0:00:16.750,0:00:18.208 The Khan Academy is most known for 0:00:18.208,0:00:19.875 its collection of videos, so 0:00:19.875,0:00:21.167 before I go any further, 0:00:21.167,0:00:25.292 let me show you a little bit of a montage. 0:00:25.292,0:00:28.000 (Video) Salman Khan: So the hypotenuse is now going to be five. 0:00:28.000,0:00:31.333 This animal's fossils are only found in this area of South America -- 0:00:31.333,0:00:32.792 a nice clean band here -- 0:00:32.792,0:00:35.125 and this part of Africa. 0:00:35.125,0:00:37.458 We can integrate over the surface, 0:00:37.458,0:00:40.458 and the notation usually is a capital sigma. 0:00:40.458,0:00:43.458 National Assembly: They create the Committee of Public Safety, 0:00:43.458,0:00:45.256 which sounds like a very nice committee. 0:00:45.256,0:00:47.253 Notice, this is an aldehyde, 0:00:47.253,0:00:49.375 and it's an alcohol. 0:00:49.375,0:00:52.222 Start differentiating into effector and memory cells. 0:00:52.222,0:00:54.625 A galaxy. Hey, there's another galaxy. 0:00:54.625,0:00:56.633 Oh look, there's another galaxy. 0:00:56.633,0:00:58.120 And for dollars, is their 30 million, 0:00:58.120,0:01:01.375 plus the 20 million dollars from the American manufacturer. 0:01:01.375,0:01:04.807 If this does not blow your mind, 0:01:04.807,0:01:07.129 then you have no emotion. 0:01:07.129,0:01:09.776 (Laughter) 0:01:09.776,0:01:14.374 (Applause) 0:01:14.374,0:01:15.958 SK: We now have on the order 0:01:15.958,0:01:18.000 of 2,200 videos 0:01:18.000,0:01:20.042 covering everything from basic arithmetic 0:01:20.042,0:01:22.375 all the way to vector calculus 0:01:22.375,0:01:24.292 and some of the stuff you saw there. 0:01:24.292,0:01:27.292 We have a million students a month using the site, 0:01:27.292,0:01:31.458 watching on the order of 100 to 200,000 videos a day. 0:01:31.458,0:01:33.417 But what we're going to talk about in this 0:01:33.417,0:01:36.200 is how we're going to the next level. 0:01:36.200,0:01:37.593 But before I do that, 0:01:37.593,0:01:40.751 I want to talk a little bit about really just how I got started. 0:01:40.751,0:01:44.002 And some of you all might know, 0:01:44.002,0:01:47.000 about five years ago I was an analyst at a hedge fund. 0:01:47.000,0:01:49.375 And I was in Boston, 0:01:49.375,0:01:52.417 and I was tutoring my cousins in New Orleans, remotely. 0:01:52.417,0:01:55.167 And I started putting the first YouTube videos up 0:01:55.167,0:01:56.333 really just as a kind of nice-to-have, 0:01:56.333,0:01:58.875 just a supplement for my cousins -- 0:01:58.875,0:02:01.625 something that might give them a refresher or something. 0:02:01.625,0:02:04.583 And as soon as I put those first YouTube videos up, 0:02:04.583,0:02:05.875 something interesting happened -- 0:02:05.875,0:02:08.208 actually a bunch of interesting things happened. 0:02:08.208,0:02:11.250 The first was the feedback from my cousins. 0:02:11.250,0:02:12.458 They told me 0:02:12.458,0:02:15.500 that they preferred me on YouTube than in person. 0:02:15.500,0:02:23.755 (Laughter) 0:02:23.755,0:02:27.208 And once you get over the backhanded nature of that, 0:02:27.208,0:02:29.208 there was actually something very profound there. 0:02:29.208,0:02:29.875 They were saying 0:02:29.875,0:02:31.250 that they preferred the automated version of their cousin 0:02:31.250,0:02:35.625 to their cousin. 0:02:35.625,0:02:36.708 At first, it's very unintuitive, 0:02:36.708,0:02:40.292 but when you actually think about it from their point of view, it makes a ton of sense. 0:02:40.292,0:02:41.292 You have this situation 0:02:41.292,0:02:44.500 where now they can pause and repeat their cousin, 0:02:44.500,0:02:47.021 without feeling like they're wasting my time. 0:02:47.021,0:02:50.375 If they have to review something 0:02:50.375,0:02:51.792 that they should have learned a couple of weeks ago, 0:02:51.792,0:02:53.083 or maybe a couple of years ago, 0:02:53.083,0:02:57.125 they don't have to be embarrassed and ask their cousin. 0:02:57.125,0:02:59.250 They can just watch those videos. If they're bored they can go ahead. 0:02:59.250,0:03:02.000 They can watch it at their own time, at their own pace. 0:03:02.000,0:03:06.875 And probably the least appreciated aspect of this 0:03:06.875,0:03:09.167 is the notion that the very first time, 0:03:09.167,0:03:10.292 the very first time 0:03:10.292,0:03:14.083 that you're trying to get your brain around a new concept, 0:03:14.083,0:03:15.875 the very last thing you need 0:03:15.875,0:03:19.042 is another human being saying, "Do you understand this?" 0:03:19.042,0:03:22.000 And that's what was happening with the interaction with my cousins before. 0:03:22.000,0:03:22.919 And now they can just do it 0:03:22.919,0:03:28.750 in the intimacy of their own room. 0:03:28.750,0:03:30.292 The other thing that happened is -- 0:03:30.292,0:03:32.042 I put them on YouTube just -- 0:03:32.042,0:03:36.125 I saw no reason to make it private, 0:03:36.125,0:03:37.625 so I let other people watch it. 0:03:37.625,0:03:39.750 And then people started stumbling on it. 0:03:39.750,0:03:43.125 And I started getting some comments and some letters 0:03:43.125,0:03:45.125 and all sorts of feedback 0:03:45.125,0:03:47.000 from random people from around the world. 0:03:47.000,0:03:50.458 And these are just a few. 0:03:50.458,0:03:53.523 This is actually from one of the original calculus videos. 0:03:53.523,0:03:55.102 And someone wrote just on YouTube -- 0:03:55.102,0:03:56.588 it was a YouTube comment: 0:03:56.588,0:03:59.467 "First time I smiled doing a derivative." 0:03:59.467,0:04:02.811 (Laughter) 0:04:02.811,0:04:04.500 And let's pause here. 0:04:04.500,0:04:06.666 This person did a derivative 0:04:06.666,0:04:09.500 and then they smiled. 0:04:09.500,0:04:12.000 And then in a response to that same comment -- this is on the thread. 0:04:12.000,0:04:13.583 You can go on YouTube and look at these comments -- 0:04:13.583,0:04:16.186 someone else wrote: "Same thing here. 0:04:16.186,0:04:19.437 I actually got a natural high and a good mood for the entire day. 0:04:19.437,0:04:20.923 Since I remember seeing 0:04:20.923,0:04:23.848 all of this matrix text in class, 0:04:23.848,0:04:26.263 and here I'm all like, 'I know kung fu.'" 0:04:26.263,0:04:31.167 (Laughter) 0:04:31.167,0:04:33.000 And we get a lot of feedback all along those lines. 0:04:33.000,0:04:35.133 This clearly was helping people. 0:04:35.133,0:04:37.667 But then, as the viewership kept growing and kept growing, 0:04:37.667,0:04:41.083 I started getting letters from people, 0:04:41.083,0:04:42.792 and it was starting to become clear 0:04:42.792,0:04:45.250 that it was actually more than a nice-to-have. 0:04:45.250,0:04:46.604 This is just an excerpt 0:04:46.604,0:04:49.083 from one of those letters. 0:04:49.083,0:04:51.434 "My 12 year-old son has autism 0:04:51.434,0:04:53.338 and has had a terrible time with math. 0:04:53.338,0:04:54.625 We have tried everything, 0:04:54.625,0:04:56.750 viewed everything, bought everything. 0:04:56.750,0:04:59.583 We stumbled on your video on decimals and it got through. 0:04:59.583,0:05:03.583 Then we went on to the dreaded fractions. Again, he got it. 0:05:03.583,0:05:04.855 We could not believe it. 0:05:04.855,0:05:06.958 He is so excited." 0:05:06.958,0:05:08.125 And so you can imagine, 0:05:08.125,0:05:11.708 here I was an analyst at a hedge fund. 0:05:11.708,0:05:15.675 It was very strange for me to do something of social value. 0:05:15.675,0:05:18.208 (Laughter) 0:05:18.208,0:05:24.417 (Applause) 0:05:24.417,0:05:27.425 But I was excited, so I kept going. 0:05:27.425,0:05:30.165 And then a few other things started to dawn on me. 0:05:30.165,0:05:33.292 That, not only would it help my cousins right now, 0:05:33.292,0:05:35.087 or these people who are sending letters, 0:05:35.087,0:05:38.013 but that this content will never go old, 0:05:38.013,0:05:39.267 that it could help their kids 0:05:39.267,0:05:41.264 or their grandkids. 0:05:41.264,0:05:42.518 If Isaac Newton 0:05:42.518,0:05:46.186 had done YouTube videos on calculus, 0:05:46.186,0:05:47.375 I wouldn't have to. 0:05:47.375,0:05:49.000 (Laughter) 0:05:49.000,0:05:51.500 Assuming he was good. We don't know. 0:05:51.500,0:05:54.417 (Laughter) 0:05:54.417,0:05:55.417 The other thing that happened -- 0:05:55.417,0:05:58.292 and even at this point, I said, "Okay, maybe it's a good supplement. 0:05:58.292,0:05:59.625 It's good for motivated students. 0:05:59.625,0:06:02.583 It's good for maybe home schoolers." 0:06:02.583,0:06:04.167 But I didn't think it would be something 0:06:04.167,0:06:06.016 that would somehow penetrate the classroom. 0:06:06.016,0:06:07.920 But then I started getting letters from teachers. 0:06:07.920,0:06:09.417 And the teachers would write, saying, 0:06:09.417,0:06:12.332 "We use your videos to flip the classroom. 0:06:12.332,0:06:14.125 You've given the lectures, so now what we do ... " 0:06:14.125,0:06:16.790 and this could happen in every classroom in America tomorrow, 0:06:16.790,0:06:21.542 " ... what I do is I assign the lectures for homework. 0:06:21.542,0:06:23.710 And what used to be homework, 0:06:23.710,0:06:26.635 I now have the students doing in the classroom." 0:06:26.635,0:06:28.540 And I want to pause here for -- 0:06:28.540,0:06:34.083 (Applause) 0:06:34.083,0:06:35.227 I want to pause here for a second, 0:06:35.227,0:06:36.375 because there's a couple of interesting things. 0:06:36.375,0:06:39.546 One, when those teachers are doing that, 0:06:39.546,0:06:40.800 there's the obvious benefit -- 0:06:40.800,0:06:43.083 the benefit that now their students 0:06:43.083,0:06:45.537 can enjoy the videos in the way that my cousins did. 0:06:45.537,0:06:47.673 They can pause, repeat at their own pace, 0:06:47.673,0:06:49.437 at their own time. 0:06:49.437,0:06:50.831 But the more interesting thing is -- 0:06:50.831,0:06:53.849 and this is the unintuitive thing when you talk about technology in the classroom -- 0:06:53.849,0:06:56.833 by removing the one size fits all lecture from the classroom 0:06:56.833,0:07:00.917 and letting students have a self-paced lecture at home, 0:07:00.917,0:07:03.083 and then when you go to the classroom, letting them do work, 0:07:03.083,0:07:04.667 having the teacher walk around, 0:07:04.667,0:07:08.246 having the peers actually be able to interact with each other, 0:07:08.246,0:07:11.636 these teachers have used technology 0:07:11.636,0:07:13.750 to humanize the classroom. 0:07:13.750,0:07:16.125 They took a fundamentally dehumanizing experience -- 0:07:16.125,0:07:18.750 30 kids with their fingers on their lips, 0:07:18.750,0:07:20.583 not allowed to interact with each other. 0:07:20.583,0:07:22.042 A teacher, no matter how good, 0:07:22.042,0:07:24.792 has to give this one size fits all lecture 0:07:24.792,0:07:26.357 to 30 students -- 0:07:26.357,0:07:28.029 blank faces, slightly antagonistic -- 0:07:28.029,0:07:29.958 and now it's a human experience. 0:07:29.958,0:07:33.792 Now they're actually interacting with each other. 0:07:33.792,0:07:35.333 So once the Khan Academy -- 0:07:35.333,0:07:36.708 I quit my job 0:07:36.708,0:07:38.125 and we turned into a real organization -- 0:07:38.125,0:07:39.542 we're a not-for-profit -- 0:07:39.542,0:07:43.583 the question is, how do we take this to the next level? 0:07:43.583,0:07:44.833 How do we take what those teachers are doing 0:07:44.833,0:07:47.083 to their natural conclusion? 0:07:47.083,0:07:48.834 And so what I'm showing you over here, 0:07:48.834,0:07:51.417 these are actual exercises 0:07:51.417,0:07:54.500 that I started writing for my cousins. 0:07:54.500,0:07:55.939 The ones I started were much more primitive. 0:07:55.939,0:07:59.500 This is a more competent version of it. 0:07:59.500,0:08:02.750 But the paradigm here is, we'll generate as many questions as you need 0:08:02.750,0:08:05.083 until you get that concept, 0:08:05.083,0:08:05.875 until you get 10 in a row. 0:08:05.875,0:08:08.014 And the Khan Academy videos are there. 0:08:08.014,0:08:10.125 You get hints, the actual steps for that problem, 0:08:10.125,0:08:12.208 if you don't know how to do it. 0:08:12.208,0:08:14.083 But the paradigm here, it seems like a very simple thing: 0:08:14.083,0:08:15.351 10 in a row, you move on. 0:08:15.351,0:08:19.020 But it's fundamentally different than what's happening in classrooms right now. 0:08:19.020,0:08:21.458 In a traditional classroom, 0:08:21.458,0:08:23.542 you have a couple of homework, 0:08:23.542,0:08:24.708 homework, lecture, homework, lecture, 0:08:24.708,0:08:26.458 and then you have a snapshot exam. 0:08:26.458,0:08:29.500 And that exam, whether you get a 70 percent, an 80 percent, 0:08:29.500,0:08:32.023 a 90 percent, or a 95 percent, 0:08:32.023,0:08:34.375 the class moves on to the next topic. 0:08:34.375,0:08:35.958 And even that 95 percent student, 0:08:35.958,0:08:38.125 what was the five percent they didn't know? 0:08:38.125,0:08:41.729 Maybe they didn't know what happens when you raise something to the zero power. 0:08:41.729,0:08:43.667 And then you go build on that in the next concept. 0:08:43.667,0:08:44.750 That's analogous to 0:08:44.750,0:08:47.875 imagine learning to ride a bicycle, 0:08:47.875,0:08:50.083 and maybe I give you a lecture ahead of time, 0:08:50.083,0:08:52.178 and I give you that bicycle for two weeks. 0:08:52.178,0:08:54.708 And then I come back after two weeks, 0:08:54.708,0:08:56.750 and I say, "Well, let's see. You're having trouble taking left turns. 0:08:56.750,0:08:58.819 You can't quite stop. 0:08:58.819,0:09:00.625 You're an 80 percent bicyclist." 0:09:00.625,0:09:04.458 So I put a big C stamp on your forehead 0:09:04.458,0:09:07.250 and then I say, "Here's a unicycle." 0:09:07.250,0:09:09.314 But as ridiculous as that sounds, 0:09:09.314,0:09:10.568 that's exactly what's happening 0:09:10.568,0:09:12.542 in our classrooms right now. 0:09:12.542,0:09:15.119 And the idea is you fast forward 0:09:15.119,0:09:18.250 and good students start failing algebra all of a sudden 0:09:18.250,0:09:20.375 and start failing calculus all of a sudden, 0:09:20.375,0:09:23.125 despite being smart, despite having good teachers. 0:09:23.125,0:09:25.875 And it's usually because they have these Swiss cheese gaps 0:09:25.875,0:09:27.625 that kept building throughout their foundation. 0:09:27.625,0:09:28.587 So our model 0:09:28.587,0:09:32.042 is learn math the way you'd learn anything, 0:09:32.042,0:09:33.458 like the way you would learn a bicycle. 0:09:33.458,0:09:36.017 Stay on that bicycle. Fall off that bicycle. 0:09:36.017,0:09:39.208 Do it as long as necessary until you have mastery. 0:09:39.208,0:09:40.754 The traditional model, 0:09:40.754,0:09:42.917 it penalizes you for experimentation and failure, 0:09:42.917,0:09:45.458 but it does not expect mastery. 0:09:45.458,0:09:48.092 We encourage you to experiment. We encourage you to failure. 0:09:48.092,0:09:51.583 But we do expect mastery. 0:09:51.583,0:09:53.292 This is just another one of the modules. 0:09:53.292,0:09:55.197 This is trigonometry. 0:09:55.197,0:09:58.309 This is shifting and reflecting functions. 0:09:58.309,0:09:59.888 And they all fit together. 0:09:59.888,0:10:01.667 We have about 90 of these right now. 0:10:01.667,0:10:05.208 And you can go to the site right now. It's all free. Not trying to sell anything. 0:10:05.208,0:10:08.333 But the general idea is that they all fit into this knowledge map. 0:10:08.333,0:10:10.383 That top node right there, that's literally single digit addition. 0:10:10.383,0:10:14.191 It's like one plus one is equal to two. 0:10:14.191,0:10:16.167 And the paradigm is, once you get 10 in a row on that, 0:10:16.167,0:10:19.667 it keeps forwarding you to more and more advanced modules. 0:10:19.667,0:10:23.042 So if you keep further down the knowledge map, 0:10:23.042,0:10:25.042 we're getting into more advanced arithmetic. 0:10:25.042,0:10:28.250 Further down, you start getting into pre-algebra and early algebra. 0:10:28.250,0:10:31.750 Further down, you start getting into algebra one, algebra two, 0:10:31.750,0:10:35.600 a little bit of precalculus. 0:10:35.600,0:10:37.583 And the idea is, from this we can actually teach everything -- 0:10:37.583,0:10:39.625 well, everything that can be taught 0:10:39.625,0:10:41.173 in this type of a framework. 0:10:41.173,0:10:43.917 So you can imagine -- and this is what we are working on -- 0:10:43.917,0:10:45.167 is from this knowledge map 0:10:45.167,0:10:47.125 you have logic, you have computer programming, 0:10:47.125,0:10:50.000 you have grammar, you have genetics, 0:10:50.000,0:10:52.167 all based off of that core of, 0:10:52.167,0:10:53.500 if you know this and that, 0:10:53.500,0:10:56.637 now you're ready for this next concept. 0:10:56.637,0:10:58.708 Now that can work well for an individual learner, 0:10:58.708,0:11:01.374 and I encourage, one, for you to do it with your kids, 0:11:01.374,0:11:03.882 but I also encourage everyone in the audience to do it yourself. 0:11:03.882,0:11:06.167 It'll change what happens at the dinner table. 0:11:06.167,0:11:07.792 But what we want to do 0:11:07.792,0:11:10.569 is to use the natural conclusion of the flipping of the classroom 0:11:10.569,0:11:13.042 that those early teachers had emailed me about. 0:11:13.042,0:11:14.888 And so what I'm showing you here, 0:11:14.888,0:11:17.396 this is actually data from a pilot in the Los Altos school district, 0:11:17.396,0:11:20.879 where they took two fifth grade classes and two seventh grade classes 0:11:20.879,0:11:22.643 and completely gutted their old math curriculum. 0:11:22.643,0:11:24.130 These kids aren't using textbooks, 0:11:24.130,0:11:25.894 they're not getting one size fits all lectures. 0:11:25.894,0:11:28.125 They're doing Khan Academy, they're doing that software, 0:11:28.125,0:11:30.250 for roughly half of their math class. 0:11:30.250,0:11:33.557 And I want to make it clear, we don't view this as the complete math education. 0:11:33.557,0:11:35.507 What it does is -- and this is what's happening in Los Altos -- 0:11:35.507,0:11:37.086 it frees up time. 0:11:37.086,0:11:38.417 This is the blocking and tackling, 0:11:38.417,0:11:40.500 making sure you know how to move through a system of equations, 0:11:40.500,0:11:43.417 and it frees up time for the simulations, for the games, 0:11:43.417,0:11:45.724 for the mechanics, for the robot building, 0:11:45.724,0:11:49.708 for the estimating how high that hill is based on its shadow. 0:11:49.708,0:11:52.250 And so the paradigm is the teacher walks in every day, 0:11:52.250,0:11:54.042 every kid works at their own pace -- 0:11:54.042,0:11:57.520 and this is actually a live dashboard from Los Altos school district -- 0:11:57.520,0:11:59.250 and they look at this dashboard. 0:11:59.250,0:12:01.096 Every row is a student. 0:12:01.096,0:12:02.675 Every column is one of those concepts. 0:12:02.675,0:12:04.500 Green means the student's already proficient. 0:12:04.500,0:12:07.167 Blue means they're working on it -- no need to worry. 0:12:07.167,0:12:09.250 Red means they're stuck. 0:12:09.250,0:12:12.542 And what the teacher does is literally just say, 0:12:12.542,0:12:14.145 "Let me intervene on the red kids." 0:12:14.145,0:12:16.583 Or even better, "Let me get one of the green kids 0:12:16.583,0:12:18.750 who are already proficient in that concept 0:12:18.750,0:12:19.750 to be the first line of attack 0:12:19.750,0:12:21.761 and actually tutor their peer." 0:12:21.761,0:12:29.750 (Applause) 0:12:29.750,0:12:33.167 Now I come from a very data-centric reality, 0:12:33.167,0:12:35.292 so we don't want that teacher to even go and intervene 0:12:35.292,0:12:37.292 and have to ask the kid awkward questions: 0:12:37.292,0:12:39.500 "Oh, what do you not understand?" or "What do you do understand?" 0:12:39.500,0:12:40.625 and all of the rest. 0:12:40.625,0:12:43.958 So our paradigm is to really arm the teachers with as much data as possible -- 0:12:43.958,0:12:46.167 really data that, in almost any other field, is expected, 0:12:46.167,0:12:48.372 if you're in finance or marketing or manufacturing. 0:12:48.372,0:12:51.000 And so the teachers can actually diagnose what's wrong with the students 0:12:51.000,0:12:53.917 so they can make their interaction as productive as possible. 0:12:53.917,0:12:57.875 So now the teachers know exactly what the students have been up to, 0:12:57.875,0:12:59.708 how long they have been spending every day, what videos have they been watching, 0:12:59.708,0:13:02.208 when did they pause the videos, what did they stop watching, 0:13:02.208,0:13:03.458 what exercises are they using, 0:13:03.458,0:13:05.958 what have they been focused on? 0:13:05.958,0:13:07.583 The outer circle shows what exercises they were focused on. 0:13:07.583,0:13:09.333 The inner circle shows what videos they're focused on. 0:13:09.333,0:13:13.449 And the data gets pretty granular 0:13:13.449,0:13:15.678 so you can see the exact problems that the student got right or wrong. 0:13:15.678,0:13:17.458 Red is wrong, blue is right. 0:13:17.458,0:13:20.833 The leftmost question is the first question that the student attempted. 0:13:20.833,0:13:22.250 They watched the video right over there. 0:13:22.250,0:13:25.458 And then you can see, eventually, they were able to get 10 in a row. 0:13:25.458,0:13:28.333 It's almost like you can see them learning over those last 10 problems. 0:13:28.333,0:13:29.375 They also got faster. 0:13:29.375,0:13:33.958 The height is how long it took them. 0:13:33.958,0:13:37.505 So when you talk about self-paced learning, 0:13:37.505,0:13:41.000 it makes sense for everyone -- in education-speak, differentiated learning -- 0:13:41.000,0:13:44.667 but it's kind of crazy when you see it in a classroom. 0:13:44.667,0:13:46.667 Because every time we've done this, 0:13:46.667,0:13:49.254 in every classroom we've done, 0:13:49.254,0:13:50.833 over and over again, if you go five days into it, 0:13:50.833,0:13:52.917 there's a group of kids who've raced ahead 0:13:52.917,0:13:55.617 and there's a group of kids who are a little bit slower. 0:13:55.617,0:13:57.708 And in a traditional model, if you did a snapshot assessment, 0:13:57.708,0:14:00.725 you say, "These are the gifted kids, these are the slow kids. 0:14:00.725,0:14:02.333 Maybe they should be tracked differently. 0:14:02.333,0:14:04.917 Maybe we should put them in different classes." 0:14:04.917,0:14:06.483 But when you let every student work at their own pace -- 0:14:06.483,0:14:09.042 and we see it over and over and over again -- 0:14:09.042,0:14:11.824 you see students who took a little bit extra time 0:14:11.824,0:14:13.792 on one concept or the other, 0:14:13.792,0:14:15.725 but once they get through that concept, 0:14:15.725,0:14:17.167 they just race ahead. 0:14:17.167,0:14:20.458 And so the same kids that you thought were slow six weeks ago, 0:14:20.458,0:14:22.125 you now would think are gifted. 0:14:22.125,0:14:23.958 And we're seeing it over and over and over again. 0:14:23.958,0:14:25.500 And it makes you really wonder 0:14:25.500,0:14:29.518 how much all of the labels maybe a lot of us have benefitted from 0:14:29.518,0:14:35.125 were really just due to a coincidence of time. 0:14:35.125,0:14:37.125 Now as valuable as something like this is 0:14:37.125,0:14:40.250 in a district like Los Altos, 0:14:40.250,0:14:42.149 our goal is to use technology 0:14:42.149,0:14:45.447 to humanize, not just in Los Altos, but on a global scale, 0:14:45.447,0:14:47.417 what's happening in education. 0:14:47.417,0:14:49.250 And actually, that kind of brings an interesting point. 0:14:49.250,0:14:52.750 A lot of the effort in humanizing the classroom 0:14:52.750,0:14:55.625 is focused on student-to-teacher ratios. 0:14:55.625,0:14:57.800 In our mind, the relevant metric 0:14:57.800,0:15:00.083 is student-to-valuable-human-time- 0:15:00.083,0:15:02.026 with-the-teacher ratio. 0:15:02.026,0:15:03.976 So in a traditional model, most of the teacher's time 0:15:03.976,0:15:06.809 is spent giving lectures and grading and whatnot. 0:15:06.809,0:15:09.502 Maybe five percent of their time is actually sitting next to students 0:15:09.502,0:15:10.833 and actually working with them. 0:15:10.833,0:15:12.875 Now 100 percent of their time is. 0:15:12.875,0:15:16.167 So once again, using technology, not just flipping the classroom, 0:15:16.167,0:15:18.167 you're humanizing the classroom, I'd argue, 0:15:18.167,0:15:21.437 by a factor of five or 10. 0:15:21.437,0:15:22.598 And as valuable as that is in Los Altos, 0:15:22.598,0:15:24.583 imagine what that does to the adult learner 0:15:24.583,0:15:27.125 who's embarrassed to go back and learn stuff 0:15:27.125,0:15:29.167 that they should have before, before going back to college. 0:15:29.167,0:15:31.468 Imagine what it does 0:15:31.468,0:15:36.708 to a street kid in Calcutta 0:15:36.708,0:15:38.458 who has to help his family during the day, 0:15:38.458,0:15:40.524 and that's the reason why he or she can't go to school. 0:15:40.524,0:15:43.357 Now they can spend two hours a day and remediate, 0:15:43.357,0:15:45.542 or get up to speed and not feel embarrassed 0:15:45.542,0:15:48.419 about what they do or don't know. 0:15:48.419,0:15:49.958 Now imagine what happens where -- 0:15:49.958,0:15:51.792 we talked about the peers teaching each other 0:15:51.792,0:15:54.750 inside of a classroom. 0:15:54.750,0:15:56.500 But this is all one system. 0:15:56.500,0:15:57.958 There's no reason why you can't have 0:15:57.958,0:15:59.583 that peer-to-peer tutoring 0:15:59.583,0:16:01.917 beyond that one classroom. 0:16:01.917,0:16:05.091 Imagine what happens if that student in Calcutta 0:16:05.091,0:16:07.181 all of a sudden can tutor your son, 0:16:07.181,0:16:09.917 or your son can tutor that kid in Calcutta? 0:16:09.917,0:16:12.958 And I think what you'll see emerging 0:16:12.958,0:16:18.605 is this notion of a global one-world classroom. 0:16:18.605,0:16:22.292 And that's essentially what we're trying to build. 0:16:22.292,0:16:23.435 Thank you. 0:16:23.435,0:16:32.165 (Applause) 0:16:32.165,0:16:34.023 Bill Gates: I've seen some things you're doing in the system 0:16:34.023,0:16:40.708 that have to do with with motivation and feedback -- 0:16:40.708,0:17:12.800 energy points, merit badges. 0:17:12.800,0:17:15.125 Tell me what you're thinking there? 0:17:15.125,0:17:17.542 SK: Oh yeah. No, we have an awesome team working on it. 0:17:17.542,0:17:19.500 And I have to make it clear, it's not just me anymore. 0:17:19.500,0:17:22.708 I'm still doing all the videos, 0:17:22.708,0:17:24.178 but we have a rockstar team doing the software. 0:17:24.178,0:17:25.667 Yeah, we've put a bunch of game mechanics in there 0:17:25.667,0:17:26.875 where you get these badges, 0:17:26.875,0:17:29.792 we're going to start having leader boards by area, and you get points. 0:17:29.792,0:17:31.417 It's actually been pretty interesting. 0:17:31.417,0:17:34.583 Just the wording of the badging or how many points you get for doing something, 0:17:34.583,0:17:36.458 we see on a system-wide basis, 0:17:36.458,0:17:38.792 like tens of thousands of fifth graders or sixth graders 0:17:38.792,0:17:40.458 going one direction or another, 0:17:40.458,0:17:42.625 depending what badge you give them. 0:17:42.625,0:17:45.333 (Laughter) 0:17:45.333,0:17:47.750 BG: And the collaboration you're doing with Los Altos, 0:17:47.750,0:17:50.125 how did that come about? 0:17:50.125,0:17:53.000 SK: Los Altos, it was kind of crazy. 0:17:53.000,0:17:56.175 Once again, I didn't expect it to be used in classrooms. 0:17:56.175,0:17:58.172 Someone from their board came and said, 0:17:58.172,0:18:00.680 "What would you do if you had carte blanche in a classroom?" 0:18:00.680,0:18:03.667 And I said, "Well, I would just, every student work at their own pace 0:18:03.667,0:18:05.875 on something like this and we'd give a dashboard." 0:18:05.875,0:18:08.807 And they said, "Oh, this is kind of radical. We have to think about it." 0:18:08.807,0:18:10.125 And me and the rest of the team were like, 0:18:10.125,0:18:12.986 "They're never going to want to do this." 0:18:12.986,0:18:15.042 But literally the next day they were like, "Can you start in two weeks?" 0:18:15.042,0:18:18.417 (Laughter) 0:18:18.417,0:18:21.125 BG: So fifth grade math is where that's going on right now? 0:18:21.125,0:18:23.792 SK: It's two fifth grade classes and two seventh grade classes. 0:18:23.792,0:18:25.665 And they're doing it at the district level. 0:18:25.665,0:18:28.333 I think what they're excited about is they can now follow these kids. 0:18:28.333,0:18:30.083 It's not an only-in-school thing. 0:18:30.083,0:18:32.125 We've even, on Christmas, we saw some of the kids were doing it. 0:18:32.125,0:18:34.042 And we can track everything. 0:18:34.042,0:18:37.375 So they can actually track them as they go through the entire district. 0:18:37.375,0:18:39.167 Through the summers, as they go from one teacher to the next, 0:18:39.167,0:18:40.804 you have this continuity of data 0:18:40.804,0:18:42.917 that even at the district level they can see. 0:18:42.917,0:18:44.500 BG: So some of those views we saw 0:18:44.500,0:18:45.917 were for the teacher 0:18:45.917,0:18:49.625 to go in and track actually what's going on with those kids. 0:18:49.625,0:18:51.857 So you're getting feedback on those teacher views 0:18:51.857,0:18:57.290 to see what they think they need? 0:18:57.290,0:18:59.380 SK: Oh yeah. Most of those were specs by the teachers. 0:18:59.380,0:19:01.083 We made some of those for students so they could see their data, 0:19:01.083,0:19:03.467 but we have a very tight design loop with the teachers themselves. 0:19:03.467,0:19:06.292 And they're literally saying, "Hey, this is nice, but ... " 0:19:06.292,0:19:09.000 Like that focus graph, a lot of the teachers said, 0:19:09.000,0:19:11.333 "I have a feeling that a lot of the kids are jumping around 0:19:11.333,0:19:12.430 and not focusing on one topic." 0:19:12.430,0:19:14.458 So we made that focus diagram. 0:19:14.458,0:19:15.587 So it's all been teacher-driven. 0:19:15.587,0:19:17.166 It's been pretty crazy. 0:19:17.166,0:19:18.625 BG: Is this ready for prime-time? 0:19:18.625,0:19:23.208 Do you think a lot of classes next school year should try this thing out? 0:19:23.208,0:19:24.643 SK: Yeah, it's ready. 0:19:24.643,0:19:27.583 We got a million people on the site already, 0:19:27.583,0:19:29.375 so we can handle a few more. 0:19:29.375,0:19:32.292 (Laughter) 0:19:32.292,0:19:34.042 No, no reason why it really can't happen 0:19:34.042,0:19:36.542 in every classroom in America tomorrow. 0:19:36.542,0:19:39.179 BG: And the vision of the tutoring thing. 0:19:39.179,0:19:42.569 The idea there is, if I'm confused about a topic, 0:19:42.569,0:19:45.309 somehow right in the user interface 0:19:45.309,0:19:46.516 I'd find people who are volunteering, 0:19:46.516,0:19:48.000 maybe see their reputation, 0:19:48.000,0:19:51.167 and I could schedule and connect up with those people? 0:19:51.167,0:19:52.583 SK: Absolutely. And this is something 0:19:52.583,0:19:54.125 that I recommend everyone in this audience to do. 0:19:54.125,0:19:57.151 Those dashboards the teachers have, you can go log in right now 0:19:57.151,0:20:00.000 and you can essentially become a coach 0:20:00.000,0:20:02.500 for your kids, or nephews, or cousins, 0:20:02.500,0:20:05.750 or maybe some kids at the Boys and Girls Club. 0:20:05.750,0:20:08.292 And yeah, you can start becoming a mentor, a tutor, 0:20:08.292,0:20:09.917 really immediately. 0:20:09.917,0:20:11.667 But yeah, it's all there. 0:20:11.667,0:20:12.875 BG: Well, it's amazing. 0:20:12.875,0:20:16.500 I think you just got a glimpse of the future of education. 0:20:16.500,0:20:18.375 Thank you. (SK: Thank you.) 0:20:18.375,0:20:26.500 (Applause)