole lot. 00:07:27.120 --> 00:07:28.903 If you don't have the Google Classroom already set up, 00:07:28.903 --> 00:07:31.440 then can enter your class name, 00:07:31.440 --> 00:07:34.850 and then you have to add courses for your class. 00:07:34.850 --> 00:07:36.750 For instance, mine is Algebra I. 00:07:36.750 --> 00:07:39.370 And I do typically go back and maybe add 00:07:39.370 --> 00:07:41.780 like a pre-algebra course to it, 00:07:41.780 --> 00:07:44.920 just so I see those whenever I make an assignment. 00:07:44.920 --> 00:07:45.820 See those lessons. 00:07:47.190 --> 00:07:49.120 But you can choose whatever courses you like, 00:07:49.120 --> 00:07:51.600 mathematics, or anything. 00:07:51.600 --> 00:07:53.930 And then to add your students, like I said, 00:07:53.930 --> 00:07:56.970 for Google Classroom users, it's very, very simple, 00:07:56.970 --> 00:07:59.350 just connect to your Google Classroom. 00:07:59.350 --> 00:08:01.250 They can also use the class, 00:08:01.250 --> 00:08:03.050 like a share a link with their students. 00:08:03.050 --> 00:08:05.050 And ostensibly click on that link 00:08:05.050 --> 00:08:08.550 and they will automatically be joined. 00:08:08.550 --> 00:08:12.262 I've been using Kahn Academy for years and years, 00:08:12.262 --> 00:08:14.940 and so when I was doing middle school, 00:08:14.940 --> 00:08:17.899 I would used to create the student accounts for them. 00:08:17.899 --> 00:08:20.230 Because this was before I had any sort of Google Classroom. 00:08:20.230 --> 00:08:22.540 And so I would create the student's accounts, 00:08:22.540 --> 00:08:23.610 put their names in. 00:08:23.610 --> 00:08:26.420 It would give me a user name and a password. 00:08:26.420 --> 00:08:28.230 And I would share that with the student, 00:08:28.230 --> 00:08:30.920 and that's how they would get on Kahn Academy. 00:08:30.920 --> 00:08:31.753 - That's great. 00:08:31.753 --> 00:08:34.020 So multiple ways to get started. 00:08:34.020 --> 00:08:36.220 And then just sort of take this through to the next step. 00:08:36.220 --> 00:08:37.660 Like let's say you've built out your class, 00:08:37.660 --> 00:08:39.390 you've invited your students, 00:08:39.390 --> 00:08:42.025 what do you do to just sort of get a little bit 00:08:42.025 --> 00:08:44.270 of expertise under the student's belt? 00:08:44.270 --> 00:08:48.490 - So, the assignments tab, I do you use quite often. 00:08:48.490 --> 00:08:50.740 So, when you click on the classroom, 00:08:50.740 --> 00:08:52.410 you get into the screen that you're in, 00:08:52.410 --> 00:08:53.680 under the assignments, 00:08:53.680 --> 00:08:57.360 and you click to assign, it has the entire course, 00:08:57.360 --> 00:09:00.420 every unit, and everything built underneath that. 00:09:00.420 --> 00:09:02.660 And so, you can assign an entire unit, 00:09:02.660 --> 00:09:04.430 as Jeremy has done here. 00:09:04.430 --> 00:09:06.230 He's clicked on the check mark. 00:09:06.230 --> 00:09:08.730 And you can assign entire units. 00:09:08.730 --> 00:09:09.970 If you don't want the entire unit, 00:09:09.970 --> 00:09:11.030 if you just want to chunk it, 00:09:11.030 --> 00:09:12.740 which is what I typically do, 00:09:12.740 --> 00:09:15.380 you may find a lesson that will assign a few videos, 00:09:15.380 --> 00:09:18.263 or a few practice assignments. 00:09:19.180 --> 00:09:22.140 Or you may just want to assign one practice assignment. 00:09:22.140 --> 00:09:24.083 And those are indicated with the pencil mark 00:09:24.083 --> 00:09:26.000 over on the left-hand side. 00:09:26.000 --> 00:09:28.190 You can click on the assignment of see what kind of question 00:09:28.190 --> 00:09:29.937 it's actually going to be asking, 00:09:29.937 --> 00:09:32.300 and make sure that that is what you want. 00:09:32.300 --> 00:09:34.450 And one of the great things, in my opinion, 00:09:34.450 --> 00:09:37.140 that the assignment, the exercise do, 00:09:37.140 --> 00:09:39.980 is generally, I don't believe there's any exercise 00:09:39.980 --> 00:09:42.670 that has more than seven or eight questions in it. 00:09:42.670 --> 00:09:45.840 And so it's nothing that is overwhelming to the student. 00:09:45.840 --> 00:09:48.020 And they're good, quality questions. 00:09:48.020 --> 00:09:50.730 So, you get a good idea of what your student does know, 00:09:50.730 --> 00:09:53.130 or doesn't know, but it's not going to take them 00:09:53.130 --> 00:09:54.580 an hour and half to complete. 00:09:56.250 --> 00:09:58.927 So, once you've decided what you want to assign, 00:09:58.927 --> 00:10:00.573 you click on the Assign button, 00:10:01.734 --> 00:10:03.550 and you have some different options there, 00:10:03.550 --> 00:10:04.890 you can have that each student does 00:10:04.890 --> 00:10:06.710 a different set of questions. 00:10:06.710 --> 00:10:10.260 Most of the questions I've seen banks of upwards around 00:10:10.260 --> 00:10:12.684 40 and 50 question in each set. 00:10:12.684 --> 00:10:14.310 Or you can have all students do the same questions. 00:10:14.310 --> 00:10:15.350 There's been a lot of times 00:10:15.350 --> 00:10:17.870 that I have students do the same questions, 00:10:17.870 --> 00:10:20.680 for the fact that I can have them 00:10:20.680 --> 00:10:23.190 either do that at the end of class, or for homework, 00:10:23.190 --> 00:10:24.450 something of that nature. 00:10:24.450 --> 00:10:27.200 And then later in the class, or the next day, 00:10:27.200 --> 00:10:28.033 we can come together. 00:10:28.033 --> 00:10:29.830 And we use their information, 00:10:29.830 --> 00:10:33.000 how they answered those questions, and we talk about 00:10:33.000 --> 00:10:35.230 why this was a good answer, why this was a bad answer. 00:10:35.230 --> 00:10:39.050 And it's not just to give me a number grade 00:10:39.050 --> 00:10:40.960 to put in the grade book. 00:10:40.960 --> 00:10:42.087 - Very cool. 00:10:42.087 --> 00:10:44.113 Go for it, Matt. 00:10:45.100 --> 00:10:45.933 - Oh, I'm sorry. 00:10:45.933 --> 00:10:48.610 So the other great thing that I like under this screen 00:10:48.610 --> 00:10:50.370 is that under the student's tab, 00:10:50.370 --> 00:10:52.010 you can select to send it to all students, 00:10:52.010 --> 00:10:54.666 but there have been many times where I've wanted 00:10:54.666 --> 00:10:55.499 to maybe differentiate, 00:10:55.499 --> 00:10:57.770 or some students have mastered a certain skill, 00:10:57.770 --> 00:10:59.677 and I may only choose a few students, 00:10:59.677 --> 00:11:04.090 two or three students to send an assignment to. 00:11:04.090 --> 00:11:08.280 And especially, we use this a lot with our RTI program. 00:11:08.280 --> 00:11:09.790 We use the MAP test, 00:11:09.790 --> 00:11:12.690 and use the way Kahn Academy links to it, 00:11:12.690 --> 00:11:15.310 so there a lot of times where not every student 00:11:15.310 --> 00:11:16.540 needs that assignment, 00:11:16.540 --> 00:11:18.540 so I will only assign to a few students. 00:11:20.170 --> 00:11:21.003 - Beautiful. 00:11:21.003 --> 00:11:22.527 And you can set your due date and your time. 00:11:22.527 --> 00:11:24.620 And so it goes out to the students, 00:11:24.620 --> 00:11:25.660 what do the students see? 00:11:25.660 --> 00:11:28.210 Can you talk a little bit about that experience? 00:11:28.210 --> 00:11:29.043 - Absolutely. 00:11:29.043 --> 00:11:33.483 So if you go back to the top, or to the teacher dashboard, 00:11:35.990 --> 00:11:39.510 so at your home, you can click on your user name, 00:11:39.510 --> 00:11:42.220 or your name in the top right-hand corner, 00:11:42.220 --> 00:11:45.430 and it will show you the Learner Home. 00:11:45.430 --> 00:11:48.680 And under Learner Home, that kind of gives you a view 00:11:48.680 --> 00:11:50.723 of what the students are going to see. 00:11:52.140 --> 00:11:54.420 And when the students log into Kahn Academy, 00:11:54.420 --> 00:11:55.810 once you have given an assignment, 00:11:55.810 --> 00:11:57.500 or you have given a Course Mastery, 00:11:57.500 --> 00:12:01.280 on the left-hand side, all of their classes, 00:12:01.280 --> 00:12:04.040 so they can be enrolled in multiple classes. 00:12:04.040 --> 00:12:06.980 I know our World History teacher, has just recently 00:12:06.980 --> 00:12:09.930 started using Kahn Academy quite a bit for his class. 00:12:09.930 --> 00:12:11.730 So beyond the math classroom. 00:12:11.730 --> 00:12:14.790 And their assignments, and their classes all show up 00:12:14.790 --> 00:12:16.217 on the left-hand side. 00:12:16.217 --> 00:12:18.460 If they have a Course Mastery goal, 00:12:18.460 --> 00:12:19.990 the Course Mastery shows up there. 00:12:19.990 --> 00:12:22.431 Also, the assignment shows up there. 00:12:22.431 --> 00:12:24.283 And if the assignment is past due, 00:12:24.283 --> 00:12:27.070 it shows up under the Past tab. 00:12:27.070 --> 00:12:28.850 If it's still an active assignment, 00:12:28.850 --> 00:12:30.050 Then it would obviously show up under 00:12:30.050 --> 00:12:31.513 the Active Assignment tab. 00:12:33.500 --> 00:12:35.020 - So a student clicks into an assignment, 00:12:35.020 --> 00:12:37.590 and says, Mr. Colbreth has just assigned to me. 00:12:37.590 --> 00:12:39.200 They see it on their screen. 00:12:39.200 --> 00:12:41.630 How do you typically recommend that students use this? 00:12:41.630 --> 00:12:43.750 Like, do they just go through in one shot? 00:12:43.750 --> 00:12:44.730 Do they do it multiple times? 00:12:44.730 --> 00:12:45.863 Do they get support? 00:12:46.858 --> 00:12:49.940 - I think this is one of the toughest things 00:12:49.940 --> 00:12:51.470 to get across to students, 00:12:51.470 --> 00:12:55.180 is using some of the supports that Kahn Academy offers. 00:12:55.180 --> 00:12:58.760 I started using Kahn Academy way back when it was just 00:12:58.760 --> 00:13:03.160 YouTube videos, and the videos are some of the best help 00:13:03.160 --> 00:13:05.150 that I think the students can get. 00:13:05.150 --> 00:13:06.623 If I can get them to use it. 00:13:07.990 --> 00:13:09.840 Whenever they give it their best try, 00:13:09.840 --> 00:13:11.500 and they don't get a question right, 00:13:11.500 --> 00:13:12.450 they can get help. 00:13:12.450 --> 00:13:15.560 And they have either hints available to them, 00:13:15.560 --> 00:13:18.530 or video content that is available to them. 00:13:18.530 --> 00:13:22.387 And I'll even tell students, "If you missed 00:13:22.387 --> 00:13:25.497 "one or two questions, even if you try it your first time, 00:13:25.497 --> 00:13:27.827 "or you don't try, you just have no idea what it is, 00:13:27.827 --> 00:13:30.497 "use those videos, use those hints, 00:13:30.497 --> 00:13:32.340 "to help you understand the material." 00:13:32.340 --> 00:13:34.310 They're reluctant to do that because they don't like 00:13:34.310 --> 00:13:36.270 to get questions wrong. 00:13:36.270 --> 00:13:38.627 But, I tell them, "If you can learn it, 00:13:38.627 --> 00:13:40.727 "then learning it is much more important 00:13:40.727 --> 00:13:42.157 "than one correct answer." 00:13:43.040 --> 00:13:43.873 - Absolutely. 00:13:43.873 --> 00:13:45.965 Definitely lean on Kahn Academy to give that live, 00:13:45.965 --> 00:13:49.010 real-time feedback if you can't be there 00:13:49.010 --> 00:13:50.010 to give it yourself. 00:13:51.240 --> 00:13:52.800 And then to just sort of bring it to full circle, 00:13:52.800 --> 00:13:54.850 back to the teacher view, 00:13:54.850 --> 00:13:57.150 We'll take questions from the audience in one second. 00:13:57.150 --> 00:13:59.330 Once your students have started to complete these exercises, 00:13:59.330 --> 00:14:00.630 where are you looking 00:14:00.630 --> 00:14:02.930 to sort of understand what's happening? 00:14:02.930 --> 00:14:06.676 - Yeah, so in the classroom, on the classroom page, 00:14:06.676 --> 00:14:09.720 you have to, under the assignments, 00:14:09.720 --> 00:14:11.680 there's a tab for Scores. 00:14:11.680 --> 00:14:14.140 So you'll click on the Scores tab, 00:14:14.140 --> 00:14:17.609 and it will give you the scores for each student 00:14:17.609 --> 00:14:19.600 for wherever assignments you have. 00:14:19.600 --> 00:14:20.750 So you can look at that, 00:14:20.750 --> 00:14:22.490 and then if you want to look at individual reports, 00:14:22.490 --> 00:14:25.263 you can click on the actual score for that student. 00:14:26.580 --> 00:14:28.920 So you can, when you click on the score, 00:14:28.920 --> 00:14:31.980 it will show you what questions they've attempted. 00:14:31.980 --> 00:14:33.230 How they answered them. 00:14:33.230 --> 00:14:35.890 Which ones the got correct, which one they got wrong. 00:14:35.890 --> 00:14:38.216 And I know up for the attempt, 00:14:38.216 --> 00:14:41.240 a lot of times I will look at their first attempts 00:14:41.240 --> 00:14:43.730 to see how they kind of have answered it to begin with, 00:14:43.730 --> 00:14:45.850 and what their initial thinking was, 00:14:45.850 --> 00:14:47.350 and then their last attempt is really 00:14:47.350 --> 00:14:49.543 how they completed the question. 00:14:50.760 --> 00:14:54.510 The other place that I have started recently using, 00:14:54.510 --> 00:14:56.947 and this is fairly new, new to me, 00:14:56.947 --> 00:14:59.940 is under the classroom page, 00:14:59.940 --> 00:15:01.573 is the activity overview. 00:15:02.590 --> 00:15:05.620 And here you can look at how much time 00:15:05.620 --> 00:15:08.250 students are spending on Kahn Academy, 00:15:08.250 --> 00:15:10.100 what skills are they practicing. 00:15:10.100 --> 00:15:11.900 How many skills are they leveling up. 00:15:11.900 --> 00:15:13.834 And you can also look at individual students. 00:15:13.834 --> 00:15:17.620 Look at really the activities they're doing on Kahn Academy. 00:15:17.620 --> 00:15:19.500 So when you click on that student's name, 00:15:19.500 --> 00:15:21.980 it will show you a lot more in-depth information 00:15:21.980 --> 00:15:23.810 about what the student is doing on Kahn Academy. 00:15:23.810 --> 00:15:26.010 You can also see individual student assignments 00:15:26.010 --> 00:15:30.863 from that page, and the time they're spending, as well. 00:15:31.740 --> 00:15:32.573 - That's great. 00:15:32.573 --> 00:15:34.360 So I think that's probably more than enough 00:15:34.360 --> 00:15:36.100 for a week or two of just getting adjusted 00:15:36.100 --> 00:15:37.400 to the Kahn Academy. 00:15:37.400 --> 00:15:38.233 Let's pause there, 00:15:38.233 --> 00:15:41.041 and analyze sort of the reality of the situation, 00:15:41.041 --> 00:15:42.200 because we can go on to probably 00:15:42.200 --> 00:15:44.780 three hours of in-depth advanced tips. 00:15:44.780 --> 00:15:47.070 Let's just take the questions from the audience, 00:15:47.070 --> 00:15:49.270 and see where people's minds are at. 00:15:49.270 --> 00:15:51.770 So, first question is coming in from Belinda. 00:15:51.770 --> 00:15:53.460 And Belinda asks a really important question 00:15:53.460 --> 00:15:55.437 that sort of goes beyond the technology. 00:15:55.437 --> 00:15:57.337 "What are your suggesting, Matt, 00:15:57.337 --> 00:15:59.106 "for how to handle progress for students 00:15:59.106 --> 00:16:03.097 "who are not doing assignments, even over extended periods? 00:16:03.097 --> 00:16:05.294 "I know we are in very, very unusual times, now, 00:16:05.294 --> 00:16:07.967 "but how would you recommend handling your student 00:16:07.967 --> 00:16:11.420 "who is just not making any progress in Kahn Academy?" 00:16:11.420 --> 00:16:15.510 - Well I think one of the things is the communication 00:16:15.510 --> 00:16:18.160 between the teacher and the student. 00:16:18.160 --> 00:16:21.460 And so during a normal time, if I see that students 00:16:21.460 --> 00:16:22.800 are not making progress, 00:16:22.800 --> 00:16:24.800 I have a conference with that student. 00:16:24.800 --> 00:16:25.700 I talk with that student. 00:16:25.700 --> 00:16:29.500 And I think there is a, you know, Kahn Academy 00:16:29.500 --> 00:16:31.340 is not a babysitter. 00:16:31.340 --> 00:16:32.940 And it's not a replacement for me. 00:16:32.940 --> 00:16:35.010 I still have that relationship with the student. 00:16:35.010 --> 00:16:37.900 And I speak with them to try to motivate, 00:16:37.900 --> 00:16:40.360 find that motivation for why is this important? 00:16:40.360 --> 00:16:42.040 Why do you need this? 00:16:42.040 --> 00:16:44.583 What kind of correlation does it have to your lives? 00:16:45.758 --> 00:16:50.160 And now in these times, I still am trying to find ways 00:16:50.160 --> 00:16:51.230 to communicate with students, 00:16:51.230 --> 00:16:53.526 whether it be through email messages, 00:16:53.526 --> 00:16:57.293 or I use an app, a Remind app, 00:16:57.293 --> 00:17:01.180 that allows me to send messages via text to students. 00:17:01.180 --> 00:17:03.890 And so, I still try to find those ways to communicate, 00:17:03.890 --> 00:17:08.240 and really drill down the importance of the assignment. 00:17:08.240 --> 00:17:11.320 And hopefully, use my relationship with them 00:17:11.320 --> 00:17:14.373 to drive that forward. 00:17:15.340 --> 00:17:16.173 - Great, great. 00:17:16.173 --> 00:17:18.608 Yeah, I think even in these extenuating circumstances, 00:17:18.608 --> 00:17:21.520 communication with students is still the key 00:17:21.520 --> 00:17:23.420 to pretty much all great teaching. 00:17:23.420 --> 00:17:25.440 And even if it's communication over an app, 00:17:25.440 --> 00:17:27.460 or a video conference, or whatever, 00:17:27.460 --> 00:17:29.550 reaching out beyond just, "Hey, here's an assignment," 00:17:29.550 --> 00:17:31.120 it's so important. 00:17:31.120 --> 00:17:33.293 Speaking of that, Sandy has a question for you 00:17:33.293 --> 00:17:35.497 that kind of extends that question. 00:17:35.497 --> 00:17:37.507 "What if you have students who are not only struggling 00:17:37.507 --> 00:17:40.707 "with grade-level material, but actually have big gaps 00:17:40.707 --> 00:17:41.667 "in their foundations? 00:17:41.667 --> 00:17:43.277 "They're already coming to you in high school 00:17:43.277 --> 00:17:45.027 "many years behind. 00:17:45.027 --> 00:17:46.580 "Is there any opportunity to use Kahn 00:17:46.580 --> 00:17:47.747 to help catch them up?" 00:17:48.920 --> 00:17:49.753 - Absolutely. 00:17:49.753 --> 00:17:52.777 And I'm glad you said that because one of the great things 00:17:52.777 --> 00:17:56.630 that we have been doing at LSO that I'm have proud of, 00:17:56.630 --> 00:17:59.710 is our RTI program, our Response to Intervention program. 00:17:59.710 --> 00:18:03.580 And if you try to research and find many resources 00:18:03.580 --> 00:18:07.030 on high school RTI programs, there's not a lot out there. 00:18:07.030 --> 00:18:07.863 We couldn't find any. 00:18:07.863 --> 00:18:12.350 So, Kahn Academy, in a partnership with the NWEA, 00:18:12.350 --> 00:18:16.320 and MAP testing is one thing that we have used this year. 00:18:16.320 --> 00:18:20.350 And so, we gave our students the MAP assessment 00:18:20.350 --> 00:18:21.183 at the beginning of the year, 00:18:21.183 --> 00:18:24.230 which kind of diagnoses and tells us exact where they're at. 00:18:24.230 --> 00:18:26.280 And we have students all the way down, 00:18:26.280 --> 00:18:27.650 coming into ninth grade, 00:18:27.650 --> 00:18:31.010 all the way down on a fourth and fifth grade level, 00:18:31.010 --> 00:18:34.010 on certain MAP skills. 00:18:34.010 --> 00:18:37.999 And so we set up little classes for them during our 00:18:37.999 --> 00:18:41.850 guided studies time, and really during our flex lunchtime. 00:18:41.850 --> 00:18:46.850 And we use Kahn Academy to reach back into those fourth 00:18:46.930 --> 00:18:51.600 and fifth grade concepts, and reteach, 00:18:51.600 --> 00:18:53.910 and try to solidify that, because as we said, 00:18:53.910 --> 00:18:57.920 if you do not have those foundations, 00:18:57.920 --> 00:18:59.976 it's hard to build off it. 00:18:59.976 --> 00:19:03.980 So, we use the data that we gathered from the MAP test, 00:19:03.980 --> 00:19:06.780 to identify what content we needed to focus on 00:19:06.780 --> 00:19:09.970 for those students, and then used Kahn Academy 00:19:09.970 --> 00:19:14.433 to help teach and assess students on those concepts. 00:19:15.450 --> 00:19:16.283 - I love that. 00:19:16.283 --> 00:19:17.290 It's such a powerful sort of way 00:19:17.290 --> 00:19:20.340 to make sure that each student is getting what they need 00:19:20.340 --> 00:19:22.922 not just whatever your pacing guide is telling you today. 00:19:22.922 --> 00:19:26.380 Did you use the Mappers tool, out of curiosity, Matt? 00:19:26.380 --> 00:19:27.930 - I certainly did. 00:19:27.930 --> 00:19:32.930 So I searched Mappers, and really it will pop up. 00:19:33.670 --> 00:19:34.933 There it is. 00:19:34.933 --> 00:19:39.933 And so when you go in, if you classes are already set up, 00:19:41.080 --> 00:19:42.720 you can enter the MAP scores. 00:19:42.720 --> 00:19:44.220 If you have used the MAP test, 00:19:45.219 --> 00:19:49.560 and you enter the MAP scores for the data that you have, 00:19:49.560 --> 00:19:51.100 for the students that you have, 00:19:51.100 --> 00:19:54.000 and then it will give you a recommendation 00:19:54.000 --> 00:19:57.700 for what concepts those students need to be working on. 00:19:57.700 --> 00:19:58.533 - Very cool. 00:19:59.819 --> 00:20:02.310 So, just pasting that link into chat box. 00:20:02.310 --> 00:20:05.220 So if anyone is using the MAP assessment in their school, 00:20:05.220 --> 00:20:07.250 they can definitely take advantage of that. 00:20:07.250 --> 00:20:10.070 Here's another important question about differentiation. 00:20:10.070 --> 00:20:12.667 Christina says, "For special education students 00:20:12.667 --> 00:20:16.017 "at the high school level, how do you make accommodations? 00:20:16.017 --> 00:20:19.137 "Would you recommend making special worksheets for them? 00:20:19.137 --> 00:20:21.697 "Pulling these questions out of Kahn Academy? 00:20:21.697 --> 00:20:24.097 "How do you serve that audience, in particular?" 00:20:25.210 --> 00:20:29.847 - So, a lot of times I limit the number of questions, 00:20:29.847 --> 00:20:32.230 the number of assignments that I do with them. 00:20:32.230 --> 00:20:35.160 We do a lot, really just as a class. 00:20:35.160 --> 00:20:40.120 So we might present questions up on the board, as a class, 00:20:40.120 --> 00:20:42.520 and then kind of walk through that all together. 00:20:43.380 --> 00:20:45.823 Not as much as an independent activity. 00:20:46.810 --> 00:20:49.847 I also have a limited use of iPads. 00:20:49.847 --> 00:20:53.640 And one thing I found that a lot of my students like to do 00:20:53.640 --> 00:20:56.110 is use the iPad because they can touch it, 00:20:56.110 --> 00:20:57.850 and they can draw on it, 00:20:57.850 --> 00:21:00.170 and they can, the Kahn Academy app allows you 00:21:00.170 --> 00:21:04.063 to use an info tool, and actually show some work on it. 00:21:05.437 --> 00:21:07.690 And for whatever reason, it does tend to engage 00:21:07.690 --> 00:21:09.240 the students a little bit more. 00:21:10.450 --> 00:21:13.770 I think that there are certain accommodations 00:21:13.770 --> 00:21:14.650 that you can provide there, 00:21:14.650 --> 00:21:17.250 but again, I will interject and say 00:21:17.250 --> 00:21:18.810 the teacher is probably the most important tool 00:21:18.810 --> 00:21:19.643 that you have, 00:21:19.643 --> 00:21:21.620 so using the thing that you know, 00:21:21.620 --> 00:21:25.490 and the strategy that you have to blend the two, 00:21:25.490 --> 00:21:27.990 between Kahn Academy and the things 00:21:27.990 --> 00:21:29.680 that you were doing in the classroom 00:21:29.680 --> 00:21:33.383 are crucial to the sort of intervention. 00:21:36.490 --> 00:21:37.780 - My apologies there. 00:21:37.780 --> 00:21:39.500 I was just sort of showing off. 00:21:39.500 --> 00:21:40.830 One way to sort of draw, 00:21:40.830 --> 00:21:43.350 even if you don't have fancy technology. 00:21:43.350 --> 00:21:44.593 In that assignment score report 00:21:44.593 --> 00:21:45.790 that Matt had talking about 00:21:45.790 --> 00:21:47.300 a couple of minutes ago, 00:21:47.300 --> 00:21:49.910 you could actually share this screen on a Zoom call, 00:21:49.910 --> 00:21:52.160 or Google Hangout call with your students, 00:21:52.160 --> 00:21:54.888 and walk through live how you might solve a problem 00:21:54.888 --> 00:21:56.020 step-by-step. 00:21:56.020 --> 00:21:57.918 So, just another way to build that communication line 00:21:57.918 --> 00:22:00.304 to your students. 00:22:00.304 --> 00:22:03.940 Let me ask another really important question from Bryce. 00:22:03.940 --> 00:22:06.457 Bryce says, "How do you typically grade MAP? 00:22:06.457 --> 00:22:08.677 "Do you take scores from Kahn into account? 00:22:08.677 --> 00:22:10.087 "Do you build your own assessments? 00:22:10.087 --> 00:22:11.587 "How does Kahn fit into that?" 00:22:12.994 --> 00:22:15.890 - Great question, 'cause we've been having this discussion 00:22:15.890 --> 00:22:17.880 in our school about grading 00:22:17.880 --> 00:22:21.190 and what grades should look like extensively here recently. 00:22:21.190 --> 00:22:25.610 So, our subject area, our Algebra I teachers 00:22:25.610 --> 00:22:28.222 have recently decided that we are grading, 00:22:28.222 --> 00:22:30.990 for the most part, on course mastery. 00:22:30.990 --> 00:22:32.320 So based on the assessments that we give, 00:22:32.320 --> 00:22:35.510 and whether that be a formative assessment 00:22:35.510 --> 00:22:37.865 through Kahn Academy, or a paper and pencil assessment, 00:22:37.865 --> 00:22:42.865 a unit test, we take those grades, and we base it, 00:22:43.285 --> 00:22:46.410 whatever our learning target is, we base it on a scale 00:22:46.410 --> 00:22:47.550 of one to four. 00:22:47.550 --> 00:22:50.470 Whether it's one being a beginning-level learner, 00:22:50.470 --> 00:22:52.440 or four being a master-level learner, 00:22:52.440 --> 00:22:53.640 or somewhere in between. 00:22:55.388 --> 00:22:58.120 And that makes up 70% of our grading process. 00:22:58.120 --> 00:23:01.650 So there could be some times where the Kahn Academy, 00:23:01.650 --> 00:23:04.590 like I said, this is a formative assessment, 00:23:04.590 --> 00:23:07.750 but a lot of times, most of it, I use for the other 30%, 00:23:07.750 --> 00:23:10.210 my daily grades that I take. 00:23:10.210 --> 00:23:15.210 And I use the grades that they have made on the assignments, 00:23:15.210 --> 00:23:19.120 but I allow unlimited number of attempts. 00:23:19.120 --> 00:23:21.700 Because I don't, I'm not worried that 00:23:21.700 --> 00:23:24.300 a student doesn't know it on Monday, 00:23:24.300 --> 00:23:26.430 if they know it on Friday of that same week. 00:23:26.430 --> 00:23:28.950 Or even if it takes them two weeks to learn it. 00:23:28.950 --> 00:23:30.403 My goal is by the time they leave my class, 00:23:30.403 --> 00:23:32.980 that they understand the material and the content 00:23:32.980 --> 00:23:35.690 that I'm wanting to teach, regardless of how long 00:23:35.690 --> 00:23:37.490 it takes them to learn that. 00:23:37.490 --> 00:23:38.323 - I love that. 00:23:38.323 --> 00:23:39.156 Yeah, and I've heard that from 00:23:39.156 --> 00:23:40.860 so many other educators recently. 00:23:40.860 --> 00:23:44.107 The Kahn Academy is not about whether you're 00:23:44.107 --> 00:23:47.111 "Getting an A or a B," 00:23:47.111 --> 00:23:49.920 but whether you had that growth mindset. 00:23:49.920 --> 00:23:51.240 Are you constantly pushing yourself 00:23:51.240 --> 00:23:52.890 towards that mastery goal, 00:23:52.890 --> 00:23:54.900 even if it's a really long stretch for you? 00:23:54.900 --> 00:23:57.000 And so using that sort of look at the progress 00:23:57.000 --> 00:23:59.690 they're making can be even more important. 00:23:59.690 --> 00:24:01.870 Really important question from Sandy. 00:24:01.870 --> 00:24:03.187 Sandy says, "Hey, you know, if we're trying to 00:24:03.187 --> 00:24:04.977 "figure out where students are, 00:24:04.977 --> 00:24:06.927 "they've obviously been away from their regular routines 00:24:06.927 --> 00:24:08.617 "for a little while, and want to do 00:24:08.617 --> 00:24:10.917 "maybe some kind of baseline diagnostic, 00:24:10.917 --> 00:24:12.257 "is there anyway to do something similar 00:24:12.257 --> 00:24:13.210 "to that in Kahn Academy? 00:24:13.210 --> 00:24:16.060 "Just to get a sense of where students are at right now?" 00:24:17.015 --> 00:24:19.482 - I would say that's a good question. 00:24:19.482 --> 00:24:21.711 And I may not know a perfect answer to it. 00:24:21.711 --> 00:24:26.711 One thing I have used to maybe as like a pretest 00:24:27.030 --> 00:24:30.670 is the course challenges, or the unit test, 00:24:30.670 --> 00:24:33.360 for then each of the subject areas. 00:24:33.360 --> 00:24:38.040 So, say we were in a unit of quadratics 00:24:38.040 --> 00:24:41.097 before we left for our extended break, 00:24:41.097 --> 00:24:43.933 and so I used, under the quadratics unit, 00:24:43.933 --> 00:24:47.300 at the very bottom, there's a unit test, 00:24:47.300 --> 00:24:49.060 and you can assign that unit test, 00:24:49.060 --> 00:24:51.810 and it will cover everything that's within that unit. 00:24:51.810 --> 00:24:55.090 And you can see what questions students get right, 00:24:55.090 --> 00:24:55.923 and get wrong. 00:24:56.950 --> 00:24:57.783 - That's great, yeah. 00:24:57.783 --> 00:25:00.740 I think that's the easiest way to quickly figure out 00:25:00.740 --> 00:25:02.640 what are the skills that they are lacking, 00:25:02.640 --> 00:25:05.380 where they are strong, and then pinpoint as you make 00:25:05.380 --> 00:25:06.570 those differentiation assignments, 00:25:06.570 --> 00:25:08.000 as Matt talked about. 00:25:08.000 --> 00:25:08.833 That's great. 00:25:10.570 --> 00:25:11.593 Let's see here. 00:25:13.670 --> 00:25:15.670 This is sort of a basic question about just making 00:25:15.670 --> 00:25:18.420 sure that assignments are on target. 00:25:18.420 --> 00:25:20.497 Ayomi wants to know, "Matt, is there any way 00:25:20.497 --> 00:25:22.227 "to change the due date of an assignment 00:25:22.227 --> 00:25:23.537 "after I assigned it?" 00:25:24.450 --> 00:25:26.830 - Great question because I've done this multiple times. 00:25:26.830 --> 00:25:28.180 Many, many time. 00:25:28.180 --> 00:25:31.360 Yeah, so under the Assignment Plan, 00:25:31.360 --> 00:25:34.140 when you go to, instead of the Assignor Scores, 00:25:34.140 --> 00:25:39.140 you can go to Manage, and on the far right-hand side, 00:25:39.480 --> 00:25:43.403 you can click the Actions, and the Edit button. 00:25:44.460 --> 00:25:46.210 And that will allow you to change, 00:25:46.210 --> 00:25:48.790 if you want to add students through that, 00:25:48.790 --> 00:25:49.623 you can do that. 00:25:49.623 --> 00:25:54.027 Again, there's the change the due date, and the time. 00:25:54.027 --> 00:25:57.100 And you click Save Changes, and the changes will be made. 00:25:57.100 --> 00:25:59.830 And another probably similar question 00:25:59.830 --> 00:26:03.190 is that what happens when you have a new student come in? 00:26:03.190 --> 00:26:05.200 We're a very transient school, 00:26:05.200 --> 00:26:07.180 and so I had multiple times 00:26:07.180 --> 00:26:08.920 where I had a new student come in, 00:26:08.920 --> 00:26:12.450 and so I would add them to my Google Classroom, 00:26:12.450 --> 00:26:16.593 and then re-sync on Kahn Academy, under the Settings tab. 00:26:17.880 --> 00:26:22.160 You can update sync with Google Classroom. 00:26:22.160 --> 00:26:25.872 Once that is done, when you go back to the Assignments tab, 00:26:25.872 --> 00:26:28.970 it will give you a prompt asking you if you want 00:26:28.970 --> 00:26:32.580 to reassign the assignments that are active currently 00:26:32.580 --> 00:26:33.520 to the new student. 00:26:33.520 --> 00:26:36.600 And all you have to do is put Saved, or Yes, 00:26:36.600 --> 00:26:39.180 and it will allow you to reassign 00:26:39.180 --> 00:26:42.380 or give those assignments to the new student walking in. 00:26:42.380 --> 00:26:43.330 - Cool. 00:26:43.330 --> 00:26:45.500 And then, another really sort of important 00:26:45.500 --> 00:26:47.517 foundational question from Phil, 00:26:47.517 --> 00:26:50.107 "Okay, so I'm curios to do these assignments, 00:26:50.107 --> 00:26:52.017 "but I wanna actually understand what I'm assigning 00:26:52.017 --> 00:26:53.457 "before I give it out. 00:26:53.457 --> 00:26:54.927 "Is there some way for me, the teacher, 00:26:54.927 --> 00:26:57.327 "to review the course, or review the exercise 00:26:57.327 --> 00:26:59.660 "before it goes out to my students?" 00:26:59.660 --> 00:27:00.493 - Absolutely. 00:27:00.493 --> 00:27:04.718 So under the Assign tab, you can scroll through 00:27:04.718 --> 00:27:07.530 the entire course, as we had said before, 00:27:07.530 --> 00:27:10.420 the videos, if you click on the link for the videos, 00:27:10.420 --> 00:27:11.620 it will take you directly to that, 00:27:11.620 --> 00:27:14.730 and you can watch the video in its entirety. 00:27:14.730 --> 00:27:19.650 For the exercises and the articles, 00:27:19.650 --> 00:27:22.060 you can view the article by clicking on the tab. 00:27:22.060 --> 00:27:24.250 For the exercise, it shows you the complete set 00:27:24.250 --> 00:27:27.440 of list of questions to see what that would look like. 00:27:27.440 --> 00:27:29.660 And then you can also click on the student view, 00:27:29.660 --> 00:27:32.403 to see what it will look like for the student. 00:27:33.430 --> 00:27:36.350 Another thing on the Assignments is that I've had 00:27:36.350 --> 00:27:39.088 a lot of teachers who don't necessarily, 00:27:39.088 --> 00:27:41.334 for whatever reason, they don't like looking through 00:27:41.334 --> 00:27:44.870 that the entire list for a specific thing that they know 00:27:44.870 --> 00:27:45.930 that they want to assign. 00:27:45.930 --> 00:27:48.973 So they will use the search bar up at the very top. 00:27:50.621 --> 00:27:54.060 And they may search quadratic equations. 00:27:55.420 --> 00:27:56.490 And once they find, 00:27:56.490 --> 00:27:58.120 so they know exact what they want 00:27:58.120 --> 00:27:59.830 to assign to their students. 00:27:59.830 --> 00:28:01.180 They just need to find it. 00:28:01.180 --> 00:28:02.820 And they'll use that search bar, 00:28:02.820 --> 00:28:05.950 they'll find the exercise that they want to use, 00:28:05.950 --> 00:28:07.890 and they will click on it. 00:28:07.890 --> 00:28:09.583 And I've used this quite often too. 00:28:09.583 --> 00:28:12.241 The tab at the top now allows you to Assign 00:28:12.241 --> 00:28:17.240 that specific assignment to students through that method, 00:28:17.240 --> 00:28:20.283 once you see the student view on the screen. 00:28:21.430 --> 00:28:23.200 So you can still have the same options, 00:28:23.200 --> 00:28:25.313 and assign it in that way. 00:28:26.670 --> 00:28:27.503 - I love that. 00:28:27.503 --> 00:28:28.980 Because I feel like it can be totally overwhelming 00:28:28.980 --> 00:28:31.810 to look at that massive list of skills and videos 00:28:31.810 --> 00:28:33.030 on the course. 00:28:33.030 --> 00:28:35.640 If you can come out with one skill, or one video, 00:28:35.640 --> 00:28:37.960 search for that thing you want, and then click the blue bar 00:28:37.960 --> 00:28:39.970 to go right to the assignment piece. 00:28:39.970 --> 00:28:41.490 Okay. I know we're running out of time, 00:28:41.490 --> 00:28:43.500 so I want to finish up with three question, 00:28:43.500 --> 00:28:45.250 starting with a really great one that I received 00:28:45.250 --> 00:28:47.270 from Rose, an eighth grader. 00:28:47.270 --> 00:28:49.533 Again, these webinars are promoted very broadly. 00:28:49.533 --> 00:28:52.447 Rose says, "I'm an eight-grader, who's getting ready 00:28:52.447 --> 00:28:53.767 "for high school next year. 00:28:53.767 --> 00:28:56.147 "And I'm worried with this whole thing happening, 00:28:56.147 --> 00:28:58.547 "you know, with school being closed, how can I be ready? 00:28:58.547 --> 00:28:59.960 "How can I prepare?" 00:28:59.960 --> 00:29:03.600 As a high school teacher speaking to a future high schooler, 00:29:03.600 --> 00:29:05.800 what advice would you give Rose for really making sure 00:29:05.800 --> 00:29:07.660 she's ready for prime time, hopefully, 00:29:07.660 --> 00:29:09.160 knock on wood, come September. 00:29:10.132 --> 00:29:13.000 - Yeah, the first thing I would say, Rose could you, 00:29:13.000 --> 00:29:14.650 if you want to move to northwest, Georgia and come 00:29:14.650 --> 00:29:16.714 to my classroom, it sounds like you're a great student. 00:29:16.714 --> 00:29:17.957 (Jeremy laughs) 00:29:17.957 --> 00:29:20.810 - (laughing) That is awesome that you're concerned with it. 00:29:20.810 --> 00:29:24.180 But using Kahn Academy, my suggestion would be 00:29:24.180 --> 00:29:27.150 to go into the courses in the top left-hand corner, 00:29:27.150 --> 00:29:30.860 and choose, like at our school, we move into Algebra I. 00:29:30.860 --> 00:29:33.346 So if you're moving into Algebra I, select the course 00:29:33.346 --> 00:29:37.590 that are wanting to do, or that you're gonna be moving into, 00:29:37.590 --> 00:29:42.590 and begin at that first unit, and work your way through it. 00:29:42.756 --> 00:29:46.140 Use the videos as a help. 00:29:46.140 --> 00:29:50.250 Like I said, I started with Kahn Academy on YouTube, 00:29:50.250 --> 00:29:53.943 and using videos to help me kind of solidify the things 00:29:53.943 --> 00:29:55.530 that I was hearing in class. 00:29:55.530 --> 00:29:58.209 But even as a first instruction, those videos, 00:29:58.209 --> 00:30:00.240 they're great instructional videos, 00:30:00.240 --> 00:30:03.360 and I highly recommend them, to watch through them, 00:30:03.360 --> 00:30:05.410 and practice your exercises. 00:30:05.410 --> 00:30:07.360 And one thing we have not touched on is 00:30:08.729 --> 00:30:09.640 the Mastery Challenges 00:30:09.640 --> 00:30:12.640 that are somewhat new to Kahn Academy. 00:30:12.640 --> 00:30:15.070 So whenever you click on that course page, 00:30:15.070 --> 00:30:17.230 at the top, you will receive a Mastery Challenge. 00:30:17.230 --> 00:30:19.810 A lot of times I have my students do that, 00:30:19.810 --> 00:30:22.353 maybe as a warm-up, when they come in in the morning, 00:30:23.310 --> 00:30:24.980 or through out day, when they finish an assignment, 00:30:24.980 --> 00:30:27.560 to go work on their course math, their Mastery Challenge. 00:30:27.560 --> 00:30:30.400 And this is just a style review for all the things 00:30:30.400 --> 00:30:34.990 that you have covered to just read this and make sure 00:30:34.990 --> 00:30:35.930 you've not forgotten the things 00:30:35.930 --> 00:30:38.053 that you have done through Kahn Academy. 00:30:38.920 --> 00:30:39.753 - All right. 00:30:39.753 --> 00:30:40.670 Great advice for Rose. 00:30:40.670 --> 00:30:42.000 And, Rose, we wish you good luck. 00:30:42.000 --> 00:30:44.117 I know it's a hard time right now, but think of joining us. 00:30:44.117 --> 00:30:47.730 And I have a feeling that there are awesome Mr. Colbreths 00:30:47.730 --> 00:30:48.840 in your future in high school. 00:30:48.840 --> 00:30:50.683 So more support to come. 00:30:51.770 --> 00:30:54.590 Second question for you, Matt, is I know we haven't 00:30:54.590 --> 00:30:57.250 been able to cover every question that came in right now, 00:30:57.250 --> 00:30:59.360 if educators are still hungry for answers 00:30:59.360 --> 00:31:02.260 after the session, where would you recommend they go next? 00:31:03.678 --> 00:31:05.940 - Well, a couple of different places that I would say is, 00:31:05.940 --> 00:31:10.480 one is, first I would say, on your teacher dashboard, 00:31:10.480 --> 00:31:14.070 I directed a lot of teachers to this point, 00:31:14.070 --> 00:31:15.890 is the Resources tab. 00:31:15.890 --> 00:31:17.720 And there's a lot of good videos, 00:31:17.720 --> 00:31:18.980 underneath that resources tab, 00:31:18.980 --> 00:31:21.350 especially for getting started. 00:31:21.350 --> 00:31:23.430 So if your really new to it, 00:31:23.430 --> 00:31:25.870 and you want to look at some different things, 00:31:25.870 --> 00:31:27.940 check all of those out. 00:31:27.940 --> 00:31:30.040 If you run into a specific question, 00:31:30.040 --> 00:31:32.150 or something that you need to ask, 00:31:32.150 --> 00:31:35.237 underneath your name in the top right corner, 00:31:35.237 --> 00:31:39.108 when you click on it, there is a help section. 00:31:39.108 --> 00:31:41.025 So you can click on that help section, and your 00:31:41.025 --> 00:31:45.250 questions are sent directly to Kahn Academy experts 00:31:45.250 --> 00:31:48.320 who get back to you quite quickly. 00:31:48.320 --> 00:31:50.360 You just have to report the problem at the top. 00:31:50.360 --> 00:31:53.430 And I've had good experience with that. 00:31:53.430 --> 00:31:56.210 The last area that I would recommend everyone joining 00:31:56.210 --> 00:31:58.210 is a Facebook page. 00:31:58.210 --> 00:32:00.570 And it is Kahn Academy for teachers, 00:32:00.570 --> 00:32:02.190 and I'm a member there. 00:32:02.190 --> 00:32:06.550 And I tend to, I look at almost daily, 00:32:06.550 --> 00:32:08.380 and just see some of the conversations 00:32:08.380 --> 00:32:09.213 that are going on there. 00:32:09.213 --> 00:32:12.760 But there are a magillion great 00:32:12.760 --> 00:32:15.577 Kahn Academy teachers that use Kahn Academy on there 00:32:15.577 --> 00:32:18.770 and can answer a lot of questions that you have. 00:32:20.120 --> 00:32:21.020 - All right. 00:32:21.020 --> 00:32:21.853 Awesome. 00:32:21.853 --> 00:32:23.340 I'm just sharing all those resources in the chat. 00:32:23.340 --> 00:32:25.280 So if you want to get the resources, 00:32:25.280 --> 00:32:27.820 if you want to get the request help from Kahn Academy, 00:32:27.820 --> 00:32:30.570 or join the Facebook group, all of that is in your chat. 00:32:30.570 --> 00:32:32.110 And the last thing, Matt, I know that 00:32:32.110 --> 00:32:33.660 you've already shared a ton. 00:32:33.660 --> 00:32:35.410 But if you have any final words of wisdom 00:32:35.410 --> 00:32:37.740 for educators out there across the country, 00:32:37.740 --> 00:32:38.573 as they're thinking about, 00:32:38.573 --> 00:32:40.297 "Oh my goodness, I've got at least a couple 00:32:40.297 --> 00:32:43.037 "of more weeks to go, probably many more than that, 00:32:43.037 --> 00:32:44.397 "how do I make the most of this time? 00:32:44.397 --> 00:32:46.930 "How do I support my students and their families?" 00:32:46.930 --> 00:32:49.093 Any sort of sage advice you can share? 00:32:50.571 --> 00:32:54.865 - I have just, one, tried to not get overwhelmed by it all. 00:32:54.865 --> 00:32:56.690 Make sure you're taking care of yourself, 00:32:56.690 --> 00:33:00.010 and taking care of your immediate family first, 00:33:00.010 --> 00:33:02.000 because if you are not in good health, 00:33:02.000 --> 00:33:03.210 then there's no way you can help anyone else. 00:33:03.210 --> 00:33:04.570 So take care of yourself. 00:33:04.570 --> 00:33:06.960 But two, just try to keep at some sort of 00:33:06.960 --> 00:33:08.730 a communication line open with your students. 00:33:08.730 --> 00:33:11.130 I think that is the most important thing, 00:33:11.130 --> 00:33:12.740 that students can know that you are there, 00:33:12.740 --> 00:33:14.803 that you are available to them. 00:33:14.803 --> 00:33:17.610 And the content will start to, 00:33:17.610 --> 00:33:18.900 once they have that relationship, 00:33:18.900 --> 00:33:22.610 and they know that you're looking after their best interest, 00:33:22.610 --> 00:33:25.890 the content side of it starts to kind of fall into place. 00:33:25.890 --> 00:33:27.090 - I love that, yeah. 00:33:27.090 --> 00:33:29.410 It's almost like the advice we give to new parents. 00:33:29.410 --> 00:33:30.620 You've got to take care of yourself 00:33:30.620 --> 00:33:32.270 before you can take care of your kids. 00:33:32.270 --> 00:33:34.739 The same is doubly true for educators. 00:33:34.739 --> 00:33:35.572 - Absolutely. 00:33:35.572 --> 00:33:38.590 - So Matt has given us tons of new wisdom 00:33:38.590 --> 00:33:41.690 to pursue these big challenges we have ahead of us. 00:33:41.690 --> 00:33:43.545 He's also given us the strength to do it 00:33:43.545 --> 00:33:45.870 at a time when we need it the most. 00:33:45.870 --> 00:33:46.840 So I want to thank you, Matt, 00:33:46.840 --> 00:33:48.642 for sharing all your expertise today. 00:33:48.642 --> 00:33:51.260 And I want to thank everyone out there listening in 00:33:51.260 --> 00:33:52.810 for investing in the session. 00:33:52.810 --> 00:33:55.160 And I wish you tremendous success in the weeks to come. 00:33:55.160 --> 00:33:57.380 Thank you so much, and have a great weekend, all. 00:33:57.380 --> 00:33:58.230 - Thank you, all.

Remote Learning Best Practices from a Cyber School Teacher

https://www.youtube.com/watch?v=RK_jAbffNmk

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WEBVTT Kind: captions Language: en 00:00:03.420 --> 00:00:05.990 - Hi everyone, this is Jeremy Schifeling at Khan Academy. 00:00:05.990 --> 00:00:08.600 Happy Monday, I hope you had a restful weekend 00:00:08.600 --> 00:00:09.900 or at least as restful as we can get 00:00:09.900 --> 00:00:11.920 under these circumstances. 00:00:11.920 --> 00:00:14.130 I wanna thank you for joining us early this week 00:00:14.130 --> 00:00:16.190 for a great conversation with Mark Laser 00:00:16.190 --> 00:00:17.580 who's bringing expertise, not only as 00:00:17.580 --> 00:00:20.070 a Khan Academy Ambassador, so someone who's used the site 00:00:20.070 --> 00:00:21.950 really deeply in his own school, 00:00:21.950 --> 00:00:24.630 but also as someone who's been using it in a cyber school 00:00:24.630 --> 00:00:26.350 environment for years now. 00:00:26.350 --> 00:00:29.190 And so really can speak to the new world order 00:00:29.190 --> 00:00:30.890 that we've all found ourselves in 00:00:30.890 --> 00:00:33.080 where we're trying to teach across the great divide 00:00:33.080 --> 00:00:34.870 and reach our students wherever they are. 00:00:34.870 --> 00:00:37.260 So Mark, thank you so much for joining us today, 00:00:37.260 --> 00:00:40.260 and as folks have probably gathered from previous sessions, 00:00:40.260 --> 00:00:41.560 we're going to do a little bit of an interview 00:00:41.560 --> 00:00:43.240 just to get started, and then we're gonna 00:00:43.240 --> 00:00:45.730 turn it over to the audience for some live questions 00:00:45.730 --> 00:00:46.910 to finish up. 00:00:46.910 --> 00:00:48.990 But before we get there, I would love to know more 00:00:48.990 --> 00:00:51.200 about your background as an educator, 00:00:51.200 --> 00:00:53.300 and specifically with Khan Academy. 00:00:53.300 --> 00:00:55.370 - Sure, happy to share that, and thanks Jeremy. 00:00:55.370 --> 00:00:58.140 I just wanted to say to everybody that's participating, 00:00:58.140 --> 00:00:59.710 we're all in this together, and if there's anything 00:00:59.710 --> 00:01:00.930 we can do to help each other get through 00:01:00.930 --> 00:01:03.920 the current situation we're in, reach out to each other 00:01:03.920 --> 00:01:05.390 and we'll do that. 00:01:05.390 --> 00:01:07.580 I think Jeremy mentioned there's about 500 people online 00:01:07.580 --> 00:01:10.830 now so I guess we' can't introduce ourselves now. 00:01:10.830 --> 00:01:13.954 But yeah, thanks Jeremy I'm glad to be part of this. 00:01:13.954 --> 00:01:17.271 - Hey Mark, there is one thing that we can do 00:01:17.271 --> 00:01:18.104 real quick if you're curious. 00:01:18.104 --> 00:01:18.937 - Sure. - Would you rather know 00:01:18.937 --> 00:01:21.190 what grade level folks teach or what subjects they teach? 00:01:21.190 --> 00:01:22.730 Or I can ask both if you're curious. 00:01:22.730 --> 00:01:24.750 - Yeah, I think both would be very interesting. 00:01:24.750 --> 00:01:26.090 For sure. - So let's do 00:01:26.090 --> 00:01:27.660 a very quick poll here. 00:01:27.660 --> 00:01:29.610 So hopefully you're seeing on the screen now 00:01:29.610 --> 00:01:31.480 the chance to choose your grade level. 00:01:31.480 --> 00:01:33.440 And this will just help Mark really tailor his comments 00:01:33.440 --> 00:01:36.980 to the specific challenges you may be facing. 00:01:36.980 --> 00:01:39.050 So go ahead and fill out that. 00:01:39.050 --> 00:01:41.100 If anyone is having audio issues, 00:01:41.100 --> 00:01:42.030 you're probably not hearing this, 00:01:42.030 --> 00:01:44.410 but there is a message in the chat that will give you 00:01:44.410 --> 00:01:45.473 a number to dial in. 00:01:46.378 --> 00:01:48.383 And I will repaste that for your benefit. 00:01:50.990 --> 00:01:52.260 Okay, so thank you everyone for filling 00:01:52.260 --> 00:01:54.360 that out so quickly. 00:01:54.360 --> 00:01:56.300 We'll go ahead and close that poll. 00:01:56.300 --> 00:01:59.250 We now have 640 people online, which is amazing. 00:01:59.250 --> 00:02:03.090 82% of you voted within 10 seconds, awesome. 00:02:03.090 --> 00:02:04.730 We're gonna show those results. 00:02:04.730 --> 00:02:05.960 And so what we're seeing right now Mark, 00:02:05.960 --> 00:02:09.770 is that it's 40% elementary, 25% middle, 00:02:09.770 --> 00:02:13.030 26% high, and 9% other. 00:02:13.030 --> 00:02:13.863 - Okay got it. 00:02:13.863 --> 00:02:14.850 - So that's really a nice split, 00:02:14.850 --> 00:02:16.890 but with a little skew towards elementary. 00:02:16.890 --> 00:02:18.280 - Yup. 00:02:18.280 --> 00:02:19.840 - And then we'll do the same for the subjects, 00:02:19.840 --> 00:02:21.260 we'll go ahead and launch that. 00:02:21.260 --> 00:02:22.890 And again, my apologies for not including 00:02:22.890 --> 00:02:24.830 every possibility here. 00:02:24.830 --> 00:02:27.520 As you are discovering in your own teaching practice, 00:02:27.520 --> 00:02:29.650 there are definitely limitations to what technology offers. 00:02:29.650 --> 00:02:33.070 So we are trying to make do as best as possible. 00:02:33.070 --> 00:02:35.160 But yeah, let us know what subjects you teach, 00:02:35.160 --> 00:02:38.233 and we will use those to tailor upcoming content. 00:02:40.670 --> 00:02:43.700 Okay, we'll close this out in a second. 00:02:43.700 --> 00:02:45.870 I have to say, Mark, if ever there was a recruiting 00:02:45.870 --> 00:02:47.410 ground for future "Jeopardy!" Contestants, 00:02:47.410 --> 00:02:49.040 this would be it, 'cause people are dinging 00:02:49.040 --> 00:02:50.391 those buzzers quickly. 00:02:50.391 --> 00:02:51.224 (Mark laughs) 00:02:51.224 --> 00:02:53.530 You're at 78% of the vote, and it's looking 00:02:53.530 --> 00:02:56.080 like 46% are teaching all, not surprising 00:02:56.080 --> 00:02:56.913 for the elementary crowd. 00:02:56.913 --> 00:02:58.370 - Okay, right, sure. 00:02:58.370 --> 00:03:00.440 - A huge chunk teaching math, and certainly 00:03:00.440 --> 00:03:02.250 that's how Khan Academy got its start. 00:03:02.250 --> 00:03:04.590 And then a smattering across social studies, 00:03:04.590 --> 00:03:07.130 ELA, science, and others, but we can speak to those 00:03:07.130 --> 00:03:08.020 as well if time allows. 00:03:08.020 --> 00:03:09.497 So, that being said, I'm sorry to have 00:03:09.497 --> 00:03:11.260 cut you off before Mark, but please 00:03:11.260 --> 00:03:12.560 tell us more about yourself. 00:03:12.560 --> 00:03:13.393 - Oh no problem at all. 00:03:13.393 --> 00:03:15.300 I've been teaching in a cyber environment 00:03:15.300 --> 00:03:16.830 for about 10 years. 00:03:16.830 --> 00:03:19.630 Prior to that I was a strategic account manager for Corning, 00:03:19.630 --> 00:03:23.220 so worked in the business world for about 20 years 00:03:23.220 --> 00:03:25.860 and then left when it was time to start student teaching, 00:03:25.860 --> 00:03:28.440 when I was getting my Master's in elementary education. 00:03:28.440 --> 00:03:30.730 So got some experience in the business world 00:03:30.730 --> 00:03:32.080 and some experience in the teaching world, 00:03:32.080 --> 00:03:35.510 but I've specifically been teaching in a cyber environment 00:03:35.510 --> 00:03:38.550 for about the last 10 years, so this is our sweet spot. 00:03:38.550 --> 00:03:40.198 There's me! 00:03:40.198 --> 00:03:42.920 (Jeremy laughs) 00:03:42.920 --> 00:03:44.900 So yeah, if you just wanna flip to the next slide, 00:03:44.900 --> 00:03:49.834 I can start kind of, you asked about why we're using 00:03:49.834 --> 00:03:52.410 Khan Academy, and why I'm using Khan Academy 00:03:52.410 --> 00:03:53.450 as an educator. 00:03:53.450 --> 00:03:56.490 About four years ago, I'd been using Khan 00:03:56.490 --> 00:03:58.150 pretty heavily up until that point. 00:03:58.150 --> 00:04:02.080 We had a pretty traumatic rollout of a new curriculum 00:04:02.080 --> 00:04:04.683 that had been designed exclusively for our school. 00:04:05.610 --> 00:04:08.380 It was kind of problematic, so what we decided to do 00:04:08.380 --> 00:04:12.330 was focus on, I was already using Khan Academy 00:04:12.330 --> 00:04:13.820 pretty heavily to start with, and I decided 00:04:13.820 --> 00:04:17.040 to put all my wood behind one arrow, as they say, 00:04:17.040 --> 00:04:20.970 and build my entire curriculum, my assessments, 00:04:20.970 --> 00:04:22.920 my homework, and everything, around Khan Academy. 00:04:22.920 --> 00:04:26.330 So I've used Khan a lot over the past 10 years, 00:04:26.330 --> 00:04:28.400 but almost exclusively Khan Academy 00:04:28.400 --> 00:04:31.593 to teach eighth grade math for about the last four years. 00:04:33.800 --> 00:04:35.760 - And tell us how you teach, we love to hear more 00:04:35.760 --> 00:04:37.450 about what that looks like day-to-day, 00:04:37.450 --> 00:04:39.440 even before this whole crisis started. 00:04:39.440 --> 00:04:41.370 - Right, I wanted to share this with you 00:04:41.370 --> 00:04:42.850 because I think you'll find it doesn't look 00:04:42.850 --> 00:04:44.430 that much different than what a brick and mortar 00:04:44.430 --> 00:04:46.350 teacher's schedule would look like. 00:04:46.350 --> 00:04:48.360 Morning session where we have prep, 00:04:48.360 --> 00:04:51.490 and then some targeted learning time for students, 00:04:51.490 --> 00:04:56.034 and then I teach three 50 minute blocks of math, 00:04:56.034 --> 00:04:58.420 at nine o'clock, 10 o'clock, 11 o'clock, 00:04:58.420 --> 00:04:59.880 break for lunch. 00:04:59.880 --> 00:05:03.370 Afternoon is set aside for meetings, planning, IEP, 00:05:03.370 --> 00:05:04.680 that sort of thing. 00:05:04.680 --> 00:05:06.230 I, in fact, just came to this meeting 00:05:06.230 --> 00:05:07.990 from office hours, so I have office hours 00:05:07.990 --> 00:05:09.720 with students where they can stop by 00:05:09.720 --> 00:05:11.410 to ask questions about anything 00:05:11.410 --> 00:05:14.200 that they didn't get in class in the morning. 00:05:14.200 --> 00:05:15.860 And then the end of the day is set aside 00:05:15.860 --> 00:05:17.190 for planning and grading. 00:05:17.190 --> 00:05:19.860 So it really doesn't look that much different. 00:05:19.860 --> 00:05:22.350 We do teach asynchronous classes, so, 00:05:22.350 --> 00:05:24.150 excuse me, synchronous classes, so I actually 00:05:24.150 --> 00:05:27.020 do have a room full of students in front of my every day. 00:05:27.020 --> 00:05:29.340 And if you're unfamiliar with how we teach 00:05:29.340 --> 00:05:30.910 in the cyber environment, it actually looks 00:05:30.910 --> 00:05:33.371 exactly like what Jeremy is sharing here. 00:05:33.371 --> 00:05:37.880 My lesson each day is pretty much a PowerPoint presentation. 00:05:37.880 --> 00:05:40.020 I prepare slides every day and go through 00:05:41.070 --> 00:05:44.380 the lesson for the day, questions from the previous day, 00:05:44.380 --> 00:05:47.070 data about how students are doing, 00:05:47.070 --> 00:05:49.380 and we have interactive tools, just like we do 00:05:49.380 --> 00:05:51.180 in this session, where students can communicate 00:05:51.180 --> 00:05:53.833 and we can talk back and forth to each other. 00:05:55.200 --> 00:05:56.940 One of the questions I get a lot, Jeremy, 00:05:56.940 --> 00:05:59.820 and I don't know if you want me to jump into that now, 00:05:59.820 --> 00:06:02.700 or I can focus on pretty much any slide 00:06:02.700 --> 00:06:05.240 you'd like me to address here. 00:06:05.240 --> 00:06:07.293 - Were you gonna speak to the grading piece? 00:06:08.260 --> 00:06:10.840 - Sure, yeah, that came up in another session 00:06:10.840 --> 00:06:13.250 with Mr. Vandenberg's session, he addressed grading 00:06:13.250 --> 00:06:17.260 and how he grades by progress. 00:06:17.260 --> 00:06:19.240 And I've hit on this way that I think works 00:06:19.240 --> 00:06:22.770 pretty well for me, I use the assignment feature heavily. 00:06:22.770 --> 00:06:24.890 And what I'll do is post weekly assignments, 00:06:24.890 --> 00:06:27.850 typically about five per week, if we have a five day week, 00:06:27.850 --> 00:06:30.660 I'll post an assignment that's due every day. 00:06:30.660 --> 00:06:32.690 And I assign each one a standard point value, 00:06:32.690 --> 00:06:33.730 typically 10 points. 00:06:33.730 --> 00:06:35.960 So there'll be 50 points worth of Khan assignments 00:06:35.960 --> 00:06:36.953 in a typical week. 00:06:38.140 --> 00:06:40.080 Then when I say grade once, twice, 00:06:40.080 --> 00:06:42.730 and then per student request, once the due date 00:06:42.730 --> 00:06:46.470 has arrived, I will grade, and you can see 00:06:46.470 --> 00:06:49.480 the typical scores, not typical scores, but this 00:06:49.480 --> 00:06:50.980 is what my grading would look like. 00:06:50.980 --> 00:06:54.040 For this student, she would receive 10 points 00:06:54.040 --> 00:06:56.120 on each of those, so she'd get 50 points for the week. 00:06:56.120 --> 00:06:59.150 I'd look at that once, I'd load that score 00:06:59.150 --> 00:07:00.677 in the grade book for that student. 00:07:00.677 --> 00:07:03.130 I'd typically go back and look at it one more time, 00:07:03.130 --> 00:07:05.470 give them a chance to turn in any late work, 00:07:05.470 --> 00:07:07.850 and Khan has a really great feature, Jeremy, 00:07:07.850 --> 00:07:09.250 if you could go to settings. 00:07:11.480 --> 00:07:12.313 - Here we go. 00:07:14.650 --> 00:07:17.620 - Settings, and then download CSV, 00:07:17.620 --> 00:07:19.700 that allows you to download all of the work 00:07:19.700 --> 00:07:24.010 that students have done since you created the class, 00:07:24.010 --> 00:07:28.140 and what I can do is use that to extract data 00:07:28.140 --> 00:07:30.180 that was done since the last time I graded. 00:07:30.180 --> 00:07:32.100 So I don't have to go through the entire grade book 00:07:32.100 --> 00:07:34.010 and grade again, I can just pick the students 00:07:34.010 --> 00:07:35.680 that completed work since the last time 00:07:35.680 --> 00:07:38.800 I looked at the grade book. 00:07:38.800 --> 00:07:41.460 And it's turned out to be a pretty efficient way to grade. 00:07:41.460 --> 00:07:44.240 So I grade once where I have the bulk 00:07:44.240 --> 00:07:45.480 of the grading that I do. 00:07:45.480 --> 00:07:47.490 I go at it again to pick up any stragglers 00:07:47.490 --> 00:07:49.960 that there might be, and then if students 00:07:49.960 --> 00:07:53.290 turn in any late work, it's on them to notify me, 00:07:53.290 --> 00:07:56.323 and I can do updates to the grade based on that. 00:07:57.260 --> 00:07:59.150 The reports that are available, and I think 00:07:59.150 --> 00:08:00.993 you just started to hit on one, 00:08:02.060 --> 00:08:03.810 you were going to scores, right. 00:08:03.810 --> 00:08:05.450 So there's some really cool reports 00:08:05.450 --> 00:08:08.250 that you can get out of the assignment function in Khan. 00:08:09.230 --> 00:08:11.840 You've got the actual scores themselves, 00:08:11.840 --> 00:08:13.750 you can go in and see how students did 00:08:13.750 --> 00:08:16.483 on particular assignments, and also, 00:08:17.410 --> 00:08:19.370 could you pop over to, oh good. 00:08:19.370 --> 00:08:22.950 So you can see how students, and what Jeremy's showing 00:08:22.950 --> 00:08:26.810 right here, could you go back to manage 00:08:26.810 --> 00:08:31.403 so we look at the report for a particular assignment? 00:08:32.280 --> 00:08:34.360 When I mentioned putting my slides together 00:08:34.360 --> 00:08:37.020 for a particular class, this is pretty handy, 00:08:37.020 --> 00:08:40.820 because it shows how many students completed the assignment, 00:08:40.820 --> 00:08:43.000 so I know the present. 00:08:43.000 --> 00:08:47.960 This, Jeremy, is what I use to build slides 00:08:47.960 --> 00:08:48.793 for the next day. 00:08:48.793 --> 00:08:53.793 I can look at question seven, two students missed that, 00:08:54.210 --> 00:08:55.440 one got it correct. 00:08:55.440 --> 00:08:57.010 I know there's not a lot of data here, 00:08:57.010 --> 00:08:59.000 but I can look at the gray bar and the green bar. 00:08:59.000 --> 00:09:00.950 If I've got a big green bar that everybody got it right, 00:09:00.950 --> 00:09:03.210 that's not a question I need to spend much time on. 00:09:03.210 --> 00:09:05.017 But if I look and see, "Hey, everybody is missing 00:09:05.017 --> 00:09:08.620 "question number seven," I'm going to snip that question, 00:09:08.620 --> 00:09:10.850 put it into my slide deck for the next day, 00:09:10.850 --> 00:09:14.130 and review that with the students. 00:09:14.130 --> 00:09:17.100 So by using assignments, you can extract that data 00:09:17.100 --> 00:09:20.203 and use that to prepare your lesson for the next day. 00:09:21.080 --> 00:09:22.850 - Great, so I have a feeling there's gonna be 00:09:22.850 --> 00:09:25.280 a lot of questions about grading coming up. 00:09:25.280 --> 00:09:27.380 But a lot of people are coming to us 00:09:27.380 --> 00:09:28.897 totally brand new to Khan and wondering, 00:09:28.897 --> 00:09:32.007 "Okay, you've go this awesome advantage Mark, 00:09:32.007 --> 00:09:34.117 "in the sense that you've been doing this for years now. 00:09:34.117 --> 00:09:36.657 "If you were just starting this week for the first time, 00:09:36.657 --> 00:09:38.017 "what kind of recommendations do you have 00:09:38.017 --> 00:09:39.770 "for someone in that position?" 00:09:39.770 --> 00:09:42.710 - Okay, first off, there's a ton of resources 00:09:42.710 --> 00:09:45.280 within Khan Academy where there's new teacher guides, 00:09:45.280 --> 00:09:48.400 and that question is asked all the time. 00:09:48.400 --> 00:09:49.940 So there's some pretty good resources 00:09:49.940 --> 00:09:54.920 that Khan has available, and I think, yeah, 00:09:54.920 --> 00:09:59.530 so Jeremy's steering you to that right now. 00:09:59.530 --> 00:10:01.000 But I guess I couldn't really give 00:10:01.000 --> 00:10:02.890 a blanket answer to that, what I would say 00:10:02.890 --> 00:10:03.900 is assess your needs. 00:10:03.900 --> 00:10:06.400 Are you interested in using Khan for assessment? 00:10:06.400 --> 00:10:08.380 Or are you using it for your curriculum? 00:10:08.380 --> 00:10:09.440 Is it enrichment? 00:10:09.440 --> 00:10:10.300 Is it practice? 00:10:10.300 --> 00:10:11.770 Is it remediation? 00:10:11.770 --> 00:10:13.690 I guess most of us aren't doing standardized tests 00:10:13.690 --> 00:10:16.210 this year, so there's probably not as much test prep. 00:10:16.210 --> 00:10:18.380 But I think, thinking about how you plan 00:10:18.380 --> 00:10:21.790 to use Khan, the answer will vary 00:10:21.790 --> 00:10:24.610 based on what teachers are planning to do 00:10:24.610 --> 00:10:26.500 and what needs Khan can fill. 00:10:26.500 --> 00:10:29.690 I will say that Khan can meet the needs 00:10:29.690 --> 00:10:31.330 of all of these things here. 00:10:31.330 --> 00:10:34.330 So I think that I've used it successfully 00:10:34.330 --> 00:10:36.150 for all of those things. 00:10:36.150 --> 00:10:37.640 So if your need is in any of those areas, 00:10:37.640 --> 00:10:40.065 Khan could work for you. 00:10:40.065 --> 00:10:41.091 - That's great. 00:10:41.091 --> 00:10:42.540 And then just take sort of the most simple use case, 00:10:42.540 --> 00:10:44.610 where maybe a teacher has not been in touch 00:10:44.610 --> 00:10:46.390 with their students for a couple of weeks now 00:10:46.390 --> 00:10:49.590 because of lack of technology, or equity issues, 00:10:49.590 --> 00:10:51.170 and they've only now just gotten the green light, 00:10:51.170 --> 00:10:52.840 like you've shown on the screen here, 00:10:52.840 --> 00:10:54.230 to actually move forward. 00:10:54.230 --> 00:10:56.320 If they just wanted to get started, just get a class 00:10:56.320 --> 00:10:58.660 set up, just get maybe an assignment or two out there, 00:10:58.660 --> 00:11:00.700 how would you even begin that process? 00:11:00.700 --> 00:11:02.650 - It's so easy. 00:11:02.650 --> 00:11:06.160 Could you just walk us through setting up a new class? 00:11:06.160 --> 00:11:08.440 It really is pretty simple. 00:11:08.440 --> 00:11:10.220 What we're seeing here on Jeremy's screen 00:11:10.220 --> 00:11:13.050 is that he's got these classes created already. 00:11:13.050 --> 00:11:16.470 In the upper right hand corner it says add new class. 00:11:16.470 --> 00:11:21.470 So we'd click on that, and give the class a name, 00:11:21.760 --> 00:11:24.450 just call it demo class, or whatever we wanna call it. 00:11:24.450 --> 00:11:25.283 Yup. 00:11:26.350 --> 00:11:27.343 Click next. 00:11:31.380 --> 00:11:33.590 And then this will give you some courses to choose form. 00:11:33.590 --> 00:11:36.010 I want to teach kindergarten math today, 00:11:36.010 --> 00:11:38.230 so let's choose, that's what I wanna set. 00:11:38.230 --> 00:11:41.103 So we just choose that class, click next. 00:11:42.020 --> 00:11:43.870 - And just to be clear, you can actually choose 00:11:43.870 --> 00:11:46.210 multiple of these, and Tim Vandenberg, 00:11:46.210 --> 00:11:47.770 the other ambassador you were talking about, 00:11:47.770 --> 00:11:49.820 actually takes his sixth graders 00:11:49.820 --> 00:11:52.730 and has them work grade-by-grade to fill in 00:11:52.730 --> 00:11:54.640 any gaps they have in their learning foundations. 00:11:54.640 --> 00:11:57.180 So it could be a way to cover those kind of gaps, 00:11:57.180 --> 00:11:58.270 using this time. 00:11:58.270 --> 00:12:00.100 - Yeah, and actually I'm glad you mentioned that. 00:12:00.100 --> 00:12:03.480 Our school is now using Eureka Math for our curriculum, 00:12:03.480 --> 00:12:08.000 and it's super that Khan is aligned with Eureka Math. 00:12:08.000 --> 00:12:12.470 So for my Eureka Math curriculum, I can use Khan's content 00:12:12.470 --> 00:12:15.940 that is designed for Eureka Math every day. 00:12:15.940 --> 00:12:20.210 And then this area, where we add students to our class, 00:12:20.210 --> 00:12:21.800 and create the class, and there's a number 00:12:21.800 --> 00:12:23.630 of different ways to do that. 00:12:23.630 --> 00:12:25.760 What I do, Jeremy, is have students join 00:12:25.760 --> 00:12:26.593 with a class link. 00:12:26.593 --> 00:12:29.920 So with eighth grade students, I'm generally 00:12:29.920 --> 00:12:31.550 fairly successful with getting students 00:12:31.550 --> 00:12:33.150 to create accounts on their own, 00:12:34.080 --> 00:12:36.780 after a week or so I really don't have any stragglers. 00:12:38.324 --> 00:12:39.810 If there are students that kind of lag, 00:12:39.810 --> 00:12:42.440 I bring them into a one-on-one meeting 00:12:42.440 --> 00:12:44.070 and help them through the process 00:12:44.070 --> 00:12:44.903 and get that set up. 00:12:44.903 --> 00:12:47.520 But it's really, getting it set up 00:12:47.520 --> 00:12:48.950 is pretty straightforward, and there's a number 00:12:48.950 --> 00:12:52.310 of different options that work for teachers to do that. 00:12:52.310 --> 00:12:54.410 - So you could just copy and paste that into an email, 00:12:54.410 --> 00:12:58.117 or an LMS, or a reminder ClassDojo-style tool, 00:12:58.117 --> 00:12:59.120 and send that off. 00:12:59.120 --> 00:13:01.340 - Right, so that link will put the students 00:13:01.340 --> 00:13:04.190 into the class, and then what I can do 00:13:04.190 --> 00:13:06.330 as an instructor, if I have assignments 00:13:06.330 --> 00:13:09.073 created for the kids, then I can refresh my class list, 00:13:09.073 --> 00:13:12.160 and that automatically gives our active assignments 00:13:12.160 --> 00:13:14.793 to the new students that have joined the class. 00:13:15.930 --> 00:13:18.510 - And so just to fast forward, just one final step here, 00:13:18.510 --> 00:13:20.570 if you just wanna get that first assignment out, 00:13:20.570 --> 00:13:22.743 how would you even sort of take that first step? 00:13:23.610 --> 00:13:25.170 - Let's see, so if we want to, 00:13:25.170 --> 00:13:26.210 we're just starting the year, 00:13:26.210 --> 00:13:30.080 we're starting algebra one, and I want the students to, 00:13:30.080 --> 00:13:33.210 I want them to watch that video about origins of algebra, 00:13:33.210 --> 00:13:36.466 so I would click origins of algebra video. 00:13:36.466 --> 00:13:38.310 I don't think algebra's that beautiful, 00:13:38.310 --> 00:13:40.750 so I wouldn't assign the beauty of algebra. 00:13:40.750 --> 00:13:42.440 Just kind of scroll down through, 00:13:42.440 --> 00:13:45.610 and in the assignments, you can assign videos, 00:13:45.610 --> 00:13:47.540 like we've done there. 00:13:47.540 --> 00:13:49.490 Can we scroll down a little bit here? 00:13:49.490 --> 00:13:52.180 If you guys look over on the left hand side, 00:13:52.180 --> 00:13:55.110 you'll see a triangle, that indicates 00:13:55.110 --> 00:13:56.690 that it's a video that's being assigned. 00:13:56.690 --> 00:13:58.860 The little thing that looks like a piece of paper 00:13:58.860 --> 00:14:00.380 is an article about the topic, 00:14:00.380 --> 00:14:03.740 and then the pencil indicates a practice exercise. 00:14:03.740 --> 00:14:06.396 So you know what, I want to assign the video, 00:14:06.396 --> 00:14:11.396 the article, and the practice exercise for that one. 00:14:11.640 --> 00:14:13.700 So we assign all three of those. 00:14:13.700 --> 00:14:15.710 If you look at the top, you'll see how many things 00:14:15.710 --> 00:14:16.543 are being assigned. 00:14:16.543 --> 00:14:18.450 There's three assignments that we're creating. 00:14:18.450 --> 00:14:19.443 We click that. 00:14:21.610 --> 00:14:25.130 And then we can choose the due date for the assignment. 00:14:25.130 --> 00:14:26.520 You can see that right there, what class 00:14:26.520 --> 00:14:28.440 I'm assigning it to, if you have multiple classes, 00:14:28.440 --> 00:14:30.390 when you want it turned in, which students 00:14:30.390 --> 00:14:33.820 you want that assigned to, what time of day it is due, 00:14:33.820 --> 00:14:35.470 and the top is kind of interesting, 00:14:35.470 --> 00:14:37.720 because you have the ability to choose 00:14:37.720 --> 00:14:40.250 whether it's randomized questions, 00:14:40.250 --> 00:14:44.140 so questions are pulled from the bank of questions 00:14:44.140 --> 00:14:45.700 and each student gets different questions, 00:14:45.700 --> 00:14:48.170 or you can choose that all the students 00:14:48.170 --> 00:14:49.880 are working on the exact same questions 00:14:49.880 --> 00:14:51.300 so that when they start asking. 00:14:51.300 --> 00:14:54.170 I typically do randomized for easier assignments, 00:14:54.170 --> 00:14:58.100 and then will do the same question for all students 00:14:58.100 --> 00:15:01.220 when it's a more difficult assignment. 00:15:01.220 --> 00:15:02.739 - Great, okay, so that's definitely 00:15:02.739 --> 00:15:04.550 the sort of one, two, three steps 00:15:04.550 --> 00:15:07.330 of getting a new class started, enrolling your students, 00:15:07.330 --> 00:15:08.870 making the first assignment. 00:15:08.870 --> 00:15:10.420 Now let's come back to that next thing 00:15:10.420 --> 00:15:12.260 you were gonna speak about, which are other ideas 00:15:12.260 --> 00:15:16.750 for extending your teacher's pedagogy 00:15:16.750 --> 00:15:18.670 into this new digital world. 00:15:18.670 --> 00:15:22.820 - Right, and maybe, let's see do I wanna do this slide? 00:15:22.820 --> 00:15:25.520 Do you wanna do more specifics, or general here Jeremy? 00:15:25.520 --> 00:15:27.900 The last slide of the day is kind of, 00:15:27.900 --> 00:15:30.000 no, let's do this, this is fine. 00:15:30.000 --> 00:15:32.200 What I would say, and this is something 00:15:32.200 --> 00:15:35.650 that I've learned from cyber teaching is 00:15:35.650 --> 00:15:39.210 that the snipping tool that most students 00:15:39.210 --> 00:15:43.310 have available as part of the Windows tool suite, 00:15:43.310 --> 00:15:44.760 is so important. 00:15:44.760 --> 00:15:46.860 I use that a lot, and train the kids early on 00:15:46.860 --> 00:15:49.310 in the school year how to snip a question. 00:15:49.310 --> 00:15:51.243 So they're looking at something in their Khan assignment, 00:15:51.243 --> 00:15:53.870 they can snip the assignment, and then post 00:15:53.870 --> 00:15:56.180 it on my screen so that I can see exactly 00:15:56.180 --> 00:15:57.330 what they're looking at. 00:15:57.330 --> 00:16:01.124 So students aren't trying to type in, 00:16:01.124 --> 00:16:03.250 or write on the board, what their question is, 00:16:03.250 --> 00:16:05.287 because a lot of times they'll do that, 00:16:05.287 --> 00:16:08.460 they forget a negative sign, then they enter the answer, 00:16:08.460 --> 00:16:10.160 and it's Mr. Laser, this answer's wrong. 00:16:10.160 --> 00:16:11.930 Well, if you use the snipping tool, 00:16:11.930 --> 00:16:14.600 you can see exactly what the students are looking at, 00:16:14.600 --> 00:16:19.523 and we use that day-in and day-out in my classroom. 00:16:21.305 --> 00:16:23.340 And what Jeremy is showing there 00:16:23.340 --> 00:16:26.660 is just the Microsoft directions 00:16:26.660 --> 00:16:29.510 for how to use the snipping tool, 00:16:29.510 --> 00:16:30.953 to snip and post on a page. 00:16:33.160 --> 00:16:36.120 That's what I use for static content, 00:16:36.120 --> 00:16:38.620 and here at my desk, again, since I just got out 00:16:38.620 --> 00:16:42.900 of office hours, I have my Bamboo pen, digital pen, 00:16:42.900 --> 00:16:46.180 it's kind of like what Sal uses when he does his lessons. 00:16:46.180 --> 00:16:48.230 Again, this is something that is just invaluable. 00:16:48.230 --> 00:16:49.767 It allows me to write on the board, 00:16:49.767 --> 00:16:51.730 work through problems with students 00:16:51.730 --> 00:16:55.700 so that I can share, I can actually write on the screen, 00:16:55.700 --> 00:16:57.447 and it's a lot less cumbersome than trying 00:16:57.447 --> 00:17:02.200 to write with a mouse or trying to do things in chat. 00:17:02.200 --> 00:17:04.630 - Yeah, I've noticed Sal using his Wacom tablet, 00:17:04.630 --> 00:17:07.530 and his Wacom stylus, and he's just super fast with that, 00:17:07.530 --> 00:17:08.970 and I think you're the same way Mark. 00:17:08.970 --> 00:17:10.230 So definitely a cool-- 00:17:10.230 --> 00:17:12.270 - It really comes in handy. 00:17:12.270 --> 00:17:13.420 I'd be lost without it. 00:17:14.796 --> 00:17:16.917 I use it every day. 00:17:16.917 --> 00:17:18.890 And when I say static, I mean if it's just 00:17:18.890 --> 00:17:21.170 a fixed question, if it's just one plus one equals, 00:17:21.170 --> 00:17:23.740 and I wanna snip that question and then write, I do that. 00:17:23.740 --> 00:17:26.190 I use screen sharing or application sharing 00:17:26.190 --> 00:17:28.040 for dynamic content. 00:17:28.040 --> 00:17:32.770 Some of Khan's content involves rotating things, 00:17:32.770 --> 00:17:34.900 or moving things, or doing translations, 00:17:34.900 --> 00:17:36.830 transformations, that sort of thing. 00:17:36.830 --> 00:17:40.470 And when the content moves, when you wanna move it around, 00:17:40.470 --> 00:17:42.960 that's more difficult to do with a snipping tool. 00:17:42.960 --> 00:17:45.060 What I'll have students do is share, 00:17:45.060 --> 00:17:48.040 and then I can kind of walk students through 00:17:48.040 --> 00:17:50.840 or answer questions looking at it live. 00:17:50.840 --> 00:17:53.390 I think there was some questions about that, 00:17:53.390 --> 00:17:56.140 like how often students are doing screen sharing 00:17:56.140 --> 00:17:58.310 or sharing their screen versus how often 00:17:58.310 --> 00:18:00.090 I use the whiteboard. 00:18:00.090 --> 00:18:03.820 Probably 80 to 90% of the class is the whiteboard 00:18:03.820 --> 00:18:08.070 and the snipping tool, and then when we get into lessons 00:18:08.070 --> 00:18:11.320 where the Khan content is dynamic, 00:18:11.320 --> 00:18:13.403 then we'll use the screen sharing. 00:18:14.319 --> 00:18:16.350 - And just to be clear, are students sharing 00:18:16.350 --> 00:18:17.183 their own screens? 00:18:17.183 --> 00:18:20.144 Or you're primarily the sharer of your screen? 00:18:20.144 --> 00:18:24.580 - I share my slide deck, so what we're doing right here, 00:18:24.580 --> 00:18:26.163 so we'll share that. 00:18:27.230 --> 00:18:32.230 Students, in my class, don't often share their screen. 00:18:32.420 --> 00:18:33.990 They'll take a snip and share something 00:18:33.990 --> 00:18:36.230 that they're looking at, or if I want them to share, 00:18:36.230 --> 00:18:37.860 if we're trying to troubleshoot something, 00:18:37.860 --> 00:18:39.700 they'll share it, but more often than not, 00:18:39.700 --> 00:18:43.280 it's just static and we're using the snipping tool. 00:18:43.280 --> 00:18:44.457 - Cool, that's great. 00:18:44.457 --> 00:18:45.730 And obviously a lot of folks have been trained up 00:18:45.730 --> 00:18:47.530 right now on Zoom, and Google Hangouts, 00:18:47.530 --> 00:18:48.363 and all these different tools, 00:18:48.363 --> 00:18:50.620 and they all have screen sharing built in. 00:18:50.620 --> 00:18:51.453 - Yup. 00:18:51.453 --> 00:18:54.020 The rule of 24 is just something that one 00:18:54.020 --> 00:18:56.090 of our math teachers, now administrators, 00:18:56.090 --> 00:18:58.830 taught me about preparing presentations for a class, 00:18:58.830 --> 00:19:01.310 and that's just, use a minimum font of 24, 00:19:01.310 --> 00:19:02.510 and that obviously may vary. 00:19:02.510 --> 00:19:06.880 But just the idea is to keep your slide deck screen 00:19:06.880 --> 00:19:08.440 clean and presentable, and not have a lot 00:19:08.440 --> 00:19:11.270 of small print on them. 00:19:11.270 --> 00:19:13.330 Just something to make it easier for users. 00:19:13.330 --> 00:19:15.050 Checking for understanding, one of the things 00:19:15.050 --> 00:19:17.570 that is a disadvantage in the cyber environment 00:19:17.570 --> 00:19:21.080 is we don't have cameras on the students, 00:19:21.080 --> 00:19:22.860 for privacy reasons, we're not doing 00:19:22.860 --> 00:19:24.330 what you and I are doing right now Jeremy, 00:19:24.330 --> 00:19:25.860 where we can look and see each other. 00:19:25.860 --> 00:19:28.340 I can't see the student, so it's more difficult 00:19:28.340 --> 00:19:30.270 to check for understanding, because I can't look out 00:19:30.270 --> 00:19:32.990 at a classroom of faces and see, oh they're getting this, 00:19:32.990 --> 00:19:35.120 or man, they are totally confused. 00:19:35.120 --> 00:19:37.450 So very important to check for understanding 00:19:37.450 --> 00:19:40.190 using any kind of tools that you have available 00:19:40.190 --> 00:19:42.740 within your software platform for presenting, 00:19:42.740 --> 00:19:45.280 or something like Google Documents, 00:19:45.280 --> 00:19:48.290 I use pretty heavily for exit ticket questions, 00:19:48.290 --> 00:19:51.710 to check for understanding at the end of a lesson 00:19:51.710 --> 00:19:54.850 to make sure that students understand the concept 00:19:54.850 --> 00:19:56.720 and the content that's being presented. 00:19:56.720 --> 00:19:59.080 - Would you make a Google Form or something? 00:19:59.080 --> 00:20:00.010 - Exactly. 00:20:00.010 --> 00:20:01.850 I typically use Google Quizzes, 00:20:01.850 --> 00:20:03.590 I just make a real simple quiz 00:20:03.590 --> 00:20:08.590 that asks them their name, and it can be anything you want. 00:20:08.860 --> 00:20:11.680 It could be, did you understand today's lesson? 00:20:11.680 --> 00:20:15.259 Or you could take a question from Khan, 00:20:15.259 --> 00:20:17.770 snip it and put it in there, something from another 00:20:17.770 --> 00:20:21.140 learning resource, something from a state assessment. 00:20:21.140 --> 00:20:23.120 I typically don't so super difficult questions 00:20:23.120 --> 00:20:24.120 for the exit ticket question, 00:20:24.120 --> 00:20:25.450 because we're not there to discuss it. 00:20:25.450 --> 00:20:28.232 Sometimes we'll do a challenge or a bonus question 00:20:28.232 --> 00:20:31.070 as part of that, but checking for understanding 00:20:31.070 --> 00:20:32.900 is pretty important, and even more so, I think, 00:20:32.900 --> 00:20:35.540 in a cyber environment than brick and mortar, 00:20:35.540 --> 00:20:36.740 just because it's more difficult 00:20:36.740 --> 00:20:38.550 to do an in cyber environment. 00:20:38.550 --> 00:20:39.383 - Great. 00:20:40.370 --> 00:20:42.970 - Personalizing, just making sure that you kind of 00:20:42.970 --> 00:20:44.720 fit the needs of the class, and that's why 00:20:44.720 --> 00:20:48.790 I'm typically updating my slides 00:20:48.790 --> 00:20:50.770 right up until the moment that class starts 00:20:50.770 --> 00:20:52.840 with the latest data on how students are doing, 00:20:52.840 --> 00:20:55.510 and any problems that they might be struggling with. 00:20:55.510 --> 00:20:58.120 I really try to keep my lesson presentation simple. 00:20:58.120 --> 00:20:59.540 I don't use a lot of video. 00:20:59.540 --> 00:21:02.530 I don't do a lot of, even screen sharing like we're doing 00:21:02.530 --> 00:21:05.370 can tend to bog things down, and students 00:21:05.370 --> 00:21:07.520 that don't have good, robust internet connection, 00:21:07.520 --> 00:21:11.214 it will start to glitch out. 00:21:11.214 --> 00:21:14.110 So I really try to keep things with pretty much 00:21:14.110 --> 00:21:18.480 a pretty straightforward slide deck 00:21:18.480 --> 00:21:20.230 for the presentation of the lesson. 00:21:21.570 --> 00:21:22.670 And keep things light. 00:21:23.970 --> 00:21:26.360 Once students start to understand your sense of humor 00:21:26.360 --> 00:21:27.430 and you understand theirs, you can make 00:21:27.430 --> 00:21:29.123 it kind of a fun environment. 00:21:31.350 --> 00:21:33.070 - Great, and I know that we're running 00:21:33.070 --> 00:21:35.110 a little short on time, would you be okay Mark 00:21:35.110 --> 00:21:37.020 if I took some questions from the audience? 00:21:37.020 --> 00:21:39.160 I know, I know, our time goes fast here. 00:21:39.160 --> 00:21:41.220 - Why don't we just, if we can just kind of zoom 00:21:41.220 --> 00:21:42.720 through the deck and see, is there anything else 00:21:42.720 --> 00:21:44.440 that we absolutely, positively haven't shared 00:21:44.440 --> 00:21:45.273 from the deck? 00:21:45.273 --> 00:21:46.267 Oh, this is something that's really important, 00:21:46.267 --> 00:21:49.113 and we kinda talked about this, Jeremy, a little bit. 00:21:49.113 --> 00:21:51.660 One of the things, that for teachers that are new 00:21:51.660 --> 00:21:53.230 to Khan or just joined, one of the things 00:21:53.230 --> 00:21:54.700 I really, really like about Khan 00:21:54.700 --> 00:21:56.810 is that I never hear Khan is down, 00:21:56.810 --> 00:21:58.297 like, "Oh we can't do what we wanted to 00:21:58.297 --> 00:22:01.370 "because kids can't access the website, or Khan is down." 00:22:01.370 --> 00:22:03.600 That just, in the years and years 00:22:03.600 --> 00:22:05.530 that I've been using it, that is just so infrequent. 00:22:05.530 --> 00:22:07.980 That's not something you really need to even plan for. 00:22:07.980 --> 00:22:09.370 And also, and this is really nice, 00:22:09.370 --> 00:22:11.250 I rarely have a situation where students 00:22:11.250 --> 00:22:12.593 say the answer is wrong. 00:22:13.460 --> 00:22:14.630 No wait, I shouldn't say that. 00:22:14.630 --> 00:22:16.277 I rarely have situations where students say 00:22:16.277 --> 00:22:18.850 "This answer's wrong," and they're right about that. 00:22:18.850 --> 00:22:20.267 A lot of times they'll say, "Khan doesn't have 00:22:20.267 --> 00:22:21.250 "the right answer here." 00:22:21.250 --> 00:22:22.900 And when you dig in, you find out it's right. 00:22:22.900 --> 00:22:25.400 So you can present this material 00:22:25.400 --> 00:22:27.870 with a high degree of confidence in that. 00:22:27.870 --> 00:22:29.990 I would anticipate, Jeremy, lots of questions 00:22:29.990 --> 00:22:34.280 about how to set up the class roster, about navigation. 00:22:34.280 --> 00:22:36.890 We've had some difficulty in matching 00:22:36.890 --> 00:22:39.390 the Eureka curriculum with the exact Khan lessons 00:22:39.390 --> 00:22:41.646 that we wanna teach, just some things like that 00:22:41.646 --> 00:22:45.620 where you need to work to massage the curriculum, 00:22:45.620 --> 00:22:47.650 figuring out exactly what your routine is gonna be, 00:22:47.650 --> 00:22:49.520 and there's some data that I'd like to be able 00:22:49.520 --> 00:22:52.360 to export from Khan that we can't currently. 00:22:52.360 --> 00:22:54.190 But those are kind of the main challenges 00:22:54.190 --> 00:22:56.870 when I surveyed my teaching colleagues at Agora, 00:22:56.870 --> 00:22:59.330 those are some of the things that they mentioned. 00:22:59.330 --> 00:23:00.163 - Cool. 00:23:02.210 --> 00:23:04.033 - Yeah, I don't think there's anything 00:23:04.033 --> 00:23:05.370 super important here that we need to share. 00:23:05.370 --> 00:23:06.890 If you wanna jump into the questions, 00:23:06.890 --> 00:23:08.440 these were more general things. 00:23:09.330 --> 00:23:12.053 - I will point out this, first of all, 00:23:12.053 --> 00:23:13.170 'cause I think this is so important. 00:23:13.170 --> 00:23:14.810 I actually have stats from inside Khan 00:23:14.810 --> 00:23:18.010 that says something like only 10 or 20% of new teachers 00:23:18.010 --> 00:23:20.590 to Khan ever play with the content themselves 00:23:20.590 --> 00:23:21.917 before starting to assign it. 00:23:21.917 --> 00:23:24.220 And I think that's actually a huge missed opportunity 00:23:24.220 --> 00:23:25.350 that's on our shoulders at Khan 00:23:25.350 --> 00:23:26.920 for not making it easy. 00:23:26.920 --> 00:23:29.087 But one of the first things you should absolutely do 00:23:29.087 --> 00:23:31.750 is just put yourself in your students' shoes. 00:23:31.750 --> 00:23:33.120 See what the content looks like, 00:23:33.120 --> 00:23:36.110 what it feels like, how the hint system works, 00:23:36.110 --> 00:23:38.166 and that way when you give it out, 00:23:38.166 --> 00:23:39.970 you have that confidence that Mark was talking about, 00:23:39.970 --> 00:23:41.630 'cause you've been there and you've developed 00:23:41.630 --> 00:23:43.500 that empathy for the student experience. 00:23:43.500 --> 00:23:45.370 - Yeah, that brings up something real interesting 00:23:45.370 --> 00:23:46.870 that I didn't touch on before. 00:23:46.870 --> 00:23:48.250 When you create your class roster, 00:23:48.250 --> 00:23:50.910 I always add myself to whatever class I create 00:23:50.910 --> 00:23:51.990 so that when I do assignments, 00:23:51.990 --> 00:23:54.550 I see exactly the assignments that are going to students. 00:23:54.550 --> 00:23:56.460 And the third bullet there, do every assignment 00:23:56.460 --> 00:23:57.380 that you give to your students, 00:23:57.380 --> 00:24:01.450 just make sure that you know what the questions look like, 00:24:01.450 --> 00:24:03.234 how Khan goes about solving them, 00:24:03.234 --> 00:24:05.400 and again, it's kind of that empathy 00:24:05.400 --> 00:24:07.190 that Jeremy mentioned so you understand 00:24:07.190 --> 00:24:08.730 what students are going through. 00:24:08.730 --> 00:24:10.610 And Jeremy, just as an aside on that, 00:24:10.610 --> 00:24:12.880 after Mr. Vandenberg's presentation, 00:24:12.880 --> 00:24:14.790 and going back to sixth grade, I've been working 00:24:14.790 --> 00:24:16.780 with my students on third grade content. 00:24:16.780 --> 00:24:20.502 And I had never looked at Khan's third grade content, 00:24:20.502 --> 00:24:21.380 but there's some really good stuff in there 00:24:21.380 --> 00:24:24.280 that I'd never even seen before. 00:24:24.280 --> 00:24:27.870 But it's some really good stuff. 00:24:27.870 --> 00:24:28.703 - I love that. 00:24:28.703 --> 00:24:31.823 Okay, so on that note, let's take some of these questions, 00:24:31.823 --> 00:24:32.950 'cause these are really great questions for you. 00:24:32.950 --> 00:24:35.960 So I'm gonna start with an awesome one from Haman. 00:24:35.960 --> 00:24:38.487 Haman says, "How do you help students 00:24:38.487 --> 00:24:41.977 "track their own progress when we're so distant from them, 00:24:41.977 --> 00:24:44.962 "or so disconnected from them, but yet we wanna 00:24:44.962 --> 00:24:47.850 "empower them to direct their own learning at this moment?" 00:24:47.850 --> 00:24:49.628 So how do you get them evaluating how they're doing? 00:24:49.628 --> 00:24:53.640 - Sure, is this a student or a teacher? 00:24:53.640 --> 00:24:55.770 Do you have a student loaded? 00:24:55.770 --> 00:24:57.270 - Yeah, so we can definitely come 00:24:57.270 --> 00:24:58.540 into the learner mode here. 00:24:58.540 --> 00:25:01.523 - Yeah lets go-- - Go to the learner home. 00:25:02.360 --> 00:25:04.960 - Okay, so if I'm Meaghan Pattani, 00:25:04.960 --> 00:25:07.883 and I wanna know how I'm doing, 00:25:08.790 --> 00:25:10.430 one thing that's really important you guys 00:25:10.430 --> 00:25:11.890 as you're getting to know Khan, 00:25:11.890 --> 00:25:15.170 sometimes students will say, "My data's not recording, 00:25:15.170 --> 00:25:16.003 "I answered this." 00:25:16.003 --> 00:25:17.870 Make sure that in the upper right hand corner, 00:25:17.870 --> 00:25:19.180 you see the student's name. 00:25:19.180 --> 00:25:20.900 Make sure that they're logged into Khan. 00:25:20.900 --> 00:25:22.770 Sometimes students will accidentally log out, 00:25:22.770 --> 00:25:24.500 and they're working away, and they don't realize 00:25:24.500 --> 00:25:26.930 that they're not logged in. 00:25:26.930 --> 00:25:28.290 But let's say that we wanna find out 00:25:28.290 --> 00:25:30.620 how Meaghan is doing, and this is Meaghan, 00:25:30.620 --> 00:25:34.340 Meaghan wants to see how she's doing in algebra one. 00:25:34.340 --> 00:25:35.537 We can look right there at algebra one, 00:25:35.537 --> 00:25:36.850 you can click on that. 00:25:36.850 --> 00:25:39.850 You see that she's mastered 16% of the course so far, 00:25:39.850 --> 00:25:42.270 course wraps up on May 15th. 00:25:42.270 --> 00:25:44.720 We can open that and we can see, 00:25:44.720 --> 00:25:47.710 Meaghan did extremely well on algebra foundations, 00:25:47.710 --> 00:25:50.770 earning 700 out of 700 mastery points. 00:25:50.770 --> 00:25:53.580 So kind of those assignments that we looked at earlier 00:25:53.580 --> 00:25:55.340 with the origin and history of algebra, 00:25:55.340 --> 00:25:56.780 and that sort of thing. 00:25:56.780 --> 00:25:59.190 She's done a little bit of work on solving equations 00:25:59.190 --> 00:26:00.600 and inequalities, let's click on that 00:26:00.600 --> 00:26:04.403 and see what's going on in that particular module. 00:26:05.750 --> 00:26:08.360 So this shows, as Jeremy scrolls down through this, 00:26:08.360 --> 00:26:11.020 you can see she's done very well in equations 00:26:11.020 --> 00:26:12.950 with variables on both sides. 00:26:12.950 --> 00:26:15.510 Now as we get into linear equations with parentheses, 00:26:15.510 --> 00:26:17.500 it looks like that's where she's stopped. 00:26:17.500 --> 00:26:20.440 We don't have any work for equations with parentheses, 00:26:20.440 --> 00:26:21.890 and decimals, and fractions. 00:26:21.890 --> 00:26:23.897 So Meaghan could go in and see, "Okay, I've mastered 00:26:23.897 --> 00:26:25.447 "this first module, and now it's time to go onto 00:26:25.447 --> 00:26:26.280 "the second module." 00:26:26.280 --> 00:26:28.580 And Khan is pretty good about prompting, 00:26:28.580 --> 00:26:30.284 once you teach students how to do the navigation, 00:26:30.284 --> 00:26:33.180 they'll be able to figure out where to go, 00:26:33.180 --> 00:26:35.900 where the next step in their learning progression is. 00:26:35.900 --> 00:26:38.760 - Great, and so really, if you teach students, 00:26:38.760 --> 00:26:41.683 to review these summaries on the left hand side, 00:26:41.683 --> 00:26:43.277 they can start to think of this as, 00:26:43.277 --> 00:26:46.137 "Hey, I wanna have all these bars filled up. 00:26:46.137 --> 00:26:48.880 "I wanna master every single course skill here." 00:26:48.880 --> 00:26:50.100 And it's almost a challenge to them 00:26:50.100 --> 00:26:52.250 for the reest of the year, can they make it 00:26:52.250 --> 00:26:53.380 to that point of mastery? 00:26:53.380 --> 00:26:55.480 'Cause that can be a big point of pride. 00:26:55.480 --> 00:26:57.500 - Yeah, you wanna see a lot of purple over there. 00:26:57.500 --> 00:26:58.750 - That's right. 00:26:58.750 --> 00:26:59.857 Here's another technology question, 00:26:59.857 --> 00:27:02.030 and I don't know if it's one that you faced, 00:27:02.030 --> 00:27:03.450 'cause maybe your students all have laptops, 00:27:03.450 --> 00:27:07.110 but any recommendations for teachers out there 00:27:07.110 --> 00:27:09.240 who know their students don't have computers at home, 00:27:09.240 --> 00:27:10.780 but may have access to a mobile phone, 00:27:10.780 --> 00:27:12.220 their parent's smartphone? 00:27:12.220 --> 00:27:13.670 Do you feel like the Khan Academy app 00:27:13.670 --> 00:27:15.670 is a worthwhile thing to look at? 00:27:15.670 --> 00:27:17.260 This comin' from Daisy. 00:27:17.260 --> 00:27:19.014 - I can't really comment on that, 00:27:19.014 --> 00:27:22.561 I haven't worked with students specifically on, 00:27:22.561 --> 00:27:24.590 I know that students do access it, 00:27:24.590 --> 00:27:26.290 our students all have laptops, 00:27:26.290 --> 00:27:28.090 and I know when students have a dentist appointment 00:27:28.090 --> 00:27:28.997 or something like that, they'll say, 00:27:28.997 --> 00:27:31.190 "Hey Mr. Laser, I'm doing this on my mom's phone," 00:27:31.190 --> 00:27:32.970 or something like that, but I don't really have, 00:27:32.970 --> 00:27:36.330 I don't think, enough track record with mobile apps. 00:27:36.330 --> 00:27:39.500 I know it's available, but most of our students 00:27:39.500 --> 00:27:40.950 don't access it that way. 00:27:40.950 --> 00:27:41.840 - Okay, makes sense. 00:27:41.840 --> 00:27:43.390 And I'll just say for the benefit of Daisy 00:27:43.390 --> 00:27:45.560 and everyone else out there, this can often 00:27:45.560 --> 00:27:46.500 be a lifeline to you. 00:27:46.500 --> 00:27:48.770 If there's only one single device in the house, 00:27:48.770 --> 00:27:50.451 and it's a smartphone. 00:27:50.451 --> 00:27:53.390 While you can't use teacher tools on the app, 00:27:53.390 --> 00:27:54.990 so everything that Mark has just talked through 00:27:54.990 --> 00:27:57.350 is limited to the online website, 00:27:57.350 --> 00:28:01.280 students get a complete view of everything on the course, 00:28:01.280 --> 00:28:02.350 right there on their phone. 00:28:02.350 --> 00:28:03.720 So it is a way to sort of make sure 00:28:03.720 --> 00:28:06.830 that there's more access, a little more equity. 00:28:06.830 --> 00:28:08.783 Okay, great question. 00:28:11.613 --> 00:28:12.900 - And one thing about that, 00:28:12.900 --> 00:28:16.651 Khan tends to be really thin bandwidth-wise, 00:28:16.651 --> 00:28:20.370 it runs pretty well on a variety of devices. 00:28:20.370 --> 00:28:22.700 I rarely have any problems with students 00:28:22.700 --> 00:28:26.030 who have extreme problems with the speed 00:28:26.030 --> 00:28:28.370 that Khan's loading or anything like that. 00:28:28.370 --> 00:28:29.900 - Cool. 00:28:29.900 --> 00:28:31.530 A lot of technology questions coming your way Mark, 00:28:31.530 --> 00:28:32.850 'cause I think you've definitely shown 00:28:32.850 --> 00:28:35.260 your credibility here. 00:28:35.260 --> 00:28:37.627 Kakai wants to know, "Do you have any recommendations 00:28:37.627 --> 00:28:40.690 "for best practices with integrating with LMSs?" 00:28:40.690 --> 00:28:44.243 Be it Schoolology, Google Classroom, whatever. 00:28:45.542 --> 00:28:46.470 (Mark sighs) 00:28:46.470 --> 00:28:48.873 No, I don't unfortunately. 00:28:49.950 --> 00:28:52.900 My Khan grade book doesn't speak to my grade book currently, 00:28:52.900 --> 00:28:54.370 so I have to export from Khan, 00:28:54.370 --> 00:28:56.860 and then reimport that into my grade book. 00:28:56.860 --> 00:28:59.170 The curriculum that I do, I've built pretty much in Khan, 00:28:59.170 --> 00:29:00.830 so it doesn't need to link with anything else. 00:29:00.830 --> 00:29:03.720 I've pretty much turned off our school curriculum, 00:29:03.720 --> 00:29:05.410 and then I use a Khan curriculum 00:29:05.410 --> 00:29:07.620 that I've built based on Eureka for that. 00:29:07.620 --> 00:29:10.770 So I don't really, I'm trying to think, 00:29:10.770 --> 00:29:12.235 I don't really do much integration, 00:29:12.235 --> 00:29:17.100 any digital integration, between Khan and the other systems 00:29:17.100 --> 00:29:19.260 that our school uses. 00:29:19.260 --> 00:29:21.250 - Makes sense, and all I was gonna add 00:29:21.250 --> 00:29:23.050 was that obviously while there's not 00:29:23.050 --> 00:29:26.300 a very formal integration, I have seen teachers 00:29:26.300 --> 00:29:29.070 come right up and after making an assignment, 00:29:29.070 --> 00:29:32.380 they will actually choose a specific piece of work, 00:29:32.380 --> 00:29:34.070 because the nice thing is that everything on Khan 00:29:34.070 --> 00:29:37.370 has its own individual URL, and they'll copy this URL 00:29:37.370 --> 00:29:38.560 and they'll paste it into their LMS, 00:29:38.560 --> 00:29:40.380 or paste it into Google Classroom. 00:29:40.380 --> 00:29:42.310 And that way, not only does the student have the assignment 00:29:42.310 --> 00:29:44.450 in their email, or on their app, 00:29:44.450 --> 00:29:45.760 but they also have it in that LMS, 00:29:45.760 --> 00:29:47.040 that central source of truth. 00:29:47.040 --> 00:29:49.660 - Okay, so you've just prompted me for something there. 00:29:49.660 --> 00:29:50.920 That's exactly what I do. 00:29:50.920 --> 00:29:54.060 I've got a big spreadsheet that has the date, 00:29:54.060 --> 00:29:57.940 the topic, the Khan help resource for the day, 00:29:57.940 --> 00:30:00.260 and then the Khan assessment resource for the day, 00:30:00.260 --> 00:30:02.220 and that's all loaded into our school system. 00:30:02.220 --> 00:30:03.740 It doesn't happen automatically, 00:30:03.740 --> 00:30:06.420 but like Jeremy said, the URLs are there 00:30:06.420 --> 00:30:08.450 so that students can access that. 00:30:08.450 --> 00:30:10.510 - Great, and then I wanna finish up with two final questions 00:30:10.510 --> 00:30:11.550 if you don't mind Mark. 00:30:11.550 --> 00:30:13.540 My apologies for going a little bit over. 00:30:13.540 --> 00:30:16.930 - I'm furious, furious I tell you. 00:30:16.930 --> 00:30:18.520 (Jeremy laughs) 00:30:18.520 --> 00:30:21.960 - Number one is, for the folks who didn't have a chance 00:30:21.960 --> 00:30:23.580 to answer their questions today, 00:30:23.580 --> 00:30:25.080 what resources would you recommend 00:30:25.080 --> 00:30:26.730 to continue the learning around Khan, 00:30:26.730 --> 00:30:29.170 or continue the learning around remote learning 00:30:29.170 --> 00:30:31.020 as they go into the next few weeks? 00:30:31.020 --> 00:30:34.290 - I would direct every question to Jeremy, 00:30:34.290 --> 00:30:36.400 that's jeremy@khan, and I think Jeremy's gonna be 00:30:36.400 --> 00:30:38.050 sharing his home phone number with us also. 00:30:38.050 --> 00:30:39.960 So call him any hour of the day 00:30:39.960 --> 00:30:42.100 or night, 24/7, Jeremy's there. 00:30:42.100 --> 00:30:46.473 No, I would reach out to the Khan user groups on Facebook, 00:30:47.340 --> 00:30:48.970 super helpful group of people there, 00:30:48.970 --> 00:30:53.970 and then the online help in Khan, within the Khan website, 00:30:58.030 --> 00:31:03.030 the Zendesk help, there's so much good information there, 00:31:03.060 --> 00:31:05.503 and the same questions get asked so many times 00:31:05.503 --> 00:31:08.260 that there's some really good printable resources 00:31:08.260 --> 00:31:10.480 on how to get started as a teacher, 00:31:10.480 --> 00:31:12.210 how to get started as a student, 00:31:12.210 --> 00:31:14.450 if you're a parent trying to figure this out, 00:31:14.450 --> 00:31:15.770 how to get started as a parent. 00:31:15.770 --> 00:31:17.810 There's some really good guides there 00:31:17.810 --> 00:31:19.480 that does serve as a really good starting point. 00:31:19.480 --> 00:31:24.150 And again, we've all been where everybody is right now, 00:31:24.150 --> 00:31:26.390 we've all been just trying to use it, 00:31:26.390 --> 00:31:27.540 trying to get started, and trying to get 00:31:27.540 --> 00:31:30.500 things figured out, and there's a ton of resources there 00:31:30.500 --> 00:31:33.270 that are quite helpful. 00:31:33.270 --> 00:31:35.850 - Very cool, and then last question is just, 00:31:35.850 --> 00:31:38.290 if you were in the shoes of many of the educators 00:31:38.290 --> 00:31:40.677 in this country right now, who are trying to figure out, 00:31:40.677 --> 00:31:41.837 "What am I gonna do next? 00:31:41.837 --> 00:31:43.627 "How am I gonna get through the next several weeks 00:31:43.627 --> 00:31:45.080 "or even months?" 00:31:45.080 --> 00:31:46.990 Any words of wisdom that you can offer folks 00:31:46.990 --> 00:31:48.637 as we begin this week? 00:31:48.637 --> 00:31:50.760 - It's gonna make a great story someday, right? 00:31:50.760 --> 00:31:53.230 Once we get through this, we'll certainly remember 2020. 00:31:54.550 --> 00:31:56.690 No, just I think I might've put that in one 00:31:56.690 --> 00:31:59.346 of the last slides, that we're all in this together, 00:31:59.346 --> 00:32:01.800 the goal here is to help our kids, 00:32:01.800 --> 00:32:04.810 and help keep moving them forward using whatever tools 00:32:04.810 --> 00:32:06.763 we have at our disposal to do that. 00:32:08.670 --> 00:32:11.700 You know, I thought that, I'm always looking 00:32:11.700 --> 00:32:14.030 for different ways to use Khan and to improve it, 00:32:14.030 --> 00:32:16.310 and Mr. Vandenberg's discussions, 00:32:16.310 --> 00:32:18.840 just within the last two weeks have been super eye opening, 00:32:18.840 --> 00:32:20.980 given me some things that I wanna try. 00:32:20.980 --> 00:32:23.460 So you are not alone. 00:32:23.460 --> 00:32:25.760 We're all in this together, and we're all here 00:32:25.760 --> 00:32:27.410 to help each other out. 00:32:27.410 --> 00:32:30.533 So boy, good luck to everybody, 00:32:32.080 --> 00:32:33.690 we're all in this together. 00:32:33.690 --> 00:32:35.218 - Awesome, well I think that's definitely 00:32:35.218 --> 00:32:38.160 the right theme to start this tough week on, 00:32:38.160 --> 00:32:40.080 and I wanna thank you Mark for really 00:32:40.080 --> 00:32:42.050 embodying that advice by taking time 00:32:42.050 --> 00:32:43.450 out of your own teaching schedule today 00:32:43.450 --> 00:32:45.730 to share your expertise with others. 00:32:45.730 --> 00:32:47.660 I hope that you will take advantage of all the resources 00:32:47.660 --> 00:32:50.000 that Mark has shared, we'll share this deck 00:32:50.000 --> 00:32:52.790 and we'll share all the slides with you right afterwards. 00:32:52.790 --> 00:32:55.140 We wish you all a good week and a good start 00:32:55.140 --> 00:32:56.240 to the rest of the month. 00:32:56.240 --> 00:32:57.340 Thank you all so much.

How to Bring Mastery Learning to Your Class... And Get Results Like Tim's!

https://www.youtube.com/watch?v=7mmG-G6OoFY

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https://www.youtube.com/api/timedtext?v=7mmG-G6OoFY&ei=V1iUZcPBFvODp-oP_ruMqAY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=A898769BB53ED6F715246C3BB204A05279D7E339.EA54EAEC66B5AF0BA8A40BC4EC2748D574EEFE9F&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:03.200 --> 00:00:06.160 - Hi everyone, this is Jeremy Schifeling with Khan Academy. 00:00:06.160 --> 00:00:08.040 I wanna thank you for joining us this afternoon 00:00:08.040 --> 00:00:10.610 or this evening, depending on where you're calling in from. 00:00:10.610 --> 00:00:13.040 And you're in for a very special treat. 00:00:13.040 --> 00:00:16.800 So as you probably know, we've been doing webinars everyday, 00:00:16.800 --> 00:00:19.500 twice a day, three times a day here at Khan Academy, 00:00:19.500 --> 00:00:21.080 but I have to confess, 00:00:21.080 --> 00:00:23.080 I have never seen a session like the one Tim lead 00:00:23.080 --> 00:00:25.860 a couple weeks ago where he basically blew minds 00:00:25.860 --> 00:00:27.320 all across the country 00:00:27.320 --> 00:00:29.560 by talking about the results he got with mastery learning 00:00:29.560 --> 00:00:30.820 in his classroom. 00:00:30.820 --> 00:00:32.280 So much so that Tim has gone on 00:00:32.280 --> 00:00:34.140 to chat with Sal Khan directly, 00:00:34.140 --> 00:00:36.910 and will actually be on Sal Khan's live stream next week 00:00:36.910 --> 00:00:38.520 if you've been tuning into that. 00:00:38.520 --> 00:00:39.680 But if you want a sneak preview 00:00:39.680 --> 00:00:41.640 into what he and Sal are gonna talk about, 00:00:41.640 --> 00:00:43.230 you've come to the right place. 00:00:43.230 --> 00:00:45.470 In fact, this is way more than a sneak preview. 00:00:45.470 --> 00:00:47.330 Thanks to the generosity of Tim, 00:00:47.330 --> 00:00:49.900 we're gonna get a deep dive into everything he does 00:00:49.900 --> 00:00:52.740 in his classroom, the actual use of Khan Academy, 00:00:52.740 --> 00:00:55.360 his grade book, and all that good detail 00:00:55.360 --> 00:00:57.460 so you can apply the same in your own classroom 00:00:57.460 --> 00:00:59.580 either tomorrow or even next fall 00:00:59.580 --> 00:01:01.450 if you're already thinking about that. 00:01:01.450 --> 00:01:02.543 So that being said, 00:01:03.380 --> 00:01:06.470 Tim has asked to run a couple of polls just to get started. 00:01:06.470 --> 00:01:09.060 We'd love to get a sense of the folks in the room right now. 00:01:09.060 --> 00:01:12.730 So did you see Tim's original webinar a couple weeks ago 00:01:12.730 --> 00:01:14.830 where he sort of laid out his experience 00:01:14.830 --> 00:01:15.663 of mastery of learning 00:01:15.663 --> 00:01:17.057 and the results he was getting? 00:01:18.200 --> 00:01:19.540 And it looks like that about 2/3 00:01:19.540 --> 00:01:21.660 of the votes coming in, Tim, 00:01:21.660 --> 00:01:24.300 there's actually a huge chunk of new fans here, 00:01:24.300 --> 00:01:26.170 more than 3/4 actually. 00:01:26.170 --> 00:01:27.710 So definitely a lot of folks who could use 00:01:27.710 --> 00:01:29.680 a little bit of a refresher. 00:01:29.680 --> 00:01:32.250 And then just to help Tim out as well, 00:01:32.250 --> 00:01:34.083 tell us what grade level you teach? 00:01:35.060 --> 00:01:36.760 That'll sort of help us tailor. 00:01:36.760 --> 00:01:37.960 Obviously, Tim is coming at this 00:01:37.960 --> 00:01:40.320 from a sixth grade perspective, 00:01:40.320 --> 00:01:41.970 but he'll make sure to speak to the realities 00:01:41.970 --> 00:01:43.470 of other grade levels as well. 00:01:44.560 --> 00:01:46.280 Okay, thanks every for participating so quickly. 00:01:46.280 --> 00:01:47.253 That's awesome. 00:01:48.130 --> 00:01:48.997 Go ahead and share those results. 00:01:48.997 --> 00:01:52.100 And so Tim, lots of fellow elementary school folks. 00:01:52.100 --> 00:01:54.000 But definitely a nice mix of folks 00:01:54.000 --> 00:01:55.570 all the way up to college in fact. 00:01:55.570 --> 00:01:59.210 So lots of hunger for the kinds of things you're sharing. 00:01:59.210 --> 00:02:01.480 That being said, Tim, 00:02:01.480 --> 00:02:02.750 I'm gonna basically turn it over to you 00:02:02.750 --> 00:02:04.430 because you've, again, been so generous 00:02:04.430 --> 00:02:05.560 with your time and expertise 00:02:05.560 --> 00:02:07.830 to put together a whole nother slide deck for us. 00:02:07.830 --> 00:02:08.663 Which also, by the way, 00:02:08.663 --> 00:02:10.590 is attached in the handout section 00:02:10.590 --> 00:02:13.310 and will be emailed to you along with a recording. 00:02:13.310 --> 00:02:14.580 Tim is gonna spend about 30 minutes 00:02:14.580 --> 00:02:16.010 walking through all of this. 00:02:16.010 --> 00:02:17.630 And then we're gonna take your questions live 00:02:17.630 --> 00:02:18.800 from the audience. 00:02:18.800 --> 00:02:20.010 So Tim, thank you again. 00:02:20.010 --> 00:02:20.843 Take it away. 00:02:21.970 --> 00:02:24.120 - Okay, well, since there was a good chunk 00:02:24.120 --> 00:02:27.662 of the live audience who have not seen the original webinar, 00:02:27.662 --> 00:02:30.710 let me first highly recommend that you go back 00:02:30.710 --> 00:02:31.630 and watch that. 00:02:31.630 --> 00:02:34.230 But I will go a little bit slower than anticipated 00:02:34.230 --> 00:02:36.880 on the initial review materials 00:02:36.880 --> 00:02:38.610 so that you're caught up to speed. 00:02:38.610 --> 00:02:43.250 So let's see, do I have my screen showing correctly? 00:02:43.250 --> 00:02:44.320 Jeremy? - Coming through loud 00:02:44.320 --> 00:02:45.280 and clear. 00:02:45.280 --> 00:02:46.250 - The slides are correct? 00:02:46.250 --> 00:02:47.083 Okay, good. 00:02:47.083 --> 00:02:49.190 Okay so Mastery Learning with Khan Academy 00:02:49.190 --> 00:02:50.900 and how to achieve massive results. 00:02:50.900 --> 00:02:54.510 So just off the bat, I want you to know 00:02:54.510 --> 00:02:57.520 that as a sixth grade teacher in a low income area 00:02:57.520 --> 00:03:00.070 in the High Desert area of California, 00:03:00.070 --> 00:03:03.720 halfway between LA and Vegas, 00:03:03.720 --> 00:03:06.610 my kids are like most kids in America. 00:03:06.610 --> 00:03:09.303 They're not coming from affluent homes. 00:03:10.650 --> 00:03:12.840 10% of them come to me at grade level, 00:03:12.840 --> 00:03:15.520 90% below grade level. 00:03:15.520 --> 00:03:17.510 Half of them far below. 00:03:17.510 --> 00:03:22.310 And nearly all of my students are reading 00:03:22.310 --> 00:03:24.020 two or more years below grade level 00:03:24.020 --> 00:03:25.070 when they come to me. 00:03:26.300 --> 00:03:30.310 And so comparing my class, this is my class down here. 00:03:30.310 --> 00:03:34.570 I'm comparing my class with the state of California 00:03:34.570 --> 00:03:39.170 and the county I teach in and the district I teach in. 00:03:39.170 --> 00:03:42.680 You can see where my students are relative 00:03:42.680 --> 00:03:44.730 to all those, this is a passing grade 00:03:44.730 --> 00:03:46.920 in fifth grade and in sixth grade. 00:03:46.920 --> 00:03:48.020 Normalizing the scores, 00:03:48.020 --> 00:03:50.650 you can compare apples to apples of growth. 00:03:50.650 --> 00:03:52.870 And my students were about a were a good 00:03:52.870 --> 00:03:56.310 about 20 points below the average California student 00:03:56.310 --> 00:03:58.053 which is still really far below. 00:03:59.229 --> 00:04:01.040 And we'll talk about more of this later, 00:04:01.040 --> 00:04:04.335 but I want you to see my kids are not at grade level. 00:04:04.335 --> 00:04:07.920 So much like most of your students as well. 00:04:07.920 --> 00:04:12.920 And so in September 2016, I watched a TED Talk from Sal. 00:04:13.120 --> 00:04:16.170 And you really need to go watch this TED Talk. 00:04:16.170 --> 00:04:18.970 And right at about the, I think it's the four-minute, 00:04:18.970 --> 00:04:20.920 30-second mark, somewhere in there, 00:04:20.920 --> 00:04:25.920 Sal gives a powerful analogy of education 00:04:26.720 --> 00:04:31.440 under the old school model is kind of like, imagine 00:04:31.440 --> 00:04:34.120 building a building, like a two or three-story building, 00:04:34.120 --> 00:04:35.670 or even taller. 00:04:35.670 --> 00:04:39.150 And giving instead of a fixed expectation 00:04:39.150 --> 00:04:42.420 of the building being safe and solid 00:04:42.420 --> 00:04:44.450 and firmly on a great foundation, 00:04:44.450 --> 00:04:47.750 instead, basing your building on a timeline, 00:04:47.750 --> 00:04:50.710 saying, for example, all right, you have two weeks 00:04:50.710 --> 00:04:52.230 to build a foundation. 00:04:52.230 --> 00:04:54.050 Do what you can. 00:04:54.050 --> 00:04:57.270 And two weeks later, the building inspector comes. 00:04:57.270 --> 00:04:59.887 And he says, "Well, you got some wet cement over here. 00:04:59.887 --> 00:05:02.877 "You don't have some foundational posts over there. 00:05:02.877 --> 00:05:03.917 "That's pretty good. 00:05:03.917 --> 00:05:06.157 "You got an 80%. 00:05:06.157 --> 00:05:07.427 "Build the next level." 00:05:08.340 --> 00:05:10.320 Well, everybody knows in their right mind, 00:05:10.320 --> 00:05:12.560 if you keep up with that analogy 00:05:12.560 --> 00:05:15.460 from first floor to second floor to third floor, 00:05:15.460 --> 00:05:17.680 eventually, the building's the crumble. 00:05:17.680 --> 00:05:22.000 And that's exactly like the way we run education in America. 00:05:22.000 --> 00:05:24.637 We say, "Okay, you've got nine months, 00:05:24.637 --> 00:05:26.670 "so do what you can." 00:05:26.670 --> 00:05:28.500 And we don't have time to go back 00:05:28.500 --> 00:05:31.600 and fix the foundation of the years before 00:05:31.600 --> 00:05:33.010 these kids come to us. 00:05:33.010 --> 00:05:35.650 We just have to teach to the current grade level standards, 00:05:35.650 --> 00:05:38.020 and they get what they get and you pass 'em on. 00:05:38.020 --> 00:05:40.570 And you give 'em a good grade if they try hard. 00:05:40.570 --> 00:05:42.780 But really do they pass the state test? 00:05:42.780 --> 00:05:43.653 Probably not. 00:05:44.580 --> 00:05:48.640 So the big takeaway from Sal's talks 00:05:48.640 --> 00:05:50.980 is this idea of mastery learning, if you see 00:05:50.980 --> 00:05:52.260 that at the bottom there. 00:05:52.260 --> 00:05:55.130 Mastery learning is a different mindset. 00:05:55.130 --> 00:05:58.460 It's developing each skill to fluency 00:05:58.460 --> 00:06:02.490 and longterm retention where the fixed variable 00:06:02.490 --> 00:06:06.480 is mastery rather than the time allotted. 00:06:06.480 --> 00:06:09.527 You say, "Okay, I don't care how long it takes you to learn 00:06:09.527 --> 00:06:14.297 "let's say, solving single variable equations, 00:06:14.297 --> 00:06:15.527 "but you're gonna master this 00:06:15.527 --> 00:06:16.487 "before the state test. 00:06:16.487 --> 00:06:17.887 "You might take longer than most kids. 00:06:17.887 --> 00:06:19.837 "You might learn it after the quiz we take, 00:06:19.837 --> 00:06:20.887 "but you're gonna learn this 00:06:20.887 --> 00:06:22.380 "and that's the expectation." 00:06:22.380 --> 00:06:23.527 Versus, "You gotta a week, 00:06:23.527 --> 00:06:24.737 "and if you don't learn it, too bad. 00:06:24.737 --> 00:06:25.570 "We're moving on. 00:06:25.570 --> 00:06:29.600 "Your grade's stuck for that assignment, that skill." 00:06:29.600 --> 00:06:31.210 Mastery learning is a different mindset. 00:06:31.210 --> 00:06:33.190 We'll talk more about that later. 00:06:33.190 --> 00:06:34.730 So I had decided after watching 00:06:34.730 --> 00:06:38.390 that video from Sal that I was totally done 00:06:38.390 --> 00:06:42.940 with building on these dangerous foundations 00:06:42.940 --> 00:06:46.170 of unstable mathematical concepts. 00:06:46.170 --> 00:06:47.500 These kids just didn't grasp 00:06:47.500 --> 00:06:48.660 what the meaning of numbers were, 00:06:48.660 --> 00:06:51.050 place value, fractions, 00:06:51.050 --> 00:06:53.990 what equations are, and why we're subtracting 00:06:53.990 --> 00:06:56.380 or adding to both sides at the same time. 00:06:56.380 --> 00:06:57.380 They just think that math 00:06:57.380 --> 00:07:00.460 is about memorizing algorithms, 00:07:00.460 --> 00:07:02.850 as opposed to truly understanding 00:07:02.850 --> 00:07:04.280 what's going on. 00:07:04.280 --> 00:07:07.453 So I decided that from now on, 00:07:09.070 --> 00:07:10.420 I'm gonna teach students 00:07:10.420 --> 00:07:12.539 with a solid foundation. 00:07:12.539 --> 00:07:15.250 And Khan Academy was gonna help me make that happen. 00:07:15.250 --> 00:07:18.810 So in fall of 2016, I chose three years ago, 00:07:18.810 --> 00:07:21.390 now four school years ago pretty much 00:07:21.390 --> 00:07:23.060 to take my kids back to kindergarten. 00:07:23.060 --> 00:07:24.340 We're gonna go back to kindergarten 00:07:24.340 --> 00:07:27.360 with the help of Khan Academy and master all these skills 00:07:27.360 --> 00:07:29.300 so that we have a solid foundation to build on. 00:07:29.300 --> 00:07:31.560 So beautifully, Khan Academy has all 00:07:31.560 --> 00:07:34.050 these different grade level courses. 00:07:34.050 --> 00:07:36.800 So I assigned K through five in addition 00:07:36.800 --> 00:07:38.900 to my sixth grade standards 00:07:38.900 --> 00:07:41.050 that my sixth graders were supposed to learn. 00:07:41.050 --> 00:07:43.760 And I expected them to master everything. 00:07:43.760 --> 00:07:45.980 And let's see what happened. 00:07:45.980 --> 00:07:49.270 So after three school years of doing this, 00:07:49.270 --> 00:07:50.830 each of the past three school years, 00:07:50.830 --> 00:07:53.380 my sixth graders have grown. 00:07:53.380 --> 00:07:55.730 Their results have looked like this. 00:07:55.730 --> 00:07:57.280 You see that little dot on the left. 00:07:57.280 --> 00:08:01.190 Vandenberg 18/19, 60 points below. 00:08:01.190 --> 00:08:04.470 If you look at California, I pick the best growth 00:08:04.470 --> 00:08:07.560 for California students, the largest educational market 00:08:07.560 --> 00:08:09.240 in the nation. 00:08:09.240 --> 00:08:13.410 The best growth of the last three years, cohort growth, 00:08:13.410 --> 00:08:17.680 they grew that year, 2017-18 school year, 00:08:17.680 --> 00:08:21.950 they grew 1.2 points towards a passing score. 00:08:21.950 --> 00:08:24.550 Now even just a flat year of growth is good. 00:08:24.550 --> 00:08:26.800 That means you gave 'em a year harder test, 00:08:26.800 --> 00:08:28.490 and they stayed at the same level. 00:08:28.490 --> 00:08:30.050 So you kept 'em where they were 00:08:30.050 --> 00:08:32.070 by teaching them a whole year's worth of material. 00:08:32.070 --> 00:08:33.200 They stayed about where they were. 00:08:33.200 --> 00:08:34.993 So even just flat growth is good. 00:08:35.980 --> 00:08:37.960 Well, here's what happened with my kids 00:08:37.960 --> 00:08:40.320 after using this mastery learning model, 00:08:40.320 --> 00:08:41.940 going back and filling in the gaps. 00:08:41.940 --> 00:08:44.053 We went from 60 points below, 00:08:46.043 --> 00:08:49.090 to 34 points above. 00:08:49.090 --> 00:08:52.450 All totaled, it's about 94, 95 points of growth, 00:08:52.450 --> 00:08:54.830 on average, for every student in my class. 00:08:54.830 --> 00:08:56.410 Every kid went up. 00:08:56.410 --> 00:08:57.960 The one kid who went up the most, 00:08:57.960 --> 00:09:00.000 he went up 193 points. 00:09:00.000 --> 00:09:02.460 He was an IEP special ed kid. 00:09:02.460 --> 00:09:05.300 One of the most, sweet boy, 00:09:05.300 --> 00:09:08.290 but one of the most hyperactive, ADHD boys 00:09:08.290 --> 00:09:11.360 I'd ever had in 25 years of teaching. 00:09:11.360 --> 00:09:13.930 And he grew immensely thanks to Khan Academy, 00:09:13.930 --> 00:09:16.630 and so did the whole rest of the class. 00:09:16.630 --> 00:09:18.763 So these are the kids. 00:09:19.780 --> 00:09:22.550 And their lives were changed forever. 00:09:22.550 --> 00:09:23.480 This is real. 00:09:23.480 --> 00:09:25.180 You know, if those kids look like your kids, 00:09:25.180 --> 00:09:26.930 you know, just your normal, average 00:09:28.300 --> 00:09:30.530 American student, well there you go. 00:09:30.530 --> 00:09:32.260 That's them, just like your class. 00:09:32.260 --> 00:09:34.813 If they can do it, so can your kids too. 00:09:35.800 --> 00:09:37.560 So how do you make this happen? 00:09:37.560 --> 00:09:38.990 First, I highly recommend, 00:09:38.990 --> 00:09:40.730 now this is new material from here on out. 00:09:40.730 --> 00:09:44.110 For those of you who have watched the former webinar. 00:09:44.110 --> 00:09:46.070 We're gonna deep dive into my brief points 00:09:46.070 --> 00:09:47.120 on the first webinar. 00:09:48.130 --> 00:09:52.600 First, familiarize yourself with what mastery learning 00:09:52.600 --> 00:09:56.040 actually is, okay? 00:09:56.040 --> 00:09:58.240 Mastery learning, watch these two videos 00:09:58.240 --> 00:10:02.180 and the one linked up above in the slide deck up above. 00:10:02.180 --> 00:10:04.440 Those three videos from Sal Khan himself 00:10:04.440 --> 00:10:06.180 where he explains what mastery learning is. 00:10:06.180 --> 00:10:08.120 Really wrap your mind around that. 00:10:08.120 --> 00:10:11.070 A lot of questions I received in the last three weeks, 00:10:11.070 --> 00:10:13.170 about half of them have come to me from teachers, 00:10:13.170 --> 00:10:15.360 I can tell, they really haven't quite grasped 00:10:15.360 --> 00:10:16.660 what mastery learning is. 00:10:16.660 --> 00:10:18.887 They still wanna teach under the old model. 00:10:18.887 --> 00:10:22.360 And bless them for wanting to reach out 00:10:22.360 --> 00:10:24.070 and try some new tricks that might work. 00:10:24.070 --> 00:10:25.430 But if you really want huge growth, 00:10:25.430 --> 00:10:28.180 you really gotta accept and deep dive 00:10:28.180 --> 00:10:30.160 into this mastery learning model. 00:10:30.160 --> 00:10:32.300 If you wanna see what this looks like in a classroom, 00:10:32.300 --> 00:10:34.100 in fact, in my classroom, 00:10:34.100 --> 00:10:36.140 that's the video linked there. 00:10:36.140 --> 00:10:40.210 And then you can watch my earlier webinar 00:10:40.210 --> 00:10:41.300 right there on that link. 00:10:41.300 --> 00:10:45.060 So you can see all that from the first go round we had. 00:10:45.060 --> 00:10:46.003 So moving on. 00:10:47.010 --> 00:10:50.200 So here's some best practices for mastery learning. 00:10:50.200 --> 00:10:52.333 First, some disclaimers. 00:10:53.810 --> 00:10:55.970 Every classroom and school 00:10:55.970 --> 00:10:59.590 and district situation is different. 00:10:59.590 --> 00:11:02.830 You need to adjust and make this work 00:11:02.830 --> 00:11:04.030 for your students. 00:11:04.030 --> 00:11:06.330 There's no one-size fits all. 00:11:06.330 --> 00:11:08.570 You need to use your professional judgment. 00:11:08.570 --> 00:11:12.030 You still need to follow whatever rules and expectations 00:11:12.030 --> 00:11:15.540 from your department, your grade level team, 00:11:15.540 --> 00:11:17.883 your administrators, your district. 00:11:18.799 --> 00:11:22.250 At the same time, it's certainly helped 00:11:22.250 --> 00:11:23.360 when I went to my principal 00:11:23.360 --> 00:11:25.890 and I asked permission to try something vastly different. 00:11:25.890 --> 00:11:28.290 And he gave me permission to try just one year. 00:11:28.290 --> 00:11:29.523 If my state test results went up, 00:11:29.523 --> 00:11:30.800 then he let me keep doing. 00:11:30.800 --> 00:11:32.410 And that's exactly what happened. 00:11:32.410 --> 00:11:37.080 Number two disclaimer, this is a major paradigm shift 00:11:37.080 --> 00:11:40.620 from the traditional time-driven learning model 00:11:40.620 --> 00:11:43.560 to the mastery-driven learning model. 00:11:43.560 --> 00:11:45.780 You need to think differently. 00:11:45.780 --> 00:11:47.097 You need to think differently from, 00:11:47.097 --> 00:11:48.117 "Okay, I'm gonna teach it, 00:11:48.117 --> 00:11:49.880 "and then we're gonna do some practice homework, 00:11:49.880 --> 00:11:50.757 "and then I'm gonna give a quiz. 00:11:50.757 --> 00:11:52.167 "And whatever grade they got, that's it. 00:11:52.167 --> 00:11:53.590 "We're moving on." 00:11:53.590 --> 00:11:55.300 This is a different mindset 00:11:55.300 --> 00:11:57.110 where kids can still go back in 00:11:57.110 --> 00:11:59.110 and continue to master skills 00:11:59.110 --> 00:12:02.350 while still keeping up with the class on the new stuff. 00:12:02.350 --> 00:12:05.390 And grades are never solid until report cards come out. 00:12:05.390 --> 00:12:07.610 That's when grades are locked in. 00:12:07.610 --> 00:12:12.610 Number three disclaimer, for many, if not most students, 00:12:14.160 --> 00:12:17.070 in America and in the world, really, 00:12:17.070 --> 00:12:20.883 this is a matter of educational life and death. 00:12:21.910 --> 00:12:25.070 Are you willing to treat it as such? 00:12:25.070 --> 00:12:28.180 Or are you just gonna stick with the epically failed, 00:12:28.180 --> 00:12:30.460 time-driven status quo? 00:12:30.460 --> 00:12:31.940 You've gotta decide, look, you might 00:12:31.940 --> 00:12:33.980 be the last chance your students ever have. 00:12:33.980 --> 00:12:35.470 You might be the only teacher 00:12:35.470 --> 00:12:38.420 in their whole K-12 educational life 00:12:38.420 --> 00:12:40.247 who will say, "You know what, 00:12:40.247 --> 00:12:42.697 "enough is enough, I'm gonna make sure my kids 00:12:42.697 --> 00:12:44.140 "get the foundation they need." 00:12:44.140 --> 00:12:46.350 Maybe for high school teachers, 00:12:46.350 --> 00:12:47.970 you're gonna make them do early math, 00:12:47.970 --> 00:12:49.450 arithmetic, and pre-algebra. 00:12:49.450 --> 00:12:53.130 Elementary teachers, early math and arithmetic only, 00:12:53.130 --> 00:12:55.440 in addition to your current grade level material. 00:12:55.440 --> 00:12:59.200 But you gotta decide, hey, am I gonna change their life, 00:12:59.200 --> 00:13:00.980 or are they just gonna continue to pretend 00:13:00.980 --> 00:13:02.740 they're passing classes 'cause they try hard, 00:13:02.740 --> 00:13:03.850 but they never really master it. 00:13:03.850 --> 00:13:05.670 They fail the state test every year. 00:13:05.670 --> 00:13:07.100 Their learning is fake. 00:13:07.100 --> 00:13:08.940 We're lying to parents about their grades. 00:13:08.940 --> 00:13:10.080 An A is not really an A. 00:13:10.080 --> 00:13:12.740 An A just means they're nice, well-behaved 00:13:12.740 --> 00:13:14.880 and work hard on homework and classwork. 00:13:14.880 --> 00:13:15.713 And I give 'em an A, 00:13:15.713 --> 00:13:16.546 and I move 'em on even though 00:13:16.546 --> 00:13:18.300 they just failed the state test. 00:13:18.300 --> 00:13:21.597 Or are you gonna just say, "The buck stops here. 00:13:21.597 --> 00:13:22.617 "I'm gonna make a difference. 00:13:22.617 --> 00:13:24.157 "We're gonna do something different 00:13:24.157 --> 00:13:25.410 "and change these kid's lives." 00:13:25.410 --> 00:13:27.560 So I hope you join me in that adventure, 00:13:27.560 --> 00:13:28.393 but that's up to you. 00:13:28.393 --> 00:13:30.470 Make sure you get permission from administrators 00:13:30.470 --> 00:13:32.070 or your department team 00:13:32.070 --> 00:13:34.710 or whatever you need so that you're not in trouble 00:13:34.710 --> 00:13:36.370 for doing what I believe is morally 00:13:36.370 --> 00:13:38.020 and ethically right for all kids. 00:13:40.220 --> 00:13:43.340 All right, so here's some tips. 00:13:43.340 --> 00:13:45.450 Getting more in detail, these main points, 00:13:45.450 --> 00:13:47.760 one through the first nine of these 00:13:47.760 --> 00:13:49.800 are from the original webinar, 00:13:49.800 --> 00:13:52.410 but the details underneath are new for people to see. 00:13:52.410 --> 00:13:56.130 So we'll look at these in detail, slowly, one at a time. 00:13:56.130 --> 00:13:56.963 So here we go. 00:13:59.540 --> 00:14:00.780 Pardon me. 00:14:00.780 --> 00:14:05.780 So number one, be honest and face the state test facts. 00:14:05.850 --> 00:14:09.720 Where are your students actually at? 00:14:09.720 --> 00:14:11.430 Look at their state test scores 00:14:11.430 --> 00:14:16.140 from the year before or whatever district diagnostic test 00:14:16.140 --> 00:14:19.515 or anything that'll show the real truth of how they compare 00:14:19.515 --> 00:14:23.440 to state expectations and national norms and so on. 00:14:23.440 --> 00:14:25.010 Where are they really at? 00:14:25.010 --> 00:14:28.160 If their previous year teacher said they got an A or a B, 00:14:28.160 --> 00:14:29.530 that might mean they're a good student, 00:14:29.530 --> 00:14:30.363 but that doesn't mean 00:14:30.363 --> 00:14:32.850 they mastered the skills from the previous year. 00:14:32.850 --> 00:14:34.587 How many times have you told yourself, 00:14:34.587 --> 00:14:35.420 "What were they teaching them 00:14:35.420 --> 00:14:36.530 "the year before?" 00:14:36.530 --> 00:14:38.310 And I guarantee you that that teacher 00:14:38.310 --> 00:14:39.890 the year before was thinking the same thing 00:14:39.890 --> 00:14:43.220 in August, September, at the start of the year too. 00:14:43.220 --> 00:14:45.330 And so on and so on, all the way down in kindergarten. 00:14:45.330 --> 00:14:46.760 What were they teaching them in preschool? 00:14:46.760 --> 00:14:48.237 And the preschool's saying, "What were they teaching 00:14:48.237 --> 00:14:49.600 "them at home?" 00:14:49.600 --> 00:14:52.730 So that's not your business. 00:14:52.730 --> 00:14:55.380 What is your business is where are they at right now? 00:14:56.250 --> 00:15:00.380 So I highly recommend that you focus on your students' 00:15:00.380 --> 00:15:05.090 actual cohort growth history. 00:15:05.090 --> 00:15:06.500 Where are they growing? 00:15:06.500 --> 00:15:08.740 And how did your students who just graduated 00:15:08.740 --> 00:15:11.270 the year before, how did they grow before? 00:15:11.270 --> 00:15:14.170 I gotta tell you, I also taught high school 00:15:14.170 --> 00:15:15.550 and junior high, 00:15:15.550 --> 00:15:17.110 not just sixth grade, even though the bulk 00:15:17.110 --> 00:15:19.380 of my 25 years was sixth grade. 00:15:19.380 --> 00:15:21.450 And even Jeremy doesn't know this. 00:15:21.450 --> 00:15:25.320 For six years, I was adjunct professor 00:15:25.320 --> 00:15:27.783 at the University of Redlands in California, 00:15:29.125 --> 00:15:30.780 Teacher Credential program, 00:15:30.780 --> 00:15:32.830 and I worked with student teachers 00:15:32.830 --> 00:15:36.520 as their once a week symposium teacher, 00:15:36.520 --> 00:15:39.360 as they check in during the hardest semester. 00:15:39.360 --> 00:15:40.200 They're teaching life. 00:15:40.200 --> 00:15:41.210 It's called student teaching. 00:15:41.210 --> 00:15:42.950 We've all been through that. 00:15:42.950 --> 00:15:45.000 So I've seen it all. 00:15:45.000 --> 00:15:47.710 We all know about high school teachers, 00:15:47.710 --> 00:15:50.620 junior high teachers, elementary teachers 00:15:50.620 --> 00:15:53.520 who might be very proud of their state test scores. 00:15:53.520 --> 00:15:54.700 You know, maybe their kids, 00:15:54.700 --> 00:15:58.360 their average scores in their class were at grade level. 00:15:58.360 --> 00:16:01.000 But if you look at their growth, 00:16:01.000 --> 00:16:03.500 they might have actually gone down. 00:16:03.500 --> 00:16:05.350 Maybe they came to them at an advanced, 00:16:05.350 --> 00:16:06.773 above grade level score, 00:16:07.770 --> 00:16:10.780 but by the time they graduated them, 00:16:10.780 --> 00:16:13.180 their scores actually went down. 00:16:13.180 --> 00:16:15.070 They might still be at grade level, 00:16:15.070 --> 00:16:17.620 but they didn't actually keep them level or bring them up. 00:16:17.620 --> 00:16:20.350 Which to me is what a successful teacher is. 00:16:20.350 --> 00:16:23.590 So look at that growth history, 00:16:23.590 --> 00:16:26.210 and be honest with yourself about that. 00:16:26.210 --> 00:16:27.697 And so when I saw that, I said, 00:16:27.697 --> 00:16:28.897 "I need to do something different 00:16:28.897 --> 00:16:30.920 "'cause it's not working." 00:16:30.920 --> 00:16:33.590 So focus on growth, not the final scores. 00:16:33.590 --> 00:16:35.410 And then finally, if possible, 00:16:35.410 --> 00:16:37.430 discuss the growth data with your team, 00:16:37.430 --> 00:16:39.310 your department, administration, 00:16:39.310 --> 00:16:44.310 and most importantly, parents and students, show, 00:16:45.070 --> 00:16:46.320 I highly recommend this. 00:16:46.320 --> 00:16:47.830 This is what I do at Back to School Night 00:16:47.830 --> 00:16:50.540 and parent-teacher conferences. 00:16:50.540 --> 00:16:53.690 Show the whole class results, 00:16:53.690 --> 00:16:56.530 and then provide individual student results individually. 00:16:56.530 --> 00:16:58.750 I'm not gonna show any individual scores, 00:16:58.750 --> 00:17:01.310 but I have loaded up what I showed 00:17:01.310 --> 00:17:03.053 at the start of this school year. 00:17:05.100 --> 00:17:06.773 Jeremy, are you able to see this? 00:17:08.640 --> 00:17:09.640 - Yep, coming through. 00:17:09.640 --> 00:17:13.255 - Okay, so this is what I showed at the start 00:17:13.255 --> 00:17:14.870 of this school year. 00:17:14.870 --> 00:17:16.670 This is my previous school year's kids, 00:17:16.670 --> 00:17:18.190 the same kids you just saw in that chart 00:17:18.190 --> 00:17:20.250 where they grew a lot. 00:17:20.250 --> 00:17:22.902 This is basically almost the same scores every year. 00:17:22.902 --> 00:17:24.780 They come to me the previous year. 00:17:24.780 --> 00:17:27.080 This is what they look like the previous year. 00:17:28.190 --> 00:17:30.600 About three kids at grade level. 00:17:30.600 --> 00:17:32.670 That's this in the green here. 00:17:32.670 --> 00:17:35.500 Nobody in advanced, above grade level. 00:17:35.500 --> 00:17:37.120 I sure would like to be one of those teachers 00:17:37.120 --> 00:17:38.407 that gets a population up here, 00:17:38.407 --> 00:17:41.270 and a bunch of kids down here above at grade level. 00:17:41.270 --> 00:17:43.550 This is a typical report from my district 00:17:43.550 --> 00:17:46.033 on how kids did on state test the year before. 00:17:47.520 --> 00:17:50.180 And then this is where most of my kids are. 00:17:50.180 --> 00:17:51.880 Now, they call this a nice word. 00:17:51.880 --> 00:17:54.940 They call this, "Standards Nearly Met". 00:17:54.940 --> 00:17:58.740 But if green, level three means at grade level, 00:17:58.740 --> 00:18:00.850 what do you call yellow, level two? 00:18:00.850 --> 00:18:03.260 That means not at grade level. 00:18:03.260 --> 00:18:06.070 To me, that means they failed the previous year. 00:18:06.070 --> 00:18:08.630 In my case, they failed fifth grade. 00:18:08.630 --> 00:18:10.070 And then there's the kids, 00:18:10.070 --> 00:18:11.680 the biggest chunk of my kids 00:18:11.680 --> 00:18:14.670 far below grade level, far below. 00:18:14.670 --> 00:18:17.210 And I can't tell you how many of these kids 00:18:17.210 --> 00:18:21.510 got As and Bs from their teachers in fifth grade 00:18:21.510 --> 00:18:23.210 'cause they worked hard, they were nice, 00:18:23.210 --> 00:18:24.243 they did their best, 00:18:24.243 --> 00:18:25.640 then they got an A or a B. 00:18:25.640 --> 00:18:26.837 And their parents come to me and say, 00:18:26.837 --> 00:18:28.567 "My child never got less than an A, 00:18:28.567 --> 00:18:32.067 "or never got less than a B on their report cards in math. 00:18:32.067 --> 00:18:34.040 "So what are you gonna do with my kid this year?" 00:18:34.040 --> 00:18:35.900 Well I show them the reality. 00:18:35.900 --> 00:18:37.850 You need to show your parents the reality. 00:18:37.850 --> 00:18:39.380 This is reality. 00:18:39.380 --> 00:18:40.840 Do you want me to give your child an A 00:18:40.840 --> 00:18:42.490 when they failed at grade level, 00:18:42.490 --> 00:18:43.930 or do you want me to be honest with you 00:18:43.930 --> 00:18:45.680 and do something differently to make a difference? 00:18:45.680 --> 00:18:48.070 Besides, parents, this is what happened 00:18:48.070 --> 00:18:49.220 and this is what I do. 00:18:49.220 --> 00:18:50.053 I show them all these. 00:18:50.053 --> 00:18:52.000 These are failing scores in each domain. 00:18:52.000 --> 00:18:54.810 Concepts, procedures, problem solving, modeling data, 00:18:54.810 --> 00:18:56.150 communicating, reasoning. 00:18:56.150 --> 00:18:58.980 Orange is failing, like far below. 00:18:58.980 --> 00:19:01.620 The gray could be at, could be below. 00:19:01.620 --> 00:19:02.980 It's like near grade level. 00:19:02.980 --> 00:19:06.460 And the light blue is like advanced. 00:19:06.460 --> 00:19:07.720 Not so good. 00:19:07.720 --> 00:19:08.750 This is reality. 00:19:08.750 --> 00:19:11.410 You need to show your parents, your administrators, 00:19:11.410 --> 00:19:13.280 your team reality. 00:19:13.280 --> 00:19:15.840 And have a reality check with them. 00:19:15.840 --> 00:19:19.420 But then, show them what happens with the growth. 00:19:19.420 --> 00:19:22.260 If you do this for one year, show them the growth. 00:19:22.260 --> 00:19:23.377 So I show them before 00:19:23.377 --> 00:19:24.730 and then here comes the after. 00:19:24.730 --> 00:19:25.603 Ready for this? 00:19:26.500 --> 00:19:27.540 Boom. 00:19:27.540 --> 00:19:30.860 Those are the exact same kids leveled up 00:19:30.860 --> 00:19:32.503 those 90 or so points. 00:19:33.770 --> 00:19:35.830 Yeah, there is one kid still down here in the red, 00:19:35.830 --> 00:19:36.663 but I'll tell you, 00:19:36.663 --> 00:19:39.030 this kid actually went up like 100 points. 00:19:39.030 --> 00:19:40.230 And then all those kids that were in the red 00:19:40.230 --> 00:19:41.090 moved up to yellow. 00:19:41.090 --> 00:19:43.200 And then all those kids in the yellow moved up to green. 00:19:43.200 --> 00:19:45.050 And all these advanced kids moved up. 00:19:46.190 --> 00:19:47.023 This is real. 00:19:47.023 --> 00:19:50.020 And look at all these domain scores. 00:19:50.020 --> 00:19:51.890 Look at all these advanced, and all this orange 00:19:51.890 --> 00:19:53.560 like almost went away. 00:19:53.560 --> 00:19:54.710 This is real growth. 00:19:54.710 --> 00:19:57.840 And when I had success the very first year, 00:19:57.840 --> 00:19:58.673 this is what I do. 00:19:58.673 --> 00:20:00.370 I show the next year's parents. 00:20:00.370 --> 00:20:02.570 Here's the before, and your kids, by the way, 00:20:02.570 --> 00:20:03.717 are just like this. 00:20:03.717 --> 00:20:06.210 And if you want the after, I can make this happen 00:20:06.210 --> 00:20:07.043 if you want it. 00:20:07.043 --> 00:20:08.890 So show that data. 00:20:08.890 --> 00:20:11.060 And until then, until you have some data 00:20:11.060 --> 00:20:13.013 to show that to administrators, 00:20:13.850 --> 00:20:15.520 talk to them about where they're really at, 00:20:15.520 --> 00:20:17.570 and why are we beating a dead horse 00:20:17.570 --> 00:20:19.100 and being like that fly, 00:20:19.100 --> 00:20:20.820 hitting their head against the window, 00:20:20.820 --> 00:20:23.340 thinking they'll eventually get through? 00:20:23.340 --> 00:20:24.650 You gotta do something different. 00:20:24.650 --> 00:20:27.310 The definition of insanity is continuing to do what fails 00:20:27.310 --> 00:20:31.340 over and over, people say, expecting it to change. 00:20:31.340 --> 00:20:33.580 So quit the insanity and do something different. 00:20:33.580 --> 00:20:36.190 So be honest with the state test results. 00:20:36.190 --> 00:20:38.870 So back to our presentation. 00:20:38.870 --> 00:20:40.713 I think it's this over here. 00:20:42.247 --> 00:20:43.080 Okay? 00:20:44.770 --> 00:20:46.410 So show them all that. 00:20:46.410 --> 00:20:47.243 Next. 00:20:48.520 --> 00:20:52.180 Number two, acknowledge that math is cumulative. 00:20:52.180 --> 00:20:54.320 Prerequisite skills are exactly that, 00:20:54.320 --> 00:20:56.780 pre-required, not pre-suggested. 00:20:56.780 --> 00:20:59.167 You can't teach kids how to multiply, divide, add, 00:20:59.167 --> 00:21:02.350 and subtract fractions and mixed numbers 00:21:02.350 --> 00:21:04.810 unless they even understand what a fraction is. 00:21:04.810 --> 00:21:06.290 And they can't even figure that out 00:21:06.290 --> 00:21:07.310 until they understand 00:21:07.310 --> 00:21:10.440 the meaning of numbers and number sense and place value 00:21:10.440 --> 00:21:11.510 and of all that. 00:21:11.510 --> 00:21:13.460 So they need to master those skills. 00:21:13.460 --> 00:21:16.520 Otherwise, they will continue for the rest of their lives 00:21:16.520 --> 00:21:19.490 until they choose to quit school or think that they're dumb 00:21:19.490 --> 00:21:21.070 when they're not. 00:21:21.070 --> 00:21:22.710 They're just gonna think the school that math 00:21:22.710 --> 00:21:25.940 is all about algorithms, memorizing algorithms, 00:21:25.940 --> 00:21:28.140 and having no clue what it all means. 00:21:28.140 --> 00:21:30.580 So get away from memorizing algorithms. 00:21:30.580 --> 00:21:34.210 Focus on meaning and understanding what's really going on 00:21:34.210 --> 00:21:37.620 by going back, even back to kindergarten, 00:21:37.620 --> 00:21:40.090 and having them master those prerequisite skills 00:21:40.090 --> 00:21:42.270 and number sense concepts. 00:21:42.270 --> 00:21:46.220 Number three, in order to do that, use Khan Academy 00:21:46.220 --> 00:21:50.000 to remediate and fill in foundational gaps 00:21:50.000 --> 00:21:53.900 by assigning remedial course mastery expectations. 00:21:53.900 --> 00:21:55.320 I assigned early math, 00:21:55.320 --> 00:21:58.630 or you can individually assign K, one, two, three, 00:21:58.630 --> 00:22:00.670 whatever grade levels are below you. 00:22:00.670 --> 00:22:04.220 Also, the arithmetic course covers, I would say kindergarten 00:22:04.220 --> 00:22:07.990 through seventh grade arithmetic dealing with positive, 00:22:07.990 --> 00:22:10.860 negative, integers, add, subtract, multiply, divide 00:22:10.860 --> 00:22:12.410 and order of operations. 00:22:12.410 --> 00:22:14.930 That a little bit gets into seventh grade as well. 00:22:14.930 --> 00:22:16.727 So that's a good review for junior high 00:22:16.727 --> 00:22:18.520 and high school teachers. 00:22:18.520 --> 00:22:21.510 And then the pre algebra course is excellent review 00:22:21.510 --> 00:22:24.300 for secondary teachers teaching above pre algebra. 00:22:24.300 --> 00:22:26.860 So that's an excellent review. 00:22:26.860 --> 00:22:29.220 Next, teach. 00:22:29.220 --> 00:22:30.260 You're still teaching. 00:22:30.260 --> 00:22:32.037 You don't just say, "All right, everybody go on Khan 00:22:32.037 --> 00:22:33.360 "and figure it out yourself." 00:22:33.360 --> 00:22:34.870 You still teach. 00:22:34.870 --> 00:22:38.300 The grade level common core standards to mastery. 00:22:38.300 --> 00:22:41.120 Don't just cover the standards, master them. 00:22:41.120 --> 00:22:43.393 Expect mastery. 00:22:44.290 --> 00:22:49.250 Number five, believe that every child can learn. 00:22:49.250 --> 00:22:51.640 It's called growth mindset. 00:22:51.640 --> 00:22:53.770 So what you should do is you should assign 00:22:53.770 --> 00:22:55.313 like the first week of school. 00:22:56.230 --> 00:22:58.040 And I know it's kind of late now, 00:22:58.040 --> 00:22:59.730 but you can still assign this to your kids now 00:22:59.730 --> 00:23:00.563 change their lives now. 00:23:00.563 --> 00:23:02.210 Don't wait till the fall. 00:23:02.210 --> 00:23:05.130 Assign this remotely as we're all doing remote learning. 00:23:05.130 --> 00:23:08.120 The growth mindset lessons on Khan Academy. 00:23:08.120 --> 00:23:09.250 Tell your kids get on there. 00:23:09.250 --> 00:23:10.390 Tell 'em it's extra credit. 00:23:10.390 --> 00:23:11.860 Tell 'em it'll change their lives, 00:23:11.860 --> 00:23:14.090 it's totally worth it if you haven't done it already. 00:23:14.090 --> 00:23:17.520 So if you go to Khan Academy. 00:23:17.520 --> 00:23:18.870 I'm gonna pull up that tab. 00:23:22.740 --> 00:23:25.410 Okay, up here in the Courses tab. 00:23:25.410 --> 00:23:27.220 Over here in College Careers and more 00:23:27.220 --> 00:23:30.090 is this Growth Mindset Course. 00:23:30.090 --> 00:23:32.170 So assign that to your kids, it's amazing. 00:23:32.170 --> 00:23:33.180 The videos are amazing. 00:23:33.180 --> 00:23:34.330 Do them together as a class. 00:23:34.330 --> 00:23:35.450 Talk about them. 00:23:35.450 --> 00:23:37.380 Do the activities, it's fantastic. 00:23:37.380 --> 00:23:39.113 So definitely be doing that. 00:23:40.070 --> 00:23:40.903 Okay. 00:23:40.903 --> 00:23:42.203 And then back to the presentation. 00:23:46.260 --> 00:23:49.460 Okay, growth mindset, also part of growth mindset, 00:23:49.460 --> 00:23:54.230 really emphasize and teach the value of error analysis. 00:23:54.230 --> 00:23:55.500 Learn from mistakes. 00:23:55.500 --> 00:23:57.291 Mistakes are good. 00:23:57.291 --> 00:24:02.190 The quickest, the fastest growth that kids make 00:24:02.190 --> 00:24:04.130 is when they stop and learn from mistakes. 00:24:04.130 --> 00:24:06.460 Okay, what did I do wrong? 00:24:06.460 --> 00:24:09.470 And that's where the growing is the most powerful 00:24:09.470 --> 00:24:11.260 and sticks with them the longest. 00:24:11.260 --> 00:24:12.790 And the growth mindset videos 00:24:12.790 --> 00:24:15.980 and lessons talk about that, so make sure you do that. 00:24:15.980 --> 00:24:19.640 Number six, teach, support, teach, support. 00:24:19.640 --> 00:24:22.290 And you're really teaching, but then you support them. 00:24:22.290 --> 00:24:25.670 You let the use Khan Academy which gives instant feedback 00:24:25.670 --> 00:24:26.720 after every question. 00:24:26.720 --> 00:24:29.440 Did they understand it or not? 00:24:29.440 --> 00:24:31.810 And let go and allow them 00:24:31.810 --> 00:24:34.510 to have self-agency and initiative. 00:24:34.510 --> 00:24:35.670 Let them own it. 00:24:35.670 --> 00:24:38.303 So let me go back in Khan Academy. 00:24:41.840 --> 00:24:42.743 Up here. 00:24:44.070 --> 00:24:45.980 Okay, so over here on Progress, 00:24:45.980 --> 00:24:47.280 if you go to your Progress tab, 00:24:47.280 --> 00:24:49.030 I have assigned the sixth grade 00:24:49.030 --> 00:24:50.450 and several other courses. 00:24:50.450 --> 00:24:51.720 And this is my current class. 00:24:51.720 --> 00:24:54.970 I've changed their names to just two letters, 00:24:54.970 --> 00:24:57.920 first and last name of each so you don't know who's who. 00:24:57.920 --> 00:24:59.840 A little privacy there for them. 00:24:59.840 --> 00:25:01.130 But this is my class progress. 00:25:01.130 --> 00:25:03.010 And these low performers down here, 00:25:03.010 --> 00:25:04.900 these are special ed kids. 00:25:04.900 --> 00:25:07.930 And they're actually mastering their lower grade materials 00:25:07.930 --> 00:25:08.990 for the first time in their life. 00:25:08.990 --> 00:25:09.870 So I'm still proud of them. 00:25:09.870 --> 00:25:11.740 They're still gonna have huge growth on the state test 00:25:11.740 --> 00:25:13.590 from where they were last year. 00:25:13.590 --> 00:25:17.280 Even this kid here who's at 38% mastery for sixth grade, 00:25:17.280 --> 00:25:19.390 on our practice state test practices, 00:25:19.390 --> 00:25:22.170 he is crushing the practice state test 00:25:23.310 --> 00:25:25.210 with at above grade level scores 00:25:25.210 --> 00:25:27.560 on half of the practice tests and at grade level scores 00:25:27.560 --> 00:25:29.080 for the other half. 00:25:29.080 --> 00:25:31.310 He's doing great, and so are all the other kids, 00:25:31.310 --> 00:25:33.860 doing the best that they've ever done in their whole lives. 00:25:33.860 --> 00:25:36.330 The Khan Academy research which I leaned on 00:25:36.330 --> 00:25:37.790 before I ever began this, 00:25:37.790 --> 00:25:40.930 says that if kids master 40% 00:25:40.930 --> 00:25:43.700 or more of their current grade level standards, 00:25:43.700 --> 00:25:47.870 they will outperform their non Khan Academy peers 00:25:47.870 --> 00:25:49.570 that don't use Khan Academy, 00:25:49.570 --> 00:25:52.720 by about 50% on their state test. 00:25:52.720 --> 00:25:56.120 And kids who master 60% from here and above 00:25:56.120 --> 00:25:58.120 will outperform by 80%. 00:25:58.120 --> 00:26:00.490 I'm pretty sure maybe, Jeremy, afterwards 00:26:00.490 --> 00:26:03.070 can link the Khan Academy page that shows 00:26:03.070 --> 00:26:07.350 that bar graph growth compared to non-Khan using kids. 00:26:07.350 --> 00:26:08.183 So I just want you to know. 00:26:08.183 --> 00:26:09.016 And you might think, 00:26:09.016 --> 00:26:10.297 "Well, we're almost done with the school year. 00:26:10.297 --> 00:26:12.670 "Why aren't more of your kids, Tim, further along?" 00:26:12.670 --> 00:26:13.503 I trust this. 00:26:13.503 --> 00:26:14.430 This is real learning. 00:26:14.430 --> 00:26:16.010 Not I covered it and I failed the test. 00:26:16.010 --> 00:26:18.160 Those kids actually mastered this. 00:26:18.160 --> 00:26:20.730 And these kids, all these kids at 60%, 00:26:20.730 --> 00:26:24.090 approximately 60% or higher, I anticipate them 00:26:24.090 --> 00:26:26.930 achieving advanced, above grade level. 00:26:26.930 --> 00:26:28.900 That level one on that chart, 00:26:28.900 --> 00:26:33.090 or at grade level, but definitely at grade level or above. 00:26:33.090 --> 00:26:34.370 So they're gonna do great. 00:26:34.370 --> 00:26:36.360 But then I used these charts. 00:26:36.360 --> 00:26:39.020 So going back into teach, support, teach, support. 00:26:39.020 --> 00:26:41.340 What I do is I go into the unit, 00:26:41.340 --> 00:26:43.270 the grade level unit that we're teaching, 00:26:43.270 --> 00:26:44.760 I still teach. 00:26:44.760 --> 00:26:45.920 So let's say here's the unit 00:26:45.920 --> 00:26:47.820 we actually haven't even covered yet. 00:26:47.820 --> 00:26:49.440 Check this out. 00:26:49.440 --> 00:26:53.010 We have not even taught this unit at all yet. 00:26:53.010 --> 00:26:54.763 But because my students have, 00:26:55.923 --> 00:26:59.950 I have allowed them to have initiative and self-agency, 00:26:59.950 --> 00:27:01.350 and the ability to move forward. 00:27:01.350 --> 00:27:03.810 Without me even teaching the unit, 00:27:03.810 --> 00:27:06.570 a third of my class is already halfway done 00:27:06.570 --> 00:27:08.280 with the whole unit. 00:27:08.280 --> 00:27:11.300 And then another third is a quarter done or more. 00:27:11.300 --> 00:27:13.570 And then these are the kids that are low and struggling 00:27:13.570 --> 00:27:14.710 and they're not to this yet. 00:27:14.710 --> 00:27:16.780 But when I get around to teaching this unit next, 00:27:16.780 --> 00:27:20.580 if we do come back from the whole remote learning thing 00:27:21.430 --> 00:27:23.420 that we're all going through right now. 00:27:23.420 --> 00:27:25.610 When I do teach this unit, 00:27:25.610 --> 00:27:30.180 I've already got 2/3 of my class seeded with preknowledge 00:27:30.180 --> 00:27:32.230 about what is going on. 00:27:32.230 --> 00:27:35.750 So let's say, and here's their growth on each skill. 00:27:35.750 --> 00:27:39.550 So what I do is I'll go to the skill. 00:27:39.550 --> 00:27:42.700 Let's say I wanna teach how to calculate the mean. 00:27:42.700 --> 00:27:46.210 So here, 17 kids still haven't gotten to proficient 00:27:46.210 --> 00:27:47.480 or familiar with that. 00:27:47.480 --> 00:27:49.130 So calculate the mean. 00:27:49.130 --> 00:27:51.550 I will teach this skill and probably the next skill, 00:27:51.550 --> 00:27:54.770 the median, and probably this and this. 00:27:54.770 --> 00:27:58.050 I'll probably teach three or four skills at once, 00:27:58.050 --> 00:28:00.110 three or four skills together 00:28:00.110 --> 00:28:01.850 over a good hour. 00:28:01.850 --> 00:28:03.110 And then I'll let them loose. 00:28:03.110 --> 00:28:05.070 Like, okay now, now go do it. 00:28:05.070 --> 00:28:06.910 I bet you can do it just like we did together 00:28:06.910 --> 00:28:07.743 as a class. 00:28:07.743 --> 00:28:09.820 I'll use my own computer as like a student, 00:28:09.820 --> 00:28:12.340 and we do some problems together as a class. 00:28:12.340 --> 00:28:15.030 And then I literally put this up on the big screen. 00:28:15.030 --> 00:28:16.990 And they would actually see their names, 00:28:16.990 --> 00:28:18.540 but I'm not letting you see their names. 00:28:18.540 --> 00:28:20.287 And I'll say, "Okay, you wanna go to recess? 00:28:20.287 --> 00:28:22.677 "You need to at least get to familiar, 00:28:22.677 --> 00:28:24.443 "to this level, before recess. 00:28:24.443 --> 00:28:26.847 "And you got 30 minutes before recess. 00:28:26.847 --> 00:28:28.087 "I bet you can get to familiar 00:28:28.087 --> 00:28:31.077 "especially since I'm here to help you. 00:28:31.077 --> 00:28:32.967 "You neighbors are here to help you. 00:28:32.967 --> 00:28:34.897 "The Khan videos and the Khan hints 00:28:34.897 --> 00:28:36.380 "are all here to help you." 00:28:36.380 --> 00:28:39.230 And as long as kids work hard and do their best 00:28:39.230 --> 00:28:42.490 and reach out for help and persist and show grit 00:28:42.490 --> 00:28:44.010 and show growth mindset, 00:28:44.010 --> 00:28:45.350 I let 'em all go to recess. 00:28:45.350 --> 00:28:46.320 And the ones that are you know, 00:28:46.320 --> 00:28:47.800 there's always kids that choose not to work. 00:28:47.800 --> 00:28:49.280 And I hold 'em in. 00:28:49.280 --> 00:28:51.370 Now you as a high school teacher, junior high teacher, 00:28:51.370 --> 00:28:54.160 you got different privileges or powers 00:28:54.160 --> 00:28:55.710 that you can have over them. 00:28:55.710 --> 00:28:56.770 But that's what I do. 00:28:56.770 --> 00:28:59.070 Or I might say okay, for homework, 00:28:59.070 --> 00:29:02.550 by tomorrow, you need to all be over here at proficient, 00:29:02.550 --> 00:29:04.830 or you know, let's see, what do we call this? 00:29:04.830 --> 00:29:07.930 Proficient or try to be at mastered 00:29:07.930 --> 00:29:09.160 by taking a unit exam. 00:29:09.160 --> 00:29:10.050 So that's what I do. 00:29:10.050 --> 00:29:11.660 I teach and then I monitor this. 00:29:11.660 --> 00:29:14.330 I'll even put this on the big screen in my classroom. 00:29:14.330 --> 00:29:15.760 I'll project this whole screen. 00:29:15.760 --> 00:29:18.010 And I've trained them as a class. 00:29:18.010 --> 00:29:19.547 I say, "Okay, class. 00:29:19.547 --> 00:29:23.347 "Now here, you see names. 00:29:23.347 --> 00:29:25.457 "Where you are in this chart has nothing to do 00:29:25.457 --> 00:29:27.227 "with how smart you are. 00:29:27.227 --> 00:29:29.957 "This is all about just where you're at right now. 00:29:29.957 --> 00:29:31.417 "So let's all work together as a team 00:29:31.417 --> 00:29:33.247 "and get up here to proficient. 00:29:33.247 --> 00:29:34.347 "Let's work together as a team. 00:29:34.347 --> 00:29:37.787 "And you kids who've become proficient or mastered, 00:29:37.787 --> 00:29:40.747 "You're now the designated peer tutors. 00:29:40.747 --> 00:29:43.427 "Reach out to your table members who are down here 00:29:43.427 --> 00:29:45.560 "who are still struggling them and help them out." 00:29:45.560 --> 00:29:47.680 And I'll give big team points or class points 00:29:47.680 --> 00:29:49.860 and we can get everybody moved up. 00:29:49.860 --> 00:29:52.640 Or I'll let these kids go to recess early, or whatever. 00:29:52.640 --> 00:29:54.147 So motivate kids like that. 00:29:54.147 --> 00:29:57.690 And then also show the growth charts, okay? 00:29:57.690 --> 00:29:58.970 And just set a class culture 00:29:58.970 --> 00:30:00.720 of we're here to support each other. 00:30:00.720 --> 00:30:03.140 And everybody who works hard is rewarded, 00:30:03.140 --> 00:30:06.040 even if you can't get up to proficient or familiar. 00:30:06.040 --> 00:30:08.030 If you work hard and reach out for help, 00:30:08.030 --> 00:30:10.110 hey, you're moving on, you're getting all the privileges 00:30:10.110 --> 00:30:10.943 everybody else gets. 00:30:10.943 --> 00:30:11.776 But I need to see it. 00:30:11.776 --> 00:30:13.390 I need to see the effort and the belief 00:30:13.390 --> 00:30:15.810 that you can learn by putting in the effort 00:30:15.810 --> 00:30:16.660 and sweat equity. 00:30:16.660 --> 00:30:21.223 So now, back at the sixth grade progress. 00:30:23.430 --> 00:30:25.410 As I teach, I'm monitoring this chart. 00:30:25.410 --> 00:30:26.330 And I'll show the class. 00:30:26.330 --> 00:30:27.897 I'll say, "Okay, class, the median. 00:30:27.897 --> 00:30:31.110 "And we learn what median means early on the year." 00:30:31.110 --> 00:30:33.470 The middle kid in the class is right here. 00:30:33.470 --> 00:30:35.210 Are you above or below? 00:30:35.210 --> 00:30:37.820 And can you catch them if you're down here? 00:30:37.820 --> 00:30:38.917 And so I'll do that. 00:30:38.917 --> 00:30:41.077 And I might also, I might say, 00:30:41.077 --> 00:30:44.597 "Hey, so-and-so, this kid right here, 00:30:44.597 --> 00:30:47.217 "did you know that your friend is only 1% ahead of you? 00:30:47.217 --> 00:30:48.617 "I bet if you work hard tonight, 00:30:48.617 --> 00:30:49.557 "you can catch them up. 00:30:49.557 --> 00:30:52.585 "In fact, I'll pay class cash, or a raffle ticket, 00:30:52.585 --> 00:30:55.610 "or some kind of class reward if you can catch 'em up." 00:30:55.610 --> 00:30:56.443 And then this kid's like, 00:30:56.443 --> 00:30:57.747 "Oh no, I don't want that to happen. 00:30:57.747 --> 00:30:59.450 "I'm not gonna let you beat me." 00:30:59.450 --> 00:31:03.390 And so I have individual one, V, one competitions as well, 00:31:03.390 --> 00:31:04.820 using this data. 00:31:04.820 --> 00:31:07.670 But it's all a class environment 00:31:07.670 --> 00:31:09.540 of supporting and encouraging. 00:31:09.540 --> 00:31:11.070 And you've gotta set that tone. 00:31:11.070 --> 00:31:13.290 We are here to help each other. 00:31:13.290 --> 00:31:14.480 And you praise the kids. 00:31:14.480 --> 00:31:16.910 You grow a lot and move up. 00:31:16.910 --> 00:31:18.470 And every kid can do it, 00:31:18.470 --> 00:31:19.890 and we really believe in that. 00:31:19.890 --> 00:31:21.280 Especially at the unit level, 00:31:21.280 --> 00:31:23.240 they'll see bigger growth on the unit level 00:31:23.240 --> 00:31:25.450 when you click on unit. 00:31:25.450 --> 00:31:27.820 For example, that unit that I haven't even taught yet. 00:31:27.820 --> 00:31:29.470 They'll see growth more rapid 00:31:29.470 --> 00:31:32.170 because within a unit, it's less materials. 00:31:32.170 --> 00:31:34.343 So their growth happens more quickly. 00:31:35.280 --> 00:31:37.023 Okay, so back to the presentation. 00:31:37.959 --> 00:31:40.500 I just wanted you to see that while I teach, 00:31:40.500 --> 00:31:42.340 I then can use this data 00:31:42.340 --> 00:31:44.160 to know who I need to go help, 00:31:44.160 --> 00:31:46.550 who is struggling and who needs assistance. 00:31:46.550 --> 00:31:47.670 So back to the presentation. 00:31:47.670 --> 00:31:50.910 So teach, support, but allow them to work on their own. 00:31:50.910 --> 00:31:52.616 And you saw the results of that. 00:31:52.616 --> 00:31:56.310 Like half the class has already learned a whole chunk 00:31:56.310 --> 00:31:58.240 of that unit that I haven't even taught yet. 00:31:58.240 --> 00:32:00.180 So make it real. 00:32:00.180 --> 00:32:04.790 Let them have some independence. 00:32:04.790 --> 00:32:09.790 Next, motivate, encourage, praise, reward, and celebrate. 00:32:10.100 --> 00:32:11.440 What I do at the start of the year, 00:32:11.440 --> 00:32:14.469 I really, really get them excited about growth 00:32:14.469 --> 00:32:17.130 and really believing that they can do it. 00:32:17.130 --> 00:32:20.790 So I emphasize the mastery 00:32:20.790 --> 00:32:25.790 of the lower grade level skills, K1, two. 00:32:26.090 --> 00:32:27.907 These kids are like, "Psh, I can do this. 00:32:27.907 --> 00:32:29.190 "I'm a sixth grader." 00:32:29.190 --> 00:32:31.430 And they might secretly struggle with some skills 00:32:31.430 --> 00:32:33.697 like, "Mr. Vandenberg, I forgot what a rhombus is. 00:32:33.697 --> 00:32:35.190 "Can you tell me what that is?" 00:32:35.190 --> 00:32:37.940 Or they might not have ever truly had the chance 00:32:37.940 --> 00:32:40.400 to learn or master what some 00:32:40.400 --> 00:32:42.350 of these number sense skills are. 00:32:42.350 --> 00:32:44.060 Did you know how they start in common core, 00:32:44.060 --> 00:32:45.270 they start learning 00:32:45.270 --> 00:32:48.450 about distributive property concepts pretty early. 00:32:48.450 --> 00:32:53.030 So really have them go through those foundational skills. 00:32:55.371 --> 00:32:59.640 But they basically build confidence and velocity 00:32:59.640 --> 00:33:02.110 by focusing on lower grade 00:33:02.110 --> 00:33:05.930 level review, remediation standards. 00:33:05.930 --> 00:33:07.047 They're like, "Oh, I can do this. 00:33:07.047 --> 00:33:08.897 "Look, now I know how to look at the hints 00:33:08.897 --> 00:33:10.287 "to quickly learn how to do it. 00:33:10.287 --> 00:33:12.097 "It's easy, it's first grade, it's kindergarten, 00:33:12.097 --> 00:33:13.300 "I can do this." 00:33:13.300 --> 00:33:15.260 And so they learn how the system works 00:33:15.260 --> 00:33:16.810 while it's still easy, 00:33:16.810 --> 00:33:18.680 while secretly, they might come across 00:33:18.680 --> 00:33:19.882 something they struggle with, 00:33:19.882 --> 00:33:21.357 and they're like, "Okay, I need to slow down and learn this. 00:33:21.357 --> 00:33:23.430 "Get help from my teacher." 00:33:23.430 --> 00:33:27.080 While they're doing this, their self-pride will skyrocket. 00:33:27.080 --> 00:33:30.220 As students build confidence and self-agency through grit 00:33:30.220 --> 00:33:33.710 and determination, utilizing help resources as needed, 00:33:33.710 --> 00:33:36.080 the videos, the hints, their peer buddies, 00:33:36.080 --> 00:33:38.140 and you the teacher, and even parents 00:33:38.140 --> 00:33:39.593 and older siblings at home. 00:33:40.530 --> 00:33:42.630 Next part of this motivation piece. 00:33:42.630 --> 00:33:44.820 Use those remedial courses. 00:33:44.820 --> 00:33:47.263 And as they do the remedial courses, 00:33:48.250 --> 00:33:51.530 have them begin with a course challenges. 00:33:51.530 --> 00:33:52.523 Because they have supposedly 00:33:52.523 --> 00:33:54.970 have already covered this before, 00:33:54.970 --> 00:33:57.010 then supposedly, they should be able to do it. 00:33:57.010 --> 00:33:59.187 So say, "Hey, start at the end. 00:33:59.187 --> 00:34:00.867 "Do the course challenge 00:34:00.867 --> 00:34:03.280 "and the unit tests a few times." 00:34:03.280 --> 00:34:06.730 And what that will do, it will quickly bring them up 00:34:06.730 --> 00:34:08.470 in their skill mastery a lot faster 00:34:08.470 --> 00:34:12.280 than if they went skill by skill through all the lessons. 00:34:12.280 --> 00:34:13.943 It's a really rapid advancement. 00:34:14.860 --> 00:34:17.130 And then what they did not answer correctly, 00:34:17.130 --> 00:34:20.010 than they can go and individually work on those skills. 00:34:20.010 --> 00:34:21.580 Have them do those course challenges. 00:34:21.580 --> 00:34:23.040 It's kind of like a final exam 00:34:23.040 --> 00:34:26.090 and end of year test, and also the unit tests 00:34:26.090 --> 00:34:27.400 a few times each. 00:34:27.400 --> 00:34:31.040 But be aware, after so many times, 00:34:31.040 --> 00:34:33.080 some of the questions do start to recycle. 00:34:33.080 --> 00:34:35.410 So you don't want kids doing that too many times. 00:34:35.410 --> 00:34:37.010 And you'll have to use your judgment 00:34:37.010 --> 00:34:38.300 where the questions start to recycle, 00:34:38.300 --> 00:34:39.690 they're just memorizing answers, 00:34:39.690 --> 00:34:41.130 copying answers down and reusing them. 00:34:41.130 --> 00:34:43.990 So I only let them do them a few times, 00:34:43.990 --> 00:34:46.340 maybe five times or so. 00:34:46.340 --> 00:34:48.840 And then right around 10 times, I think, 00:34:48.840 --> 00:34:50.040 questions start to recycle. 00:34:50.040 --> 00:34:52.833 Somebody's who's an expert will have to inform me on that. 00:34:53.820 --> 00:34:58.590 So and then, if also at the start of the year, 00:34:58.590 --> 00:35:00.360 I focus on time on task. 00:35:00.360 --> 00:35:01.610 Like first week of school, 00:35:01.610 --> 00:35:03.310 I'll say, "Hey, guys, guess what?" 00:35:05.450 --> 00:35:07.920 I can see how hard you're working. 00:35:07.920 --> 00:35:09.453 So like, for example, 00:35:11.120 --> 00:35:14.210 I go back up to this excellent feature 00:35:14.210 --> 00:35:16.300 called activity overview. 00:35:16.300 --> 00:35:19.950 This is set up for the window of this semester. 00:35:19.950 --> 00:35:22.120 Grades finished for first semester on December 16th. 00:35:22.120 --> 00:35:25.440 So ever since then, this is their work since then. 00:35:25.440 --> 00:35:28.550 So what I might do, I might set this to just the last day 00:35:28.550 --> 00:35:32.460 or two, and then I'll sort by most minutes on task. 00:35:32.460 --> 00:35:33.293 And I'll reward it. 00:35:33.293 --> 00:35:34.347 I'll say, "Okay, kids. 00:35:34.347 --> 00:35:37.937 "I will reward the top 10 kids who work the most tonight. 00:35:37.937 --> 00:35:41.027 "Now your required homework is only 30 minutes tonight, 00:35:41.027 --> 00:35:42.767 "but if you do more than that, 00:35:42.767 --> 00:35:45.437 "if you're one of the top 10, boy, I'm gonna reward you 00:35:45.437 --> 00:35:47.347 "big class cash or big team points, 00:35:47.347 --> 00:35:50.370 "or some privilege or some reward or something like that." 00:35:50.370 --> 00:35:52.960 So that they get hooked on the successes 00:35:52.960 --> 00:35:56.500 of burning through quickly those early grade level skills 00:35:56.500 --> 00:35:58.210 and really mastering them. 00:35:58.210 --> 00:36:01.090 Next, after awhile, after a few weeks of that, 00:36:01.090 --> 00:36:04.550 I phase out of focusing on minutes on task. 00:36:04.550 --> 00:36:06.520 'Cause you can fake the minutes on task 00:36:06.520 --> 00:36:08.490 by just leaving the screen open. 00:36:08.490 --> 00:36:10.980 The smart kids start to figure that out. 00:36:10.980 --> 00:36:14.033 Then I started focusing instead on skills leveled up. 00:36:15.050 --> 00:36:18.047 And I'll say, "Okay, the top 10 kids 00:36:18.047 --> 00:36:20.617 "who level up the most skills tonight for homework, 00:36:20.617 --> 00:36:22.117 "I'm gonna give them big rewards. 00:36:22.117 --> 00:36:25.270 "So make sure you're focusing on skills leveled up." 00:36:25.270 --> 00:36:27.500 So that's one way I really motivate the kids. 00:36:27.500 --> 00:36:29.690 I met set them individually rewards, 00:36:29.690 --> 00:36:32.120 or team rewards or class rewards for all that. 00:36:32.120 --> 00:36:34.943 So okay, back to presentation. 00:36:39.770 --> 00:36:41.800 So that's what this is all about. 00:36:41.800 --> 00:36:43.970 And so as you teach them to rely on those videos, 00:36:43.970 --> 00:36:45.543 hints, elbow buddies and you. 00:36:46.794 --> 00:36:50.540 Next, praise and reward individual, team, 00:36:50.540 --> 00:36:54.643 and whole class effort and progress. 00:36:54.643 --> 00:36:56.600 Educational research has shown 00:36:56.600 --> 00:36:59.390 that kids need three levels of motivation. 00:36:59.390 --> 00:37:02.130 Usually your higher achieving kids, 00:37:02.130 --> 00:37:03.670 what works with them the best 00:37:03.670 --> 00:37:07.490 is individual motivation, individual rewards. 00:37:07.490 --> 00:37:09.190 Your average achieving kids 00:37:09.190 --> 00:37:10.970 need more like small group rewards, 00:37:10.970 --> 00:37:14.630 like a team or a table group, or maybe a class versus 00:37:14.630 --> 00:37:16.410 a class, if you're high school, junior high teacher, 00:37:16.410 --> 00:37:17.860 period versus period. 00:37:17.860 --> 00:37:21.540 And then, the lower kids, they need more whole class 00:37:21.540 --> 00:37:24.080 where they can blend in and work as a whole giant team 00:37:24.080 --> 00:37:26.790 because they know they can still chip in and not 00:37:26.790 --> 00:37:27.623 be singled out. 00:37:27.623 --> 00:37:30.280 And they might be embarrassed if their growth is shown. 00:37:30.280 --> 00:37:33.620 But boy, if they chip in and help the whole class achieve, 00:37:33.620 --> 00:37:35.560 then they will definitely help make a big difference. 00:37:35.560 --> 00:37:37.160 And their growth will still go up 00:37:37.160 --> 00:37:39.820 without any individual focus on them. 00:37:39.820 --> 00:37:43.730 So that's basically, that was life-changing for me 00:37:43.730 --> 00:37:47.760 when I learned that decades ago about motivating kids 00:37:47.760 --> 00:37:50.290 on those three levels, individual, team, and whole class. 00:37:50.290 --> 00:37:53.270 So reward and praise accordingly. 00:37:53.270 --> 00:37:55.380 Next, here's some ideas to do all that. 00:37:55.380 --> 00:37:57.170 Khan Academy has some free certificates 00:37:57.170 --> 00:37:58.010 you can download. 00:37:58.010 --> 00:38:00.353 Jeremy can give you the link for that. 00:38:00.353 --> 00:38:03.460 Class cash, that's what I use, or raffle tickets, 00:38:03.460 --> 00:38:07.370 or homework heroes, or team points, or classwide challenges, 00:38:07.370 --> 00:38:08.710 or like I was saying earlier, 00:38:08.710 --> 00:38:10.720 one V. one skill mastery challenges. 00:38:10.720 --> 00:38:12.370 Pit friends against friends. 00:38:12.370 --> 00:38:14.740 Who can, you know, I bet you can catch up to your buddy 00:38:14.740 --> 00:38:16.840 this week or tonight or in this class period 00:38:16.840 --> 00:38:18.050 if you work hard. 00:38:18.050 --> 00:38:19.860 Or who can level up the most skills today, 00:38:19.860 --> 00:38:20.903 and just today only? 00:38:22.340 --> 00:38:25.650 And I like to show unit and skill progress charts live, 00:38:25.650 --> 00:38:28.330 all with the culture of we are all here 00:38:28.330 --> 00:38:29.430 to support each other, 00:38:29.430 --> 00:38:31.020 and everybody who works hard, 00:38:31.020 --> 00:38:32.590 I don't care how low your progress is. 00:38:32.590 --> 00:38:35.900 As long you work hard, you'll be praised and rewarded. 00:38:35.900 --> 00:38:38.140 Okay, another way to motivate. 00:38:38.140 --> 00:38:39.360 Use grades. 00:38:39.360 --> 00:38:41.140 Khan Academy should be used for grades. 00:38:41.140 --> 00:38:43.050 In fact, I trust Khan Academy better 00:38:43.050 --> 00:38:47.040 than most assessments by far, 00:38:47.040 --> 00:38:48.860 based on mastery. 00:38:48.860 --> 00:38:52.570 And for me, a grade is never locked in. 00:38:52.570 --> 00:38:54.980 A grade can go up if they keep leveling 00:38:54.980 --> 00:38:57.240 up their mastery for a course. 00:38:57.240 --> 00:39:01.000 Or a grade can go down until report cards. 00:39:01.000 --> 00:39:02.950 Once report cards happen their grade is locked in, 00:39:02.950 --> 00:39:04.460 especially semester report cards. 00:39:04.460 --> 00:39:06.230 Grades are locked in. 00:39:06.230 --> 00:39:07.580 But by the end of the year, 00:39:07.580 --> 00:39:08.780 they can keep working. 00:39:08.780 --> 00:39:10.310 Right now as we're remote learning, 00:39:10.310 --> 00:39:13.240 even though work is not required 00:39:13.240 --> 00:39:15.890 because of the remote learning equity concerns, 00:39:15.890 --> 00:39:18.140 the kids can still optionally keep working. 00:39:18.140 --> 00:39:19.750 And they are, they're leveling up their skills. 00:39:19.750 --> 00:39:22.620 I've had kids who've worked hours and hours leveling skills 00:39:22.620 --> 00:39:24.930 while they're at home on their Chromebooks, 00:39:24.930 --> 00:39:26.130 working on their skills. 00:39:27.080 --> 00:39:28.740 Here's a pro tip, that I suggest 00:39:28.740 --> 00:39:30.570 you do what works best for you, 00:39:30.570 --> 00:39:32.630 but I highly recommend that you use 00:39:32.630 --> 00:39:35.210 Khan Academy assignments for grades. 00:39:35.210 --> 00:39:38.040 The assignments, there's a really fantastic feature 00:39:38.040 --> 00:39:39.030 called Assignments where you 00:39:39.030 --> 00:39:41.937 can assign specific skills to kids. 00:39:41.937 --> 00:39:43.280 And they're super powerful 00:39:43.280 --> 00:39:45.090 for seeing how the kids are doing. 00:39:45.090 --> 00:39:46.950 And because it'll tell you how the whole class 00:39:46.950 --> 00:39:48.713 did on every single question. 00:39:49.810 --> 00:39:52.260 It's super powerful, but I highly recommend you use 00:39:52.260 --> 00:39:55.310 that for grades sparingly, 00:39:55.310 --> 00:39:57.650 unless you're one of those teachers 00:39:57.650 --> 00:39:59.850 who has all the time in the world 00:39:59.850 --> 00:40:02.330 to enter assignment grades, 00:40:02.330 --> 00:40:04.660 individual assignment grades into your grade book, 00:40:04.660 --> 00:40:08.381 and keep them updating regularly. 00:40:08.381 --> 00:40:10.740 So let's say they got a 67% 00:40:10.740 --> 00:40:11.830 on one of the assignments you give 'em, 00:40:11.830 --> 00:40:13.133 is that locked in forever? 00:40:14.210 --> 00:40:16.810 What about growth mindset and mastery learning? 00:40:16.810 --> 00:40:19.020 What if they learn that skill later in the year, 00:40:19.020 --> 00:40:20.110 and they read through the assignment, 00:40:20.110 --> 00:40:21.560 and they get 100% on it? 00:40:21.560 --> 00:40:23.280 You gonna go back and change it? 00:40:23.280 --> 00:40:25.150 Well, I don't have time for all that. 00:40:25.150 --> 00:40:27.670 So I do use the Assignments feature to signal 00:40:27.670 --> 00:40:29.630 to kids what I want them to work on. 00:40:29.630 --> 00:40:32.010 And also, if I just wanna get a pulse on how well 00:40:32.010 --> 00:40:35.240 they're learning as a class, and what specific kinds 00:40:35.240 --> 00:40:36.440 of questions I need to reteach. 00:40:36.440 --> 00:40:39.170 But I don't use assignments for grades barely ever. 00:40:39.170 --> 00:40:41.700 Instead, let me show you my assignment book. 00:40:41.700 --> 00:40:44.150 Hopefully my grade book did not, 00:40:44.150 --> 00:40:45.430 oh, good, okay. 00:40:45.430 --> 00:40:46.810 All right, so this is my grade book. 00:40:46.810 --> 00:40:49.730 I slid it over so you cannot see the names of the kids. 00:40:49.730 --> 00:40:51.100 But this is my grades. 00:40:51.100 --> 00:40:52.620 Here's early math. 00:40:52.620 --> 00:40:54.500 And you can see at the bottom of that black box. 00:40:54.500 --> 00:40:57.490 It says, "This assignment is weighted .333." 00:40:57.490 --> 00:41:01.393 So 1/3 of the value of my regular sixth grade assignment. 00:41:02.470 --> 00:41:04.700 Early third grade, that's half the value 00:41:04.700 --> 00:41:06.730 'cause three is half of six. 00:41:06.730 --> 00:41:10.900 Sixth grade and arithmetic, those are full value. 00:41:10.900 --> 00:41:12.620 And notice that's out of 100 points. 00:41:12.620 --> 00:41:14.240 I just go in every two or three weeks, 00:41:14.240 --> 00:41:16.540 enter their Khan Academy progress scores, 00:41:16.540 --> 00:41:18.570 on the progress tab that you already saw 00:41:18.570 --> 00:41:20.310 and I just update this. 00:41:20.310 --> 00:41:23.850 And I say, okay, based on the progress chart. 00:41:23.850 --> 00:41:26.460 So let's say we're talking, 00:41:26.460 --> 00:41:27.770 let's see here. 00:41:27.770 --> 00:41:29.790 Let's say, back to this. 00:41:29.790 --> 00:41:31.470 Some of you have already seen this progress chart. 00:41:31.470 --> 00:41:34.194 This is the pacing guide that I use. 00:41:34.194 --> 00:41:38.323 Let's say it's week five of the school year. 00:41:39.980 --> 00:41:42.280 Let's say you assigned kindergarten, first, second, third, 00:41:42.280 --> 00:41:44.450 fourth, fifth, all those to your kids. 00:41:44.450 --> 00:41:48.530 They should 100% in kindergarten mastered, 100% in first 00:41:48.530 --> 00:41:52.450 100% of second, 63% of third, 00:41:52.450 --> 00:41:55.560 31% of fourth and 16% of fifth and sixth. 00:41:55.560 --> 00:41:57.280 And arithmetic should be mastered by now, 00:41:57.280 --> 00:42:00.020 by the week that ends on September 13th. 00:42:00.020 --> 00:42:01.580 So that's what I make it in my grade book. 00:42:01.580 --> 00:42:05.860 I make the sixth grade course out of 16 points. 00:42:05.860 --> 00:42:06.930 And if they're passed that grade, 00:42:06.930 --> 00:42:08.610 they have over 100% on that. 00:42:08.610 --> 00:42:10.330 If they're less than 16%, 00:42:10.330 --> 00:42:12.400 than it'll mark it accordingly. 00:42:12.400 --> 00:42:14.260 And so I keep typing that in 00:42:14.260 --> 00:42:15.093 and keep updating that. 00:42:15.093 --> 00:42:17.580 And as the weeks go on, I change what it's out of. 00:42:17.580 --> 00:42:20.280 And eventually, this is my pacing guide. 00:42:20.280 --> 00:42:22.010 Some of you've already seen this. 00:42:22.010 --> 00:42:23.800 And it'll be linked, 00:42:23.800 --> 00:42:25.940 Jeremy will make sure it's linked somewhere 00:42:25.940 --> 00:42:27.690 after this presentation. 00:42:27.690 --> 00:42:29.660 By Spring Break, everything is done. 00:42:29.660 --> 00:42:31.031 Everything should be 100%. 00:42:31.031 --> 00:42:31.864 And that's where we are. 00:42:31.864 --> 00:42:33.270 We're at Spring Break. 00:42:33.270 --> 00:42:34.830 So back to the grade book. 00:42:34.830 --> 00:42:35.663 Here it is. 00:42:36.520 --> 00:42:39.067 So by now, everything should be at 100%. 00:42:39.067 --> 00:42:40.270 And just a couple hours ago, 00:42:40.270 --> 00:42:41.670 I went in and I updated grades 00:42:41.670 --> 00:42:44.120 based on what kids have been doing on remote learning. 00:42:44.120 --> 00:42:47.480 And this is how they're doing, 00:42:47.480 --> 00:42:50.130 how much they've mastered of the whole grade level. 00:42:50.130 --> 00:42:52.440 And I just keep updating that 00:42:52.440 --> 00:42:53.360 every two or three weeks. 00:42:53.360 --> 00:42:55.860 So I'm only changing these grades 00:42:55.860 --> 00:42:59.810 two or three times, maybe twice a month at most. 00:42:59.810 --> 00:43:02.190 This is a math fact, so I use a separate third party 00:43:02.190 --> 00:43:04.843 math facts program, add, subtract, multiple, divide, 00:43:05.730 --> 00:43:09.080 fraction, decimal, percent conversions, things like that. 00:43:09.080 --> 00:43:11.570 And I also grade effort. 00:43:11.570 --> 00:43:13.230 And that's in a slideshow in a second, 00:43:13.230 --> 00:43:15.150 but I may as well talk about it right now. 00:43:15.150 --> 00:43:16.430 I give an effort grade 00:43:16.430 --> 00:43:19.700 and it's based on how hard the class is working. 00:43:19.700 --> 00:43:21.780 I basically take the top 10 kids. 00:43:21.780 --> 00:43:23.480 And basically, the tenth kid in the class 00:43:23.480 --> 00:43:27.040 has worked this semester, since December 16th, 00:43:27.040 --> 00:43:28.880 3,000 minutes on tasks. 00:43:28.880 --> 00:43:29.713 So I make it out at 300 00:43:29.713 --> 00:43:31.760 and then move the decimal place over. 00:43:31.760 --> 00:43:33.723 So all these kids with 300 points, 00:43:35.100 --> 00:43:38.750 they have an effort grade of basically 300 out 300, 100%. 00:43:38.750 --> 00:43:39.960 Anybody with less than that 00:43:39.960 --> 00:43:42.030 'cause they're not going home and doing their homework 00:43:42.030 --> 00:43:43.830 or not working in class like they should, 00:43:43.830 --> 00:43:45.400 it's less than 300. 00:43:45.400 --> 00:43:47.350 But this is just a little grade to buffer 00:43:47.350 --> 00:43:49.770 because look, it says this assignment, 00:43:49.770 --> 00:43:51.607 the bottom of that black box, 00:43:51.607 --> 00:43:55.330 "This assignment is weighted at .01 it's value." 00:43:55.330 --> 00:43:57.250 So it's really a 30-point assignment. 00:43:57.250 --> 00:43:58.530 But it's a nice little buffer 00:43:58.530 --> 00:44:00.700 to reward those kids who are working hard. 00:44:00.700 --> 00:44:02.850 And the kids like this one who are really smart. 00:44:02.850 --> 00:44:04.330 Look at this, great scores. 00:44:04.330 --> 00:44:06.880 Mastering most of the material fantastically. 00:44:06.880 --> 00:44:08.710 But that student's not trying so hard. 00:44:08.710 --> 00:44:09.970 They really should be trying hard, 00:44:09.970 --> 00:44:12.640 so it kind of lowers their grade a little bit for effort. 00:44:12.640 --> 00:44:14.770 So that's still part of the grade. 00:44:14.770 --> 00:44:17.473 Okay, so back to the presentation. 00:44:18.760 --> 00:44:20.630 So that's how I do grades. 00:44:20.630 --> 00:44:23.500 But I do recommend using the assignments sparingly. 00:44:23.500 --> 00:44:24.898 But you do what works for you. 00:44:24.898 --> 00:44:27.490 But make sure you follow the mastery learning model 00:44:27.490 --> 00:44:28.720 if you wanna be able to do all this. 00:44:28.720 --> 00:44:29.930 Next, let effort count. 00:44:29.930 --> 00:44:31.360 We just talked about that. 00:44:31.360 --> 00:44:33.872 Okay, but watch out for grade inflation. 00:44:33.872 --> 00:44:36.750 I have taught high school and junior high. 00:44:36.750 --> 00:44:40.300 I have tutored dozens and dozens of high school 00:44:40.300 --> 00:44:42.410 and junior high and college students. 00:44:42.410 --> 00:44:45.330 And I know how some secondary teachers inflate grades 00:44:45.330 --> 00:44:48.080 by knowing their kids will fail the state test. 00:44:48.080 --> 00:44:51.220 But boy, if they work hard on their homework, 00:44:51.220 --> 00:44:52.830 and then are nice in class 00:44:52.830 --> 00:44:55.350 and try hard in class, boy, I'll give 'em an A. 00:44:55.350 --> 00:44:56.920 'Cause they do their homework, 00:44:56.920 --> 00:44:58.890 even though all their homework is wrong. 00:44:58.890 --> 00:45:01.260 Well, I don't give grades like that. 00:45:01.260 --> 00:45:03.180 I'll give a little bit of an effort grade 00:45:03.180 --> 00:45:05.760 that'll raise 'em up a little bit for their effort 00:45:05.760 --> 00:45:09.490 which Khan Academy measures for you beautifully and easily. 00:45:09.490 --> 00:45:11.530 But make sure it's balanced 00:45:11.530 --> 00:45:13.140 so that the kids who work hard, 00:45:13.140 --> 00:45:15.850 but don't learn the material, they're not just getting an A. 00:45:15.850 --> 00:45:18.250 An A should mean they're mastering the material, 00:45:18.250 --> 00:45:19.480 at least proficient or better. 00:45:19.480 --> 00:45:22.160 So you balance it out so it's just right. 00:45:22.160 --> 00:45:24.970 So the real learning is really happening. 00:45:24.970 --> 00:45:29.150 Letter G, use non-Khan assessment scores 00:45:29.150 --> 00:45:33.000 to verify learning and to disincentivize cheating. 00:45:33.000 --> 00:45:33.833 What do I mean by that? 00:45:33.833 --> 00:45:35.090 So back to the grade book. 00:45:36.780 --> 00:45:39.240 Over here, you'll see some other grades. 00:45:39.240 --> 00:45:41.180 This is common formative assessments 00:45:41.180 --> 00:45:42.160 that my grade level does. 00:45:42.160 --> 00:45:43.630 Some of you know about PLCs, 00:45:43.630 --> 00:45:45.840 professional learning communities. 00:45:45.840 --> 00:45:48.440 We have common formative assessments. 00:45:48.440 --> 00:45:50.450 And we've been doing practice state test, 00:45:50.450 --> 00:45:51.930 the Interim Assessment Block Test 00:45:51.930 --> 00:45:52.960 they call them in California. 00:45:52.960 --> 00:45:56.020 These are like real practice state unit tests. 00:45:56.020 --> 00:45:58.480 And I use those, but I balance them out 00:45:58.480 --> 00:46:00.660 so that it doesn't not skew the scores. 00:46:00.660 --> 00:46:04.330 So this way, if the kid is proving that they're learning 00:46:04.330 --> 00:46:06.160 on third party assessments, 00:46:06.160 --> 00:46:07.540 they're still gonna do great on the tests. 00:46:07.540 --> 00:46:10.000 Make sure these other assessments, quizzes, and tests 00:46:10.000 --> 00:46:12.680 are rigorous, and truly match the state standards 00:46:12.680 --> 00:46:14.240 in their rigorousness. 00:46:14.240 --> 00:46:16.990 But also, you give enough weight and value 00:46:16.990 --> 00:46:19.170 to mastering skills on Khan Academy 00:46:19.170 --> 00:46:20.730 that they're still passing your class 00:46:20.730 --> 00:46:21.930 with a great grade. 00:46:21.930 --> 00:46:23.270 But make sure their learning is real. 00:46:23.270 --> 00:46:24.103 This is what I mean 00:46:24.103 --> 00:46:28.350 by avoid cheating, disincentivize cheating. 00:46:28.350 --> 00:46:29.931 Have you ever had kids cheat? 00:46:29.931 --> 00:46:31.150 (laughing) 00:46:31.150 --> 00:46:32.660 Has that ever happened? 00:46:32.660 --> 00:46:35.480 I know with any sort of teaching, 00:46:35.480 --> 00:46:36.870 cheating can happen. 00:46:36.870 --> 00:46:40.070 Well, on Khan Academy, kids can open up a new tab 00:46:40.070 --> 00:46:42.770 and go to Google Calculator and type in the problem 00:46:42.770 --> 00:46:45.020 on a calculator, or use their calculator 00:46:45.020 --> 00:46:47.030 they have in their desk and do the work 00:46:47.030 --> 00:46:49.400 without doing it for real. 00:46:49.400 --> 00:46:52.810 Now Khan Academy sometimes does give a calculator 00:46:52.810 --> 00:46:53.930 and they should use that, 00:46:53.930 --> 00:46:55.410 just like a state test would do that too, 00:46:55.410 --> 00:46:56.603 at least in California. 00:46:57.980 --> 00:47:02.083 But if they're doing superb on their Khan Academy mastery, 00:47:03.050 --> 00:47:05.300 but they fail my third party, 00:47:05.300 --> 00:47:07.920 non-Khan Academy assessments, 00:47:07.920 --> 00:47:12.750 I become highly suspicious of their learning over on Khan. 00:47:12.750 --> 00:47:14.450 And if a kid fails a quiz or test 00:47:14.450 --> 00:47:16.470 and they claim they're Khan data shows 00:47:16.470 --> 00:47:17.830 that they were mastering it, 00:47:17.830 --> 00:47:19.297 I say, "Okay, tell you what, 00:47:19.297 --> 00:47:20.723 "do that unit test on Khan. 00:47:20.723 --> 00:47:22.337 "And I'm watching you, and I'm gonna make sure 00:47:22.337 --> 00:47:23.787 "that you're not using a calculator. 00:47:23.787 --> 00:47:25.280 "Go ahead, get started." 00:47:25.280 --> 00:47:26.807 And they might say, "Oh, well you know, 00:47:26.807 --> 00:47:28.710 "I forgot how to do it." 00:47:28.710 --> 00:47:30.590 Well then you never learned it to begin with 00:47:30.590 --> 00:47:32.440 because Khan mastery is all about long-term learning. 00:47:32.440 --> 00:47:33.550 That's the way it's designed. 00:47:33.550 --> 00:47:35.580 So you discover the cheaters real quick that way. 00:47:35.580 --> 00:47:38.290 Another form of cheating is your peer tutor buddies. 00:47:38.290 --> 00:47:39.500 I really have to train the class, 00:47:39.500 --> 00:47:40.923 make sure that peer tutors, 00:47:42.290 --> 00:47:44.070 when they're helping their friends, 00:47:44.070 --> 00:47:46.520 makes sure that the hints are showing 00:47:46.520 --> 00:47:49.260 because when you click, "Hints open", 00:47:49.260 --> 00:47:51.760 Khan Academy will not give credit 00:47:51.760 --> 00:47:53.780 for that question being answered. 00:47:53.780 --> 00:47:55.740 So make sure the hints are showing. 00:47:55.740 --> 00:47:59.230 And I allow their friends to help all they want 00:47:59.230 --> 00:48:00.350 'cause the hints are showing. 00:48:00.350 --> 00:48:02.840 That means they won't get credit for answering right, 00:48:02.840 --> 00:48:04.060 so they can discuss it with them 00:48:04.060 --> 00:48:06.110 and talk them through the problems step-by-step, 00:48:06.110 --> 00:48:06.943 no big deal. 00:48:06.943 --> 00:48:09.000 But if the hints are not showing, 00:48:09.000 --> 00:48:09.950 then they're cheating 00:48:09.950 --> 00:48:12.280 because they're gonna get how to do it, and get the answer 00:48:12.280 --> 00:48:14.440 and Khan'll think they knew how to do it on their own. 00:48:14.440 --> 00:48:16.820 So make sure that's going on. 00:48:16.820 --> 00:48:20.113 Okay, back to slide show. 00:48:20.950 --> 00:48:23.080 Okay, non-Khan assessments, letter H. 00:48:23.080 --> 00:48:26.470 Keep intrinsic and extrinsic motivation balanced, 00:48:26.470 --> 00:48:28.580 emphasizing intrinsic motivation. 00:48:28.580 --> 00:48:31.140 That self-pride and self-worth is just amazing. 00:48:31.140 --> 00:48:32.160 It totally sky rockets. 00:48:32.160 --> 00:48:34.150 But remember, 00:48:34.150 --> 00:48:35.943 most teachers don't teach for free, 00:48:37.165 --> 00:48:39.920 so some extrinsic reward is okay. 00:48:39.920 --> 00:48:42.670 Hey, I still need a paycheck 00:48:42.670 --> 00:48:44.330 to take care of my family, 00:48:44.330 --> 00:48:47.010 even though I would teach for free if I could. 00:48:47.010 --> 00:48:48.160 But I still need a paycheck. 00:48:48.160 --> 00:48:50.264 Well, our kids, some of them, it's okay 00:48:50.264 --> 00:48:54.200 to get class cash or homework passes 00:48:54.200 --> 00:48:55.840 or special rewards or privileges, 00:48:55.840 --> 00:48:58.410 or whatever extrinsic rewards you wanna give 00:48:58.410 --> 00:49:03.070 with the balance of the major focus is intrinsic reward, 00:49:03.070 --> 00:49:04.853 believing that they can do it. 00:49:05.721 --> 00:49:08.470 Moving on, number 10, release control. 00:49:08.470 --> 00:49:09.970 Give your kids independence. 00:49:09.970 --> 00:49:13.020 Once you've taught several skills or whatever skill 00:49:13.020 --> 00:49:15.660 you just taught, let 'em go and allow 00:49:15.660 --> 00:49:18.310 for personalized, variable pace 00:49:18.310 --> 00:49:20.170 while setting high expectations 00:49:20.170 --> 00:49:22.440 toward proficiency and mastery. 00:49:22.440 --> 00:49:24.406 And trust that the learning is real. 00:49:24.406 --> 00:49:25.730 I mean, you gotta make sure they're not cheating. 00:49:25.730 --> 00:49:28.170 But make sure that they're really doing it on their own, 00:49:28.170 --> 00:49:29.790 at their own pace while you're supporting them, 00:49:29.790 --> 00:49:31.970 and they're friends are supporting them. 00:49:31.970 --> 00:49:33.070 Trust it, it works. 00:49:33.070 --> 00:49:33.980 It really is real. 00:49:33.980 --> 00:49:36.510 Number 11, this is something a lot of teachers 00:49:36.510 --> 00:49:38.320 don't think about until it happens. 00:49:38.320 --> 00:49:40.890 You need to use your own professional judgment 00:49:40.890 --> 00:49:43.160 regarding your special ed kids, 00:49:43.160 --> 00:49:45.410 also the kids that transfer to your class 00:49:45.410 --> 00:49:47.420 or school late in the year, 00:49:47.420 --> 00:49:50.040 and hard-working, low-ability kids 00:49:50.040 --> 00:49:51.490 that just struggle with math. 00:49:52.390 --> 00:49:56.830 In my class, the policy is all hard-working kids 00:49:56.830 --> 00:49:58.610 get a C minus or higher. 00:49:58.610 --> 00:50:00.770 And I make sure I follow whatever laws are in place 00:50:00.770 --> 00:50:02.273 with students' IEPs, 00:50:03.500 --> 00:50:07.210 or required for me to do with their special ed needs. 00:50:07.210 --> 00:50:09.490 And low-ability kids, hey, I promise all parents, 00:50:09.490 --> 00:50:10.817 'cause some parents are like, "Well, you know, 00:50:10.817 --> 00:50:12.507 "I had never had my kid actually have to earn 00:50:12.507 --> 00:50:13.647 "their A before. 00:50:13.647 --> 00:50:15.217 "What if they work hard and get a D 00:50:15.217 --> 00:50:16.630 "'cause they're low at math?" 00:50:16.630 --> 00:50:17.867 I say, "Hey, your kid works hard, 00:50:17.867 --> 00:50:19.980 "I promise them a C minus or better." 00:50:19.980 --> 00:50:22.240 And that usually, parents are like, 00:50:22.240 --> 00:50:24.757 the way they respond is usually, "Finally, 00:50:24.757 --> 00:50:27.377 "for the first time in my child's life, 00:50:27.377 --> 00:50:28.943 "and even my own life, 00:50:30.117 --> 00:50:32.287 "as a parent when I was young, this is the first time 00:50:32.287 --> 00:50:33.827 "his teacher's gonna grade my kid 00:50:33.827 --> 00:50:35.157 "based on them actually learning, 00:50:35.157 --> 00:50:38.240 "not just 'cause they're cute and smile and act nice." 00:50:38.240 --> 00:50:39.323 So they love that. 00:50:40.170 --> 00:50:43.310 Number 12, don't forget, come April, May, 00:50:43.310 --> 00:50:45.610 you still gotta review for the big state test, 00:50:45.610 --> 00:50:47.330 or whatever you gotta do in your state. 00:50:47.330 --> 00:50:48.610 And now this year a lot of states, 00:50:48.610 --> 00:50:52.520 and I know federally because of the whole coronavirus thing, 00:50:52.520 --> 00:50:53.820 state tests in California 00:50:53.820 --> 00:50:55.820 and I think across the nation have been canceled 00:50:55.820 --> 00:50:57.810 or postponed or something like that. 00:50:57.810 --> 00:51:00.203 But for next year, when we get back to normal, 00:51:02.353 --> 00:51:03.720 you still gotta review 00:51:03.720 --> 00:51:05.060 'cause some of their skill mastery 00:51:05.060 --> 00:51:07.660 was months ago, months ago. 00:51:07.660 --> 00:51:11.060 So review with unit tests on Khan Academy, 00:51:11.060 --> 00:51:12.160 the course challenges. 00:51:12.160 --> 00:51:13.240 Make the kids retake those. 00:51:13.240 --> 00:51:14.640 And they're gonna say, but I forgot how to do it. 00:51:14.640 --> 00:51:15.610 Well, that's good. 00:51:15.610 --> 00:51:17.900 You'll get to learn what you need to review. 00:51:17.900 --> 00:51:21.260 And non-Khan assessments, use all those. 00:51:21.260 --> 00:51:24.410 Number 13, be aware with any digital platform, 00:51:24.410 --> 00:51:25.290 cheating is possible. 00:51:25.290 --> 00:51:27.720 We've already talked about that. 00:51:27.720 --> 00:51:29.480 Number 14, last point. 00:51:29.480 --> 00:51:31.160 Remind them constantly, 00:51:31.160 --> 00:51:33.540 they are changing their lives forever. 00:51:33.540 --> 00:51:35.670 This is real, this is gonna change their lives 00:51:35.670 --> 00:51:38.040 as it has for my students the last three years. 00:51:38.040 --> 00:51:41.113 And I know for a fact, based on the practice state tests 00:51:41.113 --> 00:51:43.190 that my kids were taking, 00:51:43.190 --> 00:51:44.860 that this would've been the fourth year, 00:51:44.860 --> 00:51:47.020 had we gotten to take the real state test, 00:51:47.020 --> 00:51:49.270 that my kids would've just blown 00:51:49.270 --> 00:51:51.230 their previous growth out of the water 00:51:51.230 --> 00:51:52.250 with huge growth. 00:51:52.250 --> 00:51:54.500 I predicted my kids probably would've 00:51:54.500 --> 00:51:56.300 grown about 100 points this year 00:51:56.300 --> 00:51:58.890 if we had a state test, on average in growth. 00:51:58.890 --> 00:52:01.430 So here's some resources. 00:52:01.430 --> 00:52:03.540 Jeremy, you're gonna take it over from here. 00:52:03.540 --> 00:52:05.493 So it's all you. 00:52:06.680 --> 00:52:08.700 - First of all, a huge shout out back to you, Tim 00:52:08.700 --> 00:52:10.070 'cause this is amazing. 00:52:10.070 --> 00:52:11.640 Like I think the very first webinar you did 00:52:11.640 --> 00:52:15.090 was kind of an appetizer, an hors d'oeuvre, if you will. 00:52:15.090 --> 00:52:16.410 This is absolutely the main course. 00:52:16.410 --> 00:52:18.030 So I think both they're feeling, 00:52:18.030 --> 00:52:21.028 both really satiated, but also hungry for the next thing. 00:52:21.028 --> 00:52:23.230 And so I do have a couple of burning questions for you. 00:52:23.230 --> 00:52:25.150 - Don't forget you guys, 00:52:25.150 --> 00:52:26.100 you'll get a recording. 00:52:26.100 --> 00:52:28.370 And go back and rewind and rewatch and pause, 00:52:28.370 --> 00:52:29.610 and email Jeremy. 00:52:29.610 --> 00:52:31.301 Bug him with your questions. 00:52:31.301 --> 00:52:32.134 (laughing) 00:52:32.134 --> 00:52:35.520 - Yeah, so Tim, the generous saint that he is, 00:52:35.520 --> 00:52:38.150 offered his own email address in the last webinar 00:52:38.150 --> 00:52:39.190 and lived to regret that. 00:52:39.190 --> 00:52:41.550 So please funnel all questions to me going forward. 00:52:41.550 --> 00:52:42.773 - I do not regret that. 00:52:42.773 --> 00:52:43.830 I do not regret that. 00:52:43.830 --> 00:52:46.620 I was very happy to do that, but I'm now wiser. 00:52:46.620 --> 00:52:47.940 So go ahead, Jeremy (chuckles). 00:52:47.940 --> 00:52:50.220 - Cool, so I wanna address the elephant in the room. 00:52:50.220 --> 00:52:51.053 And it's coming in. 00:52:51.053 --> 00:52:53.120 Keith, as well as a couple of other educators. 00:52:53.120 --> 00:52:56.658 Keith says, "This amazing and I would love 00:52:56.658 --> 00:52:58.167 "to do this at the start of the school year, 00:52:58.167 --> 00:53:00.117 "but given these very unusual circumstances 00:53:00.117 --> 00:53:02.787 "we find ourselves in with 10 weeks left 00:53:02.787 --> 00:53:05.047 "to remote learning, what would you do 00:53:05.047 --> 00:53:08.187 "if someone was starting totally brand new with this 00:53:08.187 --> 00:53:10.310 "right now at this time?" 00:53:10.310 --> 00:53:12.030 - Okay, so if I was a teacher. 00:53:12.030 --> 00:53:14.893 We're all doing remote learning, something like that, 00:53:15.770 --> 00:53:17.440 keep up with your normal assignments. 00:53:17.440 --> 00:53:18.620 Don't change things right now. 00:53:18.620 --> 00:53:21.180 You're gonna have major kickback from parents 00:53:21.180 --> 00:53:23.240 and probably administrators who hear 00:53:23.240 --> 00:53:24.480 from those angry parents. 00:53:24.480 --> 00:53:26.820 Don't change your class routines right now. 00:53:26.820 --> 00:53:29.320 But what I would do, I would allow 00:53:29.320 --> 00:53:31.530 an extra credit opportunity 00:53:31.530 --> 00:53:34.700 to buffer grades, especially for those struggling kids. 00:53:34.700 --> 00:53:36.490 Make sure that it's balanced in a way 00:53:36.490 --> 00:53:37.690 that doesn't warp their grades. 00:53:37.690 --> 00:53:40.880 They still focus on your current grade level assignments. 00:53:40.880 --> 00:53:43.410 But I would go ahead and assign for extra credit 00:53:43.410 --> 00:53:46.070 the early math, the arithmetic, and for secondary, 00:53:46.070 --> 00:53:47.620 the pre-algebra courses. 00:53:47.620 --> 00:53:50.067 And tell the kids, "Hey, this is extra credit. 00:53:50.067 --> 00:53:52.437 "And I'll give double extra credit 00:53:52.437 --> 00:53:55.637 "to the two or three kids who master the most 00:53:55.637 --> 00:53:57.460 "or grow the most on these." 00:53:57.460 --> 00:53:58.680 Or whatever, I don't know. 00:53:58.680 --> 00:54:00.620 You use your own teacher magic. 00:54:00.620 --> 00:54:02.150 You know your kids the best. 00:54:02.150 --> 00:54:06.850 But I would still assign this as an extra credit assignment, 00:54:06.850 --> 00:54:08.000 as an easy review. 00:54:08.000 --> 00:54:09.380 Tell them, hey, this is easy. 00:54:09.380 --> 00:54:11.890 But don't forget to start with the course challenges 00:54:11.890 --> 00:54:13.800 'cause they'll quickly level up, 00:54:13.800 --> 00:54:17.677 and they'll quickly show that, "Wow, I can do this. 00:54:17.677 --> 00:54:20.357 "Oh, wait, I never learned this kindergarten skill. 00:54:20.357 --> 00:54:21.640 "I don't what this is." 00:54:21.640 --> 00:54:23.600 'Cause this happened every year with my kids. 00:54:23.600 --> 00:54:24.847 There's so much they learn, 00:54:24.847 --> 00:54:26.700 but they did not learn in kindergarten, 00:54:26.700 --> 00:54:28.200 first, second, third grade. 00:54:28.200 --> 00:54:30.330 But by going back, you should see the little looks 00:54:30.330 --> 00:54:31.680 on their faces, like, "Wow. 00:54:32.843 --> 00:54:35.557 "I never realized that we were supposed to learn this, 00:54:35.557 --> 00:54:37.207 "and now I can't do this little skill 00:54:37.207 --> 00:54:39.240 "that's for little kids." 00:54:39.240 --> 00:54:40.650 So I would do that, 00:54:40.650 --> 00:54:43.240 assign it as an extra credit optional assignment, 00:54:43.240 --> 00:54:44.770 unless you're allowed to make it required. 00:54:44.770 --> 00:54:46.010 Use your own judgment. 00:54:46.010 --> 00:54:48.570 That's what I would do and let it enhance 00:54:48.570 --> 00:54:49.660 and supplement grades. 00:54:49.660 --> 00:54:50.747 Otherwise, they'll be like, 00:54:50.747 --> 00:54:52.760 "Well, you know, why am I doing this?" 00:54:52.760 --> 00:54:54.850 Well, it'll change your life is what it'll do. 00:54:54.850 --> 00:54:56.410 And tell them this is great summer work. 00:54:56.410 --> 00:54:58.450 Tell the parents, work on this over the summer. 00:54:58.450 --> 00:54:59.550 And they can keep you posted. 00:54:59.550 --> 00:55:02.160 As teachers, you can keep your Khan Academy classes 00:55:02.160 --> 00:55:04.600 and watch their growth and encourage them over the summer 00:55:04.600 --> 00:55:06.167 if you have district emails with them, 00:55:06.167 --> 00:55:07.810 and you can still confer 00:55:07.810 --> 00:55:10.640 with them through district channels. 00:55:10.640 --> 00:55:12.730 So all right, that's my advice for that. 00:55:12.730 --> 00:55:13.620 - Okay, amazing. 00:55:13.620 --> 00:55:16.340 So now let's fast forward a little bit to September. 00:55:16.340 --> 00:55:17.780 Let's assume that we get back to normalcy 00:55:17.780 --> 00:55:19.940 at some point, fingers crossed. 00:55:19.940 --> 00:55:23.150 Even if you wanted to do this under perfect circumstances, 00:55:23.150 --> 00:55:24.270 the number one question we're getting, 00:55:24.270 --> 00:55:27.410 this is really nicely put by Kelly, 00:55:27.410 --> 00:55:28.610 where do you get the time? 00:55:28.610 --> 00:55:30.957 Kelly says, "We have a four-day week, 00:55:30.957 --> 00:55:32.640 "so the semester has about 65 to 70 days. 00:55:32.640 --> 00:55:35.747 "If were to take away testing, FFA, sports, 00:55:35.747 --> 00:55:37.437 "so maybe 50 to 60 days, 00:55:37.437 --> 00:55:40.167 "40 to 50 standards per grade, et cetera, et cetera. 00:55:40.167 --> 00:55:43.317 "How do you make time for this in this crazy, hectic world 00:55:43.317 --> 00:55:45.240 "that educators inhabit?" 00:55:45.240 --> 00:55:46.497 - Okay, like I said at the beginning. 00:55:46.497 --> 00:55:47.530 The first disclaimer, 00:55:47.530 --> 00:55:50.040 you need to make this fit your situation, 00:55:50.040 --> 00:55:52.883 your parameters, your boundaries and guidelines. 00:55:53.970 --> 00:55:57.210 So if you notice that on-task data. 00:55:57.210 --> 00:55:59.890 My kids have averaged since December 16th, 00:55:59.890 --> 00:56:02.110 the start of grading for the second semester 00:56:02.110 --> 00:56:03.910 'cause I had to have grades done on December 16th 00:56:03.910 --> 00:56:05.060 for the first semester. 00:56:05.990 --> 00:56:09.400 My average, hard-working student averaged about an hour 00:56:09.400 --> 00:56:12.240 a day of Khan activity. 00:56:12.240 --> 00:56:15.200 Do your kids have time for an hour a day? 00:56:15.200 --> 00:56:18.320 That counts class time and homework time. 00:56:18.320 --> 00:56:20.590 I bet you can make that happen, 00:56:20.590 --> 00:56:23.940 especially if you motivate kids to go above and beyond 00:56:23.940 --> 00:56:27.610 and especially when your students begin to realize 00:56:27.610 --> 00:56:31.050 that you are gonna grade based on mastery, 00:56:31.050 --> 00:56:32.760 not based on did they try hard 00:56:32.760 --> 00:56:33.863 but fail their quiz? 00:56:35.380 --> 00:56:36.860 You know, you don't just give an A 00:56:36.860 --> 00:56:40.440 'cause they tried hard, but they can't actually do the work. 00:56:40.440 --> 00:56:42.300 When you start showing an expectation 00:56:42.300 --> 00:56:44.180 of grading based on mastery, 00:56:44.180 --> 00:56:47.070 your 30 kids are used to getting all As and Bs, 00:56:47.070 --> 00:56:49.110 even for the high class, especially for the high classes 00:56:49.110 --> 00:56:51.624 that come to you at the secondary level. 00:56:51.624 --> 00:56:54.110 They'll start to realize, wait, wait, wait. 00:56:54.110 --> 00:56:56.200 You mean I have to actually learn this? 00:56:56.200 --> 00:56:58.530 Not just turn in a homework page 00:56:58.530 --> 00:57:00.030 with all the wrong answers. 00:57:00.030 --> 00:57:01.923 You know, they're used to that. 00:57:01.923 --> 00:57:03.730 What they need to start getting used to is 00:57:03.730 --> 00:57:06.100 they have to actually prove that they learned it. 00:57:06.100 --> 00:57:07.300 And kids love the fact 00:57:07.300 --> 00:57:09.480 that you can actually track their growth. 00:57:09.480 --> 00:57:11.155 And so they start working harder and they start working 00:57:11.155 --> 00:57:14.140 above and beyond 30 minutes of homework a night. 00:57:14.140 --> 00:57:15.830 And at the secondary level, most teachers 00:57:15.830 --> 00:57:18.030 are comfortable, safe, and legally protected 00:57:18.030 --> 00:57:19.840 to assign an hour of homework a night. 00:57:19.840 --> 00:57:21.510 I bet they can get that done. 00:57:21.510 --> 00:57:23.540 Now the balance, as I've been answering 00:57:23.540 --> 00:57:24.930 a lot of the teachers' questions, 00:57:24.930 --> 00:57:27.210 the balance of practice, skill practice 00:57:27.210 --> 00:57:29.600 that I've had is about half of their time, 00:57:29.600 --> 00:57:33.510 50% of their time on Khan spent on sixth grade work, 00:57:33.510 --> 00:57:35.670 and other half of their time spent 00:57:35.670 --> 00:57:38.230 on K through five review material, 00:57:38.230 --> 00:57:42.870 or the early math class and the arithmetic class. 00:57:42.870 --> 00:57:44.350 That's what I do. 00:57:44.350 --> 00:57:45.540 This class I have this year 00:57:45.540 --> 00:57:48.850 is even 20 points lower than last year 00:57:48.850 --> 00:57:50.290 as they came to me. 00:57:50.290 --> 00:57:52.017 And so I learned after the first semester, 00:57:52.017 --> 00:57:52.927 "Hey, I'm gonna adjust. 00:57:52.927 --> 00:57:55.237 "I'm gonna take away the forth grade and fifth grade 00:57:55.237 --> 00:57:57.557 "and just make them do early math, 00:57:57.557 --> 00:57:58.580 "third grade, and arithmetic." 00:57:58.580 --> 00:58:00.130 So also be flexible. 00:58:00.130 --> 00:58:02.200 But there is time if you start 00:58:02.200 --> 00:58:04.284 making them prove their learning, 00:58:04.284 --> 00:58:07.200 as opposed to making math about busy work 00:58:07.200 --> 00:58:09.120 and memorizing algorithms. 00:58:09.120 --> 00:58:10.550 So that's my thoughts on that. 00:58:10.550 --> 00:58:11.900 They can do it. 00:58:11.900 --> 00:58:14.080 And even you start making them do it 00:58:14.080 --> 00:58:15.773 in the time that you do have, 00:58:17.460 --> 00:58:18.878 they will still learn far better 00:58:18.878 --> 00:58:21.370 than under the old, time-driven model. 00:58:21.370 --> 00:58:24.200 Focus on mastery, not get done what you can in two weeks 00:58:24.200 --> 00:58:25.380 and that's it. 00:58:25.380 --> 00:58:27.810 - Great, and Tim, do you have time for one last question? 00:58:27.810 --> 00:58:29.460 - Oh, I have all the time you want, Jeremy. 00:58:29.460 --> 00:58:30.770 We'll make this as long as you want. 00:58:30.770 --> 00:58:32.390 - Well, I gotta get you back to your family 00:58:32.390 --> 00:58:34.230 'cause they're gonna wonder if you've been abducted 00:58:34.230 --> 00:58:37.050 being the one teacher left at your school. 00:58:37.050 --> 00:58:38.090 But let me ask you this, one, last question 00:58:38.090 --> 00:58:39.230 'cause I think you've actually hit 00:58:39.230 --> 00:58:40.190 on a lot of the other questions 00:58:40.190 --> 00:58:42.610 that were asked about what do with Khan for homework? 00:58:42.610 --> 00:58:45.260 What do you do in terms of assigning course mastery goals? 00:58:45.260 --> 00:58:47.580 I think the really powerful thing about this session 00:58:47.580 --> 00:58:49.330 is now, as an educator myself, 00:58:49.330 --> 00:58:52.220 I can actually visualize what it looks like. 00:58:52.220 --> 00:58:55.320 I think the one, missing piece that Hmong is asking about 00:58:55.320 --> 00:58:57.560 is what are you doing while your students 00:58:57.560 --> 00:58:59.050 are working on Khan? 00:58:59.050 --> 00:59:01.000 Can you sort of help us visualize 00:59:01.000 --> 00:59:03.080 how that looks? - Okay, so if you watched 00:59:03.080 --> 00:59:06.380 the video earlier in the slide deck about what it looks 00:59:06.380 --> 00:59:08.410 like in my classroom, 00:59:08.410 --> 00:59:09.610 you know, you teach. 00:59:09.610 --> 00:59:10.450 They take notes. 00:59:10.450 --> 00:59:12.080 You practice it as a class. 00:59:12.080 --> 00:59:13.570 And then while they're working on Khan, 00:59:13.570 --> 00:59:15.210 I'm circulating among the students 00:59:15.210 --> 00:59:17.460 on tracking the growth data 00:59:17.460 --> 00:59:20.440 on that skill or that particular skill 00:59:20.440 --> 00:59:22.930 or that unit and seeing who's moving up 00:59:22.930 --> 00:59:24.456 and who needs help, 00:59:24.456 --> 00:59:27.010 touching base with each of those kids 00:59:27.010 --> 00:59:28.360 that are struggling and making sure 00:59:28.360 --> 00:59:30.060 they're getting the help they need 00:59:30.060 --> 00:59:30.900 and moving along. 00:59:30.900 --> 00:59:34.210 I'm not just sitting at my desk, reading the Sports page. 00:59:34.210 --> 00:59:36.190 You know, I'm not at espn.com. 00:59:36.190 --> 00:59:39.093 I'm circulating around and helping the kids as needed, 00:59:40.510 --> 00:59:42.747 encouraging peer buddies to reach out to their friends. 00:59:42.747 --> 00:59:43.927 "Hey, there's somebody at your table 00:59:43.927 --> 00:59:44.760 "that need help. 00:59:44.760 --> 00:59:46.370 "Can you help them out?" 00:59:46.370 --> 00:59:47.203 That kind of stuff. 00:59:47.203 --> 00:59:49.070 So I don't have one math class. 00:59:49.070 --> 00:59:52.430 I have 30 math classes, and 30 peer tutors. 00:59:52.430 --> 00:59:55.710 Sometimes I'll have my lowest kids master skills first, 00:59:55.710 --> 00:59:57.960 and they become the peer tutor master 00:59:57.960 --> 01:00:01.330 to help the kids that might be smarter, supposedly, 01:00:01.330 --> 01:00:02.640 but haven't learned it yet. 01:00:02.640 --> 01:00:04.290 So you're actively engaged. 01:00:04.290 --> 01:00:05.440 You're not babysitting. 01:00:06.900 --> 01:00:07.820 - Cool, I love it. 01:00:07.820 --> 01:00:09.610 Well, I think you've inspired us, 01:00:09.610 --> 01:00:11.980 especially in this relatively dark time, 01:00:11.980 --> 01:00:13.780 to aim for something even brighter and higher 01:00:13.780 --> 01:00:15.740 in our own educational lives. 01:00:15.740 --> 01:00:18.230 I know there are a lot questions left out there. 01:00:18.230 --> 01:00:20.670 And I promise to protect Tim's sanity 01:00:20.670 --> 01:00:21.840 and his inbox. 01:00:21.840 --> 01:00:23.910 So please shoot me questions 01:00:23.910 --> 01:00:25.080 with anything that's on your mind. 01:00:25.080 --> 01:00:28.010 I'm JeremySchifeling@khanacademy.org. 01:00:28.010 --> 01:00:30.950 And on behalf of Khan Academy and behalf of Tim, 01:00:30.950 --> 01:00:32.560 I wanna thank you for investing in this. 01:00:32.560 --> 01:00:35.320 I know our time is very scarce right now. 01:00:35.320 --> 01:00:37.090 We have a lot on our shoulders, 01:00:37.090 --> 01:00:37.923 but the fact that you showed up, 01:00:37.923 --> 01:00:41.420 the fact that you sort of learned from what Tim 01:00:41.420 --> 01:00:43.930 has done and sort of taught himself the hard way. 01:00:43.930 --> 01:00:45.130 I think this says a lot. 01:00:45.130 --> 01:00:48.750 And Tim, thank you so much for making us all wiser 01:00:48.750 --> 01:00:50.920 with sharing your expertise and paying it forward. 01:00:50.920 --> 01:00:52.920 So thank you all again. 01:00:52.920 --> 01:00:54.400 - Jeremy, if I can just say one last thing. 01:00:54.400 --> 01:00:56.570 Teachers, trust your professional judgment. 01:00:56.570 --> 01:00:58.150 Do what works for you and your kids. 01:00:58.150 --> 01:00:59.690 There's no one right way. 01:00:59.690 --> 01:01:01.190 And you learn by doing. 01:01:01.190 --> 01:01:04.580 So you just gotta dive in and go for it. 01:01:04.580 --> 01:01:07.890 - Well, on that note, hope everyone has a wonderful evening 01:01:07.890 --> 01:01:09.450 and a great start to the weekend. 01:01:09.450 --> 01:01:11.200 Wishing you all tremendous success. 01:01:12.443 --> 01:01:13.700 - Good night, everybody. 01:01:13.700 --> 01:01:14.533 - Cheers.

How I Helped My 6th Graders Ace Math... By Taking Them Back to Kindergarten!

https://www.youtube.com/watch?v=izLIgjaQ3G4

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https://www.youtube.com/api/timedtext?v=izLIgjaQ3G4&ei=V1iUZYPyIL-3p-oPpOuXuAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=0EB2C851E0783B0044B0BCC652D473721DB3F72E.8DF405A24FE6F485CA2393F2C1934579B4A561AB&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:04.220 --> 00:00:07.010 - Hey, everyone, this is Jeremy Schifeling at Khan Academy. 00:00:07.010 --> 00:00:08.420 I just wanna thank you for taking time 00:00:08.420 --> 00:00:10.120 out of your super busy weeks 00:00:10.120 --> 00:00:12.010 to spend time on today's session, 00:00:12.010 --> 00:00:13.610 and I wanna give a super special thanks 00:00:13.610 --> 00:00:15.760 to Tim Vandenberg, who's been gracious enough 00:00:15.760 --> 00:00:17.870 to share his amazing story with us. 00:00:17.870 --> 00:00:19.670 Now as you may know, Tim has been teaching 00:00:19.670 --> 00:00:22.410 for about 25 years, including the last 18 00:00:22.410 --> 00:00:25.720 as a sixth grade teacher in Hesperia, California. 00:00:25.720 --> 00:00:27.470 And while he's definitely touched countless lives 00:00:27.470 --> 00:00:29.980 throughout his career, in the last few 00:00:29.980 --> 00:00:32.570 he's really discovered an incredibly powerful way 00:00:32.570 --> 00:00:34.870 to help help each and every one of his students succeed 00:00:34.870 --> 00:00:36.330 through mastery learning. 00:00:36.330 --> 00:00:38.900 - 80% of my students are minority students. 00:00:38.900 --> 00:00:41.850 All of them receive free breakfast and lunch 00:00:41.850 --> 00:00:46.850 due to the low-income socioeconomic disadvantage 00:00:47.280 --> 00:00:49.750 of nearly all of my students. 00:00:49.750 --> 00:00:53.120 And 10% of my students come to me 00:00:53.120 --> 00:00:56.423 at grade level each year, from fifth grade to sixth grade, 00:00:57.520 --> 00:01:01.040 which obviously means 90% of them are below grade level, 00:01:01.040 --> 00:01:03.950 including about half of my class 00:01:03.950 --> 00:01:08.420 at the lowest level, what California might call level one, 00:01:08.420 --> 00:01:12.890 far below grade level on their previous year's state test, 00:01:12.890 --> 00:01:16.240 and nearly all of my students are reading two 00:01:16.240 --> 00:01:18.930 or more years below grade level. 00:01:18.930 --> 00:01:21.990 So if this sounds familiar to you, 00:01:21.990 --> 00:01:23.860 welcome to teaching 'cause that's what most 00:01:23.860 --> 00:01:26.420 of us struggle with here in America. 00:01:26.420 --> 00:01:28.820 We've got lots of challenges to work with, 00:01:28.820 --> 00:01:31.520 and some of us are blessed to have a little less challenges 00:01:31.520 --> 00:01:33.180 than that, but what I want you to know is 00:01:33.180 --> 00:01:34.880 that this worked in a classroom 00:01:34.880 --> 00:01:37.350 with real obstacles to overcome. 00:01:37.350 --> 00:01:41.680 These were not affluent non-minority students 00:01:41.680 --> 00:01:44.120 who have tons of support from home. 00:01:44.120 --> 00:01:45.160 These are struggling kids. 00:01:45.160 --> 00:01:48.130 So, it worked for them, and so I believe it can work 00:01:48.130 --> 00:01:49.320 for you and your students too. 00:01:49.320 --> 00:01:50.793 So, next slide, Jeremy. 00:01:52.940 --> 00:01:56.530 So this is where my class came from. 00:01:56.530 --> 00:01:58.890 If you see that little dot on the left side, 00:01:58.890 --> 00:02:00.960 it says Vandenberg 18/19. 00:02:00.960 --> 00:02:04.700 My students come to me, this is pretty typical, 00:02:04.700 --> 00:02:06.450 60 points below passing. 00:02:06.450 --> 00:02:07.300 That's pretty far. 00:02:07.300 --> 00:02:11.200 That's way far, and the most recent scores 00:02:11.200 --> 00:02:14.667 I had at the time for California is 42 points below 00:02:14.667 --> 00:02:17.250 in fifth grade, a passing score, 00:02:17.250 --> 00:02:19.820 and last year they were actually a little bit better. 00:02:19.820 --> 00:02:22.990 I got the recent scores after I made this chart, 00:02:22.990 --> 00:02:27.050 so, and then the county and district are also low. 00:02:27.050 --> 00:02:28.320 So here's the point. 00:02:28.320 --> 00:02:31.750 Everybody's leavin' fifth grade, on average in California, 00:02:31.750 --> 00:02:34.890 not everybody, but on overage, pretty low. 00:02:34.890 --> 00:02:38.670 And you can see California, it was two years ago is my data, 00:02:38.670 --> 00:02:39.503 they went up. 00:02:39.503 --> 00:02:44.430 They brought their kids 1.2 points closer to passing. 00:02:45.420 --> 00:02:47.703 The county brought up their students two years ago, 00:02:47.703 --> 00:02:51.320 3.6 points closer to passing, 00:02:51.320 --> 00:02:53.200 and the district that I teach in brought 00:02:53.200 --> 00:02:57.030 their students up 3.6 points more closer to passing. 00:02:57.030 --> 00:02:58.960 So there's improvement there. 00:02:58.960 --> 00:03:02.550 A flat line actually means that you achieved 00:03:02.550 --> 00:03:04.290 as a teacher a year's worth of growth 00:03:04.290 --> 00:03:06.230 'cause they took a harder test, 00:03:06.230 --> 00:03:07.420 the next grade level test, 00:03:07.420 --> 00:03:09.840 and if they stayed flat, hey, you taught them a year. 00:03:09.840 --> 00:03:12.100 They didn't get any closer or farther, 00:03:12.100 --> 00:03:15.010 but you succeeded keeping them up to where they were. 00:03:15.010 --> 00:03:18.050 But positive slopes, slopes that go up, 00:03:18.050 --> 00:03:21.290 that's really great 'cause then you're bringing kids closer 00:03:21.290 --> 00:03:23.070 to their state's standard, 00:03:23.070 --> 00:03:25.170 but you still see a huge gap there. 00:03:25.170 --> 00:03:29.180 And my class on the far left, way down there, far below. 00:03:29.180 --> 00:03:30.880 So we're gonna tell the story of what happened. 00:03:30.880 --> 00:03:31.713 So next slide. 00:03:33.330 --> 00:03:37.560 So in September 2016, I watched this video 00:03:37.560 --> 00:03:41.010 from Sal Khan where he talked about let's teach 00:03:41.010 --> 00:03:43.130 for mastery and not for test scores. 00:03:43.130 --> 00:03:44.920 And we're not gonna show you the whole video, 00:03:44.920 --> 00:03:48.300 but we are gonna show you about a minute and a half. 00:03:48.300 --> 00:03:51.707 Notice how Sal talks during this video, 00:03:51.707 --> 00:03:55.210 how he talks about the insanity 00:03:55.210 --> 00:04:00.210 of our current educational system teaching students based 00:04:00.990 --> 00:04:03.510 on you have nine months, that's it, you learn what 00:04:03.510 --> 00:04:05.420 you learn, and you move on. 00:04:05.420 --> 00:04:07.880 Forget if you have a solid foundation in your math, 00:04:07.880 --> 00:04:09.780 or reading, or whatever you're teaching. 00:04:09.780 --> 00:04:11.570 Just, no matter what, you're moving on. 00:04:11.570 --> 00:04:13.260 Social promotion, that's just the name 00:04:13.260 --> 00:04:15.610 of the game in most schools in America. 00:04:15.610 --> 00:04:18.520 It's sad, but it's just the restrictions we're given, 00:04:18.520 --> 00:04:22.190 and so watch as Sal explains the insanity 00:04:22.190 --> 00:04:25.540 of this education model that we don't wait 00:04:25.540 --> 00:04:28.530 until the foundations of learning are mastered 00:04:28.530 --> 00:04:29.930 before building on top of that. 00:04:29.930 --> 00:04:33.343 So go ahead, Jeremy, start that 90-second video. 00:04:40.780 --> 00:04:41.900 - And this will continue for months. 00:04:41.900 --> 00:04:43.200 It'll continue for years, 00:04:43.200 --> 00:04:44.640 all the way up to, at some point I might be 00:04:44.640 --> 00:04:47.190 in an algebra class or trigonometry class, 00:04:47.190 --> 00:04:48.370 and I hit a wall. 00:04:48.370 --> 00:04:51.160 And it's not because algebra's fundamentally difficult, 00:04:51.160 --> 00:04:55.180 or because of the student isn't bright. 00:04:55.180 --> 00:04:56.710 It's because I'm seeing an equation, 00:04:56.710 --> 00:04:58.540 and they're dealing with exponents, 00:04:58.540 --> 00:05:01.230 and that 30% that I didn't know is showing up. 00:05:01.230 --> 00:05:04.720 And then I start, and then I start to disengage. 00:05:04.720 --> 00:05:08.520 And to appreciate how absurd that is, 00:05:08.520 --> 00:05:11.650 imagine if we did other things in our life that way, 00:05:11.650 --> 00:05:12.713 say home-building. 00:05:13.626 --> 00:05:17.350 (audience laughing) 00:05:17.350 --> 00:05:20.553 So we bring in the contractor, say, 00:05:20.553 --> 00:05:23.440 told we have two weeks to build the foundation. 00:05:23.440 --> 00:05:25.155 Do what you can. 00:05:25.155 --> 00:05:27.460 (audience laughing) 00:05:27.460 --> 00:05:29.360 So they do what they can. 00:05:29.360 --> 00:05:30.310 Maybe it rains. 00:05:30.310 --> 00:05:32.540 Maybe some of the supplies don't show up. 00:05:32.540 --> 00:05:35.220 And two weeks later the inspector comes, 00:05:35.220 --> 00:05:37.237 looks around, says, "Okay, the concrete's still wet 00:05:37.237 --> 00:05:38.387 "right over there. 00:05:38.387 --> 00:05:40.483 "That part's not quite up to code. 00:05:41.337 --> 00:05:42.857 "I'll give it an 80%." 00:05:43.800 --> 00:05:44.633 Say, "Great, that's a C. 00:05:44.633 --> 00:05:46.009 "Let's build the first floor." 00:05:46.009 --> 00:05:47.230 (audience laughing) 00:05:47.230 --> 00:05:48.410 Same thing. 00:05:48.410 --> 00:05:49.243 We have two weeks. 00:05:49.243 --> 00:05:50.076 Do what you can. 00:05:50.076 --> 00:05:51.590 Inspector shows up in two weeks. 00:05:51.590 --> 00:05:52.707 It's a 75%. 00:05:52.707 --> 00:05:53.740 "Great, that's a D-plus." 00:05:53.740 --> 00:05:55.140 Second floor, third floor, and all of a sudden, 00:05:55.140 --> 00:05:56.490 while you're building the third floor, 00:05:56.490 --> 00:05:58.520 the whole structure collapses. 00:05:58.520 --> 00:06:00.100 And if your reaction to that is the reaction 00:06:00.100 --> 00:06:01.590 that you typically have in education, 00:06:01.590 --> 00:06:03.460 or that a lotta folks have in education, 00:06:03.460 --> 00:06:05.600 you might say, "Maybe we had a bad contractor." 00:06:05.600 --> 00:06:07.327 Or, "Maybe we needed better inspection 00:06:07.327 --> 00:06:09.250 "or more frequent inspection." 00:06:09.250 --> 00:06:11.550 But what was really broken was the process. 00:06:11.550 --> 00:06:13.440 We were artificially constraining how long 00:06:13.440 --> 00:06:15.330 we had to do something, pretty much ensuring 00:06:15.330 --> 00:06:18.700 a variable outcome, and we took the trouble 00:06:18.700 --> 00:06:20.520 of inspecting and identifying those gaps, 00:06:20.520 --> 00:06:22.500 but then we built right on top of it. 00:06:22.500 --> 00:06:25.500 So the idea of mastery learning is to do the exact opposite. 00:06:25.500 --> 00:06:27.780 Instead of artificially constraining when and how long, 00:06:27.780 --> 00:06:29.960 fixing when and how long you work on something, 00:06:29.960 --> 00:06:32.230 pretty much ensuring that variable outcome, 00:06:32.230 --> 00:06:36.400 the A, B, C, D, F, do it the other way around. 00:06:36.400 --> 00:06:38.450 What's variable is when and how long the student 00:06:38.450 --> 00:06:40.270 actually has to work on something, 00:06:40.270 --> 00:06:44.140 and what's fixed is that they actually master the material. 00:06:44.140 --> 00:06:46.994 - So, as Sal was saying, why do we teach 00:06:46.994 --> 00:06:49.260 and have our education system based 00:06:49.260 --> 00:06:52.500 on this fixed-time model and moving kids along 00:06:52.500 --> 00:06:55.330 even though they're not ready for the next grade level 00:06:55.330 --> 00:06:58.070 or higher level of math skills? 00:06:58.070 --> 00:07:02.100 So, and that's what he talks about, this mastery learning. 00:07:02.100 --> 00:07:04.610 And mastery learning means developing each skill 00:07:04.610 --> 00:07:07.180 to fluency and long-term retention. 00:07:07.180 --> 00:07:08.780 And I thought, boy, I sure wish, 00:07:08.780 --> 00:07:10.980 and I'm sure every teacher in America wishes, 00:07:10.980 --> 00:07:13.000 that their students came to them 00:07:13.000 --> 00:07:16.030 with mastery learning of all of the skills 00:07:16.030 --> 00:07:18.000 that they should have learned in the previous grade levels. 00:07:18.000 --> 00:07:19.417 And we all think that, "What were 00:07:19.417 --> 00:07:21.500 "they teaching the year before?" 00:07:21.500 --> 00:07:23.080 Well what were they teaching the year before that? 00:07:23.080 --> 00:07:24.350 All the way back to kindergarten, 00:07:24.350 --> 00:07:26.398 and what were they teaching before that? 00:07:26.398 --> 00:07:29.430 So how about instead we teach to mastery, 00:07:29.430 --> 00:07:30.653 so next slide, Jeremy. 00:07:32.960 --> 00:07:35.350 I had decided, after I saw that video, 00:07:35.350 --> 00:07:37.050 that was my huge a-ha moment. 00:07:37.050 --> 00:07:41.327 I said, "I am done dangerously building 00:07:41.327 --> 00:07:44.310 "on the unstable mathematical foundations!" 00:07:44.310 --> 00:07:45.420 It's dangerous! 00:07:45.420 --> 00:07:47.340 Why am I doing this to kids? 00:07:47.340 --> 00:07:48.173 Next. 00:07:49.950 --> 00:07:52.110 So for now on I'm going to teach students 00:07:52.110 --> 00:07:56.510 with a solid number sense and skill mastery foundation. 00:07:56.510 --> 00:07:58.040 I'm gonna make sure my students 00:07:58.040 --> 00:08:00.160 from now on have a solid foundation. 00:08:00.160 --> 00:08:02.280 Even if I don't cover all the standards 00:08:02.280 --> 00:08:03.500 that I'm suppose to teach, 00:08:03.500 --> 00:08:05.450 I'm gonna make sure that their life is not ruined 00:08:05.450 --> 00:08:07.280 when they go to junior high and high school 00:08:07.280 --> 00:08:10.240 by actually having a solid foundation of math, 00:08:10.240 --> 00:08:12.040 and then maybe I can also teach them some 00:08:12.040 --> 00:08:14.300 of their standards for the year I'm supposed to teach. 00:08:14.300 --> 00:08:19.290 So, Jeremy, Khan Academy was gonna be my tool 00:08:19.290 --> 00:08:20.123 to make that happen. 00:08:20.123 --> 00:08:20.956 So next slide. 00:08:22.500 --> 00:08:26.380 So in Fall 2016 I decided my sixth grade class is going 00:08:26.380 --> 00:08:28.840 to go back to kindergarten. 00:08:28.840 --> 00:08:29.920 That's right. 00:08:29.920 --> 00:08:34.730 We all know that the holes in the foundation begin 00:08:34.730 --> 00:08:36.820 all the way back with number sense. 00:08:36.820 --> 00:08:40.600 Research has shown that students' number sense, 00:08:40.600 --> 00:08:43.500 those students who have a true grasp 00:08:43.500 --> 00:08:46.580 and mastery of number sense are the ones 00:08:46.580 --> 00:08:49.720 who succeed well in junior high and high school math, 00:08:49.720 --> 00:08:53.610 the higher level math, algebra, calculus, and so-on. 00:08:53.610 --> 00:08:56.110 They're the ones who really get it. 00:08:56.110 --> 00:08:59.180 Well what if all of our students had solid number sense? 00:08:59.180 --> 00:09:02.370 So using Khan Academy's menu of class options, 00:09:02.370 --> 00:09:05.370 I assigned to my students every grade, 00:09:05.370 --> 00:09:08.470 kindergarten, first, second, third, fourth, 00:09:08.470 --> 00:09:10.950 fifth, sixth, 'cause that's what I teach is sixth, 00:09:10.950 --> 00:09:13.400 and on the left column, the top two, 00:09:13.400 --> 00:09:15.280 early math and arithmetic. 00:09:15.280 --> 00:09:19.770 And those two kind of dovetail with K through three. 00:09:19.770 --> 00:09:21.800 Actually arithmetic goes all the way to, even 00:09:21.800 --> 00:09:23.670 up to a little bit of pre-algebra. 00:09:23.670 --> 00:09:26.910 So I assigned that to all my students, 00:09:26.910 --> 00:09:29.860 and I paced out their learning for the whole year. 00:09:29.860 --> 00:09:34.210 And we ended up having some students not even finish 00:09:34.210 --> 00:09:36.040 all of third grade, but at least 00:09:36.040 --> 00:09:38.010 they understood the meanings of numbers 00:09:38.010 --> 00:09:40.170 'cause they mastered K, one, two. 00:09:40.170 --> 00:09:41.100 For the rest of their life, 00:09:41.100 --> 00:09:42.710 for the first time in their life, 00:09:42.710 --> 00:09:45.500 every single single student in my class mastered 00:09:45.500 --> 00:09:48.230 kindergarten, first, and second grade math, truly. 00:09:48.230 --> 00:09:49.073 So, next slide. 00:09:51.780 --> 00:09:54.090 And so for the past three school years doing this, 00:09:54.090 --> 00:09:58.210 just like this, each of my sixth grade classes have had, 00:09:58.210 --> 00:10:00.160 it's the California state math test. 00:10:00.160 --> 00:10:01.380 I know it's different for every state, 00:10:01.380 --> 00:10:04.603 but that's the big high-stakes testing 00:10:04.603 --> 00:10:07.140 that our kids in California have to take, 00:10:07.140 --> 00:10:09.390 very rigorous, very thorough. 00:10:09.390 --> 00:10:12.270 Their growth looks like this. 00:10:12.270 --> 00:10:14.440 So you see my little dot on the far side. 00:10:14.440 --> 00:10:15.990 Hey, I would be happy if they go up 00:10:15.990 --> 00:10:18.750 at the same slope of the county and the district. 00:10:18.750 --> 00:10:20.600 If they just go up like that, hey, 00:10:20.600 --> 00:10:22.010 we're performing as well as them. 00:10:22.010 --> 00:10:23.550 That would be great. 00:10:23.550 --> 00:10:24.420 But let's see what happened. 00:10:24.420 --> 00:10:25.270 Jeremy, go ahead. 00:10:26.510 --> 00:10:31.000 That is real cohort, same kids that came to me. 00:10:31.000 --> 00:10:32.440 That's the same kids on the left 00:10:32.440 --> 00:10:34.040 that you see on the right. 00:10:34.040 --> 00:10:34.873 That is real growth. 00:10:34.873 --> 00:10:36.780 That is 95 points of growth. 00:10:36.780 --> 00:10:37.970 That's unheard of. 00:10:37.970 --> 00:10:39.680 I was speaking to a head data person 00:10:39.680 --> 00:10:41.480 for a nearby school district, 00:10:41.480 --> 00:10:44.250 and he's in charge of all their state test data crunching, 00:10:44.250 --> 00:10:46.670 and he told me if he saw state test scores like that 00:10:46.670 --> 00:10:49.250 he would assume the teacher was cheating. 00:10:49.250 --> 00:10:50.500 But this is real. 00:10:50.500 --> 00:10:53.300 This is kids truly mastered their standards. 00:10:53.300 --> 00:10:57.290 And because they had a solid number sense foundation, 00:10:57.290 --> 00:10:59.550 the grade level standards, the sixth grade standards 00:10:59.550 --> 00:11:01.350 that they were supposed to learn, 00:11:01.350 --> 00:11:04.070 what they did cover, what we did teach, 00:11:04.070 --> 00:11:05.380 they mastered it. 00:11:05.380 --> 00:11:09.320 We don't just cover the standards in my class; 00:11:09.320 --> 00:11:11.470 we master the standards. 00:11:11.470 --> 00:11:14.130 And I would far rather master half 00:11:14.130 --> 00:11:17.380 of the year's standards than just merely cover 00:11:17.380 --> 00:11:19.850 the entire school year of required standards 00:11:19.850 --> 00:11:22.430 but have my kids fail in their learning. 00:11:22.430 --> 00:11:23.630 So this is real. 00:11:23.630 --> 00:11:25.290 So let's get into a little bit 00:11:25.290 --> 00:11:27.110 of how to make this happen, real quick. 00:11:27.110 --> 00:11:29.430 Oh, by the way, one of the results was 00:11:29.430 --> 00:11:31.740 the Khan Academy recognized my homeroom students 00:11:31.740 --> 00:11:34.850 as one of seven National Grand Prize LearnStorm Winners, 00:11:34.850 --> 00:11:36.020 and that's them. 00:11:36.020 --> 00:11:36.853 Those are real kids. 00:11:36.853 --> 00:11:39.440 And I literally just ran into one of the boys 00:11:39.440 --> 00:11:43.441 in the front row, his Mom, at Walgreens yesterday. 00:11:43.441 --> 00:11:46.697 And she said, "Oh, my son is doing so great. 00:11:46.697 --> 00:11:49.760 "He's now in honors math in junior high." 00:11:49.760 --> 00:11:50.850 And that's life change. 00:11:50.850 --> 00:11:52.380 I would have never have guessed 00:11:52.380 --> 00:11:53.830 that he could have achieved that, 00:11:53.830 --> 00:11:55.720 based on his fifth grade state test scores. 00:11:55.720 --> 00:11:56.830 So, just amazing. 00:11:56.830 --> 00:11:57.930 All right, next slide. 00:11:58.990 --> 00:12:01.230 So what is this mastery learning thing again? 00:12:01.230 --> 00:12:03.270 I highly recommend all of you go in 00:12:03.270 --> 00:12:04.750 and watch these videos. 00:12:04.750 --> 00:12:08.390 It's a two-minute video of Sal Khan himself explaining 00:12:08.390 --> 00:12:11.166 what mastery learning is, highly recommended. 00:12:11.166 --> 00:12:13.820 And then also, what does this look like 00:12:13.820 --> 00:12:15.480 in a classroom setting? 00:12:15.480 --> 00:12:19.200 So Khan sent their video crew 00:12:19.200 --> 00:12:21.940 to my classroom, and they filmed for a couple days, 00:12:21.940 --> 00:12:23.640 and you can see what it looks like, 00:12:23.640 --> 00:12:25.350 how to make this happen in a classroom setting 00:12:25.350 --> 00:12:27.550 if you click on that second link. 00:12:27.550 --> 00:12:30.450 Both of those are on YouTube, so okay, Jeremy, next slide. 00:12:33.290 --> 00:12:36.030 So here's how I recommend making this happen. 00:12:36.030 --> 00:12:40.080 First of all, be honest and face the state test facts. 00:12:40.080 --> 00:12:42.600 Where are your students actually at? 00:12:42.600 --> 00:12:44.640 Quit pretending they're higher than they are. 00:12:44.640 --> 00:12:47.260 Do they even understand arithmetic? 00:12:47.260 --> 00:12:50.380 Do they understand the meaning of numbers? 00:12:50.380 --> 00:12:52.106 If you don't face that reality 00:12:52.106 --> 00:12:54.810 and stare the truth in the face, 00:12:54.810 --> 00:12:56.520 you will never be able to get your students 00:12:56.520 --> 00:12:59.440 to truly master the standards like they need to. 00:12:59.440 --> 00:13:03.220 Second, acknowledge that math is cumulative. 00:13:03.220 --> 00:13:08.220 Prerequisite skills are exactly that, pre-required 00:13:08.350 --> 00:13:09.706 not pre-suggested. 00:13:09.706 --> 00:13:12.100 Unfortunately we don't have that option 00:13:12.100 --> 00:13:13.790 they come to us whether they've mastered 00:13:13.790 --> 00:13:15.340 the prerequisites or not. 00:13:15.340 --> 00:13:17.030 But that's the way math is. 00:13:17.030 --> 00:13:21.270 And so because they have to have those prerequisite skills 00:13:21.270 --> 00:13:23.590 before I can even teach them how to add, 00:13:23.590 --> 00:13:25.470 subtract, multiply, divide fractions, 00:13:25.470 --> 00:13:27.130 they gotta know what a fraction is. 00:13:27.130 --> 00:13:28.800 They gotta know what whole numbers 00:13:28.800 --> 00:13:30.940 and fraction parts are, and so on. 00:13:30.940 --> 00:13:34.290 So we go all the way back to kindergarten 00:13:34.290 --> 00:13:36.330 and use Khan Academy to remediate 00:13:36.330 --> 00:13:38.910 and fill in those foundational gaps. 00:13:38.910 --> 00:13:43.010 And then we teach to the Common Core standards to mastery. 00:13:43.010 --> 00:13:46.240 I do not cover the standards in my classroom. 00:13:46.240 --> 00:13:48.499 My students do not cover the standards. 00:13:48.499 --> 00:13:50.260 We master the standards. 00:13:50.260 --> 00:13:52.130 That is the expectation. 00:13:52.130 --> 00:13:53.520 You don't do your homework. 00:13:53.520 --> 00:13:55.320 You master your homework. 00:13:55.320 --> 00:13:58.190 You don't go to recess 'cause you finished the assignment 00:13:58.190 --> 00:14:00.060 and failed in your learning of it. 00:14:00.060 --> 00:14:03.230 You go to recess 'cause you mastered the assignment. 00:14:03.230 --> 00:14:04.080 Okay, next slide. 00:14:06.920 --> 00:14:09.900 Fifth, believe that every child can learn. 00:14:09.900 --> 00:14:13.660 Growth mindset, check out the Khan Academy units 00:14:13.660 --> 00:14:16.390 on growth mindset, amazing lessons. 00:14:16.390 --> 00:14:17.430 Use that with your students. 00:14:17.430 --> 00:14:19.660 Teach them to believe they can learn 00:14:19.660 --> 00:14:21.170 because they truly can. 00:14:21.170 --> 00:14:22.323 It happened with my students. 00:14:22.323 --> 00:14:24.980 Most teachers would have never guessed they could, 00:14:24.980 --> 00:14:26.620 and this is three years in a row 00:14:26.620 --> 00:14:28.200 that we've seen scores like that, 00:14:28.200 --> 00:14:30.560 so it's not just a random class this happened to. 00:14:30.560 --> 00:14:31.393 It's consistent. 00:14:31.393 --> 00:14:32.250 It's working. 00:14:32.250 --> 00:14:33.390 It's repeatable. 00:14:33.390 --> 00:14:34.390 It's real. 00:14:34.390 --> 00:14:37.300 Sixth, teach, support. 00:14:37.300 --> 00:14:38.900 Teach, support. 00:14:38.900 --> 00:14:40.010 Teach, support. 00:14:40.010 --> 00:14:43.310 You teach, you're not just using Khan Academy 00:14:43.310 --> 00:14:44.143 as babysitting. 00:14:44.143 --> 00:14:47.140 You teach, but then you support as kids struggle. 00:14:47.140 --> 00:14:48.880 Encourage them to come to you for help. 00:14:48.880 --> 00:14:52.590 Watch those videos that Sal and his crew provide online, 00:14:52.590 --> 00:14:54.110 and use those hints. 00:14:54.110 --> 00:14:56.370 And also have your students help each other. 00:14:56.370 --> 00:14:58.694 Elbow buddies, help them help each other. 00:14:58.694 --> 00:15:01.810 Seventh, monitor progress regularly. 00:15:01.810 --> 00:15:04.030 Intervene as soon as possible. 00:15:04.030 --> 00:15:05.650 Don't wait until December to discover 00:15:05.650 --> 00:15:06.810 your kids are way behind. 00:15:06.810 --> 00:15:08.013 Intervene right away. 00:15:09.100 --> 00:15:13.980 Eighth, set realistic long- and short-term learning targets. 00:15:13.980 --> 00:15:17.002 You'll see on the very last slide is a downloadable PDF 00:15:17.002 --> 00:15:20.630 of my class's weekly learning targets, 00:15:20.630 --> 00:15:22.780 how to keep up pace, because I assigned 00:15:22.780 --> 00:15:27.780 to them to do every grade level course every week. 00:15:28.130 --> 00:15:29.470 We don't just wait till you're done 00:15:29.470 --> 00:15:31.670 with kindergarten before you go to first grade. 00:15:31.670 --> 00:15:33.630 We don't wait till you're done with sixth grade 00:15:33.630 --> 00:15:35.950 before you go on to the higher stuff. 00:15:35.950 --> 00:15:38.180 You're working on every course simultaneously. 00:15:38.180 --> 00:15:40.880 The way the Khan learning system works, 00:15:40.880 --> 00:15:41.990 it works best that way. 00:15:41.990 --> 00:15:43.343 They get more done faster. 00:15:45.671 --> 00:15:49.080 Number nine, motivate, encourage, praise, reward, celebrate. 00:15:49.080 --> 00:15:50.930 When a student graduates and finishes 00:15:50.930 --> 00:15:52.850 an entire grade level to mastery, 00:15:52.850 --> 00:15:53.920 or if you're a high school teacher, 00:15:53.920 --> 00:15:56.510 junior high teacher, if they finish a lower course 00:15:56.510 --> 00:15:59.520 to mastery, we literally have a graduation ceremony. 00:15:59.520 --> 00:16:02.490 We give a certificate of mastery 00:16:02.490 --> 00:16:05.070 to the students, and Khan has some of those. 00:16:05.070 --> 00:16:05.950 You can download those. 00:16:05.950 --> 00:16:07.160 I'm sure Jeremy can provide them 00:16:07.160 --> 00:16:08.710 if you email him later. 00:16:08.710 --> 00:16:09.930 So that's what we do. 00:16:09.930 --> 00:16:10.763 Next slide. 00:16:12.210 --> 00:16:14.830 So this, my class last year, 00:16:14.830 --> 00:16:17.590 that's 30 lives changed forever. 00:16:17.590 --> 00:16:19.020 I keep hearing from parents, 00:16:19.020 --> 00:16:22.897 and those parents, and there's these students, 00:16:22.897 --> 00:16:24.717 "Oh, Mr. Vandenberg, I'm doing so great 00:16:24.717 --> 00:16:25.550 "in Junior High." 00:16:25.550 --> 00:16:29.157 "Oh, Mr. Vandenberg, I was stuck in the low track 00:16:29.157 --> 00:16:31.067 "for the rest of my life, but you intervened, 00:16:31.067 --> 00:16:32.882 "and now I'm in honors math." 00:16:32.882 --> 00:16:34.830 Believe it can be done. 00:16:34.830 --> 00:16:35.860 These kids can do it. 00:16:35.860 --> 00:16:37.190 Your kids can too. 00:16:37.190 --> 00:16:38.610 So there you go. 00:16:38.610 --> 00:16:39.550 I think that's it. 00:16:39.550 --> 00:16:40.970 Last slide, Jeremy. 00:16:40.970 --> 00:16:43.290 There's you great links. 00:16:43.290 --> 00:16:46.000 Check out the cheat sheet on mastery learning 00:16:46.000 --> 00:16:47.700 that Jeremy provided. 00:16:47.700 --> 00:16:51.370 Also, you can email me questions, suggestions. 00:16:51.370 --> 00:16:52.214 Reach out to me. 00:16:52.214 --> 00:16:54.613 I'm a Khan Academy Ambassador. 00:16:54.613 --> 00:16:56.520 I'm not paid anything to help, 00:16:56.520 --> 00:16:59.500 but I want to help, and so, as an Ambassador 00:16:59.500 --> 00:17:01.210 I want to support this program. 00:17:01.210 --> 00:17:04.566 This is changing lives all across America and the world 00:17:04.566 --> 00:17:06.970 if it's used to mastery. 00:17:06.970 --> 00:17:08.770 Learn what mastery learning is, 00:17:08.770 --> 00:17:10.234 and check out that pacing guide. 00:17:10.234 --> 00:17:11.849 This is just a sample. 00:17:11.849 --> 00:17:13.827 You make it fit your situation, 00:17:13.827 --> 00:17:16.074 but download that pacing guide, 00:17:16.074 --> 00:17:18.630 and it'll be great for you and your kids. 00:17:18.630 --> 00:17:22.800 So, okay, Jeremy, I'll let you kinda take over. 00:17:22.800 --> 00:17:25.940 I'm gonna delete my video here for second. 00:17:25.940 --> 00:17:27.420 I'll be right back. 00:17:27.420 --> 00:17:29.710 - First of all, I wanna give you a huge shout-out, Tim. 00:17:29.710 --> 00:17:31.950 You totally rocked our worlds here, 00:17:31.950 --> 00:17:33.380 even in the middle of allergy season, 00:17:33.380 --> 00:17:34.900 so thank you so much for doing that, 00:17:34.900 --> 00:17:37.070 all after a long day of teaching as well. 00:17:37.070 --> 00:17:39.540 That being said, thanks for all of the amazing questions 00:17:39.540 --> 00:17:40.400 coming in. 00:17:40.400 --> 00:17:41.500 We're gonna go through them in the order 00:17:41.500 --> 00:17:44.210 they were received, so definitely stay tuned 00:17:44.210 --> 00:17:45.990 for lots of great answers from Tim. 00:17:45.990 --> 00:17:48.140 Okay so, Tim, I wanna start with this question 00:17:48.140 --> 00:17:50.267 that was asked by Vanessa Ridley, who said, 00:17:50.267 --> 00:17:52.867 "Okay, I totally get where you're coming from, 00:17:52.867 --> 00:17:55.297 "taking your sixth graders back to kindergarten, 00:17:55.297 --> 00:17:57.157 "but is starting with kindergarten realistic 00:17:57.157 --> 00:17:58.557 "for a high school teacher?" 00:18:00.650 --> 00:18:02.082 - Okay, that is a great question. 00:18:02.082 --> 00:18:05.510 For high school, I would assign, literally, 00:18:05.510 --> 00:18:06.683 the early math. 00:18:07.770 --> 00:18:10.260 You will discover that your kids will struggle 00:18:10.260 --> 00:18:12.000 with the early math skills. 00:18:12.000 --> 00:18:14.100 They will hum along and do great, 00:18:14.100 --> 00:18:15.560 and all of a sudden you hit a standard 00:18:15.560 --> 00:18:19.220 in that course and realize, "Wait, I never learned this." 00:18:19.220 --> 00:18:20.800 And that's the very standard that's keeping 00:18:20.800 --> 00:18:25.420 them from understanding the full foundation 00:18:25.420 --> 00:18:28.210 and to build all the way up to the high school level skills. 00:18:28.210 --> 00:18:30.790 I would assign early math and arithmetic. 00:18:30.790 --> 00:18:32.370 High school, they don't have time 00:18:32.370 --> 00:18:36.630 to do K through nine, lower grade stuff. 00:18:36.630 --> 00:18:39.950 Instead, I would assign early math and arithmetic, 00:18:39.950 --> 00:18:42.500 and that covers quickly all of the skills 00:18:42.500 --> 00:18:44.002 that they need to be able to function 00:18:44.002 --> 00:18:45.970 in your high school classes. 00:18:45.970 --> 00:18:48.510 Or you may choose instead, 00:18:48.510 --> 00:18:50.640 maybe if you're teaching a higher level math class, 00:18:50.640 --> 00:18:54.140 advanced students, or at least at-grade-level students, 00:18:54.140 --> 00:18:58.710 at least assign the course before the class 00:18:58.710 --> 00:19:00.050 that you're teaching, so they can get 00:19:00.050 --> 00:19:01.180 those foundational skills. 00:19:01.180 --> 00:19:04.440 If you're an algebra teacher, assign the pre-algebra class. 00:19:04.440 --> 00:19:05.670 If you're a pre-algebra teacher, 00:19:05.670 --> 00:19:07.280 assign sixth grade. 00:19:07.280 --> 00:19:09.040 But definitely, the arithmetic class, 00:19:09.040 --> 00:19:11.160 you would be amazed how many mistakes 00:19:11.160 --> 00:19:13.720 your students will make on their calculus homework 00:19:13.720 --> 00:19:16.343 because they're not solid on their arithmetic. 00:19:18.160 --> 00:19:19.340 - Cool, great answer, Tim, 00:19:19.340 --> 00:19:21.270 and sort of a related question is coming 00:19:21.270 --> 00:19:22.890 to us from Barb Wick. 00:19:22.890 --> 00:19:24.357 She says, "Hey, if you're gonna take students 00:19:24.357 --> 00:19:26.197 "all the back back to kindergarten, 00:19:26.197 --> 00:19:28.567 "how do we help them push through that material 00:19:28.567 --> 00:19:30.287 "when they might lose interest or motivation, 00:19:30.287 --> 00:19:31.737 "saying, 'Oh, I don't wanna go back 00:19:31.737 --> 00:19:33.290 "'and do all of that'?" 00:19:33.290 --> 00:19:35.580 - You count it as part of their grade. 00:19:35.580 --> 00:19:37.120 And you give a reward. 00:19:37.120 --> 00:19:38.470 You have contests. 00:19:38.470 --> 00:19:41.283 Be the great motivational teacher that you are. 00:19:42.140 --> 00:19:44.950 You gotta be the coach, the teacher 00:19:44.950 --> 00:19:46.950 that changes their life. 00:19:46.950 --> 00:19:49.530 And you gotta sell them on this will change 00:19:49.530 --> 00:19:52.550 their life for math forever, all the way through college. 00:19:52.550 --> 00:19:55.010 They have to have these foundational skills. 00:19:55.010 --> 00:19:58.570 You make your judgment call what they need. 00:19:58.570 --> 00:20:01.770 Find those skill and assign them in Khan Academy. 00:20:01.770 --> 00:20:03.046 But I've gotta tell you, 00:20:03.046 --> 00:20:06.180 having them as a sixth grade teacher, 00:20:06.180 --> 00:20:08.440 I used to teach the high math class. 00:20:08.440 --> 00:20:10.480 The year before I started doing it this way, 00:20:10.480 --> 00:20:13.010 I had my high sixth grade math class, 00:20:13.010 --> 00:20:15.750 the advanced students, go back to fourth grade 00:20:16.830 --> 00:20:19.160 and do the Khan Academy fourth grade work. 00:20:19.160 --> 00:20:20.562 They could not do it. 00:20:20.562 --> 00:20:22.700 The gaps were so huge. 00:20:22.700 --> 00:20:23.910 So I decided the next year, 00:20:23.910 --> 00:20:25.830 the first year this succeeded, great, 00:20:25.830 --> 00:20:27.960 was have, just, let's start it back at kindergarten, 00:20:27.960 --> 00:20:29.810 and you'll discover kindergarten goes quick. 00:20:29.810 --> 00:20:32.580 They're done in maybe a couple hours. 00:20:32.580 --> 00:20:34.700 First grade they might be done in couple days. 00:20:34.700 --> 00:20:36.827 So don't think this takes a year to learn. 00:20:36.827 --> 00:20:38.640 The higher grade math students, 00:20:38.640 --> 00:20:41.420 the higher up they are, the quicker they get through it. 00:20:41.420 --> 00:20:45.410 And so, yeah, it just, play with it. 00:20:45.410 --> 00:20:46.243 Make it work for you. 00:20:46.243 --> 00:20:49.480 But I guarantee you, the issue that we math teachers have is 00:20:49.480 --> 00:20:52.450 their foundational skills, like Sal describes 00:20:52.450 --> 00:20:56.690 in that video, they're foundational skills are still wet, 00:20:56.690 --> 00:21:00.620 and unstable, and unsafe to build on. 00:21:00.620 --> 00:21:02.050 And that's the reason why we're pulling 00:21:02.050 --> 00:21:04.970 our hair out, as teachers, to get them 00:21:04.970 --> 00:21:06.480 to learn the current-grade-level stuff 00:21:06.480 --> 00:21:08.240 that we want them to learn. 00:21:08.240 --> 00:21:10.080 So give them points for it. 00:21:10.080 --> 00:21:10.913 Give them credit. 00:21:10.913 --> 00:21:11.923 I do. 00:21:11.923 --> 00:21:16.120 I count every single one, as each course, as a grade, 00:21:16.120 --> 00:21:17.730 but the lower the grade is, 00:21:17.730 --> 00:21:19.100 the less value it's worth. 00:21:19.100 --> 00:21:22.640 Like kindergarten is worth, like, 1/6 of a point, 00:21:22.640 --> 00:21:26.250 whereas sixth grade is worth a full point, so... 00:21:27.370 --> 00:21:28.240 - Cool. 00:21:28.240 --> 00:21:29.720 Lots of questions about the logistics 00:21:29.720 --> 00:21:30.970 of pulling this off. 00:21:30.970 --> 00:21:32.597 - Right. - Sarah Glosbach asks, 00:21:32.597 --> 00:21:34.347 "How did you ultimately pace it out? 00:21:34.347 --> 00:21:36.247 "Was this during core math instruction, 00:21:36.247 --> 00:21:37.697 "tiered intervention time? 00:21:37.697 --> 00:21:39.380 "Where did you fit this in?" 00:21:39.380 --> 00:21:42.640 - By sixth grade they have so much remediation, 00:21:42.640 --> 00:21:45.650 I got permission from my principal to allow, 00:21:45.650 --> 00:21:47.290 I'm a self-contained classroom. 00:21:47.290 --> 00:21:48.950 Let's just be honest. 00:21:48.950 --> 00:21:53.448 We are teaching more than a usual 45-minute math block, 00:21:53.448 --> 00:21:57.370 so I had the flexibility of allowing remediation 00:21:57.370 --> 00:22:01.210 during class time, but upper-grade teachers 00:22:01.210 --> 00:22:03.903 who only teach 45 minutes to an hour, 00:22:03.903 --> 00:22:05.910 you can assign it for homework. 00:22:05.910 --> 00:22:07.640 They could do it, and they get excited. 00:22:07.640 --> 00:22:09.647 They're like, "Wow, I'm doing this stuff finally 00:22:09.647 --> 00:22:11.360 "for the first time in my life," 00:22:11.360 --> 00:22:13.910 these lower-grade skills that are never understood. 00:22:15.010 --> 00:22:17.520 So, yes, I did have time for remediation, 00:22:17.520 --> 00:22:20.640 but that means other things had to suffer, 00:22:20.640 --> 00:22:22.710 but their math and their reading are the two 00:22:22.710 --> 00:22:25.143 most important skills in all of life. 00:22:26.100 --> 00:22:26.933 I love history. 00:22:26.933 --> 00:22:29.920 I'm a history major in college, and I teach ancient history 00:22:29.920 --> 00:22:30.753 in sixth grade. 00:22:30.753 --> 00:22:31.660 I love that stuff. 00:22:31.660 --> 00:22:33.303 But we had to teach less of it. 00:22:33.303 --> 00:22:35.400 We still covered it, all the standards, 00:22:35.400 --> 00:22:39.540 but we had to just decrease our history time a little bit. 00:22:39.540 --> 00:22:42.440 Maybe you high school teachers, you principals can have 00:22:42.440 --> 00:22:45.170 a math block just for remediation, 00:22:45.170 --> 00:22:48.140 in addition to their core subject math class. 00:22:48.140 --> 00:22:49.770 A lotta classes do that. 00:22:49.770 --> 00:22:51.680 I know the junior hight that my students graduate 00:22:51.680 --> 00:22:54.503 to have an extra math block for them to learn from. 00:22:55.550 --> 00:22:57.360 - Cool, well speaking of principals, 00:22:57.360 --> 00:22:58.720 a very common question is the one 00:22:58.720 --> 00:23:00.810 that was asked by Maria Quintanilla, 00:23:00.810 --> 00:23:02.557 which is, "Did you get any pushback 00:23:02.557 --> 00:23:03.967 "from your administration, and if so, 00:23:03.967 --> 00:23:05.410 "how did you handle that?" 00:23:05.410 --> 00:23:06.440 - Absolutely! 00:23:06.440 --> 00:23:08.880 So the principal called me in that very first year 00:23:08.880 --> 00:23:12.960 I was doing this, 2016/2017, the very first year, 00:23:12.960 --> 00:23:14.267 and he said, "Hey, Mr. Vandenberg, 00:23:14.267 --> 00:23:16.002 "I'm getting some complaints from parents 00:23:16.002 --> 00:23:19.567 "that the kids are on their Chromebooks a little too much. 00:23:19.567 --> 00:23:21.190 "Are you teaching?" 00:23:21.190 --> 00:23:22.023 And I said, "Of course. 00:23:22.023 --> 00:23:25.517 "I'm definitely teaching, but instead of a textbook, 00:23:25.517 --> 00:23:29.417 "instead of their answers being written down 00:23:29.417 --> 00:23:30.743 "for homework at home or in class 00:23:30.743 --> 00:23:32.587 "and not knowing if their answer is right 00:23:32.587 --> 00:23:33.987 "or wrong until the next day when 00:23:33.987 --> 00:23:36.877 "we go over the homework answers in class, 00:23:36.877 --> 00:23:38.997 "instead they're instantly learning 00:23:38.997 --> 00:23:41.407 "if their answer is correct or not right away 00:23:41.407 --> 00:23:42.240 "on Khan Academy." 00:23:42.240 --> 00:23:45.037 "It gives that little happy sound, and the kids love it. 00:23:46.257 --> 00:23:49.217 "That's my textbook, but I'm still teaching. 00:23:49.217 --> 00:23:51.597 "But, yes, they are on their Chromebooks more. 00:23:51.597 --> 00:23:53.520 "Please, Mr. Principal." 00:23:53.520 --> 00:23:55.170 I won't say his name to protect the innocent 00:23:55.170 --> 00:23:57.747 'cause he might listen to this later. 00:23:57.747 --> 00:24:00.127 "Please allow this one year, 00:24:00.127 --> 00:24:01.817 "and if the state test scores are not good 00:24:01.817 --> 00:24:04.670 "I won't ever use it again," but if they're great, 00:24:04.670 --> 00:24:07.260 or a lotta schools use PLCs, 00:24:07.260 --> 00:24:08.970 professional learning communities, 00:24:08.970 --> 00:24:11.970 where you have to have common formative assessments 00:24:11.970 --> 00:24:14.140 periodically, once every month or so, 00:24:14.140 --> 00:24:15.350 couple weeks or so. 00:24:15.350 --> 00:24:19.010 If your kids start rocking formal assessments 00:24:19.010 --> 00:24:21.270 and compared to their peers, 00:24:21.270 --> 00:24:23.640 then principals start to realize, 00:24:23.640 --> 00:24:26.170 wow, maybe this thing works. 00:24:26.170 --> 00:24:28.160 So when my students came back that first year, 00:24:28.160 --> 00:24:30.740 the state test scores blew every other classroom 00:24:30.740 --> 00:24:33.090 out of the water in terms of growth. 00:24:33.090 --> 00:24:35.960 Emphasize growth, okay, not, 00:24:35.960 --> 00:24:37.670 hey, we beat the other class, 00:24:37.670 --> 00:24:39.170 but did we go up a lot? 00:24:39.170 --> 00:24:40.990 That's what matters as teachers. 00:24:40.990 --> 00:24:44.430 If the scores are great, if the growth is great, 00:24:44.430 --> 00:24:46.950 principals get out of the way. 00:24:46.950 --> 00:24:49.127 Literally my principal just told me earlier this week, 00:24:49.127 --> 00:24:51.087 "Tim, I will never ask you to change 00:24:51.087 --> 00:24:52.727 "what you're doing in your classroom 00:24:52.727 --> 00:24:55.547 "because of your state test scores, 00:24:55.547 --> 00:24:57.087 "thanks to Khan Academy." 00:24:58.310 --> 00:25:00.500 - Cool, well I know we're at the end here. 00:25:00.500 --> 00:25:01.990 I know everyone has to either rush off 00:25:01.990 --> 00:25:05.170 and pick up kids, make dinner, eat dinner, 00:25:05.170 --> 00:25:06.450 but I do wanna thank everyone 00:25:06.450 --> 00:25:08.190 for making part time out of their busy days 00:25:08.190 --> 00:25:10.040 to join today, and a special thank you 00:25:10.040 --> 00:25:12.100 to you, Tim, for sharing your expertise 00:25:12.100 --> 00:25:15.230 and making us all richer as a result and as a community. 00:25:15.230 --> 00:25:17.420 That being said, I know we didn't even scratch the surface 00:25:17.420 --> 00:25:18.740 on all the questions. 00:25:18.740 --> 00:25:20.870 So maybe I will work with Tim, 00:25:20.870 --> 00:25:22.580 and especially if you could some survey feedback 00:25:22.580 --> 00:25:24.130 right after this webinar ends 00:25:24.130 --> 00:25:27.020 to figure out if a follow-up session or some other resource 00:25:27.020 --> 00:25:29.760 would be useful for you and for your schools. 00:25:29.760 --> 00:25:31.890 That being said, I wanna wish you 00:25:31.890 --> 00:25:34.310 and your students tremendous success out there, 00:25:34.310 --> 00:25:36.320 and I wanna thank everyone for joining. 00:25:36.320 --> 00:25:37.500 You will absolutely get a recording 00:25:37.500 --> 00:25:39.428 of this session as well as a copy of the slides 00:25:39.428 --> 00:25:41.026 in your email tomorrow. 00:25:41.026 --> 00:25:43.500 And hopefully you've been as inspired 00:25:43.500 --> 00:25:46.840 by Tim's story as I have, and I hope it'll carry you far, 00:25:46.840 --> 00:25:49.300 so thanks, everyone, and thank you so much, Tim. 00:25:49.300 --> 00:25:50.510 - Okay, best of luck, everyone. 00:25:50.510 --> 00:25:51.610 Thanks for joining us.

How to Engage + Motivate Your Students Even When You're Remote!

https://www.youtube.com/watch?v=22YaS_NzRSU

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WEBVTT Kind: captions Language: en 00:00:05.570 --> 00:00:07.670 - [Jeremy] Thanks everyone for getting started. 00:00:07.670 --> 00:00:10.470 Hold on one moment, and we'll begin in about 10 minutes. 00:12:32.034 --> 00:12:33.367 - [Woman] Begin. 00:12:36.580 --> 00:12:38.470 - Okay everyone, this is Jeremy Schifeling 00:12:38.470 --> 00:12:40.170 with Khan Academy. 00:12:40.170 --> 00:12:41.400 Thank you so much for your patience 00:12:41.400 --> 00:12:43.260 getting started this morning or this afternoon, 00:12:43.260 --> 00:12:45.240 depending on where you're calling in from. 00:12:45.240 --> 00:12:48.590 It is my extreme privilege to introduce you to Conor Corey. 00:12:48.590 --> 00:12:50.260 He's one of the most awesome teachers 00:12:50.260 --> 00:12:52.060 that I've met in a long, long time, 00:12:52.060 --> 00:12:53.100 and just someone that I wish 00:12:53.100 --> 00:12:53.960 was teaching my own kids 00:12:53.960 --> 00:12:55.520 because of the incredible way 00:12:55.520 --> 00:12:57.910 that he goes about engaging his own students. 00:12:57.910 --> 00:12:59.980 So Conor, thank you so much for being with us today, 00:12:59.980 --> 00:13:01.890 and thank you for sharing your expertise 00:13:01.890 --> 00:13:03.840 with the larger Khan Academy community. 00:13:05.350 --> 00:13:07.250 - [Conor] Thank you, it's been great to be here. 00:13:07.250 --> 00:13:09.968 It's been a pleasure to be invited in. 00:13:09.968 --> 00:13:10.801 - Absolutely, let me see 00:13:10.801 --> 00:13:13.430 if I can get your webcam set up here. 00:13:13.430 --> 00:13:15.530 Just go ahead and turn that on if you can. 00:13:16.650 --> 00:13:18.133 All right, we're in business. 00:13:18.975 --> 00:13:19.808 - All right. - So again, 00:13:19.808 --> 00:13:20.641 thank you everyone, for making time out of the day. 00:13:20.641 --> 00:13:23.430 I know, this is week two for many of us 00:13:23.430 --> 00:13:25.700 as far as kids running around 00:13:25.700 --> 00:13:27.810 while we're trying to serve our students. 00:13:27.810 --> 00:13:29.000 Conor's in the same boat. 00:13:29.000 --> 00:13:31.060 You have four kids, is that right, Conor? 00:13:31.060 --> 00:13:32.750 - I do, and they are all at home. 00:13:32.750 --> 00:13:36.219 My wife is distracting them in the other room right now, 00:13:36.219 --> 00:13:38.030 and so if you hear screaming in the background, 00:13:38.030 --> 00:13:39.560 that's coming from me. 00:13:39.560 --> 00:13:40.780 - Well there you go. 00:13:40.780 --> 00:13:41.613 That's the secret to being a great teacher 00:13:41.613 --> 00:13:42.730 is having a very supportive spouse, 00:13:42.730 --> 00:13:45.410 so thank you to her, and thank you to your kids 00:13:45.410 --> 00:13:47.820 for letting us steal you away for about half an hour. 00:13:47.820 --> 00:13:49.940 But I promise to make it super worthwhile 00:13:49.940 --> 00:13:51.410 for everyone on the line, 00:13:51.410 --> 00:13:53.510 and so I wanna start with a little bit 00:13:53.510 --> 00:13:55.600 of your background as an educator. 00:13:55.600 --> 00:13:58.070 Tell us a little bit about how long you've been teaching, 00:13:58.070 --> 00:14:00.310 what you've been teaching, the students that you serve, 00:14:00.310 --> 00:14:01.760 and then we'll go from there. 00:14:02.884 --> 00:14:05.540 - This is my 17th year of teaching. 00:14:05.540 --> 00:14:08.240 I spent the first 13 years of my career 00:14:08.240 --> 00:14:11.243 teaching in the Philadelphia School District public schools. 00:14:13.420 --> 00:14:14.820 We were on a contract issue. 00:14:14.820 --> 00:14:16.590 For a few years, I went back to school 00:14:16.590 --> 00:14:19.450 to go into administration, 00:14:19.450 --> 00:14:21.150 and that's kind of really where I found my love 00:14:21.150 --> 00:14:24.600 for curriculum and math, more than administration. 00:14:24.600 --> 00:14:26.470 I, around my 14th year, 00:14:26.470 --> 00:14:30.220 I took a job as a math interventionist, 00:14:30.220 --> 00:14:31.880 which was kind of a new position 00:14:31.880 --> 00:14:34.100 in Centennial School District, 00:14:34.100 --> 00:14:36.120 but it was one that I thought was needed. 00:14:36.120 --> 00:14:39.500 It was more of, every school has reading specialists 00:14:39.500 --> 00:14:40.480 most of the time, 00:14:40.480 --> 00:14:42.230 where students are pulled out 00:14:42.230 --> 00:14:45.350 to rebuild a foundation for literacy, 00:14:45.350 --> 00:14:48.260 but that foundation for math is sometimes skipped 00:14:48.260 --> 00:14:49.810 as they go grade to grade, 00:14:49.810 --> 00:14:52.910 so I was, for three years, I spent, 00:14:52.910 --> 00:14:55.140 pulling students for small group instruction 00:14:55.140 --> 00:14:57.590 to rebuild their mathematical foundation, 00:14:57.590 --> 00:15:00.550 and then this year, I went back into the classroom 00:15:00.550 --> 00:15:02.390 to teach middle school math, 00:15:02.390 --> 00:15:04.190 which is a passion, obviously. 00:15:04.190 --> 00:15:07.740 So I am back as a sixth grade math teacher this years. 00:15:07.740 --> 00:15:09.530 - That's awesome, and tell us a little bit 00:15:09.530 --> 00:15:12.350 about how you've been using Khan Academy. 00:15:12.350 --> 00:15:16.853 - I've used Khan Academy for about 10 years now. 00:15:16.853 --> 00:15:20.160 I think it came out of a need more than anything. 00:15:20.160 --> 00:15:23.560 While in Philadelphia, as most large, 00:15:23.560 --> 00:15:25.250 metropolitan school districts, 00:15:25.250 --> 00:15:26.900 we're a little bit underfunded, 00:15:26.900 --> 00:15:29.420 and some of the materials that we needed 00:15:29.420 --> 00:15:30.370 were not available. 00:15:31.210 --> 00:15:33.730 The class set of books was of 20, 00:15:33.730 --> 00:15:35.420 but I had 34 students, 00:15:35.420 --> 00:15:37.630 and they were kind of 10 years old. 00:15:37.630 --> 00:15:40.920 So you had numerous wonderful pictures 00:15:40.920 --> 00:15:44.030 drawn in by fifth graders over the 10 years 00:15:44.030 --> 00:15:45.560 that resembled me sometimes. 00:15:45.560 --> 00:15:48.770 But, so we had to find a way. 00:15:48.770 --> 00:15:51.000 Also, most of my students weren't on level. 00:15:51.000 --> 00:15:52.600 They were two years below level, 00:15:52.600 --> 00:15:54.890 maybe some are a little bit advanced, 00:15:54.890 --> 00:15:57.490 but getting that material 00:15:57.490 --> 00:16:00.300 became red tape paperwork of, 00:16:00.300 --> 00:16:01.870 well, maybe you have to fill this out 00:16:01.870 --> 00:16:03.930 because we're gonna see if they're special education, 00:16:03.930 --> 00:16:05.810 and it's, no, they're not special ed., 00:16:05.810 --> 00:16:07.610 they're just a little behind in fractions. 00:16:07.610 --> 00:16:09.400 I just need the material. 00:16:09.400 --> 00:16:11.950 Kahn Academy kind of gave me that for free, 00:16:11.950 --> 00:16:13.800 and I was able to implement 00:16:13.800 --> 00:16:16.660 almost a centers-based approach 00:16:16.660 --> 00:16:18.710 like many literacy teachers already do 00:16:18.710 --> 00:16:20.163 at the elementary level. 00:16:21.250 --> 00:16:25.060 We kind of rotate our class each day in that way, 00:16:25.060 --> 00:16:27.710 where I may teach one group of 10 students 00:16:27.710 --> 00:16:31.690 on a third grade level if we're all working on geometry, 00:16:31.690 --> 00:16:32.760 and then they'll rotate, 00:16:32.760 --> 00:16:33.630 they'll work on Kahn Academy, 00:16:33.630 --> 00:16:36.300 and then a project in the third station 00:16:36.300 --> 00:16:38.130 that has to do with geometry, 00:16:38.130 --> 00:16:40.010 but then the next group, it may be four grade, 00:16:40.010 --> 00:16:41.620 and fifth grade after that, 00:16:41.620 --> 00:16:44.510 and kind of try to hit their academic level overall 00:16:45.360 --> 00:16:46.320 for each of them. 00:16:46.320 --> 00:16:48.700 We may not get to the third grade student 00:16:48.700 --> 00:16:50.900 on a third level to a sixth grade level that year, 00:16:50.900 --> 00:16:52.790 but we will rebuild the foundation 00:16:52.790 --> 00:16:54.620 so the vocabulary makes more sense 00:16:54.620 --> 00:16:56.260 and they can strive further 00:16:56.260 --> 00:16:58.060 rather than just kind of skipping along 00:16:58.060 --> 00:16:59.800 and hope they pick it up. 00:16:59.800 --> 00:17:01.430 - Very cool, so build those foundations 00:17:01.430 --> 00:17:02.860 kind of like Tim Vandenberg 00:17:02.860 --> 00:17:05.550 has been talking about in his Mastery Learning Webinar. 00:17:05.550 --> 00:17:08.270 - Yes, and Tim, I share the same belief 00:17:08.270 --> 00:17:09.290 as Tim most of the time. 00:17:09.290 --> 00:17:11.940 We did many things of going back to kindergarten 00:17:11.940 --> 00:17:13.210 and starting all the way over, 00:17:13.210 --> 00:17:15.330 and it's doing fantastic. 00:17:15.330 --> 00:17:18.240 - Very cool, and so, in the sense of the academic side, 00:17:18.240 --> 00:17:19.970 I think one of the things that any follower 00:17:19.970 --> 00:17:20.803 of your Twitter feed, 00:17:20.803 --> 00:17:22.740 which I shared in the chat a second ago, 00:17:22.740 --> 00:17:25.060 will notice is you really bring this joy 00:17:25.060 --> 00:17:25.910 and this love of learning 00:17:25.910 --> 00:17:27.940 to everything you do in the classroom 00:17:27.940 --> 00:17:30.290 in normal times, in the best of times. 00:17:30.290 --> 00:17:31.700 What are some of your most successful 00:17:31.700 --> 00:17:34.090 engagement techniques for really getting your kids 00:17:34.090 --> 00:17:35.350 excited about Kahn Academy, 00:17:35.350 --> 00:17:37.500 and more importantly, just learning itself? 00:17:39.090 --> 00:17:40.840 - I came to the belief a long time ago 00:17:40.840 --> 00:17:43.660 that all kids, it doesn't matter your background 00:17:43.660 --> 00:17:44.720 or where you're from, 00:17:44.720 --> 00:17:47.360 they enjoy kind of embarrassing their teacher, 00:17:47.360 --> 00:17:49.010 seeing their teacher look like an idiot, 00:17:49.010 --> 00:17:51.470 doing things that they would not normally 00:17:51.470 --> 00:17:53.580 be able to do in a school building, 00:17:53.580 --> 00:17:57.380 and I figured attaching memories like that to my classroom 00:17:57.380 --> 00:17:58.980 was always the best way. 00:17:58.980 --> 00:18:01.010 I think it came about like, 00:18:01.010 --> 00:18:03.000 it came out 10 years ago, 00:18:03.000 --> 00:18:05.280 there before all the Fortnite dances 00:18:05.280 --> 00:18:06.113 and everything like that. 00:18:06.113 --> 00:18:07.420 There was a dance called the Wu-Tang 00:18:07.420 --> 00:18:10.340 that all my students would just not stop doing, 00:18:10.340 --> 00:18:12.680 and in the schoolyard, if you looked down at the schoolyard, 00:18:12.680 --> 00:18:14.870 there's 200 kids in a circle dancing, 00:18:14.870 --> 00:18:17.230 and one kid, he just walked by 00:18:17.230 --> 00:18:19.330 and he sharpened his pencil and he started dancing, 00:18:19.330 --> 00:18:21.150 and I was just kiddin' around and made fun of him, 00:18:21.150 --> 00:18:22.787 I'm like, "That's it, that's all you got? 00:18:22.787 --> 00:18:25.520 "You better practice before you go out to the schoolyard." 00:18:25.520 --> 00:18:27.387 He started side, talkin' trash, he was like, 00:18:27.387 --> 00:18:28.587 "You can't do it." 00:18:28.587 --> 00:18:29.927 I'm like, "You were born in 2004. 00:18:29.927 --> 00:18:31.550 "You don't know anything about Wu-Tang." 00:18:31.550 --> 00:18:32.383 I'm like, "I got it." 00:18:32.383 --> 00:18:34.500 Then they all wanted to see it, 00:18:34.500 --> 00:18:36.957 and it was, "Okay, if you all get to 20%, 00:18:36.957 --> 00:18:38.740 "I'll go out in the schoolyard and do it," 00:18:38.740 --> 00:18:39.730 and they loved it. 00:18:39.730 --> 00:18:42.720 They worked so hard those next two weeks or so, 00:18:42.720 --> 00:18:45.407 and then it kind of spiraled from there. 00:18:45.407 --> 00:18:48.340 A kid had a water balloon in their desk one day and I, 00:18:48.340 --> 00:18:49.780 the many reasons you wouldn't think 00:18:49.780 --> 00:18:51.990 a kid would have a water balloon in his desk, 00:18:51.990 --> 00:18:53.460 you almost had to stop and go, 00:18:53.460 --> 00:18:56.843 what possessed you to think this is a good idea? 00:18:56.843 --> 00:18:58.017 Then we started talkin' about, 00:18:58.017 --> 00:18:59.827 "I'll let you throw water balloons at me 00:18:59.827 --> 00:19:01.790 "if you guys get to 30%." 00:19:01.790 --> 00:19:04.560 Those kind of memories, we just started doin' crazy stuff, 00:19:04.560 --> 00:19:06.130 and I've worked with unbelievable staff 00:19:06.130 --> 00:19:08.030 over the years that join in, 00:19:08.030 --> 00:19:09.700 and we just try to get things 00:19:09.700 --> 00:19:13.220 that they can't purchase, like certificates, 00:19:13.220 --> 00:19:15.223 but more of memories that they wanna do. 00:19:16.920 --> 00:19:19.440 - That's cool, and so what kinds of results 00:19:19.440 --> 00:19:21.270 have you gotten with this approach, 00:19:21.270 --> 00:19:22.687 like making yourself say, 00:19:22.687 --> 00:19:25.187 "I'll do whatever it takes to get you to mastery?" 00:19:26.120 --> 00:19:30.160 - I think you hit almost every angle of your students. 00:19:30.160 --> 00:19:31.530 You have the introverted students 00:19:31.530 --> 00:19:33.707 who may not wanna say they wanna study it, 00:19:33.707 --> 00:19:37.360 and you have some of the, your most extroverted students 00:19:37.360 --> 00:19:39.750 that are the ones screaming and always doing stuff. 00:19:39.750 --> 00:19:42.930 You're getting all of them to work for a similar goal, 00:19:42.930 --> 00:19:44.293 which is to embarrass you, 00:19:45.300 --> 00:19:48.800 or even the other staff members. 00:19:48.800 --> 00:19:50.980 We did one, you wouldn't believe. 00:19:50.980 --> 00:19:53.020 When I was at Willow Dale for three years, 00:19:53.020 --> 00:19:54.857 I had an unbelievable staff, 00:19:54.857 --> 00:19:56.160 and one time we did a wheel, 00:19:56.160 --> 00:19:57.880 it was called The Wheel of Doom, 00:19:57.880 --> 00:19:59.620 and we put all the teachers names on it, 00:19:59.620 --> 00:20:02.430 and they basically, whoever won LearnStorm 00:20:02.430 --> 00:20:05.000 for that month, whoever had the highest growth, 00:20:05.000 --> 00:20:07.350 that class came up, we made an assembly. 00:20:07.350 --> 00:20:09.770 I had 16 teachers come up front 00:20:09.770 --> 00:20:10.900 and sit there in chairs, 00:20:10.900 --> 00:20:12.310 and they would spin this wheel, 00:20:12.310 --> 00:20:15.008 and it would land on ketchup, mustard, mayonaise, 00:20:15.008 --> 00:20:17.330 and they would just get to squirt it in the teacher's face, 00:20:17.330 --> 00:20:18.300 and they had a blast 00:20:18.300 --> 00:20:19.840 while 400 kids are in the audience 00:20:19.840 --> 00:20:23.110 screaming and excited about math work they're doing. 00:20:23.110 --> 00:20:25.700 So I think it was, things like that 00:20:25.700 --> 00:20:27.460 just engage students more, 00:20:27.460 --> 00:20:30.120 and whether they, the learning comes secondary. 00:20:30.120 --> 00:20:31.120 It will always come 00:20:31.120 --> 00:20:33.792 as long as they're excited about something. 00:20:33.792 --> 00:20:34.630 - I love that. 00:20:34.630 --> 00:20:37.130 So obviously, those are the best of times, 00:20:37.130 --> 00:20:39.680 being their physically for The Wheel of Doom. 00:20:39.680 --> 00:20:41.660 We are far from the best of times right now 00:20:41.660 --> 00:20:43.650 as we chat, unfortunately. 00:20:43.650 --> 00:20:45.130 What are you doing with your students today 00:20:45.130 --> 00:20:47.770 to drive engagement in this remote learning environment? 00:20:47.770 --> 00:20:51.130 What would you recommend from that toolbox of best practices 00:20:51.130 --> 00:20:53.860 for everyone else listening right now? 00:20:53.860 --> 00:20:55.740 - I mean, I'm going, I'm attempting, 00:20:55.740 --> 00:20:57.040 always trying new things. 00:20:57.040 --> 00:20:59.570 I'm attempting to do similar things 00:20:59.570 --> 00:21:02.350 with just getting the students excited. 00:21:02.350 --> 00:21:05.640 I think a lot of teachers are starting to run into 00:21:05.640 --> 00:21:07.640 federal guidelines of online learning, 00:21:07.640 --> 00:21:09.390 I think that's becoming a struggle, 00:21:10.450 --> 00:21:13.000 but I've used Flipgrid throughout the year 00:21:13.000 --> 00:21:16.070 to communicate, and now we're using kind of Zoom meetings 00:21:16.070 --> 00:21:18.980 to see, just to get in touch with your students 00:21:18.980 --> 00:21:21.470 and do things, not work that's required, 00:21:21.470 --> 00:21:23.190 but voluntary for something to do. 00:21:23.190 --> 00:21:25.410 Your students miss you, they do. 00:21:25.410 --> 00:21:27.910 I miss them, and right now, 00:21:27.910 --> 00:21:30.310 we're doing a TikTok challenge 00:21:30.310 --> 00:21:31.990 because I know that's everything 00:21:31.990 --> 00:21:33.990 my students are into right now, 00:21:33.990 --> 00:21:37.590 so I put out a few assignments on Kahn Academy, 00:21:37.590 --> 00:21:38.680 I said it's voluntary. 00:21:38.680 --> 00:21:40.669 If you would like to join in, tell me, 00:21:40.669 --> 00:21:41.502 and I put them in a class, 00:21:41.502 --> 00:21:43.720 and I put five assignments up for the week. 00:21:43.720 --> 00:21:45.450 If they finish those assignments, 00:21:45.450 --> 00:21:48.450 my daughter and I will do the Flip the Switch Challenge 00:21:48.450 --> 00:21:51.270 for TikTok, and then it to them through Flipgrip, 00:21:51.270 --> 00:21:52.960 or send it to 'em through Zoom 00:21:52.960 --> 00:21:53.793 or something like that. 00:21:53.793 --> 00:21:55.440 But just to keep them engaged. 00:21:55.440 --> 00:21:59.080 I send riddle, math riddles to them through there, 00:21:59.080 --> 00:22:01.220 just to kind of get 'em through the, it's, 00:22:01.220 --> 00:22:03.916 everything's okay, everything didn't totally stop. 00:22:03.916 --> 00:22:05.650 Because I think a lot of kids are scared right now. 00:22:05.650 --> 00:22:08.290 They're looking at adults for answers, 00:22:08.290 --> 00:22:09.403 and we don't have. 00:22:10.300 --> 00:22:11.960 So we're just tryin' to, I think, 00:22:11.960 --> 00:22:13.460 all get through this together. 00:22:14.320 --> 00:22:15.820 - That's cool, so even though 00:22:15.820 --> 00:22:18.200 it does feel like the world is topsy-turvy, 00:22:18.200 --> 00:22:19.640 you're still the same Mr. Corey, 00:22:19.640 --> 00:22:21.080 you're still providing that same level 00:22:21.080 --> 00:22:22.720 of excitement and motivation, 00:22:22.720 --> 00:22:24.790 even if you can't be with them in person. 00:22:24.790 --> 00:22:25.820 - We're hopin' to. 00:22:25.820 --> 00:22:27.030 We're gonna actually try to get 00:22:27.030 --> 00:22:28.720 some of the parents involved next week 00:22:28.720 --> 00:22:31.330 and see if they will participate in the same things 00:22:31.330 --> 00:22:32.980 since they're at home with them, 00:22:32.980 --> 00:22:34.820 and maybe have kids, 00:22:34.820 --> 00:22:37.250 I think we were gonna do a five refrigerate, 00:22:37.250 --> 00:22:38.660 five thing blender, 00:22:38.660 --> 00:22:40.910 so five things you can put in a blender 00:22:40.910 --> 00:22:43.080 and that parent has to drink it. 00:22:43.080 --> 00:22:44.500 Try to get the kids involved 00:22:44.500 --> 00:22:46.930 and the parents involved for something fun to do. 00:22:46.930 --> 00:22:49.667 But, it's not new learning going on, 00:22:49.667 --> 00:22:51.310 but we can all use the review, 00:22:51.310 --> 00:22:54.600 and we just need maybe a couple of laughs throughout it. 00:22:54.600 --> 00:22:56.330 - Yeah, and that's actually an interesting question. 00:22:56.330 --> 00:22:58.662 So I think a lot of educators right now 00:22:58.662 --> 00:23:01.010 are tryin' to figure out, do I take this time 00:23:01.010 --> 00:23:03.750 as if it's normal school time, quote unquote, 00:23:03.750 --> 00:23:06.310 and try to push forward with my content, 00:23:06.310 --> 00:23:07.860 or do I go into that review mode 00:23:07.860 --> 00:23:11.540 and just sort of keep them stabilizing those foundations, 00:23:11.540 --> 00:23:13.860 filling those gaps rather than pushing forward. 00:23:13.860 --> 00:23:16.610 Any thoughts on that sort of conundrum? 00:23:16.610 --> 00:23:19.710 - I always think right now is a review time. 00:23:19.710 --> 00:23:21.740 I'm looking at it as, yes, 00:23:21.740 --> 00:23:23.420 I'm teaching sixth grade students, 00:23:23.420 --> 00:23:25.980 but they can all review fourth grade content, 00:23:25.980 --> 00:23:27.240 things they enjoy doing 00:23:27.240 --> 00:23:29.890 or something maybe they liked from years in the past. 00:23:30.910 --> 00:23:32.980 Many times, like in literacy, 00:23:32.980 --> 00:23:35.290 if a child's constantly reading, 00:23:35.290 --> 00:23:36.990 you don't care if the book they're reading, 00:23:36.990 --> 00:23:39.220 that they're interested in, is below level. 00:23:39.220 --> 00:23:41.430 But for math, there's always this different, 00:23:41.430 --> 00:23:44.820 we have to push them and push them on grade level 00:23:44.820 --> 00:23:46.750 and never skip a beat. 00:23:46.750 --> 00:23:48.580 I think this is more of a, 00:23:48.580 --> 00:23:50.200 let's try to have some fun. 00:23:50.200 --> 00:23:52.810 We don't wanna, most parents do not know 00:23:52.810 --> 00:23:54.630 what slope intercept form is, 00:23:54.630 --> 00:23:57.380 or how to graph systems of equations, 00:23:57.380 --> 00:23:59.230 so if you're applying that 00:23:59.230 --> 00:24:00.960 but you're not able to teach it, 00:24:00.960 --> 00:24:02.440 and you're assigning those things, 00:24:02.440 --> 00:24:04.167 it becomes a struggle for parents, 00:24:04.167 --> 00:24:06.180 and I think that's kind of the opposite effect 00:24:06.180 --> 00:24:08.960 as they're already stressed out enough. 00:24:08.960 --> 00:24:10.480 - Cool, well I love some of the things 00:24:10.480 --> 00:24:11.460 you've already shared and answered 00:24:11.460 --> 00:24:14.000 some of the most common questions we've received. 00:24:14.000 --> 00:24:15.550 So teachers were asking about, 00:24:15.550 --> 00:24:16.720 how do you get students working 00:24:16.720 --> 00:24:18.147 at the appropriate level for their need, 00:24:18.147 --> 00:24:19.940 and you were talking about even going back 00:24:19.940 --> 00:24:21.150 a couple of grades 00:24:21.150 --> 00:24:22.270 if that's where the gaps are. 00:24:22.270 --> 00:24:24.732 You can do that with Kahn Academy. 00:24:24.732 --> 00:24:25.565 Okay, 'cause you were asking about, 00:24:25.565 --> 00:24:27.900 how do you form a virtual sense of community, 00:24:27.900 --> 00:24:30.660 and it sounds like you're that by getting all the students 00:24:30.660 --> 00:24:32.230 working towards a common goal, 00:24:32.230 --> 00:24:34.280 using a platform like Flipgrid 00:24:34.280 --> 00:24:36.920 to engage not just the students but their parents as well 00:24:36.920 --> 00:24:39.180 in a really visual and exciting way. 00:24:39.180 --> 00:24:40.440 What about this question, though. 00:24:40.440 --> 00:24:41.740 One of the teachers asked, 00:24:41.740 --> 00:24:44.640 how can I get kids who don't even engage face to face, 00:24:44.640 --> 00:24:46.520 even in those best of times, 00:24:46.520 --> 00:24:49.220 to actually engage online, when things are way harder? 00:24:50.370 --> 00:24:51.980 - I mean, knowing your students 00:24:51.980 --> 00:24:55.520 is always one of the largest things you have to learn 00:24:55.520 --> 00:24:56.960 in the beginning of the year. 00:24:56.960 --> 00:25:00.480 I am always surprised at how 00:25:00.480 --> 00:25:02.120 some of my introverted students, 00:25:02.120 --> 00:25:04.200 or some of my students that don't engage 00:25:04.200 --> 00:25:06.610 and raise their hand and answer questions, 00:25:06.610 --> 00:25:09.730 how well online tools have worked 00:25:09.730 --> 00:25:11.580 to let me know they're understanding 00:25:11.580 --> 00:25:12.820 without them telling me, 00:25:12.820 --> 00:25:16.450 to gaining perspective of if they're getting a concept 00:25:16.450 --> 00:25:17.383 that I'm teaching. 00:25:18.390 --> 00:25:19.680 Kahn Academy has always done that 00:25:19.680 --> 00:25:21.550 with the assignments and watching them grow 00:25:21.550 --> 00:25:23.170 where they don't have to be, 00:25:23.170 --> 00:25:24.560 you know, maybe they're a little bit shy 00:25:24.560 --> 00:25:26.660 and they don't wanna be the one that asks that question, 00:25:26.660 --> 00:25:29.430 that they don't know what this word means. 00:25:29.430 --> 00:25:32.380 But when you see that they're not achieving on something 00:25:32.380 --> 00:25:34.210 that you know they understand, 00:25:34.210 --> 00:25:37.210 it can be as simple as just going over next to them 00:25:37.210 --> 00:25:39.744 and asking them, "Well, what's wrong here," 00:25:39.744 --> 00:25:40.749 and they're like, "I don't know 00:25:40.749 --> 00:25:41.980 "what the word denominator means," 00:25:41.980 --> 00:25:43.960 and that's a simple fix, 00:25:43.960 --> 00:25:47.310 but overall, to engage them, 00:25:47.310 --> 00:25:50.310 it's, you see things like Flipgrid, 00:25:50.310 --> 00:25:52.450 kids love making videos, 00:25:52.450 --> 00:25:56.550 and I have one student who is very shy, 00:25:56.550 --> 00:25:58.680 does not talk a lot. 00:25:58.680 --> 00:26:00.270 I mean, he has friends, he talks to the other kids, 00:26:00.270 --> 00:26:03.590 but won't engage me very much in class. 00:26:03.590 --> 00:26:06.250 Once we started using Flipgrid, 00:26:06.250 --> 00:26:08.100 his whole persona changed 00:26:08.100 --> 00:26:09.610 when I saw his first video. 00:26:09.610 --> 00:26:13.050 He was Mr. Stash and he was all very outgoing 00:26:13.050 --> 00:26:14.830 and this and that, and all the other kids saw it 00:26:14.830 --> 00:26:16.660 and they started wanting to be in his group 00:26:16.660 --> 00:26:18.160 to make the next video. 00:26:18.160 --> 00:26:20.090 Now he runs Mr. Stash Productions. 00:26:20.090 --> 00:26:21.970 But he's still that same kid in class 00:26:21.970 --> 00:26:24.220 that won't raise his hand, 00:26:24.220 --> 00:26:26.430 that won't put himself out there, 00:26:26.430 --> 00:26:28.910 but as soon as he is able to make these videos. 00:26:28.910 --> 00:26:32.070 So I found it has an almost opposite effect at times. 00:26:32.070 --> 00:26:33.960 - Interesting, so maybe that's almost the silver lining 00:26:33.960 --> 00:26:35.900 of the times we find ourselves in, 00:26:35.900 --> 00:26:38.110 is because it's not all real time, 00:26:38.110 --> 00:26:40.330 and it's not all live in the classroom, 00:26:40.330 --> 00:26:41.990 those students who need a little bit more time 00:26:41.990 --> 00:26:44.350 on their own to process and sort of 00:26:44.350 --> 00:26:45.980 share what they wanna communicate 00:26:45.980 --> 00:26:48.780 now have that time in this asynchronous learning, 00:26:48.780 --> 00:26:50.840 whether it's creating a Flipgrid video, 00:26:50.840 --> 00:26:53.940 responding to a Khan assignment on your own time. 00:26:53.940 --> 00:26:56.647 Students have that space it sounds like. 00:26:56.647 --> 00:26:57.480 - Yeah, and I think that's always been 00:26:57.480 --> 00:27:00.270 a significant advantage with Kahn Academy 00:27:00.270 --> 00:27:03.670 that they have the time to do the assignments again, 00:27:03.670 --> 00:27:05.010 to try it one more time, 00:27:05.010 --> 00:27:06.720 to stop and take a hint, 00:27:06.720 --> 00:27:08.683 or to stop and watch a video. 00:27:10.080 --> 00:27:12.200 The whole class isn't waiting for you 00:27:12.200 --> 00:27:13.740 if you're not getting a concept, 00:27:13.740 --> 00:27:16.660 or you're not moving on with nothing else to do. 00:27:16.660 --> 00:27:19.343 There's always something that's right at your level 00:27:19.343 --> 00:27:21.410 that you can kind of take time 00:27:21.410 --> 00:27:22.803 to reflect and think about. 00:27:23.640 --> 00:27:25.500 - Very cool, and so a couple final questions 00:27:25.500 --> 00:27:26.730 and then we'll open it up for live questions 00:27:26.730 --> 00:27:27.713 from the audience. 00:27:28.980 --> 00:27:32.800 How can I help students persist when times are tough? 00:27:32.800 --> 00:27:34.810 You know, we've talked a lot about growth mindset 00:27:34.810 --> 00:27:37.350 and about grit in the last couple years. 00:27:37.350 --> 00:27:39.580 Especially in this moment of crisis, 00:27:39.580 --> 00:27:42.417 how do we help students get through this? 00:27:42.417 --> 00:27:43.680 - I mean, I think it's important 00:27:43.680 --> 00:27:45.170 to realize that we are all 00:27:45.170 --> 00:27:47.150 going through something right now. 00:27:47.150 --> 00:27:49.300 This isn't just going to affect 00:27:49.300 --> 00:27:51.833 small parts of our country or our world. 00:27:52.950 --> 00:27:56.310 I think you're just really reaching out to your students, 00:27:56.310 --> 00:27:58.370 whether it's through a Zoom meeting 00:27:58.370 --> 00:28:02.040 or just letting them know that you're still there 00:28:02.040 --> 00:28:04.370 is so hugely important, 00:28:04.370 --> 00:28:07.250 because some, everyone thinks everybody's at home, 00:28:07.250 --> 00:28:09.440 but many parents are still reporting to work, 00:28:09.440 --> 00:28:13.380 and some of our medical staff and everything are at work 00:28:13.380 --> 00:28:14.980 large amounts of the day, 00:28:14.980 --> 00:28:16.790 and children are still at home, 00:28:16.790 --> 00:28:18.980 by themselves, looking for something. 00:28:18.980 --> 00:28:21.560 I think it's important to help lead your families and your, 00:28:21.560 --> 00:28:24.904 as a teacher, in those ways. 00:28:24.904 --> 00:28:27.020 It's gonna be tough, but I think 00:28:27.020 --> 00:28:29.640 just keeping at open line of communication 00:28:29.640 --> 00:28:30.890 is the number one thing 00:28:30.890 --> 00:28:34.000 that we can do as educators right now, 00:28:34.000 --> 00:28:35.770 and allow students to ask questions, 00:28:35.770 --> 00:28:37.970 and allow them to try to persist. 00:28:37.970 --> 00:28:40.600 But obviously, with growth mindset, 00:28:40.600 --> 00:28:42.710 we've taught that throughout the year 00:28:42.710 --> 00:28:44.280 and continuing to do that, 00:28:44.280 --> 00:28:47.480 but also using a lot of review concepts 00:28:47.480 --> 00:28:49.100 that are just keeping them going 00:28:49.100 --> 00:28:53.070 rather than struggling on their own. 00:28:53.070 --> 00:28:54.420 - That's cool, that's so powerful. 00:28:54.420 --> 00:28:58.000 I have to give a shout-out Mrs. Andreessen in South Dakota 00:28:58.000 --> 00:28:59.450 who sent me a video she created 00:28:59.450 --> 00:29:01.620 for her fifth grade class this morning, 00:29:01.620 --> 00:29:02.967 and she just said the simple words, 00:29:02.967 --> 00:29:04.510 "I'm thinkin' about you." 00:29:04.510 --> 00:29:07.500 I know from my own daughter's experience, if you hear that 00:29:07.500 --> 00:29:09.880 from the most meaningful educator in your life, 00:29:09.880 --> 00:29:11.570 that's powerful, even when times are tough. 00:29:11.570 --> 00:29:13.630 So just keepin' that line of communication open 00:29:13.630 --> 00:29:14.490 is so huge. 00:29:15.870 --> 00:29:18.420 Then one last question that came up quite a bit was, 00:29:18.420 --> 00:29:20.530 okay, again, we're talkin' about students 00:29:20.530 --> 00:29:22.820 who are all sort of facing major challenges. 00:29:22.820 --> 00:29:25.260 Some are facing even bigger ones on top of that. 00:29:25.260 --> 00:29:27.670 If you wanna support your special education students 00:29:27.670 --> 00:29:29.280 in the middle of this crisis, 00:29:29.280 --> 00:29:31.760 any words of wisdom for how to serve that audience 00:29:31.760 --> 00:29:32.760 really, really well? 00:29:34.500 --> 00:29:36.610 - I think this is an issue 00:29:36.610 --> 00:29:39.160 that many educators are facing at the moment, 00:29:39.160 --> 00:29:42.150 and it obviously depends on a child's IEP 00:29:42.150 --> 00:29:45.020 and some of the federal laws 00:29:45.020 --> 00:29:46.410 that are coming into play 00:29:46.410 --> 00:29:49.810 with districts trying to go to virtual learning 00:29:49.810 --> 00:29:50.700 for the next month, 00:29:50.700 --> 00:29:52.943 and if they're abiding by all of these laws. 00:29:54.100 --> 00:29:56.260 For myself and my own experience, 00:29:56.260 --> 00:29:58.680 I have students in my class with IEPs, 00:29:58.680 --> 00:30:01.020 I always have my entire career. 00:30:01.020 --> 00:30:04.430 I never really change what I'm doing 00:30:04.430 --> 00:30:05.980 for one specific kid. 00:30:05.980 --> 00:30:08.027 I change the way I interact with certain students 00:30:08.027 --> 00:30:09.997 and the materials I give certain students 00:30:09.997 --> 00:30:13.670 and the way they can kind of participate 00:30:13.670 --> 00:30:16.270 and how I can highlight them here. 00:30:16.270 --> 00:30:19.080 But many of my students that have an IEP, 00:30:19.080 --> 00:30:23.210 they are perfectly producing, in math class, 00:30:23.210 --> 00:30:25.460 they are participating, they're, 00:30:25.460 --> 00:30:27.440 I kind of just always, 00:30:27.440 --> 00:30:29.243 like I would do anything else, 00:30:30.160 --> 00:30:32.100 I value the student, I know who they are, 00:30:32.100 --> 00:30:34.750 and I know what kind of pushes them, 00:30:34.750 --> 00:30:36.450 and I try to get into it that way, 00:30:36.450 --> 00:30:38.190 but right now, with students 00:30:38.190 --> 00:30:39.610 that do have an IEP, 00:30:39.610 --> 00:30:42.180 I think there's, districts want teachers 00:30:42.180 --> 00:30:43.920 to be extremely careful, 00:30:43.920 --> 00:30:48.430 not requiring any work for almost any of their students 00:30:48.430 --> 00:30:52.490 as a grade until we kind of get some of this figured out. 00:30:52.490 --> 00:30:54.820 I mean obviously, we wanna make sure 00:30:54.820 --> 00:30:56.130 we're hitting all our students, 00:30:56.130 --> 00:30:57.680 but I think our teachers are doing that. 00:30:57.680 --> 00:30:59.590 I don't know that our teachers are looking and saying, 00:30:59.590 --> 00:31:01.850 Well, I can only teach to this group, 00:31:01.850 --> 00:31:04.290 and I can't teach to my other students 00:31:04.290 --> 00:31:06.810 that may have a learning disability. 00:31:06.810 --> 00:31:08.710 I think we're just all in it together, 00:31:08.710 --> 00:31:10.990 trying to figure out how we can engage everybody 00:31:10.990 --> 00:31:13.530 and keep an online classroom going. 00:31:13.530 --> 00:31:14.860 - Great advice. 00:31:14.860 --> 00:31:17.370 So let me open it up to questions from the audience here. 00:31:17.370 --> 00:31:18.860 We've got a bunch coming in. 00:31:18.860 --> 00:31:20.970 I wanna start with a great one from Lindsay. 00:31:20.970 --> 00:31:24.207 So Lindsay says, "Conor, this has been awesome, 00:31:24.207 --> 00:31:26.057 "but what kind of goals or targets 00:31:26.057 --> 00:31:27.617 "do you set for your students? 00:31:27.617 --> 00:31:29.727 "Do you focus them on mastering a skill, 00:31:29.727 --> 00:31:31.177 "getting to grade level? 00:31:31.177 --> 00:31:33.547 "How do you keep them from just grinding toward a goal 00:31:33.547 --> 00:31:35.907 "and actually feeling a sense of progress?" 00:31:37.500 --> 00:31:40.650 - I have used personalized goal-setting 00:31:40.650 --> 00:31:43.700 for now seven years with my students. 00:31:43.700 --> 00:31:45.820 I believe it's the most effective way, 00:31:45.820 --> 00:31:48.850 and we celebrate that goal-setting throughout the process. 00:31:48.850 --> 00:31:53.210 So I have students that are three years of different levels. 00:31:53.210 --> 00:31:55.020 So what they would all, 00:31:55.020 --> 00:31:56.750 they have these little Lego guys that, 00:31:56.750 --> 00:31:58.720 you know, for mastery on Kahn Academy, 00:31:58.720 --> 00:31:59.717 well, we print those out, 00:31:59.717 --> 00:32:01.800 and the kids write their name on them, 00:32:01.800 --> 00:32:03.757 and their goal may say, 00:32:03.757 --> 00:32:06.200 "I wanna get to 45% in third grade." 00:32:06.200 --> 00:32:08.160 I sit with that kid and I put it, 00:32:08.160 --> 00:32:09.760 I hang it up on the wall, 00:32:09.760 --> 00:32:10.787 and the next student maybe, 00:32:10.787 --> 00:32:14.280 "I want you to get to 60% on fifth grade." 00:32:14.280 --> 00:32:16.270 It's usually about 15% higher 00:32:16.270 --> 00:32:17.720 than wherever they are, 00:32:17.720 --> 00:32:19.960 but for the one to move on is fifth grade, 00:32:19.960 --> 00:32:21.550 it's gonna take the same amount of effort 00:32:21.550 --> 00:32:24.140 for the third, the student who's on a third grade level 00:32:24.140 --> 00:32:25.670 to move his score. 00:32:25.670 --> 00:32:27.630 So we really focus these goals 00:32:27.630 --> 00:32:30.860 on the child's current academic level, 00:32:30.860 --> 00:32:33.713 and how much effort it would take them to move up. 00:32:35.990 --> 00:32:37.350 The majority of time, those goals 00:32:37.350 --> 00:32:38.570 are not on grade level. 00:32:38.570 --> 00:32:39.970 They are a little bit below, 00:32:39.970 --> 00:32:41.660 some are a little bit above, 00:32:41.660 --> 00:32:43.550 but any time a child hits a goal, 00:32:43.550 --> 00:32:45.130 we usually have something, 00:32:45.130 --> 00:32:46.180 and if you don't have anything, 00:32:46.180 --> 00:32:48.610 kids love like, okay, you can take 00:32:48.610 --> 00:32:50.660 whatever's in my desk that you find that you want. 00:32:50.660 --> 00:32:53.520 But you'd be surprised the crap that's in your desk, 00:32:53.520 --> 00:32:56.320 and the things that a kid will take. 00:32:56.320 --> 00:32:58.700 It'll be a watch that was on the floor two years ago, 00:32:58.700 --> 00:33:01.410 it will be stickers for kindergarten 00:33:01.410 --> 00:33:03.020 that you're like, "Yeah, I shouldn't throw these out," 00:33:03.020 --> 00:33:04.460 and you just threw them in your desk. 00:33:04.460 --> 00:33:05.293 They'll go through your desk 00:33:05.293 --> 00:33:07.440 and they think it's the coolest thing ever. 00:33:07.440 --> 00:33:10.300 We did these, we have these little bracelets. 00:33:10.300 --> 00:33:12.110 I've been doin' these for years, they're, 00:33:12.110 --> 00:33:15.210 you can buy hundreds of them for $20, 00:33:15.210 --> 00:33:18.270 and they just, they start to collect different ones 00:33:18.270 --> 00:33:19.300 every time they set a goal, 00:33:19.300 --> 00:33:23.100 but it's small goals over and over and over 00:33:23.100 --> 00:33:25.090 to eventually get towards mastery. 00:33:25.090 --> 00:33:27.090 But I think setting grade level mastery 00:33:27.090 --> 00:33:32.003 for all of your students is just, it's unrealistic, 00:33:33.080 --> 00:33:36.010 and there's no need to set unrealistic goals for your kids, 00:33:36.010 --> 00:33:37.690 'cause they're not gonna be able to succeed, 00:33:37.690 --> 00:33:39.250 so what's really the point? 00:33:39.250 --> 00:33:41.860 If you know them, give them the proper level, 00:33:41.860 --> 00:33:43.980 let them hit small steps along the way, 00:33:43.980 --> 00:33:46.270 and they start develop that growth mindset, 00:33:46.270 --> 00:33:47.390 and the kids don't really care 00:33:47.390 --> 00:33:49.170 what level they're learning on. 00:33:49.170 --> 00:33:50.750 - Yeah, I love how much of your advice 00:33:50.750 --> 00:33:52.870 is just rooted in knowing your students. 00:33:52.870 --> 00:33:54.130 If you know they're gonna be motivated 00:33:54.130 --> 00:33:56.710 by something that's tangible, attainable, 00:33:56.710 --> 00:33:57.543 then give them that. 00:33:57.543 --> 00:33:59.770 Don't try to sort of set the bar way too high 00:33:59.770 --> 00:34:01.090 and intimidate them. 00:34:01.090 --> 00:34:03.010 Make them feel good about their progress 00:34:03.010 --> 00:34:05.340 and they'll wanna do it again. 00:34:05.340 --> 00:34:07.270 So many questions are coming in about Flipgrid. 00:34:07.270 --> 00:34:08.577 They're saying, "What is this Flipgrid, 00:34:08.577 --> 00:34:09.410 "what is it all about?" 00:34:09.410 --> 00:34:12.380 Can you explain a little bit more there, Conor? 00:34:12.380 --> 00:34:14.320 - I started, Flipgrid's an unbelievable, 00:34:14.320 --> 00:34:15.330 it's a free resource, 00:34:15.330 --> 00:34:18.030 I started to use it heavily this year. 00:34:18.030 --> 00:34:20.730 I began last year but it was the end of the year, 00:34:20.730 --> 00:34:23.630 a new platform, I'm like, okay, maybe next year. 00:34:23.630 --> 00:34:24.550 I started it. 00:34:24.550 --> 00:34:28.680 Basically, you create a video for yourself. 00:34:28.680 --> 00:34:29.840 Yeah, there's the front. 00:34:29.840 --> 00:34:33.100 You create a video for yourself and for your students, 00:34:33.100 --> 00:34:35.940 and they are, it's almost like its own social media. 00:34:35.940 --> 00:34:39.330 That video will go out to your students. 00:34:39.330 --> 00:34:41.930 Your students are now able to respond to that video, 00:34:41.930 --> 00:34:45.107 and you could just do a topic such as, 00:34:45.107 --> 00:34:46.427 "Hey, I just wanted to say hi to you guys, 00:34:46.427 --> 00:34:48.297 "I want everyone to say hello back, 00:34:48.297 --> 00:34:50.320 "see what you're missing about school," 00:34:50.320 --> 00:34:53.540 and there is things to help all along the way 00:34:53.540 --> 00:34:54.750 to get you started. 00:34:54.750 --> 00:34:58.780 But we've used it heavily for our explaining math this year, 00:34:58.780 --> 00:35:01.840 where we have students create videos 00:35:01.840 --> 00:35:04.940 on a mathematical topic, of order of operations. 00:35:04.940 --> 00:35:06.670 Okay, what do we do first? 00:35:06.670 --> 00:35:09.770 They'll make different scenes and different movies. 00:35:09.770 --> 00:35:11.700 Around Christmas we did, 00:35:11.700 --> 00:35:14.280 what does it mean to have something 20% off? 00:35:14.280 --> 00:35:16.430 Kids were making their backgrounds 00:35:16.430 --> 00:35:19.830 of being in a store or paying for something that's 20% off, 00:35:19.830 --> 00:35:21.980 but they were able to explain to me 00:35:21.980 --> 00:35:24.700 what those concepts were about 00:35:24.700 --> 00:35:27.320 and what, how they apply in the real world. 00:35:27.320 --> 00:35:30.430 That gave me more than any test could ever give me. 00:35:30.430 --> 00:35:33.930 It showed me, wow, they're actually understanding 00:35:33.930 --> 00:35:35.460 each part of this process. 00:35:35.460 --> 00:35:38.360 I think, and you're able to respond to their videos, 00:35:38.360 --> 00:35:39.960 the other kids in the class leave 00:35:39.960 --> 00:35:41.040 what's called a Vibe, 00:35:41.040 --> 00:35:42.800 and they're able to respond. 00:35:42.800 --> 00:35:45.893 So it forms a sense of community, and then you kind of have, 00:35:45.893 --> 00:35:48.550 we have a mixed tape that has all our top videos 00:35:48.550 --> 00:35:50.650 from all three classes, the best ones. 00:35:50.650 --> 00:35:52.610 The kids, I mean, we vote on the videos, 00:35:52.610 --> 00:35:54.140 who came up with the most creative, 00:35:54.140 --> 00:35:56.230 but it's an unbelievable program, 00:35:56.230 --> 00:35:57.503 and it's 100% free. 00:35:58.770 --> 00:36:00.290 I would suggest they check it out. 00:36:00.290 --> 00:36:03.180 Like everything, just kind of start small. 00:36:03.180 --> 00:36:05.330 See if you can get things started 00:36:05.330 --> 00:36:07.130 with Kahn Academy, start small. 00:36:07.130 --> 00:36:10.760 Think of all these platforms for educators and parents, 00:36:10.760 --> 00:36:13.120 it's kind of like when you get a new phone. 00:36:13.120 --> 00:36:14.410 You get it and you're like, 00:36:14.410 --> 00:36:17.500 I just wanna send a funny picture to my friend, 00:36:17.500 --> 00:36:19.820 I don't need to sign up my Google Cloud, 00:36:19.820 --> 00:36:22.310 I just, and you're trying to figure it out. 00:36:22.310 --> 00:36:25.950 But then day after day, little bit after a little bit, 00:36:25.950 --> 00:36:28.400 it starts to make sense and become easier, 00:36:28.400 --> 00:36:29.830 and then you start to see the value 00:36:29.830 --> 00:36:33.590 of all the things you actually have on your phone. 00:36:33.590 --> 00:36:35.530 I think if we start technology that way 00:36:35.530 --> 00:36:37.250 in this online learning platform 00:36:37.250 --> 00:36:40.350 that's going to continue for the next few weeks, 00:36:40.350 --> 00:36:42.113 I think that's our best option. 00:36:43.070 --> 00:36:46.050 - Very cool, and then Denise has a question, 00:36:46.050 --> 00:36:49.040 which is basically, you mentioned the federal regulations 00:36:49.040 --> 00:36:51.040 and federal advice that was just coming down. 00:36:51.040 --> 00:36:52.720 Can you talk a little bit more about that 00:36:52.720 --> 00:36:54.230 for educators who have not heard about 00:36:54.230 --> 00:36:56.380 what's being shared at that national level? 00:36:58.040 --> 00:37:01.340 - At national level, you have faith laws that are, 00:37:01.340 --> 00:37:04.430 basically, you have to ensure that every child 00:37:04.430 --> 00:37:07.113 has the same access to education. 00:37:09.830 --> 00:37:12.710 If you're trying to do online learning, 00:37:12.710 --> 00:37:14.270 there are students that maybe don't have 00:37:14.270 --> 00:37:15.150 the internet at home, 00:37:15.150 --> 00:37:16.790 or maybe they don't have a device. 00:37:16.790 --> 00:37:18.700 The only device they have is a parent's phone 00:37:18.700 --> 00:37:19.990 that's going to work. 00:37:19.990 --> 00:37:24.310 So I think by districts pushing out 00:37:24.310 --> 00:37:27.180 a platform of we're gonna continue school 00:37:27.180 --> 00:37:29.873 without addressing those needs first, 00:37:30.925 --> 00:37:34.060 and all the needs that are in that child's IEP 00:37:34.060 --> 00:37:37.260 of differentiated learning, having an aide, 00:37:37.260 --> 00:37:38.800 having someone else to explain, 00:37:38.800 --> 00:37:41.930 I think we have a lot of issues 00:37:41.930 --> 00:37:44.650 where districts are nervous. 00:37:44.650 --> 00:37:47.100 Are they providing for every child? 00:37:47.100 --> 00:37:48.810 That always is the number one thing. 00:37:48.810 --> 00:37:51.530 You can't exclude a certain amount of children 00:37:51.530 --> 00:37:53.713 because it's not convenient right now. 00:37:54.850 --> 00:37:58.406 So there's a lot of, I guess, 00:37:58.406 --> 00:38:01.930 federal laws are put in place for a good reason, 00:38:01.930 --> 00:38:04.300 and now, in this unprecedented time, 00:38:04.300 --> 00:38:07.360 people are like, I don't know if I can get around this, 00:38:07.360 --> 00:38:11.180 because am I then not educating every child? 00:38:11.180 --> 00:38:13.410 Am I providing what's been stated by law 00:38:13.410 --> 00:38:15.570 that I have to do to educate this person? 00:38:15.570 --> 00:38:17.190 But I think the lack of devices 00:38:17.190 --> 00:38:19.030 and the lack of internet access 00:38:19.030 --> 00:38:21.450 and different things is a big issue 00:38:21.450 --> 00:38:23.297 that many people are seeing. 00:38:24.360 --> 00:38:26.748 - Great, I'm gonna throw down the gauntlet for you 00:38:26.748 --> 00:38:27.581 a little bit, Conor, 00:38:27.581 --> 00:38:29.750 I'm gonna stretch your engagement abilities. 00:38:29.750 --> 00:38:31.047 Some high school teachers have been saying, 00:38:31.047 --> 00:38:33.787 "This is awesome, but awesome for middle schoolers, 00:38:33.787 --> 00:38:35.417 "awesome for elementary students. 00:38:35.417 --> 00:38:37.467 "I've got 11th and 12th graders, 00:38:37.467 --> 00:38:39.317 "how am I'm gonna keep them engaged 00:38:39.317 --> 00:38:41.793 "when they're already so cynical to begin with, 00:38:41.793 --> 00:38:42.757 "and on top of that, 00:38:42.757 --> 00:38:45.470 "they have so much else on their shoulders these days?" 00:38:45.470 --> 00:38:47.720 - Middle school students are just as cynical. 00:38:50.970 --> 00:38:53.990 I think high school kids are just like 00:38:53.990 --> 00:38:55.220 the older middle school kids, 00:38:55.220 --> 00:38:57.730 they think they're too cool for everything. 00:38:57.730 --> 00:39:00.720 They think, they're just kind of going through the motions, 00:39:00.720 --> 00:39:03.330 but they're worried about what they look like, 00:39:03.330 --> 00:39:04.450 what this person thinks, 00:39:04.450 --> 00:39:06.750 what's going on on social media. 00:39:06.750 --> 00:39:09.270 They would find it just as funny, and it does, 00:39:09.270 --> 00:39:12.810 if you did stupid things in your class with them, 00:39:12.810 --> 00:39:15.500 if you did a TikTok dance with your whole class, 00:39:15.500 --> 00:39:19.700 if you did certain things that they're interested in 00:39:19.700 --> 00:39:22.790 that you find ridiculous, but to them it's like, 00:39:22.790 --> 00:39:24.724 all right, well, I have two things, 00:39:24.724 --> 00:39:26.370 I have two classes I have homework for, 00:39:26.370 --> 00:39:28.520 which one am I'm gonna do it for? 00:39:28.520 --> 00:39:29.920 'Cause I'm not gonna do it for both of 'em. 00:39:29.920 --> 00:39:31.250 So you wanna be the teacher 00:39:31.250 --> 00:39:32.890 that they'll do your homework for you, 00:39:32.890 --> 00:39:35.650 they'll do, go the extra step for you. 00:39:35.650 --> 00:39:38.140 I think again, it's knowing your students. 00:39:38.140 --> 00:39:39.887 You may have one class that you can do one thing with, 00:39:39.887 --> 00:39:42.373 and you may have another class that you can't. 00:39:43.410 --> 00:39:45.140 But it's always, just always be willing 00:39:45.140 --> 00:39:47.853 to try new things and not embarrass yourself. 00:39:48.720 --> 00:39:51.090 Nothing's gonna change if you continually stay the same. 00:39:51.090 --> 00:39:52.340 So if you're uncomfortable 00:39:52.340 --> 00:39:53.860 in what you're doing all the time, 00:39:53.860 --> 00:39:55.460 I think that's a positive thing. 00:39:56.340 --> 00:39:57.760 - Yeah, and I'll just throw out a couple ideas 00:39:57.760 --> 00:39:59.830 that I've heard recently for the high school set. 00:39:59.830 --> 00:40:00.820 I know in a lot of ways, 00:40:00.820 --> 00:40:03.320 they face the sort of most daunting challenges, 00:40:03.320 --> 00:40:05.100 because so much of their expected life 00:40:05.100 --> 00:40:07.510 over the next few months is on hold now, 00:40:07.510 --> 00:40:10.850 whether it's taking the SAT, taking the APs, 00:40:10.850 --> 00:40:12.950 graduation, college decisions, 00:40:12.950 --> 00:40:14.590 all of this stuff is supposed to be happening, 00:40:14.590 --> 00:40:16.040 and now it's frozen. 00:40:16.040 --> 00:40:18.110 What could you do to fill that void? 00:40:18.110 --> 00:40:20.250 Could you host their virtual prom? 00:40:20.250 --> 00:40:23.240 Could you take a page out of ESPN's playbook? 00:40:23.240 --> 00:40:25.210 ESPN is doing these senior nights 00:40:25.210 --> 00:40:26.800 every night on SportsCenter, 00:40:26.800 --> 00:40:28.150 shouting out the high school seniors 00:40:28.150 --> 00:40:30.400 who would have been getting vetted otherwise. 00:40:31.360 --> 00:40:32.367 Could you sort of give it a chance 00:40:32.367 --> 00:40:34.320 and really let your seniors shine, 00:40:34.320 --> 00:40:35.800 even during this really difficult moment? 00:40:35.800 --> 00:40:37.370 So if there's some way you can bring 00:40:37.370 --> 00:40:39.780 that sense of normalcy, that sense of tradition 00:40:39.780 --> 00:40:40.940 into this virtual world, 00:40:40.940 --> 00:40:43.760 I think you'll be a superstar in their eyes, 00:40:43.760 --> 00:40:45.310 no matter how cynical they are. 00:40:47.300 --> 00:40:48.500 Okay, so let's see here. 00:40:49.380 --> 00:40:52.040 I think we have time for maybe one or two questions, 00:40:52.040 --> 00:40:54.010 and so I think the biggest question 00:40:54.010 --> 00:40:56.800 that I've gotten from a lot of teachers at this point 00:40:56.800 --> 00:40:59.700 is how do you ultimately serve students 00:40:59.700 --> 00:41:01.600 at different levels, 00:41:01.600 --> 00:41:03.690 given that everything we've been talking about 00:41:03.690 --> 00:41:05.710 in terms of Zoom or whatever, 00:41:05.710 --> 00:41:07.440 feels like it's like, okay, one teacher 00:41:07.440 --> 00:41:10.060 and all the students in a big lecture environment. 00:41:10.060 --> 00:41:11.820 How do you continue to sort of differentiate 00:41:11.820 --> 00:41:14.100 and make sure each student feels heard 00:41:14.100 --> 00:41:16.163 and respected in this time? 00:41:17.877 --> 00:41:21.280 - I think for the leveling, for myself, 00:41:21.280 --> 00:41:23.060 I know most of my students' level. 00:41:23.060 --> 00:41:25.930 I know where I'm kind of teaching them 00:41:25.930 --> 00:41:27.870 and whatever topic it is, 00:41:27.870 --> 00:41:32.610 maybe I assign to my one group of 10 students 00:41:32.610 --> 00:41:34.750 the remediative foundational skills, 00:41:34.750 --> 00:41:37.663 and my higher group, maybe the intense word problems. 00:41:38.700 --> 00:41:41.840 But those skills all count towards the same thing, 00:41:41.840 --> 00:41:45.060 as our overall goal of this stupid TikTok video 00:41:45.060 --> 00:41:47.540 I'm gonna create, probably today. 00:41:47.540 --> 00:41:51.040 But having that, knowing your students, 00:41:51.040 --> 00:41:54.530 and having them all, each doing different things, 00:41:54.530 --> 00:41:57.180 you're also able, like I said, with Flipgrid, 00:41:57.180 --> 00:41:58.870 give them a chance to ask questions. 00:41:58.870 --> 00:42:01.080 If you're in a virtual classroom with Zoom 00:42:01.080 --> 00:42:04.210 and you're saying, "Okay, submit your questions here," 00:42:04.210 --> 00:42:05.810 and then you can send that video out 00:42:05.810 --> 00:42:07.900 just to the students that maybe need 00:42:07.900 --> 00:42:09.823 a little bit of assistance with that. 00:42:10.750 --> 00:42:12.790 But I think it's important to try to recognize 00:42:12.790 --> 00:42:14.700 all your students, too, that are working at home, 00:42:14.700 --> 00:42:16.623 that are putting in the extra effort. 00:42:17.470 --> 00:42:19.760 But really just constant communication 00:42:19.760 --> 00:42:21.980 is gonna be your number one thing 00:42:21.980 --> 00:42:23.410 to see how kids are doing, 00:42:23.410 --> 00:42:26.820 to see why, maybe, these 10, 15 kids 00:42:26.820 --> 00:42:29.380 haven't logged on yet, or haven't done anything. 00:42:29.380 --> 00:42:30.280 Is there an issue? 00:42:30.280 --> 00:42:31.423 'Cause maybe there is. 00:42:32.420 --> 00:42:34.220 As teachers, we're always looking for that, 00:42:34.220 --> 00:42:36.183 to see how we can help in that anyway. 00:42:37.770 --> 00:42:39.860 - Cool, well I think if anyone wants inspiration 00:42:39.860 --> 00:42:43.190 as we sign off here, I would strongly encourage you 00:42:43.190 --> 00:42:45.300 to check out Conor's Twitter feed. 00:42:45.300 --> 00:42:48.950 He's at twitter.com/ccorey223, 00:42:48.950 --> 00:42:50.460 and as you can see here, 00:42:50.460 --> 00:42:53.760 he's got lots of examples of engaging his students, 00:42:53.760 --> 00:42:55.000 engaging his own kids at home 00:42:55.000 --> 00:42:56.683 with cool crafts and activities, 00:42:57.930 --> 00:43:00.080 and just gives you a sense of what's possible 00:43:00.080 --> 00:43:02.350 with getting students really excited about learning, 00:43:02.350 --> 00:43:03.520 even in this difficult environment 00:43:03.520 --> 00:43:04.960 we find ourselves in. 00:43:04.960 --> 00:43:06.200 So definitely follow Conor 00:43:06.200 --> 00:43:08.610 and check out his ideas, 00:43:08.610 --> 00:43:09.670 and keep your questions coming. 00:43:09.670 --> 00:43:11.580 I know we didn't get a chance to get to everyone. 00:43:11.580 --> 00:43:13.390 We'll definitely be doing more sessions like this. 00:43:13.390 --> 00:43:15.810 So if you have other ideas or questions for Conor 00:43:15.810 --> 00:43:17.290 or for Kahn Academy, 00:43:17.290 --> 00:43:19.890 please submit those in the survey that will follow. 00:43:19.890 --> 00:43:21.400 That being said, any last words of wisdom 00:43:21.400 --> 00:43:23.290 for the audience, Conor? 00:43:23.290 --> 00:43:25.550 - No, I wanna say thank you for tuning in, 00:43:25.550 --> 00:43:27.260 and thank you over at Kahn Academy. 00:43:27.260 --> 00:43:31.860 In the next few weeks, just enjoy the time with your family. 00:43:31.860 --> 00:43:33.640 You're not gonna be stuck with them 00:43:33.640 --> 00:43:36.170 this large of a period for many years. 00:43:36.170 --> 00:43:39.110 I would say just try not to get on each other's nerves. 00:43:39.110 --> 00:43:42.130 My wife asked me if I had to chew like that the other day, 00:43:42.130 --> 00:43:44.883 so I think we've been in closed quarters for a whole. 00:43:45.940 --> 00:43:47.420 But just try to enjoy the time. 00:43:47.420 --> 00:43:48.770 I don't know we're gonna get it back, 00:43:48.770 --> 00:43:50.880 and the more questions you ask about what's gonna happen 00:43:50.880 --> 00:43:52.810 next year with education, 00:43:52.810 --> 00:43:55.080 the more, the less answers you're gonna get. 00:43:55.080 --> 00:43:57.270 So kind of focus on your family, 00:43:57.270 --> 00:43:59.280 focus on your loved ones now 00:43:59.280 --> 00:44:00.763 and what we can do together. 00:44:01.730 --> 00:44:03.970 - Cool, well, I can't think of a better 00:44:03.970 --> 00:44:05.270 message to end on than that one, 00:44:05.270 --> 00:44:07.720 so thank you all for making time out of your days, 00:44:07.720 --> 00:44:10.530 thank you to Conor for sharing your incredible expertise, 00:44:10.530 --> 00:44:12.240 and here's wishing you all a wonderful week. 00:44:12.240 --> 00:44:13.617 Thank you so much. 00:44:13.617 --> 00:44:14.617 - Thank you.

7 Tips for Effective Remote Learning with Khan Academy

https://www.youtube.com/watch?v=KJ1cv2xKGPM

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WEBVTT Kind: captions Language: en 00:00:04.870 --> 00:00:05.950 - Hello all. 00:00:05.950 --> 00:00:08.570 Welcome to seven tips for effective remote learning 00:00:08.570 --> 00:00:09.773 with Khan Academy. 00:00:13.950 --> 00:00:15.140 My name is Meaghan Pattani 00:00:15.140 --> 00:00:17.900 and I head up US Teacher Education here at Khan Academy 00:00:17.900 --> 00:00:20.520 and I'm joined today by my colleague Jeremy, 00:00:20.520 --> 00:00:22.823 who leads our teacher success team. 00:00:25.220 --> 00:00:26.440 So, just a little heads up, 00:00:26.440 --> 00:00:29.010 today, we're gonna be covering tips and best practices 00:00:29.010 --> 00:00:31.020 for remote teaching and learning. 00:00:31.020 --> 00:00:32.780 Again, Jeremy and I are really here 00:00:32.780 --> 00:00:34.870 to help support teachers and students 00:00:34.870 --> 00:00:38.090 as they navigate this remote learning experience. 00:00:38.090 --> 00:00:40.410 Jeremy and I are both former educators, 00:00:40.410 --> 00:00:42.780 and we've tried to do our best to put ourselves 00:00:42.780 --> 00:00:45.820 in your shoes going through this very chaotic time. 00:00:45.820 --> 00:00:47.770 And we're gonna try our best to provide clear 00:00:47.770 --> 00:00:51.750 and actionable steps using Khan Academy wherever possible. 00:00:51.750 --> 00:00:53.950 Just a heads up, today we will not 00:00:53.950 --> 00:00:56.800 be covering account setup or how to get started. 00:00:56.800 --> 00:00:57.960 If you wanna learn more about 00:00:57.960 --> 00:01:00.554 how to get started with Khan Academy. 00:01:00.554 --> 00:01:03.150 I recommend using the link below, 00:01:03.150 --> 00:01:05.630 in order to access our quickstart guide. 00:01:05.630 --> 00:01:07.580 If you want a full copy of the slides 00:01:07.580 --> 00:01:09.290 and all the links attached 00:01:09.290 --> 00:01:11.620 in the handouts tab of GoToWebinar, 00:01:11.620 --> 00:01:13.480 you'll find a full copy of the slides 00:01:13.480 --> 00:01:14.923 from today's presentation. 00:01:18.710 --> 00:01:21.590 So, why use Khan Academy for remote learning? 00:01:21.590 --> 00:01:23.040 Well, Khan Academy is built 00:01:23.040 --> 00:01:25.780 to serve learners anywhere at any time. 00:01:25.780 --> 00:01:28.960 You can assign specific skills to practice, 00:01:28.960 --> 00:01:32.440 or you can have students practice and get instant feedback, 00:01:32.440 --> 00:01:34.430 you're able to keep track of student progress, 00:01:34.430 --> 00:01:35.730 even when you're not together, 00:01:35.730 --> 00:01:39.020 which right now we know is more important than ever. 00:01:39.020 --> 00:01:41.030 Khan Academy is built to serve learners, 00:01:41.030 --> 00:01:44.560 anywhere at any time, you don't necessarily need a computer, 00:01:44.560 --> 00:01:45.960 everything students can access 00:01:45.960 --> 00:01:48.300 on the web can be accessed on a smartphone. 00:01:48.300 --> 00:01:49.133 So, if you have students 00:01:49.133 --> 00:01:51.220 with limited access they'll still be able 00:01:51.220 --> 00:01:52.927 to reach valuable content. 00:01:52.927 --> 00:01:54.360 And our content is available 00:01:54.360 --> 00:01:57.260 in over 40 languages and all for free. 00:01:57.260 --> 00:02:01.500 Khan Academy is a nonprofit, with a goal to support high, 00:02:01.500 --> 00:02:04.393 excuse me, high quality education for anyone, anywhere. 00:02:07.590 --> 00:02:08.750 So, let's start here, 00:02:08.750 --> 00:02:10.630 and while this may feel a little bit obvious, 00:02:10.630 --> 00:02:12.280 I think sometimes when teachers 00:02:12.280 --> 00:02:14.960 and students, jump into remote learning 00:02:14.960 --> 00:02:16.750 those valuable communication skills 00:02:16.750 --> 00:02:19.563 that you rely on every day seem to fall apart. 00:02:20.910 --> 00:02:22.980 So, think about when you go into your classroom. 00:02:22.980 --> 00:02:24.890 When you walk into your classroom in the morning, 00:02:24.890 --> 00:02:26.007 you never think, "I'm not gonna talk 00:02:26.007 --> 00:02:27.160 "to my students all day," 00:02:27.160 --> 00:02:29.000 of course you're gonna communicate with them. 00:02:29.000 --> 00:02:30.750 And for some of your students you 00:02:30.750 --> 00:02:34.510 are the most important relationship that they have every day 00:02:34.510 --> 00:02:35.910 and so, now more than ever, 00:02:35.910 --> 00:02:39.040 your students are in need of consistent communication. 00:02:39.040 --> 00:02:41.210 So, if you and your students can connect live, 00:02:41.210 --> 00:02:42.730 absolutely do it, 00:02:42.730 --> 00:02:45.510 even if it's a learning curve for you and for them 00:02:45.510 --> 00:02:47.240 there's some really great tools out there, 00:02:47.240 --> 00:02:48.823 like Hangouts Meet, which allows teachers 00:02:48.823 --> 00:02:52.250 to give live video lessons and record them for students 00:02:52.250 --> 00:02:54.920 to watch later, there are a bunch of other tools 00:02:54.920 --> 00:02:58.210 that are now offering their video streaming services 00:02:58.210 --> 00:03:00.730 for free, so feel free to take a look 00:03:00.730 --> 00:03:02.650 and have you have the opportunity to connect 00:03:02.650 --> 00:03:03.540 with your students live, 00:03:03.540 --> 00:03:06.650 I absolutely support taking that dive. 00:03:06.650 --> 00:03:09.170 Let your students know you're thinking about them. 00:03:09.170 --> 00:03:11.790 So, if you can't connect live or even if you have time 00:03:11.790 --> 00:03:14.310 beyond that, which I know is a stretch right now, 00:03:14.310 --> 00:03:17.700 send them a note via email or an app like ClassDojo. 00:03:17.700 --> 00:03:20.030 Find a way to communicate with your students, 00:03:20.030 --> 00:03:22.140 let them know that you're missing them. 00:03:22.140 --> 00:03:24.390 I think students right now are really hungry 00:03:24.390 --> 00:03:26.990 for that opportunity for social connection 00:03:26.990 --> 00:03:29.450 and getting a note from you as a teacher, someone who's 00:03:29.450 --> 00:03:31.760 so meaningful in their lives, telling them 00:03:31.760 --> 00:03:32.593 that you missed them 00:03:32.593 --> 00:03:34.760 and how excited you'll be to see them again, 00:03:34.760 --> 00:03:37.310 it really has a deeper meaning. 00:03:37.310 --> 00:03:40.200 And please, please, please provide feedback. 00:03:40.200 --> 00:03:42.580 A lot of students have been given a bunch of work to do 00:03:42.580 --> 00:03:44.280 while they're at home. 00:03:44.280 --> 00:03:47.540 But if they're just given the work with no feedback, 00:03:47.540 --> 00:03:49.720 how do they know that that work has meaning? 00:03:49.720 --> 00:03:51.900 How do they know that they're doing things correctly? 00:03:51.900 --> 00:03:54.680 So, please, if you've given your students work to do, 00:03:54.680 --> 00:03:56.043 while they're remote, make sure 00:03:56.043 --> 00:03:58.883 that you're giving them qualitative feedback as well. 00:03:59.970 --> 00:04:01.840 Here's a couple of examples we're seeing 00:04:01.840 --> 00:04:03.620 from our teacher community. 00:04:03.620 --> 00:04:05.220 So, the top we have a teacher who says she 00:04:05.220 --> 00:04:07.050 was channeling her inner Sal Khan, 00:04:07.050 --> 00:04:11.110 and she used video chat to whiteboard live with students 00:04:11.110 --> 00:04:14.350 and down below we have one of our ambassadors 00:04:14.350 --> 00:04:17.710 who combines Flipgrid and combines Khan Academy 00:04:17.710 --> 00:04:19.650 and creates videos for his students 00:04:19.650 --> 00:04:21.900 in order to know that he's thinking about them 00:04:21.900 --> 00:04:24.273 and they and he can message each other back. 00:04:27.240 --> 00:04:29.510 Then, let's talk about communication between students 00:04:29.510 --> 00:04:32.100 and between you and their families. 00:04:32.100 --> 00:04:34.860 So, while that communication between you and your students 00:04:34.860 --> 00:04:38.700 is so essential, students are also missing each other. 00:04:38.700 --> 00:04:41.860 And so, using something like Google Docs or Slides, 00:04:41.860 --> 00:04:43.450 allowing students to collaborate 00:04:43.450 --> 00:04:46.430 or communicate in real time around shared problems 00:04:46.430 --> 00:04:48.900 and ideas is a great opportunity. 00:04:48.900 --> 00:04:52.610 We see a lot of teachers, maybe taking a sample problem, 00:04:52.610 --> 00:04:54.880 so they'll look at Khan Academy and they see a problem 00:04:54.880 --> 00:04:56.660 that a lot of students have answered incorrectly 00:04:56.660 --> 00:04:59.790 and they'll throw it on a Google slide and then each student 00:04:59.790 --> 00:05:02.920 can add a subsequent slide showing their work 00:05:02.920 --> 00:05:04.680 on how they would solve the problem, 00:05:04.680 --> 00:05:07.067 and students can leave comments saying, 00:05:07.067 --> 00:05:09.840 "Oh that's what I missed," or "Great job," 00:05:09.840 --> 00:05:12.740 so that way your students are still able to collaborate 00:05:12.740 --> 00:05:15.383 in a way similar to what they would do in class. 00:05:16.720 --> 00:05:19.370 Also don't forget about parents and families. 00:05:19.370 --> 00:05:20.203 Right? 00:05:20.203 --> 00:05:23.530 Many of you I'm sure are now becoming both a full time, 00:05:23.530 --> 00:05:25.700 stay at home parent and a full time work 00:05:25.700 --> 00:05:28.960 from home teacher and so, think about some 00:05:28.960 --> 00:05:31.550 of those other families who are in your shoes. 00:05:31.550 --> 00:05:34.310 We're all working remotely on this journey together, 00:05:34.310 --> 00:05:37.260 and if possible try and reach out to one family per week 00:05:37.260 --> 00:05:40.150 just to share something their student might be doing well 00:05:40.150 --> 00:05:42.490 or something, you know, know about their students 00:05:42.490 --> 00:05:44.170 that's really exciting. 00:05:44.170 --> 00:05:45.660 And don't hesitate to let parents 00:05:45.660 --> 00:05:47.680 and guardians know how much you appreciate them 00:05:47.680 --> 00:05:48.930 for supporting their child 00:05:48.930 --> 00:05:51.080 through this process of remote learning. 00:05:51.080 --> 00:05:53.590 This is a really hard jump for parents 00:05:53.590 --> 00:05:54.970 and to get a little high five 00:05:54.970 --> 00:05:56.157 from the teacher saying, "You know what, 00:05:56.157 --> 00:05:58.730 "you're really doing a great job putting that effort in," 00:05:58.730 --> 00:06:00.983 that can make a huge, huge difference. 00:06:03.310 --> 00:06:05.240 And don't forget each other, right? 00:06:05.240 --> 00:06:08.350 I'm so excited to see so many people on here today 00:06:08.350 --> 00:06:10.870 because we really are stronger together 00:06:10.870 --> 00:06:12.980 and don't forget to reach out to your other teachers. 00:06:12.980 --> 00:06:14.410 Teachers you work with daily 00:06:14.410 --> 00:06:16.820 that you're used to communicating with, 00:06:16.820 --> 00:06:18.980 members of maybe your peer learning community, 00:06:18.980 --> 00:06:21.090 and just your teacher friends, they're going 00:06:21.090 --> 00:06:22.720 through this transition as well, 00:06:22.720 --> 00:06:25.750 so don't hesitate to share best practices, 00:06:25.750 --> 00:06:27.590 or just check in on each other 00:06:27.590 --> 00:06:28.520 and if you're looking for a way 00:06:28.520 --> 00:06:30.740 to communicate with them, use some of the same tools 00:06:30.740 --> 00:06:32.740 you're already using with your students. 00:06:34.700 --> 00:06:38.203 Number two, choose the best tools, and stay with them. 00:06:39.533 --> 00:06:41.850 Just the tools that are best for you and your students. 00:06:41.850 --> 00:06:45.060 There's a lot of noise right now around digital tools, 00:06:45.060 --> 00:06:46.970 and there's all sorts of things you can use 00:06:46.970 --> 00:06:48.320 for remote learning. 00:06:48.320 --> 00:06:51.020 But you know your classroom boss. 00:06:51.020 --> 00:06:53.720 So, start with things that you've already been using. 00:06:53.720 --> 00:06:55.610 If you've been using Khan Academy all year. 00:06:55.610 --> 00:06:56.443 Great. 00:06:56.443 --> 00:06:58.340 Please keep using us. 00:06:58.340 --> 00:07:00.060 If you are looking for new tools, 00:07:00.060 --> 00:07:02.780 take what fits you and your students. 00:07:02.780 --> 00:07:05.150 I don't know your classroom better than you do, 00:07:05.150 --> 00:07:06.870 and neither does anyone else. 00:07:06.870 --> 00:07:10.910 And so, find what fits your students use that. 00:07:10.910 --> 00:07:14.400 And make sure you're not switching it every day, every week 00:07:14.400 --> 00:07:15.580 because students, we want them 00:07:15.580 --> 00:07:17.600 to focus on what they're learning, we want them 00:07:17.600 --> 00:07:21.190 to learn new skills in math or English language arts 00:07:21.190 --> 00:07:23.000 or foreign languages. 00:07:23.000 --> 00:07:26.470 We don't want them worried about stress over new tools. 00:07:26.470 --> 00:07:28.883 So, if you find what's right stick with it. 00:07:31.640 --> 00:07:33.853 Number three, keep a schedule. 00:07:34.930 --> 00:07:38.670 And we know this is much easier said than done. 00:07:38.670 --> 00:07:41.710 But sticking to consistent times for working and connecting 00:07:41.710 --> 00:07:43.970 with students is really important. 00:07:43.970 --> 00:07:47.210 And as we're trying to keep schedules for students, 00:07:47.210 --> 00:07:49.690 we also wanna try and keep schedules for ourselves. 00:07:49.690 --> 00:07:53.260 It helps give a rhythm to the day and to our organization. 00:07:53.260 --> 00:07:56.330 So, find times for you to lesson plan, 00:07:56.330 --> 00:08:00.190 connect with students, find times for you to take a break. 00:08:00.190 --> 00:08:01.810 And if you're looking for examples 00:08:01.810 --> 00:08:04.950 because this is a really big adventure for a lot of us, 00:08:04.950 --> 00:08:06.470 we've got you covered. 00:08:06.470 --> 00:08:08.780 Sal Khan has put together key schedules 00:08:08.780 --> 00:08:10.430 for all different age groups. 00:08:10.430 --> 00:08:13.270 So, you'll see on your screen right now, an example 00:08:13.270 --> 00:08:16.080 for our elementary school students, an example 00:08:16.080 --> 00:08:17.980 for our middle school students and example 00:08:17.980 --> 00:08:19.700 for our high school students. 00:08:19.700 --> 00:08:21.670 What should you be thinking about? 00:08:21.670 --> 00:08:23.360 What might your students need? 00:08:23.360 --> 00:08:25.030 And you'll see this is not just sit 00:08:25.030 --> 00:08:27.410 in front of their computer for eight hours, 00:08:27.410 --> 00:08:29.420 things like getting outside and playing, 00:08:29.420 --> 00:08:31.530 finding time to read and reflect, 00:08:31.530 --> 00:08:33.600 all of those things are there for them. 00:08:33.600 --> 00:08:36.970 And definitely teachers are great at adapting resources. 00:08:36.970 --> 00:08:38.470 So, if this is a great base for you, 00:08:38.470 --> 00:08:40.253 take it and make it your own. 00:08:43.230 --> 00:08:45.970 Number four, support independent learning. 00:08:45.970 --> 00:08:48.010 And I know a lot of us are always trying 00:08:48.010 --> 00:08:50.740 to find ways for our students to gain independence 00:08:50.740 --> 00:08:54.230 and really take ownership and agency of their learning. 00:08:54.230 --> 00:08:57.150 And so, with remote opportunities we 00:08:57.150 --> 00:09:00.350 can encourage our students to really take hold of that 00:09:00.350 --> 00:09:02.250 and to master new skills. 00:09:02.250 --> 00:09:06.540 So, using Khan Academy's mastery system, students can set, 00:09:06.540 --> 00:09:09.800 students can use mastery goals to work below, on, 00:09:09.800 --> 00:09:11.690 or above grade levels, and students 00:09:11.690 --> 00:09:13.380 can move at their own pace. 00:09:13.380 --> 00:09:16.460 They're always welcome to go back and review content 00:09:16.460 --> 00:09:18.260 or move ahead. 00:09:18.260 --> 00:09:20.120 They can even work on subjects 00:09:20.120 --> 00:09:23.130 outside what they would normally do inside your classroom. 00:09:23.130 --> 00:09:25.050 Some teachers might encourage students 00:09:25.050 --> 00:09:27.550 to move a course below or course ahead 00:09:27.550 --> 00:09:30.750 in the same content area, or I even know one math teacher 00:09:30.750 --> 00:09:33.830 who wants students to master their grade level in math, 00:09:33.830 --> 00:09:37.121 encourage them to find something that they're passionate 00:09:37.121 --> 00:09:39.821 about and really dive into master skills in that area. 00:09:40.690 --> 00:09:43.670 So, encourage your students to take a little ownership 00:09:43.670 --> 00:09:47.160 of their learning now and move ahead, or review concepts 00:09:47.160 --> 00:09:50.000 that make them feel really competent in their learning. 00:09:50.000 --> 00:09:51.620 and if you're looking for more guidance 00:09:51.620 --> 00:09:53.340 on how to tactically do this, 00:09:53.340 --> 00:09:55.510 the link at the bottom of this slide will take you 00:09:55.510 --> 00:09:57.210 to a how-to article 00:09:57.210 --> 00:10:00.653 on setting up course mastery goals for your students. 00:10:04.490 --> 00:10:07.550 And this here is just a quick animation, so for those of you 00:10:07.550 --> 00:10:10.410 that are familiar with the Khan Academy platform, 00:10:10.410 --> 00:10:12.980 if you go to your teacher dashboard 00:10:12.980 --> 00:10:16.500 and into your class, course mastery on the left hand side, 00:10:16.500 --> 00:10:20.620 as you see the image doing, click placement and create goal. 00:10:20.620 --> 00:10:22.400 Again, I highly recommend, 00:10:22.400 --> 00:10:23.780 if you'd like to do this with your students, 00:10:23.780 --> 00:10:25.860 you access the article and it will take you 00:10:25.860 --> 00:10:27.713 step by step through the process. 00:10:30.360 --> 00:10:33.483 Number five, motivate your students. 00:10:34.320 --> 00:10:35.617 Now, I know a lot of you are thinking, 00:10:35.617 --> 00:10:37.617 "This is hard enough to do in person. 00:10:37.617 --> 00:10:38.857 "How am I supposed to do this 00:10:38.857 --> 00:10:41.507 "when I don't even get to see my students every day?" 00:10:42.730 --> 00:10:46.840 Well, we know, motivation is hard, and it's even harder now. 00:10:46.840 --> 00:10:50.020 So, one thing we recommend is setting clear goals. 00:10:50.020 --> 00:10:51.910 And maybe you had goals before, 00:10:51.910 --> 00:10:54.660 but use this as a great opportunity to revisit them. 00:10:54.660 --> 00:10:56.850 Or maybe as a class you wanna set goals 00:10:56.850 --> 00:10:58.030 for while you're remote. 00:10:58.030 --> 00:11:01.300 What is something that we as a class can achieve? 00:11:01.300 --> 00:11:03.750 And include your students in the process. 00:11:03.750 --> 00:11:06.570 Students really love being part of their own learning. 00:11:06.570 --> 00:11:09.260 So, often do we get the question, "Why am I learning this?" 00:11:09.260 --> 00:11:12.020 well include your students in the conversation 00:11:12.020 --> 00:11:14.993 either make them individual or as an entire class. 00:11:16.020 --> 00:11:19.080 Focus on what they wanna achieve in this time period, 00:11:19.080 --> 00:11:20.640 and then communicate that back 00:11:20.640 --> 00:11:22.650 with the student and with families. 00:11:22.650 --> 00:11:24.960 Again, think back to our earlier conversation 00:11:24.960 --> 00:11:27.980 around communication, involve families, tell them 00:11:27.980 --> 00:11:30.420 what your students are working towards. 00:11:30.420 --> 00:11:32.520 And if you want more information, again, 00:11:32.520 --> 00:11:34.630 these links are all included in the slides, 00:11:34.630 --> 00:11:36.440 and the handout tab of GoToWebinar 00:11:36.440 --> 00:11:38.880 and will be included in a follow up email. 00:11:38.880 --> 00:11:41.330 I recommend using that link to learn a little bit more 00:11:41.330 --> 00:11:42.450 about mastery goals 00:11:42.450 --> 00:11:44.863 and why we recommend using them with students. 00:11:46.330 --> 00:11:49.430 And don't forget to recognize milestones. 00:11:49.430 --> 00:11:52.300 Right, in the classroom if students perform well, 00:11:52.300 --> 00:11:54.720 if they do well on an individual assignment 00:11:54.720 --> 00:11:56.100 or they're showing growth 00:11:56.100 --> 00:11:59.040 or perseverance, we recognize that 00:11:59.040 --> 00:12:02.130 and really make our students really celebrated. 00:12:02.130 --> 00:12:03.880 Well, it's a little bit trickier, we know, 00:12:03.880 --> 00:12:05.240 to do at a distance. 00:12:05.240 --> 00:12:08.870 And so, why don't you try recommending a, you know, 00:12:08.870 --> 00:12:12.330 virtual certificate of achievement or a celebratory video. 00:12:12.330 --> 00:12:15.640 Things like Flipgrid, allow you to do quick free videos 00:12:15.640 --> 00:12:18.580 to students, if you're looking for certificates related 00:12:18.580 --> 00:12:20.570 to Khan Academy we've got you covered 00:12:20.570 --> 00:12:21.600 that link will take you 00:12:21.600 --> 00:12:23.193 to a handful of Khan Academy certificates, 00:12:23.193 --> 00:12:25.160 that you can share digitally with your students, 00:12:25.160 --> 00:12:27.540 and they come in a variety of languages. 00:12:27.540 --> 00:12:30.333 So, they should reach a fair number of your students. 00:12:34.040 --> 00:12:36.260 This one's a pretty big one and I think this is one 00:12:36.260 --> 00:12:39.480 that adults just as much as kids are struggling with. 00:12:39.480 --> 00:12:41.830 Is recognize the emotional impact, 00:12:41.830 --> 00:12:44.130 that everything that's going around right now. 00:12:45.020 --> 00:12:48.350 Remote learning is about more than just curriculum. 00:12:48.350 --> 00:12:49.840 I think we've seen a lot in the media 00:12:49.840 --> 00:12:51.340 over the past couple weeks 00:12:51.340 --> 00:12:53.820 about how students are gonna keep learning 00:12:53.820 --> 00:12:56.200 and keep hitting goals and those things. 00:12:56.200 --> 00:12:57.680 It's more than just curriculum. 00:12:57.680 --> 00:12:59.810 You as a teacher know that being a teacher 00:12:59.810 --> 00:13:02.780 is not just about reaching a standard. 00:13:02.780 --> 00:13:05.580 So, make sure that as we're going through and worrying 00:13:05.580 --> 00:13:08.070 about all the things students have to learn 00:13:08.070 --> 00:13:10.270 that we take a moment to pause 00:13:10.270 --> 00:13:11.960 and think about the emotional impact 00:13:11.960 --> 00:13:15.010 this is having on our students and our communities. 00:13:15.010 --> 00:13:17.960 And some teachers recommend switching out an assignment, 00:13:17.960 --> 00:13:20.420 and instead of replacing it with an opportunity 00:13:20.420 --> 00:13:24.140 for students to write and reflect on what's going on. 00:13:24.140 --> 00:13:26.210 Maybe you have a question for discussion, 00:13:26.210 --> 00:13:29.220 or maybe just open reflection and, again, 00:13:29.220 --> 00:13:31.880 thinking back on some of the things we talked about earlier, 00:13:31.880 --> 00:13:33.440 using a tool like Google Docs, 00:13:33.440 --> 00:13:34.730 and students can share that 00:13:34.730 --> 00:13:36.970 and leave supportive comments to each other. 00:13:36.970 --> 00:13:40.910 So, you're giving students an opportunity to reflect 00:13:40.910 --> 00:13:42.760 on the emotional toll 00:13:42.760 --> 00:13:45.410 that this experience is having on them, 00:13:45.410 --> 00:13:47.220 and allowing them an opportunity 00:13:47.220 --> 00:13:50.370 to communicate with each other and be supportive, 00:13:50.370 --> 00:13:52.870 even when they can't be with each other in person. 00:13:54.570 --> 00:13:55.860 Express gratitude. 00:13:55.860 --> 00:13:58.060 I think this is the thing we can all work on, 00:13:58.060 --> 00:13:59.810 I know I certainly can 00:13:59.810 --> 00:14:03.080 with our students and our communities in general. 00:14:03.080 --> 00:14:06.650 But taking a moment to, you know, send a brief email, 00:14:06.650 --> 00:14:09.590 or, again, a message in something like ClassDojo 00:14:09.590 --> 00:14:11.600 to encourage teachers and students 00:14:11.600 --> 00:14:13.610 to share their appreciation. 00:14:13.610 --> 00:14:16.750 Students who are still completing all of their assignments, 00:14:16.750 --> 00:14:18.710 or maybe reaching out to you for something more 00:14:18.710 --> 00:14:20.850 or students who are asking for help. 00:14:20.850 --> 00:14:23.130 Obviously it's gonna take them an extra bit of effort 00:14:23.130 --> 00:14:24.870 for them to ask for help right now. 00:14:24.870 --> 00:14:27.900 Recognize and appreciate the effort your students 00:14:27.900 --> 00:14:30.050 are putting in and I bet you'll see 00:14:30.050 --> 00:14:31.750 a lot of that returned back. 00:14:31.750 --> 00:14:34.920 At a school I worked at we used to have an option 00:14:34.920 --> 00:14:37.730 where we would send five messages to students once a week, 00:14:37.730 --> 00:14:40.310 or five messages to students families once a week, 00:14:40.310 --> 00:14:42.290 and it was just a way to recognize students 00:14:42.290 --> 00:14:44.490 and let their families know that we appreciate them 00:14:44.490 --> 00:14:46.190 and the things our students are doing, 00:14:46.190 --> 00:14:48.120 and not just your high achievers. 00:14:48.120 --> 00:14:49.530 You know, across the board, students 00:14:49.530 --> 00:14:52.400 that are doing something, even if it's not academic based, 00:14:52.400 --> 00:14:54.380 that you really wanna recognize that, 00:14:54.380 --> 00:14:57.110 and then you'll get a lot of really supportive things back, 00:14:57.110 --> 00:14:59.400 I promise you, and how much families 00:14:59.400 --> 00:15:01.180 and students appreciate all the time 00:15:01.180 --> 00:15:03.380 and effort you're putting in right now 00:15:03.380 --> 00:15:04.580 and throughout the year. 00:15:05.890 --> 00:15:08.670 Also, remote learning and that emotional piece 00:15:08.670 --> 00:15:12.470 is not just about the students, it's about you too. 00:15:12.470 --> 00:15:13.460 And I think we've seen a lot 00:15:13.460 --> 00:15:15.480 about the effect it's having on students, 00:15:15.480 --> 00:15:17.560 but don't forget, this is really hard 00:15:17.560 --> 00:15:19.760 and this is a lot to take in at once. 00:15:19.760 --> 00:15:21.390 So, be honest with yourself 00:15:21.390 --> 00:15:22.770 and be honest with your students. 00:15:22.770 --> 00:15:25.310 Share with your students, and let them know it's okay 00:15:25.310 --> 00:15:27.720 to struggle with a new tool or a new concept. 00:15:27.720 --> 00:15:29.960 I can tell you the team here at Khan Academy. 00:15:29.960 --> 00:15:31.540 We've been trying to learn new tools, 00:15:31.540 --> 00:15:33.930 all week so that we can reach all of you. 00:15:33.930 --> 00:15:36.210 And when we opened up about how we're struggling 00:15:36.210 --> 00:15:37.380 to learn these tools, 00:15:37.380 --> 00:15:38.677 it was great to hear everybody else say, 00:15:38.677 --> 00:15:40.310 "You know what, me too." 00:15:40.310 --> 00:15:43.477 And so, it's okay to open up with your students and say, 00:15:43.477 --> 00:15:44.700 "This is a lot to take in." 00:15:44.700 --> 00:15:47.557 "There's a lot to learn and it's okay to struggle, 00:15:47.557 --> 00:15:49.590 "and we're gonna get through it together," 00:15:49.590 --> 00:15:51.380 and if you're looking for additional resources 00:15:51.380 --> 00:15:53.410 on things like that, please feel free 00:15:53.410 --> 00:15:56.310 to check out our content on growth mindset 00:15:56.310 --> 00:15:57.940 and it's a great starting point 00:15:57.940 --> 00:15:59.840 to talk about productive struggle 00:15:59.840 --> 00:16:01.703 and things like that with students. 00:16:04.010 --> 00:16:05.630 Last but certainly not least, 00:16:05.630 --> 00:16:06.990 and I think this ties in, right, 00:16:06.990 --> 00:16:09.150 with recognizing the emotional piece. 00:16:09.150 --> 00:16:12.143 Is cut yourself and your students, a break. 00:16:13.700 --> 00:16:15.080 Be realistic. 00:16:15.080 --> 00:16:17.460 You are not gonna cover everything you would class 00:16:17.460 --> 00:16:20.270 and you know what, that's okay. 00:16:20.270 --> 00:16:23.510 And so, to take a step back and realize that you are putting 00:16:23.510 --> 00:16:26.830 in the effort to keep your students mentally engaged 00:16:26.830 --> 00:16:29.630 is a huge achievement in and of itself. 00:16:29.630 --> 00:16:31.950 So, if you need to choose a couple of key standards 00:16:31.950 --> 00:16:34.470 or concepts to focus on, think about 00:16:34.470 --> 00:16:37.460 what are the most essential for students to understand. 00:16:37.460 --> 00:16:40.090 Most of our teachers are recommending two or three a week 00:16:40.090 --> 00:16:42.000 for students to work on and you know what, 00:16:42.000 --> 00:16:44.480 if one week you only get to one, that's okay. 00:16:44.480 --> 00:16:48.500 Again, cut yourself some slack, none of this is easy 00:16:48.500 --> 00:16:49.850 and as you transition 00:16:49.850 --> 00:16:52.000 and as you and your students get more comfortable, 00:16:52.000 --> 00:16:54.510 you'll find that you can get more done. 00:16:54.510 --> 00:16:55.920 And so, again, if you're thinking 00:16:55.920 --> 00:16:58.800 about those two or three concepts per week. 00:16:58.800 --> 00:17:01.360 If you wanna use assignments on Khan Academy. 00:17:01.360 --> 00:17:03.410 Most teachers have told us that three 00:17:03.410 --> 00:17:06.730 to five assignments per week covers the right amount 00:17:06.730 --> 00:17:09.990 of content for about two to three, you know, standards 00:17:09.990 --> 00:17:13.410 or concepts and reaches about 30 to 45 minutes per week 00:17:13.410 --> 00:17:17.230 on Khan Academy and we found that that benchmark 00:17:17.230 --> 00:17:20.360 is really, really important for students to see growth 00:17:21.200 --> 00:17:23.480 and if you're looking for more on assignments. 00:17:23.480 --> 00:17:26.470 Again, please utilize these slides after the presentation 00:17:26.470 --> 00:17:28.640 and that link will take you to a video 00:17:28.640 --> 00:17:31.293 on how to create assignments using Khan Academy. 00:17:33.750 --> 00:17:35.880 And now I wanna make sure we have time to open it up 00:17:35.880 --> 00:17:39.800 to questions and if you want to have anything more specific 00:17:39.800 --> 00:17:42.450 or you're having trouble with any of the technical pieces, 00:17:42.450 --> 00:17:46.190 please reach out to our Help Center, again, a link here 00:17:46.190 --> 00:17:49.340 and feel free to share these slides with other educators, 00:17:49.340 --> 00:17:52.500 and if you wanna share feedback, please let us know as well. 00:17:52.500 --> 00:17:55.580 We are trying to gather as much information from educators 00:17:55.580 --> 00:17:57.990 and teachers like yourself about what they're doing, 00:17:57.990 --> 00:17:59.280 that's working well and what 00:17:59.280 --> 00:18:01.070 has been a really great learning for them, 00:18:01.070 --> 00:18:03.690 that they wish they could share with other teachers. 00:18:03.690 --> 00:18:05.040 So, I'm gonna pause here 00:18:05.040 --> 00:18:06.980 and I'm gonna reach out to Jeremy, 00:18:06.980 --> 00:18:09.560 and Jeremy is gonna share a couple of our questions 00:18:09.560 --> 00:18:10.593 that are coming in. 00:18:11.480 --> 00:18:12.870 - [Jeremy] All right, so, first of all, 00:18:12.870 --> 00:18:15.910 thank you so much Meaghan, for leading us here. 00:18:15.910 --> 00:18:17.410 Bill actually says. 00:21:39.140 --> 00:21:40.980 - [Meaghan] And if you look here you'll see, 00:21:40.980 --> 00:21:43.770 total learning minutes, skills leveled up and skills 00:21:43.770 --> 00:21:46.210 without progress, so this shows the total learning minutes 00:21:46.210 --> 00:21:48.510 for each of my students so I can get a quick glance 00:21:48.510 --> 00:21:51.040 at how long my students have spent on the site 00:21:51.040 --> 00:21:52.590 and then in terms of their skills, 00:21:52.590 --> 00:21:54.390 how many they've leveled up, 00:21:54.390 --> 00:21:56.200 and how many they have not made progress on 00:21:56.200 --> 00:21:57.760 which means they either level down 00:21:57.760 --> 00:21:59.710 or they've stayed at the same level. 00:21:59.710 --> 00:22:02.023 If I click on an individual student, 00:22:03.090 --> 00:22:05.840 here I'll be able to see my exercise minutes, 00:22:05.840 --> 00:22:07.170 and my total learning minutes, 00:22:07.170 --> 00:22:09.700 so these are the two numbers I was referencing. 00:22:09.700 --> 00:22:12.770 77 is the total learning minutes I spent on site 00:22:12.770 --> 00:22:14.290 on any content. 00:22:14.290 --> 00:22:16.480 Whereas the 28 minutes are the minutes 00:22:16.480 --> 00:22:19.070 that I've spent engaged with questions. 00:22:19.070 --> 00:22:22.360 And so, for all of your students you'll be able to see that 00:22:22.360 --> 00:22:26.410 and for each activity on this individual student report, 00:22:26.410 --> 00:22:27.850 you'll be able to see exactly 00:22:27.850 --> 00:22:31.400 how many minutes they've spent on each of these items. 00:22:31.400 --> 00:22:32.970 As you can see this is a demo account 00:22:32.970 --> 00:22:35.700 so there's not a lot here, but that you'd be able 00:22:35.700 --> 00:22:39.053 to see how much time they've spent on each item. 00:22:40.250 --> 00:22:41.782 - [Jeremy] Cool, thank you so much Claire 00:22:41.782 --> 00:22:42.722 for that great question 00:22:42.722 --> 00:22:45.940 and thanks Meaghan for showing us exactly where to find it. 00:22:45.940 --> 00:22:48.000 Let's step back from the technology for a second. 00:22:48.000 --> 00:22:50.237 Another question says, "what are some of the norms 00:22:50.237 --> 00:22:51.737 "that we can set up for virtual learning?" 00:22:51.737 --> 00:22:54.027 "We all have rules and guidelines 00:22:54.027 --> 00:22:55.677 "in our physical classrooms, 00:22:55.677 --> 00:22:57.487 "how do we bring that same sense of culture 00:22:57.487 --> 00:22:59.907 "and expectations to the virtual environment?" 00:23:00.760 --> 00:23:02.350 - [Meaghan] Yeah, I think it's a really great question 00:23:02.350 --> 00:23:06.180 and a really important one, I think, what happens sometimes 00:23:06.180 --> 00:23:08.960 is that a lot of teachers as they move digital, 00:23:08.960 --> 00:23:12.020 forget that those same concepts apply. 00:23:12.020 --> 00:23:14.970 Things like, you know, class management and class culture 00:23:14.970 --> 00:23:16.430 are still really valuable 00:23:16.430 --> 00:23:19.160 and in some cases even more valuable now. 00:23:19.160 --> 00:23:22.070 So, for example, if you decide to go live 00:23:22.070 --> 00:23:22.903 with your students, 00:23:22.903 --> 00:23:26.060 like a fair number of teachers we know are, 00:23:26.060 --> 00:23:27.970 set up the first time you're doing it 00:23:27.970 --> 00:23:31.000 or if you haven't had an opportunity, start Monday. 00:23:31.000 --> 00:23:34.960 Take what you would think of as your norms and expectations 00:23:34.960 --> 00:23:38.370 and display them to your students and go through them. 00:23:38.370 --> 00:23:40.400 If you're not sure what your norms feel right 00:23:40.400 --> 00:23:42.290 for your classroom, make it an opportunity 00:23:42.290 --> 00:23:45.130 for an interactive activity with your students 00:23:45.130 --> 00:23:47.240 again, you can do it in a discussion format, 00:23:47.240 --> 00:23:49.060 if you're using something like Hangouts Meets, 00:23:49.060 --> 00:23:50.360 students can put suggestions 00:23:50.360 --> 00:23:52.450 in the chat on the right hand side. 00:23:52.450 --> 00:23:53.530 If you're using something 00:23:53.530 --> 00:23:57.070 where students can post comments, or post votes, 00:23:57.070 --> 00:23:59.450 allow them to choose what should be our norms. 00:23:59.450 --> 00:24:03.060 Should our norms be that anyone can add to the chat at once? 00:24:03.060 --> 00:24:06.750 Should our norms be that we need to raise a hand icon 00:24:06.750 --> 00:24:09.170 if we wanna contribute to the class discussion? 00:24:09.170 --> 00:24:14.170 Should our norms be that we only meet live twice a week? 00:24:14.250 --> 00:24:16.570 I think that really involving your students 00:24:16.570 --> 00:24:20.550 in what should be those norms now that you've gone digital, 00:24:20.550 --> 00:24:22.400 that should be an opportunity for you. 00:24:22.400 --> 00:24:24.500 If you feel really comfortable and know what the norms 00:24:24.500 --> 00:24:26.300 should be for your classroom already, 00:24:26.300 --> 00:24:28.620 make sure you're communicating those well, 00:24:28.620 --> 00:24:31.200 and make sure that you're following through on them, 00:24:31.200 --> 00:24:33.490 they're really easy to get off task. 00:24:33.490 --> 00:24:36.900 So, for example, when I would work remote with students, 00:24:36.900 --> 00:24:38.680 one of the things that I would say is enormous, 00:24:38.680 --> 00:24:41.410 I would close off all of my social tabs 00:24:41.410 --> 00:24:42.710 while I was in class. 00:24:42.710 --> 00:24:45.220 If I was teaching my class remotely, 00:24:45.220 --> 00:24:48.730 then that was where my focus was, and so, making sure 00:24:48.730 --> 00:24:52.210 that my cell phone was on silent and that my, you know, 00:24:52.210 --> 00:24:55.920 twitter feed was muted, and things like that, so making, 00:24:55.920 --> 00:24:58.540 if that's the norm, make sure you're modeling that behavior 00:24:58.540 --> 00:24:59.373 for your students. 00:24:59.373 --> 00:25:01.500 You're not on your hangout 00:25:01.500 --> 00:25:04.420 or your video, you know, distracted by something else, 00:25:04.420 --> 00:25:07.690 which I know that example can be easier said than done. 00:25:07.690 --> 00:25:10.180 But, again, setting those norms, 00:25:10.180 --> 00:25:12.600 communicating them clearly and modeling them, 00:25:12.600 --> 00:25:14.010 tends to be a really helpful for, 00:25:14.010 --> 00:25:16.600 and, again, if you're able to do that, 00:25:16.600 --> 00:25:19.250 then your students will be encouraged to do the same. 00:25:20.206 --> 00:25:21.840 - [Jeremy] Cool, and speaking of modeling Meaghan, 00:25:21.840 --> 00:25:23.450 I think hopefully what we're seeing 00:25:23.450 --> 00:25:25.710 through this webinar today is what's possible 00:25:25.710 --> 00:25:27.280 for your own students. 00:25:27.280 --> 00:25:29.810 They use a tool like GoToWebinar or Zoom 00:25:29.810 --> 00:25:32.510 or Google Meetings or whatever your district provides, 00:25:32.510 --> 00:25:35.550 you always have the ability to have questions, chat, 00:25:35.550 --> 00:25:38.050 even live polls kinda like a Kahoot! baked 00:25:38.050 --> 00:25:39.130 into your webinar, 00:25:39.130 --> 00:25:42.150 so there are often lots of ways to keep students engaged, 00:25:42.150 --> 00:25:44.090 even in a tough learning environment. 00:25:44.090 --> 00:25:46.350 - [Meaghan] Yeah, I would double down on that too, Jeremy, 00:25:46.350 --> 00:25:48.660 as you think about this, again, 00:25:48.660 --> 00:25:50.810 as someone mentioned the hope was to share some tools 00:25:50.810 --> 00:25:53.050 that go beyond the scope of Khan Academy 00:25:53.050 --> 00:25:55.630 and that we really can can give some ideas 00:25:55.630 --> 00:25:58.510 as you take this remote learning adventure. 00:25:58.510 --> 00:26:01.770 And don't be afraid to mix and match your tools together. 00:26:01.770 --> 00:26:04.170 So, when I was teaching, 00:26:04.170 --> 00:26:07.350 some of my students really enjoyed combining a video tool, 00:26:07.350 --> 00:26:08.760 so they would be on live camera 00:26:08.760 --> 00:26:10.590 with each other with Kahoot!, 00:26:10.590 --> 00:26:12.740 so that that way they were doing review questions 00:26:12.740 --> 00:26:15.210 and they were doing it in a social way, 00:26:15.210 --> 00:26:17.650 but they were all in their own homes at night 00:26:17.650 --> 00:26:21.600 and so, don't be afraid to try something. 00:26:21.600 --> 00:26:25.320 And, again, take these tips as guidance and fit them. 00:26:25.320 --> 00:26:27.810 Right, teachers are great at adapting things 00:26:27.810 --> 00:26:28.780 to their own classrooms, 00:26:28.780 --> 00:26:30.660 so don't be afraid to take, you know, 00:26:30.660 --> 00:26:33.160 tools you're already using and adapting some of the tips 00:26:33.160 --> 00:26:36.010 that we've share to fit you best. 00:26:36.010 --> 00:26:36.993 - [Jeremy] Cool, so, another 00:26:36.993 --> 00:26:38.660 sort of psychological question here, 00:26:38.660 --> 00:26:41.517 and this coming in from Maddie, Maddie says, 00:26:41.517 --> 00:26:43.467 "How do I actually encourage my students 00:26:43.467 --> 00:26:45.767 "to complete Khan Academy assignments, 00:26:45.767 --> 00:26:47.989 "given they don't have that in person contact 00:26:47.989 --> 00:26:50.740 "and the ability to motivate them, day to day?" 00:26:50.740 --> 00:26:52.280 - [Meaghan] Yeah, great question. 00:26:52.280 --> 00:26:55.370 So, a couple of things are built into the platform 00:26:55.370 --> 00:26:57.300 and let me show you just in case you, 00:26:57.300 --> 00:26:59.850 for those who might be a little less familiar 00:26:59.850 --> 00:27:02.370 with the Khan Academy experience. 00:27:02.370 --> 00:27:05.930 On every course for Khan Academy, this mastery enabled, 00:27:05.930 --> 00:27:08.060 you'll see that each of these 00:27:08.060 --> 00:27:11.100 offer kind of a gamification piece where students 00:27:11.100 --> 00:27:15.370 are earning mastery points for achieving progress 00:27:15.370 --> 00:27:18.810 on skills, lessons and units and so, 00:27:18.810 --> 00:27:21.470 as students work through content 00:27:21.470 --> 00:27:24.120 and I'm gonna jump into a unit here. 00:27:24.120 --> 00:27:27.150 As students work through material, 00:27:27.150 --> 00:27:30.130 they'll see their levels go up and their skills move 00:27:30.130 --> 00:27:31.480 to mastered and they'll see 00:27:31.480 --> 00:27:34.960 these little icons start to fill out. 00:27:34.960 --> 00:27:37.930 And so, as they do this they earn mastery points 00:27:37.930 --> 00:27:40.680 and badges and they can upgrade their avatars 00:27:40.680 --> 00:27:42.350 on their own profile page. 00:27:42.350 --> 00:27:45.200 So, there are some gamification pieces built 00:27:45.200 --> 00:27:47.140 into Khan Academy. 00:27:47.140 --> 00:27:48.960 We know that works for some students, 00:27:48.960 --> 00:27:51.040 and definitely not for all. 00:27:51.040 --> 00:27:53.857 And so, again to the question of, 00:27:53.857 --> 00:27:56.867 "I'm not there in person I can't put my chart on my wall, 00:27:56.867 --> 00:27:59.287 "I can't throw a pizza party for my students. 00:27:59.287 --> 00:28:01.610 "What else can I do?" 00:28:01.610 --> 00:28:05.010 And so, what we recommend is trying some of, 00:28:05.010 --> 00:28:06.920 building on some of those same concepts 00:28:06.920 --> 00:28:09.960 that work well in person for your students, 00:28:09.960 --> 00:28:12.710 try adapting them with some of the tools you're using 00:28:12.710 --> 00:28:15.270 and making them, you know, remote. 00:28:15.270 --> 00:28:18.880 So, if your students are really encouraged by things 00:28:18.880 --> 00:28:22.110 like certificates or homework passes and things like that, 00:28:22.110 --> 00:28:26.400 again, we have a portfolio of certificates, we can share. 00:28:26.400 --> 00:28:29.120 But don't let that limit you, feel free to, you know, 00:28:29.120 --> 00:28:31.390 recognize students with certificates 00:28:31.390 --> 00:28:34.470 and if you can share them digitally via email 00:28:34.470 --> 00:28:36.980 or a message app through something like ClassDojo, 00:28:36.980 --> 00:28:40.380 that works really well, or even if you got to the point 00:28:40.380 --> 00:28:41.950 where you could mail them to students 00:28:41.950 --> 00:28:43.300 and they can recognize that 00:28:43.300 --> 00:28:45.690 and show their class, either by sharing maybe 00:28:45.690 --> 00:28:46.777 through your Google Classroom, 00:28:46.777 --> 00:28:49.870 "Hey, I got this great certificate from my teacher," 00:28:49.870 --> 00:28:52.530 or you know, if some teachers prefer things 00:28:52.530 --> 00:28:55.747 like video messages, like, using Flipgrid to show, 00:28:55.747 --> 00:28:57.817 "Hey, this is what my students have done this week, 00:28:57.817 --> 00:28:59.310 "I'm really proud of them." 00:28:59.310 --> 00:29:02.100 Even some simple things are really inspiring 00:29:02.100 --> 00:29:04.070 like putting your, you know, pet 00:29:04.070 --> 00:29:06.470 or your own children getting really excited 00:29:06.470 --> 00:29:09.060 about something they've done or doing a silly dance, 00:29:09.060 --> 00:29:11.520 we have a teacher that we work really closely with, 00:29:11.520 --> 00:29:15.060 and he celebrates his students by doing really, you know, 00:29:15.060 --> 00:29:16.610 things that sound really terrible as an adult, 00:29:16.610 --> 00:29:18.170 like walking on Legos 00:29:18.170 --> 00:29:20.950 or things like putting pie in his face. 00:29:20.950 --> 00:29:23.143 Recording yourself doing some of these really funny things 00:29:23.143 --> 00:29:25.700 that you can still do while in your own home 00:29:25.700 --> 00:29:28.997 and sharing them to students, "If you reach this goal 00:29:28.997 --> 00:29:31.087 "I will do this thing, put it on a video 00:29:31.087 --> 00:29:32.470 "and share it with you," 00:29:32.470 --> 00:29:34.210 showing that you're staying committed 00:29:34.210 --> 00:29:37.280 to learning just as much as your students are. 00:29:37.280 --> 00:29:41.290 - [Jeremy] Cool, I wanna share this comment from Linda, 00:29:41.290 --> 00:29:43.627 which was, "That I know, I thought I was the only one 00:29:43.627 --> 00:29:44.747 "who was feeling overwhelmed. 00:29:44.747 --> 00:29:47.230 "I'm so glad to know that I'm not alone." 00:29:47.230 --> 00:29:48.710 So, Linda and everyone else out there know 00:29:48.710 --> 00:29:50.410 that we are totally in the same boat. 00:29:50.410 --> 00:29:52.820 Meaghan and I are both former teachers, current parents 00:29:52.820 --> 00:29:55.700 with our own kids at home, so we absolutely feel 00:29:55.700 --> 00:29:57.960 what you're going through and want to do anything we can 00:29:57.960 --> 00:30:00.400 to support you during this tough time. 00:30:00.400 --> 00:30:02.190 That being said, I do wanna call out, 'cause there 00:30:02.190 --> 00:30:03.590 are a lot of questions coming in on this, 00:30:03.590 --> 00:30:04.860 on the question line, 00:30:04.860 --> 00:30:06.670 that this is all being recorded, 00:30:06.670 --> 00:30:09.040 it'll be available in your email automatically 00:30:09.040 --> 00:30:11.860 in about three hours after the recording is processed, 00:30:11.860 --> 00:30:13.760 you will get that no questions asked. 00:30:13.760 --> 00:30:15.500 You can also grab all the slides 00:30:15.500 --> 00:30:17.170 that Meaghan's already shared right now 00:30:17.170 --> 00:30:18.640 in the handout section 00:30:18.640 --> 00:30:19.940 and if you can't find that don't worry, 00:30:19.940 --> 00:30:22.150 it'll also be included in the email coming in three hours, 00:30:22.150 --> 00:30:24.550 so one way or another, you'll get access to all this, 00:30:24.550 --> 00:30:26.820 and yes you can absolutely share it with anyone. 00:30:26.820 --> 00:30:29.247 Okay, Mina wants to ask 00:30:29.247 --> 00:30:31.177 "When you're sort of talking about sort of the time 00:30:31.177 --> 00:30:32.977 "on Khan Academy per week, 00:30:32.977 --> 00:30:35.177 "were you recommending 30 to 45 minutes per week? 00:30:35.177 --> 00:30:37.270 "What was the recommendation again there?" 00:30:37.270 --> 00:30:39.140 - [Meaghan] Yeah, so, when we talk about, 00:30:39.140 --> 00:30:41.910 a lot of times we've been focused more on in-class practice 00:30:41.910 --> 00:30:43.600 but even thinking about that, 00:30:43.600 --> 00:30:45.950 again, we don't want students to feel overwhelmed 00:30:45.950 --> 00:30:47.830 by, you know, sitting in front of a screen 00:30:47.830 --> 00:30:49.880 for eight hours a day or things like that 00:30:49.880 --> 00:30:52.410 and it shouldn't be just Khan Academy, 00:30:52.410 --> 00:30:54.790 we encourage you to have some diversity 00:30:54.790 --> 00:30:56.420 in what students are learning. 00:30:56.420 --> 00:30:59.340 And especially if you're an upper school teacher, right, 00:30:59.340 --> 00:31:01.190 you're probably subjects of civic 00:31:01.190 --> 00:31:02.750 and you don't want your students just doing 00:31:02.750 --> 00:31:04.923 that one thing all day and so, 00:31:04.923 --> 00:31:08.840 what we see is that 30 to 45 active minutes 00:31:08.840 --> 00:31:13.020 on Khan Academy per week, shows really great efficacy 00:31:13.020 --> 00:31:16.020 and so, what you can look for as a teacher 00:31:16.020 --> 00:31:21.010 in terms of tracking, is that on that report I shared, 00:31:21.010 --> 00:31:23.720 and I'll just go back on my screen to show you. 00:31:23.720 --> 00:31:27.440 So, if you go back and you go to your teacher dashboard 00:31:27.440 --> 00:31:30.790 and look at your activity overview, and you wanna see 00:31:30.790 --> 00:31:32.500 in this total learning minutes column, 00:31:32.500 --> 00:31:36.310 you wanna see somewhere between 30 and 45 minutes 00:31:36.310 --> 00:31:37.840 and then in this skills level, 00:31:37.840 --> 00:31:40.280 the column you wanna see two or more, 00:31:40.280 --> 00:31:42.880 we find that that's a really good benchmark 00:31:42.880 --> 00:31:46.193 for seeing if students are making meaningful progress. 00:31:48.360 --> 00:31:50.490 - [Jeremy] Great, okay and to go along with that, 00:31:50.490 --> 00:31:52.517 Bridger asked this question, 00:31:52.517 --> 00:31:54.507 "For an English or math teacher, 00:31:54.507 --> 00:31:55.897 "could you give a brief summation 00:31:55.897 --> 00:31:58.617 "of what a week might look like, including assignments? 00:31:58.617 --> 00:32:01.557 "So, basically walk me through how that flow would look, 00:32:01.557 --> 00:32:03.457 "what I'm doing what the students are doing, 00:32:03.457 --> 00:32:06.560 "so it feels really, real doable for me." 00:32:06.560 --> 00:32:07.580 - [Meaghan] Sure. 00:32:07.580 --> 00:32:09.380 Now, I do wanna say again, 00:32:09.380 --> 00:32:12.070 you know your classroom and your students best, 00:32:12.070 --> 00:32:15.140 so please adapt in and don't take this as a hard 00:32:15.140 --> 00:32:17.090 and fast rule but take it as general advice 00:32:17.090 --> 00:32:19.080 that you can adapt to your own teaching 00:32:19.080 --> 00:32:21.390 and your students learning styles. 00:32:21.390 --> 00:32:24.400 So, if you're looking for, you know, 00:32:24.400 --> 00:32:26.130 let's say a math teacher, right? 00:32:26.130 --> 00:32:28.250 Khan Academy has great math content 00:32:28.250 --> 00:32:32.600 from pre K through early college and so, 00:32:32.600 --> 00:32:34.220 if you're looking at something like that, 00:32:34.220 --> 00:32:35.990 we recommend some time, again, 00:32:35.990 --> 00:32:37.530 you still wanna be teaching your students 00:32:37.530 --> 00:32:40.500 so if you can make sure you're getting live 00:32:40.500 --> 00:32:42.490 or recorded videos of you talking 00:32:42.490 --> 00:32:43.760 through some of those concepts 00:32:43.760 --> 00:32:46.370 at least a couple times a week and so, 00:32:46.370 --> 00:32:48.640 how long that takes you now, I was gonna say, 00:32:48.640 --> 00:32:51.520 and how much time your students have access to internet 00:32:51.520 --> 00:32:54.150 and to those tools might vary a little bit, 00:32:54.150 --> 00:32:56.340 but we'd say at least two or three times per week, 00:32:56.340 --> 00:32:58.010 trying to get that to them. 00:32:58.010 --> 00:32:59.817 And then, when you're looking at, 00:32:59.817 --> 00:33:02.630 "What would I give my students?" and, again, 00:33:02.630 --> 00:33:04.270 I recommend looking at our resources 00:33:04.270 --> 00:33:07.850 to walk through some of these skills on Khan Academy, 00:33:07.850 --> 00:33:09.700 a little bit more slowly. 00:33:09.700 --> 00:33:12.730 But if you're looking to make an assignment. 00:33:12.730 --> 00:33:16.220 In this case, if I wanted to assign, 00:33:16.220 --> 00:33:19.463 let's say third grade content to my class, 00:33:20.500 --> 00:33:23.470 if I were looking for what I wanted to do for the week, 00:33:23.470 --> 00:33:28.470 I might make three to five exercise based assignments 00:33:28.610 --> 00:33:30.800 plus, if I felt like there was any sort 00:33:30.800 --> 00:33:33.190 of learning content that might be helpful. 00:33:33.190 --> 00:33:36.310 So, if I were looking at one digit multiplication. 00:33:36.310 --> 00:33:40.930 I can open up this unit and open up each lesson 00:33:40.930 --> 00:33:43.850 and I can see the exercises that would be there 00:33:43.850 --> 00:33:46.760 and if you look on the right hand side for our teachers 00:33:46.760 --> 00:33:49.640 these are the common core standards to the right hand side 00:33:49.640 --> 00:33:51.750 so if you're looking for specific standards, 00:33:51.750 --> 00:33:54.080 you can find them right here in the assignments feature, 00:33:54.080 --> 00:33:56.690 or you can search by those as well. 00:33:56.690 --> 00:33:58.710 So, to get back to your question. 00:33:58.710 --> 00:34:01.570 I would probably make three to five assignments 00:34:01.570 --> 00:34:03.810 for the week for students. 00:34:03.810 --> 00:34:06.910 And I would have them do, one day. 00:34:06.910 --> 00:34:09.020 Like I would pick one day, probably at the end of the week 00:34:09.020 --> 00:34:10.930 and I would also communicate with my students 00:34:10.930 --> 00:34:13.990 that I'm not gonna be looking at how well you performed 00:34:13.990 --> 00:34:17.530 until this day so you're giving students the opportunity 00:34:17.530 --> 00:34:20.680 to go back and try again and really persevere 00:34:20.680 --> 00:34:23.450 through things they might be struggling with, or, you know, 00:34:23.450 --> 00:34:25.260 they might need additional time to, you know, 00:34:25.260 --> 00:34:26.750 learn those skills. 00:34:26.750 --> 00:34:29.570 So, circle all the way back, 00:34:29.570 --> 00:34:31.050 I would say recommend making sure 00:34:31.050 --> 00:34:32.590 there's some sort of teaching 00:34:32.590 --> 00:34:35.510 or communication component two or three times a week, 00:34:35.510 --> 00:34:38.830 and then giving students, three to five assignments, 00:34:38.830 --> 00:34:39.900 hoping that they'll reach 00:34:39.900 --> 00:34:42.550 that 30 to 45 minute per week threshold 00:34:42.550 --> 00:34:44.523 and move up two skills or more. 00:34:45.850 --> 00:34:46.740 - [Jeremy] Awesome. 00:34:46.740 --> 00:34:49.100 A lot of questions are coming in about, sort of, 00:34:49.100 --> 00:34:51.610 how do you use Khan Academy for differentiation 00:34:51.610 --> 00:34:52.760 and in particular, 00:34:52.760 --> 00:34:55.290 how do you serve special education students, 00:34:55.290 --> 00:34:57.500 particularly during this really tough time? 00:34:57.500 --> 00:34:59.890 Any recommendations there Meaghan? 00:34:59.890 --> 00:35:01.370 - [Meaghan] Really tough questions 00:35:01.370 --> 00:35:03.160 but I'm really glad to hear them. 00:35:03.160 --> 00:35:05.730 So, when it comes to differentiation, 00:35:05.730 --> 00:35:09.220 we strongly encourage teachers to enable our mastery system 00:35:09.220 --> 00:35:13.180 and to set mastery goals with students, and here's why. 00:35:13.180 --> 00:35:15.420 If you go into course mastery, again, 00:35:15.420 --> 00:35:16.890 from this teacher dashboard. 00:35:16.890 --> 00:35:21.450 You go to placement, you can see the goals that are assigned 00:35:21.450 --> 00:35:25.150 to each of your students, and what you're able to do 00:35:25.150 --> 00:35:29.200 is assign a course mastery goal to all of your students, 00:35:29.200 --> 00:35:31.060 just a subgroup of your students, 00:35:31.060 --> 00:35:32.960 or maybe just one of your students. 00:35:32.960 --> 00:35:35.600 So, in the example you see on your screen, 00:35:35.600 --> 00:35:38.290 I've assigned algebra one to my whole class, 00:35:38.290 --> 00:35:42.130 and I've assigned pre algebra to four of my students. 00:35:42.130 --> 00:35:45.240 And so, the reason I assigned algebra one to everyone, 00:35:45.240 --> 00:35:48.110 that's my class level goal and this shows up 00:35:48.110 --> 00:35:50.550 on the student dashboard for all of them, 00:35:50.550 --> 00:35:53.550 every time they log in, it's one really big goal, 00:35:53.550 --> 00:35:56.770 but how they get to that goal, varies by every student. 00:35:56.770 --> 00:35:59.270 So, instead of having to make an individual assignment 00:35:59.270 --> 00:36:01.530 for every skill they need to learn, 00:36:01.530 --> 00:36:03.770 you've given them the opportunity 00:36:03.770 --> 00:36:06.660 to reach mastery on all of those skills, 00:36:06.660 --> 00:36:09.270 but they can do it at their own pace. 00:36:09.270 --> 00:36:10.820 And they're able to watch videos 00:36:10.820 --> 00:36:13.330 and read articles on concepts, they can go back 00:36:13.330 --> 00:36:16.470 and review skills that they may have had a gap in, 00:36:16.470 --> 00:36:19.340 or they can move ahead if they really understand, you know, 00:36:19.340 --> 00:36:20.680 graphing equations well 00:36:20.680 --> 00:36:22.320 and they can move quickly through that, 00:36:22.320 --> 00:36:24.380 they have the opportunity to take a unit test 00:36:24.380 --> 00:36:27.120 and move really quickly and move on to the next concept. 00:36:27.120 --> 00:36:29.200 So, that way you're getting all students 00:36:29.200 --> 00:36:33.250 towards this grade level, huge goal. 00:36:33.250 --> 00:36:34.920 One, giving them the opportunity 00:36:34.920 --> 00:36:36.980 to work at their personalized pace 00:36:36.980 --> 00:36:39.400 and get the supports they need. 00:36:39.400 --> 00:36:41.170 And then, if you have students 00:36:41.170 --> 00:36:43.130 who might need a little bit more support, 00:36:43.130 --> 00:36:45.280 maybe they're working below grade level, 00:36:45.280 --> 00:36:47.177 you can always assign an additional goal and say, 00:36:47.177 --> 00:36:48.010 "You know what, 00:36:48.010 --> 00:36:51.107 I'd really love for you to get to 50% on pre algebra, 00:36:51.107 --> 00:36:53.177 "because I think you really need some extra support 00:36:53.177 --> 00:36:55.280 "in these skills," and so, 00:36:55.280 --> 00:36:58.120 students can have the opportunity, again, 00:36:58.120 --> 00:37:00.430 to go back and revisit content 00:37:00.430 --> 00:37:03.920 that might feel, you know, below grade level per se, 00:37:03.920 --> 00:37:06.280 but they can do it at their own pace, 00:37:06.280 --> 00:37:08.650 and they can see themselves growing 00:37:08.650 --> 00:37:11.030 and achieving mastery and skills 00:37:11.030 --> 00:37:13.360 that they might not have had before. 00:37:13.360 --> 00:37:16.210 And as I mentioned earlier, some teachers for students 00:37:16.210 --> 00:37:18.290 that are progressing at a faster pace, 00:37:18.290 --> 00:37:20.120 we'll encourage to them to, you know, 00:37:20.120 --> 00:37:22.570 work on the next course or work on something else. 00:37:22.570 --> 00:37:25.700 Khan Academy has content across you know, math, science, 00:37:25.700 --> 00:37:29.340 computer programming, arts and humanities, and many others. 00:37:29.340 --> 00:37:31.810 So, that sometimes when students have that, you know, 00:37:31.810 --> 00:37:36.100 additional time, allow them to learn even beyond that 00:37:36.100 --> 00:37:38.490 When it comes to our special education students, 00:37:38.490 --> 00:37:40.910 I will say this, is that we have, 00:37:40.910 --> 00:37:42.750 I was gonna say, I would say we have an opportunity 00:37:42.750 --> 00:37:44.880 to learn more about some best practices 00:37:44.880 --> 00:37:46.680 with special education students, 00:37:46.680 --> 00:37:48.770 but I can reference a teacher I've worked closely 00:37:48.770 --> 00:37:51.370 with before who has used Khan Academy 00:37:51.370 --> 00:37:53.900 for multiple years in math, 00:37:53.900 --> 00:37:57.570 for a classroom entirely of special education students. 00:37:57.570 --> 00:38:01.590 And, while those students in terms of age, might fall 00:38:01.590 --> 00:38:04.650 into what you think of as middle school students, 00:38:04.650 --> 00:38:07.930 they're working on a first, second, grade level and so, 00:38:07.930 --> 00:38:11.940 what she's able to do is that for each of her students, 00:38:11.940 --> 00:38:14.100 she creates a separate mastery goal 00:38:14.100 --> 00:38:17.080 for each student based on where she knows they are 00:38:17.080 --> 00:38:19.670 and then each student is able to work on the skills 00:38:19.670 --> 00:38:21.660 that feel appropriate for them. 00:38:21.660 --> 00:38:23.870 But the whole class is working on mastery 00:38:23.870 --> 00:38:26.130 so all of the students feel really included, 00:38:26.130 --> 00:38:28.310 they're working towards great big goals, 00:38:28.310 --> 00:38:29.920 but they're all still working 00:38:29.920 --> 00:38:33.050 on the skills that feel appropriate for them. 00:38:33.050 --> 00:38:35.160 And so, in that similar way when we talked 00:38:35.160 --> 00:38:38.270 about kind of a standard classroom. 00:38:38.270 --> 00:38:41.420 I would offer the opportunity to think about 00:38:41.420 --> 00:38:43.310 how you might be able to alter that 00:38:43.310 --> 00:38:45.480 for special education students 00:38:45.480 --> 00:38:47.830 and if as you go through this process you learn things 00:38:47.830 --> 00:38:49.650 about that, please reach out to us 00:38:49.650 --> 00:38:50.560 and let us know how it goes, 00:38:50.560 --> 00:38:52.990 because we are always eager for teacher feedback 00:38:52.990 --> 00:38:55.913 to improve our recommendations around any area. 00:38:56.990 --> 00:38:57.850 - [Jeremy] That's awesome, 00:38:57.850 --> 00:38:59.080 and then sort of a bookend question to that, 00:38:59.080 --> 00:39:01.720 is coming from Melody and many other educators 00:39:01.720 --> 00:39:04.227 is, "Okay I have assigned these course mastery goals, 00:39:04.227 --> 00:39:06.017 "how do I measure progress? 00:39:06.017 --> 00:39:07.527 "What reports do I look at? 00:39:07.527 --> 00:39:08.867 "what do I focus on the page? 00:39:08.867 --> 00:39:10.990 "How do I know how my students are doing?" 00:39:10.990 --> 00:39:13.200 - [Meaghan] Yeah, what a great question and I know 00:39:13.200 --> 00:39:15.530 that there's a lot to take in here, 00:39:15.530 --> 00:39:16.610 and I do encourage you, 00:39:16.610 --> 00:39:19.240 these are really great Khan Academy questions too, 00:39:19.240 --> 00:39:21.180 integrate some of what we're sharing 00:39:21.180 --> 00:39:22.940 with what you're already doing. 00:39:22.940 --> 00:39:25.530 Again, you are here because you really care 00:39:25.530 --> 00:39:27.720 about your students and really teaching well 00:39:27.720 --> 00:39:30.820 in this new remote situation, so please take these pieces 00:39:30.820 --> 00:39:32.560 and integrate them with things that you know, 00:39:32.560 --> 00:39:33.610 that you're already doing well 00:39:33.610 --> 00:39:35.210 so how you're tracking your students 00:39:35.210 --> 00:39:38.140 and making sure they're getting the best opportunities 00:39:38.140 --> 00:39:40.150 to learn and grow, 00:39:40.150 --> 00:39:42.950 please use those in combination with what we're sharing. 00:39:43.860 --> 00:39:46.650 So, if I wanted to specifically track progress 00:39:46.650 --> 00:39:48.510 on their mastery goal. 00:39:48.510 --> 00:39:49.900 If you look on the left hand side 00:39:49.900 --> 00:39:53.043 where I'm at placement if I instead choose progress. 00:39:56.980 --> 00:40:00.460 I can see here, this is how my whole class 00:40:00.460 --> 00:40:02.030 is doing in third grade. 00:40:02.030 --> 00:40:04.720 So, if I've set the mastery goal here is third grade, 00:40:04.720 --> 00:40:08.400 I can see how much progress, all of my students have made, 00:40:08.400 --> 00:40:09.880 and I can see a class median, 00:40:09.880 --> 00:40:11.890 so we've made about 8% progress, 00:40:11.890 --> 00:40:14.240 and if I hover over any of these bars 00:40:14.240 --> 00:40:16.300 it'll show me which students quickly fall 00:40:16.300 --> 00:40:17.790 into each of these areas. 00:40:17.790 --> 00:40:20.520 So, if I look here, Josslyn and Wenbo fall 00:40:20.520 --> 00:40:24.980 into this first box, we're looking at, you know, 10 to 20%, 00:40:24.980 --> 00:40:27.470 whereas if I jump up here I can see Melissa 00:40:27.470 --> 00:40:29.760 is at, you know, 44%. 00:40:29.760 --> 00:40:34.010 So, that gives you a quick snapshot of all of your class 00:40:34.010 --> 00:40:37.060 and how they're doing towards that greater goal. 00:40:37.060 --> 00:40:40.080 If you scroll down below, 00:40:40.080 --> 00:40:44.020 you'll see each of the units within that overall course, 00:40:44.020 --> 00:40:46.210 and it will give you a class median 00:40:46.210 --> 00:40:49.470 on how they're doing on each of those units. 00:40:49.470 --> 00:40:53.263 So, in this case if I clicked into one digit multiplication, 00:40:54.380 --> 00:40:57.830 I now get a similar screen to what I saw for course mastery 00:40:57.830 --> 00:40:59.670 but I get it at the unit level 00:40:59.670 --> 00:41:02.180 and so, here I can see how much progress 00:41:02.180 --> 00:41:05.430 have my students made in this particular unit. 00:41:05.430 --> 00:41:08.490 We've made a little bit more progress here, you can see, 00:41:08.490 --> 00:41:11.110 and the same hover opportunity exists. 00:41:11.110 --> 00:41:13.720 And then if I really wanna get detailed 00:41:13.720 --> 00:41:16.373 if I scroll below these chart, 00:41:17.500 --> 00:41:19.890 I'll see this section called skill mastery, 00:41:19.890 --> 00:41:23.440 and it shows me exactly where my students fall 00:41:23.440 --> 00:41:25.990 for every specific skill. 00:41:25.990 --> 00:41:29.060 By clicking the carrot on the left hand side 00:41:30.610 --> 00:41:33.860 it shows me my students and how they're performing 00:41:33.860 --> 00:41:35.460 on that particular skill. 00:41:35.460 --> 00:41:37.750 So, my first spec overview, not started, meaning students 00:41:37.750 --> 00:41:39.350 haven't done anything yet. 00:41:39.350 --> 00:41:41.090 Attempted, means they've tried 00:41:41.090 --> 00:41:44.060 but they've gotten fewer than 70% 00:41:44.060 --> 00:41:45.860 of those questions correct. 00:41:45.860 --> 00:41:49.770 Familiar, means they've reached at least 70, proficient is, 00:41:49.770 --> 00:41:52.600 means they've got at least 100% on an exercise 00:41:52.600 --> 00:41:55.800 which is single skill practice and to get to mastered, 00:41:55.800 --> 00:41:58.870 they have to show that they have success, 00:41:58.870 --> 00:42:00.840 in both a single skill practice 00:42:00.840 --> 00:42:03.510 of the exercise and a mixed skill practice 00:42:03.510 --> 00:42:06.270 of either the unit test or the course challenge, 00:42:06.270 --> 00:42:08.060 so they have to be able to demonstrate 00:42:08.060 --> 00:42:11.630 that skill in isolation and combined with other skills. 00:42:11.630 --> 00:42:13.400 And what's neat about this part 00:42:13.400 --> 00:42:17.840 of the progress report is that if you see students 00:42:17.840 --> 00:42:19.700 that have not started this skill 00:42:19.700 --> 00:42:21.580 or might need more practice, 00:42:21.580 --> 00:42:23.410 if you click the Assign button 00:42:23.410 --> 00:42:26.770 on the left hand side, a pop up box will appear 00:42:26.770 --> 00:42:28.980 and without you having to search for it, 00:42:28.980 --> 00:42:33.380 you can assign that skill, to either all your class, 00:42:33.380 --> 00:42:36.180 a handful of students or a single student 00:42:36.180 --> 00:42:39.833 and encourage them to work on that skill to master it. 00:42:41.320 --> 00:42:42.360 - [Jeremy] Very cool. 00:42:42.360 --> 00:42:43.540 So, hopefully that gives you a sense 00:42:43.540 --> 00:42:45.370 of how you can keep tabs on your students, 00:42:45.370 --> 00:42:47.390 even when you're all spread apart. 00:42:47.390 --> 00:42:49.570 But now we've dove pretty deep 00:42:49.570 --> 00:42:51.600 into the innards of Khan Academy. 00:42:51.600 --> 00:42:53.070 Let's zoom back a little bit. 00:42:53.070 --> 00:42:55.437 Sheila and a couple of others are asking, 00:42:55.437 --> 00:42:58.677 "Hey, is there an answer sheet for Khan Academy? 00:42:58.677 --> 00:43:01.840 "How do I actually evaluate how things are doing?" 00:43:01.840 --> 00:43:04.940 Can you just maybe show off a sample practice exercise, 00:43:04.940 --> 00:43:08.120 Meaghan, just to show the kinda experiences students get. 00:43:08.120 --> 00:43:10.740 - [Meaghan] Really wonderful question Sheila and so, 00:43:10.740 --> 00:43:12.700 let me address your question in a couple parts. 00:43:12.700 --> 00:43:15.910 So, first of all, there's no grading required 00:43:15.910 --> 00:43:17.980 for the teacher or if you're a parent on the line 00:43:17.980 --> 00:43:20.490 with us right now everything is graded for you 00:43:20.490 --> 00:43:22.030 so no one's gonna quiz you 00:43:22.030 --> 00:43:25.740 on your algebra one skills if it's been a bit. 00:43:25.740 --> 00:43:27.860 But if you're looking for more detail. 00:43:27.860 --> 00:43:29.650 If you go to make an assignment. 00:43:29.650 --> 00:43:31.743 So, let's go back into my class. 00:43:33.310 --> 00:43:37.710 And if I go to assignments, and under that I click Assign. 00:43:37.710 --> 00:43:41.330 And so, if I look at any of these exercises, 00:43:41.330 --> 00:43:43.120 from the teacher perspective, 00:43:43.120 --> 00:43:46.320 if I click on the title of the exercise, 00:43:46.320 --> 00:43:48.800 what I see is an item bank, 00:43:48.800 --> 00:43:52.800 and it will show me all the questions, students can receive, 00:43:52.800 --> 00:43:54.900 if I assign this exercise 00:43:54.900 --> 00:43:57.350 and when you assign it, you have two options. 00:43:57.350 --> 00:44:00.640 You can assign all the same questions to students 00:44:00.640 --> 00:44:03.910 and all students will receive the same exact questions, 00:44:03.910 --> 00:44:06.210 or random questions, which means students 00:44:06.210 --> 00:44:09.350 will receive random questions out of the item bank. 00:44:09.350 --> 00:44:11.400 However, I will give the caveat. 00:44:11.400 --> 00:44:14.010 That If students, if you choose random, 00:44:14.010 --> 00:44:16.360 if there's different types of questions, so in this case you 00:44:16.360 --> 00:44:18.430 can see there is a number line question 00:44:18.430 --> 00:44:20.170 and there's this box question. 00:44:20.170 --> 00:44:22.810 All students will receive the same number of questions 00:44:22.810 --> 00:44:25.850 of the same type, so they won't be totally different, 00:44:25.850 --> 00:44:28.450 it's more that the variables are changed and so, 00:44:28.450 --> 00:44:30.530 in this case students would receive seven 00:44:30.530 --> 00:44:34.120 of these 21 questions, and we encourage teachers 00:44:34.120 --> 00:44:36.640 to take a look at the item bank before they assigned 00:44:36.640 --> 00:44:37.547 to students to see, 00:44:37.547 --> 00:44:39.777 "Is this the right skill I'm looking for? 00:44:39.777 --> 00:44:41.977 "Does this feel like the right level of rigor 00:44:41.977 --> 00:44:42.810 "for my students? 00:44:42.810 --> 00:44:45.447 "Are there any pitfall questions I should tell my students 00:44:45.447 --> 00:44:46.840 "to look out for?" 00:44:46.840 --> 00:44:49.090 And so, here's where you could find, 00:44:49.090 --> 00:44:51.830 it's not quite an answer key but it is a good item bank, 00:44:51.830 --> 00:44:53.430 of what your students would see. 00:44:54.405 --> 00:44:57.510 And from the student view, if you click here, 00:44:57.510 --> 00:45:00.150 See this is what it looks like from the student perspective, 00:45:00.150 --> 00:45:03.350 here's the question and then below that you can get supports 00:45:03.350 --> 00:45:05.593 to watch a video or use a hint. 00:45:07.320 --> 00:45:10.730 And once you make those assignments to students. 00:45:10.730 --> 00:45:13.720 You can look at their scores, right below 00:45:13.720 --> 00:45:15.810 that assign, you can look at scores, 00:45:15.810 --> 00:45:19.010 and what you'll be able to see is how they performed 00:45:19.010 --> 00:45:23.280 on each assignment you've made and if it is a video 00:45:23.280 --> 00:45:25.670 or an article you've assigned to the students, 00:45:25.670 --> 00:45:27.760 they'll receive a checkmark for completing that. 00:45:27.760 --> 00:45:31.420 For an article, they just have the article and scroll down 00:45:31.420 --> 00:45:35.280 for a video they have to watch at least 90% of the video 00:45:35.280 --> 00:45:37.970 and they can't watch it faster than double speed, 00:45:37.970 --> 00:45:39.290 if they try and watch it a triple 00:45:39.290 --> 00:45:42.050 or quadruple speed they won't get credit for it. 00:45:42.050 --> 00:45:45.210 And then for anything that has questions, a quiz, 00:45:45.210 --> 00:45:48.100 an exercise, a unit test, 00:45:48.100 --> 00:45:50.210 they'll get a numeric value for that 00:45:50.210 --> 00:45:52.490 and it will be color coded for you. 00:45:52.490 --> 00:45:56.550 So, if they are below 70% it'll come up in red. 00:45:56.550 --> 00:45:59.400 If it's between 70 and 99, it'll come up 00:45:59.400 --> 00:46:01.200 in this yellow color and then 00:46:01.200 --> 00:46:03.920 if it's 100% they'll get a nice green, 00:46:03.920 --> 00:46:08.750 and by clicking on any of those individual scores, 00:46:08.750 --> 00:46:11.340 you can view the report for that student. 00:46:11.340 --> 00:46:14.470 So, you can really view it at a class level or jump in 00:46:14.470 --> 00:46:15.640 and view it at a student level 00:46:15.640 --> 00:46:18.630 and here you can see the questions the student was given 00:46:19.580 --> 00:46:22.340 and then what their answer was. 00:46:22.340 --> 00:46:27.340 And so, if the student, if you've selected randomly ordered, 00:46:28.040 --> 00:46:31.610 the questions are ordered by the ones they missed most 00:46:31.610 --> 00:46:34.710 and here's the thing, is that, you can also change this 00:46:34.710 --> 00:46:35.640 on the top right. 00:46:35.640 --> 00:46:37.440 Right now I'm looking at a single student, 00:46:37.440 --> 00:46:39.240 right now I'm looking at Michael. 00:46:39.240 --> 00:46:42.113 But if I wanted, I could select them all, 00:46:42.980 --> 00:46:46.980 and what I can do here, is that I can look 00:46:46.980 --> 00:46:49.380 at either their first or last attempt, 00:46:49.380 --> 00:46:51.360 because I selected random, 00:46:51.360 --> 00:46:53.750 I can see the questions in order by most miss 00:46:53.750 --> 00:46:56.150 so if I see here question five 00:46:56.150 --> 00:46:59.430 students had the greatest challenge with this question, 00:46:59.430 --> 00:47:01.550 I can use this question for a reteach 00:47:01.550 --> 00:47:04.250 and maybe it's an opportunity to do that quick video 00:47:04.250 --> 00:47:06.160 that I either record and share out, 00:47:06.160 --> 00:47:08.370 or do it live on a whiteboard with them 00:47:08.370 --> 00:47:10.910 and work through the problem and if you're looking 00:47:10.910 --> 00:47:14.725 for supports on, you know, maybe, "How do I look at this?" 00:47:14.725 --> 00:47:17.490 In the same way that we offered hints to students, 00:47:17.490 --> 00:47:21.060 we provide that same walkthrough set of hints to teachers, 00:47:21.060 --> 00:47:23.210 if you wanted to display this, again, 00:47:23.210 --> 00:47:26.870 maybe in a recorded video or live with students, 00:47:26.870 --> 00:47:29.063 here's the walk through steps you can use. 00:47:30.300 --> 00:47:31.150 - [Jeremy] Cool. 00:47:31.150 --> 00:47:33.110 Well, speaking of recorded videos, 00:47:33.110 --> 00:47:36.580 Paul has a very juicy inside Khan Academy question for us, 00:47:36.580 --> 00:47:40.720 which is, do you know what kind of software Sal Khan uses 00:47:40.720 --> 00:47:42.430 to make those videos and if a teacher wants 00:47:42.430 --> 00:47:45.430 to make their own Khan style videos, how could they do that? 00:47:46.290 --> 00:47:49.410 - [Meaghan] I do not know the software Sal uses, 00:47:49.410 --> 00:47:50.730 that's a great question. 00:47:50.730 --> 00:47:53.590 I have been here a few years and no one has asked me that 00:47:53.590 --> 00:47:57.150 so Bravo and asked me a question I haven't been asked yet. 00:47:57.150 --> 00:47:59.270 I will definitely find that out. 00:47:59.270 --> 00:48:01.810 However, what I can share with you are some of the tools 00:48:01.810 --> 00:48:05.850 that I use to make videos for teachers and so, 00:48:05.850 --> 00:48:07.750 a couple of things that are free, 00:48:07.750 --> 00:48:12.440 one you can do some recording with Hangout Meets, Loom, 00:48:12.440 --> 00:48:15.770 L-O-O-M is a free tool you can use that allows you 00:48:15.770 --> 00:48:17.150 to record your screen, 00:48:17.150 --> 00:48:20.440 and your face at the same time that I really like. 00:48:20.440 --> 00:48:22.480 Again, that's just something that I've used 00:48:22.480 --> 00:48:24.260 and some of our colleagues have used, 00:48:24.260 --> 00:48:26.910 and it's great for doing things like I just demonstrated 00:48:26.910 --> 00:48:28.980 so walking through this and it also 00:48:28.980 --> 00:48:30.960 can have a video of your face in the corner 00:48:30.960 --> 00:48:32.830 so your students can see you, 00:48:32.830 --> 00:48:34.710 you know, what you're doing on your screen, 00:48:34.710 --> 00:48:37.297 so maybe they're gonna, you're modeling a behavior for them, 00:48:37.297 --> 00:48:39.630 and they still get to see your face 'cause 00:48:39.630 --> 00:48:40.780 they probably miss you. 00:48:42.010 --> 00:48:43.780 - [Jeremy] That's so cool, I wanna add that 00:48:43.780 --> 00:48:46.000 from having sat in Sals office a couple weeks ago 00:48:46.000 --> 00:48:47.720 before we were all sent home. 00:48:47.720 --> 00:48:51.090 I know he uses a wacom, tablet, so check those out 00:48:51.090 --> 00:48:53.520 and add them to your next Amazon delivery 00:48:53.520 --> 00:48:55.703 of hand sanitizer and toilet paper. 00:48:56.910 --> 00:48:58.480 Okay, so great question, Paul, 00:48:58.480 --> 00:49:00.810 another sort of interesting technical question. 00:49:00.810 --> 00:49:02.767 This is come from Frank and a number of others is, 00:49:02.767 --> 00:49:04.767 "Okay, I love Khan, 00:49:04.767 --> 00:49:09.027 "but I'm also using Google Classroom or Schoology or Canvas 00:49:09.027 --> 00:49:10.977 "as my LMS, is there some way 00:49:10.977 --> 00:49:15.200 "to at least get like the Khan links into my LMS system?" 00:49:15.200 --> 00:49:17.810 - [Meaghan] Yeah, that's a request we get a lot 00:49:17.810 --> 00:49:20.360 and it's something that, we as a team, 00:49:20.360 --> 00:49:22.290 think is really important as, you know, 00:49:22.290 --> 00:49:23.880 to think about as we move forward, 00:49:23.880 --> 00:49:26.380 currently we do not fully integrate 00:49:26.380 --> 00:49:29.123 with any of the learning management systems. 00:49:30.090 --> 00:49:32.370 So, what we do allow is that you 00:49:32.370 --> 00:49:35.360 can import your class roster through Google Classroom 00:49:35.360 --> 00:49:38.190 so there's no need for you to create a class from scratch, 00:49:38.190 --> 00:49:41.010 you can simply pull in your roster from Google classroom 00:49:41.010 --> 00:49:43.550 and students can use Google single sign on. 00:49:43.550 --> 00:49:45.300 However, 00:49:45.300 --> 00:49:46.830 sharing the assignments directly, 00:49:46.830 --> 00:49:50.730 we have not established that link with any LMSs yet. 00:49:50.730 --> 00:49:55.010 However, I do know our friends at ClassDojo have shared 00:49:55.010 --> 00:49:57.090 that with your using ClassDojo 00:49:57.090 --> 00:49:59.130 and you make an assignment you can put the direct link 00:49:59.130 --> 00:50:00.300 to the assignment in there 00:50:00.300 --> 00:50:02.570 and share that really easily with students. 00:50:02.570 --> 00:50:05.630 It's a really important concept that you bring out 00:50:05.630 --> 00:50:08.600 and it's really important especially now, 00:50:08.600 --> 00:50:11.030 but we do not link assignments directly 00:50:11.030 --> 00:50:12.690 with any learning management systems 00:50:12.690 --> 00:50:14.220 at the time. 00:50:14.220 --> 00:50:16.230 - [Jeremy] Cool, I will just mention that like, 00:50:16.230 --> 00:50:17.200 even though you would lose some 00:50:17.200 --> 00:50:19.620 of the power of the assignments, we just talked about. 00:50:19.620 --> 00:50:20.897 If you're ever just in a rush, like, 00:50:20.897 --> 00:50:22.547 "I've got to get something my students fast, 00:50:22.547 --> 00:50:24.040 "the clock is ticking." 00:50:24.040 --> 00:50:26.100 Every single piece of content on Khan Academy 00:50:26.100 --> 00:50:29.640 has a unique URL that little sort of web address at the top. 00:50:29.640 --> 00:50:31.890 Of course you can always copy and paste a video link 00:50:31.890 --> 00:50:33.130 or an exercise link. 00:50:33.130 --> 00:50:34.850 If you just wanna stick it right into your LMS 00:50:34.850 --> 00:50:36.350 but of course, there is an advantage 00:50:36.350 --> 00:50:39.483 to using Khan Academy natively to have all that evaluation. 00:50:40.550 --> 00:50:42.740 Okay, so a couple of challenges 00:50:42.740 --> 00:50:44.800 that teachers are facing right now, 00:50:44.800 --> 00:50:48.047 big one that we've heard a lot today is, "Help, you know, 00:50:48.047 --> 00:50:50.777 "my students don't all have internet access at home 00:50:50.777 --> 00:50:52.227 "or devices at home. 00:50:52.227 --> 00:50:53.257 "Are there any workarounds? 00:50:53.257 --> 00:50:54.507 "Or are there any way to get them access 00:50:54.507 --> 00:50:56.860 "to all this goodness that you're talking about?" 00:50:56.860 --> 00:50:58.460 - [Meaghan] Yeah, I think that that has become 00:50:58.460 --> 00:51:01.784 more apparent to everyone in being the current situation 00:51:01.784 --> 00:51:04.780 that the way we think about internet 00:51:04.780 --> 00:51:08.820 and device accessibility is really become, you know, 00:51:08.820 --> 00:51:10.910 more apparent than I think the priority 00:51:10.910 --> 00:51:14.230 has been in the past and so, while Khan Academy 00:51:14.230 --> 00:51:18.060 is really dependent on students being able to have some form 00:51:18.060 --> 00:51:20.720 of internet access to get those personalized results 00:51:20.720 --> 00:51:23.580 to help them differentiate and get what they need 00:51:23.580 --> 00:51:26.720 to either review or move forward, 00:51:26.720 --> 00:51:29.480 there are a couple things we can recommend. 00:51:29.480 --> 00:51:32.030 The one is that if students have access, 00:51:32.030 --> 00:51:34.050 even to just a smartphone, 00:51:34.050 --> 00:51:36.110 what we found is that a lot of families might not 00:51:36.110 --> 00:51:39.020 have a laptop or they might not have a tablet 00:51:39.020 --> 00:51:41.870 but someone in the home has a smartphone. 00:51:41.870 --> 00:51:45.130 Khan Academy has an app, and all of the features 00:51:45.130 --> 00:51:48.810 that are available to students on the website are available 00:51:48.810 --> 00:51:50.650 through the app, and the app is available 00:51:50.650 --> 00:51:52.760 in 18 different languages. 00:51:52.760 --> 00:51:54.920 So, even if students want their parents 00:51:54.920 --> 00:51:57.810 who might not have grown up in the US education system 00:51:57.810 --> 00:52:01.380 to support them, they can work with them and so, 00:52:01.380 --> 00:52:05.940 that's one piece we can recommend, a second one, 00:52:05.940 --> 00:52:09.400 is there is some information on our Help Center site 00:52:09.400 --> 00:52:12.470 that I recommend is that there's an article, 00:52:12.470 --> 00:52:16.513 I'm sure I can pull it up right now, actually, on, 00:52:19.840 --> 00:52:22.720 how do I use Khan Academy without an internet connection 00:52:22.720 --> 00:52:25.490 and so, here it'll show you how to use some 00:52:25.490 --> 00:52:27.390 of the apps and you can download the video 00:52:27.390 --> 00:52:29.500 if students only maybe have a limited amount 00:52:29.500 --> 00:52:32.290 of internet connection, they can download the videos 00:52:32.290 --> 00:52:34.940 from the app and watch them at a later time 00:52:34.940 --> 00:52:36.640 and there's also a collaboration 00:52:36.640 --> 00:52:41.220 with an organization we work with called Calibri, 00:52:41.220 --> 00:52:43.800 and they allow devices 00:52:43.800 --> 00:52:47.520 to download content, including Khan Academy. 00:52:47.520 --> 00:52:51.380 To download exercises, videos, articles, ahead of time, 00:52:51.380 --> 00:52:53.550 and then watch them or engage with them 00:52:53.550 --> 00:52:55.160 at a later point in time. 00:52:55.160 --> 00:52:57.560 Again, that would involve a device still 00:52:57.560 --> 00:52:59.620 and internet access, at some point, 00:52:59.620 --> 00:53:02.150 but it wouldn't involve a consistent flow 00:53:02.150 --> 00:53:03.583 of internet connectivity. 00:53:04.700 --> 00:53:06.630 - [Jeremy] Cool, and then sort of piggybacking 00:53:06.630 --> 00:53:07.760 on that linguistic challenge 00:53:07.760 --> 00:53:10.027 that you were talking about, Angelina asks, 00:53:10.027 --> 00:53:12.577 "You know, as an ESL teacher in an elementary school, 00:53:12.577 --> 00:53:14.737 "a lot of my students just don't speak English. 00:53:14.737 --> 00:53:16.777 "How can I leverage Khan Academy, 00:53:16.777 --> 00:53:17.617 "given that most of the stuff 00:53:17.617 --> 00:53:19.939 "that we've seen so far is in English?" 00:53:19.939 --> 00:53:21.120 - [Meaghan] Yeah, absolutely. 00:53:21.120 --> 00:53:23.560 What a phenomenal question and we work 00:53:23.560 --> 00:53:25.460 with school districts, all over the US 00:53:25.460 --> 00:53:27.270 and our team is international 00:53:27.270 --> 00:53:31.050 and so, we are thinking about how do we serve anyone, 00:53:31.050 --> 00:53:34.920 anywhere, and really deliver a world class education, 00:53:34.920 --> 00:53:37.410 and that is not just in English and so, 00:53:37.410 --> 00:53:39.640 we are available in 40 plus languages 00:53:39.640 --> 00:53:41.050 and let me show you quickly 00:53:41.050 --> 00:53:44.550 how students can change their language setting 00:53:44.550 --> 00:53:46.390 and we see this in school districts, 00:53:46.390 --> 00:53:48.840 inside the US really frequently, 00:53:48.840 --> 00:53:50.920 and we want families and communities, 00:53:50.920 --> 00:53:52.390 to be able to support their learners 00:53:52.390 --> 00:53:53.690 so even if they're encouraged 00:53:53.690 --> 00:53:55.800 to learn English in a classroom, 00:53:55.800 --> 00:53:57.890 they can change their language at home, 00:53:57.890 --> 00:53:59.480 so their parents and community 00:53:59.480 --> 00:54:01.100 can support their learning process, 00:54:01.100 --> 00:54:04.903 and then switch it back to English in your classroom. 00:54:06.000 --> 00:54:08.070 So, if you click on the name 00:54:08.070 --> 00:54:10.300 and this would be the same process for a student 00:54:10.300 --> 00:54:12.100 as it would be for a teacher, so they click 00:54:12.100 --> 00:54:14.560 on their name in the top right, 00:54:14.560 --> 00:54:15.983 and they go to settings, 00:54:17.370 --> 00:54:21.350 and one of the top things on the Settings page here 00:54:21.350 --> 00:54:23.950 is it says primary language. 00:54:23.950 --> 00:54:26.410 And if you click the drop down you'll see here 00:54:26.410 --> 00:54:30.520 that we have over 40 languages for learners to choose from. 00:54:30.520 --> 00:54:33.380 I'm gonna stay in English, and then make sure, 00:54:33.380 --> 00:54:35.970 here's the important part, you click save changes, 00:54:35.970 --> 00:54:38.340 and it says information updated, in green, 00:54:38.340 --> 00:54:40.240 that's how you know, the language has switched. 00:54:40.240 --> 00:54:41.580 So, if I were to switch it, 00:54:41.580 --> 00:54:45.560 it would change the core language on the site. 00:54:45.560 --> 00:54:47.270 And most of our content, 00:54:47.270 --> 00:54:51.370 especially if you're looking for Spanish speakers, 00:54:51.370 --> 00:54:53.780 almost all of our content that's in English is available 00:54:53.780 --> 00:54:56.500 in Spanish and then on large percentages 00:54:56.500 --> 00:54:58.423 for all of those other languages. 00:54:59.570 --> 00:55:01.410 - [Jeremy] Very cool and so, just to end 00:55:01.410 --> 00:55:04.570 on maybe one really universal question that folks 00:55:04.570 --> 00:55:06.910 are thinking about right now is, 00:55:06.910 --> 00:55:07.980 whether you're a teacher 00:55:07.980 --> 00:55:10.120 and you're trying to serve the families all 00:55:10.120 --> 00:55:12.310 around your community who are now spread out, 00:55:12.310 --> 00:55:14.040 or you're also a parent, you're trying 00:55:14.040 --> 00:55:16.030 to serve your own students at home. 00:55:16.030 --> 00:55:18.050 Any recommendations Meaghan, 00:55:18.050 --> 00:55:20.270 how to really support your students, 00:55:20.270 --> 00:55:23.600 whether they're your kids or your students in your classroom 00:55:23.600 --> 00:55:25.660 without overstepping bounds, without sort 00:55:25.660 --> 00:55:28.097 of being too overbearing and say, 00:55:28.097 --> 00:55:29.310 "Hey, you've got to do this work," 00:55:29.310 --> 00:55:32.333 even when the world is in a little bit of a chaotic state? 00:55:33.390 --> 00:55:34.800 - [Meaghan] Yeah, I'm gonna, 00:55:34.800 --> 00:55:36.950 I'm gonna go back to what I mentioned earlier 00:55:36.950 --> 00:55:39.770 is just be open about it, right? 00:55:39.770 --> 00:55:41.780 This is hard for all of us 00:55:41.780 --> 00:55:44.060 and so, I think it was really good 00:55:44.060 --> 00:55:45.220 in the example I said earlier 00:55:45.220 --> 00:55:46.727 where the Khan Academy team was like, 00:55:46.727 --> 00:55:49.247 "Listen, we're really trying to help but these tools are new 00:55:49.247 --> 00:55:51.400 "for us too and we're trying," 00:55:51.400 --> 00:55:52.840 and people were like, "Yeah, I'm trying too," 00:55:52.840 --> 00:55:56.340 and owning that shared experience that this is hard 00:55:56.340 --> 00:55:59.300 and so, I think being able to be open with your students 00:55:59.300 --> 00:56:01.920 and say, "You know what, I want you to achieve this 00:56:01.920 --> 00:56:05.680 and here's why," and giving them that really good reason, 00:56:05.680 --> 00:56:07.417 and being like, "It's okay if you struggle, 00:56:07.417 --> 00:56:10.300 "it's okay if it's frustrating," and you know, 00:56:10.300 --> 00:56:13.230 accepting that this is an opportunity for us all 00:56:13.230 --> 00:56:16.690 to grow together, and don't hesitate as I said, you know, 00:56:16.690 --> 00:56:18.530 to reach out if you've got great ideas 00:56:18.530 --> 00:56:21.520 or we as an organization can do more to support you, 00:56:21.520 --> 00:56:24.900 because we really do think we are stronger together. 00:56:24.900 --> 00:56:26.970 - [Jeremy] Cool, well I know we're almost at time. 00:56:26.970 --> 00:56:28.640 I know we have barely scratched the surface 00:56:28.640 --> 00:56:29.720 of all the questions that have come in, 00:56:29.720 --> 00:56:32.030 so thank you so much for asking such great ones. 00:56:32.030 --> 00:56:33.510 - [Meaghan] Yeah, thank you all. 00:56:33.510 --> 00:56:34.900 - [Jeremy] Would you mind just sort of closing up 00:56:34.900 --> 00:56:37.310 with showing folks where they can go on the Help Center 00:56:37.310 --> 00:56:40.050 to ask questions directly to our amazing support team? 00:56:40.050 --> 00:56:42.107 - [Meaghan] Sure that sounds great, Jeremy. 00:56:42.107 --> 00:56:44.350 So, if you navigate to our Help Center 00:56:44.350 --> 00:56:47.500 which is khanacademy.zendesk.com, 00:56:47.500 --> 00:56:50.590 the link is on the last slide in the slide deck 00:56:50.590 --> 00:56:54.300 that's shared from this webinar and here you can search 00:56:54.300 --> 00:56:58.440 for any sort of content you might have questions on, 00:56:58.440 --> 00:57:00.500 and you'll be able to see information 00:57:00.500 --> 00:57:04.130 around frequently asked questions, community responses 00:57:04.130 --> 00:57:06.010 and if you have a technical problem 00:57:06.010 --> 00:57:07.800 or something that's not quite right. 00:57:07.800 --> 00:57:10.580 If you click report a problem, you'll be taken 00:57:10.580 --> 00:57:13.510 to this request form, and our support team 00:57:13.510 --> 00:57:14.750 is really phenomenal 00:57:14.750 --> 00:57:17.510 and even in this high request time 00:57:17.510 --> 00:57:19.640 they've still been answering requests 00:57:19.640 --> 00:57:24.640 in under a couple hours, so please if you have any questions 00:57:24.640 --> 00:57:27.880 or if you, things aren't working quite right for you, 00:57:27.880 --> 00:57:30.580 please reach out to us, we always wanna hear from you. 00:57:34.870 --> 00:57:37.660 - [Jeremy] Cool, so any final words of wisdom Meaghan, 00:57:37.660 --> 00:57:38.640 as folks head into the weekend 00:57:38.640 --> 00:57:40.240 after this very, very long week? 00:57:41.120 --> 00:57:43.630 - [Meaghan] You know what, give yourself a pat on the back. 00:57:43.630 --> 00:57:47.340 It's been a long hard week for everyone and you know what, 00:57:47.340 --> 00:57:49.630 be proud of the fact that you've gotten through it 00:57:49.630 --> 00:57:52.660 and you've learned something and you know what, 00:57:52.660 --> 00:57:55.150 next week, you've learned something this week 00:57:55.150 --> 00:57:58.410 and look forward to learning something new next week. 00:57:58.410 --> 00:58:00.530 - [Jeremy] Cool, so, as we say at Khan Academy. 00:58:00.530 --> 00:58:01.960 We're always learning. 00:58:01.960 --> 00:58:03.300 We're always discovering new things 00:58:03.300 --> 00:58:05.780 and we always end every session by saying onwards! 00:58:05.780 --> 00:58:06.920 So, we wish you - Onwards! 00:58:06.920 --> 00:58:09.853 - [Jeremy] a wonderful weekend and onwards to all. 00:58:09.853 --> 00:58:11.250 Thanks so much. - Thanks you all.

Getting Started with Khan Academy for Remote Learning

https://www.youtube.com/watch?v=hnQCJ0Pzh9k

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WEBVTT Kind: captions Language: en 00:00:03.430 --> 00:00:06.450 - Hey everyone, this is Jeremy Schifeling with Khan Academy. 00:00:06.450 --> 00:00:08.820 Super excited to be joining you this evening 00:00:08.820 --> 00:00:11.580 for our session on "Getting started with Remote Learning". 00:00:11.580 --> 00:00:13.730 And just to sort of set the tone for the evening, 00:00:13.730 --> 00:00:16.230 we know that there's some challenging times out there. 00:00:16.230 --> 00:00:17.710 And we're all struggling to figure out 00:00:17.710 --> 00:00:19.320 as parents and educators, 00:00:19.320 --> 00:00:20.337 what can we do to serve our students 00:00:20.337 --> 00:00:22.770 and our children the best way possible. 00:00:22.770 --> 00:00:23.603 And so with that in mind, 00:00:23.603 --> 00:00:25.080 I just wanna give you a sense of 00:00:25.080 --> 00:00:27.080 who's gonna be sharing their stories with you tonight, 00:00:27.080 --> 00:00:28.510 and then what you can do next. 00:00:28.510 --> 00:00:31.250 So joined on the line is Meaghan Pattani, 00:00:31.250 --> 00:00:34.320 who is Khan Academy's Lead Educator, 00:00:34.320 --> 00:00:36.780 training teachers all around the country. 00:00:36.780 --> 00:00:37.740 As you can see, 00:00:37.740 --> 00:00:40.350 she was an amazing high school biology teacher, 00:00:40.350 --> 00:00:42.450 high school track and field coach. 00:00:42.450 --> 00:00:45.420 Then you also have myself, former kindergarten teacher, 00:00:45.420 --> 00:00:47.710 mostly known for teacher ties 00:00:47.710 --> 00:00:49.750 and making smoothies for his kids. 00:00:49.750 --> 00:00:50.930 And that being said, 00:00:50.930 --> 00:00:52.870 I wanna give you a chance to introduce yourselves. 00:00:52.870 --> 00:00:55.120 So I wanna start with a couple of quick questions. 00:00:55.120 --> 00:00:57.240 These are pretty important 'cause I'm gonna use these, 00:00:57.240 --> 00:00:59.420 that can inform the live demonstration we do 00:00:59.420 --> 00:01:01.250 in the next few minutes. 00:01:01.250 --> 00:01:03.290 So go ahead and answer this question. 00:01:03.290 --> 00:01:05.400 What grade level do you teach? 00:01:05.400 --> 00:01:07.610 Are they from elementary to high or even beyond? 00:01:07.610 --> 00:01:09.620 I'll be curious to find out. 00:01:09.620 --> 00:01:12.030 Again, we'll use that to really personalize 00:01:12.030 --> 00:01:12.910 the kind of experiences 00:01:12.910 --> 00:01:14.860 you see on the screen in a few minutes. 00:01:16.360 --> 00:01:19.570 Okay, we're gonna close this poll in a few minutes, 00:01:19.570 --> 00:01:23.270 three, two, one, we'll share those results. 00:01:23.270 --> 00:01:24.950 And it looks like we've got 00:01:24.950 --> 00:01:26.440 a big chunk of high school teachers here 00:01:26.440 --> 00:01:28.720 as well as some elementary and middle. 00:01:28.720 --> 00:01:29.560 So that's fantastic. 00:01:29.560 --> 00:01:30.597 Thanks for joining. 00:01:30.597 --> 00:01:33.040 I'm gonna ask you one other question as well, 00:01:33.040 --> 00:01:35.730 which is, regardless of school level, 00:01:35.730 --> 00:01:37.093 what subject do you teach? 00:01:38.300 --> 00:01:42.863 Everything from math, to ELA, let's know more. 00:01:47.470 --> 00:01:49.680 Thanks so much for participating, 00:01:49.680 --> 00:01:53.023 go ahead and close this poll, share the results. 00:01:54.150 --> 00:01:54.983 Sure enough, 00:01:54.983 --> 00:01:57.200 it looks like we've got a plurality of math teachers, 00:01:57.200 --> 00:01:59.350 but also some folks from across disciplines, 00:01:59.350 --> 00:02:01.070 so thanks again for joining. 00:02:01.070 --> 00:02:02.980 Okay, so that being said, 00:02:02.980 --> 00:02:04.280 I wanna answer a couple of sort of 00:02:04.280 --> 00:02:06.230 ground rules for this webinar. 00:02:06.230 --> 00:02:07.640 For those who are curious, 00:02:07.640 --> 00:02:10.560 you will absolutely get a recording of this afterwards 00:02:10.560 --> 00:02:12.650 that you can share with anyone you like, 00:02:12.650 --> 00:02:15.860 fellow educators, administrators, even parents. 00:02:15.860 --> 00:02:16.800 And then absolutely, 00:02:16.800 --> 00:02:19.460 please use the Questions feature at any point. 00:02:19.460 --> 00:02:20.890 Meaghan gonna respond to your questions 00:02:20.890 --> 00:02:22.580 right now as you type them in. 00:02:22.580 --> 00:02:24.900 And then we're gonna take some questions live as well. 00:02:24.900 --> 00:02:26.690 So please let us know what's on your mind, 00:02:26.690 --> 00:02:28.850 and we'll respond in real time. 00:02:28.850 --> 00:02:30.660 Okay that being said, 00:02:30.660 --> 00:02:32.410 the three big questions that we're gonna address 00:02:32.410 --> 00:02:34.490 this evening, are as follows. 00:02:34.490 --> 00:02:37.760 Number one, why do you even wanna use Khan Academy 00:02:37.760 --> 00:02:39.610 for remote learning in the first place? 00:02:39.610 --> 00:02:42.610 We'll dive a little bit into the underpinnings of our site. 00:02:42.610 --> 00:02:45.770 Number two, how can you use Khan Academy 00:02:45.770 --> 00:02:48.460 to make remote learning as effective as possible? 00:02:48.460 --> 00:02:50.640 We know you've got this big challenge in front of you, 00:02:50.640 --> 00:02:52.750 we wanna give you all the tools and resources 00:02:52.750 --> 00:02:54.800 to be as successful as you can. 00:02:54.800 --> 00:02:57.830 And third, and finally, what else is on your mind? 00:02:57.830 --> 00:03:00.680 How can we help, as you sort of face this next step 00:03:00.680 --> 00:03:02.970 in preparing your students for success. 00:03:02.970 --> 00:03:04.620 So that being said, I wanna start 00:03:04.620 --> 00:03:05.950 with this beginning question 00:03:05.950 --> 00:03:08.720 of why use Khan Academy for remote learning? 00:03:08.720 --> 00:03:11.120 And the reason I've chosen these images on this screen, 00:03:11.120 --> 00:03:13.750 which take you back to the very early days of Khan Academy, 00:03:13.750 --> 00:03:16.910 as Sal Khan himself was building it out a decade ago, 00:03:16.910 --> 00:03:18.530 is that, even though we often associate 00:03:18.530 --> 00:03:20.840 Khan Academy with the classroom today, 00:03:20.840 --> 00:03:22.270 at its very beginning, 00:03:22.270 --> 00:03:24.490 everything on Khan Academy was remote. 00:03:24.490 --> 00:03:28.010 Sal was sitting in his closet, as you can see, 00:03:28.010 --> 00:03:30.110 creating the videos, creating the content, 00:03:30.110 --> 00:03:32.520 it became the first lessons on Khan Academy. 00:03:32.520 --> 00:03:33.830 And the result is, 00:03:33.830 --> 00:03:36.160 because that's always been part of our DNA, 00:03:36.160 --> 00:03:38.270 even as we move into the classroom, 00:03:38.270 --> 00:03:39.930 you can be sure of two things. 00:03:39.930 --> 00:03:42.620 Number one, Khan Academy is for learners 00:03:42.620 --> 00:03:44.320 who are learning anytime. 00:03:44.320 --> 00:03:47.040 You don't have to be working at the same time as students, 00:03:47.040 --> 00:03:48.800 they can respond to the specific skills 00:03:48.800 --> 00:03:50.490 you want them to practice. 00:03:50.490 --> 00:03:52.890 They get instant feedback as soon as they do, 00:03:52.890 --> 00:03:55.690 and you always keep tabs on how your students are doing. 00:03:55.690 --> 00:03:58.100 And then number two, no matter where you are, 00:03:58.100 --> 00:03:59.720 no matter where your learners are, 00:03:59.720 --> 00:04:01.850 Khan Academy can bring you together. 00:04:01.850 --> 00:04:04.200 Students don't even need a computer, 00:04:04.200 --> 00:04:06.730 they can now access Khan Academy on smartphones 00:04:06.730 --> 00:04:09.040 using our app or the mobile website. 00:04:09.040 --> 00:04:09.873 And in addition, 00:04:09.873 --> 00:04:12.070 our content is available in over 40 languages. 00:04:12.070 --> 00:04:13.300 And as a nonprofit, 00:04:13.300 --> 00:04:16.760 it's all free for you, all free for your students. 00:04:16.760 --> 00:04:18.370 So that's why Khan Academy 00:04:18.370 --> 00:04:20.360 is sort of uniquely built for this moment, 00:04:20.360 --> 00:04:22.680 because this is the moment that we came from. 00:04:22.680 --> 00:04:25.030 Okay, so now, the most important question. 00:04:25.030 --> 00:04:26.630 How can you use Khan Academy 00:04:26.630 --> 00:04:29.370 to drive great remote learning for your students? 00:04:29.370 --> 00:04:30.940 So to make this really come alive, 00:04:30.940 --> 00:04:32.260 I'm gonna use some of those recommendations 00:04:32.260 --> 00:04:33.430 that you just gave, 00:04:33.430 --> 00:04:34.520 I'm gonna put them to use 00:04:34.520 --> 00:04:36.990 live on the screen for your benefit. 00:04:36.990 --> 00:04:38.710 So I'm going to split-screen mode here. 00:04:38.710 --> 00:04:41.060 And what you see on the right hand side 00:04:41.060 --> 00:04:42.933 is actually the live Khan Academy site, 00:04:42.933 --> 00:04:47.260 the same way you see it if you log in at khanacademy.org. 00:04:47.260 --> 00:04:50.410 So the question that teachers often ask, 00:04:50.410 --> 00:04:51.740 is how do I even get started? 00:04:51.740 --> 00:04:53.760 How do I get my students enrolled? 00:04:53.760 --> 00:04:55.290 So if you wanna do that, 00:04:55.290 --> 00:04:57.880 all you have to do, is come over here. 00:04:57.880 --> 00:05:00.450 And a lot of folks said hey, I'm a high school math teacher. 00:05:00.450 --> 00:05:02.170 So maybe you're teaching algebra, 00:05:02.170 --> 00:05:03.970 and so you have your classroom. 00:05:03.970 --> 00:05:05.630 And if you wanna add new students, 00:05:05.630 --> 00:05:06.830 you have three different options 00:05:06.830 --> 00:05:10.940 that I've categorized into fastest, oldest and youngest. 00:05:10.940 --> 00:05:12.580 And to explain what that means, 00:05:12.580 --> 00:05:14.940 I'm gonna come over here to the Admin section, 00:05:14.940 --> 00:05:16.990 and then down to Students. 00:05:16.990 --> 00:05:18.370 And under Students, 00:05:18.370 --> 00:05:21.150 you're gonna see this link to add new students. 00:05:21.150 --> 00:05:22.210 And when you do that, 00:05:22.210 --> 00:05:23.530 you get the exact same option 00:05:23.530 --> 00:05:24.730 that you see there on the slide. 00:05:24.730 --> 00:05:26.710 Do you want to use Google Classroom? 00:05:26.710 --> 00:05:29.120 Do you want students to join with the class link? 00:05:29.120 --> 00:05:31.800 Or do you wanna actually enroll your students yourself? 00:05:31.800 --> 00:05:34.430 So the reason I say Google Classroom is the fastest, 00:05:34.430 --> 00:05:36.920 is that if you already have a Google Classroom account, 00:05:36.920 --> 00:05:38.970 all you have to do is connect that 00:05:38.970 --> 00:05:41.300 and then import your students right away. 00:05:41.300 --> 00:05:44.100 And you're all set and they're there in Khan Academy. 00:05:44.100 --> 00:05:46.890 So that is definitely the fastest way to get started. 00:05:46.890 --> 00:05:48.430 But if you don't have Google Classroom, 00:05:48.430 --> 00:05:49.740 and you do have older students, 00:05:49.740 --> 00:05:51.530 maybe middle school or high school, 00:05:51.530 --> 00:05:54.850 you can absolutely have them join themselves really quickly. 00:05:54.850 --> 00:05:56.740 All you have to do is click that button, 00:05:56.740 --> 00:06:00.200 students join with the class link and you get a custom code 00:06:00.200 --> 00:06:02.290 that you can put on your whiteboard, 00:06:02.290 --> 00:06:04.610 on a screen, on an email, 00:06:04.610 --> 00:06:05.860 where they can just join 00:06:05.860 --> 00:06:08.330 and then you log into your classroom right away. 00:06:08.330 --> 00:06:10.030 And if you actually download the handout 00:06:10.030 --> 00:06:12.360 that I've included here in the GoToWebinar panel, 00:06:12.360 --> 00:06:14.233 you can actually get a special handout or slide 00:06:14.233 --> 00:06:17.240 to give to your students with that information. 00:06:17.240 --> 00:06:20.300 What it has at the very end, is your unique class code, 00:06:20.300 --> 00:06:22.150 which identifies your class from every other one 00:06:22.150 --> 00:06:22.983 on Khan Academy. 00:06:23.820 --> 00:06:25.660 And then finally, for your very youngest students, 00:06:25.660 --> 00:06:28.410 for the elementary teachers out there, 00:06:28.410 --> 00:06:30.200 you can actually create your students accounts 00:06:30.200 --> 00:06:32.410 on your own, very quickly. 00:06:32.410 --> 00:06:34.510 All you have to do is type in their names, 00:06:35.650 --> 00:06:37.540 and then voila! 00:06:37.540 --> 00:06:39.070 Khan Academy does two things for you, 00:06:39.070 --> 00:06:41.430 number one is it generates unique username. 00:06:41.430 --> 00:06:43.940 And number two is generates unique password. 00:06:43.940 --> 00:06:45.760 And then if you create those accounts, 00:06:45.760 --> 00:06:48.680 you can actually download all that information 00:06:48.680 --> 00:06:50.730 and then print it off for your students. 00:06:50.730 --> 00:06:53.210 Give handouts for your students, have them take it home, 00:06:53.210 --> 00:06:54.870 and they're ready to go. 00:06:54.870 --> 00:06:56.830 So those are the three options to get started. 00:06:56.830 --> 00:07:00.430 From fastest, all the way to oldest and youngest students. 00:07:00.430 --> 00:07:02.860 So that being said, as a former teacher myself, 00:07:02.860 --> 00:07:04.120 I can't resist that opportunity 00:07:04.120 --> 00:07:06.030 to give you a little pop quiz. 00:07:06.030 --> 00:07:08.840 So, quick question for everyone out there. 00:07:08.840 --> 00:07:10.773 Where can you find your class code? 00:07:11.620 --> 00:07:14.640 Is it located under Course mastery, 00:07:14.640 --> 00:07:17.570 under Assignments, or under Settings? 00:07:17.570 --> 00:07:20.820 Which of those three areas on your Classroom dashboard 00:07:20.820 --> 00:07:22.720 are gonna take you to your class code. 00:07:23.940 --> 00:07:26.450 Thank you everyone for weighing in very quickly here, 00:07:26.450 --> 00:07:28.150 this is awesome. 00:07:28.150 --> 00:07:29.480 We got almost 400 folks 00:07:29.480 --> 00:07:31.860 around the country sharing their feedback. 00:07:31.860 --> 00:07:33.820 And we'll go ahead and close this poll 00:07:33.820 --> 00:07:35.800 and share the results. 00:07:35.800 --> 00:07:37.930 And so you're absolutely right. 00:07:37.930 --> 00:07:39.790 Settings is where you wanna go 00:07:39.790 --> 00:07:41.790 and just to recap that, 00:07:41.790 --> 00:07:44.280 you come back here to your classroom page, 00:07:44.280 --> 00:07:47.030 you're skipping past Course mastery, past Assignments, 00:07:47.030 --> 00:07:48.597 and you come to the Admin section. 00:07:48.597 --> 00:07:51.360 And you can find your class code in your Students area, 00:07:51.360 --> 00:07:52.480 right over here, 00:07:52.480 --> 00:07:55.160 or in your Settings field, right over here. 00:07:55.160 --> 00:07:57.780 That's always where you're gonna find your class code. 00:07:57.780 --> 00:07:59.920 Okay, so next section. 00:07:59.920 --> 00:08:01.840 Once your students are enrolled, 00:08:01.840 --> 00:08:03.640 how do you get them prepared? 00:08:03.640 --> 00:08:05.400 What we're gonna recommend is, 00:08:05.400 --> 00:08:08.360 if you have the ability to work with your students now, 00:08:08.360 --> 00:08:10.500 before school closure events, 00:08:10.500 --> 00:08:11.740 you're gonna have the best chance 00:08:11.740 --> 00:08:14.170 to really get students comfortable with the platform, 00:08:14.170 --> 00:08:16.980 and familiar with the routines associated with it. 00:08:16.980 --> 00:08:18.530 So we highly recommend 00:08:18.530 --> 00:08:21.480 that you start by assigning a simple skill to practice. 00:08:21.480 --> 00:08:24.040 So they understand the basic mechanics of Khan Academy, 00:08:24.040 --> 00:08:25.680 and they feel confident and in charge 00:08:25.680 --> 00:08:27.330 when they use it at home. 00:08:27.330 --> 00:08:30.090 That being said, we really recommend 00:08:30.090 --> 00:08:32.080 that you add yourself to your own class, 00:08:32.080 --> 00:08:33.770 so you can try it too. 00:08:33.770 --> 00:08:36.410 'Cause is as important as your student's practice. 00:08:36.410 --> 00:08:38.030 We've seen time and again, 00:08:38.030 --> 00:08:40.700 the most successful educators with Khan Academy, 00:08:40.700 --> 00:08:43.320 are the ones who feel confident about it themselves 00:08:43.320 --> 00:08:45.930 and who include themselves in the experience. 00:08:45.930 --> 00:08:48.370 So taking this class code for instance, 00:08:48.370 --> 00:08:50.600 if you wanna add yourself to your class, 00:08:50.600 --> 00:08:52.420 just to see what students are receiving, 00:08:52.420 --> 00:08:53.840 the emails that are generated, 00:08:53.840 --> 00:08:55.530 what an assignment looks like. 00:08:55.530 --> 00:08:57.840 All you have to do, is come up here to your name, 00:08:57.840 --> 00:08:59.770 in the top right hand corner. 00:08:59.770 --> 00:09:01.420 Go to your Learner home, 00:09:01.420 --> 00:09:03.360 not your Teacher dashboard. 00:09:03.360 --> 00:09:04.690 And then on this Learner page, 00:09:04.690 --> 00:09:07.550 which is all about you as a student, not as a teacher, 00:09:07.550 --> 00:09:08.383 you're gonna come down 00:09:08.383 --> 00:09:10.703 to this very bottom section called Teachers. 00:09:11.570 --> 00:09:13.970 All you have to do is plug in your class code, 00:09:13.970 --> 00:09:16.290 and you can join your very own class. 00:09:16.290 --> 00:09:18.940 Now, you'll see everything the same way that students do. 00:09:18.940 --> 00:09:21.020 So you can know before you make an assignment, 00:09:21.020 --> 00:09:22.220 everything is the way that you want it, 00:09:22.220 --> 00:09:23.970 and that's how you join your class. 00:09:24.950 --> 00:09:27.840 Now, the other thing, is a little bit less technical. 00:09:27.840 --> 00:09:28.850 And that is, 00:09:28.850 --> 00:09:31.440 not only should students be familiar with Khan Academy, 00:09:31.440 --> 00:09:33.900 but they should feel ready for success in general. 00:09:33.900 --> 00:09:36.230 And so I think there are a couple things you can do today, 00:09:36.230 --> 00:09:39.070 to really make sure they're set up for success tomorrow. 00:09:39.070 --> 00:09:41.190 Number one, do your students have 00:09:41.190 --> 00:09:43.440 their login information handy? 00:09:43.440 --> 00:09:46.060 If you download the handout that I've attached here, 00:09:46.060 --> 00:09:48.460 I have a simple worksheet that you can print off 00:09:48.460 --> 00:09:49.440 and hand out to your students 00:09:49.440 --> 00:09:51.010 where they can write down the information, 00:09:51.010 --> 00:09:52.690 including the login address, 00:09:52.690 --> 00:09:55.260 so they have that or can even share that with their parents. 00:09:55.260 --> 00:09:57.260 That's the first step of course. 00:09:57.260 --> 00:09:58.270 For your older students 00:09:58.270 --> 00:10:00.720 who may have their own smartphones or devices. 00:10:00.720 --> 00:10:02.780 Let them know that they can access Khan Academy, 00:10:02.780 --> 00:10:04.250 not just through a computer, 00:10:04.250 --> 00:10:07.720 but also through the Khan Academy app on iOS or Android. 00:10:07.720 --> 00:10:09.250 And if you have younger students, 00:10:09.250 --> 00:10:10.810 maybe they don't even have a computer at home 00:10:10.810 --> 00:10:12.580 and you're worried about equity issues, 00:10:12.580 --> 00:10:15.280 let them know they can also access Khan Academy 00:10:15.280 --> 00:10:17.083 on their parent's smart device, 00:10:18.010 --> 00:10:20.120 even if they go to the mobile website, 00:10:20.120 --> 00:10:21.740 or if they wanna download the app. 00:10:21.740 --> 00:10:22.840 So another option to make sure 00:10:22.840 --> 00:10:24.290 all of your students are served, 00:10:24.290 --> 00:10:26.300 all of your students have access. 00:10:26.300 --> 00:10:29.070 And then finally, Maeghan really reiterated this to me 00:10:29.070 --> 00:10:31.360 before this conversation tonight. 00:10:31.360 --> 00:10:33.943 Which is, you wanna have a lifeline to your students. 00:10:33.943 --> 00:10:36.150 Meaghan was teaching in Connecticut, 00:10:36.150 --> 00:10:38.270 during the time of Hurricane Sandy, 00:10:38.270 --> 00:10:41.570 she made sure that she had a clear line of communication 00:10:41.570 --> 00:10:44.900 to her kids, using an LMS or an app like 00:10:44.900 --> 00:10:47.560 ClassDojo or Remind or even just email. 00:10:47.560 --> 00:10:49.890 And so make sure that you have that set up in advance, 00:10:49.890 --> 00:10:52.450 students know where to receive information from you. 00:10:52.450 --> 00:10:55.110 And then, also know that Khan Academy will assist you 00:10:55.110 --> 00:10:57.430 by sending notifications to your students. 00:10:57.430 --> 00:11:00.430 So if they have the app or if they have access to email, 00:11:00.430 --> 00:11:02.310 they'll be notified that they have an assignment 00:11:02.310 --> 00:11:03.690 or Course mastery goal, 00:11:03.690 --> 00:11:06.240 and that will keep them moving towards the right goal. 00:11:06.240 --> 00:11:08.170 Okay, that being said, 00:11:08.170 --> 00:11:10.430 I wanna ask a little pop quiz to see 00:11:10.430 --> 00:11:12.490 if everyone sort of caught that important protip 00:11:12.490 --> 00:11:14.940 about adding yourself to your class. 00:11:14.940 --> 00:11:18.390 If you wanna add yourself to your own class on Khan Academy, 00:11:18.390 --> 00:11:21.130 do you do that by going to your Student Roster, 00:11:21.130 --> 00:11:23.130 or going to your Learner dashboard, 00:11:23.130 --> 00:11:25.580 or by going to the Students tab of your homepage? 00:11:26.630 --> 00:11:28.480 Just to check for understanding here. 00:11:30.060 --> 00:11:31.483 Old teacher habits die hard. 00:11:33.320 --> 00:11:34.510 Thanks for everyone for voting 00:11:34.510 --> 00:11:36.730 across the country so quickly. 00:11:36.730 --> 00:11:38.580 I'll go ahead and close the poll, 00:11:38.580 --> 00:11:39.823 share the results. 00:11:42.400 --> 00:11:43.233 And voila! 00:11:43.233 --> 00:11:44.280 You nailed it. 00:11:44.280 --> 00:11:46.200 Again, you leave the sort of 00:11:46.200 --> 00:11:48.520 cozy confines of your Teacher dashboard 00:11:48.520 --> 00:11:50.200 and come over to Learner home 00:11:50.200 --> 00:11:52.420 and there under the Teacher section, 00:11:52.420 --> 00:11:54.850 you can add your class code and join your own class. 00:11:54.850 --> 00:11:56.640 That's exactly what your students see. 00:11:56.640 --> 00:11:58.070 Okay, nicely done. 00:11:58.070 --> 00:11:59.310 So just two final sections 00:11:59.310 --> 00:12:01.670 and then we're gonna open up for some live Q and A. 00:12:01.670 --> 00:12:04.370 So, once you have your students enrolled, 00:12:04.370 --> 00:12:06.490 once you have them set up for success, 00:12:06.490 --> 00:12:08.520 how do you get the communication going? 00:12:08.520 --> 00:12:10.770 How do you get assignments flowing? 00:12:10.770 --> 00:12:12.200 Well, to set up assignments, 00:12:12.200 --> 00:12:14.960 which is sort of a basic functionality of Khan Academy, 00:12:14.960 --> 00:12:18.143 all you have to do is come back to your Teacher dashboard, 00:12:19.140 --> 00:12:20.090 come into your class. 00:12:20.090 --> 00:12:21.390 So again, so we're putting ourselves 00:12:21.390 --> 00:12:23.720 in the shoes of high school math teachers everywhere. 00:12:23.720 --> 00:12:25.110 Maybe you're teaching algebra, 00:12:25.110 --> 00:12:26.277 maybe you're teaching precalc, 00:12:26.277 --> 00:12:28.970 and you come over here to the Assignments tab. 00:12:28.970 --> 00:12:30.763 Specifically, you click Assign, 00:12:31.640 --> 00:12:34.420 and then you have your entire curriculum laid out for you. 00:12:34.420 --> 00:12:36.620 So maybe you chose a couple of different courses, 00:12:36.620 --> 00:12:38.510 pre-algebra, algebra one, 00:12:38.510 --> 00:12:40.660 maybe even a little bit of early math. 00:12:40.660 --> 00:12:42.750 In this case, let's go to algebra one, 00:12:42.750 --> 00:12:44.420 and say, hey, right now 00:12:44.420 --> 00:12:46.830 we're in the quadratic section of the year. 00:12:46.830 --> 00:12:48.320 Let's dig in there 00:12:48.320 --> 00:12:50.690 and say I specifically want my students 00:12:50.690 --> 00:12:52.750 to watch a polynomials video 00:12:52.750 --> 00:12:55.550 and do an exercise on polynomials, 00:12:55.550 --> 00:12:57.380 so the very introductory level. 00:12:57.380 --> 00:12:59.210 And if you wanna check those out yourself, 00:12:59.210 --> 00:13:00.880 all you have to do is click on them. 00:13:00.880 --> 00:13:02.460 By clicking on the exercise, 00:13:02.460 --> 00:13:05.940 you can instantly see the total database of questions 00:13:05.940 --> 00:13:08.000 that students will be faced with. 00:13:08.000 --> 00:13:10.450 And once you've checked that out and it feels good to you, 00:13:10.450 --> 00:13:13.253 you can close that tab and click the Assign button. 00:13:14.420 --> 00:13:15.760 The nice thing about Assignments 00:13:15.760 --> 00:13:17.680 is just like an assignment in class. 00:13:17.680 --> 00:13:20.160 you choose the due date, the due time, 00:13:20.160 --> 00:13:23.080 and you choose the specific students. 00:13:23.080 --> 00:13:25.580 You can have all students work on the same thing, 00:13:25.580 --> 00:13:27.740 Or if you're ready to do a little differentiation, 00:13:27.740 --> 00:13:29.680 focus on the students who really need a little bit 00:13:29.680 --> 00:13:32.600 of remedial work and folks who are ready to move ahead, 00:13:32.600 --> 00:13:34.520 you can choose that as well. 00:13:34.520 --> 00:13:36.230 And lastly, as you see here on the screen, 00:13:36.230 --> 00:13:37.710 there is this protip, 00:13:37.710 --> 00:13:39.690 which is, if you really wanna make sure that 00:13:39.690 --> 00:13:42.290 everyone has a different experience, you can do that. 00:13:42.290 --> 00:13:43.280 But there is an advantage 00:13:43.280 --> 00:13:45.690 to giving the same questions to all students, 00:13:45.690 --> 00:13:47.810 which you're about to see on the next slide. 00:13:47.810 --> 00:13:49.890 Either way, you make your choice, 00:13:49.890 --> 00:13:51.430 and you click the Assign button. 00:13:51.430 --> 00:13:53.470 Now that assignment goes out to the students, 00:13:53.470 --> 00:13:56.360 they're notified and they're off to the races. 00:13:56.360 --> 00:13:58.430 So that's getting an assignment started. 00:13:58.430 --> 00:14:00.260 But how do you review progress? 00:14:00.260 --> 00:14:02.330 How do you sort of close that feedback loop 00:14:02.330 --> 00:14:04.260 with how the students are doing. 00:14:04.260 --> 00:14:06.070 So if you come over to the Scores tab 00:14:06.070 --> 00:14:08.240 right beneath Assign, 00:14:08.240 --> 00:14:10.140 you can now see the results that are coming in 00:14:10.140 --> 00:14:12.090 from all these assignments. 00:14:12.090 --> 00:14:13.720 At a student level, which is nice , 00:14:13.720 --> 00:14:14.553 to know that your students 00:14:14.553 --> 00:14:16.020 are actually getting your assignments, 00:14:16.020 --> 00:14:19.220 completing them, understand how they're performing. 00:14:19.220 --> 00:14:22.410 But you can actually dig into the assignment itself, 00:14:22.410 --> 00:14:24.800 and figure out how they did, question by question, 00:14:24.800 --> 00:14:26.820 across your student body. 00:14:26.820 --> 00:14:28.610 And the reason I shared that protip 00:14:28.610 --> 00:14:30.950 of having a shared set of questions 00:14:30.950 --> 00:14:33.000 is that let's say, you're in a situation, 00:14:33.000 --> 00:14:34.930 where you are able to do a video conference 00:14:34.930 --> 00:14:36.960 with your students for 30 minutes a day. 00:14:36.960 --> 00:14:38.110 And you can share your screen 00:14:38.110 --> 00:14:40.720 using something like Zoom or Google Hangouts. 00:14:40.720 --> 00:14:41.940 Well, what you can do 00:14:41.940 --> 00:14:44.340 is you could actually go through those questions 00:14:44.340 --> 00:14:45.830 and point out, aha! 00:14:45.830 --> 00:14:47.700 There's clearly a misunderstanding here, 00:14:47.700 --> 00:14:49.260 we're seeing a pattern where a lot of students 00:14:49.260 --> 00:14:50.870 are missing the same thing. 00:14:50.870 --> 00:14:54.360 Let me actually correct that misunderstanding at the root. 00:14:54.360 --> 00:14:55.200 Then you can actually draw 00:14:55.200 --> 00:14:56.950 right on the screen if you want to, 00:14:56.950 --> 00:14:58.670 and even give students hints, 00:14:58.670 --> 00:15:00.900 give them a sense of how they can sort of scaffold 00:15:00.900 --> 00:15:03.150 all the way up to the right answer. 00:15:03.150 --> 00:15:03.983 And that way, 00:15:03.983 --> 00:15:06.160 even if you're not directly connected with students, 00:15:06.160 --> 00:15:08.300 you could have that same level of feedback, 00:15:08.300 --> 00:15:09.810 that same level of guidance, 00:15:09.810 --> 00:15:12.190 that characterizes the best teachers anywhere. 00:15:12.190 --> 00:15:14.750 So that's how you get assignments going. 00:15:14.750 --> 00:15:17.400 Now, one pop quiz for you here is, 00:15:17.400 --> 00:15:21.410 do you have to assign the same exercise to all students? 00:15:21.410 --> 00:15:23.370 So think about this question for a second. 00:15:23.370 --> 00:15:25.390 Is it mandatory to give the same assignment 00:15:25.390 --> 00:15:27.000 to every single student? 00:15:27.000 --> 00:15:27.950 Or can you differentiate? 00:15:27.950 --> 00:15:29.850 Can you spread it around? 00:15:29.850 --> 00:15:32.360 I know this is an easy one, we just talked about it, 00:15:32.360 --> 00:15:34.890 just wanted to confirm this 'cause it's very important. 00:15:34.890 --> 00:15:38.610 which is that, Khan Academy is really focused 00:15:38.610 --> 00:15:40.830 on letting teachers differentiate 00:15:40.830 --> 00:15:43.060 and serve every learner where they are. 00:15:43.060 --> 00:15:44.890 And so even though you may be tempted 00:15:44.890 --> 00:15:46.290 to just sort of assign one assignment, 00:15:46.290 --> 00:15:48.040 to every single student, 00:15:48.040 --> 00:15:50.570 if you know that a student needs something different, 00:15:50.570 --> 00:15:52.650 feel free to use the Assignments tool 00:15:52.650 --> 00:15:54.080 to pick and choose the students, 00:15:54.080 --> 00:15:56.180 the same way you would in your own classroom. 00:15:56.180 --> 00:15:59.330 Okay, so that is the assignment piece. 00:15:59.330 --> 00:16:01.910 And then finally, this idea of mastery goals, 00:16:01.910 --> 00:16:03.230 of course, it brings up the questions, 00:16:03.230 --> 00:16:05.500 what exactly is a mastery goal? 00:16:05.500 --> 00:16:07.720 Let me explain a mastery goal this way. 00:16:07.720 --> 00:16:09.460 We've just talked about assignments, 00:16:09.460 --> 00:16:11.800 which can often be very short-term. 00:16:11.800 --> 00:16:13.830 Do this problem set tomorrow, 00:16:13.830 --> 00:16:15.810 watch this video by tonight. 00:16:15.810 --> 00:16:16.643 And that's great. 00:16:16.643 --> 00:16:17.890 It gets you through the day, 00:16:17.890 --> 00:16:18.950 especially when you're starting 00:16:18.950 --> 00:16:21.000 with your remote learning cadence. 00:16:21.000 --> 00:16:22.510 But if you know that you're gonna be out of school 00:16:22.510 --> 00:16:24.820 for two weeks, three weeks or more, 00:16:24.820 --> 00:16:27.140 and you wanna set a longer term objective, 00:16:27.140 --> 00:16:30.210 a mastery goal is about setting the horizon 00:16:30.210 --> 00:16:31.970 about where you want students to head 00:16:31.970 --> 00:16:33.740 even if you're not gonna be able to be with them 00:16:33.740 --> 00:16:35.380 for a month or more at a time. 00:16:35.380 --> 00:16:37.560 So that's the first thing mastery goal does. 00:16:37.560 --> 00:16:40.860 The second thing is, it lets you set a really high bar. 00:16:40.860 --> 00:16:44.080 As you just saw with assignments, much of the focus is on, 00:16:44.080 --> 00:16:47.640 get it done and get a score, similar to worksheets. 00:16:47.640 --> 00:16:48.600 But if you wanna say hey, 00:16:48.600 --> 00:16:50.880 it's not just about getting through the assignment, 00:16:50.880 --> 00:16:53.730 it's about mastering the core underlying skill. 00:16:53.730 --> 00:16:55.610 That's where mastery goals come in. 00:16:55.610 --> 00:16:56.443 Because they let you say, 00:16:56.443 --> 00:16:58.530 hey, I don't want you moving forward, 00:16:58.530 --> 00:16:59.850 and just sort of going through the motions 00:16:59.850 --> 00:17:01.500 in these next two or three weeks, 00:17:01.500 --> 00:17:03.240 I want you to always push yourself 00:17:03.240 --> 00:17:06.070 to really understand and master this new skill. 00:17:06.070 --> 00:17:08.440 That's what a mastery goal can help with. 00:17:08.440 --> 00:17:09.850 And so in terms of why you wanna use them 00:17:09.850 --> 00:17:11.270 for remote learning, 00:17:11.270 --> 00:17:13.100 number one, we all know that 00:17:13.100 --> 00:17:14.360 one of the biggest sort of issues 00:17:14.360 --> 00:17:17.630 with remote learning is that students can feel disempowered. 00:17:17.630 --> 00:17:19.600 Here I am behind the screen, 00:17:19.600 --> 00:17:22.130 I'm not able to connect with my teacher as directly, 00:17:22.130 --> 00:17:24.110 here I am just going through the motions. 00:17:24.110 --> 00:17:25.580 Whereas the mastery goal, 00:17:25.580 --> 00:17:29.760 let's a student work as fast or as slowly as they need to, 00:17:29.760 --> 00:17:32.230 to ultimately master those key skills. 00:17:32.230 --> 00:17:34.040 They're the driver of their destiny, 00:17:34.040 --> 00:17:36.250 they have that level of empowerment. 00:17:36.250 --> 00:17:37.560 And then number two, 00:17:37.560 --> 00:17:39.660 when students do come back to school, 00:17:39.660 --> 00:17:41.700 you don't wanna have wide gaps 00:17:41.700 --> 00:17:43.170 because students were going really quickly 00:17:43.170 --> 00:17:44.950 through your online assignments. 00:17:44.950 --> 00:17:46.200 Instead, you wanna make sure you fill in 00:17:46.200 --> 00:17:47.900 those foundational gaps. 00:17:47.900 --> 00:17:50.200 And mastery goals really drive students 00:17:50.200 --> 00:17:53.023 toward that level of understanding before they move on. 00:17:53.980 --> 00:17:56.630 So how do you assign mastery goals in your classroom? 00:17:56.630 --> 00:17:59.330 Well, to come back to our Teacher dashboard here, 00:17:59.330 --> 00:18:00.520 we're gonna go from Assignments 00:18:00.520 --> 00:18:03.483 to the Course mastery tab, and we're gonna click Placement. 00:18:04.400 --> 00:18:06.680 what you can do here is you can create a goal 00:18:06.680 --> 00:18:09.290 for as few or as many students as you want. 00:18:09.290 --> 00:18:12.050 And these goals are typically set at the course level. 00:18:12.050 --> 00:18:15.000 So you might say, you know, by the end of this year, 00:18:15.000 --> 00:18:16.470 I want every one of my students 00:18:16.470 --> 00:18:19.280 to have mastered all the key skills of algebra one, 00:18:19.280 --> 00:18:21.600 and I can assign that to all of them or part of them. 00:18:21.600 --> 00:18:23.700 And I can set the appropriate due date. 00:18:23.700 --> 00:18:26.060 And that's the way that you get started. 00:18:26.060 --> 00:18:30.370 But then, the magic of Khan Academy's Course mastery goals, 00:18:30.370 --> 00:18:33.110 come through actually experiencing what students see. 00:18:33.110 --> 00:18:34.240 So again, if you ever wanna see 00:18:34.240 --> 00:18:36.010 what it looks like on the student side, 00:18:36.010 --> 00:18:38.100 you come back to your Name menu 00:18:38.100 --> 00:18:40.060 at the very top right hand corner, 00:18:40.060 --> 00:18:41.690 you go to Learner home, 00:18:41.690 --> 00:18:44.197 and then, you come over here to Course mastery, 00:18:44.197 --> 00:18:46.067 and you can see exactly what the goal looks like 00:18:46.067 --> 00:18:47.946 on the student side 00:18:47.946 --> 00:18:50.340 and then you can see what it looks like as they click in 00:18:50.340 --> 00:18:52.380 and go through mastering their skills. 00:18:52.380 --> 00:18:54.140 And again, when you talk about empowerment, 00:18:54.140 --> 00:18:55.870 so much of it is about understanding 00:18:55.870 --> 00:18:57.290 what you've accomplished. 00:18:57.290 --> 00:18:59.400 And this really gives students a clear sense 00:18:59.400 --> 00:19:00.970 of what have I mastered, 00:19:00.970 --> 00:19:02.820 what do I still have left to work on. 00:19:03.660 --> 00:19:04.750 And then finally, 00:19:04.750 --> 00:19:07.770 is you wanna check that progress yourself as a teacher. 00:19:07.770 --> 00:19:09.540 You come back to your Teacher dashboard, 00:19:09.540 --> 00:19:10.800 which you can always do just by clicking 00:19:10.800 --> 00:19:13.880 the Khan Academy logo at the very top of the screen. 00:19:13.880 --> 00:19:16.170 You come into your desired class, 00:19:16.170 --> 00:19:18.150 And then instead of clicking the Placement tab, 00:19:18.150 --> 00:19:19.503 you click the Progress tab. 00:19:20.500 --> 00:19:23.250 Here, you can really dig in the Course mastery, 00:19:23.250 --> 00:19:26.900 at an entire course level, as well as at a unit level. 00:19:26.900 --> 00:19:29.490 So for example, if you assigned a Course mastery goal, 00:19:29.490 --> 00:19:30.323 where you want to understand 00:19:30.323 --> 00:19:32.630 how students are doing with variables, 00:19:32.630 --> 00:19:34.410 you could find out that aha! 00:19:34.410 --> 00:19:36.610 We have some students who have really mastered them, 00:19:36.610 --> 00:19:37.740 which is awesome. 00:19:37.740 --> 00:19:40.060 We have some students like Tori and Casey, 00:19:40.060 --> 00:19:42.290 maybe needed a little bit extra practice. 00:19:42.290 --> 00:19:44.370 And you can actually click the Assign button 00:19:44.370 --> 00:19:47.370 and assign that practice just to the right student, 00:19:47.370 --> 00:19:50.490 to give them a helping hand even from afar, 00:19:50.490 --> 00:19:53.520 to make sure they have everything they need to be successful 00:19:53.520 --> 00:19:56.840 and are constantly pushing towards that high bar of mastery. 00:19:56.840 --> 00:19:57.673 So that's how you check progress, 00:19:57.673 --> 00:20:00.820 that's how you keep your students moving forward. 00:20:00.820 --> 00:20:01.940 So that being said, 00:20:01.940 --> 00:20:04.530 I wanna finish up with one final pop quiz. 00:20:04.530 --> 00:20:07.360 So as many folks out there will know, 00:20:07.360 --> 00:20:10.320 Tim Vandenberg was one of our Khan Academy ambassadors 00:20:10.320 --> 00:20:13.660 and is a sixth grade math teacher in Hesperia, California. 00:20:13.660 --> 00:20:15.860 He did a really awesome webinar for us last week. 00:20:15.860 --> 00:20:18.200 We talked about the progress that his students made 00:20:18.200 --> 00:20:20.270 using Course mastery exclusively, 00:20:20.270 --> 00:20:22.170 not even using assignments. 00:20:22.170 --> 00:20:24.700 And so for anyone who was on that session, 00:20:24.700 --> 00:20:26.290 I'm curious if you recall, 00:20:26.290 --> 00:20:28.980 the incredible progress his students made, 00:20:28.980 --> 00:20:31.030 in terms of the California Math Assessment. 00:20:31.030 --> 00:20:32.910 A high stakes test that all of the students 00:20:32.910 --> 00:20:34.810 had to take at the end of fifth grade? 00:20:35.660 --> 00:20:38.670 We'll click these results, we'll close the poll, 00:20:38.670 --> 00:20:40.970 we'll share them with the audience. 00:20:40.970 --> 00:20:43.210 And sure enough, you're absolutely right. 00:20:43.210 --> 00:20:45.130 Tim had this astounding leap. 00:20:45.130 --> 00:20:46.550 If you remember that graph, 00:20:46.550 --> 00:20:48.540 which is kind of burned in my retinas, 00:20:48.540 --> 00:20:51.570 which is, his students started sixth grade 00:20:51.570 --> 00:20:54.320 60 points below grade level 00:20:54.320 --> 00:20:56.840 and they ended up 34 points above. 00:20:56.840 --> 00:21:00.180 Way more progress than the state made or the district made, 00:21:00.180 --> 00:21:02.060 or the county made on average. 00:21:02.060 --> 00:21:03.690 And he attributed all to the fact that 00:21:03.690 --> 00:21:06.120 focusing on mastery and filling those gaps, 00:21:06.120 --> 00:21:08.360 kept his students really making sure they had 00:21:08.360 --> 00:21:11.300 all the foundations they needed to be successful. 00:21:11.300 --> 00:21:13.050 So even in this difficult time, 00:21:13.050 --> 00:21:14.403 I recommend checking it out 00:21:14.403 --> 00:21:18.520 just to see what's possible, as you try remote learning. 00:21:18.520 --> 00:21:22.380 So that said, let me close up with two final next steps, 00:21:22.380 --> 00:21:24.950 and then we're gonna open up some live questions. 00:21:24.950 --> 00:21:27.220 So first of all, if you haven't already, 00:21:27.220 --> 00:21:28.870 go to the Handout section, 00:21:28.870 --> 00:21:32.010 and get my total cheat sheet to this entire process. 00:21:32.010 --> 00:21:34.760 Enrolling your students, getting them ready for success, 00:21:34.760 --> 00:21:35.890 making your first assignment, 00:21:35.890 --> 00:21:38.060 setting your first Course mastery goals. 00:21:38.060 --> 00:21:39.720 You can feel free to download that, 00:21:39.720 --> 00:21:42.000 share that with educators down the hall, 00:21:42.000 --> 00:21:43.830 share that with your administrators. 00:21:43.830 --> 00:21:47.140 And then number two, if you have any questions whatsoever, 00:21:47.140 --> 00:21:49.693 please feel free to put them into the questions box, 00:21:49.693 --> 00:21:52.050 and Meaghan and I will answer those now. 00:21:52.050 --> 00:21:55.480 So let's go ahead and start with some good questions 00:21:55.480 --> 00:21:56.313 that have been coming in, 00:21:56.313 --> 00:21:58.490 and thank you everyone who's been asking these. 00:21:58.490 --> 00:22:02.520 So, let's start with this important question 00:22:02.520 --> 00:22:04.210 from Karen Leonard. 00:22:04.210 --> 00:22:05.362 And I'm gonna bring this up to Meaghan, 00:22:05.362 --> 00:22:07.350 because Meaghan is our expert teacher trainer, 00:22:07.350 --> 00:22:08.890 and she'll be able to respond directly 00:22:08.890 --> 00:22:10.260 to this question Karen. 00:22:10.260 --> 00:22:12.770 Karen wants to know, are there standards 00:22:12.770 --> 00:22:14.510 connected to each activity Meaghan? 00:22:14.510 --> 00:22:18.260 And if so, are they national or state standards? 00:22:18.260 --> 00:22:20.050 - That's a great question. 00:22:20.050 --> 00:22:24.660 So for all of our math content, and for our ELA content, 00:22:24.660 --> 00:22:28.140 which we do have a small section of ELA content in beta, 00:22:28.140 --> 00:22:30.160 for those that might be looking for that. 00:22:30.160 --> 00:22:31.970 It's all Common Core-aligned. 00:22:31.970 --> 00:22:33.720 And from the teacher perspective, 00:22:33.720 --> 00:22:35.070 if you go to make an assignment, 00:22:35.070 --> 00:22:37.960 the same way Jeremy is showing you on your screen, 00:22:37.960 --> 00:22:41.630 all of the Common Core standards will appear there for you. 00:22:41.630 --> 00:22:44.360 The alternative is that if you're looking for content 00:22:44.360 --> 00:22:47.210 maybe to align to your existing curriculum, 00:22:47.210 --> 00:22:50.260 is that, in our Search feature, you can search by topic 00:22:50.260 --> 00:22:53.400 but you can also search by standard. 00:22:53.400 --> 00:22:54.890 Some other things that might be helpful 00:22:54.890 --> 00:22:56.460 if you're a science teacher, 00:22:56.460 --> 00:22:59.490 we do have some NGSS-Aligned content 00:22:59.490 --> 00:23:01.040 and if you're an AP teacher, 00:23:01.040 --> 00:23:04.140 all of our AP courses are aligned to the AP standards, 00:23:04.140 --> 00:23:06.070 and you can search by those as well. 00:23:06.070 --> 00:23:07.330 And if you're a high school teacher 00:23:07.330 --> 00:23:09.490 interested in SAT preparation, 00:23:09.490 --> 00:23:11.850 we do have official SAT practice. 00:23:11.850 --> 00:23:14.690 And inside our SAT practice, 00:23:14.690 --> 00:23:18.400 our content can be identified by state-specific standards. 00:23:18.400 --> 00:23:19.920 So only in the SAT part, 00:23:19.920 --> 00:23:21.960 can you identify by state-specific standards 00:23:21.960 --> 00:23:25.423 otherwise is national standards, mostly Common Core. 00:23:26.480 --> 00:23:28.160 - Cool, great question, Karen. 00:23:28.160 --> 00:23:30.410 Thanks for the great answer, Meaghan. 00:23:30.410 --> 00:23:31.810 Okay, so next question here. 00:23:33.370 --> 00:23:35.403 So just to see here, 00:23:36.660 --> 00:23:38.540 Moses Lopez wants to know, 00:23:38.540 --> 00:23:40.300 would you recommend Meaghan, 00:23:40.300 --> 00:23:43.320 that teachers share an account to work with students? 00:23:43.320 --> 00:23:44.770 So let's say that you have, 00:23:44.770 --> 00:23:47.860 you know, maybe students in common with another teacher, 00:23:47.860 --> 00:23:49.490 so do you have a single account or separate account? 00:23:49.490 --> 00:23:51.540 What's the best way to set that up? 00:23:51.540 --> 00:23:55.060 - So if you have students that are across multiple teachers, 00:23:55.060 --> 00:23:57.130 I believe is what the question is getting at, 00:23:57.130 --> 00:23:59.420 is that your students can have as many teachers 00:23:59.420 --> 00:24:00.270 as they'd like. 00:24:00.270 --> 00:24:03.310 And if they're making, if you're using progress tracking, 00:24:03.310 --> 00:24:04.750 as opposed to our individual assignments, 00:24:04.750 --> 00:24:06.170 we're using progress tracking, 00:24:06.170 --> 00:24:08.790 any teacher who has that student on their roster 00:24:08.790 --> 00:24:10.360 can see their progress. 00:24:10.360 --> 00:24:11.570 So if for example, 00:24:11.570 --> 00:24:14.570 you are, you know, third grade teacher 00:24:14.570 --> 00:24:15.930 and you're using it for math, 00:24:15.930 --> 00:24:18.120 but you might also have support instructors 00:24:18.120 --> 00:24:20.540 in your classroom, or additional, 00:24:20.540 --> 00:24:22.510 you know, parents who are in your classroom, 00:24:22.510 --> 00:24:23.610 they can have an account as well. 00:24:23.610 --> 00:24:26.080 They can track student progress for students 00:24:26.080 --> 00:24:28.170 and so that way teachers, 00:24:28.170 --> 00:24:29.800 even though you can't share an account, 00:24:29.800 --> 00:24:32.463 you're able to have access to students progress. 00:24:33.570 --> 00:24:34.490 - Cool. 00:24:34.490 --> 00:24:37.230 Okay, this is a really important question from Camden King, 00:24:37.230 --> 00:24:39.440 this goes way beyond technology. 00:24:39.440 --> 00:24:40.670 Any tips Meaghan, 00:24:40.670 --> 00:24:43.120 on how to actually get the kiddos to do the work? 00:24:43.120 --> 00:24:45.730 Maybe using incentives beyond grades? 00:24:45.730 --> 00:24:48.427 - Yeah, so what a great question (laughs). 00:24:49.390 --> 00:24:51.440 For sure and so there's a couple of things 00:24:51.440 --> 00:24:53.930 depending on the, you know, age group, 00:24:53.930 --> 00:24:55.170 demographics of your students, 00:24:55.170 --> 00:24:56.410 we find different success to this. 00:24:56.410 --> 00:24:59.470 So Khan Academy also award students Energy Points 00:24:59.470 --> 00:25:02.950 while they're completing assignments or doing work. 00:25:02.950 --> 00:25:05.660 And those Energy Points allow them to upgrade avatars 00:25:05.660 --> 00:25:07.270 and earn badges and some sort of, 00:25:07.270 --> 00:25:10.720 some of those internal kind of gamification pieces, 00:25:10.720 --> 00:25:13.810 we find to be really motivating for students. 00:25:13.810 --> 00:25:17.010 On top of that, we find that teachers like to track 00:25:17.010 --> 00:25:19.890 overall progress and provide incentives around that. 00:25:19.890 --> 00:25:21.730 Some of them can be as simple as, 00:25:21.730 --> 00:25:24.610 we have printable certificates on the site that show you, 00:25:24.610 --> 00:25:28.510 oh, you mastered five skills or you've really gone ahead, 00:25:28.510 --> 00:25:29.710 or some teachers create their own, 00:25:29.710 --> 00:25:31.430 you've completed all of first grade, 00:25:31.430 --> 00:25:33.010 that's amazing and just recognize them. 00:25:33.010 --> 00:25:35.240 That, whereas other teachers you know, 00:25:35.240 --> 00:25:37.430 start to say if you make x amount of progress, 00:25:37.430 --> 00:25:39.370 we'll reward the class with, 00:25:39.370 --> 00:25:40.440 you know, some sort of prizes, 00:25:40.440 --> 00:25:41.880 which might be a little bit challenging 00:25:41.880 --> 00:25:43.780 as we think about remote learning. 00:25:43.780 --> 00:25:46.810 But I know that some teachers will you know send, 00:25:46.810 --> 00:25:49.990 again, digital recognition, either in a certificate 00:25:49.990 --> 00:25:51.680 or you know, some teachers really go all the way 00:25:51.680 --> 00:25:53.580 to Amazon gift cards, I'm not encouraging that. 00:25:53.580 --> 00:25:56.820 It's just something we've seen in real classrooms 00:25:56.820 --> 00:25:59.403 about ways to recognize student progress. 00:26:01.213 --> 00:26:02.180 - Cool. 00:26:02.180 --> 00:26:04.090 I've seen a couple questions here about 00:26:04.090 --> 00:26:06.190 K through two or even preschool. 00:26:06.190 --> 00:26:07.110 I do wanna to call out - Yeah 00:26:07.110 --> 00:26:10.400 - Khan Academy for kids, which is our sister program. 00:26:10.400 --> 00:26:13.770 It's all focused on ages two to six 00:26:13.770 --> 00:26:16.650 and helping them really sort of build the foundations 00:26:16.650 --> 00:26:20.780 for number sense and for reading and language arts. 00:26:20.780 --> 00:26:21.810 And so if you're interested in that, 00:26:21.810 --> 00:26:24.950 it's a free app that you can download on iOS or Android. 00:26:24.950 --> 00:26:27.030 So definitely check out the Khan Kids app, 00:26:27.030 --> 00:26:28.330 as you can see right here. 00:26:29.900 --> 00:26:32.070 Sort of going along with that question, Meaghan, 00:26:32.070 --> 00:26:33.310 Tina Lockman asks, 00:26:33.310 --> 00:26:35.590 does Khan Academy have any reading lessons 00:26:35.590 --> 00:26:37.780 or is this really just for maths? 00:26:37.780 --> 00:26:40.000 - It's not just for math (mumbles) 00:26:40.000 --> 00:26:41.660 I think that's a common misconception is that, 00:26:41.660 --> 00:26:44.950 we did start with math but Khan Academy offers math, 00:26:44.950 --> 00:26:47.270 science and engineering, computer science, 00:26:47.270 --> 00:26:49.960 arts, humanities, economics. 00:26:49.960 --> 00:26:52.030 We're partnered with College Board as I mentioned, 00:26:52.030 --> 00:26:54.346 and we have free as official SAT practice, 00:26:54.346 --> 00:26:57.490 along with a fair amount of AP content 00:26:57.490 --> 00:27:00.870 including things, AP Computer Science Principles, 00:27:00.870 --> 00:27:05.020 AP US History, AP Biology is just getting revamped. 00:27:05.020 --> 00:27:07.630 So there's plenty of content beyond math. 00:27:07.630 --> 00:27:11.250 Our ELA content is just in its early development, 00:27:11.250 --> 00:27:14.410 and so if you are an English Language Arts teacher, 00:27:14.410 --> 00:27:18.380 and you're looking for some content, we do have some. 00:27:18.380 --> 00:27:20.580 And we would love to get your feedback on that, 00:27:20.580 --> 00:27:23.140 as well as we think about developing that further. 00:27:23.140 --> 00:27:26.000 And if you have early learners, as Jeremy mentioned, 00:27:26.000 --> 00:27:27.710 we do have the Khan Academy Kids app 00:27:27.710 --> 00:27:31.490 which is focused on both early literacy and early numeracy 00:27:31.490 --> 00:27:33.600 along with social-emotional learning. 00:27:33.600 --> 00:27:36.180 So if you have kiddos that are in that 00:27:36.180 --> 00:27:37.550 two to seven age range, 00:27:37.550 --> 00:27:41.270 we just published all first grade content last week. 00:27:41.270 --> 00:27:42.480 Very exciting for us. 00:27:42.480 --> 00:27:44.140 So if you're looking for that type of content, 00:27:44.140 --> 00:27:47.110 I highly encourage you to look at the Khan Academy Kids app, 00:27:47.110 --> 00:27:51.373 which has a much more robust language and reading component. 00:27:52.750 --> 00:27:53.583 - Awesome. 00:27:54.570 --> 00:27:56.450 Al Moreno ask a really interesting question, 00:27:56.450 --> 00:27:59.250 which is, obviously for a lot of students, 00:27:59.250 --> 00:28:01.240 even if they don't have any internet access themselves, 00:28:01.240 --> 00:28:03.140 they might have it through a parent's smartphone 00:28:03.140 --> 00:28:04.540 or through the library. 00:28:04.540 --> 00:28:07.210 But if there is just no internet access available, 00:28:07.210 --> 00:28:09.710 what would we recommend in that case Meaghan? 00:28:09.710 --> 00:28:11.110 - Yeah, it's a really tricky one. 00:28:11.110 --> 00:28:13.170 And we do deal with this, 00:28:13.170 --> 00:28:14.720 with some of the, you know, students, 00:28:14.720 --> 00:28:16.610 we do work with school districts all over the US, 00:28:16.610 --> 00:28:19.900 which, obviously, you know, every school, 00:28:19.900 --> 00:28:23.060 every district has their own accessibility concerns. 00:28:23.060 --> 00:28:24.730 And so one thing I will say is that, 00:28:24.730 --> 00:28:26.800 everything as Jeremy so kindly pointed out, 00:28:26.800 --> 00:28:29.400 everything that's available to students on the website 00:28:29.400 --> 00:28:31.350 is available to them through the app. 00:28:31.350 --> 00:28:34.060 And so even if they only have access to a smartphone, 00:28:34.060 --> 00:28:36.610 they can access the full content library, 00:28:36.610 --> 00:28:38.990 all of their assignments from you. 00:28:38.990 --> 00:28:40.610 All of that is still available, 00:28:40.610 --> 00:28:42.470 And so we find that a lot of students might 00:28:42.470 --> 00:28:44.260 at least have access to a smartphone 00:28:44.260 --> 00:28:46.470 for even a small part of their week. 00:28:46.470 --> 00:28:50.060 And so that is one thing we do see leveraged quite a bit. 00:28:50.060 --> 00:28:52.990 If they have no access at all, 00:28:52.990 --> 00:28:55.747 there is an option that if you look at our Help Center, 00:28:55.747 --> 00:28:58.800 "how do I help students who have no internet access?" 00:28:58.800 --> 00:29:02.080 We do have a partnership with organization 00:29:02.080 --> 00:29:04.040 called Learning Equality. 00:29:04.040 --> 00:29:09.040 And they have an option where a student can download content 00:29:09.400 --> 00:29:11.590 and access it offline. 00:29:11.590 --> 00:29:14.410 However, they would still need a device, 00:29:14.410 --> 00:29:16.660 in order to do that, to get the content. 00:29:16.660 --> 00:29:19.700 We don't offer printouts of all our exercises, 00:29:19.700 --> 00:29:20.990 but as Jeremy is showing on the screen, 00:29:20.990 --> 00:29:22.430 if you look in our Help Center, 00:29:22.430 --> 00:29:24.750 and you find there, again, Kolibri, 00:29:24.750 --> 00:29:26.800 which is part of Learning Equality, 00:29:26.800 --> 00:29:29.970 they do offer an ability to download Khan Academy 00:29:29.970 --> 00:29:31.170 and other content. 00:29:31.170 --> 00:29:33.020 They're not exclusively for us, 00:29:33.020 --> 00:29:36.280 and so that students can access that offline. 00:29:36.280 --> 00:29:40.210 And we do see that use quite a bit, mostly outside the US, 00:29:40.210 --> 00:29:43.423 but inside the US and a few locations as well. 00:29:44.330 --> 00:29:47.040 - Fantastic and let's just close with one final question, 00:29:47.040 --> 00:29:49.860 which is, national certificates. 00:29:49.860 --> 00:29:50.830 How would a teacher go about 00:29:50.830 --> 00:29:52.300 getting access to those Meaghan? 00:29:52.300 --> 00:29:53.810 As well as any other teacher resources 00:29:53.810 --> 00:29:55.240 they we're developing? 00:29:55.240 --> 00:29:56.440 - Great, great questions. 00:29:56.440 --> 00:29:58.150 So once you log into Khan Academy 00:29:58.150 --> 00:30:00.410 and you are logged into your Teacher dashboard, 00:30:00.410 --> 00:30:02.090 there's a place for you and Jeremy I believe, 00:30:02.090 --> 00:30:05.170 is gonna navigate to us right there, called Resources, 00:30:05.170 --> 00:30:07.540 that tab that Jeremy's hovering over. 00:30:07.540 --> 00:30:09.730 And there you can see Getting started with teacher training. 00:30:09.730 --> 00:30:12.300 We have some teacher training options there, 00:30:12.300 --> 00:30:14.200 including a welcome guide and some videos 00:30:14.200 --> 00:30:17.270 that show how teachers have been using Khan Academy. 00:30:17.270 --> 00:30:19.060 There's also some additional resources 00:30:19.060 --> 00:30:20.040 when you go into that, 00:30:20.040 --> 00:30:21.840 and you'll find resources for parents, 00:30:21.840 --> 00:30:24.550 there's some Out-of-School Program suggestions. 00:30:24.550 --> 00:30:26.100 I know I used to work with 00:30:26.100 --> 00:30:28.040 Boys and Girls Club of America quite a bit 00:30:28.040 --> 00:30:30.620 and they would use some of their after-school programs. 00:30:30.620 --> 00:30:31.850 All of those types of things 00:30:31.850 --> 00:30:34.450 like certificates and printables, you can find them there. 00:30:34.450 --> 00:30:36.660 If you're having trouble finding them, 00:30:36.660 --> 00:30:38.410 always feel free to go to our Help Center. 00:30:38.410 --> 00:30:40.980 And even if you do something as simple as put certificates 00:30:40.980 --> 00:30:43.240 into the search bar of our Help Center, 00:30:43.240 --> 00:30:44.710 you'll just like that, 00:30:44.710 --> 00:30:45.543 you'll be able to see them 00:30:45.543 --> 00:30:47.380 and they do come in multiple languages 00:30:47.380 --> 00:30:49.847 and those are printable for your students, so. 00:30:51.030 --> 00:30:53.400 - Great, okay, so let's end it there Meaghan. 00:30:53.400 --> 00:30:55.320 Thank you so much for sharing your expertise 00:30:55.320 --> 00:30:56.153 with our audience. 00:30:56.153 --> 00:30:57.460 And thank you to our audience, 00:30:57.460 --> 00:30:59.020 for taking the time out of your afternoon 00:30:59.020 --> 00:31:00.680 or your evening to be with us. 00:31:00.680 --> 00:31:02.700 I know there's so much going on right now. 00:31:02.700 --> 00:31:04.800 We appreciate you investing in this session. 00:31:04.800 --> 00:31:07.470 That being said, do us one final favor, 00:31:07.470 --> 00:31:09.140 please take the poll that pops up 00:31:09.140 --> 00:31:10.970 at the very end of this webinar. 00:31:10.970 --> 00:31:13.970 And let us know a, how can we make future iterations 00:31:13.970 --> 00:31:15.540 of the session even better? 00:31:15.540 --> 00:31:17.680 And then b, what kinds of sessions 00:31:17.680 --> 00:31:19.530 would you like to see going next? 00:31:19.530 --> 00:31:21.470 Obviously, this is a relatively high-level session 00:31:21.470 --> 00:31:22.690 about getting started. 00:31:22.690 --> 00:31:26.250 If you want us to dive deep into math or ELA 00:31:26.250 --> 00:31:28.830 or motivation or keeping students engaged 00:31:28.830 --> 00:31:30.420 in a remote learning environment, 00:31:30.420 --> 00:31:31.810 please just let us know. 00:31:31.810 --> 00:31:34.340 We'll be sure to build it out for our next session. 00:31:34.340 --> 00:31:36.080 So on behalf of Meaghan and myself, 00:31:36.080 --> 00:31:39.540 thank you so much for making time to join us today. 00:31:39.540 --> 00:31:41.070 We wish you tremendous success 00:31:41.070 --> 00:31:43.440 as you get your students set up for remote learning. 00:31:43.440 --> 00:31:45.830 And if there's anything at all we can do to be of service, 00:31:45.830 --> 00:31:47.410 please just let us know. 00:31:47.410 --> 00:31:49.058 Thank you again so much. 00:31:49.058 --> 00:31:50.158 - Thank you very much.

Khan Academy thanks our teachers

https://www.youtube.com/watch?v=6bwsF_bEISU

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WEBVTT Kind: captions Language: en 00:00:00.230 --> 00:00:02.450 - To Mrs. Cordell, my fourth grade teacher. 00:00:02.450 --> 00:00:03.407 - To Miss Peterson. 00:00:03.407 --> 00:00:04.590 - To Mr. Garbert. 00:00:04.590 --> 00:00:05.711 - To Mr. Jones. 00:00:05.711 --> 00:00:06.544 - To Miss Wolf. 00:00:06.544 --> 00:00:07.377 - To Mrs. Young. 00:00:07.377 --> 00:00:08.210 - Mr. Chavez 00:00:08.210 --> 00:00:09.820 - Mr. Bhode, fifth and sixth grade. 00:00:09.820 --> 00:00:10.670 - To Mr. Blake. 00:00:10.670 --> 00:00:11.700 - To Mr. Lester. 00:00:11.700 --> 00:00:12.780 - To Mr. Hadwin. 00:00:12.780 --> 00:00:13.770 - To Mr. Zarki. 00:00:13.770 --> 00:00:14.603 - Doctor Ron 00:00:14.603 --> 00:00:15.790 - To Mrs. Alvarado. 00:00:15.790 --> 00:00:18.660 - To Gayle Wills and Jenna Susa. 00:00:18.660 --> 00:00:19.550 - To Mrs. May Yu. 00:00:19.550 --> 00:00:21.360 - To my high school humanities teacher. 00:00:21.360 --> 00:00:23.799 - To Mrs. Valentine, my kindergarten teacher. 00:00:23.799 --> 00:00:27.440 (inspiring music) 00:00:27.440 --> 00:00:30.060 - Who taught me how to analyze literature and to write. 00:00:30.060 --> 00:00:31.090 - Who first introduce me 00:00:31.090 --> 00:00:33.480 to the magic of TV and film production. 00:00:33.480 --> 00:00:35.100 - Who helped me find my voice in writing. 00:00:35.100 --> 00:00:37.530 - Who encouraged me to write my first program. 00:00:37.530 --> 00:00:39.680 - Who helped me figure out how to think about 00:00:39.680 --> 00:00:40.640 and what I think about 00:00:40.640 --> 00:00:42.070 so many different things in the world. 00:00:42.070 --> 00:00:44.990 - Who brought so much love and joy in to the classroom. 00:00:44.990 --> 00:00:47.510 - Who demanded excellence while treating us with respect. 00:00:47.510 --> 00:00:50.010 - Who helped me get over my fear in public speaking. 00:00:50.010 --> 00:00:53.500 - Who gave me a book began my love of science and fiction. 00:00:53.500 --> 00:00:55.910 - Who believed in us even when we blew everything up. 00:00:55.910 --> 00:01:00.270 - Who taught me the value of telling stories to teach 00:01:00.270 --> 00:01:02.160 and listening to other people's stories. 00:01:02.160 --> 00:01:03.620 - Who is such an amazing woman 00:01:03.620 --> 00:01:05.130 I named my daughter after her. 00:01:05.130 --> 00:01:08.565 (inspiring music) 00:01:08.565 --> 00:01:10.490 - And for making us all feel special all the time. 00:01:10.490 --> 00:01:13.640 - And you were exceedingly patient with me. 00:01:13.640 --> 00:01:15.870 - For helping me discover my love for writing. 00:01:15.870 --> 00:01:18.590 - For pushing me to always be the best version of myself. 00:01:18.590 --> 00:01:20.920 - And for teaching me that I could accomplish 00:01:20.920 --> 00:01:22.700 anything I put my mind to. 00:01:22.700 --> 00:01:24.400 - For telling me I was good at math. 00:01:24.400 --> 00:01:28.180 - For making sure that I knew I could do accelerated work. 00:01:28.180 --> 00:01:31.100 - For encouraging my love of reading and writing. 00:01:31.100 --> 00:01:33.570 - For making me feel welcome in our classroom 00:01:33.570 --> 00:01:36.620 as a recent immigrant to United States. 00:01:36.620 --> 00:01:39.860 - For inspiring me to become a kindergarten teacher intern 00:01:39.860 --> 00:01:41.890 who touched so many lives 00:01:41.890 --> 00:01:43.200 both your students 00:01:43.200 --> 00:01:44.870 and your student's students 00:01:44.870 --> 00:01:46.179 more than you'll ever know. 00:01:46.179 --> 00:01:49.012 (inspiring music) 00:01:50.029 --> 00:01:51.140 - Thanks, Mrs. May Yu. 00:01:51.140 --> 00:01:52.333 - Thank you, Mr. Blake. 00:01:52.333 --> 00:01:53.621 - Thank you, Mr. Chaves. 00:01:53.621 --> 00:01:55.040 - Thank you, Mr. Garbert. 00:01:55.040 --> 00:01:56.210 - Thank you, Mrs. Cordell. 00:01:56.210 --> 00:01:57.140 - Thank you, Mrs. Crame. 00:01:57.140 --> 00:01:58.310 - Thank you, Mr. Lester. 00:01:58.310 --> 00:01:59.410 - Thank you, Mr. Hadwin. 00:01:59.410 --> 00:02:02.383 - You've made a huge impact on my life and so many others. 00:02:02.383 --> 00:02:03.216 Thank you. 00:02:03.216 --> 00:02:04.219 - Thank you. 00:02:04.219 --> 00:02:05.052 - Thank you. 00:02:05.052 --> 00:02:05.885 - Thank you. 00:02:05.885 --> 00:02:06.718 - Thank you. 00:02:06.718 --> 00:02:07.551 - Thank you. 00:02:07.551 --> 00:02:08.384 - Thank you. 00:02:08.384 --> 00:02:11.217 (inspiring music)

Creating objective summaries

https://www.youtube.com/watch?v=5Eepm6Px5pc

vtt

https://www.youtube.com/api/timedtext?v=5Eepm6Px5pc&ei=V1iUZdCbHKC_hcIPy_SrqAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=BC64B3F2DA8CF91533020D8622313811ADB7A836.D58395D6C0A4B84148ECF307871849597A1543D9&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.670 --> 00:00:01.530 - [Narrator] Hello, readers. 00:00:01.530 --> 00:00:04.210 Today I want to talk about objective summaries 00:00:04.210 --> 00:00:07.420 by way of introducing you to the character of Joe Friday, 00:00:07.420 --> 00:00:10.600 a fictional cop from an old radio show from the 50s 00:00:10.600 --> 00:00:12.040 called Dragnet. 00:00:12.040 --> 00:00:13.870 The show had this iconic theme 00:00:13.870 --> 00:00:14.923 and it went like this. 00:00:14.923 --> 00:00:18.173 (tense big band music) 00:00:20.670 --> 00:00:22.520 Friday was a very straightforward, 00:00:22.520 --> 00:00:24.410 almost relentless, character 00:00:24.410 --> 00:00:26.700 and the catchphrase associated with his character 00:00:26.700 --> 00:00:28.487 was "Just the facts." 00:00:28.487 --> 00:00:30.110 "All we want are the facts, ma'am," 00:00:30.110 --> 00:00:32.880 was the sort of thing that he would say. 00:00:32.880 --> 00:00:35.980 And that's what we're talking about today: just the facts. 00:00:35.980 --> 00:00:38.940 There's this idea called objectivity. 00:00:38.940 --> 00:00:40.110 That you can talk about something 00:00:40.110 --> 00:00:42.010 without inserting any opinions 00:00:42.010 --> 00:00:45.000 which are personal thoughts or beliefs. 00:00:45.000 --> 00:00:48.160 Doing this, being objective, is very difficult; 00:00:48.160 --> 00:00:50.280 opinions want to creep in. 00:00:50.280 --> 00:00:53.990 So what does it mean for a summary to be objective? 00:00:53.990 --> 00:00:57.283 It means it isn't influenced by feelings or opinions, 00:00:57.283 --> 00:00:59.860 it's not written in the first person, 00:00:59.860 --> 00:01:01.300 it's about the text, not me, 00:01:01.300 --> 00:01:05.330 and it's not a judgment or a review of the information. 00:01:05.330 --> 00:01:08.840 Let's be clear here; it's not bad to have opinions. 00:01:08.840 --> 00:01:11.080 In my opinion, it is good to have opinions, 00:01:11.080 --> 00:01:13.830 but they do not have a place in summaries. 00:01:13.830 --> 00:01:15.550 You can put opinions to use when you 00:01:15.550 --> 00:01:18.340 analyze or evaluate something. 00:01:18.340 --> 00:01:19.650 When you're looking at summaries 00:01:19.650 --> 00:01:20.660 and you're trying to determine 00:01:20.660 --> 00:01:22.770 whether one is objective or not, 00:01:22.770 --> 00:01:25.420 look for words that cast judgment. 00:01:25.420 --> 00:01:28.390 Does the writer say something is good or terrible 00:01:28.390 --> 00:01:30.683 or useful or useless? 00:01:31.720 --> 00:01:33.290 Let's do this together. 00:01:33.290 --> 00:01:37.310 I'll take this text and summarize it without any opinions. 00:01:37.310 --> 00:01:41.310 Polar bears hunt for seals on thick sea ice in the Arctic. 00:01:41.310 --> 00:01:44.660 As the Earth grows warmer, though, sea ice gets thinner. 00:01:44.660 --> 00:01:46.110 With less stable ground, 00:01:46.110 --> 00:01:48.810 some hungry polar bears search for food inland, 00:01:48.810 --> 00:01:51.870 often dangerously close to human environments. 00:01:51.870 --> 00:01:54.310 Although polar bears usually keep to themselves, 00:01:54.310 --> 00:01:56.760 a very scared or angry one could attack, 00:01:56.760 --> 00:01:58.840 and even eat, a human. 00:01:58.840 --> 00:02:02.300 Several villages have set up polar bear patrols as a result. 00:02:02.300 --> 00:02:04.570 The patrollers zoom around on snowmobiles, 00:02:04.570 --> 00:02:06.530 using bright lights and loud noises 00:02:06.530 --> 00:02:08.440 to scare away polar bears. 00:02:08.440 --> 00:02:11.730 Hopefully, the polar bears find another snack later on. 00:02:11.730 --> 00:02:13.130 Here's my summary: 00:02:13.130 --> 00:02:15.130 Climate change causes polar bears 00:02:15.130 --> 00:02:18.490 to encroach on human habitats to search for food. 00:02:18.490 --> 00:02:20.920 As a consequence, these villages have set up 00:02:20.920 --> 00:02:23.363 polar bear patrols to frighten them away. 00:02:24.470 --> 00:02:26.520 As a person who cares about climate change, 00:02:26.520 --> 00:02:29.520 as well as the wellbeing of bears and human beings, 00:02:29.520 --> 00:02:31.870 I have all sorts of opinions about this, 00:02:31.870 --> 00:02:35.000 but for the purposes of summarizing that paragraph, 00:02:35.000 --> 00:02:36.810 I have to put them aside. 00:02:36.810 --> 00:02:38.213 Just the facts, ma'am. 00:02:38.213 --> 00:02:40.060 (Dragnet theme) 00:02:40.060 --> 00:02:43.020 If you get good enough at making objective summaries, 00:02:43.020 --> 00:02:45.380 you'll start noticing when opinion creeps into 00:02:45.380 --> 00:02:47.540 things you expect to be objective. 00:02:47.540 --> 00:02:49.120 And it won't be obvious like 00:02:49.120 --> 00:02:51.650 bears are terrible and humans are right to scare them away 00:02:51.650 --> 00:02:54.060 or climate change ravages bear habitats, 00:02:54.060 --> 00:02:56.290 sending defenseless bears into the jaws of doom: 00:02:56.290 --> 00:02:57.420 human villages. 00:02:57.420 --> 00:03:00.380 But it might be in the way a story is framed. 00:03:00.380 --> 00:03:02.360 Like, there's a difference between 00:03:02.360 --> 00:03:04.580 bears move into human habitats 00:03:04.580 --> 00:03:08.050 and bears are forced into human habitats. 00:03:08.050 --> 00:03:09.560 What causes them to move? 00:03:09.560 --> 00:03:11.900 Forced by whom or by what? 00:03:11.900 --> 00:03:14.380 Sometimes what's not in a text can be 00:03:14.380 --> 00:03:16.950 as important as what's in it. 00:03:16.950 --> 00:03:18.380 Experiment with this a little. 00:03:18.380 --> 00:03:20.430 Try summarizing some news articles 00:03:20.430 --> 00:03:22.910 and see if you can restate the facts of the stories 00:03:22.910 --> 00:03:25.110 without inserting any opinions. 00:03:25.110 --> 00:03:27.670 It's a fun challenge and it may expose an opinion 00:03:27.670 --> 00:03:30.130 where you didn't expect to see it. 00:03:30.130 --> 00:03:33.400 Objectively, you can learn anything. 00:03:33.400 --> 00:03:34.890 David out. 00:03:34.890 --> 00:03:36.173 Constant vigilance!

How can a text have two or more main ideas?

https://www.youtube.com/watch?v=GvWH9ZXy9gY

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https://www.youtube.com/api/timedtext?v=GvWH9ZXy9gY&ei=V1iUZb-pGfKyvdIPwdGfyAw&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=E297E528470E59B61177D642B330F5841D4F3552.E0372DA63BF91050616616E94308F3649DA2ACAC&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.170 --> 00:00:01.060 - [David] Hello, readers. 00:00:01.060 --> 00:00:04.750 Today I wanna begin with a brief aside about physics. 00:00:04.750 --> 00:00:08.840 Unless you're like a quantum particle or something, 00:00:08.840 --> 00:00:12.090 it's not possible to be in two places at once, 00:00:12.090 --> 00:00:15.910 nor is it possible to travel in two directions at once. 00:00:15.910 --> 00:00:18.480 Right, if I'm on a train from Chicago to Pittsburgh, 00:00:18.480 --> 00:00:22.520 I can't simultaneously be on a train from Chicago to Omaha. 00:00:22.520 --> 00:00:27.030 So my body can't travel in two directions at once, 00:00:27.030 --> 00:00:30.490 but my mind can. 00:00:30.490 --> 00:00:31.700 What, what? 00:00:31.700 --> 00:00:35.620 I know, it is possible to think two ideas at the same time, 00:00:35.620 --> 00:00:37.470 ideas that are equally important 00:00:37.470 --> 00:00:40.353 but may not necessarily support one another. 00:00:41.250 --> 00:00:42.270 I can be thinking, 00:00:42.270 --> 00:00:45.150 it's hot outside and I'm late for my train, 00:00:45.150 --> 00:00:49.000 and those two ideas can have equal weight in my mind. 00:00:49.000 --> 00:00:51.260 The same thing can happen in texts. 00:00:51.260 --> 00:00:52.790 An essay, or an argument, 00:00:52.790 --> 00:00:56.720 or a book can have two or more main ideas. 00:00:56.720 --> 00:00:59.290 It's a train that can go east to Pittsburgh 00:00:59.290 --> 00:01:03.000 and west to Omaha at the same time. 00:01:03.000 --> 00:01:05.110 This is a confusing idea. 00:01:05.110 --> 00:01:06.640 When you look at an essay, you think, 00:01:06.640 --> 00:01:08.850 what's the main idea in this text? 00:01:08.850 --> 00:01:10.250 What is the author trying to tell me, 00:01:10.250 --> 00:01:13.070 or what position are they trying to convince me of? 00:01:13.070 --> 00:01:15.910 So how can there be room for more than one idea? 00:01:15.910 --> 00:01:18.960 How can we tell that a piece has two main ideas 00:01:18.960 --> 00:01:22.400 and not just one idea with supporting evidence? 00:01:22.400 --> 00:01:25.600 All right, here's an example of two main ideas. 00:01:25.600 --> 00:01:28.990 Sharks are deadly predators and fierce hunters. 00:01:28.990 --> 00:01:31.990 They hunt with sharp teeth, incredibly sensitive noses, 00:01:31.990 --> 00:01:34.220 and the ability to sense the electrical current 00:01:34.220 --> 00:01:35.470 of a living body. 00:01:35.470 --> 00:01:37.060 Many people are afraid of sharks, 00:01:37.060 --> 00:01:39.630 because encounters with them can be fatal. 00:01:39.630 --> 00:01:40.930 That's paragraph one. 00:01:40.930 --> 00:01:43.160 However, sharks need to be protected, 00:01:43.160 --> 00:01:45.580 because they are important to ocean ecosystems. 00:01:45.580 --> 00:01:47.830 Their roles as high-level predators ensures 00:01:47.830 --> 00:01:50.920 that they maintain population levels of smaller fish, 00:01:50.920 --> 00:01:53.970 which in turn maintains the balance of ocean plant life. 00:01:53.970 --> 00:01:57.120 If there were no sharks, algae could take over the ocean. 00:01:57.120 --> 00:01:59.400 Now, both of these paragraphs are about sharks. 00:01:59.400 --> 00:02:01.780 So in once sense, it's true that the passage 00:02:01.780 --> 00:02:03.880 as a whole is about sharks. 00:02:03.880 --> 00:02:06.000 Gonna just draw a little shark. 00:02:06.000 --> 00:02:07.283 He's so scary. 00:02:08.740 --> 00:02:12.703 Look at those very sharp teeth. (laughs) 00:02:14.030 --> 00:02:15.720 Anyway, the topic is sharks, 00:02:15.720 --> 00:02:19.180 but what's the idea here in each paragraph? 00:02:19.180 --> 00:02:22.770 Paragraph one says, "Sharks are deadly, and here is why." 00:02:22.770 --> 00:02:25.367 And paragraph two says, "It's because of their deadliness 00:02:25.367 --> 00:02:26.917 "that they need to be protected, 00:02:26.917 --> 00:02:30.390 "because big predator species balance ecosystems." 00:02:30.390 --> 00:02:33.570 These are two ideas that are separate but interrelated. 00:02:33.570 --> 00:02:34.520 Sharks are deadly. 00:02:34.520 --> 00:02:35.640 Sharks need protecting. 00:02:35.640 --> 00:02:37.840 On its face, those two ideas almost seem 00:02:37.840 --> 00:02:39.210 like they contradict each other 00:02:39.210 --> 00:02:40.670 or cancel each other out, 00:02:40.670 --> 00:02:43.030 but they are two separate threads that each support 00:02:43.030 --> 00:02:45.260 the overall topic of sharks. 00:02:45.260 --> 00:02:48.280 They are two distinct ideas here with equal importance. 00:02:48.280 --> 00:02:49.990 This passage teaches us that A, 00:02:49.990 --> 00:02:51.740 sharks are deadly, so they are scary, 00:02:51.740 --> 00:02:54.510 and B, deadly animals must be protected, 00:02:54.510 --> 00:02:56.030 because they are important. 00:02:56.030 --> 00:02:57.440 Neither of these ideas are more 00:02:57.440 --> 00:02:59.610 or less important than one another. 00:02:59.610 --> 00:03:02.100 They are both main ideas. 00:03:02.100 --> 00:03:03.760 When you're considering whether or not there 00:03:03.760 --> 00:03:06.760 are two or more main ideas, ask yourself, 00:03:06.760 --> 00:03:09.920 are both x and y equally important understandings 00:03:09.920 --> 00:03:10.880 from this passage, 00:03:10.880 --> 00:03:13.990 or is it just one idea supporting another? 00:03:13.990 --> 00:03:15.100 So with this in mind, 00:03:15.100 --> 00:03:18.280 you too can learn to travel in two directions at once 00:03:18.280 --> 00:03:21.083 with the power of your mind and the power of reading. 00:03:22.130 --> 00:03:24.393 You can learn anything, David out. 00:03:27.582 --> 00:03:30.541 ♪ How can you be in two places at once ♪ 00:03:30.541 --> 00:03:34.791 ♪ When you're not anywhere at all ♪

How do writers use examples to get their points across?

https://www.youtube.com/watch?v=g9qWsEJakbQ

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https://www.youtube.com/api/timedtext?v=g9qWsEJakbQ&ei=V1iUZa-AH4_YxN8Plc-K6AQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=BE318BF743DDAC573A927F05792369BC64824DED.E09009DCCCEE22C5EA8B48ED85021CD994ED4E65&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.350 --> 00:00:01.300 - [David] Hello, readers. 00:00:01.300 --> 00:00:03.580 Today I wanna talk about examples 00:00:03.580 --> 00:00:06.970 and how writers use them in informational text. 00:00:06.970 --> 00:00:09.300 As writers, we employ examples 00:00:09.300 --> 00:00:10.910 to help explain ideas. 00:00:10.910 --> 00:00:12.690 And as readers, we use those examples 00:00:12.690 --> 00:00:14.220 to grab hold of those ideas 00:00:14.220 --> 00:00:16.160 and better understand them. 00:00:16.160 --> 00:00:18.060 If I tell you that I have weird hobbies, 00:00:18.060 --> 00:00:20.400 I need to back up that statement with some examples. 00:00:20.400 --> 00:00:23.590 I need to illustrate just how weird they are. 00:00:23.590 --> 00:00:26.380 So if I say my hobbies include going for walks, 00:00:26.380 --> 00:00:28.080 reading books, and drinking tea, 00:00:28.080 --> 00:00:30.190 those are very ordinary interests, 00:00:30.190 --> 00:00:31.290 they're not weird at all. 00:00:31.290 --> 00:00:32.470 Not a good example. 00:00:32.470 --> 00:00:34.260 I need to be more selective 00:00:34.260 --> 00:00:35.530 and better support my claim 00:00:35.530 --> 00:00:36.890 that my hobbies are strange. 00:00:36.890 --> 00:00:39.830 So instead, I could say my hobbies include puppeteering, 00:00:39.830 --> 00:00:41.610 making bubble tea from scratch, 00:00:41.610 --> 00:00:43.130 and learning to read Middle English. 00:00:43.130 --> 00:00:45.520 Well, now we're getting somewhere, right? 00:00:45.520 --> 00:00:46.780 Now you're starting to understand 00:00:46.780 --> 00:00:49.960 just how much of a weirdo this David guy is. 00:00:49.960 --> 00:00:52.070 What is the function of an example? 00:00:52.070 --> 00:00:53.530 What does it do? 00:00:53.530 --> 00:00:55.260 When you come across an example, 00:00:55.260 --> 00:00:58.750 ask yourself, what purpose does this example serve? 00:00:58.750 --> 00:01:01.930 Why did the author introduce this detail here? 00:01:01.930 --> 00:01:04.400 How does this example connect to the text overall? 00:01:04.400 --> 00:01:06.390 Does it form a pattern with other details? 00:01:06.390 --> 00:01:08.990 And if so, what does that pattern tell me? 00:01:08.990 --> 00:01:10.530 And finally we ask ourselves, 00:01:10.530 --> 00:01:14.120 does this example raise other questions? 00:01:14.120 --> 00:01:17.150 Let's look at a text and evaluate its examples. 00:01:17.150 --> 00:01:18.560 Here's an excerpt from a piece 00:01:18.560 --> 00:01:20.370 about the author J.M. Barrie, 00:01:20.370 --> 00:01:22.747 the creator of "Peter Pan". 00:01:22.747 --> 00:01:24.467 "Barrie didn't have just one version 00:01:24.467 --> 00:01:25.727 "of the "Peter Pan" story, 00:01:25.727 --> 00:01:27.787 "he made changes along the way. 00:01:27.787 --> 00:01:28.797 "For example, he learned 00:01:28.797 --> 00:01:30.687 "that children were copying Peter Pan 00:01:30.687 --> 00:01:33.177 "and trying to jump out of their beds to fly. 00:01:33.177 --> 00:01:35.097 "Some of them were getting badly injured! 00:01:35.097 --> 00:01:37.617 "So Barrie added the rule that in order to fly, 00:01:37.617 --> 00:01:39.717 "you had to have fairy or pixie dust 00:01:39.717 --> 00:01:41.347 "blown on you first. 00:01:41.347 --> 00:01:42.267 "By adding this rule, 00:01:42.267 --> 00:01:44.797 "J.M. Barrie was trying to help children understand 00:01:44.797 --> 00:01:46.397 "that flying is magical, 00:01:46.397 --> 00:01:47.360 "so that they wouldn't try 00:01:47.360 --> 00:01:49.830 to do it themselves and get hurt." 00:01:49.830 --> 00:01:52.680 So the author is saying that J.M. Barrie changed "Peter Pan" 00:01:52.680 --> 00:01:55.990 and then he gives an example of the change. 00:01:55.990 --> 00:01:58.060 Let's zero in on that example 00:01:58.060 --> 00:02:00.270 and ask those questions that we just went over. 00:02:00.270 --> 00:02:01.660 So for this example, 00:02:01.660 --> 00:02:03.070 what is its purpose? 00:02:03.070 --> 00:02:04.210 Well, it does a couple of things. 00:02:04.210 --> 00:02:06.270 It shows us that J.M. Barrie was willing 00:02:06.270 --> 00:02:07.960 to make changes to his story 00:02:07.960 --> 00:02:10.100 after it was initially published. 00:02:10.100 --> 00:02:12.410 It shows us that the author wants to portray Barrie 00:02:12.410 --> 00:02:14.350 as a responsible person. 00:02:14.350 --> 00:02:16.510 He heard about children injuring themselves 00:02:16.510 --> 00:02:17.960 by copying his story 00:02:17.960 --> 00:02:19.680 and so he made an effort to prevent that 00:02:19.680 --> 00:02:22.260 by changing a detail in the story. 00:02:22.260 --> 00:02:25.670 It's also a pretty specific example that I can picture. 00:02:25.670 --> 00:02:28.000 I can imagine kids jumping off of tall things 00:02:28.000 --> 00:02:28.833 and getting hurt, 00:02:28.833 --> 00:02:30.930 and Barrie feeling worried about that. 00:02:30.930 --> 00:02:32.410 And because I can picture it, 00:02:32.410 --> 00:02:33.790 I can better understand it, 00:02:33.790 --> 00:02:37.020 which helps me better understand the overall text. 00:02:37.020 --> 00:02:39.780 I only excerpted a small portion of this text. 00:02:39.780 --> 00:02:42.580 So I'm not gonna ask how it connects to the text overall. 00:02:42.580 --> 00:02:45.240 But this example does raise other questions for me, 00:02:45.240 --> 00:02:47.400 like what other children's fiction 00:02:47.400 --> 00:02:49.040 accidentally encourages people 00:02:49.040 --> 00:02:50.670 to do dangerous stunts at home? 00:02:50.670 --> 00:02:52.770 Like jumping off your bed? 00:02:52.770 --> 00:02:54.680 Examples are really powerful! 00:02:54.680 --> 00:02:58.110 They can shape a reader's impression of a topic. 00:02:58.110 --> 00:03:00.210 As a writer, employ them tactically 00:03:00.210 --> 00:03:02.340 to help develop someone's understanding. 00:03:02.340 --> 00:03:05.780 Recognize that when a series of examples comes in sequence, 00:03:05.780 --> 00:03:06.910 it tells a story, 00:03:06.910 --> 00:03:10.620 and story is an incredibly powerful tool. 00:03:10.620 --> 00:03:12.470 Use it responsibly. 00:03:12.470 --> 00:03:15.830 As a reader, understand the power that examples have 00:03:15.830 --> 00:03:18.560 and pay attention to how they're being used. 00:03:18.560 --> 00:03:20.380 A well-chosen example or two 00:03:20.380 --> 00:03:23.110 can create a false narrative. 00:03:23.110 --> 00:03:26.660 As readers, we are engaged in a push and pull with writers, 00:03:26.660 --> 00:03:29.860 especially when they are trying to convince us of something. 00:03:29.860 --> 00:03:32.630 Make a writer work to convince you. 00:03:32.630 --> 00:03:34.383 Read with a skeptical attitude. 00:03:35.310 --> 00:03:38.013 And if you can do that, you can learn anything. 00:03:38.870 --> 00:03:39.703 David, out.

Finding your footing in uncertain times: Balancing multiple kids with multiple schedules

https://www.youtube.com/watch?v=xOWGLgEjp4Q

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https://www.youtube.com/api/timedtext?v=xOWGLgEjp4Q&ei=V1iUZcLrGefKhcIPga-2oAo&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=47F20D2FFFD79F470030920D7F69F3482563F23A.DEA4C62DD06436CD01A9540B47FB31727FC98EAD&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.300 --> 00:00:01.960 - [Announcer] The broadcast is now starting. 00:00:01.960 --> 00:00:04.323 All attendees are in listen only mode. 00:00:05.550 --> 00:00:06.470 - [Vicki] Hi, everybody. 00:00:06.470 --> 00:00:08.040 Thanks so much for joining us today. 00:00:08.040 --> 00:00:08.950 I'm Vicki Lang, 00:00:08.950 --> 00:00:11.173 I'm a learning scientist here at Khan Academy. 00:00:11.173 --> 00:00:14.660 And I'm joined by Dan from our marketing team, 00:00:14.660 --> 00:00:16.440 who will be facilitating our Q&A 00:00:16.440 --> 00:00:18.350 toward the end of the broadcast. 00:00:18.350 --> 00:00:21.280 And a special guest, Dr. Lindsay Portnoy, 00:00:21.280 --> 00:00:25.080 she's a cognitive scientist from Northeastern University, 00:00:25.080 --> 00:00:27.540 who recently published a book called, "Designed to Learn." 00:00:27.540 --> 00:00:29.920 She's an expert in using design principles 00:00:29.920 --> 00:00:31.990 to work with kids in schools. 00:00:31.990 --> 00:00:34.430 And she's a parent of two children herself. 00:00:34.430 --> 00:00:37.410 So she's home working, managing multiple kids, 00:00:37.410 --> 00:00:40.560 and is a great expert to draw from 00:00:40.560 --> 00:00:42.650 for this broadcast today. 00:00:42.650 --> 00:00:46.090 Before we launch into the topic, 00:00:46.090 --> 00:00:47.960 I just wanna thank our sponsors, 00:00:47.960 --> 00:00:51.623 Bank of America, Google.org, Novartis, Fastly, and AT&T, 00:00:52.520 --> 00:00:56.710 for supporting this broadcast as well as other webinars 00:00:56.710 --> 00:00:59.173 that we're providing during this time of crisis. 00:01:00.260 --> 00:01:02.690 So, we've been getting a lot of questions 00:01:02.690 --> 00:01:07.690 about how do I survive at home with multiple children 00:01:07.890 --> 00:01:10.220 who have different schedules and different needs, 00:01:10.220 --> 00:01:11.980 and different assignments and there's only one of me, 00:01:11.980 --> 00:01:13.660 or there's two of me, however many, 00:01:13.660 --> 00:01:15.450 and how do we do this? 00:01:15.450 --> 00:01:17.930 So, we brought this expert here to talk with you 00:01:17.930 --> 00:01:21.383 about some ideas for that and I'm gonna let her kick it off. 00:01:23.130 --> 00:01:24.500 - [Lindsay] Thank you, Vicky. 00:01:24.500 --> 00:01:25.990 Thank you for having me everyone. 00:01:25.990 --> 00:01:27.288 I'm excited to be here today. 00:01:27.288 --> 00:01:30.253 So, yeah as Vicki has mentioned, 00:01:31.717 --> 00:01:34.010 I have been working in education for quite some time, 00:01:34.010 --> 00:01:36.880 and when this whole event transpired, 00:01:36.880 --> 00:01:40.060 I quickly moved to figure out what it was 00:01:40.060 --> 00:01:42.110 that we were going to do to help support our kids, 00:01:42.110 --> 00:01:46.010 and community, some sense of scaffolding and support, 00:01:46.010 --> 00:01:48.030 in a time of very uncertainty. 00:01:48.030 --> 00:01:50.373 And so, what I have shared for you today, 00:01:51.580 --> 00:01:53.527 is something that I like to call, "The Five C's 00:01:53.527 --> 00:01:54.950 "For Bringing Your "A" Game." 00:01:54.950 --> 00:01:55.950 And, what I realized is that we really are 00:01:55.950 --> 00:02:00.950 a very faithful family, and we do very much seek the joy 00:02:01.650 --> 00:02:04.000 in all of the learning that we try to do at home. 00:02:04.000 --> 00:02:07.550 And so, the C's that I'd like to share with you 00:02:07.550 --> 00:02:12.550 are clarity, curation, creativity, curiosity and compassion. 00:02:12.700 --> 00:02:13.870 And I'm gonna go through each of these 00:02:13.870 --> 00:02:15.880 and show you of how they addressed those mean questions 00:02:15.880 --> 00:02:17.280 that Vicki has shared previously. 00:02:17.280 --> 00:02:19.693 And Vicki, hopefully, you can help me along here 00:02:19.693 --> 00:02:23.260 to make sure that we're getting the most important pieces. 00:02:23.260 --> 00:02:25.360 But the idea is that we're trying to keep it 00:02:25.360 --> 00:02:26.370 as simple as possible. 00:02:26.370 --> 00:02:28.150 We're trying to be as realistic as possible, 00:02:28.150 --> 00:02:29.820 given the current constraints. 00:02:29.820 --> 00:02:32.300 As (mumbles) now we have lost power. 00:02:32.300 --> 00:02:34.398 So it's always something exciting and new, 00:02:34.398 --> 00:02:36.820 but simplicity with consistency 00:02:36.820 --> 00:02:38.863 and always leaving room for iteration. 00:02:40.320 --> 00:02:42.750 The first C for clarity, 00:02:42.750 --> 00:02:46.500 I think is a really big overarching concept, 00:02:46.500 --> 00:02:49.410 which is basically about establishing expectations, 00:02:49.410 --> 00:02:51.840 understanding communications and resources. 00:02:51.840 --> 00:02:54.780 And it is really to address this question here about, 00:02:54.780 --> 00:02:55.986 what ideas you have for scheduling 00:02:55.986 --> 00:02:58.010 with such a diverse group. 00:02:58.010 --> 00:02:59.116 So as Vicki and I were talking 00:02:59.116 --> 00:03:01.220 I shared with my game plan. 00:03:01.220 --> 00:03:03.810 So we use gaming as the analogy, 00:03:03.810 --> 00:03:06.290 what's the game plan with our team? 00:03:06.290 --> 00:03:07.920 So beginning of each week, 00:03:07.920 --> 00:03:11.930 if we have a teacher that's sending us a week case. 00:03:14.710 --> 00:03:17.180 So what has to be done and by whom? 00:03:17.180 --> 00:03:20.980 And I've created this really simple and fun looking calendar 00:03:20.980 --> 00:03:23.240 that my kiddos are now at this point quite used to 00:03:23.240 --> 00:03:24.670 in week eight. 00:03:24.670 --> 00:03:27.470 And they know what's happening at every time, 00:03:27.470 --> 00:03:29.010 where they will find what they need, 00:03:29.010 --> 00:03:31.330 and where we will find what we need to help support them, 00:03:31.330 --> 00:03:34.430 where everyone will be in the house in terms of space. 00:03:34.430 --> 00:03:35.980 We'll talk about that later. 00:03:35.980 --> 00:03:38.370 And then when you know it's time to stop what you're doing 00:03:38.370 --> 00:03:40.640 and have a break and eat and relax 00:03:40.640 --> 00:03:44.050 and stretch and just and check in with us. 00:03:44.050 --> 00:03:46.570 Also, another really important part of clarity 00:03:46.570 --> 00:03:48.800 for us has been, why are you doing what you're doing 00:03:48.800 --> 00:03:50.640 and when are you going to get feedback 00:03:50.640 --> 00:03:52.120 on the work that you're doing? 00:03:52.120 --> 00:03:54.180 And that really is about communication 00:03:54.180 --> 00:03:55.570 and I'll show you later on. 00:03:55.570 --> 00:03:58.610 This is just the big game plan sheet that we have, 00:03:58.610 --> 00:04:00.160 but later on I'll show you a little bit about 00:04:00.160 --> 00:04:03.280 how I should check in about with my kids as they're working 00:04:03.280 --> 00:04:04.850 without necessarily getting up 00:04:04.850 --> 00:04:06.690 and having to physically go to them 00:04:06.690 --> 00:04:08.640 and sit with them every second of the day, 00:04:08.640 --> 00:04:11.780 which became pretty burdensome pretty quickly. 00:04:11.780 --> 00:04:12.853 Does that makes sense? 00:04:13.908 --> 00:04:15.520 - [Vicki] Yeah, that makes lots of sense. 00:04:15.520 --> 00:04:16.980 And it doesn't work perfectly. 00:04:16.980 --> 00:04:19.680 We just saw I was distracted 'cause my six year old came in 00:04:19.680 --> 00:04:21.266 and had a question for me. 00:04:21.266 --> 00:04:22.800 So it doesn't work perfectly. 00:04:22.800 --> 00:04:25.600 But we have a schedule also at our house 00:04:25.600 --> 00:04:28.790 and we've done another webinar on that with Khan Academy. 00:04:28.790 --> 00:04:31.530 And this idea of clarity 00:04:31.530 --> 00:04:34.060 and just the kids being on the same page as the adults 00:04:34.060 --> 00:04:35.930 of understanding what's happening when 00:04:35.930 --> 00:04:37.750 and who to get helpful with 00:04:37.750 --> 00:04:40.070 and why they're doing what they're doing 00:04:40.070 --> 00:04:40.903 is really, really important. 00:04:40.903 --> 00:04:43.470 So how do they know what to work on Lindsay? 00:04:43.470 --> 00:04:45.220 And how do you prepare it for them? 00:04:46.461 --> 00:04:49.580 - [Lindsay] Good question, that's a great question. 00:04:49.580 --> 00:04:52.060 So the next C is curation. 00:04:52.060 --> 00:04:54.277 And curation is really all about preparation. 00:04:54.277 --> 00:04:57.020 So predicting what they're gonna need and when 00:04:57.020 --> 00:04:58.150 and planning ahead. 00:04:58.150 --> 00:05:00.080 And this reminded me of the question 00:05:00.080 --> 00:05:01.114 that I saw which is, 00:05:01.114 --> 00:05:03.239 how much active caregiver engagement 00:05:03.239 --> 00:05:04.950 should I aim for and when? 00:05:04.950 --> 00:05:06.040 When should I be available? 00:05:06.040 --> 00:05:09.330 Because like many folks out there, we're working full time. 00:05:09.330 --> 00:05:12.590 And so we have to ensure that we're doing our work. 00:05:12.590 --> 00:05:14.810 So again, this is a similar picture 00:05:14.810 --> 00:05:16.370 to the other one, but this is our schedule. 00:05:16.370 --> 00:05:19.430 And the idea is, we have to know ahead of time 00:05:19.430 --> 00:05:22.810 what the work is that they have to be doing in each day. 00:05:22.810 --> 00:05:24.900 But we also have to predict what problems may arise 00:05:24.900 --> 00:05:27.840 and whether it's my two boys getting in an argument 00:05:27.840 --> 00:05:30.530 over who gets to use the computer at this time 00:05:30.530 --> 00:05:35.060 or figuring out what hang ups they might have to log into, 00:05:35.060 --> 00:05:37.900 one of the platforms they use in my kids' school is Clever. 00:05:37.900 --> 00:05:40.130 So if they have trouble logging in, where can they go 00:05:40.130 --> 00:05:43.410 and just anticipating what potential issues they may have. 00:05:43.410 --> 00:05:45.590 And then also making sure that the materials 00:05:45.590 --> 00:05:48.970 that they need are accessible for them. 00:05:48.970 --> 00:05:51.230 That they know which space they're gonna be sitting in 00:05:51.230 --> 00:05:54.670 and when in terms of timing for each child. 00:05:54.670 --> 00:05:58.410 We try to figure out a day in advance if we can, 00:05:58.410 --> 00:05:59.520 sometimes the week 00:05:59.520 --> 00:06:02.882 and that we can see, who's gonna need more time and when. 00:06:02.882 --> 00:06:06.190 I mean, I don't know how you're feeling with your kiddo 00:06:06.190 --> 00:06:07.840 but for us, this has been really helpful 00:06:07.840 --> 00:06:09.590 just to know ahead of time, 00:06:09.590 --> 00:06:11.960 what information we're gonna need to give to them 00:06:11.960 --> 00:06:13.550 so that we can have it in one place. 00:06:13.550 --> 00:06:17.540 I circled here for you the hyperlinks, 00:06:17.540 --> 00:06:19.050 I'm a big fan of hyperlinking 00:06:19.050 --> 00:06:20.910 because that way they know where their schedule is, 00:06:20.910 --> 00:06:22.290 everything is in Google Doc. 00:06:22.290 --> 00:06:23.500 And then they click on the hyperlink 00:06:23.500 --> 00:06:25.430 and it takes them right to where they have to go. 00:06:25.430 --> 00:06:26.700 And there's no questioning, 00:06:26.700 --> 00:06:29.840 they don't have to come and ask me for the the website 00:06:29.840 --> 00:06:31.840 or the access or whatever, it's already all there. 00:06:31.840 --> 00:06:34.254 It's like baked into the document. 00:06:34.254 --> 00:06:36.647 - [Vicki] Yeah, and this makes me-- 00:06:38.210 --> 00:06:39.210 Oh, sorry, go ahead. 00:06:40.660 --> 00:06:41.493 - [Lindsay] No, I was wondering, 00:06:41.493 --> 00:06:43.011 is this similar to what you're using? 00:06:43.011 --> 00:06:44.390 - [Vicki] Yeah. 00:06:44.390 --> 00:06:46.100 And it makes me think of when I was in the classroom, 00:06:46.100 --> 00:06:47.630 I was a fifth and sixth grade teacher 00:06:47.630 --> 00:06:50.460 and one of the most fundamental things you're doing 00:06:50.460 --> 00:06:52.320 when you're a teacher is anticipating roadblocks 00:06:52.320 --> 00:06:53.153 that kids are gonna hit 00:06:53.153 --> 00:06:54.870 and questions that they're gonna have 00:06:54.870 --> 00:06:57.680 and trying to set them up for success in advance. 00:06:57.680 --> 00:06:59.440 'Cause can you can you imagine if there's 27 students 00:06:59.440 --> 00:07:00.720 and they all have different questions, 00:07:00.720 --> 00:07:01.910 and you haven't anticipated that? 00:07:01.910 --> 00:07:03.920 It's a management nightmare. 00:07:03.920 --> 00:07:06.230 So this is a skill that teachers have. 00:07:06.230 --> 00:07:09.050 And when I'm baking with my daughter 00:07:09.050 --> 00:07:11.540 is another thing It makes me think of; 00:07:11.540 --> 00:07:13.121 if you think about cooking with your children 00:07:13.121 --> 00:07:17.080 when they're young, it helps if you, 00:07:17.080 --> 00:07:19.890 I know it's easier for me if I set out the measuring tools 00:07:19.890 --> 00:07:21.620 and the ingredients ahead of time, 00:07:21.620 --> 00:07:23.950 and maybe I already have a list 00:07:23.950 --> 00:07:25.820 of how much of each ingredient we need, 00:07:25.820 --> 00:07:27.370 or maybe I've already measured it out, 00:07:27.370 --> 00:07:29.050 and they can just help me by mixing, 00:07:29.050 --> 00:07:31.317 that goes much more smoothly than if I just say, 00:07:31.317 --> 00:07:32.460 "Hey, let's bake cookies." 00:07:32.460 --> 00:07:34.140 And we go into the kitchen at the same time 00:07:34.140 --> 00:07:35.340 and I'm looking for stuff 00:07:35.340 --> 00:07:36.750 and she's like eating the chocolate chips 00:07:36.750 --> 00:07:39.510 while I'm not looking and there's like everything at once. 00:07:39.510 --> 00:07:41.910 It helps a lot, it's hard sometimes to find the time 00:07:41.910 --> 00:07:44.290 ahead of time to invest to make a plan, 00:07:44.290 --> 00:07:47.833 but on the weeks and days when I am able to do that, 00:07:47.833 --> 00:07:50.880 the rest of the day goes much more smoothly. 00:07:50.880 --> 00:07:52.179 That does sound very familiar. 00:07:52.179 --> 00:07:53.676 - [Lindsay] Yeah, absolutely. 00:07:53.676 --> 00:07:56.240 No, I mean for sure that we're familiar 00:07:56.240 --> 00:07:59.508 and again, that was like using the game as the frame here. 00:07:59.508 --> 00:08:01.260 Knowing the different players 00:08:01.260 --> 00:08:02.480 and knowing what they're gonna need, 00:08:02.480 --> 00:08:04.950 because every kid is gonna need something different. 00:08:04.950 --> 00:08:07.340 One of my kids is much, much faster 00:08:07.340 --> 00:08:10.700 going through the writing part of his work 00:08:10.700 --> 00:08:12.920 and the other one needs a little bit more help 00:08:12.920 --> 00:08:14.200 and support and scaffolding. 00:08:14.200 --> 00:08:16.250 And so even just knowing where in the day, 00:08:16.250 --> 00:08:18.890 they're gonna need a little extra love and encouragement 00:08:18.890 --> 00:08:20.850 so I can go and make myself available to them, 00:08:20.850 --> 00:08:23.430 or maybe switch where it is in the day. 00:08:23.430 --> 00:08:24.370 So if, for instance, 00:08:24.370 --> 00:08:26.380 I know that there's a big writing project, 00:08:26.380 --> 00:08:27.550 maybe I'll put it at a time 00:08:27.550 --> 00:08:29.670 when I know I don't have meetings with my colleagues 00:08:29.670 --> 00:08:32.390 so that I can be available to him and help him out. 00:08:32.390 --> 00:08:35.402 So yes, know your players. 00:08:35.402 --> 00:08:36.850 The next one, 00:08:36.850 --> 00:08:39.348 if it's alright if I move along, is creativity. 00:08:39.348 --> 00:08:42.500 And here I'm talking about multiple opportunities to soar 00:08:42.500 --> 00:08:45.130 and again, the folks are asking questions 00:08:45.130 --> 00:08:46.810 about what happens in multi-age families, 00:08:46.810 --> 00:08:50.050 how do you create a schedule when there's an older kid 00:08:50.050 --> 00:08:51.620 and they see their younger sibling play, 00:08:51.620 --> 00:08:54.913 they'd rather play and that is very real. 00:08:56.040 --> 00:08:58.870 So again, following along with the game analogy, 00:08:58.870 --> 00:09:01.900 is leveling up by being creative and being flexible 00:09:01.900 --> 00:09:03.210 and thinking outside the box 00:09:03.210 --> 00:09:07.170 about for instance where people are working 00:09:07.170 --> 00:09:08.380 at different times of the day 00:09:08.380 --> 00:09:11.250 so we have quiet spaces where we know 00:09:11.250 --> 00:09:13.060 that we can go to if we have a meeting, 00:09:13.060 --> 00:09:14.650 if we have to do go to webinar, 00:09:14.650 --> 00:09:16.840 we know that nobody's going to bother us there 00:09:16.840 --> 00:09:19.360 and then there are other spaces that are more open. 00:09:19.360 --> 00:09:22.560 And of course, this isn't easy every place 00:09:22.560 --> 00:09:25.446 and it's not a perfect panacea. 00:09:25.446 --> 00:09:27.140 But just being creative and flexible 00:09:27.140 --> 00:09:29.762 about where we should be at different times of day. 00:09:29.762 --> 00:09:32.172 And then setting aside when we know 00:09:32.172 --> 00:09:34.730 we're gonna have lunch together, for instance, 00:09:34.730 --> 00:09:35.850 which is a lovely thing. 00:09:35.850 --> 00:09:37.630 But if we don't make it for them, 00:09:37.630 --> 00:09:39.910 we have to make sure that we have snap up for the kids, 00:09:39.910 --> 00:09:42.740 we really did become so much more independent 00:09:42.740 --> 00:09:43.950 about finding what they need, 00:09:43.950 --> 00:09:45.590 I don't know if you're having the same experience, 00:09:45.590 --> 00:09:47.573 but it's been quite impressive. 00:09:48.604 --> 00:09:53.320 Flexibility in the resources and who has access to devices. 00:09:53.320 --> 00:09:55.360 Also in communicating so one of the things we talked 00:09:55.360 --> 00:09:57.820 about earlier and teachers do this in space 00:09:57.820 --> 00:09:59.170 is give great feedback. 00:09:59.170 --> 00:10:01.750 And so how do we continue to help them get feedback, 00:10:01.750 --> 00:10:03.440 their teachers are still giving them feedback 00:10:03.440 --> 00:10:04.820 in many instances. 00:10:04.820 --> 00:10:05.653 And during the day, 00:10:05.653 --> 00:10:07.680 we need to be helping them with that as well. 00:10:07.680 --> 00:10:10.370 So I have on the screen over here, the morning reflections, 00:10:10.370 --> 00:10:13.130 I have my kiddos write morning reflection, 00:10:13.130 --> 00:10:14.720 and I have them reflect at the end of the day 00:10:14.720 --> 00:10:16.590 with what I call Today I Learned. 00:10:16.590 --> 00:10:17.930 And they're a bunch of questions for them 00:10:17.930 --> 00:10:18.840 just to think about. 00:10:18.840 --> 00:10:20.208 And as they're writing down, 00:10:20.208 --> 00:10:22.520 sometimes I'll give them feedback in there 00:10:22.520 --> 00:10:24.700 or I'll just write a little note to them 00:10:24.700 --> 00:10:28.507 like, "Wow, I was really impressed to see, 00:10:28.507 --> 00:10:30.110 "when you when you flew through that." 00:10:30.110 --> 00:10:31.933 Or my older son wrote this beautiful, 00:10:31.933 --> 00:10:35.690 compelling argument for why the US women's soccer team 00:10:35.690 --> 00:10:38.100 should get equitable pay to the men's soccer team. 00:10:38.100 --> 00:10:39.600 And I was really taken with it 00:10:39.600 --> 00:10:41.080 and so I gave him feedback here. 00:10:41.080 --> 00:10:43.480 And I could tell, I mean, he was so excited 00:10:43.480 --> 00:10:45.780 he came running in and we had a great conversation about it. 00:10:45.780 --> 00:10:47.185 So I think communication is key. 00:10:47.185 --> 00:10:50.650 You can do it in Google Docs, you can use post-it notes, 00:10:50.650 --> 00:10:52.030 I have whiteboard here. 00:10:52.030 --> 00:10:53.730 I think it's fun if you if you have the space 00:10:53.730 --> 00:10:55.220 for a family whiteboard, we don't 00:10:55.220 --> 00:10:57.170 but it would be a really great thing if we could. 00:10:57.170 --> 00:10:59.764 And also being creative about the responsibilities 00:10:59.764 --> 00:11:03.483 and reflecting on what is working and what's not working. 00:11:05.667 --> 00:11:07.700 - [Vicki] Yeah, and I'm seeing just... 00:11:08.810 --> 00:11:11.780 I totally agree with all of those suggestions. 00:11:11.780 --> 00:11:13.490 And I wanted to say I'm seeing some questions 00:11:13.490 --> 00:11:16.510 about some of these resources in particular, 00:11:16.510 --> 00:11:18.790 and I wanted to say that we're gonna share some links 00:11:18.790 --> 00:11:21.440 to some of these resources for morning reflection 00:11:21.440 --> 00:11:23.820 and schedule some things at the end. 00:11:23.820 --> 00:11:25.580 So you'll have those. 00:11:25.580 --> 00:11:28.860 - [Lindsay] Yeah, all the templates are available for free, 00:11:28.860 --> 00:11:31.040 you should have access to all of them. 00:11:31.040 --> 00:11:33.298 We'll make sure that you do afterwards. 00:11:33.298 --> 00:11:37.180 The next one is, the next C, 00:11:37.180 --> 00:11:39.880 I think it's very important that sometimes it's okay 00:11:39.880 --> 00:11:41.740 for us to just let them play. 00:11:41.740 --> 00:11:45.250 I think that this moment is a very tense moment 00:11:45.250 --> 00:11:48.140 for many of us, for a host of reasons. 00:11:48.140 --> 00:11:50.160 And so I really think it's important 00:11:50.160 --> 00:11:54.250 that we allow our kids to sometimes just play, 00:11:54.250 --> 00:11:58.400 just go outside if you can, go ride a bike, go read a book. 00:11:58.400 --> 00:12:02.290 We have certainly had more hours on fortnight in Minecraft 00:12:02.290 --> 00:12:04.070 than probably I'd like to admit, 00:12:04.070 --> 00:12:05.777 and I'm okay with that right now. 00:12:05.777 --> 00:12:07.740 In fact, I'm okay with that in general, 00:12:07.740 --> 00:12:08.640 that's a different conversation. 00:12:08.640 --> 00:12:10.202 But I think that one of the really important pieces here 00:12:10.202 --> 00:12:13.663 is that it's okay for your kids to play. 00:12:15.760 --> 00:12:18.390 The next one is curiosity. 00:12:18.390 --> 00:12:22.010 And I say game on to curiosity. 00:12:22.010 --> 00:12:22.843 One of the things 00:12:22.843 --> 00:12:24.940 that I think we should be more curious about 00:12:24.940 --> 00:12:28.380 is that feedback piece we were talking about earlier. 00:12:28.380 --> 00:12:29.767 I have a whole (mumbles), 00:12:30.660 --> 00:12:32.300 my kids were doing these reflections 00:12:32.300 --> 00:12:34.537 and they were like, "Well, Mom, you're not telling me 00:12:34.537 --> 00:12:35.720 "if I'm doing it right or not." 00:12:35.720 --> 00:12:37.950 And I was surprised that they actually wanted the feedback. 00:12:37.950 --> 00:12:39.760 They wanted to know if they were doing it, 00:12:39.760 --> 00:12:42.130 what else they could do to make it better or did I see it? 00:12:42.130 --> 00:12:46.506 So I created for them a super simple one point rubric 00:12:46.506 --> 00:12:49.190 that I shared, and I'll share with you all as well. 00:12:49.190 --> 00:12:52.480 Also being reflective on what they're learning 00:12:52.480 --> 00:12:53.710 while they're learning it. 00:12:53.710 --> 00:12:54.543 What did you love? 00:12:54.543 --> 00:12:56.310 What is something that you never would have thought 00:12:56.310 --> 00:12:58.450 that you would have been excited to learn about? 00:12:58.450 --> 00:13:02.210 My kid got so excited about studying, 00:13:02.210 --> 00:13:03.800 they're studying Ancient Greece. 00:13:03.800 --> 00:13:06.250 And he was so excited and inspired to learn about it. 00:13:06.250 --> 00:13:08.430 And he said, if I hadn't had the time to sit there 00:13:08.430 --> 00:13:09.900 and watch that documentary, 00:13:09.900 --> 00:13:12.230 I don't know if I really would have gotten vested in it. 00:13:12.230 --> 00:13:15.062 So I think that, game on, be curious. 00:13:15.062 --> 00:13:17.700 Silver linings for us, 00:13:17.700 --> 00:13:19.770 I'm able to spend time having lunch with my kids 00:13:19.770 --> 00:13:21.780 maybe once or twice a week, 00:13:21.780 --> 00:13:24.600 but that's once or twice a week more than I ever did before. 00:13:24.600 --> 00:13:26.131 And to me, that's incredible. 00:13:26.131 --> 00:13:28.750 Also, in finding new ways to play, 00:13:28.750 --> 00:13:30.348 I have this sheet that I'll share with you as well. 00:13:30.348 --> 00:13:32.707 It's called "while you were waiting." 00:13:33.637 --> 00:13:36.270 And basically, there are two columns. 00:13:36.270 --> 00:13:38.070 So if you have an internet connected device, 00:13:38.070 --> 00:13:39.810 you have a host of things that you could do, 00:13:39.810 --> 00:13:41.980 if you don't, have a host of things that you can do 00:13:41.980 --> 00:13:43.070 and I'll share them with you as well. 00:13:43.070 --> 00:13:45.150 And so, there are amazing opportunities 00:13:45.150 --> 00:13:46.000 that our kids can be doing. 00:13:46.000 --> 00:13:48.080 If they're waiting for us if they need us to help them 00:13:48.080 --> 00:13:49.240 before they can move along, 00:13:49.240 --> 00:13:51.390 they don't have to stop playing, 00:13:51.390 --> 00:13:53.520 they don't have to stop learning 00:13:53.520 --> 00:13:54.620 because as we know, 00:13:54.620 --> 00:13:57.220 we're always learning especially when we're playing. 00:13:58.290 --> 00:13:59.290 How does that sound? 00:14:00.280 --> 00:14:01.910 - [Vicki] That makes lots of sense as well. 00:14:01.910 --> 00:14:04.010 There's so many great suggestions in here. 00:14:06.098 --> 00:14:09.160 - [Lindsay] So we're ready for I believe the last one, 00:14:09.160 --> 00:14:10.480 and maybe the most important one, 00:14:10.480 --> 00:14:12.310 we probably should have started here. 00:14:12.310 --> 00:14:13.410 But compassion. 00:14:13.410 --> 00:14:16.460 And I think, everyone's asking the same questions 00:14:16.460 --> 00:14:18.150 about how do we serve all of our kids? 00:14:18.150 --> 00:14:19.210 How do we meet their needs? 00:14:19.210 --> 00:14:20.160 And these are the questions 00:14:20.160 --> 00:14:22.210 that teachers asked every single day. 00:14:22.210 --> 00:14:24.470 And so I think we're getting a really important glimpse 00:14:24.470 --> 00:14:26.650 into the life of what it is to be a teacher. 00:14:26.650 --> 00:14:29.440 And I think that in terms of compassion, 00:14:29.440 --> 00:14:30.483 the most important thing right now 00:14:30.483 --> 00:14:33.570 is that we are compassionate maximum XP, 00:14:33.570 --> 00:14:38.102 to level up in order to achieve a higher score, 00:14:38.102 --> 00:14:39.950 be compassionate with our kids 00:14:39.950 --> 00:14:41.670 and their teachers and ourselves. 00:14:41.670 --> 00:14:42.640 And I have an asterisk here 00:14:42.640 --> 00:14:45.180 because not only is it made for it, 00:14:45.180 --> 00:14:46.620 it's also Teacher Appreciation Week. 00:14:46.620 --> 00:14:48.480 So I wanted to just call out 00:14:48.480 --> 00:14:50.360 that we have these incredible humans 00:14:50.360 --> 00:14:53.120 that teach our kids all day, every day, all year 00:14:53.120 --> 00:14:56.380 and we really are now seeing, I mean, always 00:14:56.380 --> 00:14:59.070 but how important they are in our lives, 00:14:59.070 --> 00:15:00.510 and I just wanted to, 00:15:00.510 --> 00:15:01.780 as we're compassionate with ourselves, 00:15:01.780 --> 00:15:03.973 and our kids also reach out to our teachers. 00:15:03.973 --> 00:15:07.140 Also be compassionate and communicating the reality 00:15:07.140 --> 00:15:09.063 of what's happening in this world right now. 00:15:09.063 --> 00:15:11.710 And also being flexible with the expectations 00:15:11.710 --> 00:15:13.530 if you need to reach out to your teachers 00:15:13.530 --> 00:15:15.890 and let them know that your kid is struggling 00:15:15.890 --> 00:15:19.307 and can't do the work or just needs a break, that's okay. 00:15:19.307 --> 00:15:22.453 And I think we need to have permission to do that. 00:15:23.520 --> 00:15:25.630 And again, you'll notice I said don't forget to play 00:15:25.630 --> 00:15:27.630 'cause I think that's important as well. 00:15:29.310 --> 00:15:30.857 - [Vicki] Yeah, this is so important. 00:15:30.857 --> 00:15:34.150 And it can be really hard to because we wear so many hats, 00:15:34.150 --> 00:15:35.610 we want everything to be just right 00:15:35.610 --> 00:15:38.880 and it also is very emotionally draining. 00:15:38.880 --> 00:15:40.170 Especially if our kids are fighting 00:15:40.170 --> 00:15:42.800 or if our kids don't wanna do what they are supposed to do. 00:15:42.800 --> 00:15:45.865 It can be very emotionally exhausting for any adult 00:15:45.865 --> 00:15:47.270 and at those times, 00:15:47.270 --> 00:15:49.620 it can be really hard to maintain compassion with yourself 00:15:49.620 --> 00:15:51.950 or with your kiddos as well. 00:15:51.950 --> 00:15:53.547 It's really important. 00:15:54.660 --> 00:15:57.160 - [Lindsay] And I think it's important to remember 00:15:57.160 --> 00:16:01.030 what is most important right now and if you are together 00:16:01.030 --> 00:16:03.063 and you do have the ability to be together with your kids 00:16:03.063 --> 00:16:04.600 I think that's a great gift. 00:16:04.600 --> 00:16:08.430 And just, I guess taking a minute to just breathe 00:16:08.430 --> 00:16:10.820 and be okay with where you are and forgive yourself 00:16:10.820 --> 00:16:12.550 and cope with the world around you 00:16:12.550 --> 00:16:15.260 is going to be as compassionate. 00:16:15.260 --> 00:16:16.487 And if not let me know and (mumbles) 00:16:16.487 --> 00:16:19.950 to hep and find that compassion. 00:16:19.950 --> 00:16:22.470 The next piece that I really wanted to share 00:16:22.470 --> 00:16:27.470 is that there over 76 million students and kids 00:16:27.860 --> 00:16:30.750 to higher ed schools in the United States right now. 00:16:30.750 --> 00:16:32.720 And many of those individuals 00:16:32.720 --> 00:16:34.010 are currently learning at home. 00:16:34.010 --> 00:16:35.570 And why is that important? 00:16:35.570 --> 00:16:37.400 It's important because we're not alone. 00:16:37.400 --> 00:16:38.440 And as we're struggling 00:16:38.440 --> 00:16:40.870 and as it's important to have these baffles 00:16:40.870 --> 00:16:43.240 and as important to have all of these great resources 00:16:43.240 --> 00:16:46.750 to tap into, and ways to give our kids feedback 00:16:46.750 --> 00:16:48.740 and help them keep learning and stay on track 00:16:48.740 --> 00:16:49.940 and make sure that they're not losing 00:16:49.940 --> 00:16:51.091 any instructional time, 00:16:51.091 --> 00:16:53.060 it's also important to remember 00:16:53.060 --> 00:16:56.210 just as we're being compassionate, that we're not alone, 00:16:56.210 --> 00:16:58.010 that we really are in this together 00:16:58.010 --> 00:17:00.780 and that together, we can move through this. 00:17:00.780 --> 00:17:03.340 And hopefully, my goal is, 00:17:03.340 --> 00:17:05.263 all of us should be better on the other end 00:17:05.263 --> 00:17:08.373 than maybe we were going into this in terms of education. 00:17:09.618 --> 00:17:12.650 I wanted to share also with you a quote 00:17:12.650 --> 00:17:13.540 that is one of my favorites. 00:17:13.540 --> 00:17:14.940 I have no idea who said this. 00:17:14.940 --> 00:17:15.870 When I had my first son, 00:17:15.870 --> 00:17:17.280 my husband brought home this postcard 00:17:17.280 --> 00:17:19.150 and it didn't have an author, 00:17:19.150 --> 00:17:21.160 but it was "Survival is the new success." 00:17:21.160 --> 00:17:23.090 So let's just keep moving one day at a time, 00:17:23.090 --> 00:17:24.953 there's no such thing as perfection. 00:17:26.010 --> 00:17:27.790 Pinterest makes everything easy, 00:17:27.790 --> 00:17:30.080 it's not and it's okay to be messy. 00:17:30.080 --> 00:17:33.430 In fact, I think that that's how the best learning happens. 00:17:33.430 --> 00:17:34.700 So what I have for you here 00:17:34.700 --> 00:17:37.950 are a couple of different slides on resources, 00:17:37.950 --> 00:17:40.200 the daily activities that I made for my kiddos, 00:17:40.200 --> 00:17:42.040 but the game plan is available 00:17:42.040 --> 00:17:44.690 as are the morning reflections in the spare line. 00:17:44.690 --> 00:17:46.420 There's some really incredible content 00:17:46.420 --> 00:17:48.180 that we have all from Khan Academy 00:17:48.180 --> 00:17:49.640 that my kids have gotten engaged with 00:17:49.640 --> 00:17:54.050 in terms of writing Pixar in the box was incredible. 00:17:54.050 --> 00:17:58.320 And what I did is I created a document for them 00:17:58.320 --> 00:18:00.010 so that they could document their learning 00:18:00.010 --> 00:18:03.340 as they were using the Khan Academy content. 00:18:03.340 --> 00:18:07.160 But there's also the MIT work there, it's extraordinary. 00:18:07.160 --> 00:18:08.840 So was the Big History Project. 00:18:08.840 --> 00:18:11.470 There are tons of amazing resources. 00:18:11.470 --> 00:18:13.250 I also shared the feedback for the win. 00:18:13.250 --> 00:18:14.820 So if you wanna give your kids feedback 00:18:14.820 --> 00:18:16.259 in a Google document, very easy, 00:18:16.259 --> 00:18:20.050 just take it, copy it, download it, use it for yourself, 00:18:20.050 --> 00:18:21.510 and a list of while you're waiting 00:18:21.510 --> 00:18:23.090 whether or not you have a device, 00:18:23.090 --> 00:18:25.859 there's plenty of stuff to do. 00:18:25.859 --> 00:18:29.277 And then here are some some non tech and tech toys 00:18:29.277 --> 00:18:33.010 and games and playful experiences 00:18:33.010 --> 00:18:36.900 that you might wanna check out in this interesting time. 00:18:36.900 --> 00:18:39.670 And one of the things that I wanted to call out here 00:18:39.670 --> 00:18:41.150 is that you could challenge your kids 00:18:41.150 --> 00:18:42.440 to create their own versions. 00:18:42.440 --> 00:18:45.040 I don't know if you've ever played (mumbles) perhaps 00:18:46.264 --> 00:18:47.920 with your kiddo. 00:18:47.920 --> 00:18:49.313 - [Vicki] No I don't know that one. 00:18:51.040 --> 00:18:52.390 - [Lindsay] It's a great game. 00:18:52.390 --> 00:18:54.650 And it's a great game that you could play 00:18:54.650 --> 00:18:58.290 and have her create a version so you guys can play together. 00:18:58.290 --> 00:19:00.860 All of these are games that are pretty easy 00:19:00.860 --> 00:19:02.040 for your kids to hack. 00:19:02.040 --> 00:19:04.170 And then they themselves can play the game 00:19:04.170 --> 00:19:07.193 that they've created which is also very fun to do. 00:19:08.267 --> 00:19:11.289 I wanted to end on a light note, very heavy time. 00:19:11.289 --> 00:19:13.700 I wanted to say May the 4th be with you. 00:19:13.700 --> 00:19:15.990 And I know we probably have tons and tons of questions 00:19:15.990 --> 00:19:18.450 so if you'd like to go to them, we can do that. 00:19:18.450 --> 00:19:21.220 We can go back and look at any of this slide. 00:19:21.220 --> 00:19:23.340 - [Vicki] Yeah, no, we have. 00:19:23.340 --> 00:19:24.800 I wish we had an extra half an hour 00:19:24.800 --> 00:19:26.517 to answer all of these wonderful questions 00:19:26.517 --> 00:19:30.110 that Dan has been compiling for us to look at. 00:19:30.110 --> 00:19:32.720 So we'll try to keep our answers to the point, 00:19:32.720 --> 00:19:35.030 so we can get to as many of them as possible. 00:19:35.030 --> 00:19:37.860 Dan, I'm gonna turn it over to you to facilitate that part. 00:19:37.860 --> 00:19:38.895 - [Dan] Yeah. 00:19:38.895 --> 00:19:39.760 Thank you, Lindsay and thank you, Vicki. 00:19:39.760 --> 00:19:40.593 Hi, everyone. 00:19:40.593 --> 00:19:44.100 I'm Dan, and I'll be moderating the live Q&A session. 00:19:44.100 --> 00:19:46.110 Two things before we get into the question section. 00:19:46.110 --> 00:19:49.470 First, go to the handout section of this webinar 00:19:49.470 --> 00:19:51.370 and grab a copy of the presentation. 00:19:51.370 --> 00:19:52.802 It contains all of the tips, 00:19:52.802 --> 00:19:55.150 the C's that Lindsay walked through; 00:19:55.150 --> 00:19:58.440 clarity, curation, creativity, curiosity and compassion. 00:19:58.440 --> 00:20:00.520 And it has the links to all of those resources 00:20:00.520 --> 00:20:02.290 that both Lindsay created, 00:20:02.290 --> 00:20:04.450 as well as Khan Academy links 00:20:04.450 --> 00:20:06.670 to just some of our normal resources 00:20:06.670 --> 00:20:09.690 that you can find on our site as well. 00:20:09.690 --> 00:20:11.260 We already have a ton of questions. 00:20:11.260 --> 00:20:12.450 So first before we start, 00:20:12.450 --> 00:20:14.810 I just ask for all of your patience, 00:20:14.810 --> 00:20:16.160 just because we have so many 00:20:16.160 --> 00:20:17.571 and we only have about 10 minutes. 00:20:17.571 --> 00:20:20.590 And we'll try to get through as many as we can. 00:20:20.590 --> 00:20:21.490 Please submit more 00:20:22.414 --> 00:20:24.300 and we'll try to get through as many as we can. 00:20:24.300 --> 00:20:27.480 All right, I get to ask the easy questions 00:20:27.480 --> 00:20:29.620 and then Vicki and Lindsay will do the hard job 00:20:29.620 --> 00:20:31.958 of actually trying to answer these. 00:20:31.958 --> 00:20:35.410 Lindsay, there's a great question on reflection. 00:20:35.410 --> 00:20:37.070 So what actually is it? 00:20:37.070 --> 00:20:39.670 So there's a question from M.A Lorraine 00:20:39.670 --> 00:20:41.210 what do you mean by morning reflections? 00:20:41.210 --> 00:20:43.030 Can you just give a quick high level overview 00:20:43.030 --> 00:20:44.453 what that means? 00:20:45.700 --> 00:20:47.920 - [Lindsay] Yeah, so the morning reflection 00:20:47.920 --> 00:20:49.750 is a document that I made for my kids, 00:20:49.750 --> 00:20:52.330 and it really is just reflecting 00:20:52.330 --> 00:20:53.780 on what they've done so far during the day. 00:20:53.780 --> 00:20:56.560 So anytime before, they typically do it 00:20:56.560 --> 00:20:58.100 the last thing before lunch, 00:20:58.100 --> 00:20:59.112 and there's a question of, 00:20:59.112 --> 00:21:02.170 what did you read today and how did it make you feel? 00:21:02.170 --> 00:21:03.610 What did it remind you of? 00:21:03.610 --> 00:21:05.010 So it's some of the similar questions 00:21:05.010 --> 00:21:06.280 that you probably are familiar with 00:21:06.280 --> 00:21:07.680 from your kids answering in school, 00:21:07.680 --> 00:21:09.570 making the text to text, text to self, 00:21:09.570 --> 00:21:11.083 text to world connections. 00:21:11.950 --> 00:21:13.001 I also ask them, 00:21:13.001 --> 00:21:15.670 I have a whole bunch of just silly questions, 00:21:15.670 --> 00:21:17.380 how do you define curiosity? 00:21:17.380 --> 00:21:18.980 Or What does it mean to be creative? 00:21:18.980 --> 00:21:21.670 Or if you were to be a scientific explorer, 00:21:21.670 --> 00:21:24.210 where would you go and what would you want to discover? 00:21:24.210 --> 00:21:26.230 So they really are just a host of questions 00:21:26.230 --> 00:21:27.920 that my kids respond to every day. 00:21:27.920 --> 00:21:28.930 You have them for free, 00:21:28.930 --> 00:21:31.803 I think on the handout I added them all there. 00:21:32.850 --> 00:21:34.490 That help? 00:21:34.490 --> 00:21:35.400 - [Dan] Yeah, that's great. 00:21:35.400 --> 00:21:36.590 Vicki do you have any opinions 00:21:36.590 --> 00:21:39.603 like what's a question that you ask your kid every day? 00:21:40.540 --> 00:21:43.290 - [Vicki] Oh, every day we reflect more 00:21:43.290 --> 00:21:44.123 at the end of the day 00:21:44.123 --> 00:21:45.180 on what's something that happened 00:21:45.180 --> 00:21:46.980 to you today that was good? 00:21:46.980 --> 00:21:49.590 What happened to you or that you felt or experienced, 00:21:49.590 --> 00:21:50.530 that was good? 00:21:50.530 --> 00:21:51.739 Something that was a "No thanks." 00:21:51.739 --> 00:21:53.710 And something that was confusing. 00:21:53.710 --> 00:21:55.440 And that helps kids to see 00:21:55.440 --> 00:21:57.700 the whole spectrum of life experience, 00:21:57.700 --> 00:21:59.933 not just to focus on on what's good. 00:22:00.890 --> 00:22:03.333 - [Dan] I like that, I'm gonna use the "No thanks" moment. 00:22:04.535 --> 00:22:07.360 We have a great question about just timing 00:22:07.360 --> 00:22:08.470 and how to schedule these things. 00:22:08.470 --> 00:22:11.057 So from Laura, she asks, 00:22:11.057 --> 00:22:12.067 "How much time each week 00:22:12.067 --> 00:22:14.047 "should I expect to spend lesson planning, 00:22:14.047 --> 00:22:16.437 "planning out a schedule per child? 00:22:16.437 --> 00:22:18.257 "Some teachers have provided a daily plan, 00:22:18.257 --> 00:22:19.905 "some have, some haven't." 00:22:19.905 --> 00:22:23.214 So just just curious if you all have some perspective 00:22:23.214 --> 00:22:24.520 on both of those things. 00:22:24.520 --> 00:22:25.950 Vicki, perhaps you first then Lindsay, 00:22:25.950 --> 00:22:27.653 you could take from there. 00:22:28.936 --> 00:22:31.980 - [Vicki] I don't, I spend time at breakfast 00:22:31.980 --> 00:22:35.070 with my daughter planning her day while we're eating 00:22:35.070 --> 00:22:38.330 and it takes 10 minutes, and she's very excited about it. 00:22:38.330 --> 00:22:40.020 But I have a couple of just go to 00:22:40.020 --> 00:22:41.220 I have a book of math problems. 00:22:41.220 --> 00:22:43.130 We just do a page from that every day. 00:22:43.130 --> 00:22:45.670 And that are thoughtful discussion-based questions 00:22:45.670 --> 00:22:46.670 she spends time reading. 00:22:46.670 --> 00:22:48.080 So I have repeated activities 00:22:48.080 --> 00:22:50.650 and don't need to plan fresh lessons every day. 00:22:50.650 --> 00:22:52.880 I use bedtime math is what I'm using right now. 00:22:52.880 --> 00:22:55.450 I'm Lindsay, what about you? 00:22:55.450 --> 00:22:57.000 How much time are you spending? 00:22:59.650 --> 00:23:00.663 - [Lindsay] So I would say, 00:23:02.200 --> 00:23:03.244 I don't know if I said this before, 00:23:03.244 --> 00:23:04.210 I have a fourth and a sixth grader. 00:23:04.210 --> 00:23:05.960 And so I have to give a lot of credit 00:23:05.960 --> 00:23:07.740 to their teachers are still sending lessons. 00:23:07.740 --> 00:23:10.500 So it's not as if I'm fully lesson planning for my kids. 00:23:10.500 --> 00:23:11.363 At the beginning of this 00:23:11.363 --> 00:23:14.080 when I was lesson planning for my kids, 00:23:14.080 --> 00:23:15.057 I was pulling from different resources. 00:23:15.057 --> 00:23:17.327 And I was being very flexible by saying, 00:23:17.327 --> 00:23:19.207 "Look, instead of having 45 minutes 00:23:19.207 --> 00:23:21.617 "of a particular subject area, 00:23:21.617 --> 00:23:24.360 "you'll have an hour and a half to explore." 00:23:24.360 --> 00:23:26.970 And so, I don't know, I had this flexible template 00:23:26.970 --> 00:23:29.690 that maybe took me a couple of hours on the weekend 00:23:29.690 --> 00:23:31.450 to put together and I would just iterate 00:23:31.450 --> 00:23:33.790 throughout the week, it was not a happy burden. 00:23:33.790 --> 00:23:34.930 If you have younger kids, 00:23:34.930 --> 00:23:36.600 and you do need more flexible planning, 00:23:36.600 --> 00:23:37.859 I think it's just a matter 00:23:37.859 --> 00:23:40.850 of making materials accessible for them, 00:23:40.850 --> 00:23:44.040 whether it's, play dough or paint or games 00:23:44.040 --> 00:23:47.633 that they can play with siblings or by themselves. 00:23:48.620 --> 00:23:50.770 I think it just depends, it's widely varied. 00:23:50.770 --> 00:23:54.340 It depends on if the teachers give you work, 00:23:54.340 --> 00:23:55.980 how old the child is, 00:23:55.980 --> 00:23:59.160 but it shouldn't be an exhaustive experience. 00:23:59.160 --> 00:24:00.550 - [Dan] Yeah, that's good. 00:24:00.550 --> 00:24:02.140 That's good, good point. 00:24:02.140 --> 00:24:03.240 We have a question from Nema 00:24:03.240 --> 00:24:05.350 who has kids ages seven and nine 00:24:05.350 --> 00:24:07.940 who keep comparing the amount of homework with each other? 00:24:07.940 --> 00:24:10.530 I think it's probably, "She has less, he has less" 00:24:10.530 --> 00:24:11.723 or something like that. 00:24:13.280 --> 00:24:14.943 What should NEMA do about that? 00:24:16.920 --> 00:24:18.300 - [Lindsay] It's a really great question. 00:24:18.300 --> 00:24:20.580 So in our house, it's a really great opportunity 00:24:20.580 --> 00:24:23.750 to talk about the difference between equity and equality. 00:24:23.750 --> 00:24:26.600 And I have a fourth and a sixth grader 00:24:26.600 --> 00:24:28.977 and you know, "That's not fair, he's done first. 00:24:28.977 --> 00:24:30.310 "That's not fair, he's done first." 00:24:30.310 --> 00:24:31.777 And I say, "Well, that's interesting," 00:24:31.777 --> 00:24:33.947 to my sixth grader, 00:24:33.947 --> 00:24:37.907 "What happens is if I would give both of you the same test 00:24:37.907 --> 00:24:38.910 "for a sixth grader?" 00:24:38.910 --> 00:24:41.120 Well, of course, the sixth grader would finish faster, 00:24:41.120 --> 00:24:42.660 and the fourth grader would struggle. 00:24:42.660 --> 00:24:45.070 So everyone's really getting what they need 00:24:45.070 --> 00:24:47.343 and it's not always the same thing. 00:24:47.343 --> 00:24:51.769 This is very much like a very typical parenting conundrum. 00:24:51.769 --> 00:24:53.120 And the best thing you can do 00:24:53.120 --> 00:24:55.310 is saying everybody's getting exactly what they need 00:24:55.310 --> 00:24:59.490 to meet them where they are and to help them grow. 00:24:59.490 --> 00:25:02.270 And maybe instead of being upset 00:25:02.270 --> 00:25:03.590 that somebody has more to do, 00:25:03.590 --> 00:25:05.717 maybe you could go and ask them, "Hey, can I help you? 00:25:05.717 --> 00:25:07.717 "What can I do to chime in and to help?" 00:25:09.950 --> 00:25:10.797 - [Dan] That's great. 00:25:10.797 --> 00:25:15.250 We have a question from Lizzie 00:25:15.250 --> 00:25:19.367 about tips from families juggling younger kids. 00:25:19.367 --> 00:25:21.167 "I have a preschool and a first grader. 00:25:21.167 --> 00:25:23.420 "So they aren't as self sufficient." 00:25:23.420 --> 00:25:27.480 What would you recommend for that situation, Lindsay? 00:25:27.480 --> 00:25:30.570 If they need a little bit more guidance on on getting set up 00:25:30.570 --> 00:25:33.853 and getting ready with certain activities and assignments? 00:25:35.600 --> 00:25:36.640 - [Lindsay] Yeah, I mean, I don't know Vicki 00:25:36.640 --> 00:25:37.543 if you want to chime in, 00:25:37.543 --> 00:25:39.120 I know your kiddo's are a little smaller. 00:25:39.120 --> 00:25:41.600 But when I worked in early childhood, 00:25:41.600 --> 00:25:43.770 it was really about setting up centers. 00:25:43.770 --> 00:25:45.440 If you think about going into a classroom, 00:25:45.440 --> 00:25:46.480 and there's different centers 00:25:46.480 --> 00:25:50.503 and I think our kids are more capable of being independent 00:25:50.503 --> 00:25:51.930 than maybe we think that they are. 00:25:51.930 --> 00:25:54.470 I think it takes a little bit of scaffolding over time, 00:25:54.470 --> 00:25:56.110 which is the gradual release. 00:25:56.110 --> 00:25:58.877 First you say "Look, hey, this is the space 00:25:58.877 --> 00:26:02.338 "where we're gonna be creating flowers out of play dough." 00:26:02.338 --> 00:26:05.010 And you do it a couple of times with them, 00:26:05.010 --> 00:26:06.640 and then one day, magically, 00:26:06.640 --> 00:26:07.700 they don't need your help anymore 00:26:07.700 --> 00:26:09.240 because they can do that by themselves. 00:26:09.240 --> 00:26:11.590 And so whether it's practicing with scissors 00:26:11.590 --> 00:26:13.720 and cutting on different shapes 00:26:13.720 --> 00:26:14.900 and having things cut out for them 00:26:14.900 --> 00:26:16.290 or having magazines for them, 00:26:16.290 --> 00:26:18.870 that they can tear out and use almost looted, 00:26:18.870 --> 00:26:20.630 just stick them on to something 00:26:20.630 --> 00:26:24.570 or you even if you teach them how to do a mongola 00:26:25.690 --> 00:26:30.300 or just any sort of coloring, drawing sort of activity, 00:26:30.300 --> 00:26:32.210 over time, you can slowly release, 00:26:32.210 --> 00:26:33.890 that's the point of scaffolding, you're not there forever. 00:26:33.890 --> 00:26:36.594 You have to release them, let them become independent. 00:26:36.594 --> 00:26:39.330 - [Vicki] Yeah, yeah, that's what I was thinking also 00:26:39.330 --> 00:26:41.040 was any kind of sensory play 00:26:41.040 --> 00:26:44.170 and you can google sensory play activities for preschoolers, 00:26:44.170 --> 00:26:46.130 and you'll find lists and lists and lists, 00:26:46.130 --> 00:26:48.270 anything that's sensory like giving a kid shaving cream, 00:26:48.270 --> 00:26:52.220 that kind of thing will hold their attention for a while. 00:26:52.220 --> 00:26:56.970 Also note that developmentally speaking, 00:26:56.970 --> 00:26:58.580 preschoolers aren't that independent 00:26:58.580 --> 00:27:00.160 and they're not gonna be able to play on their own 00:27:00.160 --> 00:27:01.070 for a very long time, 00:27:01.070 --> 00:27:03.630 and it's not appropriate to ask them to, 00:27:03.630 --> 00:27:05.518 it can be really hard for them. 00:27:05.518 --> 00:27:07.660 But at the same time, we know that we have to work 00:27:07.660 --> 00:27:10.110 and so it can we really feel like this push/pull. 00:27:13.027 --> 00:27:14.720 When my daughter was two and three, 00:27:14.720 --> 00:27:16.530 I was newly a single parent 00:27:16.530 --> 00:27:18.120 and was trying to figure out how to live alone 00:27:18.120 --> 00:27:21.750 with a two year old and do the dishes sometimes 00:27:21.750 --> 00:27:23.530 and I needed a little bit of space. 00:27:23.530 --> 00:27:26.750 And one thing that really helped me at that time 00:27:26.750 --> 00:27:28.480 was podcasts for kids, 00:27:28.480 --> 00:27:30.500 and I've mentioned that on some of these webinars before, 00:27:30.500 --> 00:27:31.540 but for my daughter, 00:27:31.540 --> 00:27:33.840 if I could give her a pile of craft supplies, 00:27:33.840 --> 00:27:37.240 and put on a storytelling podcast that was age appropriate, 00:27:37.240 --> 00:27:39.150 I could get enough time to do the dishes. 00:27:39.150 --> 00:27:41.070 And that could that could help now 00:27:41.070 --> 00:27:43.020 if you're needing enough time to be in a meeting 00:27:43.020 --> 00:27:44.223 or do some work. 00:27:45.440 --> 00:27:46.360 That can be helpful. 00:27:46.360 --> 00:27:50.700 - [Lindsay] I want to say that painters tape is magical. 00:27:50.700 --> 00:27:54.320 It is magical because we make a ginormous mess of it 00:27:54.320 --> 00:27:56.520 and it comes off of everything and doesn't leave a mark. 00:27:56.520 --> 00:27:58.950 So if they really are tactile and needing to be doing 00:27:58.950 --> 00:28:03.260 and making you want to let them do that without being afraid 00:28:03.260 --> 00:28:06.090 that they're going to destroy your walls 00:28:06.090 --> 00:28:08.783 then that's always an option. 00:28:08.783 --> 00:28:11.447 - [Dan] Right, and we have-- 00:28:11.447 --> 00:28:12.280 - [Lindsay] (mumbles) nothing 00:28:12.280 --> 00:28:13.113 that we're using to play games. 00:28:13.113 --> 00:28:14.195 You can play games on the iPhone, if you have 00:28:14.195 --> 00:28:17.070 or if you wanna watch a show on PBS. 00:28:17.070 --> 00:28:17.903 I mean, I'm okay with that. 00:28:17.903 --> 00:28:20.000 I think that that's completely fine 00:28:20.000 --> 00:28:21.860 and they're great resources. 00:28:21.860 --> 00:28:22.693 - [Dan] Yeah. 00:28:22.693 --> 00:28:25.230 And so that's a good segue to a couple questions 00:28:25.230 --> 00:28:26.440 we have about screen time. 00:28:26.440 --> 00:28:30.893 So Shree as well as Jennifer asks, both around 00:28:30.893 --> 00:28:34.010 with a lot of work, learning, remote learning, 00:28:34.010 --> 00:28:36.010 as well as some of these other activities, 00:28:36.010 --> 00:28:39.586 there's a lot of screen time that their kiddos are getting. 00:28:39.586 --> 00:28:41.900 And then another question around, 00:28:41.900 --> 00:28:44.610 how much TV or tablet time is acceptable 00:28:44.610 --> 00:28:46.550 for a pre-K four year old? 00:28:46.550 --> 00:28:49.120 Before I pass it over to Vicki and Lindsay, 00:28:49.120 --> 00:28:49.953 I just wanna comment 00:28:49.953 --> 00:28:52.270 that the American Association of Pediatrics 00:28:52.270 --> 00:28:55.830 just released a COVID-19 screen time recommendation, 00:28:55.830 --> 00:28:58.760 which is a little bit more flexible than their normal. 00:28:58.760 --> 00:29:00.890 I think their recommendation for earlier learners 00:29:00.890 --> 00:29:02.330 are like 20 minutes a day 00:29:02.330 --> 00:29:06.110 but I think they recognize that this is unusual times 00:29:06.110 --> 00:29:07.910 and to be a little bit more flexible 00:29:07.910 --> 00:29:09.613 and forgiving about that as well. 00:29:09.613 --> 00:29:12.733 So just be sure to be mindful of that. 00:29:12.733 --> 00:29:14.550 And with that Vicki or Lindsay, 00:29:14.550 --> 00:29:17.050 do you have any opinions on screen time right now? 00:29:21.885 --> 00:29:24.173 - [Vicki] We use a lot of educational apps 00:29:24.173 --> 00:29:28.270 she does Khan Kids we, I love Khan Academy kids. 00:29:28.270 --> 00:29:29.890 She'll also watch shows on PBS, 00:29:29.890 --> 00:29:34.060 I do try to limit it to no more than an hour 00:29:34.060 --> 00:29:35.960 or two a day, that's what I do. 00:29:35.960 --> 00:29:37.740 But I think that's a personal, 00:29:37.740 --> 00:29:41.140 what I need in order to balance my day for work 00:29:41.140 --> 00:29:42.580 and to limit it for her. 00:29:42.580 --> 00:29:44.490 We also watch, she loves science shows, 00:29:44.490 --> 00:29:47.889 we'll watch Nova, or any science documentary. 00:29:47.889 --> 00:29:49.785 And then she'll tell me, one thing she does, 00:29:49.785 --> 00:29:51.560 is watch an episode of Nova 00:29:51.560 --> 00:29:53.330 and then write down three facts she learned 00:29:53.330 --> 00:29:55.830 or two questions she has after this show 00:29:55.830 --> 00:29:56.980 or something like that. 00:29:59.140 --> 00:30:00.390 - [Lindsay] Oh, I love that, Vicki. 00:30:00.390 --> 00:30:02.990 We, early on before the kids started getting homework 00:30:02.990 --> 00:30:03.990 from their teachers, 00:30:05.866 --> 00:30:08.200 we would have a list of acceptable things to watch. 00:30:08.200 --> 00:30:10.970 And we would have them share with us over dinner, 00:30:10.970 --> 00:30:12.120 the goal was that they had to watch it, 00:30:12.120 --> 00:30:13.050 but then they had to come to dinner 00:30:13.050 --> 00:30:15.050 prepared to share with us what they had learned. 00:30:15.050 --> 00:30:17.357 So that was another way to build a sense of 00:30:17.357 --> 00:30:19.207 "Wow, celebrating what I'm learning." 00:30:20.550 --> 00:30:21.990 I know we have more questions coming up. 00:30:21.990 --> 00:30:25.150 So I'm gonna let you keep moving along with them there. 00:30:25.150 --> 00:30:26.644 - [Dan] Yeah, sure. 00:30:26.644 --> 00:30:27.870 So I think we have time for one more question. 00:30:27.870 --> 00:30:31.093 And this one, we have quite a few questions around, 00:30:31.930 --> 00:30:36.370 as a parent, how do you stop yourself from getting upset? 00:30:36.370 --> 00:30:38.920 How do you deal with your frustrations? 00:30:38.920 --> 00:30:40.160 And this is really important. 00:30:40.160 --> 00:30:43.010 So Vicki, I think maybe if you could tackle this one 00:30:43.010 --> 00:30:45.850 and then Lindsay, if you can close out 00:30:45.850 --> 00:30:47.100 with answering this as well, 00:30:47.100 --> 00:30:49.050 it's really important right now. 00:30:49.050 --> 00:30:52.330 - [Vicki] Yeah, managing our own emotional regulation 00:30:52.330 --> 00:30:55.260 as adults in frustrating moments is really hard. 00:30:55.260 --> 00:30:58.660 And it's not, like you can't help your kid to be calm 00:30:58.660 --> 00:31:00.630 unless you're calm yourself. 00:31:00.630 --> 00:31:04.183 So this is really about, and I'll recommend some resources, 00:31:05.030 --> 00:31:06.260 it's really about being able 00:31:06.260 --> 00:31:08.580 to take a step away for a minute, 00:31:08.580 --> 00:31:12.660 take the deep breaths you need to get yourself calm again, 00:31:12.660 --> 00:31:14.760 and then come back and help them try to figure out 00:31:14.760 --> 00:31:16.260 how to solve their problem. 00:31:16.260 --> 00:31:18.910 One strategy for that is called box breathing. 00:31:18.910 --> 00:31:22.580 Very quick, you just breathe in for four, hold for four, 00:31:22.580 --> 00:31:25.170 breathe out for four, hold for four. 00:31:25.170 --> 00:31:27.310 It's a box because it's four, four, four, four; 00:31:27.310 --> 00:31:29.040 in, hold, out, hold. 00:31:29.040 --> 00:31:32.240 And the military uses that, emotional scientists use that, 00:31:32.240 --> 00:31:33.090 everybody uses that, 00:31:33.090 --> 00:31:36.040 it'll physiologically calm your nervous system down 00:31:36.040 --> 00:31:37.210 and then you'll be in a calmer place 00:31:37.210 --> 00:31:38.530 to respond to your kids. 00:31:38.530 --> 00:31:41.890 There are also a lot of great parenting resources on this. 00:31:41.890 --> 00:31:44.660 one I really like "Hand in Hand Parenting," 00:31:44.660 --> 00:31:47.108 they have a ton of resources on their website. 00:31:47.108 --> 00:31:48.970 As a parent with limited time, 00:31:48.970 --> 00:31:51.130 I like to follow my favorite parenting educators 00:31:51.130 --> 00:31:52.380 on social media. 00:31:52.380 --> 00:31:55.960 So I'll follow like Seed and Saw is an Instagram account 00:31:55.960 --> 00:31:57.000 that I really like. 00:31:57.000 --> 00:32:00.050 And so it's just, she'll post a little square image 00:32:00.050 --> 00:32:04.670 on Instagram of tips about how to regulate my emotions 00:32:04.670 --> 00:32:06.290 and how to regulate my kids' emotions 00:32:06.290 --> 00:32:07.590 and how to respond to her. 00:32:09.400 --> 00:32:13.390 So that's some things I would recommend. 00:32:13.390 --> 00:32:16.743 But it's what's gonna work for you, is gonna vary. 00:32:17.800 --> 00:32:20.430 And with that, I think we'll turn it over to Lindsay, 00:32:20.430 --> 00:32:21.263 to wrap up. 00:32:23.530 --> 00:32:24.430 - [Lindsay] Yeah, I mean, Vicki, 00:32:24.430 --> 00:32:26.370 I think you just did a stellar job. 00:32:26.370 --> 00:32:28.160 I think that the most important piece 00:32:28.160 --> 00:32:30.540 is that your mileage may vary, everyone is different, 00:32:30.540 --> 00:32:32.000 and everyone needs a different way 00:32:32.000 --> 00:32:34.210 for managing their stress. 00:32:34.210 --> 00:32:36.460 For me, the most important thing is acknowledging 00:32:36.460 --> 00:32:38.920 that it's okay to be frustrated 00:32:38.920 --> 00:32:41.900 and it's okay to get anxious and it's okay to be angry 00:32:41.900 --> 00:32:43.879 and to be sad and to be confused. 00:32:43.879 --> 00:32:47.020 And I think for us in our house, 00:32:47.020 --> 00:32:48.370 I'm very honest with my kids, 00:32:48.370 --> 00:32:50.327 and I say to them, "Hey, I've never done this before. 00:32:50.327 --> 00:32:51.990 "None of us have done this before." 00:32:51.990 --> 00:32:54.740 And you don't want to lose the sense of stability 00:32:54.740 --> 00:32:55.820 and strength and certainty 00:32:55.820 --> 00:32:57.250 that everything's going to be okay, 00:32:57.250 --> 00:32:59.240 but you also wanna be vulnerable enough with your children 00:32:59.240 --> 00:33:01.580 to let them see that you're also trying to figure this out. 00:33:01.580 --> 00:33:03.180 Nobody has all the answers, 00:33:03.180 --> 00:33:05.020 we're all going through this together. 00:33:05.020 --> 00:33:07.750 And I also think it's a really great opportunity 00:33:07.750 --> 00:33:09.070 to take perspective 00:33:09.070 --> 00:33:11.410 and to think from the perspective of your kids 00:33:11.410 --> 00:33:14.570 and how they're feeling and why they're feeling that way. 00:33:14.570 --> 00:33:16.020 And then also invite them 00:33:16.020 --> 00:33:18.500 to take the perspective of other folks in their community 00:33:18.500 --> 00:33:20.430 and in the wider global community, 00:33:20.430 --> 00:33:23.300 and how it is in other places of the world. 00:33:23.300 --> 00:33:25.200 'Cause everyone is having a different experience, 00:33:25.200 --> 00:33:28.410 we have the shared experience of this very strange pandemic, 00:33:28.410 --> 00:33:30.680 but we also have very different living experiences. 00:33:30.680 --> 00:33:32.527 And so it's an opportunity to say, 00:33:32.527 --> 00:33:35.257 "Let's be reflective about what it is 00:33:35.257 --> 00:33:36.717 "to live in different parts of the world, 00:33:36.717 --> 00:33:38.120 "different parts of the country." 00:33:38.120 --> 00:33:40.086 And that's helped us quite a bit. 00:33:40.086 --> 00:33:42.760 And even to just verbalize that to our children, 00:33:42.760 --> 00:33:44.600 we've had some beautiful conversations; 00:33:44.600 --> 00:33:47.650 hard, beautiful conversations. 00:33:47.650 --> 00:33:48.483 - [Dan] Thank you, Lindsay. 00:33:48.483 --> 00:33:49.710 Thank you, Vicki. 00:33:49.710 --> 00:33:51.710 I just wanted to thank the audience for joining us. 00:33:51.710 --> 00:33:54.810 I know everyone's incredibly busy during this time, 00:33:54.810 --> 00:33:57.720 and thank you for sparing that time to be with us. 00:33:57.720 --> 00:34:00.670 If you missed anything and you wanna review this webinar, 00:34:00.670 --> 00:34:03.360 we'll be sending out a recording for those who registered. 00:34:03.360 --> 00:34:05.900 And we'll also be making this available online. 00:34:05.900 --> 00:34:10.160 As well as the presentation will also be made available 00:34:10.160 --> 00:34:11.630 in both places as well. 00:34:11.630 --> 00:34:13.020 You can always go to Khan Academy, 00:34:13.020 --> 00:34:14.500 and there's a blue ribbon at the top 00:34:14.500 --> 00:34:17.710 taking you to all of our COVID response resources as well. 00:34:17.710 --> 00:34:20.180 So if you miss anything, you can always go there. 00:34:20.180 --> 00:34:22.480 And then I would ask you to do one final thing 00:34:22.480 --> 00:34:24.110 before we close out here, 00:34:24.110 --> 00:34:26.480 there's gonna be a pop up that shows up 00:34:26.480 --> 00:34:28.100 at the end of this webinar. 00:34:28.100 --> 00:34:30.010 We ask you to do two things for us. 00:34:30.010 --> 00:34:32.800 First, tell us how we could make future iterations 00:34:32.800 --> 00:34:35.080 of this session even better for you all. 00:34:35.080 --> 00:34:37.080 And then secondly, what other types of sessions 00:34:37.080 --> 00:34:38.450 would you like to hear from us? 00:34:38.450 --> 00:34:40.550 And we'll try to plan that out 00:34:40.550 --> 00:34:43.410 and get that out to you as soon as we can. 00:34:43.410 --> 00:34:44.840 And in closing, as I mentioned, 00:34:44.840 --> 00:34:46.630 we know you're juggling a lot 00:34:46.630 --> 00:34:49.340 and this is really uncharted territory for all of us. 00:34:49.340 --> 00:34:52.000 And I think what Lindsay and Vicki closed out with 00:34:52.000 --> 00:34:53.860 is really important just as parents 00:34:53.860 --> 00:34:55.820 and as busy folks right now, 00:34:55.820 --> 00:34:57.420 just be kind to yourself. 00:34:57.420 --> 00:34:58.315 It's super important to remember 00:34:58.315 --> 00:35:00.830 that this is incredibly stressful 00:35:00.830 --> 00:35:03.750 and challenging for all of us and you're not alone. 00:35:03.750 --> 00:35:08.033 So just be mindful about being kind to yourself. 00:35:08.033 --> 00:35:09.940 So with that we here at Khan Academy 00:35:09.940 --> 00:35:13.310 wanna remind you please check in occasionally 00:35:13.310 --> 00:35:15.180 and thanks again. 00:35:15.180 --> 00:35:16.013 And good bye.

How to motivate and engage your kids in learning while at home

https://www.youtube.com/watch?v=rEhDTYi85CY

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WEBVTT Kind: captions Language: en 00:00:04.780 --> 00:00:06.210 - Hey, everyone! 00:00:06.210 --> 00:00:08.490 Welcome to our webinar. 00:00:08.490 --> 00:00:11.940 My name is Lauren Quan, and I'm on the Khan Academy team. 00:00:11.940 --> 00:00:15.060 Today, I am joined by my coworker, Dan Tieu, 00:00:15.060 --> 00:00:18.030 and our special guest, Conor Corey. 00:00:18.030 --> 00:00:20.077 Conor is an expert teacher, a parent, 00:00:20.077 --> 00:00:22.140 and a Khan Academy ambassador, 00:00:22.140 --> 00:00:24.540 which means he's a Khan Academy power user. 00:00:24.540 --> 00:00:27.200 He's gonna be sharing his tips and advice 00:00:27.200 --> 00:00:29.050 on student motivation. 00:00:29.050 --> 00:00:30.540 But before we get started, 00:00:30.540 --> 00:00:32.380 I wanted to thank our sponsors, 00:00:32.380 --> 00:00:37.380 Bank of America, AT&T, Google.org, Novartis, and Fastly 00:00:37.670 --> 00:00:39.090 for their support of this webinar 00:00:39.090 --> 00:00:41.990 and our other remote learning resources. 00:00:41.990 --> 00:00:43.783 And a few other notes for you to know. 00:00:43.783 --> 00:00:47.010 This webinar will be recorded and sent to you via email 00:00:47.010 --> 00:00:49.240 a few hours after the session ends, 00:00:49.240 --> 00:00:51.920 and if you have questions at any point during the webinar, 00:00:51.920 --> 00:00:53.690 feel free to enter them in the question box. 00:00:53.690 --> 00:00:57.310 And we have staff available to answer your questions. 00:00:57.310 --> 00:00:58.870 We're also gonna save time at the end 00:00:58.870 --> 00:01:01.150 for live Q and A with Conor. 00:01:01.150 --> 00:01:03.120 And lastly, you might be wondering 00:01:03.120 --> 00:01:05.190 about the age range for this webinar. 00:01:05.190 --> 00:01:07.600 So Conor will be sharing tips that can be useful 00:01:07.600 --> 00:01:10.360 for parents of kids of all ages. 00:01:10.360 --> 00:01:11.860 So with that, let's get started. 00:01:11.860 --> 00:01:14.670 I'm thrilled to have Conor here to share his advice. 00:01:14.670 --> 00:01:16.430 Conor, can you share a little bit about yourself 00:01:16.430 --> 00:01:17.430 and your background? 00:01:18.770 --> 00:01:19.603 - Hi, Lauren. 00:01:19.603 --> 00:01:21.140 Thanks for having me, everybody. 00:01:21.140 --> 00:01:25.410 Yes, I've now been a math educator mostly teaching 00:01:25.410 --> 00:01:27.907 middle school math and fifth grade math for-- 00:01:27.907 --> 00:01:32.900 This is my 17th year, and by far this is the toughest year 00:01:32.900 --> 00:01:35.453 for myself and my students. 00:01:37.400 --> 00:01:40.870 Right now, I also have four children of my own 00:01:40.870 --> 00:01:45.870 and it is chaos for myself to teach 00:01:45.910 --> 00:01:48.630 and try to keep up with-- 00:01:48.630 --> 00:01:50.680 Three of them are in school, one is in preschool, 00:01:50.680 --> 00:01:52.700 but to keep up with all of their assignments 00:01:52.700 --> 00:01:55.600 and to keep up to make sure they're handing things in 00:01:55.600 --> 00:01:57.480 and to fully change the role 00:01:57.480 --> 00:02:01.200 from not only my students' teacher to my own children, 00:02:01.200 --> 00:02:03.450 it's been very difficult. 00:02:03.450 --> 00:02:06.280 And I look forward to the opportunity. 00:02:06.280 --> 00:02:08.470 Hopefully, I can help and just maybe some of the things 00:02:08.470 --> 00:02:10.593 that I'm doing around here, 00:02:11.430 --> 00:02:13.900 but I may not have all the answers. 00:02:13.900 --> 00:02:16.840 I can kinda just tell you from my own experience 00:02:16.840 --> 00:02:20.160 with teaching and being a parent at the same time, 00:02:20.160 --> 00:02:23.550 that hopefully you can see both sides of the spectrum. 00:02:23.550 --> 00:02:24.383 - Fantastic. 00:02:24.383 --> 00:02:27.280 And yeah, Conor as you mentioned, a lot of parents 00:02:27.280 --> 00:02:29.860 are finding themselves stepping into the role of teachers 00:02:29.860 --> 00:02:32.470 for the first time, and we're hearing so many questions 00:02:32.470 --> 00:02:35.220 from parents about ways to motivate their kids. 00:02:35.220 --> 00:02:38.217 So what advice would you give to parents who are wondering, 00:02:38.217 --> 00:02:41.127 "How do I motivate my kids to be interested in learning?" 00:02:42.050 --> 00:02:45.150 - It's a great question and it's a difficult question. 00:02:45.150 --> 00:02:47.500 There's not really one answer 00:02:47.500 --> 00:02:50.263 that's going to motivate children across the board. 00:02:51.930 --> 00:02:55.370 Especially for even myself, I'm gonna tell you 00:02:55.370 --> 00:02:58.200 that all of my kids are eating ring pops upstairs 00:02:58.200 --> 00:03:01.600 just to avoid me for a half hour of coming down here 00:03:01.600 --> 00:03:02.890 so I can do this, 00:03:02.890 --> 00:03:05.223 and many parents are in that same situation. 00:03:06.130 --> 00:03:09.270 But to motivate students and your own children, 00:03:09.270 --> 00:03:12.680 I've always kinda tied it to some sort of incentive. 00:03:12.680 --> 00:03:15.580 And it's never really a financial incentive. 00:03:15.580 --> 00:03:18.740 It's always just your time or something 00:03:18.740 --> 00:03:21.610 that they really are interested in, 00:03:21.610 --> 00:03:23.830 and it does not have to be academic related. 00:03:23.830 --> 00:03:26.103 It could be something as simple as, 00:03:27.102 --> 00:03:28.470 you finish all your schoolwork today, 00:03:28.470 --> 00:03:30.903 then you get to pick tonight's movie. 00:03:31.810 --> 00:03:34.870 Or my daughter is, I do construction 00:03:34.870 --> 00:03:36.100 in the summertime usually 00:03:36.100 --> 00:03:38.070 and my daughter's very interested in power tools, 00:03:38.070 --> 00:03:38.940 when she sees me building. 00:03:38.940 --> 00:03:41.030 So I'm teaching her how to use those 00:03:41.890 --> 00:03:44.040 when she finishes her stuff. 00:03:44.040 --> 00:03:48.000 I know my wife, who has probably never played a video game 00:03:48.000 --> 00:03:52.110 in her life, but my son and I will play Madden. 00:03:52.110 --> 00:03:55.680 He's in third grade and we will play all the time 00:03:55.680 --> 00:03:56.980 because I'm a giant child. 00:03:57.860 --> 00:04:01.010 But my wife has started to play against him, 00:04:01.010 --> 00:04:02.880 and he doesn't care if I play anymore. 00:04:02.880 --> 00:04:05.710 He wants to play her because it's so different for him 00:04:05.710 --> 00:04:08.360 to see her in that type of environment, 00:04:08.360 --> 00:04:10.900 taking interest in what he's interested in, 00:04:10.900 --> 00:04:12.870 and that has been motivating for him. 00:04:12.870 --> 00:04:14.680 So I think if you just try to find something 00:04:14.680 --> 00:04:16.610 your child is interested in, 00:04:16.610 --> 00:04:19.240 that you usually would not participate in 00:04:19.240 --> 00:04:21.910 or you kinda let them participate with their friends. 00:04:21.910 --> 00:04:24.330 You know, they're not really around their friends anymore, 00:04:24.330 --> 00:04:26.030 so they need somebody that wants 00:04:26.030 --> 00:04:28.890 to just reinforce their interests, 00:04:28.890 --> 00:04:30.350 and I think that's a big motivator, 00:04:30.350 --> 00:04:33.129 and you can kinda tie that to their academics. 00:04:33.129 --> 00:04:35.930 - Mhmm, I love those creative ideas 00:04:35.930 --> 00:04:37.540 that you've shared there. 00:04:37.540 --> 00:04:39.660 Another question that we're hearing a lot is, 00:04:39.660 --> 00:04:42.703 how do I keep my kids focused and engaged in learning? 00:04:44.420 --> 00:04:48.823 - Focus and engaged, it's kind of one of the hardest parts. 00:04:50.290 --> 00:04:53.960 Parents have just been given an unrealistic expectation 00:04:53.960 --> 00:04:56.060 to automatically become their teacher. 00:04:56.060 --> 00:05:00.090 To automatically have mastered grade level content 00:05:00.090 --> 00:05:04.400 in not one subject, but four or five or six subjects. 00:05:04.400 --> 00:05:05.820 I know for myself as a teacher, 00:05:05.820 --> 00:05:08.660 I am a master of middle school math, 00:05:08.660 --> 00:05:11.450 but if you give me an eighth grade biology test, 00:05:11.450 --> 00:05:13.670 I am not gonna do well. (laughs) 00:05:13.670 --> 00:05:16.270 So, when you're just pushing all the sudden 00:05:16.270 --> 00:05:19.700 all of this on parents, they're very stressed out. 00:05:19.700 --> 00:05:22.200 And their children fully understand 00:05:22.200 --> 00:05:27.200 that they don't get the concepts or the content as much. 00:05:27.510 --> 00:05:29.640 My suggestion for this is to try 00:05:29.640 --> 00:05:31.683 to learn something with them. 00:05:33.900 --> 00:05:36.423 For instance with Khan Academy, I always tell parents, 00:05:36.423 --> 00:05:39.060 I did kind of like an experiment a few years ago, 00:05:39.060 --> 00:05:43.100 where I asked parents to master their child's 00:05:43.100 --> 00:05:46.210 fifth or fourth, their child's content on Khan Academy, 00:05:46.210 --> 00:05:48.080 so their child's grade level. 00:05:48.080 --> 00:05:51.620 And what I found from that was amazing. 00:05:51.620 --> 00:05:54.550 Most parents have bought out of math after third grade. 00:05:54.550 --> 00:05:55.757 It becomes, "Oh my god, 00:05:55.757 --> 00:05:57.347 "I don't know how they're teaching you this. 00:05:57.347 --> 00:05:59.690 "I don't know this new style of math." 00:05:59.690 --> 00:06:01.970 But the linear approach that Khan Academy 00:06:01.970 --> 00:06:04.970 gives to learn anything 00:06:04.970 --> 00:06:08.490 was fantastic for them to see that, 00:06:08.490 --> 00:06:11.310 okay this is how they're teaching math. 00:06:11.310 --> 00:06:13.697 It's just something, if you try fourth grade math 00:06:13.697 --> 00:06:15.760 and your child may be in seventh or eighth grade, 00:06:15.760 --> 00:06:17.620 and they're doing seventh or eighth grade, 00:06:17.620 --> 00:06:19.050 you can kinda do it alongside them 00:06:19.050 --> 00:06:22.340 for 15 minutes a day, 10 minutes a day. 00:06:22.340 --> 00:06:26.290 That has been a huge help with understanding 00:06:26.290 --> 00:06:28.210 where to find relevant content 00:06:28.210 --> 00:06:30.670 when your child has any misunderstanding 00:06:30.670 --> 00:06:32.660 because it doesn't have to be in math. 00:06:32.660 --> 00:06:37.660 It could be in science, chemistry, in history, in SAT prep, 00:06:37.660 --> 00:06:38.930 all of that is available. 00:06:38.930 --> 00:06:43.070 But if you're looking for a video to help your child, 00:06:43.070 --> 00:06:44.830 you may go through Google 00:06:44.830 --> 00:06:46.740 and you'll have 30 different websites 00:06:46.740 --> 00:06:48.850 and you start to find one you don't know 00:06:48.850 --> 00:06:51.310 how relevant or accurate it is, 00:06:51.310 --> 00:06:54.460 and you're spending so much time trying to find one thing. 00:06:54.460 --> 00:06:57.300 If you work through something like Khan Academy 00:06:57.300 --> 00:06:59.620 on a fourth grade level, 00:06:59.620 --> 00:07:04.320 you'd be surprised how the whole spectrum of education 00:07:04.320 --> 00:07:06.690 will open up and the understanding will open up 00:07:06.690 --> 00:07:09.020 of how to find content to help your child. 00:07:09.020 --> 00:07:10.160 And they're gonna be engaged 00:07:10.160 --> 00:07:11.367 because they're doing it with you, 00:07:11.367 --> 00:07:13.220 and they're gonna laugh at you when you get things wrong 00:07:13.220 --> 00:07:15.331 because you will. (laughs) 00:07:15.331 --> 00:07:16.970 You'd be surprised how difficult third 00:07:16.970 --> 00:07:19.470 or fourth grade math can be. (laughs) 00:07:19.470 --> 00:07:20.303 - Yeah, for sure. 00:07:20.303 --> 00:07:23.883 - But if they can learn with them is probably the best way. 00:07:25.650 --> 00:07:27.193 - Yeah, and speaking of. 00:07:28.521 --> 00:07:30.220 I'm sure it's been awhile for parents 00:07:30.220 --> 00:07:32.510 for third or fourth grade math. 00:07:32.510 --> 00:07:36.150 And so if kids, for example, if they get frustrated, 00:07:36.150 --> 00:07:38.880 do you have any tips for keeping kids engaged 00:07:38.880 --> 00:07:41.430 if they get frustrated or if they get things wrong? 00:07:42.400 --> 00:07:45.700 - Yeah, and right now, most children are frustrated. 00:07:45.700 --> 00:07:49.290 They're used to having an expert in that content area 00:07:49.290 --> 00:07:53.180 who knows how to teach that content area 10 different ways, 00:07:53.180 --> 00:07:55.887 and knows how to reach every child 00:07:55.887 --> 00:07:58.270 and the different learning styles of every child, 00:07:58.270 --> 00:08:00.760 and now they have just their parent 00:08:00.760 --> 00:08:03.370 who may not even understand some of the content. 00:08:03.370 --> 00:08:05.530 And the frustration level for parents 00:08:05.530 --> 00:08:08.023 and students is at an all-time high in education. 00:08:10.500 --> 00:08:12.000 Going back to kind of paralleling, 00:08:12.000 --> 00:08:15.760 if you learn something with your child and practice, 00:08:15.760 --> 00:08:18.580 and try to teach them the theory of growth mindset, 00:08:18.580 --> 00:08:21.720 that show them that you're frustrated learning something 00:08:21.720 --> 00:08:22.930 like fourth grade math, 00:08:22.930 --> 00:08:25.490 and that they're gonna laugh when you get things wrong, 00:08:25.490 --> 00:08:27.260 and that you try it again the next day, 00:08:27.260 --> 00:08:28.980 and you try it again the next day. 00:08:28.980 --> 00:08:33.970 That theory of growth mindset that we all can learn anything 00:08:35.060 --> 00:08:37.890 is something that if we teach our children at a young age 00:08:37.890 --> 00:08:40.250 and at a difficult time right now, 00:08:40.250 --> 00:08:43.190 will be so important moving forward 00:08:43.190 --> 00:08:44.800 because we actually don't know 00:08:44.800 --> 00:08:46.750 when this is all going to end, 00:08:46.750 --> 00:08:51.240 and to understanding this platform and kind of practice 00:08:51.240 --> 00:08:52.770 learning with them. 00:08:52.770 --> 00:08:54.770 They will see you doing that, 00:08:54.770 --> 00:08:57.290 and that's gonna cause less frustration for them 00:08:57.290 --> 00:08:58.970 when you can kind of both laugh at each other 00:08:58.970 --> 00:09:00.520 that you're working through it. 00:09:01.950 --> 00:09:03.560 - Yeah, definitely growth mindset. 00:09:03.560 --> 00:09:05.480 Definitely something that both parents and students 00:09:05.480 --> 00:09:08.143 will be a valuable skill to build. 00:09:09.172 --> 00:09:12.090 Another question that we hear as well from parents is, 00:09:12.090 --> 00:09:15.283 how do I keep my kids engaged if they don't like school? 00:09:18.510 --> 00:09:19.890 - It's tough right now 00:09:19.890 --> 00:09:22.490 because I don't know that anybody likes school 00:09:22.490 --> 00:09:24.040 right now. (laughs) 00:09:24.040 --> 00:09:26.160 As a teacher, I do not. 00:09:26.160 --> 00:09:28.640 I'm teaching from my basement. 00:09:28.640 --> 00:09:32.200 I think I set up a nice little area for myself, 00:09:32.200 --> 00:09:34.270 but I miss my students. 00:09:34.270 --> 00:09:36.630 I miss seeing their faces in live time. 00:09:36.630 --> 00:09:39.890 Students are now being sent assignments across the board 00:09:39.890 --> 00:09:42.020 from five or six teachers, 00:09:42.020 --> 00:09:47.020 and parents are now getting 30 to 40 websites and logins, 00:09:47.350 --> 00:09:49.730 where three of my children 00:09:49.730 --> 00:09:52.500 that are in the public school system right now 00:09:52.500 --> 00:09:54.330 each have like 10 different logins. 00:09:54.330 --> 00:09:56.427 And then you've some people that are sending them, 00:09:56.427 --> 00:09:57.777 "Oh, here's a new one, try this. 00:09:57.777 --> 00:09:59.000 "Here's a new one, try this." 00:09:59.000 --> 00:10:03.230 And it's so overwhelming that you have to sometimes 00:10:03.230 --> 00:10:08.230 just really take a step back and make sure that your child 00:10:08.430 --> 00:10:12.380 is enjoying learning and not overwhelmed just like you. 00:10:12.380 --> 00:10:15.713 And that may take cutting certain assignments out. 00:10:17.380 --> 00:10:19.447 It may take taking a look through and saying, 00:10:19.447 --> 00:10:21.750 "We're not gonna do this because--" 00:10:21.750 --> 00:10:24.440 It took my daughter the other day, 00:10:24.440 --> 00:10:27.600 five minutes to do a digital assignment that she had, 00:10:27.600 --> 00:10:31.310 but it was taking her 25 minutes to submit it, 00:10:31.310 --> 00:10:32.980 and then I'm trying to do it 00:10:32.980 --> 00:10:34.430 and she's trying to submit it. 00:10:34.430 --> 00:10:36.007 And she's telling me, "No, we have to put it 00:10:36.007 --> 00:10:37.397 "on Google Classroom and then we have 00:10:37.397 --> 00:10:38.989 "to go to this and that." 00:10:38.989 --> 00:10:40.640 And that is not learning. 00:10:40.640 --> 00:10:43.340 She wasn't gaining anything valuable about that, 00:10:43.340 --> 00:10:46.450 so for me as a parent, I just kinda said, "We're done." 00:10:46.450 --> 00:10:48.200 Okay, you did the worksheet. 00:10:48.200 --> 00:10:49.750 You did it with me, I get it. 00:10:49.750 --> 00:10:52.160 We're moving on, and if your teacher wants 00:10:52.160 --> 00:10:54.457 to send me an email or I could send her one and say, 00:10:54.457 --> 00:10:55.290 "I did it. 00:10:55.290 --> 00:10:57.710 "She explained it to me." 00:10:57.710 --> 00:11:01.200 But they're having them answer questions, some of them, 00:11:01.200 --> 00:11:02.930 on the little tiny mousepad 00:11:02.930 --> 00:11:06.019 where they have to write on that mousepad, 00:11:06.019 --> 00:11:07.580 and that is so difficult. 00:11:07.580 --> 00:11:10.070 I can't do it, but they're answering one little question 00:11:10.070 --> 00:11:12.270 that takes 10 to 15 minutes for them 00:11:12.270 --> 00:11:13.877 just to write the sentence out. 00:11:13.877 --> 00:11:15.237 I'm like, "Well, she told me. 00:11:15.237 --> 00:11:16.887 "She understands it. 00:11:16.887 --> 00:11:18.570 "They're good, it's finished." 00:11:18.570 --> 00:11:20.980 As the parent you have that right 00:11:20.980 --> 00:11:22.950 and I think you should use it 00:11:22.950 --> 00:11:25.650 because the stress level is so high. 00:11:25.650 --> 00:11:26.483 - For sure. 00:11:26.483 --> 00:11:29.420 Yeah, and I should point out, I forgot to mention earlier 00:11:29.420 --> 00:11:32.610 that Conor helpfully summarized many of his tips 00:11:32.610 --> 00:11:34.500 in a handout that you all can get 00:11:34.500 --> 00:11:36.770 in your go-to webinar panel under the handouts. 00:11:36.770 --> 00:11:38.800 So if you wanna go ahead and grab that, 00:11:38.800 --> 00:11:40.810 I would definitely recommend it. 00:11:40.810 --> 00:11:44.060 So Conor, we're hearing also from parents, 00:11:44.060 --> 00:11:45.827 and you touched on this earlier, 00:11:45.827 --> 00:11:48.950 but what tips would you give for parents 00:11:48.950 --> 00:11:50.980 who are trying to teach kids a subject 00:11:50.980 --> 00:11:52.400 that they're not comfortable or familiar 00:11:52.400 --> 00:11:54.063 with the material themselves? 00:11:56.890 --> 00:11:58.580 - Accept that you don't know the material. 00:11:58.580 --> 00:11:59.860 Let your children understand 00:11:59.860 --> 00:12:02.290 that you don't know the material. 00:12:02.290 --> 00:12:04.524 And kind of together learn it 00:12:04.524 --> 00:12:07.030 or together find ways to do it. 00:12:07.030 --> 00:12:11.030 But what is happening that I see in my own house 00:12:11.030 --> 00:12:13.010 and I've talked to many friends who call me 00:12:13.010 --> 00:12:15.400 because I'm the only teacher that they know, 00:12:15.400 --> 00:12:20.400 is the learning doesn't seem to be happening 00:12:20.460 --> 00:12:24.610 as much as the handing the learning in 00:12:24.610 --> 00:12:25.880 and doing these things. 00:12:25.880 --> 00:12:29.350 And parents with so many logins, 00:12:29.350 --> 00:12:30.810 they're not sure where to go. 00:12:30.810 --> 00:12:32.180 They're not sure how to find it, 00:12:32.180 --> 00:12:34.460 and I think Khan Academy will help with that, 00:12:34.460 --> 00:12:38.010 if you start to work yourself and learn that platform 00:12:38.010 --> 00:12:41.710 because I feel next year as we come back to school 00:12:41.710 --> 00:12:43.410 that every district in the country 00:12:43.410 --> 00:12:45.890 will be using this platform, 00:12:45.890 --> 00:12:47.930 and it's gonna give you a head start. 00:12:47.930 --> 00:12:51.500 So it's not so much about now and having to understand 00:12:51.500 --> 00:12:53.240 the content that you're teaching, 00:12:53.240 --> 00:12:56.140 but how you can help your child find the answers, 00:12:56.140 --> 00:13:00.360 and how you can navigate through and have a spot for them, 00:13:00.360 --> 00:13:02.430 almost like a one-stop of education, 00:13:02.430 --> 00:13:05.290 where you know you're going to get relevant information. 00:13:05.290 --> 00:13:07.870 Then maybe you can watch the video with them 00:13:07.870 --> 00:13:09.290 and kinda do things with them. 00:13:09.290 --> 00:13:12.570 We're at a time where we have to start looking 00:13:12.570 --> 00:13:16.320 that if something like this were to happen again, 00:13:16.320 --> 00:13:18.870 I should prepare myself for when it happens again, 00:13:18.870 --> 00:13:22.290 and not worry about getting to June and ending. 00:13:22.290 --> 00:13:25.620 But more of preparing myself to learn, 00:13:25.620 --> 00:13:29.470 how to help my child when or if something like this 00:13:29.470 --> 00:13:31.010 were to happen again. 00:13:31.010 --> 00:13:33.800 So, I think that majorly master one platform 00:13:33.800 --> 00:13:36.653 is a really positive thing you could do for your child. 00:13:38.710 --> 00:13:39.543 - Great. 00:13:39.543 --> 00:13:42.343 Well I wanted to have plenty of time to answer Q and A 00:13:42.343 --> 00:13:45.900 from the audience, so I'll turn it over to Dan 00:13:45.900 --> 00:13:48.503 to service some questions that we've been hearing 00:13:48.503 --> 00:13:50.750 from audience members. 00:13:50.750 --> 00:13:53.520 - Yes, thanks Lauren and thank you, Conor for joining us. 00:13:53.520 --> 00:13:55.445 I'm super excited to have you here. 00:13:55.445 --> 00:13:58.360 We have tons of excitement and enthusiasm 00:13:58.360 --> 00:14:00.200 around this specific topic. 00:14:00.200 --> 00:14:01.930 I ask the audience to do two things 00:14:01.930 --> 00:14:04.520 before we get into the live Q and A session. 00:14:04.520 --> 00:14:07.570 First, as Lauren mentioned, go to the handout section 00:14:07.570 --> 00:14:11.203 and grab the tips and cheat sheet that Conor put together. 00:14:11.203 --> 00:14:15.040 They're really good tips and you can download it 00:14:15.040 --> 00:14:18.220 and also just review links to other resources 00:14:18.220 --> 00:14:20.030 that we've included in there as well. 00:14:20.030 --> 00:14:22.960 And then the second prompt is to please add your questions. 00:14:22.960 --> 00:14:25.340 We already have a ton of questions coming in 00:14:25.340 --> 00:14:28.080 in the message board, so keep those coming in 00:14:28.080 --> 00:14:29.930 and we'll get to as many as we can. 00:14:29.930 --> 00:14:32.233 Just ask that you be patient with us. 00:14:33.420 --> 00:14:36.790 So Conor, we have quite a few questions, 00:14:36.790 --> 00:14:39.690 one from Kimberly, another one from Pamela, 00:14:39.690 --> 00:14:41.127 it's really around-- 00:14:42.260 --> 00:14:44.960 I guess some of the kids, ages sixth grade, 00:14:44.960 --> 00:14:47.140 they're not listening to their parents 00:14:47.140 --> 00:14:50.232 or they're saying they're doing one thing. 00:14:50.232 --> 00:14:51.710 They're looking at the assignment. 00:14:51.710 --> 00:14:52.640 They're caught up in the class, 00:14:52.640 --> 00:14:54.650 and when their parent actually checks in, 00:14:54.650 --> 00:14:56.050 you know, that's not the case. 00:14:56.050 --> 00:14:58.180 So, do you have any advice for that, 00:14:58.180 --> 00:14:59.810 for parents who are kind of struggling 00:14:59.810 --> 00:15:02.930 with not being overbearing, 00:15:02.930 --> 00:15:05.640 but also just being able to keep track of how their kids 00:15:05.640 --> 00:15:08.890 are progressing with their school, schoolwork. 00:15:08.890 --> 00:15:11.494 - I think it's important to understand 00:15:11.494 --> 00:15:15.900 that although they're your children, you know them, 00:15:15.900 --> 00:15:18.300 they are in middle school and high school, 00:15:18.300 --> 00:15:19.160 and they're gonna think 00:15:19.160 --> 00:15:21.080 like a middle school or a high school kid. 00:15:21.080 --> 00:15:24.279 I know that my own children, my own students, 00:15:24.279 --> 00:15:28.080 they'll spend an hour trying to beat the system 00:15:28.080 --> 00:15:31.960 rather than 10 minutes doing the assignment. 00:15:31.960 --> 00:15:32.793 I mean-- 00:15:32.793 --> 00:15:36.130 I tell a story one time where I was requiring 20 minutes 00:15:36.130 --> 00:15:38.820 on Khan Academy a night, and I had a student 00:15:38.820 --> 00:15:41.610 that was doing an hour for almost a week and a half, 00:15:41.610 --> 00:15:43.820 and I wanted to reward him for his additional work, 00:15:43.820 --> 00:15:45.983 but there was no progress being made. 00:15:47.506 --> 00:15:48.670 I could not figure it out. 00:15:48.670 --> 00:15:50.560 I actually sent something to Khan Academy 00:15:50.560 --> 00:15:53.180 saying something's wrong because nothing's moving. 00:15:53.180 --> 00:15:55.447 And then finally, he owned up and said, 00:15:55.447 --> 00:15:59.597 "I've been putting nickels on one of the actual keys 00:15:59.597 --> 00:16:00.430 "for the answer." 00:16:00.430 --> 00:16:03.160 So it shows his activity, 00:16:03.160 --> 00:16:04.750 but nothing's actually getting done. 00:16:04.750 --> 00:16:05.970 And he would just leave nickels, 00:16:05.970 --> 00:16:08.170 a pile of nickels on the thing. 00:16:08.170 --> 00:16:10.411 I gave him credit because I thought it was genius. 00:16:10.411 --> 00:16:12.160 (laughs) But the assignments 00:16:12.160 --> 00:16:15.450 would take you 20 minutes, but for him to do all that. 00:16:15.450 --> 00:16:17.870 I think it's important for parents to realize 00:16:17.870 --> 00:16:19.840 they're gonna try to beat the system. 00:16:19.840 --> 00:16:22.930 For myself, we have a schedule, 00:16:22.930 --> 00:16:24.443 and the schedule works for us. 00:16:26.250 --> 00:16:27.580 The first thing we do-- 00:16:27.580 --> 00:16:29.780 Our schedule is in the morning, 00:16:29.780 --> 00:16:31.620 but for some parents it's not. 00:16:31.620 --> 00:16:33.900 Everyone thinks that school should be eight to three 00:16:33.900 --> 00:16:35.830 because that's what it was. 00:16:35.830 --> 00:16:37.720 But it does not have to be that. 00:16:37.720 --> 00:16:39.830 It could be at any time throughout the day 00:16:39.830 --> 00:16:42.343 that works for you, that works for your family. 00:16:43.720 --> 00:16:47.270 For us, I make my children write a checklist each morning 00:16:47.270 --> 00:16:48.960 when they kind of check their email, 00:16:48.960 --> 00:16:51.530 when they check their Google Classroom that-- 00:16:51.530 --> 00:16:53.330 I don't leave it on their computer on their own. 00:16:53.330 --> 00:16:55.800 They have to hand me a checklist at breakfast 00:16:55.800 --> 00:16:58.440 of "I have this, I have this, I have this and I have this." 00:16:58.440 --> 00:17:01.040 And we've scheduled throughout the day, 00:17:01.040 --> 00:17:03.430 I was discussing with you prior to this, 00:17:03.430 --> 00:17:06.740 that we have different rooms for each subject in the house. 00:17:06.740 --> 00:17:11.360 So it is, in the kitchen they do their language arts, 00:17:11.360 --> 00:17:12.360 and if they're all in the kitchen, 00:17:12.360 --> 00:17:14.290 I know they're working on language arts. 00:17:14.290 --> 00:17:16.810 They come to the basement where I'm at right now 00:17:16.810 --> 00:17:18.860 for to work on their math, 00:17:18.860 --> 00:17:21.640 and then they go into the living room to work 00:17:21.640 --> 00:17:23.050 on their social studies or science. 00:17:23.050 --> 00:17:25.410 But it's a quick way for me to see if they're getting 00:17:25.410 --> 00:17:28.420 through their curriculum for the day. 00:17:28.420 --> 00:17:31.637 And also, if I have the checklist, I can kinda say, 00:17:31.637 --> 00:17:32.497 "Did you do this? 00:17:32.497 --> 00:17:33.500 "Did you do this?" 00:17:33.500 --> 00:17:36.690 But I don't have to go onto each one of my children's thing 00:17:36.690 --> 00:17:39.710 and write it myself and figure out all these things. 00:17:39.710 --> 00:17:43.880 I have them hand it to me and it's a quick checklist for me 00:17:43.880 --> 00:17:47.050 and them as well to keep them progressing 00:17:47.050 --> 00:17:49.123 through what they're supposed to be doing. 00:17:50.870 --> 00:17:53.620 - So Conor, we have a question from Diane Rodriguez 00:17:53.620 --> 00:17:56.144 and as the teacher, I think you're, and a parent 00:17:56.144 --> 00:17:59.090 you're exceptionally positioned to answer this question. 00:17:59.090 --> 00:18:00.907 Diane asked, "I've been using Khan Academy 00:18:00.907 --> 00:18:03.980 "with my second grader and it's been very helpful." 00:18:03.980 --> 00:18:07.040 But her point is that math is being taught very differently 00:18:07.040 --> 00:18:08.490 than when she had learned it 00:18:08.490 --> 00:18:12.100 and so her concern is that when they go back to school 00:18:12.100 --> 00:18:15.210 that she may have been coaching her child in a different way 00:18:15.210 --> 00:18:17.890 than the way the schools are teaching it now. 00:18:17.890 --> 00:18:18.723 Do you have a perspective? 00:18:18.723 --> 00:18:21.094 Should she be concerned about that 00:18:21.094 --> 00:18:23.163 or how should she approach that? 00:18:24.470 --> 00:18:26.770 - This is a question that has come actually 00:18:26.770 --> 00:18:28.100 from years I was a math coach, 00:18:28.100 --> 00:18:30.720 for a few years in elementary schools 00:18:30.720 --> 00:18:33.640 and this is why parents buyout 00:18:33.640 --> 00:18:37.310 because they know how to teach traditional math 00:18:37.310 --> 00:18:42.180 in addition and multiplication, but then that's not aligning 00:18:42.180 --> 00:18:44.870 with what they're fully teaching. 00:18:44.870 --> 00:18:47.390 My suggestion is always to teach-- 00:18:47.390 --> 00:18:50.560 I actually am an advocate for traditional multiplication 00:18:50.560 --> 00:18:54.530 and long division and I fully grasp the analytics 00:18:54.530 --> 00:18:58.150 of breaking everything apart and I think it has a true value 00:18:58.150 --> 00:19:01.680 in understanding, however, I think they have to master 00:19:01.680 --> 00:19:04.270 certain skills, like their multiplication facts 00:19:04.270 --> 00:19:06.460 and their division facts, that they have to know them 00:19:06.460 --> 00:19:08.210 just like they know the alphabet 00:19:08.210 --> 00:19:10.010 and what sounds letters make 00:19:10.010 --> 00:19:12.450 or when you start to get in to the older grades 00:19:12.450 --> 00:19:17.450 with variables and exponents, you really start to get lost 00:19:17.820 --> 00:19:19.883 because you don't have the foundation. 00:19:21.580 --> 00:19:24.670 So for me, if you're teaching your child something mathy 00:19:24.670 --> 00:19:28.050 the way you learned it, I find that to be very positive 00:19:28.050 --> 00:19:29.880 because that's building a foundation. 00:19:29.880 --> 00:19:31.750 And then when they go back to school, 00:19:31.750 --> 00:19:33.340 and maybe they change it up, 00:19:33.340 --> 00:19:35.930 they grasp the foundation of that. 00:19:35.930 --> 00:19:39.330 So, to change the way or learn another way 00:19:39.330 --> 00:19:42.050 to do the same thing, they already know how to do it. 00:19:42.050 --> 00:19:45.130 So I would definitely suggest, yes, work with your child. 00:19:45.130 --> 00:19:47.040 Teach them the way that they know. 00:19:47.040 --> 00:19:50.800 And on Khan Academy's second grade, third grade, 00:19:50.800 --> 00:19:52.410 it kinda does both. 00:19:52.410 --> 00:19:55.510 They show in the multiplication and the division 00:19:55.510 --> 00:19:56.720 and the addition and subtraction, 00:19:56.720 --> 00:19:58.920 they show the methods of breaking it apart, 00:19:58.920 --> 00:20:01.930 and they also show the traditional carrying 00:20:01.930 --> 00:20:03.620 from the ones to the tens column, 00:20:03.620 --> 00:20:05.640 from the tens to the hundreds column. 00:20:05.640 --> 00:20:08.000 But I would think if you're teaching them something. 00:20:08.000 --> 00:20:09.530 There's always value in that. 00:20:09.530 --> 00:20:12.870 So to continue to do that, and not to try to worry 00:20:12.870 --> 00:20:16.740 about what the school system has done or is doing 00:20:16.740 --> 00:20:21.180 because right now, a lot of teachers are required 00:20:21.180 --> 00:20:23.910 to throw assignments at kids and they're not-- 00:20:23.910 --> 00:20:25.490 When I'm teaching I can see 00:20:25.490 --> 00:20:28.420 that Suzie when she chews her pen, 00:20:28.420 --> 00:20:30.430 I know she doesn't understand anything I'm saying, 00:20:30.430 --> 00:20:32.280 but I can't see that right now. 00:20:32.280 --> 00:20:35.887 Or when Jacob nods, I know he has no clue what's going on. 00:20:35.887 --> 00:20:39.930 So I have to stop and kinda go through that with them, 00:20:39.930 --> 00:20:43.030 and that's what teachers do while they're teaching that. 00:20:43.030 --> 00:20:46.920 So I would think that whenever they come back, 00:20:46.920 --> 00:20:50.760 they're going to be fine, especially if you think about, 00:20:50.760 --> 00:20:53.460 maybe not in second grade, but right around now 00:20:54.430 --> 00:20:55.680 schools don't want to admit it, 00:20:55.680 --> 00:20:57.723 but we're in standardized test season. 00:20:59.030 --> 00:21:01.410 They may not want to talk about the majority of stuff 00:21:01.410 --> 00:21:02.600 we're doing is just review. 00:21:02.600 --> 00:21:05.170 We're not teaching really new content, 00:21:05.170 --> 00:21:07.750 as much as we're reviewing and spiraling the content 00:21:07.750 --> 00:21:09.800 we've already taught throughout the year. 00:21:11.210 --> 00:21:13.420 That takes four to five weeks of review 00:21:13.420 --> 00:21:16.330 and then two weeks of testing, and then we're really getting 00:21:16.330 --> 00:21:17.360 to the end of the year. 00:21:17.360 --> 00:21:19.050 So I think it's important to understand 00:21:19.050 --> 00:21:20.810 that whatever you're doing with your child, 00:21:20.810 --> 00:21:24.980 reviewing, it's helpful and it's gonna hold value for them 00:21:24.980 --> 00:21:25.993 as they come back. 00:21:27.360 --> 00:21:29.980 - Yeah Conor, I wouldn't even be able to teach the new ways 00:21:29.980 --> 00:21:32.150 of math anyway, even if I wanted to. 00:21:32.150 --> 00:21:34.610 So, cool. (laughs) 00:21:34.610 --> 00:21:36.717 Conor, I have a question from Alexis Glika 00:21:36.717 --> 00:21:39.170 who's asking, "Our child's only willing to do 00:21:39.170 --> 00:21:40.817 "what the teachers assign 00:21:40.817 --> 00:21:42.977 "and teachers aren't assigning much right now, 00:21:42.977 --> 00:21:44.310 "especially in science." 00:21:44.310 --> 00:21:45.739 So no science content. 00:21:45.739 --> 00:21:48.080 "Any ideas in terms of how to continue learning 00:21:48.080 --> 00:21:49.927 "when teachers aren't stepping up? 00:21:49.927 --> 00:21:53.463 "And she won't hear it from us," meaning the parents. 00:21:55.070 --> 00:22:00.070 - So this really comes down to yourself as a parent. 00:22:00.110 --> 00:22:04.300 I think that teachers, we don't know exactly 00:22:04.300 --> 00:22:05.890 what to do right now either. 00:22:05.890 --> 00:22:08.640 And we're dealing with parents 00:22:08.640 --> 00:22:11.100 from every end of the spectrum, just like parents 00:22:11.100 --> 00:22:13.554 are dealing with teachers from every end of the spectrum. 00:22:13.554 --> 00:22:15.680 I know teachers that are requiring 00:22:15.680 --> 00:22:17.960 like two hours of work a day, and I know teachers 00:22:17.960 --> 00:22:19.390 that are requiring five minutes, 00:22:19.390 --> 00:22:23.350 and it's how they're viewing what is going on. 00:22:23.350 --> 00:22:24.770 That if their class was two hours, 00:22:24.770 --> 00:22:27.010 they should have two hours of work. 00:22:27.010 --> 00:22:30.760 And other teachers realize that the unemployment rate 00:22:30.760 --> 00:22:31.760 is at an all-time high. 00:22:31.760 --> 00:22:33.470 Parents are trying to stay in the house. 00:22:33.470 --> 00:22:36.100 They're trying to make sure they can put food on the table, 00:22:36.100 --> 00:22:39.630 and something as a Google Slide assignment 00:22:39.630 --> 00:22:42.393 may not have that value. 00:22:43.840 --> 00:22:46.750 I would suggest if you're looking at high school parents 00:22:46.750 --> 00:22:48.540 and they wanna learn science 00:22:48.540 --> 00:22:53.540 or they want additional work to increase what's happening 00:22:54.090 --> 00:22:56.580 that you use something like Khan Academy 00:22:56.580 --> 00:22:59.440 and try and provide it to them yourself. 00:22:59.440 --> 00:23:00.670 You don't have to know the content. 00:23:00.670 --> 00:23:02.970 This is what I mean why it's so powerful. 00:23:02.970 --> 00:23:06.527 It's free and you can say, "I require you to do 20 minutes 00:23:06.527 --> 00:23:11.527 "on biology," and that's something that you require of them. 00:23:12.600 --> 00:23:14.810 You can actually see, did they do the 20 minutes? 00:23:14.810 --> 00:23:15.760 Did they watch the video? 00:23:15.760 --> 00:23:17.730 Did they do the practice exercise? 00:23:17.730 --> 00:23:20.340 And those scores will come up directly to your email, 00:23:20.340 --> 00:23:23.660 and they could have nothing to do with the school district. 00:23:23.660 --> 00:23:25.840 But I think we do have to plan 00:23:25.840 --> 00:23:28.463 long-term for what's happening. 00:23:29.470 --> 00:23:31.270 Everyone is looking towards June, 00:23:31.270 --> 00:23:34.330 but I think the most effective thing you can do right now 00:23:34.330 --> 00:23:38.170 is start to get your children in a routine for this summer. 00:23:38.170 --> 00:23:39.630 Most of us take off in the summer 00:23:39.630 --> 00:23:41.280 with education with our children. 00:23:42.510 --> 00:23:44.390 There's going to be a summer slide every year, 00:23:44.390 --> 00:23:49.160 but this year, it's so critical not to end in June. 00:23:49.160 --> 00:23:51.360 To make sure that, it doesn't have to be a full day. 00:23:51.360 --> 00:23:53.947 It could be, "Okay, every day you do 20 minutes of math, 00:23:53.947 --> 00:23:55.730 "20 minutes of literacy." 00:23:55.730 --> 00:23:59.520 And I want that routine to happen 00:23:59.520 --> 00:24:01.500 throughout the summer also. 00:24:01.500 --> 00:24:06.020 So maybe, I don't know what standard it is in what grade, 00:24:06.020 --> 00:24:08.170 but I know you're consistently learning 00:24:08.170 --> 00:24:10.590 and you're consistently working and I think that's gonna be 00:24:10.590 --> 00:24:13.870 one of the most positive things that you can do. 00:24:13.870 --> 00:24:17.230 But we all have the ability to teach our children. 00:24:17.230 --> 00:24:19.700 We've taught them everything they know. 00:24:19.700 --> 00:24:21.870 Maybe not academic, but you taught them how to ride a bike. 00:24:21.870 --> 00:24:23.040 You taught them how to tie their shoes. 00:24:23.040 --> 00:24:26.510 You taught them manners, how they act in public, 00:24:26.510 --> 00:24:27.680 and they're watching you right now 00:24:27.680 --> 00:24:31.083 to see what they should do in this situation. 00:24:31.930 --> 00:24:34.490 Setting a new routine and realizing 00:24:34.490 --> 00:24:36.010 we probably are not going back 00:24:36.010 --> 00:24:39.213 to the way things were anytime soon. 00:24:40.080 --> 00:24:41.640 - Yeah Conor, I would just piggyback off that. 00:24:41.640 --> 00:24:43.570 I think part of it's just setting expectations 00:24:43.570 --> 00:24:45.130 with yourself as an adult. 00:24:45.130 --> 00:24:47.240 I think a lot of parents are expecting that, 00:24:47.240 --> 00:24:48.120 as you mentioned earlier, 00:24:48.120 --> 00:24:51.330 that this is a normal eight hours of school time frame 00:24:51.330 --> 00:24:52.920 that kids would be doing at home, 00:24:52.920 --> 00:24:54.990 and I think that's honestly just unrealistic 00:24:54.990 --> 00:24:55.970 for most parents. 00:24:55.970 --> 00:24:58.630 I mean one, you just don't have the time 00:24:58.630 --> 00:25:01.320 between the work that you would have to do, 00:25:01.320 --> 00:25:03.610 also just all the other myriad things 00:25:03.610 --> 00:25:05.830 and teachers are in the same position as well. 00:25:05.830 --> 00:25:06.850 So I think for-- 00:25:06.850 --> 00:25:08.410 We're getting some questions around like, 00:25:08.410 --> 00:25:09.920 if we're not getting enough assignments, 00:25:09.920 --> 00:25:11.170 how should we fill in the gap? 00:25:11.170 --> 00:25:14.530 And I would say, part of it is you know your own ability 00:25:14.530 --> 00:25:15.950 to fill in the gap as a parent 00:25:15.950 --> 00:25:19.380 and if you do have the time to make extra assignments, 00:25:19.380 --> 00:25:21.090 feel free to do that. 00:25:21.090 --> 00:25:23.740 Use Khan Academy as Conor suggested, if you do, 00:25:23.740 --> 00:25:25.650 but also with the understanding 00:25:25.650 --> 00:25:28.720 that it's not a normal school day that your child 00:25:28.720 --> 00:25:30.060 is gonna be going through. 00:25:30.060 --> 00:25:30.893 And honestly, that's okay. 00:25:30.893 --> 00:25:32.900 I don't think the expectation is 00:25:32.900 --> 00:25:33.990 that you're gonna learn physics 00:25:33.990 --> 00:25:37.503 and then be able to teach your kid physics in one week, 00:25:37.503 --> 00:25:39.470 for example. 00:25:39.470 --> 00:25:42.010 Just be kind to yourself and just have a different set 00:25:42.010 --> 00:25:43.713 of expectations for now. 00:25:44.569 --> 00:25:45.402 - And I agree. 00:25:45.402 --> 00:25:47.690 I think it's important to also realize 00:25:47.690 --> 00:25:50.580 if you need additional things for a child to do, 00:25:50.580 --> 00:25:53.430 it does not have to be academic related. 00:25:53.430 --> 00:25:54.950 Teach them how to build something. 00:25:54.950 --> 00:25:55.890 Teach them how-- 00:25:55.890 --> 00:25:58.790 Let them maybe paint the room. 00:25:58.790 --> 00:26:00.400 Teach them how to paint. 00:26:00.400 --> 00:26:04.080 My daughter has changed, is changing electrical sockets 00:26:04.080 --> 00:26:06.420 with me because she sees me doing it 00:26:06.420 --> 00:26:07.657 and I'm always like, "All right, 00:26:07.657 --> 00:26:09.770 "now make sure the electric's off," and this, 00:26:09.770 --> 00:26:10.660 but she's interested. 00:26:10.660 --> 00:26:13.330 So that's something, and that's a skill. 00:26:13.330 --> 00:26:15.220 If I know when she goes off to college, 00:26:15.220 --> 00:26:16.890 she's gonna be able, if she needs to, 00:26:16.890 --> 00:26:19.100 I don't hope that she will. 00:26:19.100 --> 00:26:21.230 But, teach them how to do their laundry. 00:26:21.230 --> 00:26:25.130 Teach them life skills that you've done for them so far 00:26:25.130 --> 00:26:28.680 and try to start to take some of that off of you 00:26:28.680 --> 00:26:31.700 and teach it to them because everything is not 00:26:31.700 --> 00:26:34.040 about the eight to three school day. 00:26:34.040 --> 00:26:36.670 And in that school day, there is lunch. 00:26:36.670 --> 00:26:37.650 There is recess. 00:26:37.650 --> 00:26:39.550 There is transition times. 00:26:39.550 --> 00:26:41.710 There is a movie in the one class. 00:26:41.710 --> 00:26:42.840 There's different things. 00:26:42.840 --> 00:26:45.950 It's not eight straight hours of somebody giving worksheets, 00:26:45.950 --> 00:26:47.730 I hope not anyway. 00:26:47.730 --> 00:26:48.563 - Yeah. 00:26:48.563 --> 00:26:51.790 In Khan Academy, we provided daily schedules 00:26:51.790 --> 00:26:56.110 for families to use and we're advising the same thing, 00:26:56.110 --> 00:26:57.670 where we're advising to mix it up. 00:26:57.670 --> 00:27:02.380 So have offscreen activities and that actually also helps 00:27:02.380 --> 00:27:03.600 with the motivation factor, right. 00:27:03.600 --> 00:27:06.440 They're not sitting at home in front of their computer 00:27:06.440 --> 00:27:08.650 for eight hours watching a course. 00:27:08.650 --> 00:27:09.890 They're actually getting up 00:27:09.890 --> 00:27:11.320 and mixing up different activities, 00:27:11.320 --> 00:27:14.800 and I love the suggestion of being a maker, 00:27:14.800 --> 00:27:16.380 you know, create something. 00:27:16.380 --> 00:27:18.150 You're still building a different skill. 00:27:18.150 --> 00:27:20.960 It doesn't have to be academics eight hours a day 00:27:20.960 --> 00:27:24.500 'cause honestly that's probably not gonna work at this time. 00:27:24.500 --> 00:27:26.060 - It's not gonna work for me. 00:27:26.060 --> 00:27:27.321 Four of them, no way. 00:27:27.321 --> 00:27:29.377 (laughing) 00:27:29.377 --> 00:27:32.723 - Great, I think we have time for one more question. 00:27:33.890 --> 00:27:36.427 So here's a question from Monica in Virginia, 00:27:36.427 --> 00:27:39.127 "As a parent of a second grader, is it counterproductive 00:27:39.127 --> 00:27:43.317 "to allow flexibility in scheduling instruction, 00:27:43.317 --> 00:27:45.357 "following the schedule likened to what the child 00:27:45.357 --> 00:27:49.190 "was conditioned to when school was in session?" 00:27:49.190 --> 00:27:53.380 I guess the question is really, is it counterproductive 00:27:53.380 --> 00:27:55.532 to have a flexibility or is it better 00:27:55.532 --> 00:27:57.903 to stick to a more rigid schedule? 00:27:59.030 --> 00:28:01.440 - I do not believe you should stick 00:28:01.440 --> 00:28:04.350 to the standard school schedule that they're used to 00:28:04.350 --> 00:28:07.430 because school is not what they're used to right now. 00:28:07.430 --> 00:28:09.350 It's not like you're going into the school building 00:28:09.350 --> 00:28:10.940 and changing what happens, 00:28:10.940 --> 00:28:13.380 but you have to make something that's working 00:28:13.380 --> 00:28:15.293 for you and your family. 00:28:17.210 --> 00:28:20.090 For instance, my wife was able to work from home 00:28:20.090 --> 00:28:22.690 and she's still employed and still working from home, 00:28:22.690 --> 00:28:24.440 but I always went to school. 00:28:24.440 --> 00:28:25.273 That was the schedule. 00:28:25.273 --> 00:28:27.290 I left at 6:30 in the morning 00:28:27.290 --> 00:28:29.287 and she kinda did breakfast and did all that, 00:28:29.287 --> 00:28:31.600 and then the kids went on the bus, 00:28:31.600 --> 00:28:33.080 then she would start work. 00:28:33.080 --> 00:28:37.180 Well, I'm trying to give her time while I take all the kids. 00:28:37.180 --> 00:28:40.340 So, I'm doing breakfast and it's kinda funny. 00:28:40.340 --> 00:28:41.397 It's that they're like, "Oh, 00:28:41.397 --> 00:28:42.380 "what do you want for breakfast?" 00:28:42.380 --> 00:28:43.553 They going, "Oh, I'll have eggs, I'll have this." 00:28:43.553 --> 00:28:46.857 I'm like, "I meant did you want toast or cereal?" 00:28:46.857 --> 00:28:49.570 I'm not mom. (laughs) 00:28:49.570 --> 00:28:51.670 But I know that we'll do stuff, 00:28:51.670 --> 00:28:53.440 but if it's all the sudden nice, 00:28:53.440 --> 00:28:55.760 if the sun comes out for 20 minutes, 00:28:55.760 --> 00:28:57.120 we're cutting everything off 00:28:57.120 --> 00:28:58.530 and we're gonna try to go in the yard. 00:28:58.530 --> 00:28:59.990 It's been raining here in Philadelphia 00:28:59.990 --> 00:29:01.293 it seems like every day. 00:29:02.570 --> 00:29:04.980 Yesterday, they had the Blue Angels 00:29:04.980 --> 00:29:06.730 actually fly over Philadelphia, 00:29:06.730 --> 00:29:08.830 so that was like an hour and a half in the middle of the day 00:29:08.830 --> 00:29:11.230 where we sat in the yard and looked up 00:29:11.230 --> 00:29:13.450 and did different things. 00:29:13.450 --> 00:29:15.270 Maybe they did their literacy at six o'clock 00:29:15.270 --> 00:29:17.620 at night after dinner, or maybe they did it here. 00:29:17.620 --> 00:29:20.220 As long as they understand what they have to do 00:29:20.220 --> 00:29:22.050 throughout the day, they're gonna start 00:29:22.050 --> 00:29:24.960 to manage their time, even at a young age. 00:29:24.960 --> 00:29:27.440 But to put yourself through that stress. 00:29:27.440 --> 00:29:29.760 That stress is gonna go right to your child, 00:29:29.760 --> 00:29:32.280 and when you're stressed and your child's stressed 00:29:32.280 --> 00:29:34.870 because you're trying to conform to a system 00:29:34.870 --> 00:29:36.473 that's not working for you, 00:29:37.410 --> 00:29:39.680 there will not be learning that takes place. 00:29:39.680 --> 00:29:42.200 And it's why online learning is so popular in college 00:29:42.200 --> 00:29:45.460 and for parents because they can't conform to that. 00:29:45.460 --> 00:29:48.010 So, that's why they can't go back to school. 00:29:48.010 --> 00:29:51.700 That's why online learning has become so popular for adults 00:29:51.700 --> 00:29:55.163 and graduates, and the same thing's going on right now. 00:29:56.730 --> 00:29:58.550 - So unfortunately, we're already at time 00:29:58.550 --> 00:30:00.670 and we have like 1,000 more questions to get through. 00:30:00.670 --> 00:30:03.910 Perhaps we'll do another follow-up session in the future, 00:30:03.910 --> 00:30:07.040 but Conor I wanted to thank you so much for joining us 00:30:07.040 --> 00:30:09.230 and sharing your expertise with our family. 00:30:09.230 --> 00:30:12.130 And Lauren, thank you for moderating the first half 00:30:12.130 --> 00:30:14.180 of this conversation. 00:30:14.180 --> 00:30:18.380 I also want to thank you, the busy parents out there. 00:30:18.380 --> 00:30:20.850 I know you already have a million things to do 00:30:20.850 --> 00:30:23.550 as part of your day, but thank you for joining us 00:30:23.550 --> 00:30:26.010 in this afternoon for this live session. 00:30:26.010 --> 00:30:28.580 I just want to reiterate, if you missed any part of this 00:30:28.580 --> 00:30:32.250 or if you wanna go back and review some of the comments 00:30:32.250 --> 00:30:34.110 and the Q and A portion, 00:30:34.110 --> 00:30:37.160 we will be posting recording of this webinar live 00:30:37.160 --> 00:30:40.610 and Conor's tips are free and downloadable as well. 00:30:40.610 --> 00:30:43.010 And both of these will be emailed to those 00:30:43.010 --> 00:30:45.350 who have already registered after this as well, 00:30:45.350 --> 00:30:48.440 along with links to resources at khanacademy.org. 00:30:48.440 --> 00:30:50.780 So we have a suite of other parent resources 00:30:50.780 --> 00:30:52.690 that are available on our website. 00:30:52.690 --> 00:30:54.460 There's a blue ribbon at the top dedicated 00:30:54.460 --> 00:30:56.760 really to school closures and remote learning, 00:30:56.760 --> 00:30:58.780 so feel free to visit that. 00:30:58.780 --> 00:30:59.940 And then before we sign off, 00:30:59.940 --> 00:31:01.640 we ask you to do us one more favor 00:31:01.640 --> 00:31:03.160 and take a poll that pops up 00:31:03.160 --> 00:31:05.380 at the very end of this webinar. 00:31:05.380 --> 00:31:06.560 Help us answer two questions. 00:31:06.560 --> 00:31:09.230 First, how can we make future iterations of this session 00:31:09.230 --> 00:31:10.800 even better for you all? 00:31:10.800 --> 00:31:12.870 And then secondly, what kind of other sessions 00:31:12.870 --> 00:31:15.460 would you like to see us develop in the future? 00:31:15.460 --> 00:31:16.710 We're here to support you. 00:31:16.710 --> 00:31:19.130 This session was really created because this was probably 00:31:19.130 --> 00:31:23.730 the number one requested webinar by you all, 00:31:23.730 --> 00:31:25.260 so we hope to be able to do more of 00:31:25.260 --> 00:31:26.950 that for you in the future. 00:31:26.950 --> 00:31:29.040 In closing, on behalf of Conor 00:31:29.040 --> 00:31:31.090 and on behalf of Lauren and myself, 00:31:31.090 --> 00:31:33.770 we appreciate that you're doing a lot as parents, 00:31:33.770 --> 00:31:36.540 and we're dealing with all this, all of us, together 00:31:36.540 --> 00:31:39.170 with this uncharted territory all at the same time. 00:31:39.170 --> 00:31:41.040 And we want to remind you as parents 00:31:41.040 --> 00:31:42.450 just to be kind to yourself. 00:31:42.450 --> 00:31:43.350 Conor mentioned it. 00:31:43.350 --> 00:31:46.040 We know you're struggling with just balancing work 00:31:46.040 --> 00:31:48.550 and multiple kids and trying to be a teacher now 00:31:48.550 --> 00:31:49.810 and all those things. 00:31:49.810 --> 00:31:52.290 And just be patient with yourself and that's okay 00:31:52.290 --> 00:31:53.690 if you mess up here and there. 00:31:53.690 --> 00:31:55.350 That's what growth mindset is about. 00:31:55.350 --> 00:31:58.220 It's just making some of these mistakes, learning from them, 00:31:58.220 --> 00:32:01.030 and then progressing that way as well. 00:32:01.030 --> 00:32:02.550 So from all of us at Khan Academy, 00:32:02.550 --> 00:32:04.093 thanks again and good night. 00:32:05.010 --> 00:32:05.843 - Thank you. 00:32:05.843 --> 00:32:07.213 Thanks for having me, I appreciate it.

Crystalline and amorphous polymers

https://www.youtube.com/watch?v=p5mXv39n9GM

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https://www.youtube.com/api/timedtext?v=p5mXv39n9GM&ei=V1iUZcHSG6WdxN8P2uSlwAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=A8792D191193FA25876BCE98A4A3AC03242E20.506E5F9BBBA2707F3BF7CC06E235CB35607FD0&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.490 --> 00:00:01.323 - [Instructor] Let's talk a little bit 00:00:01.323 --> 00:00:04.520 about crystalline and amorphous polymers. 00:00:04.520 --> 00:00:06.530 Now, in previous videos, we talked about crystalline 00:00:06.530 --> 00:00:08.780 versus amorphous solids. 00:00:08.780 --> 00:00:11.850 Crystalline solids have a very regular pattern, 00:00:11.850 --> 00:00:14.290 maybe they look something like this. 00:00:14.290 --> 00:00:16.490 If you imagine the particles, 00:00:16.490 --> 00:00:19.100 each of these circles being an atom, 00:00:19.100 --> 00:00:21.420 an ion, or a molecule, 00:00:21.420 --> 00:00:23.610 while in an amorphous solid, 00:00:23.610 --> 00:00:25.410 it's a little bit more irregular. 00:00:25.410 --> 00:00:27.920 It's still solid, so these things aren't moving 00:00:27.920 --> 00:00:30.340 past each other, like they would in a liquid, 00:00:30.340 --> 00:00:32.900 but it is an irregular pattern. 00:00:32.900 --> 00:00:34.070 So this is crystalline, 00:00:34.070 --> 00:00:37.970 and this is amorphous solids, generally. 00:00:37.970 --> 00:00:39.990 Now, the focus of this video is to talk 00:00:39.990 --> 00:00:44.290 about crystalline and amorphous solids made from polymers. 00:00:44.290 --> 00:00:46.650 Polymers can actually exist in a spectrum 00:00:46.650 --> 00:00:49.150 someplace between being crystalline 00:00:49.150 --> 00:00:51.570 and being amorphous. 00:00:51.570 --> 00:00:54.320 So just as a review, what is a polymer? 00:00:54.320 --> 00:00:56.410 Well, a polymer is a molecule 00:00:56.410 --> 00:00:59.090 that's made up of repeated subunits, 00:00:59.090 --> 00:01:01.360 so you have a subunit, and then it's bonded 00:01:01.360 --> 00:01:03.180 to another unit, and another unit, 00:01:03.180 --> 00:01:05.380 and it makes these molecules, 00:01:05.380 --> 00:01:08.420 which on a molecular scale, are long, 00:01:08.420 --> 00:01:10.880 made up of these repeating units. 00:01:10.880 --> 00:01:12.180 And so I can represent them, 00:01:12.180 --> 00:01:13.400 if I were to zoom out a little bit, 00:01:13.400 --> 00:01:14.580 as kind of a string-like thing, 00:01:14.580 --> 00:01:16.650 but just remember, these are made up 00:01:16.650 --> 00:01:19.310 by these repeating units. 00:01:19.310 --> 00:01:21.130 Now, in previous videos, we talked 00:01:21.130 --> 00:01:24.360 about how polymers can be amorphous 00:01:24.360 --> 00:01:27.160 because these long strings of these repeating units 00:01:27.160 --> 00:01:29.610 can get all intertwined like this 00:01:29.610 --> 00:01:32.060 and form this messy ball, 00:01:32.060 --> 00:01:34.730 and we've talked about things like elastomers, 00:01:34.730 --> 00:01:37.010 where natural rubber is like this, 00:01:37.010 --> 00:01:38.150 where you can pull on it, 00:01:38.150 --> 00:01:39.520 and as long as you don't pull too much, 00:01:39.520 --> 00:01:41.400 it'll get back to this form. 00:01:41.400 --> 00:01:43.830 But it turns out that these polymers 00:01:43.830 --> 00:01:46.520 can also align to various degrees, 00:01:46.520 --> 00:01:49.030 and become a little bit more crystalline. 00:01:49.030 --> 00:01:51.790 For example, even with rubber, if you were to pull on it, 00:01:51.790 --> 00:01:55.430 it's possible that the individual chains 00:01:55.430 --> 00:01:57.470 get a little bit more aligned. 00:01:57.470 --> 00:02:00.250 And then the intermolecular forces between them 00:02:00.250 --> 00:02:02.780 are going to be a little bit stronger, 00:02:02.780 --> 00:02:05.120 because they are a little bit more aligned. 00:02:05.120 --> 00:02:08.300 And so this form would be more crystalline, 00:02:08.300 --> 00:02:11.150 not perfectly crystalline, but more crystalline 00:02:11.150 --> 00:02:13.320 when you have this alignment. 00:02:13.320 --> 00:02:16.760 And to just see examples of different polymers 00:02:16.760 --> 00:02:18.710 that sit on that spectrum, 00:02:18.710 --> 00:02:21.330 let me draw a spectrum right over here, 00:02:21.330 --> 00:02:24.430 where at this end, we have something 00:02:24.430 --> 00:02:28.900 that is very amorphous, and at this end, 00:02:28.900 --> 00:02:31.563 we have something that is very crystalline, 00:02:32.420 --> 00:02:35.320 we can see examples from our everyday life. 00:02:35.320 --> 00:02:36.880 If we focus on plastics, 00:02:36.880 --> 00:02:41.070 for example, polystyrene, which you might be familiar 00:02:41.070 --> 00:02:43.580 as foam packaging, right over here, 00:02:43.580 --> 00:02:45.450 this is reasonably amorphous. 00:02:45.450 --> 00:02:47.090 I'm not gonna go into the exact numbers, 00:02:47.090 --> 00:02:50.240 but let's say we could put it right over here. 00:02:50.240 --> 00:02:53.420 So this is made up of polymers, repeating units, 00:02:53.420 --> 00:02:56.090 but they're going to be fairly disordered, 00:02:56.090 --> 00:02:57.710 and something like that, 00:02:57.710 --> 00:03:00.270 and that's what gives it kind of its softness, 00:03:00.270 --> 00:03:02.300 that's why it's good as a packaging material. 00:03:02.300 --> 00:03:04.080 It can absorb jolts. 00:03:04.080 --> 00:03:06.520 Now, if we go a little bit further down the spectrum, 00:03:06.520 --> 00:03:08.560 something that is still amorphous, 00:03:08.560 --> 00:03:11.010 but has more of a crystalline nature, 00:03:11.010 --> 00:03:14.260 you can look at things like plastic water bottles. 00:03:14.260 --> 00:03:16.020 Often known as PET bottles, 00:03:16.020 --> 00:03:19.043 PET stands for polyethylene terephthalate, 00:03:19.910 --> 00:03:22.690 anything, like polystyrene, polyethylene, 00:03:22.690 --> 00:03:24.830 the fact that they start with the word poly 00:03:24.830 --> 00:03:27.930 is the clue that these are polymers. 00:03:27.930 --> 00:03:31.550 Polystyrene is made up by a bunch of styrenes in a chain. 00:03:31.550 --> 00:03:34.460 Polyethylene is made up by a bunch of ethylenes in a chain, 00:03:34.460 --> 00:03:37.160 and so polyethylenes, depending on which version 00:03:37.160 --> 00:03:38.170 of you look at it, 00:03:38.170 --> 00:03:40.680 it's someplace between amorphous and crystalline. 00:03:40.680 --> 00:03:43.190 For example, it might be someplace over here. 00:03:43.190 --> 00:03:45.070 And if you wanna do further research on it, 00:03:45.070 --> 00:03:48.240 you can actually look up how crystalline something is, 00:03:48.240 --> 00:03:50.060 the degree of crystallinity, 00:03:50.060 --> 00:03:54.210 and you'll see numbers like 30%, or 40% crystallinity. 00:03:54.210 --> 00:03:56.910 And if you wanna look at especially plastic polymers 00:03:56.910 --> 00:03:58.650 that are even more crystalline, 00:03:58.650 --> 00:04:01.470 you can look at something like Kevlar, 00:04:01.470 --> 00:04:04.330 and Kevlar, depends on the Kevlar you are looking at, 00:04:04.330 --> 00:04:06.430 it could be someplace in this range here, 00:04:06.430 --> 00:04:09.110 I'll just put the Kevlar right over there. 00:04:09.110 --> 00:04:10.690 And if you don't know what Kevlar is, 00:04:10.690 --> 00:04:14.580 Kevlar is used for making things like bulletproof vests. 00:04:14.580 --> 00:04:16.620 And so the degree of crystallinity, 00:04:16.620 --> 00:04:18.730 it's not just the degree of crystallinity, 00:04:18.730 --> 00:04:21.560 but the degree of crystallinity is how aligned 00:04:21.560 --> 00:04:22.393 these things are. 00:04:22.393 --> 00:04:26.000 Kevlar, the polymers are very, very aligned 00:04:26.000 --> 00:04:28.400 with each other, and so you're able to have 00:04:28.400 --> 00:04:31.260 these intermolecular forces get reasonably strong, 00:04:31.260 --> 00:04:34.360 and that's why it is good at stopping bullets, 00:04:34.360 --> 00:04:36.740 while you would never want packaging foam 00:04:36.740 --> 00:04:38.340 to stop a bullet for you, 00:04:38.340 --> 00:04:40.783 but these are all polymers.

Reading (and comparing) multiple books

https://www.youtube.com/watch?v=1clS_RN6NuI

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https://www.youtube.com/api/timedtext?v=1clS_RN6NuI&ei=V1iUZfzsG5Otp-oPu7KtyAY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=D34A5A824D93E20F28B658C78B58536CEF618804.88ACF1337513DA19F49DCDCB8F44C2296886819C&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.200 --> 00:00:01.300 - [David] Hello readers. 00:00:01.300 --> 00:00:02.800 You know what's better than reading a book? 00:00:02.800 --> 00:00:04.410 Reading two books. 00:00:04.410 --> 00:00:05.650 Reading a bunch of books. 00:00:05.650 --> 00:00:08.143 Reading a mountain of books. 00:00:09.540 --> 00:00:10.970 This may sound self-evident, 00:00:10.970 --> 00:00:13.480 but great readers read a lot of books. 00:00:13.480 --> 00:00:15.210 Good readers read widely. 00:00:15.210 --> 00:00:17.850 They read lots of different types of books. 00:00:17.850 --> 00:00:19.420 Sometimes these books will be similar, 00:00:19.420 --> 00:00:21.240 and sometimes they'll be very different, 00:00:21.240 --> 00:00:22.820 but one thing that good readers do 00:00:22.820 --> 00:00:24.820 is think about how what they are reading 00:00:24.820 --> 00:00:27.803 might connect with other books they've read in the past. 00:00:28.830 --> 00:00:32.380 They think about how books connect with other books. 00:00:32.380 --> 00:00:34.380 I have been reading a lot this year. 00:00:34.380 --> 00:00:37.280 Mostly cookbooks, mysteries and science fiction novels, 00:00:37.280 --> 00:00:41.060 so they're alike in some ways and different in others. 00:00:41.060 --> 00:00:42.630 Right now, I'm reading these mystery novels 00:00:42.630 --> 00:00:43.940 that take place in Australia. 00:00:43.940 --> 00:00:45.630 They're all written by the same person 00:00:45.630 --> 00:00:48.770 and they all feature the same main characters. 00:00:48.770 --> 00:00:51.340 A collection of books that are about the same character 00:00:51.340 --> 00:00:55.220 in different situations is called a series. 00:00:55.220 --> 00:00:56.740 Reading a series is a great way 00:00:56.740 --> 00:00:59.680 to see how the same characters grow and change 00:00:59.680 --> 00:01:01.593 over a longer period of time. 00:01:02.900 --> 00:01:04.590 There's the hero of the series 00:01:04.590 --> 00:01:06.010 with a fabulous feather in her hair 00:01:06.010 --> 00:01:09.550 and a magnifying glass ready to solve some mysteries. 00:01:09.550 --> 00:01:12.020 Now not all books by the same author 00:01:12.020 --> 00:01:14.800 are automatically part of the same series. 00:01:14.800 --> 00:01:16.550 Authors can write standalone books 00:01:16.550 --> 00:01:18.900 or start completely different series. 00:01:18.900 --> 00:01:22.320 Here's the author hard at work on a typewriter, 00:01:22.320 --> 00:01:24.890 an ancient writing device. 00:01:24.890 --> 00:01:25.940 If you don't know what that is, 00:01:25.940 --> 00:01:28.440 politely ask an older person. 00:01:28.440 --> 00:01:30.960 Often, writers have a similar writing style 00:01:30.960 --> 00:01:33.180 even when what they're writing is not connected. 00:01:33.180 --> 00:01:35.100 For example, if you like funny books, 00:01:35.100 --> 00:01:37.040 and you find an author that makes you laugh, 00:01:37.040 --> 00:01:38.930 chances are that the other books they write 00:01:38.930 --> 00:01:40.053 could also be funny. 00:01:41.540 --> 00:01:43.460 Books can have similar plots. 00:01:43.460 --> 00:01:45.490 So the series I've been reading is a mystery. 00:01:45.490 --> 00:01:48.080 The main character is a detective 00:01:48.080 --> 00:01:51.960 and she figures out how and why someone committed a crime. 00:01:51.960 --> 00:01:53.250 After many years of reading, 00:01:53.250 --> 00:01:55.010 I've learned that I really like books 00:01:55.010 --> 00:01:56.410 that share this quality, 00:01:56.410 --> 00:01:59.160 of a hero that solves mysteries. 00:01:59.160 --> 00:02:02.320 But, just because two books are both mysteries 00:02:02.320 --> 00:02:05.400 doesn't mean they're going to work the same way. 00:02:05.400 --> 00:02:07.303 Two mysteries by two different writers 00:02:07.303 --> 00:02:09.710 with different characters and situations 00:02:09.710 --> 00:02:12.470 are going to be pretty different from each other. 00:02:12.470 --> 00:02:15.120 As a reader, I have to be careful not to assume 00:02:15.120 --> 00:02:17.040 that I know where a book is going to go 00:02:17.040 --> 00:02:18.520 just because I'm familiar 00:02:18.520 --> 00:02:20.730 with what kind of story it's telling. 00:02:20.730 --> 00:02:23.170 It's like fairytales, right? 00:02:23.170 --> 00:02:26.450 Every culture around the world has traditional stories 00:02:26.450 --> 00:02:28.990 and those stories all pretty much have the same purpose 00:02:28.990 --> 00:02:32.480 which is to teach people how to behave like a good person. 00:02:32.480 --> 00:02:34.360 There are stories all around the world 00:02:34.360 --> 00:02:37.870 that have a similar structure to the story of Cinderella. 00:02:37.870 --> 00:02:40.650 Young, poor girl with an evil stepmother, 00:02:40.650 --> 00:02:43.290 unfairly punished and then through magic 00:02:43.290 --> 00:02:46.670 and the goodness of her own heart, she marries into royalty. 00:02:46.670 --> 00:02:49.270 There are thousands of versions of this story 00:02:49.270 --> 00:02:51.270 from every culture on Earth. 00:02:51.270 --> 00:02:53.690 I love reading stories from all over the world 00:02:53.690 --> 00:02:55.810 because it helps me understand the values 00:02:55.810 --> 00:02:57.470 that different cultures share 00:02:57.470 --> 00:02:59.180 or how they differ. 00:02:59.180 --> 00:03:01.450 This is why it's fun to read lots of stories 00:03:01.450 --> 00:03:03.830 from different times and different people. 00:03:03.830 --> 00:03:06.460 It can help us understand what's important to people, 00:03:06.460 --> 00:03:08.220 what was important to people in the past, 00:03:08.220 --> 00:03:11.420 or what's important to us now, 00:03:11.420 --> 00:03:12.450 and it's fun. 00:03:12.450 --> 00:03:14.800 Reading lots of books is fun. 00:03:14.800 --> 00:03:17.800 You might find an author or a character that you love. 00:03:17.800 --> 00:03:21.800 You might be transported to a whole new land or time. 00:03:21.800 --> 00:03:24.750 Reading widely and thinking about how books connect 00:03:24.750 --> 00:03:27.400 is the best way to become a better reader, 00:03:27.400 --> 00:03:29.300 and you might just solve a mystery or two 00:03:29.300 --> 00:03:30.960 while you're at it. 00:03:30.960 --> 00:03:33.373 You can learn anything, David out.

What do pictures bring to a story?

https://www.youtube.com/watch?v=0zoZmYbJ3tE

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https://www.youtube.com/api/timedtext?v=0zoZmYbJ3tE&ei=V1iUZY2xHufAmLAP8v6CoAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=AA4F361B56415A806C25B5B26B60EC26508554D8.7F82BF838D3F5369A42131795B64B00D1EA0BF34&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.160 --> 00:00:01.240 - [David] Hello, readers. 00:00:01.240 --> 00:00:04.030 Let's talk about illustrations. 00:00:04.030 --> 00:00:05.220 When you're reading a story 00:00:05.220 --> 00:00:07.950 and it has pictures in it, don't skip them. 00:00:07.950 --> 00:00:10.720 You could be missing out on a wealth of information 00:00:10.720 --> 00:00:12.550 and added detail. 00:00:12.550 --> 00:00:13.910 Good readers use pictures 00:00:13.910 --> 00:00:17.050 to help them understand stories even better. 00:00:17.050 --> 00:00:18.640 And let's talk about why that is. 00:00:18.640 --> 00:00:21.440 Pictures can help describe the mood of a story 00:00:21.440 --> 00:00:23.910 or how a story makes you feel. 00:00:23.910 --> 00:00:26.480 If I'm telling a story about a girl and her dad 00:00:26.480 --> 00:00:28.210 going for a walk in the woods, 00:00:28.210 --> 00:00:30.420 but then when you see an image of those woods 00:00:30.420 --> 00:00:32.860 and the trees are all spindly and black 00:00:32.860 --> 00:00:35.230 and the sky is a leaden gray, 00:00:35.230 --> 00:00:37.830 what does that tell you about the mood of the story? 00:00:38.840 --> 00:00:41.010 It's grim, it's creepy, 00:00:41.010 --> 00:00:44.180 it's a scary walk in some scary woods. 00:00:44.180 --> 00:00:46.710 The way the story feels can be expressed 00:00:46.710 --> 00:00:48.460 through the illustrations. 00:00:48.460 --> 00:00:51.750 Pictures can help describe the events of a story. 00:00:51.750 --> 00:00:54.410 Maybe the story's a little unspecific, say, for instance, 00:00:54.410 --> 00:00:56.010 we're talking about Little Red Riding Hood, 00:00:56.010 --> 00:00:58.427 and it says, "The big bad wolf swallows Granny up 00:00:58.427 --> 00:01:00.470 "and disguises himself as her." 00:01:00.470 --> 00:01:02.600 But it doesn't go into further detail. 00:01:02.600 --> 00:01:03.610 Well, what does that mean? 00:01:03.610 --> 00:01:06.150 What does his disguise look like? 00:01:06.150 --> 00:01:08.020 And we can look at an illustration like this and say: 00:01:08.020 --> 00:01:10.480 Okay, that big bulge in the wolf's stomach 00:01:10.480 --> 00:01:12.180 is where Granny is, 00:01:12.180 --> 00:01:14.430 and the wolf's got on Granny's bonnet 00:01:14.430 --> 00:01:15.630 and little glasses and all. 00:01:15.630 --> 00:01:17.310 So that's his disguise. 00:01:17.310 --> 00:01:18.940 It is not very convincing to me, 00:01:18.940 --> 00:01:20.190 but what do I know? 00:01:20.190 --> 00:01:22.980 And pictures can help fill in important details. 00:01:22.980 --> 00:01:25.310 I can look at a character's expression as I'm reading 00:01:25.310 --> 00:01:27.070 to help me answer questions I might have 00:01:27.070 --> 00:01:29.400 about how that character feels. 00:01:29.400 --> 00:01:31.020 What's going on there with the face of the wolf? 00:01:31.020 --> 00:01:33.320 Is that a smile, is that a grimace? 00:01:33.320 --> 00:01:34.600 The text can give me a clue, 00:01:34.600 --> 00:01:37.800 but then the picture can tell me the rest of the story. 00:01:37.800 --> 00:01:39.370 We can use our knowledge 00:01:39.370 --> 00:01:41.880 of how real life people are or behave 00:01:41.880 --> 00:01:43.920 to help understand pictures in a story. 00:01:43.920 --> 00:01:45.690 The wolf, for example, the face he's making 00:01:45.690 --> 00:01:49.510 with his eyes narrowed and his brows knit like that 00:01:49.510 --> 00:01:51.970 and that smile creeping across his features, 00:01:51.970 --> 00:01:54.410 to me, that's a scheming face. 00:01:54.410 --> 00:01:55.540 That's the face someone makes 00:01:55.540 --> 00:01:57.150 when they're talking to themselves 00:01:57.150 --> 00:01:58.940 and planning something nasty. 00:01:58.940 --> 00:02:01.410 He's also putting on Granny's bonnet and glasses. 00:02:01.410 --> 00:02:04.020 We know these aren't things wolves are known to wear. 00:02:04.020 --> 00:02:06.950 And he seems very pleased with himself. 00:02:06.950 --> 00:02:09.720 So he's eaten Granny, he's putting on her clothes. 00:02:09.720 --> 00:02:12.550 He seems really happy about it, but in an evil way, 00:02:12.550 --> 00:02:16.140 and we can use that to inform the way we read the story. 00:02:16.140 --> 00:02:18.630 This wolf isn't satisfied with eating an old woman. 00:02:18.630 --> 00:02:20.830 He wants to eat her grandkid for dessert. 00:02:20.830 --> 00:02:24.630 So greedy, what a greedy, mean little beast! 00:02:24.630 --> 00:02:28.460 The point is that pictures in stories are really useful. 00:02:28.460 --> 00:02:30.860 Read them the same way you read words. 00:02:30.860 --> 00:02:34.060 Understanding images will make you a stronger reader, 00:02:34.060 --> 00:02:35.550 and if you can learn that, 00:02:35.550 --> 00:02:39.263 why then, you can learn anything, David out.

The elements of a drama

https://www.youtube.com/watch?v=imlwmNO9xlY

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https://www.youtube.com/api/timedtext?v=imlwmNO9xlY&ei=V1iUZb7vGtfXxN8Pl_a0gAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=1EA7763F4CC7C4626BE07293E1216AC311991E82.5404094D42FE66D1C9A03B310B5D5AF7996D8C67&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.420 --> 00:00:01.550 - [Instructor] Hello readers. 00:00:01.550 --> 00:00:04.920 Today let us talk about drama. 00:00:04.920 --> 00:00:08.490 Enter stage right and let us tread the boards together. 00:00:08.490 --> 00:00:11.300 Drama, also known as theater or plays, 00:00:11.300 --> 00:00:13.500 is a specialized kind of story 00:00:13.500 --> 00:00:15.550 that is meant to be performed. 00:00:15.550 --> 00:00:18.620 If you've ever seen a movie, a television show or a play, 00:00:18.620 --> 00:00:19.720 or if you've ever heard a play 00:00:19.720 --> 00:00:21.930 on the radio or through a podcast, 00:00:21.930 --> 00:00:25.350 you've experienced the magic of the dramatic arts. 00:00:25.350 --> 00:00:28.250 Writing a drama is different than writing a poem or story. 00:00:28.250 --> 00:00:30.700 And that means that reading one is different, too. 00:00:30.700 --> 00:00:32.740 So I'm gonna show you part of a short drama 00:00:32.740 --> 00:00:34.150 on the Khan Academy website 00:00:34.150 --> 00:00:37.090 in order to go through the parts of a play. 00:00:37.090 --> 00:00:39.840 Okay, so here we have the title of the piece, 00:00:39.840 --> 00:00:41.960 My Unusual Aunt. 00:00:41.960 --> 00:00:45.070 But it's followed by something you maybe haven't seen before 00:00:45.070 --> 00:00:47.340 which is the Cast of Characters. 00:00:47.340 --> 00:00:48.950 This tells us who's in the play, 00:00:48.950 --> 00:00:52.490 a 12 year old named Isabella, and her aunt Yasmin. 00:00:52.490 --> 00:00:53.323 Now these are the characters 00:00:53.323 --> 00:00:56.540 the actors will be performing in the drama. 00:00:56.540 --> 00:00:58.040 There may be other people referenced. 00:00:58.040 --> 00:00:59.090 Like for example in this piece 00:00:59.090 --> 00:01:02.180 Isabella refers to her Dad being asleep in Scene Two. 00:01:02.180 --> 00:01:04.600 But he never shows up on stage. 00:01:04.600 --> 00:01:07.020 A play is decided into scenes, 00:01:07.020 --> 00:01:09.670 which you can think of like chapters in a book. 00:01:09.670 --> 00:01:11.690 Scenes are sections of a drama 00:01:11.690 --> 00:01:14.103 that are separated by time or location. 00:01:14.103 --> 00:01:17.800 Scene One takes place in the evening outside. 00:01:17.800 --> 00:01:21.560 Scene Two takes place at Isabella's house some time later. 00:01:21.560 --> 00:01:22.600 How do we know that? 00:01:22.600 --> 00:01:24.580 The setting and stage directions. 00:01:24.580 --> 00:01:28.880 So this italic slanty text here in the brackets 00:01:28.880 --> 00:01:31.960 tells us where the scene is set in time and space. 00:01:31.960 --> 00:01:35.250 It says Evening: Isabella is walking her dog Stanley. 00:01:35.250 --> 00:01:36.500 A bat dives down. 00:01:36.500 --> 00:01:38.850 The name Isabella is in all capital letters 00:01:38.850 --> 00:01:41.680 to make sure the actor playing Isabella notices. 00:01:41.680 --> 00:01:43.260 And from this we know several things. 00:01:43.260 --> 00:01:45.810 Isabella is in this scene, she's outside, 00:01:45.810 --> 00:01:48.430 she's walking her dog, and it's nighttime. 00:01:48.430 --> 00:01:49.440 So if this were a stage play, 00:01:49.440 --> 00:01:51.280 we'd maybe see a set that looks 00:01:51.280 --> 00:01:53.040 like Isabella's neighborhood. 00:01:53.040 --> 00:01:54.740 She's walking the dogs, maybe we'd see 00:01:54.740 --> 00:01:57.830 a little bit of sidewalk or a fire hydrant. 00:01:57.830 --> 00:01:59.140 There's more italics in this bit, 00:01:59.140 --> 00:02:01.270 and it what are called stage directions. 00:02:01.270 --> 00:02:04.650 An actor wouldn't read this aloud during a performance. 00:02:04.650 --> 00:02:06.880 Instead, stage directions tell the team 00:02:06.880 --> 00:02:10.080 putting a drama together what is happening on stage. 00:02:10.080 --> 00:02:12.000 So a bat dives down. 00:02:12.000 --> 00:02:14.240 That's gonna be a puppet or a prop 00:02:14.240 --> 00:02:17.200 operated by a puppeteer or a stage hand. 00:02:17.200 --> 00:02:19.150 And then we have this line of dialogue 00:02:19.150 --> 00:02:22.250 spoken by Isabella reacting to the bat. 00:02:22.250 --> 00:02:24.300 Ugh, since when do we have bats in the neighborhood? 00:02:24.300 --> 00:02:26.320 C'mon Stanley, let's run home. 00:02:26.320 --> 00:02:28.080 So characters have lines. 00:02:28.080 --> 00:02:31.120 The character name indicates which character is speaking. 00:02:31.120 --> 00:02:33.000 Sometimes you'll have a stage direction 00:02:33.000 --> 00:02:34.560 just before a line of dialogue, 00:02:34.560 --> 00:02:36.760 as we can see in Scene Two. 00:02:36.760 --> 00:02:39.930 And Yasmin points to a giant trunk before she talks, 00:02:39.930 --> 00:02:41.620 but the actor playing her wouldn't say 00:02:41.620 --> 00:02:43.580 pointing at giant trunk aloud. 00:02:43.580 --> 00:02:44.670 That's a physical action 00:02:44.670 --> 00:02:46.890 the script is asking her to perform. 00:02:46.890 --> 00:02:48.940 These are the basic components of a stage play. 00:02:48.940 --> 00:02:50.760 The characters and their descriptions, 00:02:50.760 --> 00:02:52.940 the way the play is divided into scenes, 00:02:52.940 --> 00:02:54.820 the stage directions that tell actors 00:02:54.820 --> 00:02:56.080 and others what to do, 00:02:56.080 --> 00:02:59.680 and the lines of dialogue that actors have to deliver aloud. 00:02:59.680 --> 00:03:01.990 These are the building blocks of a play. 00:03:01.990 --> 00:03:03.440 And now that you know that, 00:03:03.440 --> 00:03:06.010 you know just enough to be dangerous. 00:03:06.010 --> 00:03:07.470 Go write a play! 00:03:07.470 --> 00:03:09.490 Tell it I sent you. 00:03:09.490 --> 00:03:11.763 You can learn anything, David out.

A story's point of view

https://www.youtube.com/watch?v=GGS3NcmAZnw

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en

WEBVTT Kind: captions Language: en 00:00:00.480 --> 00:00:01.540 - [David] Hello, readers. 00:00:01.540 --> 00:00:04.960 Today, I wanna talk all about me. 00:00:04.960 --> 00:00:06.770 Well, I wanna talk about three things. 00:00:06.770 --> 00:00:08.450 First, I wanna talk all about me, 00:00:08.450 --> 00:00:10.170 then I'm gonna talk about you, 00:00:10.170 --> 00:00:12.860 and then we're gonna talk about them. 00:00:12.860 --> 00:00:15.410 David, what are you talking about, you're probably asking. 00:00:15.410 --> 00:00:17.093 Well, in a word, POV. 00:00:18.090 --> 00:00:20.980 In three words, point of view. 00:00:20.980 --> 00:00:23.470 Every story has a point of view. 00:00:23.470 --> 00:00:26.350 It's being told to us by someone, a narrator. 00:00:26.350 --> 00:00:29.210 But who is that narrator? 00:00:29.210 --> 00:00:30.990 Understanding the answer to that question 00:00:30.990 --> 00:00:32.280 in the stories that you read 00:00:32.280 --> 00:00:34.853 will make you a strong reader. 00:00:35.890 --> 00:00:39.550 There are three different flavors of point of view. 00:00:39.550 --> 00:00:42.373 First, second, and third person. 00:00:43.980 --> 00:00:45.740 First person is when the narrator 00:00:45.740 --> 00:00:47.840 is a character in the story. 00:00:47.840 --> 00:00:51.310 They use words like I, me, and my. 00:00:51.310 --> 00:00:52.363 Here's an example. 00:00:53.450 --> 00:00:56.240 I bolted out of bed, grabbed my backpack, 00:00:56.240 --> 00:00:58.110 and rushed out the door. 00:00:58.110 --> 00:01:01.000 Today was the day I was finally going to learn 00:01:01.000 --> 00:01:02.740 to ride a horse. 00:01:02.740 --> 00:01:04.710 First person narrators can only tell us 00:01:04.710 --> 00:01:06.850 the parts of the story that they experienced 00:01:06.850 --> 00:01:08.670 or already know about. 00:01:08.670 --> 00:01:11.180 If something happens that the narrator doesn't know about, 00:01:11.180 --> 00:01:14.010 we, the reader, won't know about it either. 00:01:14.010 --> 00:01:18.260 Second person is when you are a character in the story. 00:01:18.260 --> 00:01:19.830 This is pretty rare. 00:01:19.830 --> 00:01:22.070 A lot of the choose your own adventure books, 00:01:22.070 --> 00:01:23.440 that were popular when I was a kid, 00:01:23.440 --> 00:01:25.080 used second person point of view, 00:01:25.080 --> 00:01:26.830 but they're not as big as they used to be. 00:01:26.830 --> 00:01:29.650 Imagine a guided relaxation recording, 00:01:29.650 --> 00:01:31.352 when you think of second person. 00:01:31.352 --> 00:01:32.330 (calm music) 00:01:32.330 --> 00:01:33.720 You are calm. 00:01:33.720 --> 00:01:35.803 Your breathing is slow and even. 00:01:36.680 --> 00:01:39.860 You are sitting on a bench, looking at the ocean. 00:01:39.860 --> 00:01:42.733 The ocean is calm, and so are you. 00:01:43.650 --> 00:01:45.390 This kind of point of view usually sounds 00:01:45.390 --> 00:01:48.500 like it's giving directions to you, the reader. 00:01:48.500 --> 00:01:50.720 The most common point of view in stories 00:01:50.720 --> 00:01:52.370 is the third person. 00:01:52.370 --> 00:01:55.320 A narrator who isn't a character in the story. 00:01:55.320 --> 00:01:59.100 A third person narrator uses words like he, she, and they, 00:01:59.100 --> 00:02:00.380 for characters in the story, 00:02:00.380 --> 00:02:02.470 instead of I, or you. 00:02:02.470 --> 00:02:03.500 It lets the story teller 00:02:03.500 --> 00:02:05.260 get inside the heads of characters 00:02:05.260 --> 00:02:06.590 to see how they're feeling, 00:02:06.590 --> 00:02:08.520 or what they're thinking. 00:02:08.520 --> 00:02:09.553 Here's an example. 00:02:10.580 --> 00:02:13.260 Beni opened his closet door to grab a jacket, 00:02:13.260 --> 00:02:16.160 only to be greeted by a horrifying monster. 00:02:16.160 --> 00:02:18.040 He screamed and ran out of the room, 00:02:18.040 --> 00:02:19.980 scared out of his mind. 00:02:19.980 --> 00:02:22.560 Inside her monster costume, Rita giggled. 00:02:22.560 --> 00:02:24.360 She had tricked her brother! 00:02:24.360 --> 00:02:27.410 See how we can follow both Rita and Beni? 00:02:27.410 --> 00:02:29.740 The narrator can see what both of the are thinking 00:02:29.740 --> 00:02:32.360 or feeling at the same time. 00:02:32.360 --> 00:02:34.630 Now, imagine if that little snippet were told 00:02:34.630 --> 00:02:37.910 from Rita or Beni's first person's perspectives. 00:02:37.910 --> 00:02:40.590 Rita using I, or Beni using I, 00:02:40.590 --> 00:02:42.510 instead of a third person POV, 00:02:42.510 --> 00:02:44.580 using he or she. 00:02:44.580 --> 00:02:46.970 We might see it differently, reading that story. 00:02:46.970 --> 00:02:49.670 From Rita's perspective, it's a funny prank, 00:02:49.670 --> 00:02:51.390 from Beni's, it's super scary. 00:02:51.390 --> 00:02:53.140 He just saw a monster. 00:02:53.140 --> 00:02:56.700 So to recap, there are three different types of narration 00:02:56.700 --> 00:02:59.020 or points of view in a story. 00:02:59.020 --> 00:03:02.320 First person, the narrator is a character inside the story 00:03:02.320 --> 00:03:05.120 and uses words like I or me. 00:03:05.120 --> 00:03:08.470 Second person, the narrator is speaking directly to you, 00:03:08.470 --> 00:03:11.260 the reader, and uses the pronoun you. 00:03:11.260 --> 00:03:13.930 This is rare and it sounds like it's giving directions. 00:03:13.930 --> 00:03:17.720 And third person, the narrator is outside the story. 00:03:17.720 --> 00:03:21.453 In telling it, they use words like he, she, and they. 00:03:22.290 --> 00:03:24.740 What's the POV of your favorite story? 00:03:24.740 --> 00:03:27.820 Is it first person, second, or third? 00:03:27.820 --> 00:03:29.040 How would it feel different 00:03:29.040 --> 00:03:31.620 if it were told from a different point of view? 00:03:31.620 --> 00:03:34.760 Would the narrator know different things? 00:03:34.760 --> 00:03:37.080 I can tell you one thing I know for certain, 00:03:37.080 --> 00:03:39.593 and that's that you can learn anything. 00:03:40.530 --> 00:03:41.363 David out.

Homeschooling your kids? Learn how to use our weekly math learning plans

https://www.youtube.com/watch?v=X9TFM-UxJLM

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https://www.youtube.com/api/timedtext?v=X9TFM-UxJLM&ei=V1iUZaT_GJOnp-oP-f-5uAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245959&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=80B7BDF4713478A879144939D692CD25E350DC32.7D0C585091124EAA9E56BE295AC01301284F2692&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:03.280 --> 00:00:04.710 - Hello, welcome. 00:00:04.710 --> 00:00:07.270 We are so glad to have several of you, 00:00:07.270 --> 00:00:09.300 a few hundred already, here today, 00:00:09.300 --> 00:00:11.350 and really appreciate your time. 00:00:11.350 --> 00:00:12.790 My name is Dave Herron. 00:00:12.790 --> 00:00:14.957 I work on our team that supports teachers 00:00:14.957 --> 00:00:18.950 and school districts at Khan Academy, and I am joined today, 00:00:18.950 --> 00:00:22.870 about two miles away, from her home in San Francisco, 00:00:22.870 --> 00:00:24.660 by my colleague Vicki Lang, 00:00:24.660 --> 00:00:27.170 who is a learning scientist on our team. 00:00:27.170 --> 00:00:28.323 So hello, Vicki. 00:00:29.537 --> 00:00:32.850 And I'm also joined by my colleague Dan, 00:00:32.850 --> 00:00:34.951 who helps lead our marketing team 00:00:34.951 --> 00:00:37.360 from San Mateo, California. 00:00:37.360 --> 00:00:39.957 Hi, Dan, and he will help actually, me, 00:00:39.957 --> 00:00:43.210 surfacing some of your questions all throughout the webinar, 00:00:43.210 --> 00:00:45.510 and we'll leave the last few minutes of the webinar 00:00:45.510 --> 00:00:47.550 to answer as many as we can. 00:00:47.550 --> 00:00:51.310 And so you'll see a question tab on the GoToWebinar panel, 00:00:51.310 --> 00:00:53.740 and if this is your first webinar with us, 00:00:53.740 --> 00:00:55.830 then go ahead and take a look at that, 00:00:55.830 --> 00:00:58.560 and at any moment when a question pops into your head, 00:00:58.560 --> 00:01:00.730 please put that in there so that we can do our best 00:01:00.730 --> 00:01:02.453 to answer as many as possible. 00:01:03.370 --> 00:01:05.615 We're here to spend the next 30 minutes or so 00:01:05.615 --> 00:01:08.517 on the topic you should be seeing on your screen. 00:01:08.517 --> 00:01:11.530 Some of you may have found yourself over the last 00:01:11.530 --> 00:01:13.270 four or five, six weeks, maybe, 00:01:13.270 --> 00:01:16.010 suddenly as homeschool teachers, in addition to 00:01:16.010 --> 00:01:18.860 all the other responsibilities you're balancing. 00:01:18.860 --> 00:01:22.572 We know it is a whole lot to juggle. 00:01:22.572 --> 00:01:27.123 Here at Khan Academy, we have created daily schedules 00:01:27.123 --> 00:01:29.620 and now weekly math learning plans 00:01:29.620 --> 00:01:32.768 to try to support you as you support your kids 00:01:32.768 --> 00:01:36.520 so that they can stay on track as much as possible 00:01:36.520 --> 00:01:39.190 in their math courses, as well as other courses, 00:01:39.190 --> 00:01:41.520 that they may be missing in school. 00:01:41.520 --> 00:01:43.743 And so we're here to break down these plans for you, 00:01:43.743 --> 00:01:46.714 and I wanna thank, before we move on, 00:01:46.714 --> 00:01:50.470 some of the key supporters who have been providing support 00:01:50.470 --> 00:01:52.241 to Khan Academy so that we could increase 00:01:52.241 --> 00:01:56.200 the amount of support we're providing throughout this time. 00:01:56.200 --> 00:01:58.550 And you'll see those names there on the screen. 00:01:59.537 --> 00:02:03.000 Our main goal is to break down the plans for you, 00:02:03.000 --> 00:02:04.440 explain all the ins and outs 00:02:04.440 --> 00:02:06.890 of these weekly math learning plans, and again, 00:02:06.890 --> 00:02:09.300 answer as many of your questions as possible. 00:02:09.300 --> 00:02:13.120 And before we move on, I'm going to start a poll 00:02:13.120 --> 00:02:15.740 to see how familiar this audience is 00:02:15.740 --> 00:02:18.000 with the learning plans that we're talking about. 00:02:18.000 --> 00:02:20.337 So take the next few seconds, 00:02:20.337 --> 00:02:22.914 once it pops up on your screen, 00:02:22.914 --> 00:02:27.914 to tell us what best represents your familiarity. 00:02:30.200 --> 00:02:32.310 Are you I've never seen them before, 00:02:32.310 --> 00:02:34.250 I'm here to learn, or I've seen them, 00:02:34.250 --> 00:02:36.335 but I have not used them with my kids, 00:02:36.335 --> 00:02:39.793 or finally, I have started using them already with my kids. 00:02:41.536 --> 00:02:44.253 We'll take about 10 more seconds. 00:02:51.418 --> 00:02:54.585 If you haven't yet, fill in your vote. 00:02:55.520 --> 00:03:00.520 Three, two, one, about two-thirds of you 00:03:01.040 --> 00:03:04.940 have submitted your vote, and here's where we're at. 00:03:04.940 --> 00:03:06.430 Over half of you have never seen 00:03:06.430 --> 00:03:08.910 these learning plans before, so thank you 00:03:08.910 --> 00:03:13.410 for joining despite not having that past familiarity. 00:03:13.410 --> 00:03:15.490 We'll walk you through how to find them. 00:03:15.490 --> 00:03:17.920 And then the others, about a quarter, have seen them, 00:03:17.920 --> 00:03:19.150 but haven't started using them, 00:03:19.150 --> 00:03:23.440 and we do have some maybe intermediate or advanced users 00:03:23.440 --> 00:03:25.790 who have already started using them with your kids. 00:03:25.790 --> 00:03:29.160 We'll be really appreciative of any feedback 00:03:29.160 --> 00:03:31.460 or questions that you have since you're already 00:03:31.460 --> 00:03:33.100 started using them, and we have a survey 00:03:33.100 --> 00:03:35.740 at the end of the webinar if you wanna give us more advice 00:03:35.740 --> 00:03:37.940 on how we can improve them and move forward. 00:03:40.130 --> 00:03:43.430 So given that over half of you have never seen them before, 00:03:43.430 --> 00:03:46.380 let's start with a pretty basic question. 00:03:46.380 --> 00:03:47.520 I'll take this one, Vicki. 00:03:47.520 --> 00:03:50.599 How do I even find the learning plans to begin with? 00:03:50.599 --> 00:03:55.268 If you go to our website at khanacademy.org, 00:03:55.268 --> 00:03:58.810 on the very home page, which you should see an example of 00:03:58.810 --> 00:04:02.520 on the screen now, there will be a blue banner at the top. 00:04:02.520 --> 00:04:06.370 That links you to some of our remote learning resources. 00:04:06.370 --> 00:04:08.770 And if you click that link, you'll be brought 00:04:09.757 --> 00:04:12.090 to that page that's shown on the right side of the screen, 00:04:12.090 --> 00:04:16.025 where one of the main options are the weekly learning plans. 00:04:16.025 --> 00:04:20.260 That will give you access to all of the learning plans 00:04:20.260 --> 00:04:21.832 that we've created so far. 00:04:21.832 --> 00:04:25.280 We have them at many different grade levels for math, 00:04:25.280 --> 00:04:27.950 and we recently published a high school biology 00:04:27.950 --> 00:04:30.068 learning plan as well. 00:04:30.068 --> 00:04:33.810 They are all in a format that's very easy to print 00:04:33.810 --> 00:04:36.500 if you do have a printer accessible for you. 00:04:36.500 --> 00:04:39.820 We know the learning plans for kids are often helpful 00:04:39.820 --> 00:04:42.830 to have in print form, and so when you open it, 00:04:42.830 --> 00:04:45.180 you may notice the formatting looks different 00:04:45.180 --> 00:04:47.240 than the regular Word document, 00:04:47.240 --> 00:04:49.410 but that makes it easy if you press control-P 00:04:49.410 --> 00:04:50.930 or whatever the shortcut is 00:04:50.930 --> 00:04:52.730 on your computer to print those out. 00:04:54.129 --> 00:04:56.160 You might be multi-tasking right now 00:04:56.160 --> 00:04:59.412 and following those steps to access the learning plans, 00:04:59.412 --> 00:05:02.140 and just those two other quick reminders. 00:05:02.140 --> 00:05:04.220 I should've mentioned this right at the beginning, 00:05:04.220 --> 00:05:05.894 but there is a copy of these slides 00:05:05.894 --> 00:05:10.430 available to download as a PDF within the browser 00:05:10.430 --> 00:05:12.545 that you have available, and then second, 00:05:12.545 --> 00:05:14.310 we're recording the webinar, 00:05:14.310 --> 00:05:17.480 and we'll send you a copy of the recording soon after, 00:05:17.480 --> 00:05:19.773 within a few hours after the conclusion. 00:05:21.250 --> 00:05:22.240 Let's move on, though. 00:05:22.240 --> 00:05:23.280 Who are the plans for? 00:05:23.280 --> 00:05:26.193 What's the big goal or idea behind these plans, Vicki? 00:05:27.430 --> 00:05:29.760 - Well, as you said, they're for students 00:05:29.760 --> 00:05:31.990 from 3rd grade through high school for mathematics, 00:05:31.990 --> 00:05:34.090 and then we also have one for high school biology, 00:05:34.090 --> 00:05:37.440 and they're really for providing a clear goal 00:05:37.440 --> 00:05:39.080 for what to work on week to week. 00:05:39.080 --> 00:05:41.747 We know that it's great to set a large goal 00:05:41.747 --> 00:05:44.390 of being ready for next year when school starts again, 00:05:44.390 --> 00:05:46.380 and it can also be really helpful in reaching that goal 00:05:46.380 --> 00:05:48.230 to break it down into smaller steps. 00:05:48.230 --> 00:05:49.100 We're breaking that goal down 00:05:49.100 --> 00:05:51.630 into week-by-week-by-week steps to get you ready, 00:05:51.630 --> 00:05:53.542 or your child ready for next year. 00:05:53.542 --> 00:05:58.542 On the next slide we can see that the real audience 00:05:59.730 --> 00:06:01.580 for this is folks who's districts maybe 00:06:01.580 --> 00:06:03.250 have not provided enough support, 00:06:03.250 --> 00:06:05.036 or you're looking for something a little bit beyond 00:06:05.036 --> 00:06:07.040 what your district has provided for you. 00:06:07.040 --> 00:06:09.040 This is an overwhelming time for school districts. 00:06:09.040 --> 00:06:10.780 What they've been able to provide has really varied, 00:06:10.780 --> 00:06:11.870 and we wanna make sure that everybody 00:06:11.870 --> 00:06:13.964 has access to a plan that they can use 00:06:13.964 --> 00:06:16.460 to make sure that your kiddos 00:06:16.460 --> 00:06:18.544 are ready for school next year. 00:06:18.544 --> 00:06:20.330 - Perfect. 00:06:20.330 --> 00:06:23.430 And as you mentioned, these are far more specific 00:06:23.430 --> 00:06:25.970 than the daily schedules that we've put up. 00:06:25.970 --> 00:06:27.710 I know we're receiving this question already 00:06:27.710 --> 00:06:29.700 in the chat room that think of a daily schedule, 00:06:29.700 --> 00:06:31.660 saying, maybe at this time per day, 00:06:31.660 --> 00:06:34.870 you can work on this course, if you're in 6th grade. 00:06:34.870 --> 00:06:37.880 The weekly learning plan is gonna get way more specific 00:06:37.880 --> 00:06:40.340 on what unit and what the actual goal could be 00:06:40.340 --> 00:06:41.690 to complete by the end of it. 00:06:41.690 --> 00:06:43.290 So let's talk about that. 00:06:43.290 --> 00:06:45.860 What would you need to know about the learning plans 00:06:45.860 --> 00:06:49.793 to just even get started on that first day with your kids? 00:06:51.399 --> 00:06:54.810 - Well, if we look at a sample, and we can look 00:06:54.810 --> 00:06:56.570 at that 6th grade sample learning plan, 00:06:56.570 --> 00:06:59.960 and I'll just show you how it's structured there. 00:06:59.960 --> 00:07:03.610 At the beginning, there's gonna be some instructions 00:07:03.610 --> 00:07:04.960 about how to use it, as well as, 00:07:04.960 --> 00:07:06.940 you can see it says click here for explainer video. 00:07:06.940 --> 00:07:08.530 That's a short video where Sal talks more 00:07:08.530 --> 00:07:09.940 about what to do with it. 00:07:09.940 --> 00:07:11.310 And then there's some instructions here 00:07:11.310 --> 00:07:14.140 about how you're going to get your kids started. 00:07:14.140 --> 00:07:15.700 Let's, for example, talk about a kiddo 00:07:15.700 --> 00:07:18.250 who was supposed to be finishing 6th grade right now, 00:07:18.250 --> 00:07:19.950 will be entering 7th grade next year. 00:07:19.950 --> 00:07:21.020 They've already learned probably 00:07:21.020 --> 00:07:23.940 a lot of the 6th grade content, so this is gonna explain 00:07:23.940 --> 00:07:25.480 to have them start with the course challenge 00:07:25.480 --> 00:07:28.520 to earn credit for the things that they already know, 00:07:28.520 --> 00:07:30.320 and Dave will talk more about that in a few minutes, 00:07:30.320 --> 00:07:32.010 about how that mastery system works, 00:07:32.010 --> 00:07:33.330 and the course challenges works, 00:07:33.330 --> 00:07:34.170 but they're gonna get credit for 00:07:34.170 --> 00:07:36.355 what they already know by taking a pre-test. 00:07:36.355 --> 00:07:39.430 And then they're going to, in the system, 00:07:39.430 --> 00:07:42.495 have a to-do list of work that they haven't mastered yet, 00:07:42.495 --> 00:07:44.700 and that's gonna map onto this table here. 00:07:44.700 --> 00:07:46.100 So what you're seeing in this table 00:07:46.100 --> 00:07:49.755 is the 20-week version of finishing 6th grade, 00:07:49.755 --> 00:07:53.050 and the 20 weeks will take you right up to August 00:07:53.050 --> 00:07:55.260 to when 7th grade would begin. 00:07:55.260 --> 00:07:57.781 And in this table, you'll see that each row is a week 00:07:57.781 --> 00:08:00.170 with an end date on Friday, 00:08:00.170 --> 00:08:02.110 and then the color changes represent 00:08:02.110 --> 00:08:04.540 a different unit of instruction that's starting. 00:08:04.540 --> 00:08:06.880 So for example, in this one, in the first week 00:08:06.880 --> 00:08:08.280 that student would take that course challenge 00:08:08.280 --> 00:08:09.950 to pre-test out of some of the content. 00:08:09.950 --> 00:08:11.500 Then they would begin the ratios, rates, 00:08:11.500 --> 00:08:13.210 and percentages unit, and they would be aiming 00:08:13.210 --> 00:08:16.020 to get about 600 points that week in that unit. 00:08:16.020 --> 00:08:17.980 The next week they would continue work on that unit. 00:08:17.980 --> 00:08:18.960 It's a pretty big unit. 00:08:18.960 --> 00:08:21.340 They would aim to get to 1200 points. 00:08:21.340 --> 00:08:23.800 That's another 600 points for a total of 1200. 00:08:23.800 --> 00:08:25.960 The following week, they would aim to get to 1900, 00:08:25.960 --> 00:08:27.535 and they would move on to the next course, 00:08:27.535 --> 00:08:29.453 or to the next unit, I mean. 00:08:30.566 --> 00:08:34.390 You're going to wanna decide 00:08:34.390 --> 00:08:38.010 between the 20-week and the 12-week options. 00:08:38.010 --> 00:08:39.410 If you would keep scrolling down here, 00:08:39.410 --> 00:08:41.240 you would see that there's a 12-week option 00:08:41.240 --> 00:08:43.044 that has you finished by the end of June. 00:08:43.044 --> 00:08:45.780 And that just depends on how much time you wanna invest. 00:08:45.780 --> 00:08:47.830 You're gonna be able to fit in a little bit more content 00:08:47.830 --> 00:08:49.420 if you're with the 20-week option, 00:08:49.420 --> 00:08:52.050 but we wanted to make sure that if you wanna spend 00:08:52.050 --> 00:08:54.390 only a shorter amount of time and get to maybe 00:08:54.390 --> 00:08:56.540 the time when the school year would typically have ended, 00:08:56.540 --> 00:08:58.040 that you're able to hit all the really high points, 00:08:58.040 --> 00:08:59.711 so that's what the 12-week one does. 00:08:59.711 --> 00:09:04.120 And then if you keep scrolling, you'll notice 00:09:04.120 --> 00:09:05.540 there's another pair of tables, 00:09:05.540 --> 00:09:07.590 and these are for a foundational learning plan. 00:09:07.590 --> 00:09:10.190 So those first two tables tell a 6th grader 00:09:10.190 --> 00:09:11.458 how to finish 6th grade. 00:09:11.458 --> 00:09:14.360 The second pair of tables give you a plan 00:09:14.360 --> 00:09:16.420 for our arithmetic class, which is a foundational 00:09:16.420 --> 00:09:18.960 skills class that supports 6th grade. 00:09:18.960 --> 00:09:20.163 So if you have even more time 00:09:20.163 --> 00:09:22.070 that you wanna invest in 6th grade, 00:09:22.070 --> 00:09:23.440 or if your student is struggling a little bit 00:09:23.440 --> 00:09:25.124 with 6th grade, you might have them also work 00:09:25.124 --> 00:09:26.890 on this arithmetic course to build 00:09:26.890 --> 00:09:29.743 some of those foundational skills to support it. 00:09:29.743 --> 00:09:33.873 And that's kind of what you need to know there, 00:09:33.873 --> 00:09:37.674 and then if we look here, we can see that 00:09:37.674 --> 00:09:40.560 the most important time in getting these learning plans 00:09:40.560 --> 00:09:41.393 off the ground, or really, 00:09:41.393 --> 00:09:43.165 in getting anything off the ground with a kid 00:09:43.165 --> 00:09:45.770 is the first two weeks, the beginning of it, 00:09:45.770 --> 00:09:47.590 where you wanna really establish your routine 00:09:47.590 --> 00:09:48.800 and get into a pattern with it. 00:09:48.800 --> 00:09:50.532 And you can, things that can help you with that 00:09:50.532 --> 00:09:51.990 are making the plan physical. 00:09:51.990 --> 00:09:53.330 If you do have a printer, print it. 00:09:53.330 --> 00:09:54.810 If you don't have a printer, sketch it out 00:09:54.810 --> 00:09:55.643 on a piece of paper. 00:09:55.643 --> 00:09:57.400 Make it a place where they can write and interact with 00:09:57.400 --> 00:09:59.720 and really see on the refrigerator or somewhere, 00:09:59.720 --> 00:10:01.537 and making it a clear habit, 00:10:01.537 --> 00:10:03.150 where there's a routine to it. 00:10:03.150 --> 00:10:04.863 First, I'm gonna check my goals. 00:10:05.799 --> 00:10:07.580 Then I'm gonna open and do some work. 00:10:07.580 --> 00:10:09.450 Then I'm gonna record my progress every day, 00:10:09.450 --> 00:10:11.593 at the same time every day, maybe. 00:10:12.645 --> 00:10:15.760 And with that, let's see if Dave can tell us 00:10:15.760 --> 00:10:17.400 a little bit more about the mastery system, 00:10:17.400 --> 00:10:18.940 'cause those tables really are grounded 00:10:18.940 --> 00:10:22.010 in getting to about 70% mastery on each of those units, 00:10:22.010 --> 00:10:24.320 so we need to understand what those points are 00:10:24.320 --> 00:10:26.823 and how you get mastery and how that would work. 00:10:28.540 --> 00:10:32.120 - Absolutely, so as Vicki just showed, 00:10:32.120 --> 00:10:35.740 there are references to different point goals for learners 00:10:35.740 --> 00:10:37.750 all throughout these learning plans. 00:10:37.750 --> 00:10:40.502 And we know that it is motivating to have a clear goal, 00:10:40.502 --> 00:10:42.430 but it's also, I'm sure, helpful for you 00:10:42.430 --> 00:10:47.110 as the parent or adult to just be able to know 00:10:47.110 --> 00:10:49.210 how those points are maybe calculated 00:10:49.210 --> 00:10:54.210 and how to encourage your kids to achieve those goals. 00:10:54.572 --> 00:10:57.400 Let me show you a few screens. 00:10:57.400 --> 00:11:01.110 This on the screen right now is our 3rd grade plan. 00:11:01.110 --> 00:11:02.963 This would be 3rd grade common core, 00:11:02.963 --> 00:11:07.420 and on the left-hand column are all the different units 00:11:07.420 --> 00:11:10.000 in our 3rd grade math course. 00:11:10.000 --> 00:11:12.400 And on the right-hand side are all the points 00:11:12.400 --> 00:11:14.042 available for each unit. 00:11:14.042 --> 00:11:16.970 Every unit has a certain number of skills, 00:11:16.970 --> 00:11:18.996 and every skill is a hundred points. 00:11:18.996 --> 00:11:22.850 In the unit at the top, maybe it's worth 800 points. 00:11:22.850 --> 00:11:25.200 It's got eight different skills in it. 00:11:25.200 --> 00:11:27.070 Those points are really important 00:11:27.070 --> 00:11:29.020 for understanding the learning plans, 00:11:29.020 --> 00:11:32.980 because all of the goals reference unit mastery points. 00:11:32.980 --> 00:11:35.840 The other thing I wanna mention is Vicki alluded 00:11:35.840 --> 00:11:37.950 to the course challenge. 00:11:37.950 --> 00:11:40.210 If we were talking maybe in September 00:11:40.210 --> 00:11:42.000 or near the start of a school year, 00:11:42.000 --> 00:11:44.880 then a course challenge may not be 00:11:44.880 --> 00:11:46.242 the first step for a student 00:11:46.242 --> 00:11:48.900 if they're just getting started on third grade. 00:11:48.900 --> 00:11:50.561 But considering that it's springtime 00:11:50.561 --> 00:11:53.259 and that your kids have already learned a lot 00:11:53.259 --> 00:11:56.420 of math this year, the course challenge could be 00:11:56.420 --> 00:12:00.680 a great way for them to quickly place out 00:12:00.680 --> 00:12:03.298 of some of the skills that they're already confident in. 00:12:03.298 --> 00:12:07.000 So I would guide your kid to click on the course challenge 00:12:07.000 --> 00:12:09.280 as the first step, and it will scroll them down 00:12:09.280 --> 00:12:11.601 to the very end, actually, and they'll get started 00:12:11.601 --> 00:12:14.380 on that mixed review of all the different skills 00:12:14.380 --> 00:12:15.660 from throughout the year. 00:12:15.660 --> 00:12:18.510 Just remember to remind them that it's totally okay 00:12:18.510 --> 00:12:19.720 if you don't know these answers, 00:12:19.720 --> 00:12:21.930 'cause they'll include some from the later units 00:12:21.930 --> 00:12:23.680 that they may not have learned yet. 00:12:24.880 --> 00:12:27.525 I also wanna show a brief video that goes over 00:12:27.525 --> 00:12:30.606 some of the other learning experiences for students 00:12:30.606 --> 00:12:32.756 so that I can explain a bit 00:12:32.756 --> 00:12:35.370 about what you might be seeing in the next few days. 00:12:35.370 --> 00:12:40.370 Here I'm, as a learner, clicking on that blue button 00:12:40.640 --> 00:12:43.600 just a minute to start in on a lesson. 00:12:43.600 --> 00:12:47.270 Here we're in addition and subtraction within 100, 00:12:47.270 --> 00:12:49.904 and there's gonna be a bunch of learning resources, 00:12:49.904 --> 00:12:51.710 our videos and articles, 00:12:51.710 --> 00:12:54.070 and then there's gonna be practice resources. 00:12:54.070 --> 00:12:57.280 So I'm clicking on that first practice problem set. 00:12:57.280 --> 00:12:58.940 The practice problems, some of them are gonna be 00:12:58.940 --> 00:13:01.000 only four problems, some seven. 00:13:01.000 --> 00:13:03.060 The longest might be 14 if it's like 00:13:03.060 --> 00:13:05.130 a lot of procedural fluency. 00:13:05.130 --> 00:13:07.710 And if I'm stuck on a problem, what I just did is 00:13:07.710 --> 00:13:09.128 I clicked on a video. 00:13:09.128 --> 00:13:11.800 It was listed right there, because it's really 00:13:11.800 --> 00:13:15.540 closely aligned to the practice that I'm doing. 00:13:15.540 --> 00:13:16.980 If I'm done watching the video, 00:13:16.980 --> 00:13:20.320 and now I know how to do this problem of 92 plus 3, 00:13:20.320 --> 00:13:23.110 then I can answer it, 95. 00:13:23.110 --> 00:13:25.770 If I'm still not sure, I could get a hint. 00:13:25.770 --> 00:13:27.720 And the hint is gonna mark the problem wrong, 00:13:27.720 --> 00:13:29.072 'cause it gives away the answer, 00:13:29.072 --> 00:13:31.522 but encourage your kids to take hints. 00:13:31.522 --> 00:13:33.340 When you look at the research, 00:13:33.340 --> 00:13:34.890 the kids that take more hints, 00:13:34.890 --> 00:13:37.160 even though they're getting the initial problem wrong, 00:13:37.160 --> 00:13:40.222 they end up making faster progress over all. 00:13:40.222 --> 00:13:41.970 I'm getting the questions right. 00:13:41.970 --> 00:13:43.940 I'm getting instant feedback on this. 00:13:43.940 --> 00:13:45.890 You might see the little dots at the bottom 00:13:45.890 --> 00:13:49.476 of the screen turning green, so I've got a few more to go, 00:13:49.476 --> 00:13:54.476 and if I do get to a 70% or higher, 00:13:54.850 --> 00:13:56.330 then I'm gonna get points. 00:13:56.330 --> 00:13:59.150 In this case, I'll get half the points for that scale, 50, 00:13:59.150 --> 00:14:02.280 so that's contributing to that goal in the learning plan. 00:14:02.280 --> 00:14:05.217 And I'm just about to finish with the last problem, 00:14:05.217 --> 00:14:09.090 and because I'm about to ace, I think, this problem set 00:14:09.090 --> 00:14:10.790 and get 100%, I'm gonna get 00:14:10.790 --> 00:14:12.900 almost all the points for this scale. 00:14:12.900 --> 00:14:14.350 So there should be some confetti 00:14:14.350 --> 00:14:16.510 that rains down from the ceiling. 00:14:16.510 --> 00:14:18.700 I just received 80 points. 00:14:18.700 --> 00:14:22.140 Not quite a hundred, because there's just one practice set, 00:14:22.140 --> 00:14:24.090 and I haven't shown that I still understand it 00:14:24.090 --> 00:14:26.830 when it's mixed in with a whole bunch of other concepts. 00:14:26.830 --> 00:14:28.791 But I'm on my way towards my goal for that week. 00:14:28.791 --> 00:14:32.871 So if I go back to the unit overall, 00:14:32.871 --> 00:14:35.700 then I'll see here in the top left corner, 00:14:35.700 --> 00:14:39.136 I have now a total of 240 points. 00:14:39.136 --> 00:14:41.940 So I know that was brief, 00:14:41.940 --> 00:14:44.780 but that's kind of the three-minute version 00:14:44.780 --> 00:14:46.244 of our mastery system. 00:14:46.244 --> 00:14:49.340 I think it's closely related to a question 00:14:49.340 --> 00:14:50.500 we've already been hearing a lot, 00:14:50.500 --> 00:14:53.722 how do I know if my kids are on track? 00:14:53.722 --> 00:14:56.370 We do have parent accounts 00:14:56.370 --> 00:14:57.952 that you can create on Khan Academy. 00:14:57.952 --> 00:14:59.950 When we designed those parent accounts, 00:14:59.950 --> 00:15:02.040 it was in a pre-covid world, 00:15:02.040 --> 00:15:03.543 where we did not expect parents 00:15:03.543 --> 00:15:07.870 to be homeschooling en masse, and so the amount of detail 00:15:07.870 --> 00:15:09.750 you'll find on there will be helpful 00:15:09.750 --> 00:15:11.700 for getting an overview of how much time 00:15:11.700 --> 00:15:14.620 your kids are spending and what they've worked on recently, 00:15:14.620 --> 00:15:16.341 but it's not gonna give the detailed points 00:15:16.341 --> 00:15:18.150 that you might need to tell 00:15:18.150 --> 00:15:20.262 if they're on track for the learning plan. 00:15:20.262 --> 00:15:23.710 Instead, what we recommend is just having your kid 00:15:23.710 --> 00:15:26.432 maybe once every few days, maybe once a week, 00:15:26.432 --> 00:15:28.053 whatever might work for you, 00:15:28.053 --> 00:15:31.730 showing you their screen and talking about how it's going, 00:15:31.730 --> 00:15:33.370 and then you can look at the points together 00:15:33.370 --> 00:15:36.040 and turn it into a conversation of sorts. 00:15:36.040 --> 00:15:37.862 Here again, on the right-hand, I'll see the point values 00:15:37.862 --> 00:15:42.862 for each unit, and that, if I'm just to sort of 00:15:43.520 --> 00:15:45.438 do a crosswalk for the learning plan, 00:15:45.438 --> 00:15:48.840 then on the screen, you'll see intro to multiplication. 00:15:48.840 --> 00:15:51.618 I currently have 660 points. 00:15:51.618 --> 00:15:53.840 So I've written that in there in pink, 00:15:53.840 --> 00:15:55.530 into the second week of the learning plan. 00:15:55.530 --> 00:16:00.320 I'm so close, but good news, in one-digit multiplication, 00:16:00.320 --> 00:16:03.593 I have 1,050 points, so I've exceeded my goal. 00:16:06.960 --> 00:16:09.670 The last one that I wanna talk over is 00:16:09.670 --> 00:16:12.830 how you might help your kids when you are stuck. 00:16:12.830 --> 00:16:15.240 I taught 9th grade algebra one 00:16:15.240 --> 00:16:17.640 for most of my teaching career, and even though 00:16:17.640 --> 00:16:20.450 I was a math teacher, if I was asked by someone 00:16:20.450 --> 00:16:23.650 more of a 4th grade level on how to break down a skill, 00:16:23.650 --> 00:16:25.359 it would be tough, because it's hard to know 00:16:25.359 --> 00:16:28.530 how to teach something at that level, 00:16:28.530 --> 00:16:30.710 given what they understand currently. 00:16:30.710 --> 00:16:34.034 So don't feel the pressure that you have to be the teacher. 00:16:34.034 --> 00:16:36.540 Instead, if they come to you and they're stuck, 00:16:36.540 --> 00:16:38.618 and they're saying one topic's really confusing, 00:16:38.618 --> 00:16:41.170 one strategy we recommend is just to watch 00:16:41.170 --> 00:16:42.964 one of our videos with them 00:16:42.964 --> 00:16:46.700 to see how you might go about explaining it. 00:16:46.700 --> 00:16:48.733 Chances are, after that video, you will understand it 00:16:48.733 --> 00:16:51.290 quite a bit better than your own kid, 00:16:51.290 --> 00:16:53.920 and that might help you, then, coach them a bit 00:16:53.920 --> 00:16:55.960 on the next few problems. 00:16:55.960 --> 00:16:58.641 If they seem just stuck on one specific problem, 00:16:58.641 --> 00:17:02.220 again, we recommend they take a look at the hints. 00:17:02.220 --> 00:17:04.910 They'll have multiple hints available for each problem, 00:17:04.910 --> 00:17:08.120 so they can get just the first bit of the solution, 00:17:08.120 --> 00:17:09.820 and maybe then, they'll have enough 00:17:09.820 --> 00:17:11.950 of what they need to finish out the problem. 00:17:11.950 --> 00:17:14.550 Or they can click all the way through to the answer. 00:17:15.520 --> 00:17:18.350 But there is another scenario where you might anticipate 00:17:18.350 --> 00:17:21.250 just high levels of frustration. 00:17:21.250 --> 00:17:23.441 Maybe your kid gets a lot of math anxiety, 00:17:23.441 --> 00:17:27.060 or maybe they just have, are already proving 00:17:27.060 --> 00:17:29.660 to have a tough time as they try to transition 00:17:29.660 --> 00:17:32.105 to this really difficult learning environment 00:17:32.105 --> 00:17:34.634 of learning from home. 00:17:34.634 --> 00:17:36.120 If you think that they are gonna have 00:17:36.120 --> 00:17:37.693 some of that general frustration, 00:17:37.693 --> 00:17:41.970 you'll see on the screen a list of our different courses. 00:17:41.970 --> 00:17:44.780 You might decide that you're gonna start a level earlier, 00:17:44.780 --> 00:17:48.300 build their confidence, and as Vicki mentioned, 00:17:48.300 --> 00:17:51.340 these plans are designed from 3rd grade to algebra two. 00:17:51.340 --> 00:17:54.123 If your kids are more at a kindergarten, 00:17:54.123 --> 00:17:58.698 1st, 2nd grade enrollment, or math level, 00:17:58.698 --> 00:18:01.130 you might consider also checking out 00:18:01.130 --> 00:18:03.823 some of the math resources from Khan Academy Kids. 00:18:04.871 --> 00:18:07.363 Back to you, Vicki. 00:18:13.228 --> 00:18:14.750 - Unmuting. 00:18:14.750 --> 00:18:16.804 How do we keep our kids motivated 00:18:16.804 --> 00:18:19.120 to follow through with these plans week-to-week? 00:18:19.120 --> 00:18:23.710 Well, motivation for kids, or for anybody, really, 00:18:23.710 --> 00:18:25.585 is about value, what value are you finding 00:18:25.585 --> 00:18:27.280 in the activity that you're doing? 00:18:27.280 --> 00:18:28.193 We're not motivated to do things 00:18:28.193 --> 00:18:30.377 that we don't think are valuable. 00:18:30.377 --> 00:18:32.240 It also can be about agency. 00:18:32.240 --> 00:18:34.303 We're sometimes not motivated to do things 00:18:34.303 --> 00:18:35.930 that we feel like we don't have a choice about, 00:18:35.930 --> 00:18:38.380 so the key here, really, is to think about 00:18:38.380 --> 00:18:40.105 what do your kids value? 00:18:40.105 --> 00:18:41.310 What's gonna make it interesting and exciting for them? 00:18:41.310 --> 00:18:42.920 And what's gonna make them feel like 00:18:42.920 --> 00:18:44.870 they have some choice and some ownership 00:18:44.870 --> 00:18:46.080 over the work that they're doing? 00:18:46.080 --> 00:18:49.268 On this slide, there's a couple of suggestions here. 00:18:49.268 --> 00:18:52.670 You could take on a challenge in parallel with them, 00:18:52.670 --> 00:18:54.790 so that the value comes in spending time together 00:18:54.790 --> 00:18:57.270 with a parent who is also modeling learning. 00:18:57.270 --> 00:18:58.780 You can use a simple reward system. 00:18:58.780 --> 00:19:00.124 You can give them some choices about 00:19:00.124 --> 00:19:02.425 when in the day they work on it, 00:19:02.425 --> 00:19:06.740 but for a full webinar on motivation for your kiddos 00:19:06.740 --> 00:19:08.530 during this crisis time, we're gonna have 00:19:08.530 --> 00:19:11.619 a full webinar on that next Wednesday, April 29th. 00:19:11.619 --> 00:19:15.400 We also are going to have a webinar on motivating 00:19:15.400 --> 00:19:16.768 and managing multiple kiddos 00:19:16.768 --> 00:19:19.485 on different schedules on May 4th, 00:19:19.485 --> 00:19:23.950 and we had a webinar a few weeks ago on structuring, 00:19:23.950 --> 00:19:25.070 it was called Structuring the Day 00:19:25.070 --> 00:19:26.760 for Kids Two Through Seven, 00:19:26.760 --> 00:19:27.920 because we did it with Khan Kids, 00:19:27.920 --> 00:19:29.542 but what's really communicated there is structure 00:19:29.542 --> 00:19:32.609 and choice and connection and keeping your kids motivated 00:19:32.609 --> 00:19:34.687 and kind of bought into learning 00:19:34.687 --> 00:19:39.687 by how you might schedule some choice into their day. 00:19:39.930 --> 00:19:42.400 And so there are some other resources there for you. 00:19:42.400 --> 00:19:45.294 But next Wednesday, motivation. 00:19:45.294 --> 00:19:47.880 And then I think a big question here 00:19:47.880 --> 00:19:50.150 with these learning plans for me if I was a parent, 00:19:50.150 --> 00:19:52.038 I am a parent right now, but if I was using this at home, 00:19:52.038 --> 00:19:57.038 would be that the first week has already passed 00:19:58.292 --> 00:20:01.090 in the learning plans, or maybe this doesn't work 00:20:01.090 --> 00:20:02.330 for my kiddo in some other way 00:20:02.330 --> 00:20:03.420 in the way that it's structured. 00:20:03.420 --> 00:20:06.896 How can I adapt it to meet the needs of my own child? 00:20:06.896 --> 00:20:10.497 You might need to a different number of weeks, for example. 00:20:10.497 --> 00:20:12.990 You might need to start from an earlier grade 00:20:12.990 --> 00:20:15.190 in order to build confidence if you anticipate 00:20:15.190 --> 00:20:16.488 that your kiddo is going to struggle. 00:20:16.488 --> 00:20:19.730 You might wanna revise the goal each week, 00:20:19.730 --> 00:20:22.050 especially if your child earns a lot of points 00:20:22.050 --> 00:20:23.507 on that course challenge up front. 00:20:23.507 --> 00:20:25.833 The specific numbers that are week-by-week 00:20:25.833 --> 00:20:27.870 and those goals might not make sense, 00:20:27.870 --> 00:20:30.050 or your child might find that they get to a week 00:20:30.050 --> 00:20:31.780 where they've already earned most of the points 00:20:31.780 --> 00:20:33.310 in that unit from the course challenge, 00:20:33.310 --> 00:20:34.210 and so maybe they can work 00:20:34.210 --> 00:20:35.720 a little bit ahead to the next week. 00:20:35.720 --> 00:20:38.620 We really want you to take what's here as just inspiration 00:20:38.620 --> 00:20:40.600 to be able to design a plan that's going to work 00:20:40.600 --> 00:20:43.553 for your specific child and your specific situation. 00:20:43.553 --> 00:20:46.910 Given that the first couple of weeks have already passed 00:20:46.910 --> 00:20:47.793 that are in the learning plan, 00:20:47.793 --> 00:20:50.599 you might do something like use the 12-week plan, 00:20:50.599 --> 00:20:53.394 but start it now, instead of starting it three weeks ago, 00:20:53.394 --> 00:20:55.915 and it'll take you maybe into July. 00:20:55.915 --> 00:21:00.080 But really, we want you to just figure out 00:21:00.080 --> 00:21:03.650 a way to use this idea to build a plan 00:21:03.650 --> 00:21:06.850 with small goals for your child that will work for you. 00:21:06.850 --> 00:21:09.649 And with that, I think we're going to take some questions. 00:21:09.649 --> 00:21:13.072 I'm already seeing lots of great questions in the dock. 00:21:13.072 --> 00:21:15.193 And I'll turn it over to Dan. 00:21:19.010 --> 00:21:19.980 - Hi, everyone. 00:21:19.980 --> 00:21:21.926 Dave, I wasn't sure if you were gonna have a poll 00:21:21.926 --> 00:21:23.626 before we jump into the questions? 00:21:24.500 --> 00:21:25.950 - Oh, the poll, actually, we're gonna put 00:21:25.950 --> 00:21:27.924 as part of a survey right after the webinar 00:21:27.924 --> 00:21:30.560 on actually your advice 00:21:30.560 --> 00:21:32.620 on how we might name these learning plans. 00:21:32.620 --> 00:21:34.500 If learning plan isn't the best thing, 00:21:34.500 --> 00:21:37.070 we'll get your thoughts on that after. 00:21:37.070 --> 00:21:39.080 - Perfect, well, thanks, Dave and Vicki. 00:21:39.080 --> 00:21:39.913 Hi, everyone, I'm Dan. 00:21:39.913 --> 00:21:43.840 I'll be moderating the live QA portion of this session. 00:21:43.840 --> 00:21:46.444 Two things to do before we move into the question portion. 00:21:46.444 --> 00:21:48.215 As Dave mentioned earlier, 00:21:48.215 --> 00:21:53.215 please download the presentation in the handout section, 00:21:53.456 --> 00:21:55.900 and a recording of this, as well as the handout, 00:21:55.900 --> 00:21:57.910 will be emailed to those who registered, 00:21:57.910 --> 00:22:00.870 and we'll post a recording after this as well. 00:22:00.870 --> 00:22:04.470 And the recording and the document covers everything 00:22:04.470 --> 00:22:06.620 from the learning plans, what they're for, 00:22:06.620 --> 00:22:07.951 some of the recommendations, 00:22:07.951 --> 00:22:11.380 as well as links to other resources that we have available. 00:22:11.380 --> 00:22:13.440 And then the second thing we wanna ask of you all 00:22:13.440 --> 00:22:15.638 is if you have any questions, please add them now. 00:22:15.638 --> 00:22:18.215 I know there's already a lot of really good questions 00:22:18.215 --> 00:22:20.880 in the question box, and I'll facilitate, 00:22:20.880 --> 00:22:23.020 and Vicki and Dave will do the hard work 00:22:23.020 --> 00:22:25.640 of actually answering the questions. 00:22:25.640 --> 00:22:27.440 We already have a couple, and Vicki, 00:22:27.440 --> 00:22:29.377 this one's probably more appropriate for you. 00:22:29.377 --> 00:22:33.690 Ganesh asks, based on what Sal states today on Axios. 00:22:33.690 --> 00:22:35.469 Sal was on Axios. 00:22:35.469 --> 00:22:39.736 Understanding that kids potentially going through 00:22:39.736 --> 00:22:42.280 a five- to six-months learning loss, 00:22:42.280 --> 00:22:44.440 and forgetting another six months' worth 00:22:44.440 --> 00:22:46.367 of potential learning, kids may end up 00:22:46.367 --> 00:22:48.970 being behind a complete year, 00:22:48.970 --> 00:22:52.400 what are the practical steps we can do to bridge the gap? 00:22:52.400 --> 00:22:53.690 And actually, that's why we created 00:22:53.690 --> 00:22:55.840 these learning plans in the first place. 00:22:55.840 --> 00:22:57.320 So, Vicki? 00:22:57.320 --> 00:22:59.510 - Yeah, this just, my heart hurts so much 00:22:59.510 --> 00:23:01.930 when I think about this. 00:23:01.930 --> 00:23:03.380 And I know districts are working really hard 00:23:03.380 --> 00:23:05.030 to figure out what they're gonna do in the fall 00:23:05.030 --> 00:23:07.007 to make sure that kids aren't falling behind. 00:23:07.007 --> 00:23:10.370 what you can do as the grown-up in the meantime 00:23:10.370 --> 00:23:15.217 is to keep your kid practicing in gentle ways. 00:23:15.217 --> 00:23:19.227 Don't push math all the time in a way that makes them go, 00:23:19.227 --> 00:23:20.440 "no, I don't want to." 00:23:20.440 --> 00:23:21.920 But just gently reminding them that math 00:23:21.920 --> 00:23:23.593 is part of their life, 00:23:23.593 --> 00:23:26.200 helping them do a little bit of math every day. 00:23:26.200 --> 00:23:27.780 With my daughter, my daughter is six, 00:23:27.780 --> 00:23:29.463 and we have a lot of mathematical conversations. 00:23:29.463 --> 00:23:31.740 When I'm doing something in the kitchen, 00:23:31.740 --> 00:23:33.448 or when we're picking up her toys, we count they toys. 00:23:33.448 --> 00:23:37.560 We'll talk about math as we're walking to the park. 00:23:37.560 --> 00:23:39.831 We'll maybe estimate, does that bush have, 00:23:39.831 --> 00:23:41.650 do you think it has more than 10 flowers 00:23:41.650 --> 00:23:43.170 or less than 10 flowers? 00:23:43.170 --> 00:23:45.850 And just trying to bring in casual ways 00:23:45.850 --> 00:23:47.330 of talking about math throughout the day 00:23:47.330 --> 00:23:48.780 in natural ways to your child, 00:23:48.780 --> 00:23:50.210 and then if you can help them, 00:23:50.210 --> 00:23:52.390 if they are willing to engage 00:23:52.390 --> 00:23:53.960 with some online math learning, like what we're providing 00:23:53.960 --> 00:23:56.320 at Khan Academy, I think that's really, really beneficial 00:23:56.320 --> 00:23:57.760 to really keep them moving forward 00:23:57.760 --> 00:23:59.339 with those on grade level skills. 00:23:59.339 --> 00:24:03.360 But continue really just bringing math in. 00:24:03.360 --> 00:24:05.258 - Perfect, and Dave, we have a lot of questions 00:24:05.258 --> 00:24:06.980 around standards alignment. 00:24:06.980 --> 00:24:10.500 So from Cheryl, she's asking, thank you for doing this. 00:24:10.500 --> 00:24:11.920 Are the lessons geared toward states 00:24:11.920 --> 00:24:13.122 with high math achievements, 00:24:13.122 --> 00:24:16.460 such as Massachusetts or others such as California? 00:24:16.460 --> 00:24:17.773 And Jeanne asks a similar question. 00:24:17.773 --> 00:24:20.473 Are these based on particular states' standards? 00:24:22.240 --> 00:24:23.800 - Yeah, great question. 00:24:23.800 --> 00:24:26.030 The 3rd through 8th grade, 00:24:26.030 --> 00:24:27.710 and then the high school curations, 00:24:27.710 --> 00:24:30.197 those are gonna be common core curations. 00:24:30.197 --> 00:24:35.197 The rigor of the questions should be aligned 00:24:37.430 --> 00:24:41.040 with many of the states' summative exams, 00:24:41.040 --> 00:24:42.810 but you know, be the judge of that 00:24:42.810 --> 00:24:45.030 as you take a look yourself, 00:24:45.030 --> 00:24:47.330 and definitely consider combining the resources 00:24:47.330 --> 00:24:49.270 we have with other things that the district 00:24:49.270 --> 00:24:51.012 may be providing, other resources, 00:24:51.012 --> 00:24:54.078 especially some of the open-ended responses 00:24:54.078 --> 00:24:55.740 that they might be getting 00:24:55.740 --> 00:24:57.843 good practice on from their district. 00:24:59.100 --> 00:25:00.380 - Perfect. 00:25:00.380 --> 00:25:01.610 Vicki, we're getting a lot of questions 00:25:01.610 --> 00:25:04.654 centered around how much time a student will need 00:25:04.654 --> 00:25:07.740 for each of these units. 00:25:07.740 --> 00:25:10.450 So from Cindy asks, how much time approximately per day 00:25:10.450 --> 00:25:12.750 or per week are the schedules based on? 00:25:12.750 --> 00:25:15.303 And Lisa asked, for high school algebra one, 00:25:15.303 --> 00:25:19.090 roughly how much time should a student dedicate to this 00:25:19.090 --> 00:25:21.770 to complete everything in the 20 weeks? 00:25:21.770 --> 00:25:23.150 - That's a great question. 00:25:23.150 --> 00:25:24.850 We designed them with the assumption 00:25:24.850 --> 00:25:27.400 that your student might spend a similar amount of time 00:25:27.400 --> 00:25:28.430 to what they would spend in school, 00:25:28.430 --> 00:25:32.045 so about 45 minutes to an hour a day, five days a week 00:25:32.045 --> 00:25:34.557 for that amount of time. 00:25:34.557 --> 00:25:36.910 And the amount of time that it's gonna really require them 00:25:36.910 --> 00:25:38.930 to work through all the work is gonna depend a lot 00:25:38.930 --> 00:25:40.640 on how much they already remember 00:25:40.640 --> 00:25:42.352 and test out of in the course challenge. 00:25:42.352 --> 00:25:46.370 Some students may move much more quickly. 00:25:46.370 --> 00:25:47.827 Some students may take a little more time. 00:25:47.827 --> 00:25:50.620 It also may vary week to week depending 00:25:50.620 --> 00:25:52.710 on how much they remember in that particular unit, 00:25:52.710 --> 00:25:56.030 but that's the basic recommendation. 00:25:56.030 --> 00:25:57.591 - And kinda to piggyback off of that, 00:25:57.591 --> 00:25:59.967 Stephanie asks how do we know whether to use 00:25:59.967 --> 00:26:03.533 the 12-week or the 20-week versions? 00:26:04.598 --> 00:26:06.750 - I mean, that's really just up to you 00:26:06.750 --> 00:26:08.350 and how much time you wanna invest 00:26:08.350 --> 00:26:10.954 and whether you want your child to continue 00:26:10.954 --> 00:26:13.420 to practice math all the way up until school starts again 00:26:13.420 --> 00:26:15.380 in the fall or only through when 00:26:15.380 --> 00:26:17.049 the regular school year might've ended. 00:26:17.049 --> 00:26:20.010 You also might be deciding between the regular 00:26:20.010 --> 00:26:21.850 or on grade level learning plan 00:26:21.850 --> 00:26:23.048 and the foundational learning plan. 00:26:23.048 --> 00:26:26.661 And our thought is you might do both at the same time. 00:26:26.661 --> 00:26:29.500 You might also choose the foundational one 00:26:29.500 --> 00:26:31.692 if your child is struggling a little bit more in math, 00:26:31.692 --> 00:26:36.403 or for specific targeted topics, you might dip into that 00:26:36.403 --> 00:26:38.200 to support some learning that they're doing 00:26:38.200 --> 00:26:40.210 in the regular grade level. 00:26:40.210 --> 00:26:41.980 - And Stephanie's also asking can she switch 00:26:41.980 --> 00:26:44.100 from one to the other, and I think the answer to that 00:26:44.100 --> 00:26:45.800 is absolutely, test it out 00:26:45.800 --> 00:26:49.560 and see what's most comfortable and appropriate for you. 00:26:49.560 --> 00:26:51.220 - Yeah. 00:26:51.220 --> 00:26:55.070 - Dave, Elaine asks my 7th grader uses Khan Academy 00:26:55.070 --> 00:26:56.157 for math all the time. 00:26:56.157 --> 00:26:57.663 How is this different? 00:26:59.000 --> 00:27:00.780 - Well, the content should be similar. 00:27:00.780 --> 00:27:04.050 The student experience on getting mastery points 00:27:04.050 --> 00:27:05.401 looks similar, as well, 00:27:05.401 --> 00:27:08.020 but two things might feel different for them. 00:27:08.020 --> 00:27:10.374 One would be having a really clear goal, 00:27:10.374 --> 00:27:14.180 and second might be the extra involvement from you, 00:27:14.180 --> 00:27:16.370 and those, I think, can make a really big difference 00:27:16.370 --> 00:27:18.290 with the way they engage with math. 00:27:18.290 --> 00:27:19.987 But again, the actual content 00:27:19.987 --> 00:27:24.094 and the mastery learning plans, or system, 00:27:24.094 --> 00:27:27.403 is the same as in regular school year. 00:27:28.910 --> 00:27:30.530 - And a little bit related to that, Dave, 00:27:30.530 --> 00:27:32.830 Angela's asking if my child's already doing Khan Academy 00:27:32.830 --> 00:27:35.704 with his class, would you still recommend him 00:27:35.704 --> 00:27:37.403 doing the learning plan? 00:27:39.550 --> 00:27:41.184 - I would recommend having a conversation with them 00:27:41.184 --> 00:27:43.079 and just seeing how they're feeling 00:27:43.079 --> 00:27:45.630 about clarity on what they should be working on. 00:27:45.630 --> 00:27:48.547 If the answer comes back a little tepid of like, 00:27:48.547 --> 00:27:51.490 oh, we're not really receiving much to work on, 00:27:51.490 --> 00:27:53.700 because it is pretty difficult for many districts 00:27:53.700 --> 00:27:56.650 to just get enough learning resources out there 00:27:56.650 --> 00:27:59.241 in a short amount of time, then this could supplement that. 00:27:59.241 --> 00:28:01.600 But if they seem to already have a full plate 00:28:01.600 --> 00:28:04.424 of math practice coming from their teacher and district, 00:28:04.424 --> 00:28:07.095 then that might be a signal that these learning plans 00:28:07.095 --> 00:28:08.793 aren't necessary at this time. 00:28:09.916 --> 00:28:11.650 - And, Vicki, we have a question. 00:28:11.650 --> 00:28:14.427 We talked about grade level and foundational things, 00:28:14.427 --> 00:28:16.670 but there's a question, where would you start 00:28:16.670 --> 00:28:19.580 if your child's working well above grade level? 00:28:19.580 --> 00:28:21.410 - Yeah, I would start with the course challenge 00:28:21.410 --> 00:28:22.400 for the next grade level 00:28:22.400 --> 00:28:23.780 or the course challenge for this grade level. 00:28:23.780 --> 00:28:27.090 That's a really good way for your child to very quickly, 00:28:27.090 --> 00:28:28.580 in just about 30 or 45 minutes, 00:28:28.580 --> 00:28:30.201 get credit for the things that they already know 00:28:30.201 --> 00:28:33.400 and make sure that they don't create any gaps 00:28:33.400 --> 00:28:34.634 in things that they don't know. 00:28:34.634 --> 00:28:37.713 But that's a great way to kind of accelerate progress. 00:28:38.629 --> 00:28:41.650 - Dave, we're getting quite a few questions 00:28:41.650 --> 00:28:43.430 on how do I track my kid's progress? 00:28:43.430 --> 00:28:44.550 How should I think about it? 00:28:44.550 --> 00:28:47.383 So, Angela Degotti asks, how do you see 00:28:52.136 --> 00:28:54.827 how your child's doing in these skills? 00:28:55.860 --> 00:28:58.960 - Yeah, so we sort of touched on this within the webinar, 00:28:58.960 --> 00:29:01.001 that the data available on the parent dashboards 00:29:01.001 --> 00:29:04.020 is probably not gonna be as detailed as you're looking for, 00:29:04.020 --> 00:29:05.610 since it was not created 00:29:05.610 --> 00:29:07.860 with the homeschool mentality in mind. 00:29:07.860 --> 00:29:09.520 That being said, you have two options. 00:29:09.520 --> 00:29:11.280 First option is you could actually 00:29:11.280 --> 00:29:13.885 create a teacher account and enroll your kid 00:29:13.885 --> 00:29:17.420 as your own student, and then you will get detailed data, 00:29:17.420 --> 00:29:18.700 and there's a lot of resources 00:29:18.700 --> 00:29:22.440 on our site for the teacher data reports. 00:29:22.440 --> 00:29:25.050 Or you could just have them show you their screen 00:29:25.050 --> 00:29:26.590 and have a conversation about it, 00:29:26.590 --> 00:29:28.540 and that's our primary recommendation, 00:29:28.540 --> 00:29:29.801 'cause it doesn't require you to know 00:29:29.801 --> 00:29:32.253 all the ins and outs of our teacher reports. 00:29:33.730 --> 00:29:35.320 - And I think we have time for one more question, 00:29:35.320 --> 00:29:36.960 and Vicki, this one will be for you. 00:29:36.960 --> 00:29:38.130 What's the difference between 00:29:38.130 --> 00:29:40.580 the super ultra strong foundation plan 00:29:40.580 --> 00:29:43.463 versus the super fun plan, and then related to that, 00:29:43.463 --> 00:29:46.760 is the 20-week just more content, or is it the same, 00:29:46.760 --> 00:29:49.510 but just spread out over a different number of weeks? 00:29:49.510 --> 00:29:53.430 - Yeah, the difference between the first, 00:29:53.430 --> 00:29:54.730 I can't remember how we structured them, 00:29:54.730 --> 00:29:57.770 or what we called them, whether super fun or super great, 00:29:57.770 --> 00:30:00.117 but the first learning plan, the grade level, 00:30:00.117 --> 00:30:01.730 3rd grade course, 6th grade course, 00:30:01.730 --> 00:30:03.760 is just the grade level content that your student 00:30:03.760 --> 00:30:05.280 would've gotten at school this year. 00:30:05.280 --> 00:30:07.080 It's the content from the entire grade, 00:30:07.080 --> 00:30:08.663 not starting now, but the entire grade 00:30:08.663 --> 00:30:11.333 in that grade level course. 00:30:11.333 --> 00:30:14.540 The foundational one, the one that says foundational 00:30:14.540 --> 00:30:16.890 and the name of it, is a related course, 00:30:16.890 --> 00:30:19.890 like early math, arithmetic, that has more basic skills 00:30:19.890 --> 00:30:21.480 that probably have that grade level skill, 00:30:21.480 --> 00:30:23.280 but also stretch back a couple grades 00:30:23.280 --> 00:30:25.560 to bring in some core skills to really build 00:30:25.560 --> 00:30:28.510 a strong foundation of earlier mathematics 00:30:28.510 --> 00:30:31.806 and math fundamentals, so that's the difference there. 00:30:31.806 --> 00:30:36.660 I would say try to do both, 00:30:36.660 --> 00:30:38.139 or lean in to the grade level one, 00:30:38.139 --> 00:30:39.700 unless you're child's struggling, 00:30:39.700 --> 00:30:40.920 and then lean in to the foundational one. 00:30:40.920 --> 00:30:42.775 And the difference between 20 and 12 weeks, 00:30:42.775 --> 00:30:44.802 they're both the whole course. 00:30:44.802 --> 00:30:48.250 In the 12-week, we pulled out some of the units 00:30:48.250 --> 00:30:50.550 that are a little bit less critical. 00:30:50.550 --> 00:30:51.960 They're still, all math is important, 00:30:51.960 --> 00:30:53.950 but maybe the less critical for that grade level, 00:30:53.950 --> 00:30:55.833 and put them as optional at the end. 00:30:55.833 --> 00:30:58.130 So the 12 weeks just really breaks up 00:30:58.130 --> 00:31:00.760 the most important key skills from that grade, 00:31:00.760 --> 00:31:02.383 and then it says, if you have extra time, 00:31:02.383 --> 00:31:05.560 here's the other units that you're gonna wanna work on. 00:31:05.560 --> 00:31:07.430 Whereas the 20 week just embeds the whole thing 00:31:07.430 --> 00:31:10.110 in the order you would normally do it. 00:31:10.110 --> 00:31:12.120 - Perfect, so I think we're at time. 00:31:12.120 --> 00:31:13.860 Thank you, Dave, and thank you, Vicki, 00:31:13.860 --> 00:31:14.961 for sharing your expertise. 00:31:14.961 --> 00:31:17.250 And we wanted to thank all of you, our audience, 00:31:17.250 --> 00:31:18.380 for taking the time out of 00:31:18.380 --> 00:31:20.095 your busy afternoons to be with us. 00:31:20.095 --> 00:31:22.700 We know you're extremely busy and we appreciate you 00:31:22.700 --> 00:31:24.210 investing your time in this session. 00:31:24.210 --> 00:31:27.810 If you missed something or you wanna go back and play, 00:31:27.810 --> 00:31:29.503 replay something, we know this is a lot to cover 00:31:29.503 --> 00:31:32.117 in a short period of time, this recording, 00:31:32.117 --> 00:31:33.960 it will post it tomorrow. 00:31:33.960 --> 00:31:35.830 It'll be made available for those who registered. 00:31:35.830 --> 00:31:37.690 It'll automatically be sent to you in an email, 00:31:37.690 --> 00:31:40.005 along with the presentation. 00:31:40.005 --> 00:31:44.250 And we do have quite a few other resources available 00:31:44.250 --> 00:31:46.331 at khanacademy.org, so if you go there, 00:31:46.331 --> 00:31:48.480 there's gonna be a blue ribbon at the top 00:31:48.480 --> 00:31:50.490 speaking specifically to remote learning, 00:31:50.490 --> 00:31:52.481 so you could always check that out. 00:31:52.481 --> 00:31:55.490 We're making updates quite frequently, every day, in fact. 00:31:55.490 --> 00:31:58.700 So you can always go to khanacademy.org. 00:31:58.700 --> 00:32:00.680 And then before we sign off, we wanna ask you 00:32:00.680 --> 00:32:03.260 to do us one more favor, and please take the poll 00:32:03.260 --> 00:32:05.316 that pops up at the very end of this webinar, 00:32:05.316 --> 00:32:07.220 and let us know two things. 00:32:07.220 --> 00:32:10.880 First, how could we make future iterations 00:32:10.880 --> 00:32:12.664 of this session even better for you all? 00:32:12.664 --> 00:32:15.230 And then what kind of sessions would you like to see next? 00:32:15.230 --> 00:32:17.410 We've been asking this at the end of each webinar, 00:32:17.410 --> 00:32:21.233 and it's helping us plan what's most useful for you all. 00:32:21.233 --> 00:32:23.400 Please be sure to do that, 00:32:23.400 --> 00:32:25.030 and then Dave mentioned the poll, 00:32:25.030 --> 00:32:28.100 in terms of actually how to name these 00:32:28.100 --> 00:32:29.510 in a way that resonates with you all. 00:32:29.510 --> 00:32:31.517 So please fill that out for us. 00:32:31.517 --> 00:32:34.160 And in closing, we know you're juggling 00:32:34.160 --> 00:32:35.875 a lot as parents right now. 00:32:35.875 --> 00:32:39.560 This is uncharted territory, you're asking to be a parent 00:32:39.560 --> 00:32:43.530 as well as a teacher, and we wanna be here to support you. 00:32:43.530 --> 00:32:45.480 And one more thing is just we want, 00:32:45.480 --> 00:32:47.557 we here at Khan Academy want to remind you 00:32:47.557 --> 00:32:49.103 to be kind to yourselves. 00:32:49.103 --> 00:32:52.600 These schedules may appear to be a lot. 00:32:52.600 --> 00:32:53.830 They're really recommendations. 00:32:53.830 --> 00:32:58.560 Use them in a way that you feel like it's most appropriate, 00:32:58.560 --> 00:33:01.137 and don't feel pressured to complete all 20 weeks. 00:33:01.137 --> 00:33:03.581 You wanna try to get through as much as you can 00:33:03.581 --> 00:33:06.010 in a way that feels right for you. 00:33:06.010 --> 00:33:09.040 And from all of us at Khan Academy, thanks again, 00:33:09.040 --> 00:33:11.253 and thanks for joining us, and goodbye.

Gas mixtures and partial pressures

https://www.youtube.com/watch?v=A2xi-jEqpmg

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https://www.youtube.com/api/timedtext?v=A2xi-jEqpmg&ei=WliUZejBM4TpxN8PjM240Ao&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245962&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=58F72DAF257BA9FDE61CEC34C63F7BEC37BC4FA2.5ED7EDCE224FF5E7F3A37313EDB42366DC60E14C&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.420 --> 00:00:01.253 - [Instructor] In this video, 00:00:01.253 --> 00:00:03.710 we're going to introduce ourselves to the idea 00:00:03.710 --> 00:00:08.480 of partial pressure due to ideal gases. 00:00:08.480 --> 00:00:10.150 And the way to think about it is 00:00:10.150 --> 00:00:13.360 imagine some type of a container, 00:00:13.360 --> 00:00:16.790 and you don't just have one type of gas in that container. 00:00:16.790 --> 00:00:19.250 You have more than one type of gas. 00:00:19.250 --> 00:00:24.040 So let's say you have gas one that is in this white color. 00:00:24.040 --> 00:00:25.820 And obviously, I'm not drawing it to scale, 00:00:25.820 --> 00:00:29.360 and I'm just drawing those gas molecules moving around. 00:00:29.360 --> 00:00:32.400 You have gas two in this yellow color. 00:00:32.400 --> 00:00:35.760 You have gas three in this blue color. 00:00:35.760 --> 00:00:38.670 It turns out that people have been able to observe 00:00:38.670 --> 00:00:41.780 that the total pressure in this system 00:00:41.780 --> 00:00:43.290 and you could imagine that's being exerted 00:00:43.290 --> 00:00:44.360 on the inside of the wall, 00:00:44.360 --> 00:00:45.850 or if you put anything in this container, 00:00:45.850 --> 00:00:48.590 the pressure, the force per area that would be exerted 00:00:48.590 --> 00:00:51.390 on that thing is equal to the sum 00:00:51.390 --> 00:00:55.280 of the pressures contributed from each of these gases 00:00:55.280 --> 00:00:58.770 or the pressure that each gas would exert on its own. 00:00:58.770 --> 00:01:01.260 So this is going to be equal to 00:01:01.260 --> 00:01:03.910 the partial pressure due to gas one 00:01:03.910 --> 00:01:07.200 plus the partial pressure due to gas two 00:01:07.200 --> 00:01:11.530 plus the partial pressure due to gas three. 00:01:11.530 --> 00:01:13.750 And this makes sense mathematically 00:01:13.750 --> 00:01:17.110 from the ideal gas law that we have seen before. 00:01:17.110 --> 00:01:18.900 Remember, the ideal gas law tells us 00:01:18.900 --> 00:01:22.580 that pressure times volume is equal to the number of moles 00:01:22.580 --> 00:01:27.140 times the ideal gas constant times the temperature. 00:01:27.140 --> 00:01:29.380 And so if you were to solve for pressure here, 00:01:29.380 --> 00:01:30.790 just divide both sides by volume. 00:01:30.790 --> 00:01:32.540 You'd get pressure is equal to nR 00:01:33.900 --> 00:01:36.260 times T over volume. 00:01:36.260 --> 00:01:40.160 And so we can express both sides of this equation that way. 00:01:40.160 --> 00:01:44.350 Our total pressure, that would be our total number of moles. 00:01:44.350 --> 00:01:47.040 So let me write it this way, n total 00:01:47.040 --> 00:01:48.900 times the ideal gas constant 00:01:48.900 --> 00:01:51.130 times our temperature in kelvin 00:01:51.130 --> 00:01:53.580 divided by the volume of our container. 00:01:53.580 --> 00:01:55.910 And that's going to be equal to, 00:01:55.910 --> 00:01:58.290 so the pressure due to gas one, 00:01:58.290 --> 00:02:00.770 that's going to be the number of moles of gas one, 00:02:00.770 --> 00:02:04.620 times the ideal gas constant times the temperature, 00:02:04.620 --> 00:02:06.730 the temperature is not going to be different for each gas, 00:02:06.730 --> 00:02:09.020 we're assuming they're all in the same environment, 00:02:09.020 --> 00:02:10.710 divided by the volume. 00:02:10.710 --> 00:02:12.530 And once again, the volume is going to be the same. 00:02:12.530 --> 00:02:14.910 They're all in the same container in this situation. 00:02:14.910 --> 00:02:19.460 And then we would add that to the number of moles of gas two 00:02:19.460 --> 00:02:21.930 times the ideal gas constant, which once again is going 00:02:21.930 --> 00:02:23.680 to be the same for all of the gases, 00:02:23.680 --> 00:02:26.270 times the temperature divided by the volume. 00:02:26.270 --> 00:02:27.920 And then to that, 00:02:27.920 --> 00:02:30.150 we could add the number of moles of gas three 00:02:30.150 --> 00:02:31.940 times the ideal gas constant 00:02:31.940 --> 00:02:35.030 times the temperature divided by the volume. 00:02:35.030 --> 00:02:37.200 Now, I just happen to have three gases here, 00:02:37.200 --> 00:02:39.450 but you could clearly keep going 00:02:39.450 --> 00:02:43.460 and keep adding more gases into this container. 00:02:43.460 --> 00:02:45.640 But when you look at it mathematically like this, 00:02:45.640 --> 00:02:48.450 you can see that the right-hand side, 00:02:48.450 --> 00:02:51.760 we can factor out the RT over V. 00:02:51.760 --> 00:02:55.800 And if you do that, you are going to get n one 00:02:55.800 --> 00:02:58.530 plus n two 00:02:58.530 --> 00:03:00.963 plus n three, 00:03:02.010 --> 00:03:05.930 let me close those parentheses, times RT, 00:03:05.930 --> 00:03:08.230 RT over V. 00:03:08.230 --> 00:03:11.290 And this right over here is the exact same thing 00:03:11.290 --> 00:03:13.130 as our total number of moles. 00:03:13.130 --> 00:03:16.000 If you say the number of moles of gas one 00:03:16.000 --> 00:03:17.770 plus the number of moles of gas two 00:03:17.770 --> 00:03:19.340 plus the number of moles of gas three, 00:03:19.340 --> 00:03:21.590 that's going to give you the total number of moles 00:03:21.590 --> 00:03:24.450 of gas that you have in the container. 00:03:24.450 --> 00:03:28.600 So this makes sense mathematically and logically. 00:03:28.600 --> 00:03:30.850 And we can use these mathematical ideas 00:03:30.850 --> 00:03:32.170 to answer other questions 00:03:32.170 --> 00:03:34.670 or to come up with other ways of thinking about it. 00:03:34.670 --> 00:03:37.860 For example, let's say that we knew 00:03:37.860 --> 00:03:41.340 that the total pressure in our container 00:03:41.340 --> 00:03:43.310 due to all of the gases 00:03:43.310 --> 00:03:46.350 is four atmospheres. 00:03:46.350 --> 00:03:50.870 And let's say we know that the total number of moles 00:03:50.870 --> 00:03:54.640 in the container is equal to 00:03:54.640 --> 00:03:57.020 eight moles. 00:03:57.020 --> 00:03:59.320 And let's say we know 00:03:59.320 --> 00:04:02.640 that the number of moles of gas three 00:04:02.640 --> 00:04:05.610 is equal to two moles. 00:04:05.610 --> 00:04:07.590 Can we use this information to figure out 00:04:07.590 --> 00:04:11.880 what is going to be the partial pressure due to gas three? 00:04:11.880 --> 00:04:14.860 Pause this video, and try to think about that. 00:04:14.860 --> 00:04:17.190 Well, one way you could think about it is 00:04:17.190 --> 00:04:20.580 the partial pressure due to gas three 00:04:20.580 --> 00:04:23.183 over the total pressure, 00:04:24.150 --> 00:04:28.003 over the total pressure is going to be equal to, 00:04:29.140 --> 00:04:30.820 if we just look at this piece right over here, 00:04:30.820 --> 00:04:31.790 it's going to be this. 00:04:31.790 --> 00:04:35.380 It's going to be the number of moles of gas three 00:04:35.380 --> 00:04:36.900 times the ideal gas constant 00:04:36.900 --> 00:04:39.930 times the temperature divided by the volume. 00:04:39.930 --> 00:04:42.600 And then the total pressure, 00:04:42.600 --> 00:04:45.010 well, that's just going to be this expression. 00:04:45.010 --> 00:04:48.500 So the total number of moles times the ideal gas constant 00:04:48.500 --> 00:04:49.780 times that same temperature, 00:04:49.780 --> 00:04:51.350 'cause they're all in the same environment, 00:04:51.350 --> 00:04:52.820 divided by that same volume. 00:04:52.820 --> 00:04:54.030 They're in the same container. 00:04:54.030 --> 00:04:57.170 And you can see very clearly that the RT over V is 00:04:57.170 --> 00:04:58.590 in the numerator and the denominator, 00:04:58.590 --> 00:05:00.540 so they're going to cancel out. 00:05:00.540 --> 00:05:02.890 And we get this idea that the, 00:05:02.890 --> 00:05:03.980 I'll write it down here, 00:05:03.980 --> 00:05:08.070 the partial pressure due to gas three over 00:05:08.070 --> 00:05:09.250 the total pressure 00:05:10.760 --> 00:05:12.290 is equal to 00:05:13.800 --> 00:05:17.640 the number of moles of gas three 00:05:17.640 --> 00:05:20.736 divided by the total, 00:05:20.736 --> 00:05:22.230 total number of moles. 00:05:22.230 --> 00:05:24.560 And this quantity right over here, 00:05:24.560 --> 00:05:27.420 this is known as the mole fraction. 00:05:27.420 --> 00:05:28.430 Let me just write that down. 00:05:28.430 --> 00:05:29.680 It's a useful concept. 00:05:29.680 --> 00:05:32.850 And you can see the mole fraction can help you figure out 00:05:32.850 --> 00:05:34.620 what the partial pressure is going to be. 00:05:34.620 --> 00:05:38.100 So for this example, if we just substitute the numbers, 00:05:38.100 --> 00:05:42.140 we know that the total pressure is four. 00:05:42.140 --> 00:05:45.600 We know that the total number of moles is eight. 00:05:45.600 --> 00:05:46.800 We know that the moles, 00:05:46.800 --> 00:05:50.660 the number of moles of gas three is two. 00:05:50.660 --> 00:05:51.890 And then we can just solve. 00:05:51.890 --> 00:05:54.260 We get, let me just do it, write it over here, 00:05:54.260 --> 00:05:56.460 I'll write it in one color, 00:05:56.460 --> 00:05:59.970 that the partial pressure due to gas three over four 00:05:59.970 --> 00:06:02.930 is equal to two over eight, is equal to 1/4. 00:06:02.930 --> 00:06:04.640 And so you can just pattern match this, 00:06:04.640 --> 00:06:07.990 or you can multiply both sides by four 00:06:07.990 --> 00:06:12.200 to figure out that the partial pressure due to gas three 00:06:12.200 --> 00:06:14.730 is going to be one. 00:06:14.730 --> 00:06:17.090 And since we were dealing with units of atmosphere 00:06:17.090 --> 00:06:20.330 for the total pressure, this is going to be one atmosphere. 00:06:20.330 --> 00:06:21.603 And we'd be done.

The ideal gas law (PV = nRT)

https://www.youtube.com/watch?v=qObcdZj8YTM

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https://www.youtube.com/api/timedtext?v=qObcdZj8YTM&ei=WliUZd_TM_S_p-oPi-2K-AI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245962&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=16B673999E8A10F745B2B3F7872AB79188B79EAB.45342144E39662969C4EF557C5317285084A1FFB&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.160 --> 00:00:01.330 - [Instructor] In this video we're gonna talk 00:00:01.330 --> 00:00:05.070 about ideal gasses and how we can describe 00:00:05.070 --> 00:00:06.760 what's going on with them. 00:00:06.760 --> 00:00:08.460 So the first question you might be wondering is, 00:00:08.460 --> 00:00:10.850 what is an ideal gas? 00:00:10.850 --> 00:00:13.620 And it really is a bit of a theoretical construct 00:00:13.620 --> 00:00:16.590 that helps us describe a lot of what's going on 00:00:16.590 --> 00:00:18.280 in the gas world, or at least close 00:00:18.280 --> 00:00:20.470 to what's going on in the gas world. 00:00:20.470 --> 00:00:22.710 So in an ideal gas, we imagined 00:00:22.710 --> 00:00:27.160 that the individual particles of the gas don't interact. 00:00:27.160 --> 00:00:31.913 So particles, particles don't interact. 00:00:33.750 --> 00:00:36.260 And obviously we know that's not generally true. 00:00:36.260 --> 00:00:39.060 There's generally some light intermolecular forces 00:00:39.060 --> 00:00:40.690 as they get close to each other 00:00:40.690 --> 00:00:42.560 or as they pass by each other 00:00:42.560 --> 00:00:44.380 or if they collide into each other. 00:00:44.380 --> 00:00:47.100 But for the sake of what we're going to study in this video, 00:00:47.100 --> 00:00:49.230 we'll assume that they don't interact. 00:00:49.230 --> 00:00:50.580 And we'll also assume 00:00:50.580 --> 00:00:53.920 that the particles don't take up any volume. 00:00:53.920 --> 00:00:58.600 Don't take up volume. 00:00:58.600 --> 00:01:00.630 Now, we know that that isn't exactly true, 00:01:00.630 --> 00:01:04.180 that individual molecules of course do take up volume. 00:01:04.180 --> 00:01:06.010 But this is a reasonable assumption, 00:01:06.010 --> 00:01:07.740 because generally speaking, it might be 00:01:07.740 --> 00:01:11.030 a very, very infinitesimally small fraction 00:01:11.030 --> 00:01:13.580 of the total volume of the space 00:01:13.580 --> 00:01:15.250 that they are bouncing around in. 00:01:15.250 --> 00:01:17.180 And so these are the two assumptions we make 00:01:17.180 --> 00:01:18.810 when we talk about ideal gasses. 00:01:18.810 --> 00:01:21.340 That's why we're using the word ideal. 00:01:21.340 --> 00:01:24.650 In future videos we'll talk about non-ideal behavior. 00:01:24.650 --> 00:01:26.560 But it allows us to make some simplifications 00:01:26.560 --> 00:01:29.430 that approximate a lot of the world. 00:01:29.430 --> 00:01:32.870 So let's think about how we can describe ideal gasses. 00:01:32.870 --> 00:01:34.840 We can think about the volume 00:01:34.840 --> 00:01:37.630 of the container that they are in. 00:01:37.630 --> 00:01:40.920 We could imagine the pressure that they would exert 00:01:40.920 --> 00:01:43.570 on say the inside of the container. 00:01:43.570 --> 00:01:44.950 That's how I visualize it. 00:01:44.950 --> 00:01:46.990 Although, that pressure would be the same 00:01:46.990 --> 00:01:49.940 at any point inside of the container. 00:01:49.940 --> 00:01:51.360 We can think about the temperature. 00:01:51.360 --> 00:01:52.920 And we wanna do it in absolute scale, 00:01:52.920 --> 00:01:55.970 so we generally measure temperature in kelvin. 00:01:55.970 --> 00:01:57.240 And then we could also think 00:01:57.240 --> 00:02:01.090 about just how much of that gas we have. 00:02:01.090 --> 00:02:04.500 And we can measure that in terms of number of moles. 00:02:04.500 --> 00:02:07.100 And so that's what this lowercase n is. 00:02:07.100 --> 00:02:09.290 So let's think about how these four things 00:02:09.290 --> 00:02:11.190 can relate to each other. 00:02:11.190 --> 00:02:14.050 So let's just always put volume on the left-hand side. 00:02:14.050 --> 00:02:17.190 How does volume relate to pressure? 00:02:17.190 --> 00:02:20.790 Well, what I imagine is, if I have a balloon like this 00:02:20.790 --> 00:02:23.990 and I have some gas in the balloon, 00:02:23.990 --> 00:02:26.740 if I try to decrease the volume 00:02:26.740 --> 00:02:28.640 by making it a smaller balloon 00:02:28.640 --> 00:02:30.470 without letting out any other air 00:02:30.470 --> 00:02:32.200 or without changing the temperature, 00:02:32.200 --> 00:02:34.690 so I'm not changing T and n, 00:02:34.690 --> 00:02:36.690 what's going to happen to the pressure? 00:02:36.690 --> 00:02:39.640 Well, that gas is going to, per square inch 00:02:39.640 --> 00:02:42.200 or per square area, exert more and more force. 00:02:42.200 --> 00:02:46.590 It gets harder and harder for me to squeeze that balloon. 00:02:46.590 --> 00:02:49.730 So as volume goes down, pressure goes up. 00:02:49.730 --> 00:02:52.720 Or likewise, if I were to make the container bigger, 00:02:52.720 --> 00:02:55.020 not changing, once again, the temperature 00:02:55.020 --> 00:02:58.390 or the number of moles I have inside of the container, 00:02:58.390 --> 00:03:00.630 it's going to lower the pressure. 00:03:00.630 --> 00:03:02.740 So it looks like volume and pressure move 00:03:02.740 --> 00:03:04.430 inversely with each other. 00:03:04.430 --> 00:03:07.770 So what we could say is that volume is proportional 00:03:07.770 --> 00:03:12.770 to one over pressure, the inverse of pressure. 00:03:13.260 --> 00:03:14.950 Or you could say that pressure is proportional 00:03:14.950 --> 00:03:16.580 to the inverse of volume. 00:03:16.580 --> 00:03:18.430 This just means proportional to. 00:03:18.430 --> 00:03:19.990 Which means that volume would be equal 00:03:19.990 --> 00:03:24.620 to some constant divided by pressure in this case. 00:03:24.620 --> 00:03:28.443 Now how does volume relate to temperature? 00:03:29.430 --> 00:03:31.680 Well, if I start with my balloon example, 00:03:31.680 --> 00:03:35.690 and you could run this example if you don't believe me, 00:03:35.690 --> 00:03:38.150 if you take a balloon and you were 00:03:38.150 --> 00:03:41.120 to blow it up at room temperature, 00:03:41.120 --> 00:03:43.500 and then if you were to put it into the fridge, 00:03:43.500 --> 00:03:45.200 you should see what happens. 00:03:45.200 --> 00:03:46.530 It's going to shrink. 00:03:46.530 --> 00:03:49.020 And you might say, "Why is it shrinking?" 00:03:49.020 --> 00:03:50.180 Well, you could imagine 00:03:50.180 --> 00:03:52.370 that the particles inside the balloon are 00:03:52.370 --> 00:03:54.320 a little less vigorous at that point. 00:03:54.320 --> 00:03:57.350 They have lower individual kinetic energies. 00:03:57.350 --> 00:04:00.400 And so in order for them to exert the same pressure 00:04:00.400 --> 00:04:03.050 to offset atmospheric pressure on the outside, 00:04:03.050 --> 00:04:06.290 you are going to have a lower volume. 00:04:06.290 --> 00:04:11.290 And so volume you could say is proportional to temperature. 00:04:11.500 --> 00:04:16.310 Now how does volume compare to number of moles? 00:04:16.310 --> 00:04:17.143 Well, think about it. 00:04:17.143 --> 00:04:19.070 If you blow air into a balloon, 00:04:19.070 --> 00:04:21.330 you're putting more moles into that balloon. 00:04:21.330 --> 00:04:24.260 And holding pressure and temperature constant, 00:04:24.260 --> 00:04:27.120 you are going to increase the volume. 00:04:27.120 --> 00:04:30.500 So volume is proportional to the number of moles. 00:04:30.500 --> 00:04:31.850 If you were to take air out, 00:04:31.850 --> 00:04:33.880 you're also going to decrease the volume, 00:04:33.880 --> 00:04:36.920 keeping pressure and temperature constant. 00:04:36.920 --> 00:04:39.290 So we can use these three relationships, 00:04:39.290 --> 00:04:40.520 and these are actually known as, 00:04:40.520 --> 00:04:42.360 this first one is known as Boyle's law, 00:04:42.360 --> 00:04:45.290 this is Charles' law, this is Avogadro's law. 00:04:45.290 --> 00:04:49.100 But you can combine them to realize that volume is going 00:04:49.100 --> 00:04:53.910 to be proportional to the number of moles times 00:04:53.910 --> 00:04:58.560 the temperature divided by the pressure. 00:04:58.560 --> 00:05:01.840 Divided by the pressure. 00:05:01.840 --> 00:05:04.150 Or another way to say it is, you could say 00:05:04.150 --> 00:05:08.410 that volume is going to be equal to some constant, 00:05:08.410 --> 00:05:10.860 that's what proportionality is just talking about, 00:05:10.860 --> 00:05:14.600 is gonna be equal to some constant, let's call it R, 00:05:14.600 --> 00:05:15.947 times all of this business, 00:05:15.947 --> 00:05:20.947 RnT over P. 00:05:21.320 --> 00:05:23.210 Over P. 00:05:23.210 --> 00:05:25.130 Or another way to think about it is 00:05:25.130 --> 00:05:28.800 we can multiply both sides by P. 00:05:28.800 --> 00:05:29.820 And what will you get? 00:05:29.820 --> 00:05:34.700 We will get P times V, this might be looking 00:05:34.700 --> 00:05:37.230 somewhat familiar to some of you, is equal 00:05:37.230 --> 00:05:39.720 to, and I'll just change the order right over here, 00:05:39.720 --> 00:05:43.400 n, which is the number of moles, 00:05:43.400 --> 00:05:48.300 times some constant times T, 00:05:48.300 --> 00:05:50.840 our temperature measured in kelvin. 00:05:50.840 --> 00:05:53.690 And this relationship right over here, PV is equal 00:05:53.690 --> 00:05:56.520 to nRT, is one of the most useful things in chemistry. 00:05:56.520 --> 00:05:59.040 And it's known as the ideal gas law. 00:05:59.040 --> 00:06:00.810 And in future videos we're going to apply it 00:06:00.810 --> 00:06:03.640 over and over again to see how useful it is. 00:06:03.640 --> 00:06:05.477 Now, one question you might be wondering is, 00:06:05.477 --> 00:06:06.950 "What is this constant?" 00:06:06.950 --> 00:06:08.910 It's known as the ideal gas constant. 00:06:08.910 --> 00:06:11.380 And you can look it up, but it's going to be dependent 00:06:11.380 --> 00:06:13.320 on what units you use for a pressure 00:06:13.320 --> 00:06:15.720 or volume and temperature. 00:06:15.720 --> 00:06:18.283 And we will see that in future videos.

London dispersion forces

https://www.youtube.com/watch?v=5OT5l-NZS24

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WEBVTT Kind: captions Language: en 00:00:00.270 --> 00:00:01.560 - [Instructor] What we're going to do in this video 00:00:01.560 --> 00:00:05.280 is start talking about forces that exist between 00:00:05.280 --> 00:00:08.840 even neutral atoms, or neutral molecules. 00:00:08.840 --> 00:00:11.100 The first of these intermolecular forces 00:00:11.100 --> 00:00:15.350 we will talk about are London dispersion forces. 00:00:15.350 --> 00:00:17.450 So it sounds very fancy but it's actually 00:00:17.450 --> 00:00:20.740 a pretty interesting and almost intuitive phenomenon. 00:00:20.740 --> 00:00:22.830 So we are used to thinking about atoms, 00:00:22.830 --> 00:00:24.430 and let's just say we have a neutral atom. 00:00:24.430 --> 00:00:26.920 So it has the same number of proton and electrons. 00:00:26.920 --> 00:00:29.336 And so those are all the protons 00:00:29.336 --> 00:00:31.810 and the neutrons in the nucleus. 00:00:31.810 --> 00:00:34.600 And then it'll have a cloud of electrons. 00:00:34.600 --> 00:00:36.640 So I'm just imagining all these electrons 00:00:36.640 --> 00:00:37.680 kinda jumping around. 00:00:37.680 --> 00:00:39.880 That's how I'm going to represent it. 00:00:39.880 --> 00:00:43.090 And let's imagine, and this is definitely not drawn to scale 00:00:43.090 --> 00:00:45.960 the nucleus would actually be much smaller if it was. 00:00:45.960 --> 00:00:47.967 But let's say that there's an adjacent atom 00:00:47.967 --> 00:00:50.080 right over here and it's also neutral. 00:00:50.080 --> 00:00:51.600 Maybe it's the same type of atom. 00:00:51.600 --> 00:00:53.910 It could be different, but we're gonna say it's neutral. 00:00:53.910 --> 00:00:56.970 And it also has an electron cloud. 00:00:56.970 --> 00:01:00.160 And so if these are both neutral in charge, 00:01:00.160 --> 00:01:02.660 how would they be attracted to each other? 00:01:02.660 --> 00:01:05.810 And that's what London dispersion forces actually explain. 00:01:05.810 --> 00:01:09.220 Because we have observed that even neutral atoms 00:01:09.220 --> 00:01:12.920 and neutral molecules can get attracted to each other. 00:01:12.920 --> 00:01:15.180 And the way to think about it is, 00:01:15.180 --> 00:01:18.830 electrons are constantly jumping around, probabilistically. 00:01:18.830 --> 00:01:21.440 They're in this probability density cloud 00:01:21.440 --> 00:01:24.200 where an electron could be anywhere at any given moment. 00:01:24.200 --> 00:01:26.970 But they're not always going to be evenly distributed. 00:01:26.970 --> 00:01:29.160 You can imagine that there is a moment 00:01:29.160 --> 00:01:32.880 where that left atom might look like this, just for moment, 00:01:32.880 --> 00:01:35.930 where maybe slightly more of the electrons 00:01:35.930 --> 00:01:39.520 are spending time on the left side of the atom 00:01:39.520 --> 00:01:41.090 than on the right side. 00:01:41.090 --> 00:01:43.290 So maybe it looks something like that. 00:01:43.290 --> 00:01:45.270 And so for that brief moment, 00:01:45.270 --> 00:01:47.450 you have a partial negative charge, 00:01:47.450 --> 00:01:50.340 this is the Greek letter delta, lowercase delta, 00:01:50.340 --> 00:01:53.210 which is used to denote partial charge. 00:01:53.210 --> 00:01:57.340 And on this side, you might have a partial positive charge. 00:01:57.340 --> 00:01:59.320 Because remember when it was evenly distributed 00:01:59.320 --> 00:02:01.160 the negative charge was offset by 00:02:01.160 --> 00:02:03.100 the positive charge of the nucleus. 00:02:03.100 --> 00:02:04.480 But here on the right side, 00:02:04.480 --> 00:02:05.810 because there's fewer electrons here, 00:02:05.810 --> 00:02:07.040 maybe you have a partial positive. 00:02:07.040 --> 00:02:09.570 On the left side where most of the electrons are 00:02:09.570 --> 00:02:11.730 in that moment, partial negative. 00:02:11.730 --> 00:02:16.400 Now what might this induce in the neighboring atom? 00:02:16.400 --> 00:02:17.233 Think about that. 00:02:17.233 --> 00:02:18.999 Pause the video and think about 00:02:18.999 --> 00:02:21.760 what might happen in the neighboring atom then. 00:02:21.760 --> 00:02:24.870 Well we know that like charges repel each other 00:02:24.870 --> 00:02:27.550 and opposite charges attract each other. 00:02:27.550 --> 00:02:29.910 So if we have a partial positive charge 00:02:29.910 --> 00:02:32.760 out here on the right side of this left atom, 00:02:32.760 --> 00:02:35.450 well then the negative electrons might be 00:02:35.450 --> 00:02:37.990 attracted to it in this right atom. 00:02:37.990 --> 00:02:39.680 So these electrons here might actually 00:02:39.680 --> 00:02:42.530 be pulled a little bit to the left. 00:02:42.530 --> 00:02:45.080 So they might be pulled a little bit to the left. 00:02:45.080 --> 00:02:49.843 And so that will induce what is called a dipole. 00:02:51.362 --> 00:02:52.810 So now you'll have a partial negative charge 00:02:52.810 --> 00:02:54.590 on the left side of this atom, 00:02:54.590 --> 00:02:58.500 and then a partial positive charge on the right side of it. 00:02:58.500 --> 00:03:01.610 And we already had a randomly occurring dipole 00:03:01.610 --> 00:03:03.620 on the left hand side, but then that would have 00:03:03.620 --> 00:03:06.000 induce a dipole on the right hand side. 00:03:06.000 --> 00:03:07.110 A dipole is just when you have 00:03:07.110 --> 00:03:09.530 the separation of charge, where you have your 00:03:09.530 --> 00:03:12.560 positive and negative charges at two different parts 00:03:12.560 --> 00:03:16.370 of a molecule or an atom, or really anything. 00:03:16.370 --> 00:03:18.944 But in this world, then all of a sudden these two characters 00:03:18.944 --> 00:03:22.050 are going to be attracted to each other. 00:03:22.050 --> 00:03:24.770 Or the atoms are going to be attracted to each other. 00:03:24.770 --> 00:03:27.410 And this attraction that happens due to 00:03:27.410 --> 00:03:30.950 induced dipoles, that is exactly what 00:03:30.950 --> 00:03:34.480 London dispersion forces is all about. 00:03:34.480 --> 00:03:36.450 You can actually call London dispersion forces 00:03:36.450 --> 00:03:39.600 as induced dipole, induced dipole forces. 00:03:39.600 --> 00:03:41.410 They become attracted to each other 00:03:41.410 --> 00:03:43.780 because of what could start out as a temporary 00:03:43.780 --> 00:03:46.130 imbalance of electrons, but then it induces 00:03:46.130 --> 00:03:48.750 a dipole in the other atom, or the other molecule, 00:03:48.750 --> 00:03:50.390 and then they get attracted. 00:03:50.390 --> 00:03:52.300 So the next question you might ask is, 00:03:52.300 --> 00:03:54.250 how strong can these forces get? 00:03:54.250 --> 00:03:58.613 And that's all about a notion of polarizability. 00:04:00.140 --> 00:04:03.920 How easy is it to polarize an atom or molecule? 00:04:03.920 --> 00:04:08.520 And generally speaking, the more electrons you have, 00:04:08.520 --> 00:04:11.055 so the larger the electron cloud, 00:04:11.055 --> 00:04:15.810 larger electron cloud, 00:04:15.810 --> 00:04:20.290 which is usually associated with molar mass. 00:04:20.290 --> 00:04:22.283 So usually molar mass, 00:04:23.450 --> 00:04:26.510 then the higher polarizability you're gonna have. 00:04:26.510 --> 00:04:29.569 You're just gonna have more electrons to play around with. 00:04:29.569 --> 00:04:31.142 If this was a Helium atom which has 00:04:31.142 --> 00:04:33.510 a relatively small electron cloud, 00:04:33.510 --> 00:04:36.000 you couldn't have a significant imbalance. 00:04:36.000 --> 00:04:39.460 At most you might have two electrons on one side, 00:04:39.460 --> 00:04:41.610 which would cause some imbalance. 00:04:41.610 --> 00:04:44.660 But on the other hand, imagine a much larger atom, 00:04:44.660 --> 00:04:46.730 or a much larger molecule. 00:04:46.730 --> 00:04:49.112 You could have much more significant imbalances. 00:04:49.112 --> 00:04:52.080 Three, four, five, fifty electrons. 00:04:52.080 --> 00:04:54.680 And that would create a stronger temporary dipole, 00:04:54.680 --> 00:04:58.130 which would then induce a stronger dipole in the neighbor. 00:04:58.130 --> 00:05:00.320 That could domino through 00:05:00.320 --> 00:05:02.630 the entire sample of that molecule. 00:05:02.630 --> 00:05:05.910 So for example, if you were to compare 00:05:05.910 --> 00:05:08.640 some noble gases to each other. 00:05:08.640 --> 00:05:10.620 So we can look at the noble gases 00:05:10.620 --> 00:05:12.380 here on the right hand side. 00:05:12.380 --> 00:05:15.410 If you were to compare the London dispersion forces 00:05:15.410 --> 00:05:18.620 between, say Helium and Argon, 00:05:18.620 --> 00:05:20.420 which one do you think would have higher 00:05:20.420 --> 00:05:21.750 London dispersion forces? 00:05:21.750 --> 00:05:23.580 A bunch of Helium atoms next to each other, 00:05:23.580 --> 00:05:26.560 or a bunch of Argon atoms next to each other? 00:05:26.560 --> 00:05:30.570 Well the Argon atoms have a larger electron cloud. 00:05:30.570 --> 00:05:34.200 So they have higher polarizability. 00:05:34.200 --> 00:05:36.020 And so you're going to have higher 00:05:36.020 --> 00:05:37.830 London dispersion forces. 00:05:37.830 --> 00:05:40.720 And you can actually see that in their boiling points. 00:05:40.720 --> 00:05:45.720 For example, the boiling point of Helium is quite low. 00:05:47.770 --> 00:05:52.770 It is negative 268.9 degrees Celsius. 00:05:53.040 --> 00:05:55.660 While the boiling point for Argon, 00:05:55.660 --> 00:05:58.280 it's still at a low temperature by our standards, 00:05:58.280 --> 00:06:00.180 but it's a much higher temperature 00:06:00.180 --> 00:06:02.080 than the boiling point for Helium. 00:06:02.080 --> 00:06:07.080 It's at negative 185.8 degrees Celsius. 00:06:07.950 --> 00:06:11.030 So one way to think about this, if you were at say, 00:06:11.030 --> 00:06:15.844 negative 270 degrees Celsius, you would find 00:06:15.844 --> 00:06:19.230 a sample of Helium in a liquid state. 00:06:19.230 --> 00:06:21.030 But as you warm things up, 00:06:21.030 --> 00:06:26.030 as you get beyond negative 268.9 degrees Celsius, 00:06:26.170 --> 00:06:29.870 you're going to see that those London dispersion forces 00:06:29.870 --> 00:06:32.450 that are keeping those Helium atoms together, 00:06:32.450 --> 00:06:34.950 sliding past each other in a liquid state, 00:06:34.950 --> 00:06:38.756 they're going to be overcome by the energy 00:06:38.756 --> 00:06:40.670 due to the temperature. 00:06:40.670 --> 00:06:42.550 And so they're going to be able to break free 00:06:42.550 --> 00:06:46.420 of each other and essentially the Helium is going to boil. 00:06:46.420 --> 00:06:49.160 And you're going to enter into a gaseous state, 00:06:49.160 --> 00:06:51.890 the state that most of us are used to seeing Helium in. 00:06:51.890 --> 00:06:55.970 But that doesn't happen for Argon until a good bit warmer, 00:06:55.970 --> 00:06:57.580 still cold by our standards, 00:06:57.580 --> 00:07:00.040 and that's because it takes more energy 00:07:00.040 --> 00:07:03.350 to overcome the London dispersion forces of Argon 00:07:03.350 --> 00:07:08.350 because the Argon atoms have larger electron clouds. 00:07:10.320 --> 00:07:13.750 So generally speaking, the larger the molecule, 00:07:13.750 --> 00:07:15.570 because it has a larger electron cloud, 00:07:15.570 --> 00:07:17.260 it will have higher polarizability, 00:07:17.260 --> 00:07:19.190 and higher London dispersion forces. 00:07:19.190 --> 00:07:22.080 But also, the shape of the molecule matters. 00:07:22.080 --> 00:07:24.750 The more that the molecules can come in contact 00:07:24.750 --> 00:07:26.270 with each other, the more surface area 00:07:26.270 --> 00:07:27.820 they have exposed to each other, 00:07:27.820 --> 00:07:29.570 the more likely that they can induce 00:07:29.570 --> 00:07:30.960 these dipoles in each other. 00:07:30.960 --> 00:07:33.810 For example, butane can come in two different forms. 00:07:33.810 --> 00:07:35.960 It can come in what's known as n-butane, 00:07:35.960 --> 00:07:37.323 which looks like this. 00:07:38.790 --> 00:07:40.940 So you have four Carbons and ten Hydrogens. 00:07:43.002 --> 00:07:46.160 Two, three, four, five, six, 00:07:46.160 --> 00:07:50.830 seven, eight, nine, ten. 00:07:50.830 --> 00:07:53.750 This is known as n-butane. 00:07:53.750 --> 00:07:57.060 But another form of butane known as iso-butane 00:07:57.060 --> 00:07:58.313 would look like this. 00:07:59.671 --> 00:08:01.340 Three Carbons in the main chain, 00:08:01.340 --> 00:08:03.740 then you have one Carbon that breaks off of that 00:08:04.596 --> 00:08:08.923 middle Carbon and then they all have four bonds. 00:08:08.923 --> 00:08:09.940 And the left over bonds, you could say, 00:08:09.940 --> 00:08:11.760 are with the Hydrogens. 00:08:11.760 --> 00:08:15.040 So it would look like this. 00:08:15.040 --> 00:08:18.721 This right over here is iso-butane. 00:08:18.721 --> 00:08:22.225 Now if you had a sample of a bunch of n-butane, 00:08:22.225 --> 00:08:25.180 versus a sample of a bunch of iso-butane, 00:08:25.180 --> 00:08:26.670 which of these do you think will have 00:08:26.670 --> 00:08:28.780 a higher boiling point? 00:08:28.780 --> 00:08:30.680 Pause this video and think about that. 00:08:32.160 --> 00:08:35.320 Well if you have a bunch of n-butanes next to each other, 00:08:35.320 --> 00:08:39.350 imagine another n-butane right over here. 00:08:39.350 --> 00:08:41.600 It's going to have more surface area 00:08:41.600 --> 00:08:45.970 to its neighboring butanes because it is a long molecule 00:08:45.970 --> 00:08:50.320 It can expose that surface area to its neighbors. 00:08:50.320 --> 00:08:52.480 While the iso-butane in some ways 00:08:52.480 --> 00:08:53.860 is a little bit more compact. 00:08:53.860 --> 00:08:55.050 It has lower surface area. 00:08:55.050 --> 00:08:56.920 It doesn't have these big long chains. 00:08:56.920 --> 00:08:59.800 And so because you have these longer 00:08:59.800 --> 00:09:01.911 n-butane molecules you're going to have 00:09:01.911 --> 00:09:05.040 higher London dispersion forces. 00:09:05.040 --> 00:09:08.190 They obviously have the same number of atoms in them. 00:09:08.190 --> 00:09:10.130 They have the same number of electrons in them. 00:09:10.130 --> 00:09:12.637 So they have similar sized electron clouds. 00:09:12.637 --> 00:09:14.430 The have the same molar mass. 00:09:14.430 --> 00:09:17.040 But because of n-butane's elongated shape, 00:09:17.040 --> 00:09:18.680 they're able to get closer to each other 00:09:18.680 --> 00:09:21.080 and induce more of these dipoles. 00:09:21.080 --> 00:09:23.010 So just by looking at the shape of n-butane 00:09:23.010 --> 00:09:25.050 versus iso-butane, you'd see higher 00:09:25.050 --> 00:09:27.410 London dispersion forces in n-butane, 00:09:27.410 --> 00:09:30.240 so its going to have a higher boiling point. 00:09:30.240 --> 00:09:31.880 It's going to require more energy 00:09:31.880 --> 00:09:34.710 to overcome the London dispersion forces 00:09:34.710 --> 00:09:36.973 and get into a gaseous state.

Worked example: Calculating partial pressures

https://www.youtube.com/watch?v=6jaMJHiza4s

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https://www.youtube.com/api/timedtext?v=6jaMJHiza4s&ei=WliUZdK7M9LWxN8P4OWRiAo&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245962&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=08C0DB6428693FF9F9ED8B9E8E2E95D9CCE7D8DD.11D3AE50650D8DFB16FF0BAA7243EE05ABBC0CDF&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.660 --> 00:00:03.020 - [Instructor] We're told that a 10-liter cylinder 00:00:03.020 --> 00:00:06.260 contains 7.60 grams of argon, 00:00:06.260 --> 00:00:07.290 in gas form, 00:00:07.290 --> 00:00:11.230 and 4.40 grams of molecular nitrogen, 00:00:11.230 --> 00:00:12.670 once again in gas form, 00:00:12.670 --> 00:00:15.510 at 25 degrees Celsius. 00:00:15.510 --> 00:00:18.950 Calculate the partial pressure of each gas 00:00:18.950 --> 00:00:22.760 and the total pressure in the cylinder. 00:00:22.760 --> 00:00:24.900 All right, so pause this video, and see if you can work 00:00:24.900 --> 00:00:28.690 through this on your own before we work through it together. 00:00:28.690 --> 00:00:30.810 All right, so you might imagine 00:00:30.810 --> 00:00:33.950 that the ideal gas law is applicable here, 00:00:33.950 --> 00:00:35.890 and it's applicable whether we're just thinking 00:00:35.890 --> 00:00:39.220 about the partial pressures of each gas or the total. 00:00:39.220 --> 00:00:40.660 So the ideal gas law tells us 00:00:40.660 --> 00:00:43.300 that pressure times volume is equal to the number 00:00:43.300 --> 00:00:47.330 of moles times the ideal gas constant times temperature. 00:00:47.330 --> 00:00:50.370 And in this case, we're trying to solve for pressure, 00:00:50.370 --> 00:00:52.690 whether it's partial pressure or total pressure. 00:00:52.690 --> 00:00:53.940 So to solve for pressure here, 00:00:53.940 --> 00:00:56.530 we can just divide both sides by V, 00:00:56.530 --> 00:01:00.010 and you get pressure is equal to the number of moles 00:01:00.010 --> 00:01:02.830 times the ideal gas constant times the temperature 00:01:02.830 --> 00:01:04.540 divided by the volume. 00:01:04.540 --> 00:01:07.650 And so we can use this to figure out the partial pressure 00:01:07.650 --> 00:01:09.570 of each of these gases. 00:01:09.570 --> 00:01:12.850 So we can say that the partial pressure 00:01:12.850 --> 00:01:15.440 of argon is going to be equal 00:01:15.440 --> 00:01:19.290 to the number of moles of argon 00:01:19.290 --> 00:01:22.460 times the ideal gas constant times the temperature, 00:01:22.460 --> 00:01:24.950 both gases are at the same temperature over here, 00:01:24.950 --> 00:01:26.800 divided by the volume. 00:01:26.800 --> 00:01:30.880 And then we can also say that the partial pressure 00:01:30.880 --> 00:01:35.220 of our molecular nitrogen is equal to the number of moles 00:01:35.220 --> 00:01:39.540 of our molecular nitrogen times the ideal gas constant 00:01:39.540 --> 00:01:43.460 times the temperature divided by the volume. 00:01:43.460 --> 00:01:45.160 So we already know several of these things. 00:01:45.160 --> 00:01:47.410 We can look up the ideal gas constant 00:01:47.410 --> 00:01:49.860 with the appropriate units over here. 00:01:49.860 --> 00:01:51.330 They've given us the temperature, 00:01:51.330 --> 00:01:53.040 at least in terms of degrees Celsius. 00:01:53.040 --> 00:01:54.550 We'll have to convert that to kelvin. 00:01:54.550 --> 00:01:56.840 And they've also given us the volume. 00:01:56.840 --> 00:01:59.660 So all we really have to do is figure out the number 00:01:59.660 --> 00:02:01.940 of moles of each of these. 00:02:01.940 --> 00:02:03.770 And to figure out the number of moles, 00:02:03.770 --> 00:02:05.180 they give us the mass, 00:02:05.180 --> 00:02:07.480 we just have to think about molar mass. 00:02:07.480 --> 00:02:10.930 So let's look up the molar mass of argon, 00:02:10.930 --> 00:02:13.440 as well as the molar mass 00:02:13.440 --> 00:02:16.440 of molecular nitrogen. 00:02:16.440 --> 00:02:18.620 So the molar mass of argon, 00:02:18.620 --> 00:02:20.980 getting out our periodic table of elements, 00:02:20.980 --> 00:02:23.000 we look at argon right over here, 00:02:23.000 --> 00:02:26.830 and it has an average atomic mass of 39.95, 00:02:26.830 --> 00:02:28.840 which also gives us our molar mass. 00:02:28.840 --> 00:02:31.260 So a mole of argon 00:02:31.260 --> 00:02:35.990 will have a mass of 39.95 00:02:35.990 --> 00:02:38.850 grams per mole. 00:02:38.850 --> 00:02:40.780 And then if we want to figure out the same thing 00:02:40.780 --> 00:02:44.120 for our molecular nitrogen, we look up nitrogen here, 00:02:44.120 --> 00:02:48.440 we see an average atomic mass of 14.01. 00:02:48.440 --> 00:02:51.340 So we might be tempted to say that the molar mass 00:02:51.340 --> 00:02:55.510 of molecular nitrogen is 14.01 grams per mole, 00:02:55.510 --> 00:02:56.950 but we have to remind ourselves 00:02:56.950 --> 00:03:01.000 that molecular nitrogen is made up of two nitrogen atoms. 00:03:01.000 --> 00:03:03.240 So the molar mass is going to be twice this, 00:03:03.240 --> 00:03:07.000 or 28.02 grams per mole. 00:03:07.000 --> 00:03:10.390 So this is equal to 28.02 00:03:10.390 --> 00:03:12.880 grams per mole. 00:03:12.880 --> 00:03:15.400 And then we can apply each of these equations. 00:03:15.400 --> 00:03:17.740 So the partial pressure of argon, 00:03:17.740 --> 00:03:20.100 let me give myself a little extra space here, 00:03:20.100 --> 00:03:22.980 partial pressure of argon is going to be equal 00:03:22.980 --> 00:03:25.660 to the number of moles of argon. 00:03:25.660 --> 00:03:26.630 Well, that's just going to be, 00:03:26.630 --> 00:03:27.840 let me do this in another color, 00:03:27.840 --> 00:03:30.020 so you can see this part of the calculation. 00:03:30.020 --> 00:03:32.070 That's going to be the grams of argon, 00:03:32.070 --> 00:03:36.410 so let me write that down, 7.60 grams, 00:03:36.410 --> 00:03:38.800 times one over the molar mass, 00:03:38.800 --> 00:03:41.370 so times one over 00:03:41.370 --> 00:03:45.930 39.95 moles per gram. 00:03:45.930 --> 00:03:47.590 And you can see that the units work out. 00:03:47.590 --> 00:03:49.640 Grams cancel with grams, and this is just going 00:03:49.640 --> 00:03:53.970 to give you the number of moles of our argon. 00:03:53.970 --> 00:03:57.800 And then we multiply that times our ideal gas constant. 00:03:57.800 --> 00:03:59.840 and we have to pick which one to use. 00:03:59.840 --> 00:04:01.410 In this case, we're dealing with liters, 00:04:01.410 --> 00:04:02.980 so both of these cases deal with that. 00:04:02.980 --> 00:04:04.510 And the difference between these is 00:04:04.510 --> 00:04:05.960 how they deal with pressure. 00:04:05.960 --> 00:04:07.530 The first is in terms of atmospheres. 00:04:07.530 --> 00:04:09.660 The second is in terms of torr. 00:04:09.660 --> 00:04:11.980 So if we want our partial and total pressures 00:04:11.980 --> 00:04:14.560 in terms of torr, we could use this second one. 00:04:14.560 --> 00:04:15.860 So let's do that. 00:04:15.860 --> 00:04:20.660 So in this case, let's use this second ideal gas constant. 00:04:20.660 --> 00:04:24.980 So that's going to be times 62.36 00:04:24.980 --> 00:04:26.467 liter torr 00:04:28.460 --> 00:04:33.080 per mole kelvin. 00:04:33.080 --> 00:04:36.140 And then we need to multiply that times the temperature. 00:04:36.140 --> 00:04:38.690 So 25 degrees Celsius in kelvin, 00:04:38.690 --> 00:04:41.590 we add 273 to that, 00:04:41.590 --> 00:04:45.500 so that's 298 kelvin. 00:04:45.500 --> 00:04:50.470 And all of that is going to be divided by our volume, 00:04:50.470 --> 00:04:52.470 which is 10.0 liters, 00:04:52.470 --> 00:04:54.400 10.0 liters. 00:04:54.400 --> 00:04:56.550 And we can validate that the units work out. 00:04:56.550 --> 00:04:58.840 We already talked about these grams canceling out. 00:04:58.840 --> 00:05:01.560 This mole cancels with this mole. 00:05:01.560 --> 00:05:03.740 This kelvin cancels with that kelvin. 00:05:03.740 --> 00:05:05.920 And then this liters cancels with this liters. 00:05:05.920 --> 00:05:08.050 And we're just left with torr, which is what we care about. 00:05:08.050 --> 00:05:09.530 We're thinking about a pressure, 00:05:09.530 --> 00:05:11.070 in this case, a partial pressure. 00:05:11.070 --> 00:05:13.680 We have 7.60 00:05:15.180 --> 00:05:17.410 divided by 39.95 00:05:20.620 --> 00:05:23.310 times 62.36 00:05:25.510 --> 00:05:28.940 times 298 00:05:28.940 --> 00:05:32.960 divided by 10.0 00:05:32.960 --> 00:05:35.220 is equal to this business. 00:05:35.220 --> 00:05:37.130 And now we just have to think about 00:05:37.130 --> 00:05:39.360 our significant figures here. 00:05:39.360 --> 00:05:41.540 So we have three here, four here, 00:05:41.540 --> 00:05:43.260 three here, and three here. 00:05:43.260 --> 00:05:44.540 So when we're multiplying and dividing, 00:05:44.540 --> 00:05:46.360 we'll just go to the fewest number 00:05:46.360 --> 00:05:48.730 of significant figures we have, so it's three. 00:05:48.730 --> 00:05:53.570 So we'll want to go round to 354 torr. 00:05:53.570 --> 00:05:58.090 So the partial pressure of argon, 354 torr. 00:05:58.090 --> 00:06:00.950 And now we can do the same thing for the molecular nitrogen. 00:06:00.950 --> 00:06:03.160 And let me get myself a little more space here. 00:06:03.160 --> 00:06:07.040 So the partial pressure of our molecular nitrogen 00:06:07.040 --> 00:06:09.300 is going to be equal to, 00:06:09.300 --> 00:06:12.460 I will do this in a different color as well, 00:06:12.460 --> 00:06:14.730 when I figure out the number of moles, 00:06:14.730 --> 00:06:17.540 that is going to be the mass of molecular nitrogen, 00:06:17.540 --> 00:06:21.320 which is 4.40 grams, 00:06:21.320 --> 00:06:23.760 times one over the molar mass, 00:06:23.760 --> 00:06:26.710 so that's one over 28.02 00:06:28.770 --> 00:06:31.450 grams per mole. 00:06:31.450 --> 00:06:34.920 And then that is going to be times our ideal gas constant, 00:06:34.920 --> 00:06:37.660 so we can really just copy the rest of this right over here, 00:06:37.660 --> 00:06:41.997 times 62.36 liter torr 00:06:43.290 --> 00:06:46.260 per mole kelvin 00:06:46.260 --> 00:06:49.160 times 298 kelvin. 00:06:49.160 --> 00:06:52.160 All of that is going to be over 00:06:52.160 --> 00:06:55.520 10.0 liters. 00:06:55.520 --> 00:06:57.200 And once again, the units work out. 00:06:57.200 --> 00:06:58.840 Grams cancel with grams. 00:06:58.840 --> 00:07:00.500 Moles cancel with moles, 00:07:00.500 --> 00:07:02.980 liters with liters, kelvin with kelvin, 00:07:02.980 --> 00:07:04.340 and we're just left with torr. 00:07:04.340 --> 00:07:07.490 And this gets us to 4.40 00:07:09.670 --> 00:07:12.640 divided by 28.02 00:07:13.920 --> 00:07:17.400 times 62.36 00:07:17.400 --> 00:07:19.700 times 298 00:07:19.700 --> 00:07:22.220 divided by 10.0 00:07:22.220 --> 00:07:23.810 is equal to this. 00:07:23.810 --> 00:07:25.930 And once again, the lowest significant figures 00:07:25.930 --> 00:07:30.930 we have here are three, so we'll round this to 292. 00:07:31.180 --> 00:07:35.050 So this is equal to 292 torr. 00:07:35.050 --> 00:07:36.850 And so we've figured out the partial pressure 00:07:36.850 --> 00:07:37.710 of each of these. 00:07:37.710 --> 00:07:40.640 And if we want to figure out the total pressure, 00:07:40.640 --> 00:07:42.050 the total pressure, 00:07:42.050 --> 00:07:44.720 that's just going to be the sum of the partial pressures. 00:07:44.720 --> 00:07:47.540 So it's going to be the partial pressure of the argon 00:07:47.540 --> 00:07:51.700 plus the partial pressure of the molecular nitrogen. 00:07:51.700 --> 00:07:54.210 And so this is going to be, 00:07:54.210 --> 00:07:56.500 let's see, I think I can do this in my head, 00:07:56.500 --> 00:08:00.380 646 torr. 00:08:00.380 --> 00:08:02.173 And we are done.

Worked example: Using the ideal gas law to calculate number of moles

https://www.youtube.com/watch?v=KnWEhXmJwdU

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https://www.youtube.com/api/timedtext?v=KnWEhXmJwdU&ei=WliUZfesNu6ep-oP1ZW8wAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245962&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=7CCFD70A55CDD6D49D3E6A1E7BF3505800455268.EADFDEB6808CFAFA7C3736199F346298A6E1F5D7&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.240 --> 00:00:02.750 - [Instructor] We're told an athlete takes a deep breath, 00:00:02.750 --> 00:00:06.200 inhaling 1.85 liters of air 00:00:06.200 --> 00:00:08.940 at 21 degrees Celsius 00:00:08.940 --> 00:00:13.430 and 754 millimeters of mercury. 00:00:13.430 --> 00:00:17.500 How many moles of air are in the breath? 00:00:17.500 --> 00:00:19.720 How many molecules? 00:00:19.720 --> 00:00:20.850 So pause this video, 00:00:20.850 --> 00:00:23.893 and see if you can figure this out on your own. 00:00:25.300 --> 00:00:27.440 All right, now let's work through this together. 00:00:27.440 --> 00:00:29.110 So let's think about what they are giving us 00:00:29.110 --> 00:00:30.910 and what we need to figure out. 00:00:30.910 --> 00:00:35.900 So, they are giving us a volume, right over here. 00:00:35.900 --> 00:00:39.850 They are also giving us a temperature, right over here. 00:00:39.850 --> 00:00:41.500 They're also giving us, 00:00:41.500 --> 00:00:43.510 I'm trying to use all of my colors here, 00:00:43.510 --> 00:00:46.230 they're giving us a pressure. 00:00:46.230 --> 00:00:51.089 And they want us to figure out the number of moles. 00:00:51.089 --> 00:00:52.400 I'm gonna use a green color here. 00:00:52.400 --> 00:00:53.620 So they want to know, 00:00:53.620 --> 00:00:55.900 so we often use the lowercase letter, n, 00:00:55.900 --> 00:00:58.220 to represent the number of moles. 00:00:58.220 --> 00:01:01.900 And so, do we know something that connects pressure, 00:01:01.900 --> 00:01:05.860 temperature, volume, and the number of moles? 00:01:05.860 --> 00:01:09.610 Well, you might be thinking of the Ideal Gas Law, 00:01:09.610 --> 00:01:13.120 which tells us that pressure 00:01:13.120 --> 00:01:14.680 times volume 00:01:15.580 --> 00:01:20.580 is equal to the number of moles, n, 00:01:21.350 --> 00:01:26.130 times the ideal gas constant, R, 00:01:26.130 --> 00:01:29.730 times temperature, T. 00:01:29.730 --> 00:01:32.330 And so we know everything here except for n, 00:01:32.330 --> 00:01:33.890 so we can solve for n. 00:01:33.890 --> 00:01:34.797 I know what some of you are saying, 00:01:34.797 --> 00:01:36.260 "Wait, do we know R?" 00:01:36.260 --> 00:01:37.490 Well, R is a constant. 00:01:37.490 --> 00:01:39.650 And it's going to be dependent on which units we use, 00:01:39.650 --> 00:01:41.910 and we'll figure out which version of R we use. 00:01:41.910 --> 00:01:44.360 But that's why I gave you this little table here, 00:01:44.360 --> 00:01:45.680 that you might see on a formula sheet, 00:01:45.680 --> 00:01:47.980 if you were taking something like an AP exam. 00:01:47.980 --> 00:01:50.280 So we actually do know what R is. 00:01:50.280 --> 00:01:52.900 So, we just need to solve for n. 00:01:52.900 --> 00:01:56.583 So, to solve for n, you just divide both sides by RT, 00:01:57.515 --> 00:02:00.040 and so you are going to get 00:02:00.040 --> 00:02:03.260 that n is equal to 00:02:03.260 --> 00:02:06.350 pressure times the volume 00:02:07.450 --> 00:02:08.283 over 00:02:09.660 --> 00:02:11.090 R 00:02:11.090 --> 00:02:12.890 times T, 00:02:12.890 --> 00:02:14.890 R times T. 00:02:14.890 --> 00:02:17.860 And so this is going to be equal to what? 00:02:17.860 --> 00:02:22.240 Well, our pressure is 754 millimeters of mercury. 00:02:22.240 --> 00:02:25.010 Now, over here, where they give us the ideal gas 00:02:25.010 --> 00:02:27.430 or the different versions of the ideal gas constants, 00:02:27.430 --> 00:02:28.870 you don't see any of them that deal 00:02:28.870 --> 00:02:31.010 with millimeters of mercury. 00:02:31.010 --> 00:02:33.660 But they do tell us that each millimeter 00:02:33.660 --> 00:02:35.880 of mercury is equal to a Torr. 00:02:35.880 --> 00:02:37.610 If you get very, very, very precise, 00:02:37.610 --> 00:02:38.770 they are slightly different. 00:02:38.770 --> 00:02:40.900 But for the purposes of a first-year chemistry class, 00:02:40.900 --> 00:02:44.120 you can view a millimeter of mercury as being a Torr. 00:02:44.120 --> 00:02:47.660 So, you can view the pressure here as 754 Torr. 00:02:47.660 --> 00:02:48.770 So, let me write that down. 00:02:48.770 --> 00:02:53.273 So, this is 754 Torr. 00:02:54.810 --> 00:02:58.040 And then we're going to multiply that times the volume. 00:02:58.040 --> 00:03:00.480 And here, they give the volume 00:03:00.480 --> 00:03:02.100 in liters in several of these, 00:03:02.100 --> 00:03:04.240 and we're probably going to be using this one, 00:03:04.240 --> 00:03:06.610 this version of the ideal gas constant, 00:03:06.610 --> 00:03:11.090 that has liters, Torr, moles, and Kelvin. 00:03:11.090 --> 00:03:14.560 And so let's multiply times the volume, 00:03:14.560 --> 00:03:19.560 so times 1.85 liters. 00:03:20.000 --> 00:03:22.630 And then that is going to be divided by 00:03:23.730 --> 00:03:25.200 the ideal gas constant. 00:03:25.200 --> 00:03:27.140 I'll use this version because it's using all 00:03:27.140 --> 00:03:28.680 of the units that I already have. 00:03:28.680 --> 00:03:29.513 I know what you're thinking, 00:03:29.513 --> 00:03:32.030 "Wait, the temperature's given in degrees Celsius." 00:03:32.030 --> 00:03:35.340 But it's easy to convert from degrees Celsius to Kelvin. 00:03:35.340 --> 00:03:37.500 You just have to add 273 00:03:37.500 --> 00:03:40.260 to whatever you have in degrees Celsius to get to Kelvin, 00:03:40.260 --> 00:03:42.570 because none of these are given in degrees Celsius. 00:03:42.570 --> 00:03:45.280 And so, I will use this ideal gas constant. 00:03:45.280 --> 00:03:50.280 So this is going to be 62.36 liter Torr 00:03:52.780 --> 00:03:54.290 liter Torr, 00:03:54.290 --> 00:03:58.250 per mole Kelvin. 00:03:58.250 --> 00:04:00.230 Mole to the negative one is just one over mole, 00:04:00.230 --> 00:04:01.460 so I could write it like this. 00:04:01.460 --> 00:04:04.510 Kelvin to the negative one is just one over Kelvin. 00:04:04.510 --> 00:04:07.900 And then, I'm gonna multiply that times the temperature. 00:04:07.900 --> 00:04:12.380 So times, what is 21 degrees Celsius in terms of Kelvin? 00:04:12.380 --> 00:04:17.140 Well, I add 273 to that, so that's going to be 294 Kelvin. 00:04:21.190 --> 00:04:24.150 And we can validate that the units all work out. 00:04:24.150 --> 00:04:26.760 This liter cancels out with this liter. 00:04:26.760 --> 00:04:29.030 This Torr cancels out with that Torr. 00:04:29.030 --> 00:04:31.720 This Kelvin cancels out with this Kelvin. 00:04:31.720 --> 00:04:34.400 And so, we're going to be left with some calculation. 00:04:34.400 --> 00:04:37.060 And, it's going to be one over one over moles, 00:04:37.060 --> 00:04:38.760 or it's essentially going to simplify 00:04:38.760 --> 00:04:41.230 to just being a certain number of moles. 00:04:41.230 --> 00:04:42.740 And so, let's get our calculator out 00:04:42.740 --> 00:04:46.450 to figure out the number of moles in that breath. 00:04:46.450 --> 00:04:49.900 So n, I keep using slightly different colors, 00:04:49.900 --> 00:04:52.800 so n is going to be equal to 00:04:54.210 --> 00:04:56.690 754 00:04:56.690 --> 00:05:00.630 times 1.85 00:05:00.630 --> 00:05:04.960 divided by 62.36 00:05:04.960 --> 00:05:07.130 and then, also divided by, 00:05:07.130 --> 00:05:09.830 divided by 294, 00:05:09.830 --> 00:05:11.860 is equal to this thing. 00:05:11.860 --> 00:05:14.250 And let's see how many significant digits we have. 00:05:14.250 --> 00:05:17.530 We have three here, three here, three here, four here. 00:05:17.530 --> 00:05:19.150 So, when we're multiplying and dividing, 00:05:19.150 --> 00:05:22.430 we just want to use the fewest amount that I'm dealing with. 00:05:22.430 --> 00:05:24.660 So I wanna go to three significant figures. 00:05:24.660 --> 00:05:29.120 So 0.0, one, two, three significant figures, so 0.0761. 00:05:31.590 --> 00:05:33.353 This is going to be 0.0761. 00:05:35.442 --> 00:05:37.860 And I could say approximately 'cause I am rounding. 00:05:37.860 --> 00:05:39.430 But that's three significant figures there. 00:05:39.430 --> 00:05:43.190 So, that's the number of moles of air in the breath. 00:05:43.190 --> 00:05:48.120 Now, the next question is how many molecules is that? 00:05:48.120 --> 00:05:51.910 Well, we know that each mole has roughly 6.022 00:05:51.910 --> 00:05:55.730 times 10 to the 23rd molecules in it, 00:05:55.730 --> 00:05:58.970 so we just have to multiply this times 6.022 00:05:58.970 --> 00:06:01.110 times 10 to the 23rd. 00:06:01.110 --> 00:06:04.300 So, we could write it this way. 00:06:04.300 --> 00:06:06.780 We could write 0.0761 moles, 00:06:11.150 --> 00:06:13.310 I'll write mole, times 00:06:14.240 --> 00:06:19.240 6.022 times 10 to the 23rd molecules, 00:06:21.610 --> 00:06:24.930 molecules per mole. 00:06:24.930 --> 00:06:26.190 Now these are going to cancel out, 00:06:26.190 --> 00:06:28.770 and I'm just going to be left with molecules. 00:06:28.770 --> 00:06:31.100 And I can just take the number that I had before 00:06:31.100 --> 00:06:33.420 'cause it's nice to be able to retain precision 00:06:33.420 --> 00:06:36.380 until you have to think about your significant figures. 00:06:36.380 --> 00:06:38.220 And so, but once again, 00:06:38.220 --> 00:06:39.840 because we did this whole calculation, 00:06:39.840 --> 00:06:41.130 we're going to wanna round everything 00:06:41.130 --> 00:06:42.350 to three significant figures. 00:06:42.350 --> 00:06:46.263 So, let's just multiply this times 6.022. 00:06:48.030 --> 00:06:50.310 EE means times 10 to the, 00:06:50.310 --> 00:06:53.310 times 10 to the 23rd, 00:06:53.310 --> 00:06:55.810 is equal to that. 00:06:55.810 --> 00:06:59.300 And, if I round to three significant figures, 00:06:59.300 --> 00:07:00.570 because my whole calculation, 00:07:00.570 --> 00:07:03.070 that was my limiting significant figures, 00:07:03.070 --> 00:07:06.530 I have 4.58 times 10 to the 22nd. 00:07:06.530 --> 00:07:09.010 So, this is 4.58 00:07:09.010 --> 00:07:10.400 times 10 00:07:10.400 --> 00:07:13.720 to the 22nd molecules. 00:07:13.720 --> 00:07:15.993 Squeeze that in there, and we're done.

Worked example: Using the ideal gas law to calculate a change in volume

https://www.youtube.com/watch?v=bQ5vHcFlT78

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https://www.youtube.com/api/timedtext?v=bQ5vHcFlT78&ei=W1iUZa_nDNacxN8Pv8G-2A0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=08E7EAA047398B10CA58047EB0A8E747376A9859.8006FE1A157FE1DF78C54B43C5FB87FABFCA2A54&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.240 --> 00:00:01.650 - [Instructor] We're told that a weather balloon 00:00:01.650 --> 00:00:05.040 containing 1.85 times 10 to the third liters 00:00:05.040 --> 00:00:10.040 of helium gas at 23 degrees Celsius and 765 Torr 00:00:10.350 --> 00:00:12.910 is launched into the atmosphere. 00:00:12.910 --> 00:00:15.190 The balloon travels for two hours 00:00:15.190 --> 00:00:19.420 before bursting at an altitude of 32 kilometers, 00:00:19.420 --> 00:00:23.090 where the temperature is negative 44 degrees Celsius 00:00:23.090 --> 00:00:26.920 and the pressure is 6.51 Torr. 00:00:26.920 --> 00:00:31.920 What is the volume of the balloon just before it bursts? 00:00:32.050 --> 00:00:35.073 So pause this video and see if you can figure that out. 00:00:36.170 --> 00:00:39.410 All right, so you might already have an intuitive sense 00:00:39.410 --> 00:00:41.610 that this has something to do with the ideal gas law, 00:00:41.610 --> 00:00:43.480 because they're giving us a bunch of pressures, 00:00:43.480 --> 00:00:44.750 volumes, and temperatures, 00:00:44.750 --> 00:00:46.350 and the ideal gas law deals with that, 00:00:46.350 --> 00:00:48.560 it tells us that pressure times volume 00:00:48.560 --> 00:00:50.390 is equal to the number of moles 00:00:50.390 --> 00:00:54.640 times the ideal gas constant times temperature. 00:00:54.640 --> 00:00:56.480 Now, what's different about this example 00:00:56.480 --> 00:00:58.020 is that they aren't just giving us 00:00:58.020 --> 00:00:59.930 several of these variables and asking us 00:00:59.930 --> 00:01:01.330 to solve one of them, 00:01:01.330 --> 00:01:03.370 they're talking about these variables changing, 00:01:03.370 --> 00:01:05.590 and how that might affect other variables. 00:01:05.590 --> 00:01:07.940 And so one way to think about it is if we divide 00:01:07.940 --> 00:01:12.713 both sides by T, you get PV over T is equal to NR. 00:01:13.770 --> 00:01:16.030 And in this example, as this balloon goes 00:01:16.030 --> 00:01:17.470 to higher and higher altitudes, 00:01:17.470 --> 00:01:19.670 the number of moles does not change, 00:01:19.670 --> 00:01:22.580 and the ideal gas constant does not change. 00:01:22.580 --> 00:01:23.630 So one way to think about it 00:01:23.630 --> 00:01:26.450 is that PV over T has to be constant. 00:01:26.450 --> 00:01:29.780 So our volume and our temperature could change, 00:01:29.780 --> 00:01:31.990 but because this whole expression on the left 00:01:31.990 --> 00:01:35.410 has to be constant, that could then determine our pressure. 00:01:35.410 --> 00:01:36.570 Or another way to think about it, 00:01:36.570 --> 00:01:38.130 you could say your starting pressure 00:01:38.130 --> 00:01:41.330 times your starting volume over your starting temperature 00:01:41.330 --> 00:01:43.530 is going to be equal to the number of moles 00:01:43.530 --> 00:01:45.100 times the ideal gas constant, 00:01:45.100 --> 00:01:47.660 which also needs to be equal to your pressure 00:01:47.660 --> 00:01:49.420 right before it bursts times the volume 00:01:49.420 --> 00:01:52.680 right before it bursts, divided by the temperature 00:01:52.680 --> 00:01:54.100 right before it bursts, 00:01:54.100 --> 00:01:57.710 or you could just say that P one times V one 00:01:57.710 --> 00:02:02.710 over T one is equal to P two times V two over T two. 00:02:04.070 --> 00:02:06.750 And so what are these different variables? 00:02:06.750 --> 00:02:09.460 Well, let's first think about P one, 00:02:09.460 --> 00:02:14.460 so pressure at time one is what, it's 765 Torr. 00:02:14.740 --> 00:02:19.660 765 Torr, and what's P two? 00:02:19.660 --> 00:02:21.970 That's the pressure just before it burst, 00:02:21.970 --> 00:02:25.190 and they tell us it's 6.51 Torr, much lower pressure, 00:02:25.190 --> 00:02:28.040 which makes intuitive sense, we're at a higher altitude. 00:02:28.040 --> 00:02:33.040 6.51 Torr, now, what is V one? 00:02:34.720 --> 00:02:36.560 Well, they tell us that right over there, 00:02:36.560 --> 00:02:41.560 that is 1.85 times 10 to the third liters. 00:02:41.600 --> 00:02:42.803 Now, what is V two? 00:02:43.730 --> 00:02:45.020 Well, that's what they want us to figure out, 00:02:45.020 --> 00:02:47.720 what is the volume of the balloon just before it bursts? 00:02:47.720 --> 00:02:49.770 So I'll put a little question mark there. 00:02:49.770 --> 00:02:54.450 And then, last but not least, what is T one? 00:02:54.450 --> 00:02:56.610 Well, they tell us the starting temperature 00:02:56.610 --> 00:02:58.870 is at 23 degrees Celsius, 00:02:58.870 --> 00:03:01.010 but you have to think on more of an absolute scale, 00:03:01.010 --> 00:03:03.690 and deal with temperatures in terms of Kelvin, 00:03:03.690 --> 00:03:06.800 so to convert 23 degrees Celsius into Kelvin, 00:03:06.800 --> 00:03:11.727 you have to add 273, so this is going to be 296 Kelvin, 00:03:13.490 --> 00:03:15.860 and then what is T two? 00:03:15.860 --> 00:03:20.620 Well, T two is negative 44 degrees Celsius, 00:03:20.620 --> 00:03:23.210 if we add 273 to that, let's see, 00:03:23.210 --> 00:03:26.410 that's going to be, if we subtract, it's going to be 00:03:26.410 --> 00:03:30.890 in my head, 229 Kelvin. 00:03:30.890 --> 00:03:32.540 And so we have everything we need 00:03:32.540 --> 00:03:33.890 in order to solve for V two, 00:03:33.890 --> 00:03:35.220 in fact, we can solve for V two 00:03:35.220 --> 00:03:37.140 before we even put in these numbers, 00:03:37.140 --> 00:03:40.580 if we multiply both sides of this equation 00:03:40.580 --> 00:03:43.220 times T two over P two, 00:03:43.220 --> 00:03:45.210 and the reason why I'm multiplying it times this 00:03:45.210 --> 00:03:47.810 is so that this cancels with this, this cancels with that, 00:03:47.810 --> 00:03:50.110 so I have just V two on the right-hand side. 00:03:50.110 --> 00:03:51.530 Of course, I have to do that on both sides. 00:03:51.530 --> 00:03:55.230 T two over P two, I am going to get, 00:03:55.230 --> 00:03:56.720 and I'll now color code it, 00:03:56.720 --> 00:04:01.720 I'm going to get that T two times P one 00:04:02.130 --> 00:04:07.130 times V one, over P two times T one, T one, 00:04:15.150 --> 00:04:19.980 is equal to V two, V two. 00:04:19.980 --> 00:04:22.250 So we just have to calculate this right now, 00:04:22.250 --> 00:04:24.930 let me give myself a little bit more real estate 00:04:24.930 --> 00:04:26.220 with which to do it, 00:04:26.220 --> 00:04:30.750 and so we could write that V two is equal to T two, 00:04:30.750 --> 00:04:35.750 which is 229 Kelvin, times P one, which is 765 Torr, 00:04:41.900 --> 00:04:46.900 times V one, which is 1.85 times 10 to the third liters, 00:04:49.970 --> 00:04:54.970 all of that over P two, which is 6.51 Torr, 00:04:58.950 --> 00:05:02.890 times T one, which is 296 Kelvin, 00:05:05.070 --> 00:05:07.210 and we can confirm that the units work out, 00:05:07.210 --> 00:05:10.640 Torr cancels with Torr, Kelvin cancels with Kelvin, 00:05:10.640 --> 00:05:12.830 so we're just gonna have a bunch of numbers, a calculation, 00:05:12.830 --> 00:05:14.610 and the units we're left with is liters, 00:05:14.610 --> 00:05:16.710 which is good, because that is what we care about 00:05:16.710 --> 00:05:18.210 when we care about volume. 00:05:18.210 --> 00:05:23.210 So this is going to be equal to 229 times 765, 00:05:26.350 --> 00:05:31.350 times 1.85 times 10 to the third, 00:05:33.010 --> 00:05:38.010 divided by 6.51, divided by 296 00:05:39.410 --> 00:05:42.860 is equal to this business right over here. 00:05:42.860 --> 00:05:44.940 Let's see, we have three significant digits here, 00:05:44.940 --> 00:05:47.080 three significant digits here, three here, 00:05:47.080 --> 00:05:48.560 three here, and three there, 00:05:48.560 --> 00:05:51.390 so our answer's going to have three significant figures, 00:05:51.390 --> 00:05:52.930 so it's going to be, if we round, 00:05:52.930 --> 00:05:56.630 it's gonna be 168,000, and so we could just write that 00:05:56.630 --> 00:06:00.230 as 168,000 liters, or if we wanna write that 00:06:00.230 --> 00:06:02.473 in scientific notation, we could write that 00:06:02.473 --> 00:06:07.420 as 1.68 times 10 to the one, two, three, four, five, 00:06:07.420 --> 00:06:08.850 so let me write it that way, 00:06:08.850 --> 00:06:09.730 so this is going to be equal 00:06:09.730 --> 00:06:14.700 to 1.68 times 10 to the fifth liters. 00:06:14.700 --> 00:06:16.830 And I always like to do a nice intuition check, 00:06:16.830 --> 00:06:18.350 does that makes sense? 00:06:18.350 --> 00:06:22.530 So our starting volume was 1,850 liters, 00:06:22.530 --> 00:06:24.690 and then our volume got a lot larger, 00:06:24.690 --> 00:06:27.320 because we're going to a much higher altitude, 00:06:27.320 --> 00:06:30.763 and that does make intuitive sense to me.

Tour of the Khan Academy student experience

https://www.youtube.com/watch?v=XA4hjLkyCBw

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https://www.youtube.com/api/timedtext?v=XA4hjLkyCBw&ei=W1iUZY-NDaOCmLAP_b6MwAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=27B12F4BFD207CF6F9F13984CC8C5769E06A8FEE.92A1565F0DC9F9CDC04C67C774C9B923F9F12BDB&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.800 --> 00:00:03.040 - [Kim] Hi, I'm Kim from Khan Academy, 00:00:03.040 --> 00:00:07.180 and I'm here with Meaghan, who leads U.S. Teacher Education. 00:00:07.180 --> 00:00:08.013 Hi, Meaghan. 00:00:08.013 --> 00:00:09.010 - [Meaghan] Hi, Kim. 00:00:09.010 --> 00:00:11.090 In this video, we are going to walk you through 00:00:11.090 --> 00:00:14.140 the Khan Academy learner or student experience. 00:00:14.140 --> 00:00:16.940 - [Kim] So, Meaghan, who is considered a learner 00:00:16.940 --> 00:00:18.600 on Khan Academy? 00:00:18.600 --> 00:00:20.610 - [Meaghan] At Khan Academy, we believe that everyone 00:00:20.610 --> 00:00:23.380 is a learner, and from the teacher perspective, 00:00:23.380 --> 00:00:26.410 all of your students are learners and you can be as well. 00:00:26.410 --> 00:00:27.243 - [Kim] That's great. 00:00:27.243 --> 00:00:29.820 So where should teachers start 00:00:29.820 --> 00:00:33.250 if they want to better understand the student experience 00:00:33.250 --> 00:00:34.580 on Khan Academy? 00:00:34.580 --> 00:00:36.710 - [Meaghan] To begin, you wanna log into 00:00:36.710 --> 00:00:38.250 your Khan Academy account. 00:00:38.250 --> 00:00:41.700 Then select the navigation button indicated by your name 00:00:41.700 --> 00:00:43.363 on the top right of the screen. 00:00:44.340 --> 00:00:47.830 Once you see the drop-down menu, select Learner Home. 00:00:47.830 --> 00:00:50.980 You can now see the Learner homepage on your screen. 00:00:50.980 --> 00:00:53.390 You can think of this as the student's homepage, 00:00:53.390 --> 00:00:55.780 as this is what students see immediately 00:00:55.780 --> 00:00:58.020 when they log into Khan Academy. 00:00:58.020 --> 00:01:00.530 Also, a quick tip: if the student clicks on 00:01:00.530 --> 00:01:04.000 the Khan Academy logo, no matter what page they are on, 00:01:04.000 --> 00:01:06.420 assuming they are logged in, they will always be 00:01:06.420 --> 00:01:08.740 taken back to this homepage. 00:01:08.740 --> 00:01:12.980 On the left-hand side, any classes the student is in 00:01:12.980 --> 00:01:15.250 and where the teacher has given them some sort 00:01:15.250 --> 00:01:17.840 of assignment or goal is listed. 00:01:17.840 --> 00:01:22.300 As you can see, the course mastery goals and assignments 00:01:22.300 --> 00:01:24.710 recommended by the teacher are accessible 00:01:24.710 --> 00:01:26.170 with a single click. 00:01:26.170 --> 00:01:29.520 Within the Assignments tab, learners can easily see 00:01:29.520 --> 00:01:31.720 upcoming assignments and work directly 00:01:31.720 --> 00:01:33.650 on the assignments from there. 00:01:33.650 --> 00:01:36.520 Within the Course Mastery tab, learners can see 00:01:36.520 --> 00:01:38.610 the mastery goals you have given them 00:01:38.610 --> 00:01:40.680 and their progress towards it. 00:01:40.680 --> 00:01:43.445 By going down to the Progress tab, 00:01:43.445 --> 00:01:46.610 students can see their activity log. 00:01:46.610 --> 00:01:51.120 This exact same report is also available to you as a teacher 00:01:51.120 --> 00:01:53.730 when you click into a student on your roster. 00:01:53.730 --> 00:01:57.240 We surface the report to both facilitate accountability 00:01:57.240 --> 00:02:01.060 and to stimulate student-teacher conferencing on progress. 00:02:01.060 --> 00:02:03.923 By scrolling down and clicking on Teachers, 00:02:05.220 --> 00:02:08.220 students can see all of their current teachers 00:02:08.220 --> 00:02:11.803 and also join a new class by entering a class code. 00:02:12.840 --> 00:02:16.690 One more thing: on this page, students will also find 00:02:16.690 --> 00:02:19.120 a summary of their recent activity, 00:02:19.120 --> 00:02:21.613 energy point, and badges earned. 00:02:22.660 --> 00:02:25.440 - [Kim] That seems like a really useful place for students 00:02:25.440 --> 00:02:28.870 to check current mastery progress, assignments, 00:02:28.870 --> 00:02:31.270 and overall learning. 00:02:31.270 --> 00:02:34.060 Can you walk us through what students experience when 00:02:34.060 --> 00:02:36.850 they select their mastery goals? 00:02:36.850 --> 00:02:38.020 - [Meaghan] Of course, Kim. 00:02:38.020 --> 00:02:40.123 When students click on their mastery goal, 00:02:41.890 --> 00:02:43.660 they are taken to the course page, 00:02:43.660 --> 00:02:46.530 where they can work through the course at their own pace. 00:02:46.530 --> 00:02:50.730 What you see here on the course page are the different units 00:02:50.730 --> 00:02:54.020 that make up the course, as well as the student's progress 00:02:54.020 --> 00:02:56.440 towards mastering each unit. 00:02:56.440 --> 00:03:00.753 Below each unit name are the lessons within each unit. 00:03:01.970 --> 00:03:04.330 By clicking into a lesson or unit, 00:03:04.330 --> 00:03:06.083 I am taken to the unit page. 00:03:07.680 --> 00:03:10.380 From here, students have the option to either 00:03:10.380 --> 00:03:13.200 dive straight into practice, which they can find 00:03:13.200 --> 00:03:15.670 on the right-hand side, or first check out 00:03:15.670 --> 00:03:18.660 the learning material, which are the articles and videos 00:03:18.660 --> 00:03:19.923 on the left-hand side. 00:03:21.060 --> 00:03:23.730 There are a couple types of practice activities 00:03:23.730 --> 00:03:25.673 in Khan Academy's mastery system. 00:03:26.840 --> 00:03:30.180 Exercises, which are opportunities for students to learn 00:03:30.180 --> 00:03:33.240 single skills in isolation, or assessments, 00:03:33.240 --> 00:03:35.253 where students get mixed skill review. 00:03:36.180 --> 00:03:38.240 The different types of assessments address 00:03:38.240 --> 00:03:40.670 different quantities of content. 00:03:40.670 --> 00:03:44.623 Quizzes are mixed review of skills in a lesson, 00:03:46.150 --> 00:03:50.423 unit tests are mixed review of skills within an entire unit, 00:03:51.310 --> 00:03:54.060 and course challenges are a mixed review of skills 00:03:54.060 --> 00:03:55.483 from the entire course. 00:03:58.900 --> 00:04:01.570 - [Kim] And how does Khan Academy assess 00:04:01.570 --> 00:04:05.100 students' proficiency in the skills they're learning? 00:04:05.100 --> 00:04:06.660 - [Meaghan] As students work through the content, 00:04:06.660 --> 00:04:09.210 Khan Academy assesses their skill level, 00:04:09.210 --> 00:04:13.160 giving them a designation of attempted, familiar, 00:04:13.160 --> 00:04:15.133 proficient, or mastered. 00:04:16.120 --> 00:04:19.360 These levels are surfaced in the teacher progress reports, 00:04:19.360 --> 00:04:22.360 but students can also quickly understand their level 00:04:22.360 --> 00:04:26.450 by looking at the tower visual next to each skill. 00:04:26.450 --> 00:04:30.620 One brick for familiar, two for proficient, 00:04:30.620 --> 00:04:32.763 and the crown is unlocked at mastered. 00:04:33.820 --> 00:04:36.580 When students work on skills in isolation, 00:04:36.580 --> 00:04:39.880 the maximum level they can get to is proficient. 00:04:39.880 --> 00:04:41.850 They would need to answer all the questions 00:04:41.850 --> 00:04:45.830 in isolated skill practice correctly to get to that level. 00:04:45.830 --> 00:04:48.090 The only way to get to mastered is by proving 00:04:48.090 --> 00:04:51.260 students can ace questions related to that skill 00:04:51.260 --> 00:04:54.340 in a mixed skill context, so they need to complete 00:04:54.340 --> 00:04:56.950 the assessments for that final level-up. 00:04:56.950 --> 00:04:59.150 If students have tried the skill and get 00:04:59.150 --> 00:05:03.420 70 to 99% correct, we call them familiar. 00:05:03.420 --> 00:05:07.840 If they earn less than 70%, they are attempted. 00:05:07.840 --> 00:05:10.930 - [Kim] I saw a banner for mastery challenges 00:05:10.930 --> 00:05:12.170 on the course page. 00:05:12.170 --> 00:05:13.933 What are mastery challenges? 00:05:15.020 --> 00:05:16.410 - [Meaghan] Great question, Kim. 00:05:16.410 --> 00:05:18.460 Mastery challenges are a way for students 00:05:18.460 --> 00:05:20.980 to review and practice previously learned skills 00:05:20.980 --> 00:05:21.880 in a course. 00:05:21.880 --> 00:05:23.860 They first get unlocked after the student 00:05:23.860 --> 00:05:26.530 has gotten to familiar on at least three skills 00:05:26.530 --> 00:05:30.030 and continue to get unlocked every 12 hours afterwards. 00:05:30.030 --> 00:05:33.110 They also provide another way beyond unit tests 00:05:33.110 --> 00:05:36.250 and course challenges for students to level up or down 00:05:36.250 --> 00:05:37.950 in already familiar skills. 00:05:37.950 --> 00:05:40.690 Mastery challenges highlight opportunities for students 00:05:40.690 --> 00:05:43.990 to engage in personalized, spaced repetition of the skills 00:05:43.990 --> 00:05:45.930 students have already started practicing. 00:05:45.930 --> 00:05:48.810 Research shows that spiraling skills over time 00:05:48.810 --> 00:05:51.180 and across lessons is a key component 00:05:51.180 --> 00:05:53.240 to minimizing student learning loss 00:05:53.240 --> 00:05:55.200 and improving knowledge retention. 00:05:55.200 --> 00:05:56.830 - [Kim] You mentioned that students can 00:05:56.830 --> 00:05:59.070 see assignments from teachers. 00:05:59.070 --> 00:06:02.190 How do students know which assignments to complete? 00:06:02.190 --> 00:06:03.820 - [Meaghan] From the Learner homepage, 00:06:03.820 --> 00:06:05.640 students can select assignments from 00:06:05.640 --> 00:06:08.180 the left-hand panel under each class. 00:06:08.180 --> 00:06:10.930 Students will see active or current assignments 00:06:10.930 --> 00:06:15.610 in the order of what is due soon at the top of each list. 00:06:15.610 --> 00:06:19.020 Each assignment will show the title of the assignment, 00:06:19.020 --> 00:06:21.593 the class name, the due date, 00:06:22.520 --> 00:06:24.650 and the status of the assignment. 00:06:24.650 --> 00:06:26.860 If the assignment is a video or article, 00:06:26.860 --> 00:06:29.610 it will show as completed or not completed. 00:06:29.610 --> 00:06:31.720 If the assignment contains questions, 00:06:31.720 --> 00:06:34.630 it will show the student's best score. 00:06:34.630 --> 00:06:37.700 By clicking on the assignment name or the status, 00:06:37.700 --> 00:06:40.980 which will show as a Start button for new assignments, 00:06:40.980 --> 00:06:43.743 the student will be taken directly to the assignment. 00:06:45.490 --> 00:06:48.700 If students want to revisit past assignments, 00:06:48.700 --> 00:06:50.920 they can click the tab for Past Assignments 00:06:50.920 --> 00:06:52.393 on the top of the page. 00:06:53.390 --> 00:06:56.280 - [Kim] This is so helpful, Meaghan, thanks so much. 00:06:56.280 --> 00:06:59.360 We hope this video provides a better understanding 00:06:59.360 --> 00:07:02.373 of the student experience on Khan Academy.

Using similarity to estimate ratio between side lengths

https://www.youtube.com/watch?v=M-jQMTWBuzQ

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https://www.youtube.com/api/timedtext?v=M-jQMTWBuzQ&ei=W1iUZZC9ELK2mLAP7ryb-AE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=416D02CBCD5CD702E4F1E4ACE3404D47F921524D.B01D789761D0D162AF3ADC88FAC281791387A748&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.260 --> 00:00:02.010 - [Instructor] So we've been given some information 00:00:02.010 --> 00:00:04.090 about these three triangles here. 00:00:04.090 --> 00:00:06.570 And then they say, "Use one of the triangles," 00:00:06.570 --> 00:00:08.547 so use one of these three triangles, 00:00:08.547 --> 00:00:10.770 "to approximate the ratio." 00:00:10.770 --> 00:00:14.010 The ratio's the length of segment PN divided 00:00:14.010 --> 00:00:16.160 by the length of segment MN. 00:00:16.160 --> 00:00:20.960 So they want us to figure out the ratio of PN over MN. 00:00:20.960 --> 00:00:24.353 So pause this video and see if you can figure this out. 00:00:25.720 --> 00:00:28.140 All right, now let's work through this together. 00:00:28.140 --> 00:00:31.330 Now, given that they want us to figure out this ratio 00:00:31.330 --> 00:00:33.170 and they want us to actually evaluate it 00:00:33.170 --> 00:00:35.010 or be able to approximate it, 00:00:35.010 --> 00:00:38.220 we are probably dealing with similarity. 00:00:38.220 --> 00:00:41.210 And so what I would wanna look for is, 00:00:41.210 --> 00:00:43.320 are one of these triangles similar 00:00:43.320 --> 00:00:45.160 to the triangle we have here? 00:00:45.160 --> 00:00:47.770 And we're dealing with similar triangles 00:00:47.770 --> 00:00:49.640 if we have two angles in common. 00:00:49.640 --> 00:00:51.520 Because if we have two angles in common, 00:00:51.520 --> 00:00:52.700 then that means that we definitely have 00:00:52.700 --> 00:00:54.680 the third angle as well, because the third angle's 00:00:54.680 --> 00:00:57.410 completely determined by what the other two angles are. 00:00:57.410 --> 00:00:59.130 So we have a 35 degree angle here. 00:00:59.130 --> 00:01:01.200 And we have a 90 degree angle here. 00:01:01.200 --> 00:01:03.440 And out of all of these choices, 00:01:03.440 --> 00:01:06.600 this doesn't have a 35 degree angle, it has a 90. 00:01:06.600 --> 00:01:08.680 This doesn't have 35, has a 90. 00:01:08.680 --> 00:01:11.780 But triangle two here has a 35 degree angle, 00:01:11.780 --> 00:01:14.080 has a 90 degree angle and has a 55 degree angle. 00:01:14.080 --> 00:01:15.210 And if you did the math, 00:01:15.210 --> 00:01:17.730 knowing that 35 plus 90 plus this have 00:01:17.730 --> 00:01:20.420 to add up to 180 degrees, you would see 00:01:20.420 --> 00:01:23.970 that this too has a measure of 55 degrees. 00:01:23.970 --> 00:01:26.540 And so given that all of our angle measures are 00:01:26.540 --> 00:01:29.140 the same between triangle PNM 00:01:29.140 --> 00:01:31.240 and triangle number two right over here, 00:01:31.240 --> 00:01:33.930 we know that these two are similar triangles. 00:01:33.930 --> 00:01:37.110 And so the ratios between corresponding sides are going 00:01:37.110 --> 00:01:37.943 to be the same. 00:01:37.943 --> 00:01:40.150 We could either take the ratio across triangles. 00:01:40.150 --> 00:01:41.670 Or we could say the ratio within, 00:01:41.670 --> 00:01:43.410 where we just look at one triangle. 00:01:43.410 --> 00:01:45.610 And so if you look at PN over MN, 00:01:45.610 --> 00:01:47.180 let me try to color code it. 00:01:47.180 --> 00:01:50.960 So PN, right over here, 00:01:50.960 --> 00:01:52.640 that corresponds to the side 00:01:52.640 --> 00:01:55.440 that's opposite the 35 degree angle. 00:01:55.440 --> 00:01:57.610 So that would correspond to this side, 00:01:57.610 --> 00:02:00.510 right over here on triangle two. 00:02:00.510 --> 00:02:04.360 And then MN, that's this that I'm coloring 00:02:04.360 --> 00:02:08.450 in this blueish color not so well, 00:02:08.450 --> 00:02:10.873 probably spend more time coloring. 00:02:10.873 --> 00:02:13.570 That's opposite the 55 degree angle. 00:02:13.570 --> 00:02:15.920 And so opposite the 55 degree angle would be 00:02:15.920 --> 00:02:17.800 right over there. 00:02:17.800 --> 00:02:20.570 Now, since these triangles are similar, 00:02:20.570 --> 00:02:24.420 the ratio of the red side, the length of the red side 00:02:24.420 --> 00:02:25.950 over the length of the blue side is going 00:02:25.950 --> 00:02:27.830 to be the same in either triangle. 00:02:27.830 --> 00:02:30.053 So PN, let me write it this way. 00:02:31.173 --> 00:02:33.470 The length of segment PN over the length 00:02:33.470 --> 00:02:38.190 of segment MN is going to be equivalent 00:02:38.190 --> 00:02:41.593 to 5.7 over 8.2. 00:02:42.860 --> 00:02:44.290 'Cause this ratio is going to be 00:02:44.290 --> 00:02:46.170 the same for the corresponding sides, 00:02:46.170 --> 00:02:48.330 regardless of which triangle you look at. 00:02:48.330 --> 00:02:51.450 So if you take the side that's opposite 35 degrees, 00:02:51.450 --> 00:02:55.650 that's 5.7 over 8.2. 00:02:55.650 --> 00:02:58.540 Now to be very clear, it doesn't mean that somehow 00:02:58.540 --> 00:03:00.360 the length of this side is 5.7 00:03:01.440 --> 00:03:03.430 or that the length of this side is 8.2. 00:03:03.430 --> 00:03:04.890 We would only be able to make that conclusion 00:03:04.890 --> 00:03:06.190 if they were congruent. 00:03:06.190 --> 00:03:08.940 But with similarity, we know that the ratios, 00:03:08.940 --> 00:03:12.240 if we look at the ratio of the red side 00:03:12.240 --> 00:03:14.630 to the blue side on each of those triangles, 00:03:14.630 --> 00:03:15.980 that would be the same. 00:03:15.980 --> 00:03:17.680 And so this gives us that ratio. 00:03:17.680 --> 00:03:20.440 And let's see, 5.7 over 8.2, 00:03:20.440 --> 00:03:23.440 which of these choices get close to that? 00:03:23.440 --> 00:03:26.760 Well, we could say that this is roughly, 00:03:26.760 --> 00:03:29.970 if I am approximating it, let's see, 00:03:29.970 --> 00:03:34.130 it's going to be larger than 0.57. 00:03:34.130 --> 00:03:38.040 Because 8.2 is less than 10. 00:03:38.040 --> 00:03:42.870 And so we are going to rule this choice out. 00:03:42.870 --> 00:03:45.330 And 5.7 is less than 8.2. 00:03:45.330 --> 00:03:47.170 So it can't be over one. 00:03:47.170 --> 00:03:49.690 And so we have to think between these two choices. 00:03:49.690 --> 00:03:51.160 Well, the simplest thing I can do is 00:03:51.160 --> 00:03:54.890 actually just try to start dividing it by hand. 00:03:54.890 --> 00:03:58.050 So 8.2 goes into 5.7 the same number 00:03:58.050 --> 00:04:01.100 of times as 82 goes into 57. 00:04:01.100 --> 00:04:02.860 And I'll add some decimals here. 00:04:02.860 --> 00:04:04.170 So it doesn't go into 57. 00:04:04.170 --> 00:04:07.970 But how many times does 82 go into 570? 00:04:07.970 --> 00:04:11.280 I would assume it's about 6 times, 00:04:11.280 --> 00:04:13.710 maybe seven times, looks like. 00:04:13.710 --> 00:04:17.490 So seven times two is 14. 00:04:17.490 --> 00:04:19.776 And then seven times eight is 56. 00:04:19.776 --> 00:04:21.450 This is 57. 00:04:21.450 --> 00:04:24.360 So it's actually a little less than 0.7. 00:04:24.360 --> 00:04:26.950 This maybe go a little bit too high. 00:04:26.950 --> 00:04:31.090 So if I am approximating, it's gonna be 0.6 something. 00:04:31.090 --> 00:04:34.563 So I like choice B, right over there.

Determining congruent triangles example

https://www.youtube.com/watch?v=vN3eI7IelSA

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https://www.youtube.com/api/timedtext?v=vN3eI7IelSA&ei=W1iUZdzXHLvVxN8P6fOuiA0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=D5567587200CA2B11B8A40A5ABF81F7064DF70BC.856C30511D2C6AD5D192A2E0C57AF7B1333C6EC9&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.350 --> 00:00:02.080 - [Instructor] We have four triangles depicted here, 00:00:02.080 --> 00:00:03.550 and they've told us that the triangles 00:00:03.550 --> 00:00:05.530 are not drawn to scale. 00:00:05.530 --> 00:00:10.530 And we are asked which two triangles must be congruent? 00:00:10.830 --> 00:00:13.180 So pause this video, and see if you can work this out 00:00:13.180 --> 00:00:15.753 on your own before we work through this together. 00:00:17.000 --> 00:00:19.420 All right, now let's work through this together. 00:00:19.420 --> 00:00:21.350 And it looks like for every one of these 00:00:21.350 --> 00:00:22.880 or actually almost every one of these, 00:00:22.880 --> 00:00:24.320 they've given us two angles, 00:00:24.320 --> 00:00:26.120 and they've given us a side. 00:00:26.120 --> 00:00:30.780 This triangle IJH, they've only given us two angles. 00:00:30.780 --> 00:00:31.940 So what I'd like to do is, 00:00:31.940 --> 00:00:33.900 if I know two angles of a triangle, 00:00:33.900 --> 00:00:36.450 I can figure out the third angle because the sum 00:00:36.450 --> 00:00:40.160 of the angles of a triangle have to add up to 180 degrees. 00:00:40.160 --> 00:00:42.650 And then I can use that information, 00:00:42.650 --> 00:00:44.540 maybe with the sides that they give us, 00:00:44.540 --> 00:00:48.120 in order to judge which of these triangles are congruent. 00:00:48.120 --> 00:00:50.070 So first of all, what is going to be the measure 00:00:50.070 --> 00:00:51.260 of this angle right over here, 00:00:51.260 --> 00:00:52.510 the measure of angle ACB? 00:00:53.710 --> 00:00:56.430 Pause the video, and try to think about that. 00:00:56.430 --> 00:00:57.450 Well, one way to think about it, 00:00:57.450 --> 00:00:59.890 if we call the measure of that angle x, 00:00:59.890 --> 00:01:03.000 we know that x plus 36 00:01:03.000 --> 00:01:07.120 plus 82 needs to be equal to 180. 00:01:07.120 --> 00:01:09.820 I'm just giving their measures in degrees here. 00:01:09.820 --> 00:01:11.910 And so you could say x plus, 00:01:11.910 --> 00:01:16.900 let's see 36 plus 82 is 118. 00:01:16.900 --> 00:01:18.350 Did I do that right? 00:01:18.350 --> 00:01:20.330 Six plus two is eight, 00:01:20.330 --> 00:01:22.610 and then three plus eight is 11. 00:01:22.610 --> 00:01:23.710 Yep, that's right. 00:01:23.710 --> 00:01:25.470 So that's going to be equal to 180. 00:01:25.470 --> 00:01:29.040 And then if I subtract 118 from both sides, 00:01:29.040 --> 00:01:31.530 I'm going to get x is equal to, 00:01:31.530 --> 00:01:35.440 180 minus 18 is 62. 00:01:35.440 --> 00:01:37.730 So this is x is equal to 62, 00:01:37.730 --> 00:01:39.700 or this is a 62-degree angle, 00:01:39.700 --> 00:01:41.540 I guess is another way of thinking about it. 00:01:41.540 --> 00:01:46.210 I could put everything in terms of degrees if you like. 00:01:46.210 --> 00:01:47.360 All right, now let's do the same thing 00:01:47.360 --> 00:01:49.290 with this one right over here. 00:01:49.290 --> 00:01:53.140 Well, this one has an 82-degree angle and a 62-degree angle, 00:01:53.140 --> 00:01:55.020 just like this triangle over here. 00:01:55.020 --> 00:01:58.990 So we know that the third angle needs to be 36 degrees, 00:01:58.990 --> 00:02:00.000 36 degrees. 00:02:00.000 --> 00:02:02.830 Because we know 82 and 62, 00:02:02.830 --> 00:02:05.580 if you need to get to 180, it has to be 36. 00:02:05.580 --> 00:02:09.300 We just figured that out from this first triangle over here. 00:02:09.300 --> 00:02:13.400 Now, if we look over here, 36 degrees and 59, 00:02:13.400 --> 00:02:15.270 this definitely looks like it has different angles, 00:02:15.270 --> 00:02:18.710 but let's figure out what this angle would have to be. 00:02:18.710 --> 00:02:22.000 So if we call that y degrees, 00:02:22.000 --> 00:02:23.580 we know, I'll do it over here, 00:02:23.580 --> 00:02:27.470 y plus 36 plus 59 00:02:27.470 --> 00:02:29.800 is equal to 180. 00:02:29.800 --> 00:02:31.900 And I'm just thinking in terms of degrees here. 00:02:31.900 --> 00:02:33.760 So y plus, 00:02:33.760 --> 00:02:36.870 this is going to be equal to, what is this? 00:02:36.870 --> 00:02:39.580 This is going to be equal to 95, 00:02:39.580 --> 00:02:40.880 is equal to 180. 00:02:40.880 --> 00:02:41.730 Did I do that right? 00:02:41.730 --> 00:02:44.340 Yep, that's 80 plus 15, yep, 95. 00:02:44.340 --> 00:02:47.773 And then if I subtract 95 from both sides, 00:02:48.750 --> 00:02:50.700 what am I left with? 00:02:50.700 --> 00:02:55.520 I'm left with y is equal to 85 degrees. 00:02:56.480 --> 00:03:00.270 And so this is going to be equal to 85 degrees. 00:03:00.270 --> 00:03:02.480 And then this last triangle right over here, 00:03:02.480 --> 00:03:04.470 I have an angle that has a measure of 36, 00:03:04.470 --> 00:03:06.050 another one that's 59. 00:03:06.050 --> 00:03:07.790 So by the same logic, 00:03:07.790 --> 00:03:10.950 this one over here has to be 85 degrees. 00:03:10.950 --> 00:03:12.970 So let's ask ourselves, now that we've figured out 00:03:12.970 --> 00:03:14.890 a little bit more about these triangles, 00:03:14.890 --> 00:03:17.583 which of these two must be congruent? 00:03:18.660 --> 00:03:19.720 So you might be tempted 00:03:19.720 --> 00:03:22.090 to look at these bottom two triangles and say, 00:03:22.090 --> 00:03:24.330 hey, look all of their angles are the same. 00:03:24.330 --> 00:03:27.050 You have angle, angle, angle and angle, angle, angle. 00:03:27.050 --> 00:03:28.990 Well, they would be similar. 00:03:28.990 --> 00:03:31.500 If you have three angles that are the same, 00:03:31.500 --> 00:03:33.670 you definitely have similar triangles. 00:03:33.670 --> 00:03:37.640 But we don't have any length information for triangle IJH. 00:03:37.640 --> 00:03:39.700 You need to know at least one of the lengths 00:03:39.700 --> 00:03:41.900 of one of the sides in order to even think, 00:03:41.900 --> 00:03:43.630 start to think about congruence. 00:03:43.630 --> 00:03:47.867 And so we can't make any conclusion that IJH and LMK, 00:03:49.100 --> 00:03:54.030 triangles IJH and triangles LMK are congruent to each other. 00:03:54.030 --> 00:03:56.070 Now let's look at these candidates up here. 00:03:56.070 --> 00:03:58.340 We know that their angles are all the same, 00:03:58.340 --> 00:04:00.613 and so we could apply angle, 00:04:01.990 --> 00:04:03.310 I'll do this in a different color, 00:04:03.310 --> 00:04:06.260 angle, side, angle, 00:04:06.260 --> 00:04:09.570 36 degrees, length six, 82 degrees, 00:04:09.570 --> 00:04:12.910 36 degrees, length six, 00:04:12.910 --> 00:04:14.410 82 degrees. 00:04:14.410 --> 00:04:18.640 So by angle, side, angle, 00:04:18.640 --> 00:04:20.683 we know that triangle ABC 00:04:22.690 --> 00:04:26.313 is indeed congruent to triangle DEF. 00:04:29.160 --> 00:04:29.993 And we're done.

Using right triangle ratios to approximate angle measure

https://www.youtube.com/watch?v=fPXQTEYjF-o

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https://www.youtube.com/api/timedtext?v=fPXQTEYjF-o&ei=W1iUZZX_H8LPhcIP_NiUqA8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=99DD30295CFE165E6B692ECE46307605B2449A8B.784AE2379EB239DCA4C3B0744E476F0E54EF6E14&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.990 --> 00:00:03.420 - [Instructor] We're told here are the approximate ratios 00:00:03.420 --> 00:00:08.420 for angle measures 25 degrees, 35 degrees, and 45 degrees. 00:00:08.570 --> 00:00:10.300 So what they're saying here is if you were to take 00:00:10.300 --> 00:00:14.510 the adjacent leg length over the hypotenuse leg length 00:00:14.510 --> 00:00:16.420 for a 25-degree angle, 00:00:16.420 --> 00:00:19.430 it would be a ratio of approximately 0.91. 00:00:19.430 --> 00:00:22.350 For a 35-degree angle it would be a ratio of 0.82, 00:00:22.350 --> 00:00:24.480 and then they do this for 45 degrees, 00:00:24.480 --> 00:00:27.870 and they do the different ratios right over here. 00:00:27.870 --> 00:00:29.400 So we're gonna use the table 00:00:29.400 --> 00:00:33.560 to approximate the measure of angle D 00:00:33.560 --> 00:00:35.590 in the triangle below. 00:00:35.590 --> 00:00:39.140 So pause this video and see if you can figure that out. 00:00:39.140 --> 00:00:41.630 All right, now let's work through this together. 00:00:41.630 --> 00:00:43.890 Now what information do they give us 00:00:43.890 --> 00:00:47.030 about angle D in this triangle? 00:00:47.030 --> 00:00:51.380 Well, we are given the opposite length right over here. 00:00:51.380 --> 00:00:52.250 Let me label that, 00:00:52.250 --> 00:00:56.613 that is the opposite leg length 00:00:57.750 --> 00:00:59.111 which is 3.4, 00:00:59.111 --> 00:01:02.130 and we're also given, what is this right over here? 00:01:02.130 --> 00:01:04.130 Is this adjacent, or is this the hypotenuse? 00:01:04.130 --> 00:01:05.527 You might be tempted to say, 00:01:05.527 --> 00:01:07.587 "Well, this is right next to the angle, 00:01:07.587 --> 00:01:09.457 "or this is one of the lines, 00:01:09.457 --> 00:01:12.097 "or it's on the ray that helps form the angle, 00:01:12.097 --> 00:01:13.470 "so maybe it's adjacent." 00:01:13.470 --> 00:01:15.460 But remember, adjacent is the adjacent side 00:01:15.460 --> 00:01:17.290 that is not the hypotenuse. 00:01:17.290 --> 00:01:20.530 And this is clearly the hypotenuse, it is the longest side, 00:01:20.530 --> 00:01:23.460 it is the side opposite the 90-degree angle. 00:01:23.460 --> 00:01:27.483 So this right over here is the hypotenuse, hypotenuse. 00:01:29.250 --> 00:01:31.070 So we're given the opposite leg length, 00:01:31.070 --> 00:01:33.220 and the hypotenuse length. 00:01:33.220 --> 00:01:34.460 And so, let's see, 00:01:34.460 --> 00:01:36.600 which of these ratios deal with the opposite 00:01:36.600 --> 00:01:38.310 and the hypotenuse? 00:01:38.310 --> 00:01:39.340 And if we, let's see, 00:01:39.340 --> 00:01:41.970 this first one is adjacent and hypotenuse. 00:01:41.970 --> 00:01:44.550 The second one here is hypotenuse, (laughs) sorry, 00:01:44.550 --> 00:01:46.010 opposite and hypotenuse. 00:01:46.010 --> 00:01:47.460 So that's exactly what we're talking about. 00:01:47.460 --> 00:01:49.906 We were talking about the opposite leg length 00:01:49.906 --> 00:01:53.590 over the hypotenuse, 00:01:53.590 --> 00:01:57.150 over the hypotenuse length. 00:01:57.150 --> 00:02:01.030 So in this case, what is going to be our opposite leg length 00:02:01.030 --> 00:02:03.850 over our hypotenuse leg length? 00:02:03.850 --> 00:02:07.553 It's going to be 3.4 over eight, 00:02:07.553 --> 00:02:10.470 3.4 over eight, 00:02:10.470 --> 00:02:14.190 which is approximately going to be equal to, 00:02:14.190 --> 00:02:15.750 let me do this down here, 00:02:15.750 --> 00:02:18.143 this eight goes into 3.4. 00:02:19.914 --> 00:02:22.460 Eight doesn't go into three. 00:02:22.460 --> 00:02:27.460 Eight goes into 34 four times, four times eight is 32, 00:02:28.760 --> 00:02:29.880 therefore I subtract, 00:02:29.880 --> 00:02:33.940 and I can scroll down a little bit, I get a two. 00:02:33.940 --> 00:02:38.310 I can bring down a zero, eight goes into 20 two times, 00:02:38.310 --> 00:02:41.220 and that's about as much precision as any of these have. 00:02:41.220 --> 00:02:44.720 And so it looks like for this particular triangle 00:02:44.720 --> 00:02:46.520 and this angle of the triangle, 00:02:46.520 --> 00:02:49.350 if I were to take a ratio of the opposite length 00:02:49.350 --> 00:02:50.810 and the hypotenuse length, 00:02:50.810 --> 00:02:54.550 opposite over hypotenuse, I get 0.42. 00:02:54.550 --> 00:02:57.580 So that looks like this situation right over here. 00:02:57.580 --> 00:03:02.270 So that would imply that this is a 25-degree, 00:03:02.270 --> 00:03:05.063 25-degree angle approximately.

Volume of pyramids intuition

https://www.youtube.com/watch?v=fD52yzLF8DA

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en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.540 - [Instructor] In this video, we're going 00:00:01.540 --> 00:00:05.450 to talk about the volume of a pyramid. 00:00:05.450 --> 00:00:08.120 And many of you might already be familiar 00:00:08.120 --> 00:00:10.720 with the formula for the volume of a pyramid. 00:00:10.720 --> 00:00:12.910 But the goal of this video is to give us an intuition 00:00:12.910 --> 00:00:14.410 or to get us some arguments 00:00:14.410 --> 00:00:18.450 as to why that is the formula for the volume of a pyramid. 00:00:18.450 --> 00:00:22.290 So let's just start by drawing ourselves a pyramid. 00:00:22.290 --> 00:00:25.270 And I'll draw one with a rectangular base. 00:00:25.270 --> 00:00:28.560 But depending on how we look at the formula, 00:00:28.560 --> 00:00:30.550 we could have a more general version. 00:00:30.550 --> 00:00:33.663 But a pyramid looks something like this. 00:00:34.630 --> 00:00:37.460 And you might get a sense of what the formula 00:00:37.460 --> 00:00:39.150 for the volume of a pyramid might be. 00:00:39.150 --> 00:00:43.310 If we say this dimension right over here is x. 00:00:43.310 --> 00:00:44.610 This dimension right over here, 00:00:44.610 --> 00:00:46.540 the length right over here is y. 00:00:46.540 --> 00:00:48.940 And then you have a height of this pyramid. 00:00:48.940 --> 00:00:51.060 If you were to go from the center straight to the top 00:00:51.060 --> 00:00:54.360 or if you were to measure this distance right over here, 00:00:54.360 --> 00:00:56.550 which is the height of the pyramid. 00:00:56.550 --> 00:01:00.550 You'll just call that, let's call that z. 00:01:00.550 --> 00:01:02.170 And so you might say well, 00:01:02.170 --> 00:01:03.870 I'm dealing with three dimensions, 00:01:03.870 --> 00:01:07.420 so maybe I'll multiply the three dimensions together 00:01:07.420 --> 00:01:11.000 and that would give you volume in terms of units. 00:01:11.000 --> 00:01:12.960 But if you just multiplied xy times z, 00:01:12.960 --> 00:01:17.040 that would give volume of the entire rectangular prism 00:01:17.040 --> 00:01:19.410 that contains the pyramid. 00:01:19.410 --> 00:01:21.040 So that would give you the volume 00:01:21.040 --> 00:01:24.750 of this thing, which is clearly bigger, 00:01:24.750 --> 00:01:27.230 has a larger volume than the pyramid itself. 00:01:27.230 --> 00:01:29.910 The pyramid is fully contained inside of it. 00:01:29.910 --> 00:01:32.540 So this would be the tip of the pyramid on the surface, 00:01:32.540 --> 00:01:33.450 it's just like that. 00:01:33.450 --> 00:01:35.300 And so you might get a sense that, all right 00:01:35.300 --> 00:01:40.300 maybe the volume of the pyramid is equal to x times y 00:01:41.510 --> 00:01:45.150 times z, times some constant. 00:01:45.150 --> 00:01:46.750 And what we're going to do in this video 00:01:46.750 --> 00:01:50.270 is have an argument as to what that constant should be. 00:01:50.270 --> 00:01:52.710 Assuming that this, the volume of the parameter 00:01:52.710 --> 00:01:54.490 is roughly of the structure. 00:01:54.490 --> 00:01:56.330 And to help us with that, 00:01:56.330 --> 00:01:58.550 let's draw a larger rectangular prism 00:01:58.550 --> 00:02:01.420 and break it up into six pyramids, 00:02:01.420 --> 00:02:05.133 that completely make up the volume of the rectangular prism. 00:02:07.120 --> 00:02:10.730 So first, let's imagine a pyramid that looks 00:02:10.730 --> 00:02:15.590 something like this, where its width is x, 00:02:17.120 --> 00:02:20.760 its depth is y, so that could be its base. 00:02:20.760 --> 00:02:24.830 And its height is halfway up the rectangular prism. 00:02:24.830 --> 00:02:27.850 So the rectangular prism has height z, 00:02:27.850 --> 00:02:32.650 the pyramid's height is going to be z over two. 00:02:32.650 --> 00:02:35.380 Now what would be the volume of the pyramid based 00:02:35.380 --> 00:02:36.720 on what we just saw over here? 00:02:36.720 --> 00:02:41.450 Well, that value would be equal to some constant k 00:02:42.600 --> 00:02:46.610 times x, times y, not times z, times the height 00:02:46.610 --> 00:02:49.580 of the pyramid, times z over two. 00:02:49.580 --> 00:02:54.410 So it'd be x times y times z over two, I'll just write 00:02:54.410 --> 00:02:57.480 times z over two or actually we can even write it this way 00:02:57.480 --> 00:03:00.800 xy is z over two. 00:03:00.800 --> 00:03:03.210 Now I can construct another pyramid 00:03:03.210 --> 00:03:05.650 has the exact same dimensions. 00:03:05.650 --> 00:03:08.960 If I were to just flip that existing pyramid on its head 00:03:08.960 --> 00:03:11.240 and look something like this. 00:03:11.240 --> 00:03:16.240 This pyramid also has dimensions of an x 00:03:16.570 --> 00:03:21.460 width, a y depth and a z over two height. 00:03:21.460 --> 00:03:24.410 So it's volume would be this as well. 00:03:24.410 --> 00:03:28.530 Now what is the combined volume of these two pyramids? 00:03:28.530 --> 00:03:31.770 Well, it's just going to be this times two. 00:03:31.770 --> 00:03:34.000 So the combined volume of these pyramids, 00:03:34.000 --> 00:03:35.120 let me just draw it that way. 00:03:35.120 --> 00:03:38.640 So these two pyramids that look something like this, 00:03:38.640 --> 00:03:40.700 I'm gonna try to color code it. 00:03:40.700 --> 00:03:42.020 We have two of them. 00:03:42.020 --> 00:03:44.760 So two times their volume, 00:03:44.760 --> 00:03:47.870 is going to be equal to well two times this 00:03:47.870 --> 00:03:49.983 is just going to be k times xyz. 00:03:50.840 --> 00:03:54.000 Kxy and z. 00:03:54.000 --> 00:03:56.980 And we have more pyramids to deal with for example, 00:03:56.980 --> 00:03:59.880 I have this pyramid, right over here 00:03:59.880 --> 00:04:04.620 where this face is its base 00:04:04.620 --> 00:04:06.150 and then if I try to draw 00:04:06.150 --> 00:04:10.480 pyramid it looks something like this, 00:04:10.480 --> 00:04:12.490 this one right over there. 00:04:12.490 --> 00:04:15.620 Now what is its volume going to be? 00:04:15.620 --> 00:04:20.620 Its volume is going to be equal to k times its base is y 00:04:23.470 --> 00:04:25.557 times z so kyz. 00:04:27.750 --> 00:04:29.330 And what's its height? 00:04:29.330 --> 00:04:32.790 Well, its height is going to be half of x. 00:04:32.790 --> 00:04:36.020 So this height right over here is half of x. 00:04:36.020 --> 00:04:40.070 So it's k times y times z times x over two 00:04:40.070 --> 00:04:44.350 or I could say times x and then divide everything by two. 00:04:44.350 --> 00:04:45.920 Now I have another pyramid 00:04:45.920 --> 00:04:47.910 that has the exact same dimensions. 00:04:47.910 --> 00:04:50.450 This one over here, 00:04:50.450 --> 00:04:53.560 if I try to draw it on the other face, 00:04:53.560 --> 00:04:54.850 opposite the one we just saw 00:04:54.850 --> 00:04:56.680 essential if we just flip this one over, 00:04:56.680 --> 00:04:59.180 has the exact same dimensions. 00:04:59.180 --> 00:05:00.740 So one way to think about it, 00:05:00.740 --> 00:05:04.340 we have two pyramids that look like that 00:05:04.340 --> 00:05:05.670 with those types of dimensions. 00:05:05.670 --> 00:05:08.360 This is for an arbitrary rectangular prism 00:05:08.360 --> 00:05:09.880 that we are dealing with. 00:05:09.880 --> 00:05:11.420 So I have two of these, 00:05:11.420 --> 00:05:13.330 and so if you have two of their volumes, 00:05:13.330 --> 00:05:14.163 what's it going to be? 00:05:14.163 --> 00:05:16.060 It's just going to be two times this expression. 00:05:16.060 --> 00:05:18.743 So it's going to be k times xyz. 00:05:21.345 --> 00:05:22.762 xyz, interesting. 00:05:24.360 --> 00:05:27.870 And then last but not least we have two more pyramids. 00:05:27.870 --> 00:05:31.570 We have this one, that has a face, that has the base 00:05:31.570 --> 00:05:34.390 right over here, that's its base 00:05:34.390 --> 00:05:36.910 and if it was transparent you'd be able to see 00:05:36.910 --> 00:05:39.220 where I'm drawing right here. 00:05:39.220 --> 00:05:41.320 And then you have one on the opposite side, 00:05:41.320 --> 00:05:43.890 right over, there on the other side. 00:05:43.890 --> 00:05:45.940 Like as if you were to flip this around. 00:05:45.940 --> 00:05:48.640 And so by the exact same argument, 00:05:48.640 --> 00:05:49.700 so let me just draw it. 00:05:49.700 --> 00:05:54.630 So we have two of these, two of these pyramids 00:05:56.120 --> 00:05:58.260 my best to draw it so times two. 00:05:58.260 --> 00:06:00.290 So each of them would have a volume of what? 00:06:00.290 --> 00:06:04.090 Each of them their base is x times z. 00:06:04.090 --> 00:06:09.090 So it's going to be k times x times z 00:06:09.740 --> 00:06:11.070 that's the area of their base. 00:06:11.070 --> 00:06:12.900 And then what is their height? 00:06:12.900 --> 00:06:14.810 Well, each of them has a height of y over two. 00:06:14.810 --> 00:06:19.000 So times y over two and I have two of those pyramids. 00:06:19.000 --> 00:06:20.930 So I'm going to multiply those by two, 00:06:20.930 --> 00:06:24.930 the twos cancel out so I'm just left with k times xyz. 00:06:24.930 --> 00:06:27.423 So k times xyz. 00:06:29.870 --> 00:06:31.020 Now one of the interesting things 00:06:31.020 --> 00:06:32.660 that we've just stumbled on in this, 00:06:32.660 --> 00:06:34.820 is seeing that even though these pyramids 00:06:34.820 --> 00:06:36.900 have different dimensions and look different, 00:06:36.900 --> 00:06:39.770 they all have actually the same volume 00:06:39.770 --> 00:06:42.830 which is interesting in and of themselves. 00:06:42.830 --> 00:06:45.330 And so if we were to add up the volumes 00:06:45.330 --> 00:06:48.990 of all of the pyramids here and use this formula 00:06:48.990 --> 00:06:51.610 to express them, so if I were to add all of them together 00:06:51.610 --> 00:06:53.660 that should be equal to the volume 00:06:53.660 --> 00:06:55.850 of the entire rectangular prism. 00:06:55.850 --> 00:06:58.250 And then maybe we can figure out k. 00:06:58.250 --> 00:07:01.673 So the volume of the entire rectangular prism is xyz. 00:07:03.250 --> 00:07:05.260 X times y times z 00:07:05.260 --> 00:07:08.430 and then that's got to be equal to the sum of these. 00:07:08.430 --> 00:07:11.800 So that's going to be equal to kxyz plus kxyz 00:07:11.800 --> 00:07:14.250 plus kxyz or you could say 00:07:14.250 --> 00:07:18.173 that's going to be equal to three kxyz. 00:07:19.770 --> 00:07:21.750 All I did is, let me just add up the volume 00:07:21.750 --> 00:07:23.030 from all of these pyramids. 00:07:23.030 --> 00:07:26.270 And so what do we get for k? 00:07:26.270 --> 00:07:29.370 Well, we could divide both sides by three xyz 00:07:29.370 --> 00:07:31.033 to solve for k, three xyz. 00:07:33.120 --> 00:07:38.120 Three xyz and we are left with on the right hand side 00:07:38.940 --> 00:07:41.440 the everything cancels out we're just left with a k. 00:07:41.440 --> 00:07:45.320 And on the left hand side we're left with a 1/3. 00:07:45.320 --> 00:07:50.320 And so we get k is equal to 1/3, K is equal to 1/3 00:07:51.610 --> 00:07:53.900 and there you have it, that's our argument 00:07:53.900 --> 00:07:58.170 for why the volume of a pyramid is 1/3 times 00:08:00.880 --> 00:08:04.410 the dimensions of the base, times the height. 00:08:04.410 --> 00:08:06.160 So you might see it written that way 00:08:06.160 --> 00:08:10.120 or you might see it written as 1/3 times base 00:08:10.120 --> 00:08:14.910 and so if x times y is the base, so the area of the base, 00:08:14.910 --> 00:08:17.790 so the base area times the height 00:08:17.790 --> 00:08:19.380 which in this case is z, 00:08:19.380 --> 00:08:21.500 but if you say h for that, 00:08:21.500 --> 00:08:23.180 you might see the formula for a pyramid 00:08:23.180 --> 00:08:24.050 written this way as well. 00:08:24.050 --> 00:08:25.110 But they are equivalent, 00:08:25.110 --> 00:08:27.860 but that's why you should feel good about the 1/3 part.

Similar shapes & transformations

https://www.youtube.com/watch?v=H-YuW_uckz4

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https://www.youtube.com/api/timedtext?v=H-YuW_uckz4&ei=W1iUZd-7JM6Ip-oPie6hIA&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=2B6823065962E576F6B6872B74004D7DB037D098.447E1CFFA854316E5C651E9607F2709EEC35F131&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.580 --> 00:00:02.910 - [Instructor] We are told that Shui concluded 00:00:02.910 --> 00:00:05.050 the quadrilaterals, these two over here, 00:00:05.050 --> 00:00:08.280 have four pairs of congruent corresponding angles. 00:00:08.280 --> 00:00:12.280 We can see these right over there. 00:00:12.280 --> 00:00:15.100 And so, based on that she concludes 00:00:15.100 --> 00:00:18.360 that the figures are similar. 00:00:18.360 --> 00:00:21.510 What error if any, did Shui make in her conclusion? 00:00:21.510 --> 00:00:24.310 Pause this video and try to figure this out on your own. 00:00:25.660 --> 00:00:27.960 All right, so let's just remind ourselves 00:00:27.960 --> 00:00:29.520 one definition of similarity 00:00:29.520 --> 00:00:31.500 that we often use on geometry class, 00:00:31.500 --> 00:00:34.080 and that's two figures are similar 00:00:34.080 --> 00:00:35.953 is if you can through a series of 00:00:35.953 --> 00:00:39.520 rigid transformations and dilations, 00:00:39.520 --> 00:00:42.860 if you can map one figure onto the other. 00:00:42.860 --> 00:00:46.070 Now, when I look at these two figures, 00:00:46.070 --> 00:00:47.520 you could try to do something. 00:00:47.520 --> 00:00:49.660 You could say okay, let me shift it 00:00:49.660 --> 00:00:52.670 so that K gets mapped onto H. 00:00:52.670 --> 00:00:53.870 And if you did that, 00:00:53.870 --> 00:00:57.050 it looks like L would get mapped onto G. 00:00:57.050 --> 00:01:00.820 But these sides KN and LM right over here, 00:01:00.820 --> 00:01:02.680 they seem a good bit longer. 00:01:02.680 --> 00:01:05.349 So, and then if you try to dilate it down 00:01:05.349 --> 00:01:09.230 so that the length of KN is the same as the length of HI 00:01:09.230 --> 00:01:12.790 well then the lengths of KL and GH would be different. 00:01:12.790 --> 00:01:14.920 So it doesn't seem like you could do this. 00:01:14.920 --> 00:01:17.760 So it is strange that Shui concluded that they are similar. 00:01:17.760 --> 00:01:18.890 So let's find the mistake. 00:01:18.890 --> 00:01:21.710 I'm already, I'll already rule out C, 00:01:21.710 --> 00:01:23.670 that it's a correct conclusion 00:01:23.670 --> 00:01:25.771 'cause I don't think they are similar. 00:01:25.771 --> 00:01:26.720 So let's see. 00:01:26.720 --> 00:01:30.130 Is the error that a rigid transformation, a translation 00:01:30.130 --> 00:01:32.550 would map HG onto KL? 00:01:32.550 --> 00:01:33.820 Yep, we just talked about that. 00:01:33.820 --> 00:01:35.924 HG can be mapped onto KL 00:01:35.924 --> 00:01:39.700 so the quadrilaterals are congruent, not similar. 00:01:39.700 --> 00:01:42.190 Oh, choice A is making an even stronger statement 00:01:42.190 --> 00:01:45.230 because anything that is congruent is going to be similar. 00:01:45.230 --> 00:01:46.970 You actually can't have something that's congruent 00:01:46.970 --> 00:01:48.480 and not similar. 00:01:48.480 --> 00:01:51.340 And so, choice A does not make any sense. 00:01:51.340 --> 00:01:54.170 So our deductive reasoning tells us it's probably choice B. 00:01:54.170 --> 00:01:55.330 But let's just read it. 00:01:55.330 --> 00:01:58.150 It's impossible to map quadrilateral GHIJ 00:01:59.090 --> 00:02:02.520 onto quadrilateral LKNM using only 00:02:02.520 --> 00:02:04.200 rigid transformations and dilations 00:02:04.200 --> 00:02:05.970 so the figures are not similar. 00:02:05.970 --> 00:02:06.870 Yeah, that's right. 00:02:06.870 --> 00:02:09.992 You could try, you could map HG onto KL, 00:02:09.992 --> 00:02:14.992 but then segment IJ would look something like this, 00:02:15.010 --> 00:02:17.510 IJ would go right over here. 00:02:17.510 --> 00:02:20.640 And then, if you tried to dilate it, 00:02:20.640 --> 00:02:25.640 so that the length of HI and GJ matched KN or LM, 00:02:27.080 --> 00:02:29.290 then you're gonna make HG bigger as well. 00:02:29.290 --> 00:02:31.500 So, you're never gonna be able to map them onto each other 00:02:31.500 --> 00:02:33.850 even if you can use dilations. 00:02:33.850 --> 00:02:36.233 So I like choice B.

US taxation trends in post war era

https://www.youtube.com/watch?v=YPCPsZl6QNY

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https://www.youtube.com/api/timedtext?v=YPCPsZl6QNY&ei=W1iUZZDHLuGMvdIP5JSruAs&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=B496E929A81EC7A4F93FF1CBE5EA1C384B903281.3ABF4D31513F20D944AEB74C465BF8129E8EE9C2&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.770 --> 00:00:01.603 - [Instructor] In a previous video, 00:00:01.603 --> 00:00:03.210 we looked at this diagram over here, 00:00:03.210 --> 00:00:07.360 which shows the growth in, per capita GDP since 1947, 00:00:07.360 --> 00:00:08.850 and it compares to that, 00:00:08.850 --> 00:00:11.510 the growth in after-tax income 00:00:11.510 --> 00:00:13.620 of the bottom 90%. 00:00:13.620 --> 00:00:15.070 And what we said in that video 00:00:15.070 --> 00:00:17.470 is it looks like something interesting happens 00:00:17.470 --> 00:00:19.280 around this region, 00:00:19.280 --> 00:00:23.560 where from 1947, at least till about the late '60s, 00:00:23.560 --> 00:00:27.560 it looks like the after-tax income of the bottom 90% 00:00:27.560 --> 00:00:29.350 was tracking per capita GDP 00:00:29.350 --> 00:00:32.300 or even growing a little bit faster than per capita GDP. 00:00:32.300 --> 00:00:35.340 And then as we go into the '70s and '80s, 00:00:35.340 --> 00:00:38.940 it looks like the slope of the bottom 90% 00:00:38.940 --> 00:00:40.890 seems to have gone down a little bit. 00:00:40.890 --> 00:00:44.340 And visually, it looks like the two percentages, 00:00:44.340 --> 00:00:47.140 relative to 1947 crossed paths 00:00:47.140 --> 00:00:49.120 as we get into the late '70s. 00:00:49.120 --> 00:00:51.930 And one of the questions we asked ourselves is, 00:00:51.930 --> 00:00:53.610 why do we see this trend? 00:00:53.610 --> 00:00:56.810 Down here, they're both growing at around that rate, 00:00:56.810 --> 00:00:58.630 and then over here, 00:00:58.630 --> 00:01:00.940 you have your per capita GDP, 00:01:00.940 --> 00:01:02.650 seems to be consistently growing 00:01:02.650 --> 00:01:04.970 at a higher rate than the after-tax income 00:01:04.970 --> 00:01:06.576 of the bottom 90%. 00:01:06.576 --> 00:01:08.950 And one of the levers we theorized 00:01:08.950 --> 00:01:12.720 is maybe it has something to do with tax policy. 00:01:12.720 --> 00:01:16.450 And so that's what we're gonna focus on in this video. 00:01:16.450 --> 00:01:18.030 We can look at this data, 00:01:18.030 --> 00:01:20.440 that was from a New York Times article, 00:01:20.440 --> 00:01:22.540 it shows us how the total tax rate, 00:01:22.540 --> 00:01:24.810 federal, state, and local combined, 00:01:24.810 --> 00:01:26.890 has changed over time. 00:01:26.890 --> 00:01:28.450 So the way that you could think about this, 00:01:28.450 --> 00:01:33.350 is in 1950, those from the zero to the tenth percentile, 00:01:33.350 --> 00:01:35.450 so these are the bottom tenth in income, 00:01:35.450 --> 00:01:38.590 had an effective total tax rate of, 00:01:38.590 --> 00:01:41.440 it looks like around 16 or 17%. 00:01:41.440 --> 00:01:43.870 While in 1950, 00:01:43.870 --> 00:01:45.840 those in the 99th percentile 00:01:45.840 --> 00:01:47.500 seem to have an effective tax rate 00:01:47.500 --> 00:01:49.370 approaching 30%. 00:01:49.370 --> 00:01:52.770 Those in the 99.99th percentile 00:01:52.770 --> 00:01:56.040 had a tax rate of a little bit more than 50%, 00:01:56.040 --> 00:01:59.070 and then those in the top 400, 00:01:59.070 --> 00:02:02.570 had an effective tax rate of 70%. 00:02:02.570 --> 00:02:03.630 And so once again, 00:02:03.630 --> 00:02:06.410 this includes all forms of taxes. 00:02:06.410 --> 00:02:08.900 And what's interesting about this graphic is, 00:02:08.900 --> 00:02:11.920 we can see how this changes over time. 00:02:11.920 --> 00:02:15.730 So you can see, as we go to 1960, 00:02:15.730 --> 00:02:17.420 we do see some changes. 00:02:17.420 --> 00:02:19.310 The total effective tax rate 00:02:19.310 --> 00:02:21.070 for some of the higher income groups 00:02:21.070 --> 00:02:22.990 has gone down by a bit, 00:02:22.990 --> 00:02:24.490 but it's relatively high 00:02:24.490 --> 00:02:26.483 and it's higher than the other groups. 00:02:27.330 --> 00:02:29.970 Now as we fast forward to 1970, 00:02:29.970 --> 00:02:31.530 we actually don't see a lot of change 00:02:31.530 --> 00:02:33.260 relative to 1960. 00:02:33.260 --> 00:02:36.230 As you get to 1980, 00:02:36.230 --> 00:02:38.440 that trend, however, is continuing, 00:02:38.440 --> 00:02:40.730 that the effective total tax rate 00:02:40.730 --> 00:02:42.640 for some of the higher income groups 00:02:42.640 --> 00:02:44.050 is continuing to go down, 00:02:44.050 --> 00:02:46.780 but they're still paying a higher percentage 00:02:46.780 --> 00:02:48.430 of their overall income 00:02:48.430 --> 00:02:50.540 relative to other groups. 00:02:50.540 --> 00:02:53.520 But what we see, as we move from 1980 forward, 00:02:53.520 --> 00:02:54.630 some of that changes. 00:02:54.630 --> 00:02:56.370 You even see this phenomenon, 00:02:56.370 --> 00:02:58.120 as early as 1983, 00:02:58.120 --> 00:02:59.610 that the top 400 00:02:59.610 --> 00:03:02.466 are actually paying a lower effective tax rate 00:03:02.466 --> 00:03:06.280 than people in the 99.99th percentile. 00:03:06.280 --> 00:03:08.130 And you might say why is that happening? 00:03:08.130 --> 00:03:09.180 Some theories are, 00:03:09.180 --> 00:03:11.210 is that people in this highest group 00:03:11.210 --> 00:03:14.730 are more sophisticated at being able to find tax shelters, 00:03:14.730 --> 00:03:16.900 that a disproportionate amount of their income 00:03:16.900 --> 00:03:19.010 might be coming from corporate profits 00:03:19.010 --> 00:03:20.180 or capital gains, 00:03:20.180 --> 00:03:22.830 and those start to be taxed differently. 00:03:22.830 --> 00:03:25.530 Or you have changes in things like the estate tax, 00:03:25.530 --> 00:03:27.300 which might disproportionately affect 00:03:27.300 --> 00:03:29.310 some of these very highest groups. 00:03:29.310 --> 00:03:30.590 But we can fast forward 00:03:30.590 --> 00:03:33.520 and see how things have trended till today. 00:03:33.520 --> 00:03:36.600 And what you see is a general flattening of the curve 00:03:36.600 --> 00:03:38.720 and as you get to 2018, 00:03:38.720 --> 00:03:40.720 this very highest group 00:03:40.720 --> 00:03:42.960 is not only paying a lower effective tax rate 00:03:42.960 --> 00:03:47.200 than folks in the 99th or the 99.99th percentile, 00:03:47.200 --> 00:03:48.960 but they're paying a lower effective tax rate 00:03:48.960 --> 00:03:50.830 than almost everyone. 00:03:50.830 --> 00:03:53.222 And once again, the reason for that 00:03:53.222 --> 00:03:55.600 is that a disproportionate amount of their income 00:03:55.600 --> 00:03:57.510 probably comes from capital gains 00:03:57.510 --> 00:03:58.690 or corporate profits, 00:03:58.690 --> 00:04:01.270 and the taxes have decreased on those, 00:04:01.270 --> 00:04:03.460 or they have been more sophisticated 00:04:03.460 --> 00:04:05.503 at finding tax shelters.

Representing solids, liquids, and gases using particulate models

https://www.youtube.com/watch?v=4Q45iIeMdCM

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https://www.youtube.com/api/timedtext?v=4Q45iIeMdCM&ei=W1iUZeDvLqW4vdIP7I2sgAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245963&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=E946F035B05C51BCEFE7B7ACC595F5B38B8050EA.E12CE8935E1B48C73BA54CC99819C33C152E86EC&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.550 --> 00:00:02.140 - [Instructor] What we have depicted here 00:00:02.140 --> 00:00:05.060 in these four images are matter 00:00:05.060 --> 00:00:06.490 in different states. 00:00:06.490 --> 00:00:09.260 And we're using what's known as a particulate model. 00:00:09.260 --> 00:00:11.560 And these are two dimensional particulate models 00:00:11.560 --> 00:00:14.010 which are simple ways of imagining 00:00:14.010 --> 00:00:16.770 what is going on at a molecular scale 00:00:16.770 --> 00:00:18.340 inside of matter. 00:00:18.340 --> 00:00:21.070 And so you can imagine each of these circles to, 00:00:21.070 --> 00:00:22.820 depending on what we're dealing with, 00:00:22.820 --> 00:00:24.020 it's either an ion, 00:00:24.020 --> 00:00:25.010 it's a molecule, 00:00:25.010 --> 00:00:26.580 or it's an atom. 00:00:26.580 --> 00:00:28.820 But it's telling us how these molecules 00:00:28.820 --> 00:00:32.240 or ions or atoms are interacting with each other. 00:00:32.240 --> 00:00:35.200 Which determine what state of matter we are in. 00:00:35.200 --> 00:00:37.550 So pause this video and think about 00:00:37.550 --> 00:00:39.380 which of these quadrants represent matter 00:00:39.380 --> 00:00:40.410 in a solid state, 00:00:40.410 --> 00:00:42.530 which represent matter in a liquid state, 00:00:42.530 --> 00:00:45.763 and which represents matter in a gas state. 00:00:47.560 --> 00:00:49.450 All right, so there's a few that might have been 00:00:49.450 --> 00:00:51.320 somewhat obvious to you. 00:00:51.320 --> 00:00:54.410 If you imagine each of these circles to be an ion, 00:00:54.410 --> 00:00:57.410 you could imagine these to be ionic solids 00:00:57.410 --> 00:00:58.243 that we've seen. 00:00:58.243 --> 00:00:59.720 That type of lattice structure. 00:00:59.720 --> 00:01:02.400 If you imagine each of these circles 00:01:02.400 --> 00:01:05.650 to be atoms that are forming covalent bonds 00:01:05.650 --> 00:01:07.340 with neighboring circles, 00:01:07.340 --> 00:01:08.420 then you could imagine this being 00:01:08.420 --> 00:01:11.110 a covalent network solid. 00:01:11.110 --> 00:01:14.680 If you imagine each of these circles are molecules, 00:01:14.680 --> 00:01:16.890 and due to intermolecular forces, 00:01:16.890 --> 00:01:18.970 they have arranged in this regular way 00:01:18.970 --> 00:01:20.390 to the other molecules, 00:01:20.390 --> 00:01:23.390 then you could imagine this is a molecular solid. 00:01:23.390 --> 00:01:25.820 You could also imagine that each of these 00:01:25.820 --> 00:01:29.220 are metal atoms and they're all sharing 00:01:29.220 --> 00:01:31.350 the soup of valance electrons. 00:01:31.350 --> 00:01:33.920 And so we're dealing with a metallic solid. 00:01:33.920 --> 00:01:35.830 But no matter which visualization you use 00:01:35.830 --> 00:01:37.850 or what you're imagining this to be, 00:01:37.850 --> 00:01:41.140 it's pretty clear that this is a solid. 00:01:41.140 --> 00:01:43.530 And one of the major giveaways of that 00:01:43.530 --> 00:01:46.100 is that it's not taking the shape of the container. 00:01:46.100 --> 00:01:48.920 These molecules, I guess you could say these particles, 00:01:48.920 --> 00:01:51.620 aren't able to fully slide past each other 00:01:51.620 --> 00:01:53.750 and take the shape of the container 00:01:53.750 --> 00:01:54.740 that they're in, 00:01:54.740 --> 00:01:56.350 which would happen in a liquid. 00:01:56.350 --> 00:01:58.720 And they're clearly not able to overcome 00:01:58.720 --> 00:02:01.670 the forces between the particles 00:02:01.670 --> 00:02:04.710 to then go off and do their own thing, 00:02:04.710 --> 00:02:06.160 which we would see in a gas 00:02:06.160 --> 00:02:08.290 and bounce around the entire container. 00:02:08.290 --> 00:02:10.300 So this is clearly a solid. 00:02:10.300 --> 00:02:11.960 Now this one on the bottom left, 00:02:11.960 --> 00:02:14.350 here it does look like the particles 00:02:14.350 --> 00:02:16.260 are taking the shape of the container. 00:02:16.260 --> 00:02:18.890 They are able to slide past each other, 00:02:18.890 --> 00:02:21.370 but there are still intermolecular forces there 00:02:21.370 --> 00:02:23.550 that keep them from flying apart. 00:02:23.550 --> 00:02:26.710 So this is clearly a liquid. 00:02:26.710 --> 00:02:28.100 And in this bottom right quadrant, 00:02:28.100 --> 00:02:29.590 you could imagine what's going on. 00:02:29.590 --> 00:02:33.340 These particles, whether they're molecules or ions, 00:02:33.340 --> 00:02:34.770 they have for the most part 00:02:34.770 --> 00:02:37.660 been able to overcome the intermolecular forces 00:02:37.660 --> 00:02:38.650 between them. 00:02:38.650 --> 00:02:40.080 And so they are just bouncing around, 00:02:40.080 --> 00:02:42.270 fully taking the form of the container 00:02:42.270 --> 00:02:43.430 that they are in. 00:02:43.430 --> 00:02:46.640 And so this is a gas. 00:02:46.640 --> 00:02:48.890 Now what about this right over here? 00:02:48.890 --> 00:02:50.730 It looks kind of like a solid 00:02:50.730 --> 00:02:51.940 in that it's not taking the shape 00:02:51.940 --> 00:02:53.120 of its container. 00:02:53.120 --> 00:02:54.460 But it's also irregular, 00:02:54.460 --> 00:02:56.580 the way that you might expect a liquid to be, 00:02:56.580 --> 00:02:58.880 at least at a snapshot in time. 00:02:58.880 --> 00:03:00.930 And this, because it's not taking the shape 00:03:00.930 --> 00:03:01.763 of its container, 00:03:01.763 --> 00:03:04.490 and because these molecules or these particles, 00:03:04.490 --> 00:03:06.560 even though they are irregular, 00:03:06.560 --> 00:03:08.790 they aren't sliding past each other 00:03:08.790 --> 00:03:10.180 like you would expect in a liquid. 00:03:10.180 --> 00:03:12.370 This too is a solid, 00:03:12.370 --> 00:03:15.440 but we call this an amorphous solid. 00:03:15.440 --> 00:03:18.060 It does not have this nice crystalline structure 00:03:18.060 --> 00:03:20.420 like we've seen with the crystalline solids. 00:03:20.420 --> 00:03:22.470 And there's a lot of examples 00:03:22.470 --> 00:03:24.720 of amorphous solids. 00:03:24.720 --> 00:03:26.620 Most of the solids you know in your life 00:03:26.620 --> 00:03:27.910 that are stretchy, 00:03:27.910 --> 00:03:30.130 that have an elastic quality to them, 00:03:30.130 --> 00:03:32.210 are amorphous solids. 00:03:32.210 --> 00:03:34.970 For example, if you had a little bunch of natural rubber, 00:03:34.970 --> 00:03:37.170 you could pull on it and it might look 00:03:37.170 --> 00:03:39.280 something like this when you stretch it. 00:03:39.280 --> 00:03:40.510 But then when you let go, 00:03:40.510 --> 00:03:42.340 it will go back to its original state 00:03:42.340 --> 00:03:44.500 or maybe close to its original state. 00:03:44.500 --> 00:03:46.240 And the reason why it does that 00:03:46.240 --> 00:03:49.620 is natural rubber is made up of polymers. 00:03:49.620 --> 00:03:52.330 And just to imagine what a polymer is, 00:03:52.330 --> 00:03:53.780 this is a molecular structure 00:03:53.780 --> 00:03:55.770 of actual natural rubber. 00:03:55.770 --> 00:03:59.470 It's a chain of carbons that are bonded to hydrogens. 00:03:59.470 --> 00:04:00.560 And if you imagine it, 00:04:00.560 --> 00:04:02.290 if you were to zoom out from this, 00:04:02.290 --> 00:04:04.210 you imagine these chains, 00:04:04.210 --> 00:04:06.310 these very long chains of carbons 00:04:06.310 --> 00:04:07.270 with hydrogens. 00:04:07.270 --> 00:04:08.920 And then in natural rubber, 00:04:08.920 --> 00:04:11.770 they all get tangled up with each other. 00:04:11.770 --> 00:04:14.900 And so they're forming this amorphous solid. 00:04:14.900 --> 00:04:17.030 It doesn't look exactly like this particulate model 00:04:17.030 --> 00:04:18.100 we just saw, 00:04:18.100 --> 00:04:20.240 it's more just imagine a bunch of strings 00:04:20.240 --> 00:04:21.873 that are all tangled up. 00:04:22.800 --> 00:04:25.410 And so if you were to pull on them, 00:04:25.410 --> 00:04:27.620 they are able to stretch, 00:04:27.620 --> 00:04:28.800 but then you let go, 00:04:28.800 --> 00:04:31.770 they get back to close to where they were before. 00:04:31.770 --> 00:04:33.830 Now rubber isn't the only polymer. 00:04:33.830 --> 00:04:36.030 For example, the plastics you see all around you 00:04:36.030 --> 00:04:37.730 are also polymers. 00:04:37.730 --> 00:04:40.400 And a few are mostly amorphous. 00:04:40.400 --> 00:04:42.750 And then a few are mostly crystalline. 00:04:42.750 --> 00:04:45.900 And a lot are what we would call semi-crystalline. 00:04:45.900 --> 00:04:47.630 Which means they have both amorphous 00:04:47.630 --> 00:04:49.383 and crystalline regions.

Per capita GDP trends over past 70 years

https://www.youtube.com/watch?v=t6XIi-Qp-Rs

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https://www.youtube.com/api/timedtext?v=t6XIi-Qp-Rs&ei=XFiUZfvjB920xN8PtKC-6A0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245964&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=1985D64861BBA541C6ECE772638D25AE0295484A.2CC7243495AC6B42E357977A8B8C93AB44BFB920&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.180 --> 00:00:02.140 - [Instructor] This is a chart from "The New York Times," 00:00:02.140 --> 00:00:06.070 that shows us how per capita GDP has trended 00:00:06.070 --> 00:00:10.100 on an inflation adjusted basis since 1947. 00:00:10.100 --> 00:00:11.220 So you can really think about this 00:00:11.220 --> 00:00:12.830 as the post World War II era. 00:00:12.830 --> 00:00:15.730 World War II of course ended in 1945. 00:00:15.730 --> 00:00:17.390 It's always good to read the fine print 00:00:17.390 --> 00:00:19.400 to make sure we understand what this is telling us 00:00:19.400 --> 00:00:20.780 and what it's not telling us. 00:00:20.780 --> 00:00:23.450 As I mentioned, it is adjusted for inflation. 00:00:23.450 --> 00:00:26.070 It also says that the incomes given here 00:00:26.070 --> 00:00:29.750 are post tax and include government benefits. 00:00:29.750 --> 00:00:31.470 So if someone's getting a government benefit 00:00:31.470 --> 00:00:32.860 of a certain value per year, 00:00:32.860 --> 00:00:35.780 that would be included in their income here. 00:00:35.780 --> 00:00:38.210 And, if someone is say, making $100,000, 00:00:38.210 --> 00:00:40.660 but paying $35,000 in taxes, 00:00:40.660 --> 00:00:43.230 then the income is post tax. 00:00:43.230 --> 00:00:45.540 It'd be the $100,000 minus the $35,000, 00:00:45.540 --> 00:00:47.210 or $65,000. 00:00:47.210 --> 00:00:49.650 And there's several interesting things here. 00:00:49.650 --> 00:00:53.010 This is showing us growth since 1947. 00:00:53.010 --> 00:00:55.390 So it's not that folks in 1947, 00:00:55.390 --> 00:00:58.050 that we had a zero per capita GDP, 00:00:58.050 --> 00:00:59.980 or that there was zero income. 00:00:59.980 --> 00:01:01.990 It's just obviously in 1947 00:01:01.990 --> 00:01:04.850 you haven't had any growth since 1947. 00:01:04.850 --> 00:01:06.730 And then as you move forward in time, 00:01:06.730 --> 00:01:09.150 over roughly the next 30 years, 00:01:09.150 --> 00:01:10.780 you get to about 1980, 00:01:10.780 --> 00:01:13.730 it looks like you've had about 100% growth. 00:01:13.730 --> 00:01:16.810 Now whenever I think in terms of percentage growth, 00:01:16.810 --> 00:01:19.070 100% growth, 200% growth, 00:01:19.070 --> 00:01:21.280 I always like to do a little bit of a reality check 00:01:21.280 --> 00:01:23.890 of how would that compare to where I started? 00:01:23.890 --> 00:01:27.780 I like to view the 0% growth as 100% 00:01:27.780 --> 00:01:29.040 of 1947. 00:01:29.040 --> 00:01:31.910 I'll make another axis here on the right 00:01:31.910 --> 00:01:33.490 to supplement what's already there. 00:01:33.490 --> 00:01:37.550 So this would be 100% of 1947. 00:01:37.550 --> 00:01:40.180 Then, if I grow 100% from that, 00:01:40.180 --> 00:01:41.770 that's the same thing as doubling. 00:01:41.770 --> 00:01:45.810 So 200% of 1947. 00:01:45.810 --> 00:01:46.860 This right over here, 00:01:46.860 --> 00:01:49.820 if I grow by 200%, that means I am at 00:01:49.820 --> 00:01:54.470 300% of 1947. 00:01:54.470 --> 00:01:56.950 And then if I've grown by 300%, 00:01:56.950 --> 00:01:58.900 that means I am at 00:01:58.900 --> 00:02:03.300 400% of 1947. 00:02:03.300 --> 00:02:05.020 So one way to think about it is 00:02:05.020 --> 00:02:06.790 over the course of the 30 years, 00:02:06.790 --> 00:02:09.920 or 33 years from 1947 to 1980, 00:02:09.920 --> 00:02:14.370 it looks like inflation adjusted per capita GDP 00:02:14.370 --> 00:02:16.730 has essentially doubled. 00:02:16.730 --> 00:02:19.190 It has grown by 100%. 00:02:19.190 --> 00:02:21.450 And it also looks like in this yellow line 00:02:21.450 --> 00:02:23.790 where they're telling us the average income 00:02:23.790 --> 00:02:25.695 for the bottom 90%. 00:02:25.695 --> 00:02:26.600 So bottom 90%. 00:02:26.600 --> 00:02:28.960 That's essentially everyone but the top 10%. 00:02:28.960 --> 00:02:32.600 It looks like it's roughly tracked per capita GDP. 00:02:32.600 --> 00:02:33.810 In fact it looks like it might have been 00:02:33.810 --> 00:02:36.920 a little bit ahead of that over some of those years. 00:02:36.920 --> 00:02:39.470 So if you go from 1947 to 1980, 00:02:39.470 --> 00:02:41.870 per capita GDP has roughly doubled. 00:02:41.870 --> 00:02:45.700 And, average incomes for that bottom 90% 00:02:45.700 --> 00:02:47.700 has roughly doubled. 00:02:47.700 --> 00:02:49.930 Now something interesting, or at least this graph 00:02:49.930 --> 00:02:52.250 is highlighting something that might be interesting, 00:02:52.250 --> 00:02:53.840 over the next 40 year period, 00:02:53.840 --> 00:02:56.430 from 1980 to roughly today, 00:02:56.430 --> 00:02:59.290 which is per capita GDP has continued 00:02:59.290 --> 00:03:03.250 to trend upward at a seemingly similar rate. 00:03:03.250 --> 00:03:07.340 But, the income, the average income for the bottom 90% 00:03:07.340 --> 00:03:10.120 does not seem to keep pace with that. 00:03:10.120 --> 00:03:12.340 In other videos we looked at 1980 to now 00:03:12.340 --> 00:03:13.800 and we saw this trend. 00:03:13.800 --> 00:03:17.670 But we didn't have the historical data from 1947 to 1980 00:03:17.670 --> 00:03:19.500 to see that you don't always see this. 00:03:19.500 --> 00:03:20.670 And in order for that to happen, 00:03:20.670 --> 00:03:23.560 that means that the top 10% must be growing faster. 00:03:23.560 --> 00:03:25.150 I'm just making up some curve like that. 00:03:25.150 --> 00:03:27.700 It must be going at a faster rate. 00:03:27.700 --> 00:03:30.400 And even this might be surprising some of you. 00:03:30.400 --> 00:03:31.880 You might say, all right, 00:03:31.880 --> 00:03:34.170 the bottom 90% is not growing as fast 00:03:34.170 --> 00:03:36.430 as the average across the country, 00:03:36.430 --> 00:03:38.240 but by this measure it looks 00:03:38.240 --> 00:03:41.090 like on an inflation adjusted after tax basis, 00:03:41.090 --> 00:03:46.010 the bottom 90% is at 300% of 1947 now, give or take, 00:03:46.010 --> 00:03:50.060 and it was at 200% of 1947 in 1980, give or take. 00:03:50.060 --> 00:03:51.380 Which means that the standard of living 00:03:51.380 --> 00:03:54.530 since 1980 should have improved by about 50% 00:03:54.530 --> 00:03:56.680 for this bottom 90% group. 00:03:56.680 --> 00:03:58.690 And I know for a lot of y'all who have been around 00:03:58.690 --> 00:04:01.130 since 1980 or who know about 1980, 00:04:01.130 --> 00:04:02.810 says well maybe that's the case. 00:04:02.810 --> 00:04:05.430 Most of us definitely have better computing power now, 00:04:05.430 --> 00:04:08.760 we have nicer large screen flat TVs. 00:04:08.760 --> 00:04:11.380 We have cheaper manufactured goods. 00:04:11.380 --> 00:04:13.950 But other things feel harder for a lot of folks 00:04:13.950 --> 00:04:14.980 than 1980. 00:04:14.980 --> 00:04:16.310 Things like buying a house. 00:04:16.310 --> 00:04:17.430 Or healthcare. 00:04:17.430 --> 00:04:19.000 Or college tuition. 00:04:19.000 --> 00:04:21.350 And that goes to something that we will probably 00:04:21.350 --> 00:04:23.130 dig into more in other videos. 00:04:23.130 --> 00:04:25.440 And that's how inflation is measured. 00:04:25.440 --> 00:04:26.690 I'm not gonna go into detail. 00:04:26.690 --> 00:04:28.590 Other parts of Khan Academy we talk about 00:04:28.590 --> 00:04:30.110 how inflation is measured and 00:04:30.110 --> 00:04:31.800 the Consumer Price Index. 00:04:31.800 --> 00:04:33.470 But whenever you look at any statistics, 00:04:33.470 --> 00:04:34.840 it's always important to think about 00:04:34.840 --> 00:04:36.010 how are they calculated? 00:04:36.010 --> 00:04:38.010 What are the underlying assumptions? 00:04:38.010 --> 00:04:40.420 Because inflation is trying to capture 00:04:40.420 --> 00:04:43.080 how much can you buy with a certain amount of money? 00:04:43.080 --> 00:04:44.990 But that calculation is dependent on 00:04:44.990 --> 00:04:46.600 what you think people are buying. 00:04:46.600 --> 00:04:48.820 Or how you measure the cost of it. 00:04:48.820 --> 00:04:50.900 So we'll talk about that in future videos. 00:04:50.900 --> 00:04:52.690 But the big takeaway here is 00:04:52.690 --> 00:04:55.350 is that the historic trend is that the bottom 90% 00:04:55.350 --> 00:04:58.280 has roughly grown with per capita GDP. 00:04:58.280 --> 00:05:00.950 But it seems like there's something about the last 40 years, 00:05:00.950 --> 00:05:03.550 whether it's tax policy, monetary policy, 00:05:03.550 --> 00:05:05.970 demographic changes, technology, 00:05:05.970 --> 00:05:07.880 globalization, education, 00:05:07.880 --> 00:05:09.500 and maybe all of the above, 00:05:09.500 --> 00:05:11.823 that has led to a change in the trend.

Quick guide to the 2020 AP US History exam

https://www.youtube.com/watch?v=BBotNyLMNB4

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https://www.youtube.com/api/timedtext?v=BBotNyLMNB4&ei=XFiUZb2tA4rVhcIP652h-AU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245964&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=48D4D9CCC96EC06B10DC78C9C104600FF2DB3EC7.69819AC38A0EDA1C8948EA093FC9B38DB0DB2A71&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.140 --> 00:00:01.580 - [Kim] Hey historians. 00:00:01.580 --> 00:00:04.790 Kim from Khan Academy here with a quick guide to 00:00:04.790 --> 00:00:08.890 the 2020 AP U.S. History exam. 00:00:08.890 --> 00:00:12.410 I'm gonna go over the details about the new exam format 00:00:12.410 --> 00:00:15.610 and how the scoring system has changed. 00:00:15.610 --> 00:00:17.230 Okay, here's what you need to know. 00:00:17.230 --> 00:00:22.020 First, the exam is taking place on Friday, May 15th, 2020. 00:00:22.910 --> 00:00:25.230 The time depends on where you live. 00:00:25.230 --> 00:00:29.360 So, you'll get all the information you need on when and how 00:00:29.360 --> 00:00:31.640 to sign in from the College Board 00:00:31.640 --> 00:00:33.780 if you've registered for the exam. 00:00:33.780 --> 00:00:38.060 The overall scoring system for the exam hasn't changed. 00:00:38.060 --> 00:00:41.510 You'll still receive a score between one and five, 00:00:41.510 --> 00:00:43.910 and it's still up to colleges to decide 00:00:43.910 --> 00:00:47.100 how many credits they'll award you based on that score. 00:00:47.100 --> 00:00:48.960 The College Board says they're confident 00:00:48.960 --> 00:00:53.380 that most colleges will accept this year's AP scores 00:00:53.380 --> 00:00:55.840 just as they would for any other year. 00:00:55.840 --> 00:00:58.470 You'll have 45 minutes to take the exam 00:00:58.470 --> 00:01:02.690 plus five minutes for uploading at the end of that period. 00:01:02.690 --> 00:01:06.060 You can type the exam if you've got access to a computer, 00:01:06.060 --> 00:01:08.260 or you can write it out longhand on paper 00:01:08.260 --> 00:01:10.370 and take pictures of your essay 00:01:10.370 --> 00:01:12.820 if you wanna upload it through your smartphone. 00:01:12.820 --> 00:01:15.670 If you need help accessing technology so you can take 00:01:15.670 --> 00:01:17.310 and submit the exam, 00:01:17.310 --> 00:01:19.970 reach out to the College Board as soon as you can. 00:01:19.970 --> 00:01:23.010 I'll put a link to the forum in the description. 00:01:23.010 --> 00:01:25.840 So now let's talk about the format of the exam. 00:01:25.840 --> 00:01:26.990 It's a little different. 00:01:26.990 --> 00:01:28.810 The whole exam is just going to be 00:01:28.810 --> 00:01:32.030 one document-based question, DBQ. 00:01:32.030 --> 00:01:33.920 So there won't be any multiple choice 00:01:33.920 --> 00:01:37.530 or short answer questions or a long essay. 00:01:37.530 --> 00:01:38.690 The good news is that 00:01:38.690 --> 00:01:41.160 this year there will be fewer documents 00:01:41.160 --> 00:01:43.240 than your standard DBQ. 00:01:43.240 --> 00:01:45.660 Five documents instead of seven. 00:01:45.660 --> 00:01:47.450 And one of those will be something 00:01:47.450 --> 00:01:49.610 other than a text-based source. 00:01:49.610 --> 00:01:52.600 So, a political cartoon, a photograph, 00:01:52.600 --> 00:01:54.360 map, something like that. 00:01:54.360 --> 00:01:59.360 And, the exam will also cover fewer periods of U.S. history. 00:02:00.130 --> 00:02:02.350 Just Periods 3 through 7. 00:02:02.350 --> 00:02:04.820 So that goes from 1754, 00:02:04.820 --> 00:02:06.970 or the start of the Seven Years' War, 00:02:06.970 --> 00:02:10.630 through 1945, the end of World War II. 00:02:10.630 --> 00:02:12.780 The exam is going to be open book. 00:02:12.780 --> 00:02:16.350 So you can have any books or notes you want with you. 00:02:16.350 --> 00:02:18.900 But you can't copy and paste from sources 00:02:18.900 --> 00:02:20.920 or collaborate with other students. 00:02:20.920 --> 00:02:24.390 So, don't text your friends the minute you get the prompt. 00:02:24.390 --> 00:02:26.240 The College Board has said they're gonna crack down 00:02:26.240 --> 00:02:27.730 very hard on cheating, 00:02:27.730 --> 00:02:29.760 and they'll use plagiarism software 00:02:29.760 --> 00:02:32.130 to detect similar essays. 00:02:32.130 --> 00:02:36.290 All right, now let's talk about how this DBQ will be scored. 00:02:36.290 --> 00:02:39.060 It's a little different from previous DBQs, 00:02:39.060 --> 00:02:43.120 since there are fewer documents and less time overall. 00:02:43.120 --> 00:02:47.500 You'll be able to earn up to 10 points instead of seven. 00:02:47.500 --> 00:02:50.410 So let's go through the points you can earn one by one. 00:02:50.410 --> 00:02:55.290 First, there are the thesis and contextualization points. 00:02:55.290 --> 00:02:58.100 These are the same as they have been in past exams. 00:02:58.100 --> 00:03:00.450 You get one point for including 00:03:00.450 --> 00:03:02.670 a historically defensible claim 00:03:02.670 --> 00:03:05.160 that gives a line of reasoning in either 00:03:05.160 --> 00:03:07.610 the introduction or the conclusion. 00:03:07.610 --> 00:03:09.630 This means you've gotta answer the question prompt 00:03:09.630 --> 00:03:11.710 with an argument that's factual, 00:03:11.710 --> 00:03:14.740 and you need to say why you think it's true. 00:03:14.740 --> 00:03:17.790 Contextualization gives a broader sense of 00:03:17.790 --> 00:03:19.990 what was happening in the time period 00:03:19.990 --> 00:03:22.590 in a way that's relevant to your thesis. 00:03:22.590 --> 00:03:24.380 So, if the question is about 00:03:24.380 --> 00:03:26.930 industrialization in the Gilded Age, 00:03:26.930 --> 00:03:29.150 you wanna explain the context of 00:03:29.150 --> 00:03:32.930 the expansion of factory work and urbanization, 00:03:32.930 --> 00:03:35.370 not something about the impact of 00:03:35.370 --> 00:03:38.540 the Dawes Act on indigenous people in the West. 00:03:38.540 --> 00:03:41.440 Just because something's happening at the same time 00:03:41.440 --> 00:03:44.230 doesn't mean that it's relevant context for 00:03:44.230 --> 00:03:45.867 the argument you're making. 00:03:45.867 --> 00:03:48.910 Okay, now let's talk about the evidence points. 00:03:48.910 --> 00:03:50.330 This is the area where there are 00:03:50.330 --> 00:03:54.500 the most differences from the usual DBQ scoring. 00:03:54.500 --> 00:03:56.460 Here's how you can earn the points. 00:03:56.460 --> 00:03:58.460 You get one point for describing 00:03:58.460 --> 00:04:02.230 the content of two of the five documents accurately. 00:04:02.230 --> 00:04:04.510 That means not just quoting from them, 00:04:04.510 --> 00:04:06.210 but showing your understanding of 00:04:06.210 --> 00:04:08.410 what's happening in the document. 00:04:08.410 --> 00:04:11.700 And you can earn another point for using those two documents 00:04:11.700 --> 00:04:13.140 to support your argument, 00:04:13.140 --> 00:04:16.110 tying them back directly to your thesis. 00:04:16.110 --> 00:04:19.760 And you can earn another point by going above and beyond 00:04:19.760 --> 00:04:22.070 by accurately describing four documents 00:04:22.070 --> 00:04:24.760 and using those to support your argument too. 00:04:24.760 --> 00:04:27.880 Then there's evidence beyond the documents. 00:04:27.880 --> 00:04:31.600 You can earn up to two more points by bringing in one 00:04:31.600 --> 00:04:35.450 or two more pieces of evidence to support your thesis, 00:04:35.450 --> 00:04:38.410 drawing on your own knowledge of the material. 00:04:38.410 --> 00:04:41.860 Now, it's not just mentioning some other piece of evidence, 00:04:41.860 --> 00:04:44.340 you have to show that you know what you're talking about 00:04:44.340 --> 00:04:45.520 when you use it. 00:04:45.520 --> 00:04:48.557 So you can't just say, "Another example of reform was 00:04:48.557 --> 00:04:50.180 "the Temperance Movement." 00:04:50.180 --> 00:04:51.487 You need to say something like, 00:04:51.487 --> 00:04:54.787 "The Temperance Movement was another reform movement 00:04:54.787 --> 00:04:58.327 "that encouraged Americans to make a voluntary change 00:04:58.327 --> 00:05:01.550 "for the better by abstaining from alcohol." 00:05:01.550 --> 00:05:04.030 The analysis and reasoning points 00:05:04.030 --> 00:05:06.620 are also slightly different this year. 00:05:06.620 --> 00:05:10.330 So, instead of requiring you to provide a source analysis 00:05:10.330 --> 00:05:13.550 for three of the seven documents, 00:05:13.550 --> 00:05:16.610 the College Board is being considerably more lenient, 00:05:16.610 --> 00:05:19.110 and awarding one point for explaining 00:05:19.110 --> 00:05:23.400 the relevance of the point of view, purpose, situation 00:05:23.400 --> 00:05:27.400 or audience of one of the provided documents. 00:05:27.400 --> 00:05:31.500 And another point for doing so for a second document. 00:05:31.500 --> 00:05:34.230 Remember that your source analysis needs to go deeper 00:05:34.230 --> 00:05:36.600 than just a surface mention. 00:05:36.600 --> 00:05:37.567 Don't just say, 00:05:37.567 --> 00:05:40.017 "The Emancipation Proclamation was written in 00:05:40.017 --> 00:05:41.940 "the context of the Civil War." 00:05:41.940 --> 00:05:43.637 But something like, 00:05:43.637 --> 00:05:47.327 "Lincoln issued the Emancipation Proclamation after 00:05:47.327 --> 00:05:50.017 "the U.S. Army won the Battle of Antietam, 00:05:50.017 --> 00:05:52.647 "hoping that the victory and the new commitment 00:05:52.647 --> 00:05:55.527 "to ending slavery would prevent European powers 00:05:55.527 --> 00:05:57.970 "from allying with the Confederacy." 00:05:57.970 --> 00:06:00.080 So make sure that you explain 00:06:00.080 --> 00:06:03.740 why the extra information you provide about the source 00:06:03.740 --> 00:06:05.980 connects back up to your thesis. 00:06:05.980 --> 00:06:08.960 The last point is for demonstrating 00:06:08.960 --> 00:06:11.870 a complex understanding of the topic. 00:06:11.870 --> 00:06:14.510 This is the same as in the old rubric. 00:06:14.510 --> 00:06:18.640 So you get a point for corroborating, qualifying 00:06:18.640 --> 00:06:21.090 or modifying your argument. 00:06:21.090 --> 00:06:24.140 In other words, you show that you understand 00:06:24.140 --> 00:06:26.410 that history isn't neat and tidy. 00:06:26.410 --> 00:06:30.080 There are exceptions, ways that historical actors 00:06:30.080 --> 00:06:33.230 or movements fell short of their goals or ideals, 00:06:33.230 --> 00:06:35.320 or other sides to consider 00:06:35.320 --> 00:06:37.800 when making a statement about the past. 00:06:37.800 --> 00:06:40.180 Now, I know all of this has a lot to take in. 00:06:40.180 --> 00:06:42.760 I'm gonna provide a link to the new rubric in 00:06:42.760 --> 00:06:45.330 the description so you can check it out for yourself. 00:06:45.330 --> 00:06:49.290 But in essence, it's just a shorter form of the DBQ. 00:06:49.290 --> 00:06:51.010 So don't sweat the details. 00:06:51.010 --> 00:06:51.953 You've got this.

Introduction to series analyzing income and wealth trends in the US

https://www.youtube.com/watch?v=SMOJC8gBSqc

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WEBVTT Kind: captions Language: en 00:00:00.900 --> 00:00:03.430 - Sal Khan here from Khan Academy. 00:00:03.430 --> 00:00:05.600 What you're seeing over the next few videos 00:00:05.600 --> 00:00:08.810 are analyses of charts and data 00:00:08.810 --> 00:00:10.950 that are put together by "The New York Times" 00:00:10.950 --> 00:00:15.370 around trends in wealth, income, and income inequality. 00:00:15.370 --> 00:00:18.030 Our goal here is to give you extra context, 00:00:18.030 --> 00:00:20.200 extra ways to analyze the data, 00:00:20.200 --> 00:00:22.700 maybe a lens that might not be obvious 00:00:22.700 --> 00:00:25.100 when you first look at some of these graphs. 00:00:25.100 --> 00:00:26.800 Now all of us here at Khan Academy, 00:00:26.800 --> 00:00:29.310 our goal, we're a not-for-profit with a mission 00:00:29.310 --> 00:00:31.190 of providing a free world-class education 00:00:31.190 --> 00:00:34.730 for anyone, anywhere, is to provide the supports 00:00:34.730 --> 00:00:36.670 so that you can look at the data 00:00:36.670 --> 00:00:38.840 and come up with your own judgments. 00:00:38.840 --> 00:00:41.910 Our goal is not to project any opinion 00:00:41.910 --> 00:00:43.920 or any view onto you, 00:00:43.920 --> 00:00:46.020 but to give you the tools you need 00:00:46.020 --> 00:00:49.890 to form your own beliefs or your own analyses. 00:00:49.890 --> 00:00:51.490 So take a look at these videos. 00:00:51.490 --> 00:00:54.310 Hopefully, they will surface insights 00:00:54.310 --> 00:00:56.440 on some of the data, some of the visualizations 00:00:56.440 --> 00:00:58.630 that might not have been obvious otherwise, 00:00:58.630 --> 00:01:02.000 and they inform all of us on a very important debate 00:01:02.000 --> 00:01:04.200 in the world and especially in this country 00:01:04.200 --> 00:01:06.487 around how have incomes trended, 00:01:06.487 --> 00:01:09.041 how has the distribution changed over time, 00:01:09.041 --> 00:01:12.563 and where might we be going and for what reasons.

Comparing income trends across countries

https://www.youtube.com/watch?v=PfcVXHf0m6k

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WEBVTT Kind: captions Language: en 00:00:00.220 --> 00:00:01.510 - [Instructor] The goal of this video 00:00:01.510 --> 00:00:05.131 is to understand how median per capita income after taxes 00:00:05.131 --> 00:00:07.395 has trended in the United States 00:00:07.395 --> 00:00:12.340 in comparison to some other countries over a 30-year period. 00:00:12.340 --> 00:00:16.451 And the 30-year period for this chart is from 1980 to 2010. 00:00:16.451 --> 00:00:18.740 For example, in this first comparison, 00:00:18.740 --> 00:00:21.020 the United States is compared against Canada, 00:00:21.020 --> 00:00:23.610 and you can see at the beginning of this time period, 00:00:23.610 --> 00:00:25.976 the median per capita income after taxes 00:00:25.976 --> 00:00:29.206 in the United States was higher than that of Canada, 00:00:29.206 --> 00:00:31.869 but then over the course of this 30-year period, 00:00:31.869 --> 00:00:34.840 it looks like they've gotten pretty close to each other. 00:00:34.840 --> 00:00:37.700 So you could say that the rate of increase in Canada 00:00:37.700 --> 00:00:41.200 over that period has been higher for this group, 00:00:41.200 --> 00:00:43.760 and so that's what got them to parity. 00:00:43.760 --> 00:00:46.520 In Norway, we're looking over that same time period again, 00:00:46.520 --> 00:00:49.800 from 1980 to 2010, and we're seeing 00:00:49.800 --> 00:00:51.620 a similar story in Norway. 00:00:51.620 --> 00:00:53.322 There was actually a fairly large gap 00:00:53.322 --> 00:00:56.270 between the median per capita incomes after taxes 00:00:56.270 --> 00:00:59.980 between the two countries in 1980, and that gap has closed. 00:00:59.980 --> 00:01:01.482 Now on one level, you might say, 00:01:01.482 --> 00:01:05.230 hey, the rate of increase of median per capita income 00:01:05.230 --> 00:01:08.140 after taxes in Norway is greater, 00:01:08.140 --> 00:01:09.470 but on another level, you could say, 00:01:09.470 --> 00:01:10.999 well, even at the end point, 00:01:10.999 --> 00:01:14.448 someone making that median per capita income after taxes 00:01:14.448 --> 00:01:16.820 in the United States will still be better off 00:01:16.820 --> 00:01:20.900 even at the end of our time period, at 2010. 00:01:20.900 --> 00:01:24.706 And we see that generally true for all of these countries. 00:01:24.706 --> 00:01:28.932 They all have steeper curves, so a higher rate of change, 00:01:28.932 --> 00:01:32.120 but the United States, on an absolute level, 00:01:32.120 --> 00:01:35.540 has stayed higher, although the gap has gotten smaller 00:01:35.540 --> 00:01:37.690 for most of these. 00:01:37.690 --> 00:01:39.280 So you could interpret it either way, 00:01:39.280 --> 00:01:41.970 but it's probably leading to other questions. 00:01:41.970 --> 00:01:44.160 You might say, all right, this is just 00:01:44.160 --> 00:01:46.740 for those folks in that 50th percentile, 00:01:46.740 --> 00:01:50.016 the people in the middle, the median per capita income. 00:01:50.016 --> 00:01:53.523 What about people at other points in the distribution? 00:01:53.523 --> 00:01:56.430 What we just saw is for the median year, 00:01:56.430 --> 00:02:00.350 and you can see the U.S. curve in this burgundy type color, 00:02:00.350 --> 00:02:03.560 and then, instead of showing the median over and over again 00:02:03.560 --> 00:02:05.901 over that time period, it just plots the other countries 00:02:05.901 --> 00:02:09.020 right over here, so you can see trend in Canada. 00:02:09.020 --> 00:02:12.040 At the beginning of the period, the median per capita income 00:02:12.040 --> 00:02:14.984 after taxes was lower than that in the United States, 00:02:14.984 --> 00:02:16.562 and then it closes the gap. 00:02:16.562 --> 00:02:19.388 And then we can see the other countries, Norway, 00:02:19.388 --> 00:02:24.388 Netherlands, Britain, Sweden, so on and so forth. 00:02:24.720 --> 00:02:26.320 And this is useful, because you can see, 00:02:26.320 --> 00:02:28.580 even though the rate of improvement is deeper 00:02:28.580 --> 00:02:31.101 for these other countries, at least for the median, 00:02:31.101 --> 00:02:33.789 you're still better off being in the United States. 00:02:33.789 --> 00:02:36.680 But the picture does change a little bit depending on 00:02:36.680 --> 00:02:39.344 which countries you look at and which extreme you look at. 00:02:39.344 --> 00:02:41.351 You can see that for that fifth percentile, 00:02:41.351 --> 00:02:43.161 there are countries like Germany, 00:02:43.161 --> 00:02:45.470 where if you're in that fifth percentile, 00:02:45.470 --> 00:02:48.260 you were better off in 1980 and in 2010, 00:02:48.260 --> 00:02:49.580 relative to the United States, 00:02:49.580 --> 00:02:51.920 but the rate of improvement is actually similar, 00:02:51.920 --> 00:02:53.450 and I'm speaking in very rough terms, 00:02:53.450 --> 00:02:55.100 to that of the United States. 00:02:55.100 --> 00:02:58.384 And then you have countries like Ireland where, 00:02:58.384 --> 00:03:00.345 at the beginning of the period, 00:03:00.345 --> 00:03:01.960 you would've been worse off if you were 00:03:01.960 --> 00:03:03.910 in the fifth percentile being in Ireland, 00:03:03.910 --> 00:03:04.960 and at the end of the period, 00:03:04.960 --> 00:03:07.370 it looks like you were slightly better off. 00:03:07.370 --> 00:03:10.850 And then, we can see that trend for the 10th percentile, 00:03:10.850 --> 00:03:12.815 20th percentile, so on and so forth, 00:03:12.815 --> 00:03:16.074 and the benefit of being in the United States 00:03:16.074 --> 00:03:18.285 over that time period, and the improvement 00:03:18.285 --> 00:03:22.290 in inflation-adjusted after tax income over time, 00:03:22.290 --> 00:03:24.224 seems to be more dramatic in the United States 00:03:24.224 --> 00:03:27.400 as you get to the higher percentiles. 00:03:27.400 --> 00:03:29.095 When you see this 95th percentile, 00:03:29.095 --> 00:03:31.480 the United States was already better off 00:03:31.480 --> 00:03:33.734 than everyone else in 1980, and the gap between 00:03:33.734 --> 00:03:36.863 those 95th percentiles has only increased. 00:03:36.863 --> 00:03:39.870 Now there's several takeaways that you could have from this. 00:03:39.870 --> 00:03:41.233 One is that the rate of improvement 00:03:41.233 --> 00:03:43.664 in some of these other countries is steeper, 00:03:43.664 --> 00:03:45.450 but on the other hand, for example, 00:03:45.450 --> 00:03:47.160 if we look at Ireland or Spain, 00:03:47.160 --> 00:03:49.590 the rate of improvement is steeper, 00:03:49.590 --> 00:03:51.896 especially for some of the lower percentiles, 00:03:51.896 --> 00:03:56.250 but folks still have finished up at an absolute lower level. 00:03:56.250 --> 00:03:57.958 So even in 2010, you'd be better off 00:03:57.958 --> 00:04:00.043 being in the United States. 00:04:00.043 --> 00:04:02.367 Another question that some of you might be asking 00:04:02.367 --> 00:04:05.141 is why do you see this phenomenon in the United States 00:04:05.141 --> 00:04:08.810 that the rate of growth in inflation-adjusted 00:04:08.810 --> 00:04:11.779 after tax income over time seems to be highest 00:04:11.779 --> 00:04:15.750 for the upper income folks in the United States. 00:04:15.750 --> 00:04:18.130 It could be because of tax policy. 00:04:18.130 --> 00:04:21.196 The U.S. does have, relative to many of these countries, 00:04:21.196 --> 00:04:25.310 a lower effective highest marginal tax rate. 00:04:25.310 --> 00:04:27.077 So for the people in the highest incomes, 00:04:27.077 --> 00:04:30.130 they're paying a lower percentage of their taxes 00:04:30.130 --> 00:04:31.330 than people in other countries, 00:04:31.330 --> 00:04:33.556 even though many of them might be paying a higher percentage 00:04:33.556 --> 00:04:36.990 relative to some of the other income brackets. 00:04:36.990 --> 00:04:39.480 You could also say that it might not be a fair comparison. 00:04:39.480 --> 00:04:41.032 The United States has a much larger economy 00:04:41.032 --> 00:04:43.500 than most of these countries. 00:04:43.500 --> 00:04:45.160 The only ones that come even close 00:04:45.160 --> 00:04:47.874 to the United States out of these would be Germany, 00:04:47.874 --> 00:04:49.572 but their economies are still 00:04:49.572 --> 00:04:53.050 less than one-fourth the size of the United States. 00:04:53.050 --> 00:04:55.140 Now there could be other dynamics at play 00:04:55.140 --> 00:04:56.594 that we talk about in other videos, 00:04:56.594 --> 00:04:58.460 but it's at least interesting to know 00:04:58.460 --> 00:05:00.073 what the data tells us.

Looking at trends in inflation adjusted income since 1980

https://www.youtube.com/watch?v=LLBAHS1fd_I

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WEBVTT Kind: captions Language: en 00:00:00.620 --> 00:00:02.240 - [Instructor] What we're looking at is a graphic 00:00:02.240 --> 00:00:04.690 that's put together by "The New York Times," 00:00:04.690 --> 00:00:08.140 and it's a way of thinking about how incomes 00:00:08.140 --> 00:00:11.380 have grown since 1980. 00:00:11.380 --> 00:00:15.660 So before we even look at the various percentiles of income, 00:00:15.660 --> 00:00:17.840 this black line is interesting to look at 00:00:17.840 --> 00:00:21.260 because this is real per capita GDP, 00:00:21.260 --> 00:00:23.890 and you can see relative to 1980, 00:00:23.890 --> 00:00:28.890 real per capita GDP has grown, it looks like, about 80%. 00:00:29.690 --> 00:00:32.760 And that's interesting because, in theory, 00:00:32.760 --> 00:00:36.850 if all of the growth of productivity of a country 00:00:36.850 --> 00:00:40.930 were evenly distributed, then everyone would be growing 00:00:40.930 --> 00:00:43.810 on that per capita GDP line. 00:00:43.810 --> 00:00:45.620 But what's interesting about this graphic 00:00:45.620 --> 00:00:47.870 is we clearly do not see that. 00:00:47.870 --> 00:00:50.480 So, for example, folks with incomes 00:00:50.480 --> 00:00:53.280 in the 90th to 99th percentiles, 00:00:53.280 --> 00:00:57.960 their income actually is growing inline with per capita GDP. 00:00:57.960 --> 00:01:00.450 And, in the year that this was compiled, 00:01:00.450 --> 00:01:02.220 that would be someone, after taxes, 00:01:02.220 --> 00:01:06.800 making 120,000 to 425,000 00:01:06.800 --> 00:01:08.470 per year after taxes, 00:01:08.470 --> 00:01:10.120 so that's a good amount of money. 00:01:10.120 --> 00:01:12.830 Someone making 425,000 after taxes 00:01:12.830 --> 00:01:14.980 might be making roughly 700,000 00:01:14.980 --> 00:01:17.680 or even $800,000 before taxes. 00:01:17.680 --> 00:01:21.800 But we see a spread for people making more or making less. 00:01:21.800 --> 00:01:24.010 The folks in the top 1%, 00:01:24.010 --> 00:01:26.930 their income has grown about twice as fast 00:01:26.930 --> 00:01:31.860 as per capita GDP, and folks in the 0.01%, 00:01:31.860 --> 00:01:34.930 so this one out of every 10,000 people, 00:01:34.930 --> 00:01:36.530 their income looks like it has grown 00:01:36.530 --> 00:01:39.220 roughly five times faster than GDP. 00:01:39.220 --> 00:01:41.270 And, obviously, if some folks' incomes 00:01:41.270 --> 00:01:43.780 are growing faster than per capita GDP, 00:01:43.780 --> 00:01:46.380 other folks' incomes have to be growing slower 00:01:46.380 --> 00:01:49.270 than per capita GDP, and we can see that. 00:01:49.270 --> 00:01:51.500 The middle 40%, their growth, 00:01:51.500 --> 00:01:54.910 it looks like it's about 2/3 as fast as per capita GDP, 00:01:54.910 --> 00:01:56.920 and the bottom 50%, 00:01:56.920 --> 00:02:01.080 it looks like their growth is about 1/3 of per capita GDP. 00:02:01.080 --> 00:02:03.507 Now some folks might say, "Hey, this is alarming. 00:02:03.507 --> 00:02:08.370 "We see an increase in inequality as our economy grows," 00:02:08.370 --> 00:02:09.417 while some might say, 00:02:09.417 --> 00:02:12.317 "Hey, this is a side effect of capitalism. 00:02:12.317 --> 00:02:15.867 "Everyone's income is growing in real terms, 00:02:15.867 --> 00:02:17.587 "but in a capitalist world 00:02:17.587 --> 00:02:20.050 "some people might grow more than others." 00:02:20.050 --> 00:02:22.170 But regardless of your point of view, 00:02:22.170 --> 00:02:24.100 it's interesting to think about why 00:02:24.100 --> 00:02:25.940 we see this spread happening. 00:02:25.940 --> 00:02:26.773 And we're not going to be able 00:02:26.773 --> 00:02:28.590 to dissect all of it right now, 00:02:28.590 --> 00:02:31.030 but I'll talk about some of the areas of interest 00:02:31.030 --> 00:02:33.300 that might explain this phenomenon, 00:02:33.300 --> 00:02:35.150 and it's not in any particular order, 00:02:35.150 --> 00:02:38.490 but some folks would point to globalization. 00:02:38.490 --> 00:02:40.870 Why would globalization do this? 00:02:40.870 --> 00:02:42.670 Well, in the globalized world, 00:02:42.670 --> 00:02:44.810 capital can flow to wherever 00:02:44.810 --> 00:02:46.750 they can get the cheapest labor. 00:02:46.750 --> 00:02:48.480 And so, for example, if you're someone 00:02:48.480 --> 00:02:51.990 in the top 1% or someone in the 0.01%, 00:02:51.990 --> 00:02:53.390 and you own a company, 00:02:53.390 --> 00:02:55.950 you could take your capital to a lower cost place. 00:02:55.950 --> 00:02:58.600 You don't have to make wages in your country go up, 00:02:58.600 --> 00:03:01.150 and so the demand for labor is going to go offshore, 00:03:01.150 --> 00:03:04.220 and so there will be less demand for labor in your country, 00:03:04.220 --> 00:03:06.420 so it wouldn't drive wages up. 00:03:06.420 --> 00:03:08.690 Another possibility that folks 00:03:08.690 --> 00:03:11.340 could talk about is technology. 00:03:11.340 --> 00:03:13.670 Technology, oftentimes, has similar effect 00:03:13.670 --> 00:03:14.920 as globalization. 00:03:14.920 --> 00:03:18.130 Instead of taking labor and taking it offshore 00:03:18.130 --> 00:03:19.430 to find cheaper labor, 00:03:19.430 --> 00:03:22.280 technology, oftentimes, can replace labor. 00:03:22.280 --> 00:03:23.230 Or another way to think about it, 00:03:23.230 --> 00:03:24.730 it can make folks more productive 00:03:24.730 --> 00:03:26.890 so you don't need as much labor. 00:03:26.890 --> 00:03:28.930 And so the folks who own the technology 00:03:28.930 --> 00:03:31.900 or who are able to take advantage of technological trends, 00:03:31.900 --> 00:03:34.740 well, they might get a disproportionate amount 00:03:34.740 --> 00:03:36.570 of that GDP growth. 00:03:36.570 --> 00:03:40.860 Related to both of these is the idea of education. 00:03:40.860 --> 00:03:43.960 Maybe in a globalized world and a technology world, 00:03:43.960 --> 00:03:47.680 the payback of education matters even more, 00:03:47.680 --> 00:03:50.630 and so if someone doesn't get as much of an education, 00:03:50.630 --> 00:03:52.560 they can't participate in the benefits 00:03:52.560 --> 00:03:54.000 of technology as much, 00:03:54.000 --> 00:03:56.980 or jobs that they're qualified for go offshore, 00:03:56.980 --> 00:03:59.560 so they can't demand as high wages. 00:03:59.560 --> 00:04:01.500 Another potential lever to think about 00:04:01.500 --> 00:04:04.820 is immigration policy, which, from a wage point of view, 00:04:04.820 --> 00:04:08.270 could have a similar effect as technology or globalization. 00:04:08.270 --> 00:04:10.000 If you have an increase in supply 00:04:10.000 --> 00:04:13.070 of lower skilled labor, economics will tell us 00:04:13.070 --> 00:04:16.010 that the price for that labor, which are wages, 00:04:16.010 --> 00:04:17.620 would be suppressed. 00:04:17.620 --> 00:04:20.520 Another major lever that folks will definitely point to 00:04:20.520 --> 00:04:23.820 is tax policy, or fiscal policy in general. 00:04:23.820 --> 00:04:26.060 For example, generally speaking, 00:04:26.060 --> 00:04:28.310 the ordinary income tax rates, 00:04:28.310 --> 00:04:30.850 the more money you make become a higher and higher 00:04:30.850 --> 00:04:32.550 percentage of your income, 00:04:32.550 --> 00:04:34.850 but people in the very high brackets, 00:04:34.850 --> 00:04:39.090 in that top 1%, or in that top 1/100 of a percent, 00:04:39.090 --> 00:04:41.840 many of their income comes disproportionately 00:04:41.840 --> 00:04:46.350 from capital gains, income on asset price appreciation, 00:04:46.350 --> 00:04:48.380 and that time of income, today, 00:04:48.380 --> 00:04:50.910 is taxed at a significantly lower tax rate 00:04:50.910 --> 00:04:52.860 than ordinary income. 00:04:52.860 --> 00:04:54.710 And then last, but not least, 00:04:54.710 --> 00:04:57.300 you have monetary policy. 00:04:57.300 --> 00:04:59.900 And this is the actions of the Federal Reserve 00:04:59.900 --> 00:05:02.040 and interest rates, and many times, 00:05:02.040 --> 00:05:03.690 especially when you go through crises, 00:05:03.690 --> 00:05:05.450 the benefits of lower interest rates 00:05:05.450 --> 00:05:09.190 might disproportionately benefit those who own capital, 00:05:09.190 --> 00:05:10.980 who are in the position to borrow 00:05:10.980 --> 00:05:12.200 at those lower interest rates 00:05:12.200 --> 00:05:14.590 and then invest it at higher interest rates, 00:05:14.590 --> 00:05:18.430 and that might speak to some of these higher brackets. 00:05:18.430 --> 00:05:19.730 So I'll leave you there. 00:05:19.730 --> 00:05:22.390 The goal of this video isn't to make a value judgment 00:05:22.390 --> 00:05:25.970 over what's good, what's bad, or what likely is the case, 00:05:25.970 --> 00:05:28.420 but it's just to get us thinking about the trends 00:05:28.420 --> 00:05:31.740 that we are for sure seeing and what might be the levers, 00:05:31.740 --> 00:05:33.400 and this isn't an exhaustive list, 00:05:33.400 --> 00:05:34.883 that might be causing them.

The elements of a story

https://www.youtube.com/watch?v=Zr1xLtSMMLo

vtt

https://www.youtube.com/api/timedtext?v=Zr1xLtSMMLo&ei=XliUZcuGNoWip-oPqqOnwAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245966&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=5A607F54617DB4ADE6957D19CCC088D500DDFF6A.A0A6C54F2D51058B847DF2A4FFDEF91D87C7C993&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.450 --> 00:00:02.110 - [Instructor] Hello readers, I'm going to draw you 00:00:02.110 --> 00:00:03.910 a map right now, and it's gonna look like 00:00:03.910 --> 00:00:05.430 I've drawn a mountain. 00:00:05.430 --> 00:00:06.850 But it's not a map of a mountain. 00:00:06.850 --> 00:00:08.554 It's a map of a story. 00:00:08.554 --> 00:00:11.150 What, your saying, how do you map a story? 00:00:11.150 --> 00:00:13.790 What makes a story pointy? 00:00:13.790 --> 00:00:15.760 These are great questions, and to answer them, 00:00:15.760 --> 00:00:17.950 I'll say this, today we're going to talk about 00:00:17.950 --> 00:00:19.551 the elements of a story, 00:00:19.551 --> 00:00:20.841 or the parts that make it up, 00:00:20.841 --> 00:00:23.700 like ingredients in a recipe. 00:00:23.700 --> 00:00:25.925 Many stories follow a similar pattern. 00:00:25.925 --> 00:00:27.991 Good readers know what these patterns are, 00:00:27.991 --> 00:00:30.840 and can talk about them using the right terms. 00:00:30.840 --> 00:00:32.320 And this helps everyone be on the same page, 00:00:32.320 --> 00:00:34.930 so to speak, when you discuss or write 00:00:34.930 --> 00:00:36.740 about the stories you read. 00:00:36.740 --> 00:00:39.730 I'm about to drop a lot of vocabulary on you, 00:00:39.730 --> 00:00:41.433 so brace yourselves. 00:00:41.433 --> 00:00:44.530 The story begins with exposition, 00:00:44.530 --> 00:00:48.270 where we learn about the characters and the setting. 00:00:48.270 --> 00:00:52.293 Then, we introduce a conflict, or a big problem. 00:00:53.350 --> 00:00:56.000 As the characters begin to interact with the conflict 00:00:56.000 --> 00:00:57.600 or try to solve the problem, 00:00:57.600 --> 00:00:59.350 we enter rising action. 00:00:59.350 --> 00:01:02.360 This upward slope of the story mountain. 00:01:02.360 --> 00:01:03.870 When the conflict comes to a head, 00:01:03.870 --> 00:01:08.140 we hit the most exciting part of the story, the climax. 00:01:08.140 --> 00:01:10.470 Here, the conflict can't go any further. 00:01:10.470 --> 00:01:11.580 We're at the top of the mountain. 00:01:11.580 --> 00:01:14.510 There's nowhere else to go, except down. 00:01:14.510 --> 00:01:16.592 After the climax, after this most exciting 00:01:16.592 --> 00:01:19.477 part of the story, we enter falling action. 00:01:19.477 --> 00:01:22.550 The climax will happen much closer to the end of the story 00:01:22.550 --> 00:01:23.460 than to the middle. 00:01:23.460 --> 00:01:25.390 It's not a symmetrical mountain. 00:01:25.390 --> 00:01:26.700 The action slows down. 00:01:26.700 --> 00:01:28.120 The problem has been solved, 00:01:28.120 --> 00:01:29.833 or maybe the problem has changed, 00:01:29.833 --> 00:01:32.129 and the characters prepare for the last phase 00:01:32.129 --> 00:01:35.332 of story, the resolution. 00:01:35.332 --> 00:01:37.413 This is where we tie up loose ends, 00:01:37.413 --> 00:01:39.675 characters reflect on what they learned, 00:01:39.675 --> 00:01:41.740 maybe you set up a sequel. 00:01:41.740 --> 00:01:44.350 Now, look, that was a lot of information all at once. 00:01:44.350 --> 00:01:47.088 In order to make sense of it, let's apply all of those terms 00:01:47.088 --> 00:01:49.210 to a story. 00:01:49.210 --> 00:01:51.690 Now, our go-to has been the Three Little Pigs, 00:01:51.690 --> 00:01:53.860 and while that's a story everyone knows, 00:01:53.860 --> 00:01:54.693 I'm starting to think 00:01:54.693 --> 00:01:56.750 it needs to be freshened up a little bit, 00:01:56.750 --> 00:01:59.210 really working its franchise potential, you know? 00:01:59.210 --> 00:02:00.640 So let's go through the elements of story 00:02:00.640 --> 00:02:02.210 by looking at my new project, 00:02:02.210 --> 00:02:04.280 a reboot of Three Little Pigs 00:02:04.280 --> 00:02:07.583 that I'm calling TLP: Starbound. 00:02:09.570 --> 00:02:12.103 See, it's Three Little Pigs, but it's in space. 00:02:13.551 --> 00:02:15.750 That's a space helmet. 00:02:15.750 --> 00:02:18.640 So I'm gonna put a little story map here in the corner. 00:02:18.640 --> 00:02:20.723 Okay, so the exposition. 00:02:21.660 --> 00:02:22.730 It's the future. 00:02:22.730 --> 00:02:25.970 Pigs have expanded to every corner of the galaxy. 00:02:25.970 --> 00:02:28.990 Three brave little pigs decide to strike out on their own, 00:02:28.990 --> 00:02:31.933 exploring a new, exciting region of space. 00:02:32.810 --> 00:02:35.510 One builds a spaceship out of straw. 00:02:35.510 --> 00:02:36.423 Go with me here. 00:02:37.370 --> 00:02:40.380 One builds a spaceship out of twigs. 00:02:40.380 --> 00:02:43.040 And one builds a spaceship out of flexible hyper alloy 00:02:43.040 --> 00:02:44.570 they developed in a laboratory. 00:02:44.570 --> 00:02:45.733 She's the brainy pig. 00:02:46.770 --> 00:02:47.840 So, we've got the setting. 00:02:47.840 --> 00:02:49.640 It's the future, they're in space. 00:02:49.640 --> 00:02:51.623 We've got our characters, the pigs. 00:02:52.800 --> 00:02:54.910 Now, the conflict. 00:02:54.910 --> 00:02:58.723 Along comes the notorious space pirate, Captain Wolf. 00:02:59.910 --> 00:03:02.930 He's big, he's bad, he wants to blow up the spaceships 00:03:02.930 --> 00:03:04.610 and eat the pigs. 00:03:04.610 --> 00:03:07.080 He begins hunting down the pig ships, one at a time. 00:03:07.080 --> 00:03:08.480 Think Captain Wolf has an eye patch? 00:03:08.480 --> 00:03:13.360 No, he has a cyber eye; he's part robot. 00:03:13.360 --> 00:03:16.700 And now we enter our rising action phase. 00:03:16.700 --> 00:03:18.650 Captain Wolf engages the straw ship. 00:03:18.650 --> 00:03:20.227 They have an exciting space battle. 00:03:20.227 --> 00:03:21.910 (instructor making shooting noises) 00:03:21.910 --> 00:03:23.727 And straw pig escapes in the little escape pod 00:03:23.727 --> 00:03:25.370 to the twig ship! 00:03:25.370 --> 00:03:26.640 But Captain Wolf follows. 00:03:26.640 --> 00:03:27.910 He is undaunted. 00:03:27.910 --> 00:03:29.708 The tension continues to rise. 00:03:29.708 --> 00:03:31.532 He destroys the twig ship! 00:03:31.532 --> 00:03:34.610 (instructor making shooting noises) 00:03:34.610 --> 00:03:37.410 The two pigs escape again, this time to the brick house. 00:03:37.410 --> 00:03:40.100 I mean, the flexible hyper alloy spaceship, 00:03:40.100 --> 00:03:41.533 piloted by the science pig. 00:03:42.930 --> 00:03:45.350 And now, we come to the climax. 00:03:45.350 --> 00:03:47.480 Captain Wolf comes to the advanced ship. 00:03:47.480 --> 00:03:49.210 He tries to blow it up, but he can't! 00:03:49.210 --> 00:03:51.090 It's too powerful. 00:03:51.090 --> 00:03:53.230 He decides to board the ship, 00:03:53.230 --> 00:03:55.250 because that's the only way he'll get to eat the pigs. 00:03:55.250 --> 00:03:57.190 But the pigs trap him in a space barrel 00:03:57.190 --> 00:03:59.170 while he's still in the airlock. 00:03:59.170 --> 00:04:00.070 They did it! 00:04:00.070 --> 00:04:01.510 They solved the problem. 00:04:01.510 --> 00:04:03.250 Captain Wolf is trapped in a space barrel, 00:04:03.250 --> 00:04:05.400 and he can't eat them now. 00:04:05.400 --> 00:04:08.765 The climax is passed, and now we enter the falling action 00:04:08.765 --> 00:04:10.693 phase of the story. 00:04:11.650 --> 00:04:13.400 In the version of the story that I know, 00:04:13.400 --> 00:04:15.770 the three little pigs roll the barrel in to the river. 00:04:15.770 --> 00:04:17.150 So I think maybe in this version 00:04:17.150 --> 00:04:19.840 they punt the space barrel out the airlock 00:04:19.840 --> 00:04:21.790 in to the cold void of space! 00:04:21.790 --> 00:04:23.850 Or maybe they strand him on a deserted planet, 00:04:23.850 --> 00:04:26.460 but in any case, they never have to deal 00:04:26.460 --> 00:04:28.090 with the wolf again. 00:04:28.090 --> 00:04:29.480 The threat is now gone. 00:04:29.480 --> 00:04:31.940 And that means that the conflict has been resolved. 00:04:31.940 --> 00:04:35.040 We're in the resolution part of the story now. 00:04:35.040 --> 00:04:36.410 The first two little pigs, 00:04:36.410 --> 00:04:39.200 the straw ship pig and the twig ship pig, 00:04:39.200 --> 00:04:41.030 learned that they need to put more work 00:04:41.030 --> 00:04:43.580 in to their spaceships if they wanna survive in space. 00:04:43.580 --> 00:04:47.130 And they build fancy spaceships just like the science pig. 00:04:47.130 --> 00:04:49.030 And that's an introduction to story elements. 00:04:49.030 --> 00:04:50.396 Now that you're familiar with the ideas, 00:04:50.396 --> 00:04:52.933 start applying them to your favorite stories. 00:04:52.933 --> 00:04:55.750 You can do this with any form of media: 00:04:55.750 --> 00:04:58.477 books, comics, TV shows, movies, games. 00:04:58.477 --> 00:04:59.873 What's the conflict? 00:04:59.873 --> 00:05:01.483 How is it resolved? 00:05:01.483 --> 00:05:04.095 Once you start looking for story structure in entertainment, 00:05:04.095 --> 00:05:06.510 you will find it everywhere. 00:05:06.510 --> 00:05:08.029 Let us now what you see. 00:05:08.029 --> 00:05:11.123 You can learn anything; David, out.

The elements of a poem

https://www.youtube.com/watch?v=zFNnbxCZPBU

vtt

https://www.youtube.com/api/timedtext?v=zFNnbxCZPBU&ei=XliUZc6RMf2Lp-oPy8yHoAc&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245966&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=D57E3DD0FEFEBA38463A7E8A2B9C9B621515B299.C307644D4BB2394897B4C473A1CC923096FD16E8&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.840 --> 00:00:04.380 - [Instructor] Hello readers, let's talk about poems. 00:00:04.380 --> 00:00:07.100 Poetry is a special kind of writing. 00:00:07.100 --> 00:00:09.250 If ordinary writing is like talking, 00:00:09.250 --> 00:00:11.510 then poetry is like singing. 00:00:11.510 --> 00:00:15.140 Poetry is a way of making art with language. 00:00:15.140 --> 00:00:17.915 Poems can express huge ideas or feelings 00:00:17.915 --> 00:00:21.470 that can be about the sound or rhythm of language. 00:00:21.470 --> 00:00:23.530 Or they can be goofy little jokes. 00:00:23.530 --> 00:00:25.650 It's like any other kind of writing. 00:00:25.650 --> 00:00:27.190 Poems can be about everything 00:00:27.190 --> 00:00:29.530 or they can be about nothing at all. 00:00:29.530 --> 00:00:31.895 They can be funny or sad, or sweet. 00:00:31.895 --> 00:00:33.150 They can rhyme. 00:00:33.150 --> 00:00:35.300 They can very much not rhyme. 00:00:35.300 --> 00:00:39.053 And all of that is, in my opinion, absolutely wonderful. 00:00:40.000 --> 00:00:44.320 I think of some poems as condensed ideas 00:00:44.320 --> 00:00:47.510 that contain a lot of ideas in small amounts of text. 00:00:47.510 --> 00:00:49.893 So every word matters a lot. 00:00:51.800 --> 00:00:54.390 Those are little light bulbs representing ideas. 00:00:54.390 --> 00:00:56.270 So I'm gonna look at a couple of poems today 00:00:56.270 --> 00:00:59.660 in order to describe some parts of a poem. 00:00:59.660 --> 00:01:02.829 Let's begin with the poem, Cat by Marilyn Singer. 00:01:02.829 --> 00:01:04.430 Goes like this. 00:01:04.430 --> 00:01:08.550 Cat, I prefer warm fur, 00:01:08.550 --> 00:01:11.160 a perfect fire to lie beside, 00:01:11.160 --> 00:01:13.740 a cozy lap where I can nap, 00:01:13.740 --> 00:01:16.540 an empty chair when she's not there. 00:01:16.540 --> 00:01:18.670 I want heat on my feet, 00:01:18.670 --> 00:01:21.250 on my nose, on my hide. 00:01:21.250 --> 00:01:25.190 No cat I remember dislikes December inside. 00:01:25.190 --> 00:01:28.300 So, the person who wrote this poem, Marilyn Singer 00:01:28.300 --> 00:01:29.970 is the poet. 00:01:29.970 --> 00:01:32.090 For stories, the person who writes the poem 00:01:32.090 --> 00:01:36.030 is an author, but for poems, the writer is a poet. 00:01:36.030 --> 00:01:39.260 But who is telling the poem, who's speaking? 00:01:39.260 --> 00:01:41.370 The person whose voice we hear in a poem 00:01:41.370 --> 00:01:43.023 is called the speaker. 00:01:43.930 --> 00:01:46.170 Which is another thing I like about poetry. 00:01:46.170 --> 00:01:47.928 When you're having trouble understanding a poem, 00:01:47.928 --> 00:01:49.874 read it aloud. 00:01:49.874 --> 00:01:52.370 Part of the pleasure of poetry, for me, 00:01:52.370 --> 00:01:55.570 is hearing the words bounce around as you say them. 00:01:55.570 --> 00:01:58.320 And in this poem, I'm pretty sure the speaker is a cat. 00:01:59.200 --> 00:02:01.046 Now you'll notice there are only three sentences 00:02:01.046 --> 00:02:05.259 in this poem, but they're separated in to 15 lines. 00:02:05.259 --> 00:02:07.170 You can see these lines have anywhere 00:02:07.170 --> 00:02:09.490 from one to four words in them. 00:02:09.490 --> 00:02:13.098 Lines can be as long or as short as a poet likes. 00:02:13.098 --> 00:02:16.780 But here the poet is creating these line breaks 00:02:16.780 --> 00:02:19.660 to indicate pauses and rhythms. 00:02:19.660 --> 00:02:21.850 Right, like, normally we wouldn't start 00:02:21.850 --> 00:02:24.520 a new line here if this were prose, 00:02:24.520 --> 00:02:27.080 which is what we call all other forms of writing. 00:02:27.080 --> 00:02:29.770 Prose uses normal sentences and paragraphs. 00:02:29.770 --> 00:02:32.880 Right, the poet is choosing to create line breaks 00:02:32.880 --> 00:02:35.250 in order to change the way the sentence 00:02:35.250 --> 00:02:37.563 or the line looks on the page. 00:02:38.480 --> 00:02:40.280 Poetry's not just about how it sounds. 00:02:40.280 --> 00:02:43.350 Sometimes it's about how it looks as it's written. 00:02:43.350 --> 00:02:46.760 Now, in addition, the poet is also using spaces 00:02:46.760 --> 00:02:49.260 to scoot these three phrases over, 00:02:49.260 --> 00:02:51.720 as well as this word, inside. 00:02:51.720 --> 00:02:53.770 The words themselves are scooted in. 00:02:53.770 --> 00:02:56.350 They're curled up and feeling cozy. 00:02:56.350 --> 00:02:59.370 Like a cat by a fire in the middle of December. 00:02:59.370 --> 00:03:01.430 You'll also notice that some, but not all 00:03:01.430 --> 00:03:03.260 of the lines rhyme with each other. 00:03:03.260 --> 00:03:05.160 And let's take a moment to think for a second, 00:03:05.160 --> 00:03:07.510 what is rhyming, really? 00:03:07.510 --> 00:03:09.920 One way to think about it is when the ending sound 00:03:09.920 --> 00:03:12.610 of a word matches the other ending sound of a word, 00:03:12.610 --> 00:03:14.620 like lap and nap. 00:03:14.620 --> 00:03:16.460 Or when a bunch of sounds match each other 00:03:16.460 --> 00:03:20.440 throughout a pair of words like remember and December. 00:03:20.440 --> 00:03:22.150 I wanna be super clear about this part, 00:03:22.150 --> 00:03:24.100 because I was already out of high school 00:03:24.100 --> 00:03:25.770 before I learned this thing. 00:03:25.770 --> 00:03:29.000 But, poems don't have to rhyme. 00:03:29.000 --> 00:03:31.923 They can, but they definitely don't have to. 00:03:33.900 --> 00:03:36.650 I have one more poem part to describe to you. 00:03:36.650 --> 00:03:40.140 And to do it, I wanna use Billy Collins poem, Litany. 00:03:40.140 --> 00:03:42.280 Which sounds like a fancy poem at first, 00:03:42.280 --> 00:03:44.860 but then becomes much more conversational. 00:03:44.860 --> 00:03:47.580 I'll end by reading the first three stanzas, 00:03:47.580 --> 00:03:50.390 which are these paragraph-looking things. 00:03:50.390 --> 00:03:52.360 Not all poems are broken in to stanzas, 00:03:52.360 --> 00:03:53.850 but this one is. 00:03:53.850 --> 00:03:56.113 So, those are some parts of the poem. 00:03:56.113 --> 00:03:59.980 To review, a poet writes lines. 00:03:59.980 --> 00:04:03.090 The place where each line ends is called a line break. 00:04:03.090 --> 00:04:05.250 And a group of lines together in a paragraph 00:04:05.250 --> 00:04:06.763 is called a stanza. 00:04:07.630 --> 00:04:10.560 The voice that tells us the poem, the poem's narrator, 00:04:10.560 --> 00:04:12.370 is called the speaker. 00:04:12.370 --> 00:04:16.390 Some poems rhyme, others don't; cool. 00:04:16.390 --> 00:04:19.303 Here's a snippet of Litany by Billy Collins. 00:04:20.200 --> 00:04:24.110 Litany; you are the bread and the knife, 00:04:24.110 --> 00:04:26.470 the crystal goblet and the wine. 00:04:26.470 --> 00:04:28.070 You are the dew on the morning grass 00:04:28.070 --> 00:04:30.700 and the burning wheel of the sun. 00:04:30.700 --> 00:04:32.573 You are the white apron of the baker, 00:04:32.573 --> 00:04:36.310 and the marsh birds suddenly in flight. 00:04:36.310 --> 00:04:38.980 However, you are not the wind in the orchard, 00:04:38.980 --> 00:04:39.901 the plums on the counter, 00:04:39.901 --> 00:04:41.520 or the house of cards. 00:04:41.520 --> 00:04:44.060 And you are certainly not the pine-scented air. 00:04:44.060 --> 00:04:47.352 There was just no way that you are the pine-scented air. 00:04:47.352 --> 00:04:50.270 It is possible that you are the fish under the bridge, 00:04:50.270 --> 00:04:53.070 maybe even the pigeon on the general's head, 00:04:53.070 --> 00:04:54.037 but you are not even close 00:04:54.037 --> 00:04:57.233 to being the field of cornflowers at dusk. 00:04:58.270 --> 00:05:00.590 There's more, but I'd love it if you looked it up 00:05:00.590 --> 00:05:02.880 and read it aloud yourself. 00:05:02.880 --> 00:05:05.303 You can learn anything; David, out.

Molecular solids

https://www.youtube.com/watch?v=6mBhd8whoWk

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https://www.youtube.com/api/timedtext?v=6mBhd8whoWk&ei=X1iUZZaFC6Kdp-oPxZa50A8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245967&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=C66FD8723708588E320FC5EFA12090E9F3E482AD.DC188FAA2FD7D2502C6E7397C9F0E6A0E5081302&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.660 --> 00:00:01.810 - [Instructor] So let's talk a little bit 00:00:01.810 --> 00:00:04.620 about molecular solids. 00:00:04.620 --> 00:00:06.000 So just as a little bit of review, 00:00:06.000 --> 00:00:07.790 we've talked about ionic solids 00:00:07.790 --> 00:00:10.650 where ions form these lattices. 00:00:10.650 --> 00:00:14.230 So those might be the positive ions right over there, 00:00:14.230 --> 00:00:17.540 and then you have your negative ions. 00:00:17.540 --> 00:00:20.160 And the negative is attracted to the positive. 00:00:20.160 --> 00:00:21.730 The positive is attracted to the negative. 00:00:21.730 --> 00:00:24.420 And I'm just showing a two-dimensional version of it, 00:00:24.420 --> 00:00:27.570 but it forms a three-dimensional lattice. 00:00:27.570 --> 00:00:29.690 So that's an ionic solid. 00:00:29.690 --> 00:00:34.620 We have also seen metallic solid 00:00:34.620 --> 00:00:37.030 where you have metals that all contribute 00:00:37.030 --> 00:00:39.870 some valence electrons to the sea of electrons. 00:00:39.870 --> 00:00:41.230 So what you end up having 00:00:41.230 --> 00:00:43.740 is essentially these positive cations 00:00:45.310 --> 00:00:48.143 that are in this sea of electrons. 00:00:49.060 --> 00:00:50.730 And we've talked about those properties, 00:00:50.730 --> 00:00:54.640 very good at conducting electricity, malleable, et cetera. 00:00:54.640 --> 00:00:57.610 Now, what we're gonna do is talk about what happens 00:00:57.610 --> 00:00:59.690 when you have nonmetals. 00:00:59.690 --> 00:01:04.690 So the nonmetals, you can see in yellow right over here, 00:01:04.830 --> 00:01:07.420 also includes hydrogen. 00:01:07.420 --> 00:01:10.750 Now, of course, noble gases are also nonmetals, 00:01:10.750 --> 00:01:11.910 but they're not reactives. 00:01:11.910 --> 00:01:14.520 So we're gonna talk about the reactive nonmetals. 00:01:14.520 --> 00:01:17.200 They can form molecules with each other. 00:01:17.200 --> 00:01:20.180 For example, one iodine can bond 00:01:20.180 --> 00:01:22.840 to another iodine with covalent bonds. 00:01:22.840 --> 00:01:25.413 So you could have a molecule like I2. 00:01:26.350 --> 00:01:29.360 You have things like carbon dioxide. 00:01:29.360 --> 00:01:32.550 Each carbon can bond to two oxygens. 00:01:32.550 --> 00:01:34.180 These are each molecules formed 00:01:34.180 --> 00:01:37.363 due to covalent bonds between nonmetals. 00:01:38.480 --> 00:01:40.410 Now, when we talk about molecular solids, 00:01:40.410 --> 00:01:43.260 we're talking about putting a bunch of these together. 00:01:43.260 --> 00:01:47.650 So let's say putting a bunch of iodine molecules together, 00:01:47.650 --> 00:01:49.470 and the intermolecular forces 00:01:49.470 --> 00:01:51.290 at a sufficiently low temperature 00:01:51.290 --> 00:01:56.290 are sufficient to hold together those molecules as a solid. 00:01:56.800 --> 00:01:58.410 So what do I mean by that? 00:01:58.410 --> 00:01:59.883 Let's look at a few examples. 00:02:00.760 --> 00:02:05.200 This right over here is a picture of solid iodine, 00:02:05.200 --> 00:02:10.040 and the way it's made up is you have these iodine molecules. 00:02:10.040 --> 00:02:12.470 Now, each of these iodine molecules are formed 00:02:12.470 --> 00:02:17.260 by a covalent bond between two iodine atoms. 00:02:17.260 --> 00:02:18.880 Now, the reason why it's a solid 00:02:18.880 --> 00:02:21.390 is there's enough dispersion forces. 00:02:21.390 --> 00:02:24.010 We talked about these London dispersion forces 00:02:24.010 --> 00:02:26.410 that are formed by temporary dipoles 00:02:26.410 --> 00:02:28.990 inducing dipoles in neighboring molecules. 00:02:28.990 --> 00:02:30.840 For example, just by random chance, 00:02:30.840 --> 00:02:33.010 for a moment, you might have more electrons 00:02:33.010 --> 00:02:35.200 on this end of this iodine molecule, 00:02:35.200 --> 00:02:37.170 creating a partially negative charge. 00:02:37.170 --> 00:02:39.670 And then that means some of the electrons 00:02:39.670 --> 00:02:41.710 on this end of this neighboring iodine molecule 00:02:41.710 --> 00:02:44.310 might be repulsed by that negative charge, 00:02:44.310 --> 00:02:46.530 so it forms a partially positive charge. 00:02:46.530 --> 00:02:48.770 And so you have a temporary dipole 00:02:48.770 --> 00:02:51.310 inducing a dipole in the neighboring molecule, 00:02:51.310 --> 00:02:53.260 and then they'll be attracted to each other, 00:02:53.260 --> 00:02:56.080 and we've talked about that as London dispersion forces. 00:02:56.080 --> 00:02:58.160 And at a sufficiently low temperature, 00:02:58.160 --> 00:03:02.120 that can keep them altogether as a solid. 00:03:02.120 --> 00:03:03.210 Now, it's important to point out, 00:03:03.210 --> 00:03:05.050 I keep saying sufficiently low temperature 00:03:05.050 --> 00:03:06.470 because these molecular solids, 00:03:06.470 --> 00:03:08.900 because they are only held together 00:03:08.900 --> 00:03:10.310 not by the covalent bonds, 00:03:10.310 --> 00:03:13.040 the covalent bonds hold together each of the molecules, 00:03:13.040 --> 00:03:15.100 but the molecules are held together 00:03:15.100 --> 00:03:17.730 by these fairly weak dispersion forces. 00:03:17.730 --> 00:03:21.000 They tend to have relatively low melting points. 00:03:21.000 --> 00:03:23.880 For example, solid iodine right over here 00:03:23.880 --> 00:03:26.160 has a melting point, 00:03:26.160 --> 00:03:28.840 has a melting point 00:03:30.460 --> 00:03:33.490 of 113.7 00:03:33.490 --> 00:03:34.440 degrees Celsius. 00:03:34.440 --> 00:03:35.273 And I know what you're saying. 00:03:35.273 --> 00:03:36.230 That's not that low. 00:03:36.230 --> 00:03:38.720 That's higher than the temperature at which water boils. 00:03:38.720 --> 00:03:40.840 It would be quite uncomfortable for any of us 00:03:40.840 --> 00:03:44.150 to be experiencing 113.7 degrees Celsius. 00:03:44.150 --> 00:03:47.360 But this is relatively low when you talk about solids. 00:03:47.360 --> 00:03:48.440 Think about the temperatures 00:03:48.440 --> 00:03:51.760 it requires to melt, say, table salt. 00:03:51.760 --> 00:03:52.680 We've talked about that. 00:03:52.680 --> 00:03:55.620 Think about the temperatures it takes to melt iron. 00:03:55.620 --> 00:03:57.700 There, you're talking about hundreds of degrees, 00:03:57.700 --> 00:04:01.140 in certain solids, thousands of degrees Celsius. 00:04:01.140 --> 00:04:02.750 This is much lower. 00:04:02.750 --> 00:04:04.420 And so as a general principle, 00:04:04.420 --> 00:04:08.710 molecular solids tend to have relatively low melting points. 00:04:08.710 --> 00:04:10.170 Now, how good you think they're gonna be 00:04:10.170 --> 00:04:11.650 as conductors of electricity? 00:04:11.650 --> 00:04:14.320 Pause the video and think about that. 00:04:14.320 --> 00:04:16.520 Well, in order to be conductors of electricity, 00:04:16.520 --> 00:04:19.830 somehow charge needs to move through the solid. 00:04:19.830 --> 00:04:21.460 And unlike metallic solids, 00:04:21.460 --> 00:04:23.120 you don't have the sea of electrons 00:04:23.120 --> 00:04:24.740 that can just move around, 00:04:24.740 --> 00:04:28.720 so these tend to be bad conductors of electricity. 00:04:28.720 --> 00:04:31.950 If you wanna see another example of a molecular solid, 00:04:31.950 --> 00:04:35.920 this right over here is solid carbon dioxide, 00:04:35.920 --> 00:04:38.340 often known as dry ice. 00:04:38.340 --> 00:04:41.910 What you see here is each of these molecules, each carbon, 00:04:41.910 --> 00:04:44.480 is bonded to two oxygens. 00:04:44.480 --> 00:04:47.440 It has a double-bond with each of those oxygens. 00:04:47.440 --> 00:04:49.080 These are covalent bonds 00:04:49.080 --> 00:04:51.510 that form each of these molecules. 00:04:51.510 --> 00:04:54.210 But what keeps all of the molecules attracted to each other 00:04:54.210 --> 00:04:57.400 is, once again, those dispersion forces. 00:04:57.400 --> 00:05:00.050 And these forces between the molecules are so weak 00:05:00.050 --> 00:05:03.010 that solid carbon dioxide doesn't even really melt. 00:05:03.010 --> 00:05:05.150 It doesn't even go to a liquid state. 00:05:05.150 --> 00:05:06.810 If you heat it up enough 00:05:06.810 --> 00:05:09.630 to overcome these intermolecular forces, 00:05:09.630 --> 00:05:12.520 these dispersion forces, it will sublime, 00:05:12.520 --> 00:05:16.940 which means it goes directly from a solid to a gas state, 00:05:16.940 --> 00:05:19.620 and it does that at a very low temperature. 00:05:19.620 --> 00:05:21.020 It sublimes 00:05:21.020 --> 00:05:23.890 at negative 78.5 00:05:23.890 --> 00:05:26.300 degrees Celsius. 00:05:26.300 --> 00:05:28.120 And if you've ever handled a dry ice, 00:05:28.120 --> 00:05:30.560 which I don't recommend you doing without gloves 00:05:30.560 --> 00:05:33.750 because it will hurt your skin if you do touch it, 00:05:33.750 --> 00:05:36.600 I actually did that recently at my son's birthday party, 00:05:36.600 --> 00:05:38.850 we were playing around with dry ice, 00:05:38.850 --> 00:05:40.160 you don't mess around with this thing 00:05:40.160 --> 00:05:42.340 because it is so incredibly cold. 00:05:42.340 --> 00:05:45.520 And at that temperature, it will go from a solid. 00:05:45.520 --> 00:05:47.550 It won't even melt to a liquid state. 00:05:47.550 --> 00:05:50.563 It will go straight to a gas state. 00:05:51.860 --> 00:05:52.950 Now, the last thing I wanna do 00:05:52.950 --> 00:05:55.750 is think about why different molecular solids 00:05:55.750 --> 00:05:58.300 will have different melting points. 00:05:58.300 --> 00:06:02.210 So let's compare, for example, molecular iodine 00:06:02.210 --> 00:06:04.750 to molecular chlorine. 00:06:04.750 --> 00:06:07.180 Each of these can form molecular solid. 00:06:07.180 --> 00:06:09.330 We looked at iodine a few minutes ago. 00:06:09.330 --> 00:06:12.340 Which of these would you think would form molecular solids 00:06:12.340 --> 00:06:14.400 with higher melting points? 00:06:14.400 --> 00:06:16.373 Pause the video and think about that. 00:06:18.030 --> 00:06:21.360 Well, as we talked about it, each of these molecules, 00:06:21.360 --> 00:06:25.920 they're formed by covalent bonds between two atoms, 00:06:25.920 --> 00:06:28.490 and what keeps the solid together 00:06:28.490 --> 00:06:30.590 are these dispersion forces. 00:06:30.590 --> 00:06:31.500 In an earlier videos, 00:06:31.500 --> 00:06:33.820 when we first talked about dispersion forces, 00:06:33.820 --> 00:06:36.690 we talked about temporary dipoles and induced dipoles, 00:06:36.690 --> 00:06:39.180 and they were likely to form between heavier atoms 00:06:39.180 --> 00:06:41.830 and molecules because they have larger electron clouds 00:06:41.830 --> 00:06:43.600 and are more polarizable. 00:06:43.600 --> 00:06:46.500 So if you compare molecular iodine to molecular chlorine, 00:06:46.500 --> 00:06:50.380 you can see that iodine is clearly made up of larger atoms 00:06:50.380 --> 00:06:51.890 and is therefore a larger molecule, 00:06:51.890 --> 00:06:53.630 which is more polarizable. 00:06:53.630 --> 00:06:54.890 So it's larger, 00:06:54.890 --> 00:06:58.110 which means it's more polarizable, generally speaking, 00:06:58.110 --> 00:07:00.333 polarizable, 00:07:01.270 --> 00:07:03.230 which means it has stronger, 00:07:03.230 --> 00:07:05.500 generally speaking, dispersion forces, 00:07:05.500 --> 00:07:09.420 stronger dispersion forces. 00:07:09.420 --> 00:07:11.630 Now, just as a reminder, these dispersion forces 00:07:11.630 --> 00:07:13.250 are between molecules. 00:07:13.250 --> 00:07:17.030 Each molecule has a covalent bond between two iodines, 00:07:17.030 --> 00:07:20.560 and then the dispersion forces are between the molecules. 00:07:20.560 --> 00:07:23.530 But because it has stronger dispersion forces, 00:07:23.530 --> 00:07:27.280 we would expect that a molecular solid formed by iodine 00:07:27.280 --> 00:07:29.550 is gonna have a higher melting point 00:07:29.550 --> 00:07:32.260 than a molecular solid formed by chlorine. 00:07:32.260 --> 00:07:34.510 And I actually do have the numbers here. 00:07:34.510 --> 00:07:36.660 So the melting point 00:07:36.660 --> 00:07:39.700 of a molecular solid formed by iodine, 00:07:39.700 --> 00:07:40.770 we've already talked about that, 00:07:40.770 --> 00:07:44.220 that's 113.7 degrees Celsius, 00:07:44.220 --> 00:07:46.640 while the melting point of a molecular solid 00:07:46.640 --> 00:07:49.660 formed by molecular chlorine 00:07:49.660 --> 00:07:54.660 has a melting point of negative 101.5 degrees Celsius, 00:07:55.000 --> 00:07:56.520 which is very cold, 00:07:56.520 --> 00:07:58.720 and so iodine has a higher melting point 00:07:58.720 --> 00:08:01.350 because of the stronger dispersion forces. 00:08:01.350 --> 00:08:02.950 Now, as I said, those dispersion forces 00:08:02.950 --> 00:08:04.390 are still not that strong. 00:08:04.390 --> 00:08:06.670 This is still not that high of a temperature 00:08:06.670 --> 00:08:09.470 compared to melting points of other types of solids 00:08:09.470 --> 00:08:11.523 we have looked at in the past.

Covalent network solids

https://www.youtube.com/watch?v=le-ttBDN_FM

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https://www.youtube.com/api/timedtext?v=le-ttBDN_FM&ei=YFiUZfT_DZOnp-oP-f-5uAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245968&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=B4B066AA417E5C6F963AAC406A835EF9B8E68AA5.59682A5CB7E3FC6C6528799DFA0786C95DA2A130&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.230 --> 00:00:01.160 - [Instructor] So we've already talked 00:00:01.160 --> 00:00:03.080 about multiple types of solids. 00:00:03.080 --> 00:00:05.280 We've talked about ionic solids. 00:00:05.280 --> 00:00:07.380 That's formed when you have ions 00:00:07.380 --> 00:00:09.600 that are attracted to each other, 00:00:09.600 --> 00:00:11.920 and they form these lattice structures. 00:00:11.920 --> 00:00:16.083 We have seen metallic solids, 00:00:16.960 --> 00:00:20.840 and we've thought about them as these positive ions 00:00:20.840 --> 00:00:24.170 in this sea of negatively charged electrons. 00:00:24.170 --> 00:00:28.250 And we've also seen molecular solids, 00:00:28.250 --> 00:00:32.820 which is formed from individual molecules being attracted 00:00:32.820 --> 00:00:37.090 to each other through intermolecular forces. 00:00:37.090 --> 00:00:40.100 Now, what's different about covalent network solids is 00:00:40.100 --> 00:00:44.610 that they're entire networks formed by covalent bonds. 00:00:44.610 --> 00:00:47.100 What we see here, for example, is a network 00:00:47.100 --> 00:00:50.170 of silicons and carbons, 00:00:50.170 --> 00:00:53.310 and this is silicon carbide right over here. 00:00:53.310 --> 00:00:54.700 And now, some of you might thinking, 00:00:54.700 --> 00:00:57.300 haven't we already seen covalent bonds involved 00:00:57.300 --> 00:01:00.350 in a solid before, for example, in molecular solids? 00:01:00.350 --> 00:01:02.900 And this right over here is an example 00:01:02.900 --> 00:01:05.600 of a molecular solid that we studied in that video. 00:01:05.600 --> 00:01:07.100 You have the molecules, 00:01:07.100 --> 00:01:10.490 which are made up of atoms bonded with covalent bonds. 00:01:10.490 --> 00:01:12.610 But the reason why they form a solid is 00:01:12.610 --> 00:01:15.440 because the molecules are attracted to each other 00:01:15.440 --> 00:01:18.110 through intermolecular forces. 00:01:18.110 --> 00:01:21.730 And if you wanted to melt this molecular solid, 00:01:21.730 --> 00:01:23.220 you have to essentially overcome 00:01:23.220 --> 00:01:25.270 these intermolecular forces. 00:01:25.270 --> 00:01:28.210 Well, in a covalent network solid, the solid, 00:01:28.210 --> 00:01:31.260 to a large degree, is made up of these covalent bonds. 00:01:31.260 --> 00:01:34.100 And if you wanted to melt this somehow, 00:01:34.100 --> 00:01:36.930 you would have to overcome these covalent bonds, 00:01:36.930 --> 00:01:38.980 which, generally speaking, are stronger 00:01:38.980 --> 00:01:41.370 than these intermolecular forces. 00:01:41.370 --> 00:01:44.070 And so you can imagine, covalent network solids 00:01:44.070 --> 00:01:46.880 are going to have higher melting points. 00:01:46.880 --> 00:01:49.330 You also don't see a sea of electrons here. 00:01:49.330 --> 00:01:51.570 So unlike metallic solids, 00:01:51.570 --> 00:01:54.930 they're not going to be good conductors of electricity. 00:01:54.930 --> 00:01:57.710 But just to understand this point a little bit more clearly, 00:01:57.710 --> 00:02:00.613 let's look at some more covalent network solids. 00:02:02.330 --> 00:02:03.920 So what you see here on the left, 00:02:03.920 --> 00:02:06.030 you might recognize as a diamond. 00:02:06.030 --> 00:02:08.080 A diamond is just a bunch 00:02:08.080 --> 00:02:10.590 of carbons covalently bonded to each other, 00:02:10.590 --> 00:02:13.860 and this is the structure of how these carbons are bonded. 00:02:13.860 --> 00:02:15.100 And as you might already know, 00:02:15.100 --> 00:02:18.020 diamonds are the hardest solid that we know of. 00:02:18.020 --> 00:02:20.850 These covalent bonds, the way that they are structured, 00:02:20.850 --> 00:02:24.510 can take a lot of stress, a lot of pushing and pulling. 00:02:24.510 --> 00:02:26.490 It's very hard to break it. 00:02:26.490 --> 00:02:29.640 Now, what's interesting is that same carbon can form 00:02:29.640 --> 00:02:32.990 different types of covalent network solids. 00:02:32.990 --> 00:02:34.920 For example, 00:02:34.920 --> 00:02:37.440 this right over here is graphite, 00:02:37.440 --> 00:02:39.050 and graphite is probably something 00:02:39.050 --> 00:02:40.290 you're quite familiar with. 00:02:40.290 --> 00:02:41.580 When you write with a pencil, 00:02:41.580 --> 00:02:43.570 you're essentially scraping graphite 00:02:43.570 --> 00:02:45.200 onto that piece of paper. 00:02:45.200 --> 00:02:47.040 And so this is what graphite looks like. 00:02:47.040 --> 00:02:49.490 It's these covalent network sheets, 00:02:49.490 --> 00:02:52.800 and each of these sheets actually are attracted each other 00:02:52.800 --> 00:02:54.730 through intermolecular forces. 00:02:54.730 --> 00:02:56.620 And that's why it's easy to scrape it, 00:02:56.620 --> 00:02:59.270 because these sheets can slide past each other. 00:02:59.270 --> 00:03:01.890 But if you really wanted to melt graphite, 00:03:01.890 --> 00:03:04.460 you would have to break these covalent bonds. 00:03:04.460 --> 00:03:07.570 And so you can imagine, to overcome the covalent bonds 00:03:07.570 --> 00:03:09.970 and melt, say, diamond or graphite, 00:03:09.970 --> 00:03:13.200 it takes a very, very high temperature. 00:03:13.200 --> 00:03:16.380 Graphite, for example, sublimes 00:03:16.380 --> 00:03:21.140 at 3,642 degrees Celsius. 00:03:21.140 --> 00:03:22.740 The silicon carbide that we looked at 00:03:22.740 --> 00:03:24.060 at the beginning of this video, 00:03:24.060 --> 00:03:28.423 it decomposes at 2,830 degrees Celsius. 00:03:29.490 --> 00:03:31.760 This right over here is a picture of quartz, 00:03:31.760 --> 00:03:35.823 which is a very common form of silicon dioxide, 00:03:36.970 --> 00:03:39.370 another covalent network solid, 00:03:39.370 --> 00:03:41.190 and this has a melting point 00:03:41.190 --> 00:03:45.883 of 1,722 degrees Celsius. 00:03:46.810 --> 00:03:48.880 So the big takeaway over the last several videos is 00:03:48.880 --> 00:03:51.850 there's many different ways of forming a solid. 00:03:51.850 --> 00:03:54.830 It could be with ions, it could be with metals, 00:03:54.830 --> 00:03:57.100 it could be with molecules that are attracted 00:03:57.100 --> 00:03:59.260 to each other with intermolecular forces, 00:03:59.260 --> 00:04:01.010 or you could have a network 00:04:01.010 --> 00:04:03.863 of atoms formed with covalent bonds.

Khan Academy learning plans for school closures

https://www.youtube.com/watch?v=ltiO5cZg1A4

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en

WEBVTT Kind: captions Language: en 00:00:00.230 --> 00:00:01.063 - [Instructor] The goal of this video 00:00:01.063 --> 00:00:02.680 is to introduce you to the idea 00:00:02.680 --> 00:00:04.740 of learning plans on Khan Academy. 00:00:04.740 --> 00:00:08.380 And I'm gonna focus on a plan for sixth grade math. 00:00:08.380 --> 00:00:10.560 But what I'm talking about is as applicable 00:00:10.560 --> 00:00:13.340 to fourth grade math as it is to sixth grade math 00:00:13.340 --> 00:00:16.990 as it is to something like calculus or statistics. 00:00:16.990 --> 00:00:18.870 Now the core of any learning plan 00:00:18.870 --> 00:00:20.600 is the course you're actually working on. 00:00:20.600 --> 00:00:23.320 So if I were to click on sixth grade math here, 00:00:23.320 --> 00:00:26.290 I would go right over here to the sixth grade course 00:00:26.290 --> 00:00:27.720 on Khan Academy. 00:00:27.720 --> 00:00:29.730 In order to make sense of the learning plan, 00:00:29.730 --> 00:00:30.960 you really first need to make sense 00:00:30.960 --> 00:00:33.420 of how's a course structured on Khan Academy. 00:00:33.420 --> 00:00:36.870 Every course is subdivided into units. 00:00:36.870 --> 00:00:39.370 You can see the units listed on the left here, 00:00:39.370 --> 00:00:41.240 Ratios, rates and percentages, 00:00:41.240 --> 00:00:43.800 Arithmetic operations, so on and so forth. 00:00:43.800 --> 00:00:45.870 You also see them listed on the right here. 00:00:45.870 --> 00:00:47.760 And on the right, they are broken down 00:00:47.760 --> 00:00:50.220 into the various lessons. 00:00:50.220 --> 00:00:52.370 Now you have two things going on. 00:00:52.370 --> 00:00:55.300 You have a certain number of mastery points 00:00:55.300 --> 00:00:56.800 for the entire course 00:00:56.800 --> 00:00:59.530 and then you have a certain number of mastery points 00:00:59.530 --> 00:01:01.000 for that unit. 00:01:01.000 --> 00:01:03.710 And as we'll see in the learning plan, 00:01:03.710 --> 00:01:06.010 we're gonna talk about how you can pace yourself 00:01:06.010 --> 00:01:07.720 through these units and what are some 00:01:07.720 --> 00:01:10.090 target mastery point goals you could have 00:01:10.090 --> 00:01:13.070 for the units in a given week. 00:01:13.070 --> 00:01:14.910 So if we go back to the plan itself, 00:01:14.910 --> 00:01:17.350 there's some text that explains how to do it. 00:01:17.350 --> 00:01:20.760 But what it essentially says is here is the plan 00:01:20.760 --> 00:01:22.110 and we give several plans, 00:01:22.110 --> 00:01:23.930 one that can occur over 20 weeks 00:01:23.930 --> 00:01:26.730 and then another than can occur over 12 weeks. 00:01:26.730 --> 00:01:28.610 And we say week by week 00:01:28.610 --> 00:01:31.400 what unit should you be working on, 00:01:31.400 --> 00:01:33.300 and then how many mastery points 00:01:33.300 --> 00:01:35.680 should you target getting at least. 00:01:35.680 --> 00:01:37.860 And there's space for you to write down 00:01:37.860 --> 00:01:39.800 or type in, at the end of the week, 00:01:39.800 --> 00:01:41.510 how many mastery points did you get, 00:01:41.510 --> 00:01:43.630 which you might wanna share with your parents 00:01:43.630 --> 00:01:44.840 or your teacher. 00:01:44.840 --> 00:01:47.080 And so if you just keep doing that over, 00:01:47.080 --> 00:01:49.100 in this case, those 20 weeks, 00:01:49.100 --> 00:01:52.010 then by the end of that you will have a good understanding 00:01:52.010 --> 00:01:53.430 of sixth grade math. 00:01:53.430 --> 00:01:54.850 Now, at the end we have something 00:01:54.850 --> 00:01:56.570 called the course challenge. 00:01:56.570 --> 00:01:59.350 And we also talk about, earlier in this plan, 00:01:59.350 --> 00:02:00.860 that you might wanna start 00:02:00.860 --> 00:02:03.810 by taking these course challenges. 00:02:03.810 --> 00:02:05.550 So what are we talking about? 00:02:05.550 --> 00:02:08.380 Well, if you go to a course, if you go to the bottom, 00:02:08.380 --> 00:02:10.180 you see Course challenge here. 00:02:10.180 --> 00:02:12.680 And if I click there, it's gonna scroll down 00:02:12.680 --> 00:02:15.100 right over there and says Start Course challenge. 00:02:15.100 --> 00:02:18.010 And when I start there, it's going to give me 30 questions 00:02:18.010 --> 00:02:20.260 that'll take me 30 to 45 minutes 00:02:20.260 --> 00:02:23.490 that are sampling items from throughout the course. 00:02:23.490 --> 00:02:25.550 Given that many of you have already completed 00:02:25.550 --> 00:02:27.330 a good chunk of the school year, 00:02:27.330 --> 00:02:28.890 this is a great place to start 00:02:28.890 --> 00:02:30.840 because it can give you accelerated credit 00:02:30.840 --> 00:02:32.750 for things you already know. 00:02:32.750 --> 00:02:34.823 And it can help you understand the things 00:02:34.823 --> 00:02:36.230 that you don't know. 00:02:36.230 --> 00:02:37.610 The things that you do know, 00:02:37.610 --> 00:02:40.120 you'll start going to start getting leveled up in. 00:02:40.120 --> 00:02:42.630 And to understand what it means to get leveled up, 00:02:42.630 --> 00:02:44.150 we can go into this first unit 00:02:44.150 --> 00:02:45.660 that I've already started working on, 00:02:45.660 --> 00:02:47.850 and you could see skill by skill 00:02:47.850 --> 00:02:50.530 it has a sense of whether you are familiar, 00:02:50.530 --> 00:02:52.220 proficient or master, 00:02:52.220 --> 00:02:54.700 depending on how many of these stacked blocks 00:02:54.700 --> 00:02:56.060 you actually get. 00:02:56.060 --> 00:02:59.070 So if you already know a lot of a given grade level 00:02:59.070 --> 00:03:00.620 or lot of a given course, 00:03:00.620 --> 00:03:02.150 I recommend taking the course challenge. 00:03:02.150 --> 00:03:04.070 And if you get 70% or better, 00:03:04.070 --> 00:03:05.290 take it again and again. 00:03:05.290 --> 00:03:08.050 That'll really accelerate your mastery points 00:03:08.050 --> 00:03:09.970 and give you credit for a lot of skills, 00:03:09.970 --> 00:03:12.430 so then you can focus on the ones that you don't know. 00:03:12.430 --> 00:03:14.510 And then the ones that you don't know, 00:03:14.510 --> 00:03:16.760 you can then go to those particular units 00:03:16.760 --> 00:03:18.550 and take the unit test in them. 00:03:18.550 --> 00:03:20.940 And just to get a sense of what the unit tests look like, 00:03:20.940 --> 00:03:22.643 let's go this first unit again. 00:03:24.410 --> 00:03:27.360 And if you click here in the bottom left on Unit test, 00:03:27.360 --> 00:03:29.110 it'll scroll down at the bottom of the page 00:03:29.110 --> 00:03:30.930 and you could say Start Unit test. 00:03:30.930 --> 00:03:32.740 And the unit test, you can kind of view it 00:03:32.740 --> 00:03:36.190 as a course challenge that's just focused on that unit. 00:03:36.190 --> 00:03:38.160 So once again if you feel like you already know 00:03:38.160 --> 00:03:40.470 a particular unit, you could take the unit test 00:03:40.470 --> 00:03:43.210 over and over again, you're gonna get different questions, 00:03:43.210 --> 00:03:46.280 and that's a faster way to get leveled up mastery. 00:03:46.280 --> 00:03:47.790 Now going back to sixth grade, 00:03:47.790 --> 00:03:50.480 you might have noticed this thing called Mastery challenge. 00:03:50.480 --> 00:03:53.360 A mastery challenge allows your skills to get leveled up, 00:03:53.360 --> 00:03:54.300 and these are skills 00:03:54.300 --> 00:03:56.510 that you might have gotten familiar recently 00:03:56.510 --> 00:03:59.040 or they're making sure that you've reviewed skills 00:03:59.040 --> 00:04:01.180 that you've seen in the past. 00:04:01.180 --> 00:04:04.000 So going back to the plan, 00:04:04.000 --> 00:04:05.900 start with the course challenge 00:04:05.900 --> 00:04:07.320 and then the appropriate unit test. 00:04:07.320 --> 00:04:09.830 And as much as possible try to keep pace 00:04:09.830 --> 00:04:12.300 with these points right over here. 00:04:12.300 --> 00:04:15.450 Now for some reason you fall behind, not a big deal. 00:04:15.450 --> 00:04:17.990 And if for some reason, you feel like jumping around, 00:04:17.990 --> 00:04:19.890 that is okay too. 00:04:19.890 --> 00:04:22.100 This is all about helping you, the student, 00:04:22.100 --> 00:04:24.900 be in the driver seat of your own learning. 00:04:24.900 --> 00:04:26.580 Now, for those of you who are feeling 00:04:26.580 --> 00:04:28.080 a little bit less confident, 00:04:28.080 --> 00:04:30.160 we're also providing for each grade level 00:04:30.160 --> 00:04:32.470 ways to build your foundations. 00:04:32.470 --> 00:04:33.510 So this is what we're calling 00:04:33.510 --> 00:04:36.140 the super-ultra-strong foundation learning plan 00:04:36.140 --> 00:04:38.960 for, in this case, students completing sixth grade. 00:04:38.960 --> 00:04:40.067 And there we say, 00:04:40.067 --> 00:04:43.097 "Hey in parallel to trying to finish sixth grade, 00:04:43.097 --> 00:04:46.630 "try to do the same thing with our arithmetic course." 00:04:46.630 --> 00:04:49.550 And if you are a sixth grader taking the arithmetic course, 00:04:49.550 --> 00:04:51.080 a lot of it is going to be a review. 00:04:51.080 --> 00:04:53.520 So once again, take those course challenges 00:04:53.520 --> 00:04:55.070 as many times as you like. 00:04:55.070 --> 00:04:57.320 If you're getting 70% or over, 00:04:57.320 --> 00:04:59.670 you're likely to really be able to accelerate 00:04:59.670 --> 00:05:01.540 what you do know and then you'll know 00:05:01.540 --> 00:05:04.780 where your gaps are and you can focus on those units. 00:05:04.780 --> 00:05:06.100 Now in each of the plans 00:05:06.100 --> 00:05:09.290 for either the grade level or for the foundational work, 00:05:09.290 --> 00:05:13.430 we have both 20-week plans that I just showed you 00:05:13.430 --> 00:05:15.600 and we have a 12-week plan. 00:05:15.600 --> 00:05:17.850 The 12-week plan focuses a little bit more 00:05:17.850 --> 00:05:19.700 on the essentials of the course 00:05:19.700 --> 00:05:22.960 while the 20-week plan is a bit more comprehensive. 00:05:22.960 --> 00:05:25.670 So think about which one works best for you 00:05:25.670 --> 00:05:28.850 and think about whether you need just the grade level course 00:05:28.850 --> 00:05:32.750 or in parallel to do the foundational work as well. 00:05:32.750 --> 00:05:34.910 But either way, all of us here at Khan Academy 00:05:34.910 --> 00:05:37.580 are confident that if you stay focused, 00:05:37.580 --> 00:05:39.230 you keep up with these plans, 00:05:39.230 --> 00:05:42.040 that over the course of the school closures in the summer, 00:05:42.040 --> 00:05:44.380 you're gonna build a really strong foundation 00:05:44.380 --> 00:05:45.950 in your mathematics, 00:05:45.950 --> 00:05:49.333 and you'll be off to a great start next school year.

Understanding theme

https://www.youtube.com/watch?v=MAu3e5GZo4k

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https://www.youtube.com/api/timedtext?v=MAu3e5GZo4k&ei=ZliUZeWlE425mLAP6NWE0AI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=9388EE62A233B0C2F0E7E93FF479B55CD66A790A.EC2262859D247BDD3D7560BA8C392BBB6294BCEE&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.360 --> 00:00:01.450 - [David] Hello, readers. 00:00:01.450 --> 00:00:04.610 Today I want to talk about themes. 00:00:04.610 --> 00:00:06.570 A theme is an important idea 00:00:06.570 --> 00:00:08.900 that is woven throughout a story. 00:00:08.900 --> 00:00:11.210 It's not the plot or the summary, 00:00:11.210 --> 00:00:13.680 but something a little deeper. 00:00:13.680 --> 00:00:17.290 A theme links a big idea about our world 00:00:17.290 --> 00:00:20.020 with the action of a text. 00:00:20.020 --> 00:00:22.060 Sometimes a theme answers a question 00:00:22.060 --> 00:00:23.730 the story is trying to explore, 00:00:23.730 --> 00:00:26.010 like, "What does it mean to be a family?" 00:00:26.010 --> 00:00:28.420 Or, "What are we afraid of?" 00:00:28.420 --> 00:00:30.520 Themes will be statements that answer these questions, 00:00:30.520 --> 00:00:32.607 like, "You don't have to be related to someone 00:00:32.607 --> 00:00:34.050 "for them to be your family." 00:00:34.050 --> 00:00:37.090 Or, "We are afraid of losing our individuality." 00:00:37.090 --> 00:00:39.850 Now, theme is different from the main idea 00:00:39.850 --> 00:00:41.610 of a story or its summary. 00:00:41.610 --> 00:00:43.800 The main idea is what the story's all about, 00:00:43.800 --> 00:00:46.100 and the summary is the events of the story. 00:00:46.100 --> 00:00:47.620 It's the plot, it's what happened. 00:00:47.620 --> 00:00:50.900 But the theme is a lesson or a message 00:00:50.900 --> 00:00:52.560 that you can take out of the story 00:00:52.560 --> 00:00:54.630 and apply to your own life. 00:00:54.630 --> 00:00:55.870 Themes are universal. 00:00:55.870 --> 00:00:58.740 That is to say, anyone can relate to them. 00:00:58.740 --> 00:01:01.200 So if I tell you a story about how I got food poisoning 00:01:01.200 --> 00:01:03.600 the one time I ate a sketchy roadside hot dog 00:01:03.600 --> 00:01:05.000 instead of packing my own lunch, 00:01:05.000 --> 00:01:08.650 the theme isn't, "Avoid Sticky Pete's hot dogs on Route 91." 00:01:08.650 --> 00:01:11.160 The theme is "It pays to be prepared," 00:01:11.160 --> 00:01:13.400 because not everyone has a Sticky Pete's, 00:01:13.400 --> 00:01:15.090 but everyone can be prepared. 00:01:15.090 --> 00:01:16.770 Ugh, why did I eat it? 00:01:16.770 --> 00:01:17.813 Why is it green? 00:01:18.980 --> 00:01:21.190 A theme is similar to a moral. 00:01:21.190 --> 00:01:23.900 But a moral is more about a specific lesson 00:01:23.900 --> 00:01:25.220 it's trying to teach you. 00:01:25.220 --> 00:01:28.510 A theme could be a lesson, but it doesn't have to be. 00:01:28.510 --> 00:01:30.270 Sometimes you can discover the theme 00:01:30.270 --> 00:01:33.150 by asking yourself some big questions. 00:01:33.150 --> 00:01:35.070 What did the characters learn? 00:01:35.070 --> 00:01:37.000 How did they grow and change? 00:01:37.000 --> 00:01:40.170 Why did characters act the way they acted? 00:01:40.170 --> 00:01:42.500 What's different at the end of the story? 00:01:42.500 --> 00:01:45.930 And what stays with you after the story is over? 00:01:45.930 --> 00:01:47.000 Let's go through a folk tale 00:01:47.000 --> 00:01:48.830 and see if answering these questions 00:01:48.830 --> 00:01:50.803 helps us to uncover the theme. 00:01:51.640 --> 00:01:54.950 This is a story about Anansi the Spider, 00:01:54.950 --> 00:01:57.420 a heroic trickster from West Africa. 00:01:57.420 --> 00:02:00.530 Anansi was clever, but he wished to be wise. 00:02:00.530 --> 00:02:02.740 Wiser than everyone, in fact. 00:02:02.740 --> 00:02:05.080 He decided that he'd take all the wisdom he could find, 00:02:05.080 --> 00:02:07.610 all the wisdom in the whole world, 00:02:07.610 --> 00:02:10.590 and gather it all inside a little clay pot. 00:02:10.590 --> 00:02:12.550 But he didn't like having it in the house, 00:02:12.550 --> 00:02:14.387 this pot of knowledge. 00:02:14.387 --> 00:02:18.267 "What if our kid knocks it over?" he asked his wife, Aso. 00:02:18.267 --> 00:02:20.657 "What if someone comes over in the night and steals it?" 00:02:20.657 --> 00:02:24.457 "Who's coming to steal your pot, Anansi?" she asked. 00:02:24.457 --> 00:02:26.077 "Nobody even knows you have it." 00:02:26.077 --> 00:02:28.560 "It's not safe," Anansi cried. 00:02:28.560 --> 00:02:30.277 And he decided to hide it. 00:02:30.277 --> 00:02:33.437 "I'm going out," he said, "Don't follow me." 00:02:33.437 --> 00:02:35.710 "Whatever," said Aso, who went back 00:02:35.710 --> 00:02:37.910 to doing something that was actually useful. 00:02:38.780 --> 00:02:40.690 Anansi wandered through the forest, 00:02:40.690 --> 00:02:43.380 lugging this enormous clay pot of wisdom, 00:02:43.380 --> 00:02:45.920 never aware that his little son, Ntikuma, 00:02:45.920 --> 00:02:47.543 was following close behind. 00:02:49.057 --> 00:02:52.787 "Not tall enough," said Anansi, looking at a cliff. 00:02:52.787 --> 00:02:56.437 "Not deep enough," he said, frowning at a canyon. 00:02:56.437 --> 00:03:00.300 "Ah-ha," said Anansi when he came to the prickly thorn tree 00:03:00.300 --> 00:03:02.697 at the edge of the forest near a little stream. 00:03:02.697 --> 00:03:05.530 "Now, this will do just fine." 00:03:05.530 --> 00:03:08.410 Anansi had many legs, and he was very strong. 00:03:08.410 --> 00:03:10.520 But even he could not climb the tree 00:03:10.520 --> 00:03:13.150 and carry the pot of knowledge at the same time. 00:03:13.150 --> 00:03:17.290 He scrabbled up the tree, then slid back down again. 00:03:17.290 --> 00:03:21.030 He wiggled up the tree, then slid back down again. 00:03:21.030 --> 00:03:23.197 He clambered up the tree. 00:03:23.197 --> 00:03:25.747 "Hey, Dad," Anansi's son called out. 00:03:25.747 --> 00:03:26.597 "What, what? 00:03:26.597 --> 00:03:28.287 "I said nobody follow me. 00:03:28.287 --> 00:03:30.727 "What are you doing here?" Anansi cried. 00:03:30.727 --> 00:03:33.057 "You should tie the pot to your back, Dad. 00:03:33.057 --> 00:03:36.140 "Then you can use all your legs to climb the tree." 00:03:36.140 --> 00:03:39.317 He was right, but it didn't matter to Anansi. 00:03:39.317 --> 00:03:41.660 "I'll teach ya to give me advice, you little miscreant," 00:03:41.660 --> 00:03:44.610 Anansi yelled, shaking his fist, 00:03:44.610 --> 00:03:47.000 the same fist that held the handle 00:03:47.000 --> 00:03:49.580 to the pot full of wisdom. 00:03:49.580 --> 00:03:53.677 It went sailing into the air as time seemed to slow down. 00:03:53.677 --> 00:03:55.587 "Oh no," said Anansi. 00:03:55.587 --> 00:03:58.250 "Oh no," said Anansi's little son. 00:03:58.250 --> 00:04:02.090 And the pot smashed open right there in the stream, 00:04:02.090 --> 00:04:05.100 carrying all of Anansi's carefully gathered up knowledge 00:04:05.100 --> 00:04:06.730 into the ocean, sending it out 00:04:06.730 --> 00:04:08.997 to the whole world once again. 00:04:08.997 --> 00:04:12.370 "You are in so much trouble, Ntikuma!" Anansi said, 00:04:12.370 --> 00:04:13.970 clambering back down the tree. 00:04:13.970 --> 00:04:17.420 And then he said, "Ow, ow, ow," because in his haste, 00:04:17.420 --> 00:04:20.450 he had poked himself on the thorns of the tree. 00:04:20.450 --> 00:04:23.000 His son took of running for home, 00:04:23.000 --> 00:04:24.720 and Anansi raced after him. 00:04:24.720 --> 00:04:27.870 And as they ran, it began to rain. 00:04:27.870 --> 00:04:30.630 And as the rain came down, Anansi stopped running 00:04:30.630 --> 00:04:33.217 and began to walk and think. 00:04:33.217 --> 00:04:36.050 "Ntikuma's plan would have worked after all." 00:04:36.050 --> 00:04:37.960 When he at least caught up with Ntikuma, 00:04:37.960 --> 00:04:40.437 he apologized for losing his temper. 00:04:40.437 --> 00:04:42.617 "What was the use of all that wisdom 00:04:42.617 --> 00:04:46.960 "if I can still be outsmarted by my little son?" he said. 00:04:46.960 --> 00:04:48.870 The two of them embraced, 00:04:48.870 --> 00:04:51.520 and because of Ntikuma's timely interruption, 00:04:51.520 --> 00:04:55.453 a little bit of Anansi's knowledge lives in us all today. 00:04:57.350 --> 00:04:59.910 So our questions checklist. 00:04:59.910 --> 00:05:02.000 What did the characters learn? 00:05:02.000 --> 00:05:03.890 Well, Anansi learned that even if he had 00:05:03.890 --> 00:05:05.510 all the wisdom in the world, 00:05:05.510 --> 00:05:08.223 a child could still have a better idea than him. 00:05:09.150 --> 00:05:11.820 How did the characters grow and change? 00:05:11.820 --> 00:05:14.220 Anansi apologized for losing his temper 00:05:14.220 --> 00:05:18.067 and realized that he wasn't the only person with good ideas. 00:05:18.067 --> 00:05:21.020 "Why did characters act the way they acted?" 00:05:21.020 --> 00:05:22.750 I think Anansi was greedy. 00:05:22.750 --> 00:05:25.100 Why else would he wanna have all the wisdom in the world 00:05:25.100 --> 00:05:27.770 and not share it without anybody else? 00:05:27.770 --> 00:05:30.760 And, "What's different at the end of the story?" 00:05:30.760 --> 00:05:32.570 At the end of the story, everybody gets 00:05:32.570 --> 00:05:34.570 a little bit from the pot of wisdom. 00:05:34.570 --> 00:05:37.610 It flows out into the ocean and gets sent to everybody. 00:05:37.610 --> 00:05:40.860 And Anansi realized that keeping all the wisdom to himself 00:05:40.860 --> 00:05:43.760 still didn't make him the wisest all the time. 00:05:43.760 --> 00:05:47.800 Finally, "What stays with you after the story is over?" 00:05:47.800 --> 00:05:51.270 The fact that all of us, you, me, your Aunt Matilda, 00:05:51.270 --> 00:05:54.910 all of us have a little bit of Anansi's wisdom inside of us. 00:05:54.910 --> 00:05:56.817 So a theme of this story could be, 00:05:56.817 --> 00:05:58.800 "Anyone can have a good idea," 00:05:58.800 --> 00:06:02.270 or, "Wisdom is inside all of us." 00:06:02.270 --> 00:06:04.310 What theme would you give this story? 00:06:04.310 --> 00:06:07.350 Discuss it with your friends, your classmates, your family. 00:06:07.350 --> 00:06:09.090 And let us know. 00:06:09.090 --> 00:06:12.840 The theme of all of my videos is and shall forever be 00:06:12.840 --> 00:06:14.863 that you can learn anything. 00:06:15.770 --> 00:06:16.603 David out.

For parents: Setting a daily learning schedule for middle school students

https://www.youtube.com/watch?v=lV2pRwGQVis

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https://www.youtube.com/api/timedtext?v=lV2pRwGQVis&ei=ZliUZbfoFraIp-oPupS2OA&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=8BCDD827DA5719CCE416F92FA42EC8FC305FEB70.71010564C51C4E6AA04D4DA85FD57B1504245074&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:04.790 --> 00:00:07.620 - Hello all, and welcome to Khan Academy for Parents, 00:00:07.620 --> 00:00:10.143 6th through 8th Grade Remote Learning Webinar. 00:00:13.730 --> 00:00:14.690 I'm Meaghan Pattani, 00:00:14.690 --> 00:00:17.700 I lead US Professional Learning here at Khan Academy 00:00:17.700 --> 00:00:20.370 and I'm joined today by two of my wonderful colleagues, 00:00:20.370 --> 00:00:22.620 Roy Chan, who's a member of our US District 00:00:22.620 --> 00:00:25.540 Partnership Team, and he works with teachers 00:00:25.540 --> 00:00:27.660 and communities all over the US, 00:00:27.660 --> 00:00:30.410 and Dan Tieu, who's our director of marketing, 00:00:30.410 --> 00:00:33.070 and he's also working with families and communities 00:00:33.070 --> 00:00:36.293 to help instill best practices for remote learning. 00:00:39.510 --> 00:00:41.680 What we'll cover today is how you can keep 00:00:41.680 --> 00:00:44.490 your children learning during school closures, 00:00:44.490 --> 00:00:47.020 and some best tips and practices for setting up 00:00:47.020 --> 00:00:50.250 a daily schedule for students to use Khan Academy. 00:00:50.250 --> 00:00:52.890 One note of what we won't be covering today 00:00:52.890 --> 00:00:55.480 is account setup, or how to get started. 00:00:55.480 --> 00:00:57.860 This webinar is not gonna walk through how to set up 00:00:57.860 --> 00:01:00.280 an account for you, or for your student. 00:01:00.280 --> 00:01:01.880 So if you're looking for more information 00:01:01.880 --> 00:01:04.170 on how to get started with Khan Academy, 00:01:04.170 --> 00:01:06.970 please see our Remote Learning Quickstart Guide. 00:01:06.970 --> 00:01:08.970 And these slides and all of the resources 00:01:08.970 --> 00:01:11.590 that go along with them can be found in the handout 00:01:11.590 --> 00:01:14.623 on the right hand side of your GoToWebinar panel. 00:01:17.250 --> 00:01:20.500 Just as a quick note that Khan Academy is free, 00:01:20.500 --> 00:01:22.310 trusted, and flexible. 00:01:22.310 --> 00:01:24.500 We're a nonprofit with a mission to provide 00:01:24.500 --> 00:01:28.293 a free world-class education for anyone, anywhere. 00:01:29.340 --> 00:01:32.180 We have standards-aligned practice and lessons covering 00:01:32.180 --> 00:01:35.740 K through 12 math, grammar, science, computer programming, 00:01:35.740 --> 00:01:38.760 history, AP courses, official SAT practice, 00:01:38.760 --> 00:01:39.693 and a lot more. 00:01:40.640 --> 00:01:42.950 And your students are able to learn on the web 00:01:42.950 --> 00:01:45.330 or on our app through iOS or Android, 00:01:45.330 --> 00:01:48.513 at anytime, anywhere, in over 40 languages. 00:01:50.770 --> 00:01:52.880 So what type of content is available? 00:01:52.880 --> 00:01:55.100 In addition to full coverage for math, 00:01:55.100 --> 00:01:57.130 our content library also includes things 00:01:57.130 --> 00:02:00.570 like American history, computer animation and programming, 00:02:00.570 --> 00:02:03.410 grammar, Growth Mindset, which is built in collaboration 00:02:03.410 --> 00:02:05.170 with PERTS at Stanford, 00:02:05.170 --> 00:02:08.330 high school biology, and storytelling which is created 00:02:08.330 --> 00:02:10.403 in partnership with Disney and Pixar. 00:02:13.380 --> 00:02:16.240 So where would students find content? 00:02:16.240 --> 00:02:18.110 Or where would you find content? 00:02:18.110 --> 00:02:20.550 By clicking the left-hand courses menu 00:02:20.550 --> 00:02:23.420 on the top left of the Khan Academy site. 00:02:23.420 --> 00:02:26.133 You'll have access to our entire content menu. 00:02:27.080 --> 00:02:29.040 Or, you can select edit courses 00:02:29.040 --> 00:02:32.110 from the student's homepage to access content 00:02:32.110 --> 00:02:34.120 and then click continue. 00:02:34.120 --> 00:02:37.160 The content that's originally suggested to your student 00:02:37.160 --> 00:02:39.540 will be based off the grade level they selected 00:02:39.540 --> 00:02:41.383 when they set up their account. 00:02:43.670 --> 00:02:46.390 So let's talk a little bit about daily schedules 00:02:46.390 --> 00:02:48.003 for 6th through 8th graders. 00:02:49.590 --> 00:02:52.640 Khan Academy has been sharing schools closure schedule 00:02:52.640 --> 00:02:54.730 for students across grade levels, 00:02:54.730 --> 00:02:56.660 but we're gonna be focusing on what we think of 00:02:56.660 --> 00:02:58.550 as a middle school range in the US, 00:02:58.550 --> 00:03:00.720 our sixth through eighth grade students. 00:03:00.720 --> 00:03:03.903 And here's a quick overview of what we recommend. 00:03:05.090 --> 00:03:07.770 The areas covered in green are gonna be the areas 00:03:07.770 --> 00:03:10.460 that we focus on a little bit more during this webinar. 00:03:10.460 --> 00:03:14.343 These are what we think of as academic areas in the day. 00:03:17.440 --> 00:03:19.193 So starting in the morning, we recommend 00:03:19.193 --> 00:03:21.430 that students get up, get dressed, 00:03:21.430 --> 00:03:23.920 yes, actually get out of their PJ's, 00:03:23.920 --> 00:03:26.550 and then focus on their math skills. 00:03:26.550 --> 00:03:28.010 One of the reasons we recommend that 00:03:28.010 --> 00:03:29.560 is that students and teachers have said 00:03:29.560 --> 00:03:32.170 they feel like their brain is ready to work 00:03:32.170 --> 00:03:34.580 and that they're energized and able to work on math 00:03:34.580 --> 00:03:36.520 more effectively in the morning. 00:03:36.520 --> 00:03:39.380 Now, definitely feel free to adapt this to you 00:03:39.380 --> 00:03:43.573 or to your students, but again, this is a recommendation 00:03:43.573 --> 00:03:45.710 from many of our teachers and students 00:03:45.710 --> 00:03:47.580 that they feel like the morning is the best time 00:03:47.580 --> 00:03:49.330 for them to focus on math. 00:03:49.330 --> 00:03:52.100 And based on your child or student's grade level, 00:03:52.100 --> 00:03:54.120 we recommend one of the following math courses 00:03:54.120 --> 00:03:55.610 as a good place to start. 00:03:55.610 --> 00:03:57.750 Sixth, seventh, or eighth grade math, 00:03:57.750 --> 00:04:00.620 Algebra 1, or geometry. 00:04:00.620 --> 00:04:02.920 If you feel like your student, you're not quite sure 00:04:02.920 --> 00:04:05.360 where they should start, and you want to put them, 00:04:05.360 --> 00:04:07.640 on grade level, but you know that they already know 00:04:07.640 --> 00:04:10.180 some of the material, they can use course challenges 00:04:10.180 --> 00:04:12.983 and unit tests to accelerate through material quickly. 00:04:16.060 --> 00:04:18.850 All of our math content is mastery-enabled, 00:04:18.850 --> 00:04:20.930 and it covers standards from kindergarten 00:04:20.930 --> 00:04:22.010 through early college. 00:04:22.010 --> 00:04:25.440 It includes instant feedback, step-by-step solutions 00:04:25.440 --> 00:04:26.990 like you're seeing on the screen right now, 00:04:26.990 --> 00:04:28.930 that students can select a hint 00:04:28.930 --> 00:04:32.680 and see a step-by-step work-through of that exact problem, 00:04:32.680 --> 00:04:34.480 but also offers instruction in the form 00:04:34.480 --> 00:04:36.220 of videos and articles. 00:04:36.220 --> 00:04:39.470 Practice for single skill in the form of exercises, 00:04:39.470 --> 00:04:42.200 or assessments in the form of quizzes, unit tests, 00:04:42.200 --> 00:04:43.740 and course challenges, 00:04:43.740 --> 00:04:46.310 all the while tracking progress at the skill, 00:04:46.310 --> 00:04:48.583 unit, and course level for students. 00:04:50.760 --> 00:04:53.470 After math time, we recommend students get out 00:04:53.470 --> 00:04:55.110 and go for a walk or run. 00:04:55.110 --> 00:04:57.680 If the weather is bad, try something like JustDance. 00:04:57.680 --> 00:05:00.350 Find a reason to get up and get moving. 00:05:00.350 --> 00:05:02.280 Then maybe take some time to read. 00:05:02.280 --> 00:05:04.480 Khan Academy has compiled a list of books 00:05:04.480 --> 00:05:06.470 for the sixth through eighth graders. 00:05:06.470 --> 00:05:08.490 If you click on that link, you'll see specifically 00:05:08.490 --> 00:05:09.960 what those recommendations are 00:05:09.960 --> 00:05:11.513 from our teachering community. 00:05:12.570 --> 00:05:14.480 Again, take a short break. 00:05:14.480 --> 00:05:16.330 It's really easy for students to get caught up 00:05:16.330 --> 00:05:18.530 in wanting to do all the work that they have, 00:05:18.530 --> 00:05:20.950 but it's important that students get up from their screens 00:05:20.950 --> 00:05:22.350 and are able to move around. 00:05:23.350 --> 00:05:26.990 Then we recommend jumping into some English language arts. 00:05:26.990 --> 00:05:29.460 While we have a full grammar course, and it may say 00:05:29.460 --> 00:05:31.610 third through fifth grade on the content, 00:05:31.610 --> 00:05:33.830 we've seen students from kindergarten through high school 00:05:33.830 --> 00:05:36.320 benefit from working on our grammar course. 00:05:36.320 --> 00:05:38.310 If maybe that doesn't appeal to your student, 00:05:38.310 --> 00:05:39.913 try our storytelling course. 00:05:42.380 --> 00:05:44.350 Our grammar course, like our math courses, 00:05:44.350 --> 00:05:45.600 is mastery-enabled. 00:05:45.600 --> 00:05:47.990 It covers over 100 grammar skills, 00:05:47.990 --> 00:05:51.190 and similar to our math courses, it has instant feedback, 00:05:51.190 --> 00:05:53.620 step-by-step solution, instruction in the form 00:05:53.620 --> 00:05:57.470 of videos and articles, practice, and assessments. 00:05:57.470 --> 00:06:00.450 Similar to our math courses, if you feel that your student 00:06:00.450 --> 00:06:03.380 is able to accelerate quickly through some of the material, 00:06:03.380 --> 00:06:06.370 have them engage with unit tests and course challenges, 00:06:06.370 --> 00:06:09.020 and they'll be able to move through that material quickly 00:06:09.020 --> 00:06:11.190 and then focus their time on skills they may need 00:06:11.190 --> 00:06:12.140 more practice with. 00:06:14.900 --> 00:06:18.080 We also have some new beta content for ELA 00:06:18.080 --> 00:06:20.350 which covers standards in second through eighth grade 00:06:20.350 --> 00:06:21.930 reading and vocabulary. 00:06:21.930 --> 00:06:23.950 What this means is this is an early version 00:06:23.950 --> 00:06:26.930 of some new content that's coming for each grade level, 00:06:26.930 --> 00:06:29.610 and it's broken out for second, third, fourth, 00:06:29.610 --> 00:06:31.890 fifth, sixth, seventh, and eighth grade. 00:06:31.890 --> 00:06:34.800 So you can have your student practice on specific 00:06:34.800 --> 00:06:36.550 grade level appropriate questions, 00:06:36.550 --> 00:06:39.310 including instant feedback, and work rationales 00:06:39.310 --> 00:06:40.760 for every question. 00:06:40.760 --> 00:06:43.200 And the passage topics are grade-appropriate 00:06:43.200 --> 00:06:45.580 in areas of science, social studies, 00:06:45.580 --> 00:06:47.253 and social-emotional learning. 00:06:50.450 --> 00:06:53.960 To supplement our ELA content, students are also encouraged 00:06:53.960 --> 00:06:56.650 to engage with our Imagineering in a Box course, 00:06:56.650 --> 00:06:59.360 which is created in partnership with Disney. 00:06:59.360 --> 00:07:01.320 This allows for project-based learning, 00:07:01.320 --> 00:07:03.940 and for students to get a little more creative. 00:07:03.940 --> 00:07:06.040 It includes things like a behind-the-scenes look 00:07:06.040 --> 00:07:08.000 at how artists, designers, and engineers 00:07:08.000 --> 00:07:10.560 work together to create Disney parks. 00:07:10.560 --> 00:07:13.360 It includes instruction aspects of videos and articles, 00:07:13.360 --> 00:07:16.360 and project-based activities to design their own theme park. 00:07:20.550 --> 00:07:22.820 After lunch, we recommend that students engage 00:07:22.820 --> 00:07:25.140 in some science and or social studies. 00:07:25.140 --> 00:07:27.710 Our science courses allow students to look at things 00:07:27.710 --> 00:07:30.060 like what is a virus, and how might the human body 00:07:30.060 --> 00:07:31.340 respond to that? 00:07:31.340 --> 00:07:33.380 Or look at our history courses 00:07:33.380 --> 00:07:36.090 to align maybe some historical aspects 00:07:36.090 --> 00:07:37.980 that align with things that are currently happening 00:07:37.980 --> 00:07:40.070 in the news, or how countries are responding 00:07:40.070 --> 00:07:40.973 to the pandemic. 00:07:42.290 --> 00:07:44.660 Our high school biology course, like our math 00:07:44.660 --> 00:07:47.010 and grammar course, is mastery-enabled, 00:07:47.010 --> 00:07:49.920 covering introductory level biology topics 00:07:49.920 --> 00:07:53.290 including areas that are middle school-age appropriate. 00:07:53.290 --> 00:07:55.720 It includes instant feedback and work rationale 00:07:55.720 --> 00:07:58.430 for every question, instruction in the form of videos 00:07:58.430 --> 00:08:01.230 and articles, practice exercises, and assessments 00:08:01.230 --> 00:08:04.203 in terms of quizzes, unit tests, and course challenges. 00:08:05.610 --> 00:08:08.463 Our US history course is also mastery-enabled. 00:08:09.730 --> 00:08:10.563 Excuse me. 00:08:12.100 --> 00:08:15.090 It includes instant feedback, instruction, and practice, 00:08:15.090 --> 00:08:17.513 just like our other mastery-enabled courses. 00:08:18.750 --> 00:08:20.360 In the very end of the afternoon, 00:08:20.360 --> 00:08:22.350 what students would think of as the normal end 00:08:22.350 --> 00:08:24.660 to their school day, we encourage students to engage 00:08:24.660 --> 00:08:26.670 in some enrichment content, 00:08:26.670 --> 00:08:29.600 things like maybe Code.org Express course, 00:08:29.600 --> 00:08:31.800 or Khan Academy's computer programming, 00:08:31.800 --> 00:08:33.383 or our Growth Mindset content. 00:08:34.530 --> 00:08:36.880 Our computer animation course is an interactive course 00:08:36.880 --> 00:08:39.070 that demonstrates how traditional school subjects 00:08:39.070 --> 00:08:41.050 such as math, science, and the arts, 00:08:41.050 --> 00:08:42.500 the a vital part of everyday work 00:08:42.500 --> 00:08:44.740 put into Pixar's filmmaking process. 00:08:44.740 --> 00:08:46.690 For many students, this answers the question 00:08:46.690 --> 00:08:48.680 of why am I doing this? 00:08:48.680 --> 00:08:51.240 And our interactive units range from the art of lighting 00:08:51.240 --> 00:08:54.100 to set and staging, so it allows students to apply 00:08:54.100 --> 00:08:56.880 the concepts that they're learning in their academic courses 00:08:56.880 --> 00:08:58.920 into something in the real world. 00:08:58.920 --> 00:09:01.750 Again, they receive instant feedback, step-by-step solution, 00:09:01.750 --> 00:09:03.423 instruction, and practice. 00:09:05.480 --> 00:09:07.660 Finally, our growth mindset content provides 00:09:07.660 --> 00:09:10.060 a structured way for students to explore the idea 00:09:10.060 --> 00:09:12.280 that they in fact can learn anything. 00:09:12.280 --> 00:09:14.630 It includes units on the brain and learning, 00:09:14.630 --> 00:09:16.890 working through frustration, and making and learning 00:09:16.890 --> 00:09:19.340 from mistakes, and setting goals. 00:09:19.340 --> 00:09:21.860 It includes instruction in the form of videos 00:09:21.860 --> 00:09:23.340 and articles for students, 00:09:23.340 --> 00:09:25.340 and also includes teacher resources 00:09:25.340 --> 00:09:28.510 that you as a parent can use to help guide your student 00:09:28.510 --> 00:09:30.663 through these growth mindset activities. 00:09:34.210 --> 00:09:36.560 If you're looking for more tips and best practices 00:09:36.560 --> 00:09:39.950 for remote learning, we also have some resources 00:09:39.950 --> 00:09:42.580 around seven tips for effective remote learning 00:09:42.580 --> 00:09:45.170 to help support students, teachers, and parents 00:09:45.170 --> 00:09:46.203 during this time. 00:09:47.840 --> 00:09:49.460 Now, we know many of you have questions, 00:09:49.460 --> 00:09:50.900 and we're going to take the time now 00:09:50.900 --> 00:09:53.940 to go through those questions, as I hand it over to Dan. 00:09:53.940 --> 00:09:56.480 But please feel free, that if we don't get to your question, 00:09:56.480 --> 00:09:58.520 or if you have additional ones, to reach out 00:09:58.520 --> 00:10:00.960 to our help center, where we have answers 00:10:00.960 --> 00:10:03.960 to frequently asked questions, as well as a community space. 00:10:05.260 --> 00:10:06.360 - Thank you, Meaghan. 00:10:06.360 --> 00:10:07.370 Hi everyone, I'm Dan, 00:10:07.370 --> 00:10:10.460 and I'll be moderating the live portion of this Q and A, 00:10:10.460 --> 00:10:12.510 and I wanted to give a shoutout to Roy 00:10:12.510 --> 00:10:14.483 for manning the submitted questions. 00:10:15.340 --> 00:10:17.830 Before we get into the live section, as Meaghan said, 00:10:17.830 --> 00:10:19.990 we have a limited amount of time, so we're not gonna get 00:10:19.990 --> 00:10:22.870 to everybody, but rest assured, afterwards, 00:10:22.870 --> 00:10:24.660 the team does look over the questions, 00:10:24.660 --> 00:10:27.627 and we try to surface the ones that are really important 00:10:27.627 --> 00:10:30.330 and that are frequently asked, and we do update 00:10:30.330 --> 00:10:32.570 those documents as we go along. 00:10:32.570 --> 00:10:34.280 So the two steps we'd asked you to follow 00:10:34.280 --> 00:10:36.700 before we go to the live question portion 00:10:36.700 --> 00:10:40.680 is first go to the handout section of this presentation 00:10:40.680 --> 00:10:42.500 and grab the download. 00:10:42.500 --> 00:10:44.460 It contains guidance to everything that Meaghan 00:10:44.460 --> 00:10:46.580 just walked through, between an overview 00:10:46.580 --> 00:10:48.900 of the available content for middle schoolers 00:10:48.900 --> 00:10:51.250 to the suggested schedules and the framework, 00:10:51.250 --> 00:10:53.660 and you can always modify those to meet your needs, 00:10:53.660 --> 00:10:56.430 as well as many of you have seen links throughout 00:10:56.430 --> 00:10:58.090 the presentation, and so you'll have links 00:10:58.090 --> 00:11:00.090 to all those resources as well. 00:11:00.090 --> 00:11:01.470 And then a second thing I'd ask, 00:11:01.470 --> 00:11:03.090 if you have any questions please put them 00:11:03.090 --> 00:11:06.390 in the question box now, and I'll do the facilitating 00:11:06.390 --> 00:11:08.090 while Meaghan actually does the hard work 00:11:08.090 --> 00:11:09.440 of answering the questions. 00:11:11.100 --> 00:11:13.290 So we have quite a few questions already coming in. 00:11:13.290 --> 00:11:15.400 We have one that actually I can answer first, 00:11:15.400 --> 00:11:17.477 which is, "Is the suggested reading list 00:11:17.477 --> 00:11:19.580 "available on the site someplace?" 00:11:19.580 --> 00:11:22.140 So, right now in the daily schedules 00:11:22.140 --> 00:11:26.670 we do have some lists of recommended books. 00:11:26.670 --> 00:11:29.360 We are early next week gonna have a separate page 00:11:29.360 --> 00:11:32.330 with an updated reading list organized by category. 00:11:32.330 --> 00:11:35.160 So come back on probably Tuesday or Wednesday, 00:11:35.160 --> 00:11:37.460 and we'll have that available for you all. 00:11:37.460 --> 00:11:39.500 So Meaghan, we have a question from Jacqueline 00:11:39.500 --> 00:11:42.577 who asks, "What does mastery-enabled course content 00:11:42.577 --> 00:11:43.820 "mean on slide two?" 00:11:43.820 --> 00:11:46.010 I think that's a fantastic question, 00:11:46.010 --> 00:11:47.803 and we get that question a lot. 00:11:48.650 --> 00:11:49.710 - Yeah, thanks Dan. 00:11:49.710 --> 00:11:51.547 Jacqueline, that is a really common question, 00:11:51.547 --> 00:11:53.260 and a really important one. 00:11:53.260 --> 00:11:56.870 So bear with me, this is gonna take a minute to go over. 00:11:56.870 --> 00:11:59.327 So when we think about Khan Academy 00:11:59.327 --> 00:12:02.050 and the way we encourage students to learn, 00:12:02.050 --> 00:12:04.700 we're really founded in the principles of mastery learning, 00:12:04.700 --> 00:12:07.250 that students learn at their own time and pace 00:12:07.250 --> 00:12:10.110 if given the right content that fits their needs 00:12:10.110 --> 00:12:12.950 and so that students can fill in gaps 00:12:12.950 --> 00:12:15.140 in areas that they might have struggled with 00:12:15.140 --> 00:12:16.860 or missed learning in the past, 00:12:16.860 --> 00:12:19.010 and can also accelerate ahead to areas 00:12:19.010 --> 00:12:21.000 that they're really strong in. 00:12:21.000 --> 00:12:24.860 And so because Khan Academy is founded in this belief 00:12:24.860 --> 00:12:28.690 of mastery learning, our courses that are mastery-enabled, 00:12:28.690 --> 00:12:31.000 and we're working to bring even more of our courses 00:12:31.000 --> 00:12:33.370 to be what we call mastery-enabled, 00:12:33.370 --> 00:12:37.590 it allows students to see specifically how they're doing 00:12:37.590 --> 00:12:42.440 in each individual skill, the unit, and the entire course. 00:12:42.440 --> 00:12:45.810 By using those practice exercises and assessments 00:12:45.810 --> 00:12:49.470 in the form of quizzes, tests, and course challenges, 00:12:49.470 --> 00:12:53.100 students move from not started, to attempted, 00:12:53.100 --> 00:12:55.520 to familiar, to proficient, and mastered. 00:12:55.520 --> 00:12:58.950 And all those levels mean is how well the student 00:12:58.950 --> 00:13:02.690 is demonstrating their understanding of an individual skill. 00:13:02.690 --> 00:13:06.250 And so for students to achieve those high levels of mastery, 00:13:06.250 --> 00:13:09.300 they have to be able to demonstrate their understanding 00:13:09.300 --> 00:13:11.450 of a skill in multiple ways. 00:13:11.450 --> 00:13:14.090 And so when we say a course is mastery-enabled, 00:13:14.090 --> 00:13:17.200 it means it has all of these pieces that allows a student 00:13:17.200 --> 00:13:19.850 to learn at their own pace, and to demonstrate 00:13:19.850 --> 00:13:23.100 their understanding so that they are able to understand 00:13:23.100 --> 00:13:25.280 areas where they may need more support, 00:13:25.280 --> 00:13:27.430 or areas where they're ready to move ahead. 00:13:29.370 --> 00:13:30.203 - Great. 00:13:30.203 --> 00:13:32.450 So Meaghan, this is pretty related. 00:13:32.450 --> 00:13:34.987 So a question from Yvette asks, "If my children are 00:13:34.987 --> 00:13:38.487 "in a GATE program, a gifted and talented education program, 00:13:38.487 --> 00:13:40.760 "how would I determine which courses are best for them?" 00:13:40.760 --> 00:13:44.610 And I think this is a question whether your child 00:13:44.610 --> 00:13:46.960 is in an advanced state, or if your child 00:13:46.960 --> 00:13:48.930 needs some remediation in a specific subject. 00:13:48.930 --> 00:13:51.293 I think it's relevant for multiple audiences. 00:13:52.370 --> 00:13:54.100 - Yeah, you're absolutely right. 00:13:54.100 --> 00:13:57.700 And this is a question we get obviously for gifted 00:13:57.700 --> 00:14:00.270 and talented students, but I think for all students, 00:14:00.270 --> 00:14:01.320 parents, you're being asked 00:14:01.320 --> 00:14:03.540 a really tough challenge right now. 00:14:03.540 --> 00:14:06.500 Where does my student start at the moment? 00:14:06.500 --> 00:14:08.510 This has been student that your teachers have been 00:14:08.510 --> 00:14:10.340 working with your students all year, but now you're 00:14:10.340 --> 00:14:12.110 kind of dropped into the middle. 00:14:12.110 --> 00:14:14.370 And so our first recommendation 00:14:14.370 --> 00:14:16.300 is look for guidance from teachers. 00:14:16.300 --> 00:14:18.630 If the teachers have provided specific guidance 00:14:18.630 --> 00:14:21.070 or where the student might already be working, 00:14:21.070 --> 00:14:22.300 definitely leverage that. 00:14:22.300 --> 00:14:25.510 So if you know your student is in an algebra course 00:14:25.510 --> 00:14:27.650 and they're part of the way through, 00:14:27.650 --> 00:14:30.710 we would recommend looking at the algebra course 00:14:30.710 --> 00:14:32.790 and then taking the course challenge, 00:14:32.790 --> 00:14:35.560 and what the student does is they get a mixed review 00:14:35.560 --> 00:14:37.770 of questions, and it'll highlight very quickly 00:14:37.770 --> 00:14:40.750 areas for the student to work on, and areas that they 00:14:40.750 --> 00:14:42.480 already know the content. 00:14:42.480 --> 00:14:45.890 If you don't have a good idea where your student might be 00:14:45.890 --> 00:14:48.100 based on either feedback from the teacher 00:14:48.100 --> 00:14:50.580 or the course they're registered for 00:14:50.580 --> 00:14:53.470 then you can either A, look at something like grade level 00:14:53.470 --> 00:14:56.110 content, so our courses for math in particular 00:14:56.110 --> 00:14:57.740 are broken out by grade level, 00:14:57.740 --> 00:15:00.580 so if you had a sixth grade student, we might recommend 00:15:00.580 --> 00:15:02.670 that you start them on sixth grade, 00:15:02.670 --> 00:15:04.520 or you can start them a grade behind 00:15:04.520 --> 00:15:06.110 if you feel like you know that there's a lot 00:15:06.110 --> 00:15:07.610 of gaps for them. 00:15:07.610 --> 00:15:10.870 The other alternative is to look at some of our courses 00:15:10.870 --> 00:15:13.280 that cover a couple different grade levels, 00:15:13.280 --> 00:15:17.580 so things like arithmetic cover multiple grade levels 00:15:17.580 --> 00:15:20.770 and give students a better idea of where they might fall. 00:15:20.770 --> 00:15:21.950 But again, I would circle back 00:15:21.950 --> 00:15:24.010 to if you have recommendations from your teacher, 00:15:24.010 --> 00:15:25.610 they know your students really well, 00:15:25.610 --> 00:15:28.670 so I would start there, and then recommend on grade level. 00:15:28.670 --> 00:15:30.940 If you feel like your student needs to step back 00:15:30.940 --> 00:15:33.830 or move ahead, again, they can use those components 00:15:33.830 --> 00:15:37.030 of the course itself to either spend more time 00:15:37.030 --> 00:15:39.950 on specific learning, using videos and articles, 00:15:39.950 --> 00:15:42.730 and then engaging with the practice, or if you feel 00:15:42.730 --> 00:15:45.110 like they're really strong, they can accelerate quickly 00:15:45.110 --> 00:15:47.943 by using the unit tests or the course challenges. 00:15:49.110 --> 00:15:51.040 - And I would just add, Meaghan, that it doesn't hurt 00:15:51.040 --> 00:15:55.113 to review materials that your child is already proficient in 00:15:57.110 --> 00:16:00.153 and in fact, one of our teacher educators, 00:16:00.153 --> 00:16:02.630 Tim Vandenberg, recommends for his class, 00:16:02.630 --> 00:16:04.740 he starts everyone at kindergarten level 00:16:04.740 --> 00:16:08.740 and just have them quickly roll through the course 00:16:08.740 --> 00:16:11.520 and really hit there so that they can progress 00:16:11.520 --> 00:16:13.970 and fill in the Swiss cheese gaps that they have, 00:16:13.970 --> 00:16:17.880 and so everyone really learns at their own pace. 00:16:17.880 --> 00:16:19.100 - That's great, Dan. 00:16:19.100 --> 00:16:20.380 And what we find with teachers, 00:16:20.380 --> 00:16:21.930 and we think at the beginning of the year, 00:16:21.930 --> 00:16:24.710 we often encourage them to engage with something similar 00:16:24.710 --> 00:16:27.460 so that students can build confidence in using Khan Academy 00:16:27.460 --> 00:16:29.420 with something they already know before they get 00:16:29.420 --> 00:16:30.670 into challenging material. 00:16:30.670 --> 00:16:33.220 So I think it's a really great recommendation, Dan. 00:16:34.490 --> 00:16:36.120 - So Meaghan, we have a question from Matilda 00:16:36.120 --> 00:16:39.457 who asks, "For the math program do you recommend 00:16:39.457 --> 00:16:42.187 "the students start with the unit test or quiz 00:16:42.187 --> 00:16:44.657 "before they do the practice first, just to see 00:16:44.657 --> 00:16:48.047 "what they already know, or to start from top to bottom, 00:16:48.047 --> 00:16:50.547 "but doing the practices and going down the list?" 00:16:51.890 --> 00:16:55.100 - Sure, I think it's a little bit of preference. 00:16:55.100 --> 00:16:58.260 Some students really prefer to build up their confidence 00:16:58.260 --> 00:17:01.250 with the individual skills first, and then go 00:17:01.250 --> 00:17:04.240 to the unit test because the unit test will cover 00:17:04.240 --> 00:17:06.880 all the skills in the unit, and that can be 00:17:06.880 --> 00:17:08.940 really intimidating for students. 00:17:08.940 --> 00:17:11.970 However, in this unique situation that we're in right now, 00:17:11.970 --> 00:17:14.280 if you're not sure where to start with your students, 00:17:14.280 --> 00:17:16.430 or they think they might know part of it, 00:17:16.430 --> 00:17:19.250 then if you're not sure where the student should start, 00:17:19.250 --> 00:17:21.220 I would recommend starting with the course challenge 00:17:21.220 --> 00:17:24.150 or the unit test, so to help the student identify 00:17:24.150 --> 00:17:25.820 what they should focus on. 00:17:25.820 --> 00:17:28.557 If they already know what unit they're working in, 00:17:28.557 --> 00:17:30.800 they I might recommend going from top to bottom 00:17:30.800 --> 00:17:33.590 because it's designed for students to build confidence 00:17:33.590 --> 00:17:36.620 and build skills on top of each other so that they feel 00:17:36.620 --> 00:17:39.173 really confident and can make great progress. 00:17:40.320 --> 00:17:41.153 - Great. 00:17:41.153 --> 00:17:43.610 And so Meaghan, these next series of questions, 00:17:43.610 --> 00:17:47.440 one from Lily and one from Meeta, I think all parents 00:17:47.440 --> 00:17:49.420 are asking this question, it's really around 00:17:49.420 --> 00:17:53.190 how much parental assistance would you recommend 00:17:53.190 --> 00:17:55.950 or would you say is required to help your child 00:17:55.950 --> 00:17:57.093 through these courses? 00:17:58.490 --> 00:18:01.093 - So, I think that's a really tough question. 00:18:02.520 --> 00:18:05.690 So first of all, we all know you're doing double 00:18:05.690 --> 00:18:07.650 or triple duty right now, 00:18:07.650 --> 00:18:10.800 being a full-time parent and a full-time employee 00:18:10.800 --> 00:18:12.120 and now a full-time teacher. 00:18:12.120 --> 00:18:15.210 So, one, we're definitely not expecting you 00:18:15.210 --> 00:18:18.500 to know all of the content for your student's math course 00:18:18.500 --> 00:18:20.580 or science course or computer programming, 00:18:20.580 --> 00:18:22.880 whatever it is they're using Khan Academy for. 00:18:24.310 --> 00:18:26.660 We do find if you want a little more content knowledge, 00:18:26.660 --> 00:18:28.510 we're finding a lot of parents find it 00:18:28.510 --> 00:18:31.760 really challenging and exciting to learn alongside 00:18:31.760 --> 00:18:35.210 their student, and I was a classroom teacher for nine years 00:18:35.210 --> 00:18:37.670 and I can say that one of the most exciting things 00:18:37.670 --> 00:18:39.970 for my students was to admit, you know what? 00:18:39.970 --> 00:18:41.260 I don't know the answer to that. 00:18:41.260 --> 00:18:42.990 Why don't we work through it together? 00:18:42.990 --> 00:18:45.390 So if you're looking to give support, 00:18:45.390 --> 00:18:47.247 don't be afraid to engage with your students 00:18:47.247 --> 00:18:48.150 and say, you know what? 00:18:48.150 --> 00:18:50.950 I don't remember how to multiply fractions. 00:18:50.950 --> 00:18:52.830 That's totally fine. 00:18:52.830 --> 00:18:54.210 It gives you an opportunity to show them 00:18:54.210 --> 00:18:57.110 you never stop learning, and something to learn with them. 00:18:57.970 --> 00:19:00.640 The idea with the schedule I think to address that question 00:19:00.640 --> 00:19:03.410 a little more directly, is the schedules are designed 00:19:03.410 --> 00:19:05.930 to help the students stay on pace, but they're still 00:19:05.930 --> 00:19:08.470 gonna need support from someone else, 00:19:08.470 --> 00:19:11.300 and so Khan Academy, while a wonderful tool, 00:19:11.300 --> 00:19:14.680 is not meant to replace the teacher entirely. 00:19:14.680 --> 00:19:17.790 And so we do recommend that there is some support 00:19:17.790 --> 00:19:20.160 given to the student as they work through this, 00:19:20.160 --> 00:19:22.880 so if you can encourage your student to work 00:19:22.880 --> 00:19:25.020 within that schedule, or maybe take time 00:19:25.020 --> 00:19:27.370 to discuss the reading you're doing together 00:19:27.370 --> 00:19:29.420 and maybe some of that recommended reading, 00:19:29.420 --> 00:19:34.420 so it is meant to be used with a parent or guardian 00:19:34.880 --> 00:19:38.160 or some sort of supporting figure along with them. 00:19:38.160 --> 00:19:40.360 Though we would think at the middle school age level 00:19:40.360 --> 00:19:42.310 they would be able to follow a great majority 00:19:42.310 --> 00:19:43.563 of this by themselves. 00:19:44.720 --> 00:19:47.730 - Yeah, and I would just add onto that, Meaghan, 00:19:47.730 --> 00:19:51.070 I think where you as parents are particularly useful 00:19:51.070 --> 00:19:54.540 in this case is to help provide structure for your learners. 00:19:54.540 --> 00:19:56.950 I don't think, it's been a while since I've done 00:19:56.950 --> 00:20:01.130 any geometry or algebra, so it's not like we expect you 00:20:01.130 --> 00:20:03.520 to remember how to do differential equations 00:20:03.520 --> 00:20:04.490 off the top of your head. 00:20:04.490 --> 00:20:06.710 I think it's more about helping the schedule 00:20:06.710 --> 00:20:08.470 and helping to motivate your child, 00:20:08.470 --> 00:20:10.520 and providing that level of a support 00:20:10.520 --> 00:20:12.653 versus actual subject expertise. 00:20:13.620 --> 00:20:14.453 - Excellent. 00:20:15.720 --> 00:20:19.907 - So Meaghan, we have a question around, from Diane, 00:20:19.907 --> 00:20:21.103 "Would you mind sharing where we can find 00:20:21.103 --> 00:20:24.907 "the course challenge in order to identify 00:20:24.907 --> 00:20:27.610 "where the learning gaps and successes are?" 00:20:27.610 --> 00:20:29.403 - Sure, no problem. 00:20:31.010 --> 00:20:33.140 So I'm actually going to 00:20:35.780 --> 00:20:38.680 move over to the Khan Academy site, 00:20:38.680 --> 00:20:41.440 and I believe you all should be able to see my screen 00:20:41.440 --> 00:20:44.560 in just a minute, and so I think this is 00:20:44.560 --> 00:20:47.370 a really important question, because we do often 00:20:47.370 --> 00:20:49.010 offer this as guidance. 00:20:49.010 --> 00:20:51.800 If you don't know where your student should start 00:20:51.800 --> 00:20:53.730 they can take the course challenge. 00:20:53.730 --> 00:20:56.903 And so let's take Algebra 1, for example. 00:20:57.970 --> 00:21:00.390 If I'm a student and I select courses 00:21:00.390 --> 00:21:02.970 in the top left of my site, 00:21:02.970 --> 00:21:05.010 I can see all the courses that are available 00:21:05.010 --> 00:21:06.539 to me as a student. 00:21:06.539 --> 00:21:09.100 And let's say I'm going to take Algebra 1, 00:21:09.100 --> 00:21:11.763 and I choose Algebra 1 from the course list. 00:21:13.150 --> 00:21:15.710 This will bring me to the course page for algebra 00:21:15.710 --> 00:21:18.950 and shows me all of the content that's available. 00:21:18.950 --> 00:21:21.963 If I scroll all the way down to the bottom of the page, 00:21:28.700 --> 00:21:31.560 you'll see this box that says course challenge. 00:21:31.560 --> 00:21:34.750 And here, if I click start course challenge, 00:21:34.750 --> 00:21:38.510 it'll pop up with, excuse me, 30 questions 00:21:38.510 --> 00:21:40.780 that are on skills throughout the course. 00:21:40.780 --> 00:21:44.210 And so here I'll be offered, again, 30 questions 00:21:44.210 --> 00:21:46.000 that cover a variety of skills throughout 00:21:46.000 --> 00:21:47.150 the entire course. 00:21:47.150 --> 00:21:49.230 We do expect this to take most students 00:21:49.230 --> 00:21:52.810 30 to 45 minutes to complete, so if this is where 00:21:52.810 --> 00:21:55.100 you feel like is the best place for your student to start, 00:21:55.100 --> 00:21:57.177 make sure they have enough time to do so, 00:21:57.177 --> 00:22:00.320 and I would also recommend that they have a couple of tools 00:22:00.320 --> 00:22:03.020 with them, things like pencil and paper, or a whiteboard, 00:22:03.020 --> 00:22:04.460 because they're probably gonna need some space 00:22:04.460 --> 00:22:06.330 to work through those problems. 00:22:06.330 --> 00:22:09.060 And then once they complete the course challenge, 00:22:09.060 --> 00:22:11.900 it'll show them in their results some skills 00:22:11.900 --> 00:22:13.960 that they're really strong with, and some skills 00:22:13.960 --> 00:22:15.810 where they might need some more support. 00:22:15.810 --> 00:22:17.610 And what will happen in the course itself 00:22:17.610 --> 00:22:21.780 is they'll have indicators with little sparkly star marks 00:22:21.780 --> 00:22:24.640 of areas for them to focus on, so students know 00:22:24.640 --> 00:22:26.710 after they take the course challenge, 00:22:26.710 --> 00:22:28.890 within Khan Academy itself, they'll know 00:22:28.890 --> 00:22:30.190 where to focus their time. 00:22:32.600 --> 00:22:33.800 - Great. 00:22:33.800 --> 00:22:36.240 So here's a question that actually I can answer, 00:22:36.240 --> 00:22:38.070 so question from Lauren, 00:22:38.070 --> 00:22:41.447 and the question is, "How should I use the supplement, 00:22:41.447 --> 00:22:45.297 "and what," I guess, "How should I use this as a supplement 00:22:45.297 --> 00:22:47.490 "to what our school district is giving?" 00:22:47.490 --> 00:22:52.360 And in terms of how do use this, sorry, 00:22:52.360 --> 00:22:57.080 we created these schedules early on in this process 00:22:57.080 --> 00:22:59.670 before others were made available, and so we were 00:22:59.670 --> 00:23:03.740 really trying to fill a void that we saw existed out there. 00:23:03.740 --> 00:23:05.930 We would say, recommend that you defer 00:23:05.930 --> 00:23:08.450 to your school district's recommendations first, 00:23:08.450 --> 00:23:11.980 and actually really modify this to fit your needs as well, 00:23:11.980 --> 00:23:14.190 so if there are gaps that you feel like you want 00:23:14.190 --> 00:23:15.980 your child to follow, do that. 00:23:15.980 --> 00:23:18.900 But this, by no means, is meant to override 00:23:18.900 --> 00:23:21.803 what your school district or your school is advising. 00:23:22.990 --> 00:23:24.470 Great question though. 00:23:24.470 --> 00:23:27.410 So Meaghan, we have a question from Vivian who asks, 00:23:27.410 --> 00:23:29.757 Hi, I'm the mother of an eighth grader who's quarantined 00:23:29.757 --> 00:23:31.187 "at home right now. 00:23:31.187 --> 00:23:33.737 "I'd like to know what good strategies I can use 00:23:33.737 --> 00:23:36.287 "to help my child stay motivated in learning. 00:23:36.287 --> 00:23:38.527 "She's sloppy with her schoolwork, 00:23:38.527 --> 00:23:41.077 "because most of the assignments is not mandatory." 00:23:43.090 --> 00:23:46.710 - Yeah, I think this is something that is not exclusive 00:23:46.710 --> 00:23:47.543 to parents right now. 00:23:47.543 --> 00:23:50.043 We're seeing this with a lot of our teachers. 00:23:51.200 --> 00:23:53.880 First of all, middle school is really hard 00:23:53.880 --> 00:23:55.730 and it's hard to keep students motivated 00:23:55.730 --> 00:23:59.140 even in the classroom, let alone now that they're 00:23:59.140 --> 00:24:01.960 working remotely, and that you as a parent are trying 00:24:01.960 --> 00:24:05.880 to instill in them the commitment to still learning 00:24:05.880 --> 00:24:08.830 when they're not in the physical brick and mortar space. 00:24:08.830 --> 00:24:11.830 And so some things we're finding are motivating 00:24:11.830 --> 00:24:16.300 with students either sharing maybe that connection 00:24:16.300 --> 00:24:18.510 to what things that they're learning are 00:24:18.510 --> 00:24:22.020 to greater things in life, so in some of our careers, 00:24:22.020 --> 00:24:24.540 or in some of the engineering resources, 00:24:24.540 --> 00:24:26.923 showcasing connections for students. 00:24:27.960 --> 00:24:30.660 One of the more external ones that we're finding, 00:24:30.660 --> 00:24:32.830 teachers are doing this, but I think it's applicable 00:24:32.830 --> 00:24:37.010 to anyone, is that finding ways to motivate their students 00:24:37.010 --> 00:24:40.570 in things like doing challenges, or little fun videos, 00:24:40.570 --> 00:24:42.840 or fun activities, that maybe are outside 00:24:42.840 --> 00:24:45.310 even your own comfort zone to get students 00:24:45.310 --> 00:24:48.850 and say if you're willing to make 10% progress 00:24:48.850 --> 00:24:52.740 in seventh grade math, if you make that progress, 00:24:52.740 --> 00:24:57.740 I as your parent will let you paint my fingernails green, 00:24:59.590 --> 00:25:02.120 or things that you can't necessarily buy 00:25:02.120 --> 00:25:03.100 but might be really funny. 00:25:03.100 --> 00:25:06.530 So we've seen a teacher, for example, do the TikTok flip 00:25:06.530 --> 00:25:09.160 where their daughter was putting on makeup, 00:25:09.160 --> 00:25:12.010 and then he changes and he's putting on the makeup instead, 00:25:12.010 --> 00:25:15.970 so just funny little things that again are really appealing 00:25:15.970 --> 00:25:19.230 to your student or your child, but again it's not 00:25:19.230 --> 00:25:22.130 necessarily bribery, per se, but student that's 00:25:22.130 --> 00:25:25.200 really creative, or something that might engage them 00:25:25.200 --> 00:25:28.130 to say I'm putting in this effort, and you're putting in 00:25:28.130 --> 00:25:30.650 the effort with me to do so 00:25:30.650 --> 00:25:32.670 the other thing that I'll circle back to 00:25:32.670 --> 00:25:34.850 that we talked about earlier that we find is motivating 00:25:34.850 --> 00:25:39.320 for students is someone willing to learn alongside them, 00:25:39.320 --> 00:25:42.670 so again, that idea that we definitely wouldn't expect you 00:25:42.670 --> 00:25:46.290 to remember all of your geometry or seventh grade math, 00:25:46.290 --> 00:25:48.880 but that you're open with your student in saying 00:25:48.880 --> 00:25:50.780 why don't we learn this together? 00:25:50.780 --> 00:25:53.420 Why don't we go back and learn something together? 00:25:53.420 --> 00:25:56.210 Or, if you learn your math, maybe we'll sit down 00:25:56.210 --> 00:25:58.480 and try this intro to JavaScript class together, 00:25:58.480 --> 00:26:00.500 and learn something new together? 00:26:00.500 --> 00:26:02.990 So making it something that you are doing 00:26:02.990 --> 00:26:05.960 as a family as opposed to something that the student 00:26:05.960 --> 00:26:07.403 has to do in isolation. 00:26:09.040 --> 00:26:10.110 - Great. 00:26:10.110 --> 00:26:12.810 We have two questions that are kind of related 00:26:12.810 --> 00:26:16.580 around the breadth and extent of our content. 00:26:16.580 --> 00:26:20.177 So Debra asks, "Do your grade level classes cover 00:26:20.177 --> 00:26:22.760 "an entire year's worth of questions?" 00:26:22.760 --> 00:26:25.270 And then kind of related to that, Marci's asking 00:26:25.270 --> 00:26:28.230 once their child completes all of the eighth grade 00:26:28.230 --> 00:26:31.080 course challenges, will Khan Academy automatically 00:26:31.080 --> 00:26:32.683 move them up to the next level? 00:26:34.620 --> 00:26:37.880 - So when we talk about breadth and depth of our content, 00:26:37.880 --> 00:26:42.260 we do most of the courses are expected to take a full year. 00:26:42.260 --> 00:26:44.610 So if you're looking at a full math course, 00:26:44.610 --> 00:26:46.210 like sixth, seventh, or eighth grade math, 00:26:46.210 --> 00:26:48.720 that is expected to cover all of the skills, 00:26:48.720 --> 00:26:51.130 or the great majority of skills, that are in that course 00:26:51.130 --> 00:26:52.950 according to common course state standards, 00:26:52.950 --> 00:26:54.610 so all of our courses are common course 00:26:54.610 --> 00:26:57.470 state standard aligned, and the breadth of that 00:26:57.470 --> 00:27:01.410 is what is expected for that course completion. 00:27:01.410 --> 00:27:04.240 So the answer to that is yes, it's supposed to take 00:27:04.240 --> 00:27:08.380 that long, and we have teachers work on things 00:27:08.380 --> 00:27:10.350 like setting a goal for students on what they would 00:27:10.350 --> 00:27:13.610 expect to complete for the year, we expect them getting 00:27:13.610 --> 00:27:17.520 to 80 or 90% of mastery would be what we would expect 00:27:17.520 --> 00:27:19.180 a student to accomplish in a whole year. 00:27:19.180 --> 00:27:21.870 So I wouldn't expect your student to complete 00:27:21.870 --> 00:27:24.370 all of seventh grade math in the next three weeks. 00:27:24.370 --> 00:27:27.493 That seems like a really big unattainable ask. 00:27:28.620 --> 00:27:32.000 And, I'm sorry, what is the second part 00:27:32.000 --> 00:27:32.833 of that question again? 00:27:32.833 --> 00:27:33.666 I apologize. 00:27:33.666 --> 00:27:36.380 - So the question is once, the first part was do we have 00:27:36.380 --> 00:27:37.650 enough to cover the whole school year, 00:27:37.650 --> 00:27:38.940 which is the answer is yes, 00:27:38.940 --> 00:27:41.850 and the second question is if their child does complete 00:27:41.850 --> 00:27:45.020 kind of the whole grade, all of eighth grade, for example, 00:27:45.020 --> 00:27:47.920 do they automatically move on to the next level? 00:27:47.920 --> 00:27:48.753 - Great. 00:27:48.753 --> 00:27:51.160 So students are encouraged to go to the next level, 00:27:51.160 --> 00:27:53.750 however, students have access to all of the content 00:27:53.750 --> 00:27:55.160 at all time. 00:27:55.160 --> 00:27:57.200 So if students are working on, 00:27:57.200 --> 00:27:59.810 let's say seventh grade content, and they see 00:27:59.810 --> 00:28:02.393 that they are struggling on particular skills, 00:28:02.393 --> 00:28:04.890 they have the opportunity to go back and look 00:28:04.890 --> 00:28:07.840 at the foundational skills for that in sixth grade, 00:28:07.840 --> 00:28:09.760 or fifth grade, and they can access that content 00:28:09.760 --> 00:28:10.820 at any time. 00:28:10.820 --> 00:28:12.920 The same thing is true if you're moving ahead, 00:28:12.920 --> 00:28:15.370 so when they finish seventh grade, they're encouraged 00:28:15.370 --> 00:28:16.390 to move to eighth grade. 00:28:16.390 --> 00:28:19.300 The program won't force them to do so, 00:28:19.300 --> 00:28:21.210 but they're encouraged to go to eighth grade, 00:28:21.210 --> 00:28:24.030 and they could continue to go to Algebra 1, 00:28:24.030 --> 00:28:27.900 and geometry, so they have access to the entire library 00:28:27.900 --> 00:28:30.730 of content at any time anywhere 00:28:30.730 --> 00:28:32.920 so that once students complete one thing 00:28:32.920 --> 00:28:34.700 they're able to move onto something else, 00:28:34.700 --> 00:28:37.480 so they never run out of content to study. 00:28:37.480 --> 00:28:38.313 - Yeah. 00:28:38.313 --> 00:28:40.020 And just as much as they can advance forward 00:28:40.020 --> 00:28:42.530 if they feel like they need to remediate 00:28:42.530 --> 00:28:43.870 something in the past, they can always look 00:28:43.870 --> 00:28:46.130 at last year's content as well 00:28:46.130 --> 00:28:48.090 and do that type of review. 00:28:48.090 --> 00:28:50.220 So Meaghan, I think we have time for one more question, 00:28:50.220 --> 00:28:52.060 and a lot of parents are interested in this, 00:28:52.060 --> 00:28:54.777 so Jennifer asked, "Is there a way to follow 00:28:54.777 --> 00:28:56.627 "the child's progress remotely?" 00:28:58.000 --> 00:29:02.170 - So very important question, and yes. 00:29:02.170 --> 00:29:04.600 And so there's a couple ways you can do that, 00:29:04.600 --> 00:29:07.290 but we recommend you create a parent account, 00:29:07.290 --> 00:29:09.810 and then you can link your parent account 00:29:09.810 --> 00:29:11.520 to your child's student account, 00:29:11.520 --> 00:29:13.050 and you can follow their progress. 00:29:13.050 --> 00:29:15.410 So you can know what they're working on, 00:29:15.410 --> 00:29:17.040 how much time they're spending on it, 00:29:17.040 --> 00:29:19.100 and what progress they're making. 00:29:19.100 --> 00:29:21.620 And so for more information on that, 00:29:21.620 --> 00:29:24.570 again, while we didn't cover it in this webinar, 00:29:24.570 --> 00:29:27.310 it's included in the slide, is a link to our parent 00:29:27.310 --> 00:29:29.430 Quickstart Guide, and that will walk you through 00:29:29.430 --> 00:29:31.960 how to set up a parent account, and you can connect that 00:29:31.960 --> 00:29:33.860 to your student, or if you have more than one child, 00:29:33.860 --> 00:29:36.670 students, and you're able to follow their progress 00:29:36.670 --> 00:29:39.830 and their learning experience on Khan Academy. 00:29:39.830 --> 00:29:40.760 - Perfect. 00:29:40.760 --> 00:29:42.840 Well thank you Meaghan for sharing your expertise 00:29:42.840 --> 00:29:45.430 with our audience, and then thank you audience 00:29:45.430 --> 00:29:48.330 for taking the time out of your busy evening to be with us. 00:29:48.330 --> 00:29:50.790 We know you're extremely busy during this period of time, 00:29:50.790 --> 00:29:52.880 and we really appreciate you investing your time 00:29:52.880 --> 00:29:54.270 into this session. 00:29:54.270 --> 00:29:55.770 As we mentioned at the start of this, 00:29:55.770 --> 00:29:59.060 if we didn't have time to answer your questions, 00:29:59.060 --> 00:30:03.930 don't worry, we'll follow up in terms of an FAQ and whatnot. 00:30:03.930 --> 00:30:05.790 And if you missed something and want a review, 00:30:05.790 --> 00:30:08.180 we will be posting a recording of this webinar 00:30:08.180 --> 00:30:11.350 as well as the presentation that you saw here 00:30:11.350 --> 00:30:12.860 and make it available online. 00:30:12.860 --> 00:30:15.443 For those of you who registered for this webinar, 00:30:16.520 --> 00:30:19.270 you will automatically be emailed this information. 00:30:19.270 --> 00:30:21.560 If you know of other people who would be interested 00:30:21.560 --> 00:30:24.760 in this information, please go to khanacademy.org, 00:30:24.760 --> 00:30:28.340 and you can always share the links to friends and family 00:30:28.340 --> 00:30:30.130 who might be interested as well. 00:30:30.130 --> 00:30:34.230 And before we sign off, I wanted to mention 00:30:34.230 --> 00:30:37.780 that we were able to do this webinar as a result 00:30:37.780 --> 00:30:41.180 of some terrific partners, Bank of America, 00:30:41.180 --> 00:30:43.850 Google.org, AT&T, and Navartis, 00:30:43.850 --> 00:30:46.260 who really is stepping up and helping us 00:30:46.260 --> 00:30:49.140 make resources like this available to you all. 00:30:49.140 --> 00:30:51.880 And then before we sign off, we ask one more favor 00:30:51.880 --> 00:30:52.713 of you all. 00:30:52.713 --> 00:30:55.630 So first, at the end of this presentation, 00:30:55.630 --> 00:30:58.600 a pop-up will appear, and we ask that if you could 00:30:58.600 --> 00:31:00.640 provide us with feedback on how to make 00:31:00.640 --> 00:31:03.960 future iterations of this session even better for you all. 00:31:03.960 --> 00:31:06.900 And then secondly, we ask feedback on what kind of sessions 00:31:06.900 --> 00:31:09.120 you'd like to hear next. 00:31:09.120 --> 00:31:11.430 We created this session actually as a response 00:31:11.430 --> 00:31:14.740 in feedback from our first high-level presentation 00:31:14.740 --> 00:31:17.630 where many of you asked for more specifics 00:31:17.630 --> 00:31:20.140 around a schedule, as well as how to find content, 00:31:20.140 --> 00:31:22.550 and so rest assured, we are definitely listening 00:31:22.550 --> 00:31:25.070 to your feedback, and we definitely want to create 00:31:25.070 --> 00:31:27.220 more valuable resources for you, 00:31:27.220 --> 00:31:29.980 and we're here to support you. 00:31:29.980 --> 00:31:32.620 So in closing, we just wanted to recognize 00:31:32.620 --> 00:31:34.640 that you're juggling a lot right now, 00:31:34.640 --> 00:31:37.650 both as parents, as educators, 00:31:37.650 --> 00:31:40.360 as well as working adults, and this is really 00:31:40.360 --> 00:31:42.500 uncharted territory for all of us. 00:31:42.500 --> 00:31:45.360 And so we here at Khan Academy just want to remind you 00:31:45.360 --> 00:31:47.130 to be kind to yourselves. 00:31:47.130 --> 00:31:50.670 It's okay to miss one thing or another, 00:31:50.670 --> 00:31:51.770 and we're here to help you, 00:31:51.770 --> 00:31:54.790 and we just know that you've got this. 00:31:54.790 --> 00:31:56.980 So from all of us at Khan Academy, 00:31:56.980 --> 00:31:58.713 thanks again, and goodnight.

For parents: Setting a daily learning schedule for elementary school students

https://www.youtube.com/watch?v=mEEoERy2Ltk

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WEBVTT Kind: captions Language: en 00:00:09.190 --> 00:00:11.020 - All right, hi everyone. 00:00:11.020 --> 00:00:13.410 Thank you so much for joining our parent webinar 00:00:13.410 --> 00:00:14.620 on how to create a schedule 00:00:14.620 --> 00:00:16.525 for your third through fifth grade student, 00:00:16.525 --> 00:00:20.430 as well as how you can use Khan Academy resources and tools 00:00:20.430 --> 00:00:22.510 to support your child's learning at home, 00:00:22.510 --> 00:00:24.920 so you can keep your day moving. 00:00:24.920 --> 00:00:28.080 I wanna take a moment to say thank you to our sponsors, 00:00:28.080 --> 00:00:32.370 including Bank of America, Google.org, AT&T, 00:00:32.370 --> 00:00:35.110 and Novartis for helping us provide this support 00:00:35.110 --> 00:00:36.870 during school closures. 00:00:36.870 --> 00:00:38.770 Their support has made webinars, 00:00:38.770 --> 00:00:41.370 and resources like this possible. 00:00:41.370 --> 00:00:43.545 I also want to acknowledge all you parents, 00:00:43.545 --> 00:00:46.150 grandparents, older siblings, 00:00:46.150 --> 00:00:49.560 and maybe even some teachers who have joined us today. 00:00:49.560 --> 00:00:51.350 Thank you for taking the time to learn more 00:00:51.350 --> 00:00:54.180 about how you can keep your child learning at home. 00:00:54.180 --> 00:00:56.640 We are so grateful you're turning to Khan Academy 00:00:56.640 --> 00:00:58.323 during these challenging times. 00:01:00.960 --> 00:01:03.240 My name is Shannon, and I'm a former teacher, 00:01:03.240 --> 00:01:05.600 currently working on the District Partnerships team 00:01:05.600 --> 00:01:06.860 at Khan Academy, 00:01:06.860 --> 00:01:08.800 and I'm so excited to be joined 00:01:08.800 --> 00:01:11.240 by two of my colleagues and friends, 00:01:11.240 --> 00:01:13.523 Dan who is on our marketing team, 00:01:13.523 --> 00:01:15.640 and Patty who works with me 00:01:15.640 --> 00:01:18.080 on the District Partnerships team. 00:01:18.080 --> 00:01:19.500 Patty will be answering your questions 00:01:19.500 --> 00:01:20.970 throughout the webinar, 00:01:20.970 --> 00:01:23.050 so please submit any questions you have 00:01:23.050 --> 00:01:25.390 throughout the presentation in the question box, 00:01:25.390 --> 00:01:26.940 and she will get back to you there. 00:01:26.940 --> 00:01:29.190 And we'll also save about 10 minutes at the end 00:01:29.190 --> 00:01:30.773 to answer your questions live. 00:01:37.010 --> 00:01:39.770 Today's webinar will cover how to find, 00:01:39.770 --> 00:01:41.658 and utilize content on Khan Academy 00:01:41.658 --> 00:01:43.759 during the school closure period, 00:01:43.759 --> 00:01:46.203 as well as tips and best practices 00:01:46.203 --> 00:01:49.330 for setting up a daily schedule for your child. 00:01:49.330 --> 00:01:51.190 This will hopefully be helpful to parents 00:01:51.190 --> 00:01:53.522 who are looking for ways to keep their child learning 00:01:53.522 --> 00:01:56.670 during school closures, and provide some structure, 00:01:56.670 --> 00:01:58.810 so that you can gain back time in your day 00:01:58.810 --> 00:02:01.690 for all the many tasks I'm sure you have on your list 00:02:01.690 --> 00:02:04.270 beyond child care and homeschooling. 00:02:04.270 --> 00:02:07.210 This webinar will not cover in detail account setup, 00:02:07.210 --> 00:02:09.640 or how to get started on Khan Academy. 00:02:09.640 --> 00:02:12.600 So if you're new, our Remote Learning Guide, 00:02:12.600 --> 00:02:15.300 Quickstart Guide, is a good place to start. 00:02:15.300 --> 00:02:18.360 If you go to the handout that's linked in this webinar, 00:02:18.360 --> 00:02:21.070 you will see on the slide we have linked 00:02:21.070 --> 00:02:23.873 the Quickstart Guide, so you can check that out there. 00:02:26.840 --> 00:02:29.470 Now, for a bit of background on Khan Academy. 00:02:29.470 --> 00:02:31.690 We are a nonprofit organization, 00:02:31.690 --> 00:02:32.980 and our mission is to provide 00:02:32.980 --> 00:02:37.470 a free world-class education to anyone, anywhere. 00:02:37.470 --> 00:02:39.510 Our content is standards aligned, 00:02:39.510 --> 00:02:41.860 and available in over 40 languages, 00:02:41.860 --> 00:02:44.470 covering multiple content areas. 00:02:44.470 --> 00:02:46.620 Your child can access our resources on the web 00:02:46.620 --> 00:02:49.450 or through a mobile device. 00:02:49.450 --> 00:02:51.870 With more than a billion children worldwide 00:02:51.870 --> 00:02:54.110 being impacted by school closures, 00:02:54.110 --> 00:02:57.740 we are experiencing soaring demand for our free resources. 00:02:57.740 --> 00:02:59.640 We will continue to produce webinars 00:02:59.640 --> 00:03:02.090 and resources to support remote learning, 00:03:02.090 --> 00:03:05.000 So keep checking back to khanacademy.org 00:03:05.000 --> 00:03:06.650 for any upcoming webinars, 00:03:06.650 --> 00:03:08.653 and new resources as they are created. 00:03:12.120 --> 00:03:13.779 And now let's take a look at what resources 00:03:13.779 --> 00:03:16.280 are available for your child. 00:03:16.280 --> 00:03:18.130 Khan Academy is possibly best known 00:03:18.130 --> 00:03:20.690 for our math content and math videos. 00:03:20.690 --> 00:03:22.881 But in addition to math, we have a full range 00:03:22.881 --> 00:03:26.920 of subjects and increasing range of subject areas. 00:03:26.920 --> 00:03:28.960 For your elementary school student, 00:03:28.960 --> 00:03:30.760 relevant content might include 00:03:30.760 --> 00:03:32.810 our English Language Arts content, 00:03:32.810 --> 00:03:34.630 which is in a work-in-progress state. 00:03:34.630 --> 00:03:36.832 You can expect to see it change and evolve, 00:03:36.832 --> 00:03:39.700 as we continue to gather feedback. 00:03:39.700 --> 00:03:42.135 We also have a mastery enabled grammar course, 00:03:42.135 --> 00:03:45.589 which covers third through fifth grade grammar standards, 00:03:45.589 --> 00:03:48.689 a computer animation and storytelling course. 00:03:48.689 --> 00:03:51.240 Both of these course were created in partnership 00:03:51.240 --> 00:03:54.670 with Disney and Pixar, and are highly creative. 00:03:54.670 --> 00:03:58.290 They involve computer-based and tech free activities. 00:03:58.290 --> 00:04:01.328 We also have a computer programming for beginners course, 00:04:01.328 --> 00:04:05.050 and Growth Mindset activities for all ages. 00:04:05.050 --> 00:04:07.630 These activities offer students an opportunity 00:04:07.630 --> 00:04:09.740 to reflect on their learning goals, 00:04:09.740 --> 00:04:11.640 and develop learning strategies 00:04:11.640 --> 00:04:12.840 that will likely benefit them 00:04:12.840 --> 00:04:15.490 as they adjust to their new learning routine at home. 00:04:16.560 --> 00:04:19.180 Of our third through fifth grade content, 00:04:19.180 --> 00:04:20.540 one important thing to know, 00:04:20.540 --> 00:04:23.854 is only math and grammar are mastery enabled, 00:04:23.854 --> 00:04:25.610 meaning students can work 00:04:25.610 --> 00:04:27.484 through an entire year's worth of content, 00:04:27.484 --> 00:04:29.960 and at their own pace, 00:04:29.960 --> 00:04:31.910 and track their progress along the way. 00:04:34.990 --> 00:04:38.430 You might be wondering, well, how do I access this content? 00:04:38.430 --> 00:04:40.650 And the first step is to ensure 00:04:40.650 --> 00:04:42.160 that your child is logged in 00:04:42.160 --> 00:04:44.349 to their Khan Academy account. 00:04:44.349 --> 00:04:47.910 And from there, and as you can see on the right side, 00:04:47.910 --> 00:04:49.683 you go up to Courses, 00:04:50.560 --> 00:04:52.090 and that will bring you to the menu 00:04:52.090 --> 00:04:54.070 displaying all content on Khan Academy. 00:04:54.070 --> 00:04:56.590 And your students can access any exercises, 00:04:56.590 --> 00:04:58.910 quizzes, unit tests from there. 00:04:58.910 --> 00:05:00.410 But you have another option. 00:05:00.410 --> 00:05:01.970 On your child's homepage, 00:05:01.970 --> 00:05:05.387 they can select Edit Courses to access content. 00:05:05.387 --> 00:05:08.040 And one benefit to adding courses this way, 00:05:08.040 --> 00:05:10.066 is it will automatically recommend courses 00:05:10.066 --> 00:05:12.380 based off their grade level. 00:05:12.380 --> 00:05:14.340 So you can easily find what content 00:05:14.340 --> 00:05:16.130 is relevant for your child, 00:05:16.130 --> 00:05:18.820 and once they've selected and saved those courses, 00:05:18.820 --> 00:05:20.740 it will always appear on their homepage, 00:05:20.740 --> 00:05:22.640 so it will be easy to access for them. 00:05:26.040 --> 00:05:27.939 And during this time of school closures, 00:05:27.939 --> 00:05:30.510 we've heard so much feedback and questions 00:05:30.510 --> 00:05:32.080 from parents and teachers, 00:05:32.080 --> 00:05:34.540 about how to structure a student's day, 00:05:34.540 --> 00:05:36.110 and keep the child learning, 00:05:36.110 --> 00:05:38.350 while still getting your own work done. 00:05:38.350 --> 00:05:40.020 We know how challenging it can be 00:05:40.020 --> 00:05:42.010 to juggle multiple priorities, 00:05:42.010 --> 00:05:44.137 and we hope that our resources can help you achieve 00:05:44.137 --> 00:05:47.510 some semblance of normalcy during this time. 00:05:47.510 --> 00:05:49.090 And in response to this feedback, 00:05:49.090 --> 00:05:51.014 we've created this set of schedules 00:05:51.014 --> 00:05:52.958 that give you a recommendation, 00:05:52.958 --> 00:05:55.200 or you can think of it as a starting point 00:05:55.200 --> 00:05:57.680 for structuring your day. 00:05:57.680 --> 00:05:59.268 Using the link on this page, 00:05:59.268 --> 00:06:01.416 you will see a template for the daily schedules 00:06:01.416 --> 00:06:05.180 which go all the way from pre-K to high school. 00:06:05.180 --> 00:06:07.460 So if you have younger students or older students, 00:06:07.460 --> 00:06:09.670 you can see the schedules there. 00:06:09.670 --> 00:06:11.300 We put these schedules out, 00:06:11.300 --> 00:06:13.006 having heard that there was a need, 00:06:13.006 --> 00:06:14.870 but it's important to acknowledge 00:06:14.870 --> 00:06:17.990 that they won't just work as-is for all families. 00:06:17.990 --> 00:06:19.420 You know your child best, 00:06:19.420 --> 00:06:22.580 so we encourage you to adapt and change the schedule, 00:06:22.580 --> 00:06:24.763 to make it work for you and your child. 00:06:26.946 --> 00:06:29.930 And in our sample schedule which you see here, 00:06:29.930 --> 00:06:31.540 the subjects outlined in green 00:06:31.540 --> 00:06:33.670 have resources available for your child 00:06:33.670 --> 00:06:35.243 on the Khan Academy. 00:06:35.243 --> 00:06:36.920 Your child's school might already be 00:06:36.920 --> 00:06:39.268 providing remote learning guidance or tools, 00:06:39.268 --> 00:06:41.540 or the schedule might not work well 00:06:41.540 --> 00:06:44.060 with the routine you've already established. 00:06:44.060 --> 00:06:45.850 So know our sample schedules are meant 00:06:45.850 --> 00:06:47.810 to be flexible and adaptable, 00:06:47.810 --> 00:06:49.990 to meet the needs of your family. 00:06:49.990 --> 00:06:52.480 You might not be able to stick to the schedule every day, 00:06:52.480 --> 00:06:54.390 and that's more than okay. 00:06:54.390 --> 00:06:55.840 During these challenging times, 00:06:55.840 --> 00:06:58.100 everyone is just trying to do their best, 00:06:58.100 --> 00:07:00.321 so if all you can do is an hour of math, 00:07:00.321 --> 00:07:02.780 and an hour of reading a day with your child, 00:07:02.780 --> 00:07:04.870 that's great, and that's enough. 00:07:04.870 --> 00:07:06.237 When you and your child are ready, 00:07:06.237 --> 00:07:08.890 you can always add additional subjects, 00:07:08.890 --> 00:07:11.163 or activities that might interest your child. 00:07:12.130 --> 00:07:15.117 For a quick run-through of the sample schedule we have here, 00:07:15.117 --> 00:07:17.570 we'll start our day with breakfast, 00:07:17.570 --> 00:07:18.713 followed by math. 00:07:19.580 --> 00:07:21.270 Some outdoor play if possible, 00:07:21.270 --> 00:07:23.249 or maybe a board game with a sibling, 00:07:23.249 --> 00:07:25.662 followed by English Language Arts, 00:07:25.662 --> 00:07:28.383 some silent reading time, 00:07:28.383 --> 00:07:30.590 grammar, and then end the day 00:07:30.590 --> 00:07:33.370 with some fun enrichment activities. 00:07:33.370 --> 00:07:36.020 Now we're gonna go through each part of this schedule, 00:07:36.020 --> 00:07:38.280 and talk about what resources you might use 00:07:38.280 --> 00:07:39.363 from Khan Academy. 00:07:40.961 --> 00:07:43.550 So starting our day like I mentioned, 00:07:43.550 --> 00:07:45.690 first thing to do is eat some breakfast, 00:07:45.690 --> 00:07:47.830 the most important meal of the day, 00:07:47.830 --> 00:07:49.730 and get out of your pajamas. 00:07:49.730 --> 00:07:51.640 It's time to get started with math. 00:07:51.640 --> 00:07:53.920 And depending on your child's grade level, 00:07:53.920 --> 00:07:56.740 second through fifth grade math is likely a good place 00:07:56.740 --> 00:07:58.600 for them to get started. 00:07:58.600 --> 00:08:00.900 To move through the content more quickly, 00:08:00.900 --> 00:08:03.500 students can utilize our Course Challenges, 00:08:03.500 --> 00:08:05.290 and Unit Tests. 00:08:05.290 --> 00:08:07.440 One practice we've seen effective, 00:08:07.440 --> 00:08:09.300 to fill in learning gaps that your child may 00:08:09.300 --> 00:08:11.300 have developed over the years, 00:08:11.300 --> 00:08:13.920 is to have students start at kindergarten, 00:08:13.920 --> 00:08:16.300 and work through the content for each grade level, 00:08:16.300 --> 00:08:18.430 before moving onto the next. 00:08:18.430 --> 00:08:20.592 This provides students a rare opportunity 00:08:20.592 --> 00:08:23.170 to fill in those gaps that might hold them back 00:08:23.170 --> 00:08:24.670 in the future. 00:08:24.670 --> 00:08:26.750 If your child doesn't have too many gaps, 00:08:26.750 --> 00:08:28.986 it can typically get through previous year's content 00:08:28.986 --> 00:08:30.843 in one to three hours. 00:08:33.756 --> 00:08:36.900 And for a quick overview of our math content, 00:08:36.900 --> 00:08:39.590 here are the most important things you need to know. 00:08:39.590 --> 00:08:42.212 Our math content is aligned to Common Core standards, 00:08:42.212 --> 00:08:44.232 and it covers all standards 00:08:44.232 --> 00:08:47.750 from kindergarten up to early college. 00:08:47.750 --> 00:08:50.230 All math content is mastery enabled, 00:08:50.230 --> 00:08:52.350 so students can work through an entire course 00:08:52.350 --> 00:08:53.493 at their own pace. 00:08:54.410 --> 00:08:56.400 As your child works through a course, 00:08:56.400 --> 00:08:58.673 they will be exposed to various question types, 00:08:58.673 --> 00:09:00.732 receive instant feedback, 00:09:00.732 --> 00:09:03.320 and if they get stuck, they have access 00:09:03.320 --> 00:09:07.440 to step by step solutions, videos, and articles. 00:09:07.440 --> 00:09:09.170 So before asking you for help, 00:09:09.170 --> 00:09:11.340 encourage them to check out the learning resources 00:09:11.340 --> 00:09:13.870 that are built into Khan Academy. 00:09:13.870 --> 00:09:15.659 Students can also track their progress 00:09:15.659 --> 00:09:19.080 on this course in realtime, 00:09:19.080 --> 00:09:21.170 and as a parent, you can track their progress 00:09:21.170 --> 00:09:22.503 on your parent dashboard. 00:09:27.020 --> 00:09:29.790 We recommend giving students ample time to play, 00:09:29.790 --> 00:09:31.477 and get their heart pumping. 00:09:31.477 --> 00:09:33.375 After a break, students can jump 00:09:33.375 --> 00:09:35.938 into our English Language Arts content. 00:09:35.938 --> 00:09:38.290 You can expect to see more content added 00:09:38.290 --> 00:09:40.980 to each grade level over the next month. 00:09:40.980 --> 00:09:43.060 You can have your child start at grade level, 00:09:43.060 --> 00:09:46.140 and practice one to two practice sets per day, 00:09:46.140 --> 00:09:48.730 which should take about 20 minutes. 00:09:48.730 --> 00:09:50.445 If you notice the content is too easy, 00:09:50.445 --> 00:09:52.720 or too challenging for your child, 00:09:52.720 --> 00:09:55.543 you can have them move up or down at any time. 00:09:59.352 --> 00:10:03.600 And our ELA content is aligned to Common Core standards. 00:10:03.600 --> 00:10:06.150 Right now, our content includes practice 00:10:06.150 --> 00:10:08.700 for second through eighth grade standards, 00:10:08.700 --> 00:10:10.890 with ninth grade coming soon. 00:10:10.890 --> 00:10:15.150 The content is focused on reading and vocabulary standards. 00:10:15.150 --> 00:10:17.030 As students work through assignments, 00:10:17.030 --> 00:10:20.220 they will be exposed to interesting passage topics, 00:10:20.220 --> 00:10:22.470 related to science, social studies, 00:10:22.470 --> 00:10:24.810 and social emotional learning. 00:10:24.810 --> 00:10:26.760 And similar to our math content, 00:10:26.760 --> 00:10:29.300 students have access to instant feedback, 00:10:29.300 --> 00:10:31.660 and a worked rationale for every answer choice 00:10:31.660 --> 00:10:32.713 if they get stuck. 00:10:33.570 --> 00:10:35.538 Our English Language Arts courses 00:10:35.538 --> 00:10:37.750 have a limited number of videos, 00:10:37.750 --> 00:10:40.523 but you can expect to see more added soon. 00:10:45.490 --> 00:10:47.100 Another option for your child 00:10:47.100 --> 00:10:48.955 during the English Language Arts block, 00:10:48.955 --> 00:10:51.380 is to check out our project-based, 00:10:51.380 --> 00:10:53.673 Imagineering in a Box course. 00:10:53.673 --> 00:10:55.700 In this exciting course, 00:10:55.700 --> 00:10:57.780 made in partnership with Disney, 00:10:57.780 --> 00:10:59.440 students will create a theme park 00:10:59.440 --> 00:11:02.440 of their very own, by getting a behind the scenes look 00:11:02.440 --> 00:11:06.070 at how artists, designers, and engineers come together 00:11:06.070 --> 00:11:08.150 to create theme parks. 00:11:08.150 --> 00:11:10.630 The course includes videos and articles, 00:11:10.630 --> 00:11:13.380 and activities, such as designing a menu, 00:11:13.380 --> 00:11:15.060 creating a ride simulator, 00:11:15.060 --> 00:11:16.893 and building a prototype character. 00:11:17.770 --> 00:11:20.177 The course is broken down into three main lessons, 00:11:20.177 --> 00:11:23.880 with each lesson taking a minimum of two hours. 00:11:23.880 --> 00:11:26.150 So one option, if you wanna implement this course 00:11:26.150 --> 00:11:28.210 with your child, is to have them work 00:11:28.210 --> 00:11:30.007 through the lessons for about 30 minutes, 00:11:30.007 --> 00:11:31.810 one to two days per week, 00:11:31.810 --> 00:11:34.210 in place of their English Language Arts content. 00:11:37.877 --> 00:11:41.400 And now we have arrived at silent reading time, 00:11:41.400 --> 00:11:42.984 which your child is likely used to having 00:11:42.984 --> 00:11:45.260 in their regular school day. 00:11:45.260 --> 00:11:48.360 We have listed popular books by grade level. 00:11:48.360 --> 00:11:50.020 You can see the link here, 00:11:50.020 --> 00:11:52.240 but encourage you to have your child find something 00:11:52.240 --> 00:11:54.250 that they're interested in. 00:11:54.250 --> 00:11:55.680 And after silent reading, 00:11:55.680 --> 00:11:57.810 you can take a quick walk or break, 00:11:57.810 --> 00:12:01.810 and then your child can jump into our grammar content. 00:12:01.810 --> 00:12:03.940 We recommend having your students start 00:12:03.940 --> 00:12:06.430 by taking the course challenge a few times, 00:12:06.430 --> 00:12:07.740 to figure out what they know, 00:12:07.740 --> 00:12:09.890 and what skills they still need to work on. 00:12:13.460 --> 00:12:15.100 And similar to our math content, 00:12:15.100 --> 00:12:17.820 our grammar course is also mastery enabled, 00:12:17.820 --> 00:12:19.480 so your child can work through the skills 00:12:19.480 --> 00:12:23.010 at their own pace, and track their progress along the way. 00:12:23.010 --> 00:12:24.419 The course covers skills related 00:12:24.419 --> 00:12:26.560 to third through fifth grade, 00:12:26.560 --> 00:12:29.020 standard American English standards, 00:12:29.020 --> 00:12:31.641 and every question has a step by step solution, 00:12:31.641 --> 00:12:34.220 and aligned video to help support students 00:12:34.220 --> 00:12:35.820 as they work through the skills. 00:12:40.376 --> 00:12:41.690 And then for some tech free time, 00:12:41.690 --> 00:12:43.100 which is so important. 00:12:43.100 --> 00:12:45.220 Have your child take some time to journal, 00:12:45.220 --> 00:12:47.260 or respond to a writing prompt. 00:12:47.260 --> 00:12:49.370 This could be as simple as having them write 00:12:49.370 --> 00:12:51.506 about their day, and how they're feeling, 00:12:51.506 --> 00:12:53.590 or you can have them create a story 00:12:53.590 --> 00:12:55.160 of their very own. 00:12:55.160 --> 00:12:57.450 On the schedule you'll see some sample writing prompts 00:12:57.450 --> 00:12:58.950 you can pull from, but feel free 00:12:58.950 --> 00:13:00.230 to make these up on your own, 00:13:00.230 --> 00:13:03.160 or encourage your child to make up a prompt. 00:13:03.160 --> 00:13:05.350 You can follow up writing time with some lunch, 00:13:05.350 --> 00:13:07.900 and maybe an educational podcast. 00:13:07.900 --> 00:13:10.660 Podcasts are a great way to keep your child learning, 00:13:10.660 --> 00:13:12.450 while reducing their time spent 00:13:12.450 --> 00:13:14.190 staring at a computer screen, 00:13:14.190 --> 00:13:17.310 and it also might give you back a bit of time. 00:13:17.310 --> 00:13:19.436 There are a ton of great podcasts for kids available, 00:13:19.436 --> 00:13:21.496 and we listed some examples, 00:13:21.496 --> 00:13:23.460 but encourage students to find something 00:13:23.460 --> 00:13:24.810 that they're interested in. 00:13:28.960 --> 00:13:31.240 And we'll end the day with enrichment. 00:13:31.240 --> 00:13:34.540 Some options include Code.org's Express course, 00:13:34.540 --> 00:13:36.993 which is the block based coding for beginner's course, 00:13:36.993 --> 00:13:40.770 where students will create their very own story or game. 00:13:40.770 --> 00:13:42.710 And on Khan Academy, we also have 00:13:42.710 --> 00:13:44.742 a text based computer programming course, 00:13:44.742 --> 00:13:46.970 computer animation course, 00:13:46.970 --> 00:13:49.330 which was created in partnership with Pixar, 00:13:49.330 --> 00:13:51.100 and Growth Mindset activities 00:13:51.100 --> 00:13:52.693 for elementary school students. 00:13:57.900 --> 00:13:59.820 And if you have an upper elementary school student, 00:13:59.820 --> 00:14:01.310 so a fourth or fifth grader, 00:14:01.310 --> 00:14:03.690 or maybe you have a middle or high school student, 00:14:03.690 --> 00:14:06.100 and they're interested in computer animation, 00:14:06.100 --> 00:14:10.140 you can try our interactive computer animation course. 00:14:10.140 --> 00:14:13.220 The course demonstrates how traditional school subjects, 00:14:13.220 --> 00:14:16.080 such as math, science, and the arts, 00:14:16.080 --> 00:14:17.930 are a vital part of the everyday work 00:14:17.930 --> 00:14:20.740 put into Pixar's filmmaking process. 00:14:20.740 --> 00:14:23.600 In this course, students will work through the many stages 00:14:23.600 --> 00:14:25.170 of the filmmaking process, 00:14:25.170 --> 00:14:29.280 including lighting, effects, and set and staging. 00:14:29.280 --> 00:14:32.070 Similar to other content on Khan Academy, 00:14:32.070 --> 00:14:34.160 students within this course have access 00:14:34.160 --> 00:14:36.300 to instant feedback on exercises, 00:14:36.300 --> 00:14:39.260 step by step solutions for every question they answer, 00:14:39.260 --> 00:14:42.650 and instructional videos to guide them along the way. 00:14:42.650 --> 00:14:45.140 This content spans multiple grade levels, 00:14:45.140 --> 00:14:48.050 so not every lesson is appropriate 00:14:48.050 --> 00:14:49.650 for your fourth or fifth grader, 00:14:49.650 --> 00:14:52.970 but within the course, you can access a lesson finder, 00:14:52.970 --> 00:14:56.090 and find content that's relevant for your age, 00:14:56.090 --> 00:14:58.463 for whatever grade level or age your child is. 00:15:02.160 --> 00:15:06.080 And lastly, our research based Growth Mindset activities 00:15:06.080 --> 00:15:08.880 are especially relevant during this challenging time 00:15:08.880 --> 00:15:10.380 of school closures. 00:15:10.380 --> 00:15:12.970 The activities provide a structured way 00:15:12.970 --> 00:15:14.610 for students to explore the science 00:15:14.610 --> 00:15:16.560 behind their brain, and the idea 00:15:16.560 --> 00:15:18.570 that they can learn anything. 00:15:18.570 --> 00:15:21.160 The Growth Mindset videos, and articles, 00:15:21.160 --> 00:15:24.990 and activities cover topics such as the brain and learning, 00:15:24.990 --> 00:15:27.840 how to work through mistakes and frustration, 00:15:27.840 --> 00:15:29.810 and how to set goals. 00:15:29.810 --> 00:15:30.920 With students adjusting 00:15:30.920 --> 00:15:33.040 to their new remote learning routine, 00:15:33.040 --> 00:15:34.660 these activities will provide a way 00:15:34.660 --> 00:15:38.050 for students to process and reflect on their new normal, 00:15:38.050 --> 00:15:40.153 and set goals for learning remotely. 00:15:43.950 --> 00:15:45.347 And if you're just getting started 00:15:45.347 --> 00:15:47.100 with remote learning with your child, 00:15:47.100 --> 00:15:48.970 and are looking for more tips, 00:15:48.970 --> 00:15:51.577 and best practices to support them and their learning, 00:15:51.577 --> 00:15:53.810 see the link for more information. 00:15:53.810 --> 00:15:55.950 We held a webinar last week that covered a lot 00:15:55.950 --> 00:15:58.040 of tips for effective remote learning, 00:15:58.040 --> 00:16:00.083 so it might be worthwhile to check out. 00:16:01.210 --> 00:16:02.889 And again, I just wanna say thank you so much 00:16:02.889 --> 00:16:06.120 for joining us, after what I'm sure was a long day, 00:16:06.120 --> 00:16:08.840 and I'll be turning it over to Patty and Dan 00:16:08.840 --> 00:16:10.410 for live Q and A, 00:16:10.410 --> 00:16:11.586 so if you have any further questions, 00:16:11.586 --> 00:16:14.300 you can reach out in the chat box 00:16:14.300 --> 00:16:15.600 for the next 10 minutes, 00:16:15.600 --> 00:16:17.010 but if you have any questions after that, 00:16:17.010 --> 00:16:18.450 reach out to our Help Center, 00:16:18.450 --> 00:16:20.230 and feel free to share this presentation 00:16:20.230 --> 00:16:22.400 with any other parents who might find it helpful. 00:16:22.400 --> 00:16:23.463 Thank you so much. 00:16:24.420 --> 00:16:25.253 - Thank you Shannon. 00:16:25.253 --> 00:16:26.280 Hi everyone, I'm Dan, 00:16:26.280 --> 00:16:28.590 and I'll be moderating the live Q and A portion 00:16:28.590 --> 00:16:29.860 of this session. 00:16:29.860 --> 00:16:31.550 And thank you Patty for joining me. 00:16:31.550 --> 00:16:32.870 Patty gets to do the hard work 00:16:32.870 --> 00:16:34.952 of actually providing the answers. 00:16:34.952 --> 00:16:36.930 Before we get to the live questions section, 00:16:36.930 --> 00:16:38.846 please do two things for us. 00:16:38.846 --> 00:16:41.792 First, go to the Handout section of this webinar. 00:16:41.792 --> 00:16:44.840 You can download the PDF version of this presentation. 00:16:44.840 --> 00:16:47.050 It contains guidance through the entire process 00:16:47.050 --> 00:16:48.560 that Shannon just walked through, 00:16:48.560 --> 00:16:50.680 so it has a great overview of all of the content, 00:16:50.680 --> 00:16:52.570 both from the core courses that we have 00:16:52.570 --> 00:16:55.148 of math, ELA, but also some of the other things 00:16:55.148 --> 00:16:58.460 that could create a mix for your students and kids. 00:16:58.460 --> 00:17:01.610 Basically, you know, the Pixar course is really fun, 00:17:01.610 --> 00:17:03.630 the computer animation courses, 00:17:03.630 --> 00:17:04.927 the computer programming courses, 00:17:04.927 --> 00:17:07.370 and it also has links to resources 00:17:07.370 --> 00:17:09.906 that we built specifically for school closures, 00:17:09.906 --> 00:17:12.210 including recommended reading lists, 00:17:12.210 --> 00:17:15.385 writing prompts, and links to other useful resources, 00:17:15.385 --> 00:17:17.365 and of course the suggested schedules 00:17:17.365 --> 00:17:20.580 and framework that Shannon just walked you through. 00:17:20.580 --> 00:17:22.620 And the second thing that we'd ask you to do 00:17:22.620 --> 00:17:24.420 is please, if you have any questions, 00:17:24.420 --> 00:17:26.040 add them to the question box, 00:17:26.040 --> 00:17:29.090 and we can get started with the live portion 00:17:29.090 --> 00:17:30.565 of the Q and A. 00:17:30.565 --> 00:17:32.545 So let's go ahead. 00:17:32.545 --> 00:17:36.130 Patty, we have a question from Tracy. 00:17:36.130 --> 00:17:38.807 So Tracy says, "Hello, thank you for having this webinar. 00:17:38.807 --> 00:17:42.910 "Please tell me, is this math content Common Core based?" 00:17:42.910 --> 00:17:44.527 And then also Stephanie is asking, 00:17:44.527 --> 00:17:46.757 "Is the curriculum based off of school districts, 00:17:46.757 --> 00:17:48.250 "and/or state expectations?" 00:17:48.250 --> 00:17:51.033 I think they're both speaking to standards alignment. 00:17:52.030 --> 00:17:53.270 - Yeah, thanks so much Dan, 00:17:53.270 --> 00:17:54.560 and as well Tracy and Stephanie 00:17:54.560 --> 00:17:56.920 and everyone for being here with us today. 00:17:56.920 --> 00:17:59.610 So, at a large level, our math content 00:17:59.610 --> 00:18:01.220 is Common Core based. 00:18:01.220 --> 00:18:05.130 It is aligned to the Common Cored state standards, 00:18:05.130 --> 00:18:06.530 and so when you think about that, 00:18:06.530 --> 00:18:08.250 that second question that Stephanie asked, 00:18:08.250 --> 00:18:11.360 is it based off of school district or state expectations? 00:18:11.360 --> 00:18:13.820 If your state, which is currently most states, 00:18:13.820 --> 00:18:15.086 use Common Core standards, 00:18:15.086 --> 00:18:18.000 then it would be aligned to the same standards 00:18:18.000 --> 00:18:19.560 that your child, or your student, 00:18:19.560 --> 00:18:21.193 is gonna be learning in school. 00:18:23.180 --> 00:18:24.160 - Great. 00:18:24.160 --> 00:18:26.800 And then I think, here's a question from Sharon. 00:18:26.800 --> 00:18:28.250 This is a great question, 00:18:28.250 --> 00:18:29.690 because I think a lot of folks probably 00:18:29.690 --> 00:18:31.360 don't really understand this. 00:18:31.360 --> 00:18:35.160 Please explain what mastery enabled means? 00:18:35.160 --> 00:18:35.993 - Yes. 00:18:35.993 --> 00:18:38.740 So mastery is something that at Khan Academy, 00:18:38.740 --> 00:18:40.640 we're really passionate about, 00:18:40.640 --> 00:18:42.490 and one of the reasons that we're passionate about it, 00:18:42.490 --> 00:18:44.230 is because there are many research studies 00:18:44.230 --> 00:18:46.630 that have showed that students being able 00:18:46.630 --> 00:18:49.006 to learn a particular skill, 00:18:49.006 --> 00:18:51.050 and become fluent at it, 00:18:51.050 --> 00:18:53.630 and then also have longterm retention, 00:18:53.630 --> 00:18:56.010 meaning that if they come back to that same skill 00:18:56.010 --> 00:18:58.310 after a specific amount of time, 00:18:58.310 --> 00:19:01.170 and they're able to show that they still know that skill, 00:19:01.170 --> 00:19:03.570 that means they've mastered that skill, 00:19:03.570 --> 00:19:05.580 and so when we think about mastery, 00:19:05.580 --> 00:19:08.330 and what Shannon was talking about mastery enabled, 00:19:08.330 --> 00:19:10.550 it means that the mechanism of getting 00:19:10.550 --> 00:19:13.289 to that fluency, and that longterm retention, 00:19:13.289 --> 00:19:16.660 the course allows you to be able 00:19:16.660 --> 00:19:19.410 to kind of see that progress that a student might make, 00:19:19.410 --> 00:19:20.730 and so if you're a little bit familiar 00:19:20.730 --> 00:19:22.830 with Khan Academy, if you're not yet that's okay, 00:19:22.830 --> 00:19:24.170 that's why we're here, 00:19:24.170 --> 00:19:27.500 the mastery enabled system hits different levels, 00:19:27.500 --> 00:19:29.430 and so a student gets to go, you know, 00:19:29.430 --> 00:19:30.590 for a particular skill, 00:19:30.590 --> 00:19:33.410 you can think about understanding area, 00:19:33.410 --> 00:19:35.790 potentially for that fifth grade kiddo. 00:19:35.790 --> 00:19:38.650 They are gonna first be at not attempted, right? 00:19:38.650 --> 00:19:41.600 They maybe don't know anything about an area quite yet, 00:19:41.600 --> 00:19:44.870 and then if they practice this skill the first time, 00:19:44.870 --> 00:19:46.880 they might get to familiar, right? 00:19:46.880 --> 00:19:48.870 Maybe they got some questions right, 00:19:48.870 --> 00:19:50.700 maybe they got some questions wrong, 00:19:50.700 --> 00:19:53.580 but they have some sort of level of familiarity with area, 00:19:53.580 --> 00:19:55.010 with how to find the area. 00:19:55.010 --> 00:19:57.750 And then from there, the next time that student goes 00:19:57.750 --> 00:19:59.410 and tries that same skill, 00:19:59.410 --> 00:20:01.590 to try to demonstrate that they know area, 00:20:01.590 --> 00:20:03.670 maybe they get all the questions correct, 00:20:03.670 --> 00:20:05.300 and so they get to proficiency. 00:20:05.300 --> 00:20:08.660 They get to certain level, they're aware of what area is. 00:20:08.660 --> 00:20:10.130 And where mastery comes in, 00:20:10.130 --> 00:20:12.770 is that, as I mentioned longterm retention, 00:20:12.770 --> 00:20:14.520 so a student is then able to come back, 00:20:14.520 --> 00:20:17.040 show that they still know how to find the area 00:20:17.040 --> 00:20:18.660 of a particular object, 00:20:18.660 --> 00:20:21.070 which means that they would get to mastered. 00:20:21.070 --> 00:20:22.920 So mastery enabled, in short, 00:20:22.920 --> 00:20:25.770 is the mechanism that we use on Khan Academy, 00:20:25.770 --> 00:20:28.290 to be able to show a student's progress, 00:20:28.290 --> 00:20:30.330 to get to a really, really strong level 00:20:30.330 --> 00:20:32.063 of mastering a particular skill. 00:20:33.530 --> 00:20:34.830 And you can learn more about that too, 00:20:34.830 --> 00:20:37.700 sorry Dan, in, we have various resources. 00:20:37.700 --> 00:20:39.180 Even right now if you open your browser, 00:20:39.180 --> 00:20:42.490 and Google like Khan Academy mastery learning system, 00:20:42.490 --> 00:20:44.760 there's a really nice Help Center article 00:20:44.760 --> 00:20:47.460 that will pop up to help you kind of get more familiar 00:20:47.460 --> 00:20:50.070 with the levels, as you're supporting your student, 00:20:50.070 --> 00:20:52.453 your child, with some of this learning. 00:20:53.330 --> 00:20:55.190 - So, very much related to that, 00:20:55.190 --> 00:20:56.940 we have a question from Carla Jodie, 00:20:56.940 --> 00:20:59.227 who asked, "One of my children is in first grade, 00:20:59.227 --> 00:21:02.487 "another is in fourth, but he is doing second grade math. 00:21:02.487 --> 00:21:04.857 "Should we start with first grade in Khan, 00:21:04.857 --> 00:21:07.060 "and go through the assessments she just mentioned," 00:21:07.060 --> 00:21:08.457 or Shannon just mentioned, I guess, 00:21:08.457 --> 00:21:10.670 "then go to second, or to start at second grade?" 00:21:10.670 --> 00:21:12.510 So I think this is really perfectly aligned 00:21:12.510 --> 00:21:14.050 to what you just mentioned in terms of math, 00:21:14.050 --> 00:21:15.650 in terms of mastery. 00:21:15.650 --> 00:21:16.860 - Yeah, of course. 00:21:16.860 --> 00:21:18.560 So Carla and Jodie, you know, 00:21:18.560 --> 00:21:21.029 thinking about where to get a student started, 00:21:21.029 --> 00:21:23.480 where to get your child started? 00:21:23.480 --> 00:21:26.850 We've seen various different tactics that work. 00:21:26.850 --> 00:21:28.290 We've worked with some districts, 00:21:28.290 --> 00:21:29.760 there was one district in Pennsylvania 00:21:29.760 --> 00:21:31.509 that we worked with that actually started 00:21:31.509 --> 00:21:33.140 the entire district, 00:21:33.140 --> 00:21:35.150 you can imagine their elementary school, 00:21:35.150 --> 00:21:37.340 they all started at the kindergarten level, 00:21:37.340 --> 00:21:38.680 and so what was really cool, 00:21:38.680 --> 00:21:40.590 is that they were able to make progress 00:21:40.590 --> 00:21:43.510 through the mastery system, at their own pace, 00:21:43.510 --> 00:21:44.750 so if there was a student, you know, 00:21:44.750 --> 00:21:46.920 that spent maybe a couple hours on kindergarten, 00:21:46.920 --> 00:21:49.060 and then moved to first and so on, 00:21:49.060 --> 00:21:52.750 it made sure that they had a consistent set of knowledge, 00:21:52.750 --> 00:21:55.020 as they were nearing let's say third grade, 00:21:55.020 --> 00:21:56.410 if that was the grade they were in, 00:21:56.410 --> 00:21:57.850 or as they were nearing fifth grade, 00:21:57.850 --> 00:21:59.600 if that was the grade they were in. 00:21:59.600 --> 00:22:00.990 So I would say, you know, 00:22:00.990 --> 00:22:02.475 depending on how familiar you are 00:22:02.475 --> 00:22:05.850 with your students current grasp 00:22:05.850 --> 00:22:08.530 of either the second grade math content, 00:22:08.530 --> 00:22:11.132 or the second grade math content, 00:22:11.132 --> 00:22:14.960 let them maybe try out that content, 00:22:14.960 --> 00:22:17.120 like start them at their grade level, 00:22:17.120 --> 00:22:20.045 and if it seems like they're struggling a little bit, 00:22:20.045 --> 00:22:24.290 maybe I would say have them restart with first grade, 00:22:24.290 --> 00:22:26.903 and if they go through it quickly, that's great. 00:22:26.903 --> 00:22:29.090 Or if maybe, you know, they're taking it slow, 00:22:29.090 --> 00:22:31.190 and they wanna be really, really effective, 00:22:31.190 --> 00:22:32.500 and make sure they're getting 00:22:32.500 --> 00:22:34.560 to master down all the skills, 00:22:34.560 --> 00:22:38.070 that might again make sure to fill in any gaps 00:22:38.070 --> 00:22:38.930 that they might have 00:22:38.930 --> 00:22:41.370 from the previous grade level standards. 00:22:41.370 --> 00:22:43.900 So I would say let your student maybe, you know, 00:22:43.900 --> 00:22:46.250 try it out, see how they're handling it, 00:22:46.250 --> 00:22:47.772 and then if for some reason 00:22:47.772 --> 00:22:49.820 they need a little bit more support, 00:22:49.820 --> 00:22:52.380 you can always go back to the previous grade level. 00:22:52.380 --> 00:22:54.727 I personally, I was a middle school math teacher, 00:22:54.727 --> 00:22:58.560 and by the time students come to middle school, right, 00:22:58.560 --> 00:23:01.270 all different types of various experiences. 00:23:01.270 --> 00:23:04.140 I was always a big fan of spending a little bit 00:23:04.140 --> 00:23:07.710 of time reviewing, and on the math side, 00:23:07.710 --> 00:23:09.880 I really think it's helpful for kiddos 00:23:09.880 --> 00:23:12.503 to feel confident and have some early wins. 00:23:14.320 --> 00:23:15.710 - Yeah, and Patty I would add, 00:23:15.710 --> 00:23:17.250 you know, Tim Vandenberg, who's a teacher 00:23:17.250 --> 00:23:20.271 who's been working with Jeremy on our teacher webinars, 00:23:20.271 --> 00:23:23.000 you know his advice is to start from kindergarten, 00:23:23.000 --> 00:23:25.530 you know regardless of what grade you're in, 00:23:25.530 --> 00:23:28.650 and, you know, I think that gets over the stigma, 00:23:28.650 --> 00:23:30.340 because everyone's starting at kindergarten, 00:23:30.340 --> 00:23:31.360 and then getting practice, 00:23:31.360 --> 00:23:33.500 and building up their skillset 00:23:33.500 --> 00:23:36.100 while kind of filling the Swiss cheese gaps 00:23:36.100 --> 00:23:38.060 that Sal always talks about. 00:23:38.060 --> 00:23:39.500 So I don't think there's anything wrong 00:23:39.500 --> 00:23:41.590 with starting earlier, if that's helpful, 00:23:41.590 --> 00:23:44.050 but obviously every student and every child's 00:23:44.050 --> 00:23:46.010 gonna be going at their own pace, 00:23:46.010 --> 00:23:47.330 and I think that's one of the great things 00:23:47.330 --> 00:23:49.860 that Khan Academy does, is it helps you move you along, 00:23:49.860 --> 00:23:51.070 if you're already there. 00:23:51.070 --> 00:23:54.310 It helps fills in gaps if you have some gaps as well. 00:23:54.310 --> 00:23:56.710 So, I think there's plenty of options available. 00:23:57.790 --> 00:23:58.823 - Yep, that's great. 00:24:00.130 --> 00:24:02.060 - So Patty we have a question from Pradeep. 00:24:02.060 --> 00:24:04.523 Any question, sorry, any specific device do you use, 00:24:04.523 --> 00:24:08.573 like Chromebook, laptop, or can an iPad be sufficient? 00:24:09.580 --> 00:24:11.380 - That's a great question Pradeep. 00:24:11.380 --> 00:24:13.540 You can use any of those, 00:24:13.540 --> 00:24:16.017 and also any sort of smartphone, 00:24:16.017 --> 00:24:19.170 or browser that is available to you 00:24:19.170 --> 00:24:20.750 on a mobile device, 00:24:20.750 --> 00:24:23.230 so if you, you know, if your student, I would say, 00:24:23.230 --> 00:24:25.830 or child is used to using a Chromebook, 00:24:25.830 --> 00:24:26.870 maybe go with that, right, 00:24:26.870 --> 00:24:28.590 especially if they do have a Chromebook at home, 00:24:28.590 --> 00:24:30.747 potentially their district gave them to them. 00:24:30.747 --> 00:24:33.630 Or if they're more comfortable with an iPad, 00:24:33.630 --> 00:24:35.430 then maybe go with that option. 00:24:35.430 --> 00:24:38.576 And if potentially you have multiple children at home, 00:24:38.576 --> 00:24:41.020 you can also always, you know, 00:24:41.020 --> 00:24:44.064 alternate potentially what device you have available, 00:24:44.064 --> 00:24:49.064 but really Khan Academy, including our younger tool, 00:24:49.220 --> 00:24:52.656 which is Khan Kids, available... 00:24:52.656 --> 00:24:54.630 Khan Kids specifically through the iPad, 00:24:54.630 --> 00:24:55.920 because it's an app, 00:24:55.920 --> 00:24:58.630 but Khan Academy and everything that Shannon discussed, 00:24:58.630 --> 00:25:00.190 you can use any of those. 00:25:00.190 --> 00:25:02.732 So Chromebook, laptop, iPad mobile phone. 00:25:02.732 --> 00:25:04.220 - Perfect. 00:25:04.220 --> 00:25:05.487 And then Tamara asks, 00:25:05.487 --> 00:25:08.107 "Can I add my daughter's account from school 00:25:08.107 --> 00:25:09.477 "to her home account?" 00:25:10.580 --> 00:25:11.413 - Yes. 00:25:11.413 --> 00:25:13.210 So this is where if, you know, 00:25:13.210 --> 00:25:14.840 depending on the email address 00:25:14.840 --> 00:25:16.751 that your student is using at school, 00:25:16.751 --> 00:25:19.570 versus the email address they're using at home, 00:25:19.570 --> 00:25:21.065 they might have two separate accounts, 00:25:21.065 --> 00:25:23.760 but the cool thing is for you as a parent, 00:25:23.760 --> 00:25:25.988 you can have visibility into either. 00:25:25.988 --> 00:25:27.995 So we have as part of our resources, 00:25:27.995 --> 00:25:31.270 a Quickstart Guide, how to get started as a parent, 00:25:31.270 --> 00:25:33.320 so once you download if you haven't yet, 00:25:33.320 --> 00:25:35.140 the slides for this webinar, 00:25:35.140 --> 00:25:37.430 I would look through there in that last section, 00:25:37.430 --> 00:25:39.650 to be able to see one of the parent Quickstarts Guides 00:25:39.650 --> 00:25:43.240 on how you can either add your daughter's school account, 00:25:43.240 --> 00:25:44.440 or your daughter's home account, 00:25:44.440 --> 00:25:46.663 so you have visibility to both as a parent. 00:25:47.950 --> 00:25:49.370 - Great. 00:25:49.370 --> 00:25:51.927 So Shauna asks, "Once you do a course challenge, 00:25:51.927 --> 00:25:54.507 "do you go back and complete each sections of work, 00:25:54.507 --> 00:25:56.867 "or if you have a score, do you move on 00:25:56.867 --> 00:25:59.017 "to the challenge in the next grade level." 00:26:00.010 --> 00:26:02.620 - Yeah Shauna, I think this is a great question, 00:26:02.620 --> 00:26:04.358 often one we get from teachers, 00:26:04.358 --> 00:26:05.970 in thinking about, you know, 00:26:05.970 --> 00:26:08.530 when is the right time to move a student 00:26:08.530 --> 00:26:11.070 through onto the next course potentially, 00:26:11.070 --> 00:26:12.910 or also the next unit? 00:26:12.910 --> 00:26:14.770 So when it comes to the course challenge, 00:26:14.770 --> 00:26:15.970 I would say, you know, 00:26:15.970 --> 00:26:18.720 if your student, child, gets through that, 00:26:18.720 --> 00:26:22.210 and gets every single question correct, 00:26:22.210 --> 00:26:24.210 I would say the threshold usually, we, 00:26:24.210 --> 00:26:26.379 you know, if they get everything correct, 00:26:26.379 --> 00:26:28.220 then that student is showing that 00:26:28.220 --> 00:26:30.760 for the skills in that particular course, 00:26:30.760 --> 00:26:32.390 they're proficient, right? 00:26:32.390 --> 00:26:34.030 Like they are pretty solid, 00:26:34.030 --> 00:26:35.680 they have a very strong solid foundation, 00:26:35.680 --> 00:26:37.570 they comprehend what is happening, 00:26:37.570 --> 00:26:40.470 and from there, I would say, 00:26:40.470 --> 00:26:43.580 moving them on is a good idea. 00:26:43.580 --> 00:26:46.370 Just letting them again go through the second course, 00:26:46.370 --> 00:26:48.540 and moving on to the next course. 00:26:48.540 --> 00:26:50.310 If for some reason that student, 00:26:50.310 --> 00:26:51.740 I would say, the threshold 00:26:51.740 --> 00:26:53.140 where we kind of pause a little bit, 00:26:53.140 --> 00:26:55.650 is if they get below an 80%, 00:26:55.650 --> 00:26:57.600 so after the course challenge. 00:26:57.600 --> 00:27:00.210 If they don't have the proficiency grasp 00:27:00.210 --> 00:27:03.650 on 80% of the course content, 00:27:03.650 --> 00:27:05.210 then it's a really good idea 00:27:05.210 --> 00:27:07.920 to have that student go through each unit. 00:27:07.920 --> 00:27:09.900 Again, they might move a little bit faster 00:27:09.900 --> 00:27:11.350 through some units in that course. 00:27:11.350 --> 00:27:12.810 They might move a little bit slower 00:27:12.810 --> 00:27:14.770 through some units in that course. 00:27:14.770 --> 00:27:16.360 That is totally okay, 00:27:16.360 --> 00:27:18.715 but we wanna make sure again like Dan mentioned earlier, 00:27:18.715 --> 00:27:22.080 that we're really not letting any of those gaps form, 00:27:22.080 --> 00:27:23.370 and so students are really able 00:27:23.370 --> 00:27:24.710 to progress through content 00:27:24.710 --> 00:27:26.960 at a pace that makes sense for them. 00:27:26.960 --> 00:27:28.901 And so, check in a little bit, 00:27:28.901 --> 00:27:31.350 see how the course challenge goes, 00:27:31.350 --> 00:27:32.820 and kind of figure that out, 00:27:32.820 --> 00:27:34.663 based on their score for that. 00:27:36.028 --> 00:27:37.390 - Perfect, thank you Patty. 00:27:37.390 --> 00:27:39.550 So, we have a question from Micah. 00:27:39.550 --> 00:27:41.480 Most schedules begin with math 00:27:41.480 --> 00:27:42.690 at the beginning of the day. 00:27:42.690 --> 00:27:44.072 Is there a significance to this order 00:27:44.072 --> 00:27:47.230 of math being first in the day? 00:27:47.230 --> 00:27:48.957 - Yeah, so this is a great question, 00:27:48.957 --> 00:27:51.130 and of course I must admit, 00:27:51.130 --> 00:27:52.350 as a former math teacher, 00:27:52.350 --> 00:27:54.279 I might have some bias here, 00:27:54.279 --> 00:27:57.698 and I think as many Khan folks being very fond of math, 00:27:57.698 --> 00:28:00.491 I think essentially, you know, 00:28:00.491 --> 00:28:02.750 at the beginning of the day, 00:28:02.750 --> 00:28:05.060 your mind is typically the most fresh, 00:28:05.060 --> 00:28:06.970 and when we think about students, right, 00:28:06.970 --> 00:28:08.780 who are traditionally going to school 00:28:08.780 --> 00:28:10.150 at a certain time, 00:28:10.150 --> 00:28:13.210 so we wanna kind of mirror that same ability 00:28:13.210 --> 00:28:15.382 for students to have a really fresh mind, 00:28:15.382 --> 00:28:18.480 to really dive deeper into the core subjects 00:28:18.480 --> 00:28:19.870 at the beginning of the day. 00:28:19.870 --> 00:28:22.570 And so we know one of the core subjects is obviously math. 00:28:22.570 --> 00:28:24.210 They just had breakfast, hopefully, 00:28:24.210 --> 00:28:25.623 you know, they're ready to learn, 00:28:25.623 --> 00:28:27.988 which is why essentially we put math 00:28:27.988 --> 00:28:29.400 towards the beginning of the day, 00:28:29.400 --> 00:28:30.581 and that's what we recommend. 00:28:30.581 --> 00:28:32.090 - Yeah, perfect. 00:28:32.090 --> 00:28:34.010 So I think we have time for one more question. 00:28:34.010 --> 00:28:36.270 I can answer this and you can chime in as well Patty. 00:28:36.270 --> 00:28:38.620 Pamela, do we need to sub, 00:28:38.620 --> 00:28:40.587 Pamela asks, "Do we need a subscription 00:28:40.587 --> 00:28:43.367 "to Khan Academy, to access any or all of the materials 00:28:43.367 --> 00:28:46.187 "on Khan Academy, or is this entirely free?" 00:28:47.030 --> 00:28:49.906 So I would say, this is entirely free. 00:28:49.906 --> 00:28:52.787 We ask for a subscription, there is no subscriptions. 00:28:52.787 --> 00:28:54.820 You basically need an email account 00:28:54.820 --> 00:28:57.290 to login so that we can track progress, 00:28:57.290 --> 00:28:58.760 and we can serve, you know, 00:28:58.760 --> 00:29:00.120 and serve you the appropriate mat, 00:29:00.120 --> 00:29:01.580 you know, the materials, 00:29:01.580 --> 00:29:06.580 but we are 100% free for parents, teachers, and students. 00:29:09.700 --> 00:29:11.550 Anything you wanna add there Patty? 00:29:11.550 --> 00:29:13.947 - No, I think you said it right Dan. 00:29:13.947 --> 00:29:17.690 We're committed to being able to support all of you, 00:29:17.690 --> 00:29:19.650 and being able to share all of the wealth 00:29:19.650 --> 00:29:22.830 of resources and content that we have for free. 00:29:22.830 --> 00:29:23.663 - Awesome. 00:29:23.663 --> 00:29:26.250 So I think that's all the time we have for live questions, 00:29:26.250 --> 00:29:28.300 so thanks Shannon for presenting, 00:29:28.300 --> 00:29:31.260 and thank you Patty for answering all of the questions. 00:29:31.260 --> 00:29:33.110 And then I wanted to thank you the audience 00:29:33.110 --> 00:29:35.470 for taking the time out of your busy evenings 00:29:35.470 --> 00:29:36.370 to be with us. 00:29:36.370 --> 00:29:39.550 We know this is an extremely busy time for all of you, 00:29:39.550 --> 00:29:41.760 and we appreciate you investing your time 00:29:41.760 --> 00:29:43.210 into this session. 00:29:43.210 --> 00:29:46.330 If you miss anything, or if you wanna go back and review, 00:29:46.330 --> 00:29:47.930 for those of you who registered, 00:29:47.930 --> 00:29:50.730 this recording will automatically be emailed to you, 00:29:50.730 --> 00:29:51.960 once it gets posted, 00:29:51.960 --> 00:29:54.340 and then for those of you who might know 00:29:54.340 --> 00:29:56.160 of other folks who would be interested in this, 00:29:56.160 --> 00:29:57.620 we'll be making this available, 00:29:57.620 --> 00:29:59.800 and post it online for reference. 00:29:59.800 --> 00:30:02.320 And then also we have quite a few other resources 00:30:02.320 --> 00:30:04.860 that we're building on a daily basis for you all, 00:30:04.860 --> 00:30:07.298 and this is available at KhanAcademy.org. 00:30:07.298 --> 00:30:09.730 So please come back and visit often. 00:30:09.730 --> 00:30:12.950 We're building things, like I said, daily for you all. 00:30:12.950 --> 00:30:14.300 And then before we sign off, 00:30:14.300 --> 00:30:16.620 we'd ask you to do one more thing for us. 00:30:16.620 --> 00:30:18.510 There's a poll that pops up at the very end 00:30:18.510 --> 00:30:20.590 of this webinar, and we would like you 00:30:20.590 --> 00:30:22.510 to give us feedback on two things. 00:30:22.510 --> 00:30:24.760 First, how could we make future iterations 00:30:24.760 --> 00:30:26.920 of this session even better for you all, 00:30:26.920 --> 00:30:28.570 and then secondly what kind of sessions 00:30:28.570 --> 00:30:30.282 would you like to see from us next? 00:30:30.282 --> 00:30:32.364 In fact this session was actually structured 00:30:32.364 --> 00:30:34.250 and created based on feedback 00:30:34.250 --> 00:30:35.784 from the first session we created. 00:30:35.784 --> 00:30:38.350 Many of you asked for more insights 00:30:38.350 --> 00:30:41.060 in terms of scheduling and finding content, 00:30:41.060 --> 00:30:42.550 and so I just wanna let you all know 00:30:42.550 --> 00:30:44.480 that we're listening, we're here to support you, 00:30:44.480 --> 00:30:46.890 and your feedback is very welcome, 00:30:46.890 --> 00:30:49.455 and we try to incorporate it in everything that we do, 00:30:49.455 --> 00:30:51.360 so thank you for that. 00:30:51.360 --> 00:30:53.296 And in closing, we just want you to know 00:30:53.296 --> 00:30:56.543 that we recognize you're juggling a lot as parents, 00:30:56.543 --> 00:30:59.620 as, you know, guardians, as grandparents, 00:30:59.620 --> 00:31:01.640 as well as nannies, I saw somebody post 00:31:01.640 --> 00:31:04.280 a call out for nannies in the questions. 00:31:04.280 --> 00:31:06.328 This is uncharted territory for all of us, 00:31:06.328 --> 00:31:08.600 and we here at Khan Academy want to remind you 00:31:08.600 --> 00:31:11.890 that it's really important that you be kind to yourselves 00:31:11.890 --> 00:31:12.822 in this period. 00:31:12.822 --> 00:31:14.610 There's lots happening, 00:31:14.610 --> 00:31:16.960 and you're juggling work, you're juggling parenting, 00:31:16.960 --> 00:31:19.360 and you're juggling education, all at the same time, 00:31:19.360 --> 00:31:20.680 and so we're here to support you, 00:31:20.680 --> 00:31:22.950 and we want you to be kind to yourselves. 00:31:22.950 --> 00:31:24.380 And we want you to know that we recognize 00:31:24.380 --> 00:31:25.213 that you've got this. 00:31:25.213 --> 00:31:28.740 This is gonna be something that you're gonna do very well. 00:31:28.740 --> 00:31:31.760 And so, with that, from all of us at Khan Academy, 00:31:31.760 --> 00:31:33.710 you know, thanks again, and good night.

Character actions in stories

https://www.youtube.com/watch?v=tW9TG22U3Go

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https://www.youtube.com/api/timedtext?v=tW9TG22U3Go&ei=ZliUZYjgJd6kp-oP46ew0AM&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=D2321E6294BFF0AAE181E3D77D4573D99DB3A2F2.D8986DF50AC8CCE953D36DE6F54C46DC86305C12&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.170 --> 00:00:01.120 - [David] Hello, readers. 00:00:01.120 --> 00:00:04.158 Today it is a time for action. 00:00:04.158 --> 00:00:06.670 (horn blares) 00:00:06.670 --> 00:00:08.560 Yes, sound the horn of action, 00:00:08.560 --> 00:00:10.440 because today we're going to be talking about 00:00:10.440 --> 00:00:13.430 character actions in stories. 00:00:13.430 --> 00:00:15.110 Understanding what characters do 00:00:15.110 --> 00:00:17.820 is key to your success as a reader. 00:00:17.820 --> 00:00:20.090 The way characters behave towards themselves, 00:00:20.090 --> 00:00:22.070 towards others, towards objects, 00:00:22.070 --> 00:00:23.490 can tell us a lot about them 00:00:23.490 --> 00:00:27.580 and can give us clues to the larger messages in a story. 00:00:27.580 --> 00:00:31.000 Character actions are what drive a story forward. 00:00:31.000 --> 00:00:32.970 Let my co-worker Kim read you a story 00:00:32.970 --> 00:00:36.120 in which nobody takes any actions. 00:00:36.120 --> 00:00:40.110 - [Kim] Once upon a time, there was a magical kingdom 00:00:40.110 --> 00:00:43.220 in which nobody ever did anything. 00:00:43.220 --> 00:00:46.990 Nobody baked bread or called their friends on the phone 00:00:46.990 --> 00:00:50.720 or played video games or soccer or basketball 00:00:50.720 --> 00:00:53.830 or wrote books or ate yogurt. 00:00:53.830 --> 00:00:55.133 They didn't even nap. 00:00:56.020 --> 00:00:57.333 They just sat there. 00:00:58.481 --> 00:01:00.800 (Kim yawns) 00:01:00.800 --> 00:01:03.050 It was a very boring kingdom. 00:01:03.050 --> 00:01:04.480 - [David] Why, thank you, Kim. 00:01:04.480 --> 00:01:08.580 Without character action, there is no story. 00:01:08.580 --> 00:01:09.850 Let's try that again. 00:01:09.850 --> 00:01:12.400 I'll blow the horn of action and Kim you do that again, 00:01:12.400 --> 00:01:15.210 but this time let's throw in some character decisions. 00:01:15.210 --> 00:01:19.686 All right, lights, camera, horn of action. 00:01:19.686 --> 00:01:22.730 (horn blares) 00:01:22.730 --> 00:01:24.700 - [Kim] The magical kingdom of Belchantry 00:01:24.700 --> 00:01:26.980 was abuzz with activity. 00:01:26.980 --> 00:01:30.310 Bakers baked, ballers shot hoops, 00:01:30.310 --> 00:01:32.480 yogurt smiths made yogurt. 00:01:32.480 --> 00:01:36.740 The young princess Lulabell practiced her swordplay. 00:01:36.740 --> 00:01:40.120 And on a great tower on the outskirts of town 00:01:40.120 --> 00:01:44.210 an evil wizard put the finishing touches on a spell 00:01:44.210 --> 00:01:47.920 that would bring terrible darkness to the land. 00:01:47.920 --> 00:01:50.500 - [David] See, now that's a story I wanna hear. 00:01:50.500 --> 00:01:53.490 Character actions and decisions have to drive the story. 00:01:53.490 --> 00:01:55.620 It's about what characters choose to do, 00:01:55.620 --> 00:01:57.723 not just about the world around them. 00:01:58.660 --> 00:02:01.440 There could be a big, scary storm, 00:02:01.440 --> 00:02:03.330 but that's not character action. 00:02:03.330 --> 00:02:05.730 It's about how the characters react to the storm 00:02:05.730 --> 00:02:08.150 that matters, that shapes the story. 00:02:08.150 --> 00:02:10.150 What do characters do in times of trouble 00:02:10.150 --> 00:02:12.200 or when their friends need help? 00:02:12.200 --> 00:02:15.160 That's when you can learn the most about them. 00:02:15.160 --> 00:02:18.500 Actions speak louder than words, after all. 00:02:18.500 --> 00:02:20.770 What motivates these characters? 00:02:20.770 --> 00:02:22.690 Why do they act the way they act? 00:02:22.690 --> 00:02:25.790 What are the values or beliefs that drive them? 00:02:25.790 --> 00:02:27.160 What are their goals? 00:02:27.160 --> 00:02:30.453 And what does that tell us about the message of the story? 00:02:31.760 --> 00:02:34.510 Sometimes characters don't behave in the way that we expect, 00:02:34.510 --> 00:02:37.020 like villainous characters may seem nice 00:02:37.020 --> 00:02:39.120 in order to do evil things. 00:02:39.120 --> 00:02:40.980 If we think about "The Three Little Pigs." 00:02:40.980 --> 00:02:43.317 If the Big Bad Wolf is going door to door and saying, 00:02:43.317 --> 00:02:44.807 "Hello, little pig. 00:02:44.807 --> 00:02:49.807 "It's me, your new neighbor, the Small Nice Wolf. 00:02:49.837 --> 00:02:52.657 "And I brought you some cookies." 00:02:53.750 --> 00:02:55.760 If you're the pig looking out the window, 00:02:55.760 --> 00:02:57.430 you should open the door, right? 00:02:57.430 --> 00:02:58.900 Heek no! 00:02:58.900 --> 00:03:01.320 The wolf is trying to trick you, lock the door. 00:03:01.320 --> 00:03:03.720 What's interesting about looking at character actions 00:03:03.720 --> 00:03:06.410 is they can help us see how characters change 00:03:06.410 --> 00:03:07.600 throughout a story. 00:03:07.600 --> 00:03:08.700 In the film "Moana," 00:03:08.700 --> 00:03:10.360 the demi-god character Maui 00:03:10.360 --> 00:03:12.880 begins as a selfish tricky character, 00:03:12.880 --> 00:03:14.710 but by the end of the movie he's changed 00:03:14.710 --> 00:03:17.360 and he cares about Moana and helps her. 00:03:17.360 --> 00:03:19.590 We can see that because of his actions. 00:03:19.590 --> 00:03:21.970 He begins by stealing Moana's boat 00:03:21.970 --> 00:03:23.400 and stranding her on an island, 00:03:23.400 --> 00:03:27.310 and he ends by sacrificing his magic fish hook to help her. 00:03:27.310 --> 00:03:29.380 Sorry for "Moana" spoilers. 00:03:29.380 --> 00:03:33.410 Characters in stories can be complex, just like real people. 00:03:33.410 --> 00:03:35.440 The way they behave might surprise you. 00:03:35.440 --> 00:03:39.490 And if it does, ask yourself, why is this a surprise? 00:03:39.490 --> 00:03:42.670 Why is this character behaving in this way? 00:03:42.670 --> 00:03:44.390 Look for evidence throughout a text 00:03:44.390 --> 00:03:47.500 to help you understand the way characters act. 00:03:47.500 --> 00:03:50.300 If you've insight into their thoughts or feelings, 00:03:50.300 --> 00:03:52.730 that can be a great place to start. 00:03:52.730 --> 00:03:57.440 But, for now, I'm going to take action by ending this video. 00:03:57.440 --> 00:03:59.663 You can learn anything, David out.

For parents: setting a daily learning schedule for learners ages 2-7

https://www.youtube.com/watch?v=UtJNBjei0a8

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https://www.youtube.com/api/timedtext?v=UtJNBjei0a8&ei=ZliUZdiyFMKGp-oPgZy1gAY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=B6DB3E4275C4BC3D0937B7F03330CA9DBCD2160B.B621F4328334107099D563F2233EBFD0E2F031A3&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:03.690 --> 00:00:06.140 - Hi everyone, if you're already here 00:00:06.140 --> 00:00:08.650 for the "Structuring The Day" webinar 00:00:08.650 --> 00:00:09.960 from Khan Academy kids. 00:00:09.960 --> 00:00:11.380 Thank you so much for joining. 00:00:11.380 --> 00:00:13.450 We're going to get started in just a minute 00:00:13.450 --> 00:00:15.723 when folks have had time to join, thank you. 00:00:38.000 --> 00:00:40.070 Hi, my name is Sophie 00:00:40.070 --> 00:00:43.770 and I'm from the Khan Academy Kids team. 00:00:43.770 --> 00:00:46.680 Thank you so much for joining today 00:00:46.680 --> 00:00:50.110 for our parent webinar on "Structuring The Day" 00:00:50.110 --> 00:00:54.570 and how some of the Khan Academy Kids resources and tools 00:00:54.570 --> 00:00:58.840 and support center can help you keep your days moving 00:00:58.840 --> 00:01:01.110 with your little ones at home. 00:01:01.110 --> 00:01:04.120 I wanna take this moment to say thank you so much 00:01:04.120 --> 00:01:09.120 to our sponsors, Bank of America, Google.org, 00:01:09.296 --> 00:01:13.530 AT&T and Nevadas for helping us provide this support 00:01:13.530 --> 00:01:16.750 during school closures, we are so grateful. 00:01:16.750 --> 00:01:19.310 And I wanna just acknowledge all of you parents 00:01:19.310 --> 00:01:22.180 carers, grandparents, maybe some teachers 00:01:22.180 --> 00:01:23.700 who have joined today. 00:01:23.700 --> 00:01:27.380 You're taking the time to figure out ways 00:01:27.380 --> 00:01:28.850 that you can make your days 00:01:28.850 --> 00:01:30.750 maybe a little bit more structured 00:01:30.750 --> 00:01:32.730 maybe meet some more of your goals 00:01:32.730 --> 00:01:36.080 and we're so grateful that you're turning to Khan Academy 00:01:36.080 --> 00:01:38.373 and Khan Academy Kids at this time. 00:01:44.200 --> 00:01:46.020 I am Sophie Turnbull. 00:01:46.020 --> 00:01:48.380 I'm from the Khan Academy Kids team 00:01:48.380 --> 00:01:51.340 and today I'm really excited to be joined 00:01:51.340 --> 00:01:53.970 by two of my friends and colleagues 00:01:53.970 --> 00:01:55.580 Vicki Lang and Dan Tieu 00:01:55.580 --> 00:01:58.663 and they are both on the Khan Academy team. 00:02:00.770 --> 00:02:02.830 Today our big objective 00:02:02.830 --> 00:02:05.420 is to make sure you know where to go 00:02:05.420 --> 00:02:09.140 to find tools to help you structure your day 00:02:09.140 --> 00:02:12.930 and achieve your goals during this school closure period. 00:02:12.930 --> 00:02:15.180 We've got a bunch of free resources 00:02:15.180 --> 00:02:17.160 and we've got our expert Vicky 00:02:17.160 --> 00:02:19.490 joining to give us some tips and tricks. 00:02:19.490 --> 00:02:21.750 I think this will be really helpful for parents 00:02:21.750 --> 00:02:23.640 who are thinking about ways 00:02:23.640 --> 00:02:26.240 that they can help keep their children learning 00:02:26.240 --> 00:02:28.060 throughout school closures. 00:02:28.060 --> 00:02:29.970 We won't cover in detail 00:02:29.970 --> 00:02:32.890 how to get set up on Khan Academy Kids 00:02:32.890 --> 00:02:36.550 how to download the app and set up a profile for your child. 00:02:36.550 --> 00:02:40.730 And we won't cover specific advice for teachers. 00:02:40.730 --> 00:02:42.730 That is all really important stuff 00:02:42.730 --> 00:02:46.600 and if you go to the handout that is linked in this webinar 00:02:46.600 --> 00:02:49.910 you'll see that on the learning objectives page 00:02:49.910 --> 00:02:52.910 we have linked to the getting started guide 00:02:52.910 --> 00:02:54.640 and to the teacher guide. 00:02:54.640 --> 00:02:56.250 And if that's what you're looking for 00:02:56.250 --> 00:02:58.853 then I'd encourage you to check those resources out. 00:03:00.400 --> 00:03:03.700 What we will cover is a quick overview 00:03:03.700 --> 00:03:06.090 of the Khan Academy Kids resources. 00:03:06.090 --> 00:03:08.020 And then we'll spend most of our time 00:03:08.020 --> 00:03:11.420 hearing about this idea of structuring our day. 00:03:11.420 --> 00:03:14.960 And we'll hear from a pro on how to do this. 00:03:14.960 --> 00:03:17.120 And then we're gonna turn it over to you. 00:03:17.120 --> 00:03:19.590 I wanna spend at least 10 minutes of today 00:03:19.590 --> 00:03:21.150 answering your questions 00:03:21.150 --> 00:03:24.300 and hearing from you about what's on your mind 00:03:24.300 --> 00:03:27.050 as you try and structure your day with the little ones. 00:03:28.680 --> 00:03:32.170 Khan Academy Kids is a part of Khan Academy 00:03:32.170 --> 00:03:34.820 but it's a separate app, it's a mobile app 00:03:34.820 --> 00:03:37.660 and it was designed particularly for children 00:03:37.660 --> 00:03:40.080 ages two through seven. 00:03:40.080 --> 00:03:43.320 Just like Khan Academy, it's completely free. 00:03:43.320 --> 00:03:46.400 There are no ads, there are no subscriptions in the app. 00:03:46.400 --> 00:03:48.690 It is a really rich and educational 00:03:48.690 --> 00:03:50.830 and also entertaining experience 00:03:50.830 --> 00:03:52.393 for your two to seven year old. 00:03:53.940 --> 00:03:55.820 It has a range of activities. 00:03:55.820 --> 00:03:59.690 We built it with head start, so it has a lot of the academic 00:03:59.690 --> 00:04:01.620 and on academic activities 00:04:01.620 --> 00:04:04.730 that are really useful for getting your preschooler, 00:04:04.730 --> 00:04:07.210 kindergarten, first grader, ready to go on 00:04:07.210 --> 00:04:08.770 and succeed at school. 00:04:08.770 --> 00:04:11.660 So it includes math and reading. 00:04:11.660 --> 00:04:13.620 Also things like telling the time 00:04:13.620 --> 00:04:15.870 and life skills like getting dressed. 00:04:15.870 --> 00:04:19.140 It has a huge social emotional learning aspect to it. 00:04:19.140 --> 00:04:21.240 Things like understanding emotions 00:04:21.240 --> 00:04:22.690 and expressing frustration 00:04:22.690 --> 00:04:26.330 which I think is really important during this time. 00:04:26.330 --> 00:04:28.860 And it also encourages children to get up 00:04:28.860 --> 00:04:31.940 and move around to draw a picture for a friend 00:04:31.940 --> 00:04:32.830 and get creative. 00:04:32.830 --> 00:04:36.660 It is so much more than just drilling the hot academics 00:04:36.660 --> 00:04:38.540 and that's what we hear from parents 00:04:38.540 --> 00:04:40.393 and that's what they really love. 00:04:43.290 --> 00:04:45.650 During this time of school closures 00:04:45.650 --> 00:04:49.640 we have had a think about and we've talked to parents 00:04:49.640 --> 00:04:51.560 about what they're finding useful 00:04:51.560 --> 00:04:54.410 and one piece of feedback has been the app is amazing. 00:04:54.410 --> 00:04:57.170 I'm just really struggling to structure my day. 00:04:57.170 --> 00:05:00.150 How much time should we spend on Khan Academy Kids 00:05:00.150 --> 00:05:02.600 verses play time or doing other things that are so important 00:05:02.600 --> 00:05:04.450 through our day? 00:05:04.450 --> 00:05:06.500 And how on earth do I get any work done 00:05:06.500 --> 00:05:10.310 in this mind bogglingly confusing time? 00:05:10.310 --> 00:05:14.230 And one thing that we have come up with at Khan Academy 00:05:14.230 --> 00:05:16.010 is a set of schedules 00:05:16.010 --> 00:05:18.470 that just gives you a recommendation, a guide, 00:05:18.470 --> 00:05:21.850 a starting point, that educators and parents alike 00:05:21.850 --> 00:05:24.010 came together and helped to form 00:05:24.010 --> 00:05:27.030 that says, "Maybe you could structure your day like this." 00:05:27.030 --> 00:05:29.390 So on this page in your handout 00:05:29.390 --> 00:05:31.740 you'll see a template for the daily schedules. 00:05:31.740 --> 00:05:33.330 They're the Khan Academy schedules 00:05:33.330 --> 00:05:34.740 and they go right from preschool 00:05:34.740 --> 00:05:36.840 right through to the end of high school. 00:05:36.840 --> 00:05:38.660 So if you've got a child of any age 00:05:38.660 --> 00:05:40.050 and you're listening to this webinar 00:05:40.050 --> 00:05:41.660 that will be helpful for you. 00:05:41.660 --> 00:05:44.230 We've also included this more guidance link 00:05:44.230 --> 00:05:47.740 and that is the Khan Academy Kids team 00:05:47.740 --> 00:05:50.770 has added some very visual and fun schedules 00:05:50.770 --> 00:05:54.870 specifically for children ages two through seven. 00:05:54.870 --> 00:05:56.270 And if you're looking for something 00:05:56.270 --> 00:05:57.440 where you can actually engage 00:05:57.440 --> 00:05:59.060 and build a schedule with your child 00:05:59.060 --> 00:06:00.420 then I'd encourage you to have have a look 00:06:00.420 --> 00:06:03.603 at those extra examples from Khan Academy Kids. 00:06:05.340 --> 00:06:08.040 And we put these schedules out 00:06:08.040 --> 00:06:09.750 having heard that they were important 00:06:09.750 --> 00:06:12.530 but we could not have prepared ourselves for the feedback 00:06:12.530 --> 00:06:13.780 that we got from parents. 00:06:14.630 --> 00:06:15.980 One of my favorite quotes 00:06:15.980 --> 00:06:18.367 is a parent who says, "I just got teary eyed 00:06:18.367 --> 00:06:20.757 "reading the Khan Academy schedules. 00:06:20.757 --> 00:06:22.370 "These are fantastic." 00:06:22.370 --> 00:06:25.520 Parents just saying that it has really helped them 00:06:25.520 --> 00:06:29.720 to get some degree of normalcy back into their day. 00:06:29.720 --> 00:06:32.540 And so I really want as many of you all 00:06:32.540 --> 00:06:33.940 to access these schedules. 00:06:33.940 --> 00:06:35.610 We'll be sharing the handout 00:06:35.610 --> 00:06:37.420 and you'll be able to click on those links 00:06:37.420 --> 00:06:38.860 and check them out. 00:06:38.860 --> 00:06:40.740 But what I thought would be really important 00:06:40.740 --> 00:06:42.490 was to acknowledge that they weren't just work 00:06:42.490 --> 00:06:44.570 as is for everyone. 00:06:44.570 --> 00:06:49.010 And I wanted to invite my friend at Khan Academy 00:06:49.010 --> 00:06:51.940 who is an incredible parent and educator 00:06:51.940 --> 00:06:53.460 and child development specialist. 00:06:53.460 --> 00:06:55.530 I'll let Vicki tell her story. 00:06:55.530 --> 00:06:58.060 But I'd love for Vicki to share with you some tips 00:06:58.060 --> 00:07:00.790 about how you can really use these schedules 00:07:00.790 --> 00:07:03.380 as one tool that might help you structure your day 00:07:03.380 --> 00:07:05.800 and some other important things that you can keep in mind 00:07:05.800 --> 00:07:06.870 as you're doing that. 00:07:06.870 --> 00:07:08.363 So I'll hand over to Vicki. 00:07:10.400 --> 00:07:11.830 - Yeah, thanks Sophie. 00:07:11.830 --> 00:07:13.030 What a wonderful introduction 00:07:13.030 --> 00:07:16.610 and just wealth of fantastic resources 00:07:16.610 --> 00:07:18.810 you all have put together at Khan Kids. 00:07:18.810 --> 00:07:21.763 My six year old loves it, it's so fun. 00:07:23.360 --> 00:07:26.640 So yeah, I'm gonna talk to you a little bit about 00:07:26.640 --> 00:07:30.180 the specific schedules that we've put together at Khan Kids. 00:07:30.180 --> 00:07:33.550 And sort of the bigger principles 00:07:33.550 --> 00:07:35.200 of like what are some things to think about 00:07:35.200 --> 00:07:37.870 as you're structuring the day for a young child 00:07:37.870 --> 00:07:39.810 especially if you are also trying to get work done 00:07:39.810 --> 00:07:40.643 at the same time? 00:07:40.643 --> 00:07:42.150 So we're all, I'm living that myself right now. 00:07:42.150 --> 00:07:45.133 We're all trying to do 1700 things at once. 00:07:45.970 --> 00:07:48.100 Before I launch into that just a little bit about 00:07:48.100 --> 00:07:49.210 who's talking to you. 00:07:49.210 --> 00:07:52.030 I'm a learning scientist at Khan Academy. 00:07:52.030 --> 00:07:55.750 I help all of the teams understand how learning works 00:07:55.750 --> 00:07:57.390 and how to design for it. 00:07:57.390 --> 00:08:00.570 I've been doing learning design for a long time. 00:08:00.570 --> 00:08:03.000 First as an elementary school teacher and then an ed tech 00:08:03.000 --> 00:08:04.530 and I am the parent myself. 00:08:04.530 --> 00:08:06.497 I'm a single parent of a six year old 00:08:06.497 --> 00:08:08.370 and so I have a lot of practice. 00:08:08.370 --> 00:08:09.203 She's in kindergarten 00:08:09.203 --> 00:08:11.350 a lot of practice doing two things at once. 00:08:11.350 --> 00:08:13.830 And living this currently 00:08:13.830 --> 00:08:16.060 of her kindergarten being closed. 00:08:16.060 --> 00:08:18.810 I'm trying to figure out how to structure this day for her 00:08:18.810 --> 00:08:21.843 while also continuing to try to do my job. 00:08:22.920 --> 00:08:26.800 So let's look at what some of these key principles are 00:08:26.800 --> 00:08:28.420 of what we're trying to do 00:08:28.420 --> 00:08:29.710 on restructuring the day for a kid 00:08:29.710 --> 00:08:33.180 and why you would wanna put structure on it at all. 00:08:33.180 --> 00:08:34.730 If we can go to our next slide. 00:08:39.550 --> 00:08:40.950 Can we go to the next slide? 00:08:42.600 --> 00:08:47.600 Thanks, well sometimes it freeze up. 00:08:48.380 --> 00:08:50.443 I know that feeling, that's a terrible feeling. 00:08:51.750 --> 00:08:53.060 So what we're trying to do 00:08:53.060 --> 00:08:55.640 the real goal of trying to think through structure 00:08:55.640 --> 00:08:58.800 is to create a space where kids feel safe 00:08:58.800 --> 00:09:02.150 and secure so that they can can learn and you can work. 00:09:02.150 --> 00:09:03.680 Safety and security are good 00:09:03.680 --> 00:09:06.950 especially in an uncertain time like how we are right now. 00:09:06.950 --> 00:09:09.790 And then it's also true that kids who feel safe and secure 00:09:09.790 --> 00:09:12.010 learn better, their brains are more ready to learn 00:09:12.010 --> 00:09:14.260 and they're also better able to play independently 00:09:14.260 --> 00:09:15.570 when it's time to play independently 00:09:15.570 --> 00:09:16.660 so that you can get your work done. 00:09:16.660 --> 00:09:18.510 So it's kind of a win win all around. 00:09:19.850 --> 00:09:21.200 And that's gonna help 00:09:21.200 --> 00:09:23.130 you to be able to get even just a few hours 00:09:23.130 --> 00:09:25.170 of work done or not if you're not working. 00:09:25.170 --> 00:09:27.280 Either way, it's still good for the kids 00:09:27.280 --> 00:09:28.970 to know what to expect throughout the day. 00:09:28.970 --> 00:09:30.170 And then hopefully by the end of the day 00:09:30.170 --> 00:09:32.120 we can all go to bed still liking each other 00:09:32.120 --> 00:09:35.120 and getting along reasonably well by the end of the day 00:09:36.180 --> 00:09:37.890 even in this stressful time. 00:09:37.890 --> 00:09:39.720 So the big ideas to keep in mind 00:09:39.720 --> 00:09:42.867 cause as Sophie said, "Every family is different 00:09:42.867 --> 00:09:44.257 "and what works for one family 00:09:44.257 --> 00:09:45.300 "isn't gonna work for another." 00:09:45.300 --> 00:09:47.710 So I want you to be able to modify 00:09:47.710 --> 00:09:48.960 the tools that we're providing 00:09:48.960 --> 00:09:51.230 to work for your specific situation. 00:09:51.230 --> 00:09:54.170 And as you do that I want you to know what are the big ideas 00:09:54.170 --> 00:09:59.170 that I wanna keep in mind going forward as I make changes. 00:09:59.210 --> 00:10:01.730 So first clarity and communication 00:10:01.730 --> 00:10:03.740 is really helpful for kids. 00:10:03.740 --> 00:10:05.690 When kids know what to expect 00:10:05.690 --> 00:10:09.090 and what's expected of them, that helps them feel confident. 00:10:09.090 --> 00:10:12.350 It helps them feel like they are empowered 00:10:12.350 --> 00:10:13.730 to act independently 00:10:13.730 --> 00:10:16.130 and they can trust that it's gonna work out 00:10:16.130 --> 00:10:17.840 cause they know what's expected of them. 00:10:17.840 --> 00:10:19.470 When they know what to expect 00:10:19.470 --> 00:10:23.710 they come to trust the world as a safe and reliable place 00:10:23.710 --> 00:10:24.800 that they can walk around 00:10:24.800 --> 00:10:26.990 and then it's gonna be okay in general. 00:10:26.990 --> 00:10:29.000 So having that clarity of a list 00:10:29.000 --> 00:10:30.990 of this is what's gonna happen throughout the day 00:10:30.990 --> 00:10:32.120 and we're gonna stick to this 00:10:32.120 --> 00:10:34.770 and if it changes I'm gonna talk with you about that 00:10:34.770 --> 00:10:36.560 and partner with you about that. 00:10:36.560 --> 00:10:40.350 So that the kiddo is just aware of what's going on for them. 00:10:40.350 --> 00:10:42.770 That really helps them to feel secure. 00:10:42.770 --> 00:10:45.700 Connection is also really important. 00:10:45.700 --> 00:10:47.430 Connection with any trusted adult 00:10:47.430 --> 00:10:50.320 is an important part of security for kids. 00:10:50.320 --> 00:10:53.820 They constantly need that connection cup refilled. 00:10:53.820 --> 00:10:58.150 This is when you start to see attention seeking behaviors 00:10:58.150 --> 00:11:00.060 and it can be really helpful 00:11:00.060 --> 00:11:02.220 to reframe them as connection seeking behaviors. 00:11:02.220 --> 00:11:03.720 That kid is wondering like, 00:11:03.720 --> 00:11:06.310 are you not just physically present in the room 00:11:06.310 --> 00:11:08.420 but are you really able to attend to them 00:11:08.420 --> 00:11:09.970 really see them and hear what they need 00:11:09.970 --> 00:11:12.990 and be available for them even just for a brief moment? 00:11:12.990 --> 00:11:14.810 And connection can be really hard. 00:11:14.810 --> 00:11:15.820 It's really hard 00:11:15.820 --> 00:11:18.550 especially when we are managing so many different things 00:11:18.550 --> 00:11:19.930 and also trying to work 00:11:19.930 --> 00:11:21.770 and our kiddos don't understand why we're home 00:11:21.770 --> 00:11:24.000 but not able to be with them all the time. 00:11:24.000 --> 00:11:26.520 And so connection is something that's like lost 00:11:26.520 --> 00:11:30.020 and reestablished many times a day in any family. 00:11:30.020 --> 00:11:32.680 And sometimes it's taking a break to go be with them 00:11:32.680 --> 00:11:34.720 on part of their schedule and we'll talk about that. 00:11:34.720 --> 00:11:37.630 And sometimes it's just as we do a lot of staring contests 00:11:37.630 --> 00:11:38.463 at my house. 00:11:38.463 --> 00:11:39.296 Just a quick minute. 00:11:39.296 --> 00:11:40.530 Let's re establish eye contact. 00:11:40.530 --> 00:11:42.240 I really see you, I'm really here with you. 00:11:42.240 --> 00:11:45.430 I'm gonna give you like not a half hug 00:11:45.430 --> 00:11:47.880 while I look at my laptop but a turn to you like a real hug 00:11:47.880 --> 00:11:50.030 just for a second before I go back to work. 00:11:50.930 --> 00:11:52.540 That can really help that kid feel more secure. 00:11:52.540 --> 00:11:55.370 And then choice is another big idea 00:11:56.360 --> 00:11:58.260 that helps kids 00:11:58.260 --> 00:12:01.600 develop a sense of positive self control and autonomy. 00:12:01.600 --> 00:12:03.290 It gives them practice with planning. 00:12:03.290 --> 00:12:06.140 It helps them understand that they can make a plan 00:12:06.140 --> 00:12:07.050 and they can carry it out 00:12:07.050 --> 00:12:08.450 and they can feel successful with that 00:12:08.450 --> 00:12:10.850 if we give them just a manageable number of options 00:12:10.850 --> 00:12:12.303 and set them up for success. 00:12:13.720 --> 00:12:15.250 That's gonna support their development 00:12:15.250 --> 00:12:17.480 and their executive functioning skill as they grow. 00:12:17.480 --> 00:12:19.580 And it creates ownership 00:12:19.580 --> 00:12:22.340 which means the kiddo is more bought in and more engaged 00:12:22.340 --> 00:12:24.550 and more motivated to do what they need to do during the day 00:12:24.550 --> 00:12:26.070 cause they had a little bit of choice 00:12:26.070 --> 00:12:27.160 in when they're gonna do it 00:12:27.160 --> 00:12:29.070 and exactly what they're gonna do. 00:12:29.070 --> 00:12:31.380 So those are the big ideas 00:12:31.380 --> 00:12:34.250 that I recommend trying to build into a schedule. 00:12:34.250 --> 00:12:38.560 That said, everybody is in just chaos right now. 00:12:38.560 --> 00:12:41.690 And so you're doing great, whatever you're doing is great. 00:12:41.690 --> 00:12:44.130 These are just some things to try to carry forward. 00:12:44.130 --> 00:12:45.550 So let's look at... 00:12:46.920 --> 00:12:49.050 Sorry if you can go back for just a second. 00:12:49.050 --> 00:12:51.670 This picture on the right, this is my daughter 00:12:51.670 --> 00:12:54.190 and you can see choice there. 00:12:54.190 --> 00:12:55.940 This is our schedule that she's standing on 00:12:55.940 --> 00:12:57.540 and then she's got activity cards there 00:12:57.540 --> 00:13:01.020 and she's thinking about where she wants to put her cards 00:13:01.020 --> 00:13:01.853 during the day. 00:13:01.853 --> 00:13:03.350 And so this is something that we do every morning 00:13:03.350 --> 00:13:06.550 at breakfast but you're gonna be able to figure out 00:13:06.550 --> 00:13:08.250 what works for you in your family. 00:13:10.800 --> 00:13:12.160 Looking at the next slide 00:13:12.160 --> 00:13:14.403 what might actually go in your schedule? 00:13:16.800 --> 00:13:18.430 It depends on how much time you have 00:13:18.430 --> 00:13:21.320 and what your school has provided for you 00:13:21.320 --> 00:13:24.540 and it's gonna vary depending on what you're able to do. 00:13:24.540 --> 00:13:27.080 But if you look at a typical early childhood classroom 00:13:27.080 --> 00:13:28.740 or a preschool classroom 00:13:28.740 --> 00:13:31.093 these are the topics they'd be trying to cover. 00:13:32.050 --> 00:13:34.690 Reading and writing, I should say writing, some math 00:13:34.690 --> 00:13:37.730 we have both of those in Khan Kids, it's fantastic. 00:13:37.730 --> 00:13:39.010 Social time with other kids 00:13:39.010 --> 00:13:43.010 even if it's on video with a play date or with adults. 00:13:43.010 --> 00:13:45.310 Free play time where they can be creative 00:13:45.310 --> 00:13:49.030 and get some large motor practice and small motor practice 00:13:49.030 --> 00:13:50.320 and science and social studies. 00:13:50.320 --> 00:13:53.060 Are you gonna be able to do all those every day? 00:13:53.060 --> 00:13:54.910 No, I'm not able to do all those every day. 00:13:54.910 --> 00:13:56.390 Like there's a reason teaching and parenting 00:13:56.390 --> 00:13:57.540 are two different jobs. 00:13:57.540 --> 00:13:59.160 And we don't have people ordinarily 00:13:59.160 --> 00:14:02.130 that are full time parents and full time teachers. 00:14:02.130 --> 00:14:03.407 You're not gonna be able to do that 00:14:03.407 --> 00:14:05.707 you can give yourself some grace and patience. 00:14:07.070 --> 00:14:09.030 But we're all doing the best that we can. 00:14:09.030 --> 00:14:10.150 And if you can go to the next slide 00:14:10.150 --> 00:14:12.770 we'll look just briefly at the examples 00:14:12.770 --> 00:14:13.603 of some of the things. 00:14:13.603 --> 00:14:16.153 This is a sneak preview of what's coming for you on Friday. 00:14:17.170 --> 00:14:18.300 With through Khan Kids. 00:14:18.300 --> 00:14:20.370 So there's a couple different structures. 00:14:20.370 --> 00:14:21.593 This is the written one. 00:14:22.440 --> 00:14:23.420 There's an option on the left 00:14:23.420 --> 00:14:26.010 where you can write in the times that work for you, 00:14:26.010 --> 00:14:27.960 activities, there's activity cards 00:14:27.960 --> 00:14:29.210 and there's a space where you can write down 00:14:29.210 --> 00:14:30.200 the name of the grown up 00:14:30.200 --> 00:14:31.450 or you could just write independent 00:14:31.450 --> 00:14:32.730 if it's independent time. 00:14:32.730 --> 00:14:33.810 That might be with that kiddo 00:14:33.810 --> 00:14:34.840 cause then the kiddo knows 00:14:34.840 --> 00:14:37.470 it's easier for them to play by themselves for a half hour 00:14:37.470 --> 00:14:39.320 if they know when you're coming back. 00:14:40.240 --> 00:14:41.330 And then there's an option on the right 00:14:41.330 --> 00:14:42.163 if you don't have the time 00:14:42.163 --> 00:14:45.690 or space to invest in that level of connection 00:14:45.690 --> 00:14:48.350 then there's this version that's just for your kiddo 00:14:48.350 --> 00:14:49.690 to fill in their activities. 00:14:49.690 --> 00:14:52.580 And you can pre fill it if you wanna be consistent every day 00:14:52.580 --> 00:14:55.910 and limit their number of choices, whatever works for you. 00:14:55.910 --> 00:14:56.980 If you look at the next slide 00:14:56.980 --> 00:15:01.483 I think there's some examples here of how that might look. 00:15:03.960 --> 00:15:08.960 We do things like read on video chat with grandpa 00:15:09.210 --> 00:15:11.400 while I get an hour of work done every day 00:15:11.400 --> 00:15:13.000 that's something that's helpful. 00:15:13.860 --> 00:15:17.180 Or you can just fill in pre kind of prefilled activities. 00:15:17.180 --> 00:15:20.600 And then on the next slide, this is my last example 00:15:20.600 --> 00:15:24.420 is the visual schedule for younger kids who can't read yet 00:15:24.420 --> 00:15:26.510 don't understand time yet. 00:15:26.510 --> 00:15:29.130 We've provided these pictures where you can kind of build. 00:15:29.130 --> 00:15:31.980 There's a blank template or there's a prefilled schedule 00:15:31.980 --> 00:15:34.620 and you can fill in what's gonna work for you. 00:15:34.620 --> 00:15:36.660 And even young kids can have choice 00:15:36.660 --> 00:15:39.430 and where they put different things 00:15:39.430 --> 00:15:41.543 to whatever extent you're comfortable with. 00:15:42.620 --> 00:15:44.820 And with that, I will turn it back over to Dan 00:15:44.820 --> 00:15:46.970 who's gonna say just a little bit more about 00:15:46.970 --> 00:15:48.620 where to find these resources 00:15:48.620 --> 00:15:50.600 and then we'll take questions. 00:15:50.600 --> 00:15:52.920 - Hi, thank you, Vicki and thank you Sophie. 00:15:52.920 --> 00:15:54.760 I just wanted to cover off a few things 00:15:54.760 --> 00:15:59.320 before we get to resources and open it up to live questions. 00:15:59.320 --> 00:16:02.560 First attached to this webinar, we have a handout section. 00:16:02.560 --> 00:16:05.270 So please grab and download the version 00:16:05.270 --> 00:16:06.710 of this presentation. 00:16:06.710 --> 00:16:08.500 It contains a complete walkthrough 00:16:08.500 --> 00:16:10.920 of what Vicki and Sophie walked you through 00:16:10.920 --> 00:16:12.670 in terms of how to structure your schedule, 00:16:12.670 --> 00:16:14.260 why it's important 00:16:14.260 --> 00:16:18.220 and what content to incorporate into your schedules. 00:16:18.220 --> 00:16:21.660 It also has links to resources like live activities 00:16:21.660 --> 00:16:23.900 including circle time which we recently spun up 00:16:23.900 --> 00:16:26.950 on our Khan Academy Kids YouTube channel 00:16:26.950 --> 00:16:28.000 as well as printable. 00:16:28.000 --> 00:16:30.140 So if you wanna do things offline 00:16:30.140 --> 00:16:31.470 these are really important activities 00:16:31.470 --> 00:16:34.840 that the team is working on creating for you as well. 00:16:34.840 --> 00:16:38.680 And then as always, we have a list of other resources 00:16:38.680 --> 00:16:41.960 available for you both on Khan Academy 00:16:41.960 --> 00:16:45.400 as well as khanacademy.org/kids. 00:16:45.400 --> 00:16:48.170 That's where our main Khan Academy Kids pages live. 00:16:48.170 --> 00:16:49.740 And if you have any questions 00:16:49.740 --> 00:16:53.060 feel free to email khankids@khanacademy.org 00:16:53.060 --> 00:16:55.130 if you have any questions. 00:16:55.130 --> 00:16:56.580 And the second thing we'd asked you to do 00:16:56.580 --> 00:16:57.730 is if you have any questions 00:16:57.730 --> 00:16:59.780 please add them to the question box. 00:16:59.780 --> 00:17:03.110 I'll be facilitating while Vicki and Sophie do the hard work 00:17:03.110 --> 00:17:04.910 of actually answering the questions. 00:17:06.950 --> 00:17:10.070 Alright, so we are already have quite a few question 00:17:10.070 --> 00:17:12.060 really good questions coming in. 00:17:12.060 --> 00:17:15.150 I'll start off, Vicki, this one's probably for you 00:17:15.150 --> 00:17:17.490 from Sanfil this is a funny one. 00:17:17.490 --> 00:17:20.433 Are we sure we can have a timetable for a two year old? 00:17:21.790 --> 00:17:23.770 - That's where the picture one comes in. 00:17:23.770 --> 00:17:24.750 That's a great question. 00:17:24.750 --> 00:17:28.330 So kids that young you're right don't understand time. 00:17:28.330 --> 00:17:31.150 It's too abstract but they can understand sequence. 00:17:31.150 --> 00:17:32.880 So we're having snack now 00:17:32.880 --> 00:17:35.410 that means next we're gonna read a book. 00:17:35.410 --> 00:17:37.040 And next we're gonna do nap. 00:17:37.040 --> 00:17:39.220 So having just the order of things 00:17:39.220 --> 00:17:41.870 can help kids to understand what's first, next, last. 00:17:43.310 --> 00:17:45.460 - Thank you and then we have a question from Carrie. 00:17:45.460 --> 00:17:47.750 Actually, I can chime in a little bit before I pass it off 00:17:47.750 --> 00:17:48.670 to either of you. 00:17:48.670 --> 00:17:51.040 So Carrie asks, I'd like to know 00:17:51.040 --> 00:17:53.400 any tricks on how to get a six year old 00:17:53.400 --> 00:17:54.460 to enjoy reading 00:17:54.460 --> 00:17:57.890 either by someone else or by himself as he learns to read. 00:17:57.890 --> 00:18:00.020 I read with my nieces and nephews 00:18:00.020 --> 00:18:02.040 as they were growing up throughout all the ages 00:18:02.040 --> 00:18:03.340 and the way I've done it 00:18:03.340 --> 00:18:05.900 that worked for me is we'll take turns reading 00:18:05.900 --> 00:18:07.680 like a little paragraph or a sentence. 00:18:07.680 --> 00:18:11.730 And often acting out the character or just like enunciating 00:18:11.730 --> 00:18:14.270 and just playing along with it just beyond the page 00:18:14.270 --> 00:18:15.960 has been really helpful for me. 00:18:15.960 --> 00:18:17.230 And so Sophia or Vicki 00:18:17.230 --> 00:18:20.180 if either of you would like to provide your own tips there? 00:18:22.310 --> 00:18:25.390 - Yeah, I think reading with a variety of adults 00:18:25.390 --> 00:18:26.223 can be exciting. 00:18:26.223 --> 00:18:28.900 My daughter is much more excited to read to her grandmother 00:18:28.900 --> 00:18:30.233 than she is to read to me. 00:18:31.700 --> 00:18:35.990 Another thing that can help is sometimes as parents 00:18:35.990 --> 00:18:38.650 we are really excited for them to try to learn 00:18:38.650 --> 00:18:41.380 or try to read and we can push them a little bit. 00:18:41.380 --> 00:18:43.620 I know I tend to fall into that sometimes 00:18:43.620 --> 00:18:48.400 and if we back up and just let them go at their own pace 00:18:48.400 --> 00:18:51.270 give them room to make mistakes, give them wait time 00:18:51.270 --> 00:18:52.920 while they're sounding something out. 00:18:52.920 --> 00:18:55.940 Just let them take their space and slow down. 00:18:55.940 --> 00:18:58.790 That can make it feel like a lower pressure activity 00:18:58.790 --> 00:19:01.490 for them and they can be more excited to engage in it. 00:19:02.660 --> 00:19:04.800 - And the little bit that I would add 00:19:04.800 --> 00:19:06.900 is that the Khan Academy Kids app 00:19:06.900 --> 00:19:10.310 has a whole library of thousands of books. 00:19:10.310 --> 00:19:13.240 A lot of them are our own original characters. 00:19:13.240 --> 00:19:16.450 So there's five really happy animal characters. 00:19:16.450 --> 00:19:18.840 Some of them are about nature 00:19:18.840 --> 00:19:20.940 and you should really check those out too. 00:19:22.460 --> 00:19:25.920 - Perfect and then Sophie, this one's probably best for you. 00:19:25.920 --> 00:19:29.320 Goal asks, is there a way to access Khan Academy Kids 00:19:29.320 --> 00:19:30.780 through a browser? 00:19:30.780 --> 00:19:32.910 I have two kids but only one mobile device 00:19:32.910 --> 00:19:34.003 for them to use. 00:19:36.500 --> 00:19:39.520 - Yeah, the short answer is no. 00:19:39.520 --> 00:19:41.160 The Khan Academy Kids app 00:19:41.160 --> 00:19:43.090 was built for really little fingers. 00:19:43.090 --> 00:19:45.660 So it's designed to be on a mobile device 00:19:45.660 --> 00:19:47.250 that can be manipulated 00:19:47.250 --> 00:19:51.230 and so it works on a Chrome touchscreen 00:19:51.230 --> 00:19:54.610 but not on the typical desktop browser experience. 00:19:54.610 --> 00:19:56.320 That's something we would love to build 00:19:56.320 --> 00:19:58.780 and I'm really glad you've asked that question. 00:19:58.780 --> 00:20:01.230 I guess in that scenario 00:20:01.230 --> 00:20:04.480 I would say maybe having one child 00:20:04.480 --> 00:20:07.870 take a look at circle time which is available in browser 00:20:07.870 --> 00:20:09.450 because it's posted on YouTube 00:20:09.450 --> 00:20:11.800 and that's a 15 minute or so reading 00:20:11.800 --> 00:20:15.310 and interactive activity that's supposed to really represent 00:20:15.310 --> 00:20:18.500 that circle time that kiddos have in preschools in schools 00:20:18.500 --> 00:20:19.940 all over the country. 00:20:19.940 --> 00:20:22.910 And then maybe using some of our printables. 00:20:22.910 --> 00:20:24.940 If you have a printer at home, we've also adapted them 00:20:24.940 --> 00:20:26.600 if you don't have a printer at home 00:20:26.600 --> 00:20:29.010 there's some offline activities that maybe your child 00:20:29.010 --> 00:20:30.140 could get excited about. 00:20:30.140 --> 00:20:33.420 And thanks so much for laying out that scenario 00:20:33.420 --> 00:20:34.253 that you've got. 00:20:34.253 --> 00:20:37.760 I definitely love to take it onto desktop someday. 00:20:37.760 --> 00:20:39.720 - Yeah and I would just echo what Sophie just said. 00:20:39.720 --> 00:20:42.630 It's the teams developing a tremendous amount of resources 00:20:42.630 --> 00:20:44.420 that are off the app as well. 00:20:44.420 --> 00:20:46.990 Sophie's one of the stars of circle time. 00:20:46.990 --> 00:20:50.600 So you get to see Sophie repeatedly visit there as well. 00:20:50.600 --> 00:20:52.580 And then the printables are just adorable. 00:20:52.580 --> 00:20:54.210 So I think that's a really fun activity 00:20:54.210 --> 00:20:56.223 that you can take offline as well. 00:20:57.290 --> 00:20:59.630 We have a great question from Jason 00:20:59.630 --> 00:21:00.900 and I can start with this 00:21:00.900 --> 00:21:02.770 and then probably pass it over to you, Vicki. 00:21:02.770 --> 00:21:06.060 So Jason ask, how do we navigate between this schedule 00:21:06.060 --> 00:21:08.070 and what our districts are sending us? 00:21:08.070 --> 00:21:11.470 I would just echo that we created these schedules early on 00:21:11.470 --> 00:21:13.740 before any other public schedules 00:21:13.740 --> 00:21:14.760 were really made available. 00:21:14.760 --> 00:21:16.960 And so we were developing it to fill a void 00:21:16.960 --> 00:21:18.453 that we saw that was a need. 00:21:19.320 --> 00:21:21.590 And obviously we don't wanna conflict 00:21:21.590 --> 00:21:24.333 with what your districts are advising for you. 00:21:24.333 --> 00:21:25.950 So I just kinda give that background 00:21:25.950 --> 00:21:28.160 before I hand it over to Vicki. 00:21:28.160 --> 00:21:30.193 - Yeah, that's a great point. 00:21:31.200 --> 00:21:34.720 I would just say that different schools 00:21:34.720 --> 00:21:35.770 are doing different things 00:21:35.770 --> 00:21:37.719 and you can fill in 00:21:37.719 --> 00:21:39.930 if you're working with them on those blank templates 00:21:39.930 --> 00:21:41.720 where your child has some choices 00:21:41.720 --> 00:21:44.010 you can just fill in the fixed things, right? 00:21:44.010 --> 00:21:46.880 Just write in nine o'clock circle time with class 00:21:46.880 --> 00:21:49.330 before you even give them the sheet. 00:21:49.330 --> 00:21:50.200 We do that here. 00:21:50.200 --> 00:21:52.360 I fill in where I have a work meeting 00:21:52.360 --> 00:21:53.890 and I'm not gonna be available to be with her 00:21:53.890 --> 00:21:55.450 so she knows she can't schedule math 00:21:55.450 --> 00:21:56.950 or something during that time. 00:21:58.190 --> 00:21:59.550 So then you're just limiting 00:21:59.550 --> 00:22:00.940 the number of choices that they have 00:22:00.940 --> 00:22:04.460 based on what free time they actually have to schedule. 00:22:04.460 --> 00:22:05.910 You can also put other constraints on it 00:22:05.910 --> 00:22:07.460 like we need to do exercise in the morning 00:22:07.460 --> 00:22:10.000 cause otherwise you are off the walls by the afternoon. 00:22:10.000 --> 00:22:11.260 Or math has to happen in the morning 00:22:11.260 --> 00:22:13.760 because your brain is tired at the end of the day. 00:22:14.920 --> 00:22:18.010 So just pre filling, I think is what I'd say. 00:22:18.010 --> 00:22:21.530 - Okay perfect, this next question 00:22:21.530 --> 00:22:23.800 Sophie, perhaps you can answer this question. 00:22:23.800 --> 00:22:26.830 So Ernesto is asking, is Khan Academy Kids 00:22:26.830 --> 00:22:30.093 targeted more towards native English speakers? 00:22:32.880 --> 00:22:36.540 - Khan Academy Kids is an app in English. 00:22:36.540 --> 00:22:39.910 We have actually had a lot of great feedback 00:22:39.910 --> 00:22:43.660 from English language learners who are using the app. 00:22:43.660 --> 00:22:47.070 An example might be the read aloud feature in the books 00:22:47.070 --> 00:22:48.840 is a really helpful way to onboard 00:22:48.840 --> 00:22:51.030 to then reading independently 00:22:51.030 --> 00:22:53.640 and there's lots of very simple guidance 00:22:53.640 --> 00:22:55.060 and reinforcement delivered 00:22:55.060 --> 00:22:57.840 by the narrator Kodi Bear throughout. 00:22:57.840 --> 00:23:00.580 So I would say it is in English 00:23:00.580 --> 00:23:03.210 and the learning will happen in English 00:23:03.210 --> 00:23:04.910 but I think it can be well suited 00:23:04.910 --> 00:23:07.390 to English language learners as well. 00:23:07.390 --> 00:23:11.540 And also we'd love to hear feedback from you. 00:23:11.540 --> 00:23:14.360 If you have it on what that is like for you 00:23:14.360 --> 00:23:15.290 in your experience 00:23:15.290 --> 00:23:18.623 but we've had good luck with that so far. 00:23:20.520 --> 00:23:21.821 - Thank you for that, Sophie. 00:23:21.821 --> 00:23:22.750 So this question is super important 00:23:22.750 --> 00:23:25.180 cause I think many of us are facing this. 00:23:25.180 --> 00:23:29.270 Laurie asks, any tips for a very small living environment 00:23:29.270 --> 00:23:31.800 where a child doesn't have a dedicated school area? 00:23:31.800 --> 00:23:33.850 So we talked about scheduling with time 00:23:33.850 --> 00:23:36.653 it's interesting in terms of scheduling with space. 00:23:38.160 --> 00:23:40.700 - Yeah, that's a great question. 00:23:40.700 --> 00:23:41.810 So we didn't talk about that at all 00:23:41.810 --> 00:23:43.730 but it is great for kids to have a space 00:23:43.730 --> 00:23:45.300 that's a consistent workspace 00:23:45.300 --> 00:23:47.440 just as it's great for us as adults to have a desk 00:23:47.440 --> 00:23:49.350 that's organized where we get our work done 00:23:49.350 --> 00:23:51.710 cause your brain kind of switches modes. 00:23:51.710 --> 00:23:52.980 If you don't have that 00:23:52.980 --> 00:23:57.980 I think you can still signal work time and work brain 00:23:59.660 --> 00:24:01.600 with just a special folder 00:24:01.600 --> 00:24:04.140 or a special area like a quarter of the room 00:24:04.140 --> 00:24:06.600 where there's a pillow to sit on and a clipboard 00:24:06.600 --> 00:24:10.270 or anything that is kind of dedicated 00:24:10.270 --> 00:24:13.930 for the use of learning specifically 00:24:13.930 --> 00:24:15.720 and not used for other purposes. 00:24:15.720 --> 00:24:17.550 I think can serve the same function 00:24:17.550 --> 00:24:19.223 as having a dedicated space. 00:24:21.530 --> 00:24:23.340 - Perfect, I have a question 00:24:23.340 --> 00:24:25.750 from Cater here and probably Sophie 00:24:25.750 --> 00:24:26.890 you could answer this one. 00:24:26.890 --> 00:24:29.210 Does Khan Academy also provide suggestions 00:24:29.210 --> 00:24:30.640 on physical activity? 00:24:30.640 --> 00:24:33.710 Physical, we have a physical development section. 00:24:33.710 --> 00:24:35.640 So if you can kind of dive into that, 00:24:35.640 --> 00:24:37.340 that'd be terrific, thanks Sophie. 00:24:38.580 --> 00:24:40.240 - Yeah, I think a really big part 00:24:40.240 --> 00:24:42.150 of the Khan Academy Kids app 00:24:42.150 --> 00:24:45.450 is that we recommend that it's used for 15 00:24:45.450 --> 00:24:47.460 or 20 minute session at a time 00:24:47.460 --> 00:24:51.810 and we really don't see kids getting stuck in it 00:24:51.810 --> 00:24:54.020 because we bring them out of the activities 00:24:54.020 --> 00:24:55.580 to do something physical. 00:24:55.580 --> 00:24:59.700 So an example might be, we get them to act like zoo animals 00:24:59.700 --> 00:25:01.520 and that's always a really fun time 00:25:01.520 --> 00:25:03.970 where they go from manipulating something 00:25:03.970 --> 00:25:07.450 or reading something to you to actually getting up 00:25:07.450 --> 00:25:09.060 and moving around. 00:25:09.060 --> 00:25:11.160 I think so that's like the app 00:25:11.160 --> 00:25:13.240 actually prompting physical activity. 00:25:13.240 --> 00:25:14.143 I think throughout the app 00:25:14.143 --> 00:25:17.610 there's just a great emphasis on getting outdoors 00:25:17.610 --> 00:25:20.710 on moving around and having adventures. 00:25:20.710 --> 00:25:22.710 And so treating Khan Academy Kids 00:25:22.710 --> 00:25:24.973 is like a good role model for that 00:25:24.973 --> 00:25:28.660 and using it in a really balanced way 00:25:28.660 --> 00:25:31.080 is one way that we see kids being really physical. 00:25:31.080 --> 00:25:34.890 We just saw these amazing tweets this week 00:25:34.890 --> 00:25:38.460 of kids dancing around and they'd created forts 00:25:38.460 --> 00:25:40.640 and they were talking to the characters 00:25:40.640 --> 00:25:43.460 and there is just so much theatrics 00:25:43.460 --> 00:25:45.170 that goes on with early learning 00:25:45.170 --> 00:25:47.823 and I think the app really encourages that. 00:25:49.200 --> 00:25:51.800 - Awesome, so kind of related to this one. 00:25:51.800 --> 00:25:53.600 It's asked quite frequently right now 00:25:53.600 --> 00:25:56.030 so I'll just kind of ask on behalf of everyone else 00:25:56.030 --> 00:25:58.360 and actually I can chime in here as well. 00:25:58.360 --> 00:26:00.180 There are many questions about how to regulate 00:26:00.180 --> 00:26:03.203 or think about screen time especially in a time like this. 00:26:04.990 --> 00:26:07.380 So Sophie or Vicki, do you wanna volunteer? 00:26:07.380 --> 00:26:08.473 And I can chime in? 00:26:09.750 --> 00:26:10.597 - Yeah, Sophie do you wanna start? 00:26:10.597 --> 00:26:12.193 And I have a couple ideas. 00:26:13.200 --> 00:26:14.460 - Yeah, happy to start. 00:26:14.460 --> 00:26:16.890 So the number one principle 00:26:16.890 --> 00:26:19.010 for the Khan Academy Kids creators 00:26:19.010 --> 00:26:22.860 who are parents themselves has always been that parents 00:26:22.860 --> 00:26:25.820 really know best and best parents and carer 00:26:25.820 --> 00:26:28.620 is the best place to come up with a balanced 00:26:28.620 --> 00:26:31.940 very nutritional media diet, some like to call it 00:26:31.940 --> 00:26:33.540 for their children. 00:26:33.540 --> 00:26:37.550 We really differ a lot to the guidelines of the experts. 00:26:37.550 --> 00:26:40.710 WHO the World Health Organization 00:26:40.710 --> 00:26:43.810 and the American Association of Pediatrics on screen time 00:26:43.810 --> 00:26:47.360 and that's why we recommend that 20 minutes a day mark 00:26:47.360 --> 00:26:49.180 for our two to seven year old learners. 00:26:49.180 --> 00:26:52.650 It obviously can be flexed up for the older ages 00:26:52.650 --> 00:26:54.600 and really that's what we tend to see 00:26:54.600 --> 00:26:55.930 is working for families 00:26:55.930 --> 00:26:58.880 is Khan Academy Kids becomes just one part 00:26:58.880 --> 00:27:00.180 of a very balanced day 00:27:00.180 --> 00:27:02.670 that to Vickie's point has a lot of free play 00:27:02.670 --> 00:27:05.873 has a lot of outdoor time ideally and a lot of movement. 00:27:07.410 --> 00:27:09.230 - Yeah and I think that there are different ways 00:27:09.230 --> 00:27:10.530 of using screen time. 00:27:10.530 --> 00:27:13.620 I think that there's more and less educational ways. 00:27:13.620 --> 00:27:16.230 In this day and age there's also more and less social ways 00:27:16.230 --> 00:27:19.010 that may be the only way that your child can get social time 00:27:19.010 --> 00:27:20.210 with other kids their age 00:27:20.210 --> 00:27:23.030 which is an important part of a kid's development. 00:27:23.030 --> 00:27:24.370 So that's something to think about 00:27:24.370 --> 00:27:27.300 as you're figuring out what feels right for your family. 00:27:27.300 --> 00:27:29.240 One of my favorite tips 00:27:30.200 --> 00:27:31.910 as you're trying to limit screen time 00:27:31.910 --> 00:27:34.140 coming from having been a single parent 00:27:34.140 --> 00:27:38.190 raising a toddler is podcasts. 00:27:38.190 --> 00:27:40.240 Podcasts serve almost the same 00:27:40.240 --> 00:27:43.580 sort of like a kid entertaining function 00:27:43.580 --> 00:27:47.660 while you need to do the dishes that a screen sometimes can 00:27:47.660 --> 00:27:49.090 without the screen. 00:27:49.090 --> 00:27:50.480 So there are some fantastic 00:27:50.480 --> 00:27:52.930 education podcasts around science. 00:27:52.930 --> 00:27:54.400 There are some for the really little ones 00:27:54.400 --> 00:27:58.700 there's some really good storytelling podcasts out there. 00:27:58.700 --> 00:28:00.570 And if you have one of those homes speakers 00:28:00.570 --> 00:28:02.020 that listens to your voice 00:28:02.020 --> 00:28:04.160 the child can actually play it for themselves. 00:28:04.160 --> 00:28:07.040 It's just like robot placed for its podcast. 00:28:07.040 --> 00:28:08.230 And it will do that. 00:28:08.230 --> 00:28:13.140 And has been very helpful and supportive for me 00:28:13.140 --> 00:28:15.100 as I try to do more than one thing at the same time 00:28:15.100 --> 00:28:17.870 and still want her brain to be growing. 00:28:17.870 --> 00:28:20.880 - Yeah and I think you two hit the main points. 00:28:20.880 --> 00:28:22.760 I would just echo I think part of the reason 00:28:22.760 --> 00:28:26.330 why they Khan Academy Kids team is so thoughtful 00:28:26.330 --> 00:28:27.910 about creating these additional resources 00:28:27.910 --> 00:28:29.620 whether it's circle time 00:28:29.620 --> 00:28:31.150 physical activities within the app 00:28:31.150 --> 00:28:32.760 as well as the printables 00:28:32.760 --> 00:28:36.620 is really to provide a mix of activities for you all. 00:28:36.620 --> 00:28:39.050 And then to Vicki's point about screen time 00:28:39.050 --> 00:28:40.160 being a social activity. 00:28:40.160 --> 00:28:43.760 I think with the shelter at home mandate 00:28:43.760 --> 00:28:45.470 many of us are using screen time 00:28:45.470 --> 00:28:48.700 as a way to communicate with our families remotely. 00:28:48.700 --> 00:28:50.200 So just think about screen time 00:28:50.200 --> 00:28:52.500 also like not all screen time is created equal 00:28:52.500 --> 00:28:55.280 and to also create a balance of a mix of activities 00:28:55.280 --> 00:28:56.113 for you to use. 00:28:56.970 --> 00:29:00.160 Okay, with that, I think we're almost out of time. 00:29:00.160 --> 00:29:03.410 So I think that's all we have for questions. 00:29:03.410 --> 00:29:05.590 I'd like to close out with a couple of things. 00:29:05.590 --> 00:29:07.380 First, Sophie and Vicki thank you 00:29:07.380 --> 00:29:09.660 for sharing your expertise today. 00:29:09.660 --> 00:29:11.960 And then I wanted to thank our fabulous audience 00:29:11.960 --> 00:29:14.430 for taking the time out of your evening to be with us. 00:29:14.430 --> 00:29:15.820 We know you're extremely busy 00:29:15.820 --> 00:29:17.450 and we appreciate you investing 00:29:17.450 --> 00:29:19.580 your time with us in this session. 00:29:19.580 --> 00:29:22.480 If you missed something or if you wanna go back and review 00:29:22.480 --> 00:29:24.500 for those of you who registered for this webinar 00:29:24.500 --> 00:29:26.570 you'll automatically be emailed a copy 00:29:26.570 --> 00:29:28.260 a recording of this video. 00:29:28.260 --> 00:29:30.390 And for those of you who may not 00:29:30.390 --> 00:29:32.780 or you know of other people who would be interested 00:29:32.780 --> 00:29:35.000 in watching what you just saw 00:29:35.000 --> 00:29:36.840 and get access to those resources. 00:29:36.840 --> 00:29:38.840 Well, this recording will be posted 00:29:38.840 --> 00:29:41.370 and be made available online. 00:29:41.370 --> 00:29:43.350 And additionally, we have quite a few resources 00:29:43.350 --> 00:29:47.590 on khanacademy.org as well as khanacademy.org/kids 00:29:47.590 --> 00:29:49.870 specifically for younger learners 00:29:49.870 --> 00:29:52.070 and we're updating those resources daily. 00:29:52.070 --> 00:29:54.800 So be mindful that you can come visit those pages 00:29:54.800 --> 00:29:58.380 and you'll see the updated versions pretty much every day. 00:29:58.380 --> 00:29:59.810 And then before we sign off 00:29:59.810 --> 00:30:02.170 we wanna ask you to do us one more favor 00:30:02.170 --> 00:30:03.520 and take the poll 00:30:03.520 --> 00:30:05.750 that pops up at the very end of this webinar. 00:30:05.750 --> 00:30:07.560 And we wanna know two things from you. 00:30:07.560 --> 00:30:10.030 First, how can we make this future iteration 00:30:10.030 --> 00:30:12.800 of this session even better for other parents? 00:30:12.800 --> 00:30:14.340 And then secondly, what kind of session 00:30:14.340 --> 00:30:15.970 would you like to see next from us? 00:30:15.970 --> 00:30:18.870 In fact, this session was actually a product of feedback 00:30:18.870 --> 00:30:20.150 we heard from you all. 00:30:20.150 --> 00:30:22.710 Our first section was a very high level overview. 00:30:22.710 --> 00:30:25.720 And many of you asked for more structure and more tips 00:30:25.720 --> 00:30:27.280 and that's what this was meant to do. 00:30:27.280 --> 00:30:29.040 And so we're continuing to listen to you 00:30:29.040 --> 00:30:30.100 and we're here to support you. 00:30:30.100 --> 00:30:32.580 So please provide us with that feedback. 00:30:32.580 --> 00:30:35.180 And in closing, all of us recognize 00:30:35.180 --> 00:30:37.630 that you're juggling a lot as parents here. 00:30:37.630 --> 00:30:40.340 This is really uncharted territory for all of us. 00:30:40.340 --> 00:30:41.920 And we here at Khan Academy 00:30:41.920 --> 00:30:45.150 just wanna remind you to be kind to yourselves. 00:30:45.150 --> 00:30:48.950 It's okay, we're all in this together and you've got this. 00:30:48.950 --> 00:30:51.680 So with that, from all of us at Khan Academy 00:30:51.680 --> 00:30:53.393 thanks again and good night.

Messages and morals

https://www.youtube.com/watch?v=Tevlz2S2Mzk

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https://www.youtube.com/api/timedtext?v=Tevlz2S2Mzk&ei=ZliUZcfEDJCThcIPteaOsAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=EB609A72B9BCD29E6DAEF47C6BEE455A297087F8.5D437374945AF4AC54484B54D5A4B50346BAA9FD&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.260 --> 00:00:01.430 - [Instructor] Hello, readers. 00:00:01.430 --> 00:00:02.820 Today I'd like to talk to you 00:00:02.820 --> 00:00:05.290 about The Moral of the Story. 00:00:05.290 --> 00:00:06.123 Which story? 00:00:06.123 --> 00:00:07.370 Well, we'll get to that. 00:00:07.370 --> 00:00:09.440 First, what is a moral? 00:00:09.440 --> 00:00:11.270 It's a lesson, usually about 00:00:11.270 --> 00:00:13.310 how you're supposed to treat other people. 00:00:13.310 --> 00:00:15.510 I think that we can say that if a story has a moral, 00:00:15.510 --> 00:00:18.527 it's trying to teach you how to be a good person. 00:00:18.527 --> 00:00:21.170 "Aesop's Fables" are full of these. 00:00:21.170 --> 00:00:23.130 There's the story of "The Tortoise and the Hare", 00:00:23.130 --> 00:00:25.620 which I'll tell you very quickly, if you're unfamiliar. 00:00:25.620 --> 00:00:28.240 The slow loving tortoise and the speedy hare 00:00:28.240 --> 00:00:29.530 have a foot race. 00:00:29.530 --> 00:00:32.330 And the hare is so sure that she'll beat the tortoise, 00:00:32.330 --> 00:00:35.080 that she stops to take a nap during the race. 00:00:35.080 --> 00:00:37.520 Meanwhile, the tortoise slowly and steadily 00:00:37.520 --> 00:00:40.140 continues onwards, and crosses the finish line, 00:00:40.140 --> 00:00:41.740 while the hare is sleeping. 00:00:41.740 --> 00:00:44.870 That's confetti, as the tortoise crosses the finish line. 00:00:44.870 --> 00:00:46.690 The moral of the story is, 00:00:46.690 --> 00:00:49.430 slow and steady wins the race. 00:00:49.430 --> 00:00:51.330 You can beat an overconfident person, 00:00:51.330 --> 00:00:53.230 even if they're more talented than you, 00:00:53.230 --> 00:00:57.260 if you try really hard and take it slow but steady. 00:00:57.260 --> 00:00:59.610 But it's not just old stories from ancient Greece 00:00:59.610 --> 00:01:00.710 that have morals. 00:01:00.710 --> 00:01:02.940 The stories around us are full of lessons 00:01:02.940 --> 00:01:04.380 about how to treat one another. 00:01:04.380 --> 00:01:07.680 So, how do you figure out what the moral of a story is? 00:01:07.680 --> 00:01:08.700 Good question. 00:01:08.700 --> 00:01:11.611 One way to do it is to ask yourself what the problem 00:01:11.611 --> 00:01:15.332 of the story is, or how the problem was solved. 00:01:15.332 --> 00:01:17.947 From the hare's perspective, the problem in 00:01:17.947 --> 00:01:21.770 "The Tortoise and the Hare" is that she lost the race. 00:01:21.770 --> 00:01:24.070 What could she have done to avoid that happening? 00:01:24.070 --> 00:01:26.740 Well, she probably shouldn't have stopped to take a nap. 00:01:26.740 --> 00:01:29.340 From the tortoise's perspective, the problem is solved. 00:01:29.340 --> 00:01:30.410 He won the race. 00:01:30.410 --> 00:01:31.600 And how did he do that? 00:01:31.600 --> 00:01:36.077 By maintaining a slow, steady pace for the whole race. 00:01:36.077 --> 00:01:39.340 And then you take that lesson that the characters learned 00:01:39.340 --> 00:01:43.930 and you say, "Okay, so this is true for everyone". 00:01:43.930 --> 00:01:46.650 It's not just that hares should make sure not to nap 00:01:46.650 --> 00:01:49.840 during foot races, it's that people who are good at stuff 00:01:49.840 --> 00:01:52.460 shouldn't get so confident about their skills 00:01:52.460 --> 00:01:54.480 that they don't try as hard. 00:01:54.480 --> 00:01:56.630 The hare is really good at running quickly, 00:01:56.630 --> 00:01:58.890 so she thinks she doesn't need to try so hard 00:01:58.890 --> 00:02:00.210 against a tortoise. 00:02:00.210 --> 00:02:02.450 Because that is what morals do, 00:02:02.450 --> 00:02:06.120 they are lessons in stories that we can apply to our lives. 00:02:06.120 --> 00:02:09.890 What's true for the hare and what's true for the tortoise 00:02:09.890 --> 00:02:11.560 are true for you and me, 00:02:11.560 --> 00:02:14.710 because those stories were invented to teach people stories, 00:02:14.710 --> 00:02:17.087 not just tortoises and hares. 00:02:17.087 --> 00:02:18.900 You can learn anything. 00:02:18.900 --> 00:02:19.733 David out.

Characters' thoughts and feelings

https://www.youtube.com/watch?v=v7QuOr1PP7o

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https://www.youtube.com/api/timedtext?v=v7QuOr1PP7o&ei=ZliUZfSjE4THmLAPqo6Y8A4&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=BC3502F6C4A92B95B0FC59347DD35A74CF69A74B.DAB72F3085C04EF55A55BFC20E5DA6BDE5E04FA5&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.210 [Instructor] Hello, readers. 00:00:01.210 --> 00:00:04.380 Today, we're going to talk about Mind Reading. 00:00:04.380 --> 00:00:05.706 Ooh! 00:00:05.706 --> 00:00:08.150 Also known as understanding characters' 00:00:08.150 --> 00:00:09.250 thoughts and feelings. 00:00:10.770 --> 00:00:12.010 I'm kinda serious, here. 00:00:12.010 --> 00:00:14.150 One of the things that I think is magical 00:00:14.150 --> 00:00:16.490 about reading books and stories is that 00:00:16.490 --> 00:00:18.960 they let you see what characters are thinking and feeling. 00:00:18.960 --> 00:00:21.420 Sometimes a story takes you inside the mind 00:00:21.420 --> 00:00:23.290 of a character in a story. 00:00:23.290 --> 00:00:24.900 Here's what it sounds like when a character 00:00:24.900 --> 00:00:26.820 tells you the story herself. 00:00:26.820 --> 00:00:28.810 - [Narrator] It was a rainy, miserable night 00:00:28.810 --> 00:00:30.740 in the town of Roseville. (rain falls) 00:00:30.740 --> 00:00:33.960 My coffee cooled rapidly in the evening air. 00:00:33.960 --> 00:00:37.600 I watched Johnny Flamingo, the Duke of Crime, 00:00:37.600 --> 00:00:40.620 walk confidently across the parking lot. 00:00:40.620 --> 00:00:42.187 I hated him. 00:00:42.187 --> 00:00:44.817 "I'm gonna get you, Johnny", I muttered. 00:00:44.817 --> 00:00:47.690 "I'm gonna get you for doing all those crimes." 00:00:47.690 --> 00:00:48.960 - [Instructor] So how does this character feel 00:00:48.960 --> 00:00:50.300 about Johnny Flamingo? 00:00:50.300 --> 00:00:51.520 She hates him. 00:00:51.520 --> 00:00:52.540 How do we know? 00:00:52.540 --> 00:00:54.150 She told us so. 00:00:54.150 --> 00:00:56.710 Sometimes it's not a character who tells you 00:00:56.710 --> 00:00:58.150 what they're thinking or feeling, but instead, 00:00:58.150 --> 00:01:00.840 it's a narrator who knows how those characters feel. 00:01:00.840 --> 00:01:02.940 And that can sound like this. 00:01:02.940 --> 00:01:06.090 - [Narrator] Standing on a hill outside her little village, 00:01:06.090 --> 00:01:08.740 Lana looked to the sky, and the dragons that 00:01:08.740 --> 00:01:11.427 flew through the clouds in lazy circles. 00:01:11.427 --> 00:01:14.817 "I will learn to ride a dragon", she thought. 00:01:14.817 --> 00:01:16.920 "I promise." 00:01:16.920 --> 00:01:18.890 - [Instructor] What does Lana want to learn to do? 00:01:18.890 --> 00:01:20.230 Ride dragons. 00:01:20.230 --> 00:01:21.380 Did she tell us? 00:01:21.380 --> 00:01:24.340 No, not exactly, but the narrator did, 00:01:24.340 --> 00:01:26.980 by listening to her thoughts. 00:01:26.980 --> 00:01:28.010 Do you see what I'm saying? 00:01:28.010 --> 00:01:31.008 It's magical, this ability to read a character's mind 00:01:31.008 --> 00:01:32.380 in a story. 00:01:32.380 --> 00:01:34.910 If I had the power to fully hear my friends' thoughts, 00:01:34.910 --> 00:01:36.530 I don't think we'd ever have any kind 00:01:36.530 --> 00:01:38.590 of misunderstandings ever again. 00:01:38.590 --> 00:01:41.330 How a character thinks or feels about something 00:01:41.330 --> 00:01:44.400 is important evidence that helps explain why they act 00:01:44.400 --> 00:01:45.650 the way they do. 00:01:45.650 --> 00:01:48.100 Now, it's possible to have a feeling or a thought, 00:01:48.100 --> 00:01:49.830 but still do something opposite. 00:01:49.830 --> 00:01:51.930 Like, a character could be afraid of heights, 00:01:51.930 --> 00:01:54.660 but still climb a tree to rescue a cat. 00:01:54.660 --> 00:01:57.220 Or, it's possible for a character to feel multiple 00:01:57.220 --> 00:02:00.440 conflicting emotions or thoughts at the same time. 00:02:00.440 --> 00:02:03.160 Just like it's possible for you or me to feel 00:02:03.160 --> 00:02:05.490 embarrassed and proud at the same time, 00:02:05.490 --> 00:02:07.546 or happy and regretful. 00:02:07.546 --> 00:02:10.027 Let's take a look at this example. 00:02:10.027 --> 00:02:12.650 - [Narrator] "It's not so bad", said Zeke, 00:02:12.650 --> 00:02:15.787 examining it closely when he saw my frown. 00:02:15.787 --> 00:02:18.580 "It's a bowling pin, right?" 00:02:18.580 --> 00:02:22.180 I tried to remain calm, but I was totally frustrated. 00:02:22.180 --> 00:02:25.140 I spent all that time, and Zeke thought my statue 00:02:25.140 --> 00:02:27.080 was a bowling pin? 00:02:27.080 --> 00:02:29.577 I gritted my teeth as I forced a smile. 00:02:29.577 --> 00:02:34.577 "Um, no, not exactly, but it's not quite done yet." 00:02:35.350 --> 00:02:37.990 I grabbed the sculpture and headed to my room. 00:02:37.990 --> 00:02:41.230 I was determined to make Lady Liberty recognizable. 00:02:41.230 --> 00:02:43.330 I decided to watch a video on how to make 00:02:43.330 --> 00:02:45.570 realistic faces in clay. 00:02:45.570 --> 00:02:46.770 It was helpful. 00:02:46.770 --> 00:02:48.260 Although it took me a while, 00:02:48.260 --> 00:02:51.620 I finally made some improvements to my work of art. 00:02:51.620 --> 00:02:54.300 - [Instructor] See how the narrator says they're frustrated, 00:02:54.300 --> 00:02:56.000 but they don't show it to Zeke. 00:02:56.000 --> 00:02:57.830 They force themself to smile, 00:02:57.830 --> 00:03:00.370 and not display their frustration. 00:03:00.370 --> 00:03:01.821 They're trying to be calm, 00:03:01.821 --> 00:03:05.110 but inside, they're totally frustrated. 00:03:05.110 --> 00:03:07.140 So I guess the lesson here is that the magic 00:03:07.140 --> 00:03:09.740 of mind reading is only part of the story. 00:03:09.740 --> 00:03:13.440 You have to go by how characters in the story act, too. 00:03:13.440 --> 00:03:16.090 But we'll talk about that in another video. 00:03:16.090 --> 00:03:17.391 You can learn anything. 00:03:17.391 --> 00:03:18.507 David out.

Khan Academy request for donations

https://www.youtube.com/watch?v=cjGERWYvzqk

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https://www.youtube.com/api/timedtext?v=cjGERWYvzqk&ei=ZliUZdr2GJOEmLAP-pWxyAc&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=612AFF1FF17B8BE2258D473E5E6DE68863F7090F.CC43832F117091D7707A2291BF3EFF41A9784D96&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:01.490 --> 00:00:04.430 - Hi everyone, this is Sal Khan here from Khan Academy, 00:00:04.430 --> 00:00:07.557 as you might notice, I am back in the walk-in closet 00:00:07.557 --> 00:00:10.510 where Khan Academy first started. 00:00:10.510 --> 00:00:14.240 I am socially distanced, like I'm sure many of you all are. 00:00:14.240 --> 00:00:16.190 And I just wanted to give you a quick message, 00:00:16.190 --> 00:00:19.406 because I know in this time of crisis, 00:00:19.406 --> 00:00:22.620 there's a lot of anxieties about health, 00:00:22.620 --> 00:00:25.200 about the economy, and the fact that there are a billion 00:00:25.200 --> 00:00:27.090 students, and you might be one of them, 00:00:27.090 --> 00:00:29.780 who are not in school who otherwise would be. 00:00:29.780 --> 00:00:32.960 And all of us at Khan Academy, as a not for profit 00:00:32.960 --> 00:00:34.930 with a mission of providing a free world class 00:00:34.930 --> 00:00:38.704 education for anyone anywhere, we view it as our duty 00:00:38.704 --> 00:00:42.560 to step up for the world during this crisis. 00:00:42.560 --> 00:00:45.010 Over the last many years, we've been building resources 00:00:45.010 --> 00:00:47.100 starting in pre-k with Khan Academy Kids 00:00:47.100 --> 00:00:49.063 that covers math, reading, writing, 00:00:49.063 --> 00:00:50.700 social/emotional learning. 00:00:50.700 --> 00:00:52.330 And as you get into elementary school, 00:00:52.330 --> 00:00:54.930 with math, and then we've recently launched 00:00:54.930 --> 00:00:56.190 English and Language Arts. 00:00:56.190 --> 00:00:57.450 Then we go through middle school 00:00:57.450 --> 00:00:58.541 and then in high school, math. 00:00:58.541 --> 00:01:01.270 We have things like SAT practice. 00:01:01.270 --> 00:01:04.180 That's reading, writing, and mathematics. 00:01:04.180 --> 00:01:05.500 And we have sciences. 00:01:05.500 --> 00:01:06.680 And we have humanities. 00:01:06.680 --> 00:01:08.890 We even go into early college courses. 00:01:08.890 --> 00:01:11.510 And we realized that all of those 00:01:11.510 --> 00:01:12.943 can help bridge the gap 00:01:12.943 --> 00:01:16.480 as we go through this crisis together globally. 00:01:16.480 --> 00:01:17.870 But we wanna do more. 00:01:17.870 --> 00:01:19.580 That's why we have been doing things 00:01:19.580 --> 00:01:23.187 like webinars and live streams for parents and teachers 00:01:23.187 --> 00:01:24.850 around the world. 00:01:24.850 --> 00:01:27.214 We have our daily homeroom live stream 00:01:27.214 --> 00:01:28.690 that we're doing for folks. 00:01:28.690 --> 00:01:30.630 And we're just trying to figure out anything 00:01:30.630 --> 00:01:34.610 we can do to support you, the student, the teacher, 00:01:34.610 --> 00:01:36.180 the parent better. 00:01:36.180 --> 00:01:37.980 I do wanna remind everyone, 00:01:37.980 --> 00:01:39.999 we are a not for profit organization. 00:01:39.999 --> 00:01:43.450 And that means we are supported by philanthropic 00:01:43.450 --> 00:01:46.110 donations from folks like yourself. 00:01:46.110 --> 00:01:48.010 You own Khan Academy as much as I do. 00:01:48.010 --> 00:01:49.800 No one is the owner of Khan Academy. 00:01:49.800 --> 00:01:51.395 It is a public charity. 00:01:51.395 --> 00:01:53.712 And we were already running a deficit 00:01:53.712 --> 00:01:55.331 before this crisis hit, 00:01:55.331 --> 00:01:59.843 but now our load on our servers is 250% 00:01:59.843 --> 00:02:01.910 of what it typically would be, 00:02:01.910 --> 00:02:03.850 and it's continuing to accelerate. 00:02:03.850 --> 00:02:05.930 And so our costs are going up. 00:02:05.930 --> 00:02:08.410 Our budget is the budget of a large high school, 00:02:08.410 --> 00:02:11.390 but we reach a reasonable chunk of humanity. 00:02:11.390 --> 00:02:13.150 And that chunk is getting even larger 00:02:13.150 --> 00:02:14.580 and folks need us even more 00:02:14.580 --> 00:02:16.660 in this time of crisis. 00:02:16.660 --> 00:02:19.520 So, if you find yourself to be in a position. 00:02:19.520 --> 00:02:21.679 You wanna make sure that other people have access 00:02:21.679 --> 00:02:24.330 to free, world class education, 00:02:24.330 --> 00:02:26.420 and that students, teachers, parents 00:02:26.420 --> 00:02:28.960 around the world are as supported as possible, 00:02:28.960 --> 00:02:31.273 please think about making a donation.

Summarizing nonfiction

https://www.youtube.com/watch?v=as7xe8UQEr4

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https://www.youtube.com/api/timedtext?v=as7xe8UQEr4&ei=ZliUZdjbEveyvdIPjsSH2A0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=7F290C45DA480886739DAD17E168D71D878962A2.06C57D656CCA6577A2B49453790B2215F028F7C4&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.290 --> 00:00:01.340 - [David] Hello, readers. 00:00:01.340 --> 00:00:04.110 Today, I'm going to be talking about the skill of summary, 00:00:04.110 --> 00:00:05.810 which you might be familiar with in the form 00:00:05.810 --> 00:00:07.350 of summarizing stories. 00:00:07.350 --> 00:00:09.510 It's like a retelling, but shorter, 00:00:09.510 --> 00:00:11.190 and in your own words. 00:00:11.190 --> 00:00:13.340 This is an important skill, summarizing fiction, 00:00:13.340 --> 00:00:15.450 but it's not what we're talking about today. 00:00:15.450 --> 00:00:18.590 This kind of summarizing is used when you want to sum up 00:00:18.590 --> 00:00:21.115 the information in a nonfiction passage 00:00:21.115 --> 00:00:24.340 like a magazine article, a book, a news story, 00:00:24.340 --> 00:00:26.320 a scientific paper. 00:00:26.320 --> 00:00:29.120 Most scientific papers begin with a quick retelling 00:00:29.120 --> 00:00:30.220 of what the paper's about. 00:00:30.220 --> 00:00:32.563 So say you're a scientist and you discovered 00:00:32.563 --> 00:00:34.540 a cure for roboflu. 00:00:34.540 --> 00:00:36.660 Let's say robots can get the flu, first of all. 00:00:36.660 --> 00:00:39.080 And the abstract, the summary retelling 00:00:39.080 --> 00:00:41.807 at the very beginning of your paper about your cure says, 00:00:41.807 --> 00:00:44.367 "Hey, under these conditions, we learned 00:00:44.367 --> 00:00:47.260 "that this medicine cures roboflu." 00:00:47.260 --> 00:00:49.200 And then, the reader goes on to look at everything else 00:00:49.200 --> 00:00:51.610 you've written in your long scholarly paper. 00:00:51.610 --> 00:00:53.300 So how do you do it? 00:00:53.300 --> 00:00:57.090 To make a summary, you will need your own words, 00:00:57.090 --> 00:01:00.090 the order of events or information from the text, 00:01:00.090 --> 00:01:02.880 and important details from the text. 00:01:02.880 --> 00:01:04.950 So what's not in the summary? 00:01:04.950 --> 00:01:08.050 Every last detail from the original text. 00:01:08.050 --> 00:01:09.540 I think I first read something like this 00:01:09.540 --> 00:01:12.160 in a Neil Gaiman novel, but here's the deal. 00:01:12.160 --> 00:01:13.650 Imagine you were coming to visit me 00:01:13.650 --> 00:01:16.170 and you asked me for a map of my neighborhood. 00:01:16.170 --> 00:01:19.680 Now if I included every single detail in my map, 00:01:19.680 --> 00:01:23.340 who lives next to me, every tuft of grass under a tree, 00:01:23.340 --> 00:01:25.560 it would stop being a map and just become 00:01:25.560 --> 00:01:28.480 a one-to-one scale drawing of my neighborhood. 00:01:28.480 --> 00:01:30.640 In other words, it would be useless as a map. 00:01:30.640 --> 00:01:33.530 A summary is a map of my neighborhood 00:01:33.530 --> 00:01:36.220 with only the important bits in it, 00:01:36.220 --> 00:01:40.660 my apartment, a metro stop, Rock Creek Park. 00:01:40.660 --> 00:01:42.160 When we make a summary of a text, 00:01:42.160 --> 00:01:46.700 we are in effect making a simple map of that text. 00:01:46.700 --> 00:01:50.270 And it's your job to determine what details are necessary, 00:01:50.270 --> 00:01:51.510 the most needed. 00:01:51.510 --> 00:01:54.490 Like say somewhere deep in that paper 00:01:54.490 --> 00:01:57.020 on how you discovered a cure for the roboflu, 00:01:57.020 --> 00:01:59.737 you had written, "It was raining on the cold, 00:01:59.737 --> 00:02:00.607 "the November day 00:02:00.607 --> 00:02:03.340 "our team first identified the robomedicine." 00:02:03.340 --> 00:02:05.455 Like would that be an important enough detail 00:02:05.455 --> 00:02:08.160 to include in the summary? 00:02:08.160 --> 00:02:09.710 I'd say no. 00:02:09.710 --> 00:02:12.630 The big picture is that the team discovered the medicine, 00:02:12.630 --> 00:02:14.960 not that it was raining when it happened. 00:02:14.960 --> 00:02:17.710 But if the cure for robotflu involved garlic 00:02:17.710 --> 00:02:21.080 and motor oil, yes, that's an important detail, 00:02:21.080 --> 00:02:23.230 because it relates back to the big picture. 00:02:23.230 --> 00:02:26.630 We discovered a medicine, and here's what's in it. 00:02:26.630 --> 00:02:29.350 To conclude, let me summarize. 00:02:29.350 --> 00:02:32.700 A summary is a short retelling of a piece of text 00:02:32.700 --> 00:02:35.220 with only the important details included. 00:02:35.220 --> 00:02:37.703 It's like a simple map of a place. 00:02:37.703 --> 00:02:40.603 You can learn anything, David out.

What language shows cause and effect?

https://www.youtube.com/watch?v=TiORG0pHskE

vtt

https://www.youtube.com/api/timedtext?v=TiORG0pHskE&ei=ZliUZZKADd2Dp-oPktyIqAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=903820E755A2C75B077F2EC8C0B51F8F952D113C.74E0C4056D816E6453B9E076E3486D03C197F157&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.180 --> 00:00:01.580 - [David] Hello, readers. 00:00:01.580 --> 00:00:03.930 Once upon a time in the previous century, 00:00:03.930 --> 00:00:07.790 there lived a cartoonist and engineer named, Rube Goldberg, 00:00:07.790 --> 00:00:09.540 who became well-known for his drawings 00:00:09.540 --> 00:00:12.470 of wacky, overcomplicated machines. 00:00:12.470 --> 00:00:16.470 This is one such machine, the self-operating napkin. 00:00:16.470 --> 00:00:18.610 You see how it works is you lift the spoon, 00:00:18.610 --> 00:00:20.040 which jerks the string, 00:00:20.040 --> 00:00:23.160 which causes the cracker to leap up into the air, 00:00:23.160 --> 00:00:24.430 which distracts the parrot, 00:00:24.430 --> 00:00:26.130 and on, and on, and on, and on and on 00:00:26.130 --> 00:00:28.750 until finally, you cut the string 00:00:28.750 --> 00:00:32.280 which releases this pendulum attached to the clock, 00:00:32.280 --> 00:00:35.670 which has a napkin on the end of it 00:00:35.670 --> 00:00:37.490 which swings back and forth repeatedly, 00:00:37.490 --> 00:00:39.350 bonking you in the face. 00:00:39.350 --> 00:00:40.183 I'm bringing this up 00:00:40.183 --> 00:00:43.070 not because I think anyone should ever build this machine, 00:00:43.070 --> 00:00:45.570 it would in fact be extremely dangerous. 00:00:45.570 --> 00:00:48.400 You can see that it contains knives and fire 00:00:48.400 --> 00:00:49.610 and a small rocket. 00:00:49.610 --> 00:00:53.470 But I want to show you this in order to demonstrate 00:00:53.470 --> 00:00:55.670 a really explicit example 00:00:55.670 --> 00:00:58.410 of a cause and effect relationship. 00:00:58.410 --> 00:01:03.410 Each object has an effect on the next object. 00:01:03.700 --> 00:01:07.730 And language can be used in very much the same way. 00:01:07.730 --> 00:01:10.080 That's what we're talking about today, cause and effect. 00:01:10.080 --> 00:01:13.890 A cause is why something happens, 00:01:13.890 --> 00:01:16.010 and an effect is the result. 00:01:16.010 --> 00:01:20.310 So for this machine, the cigar lighter lights a fuse 00:01:20.310 --> 00:01:21.950 which sets off the rocket, 00:01:21.950 --> 00:01:23.660 which has a sickle, a kind of knife, 00:01:23.660 --> 00:01:26.090 connected to it, which cuts this string. 00:01:26.090 --> 00:01:28.510 So why did the rocket take off? 00:01:28.510 --> 00:01:32.300 Well, the cigar lighter lit the fuse. 00:01:32.300 --> 00:01:35.010 That's the thing that caused it. 00:01:35.010 --> 00:01:38.270 What was the effect of the fuse being lit? 00:01:38.270 --> 00:01:39.720 The rocket takes off. 00:01:39.720 --> 00:01:43.440 But the rocket taking off is its own cause 00:01:43.440 --> 00:01:44.860 that causes an additional effect 00:01:44.860 --> 00:01:46.570 which is cutting the string. 00:01:46.570 --> 00:01:48.920 We can see this very clearly in writing 00:01:48.920 --> 00:01:50.880 when an author gives us clue words 00:01:50.880 --> 00:01:52.930 about how information is connected. 00:01:52.930 --> 00:01:56.280 About how or why things happen in a text. 00:01:56.280 --> 00:01:57.113 So with that in mind, 00:01:57.113 --> 00:01:59.920 here are some words that signal cause: 00:01:59.920 --> 00:02:04.610 Because, since, due to, as a result of. 00:02:04.610 --> 00:02:08.090 Whereas here are some words that signal effect: 00:02:08.090 --> 00:02:13.090 So, this is why, consequently, therefore and led to. 00:02:13.830 --> 00:02:16.120 Certainly these aren't the only words or phrases 00:02:16.120 --> 00:02:17.540 that signal cause or effect, 00:02:17.540 --> 00:02:20.450 but they are useful ones to look for. 00:02:20.450 --> 00:02:22.240 It's important to remember that cause and effect 00:02:22.240 --> 00:02:24.600 doesn't always go left to right. 00:02:24.600 --> 00:02:26.487 It's not always gonna be as straight forward as, 00:02:26.487 --> 00:02:30.510 "Because I was tired," cause, "I took a nap," effect. 00:02:30.510 --> 00:02:33.560 Like, it's not always gonna go cause to effect. 00:02:33.560 --> 00:02:35.330 You could just as easily write that sentence 00:02:35.330 --> 00:02:36.703 in the opposite order. 00:02:37.750 --> 00:02:39.467 Write, "I took a nap," effect, 00:02:39.467 --> 00:02:42.780 "because I was tired," which is the cause. 00:02:42.780 --> 00:02:45.250 The nap doesn't cause me to be tired, 00:02:45.250 --> 00:02:48.050 I was tired which is why I napped. 00:02:48.050 --> 00:02:50.780 You can't just figure this out by looking at the sentence 00:02:50.780 --> 00:02:52.660 in the order the words come in. 00:02:52.660 --> 00:02:54.790 You have to think critically about what you're reading 00:02:54.790 --> 00:02:58.300 and consider how the actions connect to each other. 00:02:58.300 --> 00:02:59.670 How does it happen? 00:02:59.670 --> 00:03:01.170 Why does it happen? 00:03:01.170 --> 00:03:02.320 So let's take this opportunity 00:03:02.320 --> 00:03:05.070 to apply this to a text example. 00:03:05.070 --> 00:03:06.440 So I'm gonna read this passage 00:03:06.440 --> 00:03:09.510 and then I'll try to answer a couple of questions about it. 00:03:09.510 --> 00:03:12.780 So I'll make a couple of little notes and annotations 00:03:12.780 --> 00:03:14.117 as we scribble our way through. 00:03:14.117 --> 00:03:16.217 "Fourteen-year-old Michaela DePrince 00:03:16.217 --> 00:03:18.497 "sat on the shiny hallway floor 00:03:18.497 --> 00:03:21.290 "and tightened the ribbons on her ballet shoes." 00:03:21.290 --> 00:03:24.007 Okay, so she's a ballerina. 00:03:24.007 --> 00:03:26.347 "It was 2010 and she was about to dance 00:03:26.347 --> 00:03:27.900 "for the chance of a lifetime." 00:03:27.900 --> 00:03:29.287 That sounds important. 00:03:29.287 --> 00:03:31.377 "An opportunity to earn a scholarship 00:03:31.377 --> 00:03:33.660 "to a famous ballet school." 00:03:33.660 --> 00:03:36.027 All right, so that's our chance of a lifetime. 00:03:36.027 --> 00:03:37.077 "She was in the finals 00:03:37.077 --> 00:03:39.267 "of the world's largest ballet competition 00:03:39.267 --> 00:03:43.007 "for young dancers, Youth America Grand Prix. 00:03:43.007 --> 00:03:45.027 "But Michaela was worried. 00:03:45.027 --> 00:03:46.677 "She was nursing an injury. 00:03:46.677 --> 00:03:49.177 "Michaela understood that dancing on her injury 00:03:49.177 --> 00:03:51.537 "could snap a tendon," ew. 00:03:51.537 --> 00:03:54.480 "That could put an end to all of her hopes and dreams." 00:03:54.480 --> 00:03:56.280 A tendon is similar to a muscle, 00:03:56.280 --> 00:03:58.567 it helps you move parts of your body. 00:03:58.567 --> 00:04:00.777 "Michaela was devoted to ballet. 00:04:00.777 --> 00:04:03.767 "She had spent thousands of hours practicing. 00:04:03.767 --> 00:04:05.537 "She had worked incredibly hard 00:04:05.537 --> 00:04:08.487 "and had overcome many challenges to make it to this point, 00:04:08.487 --> 00:04:12.030 "so when they called her on stage, she danced." 00:04:12.030 --> 00:04:15.660 And here we have so, which is one of our, 00:04:15.660 --> 00:04:17.750 one of the words that we're looking for 00:04:17.750 --> 00:04:20.750 that signals that there's a cause, effect relationship. 00:04:20.750 --> 00:04:21.680 So question number one. 00:04:21.680 --> 00:04:23.200 Why was Michaela worried? 00:04:23.200 --> 00:04:24.710 Michaela "was worried." 00:04:24.710 --> 00:04:27.160 We can even do this by filling out a little form. 00:04:28.540 --> 00:04:30.100 Have our little underline. 00:04:30.100 --> 00:04:33.960 The cause goes here, the effect goes here. 00:04:33.960 --> 00:04:36.620 So what is the cause of that worry? 00:04:36.620 --> 00:04:39.600 So in the effect box I'm gonna say, worry. 00:04:39.600 --> 00:04:40.540 That's the effect. 00:04:40.540 --> 00:04:42.010 But why is Michaela worried? 00:04:42.010 --> 00:04:44.730 Well, she was nursing an injury. 00:04:44.730 --> 00:04:46.530 And not just that she was injured, 00:04:46.530 --> 00:04:48.190 but if she pushed that injury too far 00:04:48.190 --> 00:04:49.440 and "snapped a tendon," 00:04:49.440 --> 00:04:53.050 it could, "put an end to all of her hopes and dreams." 00:04:53.050 --> 00:04:55.300 That is extremely serious. 00:04:55.300 --> 00:04:57.310 So that injury represents a lot more 00:04:57.310 --> 00:04:58.850 than just temporary pain. 00:04:58.850 --> 00:05:03.230 It represents a possible, end to her "hopes and dreams." 00:05:03.230 --> 00:05:07.290 So what that injury could be, its potential outcome, 00:05:07.290 --> 00:05:11.103 so its potential effects are what are causing her to worry. 00:05:12.230 --> 00:05:16.670 Another question is why did she dance despite her injury? 00:05:16.670 --> 00:05:19.653 So I'm gonna say that the effect is that Michaela danced. 00:05:20.510 --> 00:05:25.160 And we can see a couple of explanations in the text, right. 00:05:25.160 --> 00:05:28.000 First of all, "they called her on stage." 00:05:28.000 --> 00:05:30.080 So she was asked to do it and she danced. 00:05:30.080 --> 00:05:33.150 But why did she dance even though she was injured? 00:05:33.150 --> 00:05:36.220 Part of it is that she'd already "overcome many challenges," 00:05:36.220 --> 00:05:38.927 she "had spent thousands of hours practicing. 00:05:38.927 --> 00:05:40.960 "She had worked incredibly hard." 00:05:40.960 --> 00:05:45.040 And also, here was this opportunity, "of a lifetime." 00:05:45.040 --> 00:05:47.760 So even though she was hurt, she still danced. 00:05:47.760 --> 00:05:51.920 And she did it because she was so, "devoted to ballet" 00:05:51.920 --> 00:05:52.790 that she wanted to get 00:05:52.790 --> 00:05:55.120 that scholarship to the ballet school. 00:05:55.120 --> 00:05:57.690 So I'm gonna say that the cause, 00:05:57.690 --> 00:06:01.120 the reason that Michaela danced even though she was injured 00:06:01.120 --> 00:06:03.990 is because the opportunity was so great. 00:06:03.990 --> 00:06:07.350 So the opportunity, the chance to earn a scholarship 00:06:07.350 --> 00:06:10.710 to the ballet school, that's the cause, 00:06:10.710 --> 00:06:14.250 and the effect of that is that Michaela chose to dance, 00:06:14.250 --> 00:06:15.920 even though she was injured. 00:06:15.920 --> 00:06:19.057 And finally, what happened when, "they called her on stage?" 00:06:20.170 --> 00:06:21.720 What did Michaela do? 00:06:21.720 --> 00:06:23.567 Well it's right there at the very end of the paragraph. 00:06:23.567 --> 00:06:27.040 "When they called her on stage, she danced." 00:06:27.040 --> 00:06:28.490 What makes this passage challenging 00:06:28.490 --> 00:06:32.820 is there's not a lot of clue words 00:06:32.820 --> 00:06:35.017 that tell you explicitly, 00:06:35.017 --> 00:06:37.360 "Hey this is a cause and effect relationship." 00:06:37.360 --> 00:06:39.680 We've only really got this so. 00:06:39.680 --> 00:06:43.090 There aren't other becauses or therefores or consequentlies. 00:06:43.090 --> 00:06:45.650 So we really have to put it together on our own 00:06:45.650 --> 00:06:48.560 to figure out how all these different events 00:06:48.560 --> 00:06:50.210 are related to each other. 00:06:50.210 --> 00:06:51.600 And that kind of brings us back 00:06:51.600 --> 00:06:53.600 to our old friend, Rube Goldberg. 00:06:53.600 --> 00:06:55.970 Because if we're thinking about cause and effect, 00:06:55.970 --> 00:06:56.803 we should be thinking 00:06:56.803 --> 00:07:00.580 about all of the downstream effects, too, 00:07:00.580 --> 00:07:04.880 because it's possible to say lifting the spoon 00:07:04.880 --> 00:07:08.730 causes the napkin to wipe your face. 00:07:08.730 --> 00:07:11.970 Even though there are all these other stages in between. 00:07:11.970 --> 00:07:14.290 But a text won't necessarily spell it out 00:07:14.290 --> 00:07:16.853 as plainly as this very silly cartoon. 00:07:17.860 --> 00:07:20.620 But I do hope that because you have watched this video, 00:07:20.620 --> 00:07:23.220 you will therefore better be able to understand 00:07:23.220 --> 00:07:26.310 a cause and effect relationship in writing. 00:07:26.310 --> 00:07:28.503 You can learn anything, David out.

Relationships between scientific ideas in a text

https://www.youtube.com/watch?v=NbTeg3Fe_Ys

vtt

https://www.youtube.com/api/timedtext?v=NbTeg3Fe_Ys&ei=ZliUZePDDYfJp-oPqbyDmAY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=B80A17448709B32F4818E27BC631B5AB656B8381.D321844EB4A88D14CA00E4FFD2ECDA6E1AB3204D&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.480 --> 00:00:01.430 - [David] Hello readers. 00:00:01.430 --> 00:00:03.782 This is Professor Mario Molina, 00:00:03.782 --> 00:00:08.310 a scientist who won the Nobel Prize for Chemistry. 00:00:08.310 --> 00:00:10.950 Now I'm gonna use the example of Professor Molina 00:00:10.950 --> 00:00:13.220 to teach us about connections, 00:00:13.220 --> 00:00:17.720 or drawing connections between scientific information 00:00:17.720 --> 00:00:20.360 in a text, in a piece of writing, 00:00:20.360 --> 00:00:22.930 because reading scientific papers often involves 00:00:22.930 --> 00:00:26.240 learning about a bunch of new information all at once 00:00:26.240 --> 00:00:30.100 and then learning how all of that new information connects. 00:00:30.100 --> 00:00:31.800 How is information connected? 00:00:31.800 --> 00:00:34.040 Before we dive into Doctor Molina's life and research, 00:00:34.040 --> 00:00:36.240 let's use a simple example. 00:00:36.240 --> 00:00:38.563 A bowl of noodles, say. 00:00:39.820 --> 00:00:41.300 Let's put a little sauce on those noodles, 00:00:41.300 --> 00:00:42.810 maybe a little bit of pesto. 00:00:42.810 --> 00:00:45.130 Just a little bit of green, little bit of basil. 00:00:45.130 --> 00:00:46.610 Here's a basil leaf. 00:00:46.610 --> 00:00:49.910 So, using this bowl of pasta as an example. 00:00:49.910 --> 00:00:51.380 In a piece of nonfiction, 00:00:51.380 --> 00:00:54.150 we can learn why something happened. 00:00:54.150 --> 00:00:57.540 We can learn why the pasta was made, 00:00:57.540 --> 00:00:59.140 you know, maybe I was hungry. 00:00:59.140 --> 00:01:03.030 We can learn how something happened. 00:01:03.030 --> 00:01:04.480 So in the case of the pasta, 00:01:04.480 --> 00:01:07.340 I cooked it in boiling water and then drained it 00:01:07.340 --> 00:01:10.720 and put some sauce on top and put it in a bowl. 00:01:10.720 --> 00:01:13.810 We can learn how one event impacted other events. 00:01:13.810 --> 00:01:16.930 Let's say I had a very late lunch at like 4:00 p.m. 00:01:16.930 --> 00:01:18.480 that consisted of this pasta 00:01:18.480 --> 00:01:19.680 and then by 7:00 p.m., 00:01:19.680 --> 00:01:21.220 when it was time for me to have dinner, 00:01:21.220 --> 00:01:22.790 I didn't have as much of an appetite 00:01:22.790 --> 00:01:24.490 'cause I'd spoiled my appetite with this 00:01:24.490 --> 00:01:26.170 big ol' bowl of pasta at 4:00 p.m. 00:01:26.170 --> 00:01:30.620 And we can also learn how events cause other events. 00:01:30.620 --> 00:01:33.430 So, say I'd had my late lunch of pasta 00:01:33.430 --> 00:01:35.260 and I wasn't ready for dinner at 7:00 p.m., 00:01:35.260 --> 00:01:37.830 so I decided to push dinner back a couple of hours. 00:01:37.830 --> 00:01:39.550 That's, you know, I'm an adult. 00:01:39.550 --> 00:01:40.980 I eat when I want. 00:01:40.980 --> 00:01:42.840 Now, I know this example is a little silly, 00:01:42.840 --> 00:01:46.520 but I wanted to talk about something relatively simple, 00:01:46.520 --> 00:01:47.850 like a bowl of noodles, 00:01:47.850 --> 00:01:50.520 before we dive into Doctor Molina and his research, 00:01:50.520 --> 00:01:54.730 which is about pretty complicated scientific concepts. 00:01:54.730 --> 00:01:56.200 So, these are just four of the ways 00:01:56.200 --> 00:01:58.070 that information can be connected. 00:01:58.070 --> 00:01:59.850 It's not, these aren't the only four ways, 00:01:59.850 --> 00:02:02.300 these aren't the ways to think about information, 00:02:02.300 --> 00:02:03.180 but these are some of them 00:02:03.180 --> 00:02:06.610 and this is a helpful way to think about 00:02:06.610 --> 00:02:08.910 making connections when you're reading. 00:02:08.910 --> 00:02:11.370 So, this is taken from a passage on the website 00:02:11.370 --> 00:02:14.280 about Mario Molina's research. 00:02:14.280 --> 00:02:16.360 I'm gonna read this passage and as I do, 00:02:16.360 --> 00:02:18.950 I'm going to try and find connections 00:02:18.950 --> 00:02:21.820 between pieces of information in the text. 00:02:21.820 --> 00:02:24.680 I'm going to try and pull out of the passage 00:02:24.680 --> 00:02:26.620 the stuff that the author wants me to know 00:02:26.620 --> 00:02:29.467 and the stuff that the author wants me to put together. 00:02:29.467 --> 00:02:32.627 "As a professor, Mario Molina tackled a question 00:02:32.627 --> 00:02:35.517 "that no other scientist had before. 00:02:35.517 --> 00:02:39.680 "It was, how do chlorofluorocarbons," 00:02:39.680 --> 00:02:43.323 what a long word, "chlorofluorocarbons, CFCs, 00:02:44.157 --> 00:02:45.680 "affect the atmosphere?" 00:02:45.680 --> 00:02:46.679 Now this is interesting 00:02:46.679 --> 00:02:48.710 because these are parentheses 00:02:48.710 --> 00:02:51.760 and the parentheses are telling us that CFC 00:02:51.760 --> 00:02:55.991 is a shorter way to refer to chlorofluorocarbon, 00:02:55.991 --> 00:02:57.330 which we assume is, 00:02:57.330 --> 00:02:59.880 I'm gonna assume is some kind of chemical 00:02:59.880 --> 00:03:01.970 and how do they affect the atmosphere. 00:03:01.970 --> 00:03:06.970 So what is the impact of these CFCs on the atmosphere? 00:03:07.320 --> 00:03:09.760 And specifically, sentences like these 00:03:09.760 --> 00:03:11.250 that are built up like this, right? 00:03:11.250 --> 00:03:13.290 So it's, the passage is setting up the idea 00:03:13.290 --> 00:03:16.840 that no other scientist had ever asked this question 00:03:16.840 --> 00:03:20.230 or hadn't successfully managed to deal with it, 00:03:20.230 --> 00:03:21.240 tackled it, right? 00:03:21.240 --> 00:03:25.450 What is the impact of these CFCs on the atmosphere? 00:03:25.450 --> 00:03:27.820 And if you don't know a word like atmosphere, 00:03:27.820 --> 00:03:30.110 now is a really good time to look it up. 00:03:30.110 --> 00:03:34.020 Right, the atmosphere is the layer of air and gases 00:03:34.020 --> 00:03:36.480 that surrounds the rocky part of our planet. 00:03:36.480 --> 00:03:39.600 So we can just say, the air, 00:03:39.600 --> 00:03:42.020 just sort of as a rough definition. 00:03:42.020 --> 00:03:44.730 So how do CFCs affect the air? 00:03:44.730 --> 00:03:47.470 And so, now we've been cued to look for 00:03:47.470 --> 00:03:50.500 some sort of cause effect relationship. 00:03:50.500 --> 00:03:53.530 Now we've been cued for some sort of relationship 00:03:53.530 --> 00:03:56.170 between CFCs and the atmosphere. 00:03:56.170 --> 00:03:57.670 They affect it somehow. 00:03:57.670 --> 00:03:59.043 They do something to it. 00:04:00.200 --> 00:04:01.327 Let's keep reading. 00:04:01.327 --> 00:04:03.607 "CFCs are chemicals," great, 00:04:03.607 --> 00:04:06.110 "once used to cool refrigerators." 00:04:06.110 --> 00:04:08.710 Okay, so this is starting to answer my next question, 00:04:08.710 --> 00:04:10.773 like what are CFCs? 00:04:11.807 --> 00:04:14.800 "They were also used in things like hair spray." 00:04:14.800 --> 00:04:17.980 So, hair spray and refrigerators. 00:04:17.980 --> 00:04:19.380 Now, I don't use a lotta hair spray, 00:04:19.380 --> 00:04:22.230 but I do have a refrigerator in my home, 00:04:22.230 --> 00:04:26.130 which leads me to think that CFCs used to be pretty common. 00:04:26.130 --> 00:04:29.880 That's what these two sentences together tell me. 00:04:29.880 --> 00:04:32.840 I also keyed in on the word, once, here, 00:04:32.840 --> 00:04:37.040 which suggests to me that they used to cool refrigerators 00:04:37.040 --> 00:04:40.000 and used to be used in things like hair spray, 00:04:40.000 --> 00:04:41.710 but I don't think that they are anymore. 00:04:41.710 --> 00:04:44.047 Probably because of Molina's research. 00:04:44.047 --> 00:04:46.437 "At this time in the 1970s, 00:04:46.437 --> 00:04:49.610 "the public believed that CFCs were safe to use." 00:04:49.610 --> 00:04:52.910 All right, so now I know when this research is taking place 00:04:52.910 --> 00:04:54.270 is in the 1970s. 00:04:54.270 --> 00:04:56.470 This also kind of explains the hair spray thing. 00:04:56.470 --> 00:04:59.890 If you've ever seen a movie from the '70s, 00:04:59.890 --> 00:05:04.220 people had much much much bigger hair 00:05:04.220 --> 00:05:05.880 than they do today. 00:05:05.880 --> 00:05:08.020 So we know that in the '70s, 00:05:08.020 --> 00:05:13.020 the public, like everybody, believed that CFCs were safe. 00:05:13.777 --> 00:05:15.977 "However," ooh, love a however, 00:05:15.977 --> 00:05:18.460 "Molina discovered something else." 00:05:18.460 --> 00:05:20.580 Something else other than what? 00:05:20.580 --> 00:05:22.930 Well, because of where this transition is, 00:05:22.930 --> 00:05:24.450 it's in the next paragraph 00:05:24.450 --> 00:05:27.795 and it's kind of reflecting back on the previous sentence, 00:05:27.795 --> 00:05:30.310 I think we can say that something else 00:05:30.310 --> 00:05:33.510 is that CFCs were maybe not so safe to use, 00:05:33.510 --> 00:05:35.447 something else was true. 00:05:35.447 --> 00:05:40.173 "After release, CFCs rise up into the Earth's atmosphere. 00:05:42.407 --> 00:05:45.117 "There, solar radiation breaks them down 00:05:45.117 --> 00:05:47.243 "into something called chlorine. 00:05:48.267 --> 00:05:51.187 "Chlorine destroys the ozone layer, 00:05:51.187 --> 00:05:55.120 "which shields Earth from the sun's harmful rays." 00:05:55.120 --> 00:05:58.460 All right, so that's a lot of information all at once 00:05:58.460 --> 00:06:00.110 and that's a lot of relationships 00:06:00.110 --> 00:06:01.777 of information all at once. 00:06:01.777 --> 00:06:06.530 So we've got our little can of hair spray. 00:06:06.530 --> 00:06:08.320 There it goes. (spraying sounds) 00:06:08.320 --> 00:06:12.950 And after it's used, it rises up into the atmosphere 00:06:13.940 --> 00:06:16.320 where rays from the sun hit it 00:06:17.250 --> 00:06:20.480 and that breaks it down into chlorine 00:06:20.480 --> 00:06:22.850 and chlorine destroys the ozone layer, 00:06:22.850 --> 00:06:25.513 which protects us from the harmful rays of the sun. 00:06:26.580 --> 00:06:28.150 So, let's go back to our pasta bowl 00:06:28.150 --> 00:06:29.530 and instead of pasta, 00:06:29.530 --> 00:06:31.330 let's scribble that out and replace it 00:06:31.330 --> 00:06:36.080 with the destruction of the ozone layer in the '70s. 00:06:36.080 --> 00:06:37.860 So why did it happen? 00:06:37.860 --> 00:06:42.005 The answer to that is CFCs got into the atmosphere. 00:06:42.005 --> 00:06:44.780 I'm just gonna write CFCs, ATMO. 00:06:44.780 --> 00:06:46.070 How did something happen? 00:06:46.070 --> 00:06:49.240 Well, when the CFCs get hit by solar radiation, 00:06:49.240 --> 00:06:50.320 they turn into chlorine 00:06:50.320 --> 00:06:52.900 and the chlorine eats the ozone layer. 00:06:52.900 --> 00:06:55.910 And what is the impact of the ozone layer being destroyed? 00:06:55.910 --> 00:06:59.130 More exposure to solar radiation. 00:06:59.130 --> 00:07:01.020 And what caused this to happen? 00:07:01.020 --> 00:07:04.963 The use of CFCs in hair spray and refrigerators. 00:07:05.960 --> 00:07:07.348 So when you're trying to make connections 00:07:07.348 --> 00:07:09.720 in a scientific text, 00:07:09.720 --> 00:07:11.420 ask yourself these questions. 00:07:11.420 --> 00:07:14.130 Why did something happen, how did it happen, 00:07:14.130 --> 00:07:17.038 what are the impacts from that thing happening, 00:07:17.038 --> 00:07:20.610 and does it cause anything else to happen? 00:07:20.610 --> 00:07:22.640 Taking the information from a text 00:07:22.640 --> 00:07:25.130 and then kinda plunking it into these questions 00:07:25.130 --> 00:07:28.409 or these thoughts, is a great way to figure out 00:07:28.409 --> 00:07:31.530 how information relates to other information 00:07:31.530 --> 00:07:33.430 within that passage and how it relates to stuff 00:07:33.430 --> 00:07:35.110 you may already know about. 00:07:35.110 --> 00:07:36.547 So we say, "Thank you, Doctor Molina, 00:07:36.547 --> 00:07:38.190 "for saving the ozone layer." 00:07:38.190 --> 00:07:40.457 You can learn anything, David out.

What is a main idea?

https://www.youtube.com/watch?v=4swFGRhQoMI

vtt

https://www.youtube.com/api/timedtext?v=4swFGRhQoMI&ei=ZliUZe_nJcOLmLAPjb2F8Ak&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=91EFACA9577CB1E44ADF11B92C237184C987FE8A.499DC449EBB1510F32A8317EC9FE5EACE1D8395D&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.290 --> 00:00:01.140 - [David] Hello readers. 00:00:01.140 --> 00:00:03.340 Today I'm in this peaceful forest 00:00:03.340 --> 00:00:04.980 to tell you all about the skill 00:00:04.980 --> 00:00:07.820 of figuring out the main idea of a text. 00:00:07.820 --> 00:00:10.330 - [Squirrel] Say, what's the big idea? 00:00:10.330 --> 00:00:11.470 - [David] Yes, exactly. 00:00:11.470 --> 00:00:12.303 Wait, what? 00:00:12.303 --> 00:00:13.570 Oh, hello squirrel. 00:00:13.570 --> 00:00:14.690 - [Squirrel] You heard me, big legs. 00:00:14.690 --> 00:00:15.930 What's the big idea? 00:00:15.930 --> 00:00:18.310 Were you tromping all over my patch of forest 00:00:18.310 --> 00:00:19.860 without so much as a how do you do? 00:00:19.860 --> 00:00:20.693 - [David] I'm sorry. 00:00:20.693 --> 00:00:22.050 How do you do? - Hello. 00:00:22.050 --> 00:00:23.150 - [David] How can I make it up to you? 00:00:23.150 --> 00:00:24.150 - [Squirrel] Well, okay. 00:00:24.150 --> 00:00:26.010 I'm working on a school assignment. 00:00:26.010 --> 00:00:26.843 - [David] Squirrels have school? 00:00:26.843 --> 00:00:28.030 - Yeah. - All right, all right. 00:00:28.030 --> 00:00:28.863 Sorry, go on. 00:00:28.863 --> 00:00:30.290 - [Squirrel] So I've got this newspaper article, 00:00:30.290 --> 00:00:32.520 and Mr. Badgerton says I have to draw out 00:00:32.520 --> 00:00:34.430 what the main idea is. 00:00:34.430 --> 00:00:36.480 How is that different from a summary? 00:00:36.480 --> 00:00:38.160 - [David] Okay, a summary is all of 00:00:38.160 --> 00:00:40.590 the key details of an article or a story, 00:00:40.590 --> 00:00:43.340 but a main idea is bigger than details. 00:00:43.340 --> 00:00:45.510 It's what those details add up to. 00:00:45.510 --> 00:00:48.310 A main idea is the key information 00:00:48.310 --> 00:00:49.890 that the author wants you to know 00:00:49.890 --> 00:00:52.520 after you've finished reading the text. 00:00:52.520 --> 00:00:54.800 So, for example, what's going on in your article? 00:00:54.800 --> 00:00:56.320 - [Squirrel] It's about the creek in the forest, 00:00:56.320 --> 00:00:58.370 and how everyone wants to drink from it, 00:00:58.370 --> 00:01:01.600 but the otters wanna swim in it, the bears wanna fish in it, 00:01:01.600 --> 00:01:03.630 and the beavers wanna build a dam in it 00:01:03.630 --> 00:01:05.300 and turn the whole thing into a pond. 00:01:05.300 --> 00:01:06.650 - [David] Not as peaceful of a forest 00:01:06.650 --> 00:01:07.680 as I thought, huh? 00:01:07.680 --> 00:01:08.970 - [Squirrel] Not so much, no. 00:01:08.970 --> 00:01:09.803 - [David] What you just told me 00:01:09.803 --> 00:01:12.440 is a summary of the events of the news story. 00:01:12.440 --> 00:01:16.340 But the big idea there is that there's a conflict or fight 00:01:16.340 --> 00:01:18.710 over who has access to the creek. 00:01:18.710 --> 00:01:21.270 - [Squirrel] So you just zipped all the supporting details 00:01:21.270 --> 00:01:24.080 out of my summary, and made it more about the ideas? 00:01:24.080 --> 00:01:25.120 - [David] Yeah, exactly. 00:01:25.120 --> 00:01:28.260 The main idea is that different animals wanna use the creek. 00:01:28.260 --> 00:01:30.360 - [Squirrel] Can you give me a more complicated example? 00:01:30.360 --> 00:01:31.860 - [David] I would love to. 00:01:31.860 --> 00:01:34.570 Why don't we take a look at this text about brain growth? 00:01:34.570 --> 00:01:36.930 So here's a passage about training your brain. 00:01:36.930 --> 00:01:39.690 I'm going to read it, I'm gonna make notes, 00:01:39.690 --> 00:01:42.970 and then I'm gonna summarize each paragraph. 00:01:42.970 --> 00:01:44.610 And then, I'll take all those summaries, 00:01:44.610 --> 00:01:46.040 put 'em together, and that'll help us 00:01:46.040 --> 00:01:47.830 come up with a main idea. 00:01:47.830 --> 00:01:49.970 So, here we go. 00:01:49.970 --> 00:01:52.770 Your brain gets stronger when you exercise it, 00:01:52.770 --> 00:01:56.070 just like muscles get stronger when you exercise them. 00:01:56.070 --> 00:01:59.040 Training your brain isn't always easy or comfortable. 00:01:59.040 --> 00:02:01.330 In fact, your brain uses up 20% 00:02:01.330 --> 00:02:03.410 of the oxygen and blood in your body 00:02:03.410 --> 00:02:05.490 because it works so hard. 00:02:05.490 --> 00:02:10.490 Okay, so, your brain can get stronger, but it's not easy. 00:02:11.630 --> 00:02:13.740 Here are some examples of how your brain grows 00:02:13.740 --> 00:02:15.290 when you learn new things. 00:02:15.290 --> 00:02:17.650 Learning math strengthens the parts of the brain 00:02:17.650 --> 00:02:20.610 that are linked to memory, thought, and action. 00:02:20.610 --> 00:02:21.770 Imagine that! 00:02:21.770 --> 00:02:24.490 Remember when you first learned how to add and subtract? 00:02:24.490 --> 00:02:27.280 You got faster and faster with more practice. 00:02:27.280 --> 00:02:29.910 That's because your neurons, those are brain cells, 00:02:29.910 --> 00:02:32.180 your neurons were learning how to work with each other, 00:02:32.180 --> 00:02:34.380 and then your memory improved. 00:02:34.380 --> 00:02:37.080 But memory is useful for more than just math. 00:02:37.080 --> 00:02:38.960 I'm gonna underline more than just math. 00:02:38.960 --> 00:02:40.130 That same part of your brain 00:02:40.130 --> 00:02:43.250 helps you remember basketball plays, dance routines, 00:02:43.250 --> 00:02:46.250 and even nice memories with your friends and family. 00:02:46.250 --> 00:02:47.960 So it's not just about math. 00:02:47.960 --> 00:02:51.910 Learning and practicing things helps your brain work faster. 00:02:51.910 --> 00:02:54.880 Learning or practicing anything, yes anything! 00:02:54.880 --> 00:02:56.810 Learning and practicing helps strengthen 00:02:56.810 --> 00:02:58.723 and change our brains. 00:02:59.600 --> 00:03:04.180 Your brain is changing and creating new neural pathways, 00:03:04.180 --> 00:03:05.606 which is just another way of saying 00:03:05.606 --> 00:03:07.983 brain connections, right? 00:03:08.890 --> 00:03:12.020 Neural is similar to neuron. 00:03:12.020 --> 00:03:16.100 So it's like, having to do with brain cells. 00:03:16.100 --> 00:03:18.860 Your brain is changing and creating new neural pathways 00:03:18.860 --> 00:03:21.300 when you struggle to learn something new. 00:03:21.300 --> 00:03:23.020 So struggle is important. 00:03:23.020 --> 00:03:25.480 In other words, there's a lot happening in your brain 00:03:25.480 --> 00:03:26.810 when you're learning. 00:03:26.810 --> 00:03:29.720 All learning can build new information pathways, 00:03:29.720 --> 00:03:31.920 but learning things that are challenging for you 00:03:31.920 --> 00:03:34.630 can supercharge your brain growth. 00:03:34.630 --> 00:03:36.340 In other words, the more you're challenged, 00:03:36.340 --> 00:03:37.513 the faster you learn. 00:03:38.850 --> 00:03:42.010 So here are my paragraph summaries. 00:03:42.010 --> 00:03:44.450 Your brain can get stronger, but it's not easy. 00:03:44.450 --> 00:03:46.970 Learning and practicing helps your brain work faster. 00:03:46.970 --> 00:03:50.450 And the more you're challenged, the faster you learn. 00:03:50.450 --> 00:03:51.880 Putting those three things together, 00:03:51.880 --> 00:03:54.710 I would say that the main idea of this passage 00:03:54.710 --> 00:03:58.620 is that learning new information can strengthen your brain. 00:03:58.620 --> 00:04:00.680 Let's get our little thinky pinky back in there. 00:04:00.680 --> 00:04:03.470 What I did was I took something from each paragraph 00:04:03.470 --> 00:04:05.560 and found what they all had in common. 00:04:05.560 --> 00:04:07.030 There were some details, for example, 00:04:07.030 --> 00:04:11.410 about math or dance practice, that are important, 00:04:11.410 --> 00:04:12.470 but aren't so important 00:04:12.470 --> 00:04:14.800 that they need to be included in the main idea. 00:04:14.800 --> 00:04:16.520 All of that can just sort of be pushed 00:04:16.520 --> 00:04:20.340 into this broader idea of learning new information 00:04:20.340 --> 00:04:23.153 makes your brain stronger, can strengthen your brain. 00:04:24.120 --> 00:04:27.040 - [Squirrel] So how should I be thinking about main ideas? 00:04:27.040 --> 00:04:27.873 - [David] All right. 00:04:27.873 --> 00:04:29.677 So, are you familiar with the expression, 00:04:29.677 --> 00:04:31.780 "You can't see the forest for the trees"? 00:04:31.780 --> 00:04:33.640 - [Squirrel] David, I live in a forest. 00:04:33.640 --> 00:04:34.750 Of course I'm familiar. 00:04:34.750 --> 00:04:35.790 - [David] So it means, right, 00:04:35.790 --> 00:04:37.610 don't get so hung up on details 00:04:37.610 --> 00:04:39.310 that you can't see the big picture. 00:04:39.310 --> 00:04:42.560 The trees, one by one, are all part of the forest. 00:04:42.560 --> 00:04:43.780 They make up the forest. 00:04:43.780 --> 00:04:44.960 Right, you with me? - Yes. 00:04:44.960 --> 00:04:46.370 - [David] A summary of the forest 00:04:46.370 --> 00:04:48.310 is all the important details. 00:04:48.310 --> 00:04:51.210 There's a stream here, there's a birch tree here, 00:04:51.210 --> 00:04:55.840 a Douglas fir tree here, a red oak tree here, a rock there. 00:04:55.840 --> 00:04:58.830 But the main idea is this is a forest. 00:04:58.830 --> 00:05:00.150 All of those things together 00:05:00.150 --> 00:05:03.510 add up to the idea of a forest. 00:05:03.510 --> 00:05:04.345 - [Squirrel] But do they add up 00:05:04.345 --> 00:05:06.670 to you doing my homework assignment? 00:05:06.670 --> 00:05:07.700 - [David] They do not. 00:05:07.700 --> 00:05:08.860 - [Squirrel] Aw, nuts. 00:05:08.860 --> 00:05:10.230 - [David] You can learn anything. 00:05:10.230 --> 00:05:11.063 David, out.

First and secondhand accounts

https://www.youtube.com/watch?v=vb0xGhKoFQ0

vtt

https://www.youtube.com/api/timedtext?v=vb0xGhKoFQ0&ei=ZliUZaSQFee7p-oPyciU0Aw&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=143A8E415956FEE858508F38F6772D841EA9AE6B.F07CB17C1745DDA5B536D03C865387EC630A50AF&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.130 --> 00:00:00.963 - [David] Hello readers. 00:00:00.963 --> 00:00:03.620 I just got back from the library with these. 00:00:03.620 --> 00:00:04.453 Books. 00:00:04.453 --> 00:00:05.720 "Oh, big surprise," you say. 00:00:05.720 --> 00:00:06.770 I went to the library. 00:00:06.770 --> 00:00:07.603 I found two books. 00:00:07.603 --> 00:00:09.560 No, I get it, but these books will help us talk 00:00:09.560 --> 00:00:13.300 about the difference between a first and secondhand account. 00:00:13.300 --> 00:00:16.520 You see, this is a travel diary written by a young man 00:00:16.520 --> 00:00:19.290 on the Oregon Trail like 150 years ago. 00:00:19.290 --> 00:00:22.330 Whereas this is a book about the Oregon Trail 00:00:22.330 --> 00:00:24.370 written last year. 00:00:24.370 --> 00:00:26.840 A firsthand account is created by the person 00:00:26.840 --> 00:00:28.313 who experienced an event. 00:00:29.160 --> 00:00:31.730 Firsthand accounts are also called primary sources. 00:00:31.730 --> 00:00:34.640 Primary is another way to say first or original. 00:00:34.640 --> 00:00:37.040 It uses pronouns like I or me. 00:00:37.040 --> 00:00:39.433 It's told from one person's perspective. 00:00:40.600 --> 00:00:43.360 A secondhand account is more distant from the event, 00:00:43.360 --> 00:00:45.460 like a book or a newspaper article. 00:00:45.460 --> 00:00:47.920 The author wasn't there but they used 00:00:47.920 --> 00:00:49.750 firsthand accounts like interviews, 00:00:49.750 --> 00:00:52.340 diaries, photos, or video recordings 00:00:52.340 --> 00:00:54.120 to stitch the story together. 00:00:54.120 --> 00:00:57.810 The story uses pronouns like they, she, or he, 00:00:57.810 --> 00:00:59.330 not I or we. 00:00:59.330 --> 00:01:01.330 Let me show you more specifically by comparing 00:01:01.330 --> 00:01:03.150 these two passages. 00:01:03.150 --> 00:01:05.640 Okay, so this one, our firsthand account, 00:01:05.640 --> 00:01:08.220 comes from "The Diary of Horace Griggs", 00:01:08.220 --> 00:01:10.343 our young migrant on the Oregon Trail. 00:01:11.257 --> 00:01:14.377 "July 18th, 1871. 00:01:14.377 --> 00:01:16.237 "We're in the Wyoming territory now, 00:01:16.237 --> 00:01:18.877 "and it's been a few days since we had good water. 00:01:18.877 --> 00:01:20.257 "I'm starting to worry. 00:01:20.257 --> 00:01:21.877 "It's been at least a week since any of us 00:01:21.877 --> 00:01:23.137 "saw a tree. 00:01:23.137 --> 00:01:25.607 "But the buffalo chips remain plentiful. 00:01:25.607 --> 00:01:27.767 "At least the darn things burn hot." 00:01:29.110 --> 00:01:31.070 And here's the excerpt from a secondary source, 00:01:31.070 --> 00:01:32.550 our book about the Oregon Trail 00:01:32.550 --> 00:01:34.377 that came out last year. 00:01:34.377 --> 00:01:37.067 "The Oregon Trail didn't have many trees. 00:01:37.067 --> 00:01:38.937 "The pioneers used buffalo chips, 00:01:38.937 --> 00:01:40.087 "dried buffalo dung, 00:01:40.087 --> 00:01:41.797 "as fuel for their fires. 00:01:41.797 --> 00:01:44.897 "In fact, some children played games with buffalo chips. 00:01:44.897 --> 00:01:47.567 "they tossed them around like Frisbees." 00:01:47.567 --> 00:01:50.710 So we've got here two passages both about buffalo droppings, 00:01:50.710 --> 00:01:51.543 good job me. 00:01:51.543 --> 00:01:52.376 Let me be clear. 00:01:52.376 --> 00:01:53.209 It's not gross. 00:01:53.209 --> 00:01:56.200 They're mostly made of dried grass, honestly. 00:01:56.200 --> 00:01:59.870 What are the big differences between these two passages? 00:01:59.870 --> 00:02:02.520 Look at how Horace uses first person pronouns 00:02:02.520 --> 00:02:06.090 like I, or we, or us. 00:02:06.090 --> 00:02:08.180 He's telling the story from his perspective 00:02:08.180 --> 00:02:10.450 and the perspective of other people traveling with him. 00:02:10.450 --> 00:02:12.320 It's like he's telling us a story. 00:02:12.320 --> 00:02:13.220 And it's his story to tell. 00:02:13.220 --> 00:02:16.370 He was right there starting fires with buffalo chips. 00:02:16.370 --> 00:02:19.810 We can see how he felt about not having access to water. 00:02:19.810 --> 00:02:20.810 He was worried. 00:02:20.810 --> 00:02:23.200 Firsthand accounts connect us more closely 00:02:23.200 --> 00:02:25.003 with the emotions of the writer. 00:02:25.890 --> 00:02:28.370 And because he was there, he can accurately describe 00:02:28.370 --> 00:02:29.610 his experiences. 00:02:29.610 --> 00:02:31.270 However, this guy can only describe 00:02:31.270 --> 00:02:33.090 his own experience 00:02:33.090 --> 00:02:35.430 He doesn't know what it was like in other wagon trains. 00:02:35.430 --> 00:02:37.560 He doesn't know what it was like to be a Native community 00:02:37.560 --> 00:02:38.860 encountering these settlers. 00:02:38.860 --> 00:02:40.490 He's writing from one perspective, 00:02:40.490 --> 00:02:42.640 and it's his perspective. 00:02:42.640 --> 00:02:44.210 Now look at the second passage. 00:02:44.210 --> 00:02:46.420 It uses the pronouns their and they 00:02:46.420 --> 00:02:48.920 to refer to the pioneers and their kids. 00:02:48.920 --> 00:02:49.980 What does that tell us? 00:02:49.980 --> 00:02:51.840 The writer is not part of the group, 00:02:51.840 --> 00:02:53.630 wasn't there, doesn't consider themselves 00:02:53.630 --> 00:02:56.300 part of the us the way that Horace considers himself 00:02:56.300 --> 00:02:57.293 part of an us. 00:02:58.410 --> 00:03:00.550 The author is more distant. 00:03:00.550 --> 00:03:02.460 It's not the author's individual story. 00:03:02.460 --> 00:03:04.580 Instead, they're trying to tell the stories 00:03:04.580 --> 00:03:06.960 of other people through research. 00:03:06.960 --> 00:03:08.790 This is what makes it a secondary source, 00:03:08.790 --> 00:03:10.480 a secondhand account. 00:03:10.480 --> 00:03:12.280 Because secondhand accounts are more distant 00:03:12.280 --> 00:03:13.500 from the events they describe, 00:03:13.500 --> 00:03:16.100 they're usually less emotional. 00:03:16.100 --> 00:03:18.290 The author of this second passage, for example, 00:03:18.290 --> 00:03:19.910 isn't worried about anything that's happening 00:03:19.910 --> 00:03:21.030 to the pioneers. 00:03:21.030 --> 00:03:23.660 They're not even referring to a specific set of pioneers. 00:03:23.660 --> 00:03:26.230 They're talking about what these migrants did in general. 00:03:26.230 --> 00:03:29.750 They're giving you background knowledge, general knowledge. 00:03:29.750 --> 00:03:31.630 That kind of distance lets the author 00:03:31.630 --> 00:03:34.280 of a secondhand account cover more ground. 00:03:34.280 --> 00:03:35.620 They don't have to stick to the narrative 00:03:35.620 --> 00:03:39.573 of one family or one person, or even one moment in time. 00:03:40.600 --> 00:03:43.490 First and secondhand accounts are both important. 00:03:43.490 --> 00:03:45.070 When I was a kid, they used to advertise 00:03:45.070 --> 00:03:47.970 sugary cereals as part of a balanced breakfast. 00:03:47.970 --> 00:03:50.310 Little bowl of sugary cereal, a glass of milk, 00:03:50.310 --> 00:03:52.660 a bowl of fruit, maybe a sausage, some toast. 00:03:52.660 --> 00:03:55.680 Well, think of primary and secondary sources 00:03:55.680 --> 00:03:59.740 as part of a balanced information diet. 00:03:59.740 --> 00:04:02.970 A little of column A, a little of column B. 00:04:02.970 --> 00:04:05.320 You just gotta take your knowledge spoon 00:04:05.320 --> 00:04:08.800 and dig in deep into your perspectives bowl. 00:04:08.800 --> 00:04:11.790 That's a thing that I made up just now. 00:04:11.790 --> 00:04:14.623 Diversity of perspectives does a body good. 00:04:15.590 --> 00:04:17.100 You can learn anything. 00:04:17.100 --> 00:04:17.933 David out.

Reading more than one source on a topic

https://www.youtube.com/watch?v=lcXgSEF4iCM

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https://www.youtube.com/api/timedtext?v=lcXgSEF4iCM&ei=ZliUZcX6GY2Cp-oPrtaFoAc&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245974&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=8BE839CB6645A8202339CBDAB7EEB8CB0B00A010.B256B120305909374ED7A9BF764A469108DB9C22&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.410 --> 00:00:02.770 - [Narrator] Hello readers, today I wanna talk to you 00:00:02.770 --> 00:00:06.130 about why we read more than one text on one topic. 00:00:06.130 --> 00:00:08.370 And to show you why I shall use a subject 00:00:08.370 --> 00:00:10.600 that is very near and dear to my heart, 00:00:10.600 --> 00:00:12.340 animals that can kill you. 00:00:12.340 --> 00:00:13.220 This is not a joke. 00:00:13.220 --> 00:00:15.490 I legitimately wrote a book about this a few years ago, 00:00:15.490 --> 00:00:17.190 and to research this book 00:00:17.190 --> 00:00:19.670 about the world's deadliest animals, 00:00:19.670 --> 00:00:22.380 I read a lot of other books and sources. 00:00:22.380 --> 00:00:24.650 So I wanna use this experience to show you why it's 00:00:24.650 --> 00:00:28.580 important to read more than one source on a subject. 00:00:28.580 --> 00:00:30.160 Okay, so why do it? 00:00:30.160 --> 00:00:31.440 Why not say all right, 00:00:31.440 --> 00:00:34.430 I read one text about the Pacific Blue-ringed octopus. 00:00:34.430 --> 00:00:38.210 Why do I need to read two or three or 20? 00:00:38.210 --> 00:00:39.230 There are a couple reasons. 00:00:39.230 --> 00:00:41.860 Let's start with the first, expert knowledge. 00:00:41.860 --> 00:00:43.740 If you wanna know all about octopuses, 00:00:43.740 --> 00:00:45.877 you can't just look at a single piece of writing say, 00:00:45.877 --> 00:00:47.957 "Bam, got it, know all I need to know 00:00:47.957 --> 00:00:50.070 "I am the knower of octopus facts." 00:00:50.070 --> 00:00:51.040 No, you can't do it. 00:00:51.040 --> 00:00:52.500 If you want to become an expert, 00:00:52.500 --> 00:00:55.270 you need to be able to say well, this book says 00:00:55.270 --> 00:00:57.730 the Pacific octopus toxin can stop your heart. 00:00:57.730 --> 00:01:00.150 But this one says that you can tell whether 00:01:00.150 --> 00:01:02.810 or not an octopus is frightened by its color. 00:01:02.810 --> 00:01:05.150 Reason number two to read multiple sources, 00:01:05.150 --> 00:01:08.560 helping to determine or know what's true. 00:01:08.560 --> 00:01:10.940 Sometimes people get things wrong. 00:01:10.940 --> 00:01:12.940 It helps to read more than one text to make sure 00:01:12.940 --> 00:01:16.419 you're getting as many perspectives or ideas as you can. 00:01:16.419 --> 00:01:18.900 Sometimes information from an old book 00:01:18.900 --> 00:01:21.740 might be outdated or information from a new book 00:01:21.740 --> 00:01:24.630 hasn't yet been proven to be true. 00:01:24.630 --> 00:01:26.370 Reading different texts can help you decide 00:01:26.370 --> 00:01:27.900 what you think about a topic, 00:01:27.900 --> 00:01:30.490 or even whether or not something is true. 00:01:30.490 --> 00:01:31.870 We can answer questions like, 00:01:31.870 --> 00:01:33.710 what is the deadliest animal? 00:01:33.710 --> 00:01:36.600 Or how do we even define deadliest? 00:01:36.600 --> 00:01:37.433 Reason number three, 00:01:37.433 --> 00:01:39.750 to read multiple texts on the same topic, 00:01:39.750 --> 00:01:41.790 supporting an argument. 00:01:41.790 --> 00:01:44.120 The more information you can get about a topic, 00:01:44.120 --> 00:01:45.340 the more support you can give 00:01:45.340 --> 00:01:47.750 to your own opinions or arguments. 00:01:47.750 --> 00:01:50.030 I think that this animal is the most dangerous 00:01:50.030 --> 00:01:51.780 because I've read a bunch of different works 00:01:51.780 --> 00:01:52.770 about dangerous animals 00:01:52.770 --> 00:01:55.620 and I can support it with evidence, you would say. 00:01:55.620 --> 00:01:57.370 If I were to say that bears are more dangerous 00:01:57.370 --> 00:01:58.670 than I don't really know what I drew, 00:01:58.670 --> 00:01:59.890 I thought I was trying to draw a sheep 00:01:59.890 --> 00:02:01.150 but I think it's a hedgehog. 00:02:01.150 --> 00:02:03.520 If I were to try to argue that bears 00:02:03.520 --> 00:02:05.310 are more dangerous than hedgehogs, 00:02:05.310 --> 00:02:07.480 I would use multiple sources 00:02:07.480 --> 00:02:10.730 to provide evidence for those claims. 00:02:10.730 --> 00:02:12.610 Bears are taller, bears are heavier, 00:02:12.610 --> 00:02:15.530 bears have sharper teeth, bears are stronger. 00:02:15.530 --> 00:02:17.960 Hedgehogs or sheep are cuter 00:02:17.960 --> 00:02:20.970 and cuddlier sorry to bears. 00:02:20.970 --> 00:02:22.750 It's important to recognize that different books 00:02:22.750 --> 00:02:25.380 have different arguments in them. 00:02:25.380 --> 00:02:27.420 Every book has a different angle, right? 00:02:27.420 --> 00:02:29.637 Sometimes it's obvious like a book with the title, 00:02:29.637 --> 00:02:31.530 "Deadly animals and how to hunt them" 00:02:31.530 --> 00:02:32.363 versus a book called 00:02:32.363 --> 00:02:34.940 "Deadly animals and how to protect their habitats." 00:02:34.940 --> 00:02:37.650 People have opinions and people make books. 00:02:37.650 --> 00:02:41.280 So, that means that books can have opinions too. 00:02:41.280 --> 00:02:43.650 Are these animals cool or terrifying? 00:02:43.650 --> 00:02:46.240 Should they be hunted or protected? 00:02:46.240 --> 00:02:47.870 Reading one text on a subject 00:02:47.870 --> 00:02:49.560 doesn't give you the full story. 00:02:49.560 --> 00:02:52.490 It's important to be able to read more than one text, 00:02:52.490 --> 00:02:55.840 compare them and then decide what you think from that. 00:02:55.840 --> 00:02:58.920 It helps to have a purpose in mind too as you read. 00:02:58.920 --> 00:03:01.130 Oh, and to answer your unspoken question, 00:03:01.130 --> 00:03:04.470 the deadliest animals on earth are definitely human beings 00:03:04.470 --> 00:03:07.830 but in a close second place is hippos. 00:03:07.830 --> 00:03:09.590 Those guys will bite you in half. 00:03:09.590 --> 00:03:12.340 So you know, watch out for hippos. 00:03:12.340 --> 00:03:14.663 You can learn anything. David out.

Looking back at the text for evidence

https://www.youtube.com/watch?v=iP7HnX5mr5c

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https://www.youtube.com/api/timedtext?v=iP7HnX5mr5c&ei=bViUZfS_HImFp-oP1pCvyAw&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245981&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=111C58C3E1A9A33CF29393AA635BDD0967E0CA84.CD12BCC1ECFB314804F1E55DD0CD01830137A682&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.260 --> 00:00:01.460 - [Instructor] Hello readers. 00:00:01.460 --> 00:00:05.290 Today I'm in a courthouse, watching people argue about laws, 00:00:05.290 --> 00:00:08.460 so we can learn about the power of Evidence. 00:00:08.460 --> 00:00:10.560 Evidence is essentially proof, 00:00:10.560 --> 00:00:14.490 it is the facts that help you know that something is true, 00:00:14.490 --> 00:00:15.650 Let's listen in. 00:00:15.650 --> 00:00:16.770 - [Male] And Your Honor, 00:00:16.770 --> 00:00:20.519 that is why we propose that cookies be made illegal. 00:00:20.519 --> 00:00:22.397 The prosecution rests. 00:00:22.397 --> 00:00:26.700 - [Judge] Mmh, very interesting indeed. 00:00:26.700 --> 00:00:28.190 - [Woman] Objection, Your Honor. 00:00:28.190 --> 00:00:31.960 I may be a simple country lawyer, but even I can see 00:00:31.960 --> 00:00:33.990 that my opponent has neglected to offer up 00:00:33.990 --> 00:00:35.790 a single crumb of evidence, 00:00:35.790 --> 00:00:37.950 in favor of banning all cookies, 00:00:37.950 --> 00:00:41.450 undefeated and offensive anti-cookie slogans. 00:00:41.450 --> 00:00:43.510 - [Judge] Objection sustained. 00:00:43.510 --> 00:00:46.130 You will give evidence for your claims, 00:00:46.130 --> 00:00:49.490 or I will dismiss this case in favor of cookies. 00:00:49.490 --> 00:00:51.013 You have not yet proved that cookies 00:00:51.013 --> 00:00:53.060 pose a threat to public health. 00:00:53.060 --> 00:00:55.810 Show me where it says in our books of law 00:00:55.810 --> 00:00:58.110 that I even have the right to make this ruling. 00:00:58.110 --> 00:01:01.260 Both of you are going to need to give me Evidence. 00:01:01.260 --> 00:01:02.410 - [Instructor] Okay, so you can see 00:01:02.410 --> 00:01:04.157 that there were a couple of things happening here. 00:01:04.157 --> 00:01:06.730 There's a group of people who wanna keep cookies, 00:01:06.730 --> 00:01:08.320 a group of people who wanna ban cookies, 00:01:08.320 --> 00:01:10.210 and in the middle of it a judge 00:01:10.210 --> 00:01:13.080 who has to decide which group of people is right. 00:01:13.080 --> 00:01:15.540 So, she asked them for Evidence. 00:01:15.540 --> 00:01:18.190 If you believe cookies are bad, what's your proof? 00:01:18.190 --> 00:01:21.080 If you believe cookies are good in moderation, 00:01:21.080 --> 00:01:22.300 what's your proof? 00:01:22.300 --> 00:01:24.110 Let's step out of the courtroom for a second 00:01:24.110 --> 00:01:25.963 and go to this example in a text. 00:01:26.810 --> 00:01:28.010 - [Man] I'm in big trouble. 00:01:28.010 --> 00:01:31.050 I forgot to do the social studies project last weekend! 00:01:31.050 --> 00:01:34.230 In my defense, I did have a very unusual weekend. 00:01:34.230 --> 00:01:36.740 My stepdad Zeke unexpectedly picked me up 00:01:36.740 --> 00:01:37.850 from school last Friday, 00:01:37.850 --> 00:01:40.340 because he got free tickets to the Dodgers game. 00:01:40.340 --> 00:01:42.616 Then, since the game got over late, we decided 00:01:42.616 --> 00:01:44.180 to stay at my grandma's house, 00:01:44.180 --> 00:01:46.630 because she lives sort of by the stadium. 00:01:46.630 --> 00:01:49.450 In the morning she asked if we could paint her garage. 00:01:49.450 --> 00:01:52.070 Of course we did, but it took all day. 00:01:52.070 --> 00:01:53.682 On Sunday, I'm sorry to report, 00:01:53.682 --> 00:01:57.150 I devoted my entire day to watching Voltron. 00:01:57.150 --> 00:01:59.050 Let's try answering some questions 00:01:59.050 --> 00:02:02.200 that require us to look back at the text for evidence. 00:02:02.200 --> 00:02:05.130 This is like the bedrock of any kind of writing. 00:02:05.130 --> 00:02:08.940 If you make a claim, you have to back it up with evidence. 00:02:08.940 --> 00:02:11.210 So, did the author remember to do 00:02:11.210 --> 00:02:13.610 their social studies project last weekend? 00:02:13.610 --> 00:02:15.290 No. And why do we know that? 00:02:15.290 --> 00:02:17.600 They say so in the very first line, 00:02:17.600 --> 00:02:20.010 I forgot to do the social studies project. 00:02:20.010 --> 00:02:22.610 Okay, that's easy mode, you're saying. 00:02:22.610 --> 00:02:26.730 Fine, what did the author of this piece do on Saturday? 00:02:26.730 --> 00:02:28.150 You'll notice the word Saturday 00:02:28.150 --> 00:02:29.840 doesn't appear in the paragraphs above, 00:02:29.840 --> 00:02:32.260 and yet I could tell you with confidence 00:02:32.260 --> 00:02:35.950 and to direct support from the text, how? 00:02:35.950 --> 00:02:38.755 Well, let's go back and look at the text. 00:02:38.755 --> 00:02:41.500 My stepdad Zeke unexpectedly picked me up 00:02:41.500 --> 00:02:43.042 from school last Friday," 00:02:43.042 --> 00:02:44.540 and we keep reading, 00:02:44.540 --> 00:02:46.120 Then since the game got over late, 00:02:46.120 --> 00:02:48.100 we decided to stay at my grandma's house 00:02:48.100 --> 00:02:49.940 because she sort of lives by the stadium. 00:02:49.940 --> 00:02:52.790 So the author and their stepdad spent the night 00:02:52.790 --> 00:02:55.200 Friday night at grandma's house. 00:02:55.200 --> 00:02:56.580 The story continues, 00:02:56.580 --> 00:02:58.310 In the morning she, the grandma, 00:02:58.310 --> 00:03:00.070 asked if we could paint her garage. 00:03:00.070 --> 00:03:02.760 Of course we did, but it took all day. 00:03:02.760 --> 00:03:03.830 Which morning? 00:03:03.830 --> 00:03:05.770 Saturday morning! 00:03:05.770 --> 00:03:08.160 I'm pulling information directly out of the text 00:03:08.160 --> 00:03:09.460 to support my answer. 00:03:09.460 --> 00:03:10.830 The author spent Saturday, 00:03:10.830 --> 00:03:12.810 painting their grandmother's garage. 00:03:12.810 --> 00:03:14.410 Oh, hold on, let's head back to the courthouse. 00:03:14.410 --> 00:03:16.600 I think the judge is ready to issue her verdict 00:03:16.600 --> 00:03:17.433 and decide the case. 00:03:17.433 --> 00:03:18.280 (hammering) 00:03:18.280 --> 00:03:21.433 - [Judge] This court will come to order, please, Order! 00:03:22.320 --> 00:03:23.700 Thank you. 00:03:23.700 --> 00:03:25.710 We've heard the arguments of the prosecution 00:03:25.710 --> 00:03:29.206 and the defense, both anti cookie and pro cookie. 00:03:29.206 --> 00:03:32.440 And now the time has come to give my judgment. 00:03:32.440 --> 00:03:35.620 The anti cookie side presented a very interesting case, 00:03:35.620 --> 00:03:38.210 showing the effects of cookie exposure to teeth 00:03:38.210 --> 00:03:40.640 and the dangerous effects of having too much sugar 00:03:40.640 --> 00:03:42.820 and feeling all wibbly 00:03:42.820 --> 00:03:47.430 but the pro cookie side also gave very compelling evidence, 00:03:47.430 --> 00:03:49.210 showing that in moderation, 00:03:49.210 --> 00:03:51.660 a cookie can be a very tasty snack indeed, 00:03:51.660 --> 00:03:53.870 provided that you treat them for what they are, 00:03:53.870 --> 00:03:56.100 something to have every so often, 00:03:56.100 --> 00:03:59.694 this court finds in favor of the cookie. 00:03:59.694 --> 00:04:00.527 (hammering) 00:04:00.527 --> 00:04:02.130 Thank you. 00:04:02.130 --> 00:04:03.350 - [Instructor] Wow readers. 00:04:03.350 --> 00:04:06.071 I think we just witnessed something important and historic. 00:04:06.071 --> 00:04:09.720 And it couldn't have happened without the power of evidence. 00:04:09.720 --> 00:04:12.008 You can learn anything Dave it out. 00:04:12.008 --> 00:04:15.341 (indistinct chattering)

Interpreting text features

https://www.youtube.com/watch?v=Zx2A9WAswCo

vtt

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en

WEBVTT Kind: captions Language: en 00:00:00.350 --> 00:00:01.183 - [David] Hello, readers. 00:00:01.183 --> 00:00:03.770 Today I'm gonna be talking about text features. 00:00:03.770 --> 00:00:06.200 Which is to say, the parts of a text 00:00:06.200 --> 00:00:09.210 that aren't just words. 00:00:09.210 --> 00:00:11.800 We look at text features to get a better understanding 00:00:11.800 --> 00:00:13.030 of what the text is all about. 00:00:13.030 --> 00:00:14.000 Although they're not words. 00:00:14.000 --> 00:00:17.820 Like I said, text features help our reading comprehension. 00:00:17.820 --> 00:00:19.950 So what's a good example of a text feature? 00:00:19.950 --> 00:00:22.720 Well, let's start with, ah, say, a map. 00:00:22.720 --> 00:00:27.043 Maps are a great example of a feature of the text 00:00:27.043 --> 00:00:28.810 that isn't made up of words. 00:00:28.810 --> 00:00:31.180 So this is a social studies textbook. 00:00:31.180 --> 00:00:33.060 This section is about Egypt. 00:00:33.060 --> 00:00:35.250 I've turned to this page where there is a map. 00:00:35.250 --> 00:00:36.660 What is this map of? 00:00:36.660 --> 00:00:39.450 Well, we can look at this part here. 00:00:39.450 --> 00:00:42.930 This text here over on the side is a caption. 00:00:42.930 --> 00:00:45.350 It's something that can tell us about an image. 00:00:45.350 --> 00:00:46.730 And the map is labeled. 00:00:46.730 --> 00:00:48.620 So it's about the Nile River 00:00:48.620 --> 00:00:51.460 and how the Nile River is fed from rainfall to the south, 00:00:51.460 --> 00:00:52.840 the water travels to the north. 00:00:52.840 --> 00:00:54.380 Here's Egypt up here. 00:00:54.380 --> 00:00:55.890 Don't focus too much on the details 00:00:55.890 --> 00:00:57.910 of this being about the Nile and stuff. 00:00:57.910 --> 00:01:00.460 Really, what we're talking about is here is an image, 00:01:00.460 --> 00:01:02.630 there is a caption next to the image, 00:01:02.630 --> 00:01:04.870 reading the caption helps us understand 00:01:04.870 --> 00:01:06.570 what's in the image, and looking at the image 00:01:06.570 --> 00:01:08.560 helps us understand what's in the caption. 00:01:08.560 --> 00:01:11.370 So we've got maps, we've got images. 00:01:11.370 --> 00:01:14.660 And that can be illustrations, photos, 00:01:14.660 --> 00:01:17.100 blueprints, anything really. 00:01:17.100 --> 00:01:19.760 And if we go back to our social studies textbook, 00:01:19.760 --> 00:01:22.700 we can see here there's this image. 00:01:22.700 --> 00:01:24.450 And just looking at the image on its own, 00:01:24.450 --> 00:01:27.140 we might not be able to tell what that is exactly. 00:01:27.140 --> 00:01:30.330 But again, there is another helpful little caption 00:01:30.330 --> 00:01:31.410 over to the side that says 00:01:31.410 --> 00:01:33.640 this is an aerial view of the Nile. 00:01:33.640 --> 00:01:35.330 So now we know what this is. 00:01:35.330 --> 00:01:37.470 And that can help ground us as we go 00:01:37.470 --> 00:01:39.510 through the rest of the text, which is also, 00:01:39.510 --> 00:01:43.020 I assume, about the Nile River an ancient Egypt. 00:01:43.020 --> 00:01:45.510 The caption and its picture are two halves of a whole. 00:01:45.510 --> 00:01:48.610 They're both helping you understand the other. 00:01:48.610 --> 00:01:51.720 Other useful text features include charts, diagrams, 00:01:51.720 --> 00:01:55.410 and graphs, which can include things like timelines. 00:01:55.410 --> 00:01:57.330 This page here has a table. 00:01:57.330 --> 00:01:58.300 You can see up at the top, 00:01:58.300 --> 00:02:00.880 this top row is labeled Ancient Egypt. 00:02:00.880 --> 00:02:02.430 And then on the left, we have 00:02:02.430 --> 00:02:04.870 all the different periods of Egyptian history. 00:02:04.870 --> 00:02:06.530 And on the right, all the dates 00:02:06.530 --> 00:02:08.720 associated with those periods. 00:02:08.720 --> 00:02:10.910 There's also a timeline in this lesson. 00:02:10.910 --> 00:02:13.690 And this one has a bunch of different text elements, right? 00:02:13.690 --> 00:02:17.010 So we have, it's not a traditional-looking timeline, 00:02:17.010 --> 00:02:18.700 but you can see that it's arranged 00:02:18.700 --> 00:02:22.570 from top to bottom, oldest to most recent. 00:02:22.570 --> 00:02:24.310 Those are just some of the many options 00:02:24.310 --> 00:02:26.950 that are available to you when you look at a text. 00:02:26.950 --> 00:02:28.750 Remember that when you're reading a passage, 00:02:28.750 --> 00:02:32.950 it's not just the words, it's everything on the page. 00:02:32.950 --> 00:02:35.710 Sometimes I even like to familiarize myself 00:02:35.710 --> 00:02:38.940 with the charts or the diagrams or the images on the page 00:02:38.940 --> 00:02:41.810 before I start reading, before I really get down 00:02:41.810 --> 00:02:43.810 to the business of reading the paragraphs. 00:02:43.810 --> 00:02:45.800 Because that helps me get rooted. 00:02:45.800 --> 00:02:47.710 It helps me anchor myself 00:02:47.710 --> 00:02:49.620 in what the text is gonna be about. 00:02:49.620 --> 00:02:52.540 I look at the pictures, I skim the captions 00:02:52.540 --> 00:02:54.467 just to say, "Okay, what's goin' on here? 00:02:54.467 --> 00:02:55.977 "Cool, we're talkin' about rivers. 00:02:55.977 --> 00:02:57.447 "We're talkin' about ancient Egypt. 00:02:57.447 --> 00:02:58.400 "I'm ready." 00:02:58.400 --> 00:03:00.880 And building those skills of readiness 00:03:00.880 --> 00:03:02.860 and being able to anchor yourself 00:03:02.860 --> 00:03:04.680 in any text that you encounter 00:03:04.680 --> 00:03:06.970 is what's gonna make you a strong reader. 00:03:06.970 --> 00:03:08.380 You can learn anything. 00:03:08.380 --> 00:03:09.213 David out.