Placeholder Image

字幕表 動画を再生する

  • - Hi everyone, Sal Khan here.

  • Welcome to our Daily Homeroom live stream.

  • As I always explained,

  • this is a way for us to stay together connected

  • in this time of school closures.

  • Khan Academy, we're not for profit,

  • with a mission of providing a free

  • world-class education for anyone anywhere.

  • And we could never foreseen the situation

  • that we're now founding ourselves in,

  • but over the last roughly decade,

  • we've been building resources

  • that we think can really help you

  • as a student, a parent, a teacher,

  • keeps students learning over this a very unfortunate

  • situation we are going through.

  • I will remind everyone, before we get

  • into the mid of today's session,

  • we are not for profit,

  • we exist because of philanthropic donations

  • from folks like yourself.

  • We were running at a deficit,

  • even before this whole Covid crisis hit,

  • and now our traffic is almost three times

  • what it typically is.

  • I do wanna give a special thank you

  • for all of you who've donated over

  • the last several weeks, and especially several

  • of these corporations you see here.

  • Bank of America really stepped up 31st weekend

  • where they saw that we had a need,

  • Google.org, AT&T, Novartis.

  • This is helping a lot, but we need more help.

  • We are continuing to run at an increasing deficit.

  • I also wanna give a special thanks to my wife (murmurs)

  • this is my first Covid haircut (laughs)

  • I got over the weekend in our backyard.

  • I think she's got some skills,

  • obviously I'm biased.

  • So today we're gonna have a fun session,

  • I'm gonna bring on two of my team members,

  • Meaghan and Jeremy, who are former teachers

  • who have been leading the Webinars

  • that we keep talking about,

  • over on these live streams.

  • And the collectively what we're gonna do,

  • on Friday we had a fun ask me anything,

  • where people were asking literally anything,

  • And now I'm joined by Meaghan and Jeremy,

  • and you can ask us anything.

  • And obviously Meaghan and Jeremy are expert at,

  • how does Khan Academy work in a classroom?

  • They're the ones running the webinars

  • and they can talk more about,

  • some of the webinars are about to run,

  • common questions they've seen,

  • but also ask us anything about anything.

  • So Meaghan, Jeremy, thanks for joining us.

  • Maybe a good place to start,

  • Meaghan, I'll start with you.

  • Tell us a little bit about

  • these webinars you're running

  • and what types of things you're trying to get across.

  • - Sure, thanks Sal.

  • We are running webinars for teachers

  • who are transitioning from being

  • in the classroom everyday with their students

  • to teaching and learning remotely.

  • And we've covered everything from,

  • how to set up your Khan Academy account

  • to best practices, to even having teachers

  • who are really exceptional ambassadors,

  • who are sharing their best practices

  • for different students in different areas.

  • So it could be math,

  • could be English language learners,

  • could be science.

  • And so we're having both our team share

  • some of the things that we know work really well,

  • along with teachers around the country

  • sharing their best ideas,

  • to really form a community of teaching

  • and learning remotely.

  • And we have two webinars coming up this week.

  • One for best practices for supporting students

  • who are special education,

  • and one for best practices for supporting

  • English language learners.

  • And those are on Wednesday and Friday respectively.

  • - That's super useful.

  • And Jeremy, what would you say

  • that you and Meaghan are seeing as some

  • of the main, I guess pain points

  • that parents and teachers are facing,

  • and what they are finding value in

  • from these webinars?

  • - It's a great question.

  • And we definitely live in webinar mode nowadays,

  • so thanks to everyone who's been joining us over

  • the last couple of weeks, as we move

  • into this new sort of world order.

  • That being said,

  • I think what we're hearing, especially

  • from educators as well as parents,

  • is the hunger for specificity.

  • We're now a month into this thing

  • and this seems to be the sort of the way

  • the world's gonna work,

  • at least for the next several weeks.

  • How do we make the most of this time?

  • How do we serve our students

  • and our children the best way possible?

  • And so what we've been hearing from teachers is,

  • how do I do that at the elementary level

  • versus the high school level?

  • How do I do that in my science class

  • versus my ELA class?

  • And so for the last several weeks,

  • we've been having ambassadors share their specialty,

  • in each of those different areas

  • with educators across the country

  • and around the world.

  • And next week is no different.

  • And we wanna make sure that,

  • whether you serve students in special education,

  • or English language learners,

  • you're getting everything you need

  • to serve those students successfully.

  • - And what advice...

  • Meaghan I ask you first,

  • what advice do you have for teachers who are...

  • You know, they didn't get a lot of notice,

  • that they're now trying to figure out

  • how to transition their class

  • and teach virtually over Skype, Zoom, whatever.

  • Meaghan, what's your top tip or top tips?

  • - I think you're really hitting

  • the nail on the head Sals,

  • that we're seeing from a lot of teachers and parents,

  • and I've observed students as well,

  • that feeling of being overwhelmed,

  • a lot is hitting everyone all at once,

  • and now that we're thinking about this

  • as being more of a longterm situation.

  • I think one thing that I would share right now is that,

  • the focus immediately had been,

  • how do I use technology with my students?

  • But really to take a step back and think

  • about taking those classroom norms

  • to use in the brick and mortar classroom,

  • and how you can transition that,

  • and use your students as part of a community

  • building process of,

  • what are the norms we want for our class?

  • What are the norms we're going to use

  • when we use a video conferencing tool,

  • like zoom or Google Hangouts?

  • What are the things that we're gonna set

  • into the classroom norms for communicating with each other.

  • So focusing on building that community

  • with your students and setting norms and

  • opportunities for communication first,

  • and then using those tools, like Khan Academy,

  • to support those norms and best practices,

  • as opposed to putting just the technology first.

  • - And Jeremy, taking the other side on the parents side,

  • what advice would you have for parents?

  • I think many of us are in this boat.

  • I felt it over the last couple of weeks,

  • so you're feeling overwhelmed,

  • your kids are at home, you're trying to work from home.

  • If you have young kids,

  • they make it difficult for you to work from home,

  • at the same time you have a list of do's from their school,

  • that you're trying to take pictures of it

  • and send it to their teacher,

  • what advice do you have for parents

  • who are trying to navigate that?

  • - All three of us are very much in the same boat.

  • I know there are millions of other parents

  • out there who are asking themselves

  • the same question right now.

  • My own kids are causing up a storm over in the next room,

  • so I appreciate their indulgence.

  • That being said,

  • I would come back to this idea,

  • from my early days as a teacher in training,

  • which is about getting quick wins.

  • So I know that as a parent or as an educator,

  • you want to come in and you wanna be a master

  • of the situation, an awesome parent, an incredible teacher.

  • But it's tough to do when everything

  • is changing all around you.

  • And so what I've been looking

  • to do with my own kids,

  • is find one moment in a day,

  • when we have a really special moment of connection.

  • Maybe it's not transcendent learning,

  • maybe it's not massive educational gains,

  • which is a moment we have maybe a game of 20 questions,

  • or would you rather do this?

  • Or would you rather do that around the dinner table?

  • Where we feel like a family in that moment,

  • and not just the family and crisis.

  • And so, I think if you can just pull out

  • that one moment a day,

  • really seize upon that and be grateful for that,

  • that becomes the building block for a routine,

  • and a family tradition that you can celebrate

  • even beyond this crisis.

  • - I really liked that.

  • One thing that I've started,

  • obviously there's a certain irony coming

  • from me or from us,

  • but what I've really enjoyed is that,

  • I have one of those little tablet whiteboards

  • with a whiteboard marker,

  • and I've just been writing a problem

  • of the day for my two youngest.

  • My oldest who's 11, he kinda is doing his thing

  • and he's pretty productive,

  • and, and my middle one is okay.

  • But just writing that problem down

  • and we sit next to each other on the couch,

  • it takes 10 minutes, but at least I'm like,

  • "Okay, they're doing something kind of academic."

  • And then from there you get that win

  • and then you can start layering on,

  • "Hey, if we can do 20 minutes of Khan Academy,

  • on the math side, if we can just read together.

  • I'm a big fan of these Bob books,

  • these early learner reading things

  • that I do with my five-year-old.

  • That gets you your wins,

  • and then we've published things like these schedules,

  • that you can layer on over time.

  • And actually a to do for us,

  • I think is to maybe....

  • "cause we, these schedules could show

  • how you can use Khan Academy for fairly full school day,

  • including breaks and lunch and all of that,

  • we don't provide lunches, but we can tell you

  • when they go and they could be.

  • But I think we also should....

  • We've been saying it in these live streams,

  • and y'all been saying it in our webinars,

  • but I think even in our schedules,

  • we should probably say,

  • "Hey, even if you just do this part, you're a superhero."

  • And everyone else is gravy from there.

  • And actually I've gotten feedback lately,

  • that I say the term "Everything is gravy."

  • And a lot of people, especially

  • from other countries are not familiar with it.

  • And so the general idea is that,

  • mashed potatoes by themselves are enough

  • to provide the calories you need,

  • but they taste even better with gravy,

  • which you don't necessarily need.

  • So anyway, let's see (laughs)

  • We have questions coming in from, also see, so from...

  • There's couple of questions we could all take stabs at.

  • Some of these, from YouTube, (murmurs) asks,

  • how do you help a kid that struggles with testing?

  • You either don't want to take that,

  • I'm happy to jump into you Meaghan, one take

  • - Sure, I'll take a first stab at that,

  • and I'm looking forward Sal and Jeremy

  • to your thoughts as well.

  • So I think for some students it's important

  • to identify what it is about the testing

  • that might feel daunting to them,

  • is it the content timebox element,

  • is it just the concept of, that this individual,

  • there's one thing I'm doing and there's moment holds

  • so much weight that that's overwhelming for them.

  • So I think the first step is,

  • is having a conversation with your child

  • or student and trying to identify,

  • what it is that feels like a struggle for them?

  • Because sometimes even that conversation

  • takes off that first level of what's so intimidating.

  • And then if you can get into more

  • of the details of, is it the content?

  • Is it the time piece?

  • Is it the concept of an assessment that's so troublesome?

  • Once you know what that is,

  • then there's opportunities and resources

  • to kind of dig further into that,

  • and to work with your child or student

  • through that particular situation.

  • - Yup, Jeremy, anything to add to that?

  • - Yeah, I would just say this is actually a chance

  • for you to really sort of focus on

  • the most important things and learning

  • which are mastering new skills,

  • not just trying to get a test completed.

  • I think that's actually a place

  • where Khan Academy shines.

  • I know with my own six year old,

  • when she first started doing it,

  • she was really frustrated because he was still in

  • that mental model of, "I have to

  • "get 100% and I have to do it in the first go."

  • When then she realized that she could

  • actually take the same assessment

  • over and over again, depression started to wear off.

  • So she wasn't focused exclusively

  • on, "I need to, you know,

  • totally ACE this out of the Gates."

  • But instead build up that muscle over time,

  • rep after rep, practice after practice

  • until I get to that Holy grail of mastery,

  • and that's what really matters.

  • And Khan Academy makes that possible.

  • - (murmurs) go ahead Meaghan.

  • - I was gonna say, I wonder if this is

  • where you were headed as well."

  • So I think it brings a great opportunity.

  • Jeremy, what you're saying is that,

  • we have such great growth mindset content on Khan Academy,

  • and I think sometimes that concept is so new

  • to students and so different from what they're used to,

  • in some traditional classroom settings,

  • that it's a great opportunity to even leverage

  • some of the gross mindset content that we have from....

  • That we developed in collaboration

  • with Perth's at Stanford.

  • It's a great opportunity to use some

  • of that and work with your student

  • on building that growth mindset.

  • - And y'all are both talking about a two....

  • Sometimes subtle things, but things

  • that we take very seriously here at Khan Academy,

  • one is this notion of mastery learning,

  • which is one of the reasons

  • why there's test taking anxiety is,

  • you take a test, you got a 70 on it,

  • you're labeled a C or a D student

  • and that doesn't feel good,

  • while, all of us at Khan Academy,

  • we strongly believe in this,

  • is what mastery learning is all about,

  • is that you got, you took a test,

  • you get a 70% on it, not a big deal.

  • What Jeremy was referring to,

  • is you can then take a very similar test again.

  • And I'm often sensitive when people try

  • to compare Khan Academy to other resources,

  • and I look at some of these resources

  • and they'll just list like five questions.

  • And I'm like, "No, no, no, we don't realize

  • "we have thousands of questions.

  • So that if someone doesn't do get it the first time,

  • they can keep taking it without seeing a repetition

  • of the same test or the same exercises.

  • And obviously that that takes a pile of resources for us,

  • but we do it because we so strongly believe

  • that, that first shot shouldn't be your only shot

  • and that you should keep working

  • until you can get to 70%, 80%, 90%.

  • Maybe sometimes you can move ahead if you need to,

  • but then you can go back and remediate those gaps.

  • And what Meaghan is referring to a growth mindset,

  • which is very popular.

  • It's very involved these days in education,

  • which is, you'd have a fixed mindset where you say,

  • "I'm either good at this or I'm not"

  • Or a growth mindset where you say,

  • "I only know how good I am by applying myself,

  • "pushing myself out of my comfort zone,

  • "being willing to fail,

  • "recognizing that failure is not a bad thing,

  • "that, that's actually when I grow the most,

  • "if I reflect on that failure."

  • But a world where you just give someone a test

  • and they get a 70 and then that's the end of it,

  • you can't apply a growth mindset there.

  • Because then that's saying you are a 70% student,

  • in order to actually have a growth mindset,

  • you have to actually really have mastery learning

  • where you get back up.

  • And you say, "Okay, I'm going to try this again."

  • That's how it works in other things.

  • If you're learning piano and you mess up the piece,

  • people say, "Okay, you're 70% go on to the next piece."

  • No, they say, "Keep working on it"

  • Or in a martial art or if you're shooting free throws,

  • the coach doesn't say,

  • "Hey, you're a bad free throw shooter,

  • let's move on to dribbling."

  • They say, "No, keep practicing those free throws."

  • So I think that's huge.

  • And Meaghan I like the way that broke it down.

  • There's a lot of things that could be happening

  • for a student who's having trouble with testing.

  • I'll throw out another kind of metal level thing,

  • which is just meditation,

  • which sounds fancy and sounds all new age,

  • but it's literally just sitting down

  • and trying to quiet your thoughts,

  • and realizing that you're in your thoughts.

  • I think even for very young kids,

  • that can oftentimes work

  • 'cause we can get so overwhelmed.

  • Because I think, especially when people

  • say they're bad test takers,

  • that's usually, that category

  • that you talked about, Meaghan

  • which is this notion of a test

  • that their brain starts having circuits go that like,

  • "Oh my God, Oh my God,

  • "what if I can't answer this question?

  • "What if I can answer this question?"

  • And then it becomes a self fulfilling prophecy.

  • I think if you could kind of step yourself,

  • step out of those cycling of thoughts,

  • which sitting quietly everyday

  • for two minutes, three minutes, five minutes,

  • 20 minutes can really help.

  • So there's a couple of questions here.

  • This is a popular topic.

  • One is YouTube Leon and YouTube 60106

  • I'll ask both of them,

  • and please discuss the transition

  • from missions to masteries,

  • world of math was unique and showing a more

  • unified view of the field,

  • can we create a comparable view in the new system?

  • And then 60106 asks,

  • 'Hi Sal, why have you chosen

  • "to remove missions from Khan Academy?

  • "Will you replace them with something else?"

  • Well, I'll take a first step, which is,

  • for those of you who don't know (mumbles)

  • it's the part of Khan Academy historically,

  • and it's still there today.

  • Although people are asking questions

  • because we are what's known in the software field,

  • you know, we're deprecating it,

  • which means over time it's going to go away.

  • Missions were a way to get recommendations

  • on what to do next.

  • Kids get practice feedback,

  • there's all this game mechanics,

  • there are things called mastery challenges

  • to make sure that you've mastered

  • the concepts and level up your mastery.

  • And the reason why we are deprecating missions,

  • is there's another experience on Khan Academy,

  • which internally we've called our library view.

  • This is when a lot of y'all have done web searches,

  • You fell on Khan Academy and then just like,

  • "Oh, okay there's a video there, there's an exercise there."

  • But what we want to do is,

  • Khan Academy mission should feel like,

  • what a good tutor would do.

  • It will help you, if you're cramming

  • for that exam tomorrow

  • or you're trying to figure out

  • how to factor quadratics for your homework tonight,

  • but what a good tutor would do is,

  • "Hey, we're there to help you right now,

  • "but you and I should keep working

  • "together 20 minutes a day,

  • "so that you don't get into this stressful situation again."

  • And historically, missions were where that happens,

  • but it was kind of a different part of the site

  • and you have to click around to find it.

  • And a couple of years ago we said,

  • "Well, what if we could merge the best of our library view

  • and our missions view?

  • And that's what we are...

  • Internally, we call course mastery on Khan Academy.

  • But now when you go to what used

  • to be the library on Khan Academy,

  • you'll see that it'll talk about mastery

  • and mastery points and it gives you

  • these little visuals that talk about your mastery level,

  • and you can uplevel them

  • by working on a particular skill,

  • working on quizzes, unit tests, mastery challenges.

  • We just introduced a couple

  • of months ago, course challenges.

  • And so we are trying to bring everything

  • that missions are into the course mastery.

  • And it's already getting quite close.

  • And so the plan is, before we fully deprecate

  • or sunset admissions,

  • we will have our course mastery,

  • do everything that missions do,

  • and all the things that the library does well,

  • which gives you more contacts,

  • it makes it easier for you to jump around,

  • understand why certain things are connected to others.

  • When Leon asks about the world of math,

  • that was a mission where you essentially

  • to try and do all of math on Khan Academy.

  • And I love that notion.

  • I was obviously one of the first people said,

  • "Hey, there should just be a place

  • "where you learn everything,

  • because it is all connected."

  • And so, we could...

  • I'm not sure if we have a course,

  • but it would be nice to create a course

  • and of course master that's world of math

  • and that should get you where you need to get go.

  • So from YouTube, Susanna Garcia Domingez asks,

  • "When school starts again,

  • "is it going to be business as usual

  • "or will we see changes?

  • "What the changes do you see taking shape?"

  • I love to hear your thoughts first, Meaghan.

  • - I think that there's a couple of things that...

  • Again, this is all evolving, right?

  • This is a whole new world for all of us.

  • And I think some things that we are expecting,

  • we see some are side usually with students,

  • and sound, Jeremy, please feel free to jump in here. Right?

  • We see some are side for students.

  • Now we're looking at a world

  • where students have had even longer than that in

  • the United States especially to look at that side

  • and try and fill in those gaps from the year before.

  • And I think Khan Academy has some opportunities

  • for teachers to leverage some of our tools

  • to be able to identify some of those gaps

  • for students to try and get them back up to speed.

  • But we've seen this longer gap,

  • between when students left the classroom this spring

  • and when they hopefully are back in the classroom this fall.

  • The other thing is we are seeing

  • that there is some possibility

  • that the school year for 2021,

  • could be intermittent

  • with times in and out of the classroom.

  • And so I know there's a lot of people

  • all over the place trying to work on pieces

  • to best solve this problem.

  • And I know that we at Khan Academy,

  • are thinking about additional ways

  • and additional resources to

  • support parents, teachers, and students,

  • with remote learning and teaching,

  • right now of course,

  • but also, how can we continue that to make that transition,

  • especially if it's intermittent?

  • How can you try and make that more seamless

  • and feel a little more comfortable for everyone?

  • - Yup, Jeremy, anything to add to that?

  • - Yeah, so I think in addition to sort of the challenges

  • that this crisis has dealt on entire education system.

  • There is at least one silver lining that I have identified,

  • which is so many of the teachers

  • who have been coming to our webinars are saying,

  • "For the first time in my whole career,

  • "I'm finally getting this technology stuff."

  • And as someone who never talked about

  • technology once in my entire teacher training program,

  • I know that it can often feel like this

  • foreign world that we're entering into,

  • but now that we're getting these new skills,

  • just like our students are always learning new things,

  • we can bring new experiences to our students.

  • And so I'm hopeful that,

  • whenever school resumes business as usual,

  • it's going to be business as usual, but better,

  • with new technology and new tools, new resources

  • to serve students even more effectively.

  • - Yeah, and I'll just add to that,

  • you know, everything we've been talking about,

  • the value of personalized learning ,

  • where you're a teacher with a classroom of 30 students

  • who are all at different levels,

  • all have different gaps,

  • You wanna do mastery learning,

  • but without the aid of technology,

  • it's very hard to do mastery learning.

  • You'd have to have multiple tests

  • that you're administered

  • to teach the students at different time,

  • and somehow try to orchestrate kids on their own path.

  • But the reason...

  • But the need for those things,

  • is even going to be stronger to the point

  • that Meaghan just made of,

  • kids are gonna be out of school for five months, six months.

  • Our partners at the NWA, the not for profit

  • that administers the map growth,

  • they just released a study last week

  • talking about how those five months.

  • It's not just gonna be five months of lost learning,

  • it's actually gonna be five months of forgetting.

  • So it's very possible that the median student,

  • if they don't get any form of intervention,

  • they don't use Khan Academy, et cetera, et cetera,

  • they might enter next year exactly

  • where they were a year ago.

  • So you would have a year of loss.

  • And so it's super important

  • that we leverage this time,

  • not just the remaining time in the school year,

  • but the summer to keep learning.

  • And then when we go back to school,

  • the reality is, some kids would have kept learning

  • and other kids for many reasons,

  • might not have kept learning.

  • So they're gonna have even a wider variation.

  • And so I think it's going to be even more imperative.

  • And it's what Meaghan and Jeremy were talking about,

  • that when people come back,

  • we hope that they can leverage us

  • to understand where their kids are

  • and then allow more time than normal.

  • If I were to theorize,

  • I think we have talked to some districts

  • that are thinking about starting the

  • school year a little bit early,

  • I think especially in something like math,

  • although I think reading as well,

  • but especially math where, once you have those gaps,

  • it can be very debilitating

  • to build on top of them.

  • It might make sense for everybody

  • to have a double block or something for a month or two,

  • so they can really remediate and catch up.

  • And if you do have that type of time,

  • that's where our resources,

  • like Khan Academy could be really valuable.

  • Like, I could imagine a month of really deep,

  • everyone starts at...

  • We had Tim Vanderburgh and I know

  • Jeremy did a webinar with him as well,

  • amazing teacher in Hisperia in California

  • who has all of his sixth graders start

  • at kindergarten level,

  • and Khan Academy, if they know it,

  • they're able to accelerate ahead.

  • If they don't, well they need that to fill in those gaps.

  • Within a week or two, they're all operating,

  • closer and closer to their grade level.

  • And I think there's concepts like that,

  • that we could do throughout the country or the world

  • to help make sure that everyone has their gaps.

  • And if there's another silver lining

  • to what Jeremy at it is,

  • I think this is the first time

  • that people are gonna take summer seriously,

  • as a time to learn.

  • And I think people are going to realize

  • that the variation is so large to this back to school,

  • that I think more school districts and schools will say,

  • "Okay, we've got to take up this whatever this month,

  • to reduce this variance."

  • So let everyone fill in their gaps.

  • And that was always an issue,

  • but the issue is so big now

  • that you can't ignore it.

  • So let's see.

  • There's a whole class of questions here.

  • YouTube Nikila go vendor asks,

  • are there suggestions you have for teachers

  • who are teaching children remotely without wifi?

  • Then boy TJR asks,

  • the app is amazing,

  • but if you don't have good wifi or no wifi at all.

  • And then Zachary Meadows is asking,

  • how could we help kids without internet?

  • I'd love your all's thoughts.

  • I'm once again happy to give my 2 cents, Meaghan?

  • - Sure, from a Khan Academy standpoint,

  • a lot of our system is highly dependent on consistent

  • internet access and device access,

  • which we know is a challenge

  • for many students all over the globe.

  • And so, there is one thing

  • that I can recommend here is that,

  • our friends at Learning Equality,

  • have developed a system where,

  • if you have internet access,

  • even for a small amount of time,

  • you can download some of the aspects of Khan Academy

  • and use those offline.

  • So if your students have access,

  • even to a limited amount of internet,

  • even for a small window during the day or in the week,

  • you can leverage that integration so

  • that students can still have access

  • to something like Khan Academy.

  • And I would say, even if they don't have internet access,

  • one of the biggest things we keep seeing

  • for teachers and students and parents,

  • is still finding a way to contact your students.

  • And I saw this really great post

  • from a teacher this week,

  • where they wrote handwritten notes

  • for each of their students

  • and even drop them off at their homes,

  • which we don't even think about

  • snail mail anymore for students.

  • And some of them don't even think

  • about that type of communication.

  • But what a powerful impact that had on her students

  • to know that the teacher,

  • and she was still thinking about them,

  • even if she couldn't see them face to face every day.

  • So I would leverage finding ways

  • to communicate with your students,

  • even if you can't see them directly on a video call.

  • - Yeah, and I'll just add to that,

  • for teachers who are teaching kids with out wifi.

  • I've seen teachers do things like,

  • the students do their work handwritten,

  • but at least use a parent's phone to text them an image,

  • which I think is reasonably common.

  • And Khan Academy is usable on, on a cell phone.

  • So I know there's still people who might not have.....

  • They might be data sensitive

  • or not have wifi access,

  • but as long as a family member has a cell phone

  • that has a data plan, a smartphone,

  • they should be able to use us in some way shape or form.

  • We are hearing really good stuff coming.

  • I've talked to Dr. Jara from Las Vegas, from Clark County.

  • They've been distributing laptops

  • for kids who don't have it.

  • I talked to Ray Daleo and his wife Barbara,

  • in Connecticut, they just bought laptops.

  • They're incredible philanthropists

  • who bought laptops for, I think 40, 50,

  • 60,000 high school students in Connecticut.

  • So there are programs out there,

  • and so I wouldn't be surprised,

  • Obviously I don't know where everyone is from,

  • but call your local cable company.

  • I think they are leaning into it now,

  • so I think they'd be inclined

  • to give you internet access at home

  • or open up other hotspots

  • that might be in the same building as you,

  • they might call your school district,

  • there might be ways to get access to devices.

  • I've seen everyone's trying

  • to do right by folks right now,

  • so don't hesitate to reach out.

  • I think you'll be surprised

  • how much help you might be able to get.

  • The other questions.

  • So from Facebook, (murmurs) asks,

  • do you pull kids that use kinda kind of

  • and see what they like and don't like

  • about the content structure, et cetera,

  • and use info to make changes?

  • So the simple answer is, "Yes, kind of."

  • We do put our stuff in front of students,

  • we do see how it's like,

  • we do user research,

  • We do that with teachers as well,

  • And we get the data on what people are finding, engaging,

  • what changes to the site seem to work, what don't,

  • and we run efficacy studies

  • to understand is it really improving their outcomes?

  • Um, so Bill Emma from YouTube says,

  • "We are not able to keep continuous concentration

  • "on studies in isolation, My question is

  • "how can we overcome the situation?"

  • Need a suggestion from Meaghan, all right Meaghan.

  • - Wow (murmurs), yeah, focus is hard.

  • And I would say student motivation

  • and even personal motivation is hard, right?

  • I was a classroom teacher for nine years

  • and a big piece of my focus and

  • motivation definitely leveraged my

  • face to face time with students.

  • And let's not neglect the fact that face

  • to face time with colleagues, right?

  • That's really helps you focus working

  • as a group or motivating students.

  • And so I think one piece to think about is,

  • maybe as a teacher or a parent,

  • finding opportunities to communicate

  • with your colleagues or friends,

  • finding ways to be still social

  • and share best practices or shares, ideas,

  • things that are working right.

  • This is a challenge for everyone,

  • and while it can feel really isolating,

  • it doesn't have to be as isolating,

  • still finding ways to work as a teacher

  • or a peer learning community or as a parent,

  • even finding time to share,

  • like what might or might not be working with your children.

  • I think that's really important.

  • And when it comes to student motivation,

  • I think that's a big piece

  • of helping them stay focused,

  • and work seeing some really unique things coming

  • from teachers and writing necessity breeds innovation.

  • And so we're seeing teachers find ways

  • of things around their house or saying,

  • this many of you complete the assignment

  • or you make this much progress,

  • thinking about our mastery system.

  • If you make it to master in this scale,

  • I will walk on Legos or grow up my mustache

  • or do a tick talk video in my children's Halloween costume.

  • So we're finding really unique ways

  • for teachers to still motivate students,

  • even when they're not face to face.

  • - Great ideas.

  • And unfortunately we have a lot of

  • questions continuing to come in,

  • and we'll have both Meaghan and Jeremy on in the future,

  • but, thanks for joining us both of you,

  • and all of the work you do on a daily basis,

  • helping teachers and parents navigate all this.

  • For y'all as I say, every a live stream,

  • thanks for joining.

  • If you're in a position to do so,

  • please think about donating to Khan Academy.

  • As I said, we were running at a deficit

  • even before this crisis,

  • and now our traffic is roughly 2.53 of what it typically is.

  • So we definitely need your help and support.

  • Keep the questions coming, keep the ideas coming,

  • because not only do we need resources,

  • but we want to make sure that,

  • how we deploy those resources are most in service

  • to helping you, the student, the parent and the teacher.

  • So stay safe and stay as healthy as possible

  • over this crisis, and thanks for joining.

  • It's as a fun way for all of us

  • to stay connected with each other

  • in this time of social distancing.

  • I'll see you tomorrow.

- Hi everyone, Sal Khan here.

字幕と単語

ワンタップで英和辞典検索 単語をクリックすると、意味が表示されます

A2 初級

デイリーライブホームルームwithサル:4月13日(月) (Daily Live Homeroom With Sal: Monday, April 13)

  • 1 0
    林宜悉 に公開 2021 年 01 月 14 日
動画の中の単語