Getting Started with Khan Academy and Khan Academy Kids for Remote Learning

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Kind: captions
Language: en

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- All right, hello everybody.

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And thank you for all taking time

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out of what's gotta be
an incredibly busy day

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to join us for this webinar.

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My name is Karen White, and
I am on the Product Team

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here at Khan Academy.

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I am also the mother of
two girls, ages 12 and 17,

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both of whom have been out
of school since last Friday.

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One with a distance learning plan

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and one with no plan at all.

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So we are definitely winging it here

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in San Jose, California,
while we shelter in place.

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I'm sure many of you are as well.

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With me today, we have Dan
Tieu from our Marketing Team.

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You can see him if you
go to the next slide,

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see him pictured there with
his nieces and nephews.

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And we have Sophie
Turnbull in that picture

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with a helicopter.

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She's going to be talking to those of you

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with little ones about how to get started

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on our Khan Kids app which is designed

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as a mobile app for
kids two through seven.

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I wanna thank our friends
at Bank of America

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for generously supporting our ability

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to bring school closures
resources to you at this time.

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And finally, before we dive in,

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I just wanna mention that
this session will be recorded

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and it will be sent
out by email soon after

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we finish this session.

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Also uploaded to YouTube for easy access.

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So if you need to step
away, if you miss parts,

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don't worry about it, it
will be available to you

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to review and to share with
your friends and family.

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So with that, today,
we're going to help you

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and your child get
started on Khan Academy.

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If you are a teacher,
we're not gonna be going

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through the teacher
experience in this webinar,

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but we're gonna send these slides out,

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and that link on the right over there

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that says watch this webinar,

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that will take you to
teacher webinar we recorded

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earlier this week, it's
fantastic and it'll give you

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everything you need to get started there.

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We're also not going to
be doing a step by step

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walkthrough of the setup,
but in a couple slides

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you're gonna see our quick start guides

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that actually will do
that for you quite well.

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So, a little bit more about Khan Academy.

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First of all, this came up
in a number of questions

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from the pre-webinar survey.

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Khan Academy is free.

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We are a nonprofit organization

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and all of our instruction
and practice is always free

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to learners and parents
and their teachers.

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Khan Academy is a trusted source.

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You can trust us because
we've been doing this

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for a long time, more than 10 years

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with millions of users around the world.

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All of our math courses
are Common Core aligned

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and our other non-AP math courses

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include both Common Core
material and additional content.

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Our AP math courses are
aligned to the AP standards

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and as I mentioned, we served, even before

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the school closure
started, we were serving

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well over 10 million learners
around the globe every month.

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And finally, Khan Academy is flexible.

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The Khan Academy main app
which is what I'm gonna be

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talking to you about is
available on desktop, web,

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iOS, or Android, anytime, anywhere,

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translated into over 40 languages.

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Sophie's gonna talk to you later

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about the Khan Kids app
which is a mobile app only.

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But Khan Academy is a main,

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Khan Academy we're gonna be talking about

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for the next 10 minutes or so,

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is available on desktop as well.

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So, now let's get into
what it really means

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to learn on Khan Academy.

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And in our pre-webinar survey,

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the most common question we got,

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and thanks everyone who took
the time to fill it out.

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The most common question we got

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was how do I figure out what
my child should be learning?

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That's a great question
because if you're like me

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you might not know exactly
what your kids were up to

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right before the school closure started

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and you're certainly not
used to teaching it, right?

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I've been a mother to my
younger daughter for 12 years

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and I've been her teacher
for about 12 hours.

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So, I would say the first thing to do

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is pat yourself on the back
for trying to pull this off

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during a time that has
a lot of other stressors

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in play as well.

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So with that preamble, here are a few tips

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to getting started.

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First things first, look
at your child's homework

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and their textbooks.

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If you have access to a
parent or a student portal

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for your school, you
might be able to log in

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and see what assignments your teachers,

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your child's teacher have
lined up before school let out.

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That'll give you some
clues as to where to start

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their learning path.

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If you don't have that, that's okay.

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You can select a course on Khan Academy

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based on your child's age and grade.

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And you can navigate your way through that

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any number of ways.

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You can start with
their very first lesson.

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We're gonna talk in a few minutes

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about how to start with
the Course Challenge

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to identify learning gaps quickly.

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Or you can let your child
choose where to start.

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And even if your child chooses something

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that kind of feels easy
to you, that's okay.

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Those early math skills are foundational

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to more advanced math,
and it's not necessarily

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a bad thing to have your
child review that material

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and gain confidence and really just keep

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the brain training going
while we're in this

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really unusual time.

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Finally, for high school students

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who are enrolled in AP or
are studying for the SATs,

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we have most pop, the
most popular AP courses

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on Khan Academy, and we also
have our Official SAT prep.

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I can vouch for that as
a parent of a senior.

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It is incredibly valuable.

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My daughter used it as her sole way

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to prepare for the SAT and
was really, really happy

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with her results.

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So, overall, if I had
to give you one mantra

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to remember, it's this.

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Some learning is better than no learning.

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Don't let perfect be the enemy of good.

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There's all sorts of things
that are being demand of you

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right now and just get started,

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it's very easy to course correct,

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to change your learning
path and make adjustments

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as you go with Khan Academy.

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So, next up, I wanna share
those quick start guides

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I was mentioning.

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These links, again, this
will be provided to you

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after the webinar.

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There are three different guides here.

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Two for Khan Academy and
one for Khan Academy Kids.

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Just for a little bit of context

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on why we have different guides

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for younger and older
children on Khan Academy.

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It basically comes down to the fact that

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there are some regulatory requirements

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around setting up
accounts for younger kids

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that require your approval.

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And so what we wanted to do was give you

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the absolute fastest most
efficient way to get started

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based on your child's situation,

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and these guides are customized

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for the fastest path through

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to get your child learning
and then to get you

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set up as a parent.

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So, lots of support in
there in those guides.

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What I'm gonna do now is
jump into what happens

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once you're signed up.

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And this is what you're gonna see first.

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You're going to be offered the opportunity

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to personalize your child's learning

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by selecting their grade level

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and seeing what courses we recommend.

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Now, regardless of our suggestion,

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your child can choose any
course on Khan Academy.

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So if you have a child
who's really into math

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and is generally performing
above grade level

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and loves a challenge,
you can choose any course

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that's right for that child.

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Same the other way.

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If you have someone who's struggling,

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don't feel bound to the
grade level suggestions.

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And after you've done that,
so you've selected a course,

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you can select more than one,

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you can always go back and add,

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this is what your child's
experience is going to look like.

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The courses will show up on the home page

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whenever they log in.

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And you'll see that
Khan Academy is designed

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to give your child a lot of agency

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in terms of where they're going to go

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to do their next task.

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And that can be great.

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If you've got a child whose
engaged and motivated,

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let them roam around, let
them take these things

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in the order that sparks
their interest and energy.

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It can also be a little
challenging and overwhelming

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if you've got a younger child
to have so many choices.

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So one of the things we like to do

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when we're in the classroom
with young children

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is say, follow the blue button.

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You can see there that red arrow

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is pointed at a blue start button.

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That's pretty much always
gonna be a good call.

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It will essentially
take the child linearly

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through the course, starting
with the most basic skills

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and advancing from there.

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So, always an option if
you wanna give your child

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a little bit more of a
sense of where to go next.

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So, once you've done
that, if you were to click

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into any one of those units,

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those then turn into lessons
that include instruction,

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practice, and assessments.

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If you look at where those arrows are,

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you can see the practice
exercise is on the right

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and the instructional
resources on the left.

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So, if your child is
practicing and is finding

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that the material is a
little bit challenging,

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but not so challenging
that they wanna move

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to a different level.

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They're likely to find
an article or a video

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or a series of them right
next to that practice content

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that can support them
as they're practicing

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and reinforce those skills.

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And then, the other
thing I wanted to mention

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is this course challenge.

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So every, most of our math courses

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are gonna have this challenge,

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and it's a great way to
accelerate the process

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of getting your child
to that learning edge,

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that place where they're
struggling a little bit

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in a productive way, but not so much

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that they get discouraged.

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And the way to do this is
you scroll to the bottom

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of the course page and
you'll see this button

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that says, start course challenge.

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These do take a little bit of time,

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so you wanna leave 30 or 45 minutes

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for the child to get through that,

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but what you're gonna come out of it with

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is the sense of the skills

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that they're really comfortable with

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and the skills where they
might need some more practice.

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Especially given where we
are in the school year,

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this is a pretty good option for you

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because there's going
to be a lot of content

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that feels familiar in most cases.

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So starting at the beginning may not be

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what you need to do.

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The one caveat I'll say
is at least if you've got

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a child who is generally
in the mode of performing,

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being a high performer,
the course challenge

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can feel a little bit like a test

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that they didn't get to study for.

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I know for my daughter when
I put this in front of her,

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she was still in that mindset
of I have to get an A,

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but really what the
course challenge is for

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is identifying where
she needs to practice.

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So I needed to really
kind of encourage her

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and coax her along to make
her comfortable with the idea

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that this wasn't a test,
she didn't need to get an A,

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and this was really about finding

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the best ways for her to
spend time on Khan Academy.

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So, when they're practicing,
we've really designed

00:12:03.570 --> 00:12:08.040
Khan Academy to be a
delightful learning experience.

00:12:08.040 --> 00:12:10.610
We celebrate when they've leveled up,

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they'll see confetti, there are
bells when you're on a roll,

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you'll get a nice surprise every time

00:12:19.299 --> 00:12:21.840
you answer a question right,

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and there are videos and hints

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to get in the moment support as you go.

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We really try with Khan
Academy to celebrate grit

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and perseverance, not just leveling up,

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because that's what having a
growth mindset is all about.

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So now, I'm gonna very briefly
talk about the parent tools

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that you can access as part
of your parent account.

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And the main thing you're going to do

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when you're logged in as a parent

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is look at your child's progress.

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This report is essentially
like being in the room

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with your child, looking
over their shoulder,

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seeing what they're working on,

00:13:01.230 --> 00:13:03.370
except without the looking
over their shoulder part.

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So, it's almost like an audit trail

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that shows you every
exercise, how much time

00:13:08.640 --> 00:13:10.830
they've spent on it and how they did.

00:13:10.830 --> 00:13:12.570
And there's really three values I think

00:13:12.570 --> 00:13:15.240
that are going to be helpful to you

00:13:15.240 --> 00:13:16.980
as you're coaching your child

00:13:16.980 --> 00:13:20.860
or thinking about how
to motivate their work.

00:13:20.860 --> 00:13:23.708
There are two numbers you'll see in there,

00:13:23.708 --> 00:13:26.683
the two numbers, both say
three in this particular case.

00:13:26.683 --> 00:13:29.420
One is the time spent on exercises

00:13:29.420 --> 00:13:32.580
which is the real practice
of applying the skills,

00:13:32.580 --> 00:13:35.810
and the other is the total
learning time on Khan Academy

00:13:35.810 --> 00:13:38.460
which includes things like watching videos

00:13:38.460 --> 00:13:40.150
or reading articles.

00:13:40.150 --> 00:13:42.880
You're looking for in general
a mix of those things,

00:13:42.880 --> 00:13:46.973
not just the instruction,
but also the practice.

00:13:48.140 --> 00:13:49.680
And then, the third
thing you're going to see

00:13:49.680 --> 00:13:51.990
are those little arrows, you
can see a little green one

00:13:51.990 --> 00:13:54.370
there on the screen.

00:13:54.370 --> 00:13:56.800
That's going to tell you when a skill

00:13:56.800 --> 00:13:59.660
is leveling up or down.

00:13:59.660 --> 00:14:01.270
And what we essentially mean by that

00:14:01.270 --> 00:14:04.270
is your child is in, if
the skill is going up

00:14:04.270 --> 00:14:07.250
it means they're making
progress towards mastery

00:14:07.250 --> 00:14:09.130
of that skill.

00:14:09.130 --> 00:14:12.410
If mastery sounds like a fancy term,

00:14:12.410 --> 00:14:15.450
what it really means is
this child is getting

00:14:15.450 --> 00:14:17.360
so good at this skill that they could

00:14:17.360 --> 00:14:19.020
probably explain it to somebody else,

00:14:19.020 --> 00:14:20.370
they could almost teach it.

00:14:21.660 --> 00:14:24.330
There also are going to be red arrows

00:14:24.330 --> 00:14:28.070
if the child is struggling
and maybe going down a level

00:14:28.070 --> 00:14:30.050
on a skill, and those
are your opportunities

00:14:30.050 --> 00:14:32.480
to say hey, let's lean
in a little bit here,

00:14:32.480 --> 00:14:37.480
maybe review some videos and
support them with instruction.

00:14:38.430 --> 00:14:42.080
So, this is all a good segway
into the last few minutes

00:14:42.080 --> 00:14:43.570
I'm gonna spend on Khan Academy

00:14:43.570 --> 00:14:46.270
before turning it over to Sophie.

00:14:46.270 --> 00:14:50.450
And it's really about how do we motivate

00:14:50.450 --> 00:14:53.033
and structure the student's day.

00:14:53.890 --> 00:14:57.840
Let's face it, it's hard,
it's a lot competing

00:14:57.840 --> 00:15:01.070
for your child's attention
right now, let alone your own,

00:15:01.070 --> 00:15:06.070
and just be kind to yourselves.

00:15:06.130 --> 00:15:08.040
But I always like to remind myself

00:15:08.040 --> 00:15:10.060
that at the end of the
day, yes, I want my kids

00:15:10.060 --> 00:15:12.250
to be learning, but the
most important thing

00:15:12.250 --> 00:15:14.580
is we're all gonna be stuck
in this house a lot together,

00:15:14.580 --> 00:15:17.200
so we have better get along.

00:15:17.200 --> 00:15:20.130
So, in terms of setting goals,

00:15:20.130 --> 00:15:23.140
it's great to include your
children in the process,

00:15:23.140 --> 00:15:26.093
they're going to be more
invested if you do it that way,

00:15:27.330 --> 00:15:28.750
and take it one day at a time.

00:15:28.750 --> 00:15:31.310
If the goals you set for your first day

00:15:31.310 --> 00:15:33.440
don't turn out to be
particularly realistic

00:15:33.440 --> 00:15:36.530
given your situation, stay flexible,

00:15:36.530 --> 00:15:40.280
let yourself, give yourself some slack,

00:15:40.280 --> 00:15:43.390
we're all in uncharted
territory right now.

00:15:43.390 --> 00:15:45.630
And then recognize milestones.

00:15:45.630 --> 00:15:48.700
We always like to
celebrate both the progress

00:15:48.700 --> 00:15:50.180
and the effort.

00:15:50.180 --> 00:15:53.170
So when you look at those
numbers around time,

00:15:53.170 --> 00:15:55.530
that's one of the ways you
can congratulate your child

00:15:55.530 --> 00:15:59.570
for making the effort, and
then look for those level ups

00:15:59.570 --> 00:16:02.170
as an indication that your
child is making progress.

00:16:03.560 --> 00:16:05.450
All right, one last thing.

00:16:05.450 --> 00:16:07.560
I think some of you probably have seen

00:16:07.560 --> 00:16:12.290
we have posted online
a number of templates

00:16:12.290 --> 00:16:14.620
for daily schedules that can help you

00:16:14.620 --> 00:16:18.020
just get a little bit
more of that structure

00:16:18.020 --> 00:16:20.670
that helps your child
be calm, creates a sense

00:16:20.670 --> 00:16:24.230
of predictability, and gives
you some room to maneuver

00:16:24.230 --> 00:16:27.020
because you have a sense of
how your day is going to go.

00:16:27.020 --> 00:16:29.710
So feel free to click through on those

00:16:29.710 --> 00:16:33.940
when you get the materials
and hope that they are helpful

00:16:33.940 --> 00:16:35.430
to you as they have been to me

00:16:35.430 --> 00:16:38.370
in terms of giving your
children some structure

00:16:38.370 --> 00:16:40.983
and order in what is
kind of a chaotic time.

00:16:42.450 --> 00:16:44.993
And with that, I will turn
it over to you Sophie.

00:16:46.480 --> 00:16:50.320
- Hi everyone, I'm Sophie
from Khan Academy Kids.

00:16:50.320 --> 00:16:53.080
And tonight, I'm really
excited to walk you

00:16:53.080 --> 00:16:55.370
through the basics on getting set up,

00:16:55.370 --> 00:17:00.203
how to learn at home with your
kids on Khan Academy Kids.

00:17:01.450 --> 00:17:05.240
Khan Academy Kids is made by Khan Academy.

00:17:05.240 --> 00:17:09.120
It's a mobile app that is
separate to the Khan Academy app

00:17:09.120 --> 00:17:11.820
or the Khan Academy desktop experience

00:17:11.820 --> 00:17:14.700
and it's designed especially for children

00:17:14.700 --> 00:17:17.420
ages two through seven.

00:17:17.420 --> 00:17:22.420
It's available on your mobile,
be it an Apple iOS or Android

00:17:23.290 --> 00:17:26.220
as well as touch screen Chromebooks,

00:17:26.220 --> 00:17:30.110
and you can find it in the
app store that you use.

00:17:30.110 --> 00:17:32.440
So, what we're going to do right now

00:17:32.440 --> 00:17:35.170
is quickly watch a demo
of how to get set up

00:17:35.170 --> 00:17:38.973
on Khan Academy Kids
in about three minutes.

00:17:58.730 --> 00:18:00.630
So the first thing you want to do

00:18:00.630 --> 00:18:05.303
is go to your app store and
download Khan Academy Kids.

00:18:06.490 --> 00:18:09.510
Once you've done that,
you can open our app

00:18:09.510 --> 00:18:12.830
and you'll be greeted
by our fun characters.

00:18:12.830 --> 00:18:13.900
- Khan Academy Kids.

00:18:13.900 --> 00:18:16.483
- [Sophie] Cody, Ollo,
Sandy, Rhea, and Peck.

00:18:17.430 --> 00:18:19.110
You'll be taken to a signup screen.

00:18:19.110 --> 00:18:22.493
Click signup and enter your email.

00:18:25.250 --> 00:18:27.610
We use this email to create your account

00:18:27.610 --> 00:18:30.520
and we're going to ask you to verify it.

00:18:30.520 --> 00:18:32.760
So once you've entered
it and clicked next,

00:18:32.760 --> 00:18:36.500
you'll receive an email
in your email inbox

00:18:36.500 --> 00:18:41.500
and you want to click the verify
email button in that email,

00:18:42.490 --> 00:18:45.340
and then you are set
to go back into the app

00:18:45.340 --> 00:18:47.853
and start creating accounts for your kids.

00:18:49.250 --> 00:18:51.973
Click next here and here you are.

00:18:52.960 --> 00:18:57.170
First, we're going to add the
name of our first child, Kim.

00:18:57.170 --> 00:19:02.170
Kim is six and we'll select
an avatar for Kim, a dolphin.

00:19:02.780 --> 00:19:05.280
Ready to start learning now,
but we'll quickly show you

00:19:05.280 --> 00:19:08.670
how to create a profile for another child.

00:19:08.670 --> 00:19:11.940
If you swipe up into the parents section

00:19:11.940 --> 00:19:14.990
you'll see Kim's account
there, tap the new button,

00:19:14.990 --> 00:19:19.990
swipe up, and enter the name
of the next child, Oscar.

00:19:21.410 --> 00:19:24.290
Oscar is actually older, he's seven,

00:19:24.290 --> 00:19:28.040
and he is going to be a tiger.

00:19:28.040 --> 00:19:33.040
And now we have two children's
profiles, Kim and Oscar.

00:19:33.880 --> 00:19:37.470
We're going to start learning
with Kim, so we tap Kim.

00:19:37.470 --> 00:19:39.870
And if we press the play button here,

00:19:39.870 --> 00:19:42.210
we'll be in our
personalized learning path.

00:19:42.210 --> 00:19:46.410
It'll serve up age appropriate
activities for your child

00:19:46.410 --> 00:19:47.243
like this one.

00:19:48.630 --> 00:19:52.530
- And together they
have five toy dinosaurs.

00:19:52.530 --> 00:19:54.130
- If you wanted to do self serve

00:19:54.130 --> 00:19:55.770
you could click in the top left corner

00:19:55.770 --> 00:19:59.040
on the library icon, then
you can scroll through

00:19:59.040 --> 00:20:02.730
all of our activities, books, and videos,

00:20:02.730 --> 00:20:06.200
our reading, our logic,
social emotional learning,

00:20:06.200 --> 00:20:09.680
and you can pick out
what your child works on.

00:20:09.680 --> 00:20:12.130
We've partnered with National Geographic

00:20:12.130 --> 00:20:16.250
and Bellwether Media to
offer a range of characters

00:20:16.250 --> 00:20:19.680
and stories and formats
to keep your child busy.

00:20:19.680 --> 00:20:21.840
And there's always the
offline functionality,

00:20:21.840 --> 00:20:24.420
that suitcase under the word library.

00:20:24.420 --> 00:20:26.360
We can't wait for you to discover

00:20:26.360 --> 00:20:29.133
everything there is to
do on Khan Academy Kids.

00:20:47.060 --> 00:20:50.390
So now, you should be ready
to get started learning.

00:20:50.390 --> 00:20:53.130
And I wanna run through
a few of the questions

00:20:53.130 --> 00:20:55.540
that we've been getting from
parents learning at home

00:20:55.540 --> 00:20:56.850
with their kids.

00:20:56.850 --> 00:20:58.710
I mentioned the home screen.

00:20:58.710 --> 00:21:02.660
If you press that big green
play button on the homepage,

00:21:02.660 --> 00:21:05.330
you'll go into the
personalized learning path.

00:21:05.330 --> 00:21:08.860
And if you press the
top left library icon,

00:21:08.860 --> 00:21:10.810
you'll go into the library.

00:21:10.810 --> 00:21:13.220
Well, what's the difference
between those two?

00:21:13.220 --> 00:21:17.190
The personalized learning
path is an automatic playlist

00:21:17.190 --> 00:21:20.940
of all of our activities,
math and reading,

00:21:20.940 --> 00:21:24.080
social emotional learning,
books and videos,

00:21:24.080 --> 00:21:26.810
and they get served up to your child

00:21:26.810 --> 00:21:28.930
to meet them where they're at,

00:21:28.930 --> 00:21:30.410
so they're age appropriate

00:21:30.410 --> 00:21:33.200
and they're automatically served up.

00:21:33.200 --> 00:21:35.730
The learning path might be a good idea

00:21:35.730 --> 00:21:38.040
if you just can't be
there to pick and choose

00:21:38.040 --> 00:21:40.240
every activity that your child is doing

00:21:40.240 --> 00:21:41.793
for a certain part of the day.

00:21:42.660 --> 00:21:45.200
The library is where is
where you can self serve

00:21:45.200 --> 00:21:46.940
out of our catalog of activities.

00:21:46.940 --> 00:21:51.880
It's the blue, the book icon
in the top left hand corner

00:21:51.880 --> 00:21:53.670
of the home screen.

00:21:53.670 --> 00:21:56.270
All of the activities are the same.

00:21:56.270 --> 00:21:58.410
It's just about how
they're served up to you.

00:21:58.410 --> 00:22:01.390
Do you want to pick and choose
what your child is doing

00:22:01.390 --> 00:22:03.350
from one activity to the next

00:22:03.350 --> 00:22:05.300
or are you happy to
let them work their way

00:22:05.300 --> 00:22:07.030
through the personalized learning path?

00:22:07.030 --> 00:22:08.603
That's totally up to you.

00:22:10.810 --> 00:22:13.060
Now, I wanna cover some quick tips

00:22:13.060 --> 00:22:16.640
for learning at home
with Khan Academy Kids.

00:22:16.640 --> 00:22:19.650
All of Karen's points about
having a daily schedule,

00:22:19.650 --> 00:22:22.470
but being flexible, and
motivating kids at home

00:22:22.470 --> 00:22:26.550
being terribly difficult apply
to two to seven year olds.

00:22:26.550 --> 00:22:28.790
On the technical side
though, I wanna point out

00:22:28.790 --> 00:22:30.130
a couple of things.

00:22:30.130 --> 00:22:33.640
If you have to go offline, I
mentioned the suitcase icon

00:22:33.640 --> 00:22:35.050
in the library, tap that.

00:22:35.050 --> 00:22:37.010
All your child's progress will be saved

00:22:37.010 --> 00:22:39.870
and uploaded when you go online next.

00:22:39.870 --> 00:22:43.020
If you want to view progress,
go into your child's

00:22:43.020 --> 00:22:45.440
library view and you'll see green, yellow,

00:22:45.440 --> 00:22:48.680
and red check marks indicating
whether they've mastered

00:22:48.680 --> 00:22:50.500
something, they're still working on it,

00:22:50.500 --> 00:22:51.950
or they're yet to work on it.

00:22:53.350 --> 00:22:57.690
On the content side,
there are a few things

00:22:57.690 --> 00:22:59.560
that parents have pointed out to us.

00:22:59.560 --> 00:23:03.050
Parents are loving using
out the thousands of books

00:23:03.050 --> 00:23:04.970
that we have to read to their children.

00:23:04.970 --> 00:23:07.610
We have books on everything from animals

00:23:07.610 --> 00:23:09.100
to feeling frustrated.

00:23:09.100 --> 00:23:12.646
So, have at it in the book section.

00:23:12.646 --> 00:23:15.310
Parents have also been
saying that they're enjoying

00:23:15.310 --> 00:23:17.400
the healthy habits throughout the act.

00:23:17.400 --> 00:23:19.920
There are activities on
things like saying hello

00:23:19.920 --> 00:23:22.590
and making friends, even
getting dressed in the morning.

00:23:22.590 --> 00:23:24.930
Some of these habits that are so important

00:23:24.930 --> 00:23:26.700
when we're couped up inside.

00:23:26.700 --> 00:23:31.670
And so, I encourage you to check
those out in the logic tab.

00:23:31.670 --> 00:23:34.560
And then, finally, in the create tab,

00:23:34.560 --> 00:23:38.310
your child can do something
creative like drawing,

00:23:38.310 --> 00:23:41.210
making a card for a friend,
you can screenshot it

00:23:41.210 --> 00:23:44.950
and send it on, and Khan
Academy Kids is really focused

00:23:44.950 --> 00:23:49.070
on not just math and reading
the core academic subjects

00:23:49.070 --> 00:23:51.530
for two to seven year
olds, but also making sure

00:23:51.530 --> 00:23:53.890
kids are creative, that
they're interacting with you,

00:23:53.890 --> 00:23:56.530
that they're moving around,
getting up and jumping

00:23:56.530 --> 00:23:59.860
and making zoo animal noises

00:23:59.860 --> 00:24:02.553
and really developing their whole selves.

00:24:05.230 --> 00:24:06.600
The last thing I wanna mention

00:24:06.600 --> 00:24:08.320
is that there is some places you can go

00:24:08.320 --> 00:24:09.900
for more information.

00:24:09.900 --> 00:24:12.590
So teachers should look
out for the Teacher Guide

00:24:12.590 --> 00:24:15.470
that is linked in the quick start handout

00:24:15.470 --> 00:24:17.560
that we are posting on this webinar.

00:24:17.560 --> 00:24:20.560
It has a whole lot about
how you might teach remotely

00:24:20.560 --> 00:24:22.640
with Khan Academy Kids.

00:24:22.640 --> 00:24:25.790
And if you have any questions
about getting started,

00:24:25.790 --> 00:24:30.790
please email khan, that's
K-H-A-N, kids@khanacademy.org.

00:24:32.610 --> 00:24:34.950
And you should follow us on social media

00:24:34.950 --> 00:24:37.700
if you're into that for daily activities,

00:24:37.700 --> 00:24:40.940
things like circle time and
what to do with your kids

00:24:40.940 --> 00:24:42.760
on Khan Academy Kids.

00:24:42.760 --> 00:24:43.783
Thanks so much.

00:24:45.600 --> 00:24:47.350
- All right, thank you Sophie and Karen.

00:24:47.350 --> 00:24:49.130
Hi everyone, it's Dan here.

00:24:49.130 --> 00:24:51.220
I'd like to for y'all to do two steps

00:24:51.220 --> 00:24:54.300
before we open it up to live questions.

00:24:54.300 --> 00:24:56.810
First, if you can all go
out to the handout section

00:24:56.810 --> 00:24:58.487
and grab the cheat
sheet, it contains guides

00:24:58.487 --> 00:25:01.940
for this entire process, from
finding the right content

00:25:01.940 --> 00:25:04.550
for your kids, to tracking their progress,

00:25:04.550 --> 00:25:06.830
and to creating structure and motivation.

00:25:06.830 --> 00:25:08.870
It also contains step by step instructions

00:25:08.870 --> 00:25:10.850
on how to set up an account and links

00:25:10.850 --> 00:25:12.370
to other parent resources.

00:25:12.370 --> 00:25:14.910
So feel free to download it and
share it with other parents,

00:25:14.910 --> 00:25:16.430
friends and families.

00:25:16.430 --> 00:25:18.490
And secondly, if you have any questions,

00:25:18.490 --> 00:25:20.640
please add them to the question box.

00:25:20.640 --> 00:25:22.540
I'll be facilitating
while Karen and Sophie

00:25:22.540 --> 00:25:24.860
provide their expert answers.

00:25:24.860 --> 00:25:27.270
So, let's go ahead and start
with some good questions

00:25:27.270 --> 00:25:30.483
that are coming in, and thank
you everyone for submitting.

00:25:31.670 --> 00:25:35.760
So we have a question, Karen, for you.

00:25:35.760 --> 00:25:39.593
Should my child have separate
account for me as a parent?

00:25:40.560 --> 00:25:42.547
- Yeah, that's a great question.

00:25:42.547 --> 00:25:44.300
And absolutely, we would recommend

00:25:44.300 --> 00:25:49.300
that you and your child
have separate accounts.

00:25:49.610 --> 00:25:53.410
First of all, you have a
set of controls and settings

00:25:53.410 --> 00:25:56.300
that are particular to the parent account,

00:25:56.300 --> 00:25:58.570
but there's a second reason
that I wanna emphasize

00:25:58.570 --> 00:26:01.190
which is that you actually may wanna do

00:26:01.190 --> 00:26:03.520
some learning on Khan Academy yourself.

00:26:03.520 --> 00:26:06.380
I have personally found
that seventh grade math

00:26:06.380 --> 00:26:09.030
feels like it was a really,
really long time ago,

00:26:09.030 --> 00:26:13.780
and so while your child is
learning in their own account

00:26:13.780 --> 00:26:16.600
you can actually go in as a learner,

00:26:16.600 --> 00:26:18.370
and this is in the quick start guide,

00:26:18.370 --> 00:26:19.710
and practice yourself.

00:26:19.710 --> 00:26:21.430
So you'll have your own learning path

00:26:21.430 --> 00:26:22.860
if you have a separate account

00:26:22.860 --> 00:26:24.810
from the one you set up for your child.

00:26:26.340 --> 00:26:28.060
- Awesome, thank you Karen.

00:26:28.060 --> 00:26:31.000
This next one I think it's most
appropriate for you Sophie.

00:26:31.000 --> 00:26:33.070
Is Khan Academy Kids integrated

00:26:33.070 --> 00:26:35.420
with the desktop Khan Academy,

00:26:35.420 --> 00:26:37.920
and can I see their
progress from the kids app

00:26:37.920 --> 00:26:38.883
on the desktop?

00:26:41.479 --> 00:26:42.990
- So the short answer is no.

00:26:42.990 --> 00:26:45.310
Khan Academy Kids is a mobile app

00:26:45.310 --> 00:26:47.460
and the progress that your child makes

00:26:47.460 --> 00:26:49.540
on the Khan Academy Kids mobile app

00:26:49.540 --> 00:26:54.310
will not be present on the Khan
Academy desktop experience.

00:26:54.310 --> 00:26:56.740
We've designed it so
that it's touch screen

00:26:56.740 --> 00:26:59.250
and it's especially for
two to seven year olds.

00:26:59.250 --> 00:27:01.300
And I think in the future, we look forward

00:27:01.300 --> 00:27:04.203
to linking those two
experiences, but for now, no.

00:27:05.730 --> 00:27:07.220
- Okay, great, thank you.

00:27:07.220 --> 00:27:09.490
Here's a question that
either of you can answer,

00:27:09.490 --> 00:27:11.650
perhaps Karen you tackle it first

00:27:11.650 --> 00:27:14.210
and Sophie, you can go next on this one.

00:27:14.210 --> 00:27:17.250
So we have a question
from Matteas Devereus,

00:27:17.250 --> 00:27:19.600
apologies if I pronounced
the name incorrectly.

00:27:20.745 --> 00:27:23.770
So the question is, how much
should we supervise our kids

00:27:23.770 --> 00:27:25.380
while they learn?

00:27:25.380 --> 00:27:27.380
- Yeah, great question.

00:27:27.380 --> 00:27:30.710
I guess my first response
would be, how much can you?

00:27:30.710 --> 00:27:33.900
I know at least for me, I
am working during the day

00:27:33.900 --> 00:27:36.710
even though I'm here at home,
so my ability to supervise

00:27:36.710 --> 00:27:39.290
is fairly limited, and
I imagine many of you

00:27:39.290 --> 00:27:40.610
are in the same position.

00:27:40.610 --> 00:27:43.100
And we have designed Khan Academy

00:27:43.100 --> 00:27:48.100
so that most children can
progress independently.

00:27:49.270 --> 00:27:52.320
I like to make myself
available to be nearby,

00:27:52.320 --> 00:27:55.130
but if you're supervising
because you want to hold

00:27:55.130 --> 00:27:57.760
your child accountable, that's
where that progress report

00:27:57.760 --> 00:28:00.020
becomes really, really valuable.

00:28:00.020 --> 00:28:04.180
Your child cannot practice on Khan Academy

00:28:04.180 --> 00:28:06.040
without you seeing it and vice versa.

00:28:06.040 --> 00:28:09.880
So, that report will be your
way of staying connected

00:28:09.880 --> 00:28:11.040
with what your child is learning

00:28:11.040 --> 00:28:15.380
even when you don't have the
ability to sit side by side.

00:28:15.380 --> 00:28:18.090
Having said that, if
you do have the ability

00:28:18.090 --> 00:28:20.140
and if your child welcomes it,

00:28:20.140 --> 00:28:21.640
it's a great, it's a great chance

00:28:21.640 --> 00:28:23.840
to really be part of
their learning journey.

00:28:24.930 --> 00:28:27.210
- Yeah, I would just quickly echo that.

00:28:27.210 --> 00:28:29.420
It's great for parents to be interacting

00:28:29.420 --> 00:28:32.859
with Khan Academy Kids while
their child is using it,

00:28:32.859 --> 00:28:34.170
particularly in the library mode.

00:28:34.170 --> 00:28:36.650
But if you needed to step away for a time

00:28:36.650 --> 00:28:38.410
and have your child learn independently,

00:28:38.410 --> 00:28:40.750
the personalized learning
path is really taking care

00:28:40.750 --> 00:28:42.680
of things while you have to do that,

00:28:42.680 --> 00:28:45.460
and you'll be able to
see a comprehensive view

00:28:45.460 --> 00:28:49.100
of their progress when you
go back into the library.

00:28:49.100 --> 00:28:49.933
- Yeah.

00:28:49.933 --> 00:28:52.150
And keep in mind, Khan Academy is used

00:28:52.150 --> 00:28:55.150
in schools all over the place,

00:28:55.150 --> 00:28:58.310
and that's a situation where one teacher

00:28:58.310 --> 00:28:59.870
has a group of 30 kids.

00:28:59.870 --> 00:29:02.210
So, it's definitely designed for kids

00:29:02.210 --> 00:29:04.750
to be able to make independent progress

00:29:04.750 --> 00:29:07.540
through a combination of
instruction and practice

00:29:07.540 --> 00:29:11.043
paired together without
direct supervision.

00:29:12.300 --> 00:29:15.550
- All right, so I think we have
time for one more question.

00:29:15.550 --> 00:29:17.600
Karen, this one's from Heather.

00:29:17.600 --> 00:29:21.450
Will there be an answer key
to help grade if I'm a parent

00:29:21.450 --> 00:29:23.283
and not in a teacher account?

00:29:24.140 --> 00:29:24.973
- Yeah, great question.

00:29:24.973 --> 00:29:28.040
So, you will not get an answer key,

00:29:28.040 --> 00:29:31.820
but you actually won't need to
grade your child's practice,

00:29:31.820 --> 00:29:33.910
because they are getting
real-time feedback

00:29:33.910 --> 00:29:35.440
with every question.

00:29:35.440 --> 00:29:37.830
So, as the questions are answered,

00:29:37.830 --> 00:29:40.410
they will immediately know
whether they got the question

00:29:40.410 --> 00:29:43.840
right or wrong, they'll
have access to a hint,

00:29:43.840 --> 00:29:46.620
and they'll have access in
many cases to a rationale

00:29:46.620 --> 00:29:48.020
even if they do get it right.

00:29:48.020 --> 00:29:50.950
So, there's really no
need for an answer key.

00:29:50.950 --> 00:29:51.783
- All right.

00:29:51.783 --> 00:29:54.840
So, thank you Karen and Sophie
for sharing your expertise

00:29:54.840 --> 00:29:57.440
with our audience, and
thank you to our audience

00:29:57.440 --> 00:30:00.400
for taking the time out of your
busy evening to be with us.

00:30:00.400 --> 00:30:01.830
We know there's so much going on

00:30:01.830 --> 00:30:03.940
and we really appreciate
you investing your time

00:30:03.940 --> 00:30:05.730
into this session.

00:30:05.730 --> 00:30:07.380
We know that we hit our limit in terms

00:30:07.380 --> 00:30:09.540
of the number of people who
wanted to join the webinar,

00:30:09.540 --> 00:30:11.630
so we apologize for that.

00:30:11.630 --> 00:30:14.180
So for those of you who or may know folks

00:30:14.180 --> 00:30:15.680
who were not able to get in,

00:30:15.680 --> 00:30:19.000
this will be, this will be
record, this is recorded,

00:30:19.000 --> 00:30:21.110
and we'll be posting live online

00:30:21.110 --> 00:30:22.660
and available to everyone.

00:30:22.660 --> 00:30:25.870
And so, rest assured that this information

00:30:25.870 --> 00:30:27.870
will be available to you.

00:30:27.870 --> 00:30:30.960
And secondly, we also have
quite a few other resources

00:30:30.960 --> 00:30:33.920
available on our website
at khanacademy.org.

00:30:33.920 --> 00:30:35.930
There's currently a blue
ribbon at the very top.

00:30:35.930 --> 00:30:37.830
We're adding new resources every day

00:30:37.830 --> 00:30:39.550
and making changes quite frequently,

00:30:39.550 --> 00:30:42.250
so feel free to go there and click through

00:30:42.250 --> 00:30:43.930
for more information.

00:30:43.930 --> 00:30:46.620
Before we sign off, please
do us one more favor

00:30:46.620 --> 00:30:48.790
and take the poll that
pops up at the very end

00:30:48.790 --> 00:30:51.550
of this webinar and
let us know two things.

00:30:51.550 --> 00:30:54.480
First, how could we make future
iterations of this session

00:30:54.480 --> 00:30:55.970
even better for you all?

00:30:55.970 --> 00:30:58.090
And secondly, what kind of sessions

00:30:58.090 --> 00:30:59.580
would you like to see next?

00:30:59.580 --> 00:31:02.110
So this was obviously a
relatively high level session

00:31:02.110 --> 00:31:04.070
to get you all started,
but if you wanted us

00:31:04.070 --> 00:31:07.300
to dive deeper into
things like motivation,

00:31:07.300 --> 00:31:09.810
specific courses like math or science,

00:31:09.810 --> 00:31:12.160
please let us know, we're
here to support you,

00:31:12.160 --> 00:31:14.450
this is the first of future webinars

00:31:14.450 --> 00:31:16.330
that we wanna create to
be able to support you

00:31:16.330 --> 00:31:17.720
through this time.

00:31:17.720 --> 00:31:19.830
So with that, from all
of us at Khan Academy,

00:31:19.830 --> 00:31:22.453
thank you again for
joining us, and good night.


A message from Sal on school closures and remote learning on Khan Academy.

WEBVTT
Kind: captions
Language: en

00:00:00.900 --> 00:00:04.340
- Hi everyone, it's Sal
here from Khan Academy.

00:00:04.340 --> 00:00:06.630
I am back in the walk-in closet

00:00:06.630 --> 00:00:09.940
where Khan Academy all
began, socially distanced.

00:00:09.940 --> 00:00:13.640
Obviously the entire
globe is going through

00:00:13.640 --> 00:00:18.390
a very unusual crisis right
now, and as part of that crisis,

00:00:18.390 --> 00:00:20.200
people are worried about three things.

00:00:20.200 --> 00:00:21.330
They're worried about their health,

00:00:21.330 --> 00:00:23.760
both physical and mental health,

00:00:23.760 --> 00:00:25.250
they are worried about the economy,

00:00:25.250 --> 00:00:27.180
and then they're worried
about how do we ensure

00:00:27.180 --> 00:00:31.680
that kids can keep learning
with now nearly a billion kids

00:00:31.680 --> 00:00:34.280
that otherwise would be in
school are now out of school

00:00:34.280 --> 00:00:37.590
in order to protect
people from this virus.

00:00:37.590 --> 00:00:40.040
All of us here at Khan
Academy, as a not for profit

00:00:40.040 --> 00:00:42.550
with a mission of providing
a free world class education

00:00:42.550 --> 00:00:46.310
for anyone, anywhere,
recognize that it's our duty

00:00:46.310 --> 00:00:48.870
to step up in this crisis.

00:00:48.870 --> 00:00:52.430
We never could have foreseen
this type of situation,

00:00:52.430 --> 00:00:56.510
but we want to be there to
support you, support students,

00:00:56.510 --> 00:01:01.181
parents, teachers to get
us through this situation.

00:01:01.181 --> 00:01:04.090
We've always been working on resources

00:01:04.090 --> 00:01:07.020
starting from pre-K with Khan Academy Kids

00:01:07.020 --> 00:01:09.440
that covers math, reading, writing,

00:01:09.440 --> 00:01:12.130
social/emotional learning,
all the way through

00:01:12.130 --> 00:01:14.550
the main Khan Academy website and app

00:01:14.550 --> 00:01:17.700
that goes from kindergarten
through the core of college,

00:01:17.700 --> 00:01:19.150
including middle school and high school

00:01:19.150 --> 00:01:22.550
in math, English language
arts, the sciences.

00:01:22.550 --> 00:01:25.110
We have history, economics.

00:01:25.110 --> 00:01:27.770
We also have official
SAT practice for you.

00:01:27.770 --> 00:01:30.420
But as we saw the school
closures begin to happen

00:01:30.420 --> 00:01:33.220
over the last few days
and now it's accelerating,

00:01:33.220 --> 00:01:34.920
we realize that we need to do more,

00:01:34.920 --> 00:01:38.460
so on top of that we
are publishing resources

00:01:38.460 --> 00:01:41.220
for parents, for students, for teachers

00:01:41.220 --> 00:01:45.090
to be able to understand how
to navigate the situation.

00:01:45.090 --> 00:01:47.620
Just recently we published schedules

00:01:47.620 --> 00:01:49.410
so that students, parents and teachers

00:01:49.410 --> 00:01:51.070
can structure students' days,

00:01:51.070 --> 00:01:52.740
and there's different
schedules for students

00:01:52.740 --> 00:01:54.570
of different age groups.

00:01:54.570 --> 00:01:57.040
And we are doing daily live streams

00:01:57.040 --> 00:01:59.380
so that in this time of social distancing,

00:01:59.380 --> 00:02:01.620
we all can feel connected and make sure

00:02:01.620 --> 00:02:03.970
that we're there to support each other.

00:02:03.970 --> 00:02:07.090
The team here at Khan
Academy is very focused

00:02:07.090 --> 00:02:09.650
on making sure we can support
you all through this crisis.

00:02:09.650 --> 00:02:11.820
We're seeing the server load increase,

00:02:11.820 --> 00:02:13.910
and so the engineering
team is reassuring me

00:02:13.910 --> 00:02:15.944
that we think we have it.

00:02:15.944 --> 00:02:19.742
We're also exploring other
ways that we can support you,

00:02:19.742 --> 00:02:21.810
and we're looking at ways that we can get

00:02:21.810 --> 00:02:24.530
more help for folks, things like that.

00:02:24.530 --> 00:02:27.340
I will remind folks that
we are not for profit.

00:02:27.340 --> 00:02:30.120
Even before this crisis, we were operating

00:02:30.120 --> 00:02:33.970
at a bit of a deficit, and
so if you're in the position,

00:02:33.970 --> 00:02:36.210
especially as our demands on our server

00:02:36.210 --> 00:02:39.000
and our costs are going
up as people use us more,

00:02:39.000 --> 00:02:42.700
if you are in a position, I
hope you could think about

00:02:42.700 --> 00:02:44.650
supporting us philanthropically.

00:02:44.650 --> 00:02:47.460
I want to really thank Bank of America.

00:02:47.460 --> 00:02:49.740
Just over this past
weekend they stepped up.

00:02:49.740 --> 00:02:51.980
They realized that our
costs were going up,

00:02:51.980 --> 00:02:53.790
that we had to have a
better response effort,

00:02:53.790 --> 00:02:57.000
so they have helped us
there, but we need more help.

00:02:57.000 --> 00:02:58.800
For any of you all out
there who are in a position,

00:02:58.800 --> 00:03:01.090
whether individual or corporation,

00:03:01.090 --> 00:03:03.780
if you're finding use out of
the resources we're providing,

00:03:03.780 --> 00:03:06.380
please think about making
a donation to Khan Academy.

00:03:06.380 --> 00:03:10.210
It will allow us to support
the nation and the world

00:03:10.210 --> 00:03:15.210
as we go through this very,
very unusual crisis together.

00:03:15.600 --> 00:03:17.890
Last but not least, I just want to say

00:03:17.890 --> 00:03:20.390
as one human being talking to another,

00:03:20.390 --> 00:03:22.550
this is a new frontier for all of us,

00:03:22.550 --> 00:03:24.920
but I've been very
heartened by the humanity

00:03:24.920 --> 00:03:26.140
that I'm seeing in everyone.

00:03:26.140 --> 00:03:28.190
Everyone is just trying
to help everyone else

00:03:28.190 --> 00:03:31.200
as a human being, and I'm confident

00:03:31.200 --> 00:03:33.290
that if we just do the next right thing,

00:03:33.290 --> 00:03:35.630
one step after another, that
we're all going to be able

00:03:35.630 --> 00:03:39.050
to get each other through this situation.

00:03:39.050 --> 00:03:39.883
Thank you.


How Khan Academy is Here to Help During COVID-19

WEBVTT
Kind: captions
Language: en

00:00:00.900 --> 00:00:03.820
- Hi everyone, Sal here from Khan Academy.

00:00:03.820 --> 00:00:05.210
As I'm sure you're aware,

00:00:05.210 --> 00:00:07.900
we are finding ourselves
collectively, our planet,

00:00:07.900 --> 00:00:09.730
in a very interesting situation right now

00:00:09.730 --> 00:00:11.570
and a lot of unfortunate
things are happening.

00:00:11.570 --> 00:00:13.320
And one of those unfortunate things is

00:00:13.320 --> 00:00:15.480
the potential for school closures.

00:00:15.480 --> 00:00:17.430
And so, all of us here at Khan Academy,

00:00:17.430 --> 00:00:19.930
we've essentially stopped what we're doing

00:00:19.930 --> 00:00:21.860
and we view it as our duty

00:00:21.860 --> 00:00:24.040
to be able to support you through this,

00:00:24.040 --> 00:00:28.730
to help you help ensure that
students continue to learn.

00:00:28.730 --> 00:00:30.900
I know a lot of districts are facing

00:00:30.900 --> 00:00:33.440
a lot of difficult decisions to make,

00:00:33.440 --> 00:00:35.280
thinking about whether to close,

00:00:35.280 --> 00:00:36.500
whether to virtualize,

00:00:36.500 --> 00:00:38.360
there's a lot of equity issues at stake,

00:00:38.360 --> 00:00:40.864
who has access to internet
and computers at home?

00:00:40.864 --> 00:00:43.210
There's other things around childcare,

00:00:43.210 --> 00:00:44.740
free and reduced lunch.

00:00:44.740 --> 00:00:46.240
But we're gonna try and do our part

00:00:46.240 --> 00:00:49.200
to support everyone as much as possible.

00:00:49.200 --> 00:00:52.410
Big picture, if you have younger kids,

00:00:52.410 --> 00:00:54.480
if you're a parent and you
have younger kids at home,

00:00:54.480 --> 00:00:56.650
early elementary or even Pre-K,

00:00:56.650 --> 00:00:59.330
I think the key is to focus on the basics,

00:00:59.330 --> 00:01:02.000
even if students are
able to put in a solid

00:01:02.000 --> 00:01:03.930
two hours of learning per day,

00:01:03.930 --> 00:01:06.180
that will at least keep them on track.

00:01:06.180 --> 00:01:09.230
I would focus on reading.

00:01:09.230 --> 00:01:11.410
So that could be, if they aren't able

00:01:11.410 --> 00:01:13.750
to read on their own
yet, reading with them.

00:01:13.750 --> 00:01:15.960
We're going to be sending
out reading lists,

00:01:15.960 --> 00:01:18.580
different activities you
could with your students,

00:01:18.580 --> 00:01:20.490
and some form of mathematics.

00:01:20.490 --> 00:01:23.780
We have Khan Academy Kids free app,

00:01:23.780 --> 00:01:26.080
non-commercial, anyone can download it.

00:01:26.080 --> 00:01:28.460
And that has over a
hundred books available

00:01:28.460 --> 00:01:30.140
that you could read with your child.

00:01:30.140 --> 00:01:32.110
It will also read to your child.

00:01:32.110 --> 00:01:35.810
We think the best use case
of Khan Academy Kids is maybe

00:01:35.810 --> 00:01:37.860
in sessions of about 20 minutes.

00:01:37.860 --> 00:01:40.440
Ideally, with your child next to an adult,

00:01:40.440 --> 00:01:42.000
you or an older sibling.

00:01:42.000 --> 00:01:44.330
And that covers not just Pre-K

00:01:44.330 --> 00:01:45.990
through 1st grade standards math,

00:01:45.990 --> 00:01:48.090
but it also covers reading, writing

00:01:48.090 --> 00:01:50.320
and social emotional learning.

00:01:50.320 --> 00:01:52.270
On top of that, if your student has time

00:01:52.270 --> 00:01:54.680
to do some handwriting practice,
we think that is great.

00:01:54.680 --> 00:01:55.900
Or some type of journaling

00:01:55.900 --> 00:01:57.770
if they are already at that level.

00:01:57.770 --> 00:02:01.300
As we get into later
elementary, middle school,

00:02:01.300 --> 00:02:03.970
Khan Academy Math, we think can
be really valuable for them,

00:02:03.970 --> 00:02:05.330
help them stay on track.

00:02:05.330 --> 00:02:06.980
You can start them at their grade level.

00:02:06.980 --> 00:02:08.810
We're often times seeing a lot of success

00:02:08.810 --> 00:02:10.750
if kids start well before grade level,

00:02:10.750 --> 00:02:13.380
and then are able to master their way

00:02:13.380 --> 00:02:15.080
all the way through grade level.

00:02:15.080 --> 00:02:17.350
I would recommend also
for the older elementary

00:02:17.350 --> 00:02:18.530
and the middle school students to have

00:02:18.530 --> 00:02:21.510
at least an hour day of
reading that could be broken up

00:02:21.510 --> 00:02:24.480
into two 30 minute sessions if needed.

00:02:24.480 --> 00:02:25.730
Once again, we're gonna try to provide

00:02:25.730 --> 00:02:27.780
some reading lists and things like that.

00:02:27.780 --> 00:02:29.770
As you get into middle
school, early high school

00:02:29.770 --> 00:02:33.580
and high school, we have even
more resources for students

00:02:33.580 --> 00:02:34.910
on top of what I just talked about,

00:02:34.910 --> 00:02:36.358
about the mathematics, which we have,

00:02:36.358 --> 00:02:40.210
it goes from Pre-K all the
way through early college.

00:02:40.210 --> 00:02:43.340
We can help those
students with enrichment.

00:02:43.340 --> 00:02:44.760
Things like computer programming.

00:02:44.760 --> 00:02:47.140
We'll also provide reading lists for them.

00:02:47.140 --> 00:02:50.390
Also, in the sciences, I
think students as early

00:02:50.390 --> 00:02:53.340
as middle school and
definitely in high school.

00:02:53.340 --> 00:02:56.030
Obviously, biology is of interest today.

00:02:56.030 --> 00:02:58.490
Glass half-full, that could
be a learning opportunity.

00:02:58.490 --> 00:03:00.920
Learn about viruses,
learning how disease spread.

00:03:00.920 --> 00:03:02.750
Learn about exponential growth.

00:03:02.750 --> 00:03:04.370
I think a lot of students
at the middle school

00:03:04.370 --> 00:03:06.400
and high school level
could begin to engage

00:03:06.400 --> 00:03:08.560
in our high school level biology,

00:03:08.560 --> 00:03:10.980
or even some of our high
school level chemistry.

00:03:10.980 --> 00:03:14.200
As you get into the core of high school,

00:03:14.200 --> 00:03:15.630
above and beyond those things,

00:03:15.630 --> 00:03:17.810
we have high school level physics.

00:03:17.810 --> 00:03:20.630
We have economics, macro/micro economics,

00:03:20.630 --> 00:03:23.860
American history, civics and government

00:03:23.860 --> 00:03:26.430
at both the high school
and the advanced placement,

00:03:26.430 --> 00:03:27.790
early college level.

00:03:27.790 --> 00:03:29.960
And on top that we have
official SAT practice.

00:03:29.960 --> 00:03:33.178
So if you're an older
student, I would recommend

00:03:33.178 --> 00:03:34.900
you could structure your day even longer.

00:03:34.900 --> 00:03:36.730
We're gonna be giving out some schedules

00:03:36.730 --> 00:03:39.700
that you could work from, so
that you can stay on track,

00:03:39.700 --> 00:03:41.700
to be prepared, to get college ready,

00:03:41.700 --> 00:03:45.000
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00:03:45.000 --> 00:03:47.465
So we'll be setting out more details,

00:03:47.465 --> 00:03:51.010
more videos, more
information, as we learn more.

00:03:51.010 --> 00:03:53.900
But we are doing everything
we can to make sure

00:03:53.900 --> 00:03:55.410
that we can have you covered.

00:03:55.410 --> 00:03:57.520
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00:03:57.520 --> 00:04:00.160
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00:04:00.160 --> 00:04:03.973
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very challenging time.


Estimating actual COVID 19 cases (novel corona virus infections) in an area based on deaths

WEBVTT
Kind: captions
Language: en

00:00:00.200 --> 00:00:01.080
- [Narrator] The goal of this video

00:00:01.080 --> 00:00:02.740
is to help us all estimate

00:00:02.740 --> 00:00:07.740
the actual new COVID-19
cases per day in your area.

00:00:09.212 --> 00:00:11.750
And it's based on
analysis by Thomas Pueyo,

00:00:11.750 --> 00:00:14.400
he wrote an incredible
blog post on Medium.

00:00:14.400 --> 00:00:16.040
This is the link and I'll also include it

00:00:16.040 --> 00:00:17.300
in the description below.

00:00:17.300 --> 00:00:21.130
This is the data that he uses
to do some of his analysis.

00:00:21.130 --> 00:00:22.840
Now, some of you might be thinking,

00:00:22.840 --> 00:00:25.460
I know the number of
COVID cases in my area,

00:00:25.460 --> 00:00:27.630
they're reporting it
on the news every day.

00:00:27.630 --> 00:00:29.450
But that's the reported number of cases

00:00:29.450 --> 00:00:31.080
and that's based on the people

00:00:31.080 --> 00:00:32.730
that happened to get the test.

00:00:32.730 --> 00:00:35.470
There are a lot of people who
might not have symptoms yet

00:00:35.470 --> 00:00:38.880
or their symptoms are not severe
enough to get the test yet.

00:00:38.880 --> 00:00:41.780
So the actual cases are likely far larger

00:00:41.780 --> 00:00:43.770
than the number of confirmed cases.

00:00:43.770 --> 00:00:46.040
And we can see that in graphical form.

00:00:46.040 --> 00:00:50.030
Once again, this is a diagram
put together by Thomas Pueyo.

00:00:50.030 --> 00:00:52.120
It's a screenshot from his blog post

00:00:52.120 --> 00:00:53.590
which once again could be found here.

00:00:53.590 --> 00:00:57.140
This is all his analysis, or
based off of his analysis,

00:00:57.140 --> 00:00:59.850
but this shows you what was
happening in Hubei Province,

00:00:59.850 --> 00:01:02.360
which is the province where Wuhan is.

00:01:02.360 --> 00:01:05.130
And there's several
interesting things here.

00:01:05.130 --> 00:01:07.774
The vertical axis is the number of cases

00:01:07.774 --> 00:01:12.110
and what we see on the
horizontal axis is per day.

00:01:12.110 --> 00:01:15.126
And so for example, we
could pick January 23.

00:01:15.126 --> 00:01:20.126
The yellow bar tells us the
number of confirmed new cases

00:01:20.740 --> 00:01:21.940
that day.

00:01:21.940 --> 00:01:24.300
So these are people who
would have been tested

00:01:24.300 --> 00:01:25.700
and then they tested positive,

00:01:25.700 --> 00:01:28.197
and it looks like that
number is about 300.

00:01:29.070 --> 00:01:30.960
But then we have this gray bar.

00:01:30.960 --> 00:01:34.750
This gray bar is the actual
number of new cases that day,

00:01:34.750 --> 00:01:37.680
which is close to 2,500.

00:01:37.680 --> 00:01:40.430
So roughly eight times as high.

00:01:40.430 --> 00:01:41.700
Now you might be saying,

00:01:41.700 --> 00:01:44.400
how did they know the
actual number of cases

00:01:44.400 --> 00:01:46.660
if they didn't test everyone?

00:01:46.660 --> 00:01:47.980
Well, the way they did that is

00:01:47.980 --> 00:01:51.250
when someone tested
positive, they asked them,

00:01:51.250 --> 00:01:53.410
when did you first get the symptoms?

00:01:53.410 --> 00:01:57.300
And if they said, Hey, I first
got the symptoms 10 days ago,

00:01:57.300 --> 00:01:59.990
they would be included as a true new case.

00:01:59.990 --> 00:02:04.690
An actual new case 10 days
before that on January 13,

00:02:04.690 --> 00:02:07.084
so that Chinese officials were able

00:02:07.084 --> 00:02:09.520
to actually make these
gray bars in hindsight,

00:02:09.520 --> 00:02:13.110
based on when people said
they first got the symptoms.

00:02:13.110 --> 00:02:16.570
And there's a lot of really
interesting information here.

00:02:16.570 --> 00:02:19.260
First of all, we can see that Wuhan

00:02:19.260 --> 00:02:22.020
was shut down on January 23.

00:02:22.020 --> 00:02:24.640
So let's draw a line
between the pre shut down

00:02:24.640 --> 00:02:26.310
and post shut down.

00:02:26.310 --> 00:02:27.900
And you can see just as the city officials

00:02:27.900 --> 00:02:29.780
were starting to see confirmed cases,

00:02:29.780 --> 00:02:32.720
the actual cases were far higher,

00:02:32.720 --> 00:02:35.120
but then they shut down the city

00:02:35.120 --> 00:02:38.090
essentially significantly
slowing down the spread rate.

00:02:38.090 --> 00:02:41.220
And a few days later, the actual cases

00:02:41.220 --> 00:02:43.560
which were they were able
to calculate in hindsight,

00:02:43.560 --> 00:02:46.060
start to flatten out and then go down.

00:02:46.060 --> 00:02:47.740
But even though they were going down,

00:02:47.740 --> 00:02:50.660
the confirmed new cases continued to go up

00:02:50.660 --> 00:02:52.490
because there is a delay.

00:02:52.490 --> 00:02:54.810
You can even see the
delay right over here.

00:02:54.810 --> 00:02:56.560
And that is roughly the amount of time

00:02:56.560 --> 00:02:58.790
between when people show symptoms

00:02:58.790 --> 00:03:00.690
and they are actually tested.

00:03:00.690 --> 00:03:03.190
Now you might be saying, all
right, this isn't too bad.

00:03:03.190 --> 00:03:06.410
It looks like things eventually
became okay for Wuhan.

00:03:06.410 --> 00:03:09.710
But this is because they did
a very serious shut down.

00:03:09.710 --> 00:03:11.820
If they did not do this shut down

00:03:11.820 --> 00:03:13.440
and slow the spread of the virus,

00:03:13.440 --> 00:03:16.625
you would have seen this
exponential growth continue.

00:03:16.625 --> 00:03:19.710
It's also worth remembering
what I just drew this curve on.

00:03:19.710 --> 00:03:21.700
This isn't the total number of cases.

00:03:21.700 --> 00:03:24.910
This is the number of new cases per day.

00:03:24.910 --> 00:03:26.880
If you want the total number of cases

00:03:26.880 --> 00:03:28.690
at a given point in time,

00:03:28.690 --> 00:03:32.140
you would have to sum up
the gray or the yellow bars

00:03:32.140 --> 00:03:34.149
depending on whether you want to look

00:03:34.149 --> 00:03:35.460
at actual or confirmed cases.

00:03:35.460 --> 00:03:38.300
So as of January 22, if you total up

00:03:38.300 --> 00:03:42.982
all of these gray bars over
here, as of January 22,

00:03:42.982 --> 00:03:47.420
you get approximately 12,000 cases,

00:03:47.420 --> 00:03:49.344
while if you add up
all of the yellow bars,

00:03:49.344 --> 00:03:54.344
that is roughly only 444 confirmed cases.

00:03:54.800 --> 00:03:57.700
So before the city even
went into shutdown,

00:03:57.700 --> 00:04:00.870
and this is what the Chinese
doing reasonably good testing,

00:04:00.870 --> 00:04:03.121
you had a far higher number of cases

00:04:03.121 --> 00:04:06.280
than the confirmed cases
would make you believe.

00:04:06.280 --> 00:04:08.170
And as large as the
ratio is on a given day

00:04:08.170 --> 00:04:10.140
before the city shut down,

00:04:10.140 --> 00:04:13.170
between the number of
actual new cases per day

00:04:13.170 --> 00:04:15.840
and the number of confirmed
new cases per day,

00:04:15.840 --> 00:04:17.130
it's probably higher

00:04:17.130 --> 00:04:19.810
in a lot of the geographies where we live,

00:04:19.810 --> 00:04:22.690
because we're not testing
as well as the Chinese did.

00:04:22.690 --> 00:04:24.410
For example.

00:04:24.410 --> 00:04:27.630
This is data once again
compiled by Thomas Pueyo

00:04:27.630 --> 00:04:28.500
on his blog post.

00:04:28.500 --> 00:04:29.970
This is just a screen capture of it

00:04:29.970 --> 00:04:32.270
and I'm really just giving his analysis.

00:04:32.270 --> 00:04:34.550
This shows the total test performed,

00:04:34.550 --> 00:04:39.460
and the tests performed per
million citizens as of March 3,

00:04:39.460 --> 00:04:41.160
and you can see for example,

00:04:41.160 --> 00:04:45.060
where I live the United
States is not doing so well.

00:04:45.060 --> 00:04:47.450
And so the number of reported cases

00:04:47.450 --> 00:04:48.880
in places like the United States

00:04:48.880 --> 00:04:52.281
where we are really just
starting to ramp up testing

00:04:52.281 --> 00:04:57.281
is far understating the number
of actual cases out there.

00:04:58.250 --> 00:04:59.530
So how do we go about estimating

00:04:59.530 --> 00:05:02.980
the actual number of cases in our area?

00:05:02.980 --> 00:05:06.170
Well, once again, I'm going
to use Thomas's analysis,

00:05:06.170 --> 00:05:08.360
we're gonna be looking
at the number of deaths

00:05:08.360 --> 00:05:10.530
and estimations of mortality rate,

00:05:10.530 --> 00:05:12.200
time from infection to death,

00:05:12.200 --> 00:05:15.300
and how fast the virus actually spreads.

00:05:15.300 --> 00:05:17.300
So in other videos, I'll talk more about

00:05:17.300 --> 00:05:19.000
some of Thomas's analysis.

00:05:19.000 --> 00:05:21.870
But for mortality rate,
it'll make the math simple.

00:05:21.870 --> 00:05:24.870
And this actually does seem
to be a pretty good estimate,

00:05:24.870 --> 00:05:27.680
we can assume that there's
a 1% mortality rate,

00:05:27.680 --> 00:05:30.460
the reports are as low as
point 0.6% in South Korea,

00:05:30.460 --> 00:05:34.010
and then as high as roughly
5% in places like Iran.

00:05:34.010 --> 00:05:35.310
But it looks like the higher numbers

00:05:35.310 --> 00:05:38.490
are where the hospital
system is being overwhelmed.

00:05:38.490 --> 00:05:41.460
And then the lower numbers at the 0.6%,

00:05:41.460 --> 00:05:44.180
might not be fully accounting
for all of the mortality

00:05:44.180 --> 00:05:46.130
that will happen due to the cases

00:05:46.130 --> 00:05:47.580
that are actually out there.

00:05:47.580 --> 00:05:50.870
So we'll assume a mortality rate of 1%.

00:05:50.870 --> 00:05:52.410
The other thing we need to think about

00:05:52.410 --> 00:05:57.410
is the time from infection
to death in those 1% of cases

00:05:59.970 --> 00:06:01.610
where someone does die.

00:06:01.610 --> 00:06:02.890
And to figure that out,

00:06:02.890 --> 00:06:05.510
I will look at this data right over here.

00:06:05.510 --> 00:06:08.030
This top chart, and it
comes from this link,

00:06:08.030 --> 00:06:09.260
which Thomas cites.

00:06:09.260 --> 00:06:11.520
And I'll give the link
in the description below.

00:06:11.520 --> 00:06:13.050
This is the incubation period.

00:06:13.050 --> 00:06:14.930
This is an estimate of the time

00:06:14.930 --> 00:06:16.600
from when someone gets infected

00:06:16.600 --> 00:06:18.450
to when they start to show symptoms.

00:06:18.450 --> 00:06:20.750
And this estimate is roughly five days.

00:06:20.750 --> 00:06:22.730
And then once you see symptoms,

00:06:22.730 --> 00:06:25.660
how long does it take to
death in those 1% of cases,

00:06:25.660 --> 00:06:27.520
or whatever the percentage is?

00:06:27.520 --> 00:06:29.300
Well, there's varying estimates,

00:06:29.300 --> 00:06:31.850
but it looks like to
make the numbers easy,

00:06:31.850 --> 00:06:34.920
we can estimate roughly 15 days.

00:06:34.920 --> 00:06:36.070
So one way to think about it

00:06:36.070 --> 00:06:39.320
is five days from infection
to showing the symptoms,

00:06:39.320 --> 00:06:43.170
and then another 15 days from
showing the symptoms to death

00:06:43.170 --> 00:06:48.100
for a total of 20 days
from infection to death,

00:06:48.100 --> 00:06:51.790
in what we're assuming the 1% of cases.

00:06:51.790 --> 00:06:54.530
So I'll write 20 days.

00:06:54.530 --> 00:06:56.210
And now the other thing
we're gonna estimate

00:06:56.210 --> 00:06:58.980
is the days to doubling,

00:06:58.980 --> 00:07:00.940
days to double.

00:07:00.940 --> 00:07:03.370
This is how long does it
take for the infection

00:07:03.370 --> 00:07:04.960
to double in the population.

00:07:04.960 --> 00:07:06.620
And this is gonna be heavily dependent

00:07:06.620 --> 00:07:08.140
on what the population is doing,

00:07:08.140 --> 00:07:10.570
how dense they are, how
much they're interacting.

00:07:10.570 --> 00:07:12.600
But we'll look at some of these estimates.

00:07:12.600 --> 00:07:14.760
And they're in very different contexts.

00:07:14.760 --> 00:07:16.520
And the lower the doubling rate,

00:07:16.520 --> 00:07:18.980
that means a virus is spreading very fast.

00:07:18.980 --> 00:07:20.100
While if you have a population

00:07:20.100 --> 00:07:21.400
that's doing all the right things,

00:07:21.400 --> 00:07:22.790
they're taking all the precaution,

00:07:22.790 --> 00:07:24.840
the doubling rate will be lower.

00:07:24.840 --> 00:07:26.590
So we could look at a
conservative estimate

00:07:26.590 --> 00:07:28.990
and take a higher doubling rate
than all of these estimates,

00:07:28.990 --> 00:07:30.670
it'll make our math a little bit easier.

00:07:30.670 --> 00:07:32.960
Let's just assume a
doubling rate of five days

00:07:32.960 --> 00:07:35.930
and I'm using slightly different
numbers than Thomas used,

00:07:35.930 --> 00:07:37.220
but it will be indicative

00:07:37.220 --> 00:07:39.020
and you can do the same analysis

00:07:39.020 --> 00:07:41.650
with whatever estimates
that you choose to do.

00:07:41.650 --> 00:07:44.850
So let's assume five days to double,

00:07:44.850 --> 00:07:46.070
which might be conservative,

00:07:46.070 --> 00:07:47.870
especially for places
like the United States

00:07:47.870 --> 00:07:50.490
where we have not taken
anywhere near the action

00:07:50.490 --> 00:07:54.340
of a place like China or
South Korea, or Japan.

00:07:54.340 --> 00:07:56.240
So now let's use these numbers

00:07:56.240 --> 00:07:59.770
to figure out what might actually
be happening in our areas

00:07:59.770 --> 00:08:02.460
based on the data that
we are presented with.

00:08:02.460 --> 00:08:06.094
So let's say that we
unfortunately here on some day,

00:08:06.094 --> 00:08:11.094
that there is one death in
our region or in our city.

00:08:11.630 --> 00:08:12.740
Now, based on our estimates,

00:08:12.740 --> 00:08:15.130
we're saying that the average
time from infection to death

00:08:15.130 --> 00:08:16.660
is about 20 days.

00:08:16.660 --> 00:08:18.350
That means that that person

00:08:18.350 --> 00:08:23.070
would have likely contracted
the virus roughly 20 days ago,

00:08:23.070 --> 00:08:26.220
20 days ago.

00:08:26.220 --> 00:08:27.610
And so I'm gonna make a timeline.

00:08:27.610 --> 00:08:32.270
This is 20 days ago, this
would be 10 days ago,

00:08:32.270 --> 00:08:36.770
10 days ago, this would be 15 days ago,

00:08:36.770 --> 00:08:39.380
and then this would be five days ago.

00:08:39.380 --> 00:08:41.800
Now it's possible that
they were the only person

00:08:41.800 --> 00:08:44.220
who contracted the virus on that day,

00:08:44.220 --> 00:08:48.080
and then they happen to
unfortunately get very sick

00:08:48.080 --> 00:08:50.920
and then pass away 20 days later.

00:08:50.920 --> 00:08:54.100
But if we assume that the
mortality rate is roughly correct,

00:08:54.100 --> 00:08:57.380
it's quite possible that 100
people were infected that day.

00:08:57.380 --> 00:08:59.960
The person that we know
about is that one in 100

00:08:59.960 --> 00:09:02.850
who actually gets sick
enough to pass away.

00:09:02.850 --> 00:09:05.840
And so if we assume that on 20 days ago

00:09:05.840 --> 00:09:09.040
that not one person, but 100 people.

00:09:09.040 --> 00:09:12.290
So the actual number of people
who are infected that day

00:09:12.290 --> 00:09:16.050
is 100 infected that day.

00:09:16.050 --> 00:09:18.840
Once again, because it's
a 1% mortality rate.

00:09:18.840 --> 00:09:21.640
If we assumed a 0.5% mortality rate,

00:09:21.640 --> 00:09:22.690
then we would say, all right,

00:09:22.690 --> 00:09:25.849
there might have been 200
people infected that day,

00:09:25.849 --> 00:09:29.460
0.5% of whom get all the
way to death 20 days later.

00:09:29.460 --> 00:09:31.890
If you assume a 5% mortality rate,

00:09:31.890 --> 00:09:33.920
which would be a very
unfortunate situation,

00:09:33.920 --> 00:09:35.690
but that is a mortality
rate that we are seeing

00:09:35.690 --> 00:09:37.250
in different parts of the world,

00:09:37.250 --> 00:09:38.760
then you would have say,

00:09:38.760 --> 00:09:41.210
well, maybe there were 20
people infected that day.

00:09:41.210 --> 00:09:44.420
When you only have one or two
or three deaths in a region

00:09:44.420 --> 00:09:47.070
that will make the
estimates more difficult.

00:09:47.070 --> 00:09:48.330
But as unfortunately,

00:09:48.330 --> 00:09:50.790
we are likely to see a
larger number of deaths

00:09:50.790 --> 00:09:52.260
in various regions

00:09:52.260 --> 00:09:54.860
that will make this
these backward estimates

00:09:54.860 --> 00:09:57.230
more and more reasonable.

00:09:57.230 --> 00:10:00.070
Now if the infection rate
in the population doubles

00:10:00.070 --> 00:10:03.440
every five days, what
is now going to happen?

00:10:03.440 --> 00:10:06.803
After five days, you're
going to have 200 cases

00:10:08.173 --> 00:10:12.280
in your region, 200 cases.

00:10:12.280 --> 00:10:14.030
Now, these wouldn't just be new cases,

00:10:14.030 --> 00:10:17.100
this would be the cumulative
total number of cases

00:10:17.100 --> 00:10:18.670
due to those hundred.

00:10:18.670 --> 00:10:21.230
Now, this is actually quite conservative,

00:10:21.230 --> 00:10:23.440
because this is assuming that those 100

00:10:23.440 --> 00:10:25.110
that were infected 20 days ago

00:10:25.110 --> 00:10:27.820
are the only infected
cases in your region.

00:10:27.820 --> 00:10:29.720
There might be other infected cases

00:10:29.720 --> 00:10:32.040
that were infected before that date.

00:10:32.040 --> 00:10:33.530
But I'm just assuming that the hundred

00:10:33.530 --> 00:10:36.240
that were infected that
day are the only cases

00:10:36.240 --> 00:10:39.430
to be conservative, and so
they double after five days,

00:10:39.430 --> 00:10:42.480
and then they'll double
again after five more days.

00:10:42.480 --> 00:10:45.540
And so you will get to 400 cases

00:10:47.040 --> 00:10:48.450
after five more days.

00:10:48.450 --> 00:10:51.520
And then you will, after five more days,

00:10:51.520 --> 00:10:53.350
you will have doubled
and I can't even fit it

00:10:53.350 --> 00:10:55.060
on the screen anymore.

00:10:55.060 --> 00:10:57.710
You're going to have 800 cases

00:10:57.710 --> 00:11:00.330
and then that means today just by evidence

00:11:00.330 --> 00:11:01.640
of that one death,

00:11:01.640 --> 00:11:04.270
you probably have on the order of

00:11:04.270 --> 00:11:06.590
and I can't even draw the whole bar,

00:11:06.590 --> 00:11:09.900
approximately 1,600 cases.

00:11:09.900 --> 00:11:12.940
And so this is just to
be a little bit sobering

00:11:12.940 --> 00:11:14.910
about how serious this is,

00:11:14.910 --> 00:11:17.670
and how much the data that we actually get

00:11:17.670 --> 00:11:20.980
is actually lagging the
circumstances on the ground,

00:11:20.980 --> 00:11:23.600
particularly in places
like the United States,

00:11:23.600 --> 00:11:26.680
where we are barely even
getting started testing.

00:11:26.680 --> 00:11:27.960
For example, in my county,

00:11:27.960 --> 00:11:30.750
which is Santa Clara County in California.

00:11:30.750 --> 00:11:32.110
We just had our second death

00:11:32.110 --> 00:11:33.620
unfortunately reported yesterday

00:11:33.620 --> 00:11:36.390
and there was another death
five days before that.

00:11:36.390 --> 00:11:40.740
Now, there's only under 100
reported cases in my county,

00:11:40.740 --> 00:11:42.310
but based on this analysis,

00:11:42.310 --> 00:11:45.470
the actual number of
infected persons in my county

00:11:45.470 --> 00:11:48.910
is likely to be at least a
factor of 10 more than that,

00:11:48.910 --> 00:11:52.780
and it could be as high as
1,000, 2,000, 3,000 people.

00:11:52.780 --> 00:11:54.030
We won't know for sure

00:11:54.030 --> 00:11:56.180
until we can do the type
of hindsight analysis

00:11:56.180 --> 00:11:57.400
that the Chinese had,

00:11:57.400 --> 00:11:59.660
but this is to just remind us how serious

00:11:59.660 --> 00:12:02.160
the situation actually is.

00:12:02.160 --> 00:12:03.560
So the big takeaway here

00:12:03.560 --> 00:12:06.360
is to take all of this very seriously,

00:12:06.360 --> 00:12:09.850
especially because the
mortality rate itself can change

00:12:09.850 --> 00:12:11.160
depending on how well equipped

00:12:11.160 --> 00:12:14.140
the hospital system can
handle the situation.

00:12:14.140 --> 00:12:17.720
If we all socially isolate and
take the proper precaution,

00:12:17.720 --> 00:12:19.460
the spread rate will lower

00:12:19.460 --> 00:12:21.760
and we won't overwhelm
the hospital system.

00:12:21.760 --> 00:12:23.890
And we'll hopefully be able
to keep the mortality rate

00:12:23.890 --> 00:12:25.580
as low as possible.

00:12:25.580 --> 00:12:28.080
But if we don't take the precaution,

00:12:28.080 --> 00:12:29.240
and if we're just complacent

00:12:29.240 --> 00:12:31.000
because we see this lagging data

00:12:31.000 --> 00:12:33.300
that's being reported to us
because of the lack of testing

00:12:33.300 --> 00:12:34.950
in places like the United States,

00:12:34.950 --> 00:12:36.100
then it's very possible

00:12:36.100 --> 00:12:39.110
that we eventually overwhelm
the hospital system

00:12:39.110 --> 00:12:40.540
in the next few weeks,

00:12:40.540 --> 00:12:43.223
which would cause the
mortality rate to go higher.


Policy and the branches of government

WEBVTT
Kind: captions
Language: en

00:00:00.230 --> 00:00:02.280
- [Instructor] As we've
discussed in other videos,

00:00:02.280 --> 00:00:05.670
the federal bureaucracy is a
huge part of the US government,

00:00:05.670 --> 00:00:08.010
sometimes even called the fourth branch.

00:00:08.010 --> 00:00:10.820
It has more than two million employees

00:00:10.820 --> 00:00:12.360
who work in various agencies

00:00:12.360 --> 00:00:14.610
dedicated to implementing the law.

00:00:14.610 --> 00:00:17.430
So the bureaucracy has a lot of discretion

00:00:17.430 --> 00:00:21.010
to decide how best to
achieve a policy goal.

00:00:21.010 --> 00:00:23.650
But the sheer size of the bureaucracy,

00:00:23.650 --> 00:00:25.300
along with its independence,

00:00:25.300 --> 00:00:27.870
can make it difficult to monitor.

00:00:27.870 --> 00:00:30.470
What happens when a bureaucratic agency

00:00:30.470 --> 00:00:32.400
fails to carry out its mission,

00:00:32.400 --> 00:00:36.610
or deviates from the letter
or the intent of a law?

00:00:36.610 --> 00:00:39.440
What can the other branches
do to keep it accountable?

00:00:39.440 --> 00:00:43.380
Let's use a real example to
make things a bit more concrete.

00:00:43.380 --> 00:00:47.280
In 2014, a whistleblower
came forward, reporting that

00:00:47.280 --> 00:00:50.040
a hospital in the Department
of Veterans Affairs

00:00:50.040 --> 00:00:52.420
was deceiving federal regulators

00:00:52.420 --> 00:00:56.610
about how long veterans were
waiting to receive healthcare.

00:00:56.610 --> 00:01:00.150
Because officials at
the VA got pay bonuses

00:01:00.150 --> 00:01:02.210
based on ensuring that patients

00:01:02.210 --> 00:01:04.800
had short wait times for medical care,

00:01:04.800 --> 00:01:07.330
they were falsifying electronic records

00:01:07.330 --> 00:01:10.950
to keep wait times within
those acceptable guidelines.

00:01:10.950 --> 00:01:14.320
In reality though, the average
wait time for medical care

00:01:14.320 --> 00:01:18.740
was greater than 100 days,
and dozens of veterans died

00:01:18.740 --> 00:01:20.920
while waiting for delayed appointments.

00:01:20.920 --> 00:01:23.200
Now, this is a pretty complex story,

00:01:23.200 --> 00:01:25.220
so I'm just giving you
the broad strokes here.

00:01:25.220 --> 00:01:28.050
But for our purposes,
what you need to know is

00:01:28.050 --> 00:01:31.610
this was a case of very
serious mismanagement

00:01:31.610 --> 00:01:33.480
in a bureaucratic agency.

00:01:33.480 --> 00:01:35.230
So now, let's think about

00:01:35.230 --> 00:01:38.160
what the other branches
of government could do,

00:01:38.160 --> 00:01:41.280
using their formal and informal powers,

00:01:41.280 --> 00:01:43.340
in response to this situation.

00:01:43.340 --> 00:01:46.220
I encourage you to pause the video here,

00:01:46.220 --> 00:01:49.200
and see if you can list
at least one action

00:01:49.200 --> 00:01:51.650
that the executive branch, Congress,

00:01:51.650 --> 00:01:53.810
or the judicial branch could take.

00:01:53.810 --> 00:01:55.430
Ready, go.

00:01:55.430 --> 00:01:57.910
Okay, so let's go through
some of the actions

00:01:57.910 --> 00:01:59.670
that the other branches did take

00:01:59.670 --> 00:02:01.440
in response to the VA scandal,

00:02:01.440 --> 00:02:04.340
and you can check to see if
you came up with any of them.

00:02:04.340 --> 00:02:06.670
So what steps did the executive take?

00:02:06.670 --> 00:02:08.940
Remember that the bureaucracy itself

00:02:08.940 --> 00:02:10.790
is under the executive branch.

00:02:10.790 --> 00:02:14.070
So first, we saw internal investigations

00:02:14.070 --> 00:02:17.920
from the Secretary of Veterans
Affairs, Eric Shinseki.

00:02:17.920 --> 00:02:20.770
The VA used its rulemaking authority

00:02:20.770 --> 00:02:24.060
to abandon the unrealistic wait time goal

00:02:24.060 --> 00:02:27.190
in order to remove that
perverse incentive.

00:02:27.190 --> 00:02:29.990
It was within the power of Barack Obama,

00:02:29.990 --> 00:02:32.000
who was president at the time,

00:02:32.000 --> 00:02:34.200
to fire the cabinet secretary,

00:02:34.200 --> 00:02:36.980
but instead, Shinseki resigned.

00:02:36.980 --> 00:02:39.590
Then the president used
his nomination power

00:02:39.590 --> 00:02:43.490
to replace him with a new
VA secretary, Bob McDonald.

00:02:43.490 --> 00:02:47.670
Obama also introduced a
number of executive actions

00:02:47.670 --> 00:02:49.090
to address the problem,

00:02:49.090 --> 00:02:51.290
including establishing an independent

00:02:51.290 --> 00:02:53.130
accountability review board,

00:02:53.130 --> 00:02:56.050
a board of physicians
to advise the secretary,

00:02:56.050 --> 00:02:59.310
a plan to upgrade the
electronic health record system,

00:02:59.310 --> 00:03:02.033
and protections for whistleblowers.

00:03:04.060 --> 00:03:06.210
What steps did Congress take?

00:03:06.210 --> 00:03:11.210
First, Congress used its
oversight power to call hearings,

00:03:11.210 --> 00:03:13.700
investigating what was going on at the VA.

00:03:13.700 --> 00:03:16.690
They subpoenaed Secretary
Shinseki to testify.

00:03:16.690 --> 00:03:19.420
They also passed reform measures,

00:03:19.420 --> 00:03:23.150
using their lawmaking powers
and the power of the purse

00:03:23.150 --> 00:03:25.730
to fix the larger problems at the VA,

00:03:25.730 --> 00:03:30.730
funding a $16 billion plan to
hire more doctors and nurses,

00:03:31.200 --> 00:03:34.020
upgrade facilities, and allow veterans

00:03:34.020 --> 00:03:36.380
to see private doctors if necessary.

00:03:36.380 --> 00:03:38.090
And as part of this reform,

00:03:38.090 --> 00:03:40.890
Congress included legislation
that made it easier

00:03:40.890 --> 00:03:44.460
to hold VA officials
accountable for misconduct.

00:03:44.460 --> 00:03:46.290
Congress also used its power

00:03:46.290 --> 00:03:48.810
to approve presidential nominations

00:03:48.810 --> 00:03:51.483
by confirming the new VA secretary.

00:03:52.800 --> 00:03:54.950
The judicial branch, for its part,

00:03:54.950 --> 00:03:57.880
reviewed the constitutionality
of the new rules

00:03:57.880 --> 00:04:00.160
holding VA employees accountable.

00:04:00.160 --> 00:04:02.240
The federal court system heard a case

00:04:02.240 --> 00:04:04.190
about whether it was constitutional

00:04:04.190 --> 00:04:07.090
to fire civil servants
who weren't appointed,

00:04:07.090 --> 00:04:09.070
without giving them a chance to appeal.

00:04:09.070 --> 00:04:11.640
The courts ruled that
that was unconstitutional,

00:04:11.640 --> 00:04:15.170
so in 2017, Congress passed a new bill,

00:04:15.170 --> 00:04:17.640
adding a grievance process
for civil servants,

00:04:17.640 --> 00:04:19.963
which President Trump
then signed into law.

00:04:20.840 --> 00:04:24.490
So it's been a few years
since the VA scandal,

00:04:24.490 --> 00:04:25.970
so how are things doing?

00:04:25.970 --> 00:04:28.030
Did the reform measures work?

00:04:28.030 --> 00:04:30.890
In 2015, The New York Times reported

00:04:30.890 --> 00:04:33.620
that only three people had been fired

00:04:33.620 --> 00:04:35.320
as a response to the scandal,

00:04:35.320 --> 00:04:37.700
despite Bob McDonald's public statements

00:04:37.700 --> 00:04:40.150
that 60 employees had been fired.

00:04:40.150 --> 00:04:44.060
In 2019, Debra Draper,
the healthcare director

00:04:44.060 --> 00:04:46.090
at the Government Accountability Office,

00:04:46.090 --> 00:04:48.300
told the House Veterans Affairs Committee

00:04:48.300 --> 00:04:50.870
that although the VA had made progress

00:04:50.870 --> 00:04:52.570
in wait times and scheduling,

00:04:52.570 --> 00:04:54.260
there was still room for improvement.

00:04:54.260 --> 00:04:56.300
She said that the VA's new system

00:04:56.300 --> 00:04:59.580
was still not accurately
recording patient wait times,

00:04:59.580 --> 00:05:01.170
and that veterans might still wait

00:05:01.170 --> 00:05:03.750
up to 70 days for an appointment,

00:05:03.750 --> 00:05:07.580
even though the VA was
reporting a much shorter delay.

00:05:07.580 --> 00:05:10.030
On the positive side, the VA completed

00:05:10.030 --> 00:05:12.310
one million more appointments for veterans

00:05:12.310 --> 00:05:15.590
in 2018 than in 2017, showing that

00:05:15.590 --> 00:05:19.570
access to care for veterans
had definitely improved.

00:05:19.570 --> 00:05:20.750
So what do you think?

00:05:20.750 --> 00:05:22.200
Were the other branches of government

00:05:22.200 --> 00:05:24.380
able to hold the VA accountable?

00:05:24.380 --> 00:05:26.100
If you had to solve this problem,

00:05:26.100 --> 00:05:29.920
either as a member of Congress,
a judge, or the president,

00:05:29.920 --> 00:05:31.553
what other steps could you take?


Ideology and policymaking

WEBVTT
Kind: captions
Language: en

00:00:00.140 --> 00:00:02.070
- [Instructor] Let's take
a look at this chart,

00:00:02.070 --> 00:00:06.070
based on survey data from
the Pew Research Center.

00:00:06.070 --> 00:00:09.410
Researchers asked U.S.
adults in early 2020

00:00:09.410 --> 00:00:12.810
which issues they think
should be top priorities

00:00:12.810 --> 00:00:14.580
for the President and Congress.

00:00:14.580 --> 00:00:19.580
The top two issues were the
economy and the environment.

00:00:19.980 --> 00:00:22.080
Now, as we compare that to other years,

00:00:22.080 --> 00:00:24.180
you can see that these two policy issues

00:00:24.180 --> 00:00:26.610
haven't always been top of mind,

00:00:26.610 --> 00:00:30.350
although the economy has
ranked 1st since 2002.

00:00:30.350 --> 00:00:33.000
Until recently, jobs were second.

00:00:33.000 --> 00:00:36.910
The environment was last
place for several years,

00:00:36.910 --> 00:00:41.410
and climate change didn't
even make the list until 2015.

00:00:41.410 --> 00:00:43.119
So what's going on here?

00:00:43.119 --> 00:00:46.780
Questions like these
help political scientists

00:00:46.780 --> 00:00:50.620
measure the policy mood of the public,

00:00:50.620 --> 00:00:54.620
people's preferences
toward policy choices.

00:00:54.620 --> 00:00:58.450
As you can see, policy
mood changes over time,

00:00:58.450 --> 00:01:01.830
in response to problems
and issues that arise.

00:01:01.830 --> 00:01:06.830
For example, in 2009, as a
response to the economic crash,

00:01:06.860 --> 00:01:09.230
surveyed adults responded that jobs

00:01:09.230 --> 00:01:12.055
should be a top priority, but in 2020,

00:01:12.055 --> 00:01:16.750
after a period of economic
recovery and low unemployment,

00:01:16.750 --> 00:01:19.999
jobs had fallen as a main
concern and new issues

00:01:19.999 --> 00:01:21.780
had taken its place.

00:01:21.780 --> 00:01:24.360
Climate change has become a major concern

00:01:24.360 --> 00:01:26.596
for many people, which wasn't even a term

00:01:26.596 --> 00:01:29.240
that people knew a few decades ago.

00:01:29.240 --> 00:01:33.550
Conversely, a poll like
this taken in 1980,

00:01:33.550 --> 00:01:37.730
might have shown containing
Communism as a main concern,

00:01:37.730 --> 00:01:39.610
but since the fall of the Soviet Union,

00:01:39.610 --> 00:01:41.600
that has dropped off the list.

00:01:41.600 --> 00:01:45.233
These measures of policy
mood help politicians

00:01:45.233 --> 00:01:49.000
and political parties
craft their policy agendas,

00:01:49.000 --> 00:01:52.640
in order to attract voters
and serve their constituents.

00:01:52.640 --> 00:01:54.960
But if so many people
think that the economy

00:01:54.960 --> 00:01:57.357
should be a major
priority, why don't voters

00:01:57.357 --> 00:02:00.170
all just agree on a course of action?

00:02:00.170 --> 00:02:03.210
Here's where ideological
differences come into play.

00:02:03.210 --> 00:02:06.850
Political scientists
sometimes divide policy issues

00:02:06.850 --> 00:02:11.050
into position issues and valence issues.

00:02:11.050 --> 00:02:15.980
Position issues are
issues that divide voters,

00:02:15.980 --> 00:02:20.360
like abortion or gun control,
where there isn't much room

00:02:20.360 --> 00:02:22.700
for overlapping opinions.

00:02:22.700 --> 00:02:27.060
Valence issues are issues that
most voters will agree with,

00:02:27.060 --> 00:02:30.220
like our communities
should be free of crime

00:02:30.220 --> 00:02:32.780
or we should care for the elderly.

00:02:32.780 --> 00:02:37.450
These are high level values
that cut across partisan lines,

00:02:37.450 --> 00:02:39.170
but the parties might differ

00:02:39.170 --> 00:02:41.440
on how to achieve those outcomes.

00:02:41.440 --> 00:02:44.820
For example, although both
Democrats and Republicans

00:02:44.820 --> 00:02:49.400
might want to reduce drug
use, Republicans might argue

00:02:49.400 --> 00:02:53.460
that tougher drug laws are most
likely to achieve that goal,

00:02:53.460 --> 00:02:55.886
while Democrats might
argue that prevention

00:02:55.886 --> 00:02:59.010
and education programs
would be more effective.

00:02:59.010 --> 00:03:01.860
So policy mood tells us
what the public thinks

00:03:01.860 --> 00:03:04.300
is most important at any given time,

00:03:04.300 --> 00:03:08.050
but differing ideological
beliefs about how best

00:03:08.050 --> 00:03:11.490
to achieve those priorities
lead to different approaches

00:03:11.490 --> 00:03:12.963
on the left and the right.