Salman Khan: Let's use video to reinvent education
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0:17 - 0:18The Khan Academy is most known for
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0:18 - 0:20its collection of videos, so
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0:20 - 0:21before I go any further,
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0:21 - 0:25let me show you a little bit of a montage.
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0:25 - 0:28(Video) Salman Khan: So the hypotenuse is now going to be five.
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0:28 - 0:31This animal's fossils are only found in this area of South America --
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0:31 - 0:33a nice clean band here --
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0:33 - 0:35and this part of Africa.
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0:35 - 0:37We can integrate over the surface,
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0:37 - 0:40and the notation usually is a capital sigma.
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0:40 - 0:43National Assembly: They create the Committee of Public Safety,
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0:43 - 0:45which sounds like a very nice committee.
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0:45 - 0:47Notice, this is an aldehyde,
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0:47 - 0:49and it's an alcohol.
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0:49 - 0:52Start differentiating into effector and memory cells.
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0:52 - 0:55A galaxy. Hey, there's another galaxy.
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0:55 - 0:57Oh look, there's another galaxy.
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0:57 - 0:58And for dollars, is their 30 million,
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0:58 - 1:01plus the 20 million dollars from the American manufacturer.
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1:01 - 1:05If this does not blow your mind,
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1:05 - 1:07then you have no emotion.
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1:07 - 1:10(Laughter)
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1:10 - 1:14(Applause)
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1:14 - 1:16SK: We now have on the order
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1:16 - 1:18of 2,200 videos
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1:18 - 1:20covering everything from basic arithmetic
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1:20 - 1:22all the way to vector calculus
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1:22 - 1:24and some of the stuff you saw there.
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1:24 - 1:27We have a million students a month using the site,
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1:27 - 1:31watching on the order of 100 to 200,000 videos a day.
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1:31 - 1:33But what we're going to talk about in this
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1:33 - 1:36is how we're going to the next level.
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1:36 - 1:38But before I do that,
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1:38 - 1:41I want to talk a little bit about really just how I got started.
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1:41 - 1:44And some of you all might know,
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1:44 - 1:47about five years ago I was an analyst at a hedge fund.
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1:47 - 1:49And I was in Boston,
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1:49 - 1:52and I was tutoring my cousins in New Orleans, remotely.
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1:52 - 1:55And I started putting the first YouTube videos up
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1:55 - 1:56really just as a kind of nice-to-have,
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1:56 - 1:59just a supplement for my cousins --
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1:59 - 2:02something that might give them a refresher or something.
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2:02 - 2:05And as soon as I put those first YouTube videos up,
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2:05 - 2:06something interesting happened --
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2:06 - 2:08actually a bunch of interesting things happened.
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2:08 - 2:11The first was the feedback from my cousins.
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2:11 - 2:12They told me
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2:12 - 2:16that they preferred me on YouTube than in person.
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2:16 - 2:24(Laughter)
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2:24 - 2:27And once you get over the backhanded nature of that,
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2:27 - 2:29there was actually something very profound there.
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2:29 - 2:30They were saying
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2:30 - 2:31that they preferred the automated version of their cousin
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2:31 - 2:36to their cousin.
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2:36 - 2:37At first, it's very unintuitive,
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2:37 - 2:40but when you actually think about it from their point of view, it makes a ton of sense.
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2:40 - 2:41You have this situation
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2:41 - 2:44where now they can pause and repeat their cousin,
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2:44 - 2:47without feeling like they're wasting my time.
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2:47 - 2:50If they have to review something
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2:50 - 2:52that they should have learned a couple of weeks ago,
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2:52 - 2:53or maybe a couple of years ago,
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2:53 - 2:57they don't have to be embarrassed and ask their cousin.
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2:57 - 2:59They can just watch those videos. If they're bored they can go ahead.
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2:59 - 3:02They can watch it at their own time, at their own pace.
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3:02 - 3:07And probably the least appreciated aspect of this
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3:07 - 3:09is the notion that the very first time,
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3:09 - 3:10the very first time
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3:10 - 3:14that you're trying to get your brain around a new concept,
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3:14 - 3:16the very last thing you need
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3:16 - 3:19is another human being saying, "Do you understand this?"
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3:19 - 3:22And that's what was happening with the interaction with my cousins before.
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3:22 - 3:23And now they can just do it
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3:23 - 3:29in the intimacy of their own room.
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3:29 - 3:30The other thing that happened is --
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3:30 - 3:32I put them on YouTube just --
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3:32 - 3:36I saw no reason to make it private,
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3:36 - 3:38so I let other people watch it.
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3:38 - 3:40And then people started stumbling on it.
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3:40 - 3:43And I started getting some comments and some letters
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3:43 - 3:45and all sorts of feedback
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3:45 - 3:47from random people from around the world.
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3:47 - 3:50And these are just a few.
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3:50 - 3:54This is actually from one of the original calculus videos.
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3:54 - 3:55And someone wrote just on YouTube --
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3:55 - 3:57it was a YouTube comment:
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3:57 - 3:59"First time I smiled doing a derivative."
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3:59 - 4:03(Laughter)
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4:03 - 4:04And let's pause here.
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4:04 - 4:07This person did a derivative
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4:07 - 4:10and then they smiled.
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4:10 - 4:12And then in a response to that same comment -- this is on the thread.
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4:12 - 4:14You can go on YouTube and look at these comments --
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4:14 - 4:16someone else wrote: "Same thing here.
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4:16 - 4:19I actually got a natural high and a good mood for the entire day.
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4:19 - 4:21Since I remember seeing
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4:21 - 4:24all of this matrix text in class,
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4:24 - 4:26and here I'm all like, 'I know kung fu.'"
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4:26 - 4:31(Laughter)
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4:31 - 4:33And we get a lot of feedback all along those lines.
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4:33 - 4:35This clearly was helping people.
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4:35 - 4:38But then, as the viewership kept growing and kept growing,
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4:38 - 4:41I started getting letters from people,
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4:41 - 4:43and it was starting to become clear
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4:43 - 4:45that it was actually more than a nice-to-have.
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4:45 - 4:47This is just an excerpt
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4:47 - 4:49from one of those letters.
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4:49 - 4:51"My 12 year-old son has autism
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4:51 - 4:53and has had a terrible time with math.
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4:53 - 4:55We have tried everything,
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4:55 - 4:57viewed everything, bought everything.
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4:57 - 5:00We stumbled on your video on decimals and it got through.
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5:00 - 5:04Then we went on to the dreaded fractions. Again, he got it.
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5:04 - 5:05We could not believe it.
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5:05 - 5:07He is so excited."
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5:07 - 5:08And so you can imagine,
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5:08 - 5:12here I was an analyst at a hedge fund.
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5:12 - 5:16It was very strange for me to do something of social value.
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5:16 - 5:18(Laughter)
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5:18 - 5:24(Applause)
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5:24 - 5:27But I was excited, so I kept going.
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5:27 - 5:30And then a few other things started to dawn on me.
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5:30 - 5:33That, not only would it help my cousins right now,
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5:33 - 5:35or these people who are sending letters,
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5:35 - 5:38but that this content will never go old,
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5:38 - 5:39that it could help their kids
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5:39 - 5:41or their grandkids.
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5:41 - 5:43If Isaac Newton
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5:43 - 5:46had done YouTube videos on calculus,
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5:46 - 5:47I wouldn't have to.
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5:47 - 5:49(Laughter)
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5:49 - 5:52Assuming he was good. We don't know.
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5:52 - 5:54(Laughter)
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5:54 - 5:55The other thing that happened --
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5:55 - 5:58and even at this point, I said, "Okay, maybe it's a good supplement.
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5:58 - 6:00It's good for motivated students.
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6:00 - 6:03It's good for maybe home schoolers."
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6:03 - 6:04But I didn't think it would be something
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6:04 - 6:06that would somehow penetrate the classroom.
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6:06 - 6:08But then I started getting letters from teachers.
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6:08 - 6:09And the teachers would write, saying,
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6:09 - 6:12"We use your videos to flip the classroom.
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6:12 - 6:14You've given the lectures, so now what we do ... "
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6:14 - 6:17and this could happen in every classroom in America tomorrow,
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6:17 - 6:22" ... what I do is I assign the lectures for homework.
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6:22 - 6:24And what used to be homework,
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6:24 - 6:27I now have the students doing in the classroom."
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6:27 - 6:29And I want to pause here for --
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6:29 - 6:34(Applause)
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6:34 - 6:35I want to pause here for a second,
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6:35 - 6:36because there's a couple of interesting things.
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6:36 - 6:40One, when those teachers are doing that,
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6:40 - 6:41there's the obvious benefit --
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6:41 - 6:43the benefit that now their students
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6:43 - 6:46can enjoy the videos in the way that my cousins did.
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6:46 - 6:48They can pause, repeat at their own pace,
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6:48 - 6:49at their own time.
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6:49 - 6:51But the more interesting thing is --
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6:51 - 6:54and this is the unintuitive thing when you talk about technology in the classroom --
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6:54 - 6:57by removing the one size fits all lecture from the classroom
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6:57 - 7:01and letting students have a self-paced lecture at home,
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7:01 - 7:03and then when you go to the classroom, letting them do work,
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7:03 - 7:05having the teacher walk around,
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7:05 - 7:08having the peers actually be able to interact with each other,
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7:08 - 7:12these teachers have used technology
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7:12 - 7:14to humanize the classroom.
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7:14 - 7:16They took a fundamentally dehumanizing experience --
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7:16 - 7:1930 kids with their fingers on their lips,
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7:19 - 7:21not allowed to interact with each other.
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7:21 - 7:22A teacher, no matter how good,
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7:22 - 7:25has to give this one size fits all lecture
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7:25 - 7:26to 30 students --
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7:26 - 7:28blank faces, slightly antagonistic --
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7:28 - 7:30and now it's a human experience.
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7:30 - 7:34Now they're actually interacting with each other.
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7:34 - 7:35So once the Khan Academy --
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7:35 - 7:37I quit my job
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7:37 - 7:38and we turned into a real organization --
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7:38 - 7:40we're a not-for-profit --
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7:40 - 7:44the question is, how do we take this to the next level?
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7:44 - 7:45How do we take what those teachers are doing
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7:45 - 7:47to their natural conclusion?
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7:47 - 7:49And so what I'm showing you over here,
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7:49 - 7:51these are actual exercises
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7:51 - 7:54that I started writing for my cousins.
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7:54 - 7:56The ones I started were much more primitive.
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7:56 - 8:00This is a more competent version of it.
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8:00 - 8:03But the paradigm here is, we'll generate as many questions as you need
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8:03 - 8:05until you get that concept,
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8:05 - 8:06until you get 10 in a row.
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8:06 - 8:08And the Khan Academy videos are there.
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8:08 - 8:10You get hints, the actual steps for that problem,
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8:10 - 8:12if you don't know how to do it.
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8:12 - 8:14But the paradigm here, it seems like a very simple thing:
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8:14 - 8:1510 in a row, you move on.
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8:15 - 8:19But it's fundamentally different than what's happening in classrooms right now.
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8:19 - 8:21In a traditional classroom,
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8:21 - 8:24you have a couple of homework,
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8:24 - 8:25homework, lecture, homework, lecture,
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8:25 - 8:26and then you have a snapshot exam.
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8:26 - 8:30And that exam, whether you get a 70 percent, an 80 percent,
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8:30 - 8:32a 90 percent, or a 95 percent,
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8:32 - 8:34the class moves on to the next topic.
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8:34 - 8:36And even that 95 percent student,
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8:36 - 8:38what was the five percent they didn't know?
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8:38 - 8:42Maybe they didn't know what happens when you raise something to the zero power.
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8:42 - 8:44And then you go build on that in the next concept.
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8:44 - 8:45That's analogous to
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8:45 - 8:48imagine learning to ride a bicycle,
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8:48 - 8:50and maybe I give you a lecture ahead of time,
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8:50 - 8:52and I give you that bicycle for two weeks.
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8:52 - 8:55And then I come back after two weeks,
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8:55 - 8:57and I say, "Well, let's see. You're having trouble taking left turns.
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8:57 - 8:59You can't quite stop.
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8:59 - 9:01You're an 80 percent bicyclist."
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9:01 - 9:04So I put a big C stamp on your forehead
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9:04 - 9:07and then I say, "Here's a unicycle."
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9:07 - 9:09But as ridiculous as that sounds,
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9:09 - 9:11that's exactly what's happening
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9:11 - 9:13in our classrooms right now.
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9:13 - 9:15And the idea is you fast forward
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9:15 - 9:18and good students start failing algebra all of a sudden
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9:18 - 9:20and start failing calculus all of a sudden,
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9:20 - 9:23despite being smart, despite having good teachers.
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9:23 - 9:26And it's usually because they have these Swiss cheese gaps
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9:26 - 9:28that kept building throughout their foundation.
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9:28 - 9:29So our model
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9:29 - 9:32is learn math the way you'd learn anything,
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9:32 - 9:33like the way you would learn a bicycle.
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9:33 - 9:36Stay on that bicycle. Fall off that bicycle.
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9:36 - 9:39Do it as long as necessary until you have mastery.
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9:39 - 9:41The traditional model,
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9:41 - 9:43it penalizes you for experimentation and failure,
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9:43 - 9:45but it does not expect mastery.
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9:45 - 9:48We encourage you to experiment. We encourage you to failure.
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9:48 - 9:52But we do expect mastery.
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9:52 - 9:53This is just another one of the modules.
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9:53 - 9:55This is trigonometry.
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9:55 - 9:58This is shifting and reflecting functions.
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9:58 - 10:00And they all fit together.
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10:00 - 10:02We have about 90 of these right now.
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10:02 - 10:05And you can go to the site right now. It's all free. Not trying to sell anything.
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10:05 - 10:08But the general idea is that they all fit into this knowledge map.
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10:08 - 10:10That top node right there, that's literally single digit addition.
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10:10 - 10:14It's like one plus one is equal to two.
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10:14 - 10:16And the paradigm is, once you get 10 in a row on that,
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10:16 - 10:20it keeps forwarding you to more and more advanced modules.
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10:20 - 10:23So if you keep further down the knowledge map,
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10:23 - 10:25we're getting into more advanced arithmetic.
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10:25 - 10:28Further down, you start getting into pre-algebra and early algebra.
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10:28 - 10:32Further down, you start getting into algebra one, algebra two,
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10:32 - 10:36a little bit of precalculus.
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10:36 - 10:38And the idea is, from this we can actually teach everything --
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10:38 - 10:40well, everything that can be taught
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10:40 - 10:41in this type of a framework.
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10:41 - 10:44So you can imagine -- and this is what we are working on --
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10:44 - 10:45is from this knowledge map
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10:45 - 10:47you have logic, you have computer programming,
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10:47 - 10:50you have grammar, you have genetics,
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10:50 - 10:52all based off of that core of,
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10:52 - 10:54if you know this and that,
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10:54 - 10:57now you're ready for this next concept.
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10:57 - 10:59Now that can work well for an individual learner,
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10:59 - 11:01and I encourage, one, for you to do it with your kids,
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11:01 - 11:04but I also encourage everyone in the audience to do it yourself.
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11:04 - 11:06It'll change what happens at the dinner table.
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11:06 - 11:08But what we want to do
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11:08 - 11:11is to use the natural conclusion of the flipping of the classroom
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11:11 - 11:13that those early teachers had emailed me about.
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11:13 - 11:15And so what I'm showing you here,
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11:15 - 11:17this is actually data from a pilot in the Los Altos school district,
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11:17 - 11:21where they took two fifth grade classes and two seventh grade classes
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11:21 - 11:23and completely gutted their old math curriculum.
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11:23 - 11:24These kids aren't using textbooks,
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11:24 - 11:26they're not getting one size fits all lectures.
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11:26 - 11:28They're doing Khan Academy, they're doing that software,
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11:28 - 11:30for roughly half of their math class.
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11:30 - 11:34And I want to make it clear, we don't view this as the complete math education.
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11:34 - 11:36What it does is -- and this is what's happening in Los Altos --
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11:36 - 11:37it frees up time.
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11:37 - 11:38This is the blocking and tackling,
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11:38 - 11:40making sure you know how to move through a system of equations,
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11:40 - 11:43and it frees up time for the simulations, for the games,
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11:43 - 11:46for the mechanics, for the robot building,
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11:46 - 11:50for the estimating how high that hill is based on its shadow.
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11:50 - 11:52And so the paradigm is the teacher walks in every day,
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11:52 - 11:54every kid works at their own pace --
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11:54 - 11:58and this is actually a live dashboard from Los Altos school district --
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11:58 - 11:59and they look at this dashboard.
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11:59 - 12:01Every row is a student.
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12:01 - 12:03Every column is one of those concepts.
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12:03 - 12:04Green means the student's already proficient.
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12:04 - 12:07Blue means they're working on it -- no need to worry.
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12:07 - 12:09Red means they're stuck.
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12:09 - 12:13And what the teacher does is literally just say,
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12:13 - 12:14"Let me intervene on the red kids."
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12:14 - 12:17Or even better, "Let me get one of the green kids
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12:17 - 12:19who are already proficient in that concept
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12:19 - 12:20to be the first line of attack
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12:20 - 12:22and actually tutor their peer."
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12:22 - 12:30(Applause)
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12:30 - 12:33Now I come from a very data-centric reality,
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12:33 - 12:35so we don't want that teacher to even go and intervene
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12:35 - 12:37and have to ask the kid awkward questions:
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12:37 - 12:40"Oh, what do you not understand?" or "What do you do understand?"
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12:40 - 12:41and all of the rest.
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12:41 - 12:44So our paradigm is to really arm the teachers with as much data as possible --
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12:44 - 12:46really data that, in almost any other field, is expected,
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12:46 - 12:48if you're in finance or marketing or manufacturing.
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12:48 - 12:51And so the teachers can actually diagnose what's wrong with the students
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12:51 - 12:54so they can make their interaction as productive as possible.
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12:54 - 12:58So now the teachers know exactly what the students have been up to,
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12:58 - 13:00how long they have been spending every day, what videos have they been watching,
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13:00 - 13:02when did they pause the videos, what did they stop watching,
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13:02 - 13:03what exercises are they using,
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13:03 - 13:06what have they been focused on?
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13:06 - 13:08The outer circle shows what exercises they were focused on.
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13:08 - 13:09The inner circle shows what videos they're focused on.
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13:09 - 13:13And the data gets pretty granular
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13:13 - 13:16so you can see the exact problems that the student got right or wrong.
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13:16 - 13:17Red is wrong, blue is right.
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13:17 - 13:21The leftmost question is the first question that the student attempted.
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13:21 - 13:22They watched the video right over there.
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13:22 - 13:25And then you can see, eventually, they were able to get 10 in a row.
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13:25 - 13:28It's almost like you can see them learning over those last 10 problems.
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13:28 - 13:29They also got faster.
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13:29 - 13:34The height is how long it took them.
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13:34 - 13:38So when you talk about self-paced learning,
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13:38 - 13:41it makes sense for everyone -- in education-speak, differentiated learning --
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13:41 - 13:45but it's kind of crazy when you see it in a classroom.
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13:45 - 13:47Because every time we've done this,
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13:47 - 13:49in every classroom we've done,
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13:49 - 13:51over and over again, if you go five days into it,
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13:51 - 13:53there's a group of kids who've raced ahead
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13:53 - 13:56and there's a group of kids who are a little bit slower.
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13:56 - 13:58And in a traditional model, if you did a snapshot assessment,
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13:58 - 14:01you say, "These are the gifted kids, these are the slow kids.
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14:01 - 14:02Maybe they should be tracked differently.
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14:02 - 14:05Maybe we should put them in different classes."
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14:05 - 14:06But when you let every student work at their own pace --
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14:06 - 14:09and we see it over and over and over again --
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14:09 - 14:12you see students who took a little bit extra time
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14:12 - 14:14on one concept or the other,
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14:14 - 14:16but once they get through that concept,
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14:16 - 14:17they just race ahead.
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14:17 - 14:20And so the same kids that you thought were slow six weeks ago,
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14:20 - 14:22you now would think are gifted.
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14:22 - 14:24And we're seeing it over and over and over again.
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14:24 - 14:26And it makes you really wonder
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14:26 - 14:30how much all of the labels maybe a lot of us have benefitted from
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14:30 - 14:35were really just due to a coincidence of time.
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14:35 - 14:37Now as valuable as something like this is
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14:37 - 14:40in a district like Los Altos,
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14:40 - 14:42our goal is to use technology
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14:42 - 14:45to humanize, not just in Los Altos, but on a global scale,
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14:45 - 14:47what's happening in education.
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14:47 - 14:49And actually, that kind of brings an interesting point.
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14:49 - 14:53A lot of the effort in humanizing the classroom
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14:53 - 14:56is focused on student-to-teacher ratios.
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14:56 - 14:58In our mind, the relevant metric
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14:58 - 15:00is student-to-valuable-human-time-
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15:00 - 15:02with-the-teacher ratio.
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15:02 - 15:04So in a traditional model, most of the teacher's time
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15:04 - 15:07is spent giving lectures and grading and whatnot.
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15:07 - 15:10Maybe five percent of their time is actually sitting next to students
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15:10 - 15:11and actually working with them.
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15:11 - 15:13Now 100 percent of their time is.
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15:13 - 15:16So once again, using technology, not just flipping the classroom,
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15:16 - 15:18you're humanizing the classroom, I'd argue,
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15:18 - 15:21by a factor of five or 10.
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15:21 - 15:23And as valuable as that is in Los Altos,
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15:23 - 15:25imagine what that does to the adult learner
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15:25 - 15:27who's embarrassed to go back and learn stuff
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15:27 - 15:29that they should have before, before going back to college.
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15:29 - 15:31Imagine what it does
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15:31 - 15:37to a street kid in Calcutta
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15:37 - 15:38who has to help his family during the day,
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15:38 - 15:41and that's the reason why he or she can't go to school.
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15:41 - 15:43Now they can spend two hours a day and remediate,
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15:43 - 15:46or get up to speed and not feel embarrassed
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15:46 - 15:48about what they do or don't know.
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15:48 - 15:50Now imagine what happens where --
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15:50 - 15:52we talked about the peers teaching each other
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15:52 - 15:55inside of a classroom.
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15:55 - 15:56But this is all one system.
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15:56 - 15:58There's no reason why you can't have
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15:58 - 16:00that peer-to-peer tutoring
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16:00 - 16:02beyond that one classroom.
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16:02 - 16:05Imagine what happens if that student in Calcutta
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16:05 - 16:07all of a sudden can tutor your son,
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16:07 - 16:10or your son can tutor that kid in Calcutta?
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16:10 - 16:13And I think what you'll see emerging
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16:13 - 16:19is this notion of a global one-world classroom.
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16:19 - 16:22And that's essentially what we're trying to build.
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16:22 - 16:23Thank you.
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16:23 - 16:32(Applause)
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16:32 - 16:34Bill Gates: I've seen some things you're doing in the system
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16:34 - 16:41that have to do with with motivation and feedback --
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16:41 - 17:13energy points, merit badges.
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17:13 - 17:15Tell me what you're thinking there?
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17:15 - 17:18SK: Oh yeah. No, we have an awesome team working on it.
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17:18 - 17:20And I have to make it clear, it's not just me anymore.
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17:20 - 17:23I'm still doing all the videos,
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17:23 - 17:24but we have a rockstar team doing the software.
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17:24 - 17:26Yeah, we've put a bunch of game mechanics in there
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17:26 - 17:27where you get these badges,
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17:27 - 17:30we're going to start having leader boards by area, and you get points.
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17:30 - 17:31It's actually been pretty interesting.
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17:31 - 17:35Just the wording of the badging or how many points you get for doing something,
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17:35 - 17:36we see on a system-wide basis,
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17:36 - 17:39like tens of thousands of fifth graders or sixth graders
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17:39 - 17:40going one direction or another,
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17:40 - 17:43depending what badge you give them.
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17:43 - 17:45(Laughter)
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17:45 - 17:48BG: And the collaboration you're doing with Los Altos,
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17:48 - 17:50how did that come about?
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17:50 - 17:53SK: Los Altos, it was kind of crazy.
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17:53 - 17:56Once again, I didn't expect it to be used in classrooms.
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17:56 - 17:58Someone from their board came and said,
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17:58 - 18:01"What would you do if you had carte blanche in a classroom?"
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18:01 - 18:04And I said, "Well, I would just, every student work at their own pace
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18:04 - 18:06on something like this and we'd give a dashboard."
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18:06 - 18:09And they said, "Oh, this is kind of radical. We have to think about it."
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18:09 - 18:10And me and the rest of the team were like,
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18:10 - 18:13"They're never going to want to do this."
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18:13 - 18:15But literally the next day they were like, "Can you start in two weeks?"
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18:15 - 18:18(Laughter)
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18:18 - 18:21BG: So fifth grade math is where that's going on right now?
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18:21 - 18:24SK: It's two fifth grade classes and two seventh grade classes.
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18:24 - 18:26And they're doing it at the district level.
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18:26 - 18:28I think what they're excited about is they can now follow these kids.
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18:28 - 18:30It's not an only-in-school thing.
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18:30 - 18:32We've even, on Christmas, we saw some of the kids were doing it.
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18:32 - 18:34And we can track everything.
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18:34 - 18:37So they can actually track them as they go through the entire district.
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18:37 - 18:39Through the summers, as they go from one teacher to the next,
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18:39 - 18:41you have this continuity of data
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18:41 - 18:43that even at the district level they can see.
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18:43 - 18:44BG: So some of those views we saw
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18:44 - 18:46were for the teacher
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18:46 - 18:50to go in and track actually what's going on with those kids.
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18:50 - 18:52So you're getting feedback on those teacher views
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18:52 - 18:57to see what they think they need?
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18:57 - 18:59SK: Oh yeah. Most of those were specs by the teachers.
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18:59 - 19:01We made some of those for students so they could see their data,
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19:01 - 19:03but we have a very tight design loop with the teachers themselves.
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19:03 - 19:06And they're literally saying, "Hey, this is nice, but ... "
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19:06 - 19:09Like that focus graph, a lot of the teachers said,
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19:09 - 19:11"I have a feeling that a lot of the kids are jumping around
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19:11 - 19:12and not focusing on one topic."
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19:12 - 19:14So we made that focus diagram.
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19:14 - 19:16So it's all been teacher-driven.
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19:16 - 19:17It's been pretty crazy.
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19:17 - 19:19BG: Is this ready for prime-time?
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19:19 - 19:23Do you think a lot of classes next school year should try this thing out?
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19:23 - 19:25SK: Yeah, it's ready.
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19:25 - 19:28We got a million people on the site already,
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19:28 - 19:29so we can handle a few more.
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19:29 - 19:32(Laughter)
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19:32 - 19:34No, no reason why it really can't happen
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19:34 - 19:37in every classroom in America tomorrow.
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19:37 - 19:39BG: And the vision of the tutoring thing.
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19:39 - 19:43The idea there is, if I'm confused about a topic,
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19:43 - 19:45somehow right in the user interface
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19:45 - 19:47I'd find people who are volunteering,
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19:47 - 19:48maybe see their reputation,
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19:48 - 19:51and I could schedule and connect up with those people?
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19:51 - 19:53SK: Absolutely. And this is something
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19:53 - 19:54that I recommend everyone in this audience to do.
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19:54 - 19:57Those dashboards the teachers have, you can go log in right now
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19:57 - 20:00and you can essentially become a coach
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20:00 - 20:02for your kids, or nephews, or cousins,
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20:02 - 20:06or maybe some kids at the Boys and Girls Club.
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20:06 - 20:08And yeah, you can start becoming a mentor, a tutor,
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20:08 - 20:10really immediately.
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20:10 - 20:12But yeah, it's all there.
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20:12 - 20:13BG: Well, it's amazing.
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20:13 - 20:16I think you just got a glimpse of the future of education.
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20:16 - 20:18Thank you. (SK: Thank you.)
-
20:18 - 20:26(Applause)
- Title:
- Salman Khan: Let's use video to reinvent education
- Description:
-
http://www.ted.com Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help.
- Video Language:
- English
- Duration:
- 20:27
Alan Kelly edited English subtitles for Salman Khan: Let's use video to reinvent education |