Geometric distribution mean and standard deviation

WEBVTT
Kind: captions
Language: en

00:00:00.350 --> 00:00:02.230
- [Instructor] So let's say
we're going to play a game

00:00:02.230 --> 00:00:04.200
where on each person's turn,

00:00:04.200 --> 00:00:08.290
they're going to keep rolling
this fair six sided die,

00:00:08.290 --> 00:00:11.430
until we get a one.

00:00:11.430 --> 00:00:14.630
And we just want to see how
many rolls does it take.

00:00:14.630 --> 00:00:17.560
So let's say we define
some random variable,

00:00:17.560 --> 00:00:18.610
let's call it X,

00:00:18.610 --> 00:00:23.610
and let's call it the number
of rolls until we get a one.

00:00:29.630 --> 00:00:34.630
So what's the probability
that X is equal to one.

00:00:35.440 --> 00:00:37.880
Pause this video and think about it.

00:00:37.880 --> 00:00:40.720
All right, the probability
that X is equal to one means

00:00:40.720 --> 00:00:43.530
that it only takes us
one roll to get a one.

00:00:43.530 --> 00:00:47.370
Well, that's going to be
a one sixth probability.

00:00:47.370 --> 00:00:52.370
Well, what's the probability
that X is equal to two?

00:00:52.800 --> 00:00:54.690
Well, that means that
we on the first roll,

00:00:54.690 --> 00:00:56.570
we get something other than a one.

00:00:56.570 --> 00:00:59.430
So that is going to be five sixths,

00:00:59.430 --> 00:01:02.190
and then on the second roll, we get a one.

00:01:02.190 --> 00:01:06.620
So that has a one sixth probability.

00:01:06.620 --> 00:01:07.660
And we could keep going.

00:01:07.660 --> 00:01:11.580
What's the probability
that X is equal to three?

00:01:11.580 --> 00:01:14.040
Pause the video and think about that.

00:01:14.040 --> 00:01:16.300
Well, that means we miss on the first two.

00:01:16.300 --> 00:01:18.180
So we have a five sixth
chance of getting something

00:01:18.180 --> 00:01:20.550
other than a one on the first two rolls.

00:01:20.550 --> 00:01:23.830
So we could say that's
five sixth times five six,

00:01:23.830 --> 00:01:25.820
so we could write five sixth squared.

00:01:25.820 --> 00:01:27.710
And then on the third roll

00:01:27.710 --> 00:01:30.360
we have the one in six
chance of getting the one.

00:01:30.360 --> 00:01:32.290
So times one sixth.

00:01:32.290 --> 00:01:34.170
And I think you see a pattern here,

00:01:34.170 --> 00:01:36.020
and you might recognize what type

00:01:36.020 --> 00:01:37.880
of random variable this is.

00:01:37.880 --> 00:01:41.050
This is a geometric variable.

00:01:41.050 --> 00:01:42.420
Now how do we know that?

00:01:42.420 --> 00:01:44.780
Well each trial or each roll

00:01:44.780 --> 00:01:46.980
is either a success or a failure.

00:01:46.980 --> 00:01:50.220
Every time we roll, we
either get a one or we don't.

00:01:50.220 --> 00:01:51.660
We have the same probability

00:01:51.660 --> 00:01:54.430
of success of rolling a one each trial.

00:01:54.430 --> 00:01:56.840
These are independent trials.

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And that there's no set number of trials.

00:01:59.250 --> 00:02:01.070
It could take us an arbitrary number

00:02:01.070 --> 00:02:02.820
of trials to get the first success.

00:02:02.820 --> 00:02:04.870
So that's what tells us that we're dealing

00:02:04.870 --> 00:02:07.210
with the geometric random variable.

00:02:07.210 --> 00:02:11.645
Now one question is, is
what is going to be the mean

00:02:11.645 --> 00:02:14.660
of this geometric random variable?

00:02:14.660 --> 00:02:16.240
Well, we prove it in
another video where we talk

00:02:16.240 --> 00:02:18.960
about the expected value of
a geometric random variable.

00:02:18.960 --> 00:02:20.660
We're really talking about the mean

00:02:20.660 --> 00:02:22.720
of a geometric random variable.

00:02:22.720 --> 00:02:24.170
And it is a little bit intuitive.

00:02:24.170 --> 00:02:26.040
If you were to just
guess, what is the mean

00:02:26.040 --> 00:02:27.930
of a geometric random
variable where the chance

00:02:27.930 --> 00:02:30.000
of success on each roll is one sixth.

00:02:30.000 --> 00:02:31.530
You might say, well, maybe on average

00:02:31.530 --> 00:02:34.560
it takes you about six tries,
and you would be correct.

00:02:34.560 --> 00:02:36.630
The mean of a geometric random variable

00:02:36.630 --> 00:02:41.340
is one over the probability
of success on each trial.

00:02:41.340 --> 00:02:44.639
So in this situation the mean is going

00:02:44.639 --> 00:02:48.980
to be one over this probability
of success in each trial

00:02:48.980 --> 00:02:50.639
is one over six.

00:02:50.639 --> 00:02:52.660
So it's equal to six.

00:02:52.660 --> 00:02:54.930
So one way to think
about it is on average,

00:02:54.930 --> 00:02:58.460
you would have six trials
until you get a one.

00:02:58.460 --> 00:03:02.510
Now another question is
what's a measure of the spread

00:03:02.510 --> 00:03:04.040
of a geometric random variable?

00:03:04.040 --> 00:03:06.000
And we don't prove this in another video,

00:03:06.000 --> 00:03:07.430
maybe I'll do it eventually.

00:03:07.430 --> 00:03:09.778
That the standard deviation

00:03:09.778 --> 00:03:13.890
of a geometric random
variable is the mean times

00:03:13.890 --> 00:03:17.490
the square root of one minus
P, or you could just write this

00:03:17.490 --> 00:03:22.330
as a square root of one minus P over P.

00:03:22.330 --> 00:03:24.700
Now in this situation, what would this be?

00:03:24.700 --> 00:03:28.027
Well, the standard deviation
of this random variable,

00:03:28.027 --> 00:03:30.070
it's a geometric random variable.

00:03:30.070 --> 00:03:35.070
It's going to be the square
root of one minus one sixth,

00:03:35.610 --> 00:03:38.440
all of that over one sixth.

00:03:38.440 --> 00:03:41.260
So this is going to be
equal to the square root

00:03:41.260 --> 00:03:44.760
of five sixth over one sixth,

00:03:44.760 --> 00:03:49.550
which is equal to six times
the square root of five sixth.

00:03:49.550 --> 00:03:51.960
And this is going to
be approximately equal

00:03:51.960 --> 00:03:56.250
to five divided by six is equal to that.

00:03:56.250 --> 00:03:57.910
We'll take the square root of that.

00:03:57.910 --> 00:04:02.540
And then multiply that times
six, gets us to about 5.5.

00:04:03.950 --> 00:04:07.690
So approximately equal to 5.5.

00:04:07.690 --> 00:04:10.050
And what's interesting about
a geometric random variable,

00:04:10.050 --> 00:04:12.890
obviously the lowest value
here in this case is one,

00:04:12.890 --> 00:04:15.320
two, three, can go higher,
higher, but you can go arbitrary.

00:04:15.320 --> 00:04:17.140
You could get really unlucky
and it might take you

00:04:17.140 --> 00:04:19.550
a thousand rolls in order to get that one.

00:04:19.550 --> 00:04:20.760
It could take you a million rolls,

00:04:20.760 --> 00:04:23.580
very low probability, but it
could take you a million rolls

00:04:23.580 --> 00:04:24.860
in order to get that one.

00:04:24.860 --> 00:04:27.150
And so another thing to realize

00:04:27.150 --> 00:04:30.230
about a geometric random
variables distribution,

00:04:30.230 --> 00:04:35.100
it tends to look something like this

00:04:35.100 --> 00:04:38.670
where the mean might be over here.

00:04:38.670 --> 00:04:40.410
And so you have a very long tail

00:04:40.410 --> 00:04:41.660
to the right of your mean,

00:04:41.660 --> 00:04:44.124
and this is classic right skew.

00:04:44.124 --> 00:04:47.662
And so all geometric random
variables distributions

00:04:47.662 --> 00:04:49.250
are right skewed.

00:04:49.250 --> 00:04:51.030
They have a long tail of values,

00:04:51.030 --> 00:04:52.950
an infinitely long tail
of values they can take

00:04:52.950 --> 00:04:54.390
to the right.

00:04:54.390 --> 00:04:55.310
Now one last question,

00:04:55.310 --> 00:04:56.890
instead of dealing with a six sided die,

00:04:56.890 --> 00:04:58.880
what would be the situation
if we were dealing

00:04:58.880 --> 00:05:01.440
with a 12 sided die?

00:05:01.440 --> 00:05:04.080
What would then be the mean
of our random variable?

00:05:04.080 --> 00:05:06.300
And what would be the standard deviation

00:05:06.300 --> 00:05:07.140
of our random variable?

00:05:07.140 --> 00:05:09.700
Pause this video and think about that.

00:05:09.700 --> 00:05:12.760
Well, the mean would be one over one 12th,

00:05:12.760 --> 00:05:15.190
because you have a probability
of one 12th every time

00:05:15.190 --> 00:05:16.023
of getting it one.

00:05:16.023 --> 00:05:17.250
We're assuming we're playing the same game

00:05:17.250 --> 00:05:18.770
now with the 12 sided die.

00:05:18.770 --> 00:05:21.360
So one over one 12th would be 12.

00:05:21.360 --> 00:05:26.360
So on average it would take 12
rolls to get that first one.

00:05:26.520 --> 00:05:28.170
And then our standard deviation

00:05:28.170 --> 00:05:32.060
is going to be essentially
this times the square root

00:05:32.060 --> 00:05:34.130
of one minus one 12th.

00:05:34.130 --> 00:05:34.963
Or let me write it this way.

00:05:34.963 --> 00:05:39.271
It's one minus one 12th, over one over 12,

00:05:39.271 --> 00:05:42.500
which is the same thing as
12 times the square root

00:05:42.500 --> 00:05:44.182
of 11 12ths.

00:05:44.182 --> 00:05:48.300
11 divided by 12 is equal to,

00:05:48.300 --> 00:05:52.670
take the square root and
then multiply that times 12.

00:05:52.670 --> 00:05:55.612
And you get about 11.5.

00:05:55.612 --> 00:05:58.700
11.5.

00:05:58.700 --> 00:06:00.520
And so you can see with a 12 sided die,

00:06:00.520 --> 00:06:02.137
it has the same pattern,

00:06:02.137 --> 00:06:05.140
where you have your mean
of your random variable,

00:06:05.140 --> 00:06:06.862
and then you have a standard deviation

00:06:06.862 --> 00:06:11.180
that goes a reasonable bit
on either side of the mean,

00:06:11.180 --> 00:06:14.170
it's almost equal to the mean in actually

00:06:14.170 --> 00:06:15.260
in both situations.

00:06:15.260 --> 00:06:17.090
It's a little bit lower than the mean.

00:06:17.090 --> 00:06:18.840
But then there's many, many, many values

00:06:18.840 --> 00:06:21.020
that go far to the right of your mean.

00:06:21.020 --> 00:06:23.090
And so you have this classical right skew

00:06:23.090 --> 00:06:25.083
for a geometric random variable.


Worked example: Calculating the maximum wavelength capable of ionization

WEBVTT
Kind: captions
Language: en

00:00:00.910 --> 00:00:03.630
- [Instructor] We're told that
the first ionization energy

00:00:03.630 --> 00:00:08.630
of silver is 7.31 times 10
to the fifth joules per mole.

00:00:08.870 --> 00:00:11.690
What is the longest wavelength of light

00:00:11.690 --> 00:00:15.070
that is capable of
ionizing an atom of silver

00:00:15.070 --> 00:00:17.040
in the gas phase?

00:00:17.040 --> 00:00:19.360
All right, now before
I even ask you to pause

00:00:19.360 --> 00:00:20.980
and try to do this on your own,

00:00:20.980 --> 00:00:23.390
let's just remind ourselves
or try to understand

00:00:23.390 --> 00:00:26.430
what first ionization energy even is.

00:00:26.430 --> 00:00:29.760
This is the energy required
to get the highest energy

00:00:29.760 --> 00:00:33.800
or outermost electron
to escape from the atom.

00:00:33.800 --> 00:00:36.310
So it's not just going to
go to a higher energy level.

00:00:36.310 --> 00:00:38.010
It's just going to completely escape.

00:00:38.010 --> 00:00:40.640
You could view it as the
infinite energy level.

00:00:40.640 --> 00:00:41.710
And the reason why we're talking

00:00:41.710 --> 00:00:44.310
about the longest wavelength
of light is, remember,

00:00:44.310 --> 00:00:47.870
the longer the wavelength,
the lower the frequency,

00:00:47.870 --> 00:00:50.160
and the lower the energy.

00:00:50.160 --> 00:00:53.160
So this is saying really
what's the minimum frequency

00:00:53.160 --> 00:00:55.150
or the minimum energy that's associated

00:00:55.150 --> 00:00:57.090
with the longest wavelength of light

00:00:57.090 --> 00:01:01.070
for an atom of silver?

00:01:01.070 --> 00:01:03.280
So a couple things to pay attention to.

00:01:03.280 --> 00:01:05.450
They're giving us the
first ionization energy

00:01:05.450 --> 00:01:07.890
in terms of moles, not per atom.

00:01:07.890 --> 00:01:10.600
And then we just have
to remind ourselves all

00:01:10.600 --> 00:01:13.240
of our different ways of
connecting wavelength,

00:01:13.240 --> 00:01:15.260
frequency, and energy.

00:01:15.260 --> 00:01:18.090
Now, given all of this, I
encourage you to pause this video

00:01:18.090 --> 00:01:19.680
and see if you can figure this out.

00:01:19.680 --> 00:01:21.650
What is the longest wavelength of light

00:01:21.650 --> 00:01:25.430
that is capable of
ionizing an atom of silver

00:01:25.430 --> 00:01:27.430
in the gas phase?

00:01:27.430 --> 00:01:29.190
All right, now let's work
through this together.

00:01:29.190 --> 00:01:30.990
So the first thing to do is try

00:01:30.990 --> 00:01:34.750
to figure out the first
ionization energy per atom.

00:01:34.750 --> 00:01:36.440
And so maybe I'll write it like this.

00:01:36.440 --> 00:01:38.720
So the energy per atom,

00:01:38.720 --> 00:01:42.420
the first ionization
energy per atom is going

00:01:42.420 --> 00:01:44.860
to be equal to the ionization energy,

00:01:44.860 --> 00:01:49.860
7.31 times 10 to the fifth joules per mole

00:01:50.910 --> 00:01:53.610
times what if we wanna
figure out per atom?

00:01:53.610 --> 00:01:54.900
This is per mole.

00:01:54.900 --> 00:01:58.070
Well, how many moles are there per atom?

00:01:58.070 --> 00:02:01.750
Well, we know that they're
this number of atoms per mole,

00:02:01.750 --> 00:02:03.620
so if we wanna know moles per atom,

00:02:03.620 --> 00:02:06.530
it's going to be one mole

00:02:07.900 --> 00:02:12.710
for every 6.022 times 10

00:02:12.710 --> 00:02:14.610
to the 23rd atoms.

00:02:14.610 --> 00:02:15.670
I could write atoms here,

00:02:15.670 --> 00:02:17.850
and then that would
give us joules per atom,

00:02:17.850 --> 00:02:19.640
but we're just gonna get the
answer in terms of joules

00:02:19.640 --> 00:02:21.690
'cause the moles are going to cancel out.

00:02:21.690 --> 00:02:25.160
And so this is going to
give us approximately...

00:02:25.160 --> 00:02:27.963
Let's see, we have three
significant figures here.

00:02:32.310 --> 00:02:37.310
7.31 times 10 to the fifth

00:02:37.460 --> 00:02:42.460
divided by 6.022 times 10

00:02:42.820 --> 00:02:46.920
to the 23rd power is equal to,

00:02:46.920 --> 00:02:48.850
and we have three significant figure here,

00:02:48.850 --> 00:02:52.390
so 1.21, approximately equal to 1.21

00:02:52.390 --> 00:02:54.723
times 10 to the -18.

00:02:55.570 --> 00:02:59.543
1.21 times 10 to the -18,

00:03:00.920 --> 00:03:02.820
and the units here are joules.

00:03:02.820 --> 00:03:05.030
This is joules per atom.

00:03:05.030 --> 00:03:07.910
So now how do we figure out wavelength?

00:03:07.910 --> 00:03:09.710
Well, as I alluded to,

00:03:09.710 --> 00:03:13.150
we might wanna use these equations here.

00:03:13.150 --> 00:03:15.360
We know that the speed of light is equal

00:03:15.360 --> 00:03:17.830
to the wavelength of that light

00:03:17.830 --> 00:03:19.480
times the frequency of the light.

00:03:19.480 --> 00:03:21.590
This is the lowercase Greek letter nu.

00:03:21.590 --> 00:03:23.840
This is not a V right over here.

00:03:23.840 --> 00:03:26.430
So if we wanna solve for wavelength,

00:03:26.430 --> 00:03:28.500
we just divide both sides by frequency.

00:03:28.500 --> 00:03:30.060
And so you get the wavelength is equal

00:03:30.060 --> 00:03:33.140
to the speed of light
divided by frequency.

00:03:33.140 --> 00:03:35.680
But how do you figure out
frequency from energy?

00:03:35.680 --> 00:03:38.220
Well, that's what this
top equation gives us.

00:03:38.220 --> 00:03:41.600
Energy is equal to Planck's
constant times frequency.

00:03:41.600 --> 00:03:43.230
So if you wanna solve for frequency,

00:03:43.230 --> 00:03:45.310
divide both sides by Planck's constant.

00:03:45.310 --> 00:03:49.180
So that top equation can
be rewritten as frequency,

00:03:49.180 --> 00:03:50.060
I'll write it here,

00:03:50.060 --> 00:03:54.610
frequency is equal to energy
divided by Planck's constant.

00:03:54.610 --> 00:03:58.810
And so we could take this
and substitute it over here,

00:03:58.810 --> 00:04:01.660
and we would get that
our wavelength is equal

00:04:01.660 --> 00:04:06.090
to the speed of light divided by energy

00:04:06.090 --> 00:04:08.360
divided by Planck's constant,

00:04:08.360 --> 00:04:10.950
or we can just rewrite this as being equal

00:04:10.950 --> 00:04:14.050
to the speed of light
times Planck's constant

00:04:15.350 --> 00:04:17.180
divided by,

00:04:17.180 --> 00:04:21.050
try to keep the colors
consistent, divided by energy.

00:04:21.050 --> 00:04:23.710
Well, we know what the speed of light is.

00:04:23.710 --> 00:04:27.590
It is 2.998,

00:04:27.590 --> 00:04:29.780
or it's approximately 2.998,

00:04:29.780 --> 00:04:33.730
times 10 to the eighth meters per second.

00:04:33.730 --> 00:04:36.940
We're gonna multiply that
time Planck's constant,

00:04:36.940 --> 00:04:41.290
which is 6.626 times 10

00:04:41.290 --> 00:04:45.740
to the -34th joule seconds.

00:04:45.740 --> 00:04:47.840
And then we're going to divide that

00:04:47.840 --> 00:04:51.770
by the first ionization energy per atom,

00:04:51.770 --> 00:04:53.400
which we figured out right over here.

00:04:53.400 --> 00:04:57.510
So we're gonna divide that,
this E right over here.

00:04:57.510 --> 00:04:59.730
This is going to be, we figured it out,

00:04:59.730 --> 00:05:04.730
1.21 times 10 to the -18 joules.

00:05:05.220 --> 00:05:07.380
Now let's make sure
all the units work out.

00:05:07.380 --> 00:05:10.600
So this seconds is going to
cancel out with this seconds.

00:05:10.600 --> 00:05:12.880
This joules is gonna cancel
out with this joules.

00:05:12.880 --> 00:05:14.060
And we're just gonna be left with meters,

00:05:14.060 --> 00:05:15.030
which makes sense.

00:05:15.030 --> 00:05:17.650
The wavelength can be measured in meters.

00:05:17.650 --> 00:05:19.940
And so let's just get our calculator out

00:05:19.940 --> 00:05:23.610
and calculate out what
this is going to be.

00:05:23.610 --> 00:05:26.420
2.998 times 10 to the eighth

00:05:29.224 --> 00:05:30.823
times 6.626

00:05:33.150 --> 00:05:37.820
times 10 to the -34.

00:05:37.820 --> 00:05:39.580
And then I'm gonna divide that

00:05:39.580 --> 00:05:41.570
by 1.21 times 10

00:05:45.030 --> 00:05:45.947
to the -18.

00:05:47.120 --> 00:05:49.370
I think we deserve a
little bit of a drum roll.

00:05:49.370 --> 00:05:51.910
That gets us that.

00:05:51.910 --> 00:05:52.860
And let's see.

00:05:52.860 --> 00:05:56.490
If we have three significant
figures is our smallest amount

00:05:56.490 --> 00:05:57.660
in this calculation,

00:05:57.660 --> 00:06:00.590
so we're gonna go to these
three right over here.

00:06:00.590 --> 00:06:03.350
And so this is going to be 1.64 times 10

00:06:03.350 --> 00:06:06.790
to the negative one, two, three, four,

00:06:06.790 --> 00:06:09.640
five, six, seven.

00:06:09.640 --> 00:06:12.150
So this is going to be approximately equal

00:06:12.150 --> 00:06:15.540
to 1.64 times 10

00:06:15.540 --> 00:06:17.960
to the -7 meters.

00:06:17.960 --> 00:06:18.793
And we're done.


Column chromatography

WEBVTT
Kind: captions
Language: en

00:00:00.750 --> 00:00:01.900
- In our previous video

00:00:01.900 --> 00:00:05.200
we talked about Thin Layer Chromatography

00:00:05.200 --> 00:00:07.090
and it was this technique used

00:00:07.090 --> 00:00:08.299
to figure out how many things

00:00:08.299 --> 00:00:10.210
you have in a sample

00:00:10.210 --> 00:00:12.950
or maybe say the relative properties

00:00:12.950 --> 00:00:14.650
say the relative polarity

00:00:14.650 --> 00:00:16.360
of the things that you have in the sample

00:00:16.360 --> 00:00:17.500
and so what you do is

00:00:17.500 --> 00:00:19.481
you put a sample

00:00:19.481 --> 00:00:21.960
on typically a silica gel,

00:00:21.960 --> 00:00:23.960
which is the stationary phase

00:00:23.960 --> 00:00:28.290
and then you put a mobile phase down here,

00:00:28.290 --> 00:00:31.080
which in this case might be less polar

00:00:31.080 --> 00:00:32.540
and then it's going to move

00:00:32.540 --> 00:00:35.870
its way up the silica gel

00:00:35.870 --> 00:00:38.260
and as it does, you can imagine,

00:00:38.260 --> 00:00:40.600
it's going to interact
with your original sample

00:00:40.600 --> 00:00:42.450
and so parts of the original sample

00:00:42.450 --> 00:00:46.230
are going to move up
with your mobile phase

00:00:46.230 --> 00:00:47.460
and different parts

00:00:47.460 --> 00:00:48.510
are going to be attracted

00:00:48.510 --> 00:00:49.840
to that mobile phase

00:00:49.840 --> 00:00:52.280
and not attracted to the silica gel

00:00:52.280 --> 00:00:54.320
to different degrees, you can imagine.

00:00:54.320 --> 00:00:56.240
If there's a part of your original sample

00:00:56.240 --> 00:00:59.050
that is more polar

00:00:59.050 --> 00:01:00.550
then it's going to be harder to move

00:01:00.550 --> 00:01:01.670
cause it's going to be attracted

00:01:01.670 --> 00:01:02.920
to the stationary phase

00:01:02.920 --> 00:01:05.090
and less attracted to the mobile phase

00:01:05.090 --> 00:01:06.670
and so it's going to move less.

00:01:06.670 --> 00:01:07.503
So this might be

00:01:07.503 --> 00:01:09.490
the more polar part of your sample

00:01:10.400 --> 00:01:12.470
as it moves from its original location

00:01:12.470 --> 00:01:14.022
and the part that's less polar,

00:01:14.022 --> 00:01:15.270
well it's not going to be

00:01:15.270 --> 00:01:17.690
as attracted to the stationary phase

00:01:17.690 --> 00:01:21.100
and so it's going to be more dissolvable

00:01:21.100 --> 00:01:23.490
in the less polar mobile phase

00:01:23.490 --> 00:01:25.700
and so it will go further.

00:01:25.700 --> 00:01:28.230
So this will be the less polar part

00:01:28.230 --> 00:01:30.650
of your original sample

00:01:30.650 --> 00:01:32.022
and so you can see that separation

00:01:32.022 --> 00:01:33.890
and you could come up with other insights

00:01:33.890 --> 00:01:34.723
that we talk about that

00:01:34.723 --> 00:01:36.320
in that other video.

00:01:36.320 --> 00:01:37.153
In this video,

00:01:37.153 --> 00:01:38.100
I'm gonna introduce you to

00:01:38.100 --> 00:01:41.190
a very very very similar idea

00:01:41.190 --> 00:01:42.310
it's just things are moving

00:01:42.310 --> 00:01:43.530
in a different direction

00:01:43.530 --> 00:01:47.530
and that is the notion
of Column Chromatography.

00:01:47.530 --> 00:01:49.820
What you do in Column Chromatography,

00:01:49.820 --> 00:01:51.500
just like Thin Layer Chromatography

00:01:51.500 --> 00:01:53.650
is let's say you have some type of vile,

00:01:53.650 --> 00:01:54.690
some type of a column,

00:01:54.690 --> 00:01:55.680
I guess I could say

00:01:57.855 --> 00:01:58.688
you'll typically see it

00:01:58.688 --> 00:02:00.030
with a little tap drawn down here

00:02:00.030 --> 00:02:00.950
because you might wanna see

00:02:00.950 --> 00:02:02.910
what comes out through the bottom

00:02:02.910 --> 00:02:04.000
but what you do is you fill it

00:02:04.000 --> 00:02:05.040
with the stationary phase

00:02:05.040 --> 00:02:07.890
which once again is oftentimes silica gel.

00:02:07.890 --> 00:02:10.540
So this is stationary phase

00:02:10.540 --> 00:02:13.300
stationary phase

00:02:13.300 --> 00:02:16.140
and if it's silica gel in this case,

00:02:16.140 --> 00:02:18.280
silica gel

00:02:18.280 --> 00:02:19.420
it doesn't have to be silica gel

00:02:19.420 --> 00:02:20.520
but that's pretty common.

00:02:20.520 --> 00:02:22.630
This is going to be very polar

00:02:22.630 --> 00:02:26.150
so let me write this, very polar

00:02:26.150 --> 00:02:28.470
and then you put some of your sample

00:02:28.470 --> 00:02:29.890
at the top here.

00:02:29.890 --> 00:02:31.800
So that's your original sample

00:02:31.800 --> 00:02:32.910
you put it at the top

00:02:32.910 --> 00:02:35.380
and then you have some mobile phase,

00:02:35.380 --> 00:02:39.330
the solvent that you're going to put

00:02:39.330 --> 00:02:40.680
on top of that.

00:02:40.680 --> 00:02:42.210
So you're gonna do something like that

00:02:42.210 --> 00:02:44.740
and what do you think is going to happen?

00:02:44.740 --> 00:02:45.930
Well, your mobile phase

00:02:45.930 --> 00:02:48.530
is going to start moving its way down

00:02:48.530 --> 00:02:49.940
through your stationary phase

00:02:49.940 --> 00:02:52.460
and it's going to
interact with your sample.

00:02:52.460 --> 00:02:53.440
Now what's going to happen

00:02:53.440 --> 00:02:56.330
to the more polar
components of your sample?

00:02:56.330 --> 00:02:59.450
Well, the more polar
components of your sample

00:02:59.450 --> 00:03:00.930
are going to be more attracted

00:03:00.930 --> 00:03:02.140
to the stationary phase,

00:03:02.140 --> 00:03:04.670
less attracted to the mobile phase

00:03:04.670 --> 00:03:06.100
so they're gonna move less.

00:03:06.100 --> 00:03:07.989
So the more polar parts of your sample

00:03:07.989 --> 00:03:10.273
might only go, maybe that far

00:03:10.273 --> 00:03:12.544
while the less polar parts of your sample,

00:03:12.544 --> 00:03:13.377
they'll move,

00:03:13.377 --> 00:03:14.472
there'll be less attracted

00:03:14.472 --> 00:03:16.810
to your stationary phase

00:03:16.810 --> 00:03:19.780
and they'll move with
your mobile phase more

00:03:19.780 --> 00:03:20.988
and so you might have

00:03:20.988 --> 00:03:23.806
they might move down,

00:03:23.806 --> 00:03:25.222
down over there

00:03:25.222 --> 00:03:27.510
and so the big takeaway,

00:03:27.510 --> 00:03:28.720
the difference between the two

00:03:28.720 --> 00:03:30.560
is just the direction you're moving in.

00:03:30.560 --> 00:03:31.930
In Thin Layer Chromatography

00:03:31.930 --> 00:03:34.023
your more polar thing is the lower dot

00:03:34.023 --> 00:03:36.070
while in Column Chromatography,

00:03:36.070 --> 00:03:37.430
your more polar thing

00:03:37.430 --> 00:03:40.010
is the upper layer right over here,

00:03:40.010 --> 00:03:41.240
this purple area right over here

00:03:41.240 --> 00:03:43.390
and of course, all of that depends on

00:03:45.264 --> 00:03:47.230
the polarity of your stationary phase

00:03:47.230 --> 00:03:49.570
and the relative polarity
of your mobile phase

00:03:49.570 --> 00:03:52.160
but what I just showed you
is a typical situation.

00:03:52.160 --> 00:03:53.990
So keep in mind whether you're looking

00:03:53.990 --> 00:03:55.480
at Thin Layer Chromatography

00:03:55.480 --> 00:03:57.040
or Column Chromatography

00:03:57.040 --> 00:03:59.553
which to pay attention to the direction.


7 Tips for Motivating Middle School and High School Kids During Distance Learning

WEBVTT
Kind: captions
Language: en

00:00:05.060 --> 00:00:07.310
Hi everyone, thank you
for joining us today

00:00:07.310 --> 00:00:10.540
on our webinar on Seven Tips
for Motivating Middle School

00:00:10.540 --> 00:00:13.090
and High School Kids
During Distance Learning.

00:00:13.090 --> 00:00:15.610
My name is Dan Tu and I'll
be kicking us off today,

00:00:15.610 --> 00:00:17.990
as well as moderating our Q and A portion

00:00:17.990 --> 00:00:19.410
of today's segment.

00:00:19.410 --> 00:00:21.180
Before we get started, there's
a couple of announcements

00:00:21.180 --> 00:00:22.280
I'd like to make.

00:00:22.280 --> 00:00:24.420
First of all, this
webinar is being recorded

00:00:24.420 --> 00:00:27.730
and you will automatically
be emailed a copy of it

00:00:27.730 --> 00:00:29.480
as well, we'll be posting this online

00:00:29.480 --> 00:00:31.760
and available for your
review at your convenience.

00:00:31.760 --> 00:00:33.640
So don't worry if you miss anything

00:00:33.640 --> 00:00:35.760
or if you wanna go back
and watch something.

00:00:35.760 --> 00:00:37.510
Secondly, we're really excited to announce

00:00:37.510 --> 00:00:40.420
for the first time that we're
making this webinar available

00:00:40.420 --> 00:00:42.230
in Spanish captioning.

00:00:42.230 --> 00:00:46.620
So if you want, you can
go to this Bitly URL

00:00:46.620 --> 00:00:50.080
that's also being entered
in our chat box right now.

00:00:50.080 --> 00:00:51.510
So you can click to that.

00:00:51.510 --> 00:00:52.343
And the way you'll see it

00:00:52.343 --> 00:00:54.120
is just don't close out of this webinar,

00:00:54.120 --> 00:00:56.230
you'll still be watching this webinar.

00:00:56.230 --> 00:00:58.580
And that link will take
you to a captioning site

00:00:58.580 --> 00:01:00.840
where you'll see the
translations as we speak,

00:01:00.840 --> 00:01:03.940
or as close to possible as we speak.

00:01:03.940 --> 00:01:06.660
And we'd also like to
thank several organizations

00:01:06.660 --> 00:01:09.280
who've really helped us
with philanthropic support

00:01:09.280 --> 00:01:11.120
which has enabled us to
bring new programming

00:01:11.120 --> 00:01:12.400
like today's session.

00:01:12.400 --> 00:01:15.350
So we wanna give a special
thanks to AT and T,

00:01:15.350 --> 00:01:20.350
Bank of America, Google.org,
Fastly and Novartis.

00:01:20.850 --> 00:01:22.690
With that, I'd like to introduce you all

00:01:22.690 --> 00:01:25.650
to Kristen DiCerbo, who'll
be walking through the tips

00:01:25.650 --> 00:01:27.470
and answering your live questions.

00:01:27.470 --> 00:01:30.320
Kristen's our amazing
Chief Learning Officer.

00:01:30.320 --> 00:01:32.530
She's also an expert in learning science,

00:01:32.530 --> 00:01:34.540
and she's gonna be sharing
all of her expertise

00:01:34.540 --> 00:01:35.750
with you today.

00:01:35.750 --> 00:01:37.603
So with that, take it away Kristen.

00:01:40.480 --> 00:01:41.340
- Great, thanks Dan.

00:01:41.340 --> 00:01:44.100
And welcome too all of you.

00:01:44.100 --> 00:01:45.970
Thanks so much for joining.

00:01:45.970 --> 00:01:50.970
I know that raising
teenagers is difficult.

00:01:52.800 --> 00:01:56.150
So one of the big jobs of a teenager

00:01:56.150 --> 00:02:00.640
is to differentiate
themselves from their parents

00:02:00.640 --> 00:02:05.640
and to think about who they
are outside of their family.

00:02:05.680 --> 00:02:08.640
And that means that
sometimes it's really hard

00:02:08.640 --> 00:02:10.260
to know what's going on with them

00:02:10.260 --> 00:02:12.140
and they're trying on new identities

00:02:12.140 --> 00:02:14.030
and they're trying new things.

00:02:14.030 --> 00:02:17.750
So I'm not gonna tell you that
I have all the answers today.

00:02:17.750 --> 00:02:21.530
Sorry, but hopefully I can
provide some strategies

00:02:21.530 --> 00:02:23.280
that maybe you haven't thought of before,

00:02:23.280 --> 00:02:28.280
other things to try, things
you might give a chance to.

00:02:28.680 --> 00:02:30.500
There's nothing that's
gonna work for everyone.

00:02:30.500 --> 00:02:33.050
There's nothing that's
gonna work for every kid,

00:02:33.050 --> 00:02:35.420
but there's some things we
can all think about trying,

00:02:35.420 --> 00:02:40.130
sharing to make things a little
bit easier for ourselves.

00:02:40.130 --> 00:02:42.900
So with that disclaimer, I'll start off.

00:02:42.900 --> 00:02:47.540
I'm gonna go through the tips
that are based on research

00:02:47.540 --> 00:02:50.350
and what we know, and then let it go.

00:02:50.350 --> 00:02:52.130
And Dan will ask some of the questions

00:02:52.130 --> 00:02:54.790
that you guys are putting
into the questions piece

00:02:54.790 --> 00:02:59.020
on the webinar, and we'll
have some time for Q and A.

00:02:59.020 --> 00:03:02.630
So with that, when you
take all of the research

00:03:02.630 --> 00:03:05.590
about motivation and think about, okay,

00:03:05.590 --> 00:03:07.560
what is the big thing?

00:03:07.560 --> 00:03:09.190
What are the big takeaways?

00:03:09.190 --> 00:03:11.570
It turns out that it's pretty simple.

00:03:11.570 --> 00:03:14.280
We're all motivated to do things.

00:03:14.280 --> 00:03:17.800
When one, we expect to
be successful at them

00:03:17.800 --> 00:03:20.650
and two, we value the activity.

00:03:20.650 --> 00:03:22.640
So this probably makes sense.

00:03:22.640 --> 00:03:25.010
Who wants to do things when
they think they're gonna fail

00:03:25.010 --> 00:03:27.860
at them or not be successful?

00:03:27.860 --> 00:03:30.240
And second we wanna do things that matter,

00:03:30.240 --> 00:03:32.040
that are important to us.

00:03:32.040 --> 00:03:34.670
Now, one of the tricks with teenagers,

00:03:34.670 --> 00:03:37.940
is that the things they value are changing

00:03:37.940 --> 00:03:40.090
and sometimes they're not communicating

00:03:40.090 --> 00:03:42.340
the things that they value anymore.

00:03:42.340 --> 00:03:44.750
And so that can make it difficult

00:03:44.750 --> 00:03:49.020
to think about how do
you help them increase

00:03:49.020 --> 00:03:52.230
their perceived value of an activity,

00:03:52.230 --> 00:03:53.570
because it's not always clear.

00:03:53.570 --> 00:03:54.740
So I'm gonna talk a little bit more

00:03:54.740 --> 00:03:59.420
about ways to use that
lever of value and also ways

00:03:59.420 --> 00:04:01.750
that we can help our students

00:04:01.750 --> 00:04:03.870
feel like they're gonna be successful.

00:04:03.870 --> 00:04:06.540
So if we think about all
of the rest of the tips

00:04:06.540 --> 00:04:09.640
that I'm gonna give, they're
pretty much based on doing one

00:04:09.640 --> 00:04:11.740
or both of these things.

00:04:11.740 --> 00:04:13.540
So if you keep that in your mind,

00:04:13.540 --> 00:04:15.810
even if these particular
tips aren't working,

00:04:15.810 --> 00:04:17.220
you might think of other ways

00:04:17.220 --> 00:04:19.600
that you can help students be successful

00:04:19.600 --> 00:04:22.550
or help them really see
value in the activities

00:04:22.550 --> 00:04:24.600
that they're being asked to do in school.

00:04:25.580 --> 00:04:30.420
So one of the biggest things
that hits on both value

00:04:30.420 --> 00:04:34.260
and the success is setting goals.

00:04:34.260 --> 00:04:35.870
And the reason it's related to success

00:04:35.870 --> 00:04:39.540
is because nothing makes you
feel like you can be successful

00:04:39.540 --> 00:04:42.390
as having had some success in the past.

00:04:42.390 --> 00:04:45.200
So if you set some short-term goals

00:04:45.200 --> 00:04:48.230
and students are able to achieve those

00:04:48.230 --> 00:04:49.730
they start to gain momentum.

00:04:49.730 --> 00:04:52.460
They start to see themselves as learners.

00:04:52.460 --> 00:04:54.600
And that can be really important

00:04:54.600 --> 00:04:56.440
just in changing the mindset.

00:04:56.440 --> 00:05:01.230
So think about for teenagers,
for kind of middle school

00:05:01.230 --> 00:05:03.950
and high school students,
you don't wanna set a goal

00:05:03.950 --> 00:05:06.160
that's gonna take longer than a week.

00:05:06.160 --> 00:05:10.340
Because even at this age, more
than a week is a long time

00:05:10.340 --> 00:05:12.550
to kind of be able to move through.

00:05:12.550 --> 00:05:15.280
So if you do wanna set like
your goal for the month

00:05:15.280 --> 00:05:18.270
or for the semester, you're
gonna wanna break that up

00:05:18.270 --> 00:05:20.470
into pieces so that it's something

00:05:20.470 --> 00:05:24.480
that there is a tangible
achievement pretty quickly.

00:05:24.480 --> 00:05:26.170
So you start to get that feeling

00:05:26.170 --> 00:05:28.770
of success and build that momentum.

00:05:28.770 --> 00:05:32.350
And the other piece you
wanna do is find ways to know

00:05:32.350 --> 00:05:34.400
if you're on track to meet that goal.

00:05:34.400 --> 00:05:36.020
So if you have a weekly goal,

00:05:36.020 --> 00:05:39.270
say, we're gonna try
to read three chapters

00:05:39.270 --> 00:05:41.370
in this book by the end of the week,

00:05:41.370 --> 00:05:44.100
think about what does that
break down to per day?

00:05:44.100 --> 00:05:46.610
Think about that's a
way to monitor progress

00:05:46.610 --> 00:05:50.090
so that then they know, are they on track?

00:05:50.090 --> 00:05:53.020
Oh, I didn't quite read
that many pages yesterday

00:05:53.020 --> 00:05:55.650
so I'm gonna read this many today.

00:05:55.650 --> 00:05:57.380
Or I'm gonna read a few extra today

00:05:57.380 --> 00:05:59.460
so I don't have to read as many tomorrow.

00:05:59.460 --> 00:06:02.090
Those kinds of conversations are important

00:06:02.090 --> 00:06:06.130
to help students build that
muscle of being able to think

00:06:06.130 --> 00:06:07.660
about their own progress

00:06:07.660 --> 00:06:09.820
and whether they're on track or not.

00:06:09.820 --> 00:06:12.850
So we wanna keep, when we're
thinking about setting goals,

00:06:12.850 --> 00:06:16.110
we don't wanna set too
many, keep them a few,

00:06:16.110 --> 00:06:17.690
not more than three.

00:06:17.690 --> 00:06:22.060
So think about short
goals, brief number of them

00:06:22.060 --> 00:06:23.790
and goals that you can really measure.

00:06:23.790 --> 00:06:26.270
So, you know when you've met them.

00:06:26.270 --> 00:06:29.810
Which leads us to the next
piece, celebrate success.

00:06:29.810 --> 00:06:33.970
So when students do meet their
goal, you wanna make sure

00:06:33.970 --> 00:06:37.287
that that's a big message
that they're getting.

00:06:37.287 --> 00:06:39.730
"Hey, you were successful."

00:06:39.730 --> 00:06:41.400
So that can be a variety of things.

00:06:41.400 --> 00:06:43.820
It can be your tone of voice
when you're talking about it.

00:06:43.820 --> 00:06:47.410
It can be high fives and hugs.

00:06:47.410 --> 00:06:50.980
It can be choosing what's for dinner.

00:06:50.980 --> 00:06:53.010
We're gonna talk more
about tangible rewards

00:06:53.010 --> 00:06:54.290
a little bit later.

00:06:54.290 --> 00:06:57.310
But you're thinking
about ways to celebrate

00:06:57.310 --> 00:06:59.480
when students do meet their goals

00:06:59.480 --> 00:07:02.190
and also take that as a time to reflect.

00:07:02.190 --> 00:07:05.210
So it's important when students are

00:07:05.210 --> 00:07:08.010
and when they're not
successful to think about

00:07:08.010 --> 00:07:10.030
what were the things that
helped them meet that goal?

00:07:10.030 --> 00:07:12.510
What did they do that
helps them be successful?

00:07:12.510 --> 00:07:14.410
Or what were the obstacles
that got in the way

00:07:14.410 --> 00:07:16.410
so that they weren't successful?

00:07:16.410 --> 00:07:18.480
And how can they think about

00:07:18.480 --> 00:07:20.750
what they might do differently next time

00:07:20.750 --> 00:07:22.900
or what they're gonna repeat next time

00:07:22.900 --> 00:07:24.640
to be able to have success?

00:07:24.640 --> 00:07:27.270
So that little bit of reflection
can be really important

00:07:27.270 --> 00:07:30.140
for students to be able to get to that.

00:07:30.140 --> 00:07:32.980
And both with setting
goals and reflecting,

00:07:32.980 --> 00:07:34.430
you wanna bring the students in.

00:07:34.430 --> 00:07:37.850
You don't wanna be as a parent
setting the goal for them.

00:07:37.850 --> 00:07:40.730
You want to be working
with them to set goals.

00:07:40.730 --> 00:07:43.120
And also when we're talking
about school and learning,

00:07:43.120 --> 00:07:45.450
a good idea to connect with their teacher

00:07:45.450 --> 00:07:48.200
to look at what their goals
that are already set out

00:07:48.200 --> 00:07:50.790
by their teachers are so you can make sure

00:07:50.790 --> 00:07:54.493
that that's all in lock step
with where students need to be.

00:07:55.360 --> 00:07:57.800
So the other piece of reflection

00:07:57.800 --> 00:08:00.163
is thinking about what happens,

00:08:01.030 --> 00:08:03.320
what happened when they
maybe ran into trouble

00:08:03.320 --> 00:08:05.110
or got stuck a little bit.

00:08:05.110 --> 00:08:07.450
And that relates to the third tip

00:08:07.450 --> 00:08:09.810
is helping to manage roadblocks.

00:08:09.810 --> 00:08:12.920
So, sometimes particularly
with distance learning,

00:08:12.920 --> 00:08:16.300
students will get to a place
where they just don't know

00:08:16.300 --> 00:08:17.640
what to do next.

00:08:17.640 --> 00:08:22.110
So, they're stuck and they
don't know what to do.

00:08:22.110 --> 00:08:25.110
And then they get frustrated
and it starts to get them

00:08:25.110 --> 00:08:27.660
to this kind of emotional spiral with it.

00:08:27.660 --> 00:08:29.680
You wanna think about managing roadblocks

00:08:29.680 --> 00:08:31.740
before they get to that point.

00:08:31.740 --> 00:08:34.370
So when you were talking
about what are your goals

00:08:34.370 --> 00:08:37.140
for the week, that's
the time to talk about,

00:08:37.140 --> 00:08:39.170
so what are you gonna
do when you get stuck?

00:08:39.170 --> 00:08:41.453
And they might even have
a little list of things

00:08:41.453 --> 00:08:42.704
that they can refer to.

00:08:42.704 --> 00:08:44.210
What to do when I get stuck.

00:08:44.210 --> 00:08:45.650
How do they get help from you

00:08:45.650 --> 00:08:49.600
if you are available when
they're working on their work?

00:08:49.600 --> 00:08:51.660
I know lots of us are
also working from home

00:08:51.660 --> 00:08:52.550
at the same time.

00:08:52.550 --> 00:08:54.780
So what are the indicators that you have

00:08:54.780 --> 00:08:56.550
when it's okay to ask you for help?

00:08:56.550 --> 00:08:59.240
And hey, when you're on
a call and it's not okay

00:08:59.240 --> 00:09:00.073
to ask for help.

00:09:00.073 --> 00:09:03.070
Like being really specific
about how to get help from you.

00:09:03.070 --> 00:09:05.600
How can they get help from their teacher?

00:09:05.600 --> 00:09:07.980
How can they find help online?

00:09:07.980 --> 00:09:10.260
How can they get help from their peers?

00:09:10.260 --> 00:09:12.480
So all of those things
we should think about

00:09:12.480 --> 00:09:15.350
what are the strategies that
they have when they get stuck.

00:09:15.350 --> 00:09:17.270
Maybe one of the
strategies is to walk away

00:09:17.270 --> 00:09:18.840
for a little bit and come back.

00:09:18.840 --> 00:09:20.130
That's a good strategy

00:09:20.130 --> 00:09:22.140
especially when you
start to feel frustrated.

00:09:22.140 --> 00:09:26.500
So think about how to
manage those roadblocks

00:09:26.500 --> 00:09:28.180
before they get in the situation

00:09:28.180 --> 00:09:30.313
of needing to know what to do.

00:09:31.330 --> 00:09:33.660
From there, you wanna think

00:09:33.660 --> 00:09:37.660
about emphasizing that
effort leads to success.

00:09:37.660 --> 00:09:39.650
So remember we talked about this idea

00:09:39.650 --> 00:09:41.720
of feeling like you'll be successful.

00:09:41.720 --> 00:09:44.570
But by early teens,

00:09:44.570 --> 00:09:46.640
lots of kids already have some perceptions

00:09:46.640 --> 00:09:48.660
of things they're just not good at.

00:09:48.660 --> 00:09:52.120
And we wanna make sure and
try to break those ideas.

00:09:52.120 --> 00:09:55.800
That even when we are
not maybe naturally good

00:09:55.800 --> 00:09:59.590
at something, if we keep
practicing at it we'll get better.

00:09:59.590 --> 00:10:03.210
And we actually have
on the Academy website,

00:10:03.210 --> 00:10:05.720
a course called growth mindset

00:10:05.720 --> 00:10:08.890
and in that there were
some pretty good videos

00:10:08.890 --> 00:10:11.157
that talk about not just saying,

00:10:11.157 --> 00:10:13.030
"Hey, you know, keep trying."

00:10:13.030 --> 00:10:16.950
But the way our brains work,
there are cells in our brains,

00:10:16.950 --> 00:10:18.530
we call them neurons.

00:10:18.530 --> 00:10:21.110
And when we learn something new,

00:10:21.110 --> 00:10:24.290
those neurons form new
connections with each other.

00:10:24.290 --> 00:10:26.790
And so what practice does

00:10:26.790 --> 00:10:30.040
and what even practice
when we're not succeeding,

00:10:30.040 --> 00:10:32.400
even practice that we're getting wrong

00:10:32.400 --> 00:10:34.610
helps to build those linkages.

00:10:34.610 --> 00:10:37.720
And it's almost like when
you're lifting weights

00:10:37.720 --> 00:10:41.020
and you can make this analogy
that your brain is a muscle.

00:10:41.020 --> 00:10:42.510
And when you're lifting weight,

00:10:42.510 --> 00:10:43.980
sometimes it's a little too heavy

00:10:43.980 --> 00:10:46.130
and you can't quite lift that weight

00:10:46.130 --> 00:10:49.527
but you go down a little
bit and you practice it that

00:10:49.527 --> 00:10:51.130
and it builds up your muscles.

00:10:51.130 --> 00:10:55.090
The same thing you practice at that level,

00:10:55.090 --> 00:10:57.260
that's a little bit hard for you

00:10:57.260 --> 00:10:59.730
and your brain is going
to make more connections.

00:10:59.730 --> 00:11:01.750
If you just practice same
with lifting weights.

00:11:01.750 --> 00:11:03.090
If you're just lifting
the two pound weights

00:11:03.090 --> 00:11:05.540
and it's not really hard for you,

00:11:05.540 --> 00:11:07.970
well, you're probably
not building your muscles

00:11:07.970 --> 00:11:09.590
the same way if you're
just practicing stuff

00:11:09.590 --> 00:11:11.380
you already know that super easy,

00:11:11.380 --> 00:11:13.750
you're not making those
connections in your brain.

00:11:13.750 --> 00:11:15.530
So we find that in the research

00:11:15.530 --> 00:11:17.140
that when kids start to understand

00:11:17.140 --> 00:11:20.470
a little bit about actually
there's biology basis

00:11:20.470 --> 00:11:22.880
for trying things and working on things

00:11:22.880 --> 00:11:24.453
that are kind of hard for you,

00:11:25.650 --> 00:11:27.957
that actually motivates them to think

00:11:27.957 --> 00:11:29.490
"Oh, I can be successful.

00:11:29.490 --> 00:11:32.640
I can improve at this
thing that I'm doing."

00:11:32.640 --> 00:11:35.140
So recommend checking
out some of those videos

00:11:35.140 --> 00:11:38.260
but also thinking about how
to help your students see

00:11:38.260 --> 00:11:40.170
that things aren't always easy.

00:11:40.170 --> 00:11:42.380
And that learning actually is hard work

00:11:42.380 --> 00:11:44.400
and that's okay, because
if they put in the work,

00:11:44.400 --> 00:11:46.420
they're gonna get better at it.

00:11:46.420 --> 00:11:50.230
So that's the fourth piece.

00:11:50.230 --> 00:11:53.117
The fifth one is to encourage curiosity.

00:11:53.117 --> 00:11:57.420
And this can be tough in
particular with teens and preteens.

00:11:57.420 --> 00:12:00.110
And thinking about all of a
sudden, they're not interested

00:12:00.110 --> 00:12:02.680
in the same things they
used to be interested in.

00:12:02.680 --> 00:12:06.265
And so it can take some
work to try to figure out

00:12:06.265 --> 00:12:08.940
what kinds of things are
they interested in now?

00:12:08.940 --> 00:12:11.960
How do we help keep them thinking about,

00:12:11.960 --> 00:12:13.703
I wonder how the world works.

00:12:16.340 --> 00:12:19.860
So one thing you can do is
model that kind of thinking,

00:12:19.860 --> 00:12:23.000
ask those questions out
loud, ask those things

00:12:23.000 --> 00:12:24.980
like when you're riding your bike,

00:12:24.980 --> 00:12:28.900
why does pedaling the
pedal move the big wheel?

00:12:28.900 --> 00:12:32.980
All of these kinds of
things, how is this tree-

00:12:32.980 --> 00:12:34.660
It doesn't seem to be getting any food.

00:12:34.660 --> 00:12:36.950
How is it continuing to grow?

00:12:36.950 --> 00:12:38.270
And what does that look like?

00:12:38.270 --> 00:12:40.940
So if you're asking those
questions and modeling,

00:12:40.940 --> 00:12:44.930
being curious about the world,
students will pick up on that

00:12:44.930 --> 00:12:47.410
to those, "Oh, that is interesting."

00:12:47.410 --> 00:12:50.550
And they'll start to find things
and it won't be everything.

00:12:50.550 --> 00:12:52.810
And sometimes they'll roll their eyes

00:12:52.810 --> 00:12:56.590
but as you keep trying and
keep putting things out there,

00:12:56.590 --> 00:12:59.137
different things and
they'll start to kind of,

00:12:59.137 --> 00:13:00.690
"Oh, maybe that is interesting."

00:13:00.690 --> 00:13:02.730
Or start to have a
conversation about that,

00:13:02.730 --> 00:13:04.270
or start to build on that.

00:13:04.270 --> 00:13:07.850
So keep encouraging that sense
of interest and curiosity

00:13:07.850 --> 00:13:08.860
in the world.

00:13:08.860 --> 00:13:12.470
Because what this does, is
it increases that value piece

00:13:12.470 --> 00:13:13.970
that I was talking about.

00:13:13.970 --> 00:13:17.700
So if learning in school can
help you understand the world

00:13:17.700 --> 00:13:20.870
and help you understand
things you're curious about,

00:13:20.870 --> 00:13:22.910
then that's gonna increase that value

00:13:22.910 --> 00:13:25.783
and make you more motivated
to do the activities

00:13:25.783 --> 00:13:27.993
that you're doing related to school.

00:13:29.900 --> 00:13:34.160
So next piece is related to that,

00:13:34.160 --> 00:13:36.520
which is help to establish relevance.

00:13:36.520 --> 00:13:40.363
So if you talk to teachers,
they will almost always say,

00:13:42.060 --> 00:13:43.817
they hate the question when kids say,

00:13:43.817 --> 00:13:47.260
"When will I ever need to learn this?"

00:13:47.260 --> 00:13:50.780
But it turns out that when we
again think of that value side

00:13:50.780 --> 00:13:55.380
of the equation, that
thinking about how something

00:13:55.380 --> 00:13:59.630
is related to your interests, your goals,

00:13:59.630 --> 00:14:02.000
what you might wanna be when you grow up,

00:14:02.000 --> 00:14:03.670
related to learning something else

00:14:03.670 --> 00:14:05.670
that you're interested in learning,

00:14:05.670 --> 00:14:08.780
all of those things increase
the value of the activity

00:14:08.780 --> 00:14:11.720
and make students more likely
to want to engage in it.

00:14:11.720 --> 00:14:13.950
So those are important pieces

00:14:13.950 --> 00:14:17.480
to think about how do we
establish that relevance?

00:14:17.480 --> 00:14:21.760
So this comes back to knowing
what your kids' interests are

00:14:21.760 --> 00:14:23.850
which can involve some detective work.

00:14:23.850 --> 00:14:25.620
It can involve you observing them.

00:14:25.620 --> 00:14:28.870
It can involve talking to
them, all those conversations.

00:14:28.870 --> 00:14:30.320
Sometimes they're not gonna wanna talk

00:14:30.320 --> 00:14:32.450
but that's okay. Keep going.

00:14:32.450 --> 00:14:35.060
Persistence on your part is important too

00:14:35.060 --> 00:14:36.910
and they will recognize that.

00:14:36.910 --> 00:14:41.470
So thinking about how to
establish what is relevant

00:14:41.470 --> 00:14:45.200
to your students, to your
kids, you'll have to figure out

00:14:45.200 --> 00:14:46.530
what are their interests?

00:14:46.530 --> 00:14:48.210
What are their things
that are important to them

00:14:48.210 --> 00:14:50.300
to be able to help make those links?

00:14:50.300 --> 00:14:52.040
But you have a better chance of doing that

00:14:52.040 --> 00:14:53.530
than their teacher does.

00:14:53.530 --> 00:14:57.580
So the more you can do
that the better impact

00:14:57.580 --> 00:14:59.580
you're likely to have on their learning.

00:15:01.240 --> 00:15:05.640
So next, then finally, we
talk a lot about rewards.

00:15:05.640 --> 00:15:08.170
And we get a lot of
questions from parents,

00:15:08.170 --> 00:15:10.640
like, "Is this bribing my kid?

00:15:10.640 --> 00:15:13.290
I don't wanna bribe them to do their work.

00:15:13.290 --> 00:15:14.400
They should want to do it."

00:15:14.400 --> 00:15:15.670
Those kinds of things.

00:15:15.670 --> 00:15:18.140
So a couple of pieces of guidance.

00:15:18.140 --> 00:15:21.420
One is we all use rewards.

00:15:21.420 --> 00:15:23.890
I know I use rewards for myself sometimes.

00:15:23.890 --> 00:15:27.950
And I think about that when
I have to do a lot of writing

00:15:27.950 --> 00:15:29.730
and it's kind of going slowly,

00:15:29.730 --> 00:15:33.360
I'll say, "If I just finished this page,

00:15:33.360 --> 00:15:35.340
I can give myself a Hershey's kiss."

00:15:35.340 --> 00:15:37.710
I guess the little piece of
chocolate, not a big reward

00:15:37.710 --> 00:15:40.500
but a little something
that's a reward for doing it.

00:15:40.500 --> 00:15:42.720
We're not all intrinsically motivated

00:15:42.720 --> 00:15:44.510
to do everything all the time.

00:15:44.510 --> 00:15:46.490
Sometimes we need a little bit of boost.

00:15:46.490 --> 00:15:48.870
And so rewards are used

00:15:48.870 --> 00:15:53.870
and our best shoes, when they're
something that we can take

00:15:54.180 --> 00:15:57.560
and get students going on a path.

00:15:57.560 --> 00:16:01.020
So if it's something they don't
have any interest in doing,

00:16:01.020 --> 00:16:04.070
a reward can be that little
boost that gets them started.

00:16:04.070 --> 00:16:06.720
And once they get started,
they can start to again,

00:16:06.720 --> 00:16:08.330
experience some success.

00:16:08.330 --> 00:16:11.060
They can start to find
out interesting things.

00:16:11.060 --> 00:16:13.020
They can start to see
themselves as learners.

00:16:13.020 --> 00:16:15.460
But they need that little
boost to get going.

00:16:15.460 --> 00:16:18.600
So rewards can definitely help do that.

00:16:18.600 --> 00:16:21.440
They also don't have
to be tangible things.

00:16:21.440 --> 00:16:25.210
They can be like spending time with you.

00:16:25.210 --> 00:16:27.590
They can be spending
time with their friends.

00:16:27.590 --> 00:16:32.280
They can be an extra
half hour on the computer

00:16:32.280 --> 00:16:34.360
playing the video game
they're interested in.

00:16:34.360 --> 00:16:36.130
It can be picking the movie.

00:16:36.130 --> 00:16:39.080
It can be, picking what's for dinner.

00:16:39.080 --> 00:16:41.000
All kinds of things can be rewarding.

00:16:41.000 --> 00:16:44.120
They don't have to be a tangible something

00:16:44.120 --> 00:16:47.650
that is money related to
cost and buying things.

00:16:47.650 --> 00:16:51.540
So think about using
rewards to get things going,

00:16:51.540 --> 00:16:56.510
keep them small, you can
brainstorm with your kid

00:16:56.510 --> 00:17:00.530
about what things are rewarding to them.

00:17:00.530 --> 00:17:05.500
And that can be good to come
up with a continuum of rewards.

00:17:05.500 --> 00:17:09.280
If your student says, "Yeah,
a trip to Disney world."

00:17:09.280 --> 00:17:10.680
That can be on one end,

00:17:10.680 --> 00:17:12.610
it can go on the way bottom of the list

00:17:12.610 --> 00:17:14.050
but I'm not gonna encourage using

00:17:14.050 --> 00:17:16.070
those kinds of big rewards.

00:17:16.070 --> 00:17:18.880
It really are not effective
because they require,

00:17:18.880 --> 00:17:23.080
the "Hey, if you get A's
all year, you can get this."

00:17:23.080 --> 00:17:27.190
It's just too long of a timeline
and too big of a stakes.

00:17:27.190 --> 00:17:30.760
So you wanna do small things
so if they don't get it

00:17:30.760 --> 00:17:34.260
then that's okay, because
they'll have another chance

00:17:34.260 --> 00:17:36.800
which is the final thing
about using rewards.

00:17:36.800 --> 00:17:39.260
It shouldn't be something
they either earn,

00:17:39.260 --> 00:17:41.480
or they have no chance
of ever earning again.

00:17:41.480 --> 00:17:44.250
It should be okay if you
didn't earn it this time,

00:17:44.250 --> 00:17:45.620
we can set a new goal

00:17:45.620 --> 00:17:48.050
and you can try to earn
it again the next time.

00:17:48.050 --> 00:17:52.590
So you wanna think about
things that are small

00:17:52.590 --> 00:17:55.240
and able to, if they don't
make it the first time

00:17:55.240 --> 00:17:58.510
are able to try again
to earn those things.

00:17:58.510 --> 00:18:01.960
So those are some of
the big tips and ideas

00:18:01.960 --> 00:18:05.330
for thinking about generally again,

00:18:05.330 --> 00:18:08.300
thinking about this balance
of how can we help kids

00:18:08.300 --> 00:18:10.030
think they'll be successful

00:18:10.030 --> 00:18:11.970
and how can we help them
value the activities

00:18:11.970 --> 00:18:13.630
we're asking them to do.

00:18:13.630 --> 00:18:15.430
So I will stop and pause there.

00:18:15.430 --> 00:18:20.430
And Dan ask you to give us
some of the questions we have.

00:18:20.800 --> 00:18:22.170
- Great, so thanks Kristen.

00:18:22.170 --> 00:18:24.410
Before we get into the Q and A portion,

00:18:24.410 --> 00:18:26.580
a couple of reminders for folks.

00:18:26.580 --> 00:18:29.870
If you want a handout version
of this and go to webinar,

00:18:29.870 --> 00:18:32.270
there's a handout section
with a link to this PDF

00:18:32.270 --> 00:18:33.930
with these seven tips.

00:18:33.930 --> 00:18:35.630
And then also we are already getting

00:18:35.630 --> 00:18:37.700
a lot of great questions but
if you have any questions,

00:18:37.700 --> 00:18:39.620
please put them in the question box.

00:18:39.620 --> 00:18:42.230
There's a team of moderators,
kind of behind the scenes

00:18:42.230 --> 00:18:45.180
putting in all the questions
and surfacing them up.

00:18:45.180 --> 00:18:49.100
So go ahead and start
entering them right now.

00:18:49.100 --> 00:18:51.880
So Kristen, we already had a
couple of questions come in.

00:18:51.880 --> 00:18:54.630
One from email from a couple of days ago.

00:18:54.630 --> 00:18:57.280
Question is from the Person S.

00:18:57.280 --> 00:19:00.100
How do we get our older
kids not to play games

00:19:00.100 --> 00:19:01.540
on their school issued devices

00:19:01.540 --> 00:19:04.240
without policing them constantly?

00:19:04.240 --> 00:19:07.600
It's a huge distraction and
very difficult to control.

00:19:07.600 --> 00:19:09.872
We already have contacted
the school several times

00:19:09.872 --> 00:19:12.410
about blocking some of these sites.

00:19:12.410 --> 00:19:13.520
It's still an issue.

00:19:13.520 --> 00:19:14.970
I mean I would assume for younger kids,

00:19:14.970 --> 00:19:17.210
it's probably Minecraft,
for the middle kid

00:19:17.210 --> 00:19:18.300
is probably Fortnight.

00:19:18.300 --> 00:19:20.290
And then now it's the among us game.

00:19:20.290 --> 00:19:23.280
So there's this all of
this constant distractions

00:19:23.280 --> 00:19:24.980
that are available for the kiddos.

00:19:25.960 --> 00:19:29.080
- Oh my gosh, I just saw
the Congress people playing

00:19:29.080 --> 00:19:30.730
among us the other day.

00:19:30.730 --> 00:19:32.213
Wow, that was crazy.

00:19:33.560 --> 00:19:37.660
So there's a couple of
things here absolutely.

00:19:37.660 --> 00:19:41.520
One of the challenges
of learning from home

00:19:41.520 --> 00:19:44.870
is that there are so
many more distractions

00:19:44.870 --> 00:19:49.300
and that it can be really
difficult to think about

00:19:49.300 --> 00:19:51.990
okay, how do we help kids focus?

00:19:51.990 --> 00:19:56.990
So there's a couple of ways
to kind of attack this issue.

00:19:57.360 --> 00:20:02.080
One is, if I'm gonna keep
hitting on this goals piece.

00:20:02.080 --> 00:20:05.230
If they have goals that are set

00:20:05.230 --> 00:20:07.970
so that this is what they need to achieve,

00:20:07.970 --> 00:20:12.110
then we wanna work with them
to make sure they're on track

00:20:12.110 --> 00:20:13.840
to do that.

00:20:13.840 --> 00:20:18.840
Then they'll think about,
okay, if I'm doing this,

00:20:18.900 --> 00:20:20.600
does that get me off track

00:20:20.600 --> 00:20:22.350
to meet the thing that I need to do?

00:20:22.350 --> 00:20:25.010
I need to read 30 pages today.

00:20:25.010 --> 00:20:29.430
All right, can I read 15
and then play a little bit

00:20:29.430 --> 00:20:30.870
and then read 15 more?

00:20:30.870 --> 00:20:32.610
Like have these kinds of conversations

00:20:32.610 --> 00:20:35.980
with them about how they might
still be able to play some

00:20:35.980 --> 00:20:39.000
if the plan is allowed at
all on the device side.

00:20:39.000 --> 00:20:40.910
There's a couple of different
ways this might be going,

00:20:40.910 --> 00:20:41.900
this question could be going.

00:20:41.900 --> 00:20:44.650
like, if it's a games are
not allowed on the devices,

00:20:44.650 --> 00:20:46.040
you probably need to think

00:20:46.040 --> 00:20:49.260
about those technological
solution that block them.

00:20:49.260 --> 00:20:51.050
But if gaming's allowed

00:20:51.050 --> 00:20:53.020
but they need to be doing her schoolwork,

00:20:53.020 --> 00:20:55.800
think about how you can
potentially set up schedules

00:20:55.800 --> 00:20:57.780
that let them have some game time.

00:20:57.780 --> 00:21:00.890
Like have a little bit
of game time have breaks?

00:21:00.890 --> 00:21:01.810
Breaks are good.

00:21:01.810 --> 00:21:03.580
We all need breaks.

00:21:03.580 --> 00:21:04.700
And then they need to come back

00:21:04.700 --> 00:21:07.780
from the break and think
about continuing their school.

00:21:07.780 --> 00:21:10.170
And they're working with those are.

00:21:10.170 --> 00:21:14.063
Those can be good ways to think
about teaching moderation,

00:21:15.473 --> 00:21:17.580
think about teaching a little bit of that,

00:21:17.580 --> 00:21:19.270
kind of control of what they're doing.

00:21:19.270 --> 00:21:22.090
Set the timer for however
you know, 15 minutes

00:21:22.090 --> 00:21:24.410
that they can play and then come back

00:21:24.410 --> 00:21:28.120
to doing what they're doing
and think about what that is.

00:21:28.120 --> 00:21:30.540
They've also told you,
this is a really rewarding

00:21:30.540 --> 00:21:32.100
and interesting thing for me.

00:21:32.100 --> 00:21:34.840
So if you can think about
how to use that as a reward

00:21:34.840 --> 00:21:38.170
and turn it into a reward,
that that's something

00:21:38.170 --> 00:21:39.870
that they're probably gonna work for

00:21:39.870 --> 00:21:42.423
because that's where it is
and how to get it there.

00:21:44.910 --> 00:21:48.010
Probably any other kind
of punitive measures

00:21:48.010 --> 00:21:50.580
and all of that are not
gonna be that successful.

00:21:50.580 --> 00:21:55.090
It's more like turning up the
dial on some of the schoolwork

00:21:55.090 --> 00:21:58.590
and letting them have pieces of the game

00:21:58.590 --> 00:22:00.250
at different times when it's appropriate

00:22:00.250 --> 00:22:03.040
and help them figure out
how to make a schedule

00:22:03.040 --> 00:22:05.003
that fits into to help those work.

00:22:07.084 --> 00:22:09.050
So they can play a little bit.

00:22:09.050 --> 00:22:09.883
- That's super helpful.

00:22:09.883 --> 00:22:11.770
I love the suggestion of turning it

00:22:11.770 --> 00:22:14.780
into part of the incentives piece.

00:22:14.780 --> 00:22:18.240
Kristen, we have a
question from Nun who asks,

00:22:18.240 --> 00:22:19.073
it's related to the goal.

00:22:19.073 --> 00:22:21.270
So once after you've kind
of figured out the goal,

00:22:21.270 --> 00:22:22.700
the question is, how
do you convince the kid

00:22:22.700 --> 00:22:26.300
that achieving the goal
will lead to success?

00:22:26.300 --> 00:22:29.193
A lot of the times the
kids don't believe you.

00:22:30.930 --> 00:22:32.870
- So one thing is to set up

00:22:32.870 --> 00:22:35.770
meeting the goal itself is success.

00:22:35.770 --> 00:22:40.770
Like, if again, you're gonna try to do

00:22:42.870 --> 00:22:47.870
35 practice problems on
factoring polynomials.

00:22:50.660 --> 00:22:52.580
Like meeting that goal itself,

00:22:52.580 --> 00:22:56.550
like doing 35 practice problems
and meeting polynomials,

00:22:56.550 --> 00:22:58.330
that was a success in itself.

00:22:58.330 --> 00:22:59.290
That's great.

00:22:59.290 --> 00:23:04.290
So you wanna make that
itself an end point for them.

00:23:04.670 --> 00:23:08.440
Like, that's really good
that they've done that.

00:23:08.440 --> 00:23:12.367
So it's that piece that
then makes them feel like,

00:23:12.367 --> 00:23:17.367
"Hey, so next week the math
challenge is gonna be adding

00:23:18.150 --> 00:23:19.970
and subtracting polynomials."

00:23:19.970 --> 00:23:24.400
But now you already were
successful at factoring them

00:23:24.400 --> 00:23:26.840
so it's really likely that
you're gonna be successful

00:23:26.840 --> 00:23:28.730
with adding and subtracting them

00:23:28.730 --> 00:23:31.360
because you already were successful once.

00:23:31.360 --> 00:23:33.710
This other thing that
was pretty hard to learn

00:23:33.710 --> 00:23:34.950
and you did it.

00:23:34.950 --> 00:23:38.550
So the key is to use kind
of their past successes

00:23:38.550 --> 00:23:42.670
and their successes once they
in themselves are a success.

00:23:42.670 --> 00:23:44.930
And then using those to build on those

00:23:44.930 --> 00:23:47.863
of why they're likely to be
successful in future things.

00:23:49.170 --> 00:23:50.750
- That's great. That's great.

00:23:50.750 --> 00:23:53.100
Kristen, we have a question from Arlene

00:23:53.100 --> 00:23:54.810
and the parent asks a question

00:23:54.810 --> 00:23:57.870
that I think a lot of us have experienced.

00:23:57.870 --> 00:23:59.187
One, I'm a parent of a high school

00:23:59.187 --> 00:24:00.950
and a middle school counselor.

00:24:00.950 --> 00:24:03.100
A lot of our students are
struggling with depression

00:24:03.100 --> 00:24:06.360
and anxiety from being in
the house since last March.

00:24:06.360 --> 00:24:09.060
They're not motivated and
upset because they're failing.

00:24:09.060 --> 00:24:11.160
How can we motivate them
when they're mostly upset

00:24:11.160 --> 00:24:13.610
from being in the house
for six plus months?

00:24:13.610 --> 00:24:15.050
I think it's just really
important to recognize

00:24:15.050 --> 00:24:16.620
that that's pretty normal.

00:24:16.620 --> 00:24:18.350
I mean, I know that I've experienced

00:24:18.350 --> 00:24:21.273
a little bit of that too,
during these last eight months.

00:24:22.130 --> 00:24:24.980
- Absolutely, so the
first thing I'm gonna say

00:24:24.980 --> 00:24:27.183
is that mental health is more important

00:24:27.183 --> 00:24:29.470
than school progress.

00:24:29.470 --> 00:24:34.470
So the first thing I
would say is, think about,

00:24:35.240 --> 00:24:39.720
as you said, Dan, some amount
of just being mildly depressed

00:24:39.720 --> 00:24:41.540
and a little bit anxious is pretty normal

00:24:41.540 --> 00:24:43.670
in these kinds of times.

00:24:43.670 --> 00:24:47.530
If you're finding that it
seems to be beyond a little bit

00:24:47.530 --> 00:24:50.800
if it's really interfering
with their interactions

00:24:50.800 --> 00:24:53.440
with your family, if
it's really interfering

00:24:53.440 --> 00:24:56.410
with their just daily lives,
like they are not getting

00:24:56.410 --> 00:25:01.410
out of bed, those kinds of signs,

00:25:02.170 --> 00:25:05.453
I would absolutely
recommend professional help.

00:25:06.620 --> 00:25:10.090
Talk to your pediatrician
is a good starting point.

00:25:10.090 --> 00:25:12.690
Make sure to think
about what are the signs

00:25:12.690 --> 00:25:15.850
of someone who's needing,

00:25:15.850 --> 00:25:17.740
for whom this is a
little bit more than us.

00:25:17.740 --> 00:25:18.573
This is tough.

00:25:20.160 --> 00:25:22.120
So that's the first thing I would say

00:25:22.120 --> 00:25:24.180
is know when to get help.

00:25:24.180 --> 00:25:27.010
There's lots of good ways to check it.

00:25:27.010 --> 00:25:30.110
But what psychologists usually look for

00:25:30.110 --> 00:25:32.450
is when it starts to
interfere with your daily life

00:25:32.450 --> 00:25:34.480
as kind of a good rule of thumb

00:25:34.480 --> 00:25:37.200
for when it makes sense to get help.

00:25:37.200 --> 00:25:39.490
But if it is like less than that

00:25:39.490 --> 00:25:42.900
and it's, hey, I just am sad today.

00:25:42.900 --> 00:25:45.110
I'm just feeling anxious today.

00:25:45.110 --> 00:25:45.943
All of those things.

00:25:45.943 --> 00:25:49.510
So first, as the parent is empathize.

00:25:49.510 --> 00:25:52.030
Just like Dan just did,
"Hey, you know what?

00:25:52.030 --> 00:25:55.250
I get it, this situation is no fun."

00:25:55.250 --> 00:25:56.920
Like all of us are struggling

00:25:56.920 --> 00:26:00.260
and it is totally okay to struggle.

00:26:00.260 --> 00:26:03.690
I also encourage the way this was written

00:26:03.690 --> 00:26:05.190
was being in the house.

00:26:05.190 --> 00:26:06.930
It does help if you're in a place,

00:26:06.930 --> 00:26:10.360
even if it's not with other people

00:26:10.360 --> 00:26:14.220
to at least get some outside air

00:26:14.220 --> 00:26:19.140
to go out and move and get some fresh air

00:26:19.140 --> 00:26:22.280
if that's possible, where
you live and in your weather

00:26:22.280 --> 00:26:24.083
and all of those kinds of things.

00:26:25.520 --> 00:26:28.460
The next piece is that
exercise piece like moving,

00:26:28.460 --> 00:26:31.730
it can be important and
can help kids get up.

00:26:31.730 --> 00:26:34.700
So even if you're thinking
about the school day

00:26:34.700 --> 00:26:37.070
they should have breaks
in their school day

00:26:37.070 --> 00:26:39.830
where they are getting up
and moving and walking.

00:26:39.830 --> 00:26:43.920
And I'm saying, this is
do as I say, not as I do,

00:26:43.920 --> 00:26:44.940
I'm the worst.

00:26:44.940 --> 00:26:48.330
I've been sitting in my chair
here for like eight hours.

00:26:48.330 --> 00:26:51.950
But thinking about giving
up and moving is okay.

00:26:51.950 --> 00:26:54.920
And if making sure some
of that's built in.

00:26:54.920 --> 00:26:57.290
And the final thing that
teens really struggle with,

00:26:57.290 --> 00:26:59.480
I think is the peer interaction

00:26:59.480 --> 00:27:03.300
and the reduced peer interaction
they've had in these times.

00:27:03.300 --> 00:27:07.320
So if there are ways that
you can help facilitate

00:27:07.320 --> 00:27:11.400
whether that's online, video interactions,

00:27:11.400 --> 00:27:16.020
whether that's, if you
have a small safe group,

00:27:16.020 --> 00:27:18.520
I know some people are doing,
hey there's two other families

00:27:18.520 --> 00:27:22.310
that we all have kind of the same view

00:27:22.310 --> 00:27:25.720
on what's acceptable in terms of safety.

00:27:25.720 --> 00:27:27.440
And we all get together.

00:27:27.440 --> 00:27:30.130
Finding some ways that kids can connect

00:27:30.130 --> 00:27:33.680
with other kids can be
helpful too in these times

00:27:33.680 --> 00:27:34.513
that we've found.

00:27:34.513 --> 00:27:37.370
So lots of different potential things

00:27:37.370 --> 00:27:42.370
but empathize, definitely,
talk to your kids about it,

00:27:43.200 --> 00:27:44.500
try to keep those doors open

00:27:44.500 --> 00:27:47.143
so that they can talk to
you when they have concerns.

00:27:48.030 --> 00:27:50.130
- That's great advice, thanks Kristen.

00:27:50.130 --> 00:27:53.640
We have a question from
Barbara, who's asking advice

00:27:53.640 --> 00:27:57.200
for kids who strive for
perfection, who are super motivated

00:27:57.200 --> 00:27:59.760
but they are also, they
kind of are worried

00:27:59.760 --> 00:28:02.130
about doing things that are imperfect

00:28:02.130 --> 00:28:05.250
and that experience in
itself overwhelms them.

00:28:05.250 --> 00:28:08.640
So how do you help those students?

00:28:08.640 --> 00:28:10.650
I think some of the compartmentalizing

00:28:10.650 --> 00:28:12.360
and making things more chunkable

00:28:12.360 --> 00:28:13.660
that you've talked about earlier

00:28:13.660 --> 00:28:16.693
was super super relevant for
this type of case as well.

00:28:17.760 --> 00:28:18.790
- Yeah, definitely.

00:28:18.790 --> 00:28:23.790
Thinking about how to
think about what is done,

00:28:26.320 --> 00:28:31.320
what is acceptable on for
an assignment, what is okay.

00:28:31.420 --> 00:28:33.820
And the other piece is
to really try to focus

00:28:33.820 --> 00:28:37.240
on learning as opposed to grades.

00:28:37.240 --> 00:28:38.950
So one of the things that often happens

00:28:38.950 --> 00:28:41.470
with kids who kind of have
that perfectionist streak

00:28:41.470 --> 00:28:44.730
is they really start to
focus on getting a hundred

00:28:44.730 --> 00:28:48.360
or getting really that perfection piece.

00:28:48.360 --> 00:28:52.140
And what do you wanna try
to do is to turn that focus

00:28:52.140 --> 00:28:53.690
to what did you learn today?

00:28:53.690 --> 00:28:55.360
What are the new skills you have?

00:28:55.360 --> 00:28:58.010
What are the new ideas you understand?

00:28:58.010 --> 00:29:03.010
And the more you can ask
questions about those things

00:29:03.210 --> 00:29:06.350
and start to try to celebrate
learning something new

00:29:06.350 --> 00:29:08.890
or getting a new skill or
being able to do something

00:29:08.890 --> 00:29:11.350
you couldn't do before
and trying to get them

00:29:11.350 --> 00:29:15.460
to focus on that piece, as
opposed to what was your grade

00:29:15.460 --> 00:29:17.560
or score on this can be helpful

00:29:17.560 --> 00:29:21.353
in reducing some of that perfection piece.

00:29:22.900 --> 00:29:27.703
The other thing I would say
is to try to communicate

00:29:29.540 --> 00:29:31.080
that failure is okay.

00:29:31.080 --> 00:29:33.140
And failure is actually how we learn.

00:29:33.140 --> 00:29:37.450
That gets back to some of that
growth mindset communication

00:29:37.450 --> 00:29:41.440
that it's okay to not
be successful sometimes.

00:29:41.440 --> 00:29:45.380
That helps us learn
and trying to help kids

00:29:45.380 --> 00:29:46.213
be okay with that.

00:29:46.213 --> 00:29:48.700
And interestingly for
all the talk about games,

00:29:48.700 --> 00:29:51.565
games are actually pretty good at teaching

00:29:51.565 --> 00:29:54.317
that it's okay to fail and you end up,

00:29:54.317 --> 00:29:57.639
you can get your lives
back, you can start over.

00:29:57.639 --> 00:29:58.820
It's all okay.

00:29:58.820 --> 00:30:01.140
But kind of communicating about that idea

00:30:01.140 --> 00:30:02.640
can be important too for kids.

00:30:03.620 --> 00:30:06.100
- Nice, great, great Kristen.

00:30:06.100 --> 00:30:09.620
One question we have
from Dennis who's asking,

00:30:09.620 --> 00:30:12.640
remote learning's a big part
of this year's curriculum.

00:30:12.640 --> 00:30:15.410
This allows for different
routines in the day.

00:30:15.410 --> 00:30:16.610
Some days it's work from home.

00:30:16.610 --> 00:30:20.450
Some days the kids can
work, stay in their pajamas

00:30:20.450 --> 00:30:21.790
and take some classes.

00:30:21.790 --> 00:30:24.150
What advice would you
have or how much emphasis

00:30:24.150 --> 00:30:28.220
would you say in maintaining
a consistent routine

00:30:28.220 --> 00:30:30.313
versus altering the routine?

00:30:32.450 --> 00:30:33.400
- So good question.

00:30:34.490 --> 00:30:37.550
Kids generally do thrive on routine

00:30:37.550 --> 00:30:41.280
and knowing what to expect
and what's gonna come next.

00:30:41.280 --> 00:30:42.370
But that doesn't mean

00:30:42.370 --> 00:30:46.530
it has to be always the exact same thing.

00:30:46.530 --> 00:30:50.200
So what I would advise
in terms of maintaining

00:30:50.200 --> 00:30:54.070
is maintaining a schedule.

00:30:54.070 --> 00:30:57.400
So at nine o'clock this happens,
at 10 o'clock this happens.

00:30:57.400 --> 00:31:01.360
That it's written down is
usually helpful with visual cues.

00:31:01.360 --> 00:31:05.120
So they can take a look at
it and really reference,

00:31:05.120 --> 00:31:06.760
okay, here's, what's coming next.

00:31:06.760 --> 00:31:10.150
Here's what's coming up today
for the rest of the day.

00:31:10.150 --> 00:31:14.340
And so if that part is maintained,

00:31:14.340 --> 00:31:17.320
like they know what's coming,
then you can flex a little bit

00:31:17.320 --> 00:31:19.750
like other things, like
what are they wearing?

00:31:19.750 --> 00:31:22.377
It's okay, if they're gonna think about.

00:31:22.377 --> 00:31:24.740
And you can think even schools do this.

00:31:24.740 --> 00:31:25.630
If you remember back too

00:31:25.630 --> 00:31:27.470
when your kids were in elementary schools,

00:31:27.470 --> 00:31:31.633
they probably did, it's
crazy day, it's pajama day.

00:31:32.480 --> 00:31:35.640
All of those things are really good flexes

00:31:35.640 --> 00:31:39.580
to make in the routine so it
doesn't just become monotonous.

00:31:39.580 --> 00:31:42.030
And there's new things that they're doing.

00:31:42.030 --> 00:31:44.440
I will say you also talked
about classes lounging

00:31:44.440 --> 00:31:45.690
on the futon.

00:31:45.690 --> 00:31:48.199
I have mixed feelings about that.

00:31:48.199 --> 00:31:49.112
(both laughing)

00:31:49.112 --> 00:31:52.320
It's good if kids have a space to learn.

00:31:52.320 --> 00:31:54.330
That's kind of signals to them mentally,

00:31:54.330 --> 00:31:57.510
I'm on now, because as we were talking

00:31:57.510 --> 00:31:59.240
about all those other distractions,

00:31:59.240 --> 00:32:00.800
if you're kind of trying to do school

00:32:00.800 --> 00:32:03.270
in the same place that you
hang out and play video games

00:32:03.270 --> 00:32:06.880
at night in the same place
that you're watching movies,

00:32:06.880 --> 00:32:08.617
that's kind of not communicating,

00:32:08.617 --> 00:32:12.530
"Hey, now's the time I need
to kind of tell my brain

00:32:12.530 --> 00:32:14.400
it's time to focus on schoolwork."

00:32:14.400 --> 00:32:16.630
So the more you can in terms of the place,

00:32:16.630 --> 00:32:21.020
have some kind of a set place
that is communicating to them,

00:32:21.020 --> 00:32:24.040
this is where the schoolwork happens

00:32:24.040 --> 00:32:25.720
is probably a good idea.

00:32:25.720 --> 00:32:27.850
But one class lounging on the futon.

00:32:27.850 --> 00:32:31.770
One video isn't gonna hurt anyone.

00:32:31.770 --> 00:32:32.603
- I love that.

00:32:32.603 --> 00:32:33.700
I know for myself personally

00:32:33.700 --> 00:32:35.440
I've been in this room for eight months.

00:32:35.440 --> 00:32:37.610
And then I think once
a month I decide to go

00:32:37.610 --> 00:32:39.920
to the kitchen or the dining room

00:32:39.920 --> 00:32:42.970
and try to change things
up just a little bit.

00:32:42.970 --> 00:32:44.320
- Yes, yes absolutely.

00:32:44.320 --> 00:32:45.380
- Kristen, we have a follow-up

00:32:45.380 --> 00:32:47.710
about the rewards and incentives.

00:32:47.710 --> 00:32:51.740
So Kiki ask, "I've used
Fortnite as reward in the past

00:32:51.740 --> 00:32:56.740
but they find that my son
rushes through his work

00:32:56.760 --> 00:32:59.870
in order to quickly get
to playing this game.

00:32:59.870 --> 00:33:01.190
So how do you get them to understand

00:33:01.190 --> 00:33:03.100
that it's not just the quantity

00:33:03.100 --> 00:33:06.097
but actually the quality of
the work that is important?"

00:33:08.130 --> 00:33:11.743
- Well, it's a reward has to
be contingent on the quality.

00:33:13.110 --> 00:33:17.420
So the reward can't just be
doing the 10 RAF problems.

00:33:17.420 --> 00:33:20.260
It has to be doing the 10 math problems

00:33:20.260 --> 00:33:23.100
and maybe explaining to
you why they're right.

00:33:23.100 --> 00:33:26.280
If this starts depending
I know some math problems

00:33:26.280 --> 00:33:28.430
right now there's probably
some math problems

00:33:28.430 --> 00:33:29.630
I couldn't grade.

00:33:29.630 --> 00:33:32.560
I wouldn't know if they
were right or wrong.

00:33:32.560 --> 00:33:34.863
And some pre-calculus problems and things.

00:33:36.260 --> 00:33:38.970
And so if it's the case where
you actually aren't sure

00:33:38.970 --> 00:33:43.120
if they're right or wrong,
have your student explain them

00:33:43.120 --> 00:33:45.680
to you and walk you through the steps.

00:33:45.680 --> 00:33:48.890
And if he can do that, then he can play.

00:33:48.890 --> 00:33:50.410
So it's definitely a matter

00:33:50.410 --> 00:33:52.510
of trying to set that goal for quality.

00:33:52.510 --> 00:33:54.130
If it's something that you can look at

00:33:54.130 --> 00:33:56.680
and see if he's met a
quality standard great.

00:33:56.680 --> 00:33:59.770
If not, having them explain it
to you and see if they've met

00:33:59.770 --> 00:34:01.283
that kind of standard.

00:34:02.530 --> 00:34:05.580
- I think this is one challenge
that I remember as a kid.

00:34:05.580 --> 00:34:07.940
You have to finish your
homework before you get to play

00:34:07.940 --> 00:34:09.640
with your friends and
you would just go home

00:34:09.640 --> 00:34:12.080
and rush through your
homework just to go play

00:34:12.080 --> 00:34:13.590
with your friends.

00:34:13.590 --> 00:34:15.210
- Absolutely, absolutely.

00:34:15.210 --> 00:34:17.200
So there it has to.

00:34:17.200 --> 00:34:18.920
I know this puts burden on parents

00:34:18.920 --> 00:34:20.940
to say you've got to
check it a little bit,

00:34:20.940 --> 00:34:23.831
but if you're thinking about
rewards, you kind of do

00:34:23.831 --> 00:34:26.681
otherwise you're gonna get
those unintended consequences.

00:34:27.540 --> 00:34:29.790
- So Kristen, I think we
have time for maybe one

00:34:29.790 --> 00:34:31.220
or two more.

00:34:31.220 --> 00:34:33.660
We have a really good question from Ranga.

00:34:33.660 --> 00:34:37.040
These recommendations require
parents to constantly engage

00:34:37.040 --> 00:34:38.420
throughout the day.

00:34:38.420 --> 00:34:40.710
Otherwise the children go back to playing,

00:34:40.710 --> 00:34:41.883
whatever they like.

00:34:43.879 --> 00:34:45.970
How are you kind of constantly engage?

00:34:45.970 --> 00:34:47.310
I think this poses a question

00:34:47.310 --> 00:34:50.820
where I don't know if you do
have to be constantly engaging.

00:34:50.820 --> 00:34:53.030
I think the assumption here

00:34:53.030 --> 00:34:56.270
is that you have to be
kind of with your child

00:34:56.270 --> 00:34:57.103
the whole time.

00:34:57.103 --> 00:34:59.340
I think part of your
recommendations that allows you

00:34:59.340 --> 00:35:00.820
to free up some of that time.

00:35:00.820 --> 00:35:03.810
So can you speak to how
do you kind of balance

00:35:03.810 --> 00:35:06.020
the engagement and the
time that as a parent,

00:35:06.020 --> 00:35:07.793
you have to do your day job.

00:35:09.480 --> 00:35:11.050
- So first just let me recognize it.

00:35:11.050 --> 00:35:14.630
It's absolutely we're asking way too much

00:35:14.630 --> 00:35:15.580
with parents right now.

00:35:15.580 --> 00:35:18.250
We are asking them to do multiple jobs

00:35:18.250 --> 00:35:22.990
and not giving any break
on the amount of time

00:35:22.990 --> 00:35:23.943
needed to do them.

00:35:25.020 --> 00:35:27.710
But I do think that what you wanna do

00:35:27.710 --> 00:35:30.560
is think about how you
can structure the day

00:35:30.560 --> 00:35:33.730
so that they have set things
they're supposed to do

00:35:33.730 --> 00:35:35.260
at set times.

00:35:35.260 --> 00:35:37.210
And then you can do, check-ins

00:35:37.210 --> 00:35:39.023
to see if they got those done.

00:35:40.396 --> 00:35:43.120
And again, you wanna think
about positive reinforcement.

00:35:43.120 --> 00:35:47.690
So you may have to start
off with very small chunks

00:35:47.690 --> 00:35:51.960
but over time you can
gradually extend them.

00:35:51.960 --> 00:35:55.110
So if you're thinking
about, at the beginning,

00:35:55.110 --> 00:35:56.947
you may need to say okay,
here's what we're gonna do

00:35:56.947 --> 00:35:58.880
in the next hour.

00:35:58.880 --> 00:36:02.020
And if we get that done,
then you set the goal

00:36:02.020 --> 00:36:02.853
for the next hour.

00:36:02.853 --> 00:36:05.870
So that would require
like hourly check-ins.

00:36:05.870 --> 00:36:09.550
But over time as they
start to again, see, okay,

00:36:09.550 --> 00:36:12.530
what's our goal for the next two hours?

00:36:12.530 --> 00:36:15.913
And again, using rewards
is not a bad thing.

00:36:16.760 --> 00:36:20.900
Think about how you can
reward meeting those goals

00:36:20.900 --> 00:36:23.340
that you set for those short time periods,

00:36:23.340 --> 00:36:25.910
and then lengthen them over time

00:36:25.910 --> 00:36:28.610
so that you don't have to
check in so frequently.

00:36:28.610 --> 00:36:31.640
And they're still getting
that feeling of success

00:36:31.640 --> 00:36:32.803
and staying on task.

00:36:35.000 --> 00:36:36.970
- So I think we have time for one more.

00:36:36.970 --> 00:36:39.510
And we have a couple of
questions around the same theme,

00:36:39.510 --> 00:36:42.010
which is from Linda and Anika.

00:36:42.010 --> 00:36:45.470
They're both wondering
what ideas do you have

00:36:45.470 --> 00:36:49.020
for students who sees
zero value in school?

00:36:49.020 --> 00:36:53.690
Or if they they're just the
kids desire to fit in socially

00:36:53.690 --> 00:36:57.083
causes them to kind of
degress academically.

00:36:58.700 --> 00:37:01.700
- Yeah, they're probably a bit separate

00:37:01.700 --> 00:37:06.500
but so if your kid is really
motivated by social things

00:37:06.500 --> 00:37:08.840
you wanna think about
how to tie social things

00:37:08.840 --> 00:37:12.623
into learning, how to provide
social learning experiences.

00:37:13.690 --> 00:37:17.250
Are there small study
groups, even if the two kids

00:37:17.250 --> 00:37:22.190
are just on their computers
and have the video on,

00:37:22.190 --> 00:37:23.600
but aren't studying together.

00:37:23.600 --> 00:37:26.000
There's just like some
social interaction there.

00:37:27.240 --> 00:37:30.230
Can you think about having
them access to peers?

00:37:30.230 --> 00:37:32.430
Is this something that's
rewarding for them?

00:37:33.770 --> 00:37:36.570
So find ways to give them
that social experience,

00:37:36.570 --> 00:37:40.210
but tie it into also learning goals

00:37:40.210 --> 00:37:42.610
and being able to learn
together with their peers

00:37:42.610 --> 00:37:44.120
and what they're doing.

00:37:44.120 --> 00:37:45.690
So that's kind of the social piece.

00:37:45.690 --> 00:37:47.970
The other piece for kids
who just don't see the value

00:37:47.970 --> 00:37:52.720
of school is the toughest
thing about teenagers

00:37:52.720 --> 00:37:55.320
is probably for those who
it's tough to figure out

00:37:55.320 --> 00:37:56.830
what they are interested in.

00:37:56.830 --> 00:37:58.701
But that's my advice is to figure out

00:37:58.701 --> 00:38:00.240
what does interest them?

00:38:00.240 --> 00:38:03.810
What are the things that they value?

00:38:03.810 --> 00:38:06.000
What are the things that
are interesting to them?

00:38:06.000 --> 00:38:09.260
Is it working on old cars?

00:38:09.260 --> 00:38:11.283
Is it baking?

00:38:12.425 --> 00:38:15.090
What is something that they like to do?

00:38:15.090 --> 00:38:18.160
And then think about how you can tie in

00:38:18.160 --> 00:38:22.350
things they're learning in
school to that piece of things.

00:38:22.350 --> 00:38:26.270
I use baking a lot because
it's easy to set up.

00:38:26.270 --> 00:38:28.280
There's a lot of math in baking

00:38:28.280 --> 00:38:32.130
and you can kind of make
some of those ties in there.

00:38:32.130 --> 00:38:35.470
But the key is to think
about what are the things

00:38:35.470 --> 00:38:38.960
that are interesting and
trying to make those links,

00:38:38.960 --> 00:38:42.380
whether it's future careers,
whether it's learning something

00:38:42.380 --> 00:38:46.380
that helps them be better at
that thing that they're doing.

00:38:46.380 --> 00:38:49.970
Relating their physics lessons,
to things that are going on.

00:38:49.970 --> 00:38:52.433
Whatever that is that
they're interested in.

00:38:54.943 --> 00:38:56.710
And it can be tough to figure out.

00:38:56.710 --> 00:38:59.370
Sometimes teenagers can
seem pretty apathetic

00:38:59.370 --> 00:39:01.830
about a lot of stuff and
don't wanna show their parents

00:39:01.830 --> 00:39:04.330
when they're interested in things.

00:39:04.330 --> 00:39:09.330
But again, put on your detective
hat so you can figure out

00:39:10.600 --> 00:39:12.817
what it is that they are interested in

00:39:12.817 --> 00:39:15.953
and it starts with trying to
build some of those bridges.

00:39:17.400 --> 00:39:18.880
- That's wonderful.

00:39:18.880 --> 00:39:20.660
Unfortunately, that's all the time we have

00:39:20.660 --> 00:39:22.170
for questions today.

00:39:22.170 --> 00:39:24.690
And so Kristen, thank you
for sharing your expertise

00:39:24.690 --> 00:39:26.070
with our audience.

00:39:26.070 --> 00:39:28.500
And we wanna thank you all
you busy parents out there.

00:39:28.500 --> 00:39:30.410
We know it's an incredibly busy time

00:39:30.410 --> 00:39:31.640
and you're balancing a lot.

00:39:31.640 --> 00:39:34.660
So we wanna thank you for
joining our session today.

00:39:34.660 --> 00:39:36.700
A couple of reminders,
if you missed anything

00:39:36.700 --> 00:39:39.430
or you wanna review, by
registering for this webinar

00:39:39.430 --> 00:39:43.610
you'll automatically be
emailed this recording.

00:39:43.610 --> 00:39:46.420
If you wanna download the PDF as well

00:39:46.420 --> 00:39:48.090
that'll automatically be sent to you.

00:39:48.090 --> 00:39:49.590
And we will be also be posting this

00:39:49.590 --> 00:39:51.810
in YouTube afterwards as well.

00:39:51.810 --> 00:39:53.700
So you'll have multiple chances to go back

00:39:53.700 --> 00:39:56.960
and look at some of the
content if you missed anything.

00:39:56.960 --> 00:39:59.210
And then secondly, we have
a lot of resources available

00:39:59.210 --> 00:40:03.690
on our
keeplearning.khanacademy.orgmicrosite

00:40:03.690 --> 00:40:06.440
which it has all of our
distance learning materials

00:40:06.440 --> 00:40:07.950
in one place.

00:40:07.950 --> 00:40:10.350
And then before we sign
off, we wanna ask you

00:40:10.350 --> 00:40:12.250
to do two things for us.

00:40:12.250 --> 00:40:14.410
First, there's a poll that will pop up

00:40:14.410 --> 00:40:15.970
and we will be asking you

00:40:15.970 --> 00:40:17.750
how could we make future iterations

00:40:17.750 --> 00:40:20.340
of this session more useful for you?

00:40:20.340 --> 00:40:23.240
And then secondly, we
will ask you your advice

00:40:23.240 --> 00:40:25.000
on what kinds of sessions would you like

00:40:25.000 --> 00:40:27.170
to see us build on next?

00:40:27.170 --> 00:40:29.340
So please let us know.

00:40:29.340 --> 00:40:31.970
This was actually a result
of some of your feedback

00:40:31.970 --> 00:40:33.220
in the past as well.

00:40:33.220 --> 00:40:36.150
And we're totally here to
support you in any way we can.

00:40:36.150 --> 00:40:38.360
So from all of us at Khan
Academy, thank you again

00:40:38.360 --> 00:40:41.493
for joining us and have
a great, great evening.


Simpson's index of diversity

WEBVTT
Kind: captions
Language: en

00:00:00.240 --> 00:00:01.570
- [Instructor] So in this table here

00:00:01.570 --> 00:00:03.010
we have two different communities,

00:00:03.010 --> 00:00:05.070
community one and community two,

00:00:05.070 --> 00:00:08.070
and each of them contain
three different species.

00:00:08.070 --> 00:00:10.910
And we see the populations of
those three different species.

00:00:10.910 --> 00:00:12.410
And we also see that the total number

00:00:12.410 --> 00:00:14.810
of individuals in each
community is the same.

00:00:14.810 --> 00:00:18.640
They both have a total
of 1,000 individuals.

00:00:18.640 --> 00:00:20.900
Now, my question to you, just intuitively

00:00:20.900 --> 00:00:22.900
based on the data in this table,

00:00:22.900 --> 00:00:27.810
which community would you
say is more diverse and why,

00:00:27.810 --> 00:00:30.393
community one or community two?

00:00:32.120 --> 00:00:34.650
All right, now let's
think about this together.

00:00:34.650 --> 00:00:35.760
So as we already talked about,

00:00:35.760 --> 00:00:38.510
they have the same number of individuals,

00:00:38.510 --> 00:00:41.040
and you might be thinking
that the number of species

00:00:41.040 --> 00:00:43.630
could be related to the
diversity, and you'd be right.

00:00:43.630 --> 00:00:46.620
The number of species does
contribute to the diversity,

00:00:46.620 --> 00:00:49.100
but we're dealing with a
situation where both communities

00:00:49.100 --> 00:00:50.650
have the same number of species.

00:00:50.650 --> 00:00:53.100
They each have three species.

00:00:53.100 --> 00:00:54.630
But when we look at the data,

00:00:54.630 --> 00:00:58.720
it's clear that community
two is mostly species A

00:00:58.720 --> 00:01:02.640
and you have very small groups
of species B and species C,

00:01:02.640 --> 00:01:05.850
while community one is more evenly spread.

00:01:05.850 --> 00:01:09.450
So just intuitively it
feels like community one

00:01:09.450 --> 00:01:13.140
is maybe more diverse,

00:01:13.140 --> 00:01:16.090
but this was just on my
intuition or our intuition,

00:01:16.090 --> 00:01:18.280
and the numbers are pretty clear here.

00:01:18.280 --> 00:01:20.580
It's evenly distributed
amongst the species here,

00:01:20.580 --> 00:01:24.400
and here it's very heavily
weighted on species A,

00:01:24.400 --> 00:01:26.760
but it might not always be this clear.

00:01:26.760 --> 00:01:30.100
So it'd be useful to have
some type of quantitative way

00:01:30.100 --> 00:01:33.200
to measure the diversity of a population.

00:01:33.200 --> 00:01:36.680
And lucky for us, there is a
quantitative way to do that

00:01:36.680 --> 00:01:39.820
called Simpson's, I'll write it down,

00:01:39.820 --> 00:01:44.763
Simpson's diversity index,

00:01:46.360 --> 00:01:48.150
and the way you calculate it,

00:01:48.150 --> 00:01:52.270
it's equal to one minus the sum of,

00:01:52.270 --> 00:01:55.585
for each species you take
the number of that species

00:01:55.585 --> 00:01:59.340
divided by the community size squared.

00:01:59.340 --> 00:02:02.890
So for each of the species,
you do this calculation,

00:02:02.890 --> 00:02:06.460
square it and then you add it
up for each of those species.

00:02:06.460 --> 00:02:09.100
So let's figure out
Simpson's diversity index

00:02:09.100 --> 00:02:11.180
for both communities
one and community two.

00:02:11.180 --> 00:02:12.620
And I encourage you you
could pause the video

00:02:12.620 --> 00:02:13.940
and try to work on it on your own

00:02:13.940 --> 00:02:15.895
before I work through it with you.

00:02:15.895 --> 00:02:19.430
So let's start with community one.

00:02:19.430 --> 00:02:24.010
So I'll say diversity
index for community one.

00:02:24.010 --> 00:02:25.670
I'll just put that in parentheses,

00:02:25.670 --> 00:02:28.740
is going to be equal to one minus,

00:02:28.740 --> 00:02:33.740
so we have 325 over, over 1,000 squared.

00:02:37.740 --> 00:02:39.920
Remember, we're gonna sum
on each of these species

00:02:39.920 --> 00:02:44.920
plus 305, 305 over 1,000 squared

00:02:47.240 --> 00:02:52.240
plus 370 over 1,000 squared.

00:02:54.120 --> 00:02:57.190
And I need to close my parentheses,

00:02:57.190 --> 00:02:59.420
and I can simplify this a bit.

00:02:59.420 --> 00:03:03.340
This is going to be equal to one minus,

00:03:03.340 --> 00:03:05.060
so all of these thousand squares,

00:03:05.060 --> 00:03:06.340
a thousand squared is a million.

00:03:06.340 --> 00:03:11.060
So it's gonna be everything
over 1 million, 1 million,

00:03:11.060 --> 00:03:15.080
and then we're going to have 325 squared,

00:03:15.080 --> 00:03:20.080
plus 305 squared, plus 370 squared.

00:03:22.190 --> 00:03:25.630
And that is going to give us 325 squared,

00:03:28.170 --> 00:03:33.170
plus 305 squared, plus 370
squared is equal to that.

00:03:37.160 --> 00:03:38.910
That's the numerator here,
and I'm willing to divide

00:03:38.910 --> 00:03:41.340
that by a million divided by,

00:03:41.340 --> 00:03:44.020
one, one, two, three, one, two, three.

00:03:44.020 --> 00:03:45.660
And that is a million.

00:03:45.660 --> 00:03:47.120
It equals this.

00:03:47.120 --> 00:03:49.350
And then I'm gonna subtract that from one.

00:03:49.350 --> 00:03:50.720
So let's put a negative sign here

00:03:50.720 --> 00:03:55.327
and say, plus one is equal to 0.664.

00:03:57.952 --> 00:04:01.280
So this is going to be
approximately equal to 0.6664.

00:04:03.180 --> 00:04:07.350
Now let's do the same
thing for community two.

00:04:07.350 --> 00:04:09.220
So if I write it over here,

00:04:09.220 --> 00:04:13.540
the diversity index for community
two is going to be equal

00:04:13.540 --> 00:04:17.720
to one minus, I put a
big parenthesis here,

00:04:17.720 --> 00:04:22.720
and we're going to have
925 over 1,000 squared,

00:04:24.540 --> 00:04:28.210
plus 40 over 1,000 squared,

00:04:30.260 --> 00:04:35.260
plus 35 over 1,000 squared.

00:04:35.500 --> 00:04:37.290
And if we simplify in a similar way,

00:04:37.290 --> 00:04:39.930
that's gonna be equal to one minus

00:04:39.930 --> 00:04:41.310
all these thousand squares.

00:04:41.310 --> 00:04:45.340
That's just a million, and
that's a common denominator.

00:04:45.340 --> 00:04:48.220
And so you're gonna have 925 squared,

00:04:48.220 --> 00:04:52.550
plus 40 squared, plus 35 squared.

00:04:52.550 --> 00:04:54.740
And then this is going to be approximately

00:04:54.740 --> 00:04:59.740
equal to 925 squared, plus 40 squared,

00:05:02.230 --> 00:05:07.230
plus 35 squared is equal to
this divided by a million.

00:05:09.870 --> 00:05:13.530
So divided by one, one,
two, three, one, two, three.

00:05:13.530 --> 00:05:15.620
Yep, six zeros is equal to that.

00:05:15.620 --> 00:05:20.440
And then you subtract
that from one and you get,

00:05:20.440 --> 00:05:23.143
which is approximately equal to 0.142.

00:05:25.580 --> 00:05:27.180
And so we see very clearly

00:05:27.180 --> 00:05:29.300
when we use Simpson's diversity index

00:05:29.300 --> 00:05:32.730
that consistent with our
intuition community two

00:05:32.730 --> 00:05:35.820
has a lower diversity
index than community one.

00:05:35.820 --> 00:05:37.350
And it's consistent with our intuition

00:05:37.350 --> 00:05:39.020
that it is less diverse.

00:05:39.020 --> 00:05:40.470
And I encourage you after this video

00:05:40.470 --> 00:05:42.770
think about why that
makes mathematical sense.