How to Bring Mastery Learning to Your Class... And Get Results Like Tim's!

WEBVTT
Kind: captions
Language: en

00:00:03.200 --> 00:00:06.160
- Hi everyone, this is Jeremy
Schifeling with Khan Academy.

00:00:06.160 --> 00:00:08.040
I wanna thank you for
joining us this afternoon

00:00:08.040 --> 00:00:10.610
or this evening, depending on
where you're calling in from.

00:00:10.610 --> 00:00:13.040
And you're in for a very special treat.

00:00:13.040 --> 00:00:16.800
So as you probably know, we've
been doing webinars everyday,

00:00:16.800 --> 00:00:19.500
twice a day, three times a
day here at Khan Academy,

00:00:19.500 --> 00:00:21.080
but I have to confess,

00:00:21.080 --> 00:00:23.080
I have never seen a session
like the one Tim lead

00:00:23.080 --> 00:00:25.860
a couple weeks ago where
he basically blew minds

00:00:25.860 --> 00:00:27.320
all across the country

00:00:27.320 --> 00:00:29.560
by talking about the results
he got with mastery learning

00:00:29.560 --> 00:00:30.820
in his classroom.

00:00:30.820 --> 00:00:32.280
So much so that Tim has gone on

00:00:32.280 --> 00:00:34.140
to chat with Sal Khan directly,

00:00:34.140 --> 00:00:36.910
and will actually be on Sal
Khan's live stream next week

00:00:36.910 --> 00:00:38.520
if you've been tuning into that.

00:00:38.520 --> 00:00:39.680
But if you want a sneak preview

00:00:39.680 --> 00:00:41.640
into what he and Sal are gonna talk about,

00:00:41.640 --> 00:00:43.230
you've come to the right place.

00:00:43.230 --> 00:00:45.470
In fact, this is way more
than a sneak preview.

00:00:45.470 --> 00:00:47.330
Thanks to the generosity of Tim,

00:00:47.330 --> 00:00:49.900
we're gonna get a deep dive
into everything he does

00:00:49.900 --> 00:00:52.740
in his classroom, the
actual use of Khan Academy,

00:00:52.740 --> 00:00:55.360
his grade book, and all that good detail

00:00:55.360 --> 00:00:57.460
so you can apply the same
in your own classroom

00:00:57.460 --> 00:00:59.580
either tomorrow or even next fall

00:00:59.580 --> 00:01:01.450
if you're already thinking about that.

00:01:01.450 --> 00:01:02.543
So that being said,

00:01:03.380 --> 00:01:06.470
Tim has asked to run a couple
of polls just to get started.

00:01:06.470 --> 00:01:09.060
We'd love to get a sense of the
folks in the room right now.

00:01:09.060 --> 00:01:12.730
So did you see Tim's original
webinar a couple weeks ago

00:01:12.730 --> 00:01:14.830
where he sort of laid out his experience

00:01:14.830 --> 00:01:15.663
of mastery of learning

00:01:15.663 --> 00:01:17.057
and the results he was getting?

00:01:18.200 --> 00:01:19.540
And it looks like that about 2/3

00:01:19.540 --> 00:01:21.660
of the votes coming in, Tim,

00:01:21.660 --> 00:01:24.300
there's actually a huge
chunk of new fans here,

00:01:24.300 --> 00:01:26.170
more than 3/4 actually.

00:01:26.170 --> 00:01:27.710
So definitely a lot of folks who could use

00:01:27.710 --> 00:01:29.680
a little bit of a refresher.

00:01:29.680 --> 00:01:32.250
And then just to help Tim out as well,

00:01:32.250 --> 00:01:34.083
tell us what grade level you teach?

00:01:35.060 --> 00:01:36.760
That'll sort of help us tailor.

00:01:36.760 --> 00:01:37.960
Obviously, Tim is coming at this

00:01:37.960 --> 00:01:40.320
from a sixth grade perspective,

00:01:40.320 --> 00:01:41.970
but he'll make sure to
speak to the realities

00:01:41.970 --> 00:01:43.470
of other grade levels as well.

00:01:44.560 --> 00:01:46.280
Okay, thanks every for
participating so quickly.

00:01:46.280 --> 00:01:47.253
That's awesome.

00:01:48.130 --> 00:01:48.997
Go ahead and share those results.

00:01:48.997 --> 00:01:52.100
And so Tim, lots of fellow
elementary school folks.

00:01:52.100 --> 00:01:54.000
But definitely a nice mix of folks

00:01:54.000 --> 00:01:55.570
all the way up to college in fact.

00:01:55.570 --> 00:01:59.210
So lots of hunger for the
kinds of things you're sharing.

00:01:59.210 --> 00:02:01.480
That being said, Tim,

00:02:01.480 --> 00:02:02.750
I'm gonna basically turn it over to you

00:02:02.750 --> 00:02:04.430
because you've, again, been so generous

00:02:04.430 --> 00:02:05.560
with your time and expertise

00:02:05.560 --> 00:02:07.830
to put together a whole
nother slide deck for us.

00:02:07.830 --> 00:02:08.663
Which also, by the way,

00:02:08.663 --> 00:02:10.590
is attached in the handout section

00:02:10.590 --> 00:02:13.310
and will be emailed to you
along with a recording.

00:02:13.310 --> 00:02:14.580
Tim is gonna spend about 30 minutes

00:02:14.580 --> 00:02:16.010
walking through all of this.

00:02:16.010 --> 00:02:17.630
And then we're gonna
take your questions live

00:02:17.630 --> 00:02:18.800
from the audience.

00:02:18.800 --> 00:02:20.010
So Tim, thank you again.

00:02:20.010 --> 00:02:20.843
Take it away.

00:02:21.970 --> 00:02:24.120
- Okay, well, since there was a good chunk

00:02:24.120 --> 00:02:27.662
of the live audience who have
not seen the original webinar,

00:02:27.662 --> 00:02:30.710
let me first highly
recommend that you go back

00:02:30.710 --> 00:02:31.630
and watch that.

00:02:31.630 --> 00:02:34.230
But I will go a little bit
slower than anticipated

00:02:34.230 --> 00:02:36.880
on the initial review materials

00:02:36.880 --> 00:02:38.610
so that you're caught up to speed.

00:02:38.610 --> 00:02:43.250
So let's see, do I have my
screen showing correctly?

00:02:43.250 --> 00:02:44.320
Jeremy?
- Coming through loud

00:02:44.320 --> 00:02:45.280
and clear.

00:02:45.280 --> 00:02:46.250
- The slides are correct?

00:02:46.250 --> 00:02:47.083
Okay, good.

00:02:47.083 --> 00:02:49.190
Okay so Mastery Learning with Khan Academy

00:02:49.190 --> 00:02:50.900
and how to achieve massive results.

00:02:50.900 --> 00:02:54.510
So just off the bat, I want you to know

00:02:54.510 --> 00:02:57.520
that as a sixth grade
teacher in a low income area

00:02:57.520 --> 00:03:00.070
in the High Desert area of California,

00:03:00.070 --> 00:03:03.720
halfway between LA and Vegas,

00:03:03.720 --> 00:03:06.610
my kids are like most kids in America.

00:03:06.610 --> 00:03:09.303
They're not coming from affluent homes.

00:03:10.650 --> 00:03:12.840
10% of them come to me at grade level,

00:03:12.840 --> 00:03:15.520
90% below grade level.

00:03:15.520 --> 00:03:17.510
Half of them far below.

00:03:17.510 --> 00:03:22.310
And nearly all of my students are reading

00:03:22.310 --> 00:03:24.020
two or more years below grade level

00:03:24.020 --> 00:03:25.070
when they come to me.

00:03:26.300 --> 00:03:30.310
And so comparing my class,
this is my class down here.

00:03:30.310 --> 00:03:34.570
I'm comparing my class with
the state of California

00:03:34.570 --> 00:03:39.170
and the county I teach in
and the district I teach in.

00:03:39.170 --> 00:03:42.680
You can see where my students are relative

00:03:42.680 --> 00:03:44.730
to all those, this is a passing grade

00:03:44.730 --> 00:03:46.920
in fifth grade and in sixth grade.

00:03:46.920 --> 00:03:48.020
Normalizing the scores,

00:03:48.020 --> 00:03:50.650
you can compare apples
to apples of growth.

00:03:50.650 --> 00:03:52.870
And my students were about a were a good

00:03:52.870 --> 00:03:56.310
about 20 points below the
average California student

00:03:56.310 --> 00:03:58.053
which is still really far below.

00:03:59.229 --> 00:04:01.040
And we'll talk about more of this later,

00:04:01.040 --> 00:04:04.335
but I want you to see my
kids are not at grade level.

00:04:04.335 --> 00:04:07.920
So much like most of
your students as well.

00:04:07.920 --> 00:04:12.920
And so in September 2016, I
watched a TED Talk from Sal.

00:04:13.120 --> 00:04:16.170
And you really need to
go watch this TED Talk.

00:04:16.170 --> 00:04:18.970
And right at about the, I
think it's the four-minute,

00:04:18.970 --> 00:04:20.920
30-second mark, somewhere in there,

00:04:20.920 --> 00:04:25.920
Sal gives a powerful analogy of education

00:04:26.720 --> 00:04:31.440
under the old school model
is kind of like, imagine

00:04:31.440 --> 00:04:34.120
building a building, like a
two or three-story building,

00:04:34.120 --> 00:04:35.670
or even taller.

00:04:35.670 --> 00:04:39.150
And giving instead of a fixed expectation

00:04:39.150 --> 00:04:42.420
of the building being safe and solid

00:04:42.420 --> 00:04:44.450
and firmly on a great foundation,

00:04:44.450 --> 00:04:47.750
instead, basing your
building on a timeline,

00:04:47.750 --> 00:04:50.710
saying, for example, all
right, you have two weeks

00:04:50.710 --> 00:04:52.230
to build a foundation.

00:04:52.230 --> 00:04:54.050
Do what you can.

00:04:54.050 --> 00:04:57.270
And two weeks later, the
building inspector comes.

00:04:57.270 --> 00:04:59.887
And he says, "Well, you got
some wet cement over here.

00:04:59.887 --> 00:05:02.877
"You don't have some
foundational posts over there.

00:05:02.877 --> 00:05:03.917
"That's pretty good.

00:05:03.917 --> 00:05:06.157
"You got an 80%.

00:05:06.157 --> 00:05:07.427
"Build the next level."

00:05:08.340 --> 00:05:10.320
Well, everybody knows in their right mind,

00:05:10.320 --> 00:05:12.560
if you keep up with that analogy

00:05:12.560 --> 00:05:15.460
from first floor to second
floor to third floor,

00:05:15.460 --> 00:05:17.680
eventually, the building's the crumble.

00:05:17.680 --> 00:05:22.000
And that's exactly like the way
we run education in America.

00:05:22.000 --> 00:05:24.637
We say, "Okay, you've got nine months,

00:05:24.637 --> 00:05:26.670
"so do what you can."

00:05:26.670 --> 00:05:28.500
And we don't have time to go back

00:05:28.500 --> 00:05:31.600
and fix the foundation of the years before

00:05:31.600 --> 00:05:33.010
these kids come to us.

00:05:33.010 --> 00:05:35.650
We just have to teach to the
current grade level standards,

00:05:35.650 --> 00:05:38.020
and they get what they
get and you pass 'em on.

00:05:38.020 --> 00:05:40.570
And you give 'em a good
grade if they try hard.

00:05:40.570 --> 00:05:42.780
But really do they pass the state test?

00:05:42.780 --> 00:05:43.653
Probably not.

00:05:44.580 --> 00:05:48.640
So the big takeaway from Sal's talks

00:05:48.640 --> 00:05:50.980
is this idea of mastery
learning, if you see

00:05:50.980 --> 00:05:52.260
that at the bottom there.

00:05:52.260 --> 00:05:55.130
Mastery learning is a different mindset.

00:05:55.130 --> 00:05:58.460
It's developing each skill to fluency

00:05:58.460 --> 00:06:02.490
and longterm retention
where the fixed variable

00:06:02.490 --> 00:06:06.480
is mastery rather than the time allotted.

00:06:06.480 --> 00:06:09.527
You say, "Okay, I don't care
how long it takes you to learn

00:06:09.527 --> 00:06:14.297
"let's say, solving
single variable equations,

00:06:14.297 --> 00:06:15.527
"but you're gonna master this

00:06:15.527 --> 00:06:16.487
"before the state test.

00:06:16.487 --> 00:06:17.887
"You might take longer than most kids.

00:06:17.887 --> 00:06:19.837
"You might learn it
after the quiz we take,

00:06:19.837 --> 00:06:20.887
"but you're gonna learn this

00:06:20.887 --> 00:06:22.380
"and that's the expectation."

00:06:22.380 --> 00:06:23.527
Versus, "You gotta a week,

00:06:23.527 --> 00:06:24.737
"and if you don't learn it, too bad.

00:06:24.737 --> 00:06:25.570
"We're moving on.

00:06:25.570 --> 00:06:29.600
"Your grade's stuck for that
assignment, that skill."

00:06:29.600 --> 00:06:31.210
Mastery learning is a different mindset.

00:06:31.210 --> 00:06:33.190
We'll talk more about that later.

00:06:33.190 --> 00:06:34.730
So I had decided after watching

00:06:34.730 --> 00:06:38.390
that video from Sal
that I was totally done

00:06:38.390 --> 00:06:42.940
with building on these
dangerous foundations

00:06:42.940 --> 00:06:46.170
of unstable mathematical concepts.

00:06:46.170 --> 00:06:47.500
These kids just didn't grasp

00:06:47.500 --> 00:06:48.660
what the meaning of numbers were,

00:06:48.660 --> 00:06:51.050
place value, fractions,

00:06:51.050 --> 00:06:53.990
what equations are, and
why we're subtracting

00:06:53.990 --> 00:06:56.380
or adding to both sides at the same time.

00:06:56.380 --> 00:06:57.380
They just think that math

00:06:57.380 --> 00:07:00.460
is about memorizing algorithms,

00:07:00.460 --> 00:07:02.850
as opposed to truly understanding

00:07:02.850 --> 00:07:04.280
what's going on.

00:07:04.280 --> 00:07:07.453
So I decided that from now on,

00:07:09.070 --> 00:07:10.420
I'm gonna teach students

00:07:10.420 --> 00:07:12.539
with a solid foundation.

00:07:12.539 --> 00:07:15.250
And Khan Academy was gonna
help me make that happen.

00:07:15.250 --> 00:07:18.810
So in fall of 2016, I
chose three years ago,

00:07:18.810 --> 00:07:21.390
now four school years ago pretty much

00:07:21.390 --> 00:07:23.060
to take my kids back to kindergarten.

00:07:23.060 --> 00:07:24.340
We're gonna go back to kindergarten

00:07:24.340 --> 00:07:27.360
with the help of Khan Academy
and master all these skills

00:07:27.360 --> 00:07:29.300
so that we have a solid
foundation to build on.

00:07:29.300 --> 00:07:31.560
So beautifully, Khan Academy has all

00:07:31.560 --> 00:07:34.050
these different grade level courses.

00:07:34.050 --> 00:07:36.800
So I assigned K through five in addition

00:07:36.800 --> 00:07:38.900
to my sixth grade standards

00:07:38.900 --> 00:07:41.050
that my sixth graders
were supposed to learn.

00:07:41.050 --> 00:07:43.760
And I expected them to master everything.

00:07:43.760 --> 00:07:45.980
And let's see what happened.

00:07:45.980 --> 00:07:49.270
So after three school years of doing this,

00:07:49.270 --> 00:07:50.830
each of the past three school years,

00:07:50.830 --> 00:07:53.380
my sixth graders have grown.

00:07:53.380 --> 00:07:55.730
Their results have looked like this.

00:07:55.730 --> 00:07:57.280
You see that little dot on the left.

00:07:57.280 --> 00:08:01.190
Vandenberg 18/19, 60 points below.

00:08:01.190 --> 00:08:04.470
If you look at California,
I pick the best growth

00:08:04.470 --> 00:08:07.560
for California students, the
largest educational market

00:08:07.560 --> 00:08:09.240
in the nation.

00:08:09.240 --> 00:08:13.410
The best growth of the last
three years, cohort growth,

00:08:13.410 --> 00:08:17.680
they grew that year, 2017-18 school year,

00:08:17.680 --> 00:08:21.950
they grew 1.2 points
towards a passing score.

00:08:21.950 --> 00:08:24.550
Now even just a flat
year of growth is good.

00:08:24.550 --> 00:08:26.800
That means you gave
'em a year harder test,

00:08:26.800 --> 00:08:28.490
and they stayed at the same level.

00:08:28.490 --> 00:08:30.050
So you kept 'em where they were

00:08:30.050 --> 00:08:32.070
by teaching them a whole
year's worth of material.

00:08:32.070 --> 00:08:33.200
They stayed about where they were.

00:08:33.200 --> 00:08:34.993
So even just flat growth is good.

00:08:35.980 --> 00:08:37.960
Well, here's what happened with my kids

00:08:37.960 --> 00:08:40.320
after using this mastery learning model,

00:08:40.320 --> 00:08:41.940
going back and filling in the gaps.

00:08:41.940 --> 00:08:44.053
We went from 60 points below,

00:08:46.043 --> 00:08:49.090
to 34 points above.

00:08:49.090 --> 00:08:52.450
All totaled, it's about
94, 95 points of growth,

00:08:52.450 --> 00:08:54.830
on average, for every student in my class.

00:08:54.830 --> 00:08:56.410
Every kid went up.

00:08:56.410 --> 00:08:57.960
The one kid who went up the most,

00:08:57.960 --> 00:09:00.000
he went up 193 points.

00:09:00.000 --> 00:09:02.460
He was an IEP special ed kid.

00:09:02.460 --> 00:09:05.300
One of the most, sweet boy,

00:09:05.300 --> 00:09:08.290
but one of the most hyperactive, ADHD boys

00:09:08.290 --> 00:09:11.360
I'd ever had in 25 years of teaching.

00:09:11.360 --> 00:09:13.930
And he grew immensely
thanks to Khan Academy,

00:09:13.930 --> 00:09:16.630
and so did the whole rest of the class.

00:09:16.630 --> 00:09:18.763
So these are the kids.

00:09:19.780 --> 00:09:22.550
And their lives were changed forever.

00:09:22.550 --> 00:09:23.480
This is real.

00:09:23.480 --> 00:09:25.180
You know, if those kids
look like your kids,

00:09:25.180 --> 00:09:26.930
you know, just your normal, average

00:09:28.300 --> 00:09:30.530
American student, well there you go.

00:09:30.530 --> 00:09:32.260
That's them, just like your class.

00:09:32.260 --> 00:09:34.813
If they can do it, so can your kids too.

00:09:35.800 --> 00:09:37.560
So how do you make this happen?

00:09:37.560 --> 00:09:38.990
First, I highly recommend,

00:09:38.990 --> 00:09:40.730
now this is new material from here on out.

00:09:40.730 --> 00:09:44.110
For those of you who have
watched the former webinar.

00:09:44.110 --> 00:09:46.070
We're gonna deep dive into my brief points

00:09:46.070 --> 00:09:47.120
on the first webinar.

00:09:48.130 --> 00:09:52.600
First, familiarize yourself
with what mastery learning

00:09:52.600 --> 00:09:56.040
actually is, okay?

00:09:56.040 --> 00:09:58.240
Mastery learning, watch these two videos

00:09:58.240 --> 00:10:02.180
and the one linked up above
in the slide deck up above.

00:10:02.180 --> 00:10:04.440
Those three videos from Sal Khan himself

00:10:04.440 --> 00:10:06.180
where he explains what
mastery learning is.

00:10:06.180 --> 00:10:08.120
Really wrap your mind around that.

00:10:08.120 --> 00:10:11.070
A lot of questions I received
in the last three weeks,

00:10:11.070 --> 00:10:13.170
about half of them have
come to me from teachers,

00:10:13.170 --> 00:10:15.360
I can tell, they really
haven't quite grasped

00:10:15.360 --> 00:10:16.660
what mastery learning is.

00:10:16.660 --> 00:10:18.887
They still wanna teach
under the old model.

00:10:18.887 --> 00:10:22.360
And bless them for wanting to reach out

00:10:22.360 --> 00:10:24.070
and try some new tricks that might work.

00:10:24.070 --> 00:10:25.430
But if you really want huge growth,

00:10:25.430 --> 00:10:28.180
you really gotta accept and deep dive

00:10:28.180 --> 00:10:30.160
into this mastery learning model.

00:10:30.160 --> 00:10:32.300
If you wanna see what this
looks like in a classroom,

00:10:32.300 --> 00:10:34.100
in fact, in my classroom,

00:10:34.100 --> 00:10:36.140
that's the video linked there.

00:10:36.140 --> 00:10:40.210
And then you can watch my earlier webinar

00:10:40.210 --> 00:10:41.300
right there on that link.

00:10:41.300 --> 00:10:45.060
So you can see all that from
the first go round we had.

00:10:45.060 --> 00:10:46.003
So moving on.

00:10:47.010 --> 00:10:50.200
So here's some best practices
for mastery learning.

00:10:50.200 --> 00:10:52.333
First, some disclaimers.

00:10:53.810 --> 00:10:55.970
Every classroom and school

00:10:55.970 --> 00:10:59.590
and district situation is different.

00:10:59.590 --> 00:11:02.830
You need to adjust and make this work

00:11:02.830 --> 00:11:04.030
for your students.

00:11:04.030 --> 00:11:06.330
There's no one-size fits all.

00:11:06.330 --> 00:11:08.570
You need to use your
professional judgment.

00:11:08.570 --> 00:11:12.030
You still need to follow
whatever rules and expectations

00:11:12.030 --> 00:11:15.540
from your department,
your grade level team,

00:11:15.540 --> 00:11:17.883
your administrators, your district.

00:11:18.799 --> 00:11:22.250
At the same time, it's certainly helped

00:11:22.250 --> 00:11:23.360
when I went to my principal

00:11:23.360 --> 00:11:25.890
and I asked permission to try
something vastly different.

00:11:25.890 --> 00:11:28.290
And he gave me permission
to try just one year.

00:11:28.290 --> 00:11:29.523
If my state test results went up,

00:11:29.523 --> 00:11:30.800
then he let me keep doing.

00:11:30.800 --> 00:11:32.410
And that's exactly what happened.

00:11:32.410 --> 00:11:37.080
Number two disclaimer, this
is a major paradigm shift

00:11:37.080 --> 00:11:40.620
from the traditional
time-driven learning model

00:11:40.620 --> 00:11:43.560
to the mastery-driven learning model.

00:11:43.560 --> 00:11:45.780
You need to think differently.

00:11:45.780 --> 00:11:47.097
You need to think differently from,

00:11:47.097 --> 00:11:48.117
"Okay, I'm gonna teach it,

00:11:48.117 --> 00:11:49.880
"and then we're gonna do
some practice homework,

00:11:49.880 --> 00:11:50.757
"and then I'm gonna give a quiz.

00:11:50.757 --> 00:11:52.167
"And whatever grade they got, that's it.

00:11:52.167 --> 00:11:53.590
"We're moving on."

00:11:53.590 --> 00:11:55.300
This is a different mindset

00:11:55.300 --> 00:11:57.110
where kids can still go back in

00:11:57.110 --> 00:11:59.110
and continue to master skills

00:11:59.110 --> 00:12:02.350
while still keeping up with
the class on the new stuff.

00:12:02.350 --> 00:12:05.390
And grades are never solid
until report cards come out.

00:12:05.390 --> 00:12:07.610
That's when grades are locked in.

00:12:07.610 --> 00:12:12.610
Number three disclaimer, for
many, if not most students,

00:12:14.160 --> 00:12:17.070
in America and in the world, really,

00:12:17.070 --> 00:12:20.883
this is a matter of
educational life and death.

00:12:21.910 --> 00:12:25.070
Are you willing to treat it as such?

00:12:25.070 --> 00:12:28.180
Or are you just gonna stick
with the epically failed,

00:12:28.180 --> 00:12:30.460
time-driven status quo?

00:12:30.460 --> 00:12:31.940
You've gotta decide, look, you might

00:12:31.940 --> 00:12:33.980
be the last chance your
students ever have.

00:12:33.980 --> 00:12:35.470
You might be the only teacher

00:12:35.470 --> 00:12:38.420
in their whole K-12 educational life

00:12:38.420 --> 00:12:40.247
who will say, "You know what,

00:12:40.247 --> 00:12:42.697
"enough is enough, I'm
gonna make sure my kids

00:12:42.697 --> 00:12:44.140
"get the foundation they need."

00:12:44.140 --> 00:12:46.350
Maybe for high school teachers,

00:12:46.350 --> 00:12:47.970
you're gonna make them do early math,

00:12:47.970 --> 00:12:49.450
arithmetic, and pre-algebra.

00:12:49.450 --> 00:12:53.130
Elementary teachers, early
math and arithmetic only,

00:12:53.130 --> 00:12:55.440
in addition to your current
grade level material.

00:12:55.440 --> 00:12:59.200
But you gotta decide, hey,
am I gonna change their life,

00:12:59.200 --> 00:13:00.980
or are they just gonna continue to pretend

00:13:00.980 --> 00:13:02.740
they're passing classes
'cause they try hard,

00:13:02.740 --> 00:13:03.850
but they never really master it.

00:13:03.850 --> 00:13:05.670
They fail the state test every year.

00:13:05.670 --> 00:13:07.100
Their learning is fake.

00:13:07.100 --> 00:13:08.940
We're lying to parents about their grades.

00:13:08.940 --> 00:13:10.080
An A is not really an A.

00:13:10.080 --> 00:13:12.740
An A just means they're nice, well-behaved

00:13:12.740 --> 00:13:14.880
and work hard on homework and classwork.

00:13:14.880 --> 00:13:15.713
And I give 'em an A,

00:13:15.713 --> 00:13:16.546
and I move 'em on even though

00:13:16.546 --> 00:13:18.300
they just failed the state test.

00:13:18.300 --> 00:13:21.597
Or are you gonna just
say, "The buck stops here.

00:13:21.597 --> 00:13:22.617
"I'm gonna make a difference.

00:13:22.617 --> 00:13:24.157
"We're gonna do something different

00:13:24.157 --> 00:13:25.410
"and change these kid's lives."

00:13:25.410 --> 00:13:27.560
So I hope you join me in that adventure,

00:13:27.560 --> 00:13:28.393
but that's up to you.

00:13:28.393 --> 00:13:30.470
Make sure you get permission
from administrators

00:13:30.470 --> 00:13:32.070
or your department team

00:13:32.070 --> 00:13:34.710
or whatever you need so
that you're not in trouble

00:13:34.710 --> 00:13:36.370
for doing what I believe is morally

00:13:36.370 --> 00:13:38.020
and ethically right for all kids.

00:13:40.220 --> 00:13:43.340
All right, so here's some tips.

00:13:43.340 --> 00:13:45.450
Getting more in detail, these main points,

00:13:45.450 --> 00:13:47.760
one through the first nine of these

00:13:47.760 --> 00:13:49.800
are from the original webinar,

00:13:49.800 --> 00:13:52.410
but the details underneath
are new for people to see.

00:13:52.410 --> 00:13:56.130
So we'll look at these in
detail, slowly, one at a time.

00:13:56.130 --> 00:13:56.963
So here we go.

00:13:59.540 --> 00:14:00.780
Pardon me.

00:14:00.780 --> 00:14:05.780
So number one, be honest and
face the state test facts.

00:14:05.850 --> 00:14:09.720
Where are your students actually at?

00:14:09.720 --> 00:14:11.430
Look at their state test scores

00:14:11.430 --> 00:14:16.140
from the year before or whatever
district diagnostic test

00:14:16.140 --> 00:14:19.515
or anything that'll show the
real truth of how they compare

00:14:19.515 --> 00:14:23.440
to state expectations and
national norms and so on.

00:14:23.440 --> 00:14:25.010
Where are they really at?

00:14:25.010 --> 00:14:28.160
If their previous year teacher
said they got an A or a B,

00:14:28.160 --> 00:14:29.530
that might mean they're a good student,

00:14:29.530 --> 00:14:30.363
but that doesn't mean

00:14:30.363 --> 00:14:32.850
they mastered the skills
from the previous year.

00:14:32.850 --> 00:14:34.587
How many times have you told yourself,

00:14:34.587 --> 00:14:35.420
"What were they teaching them

00:14:35.420 --> 00:14:36.530
"the year before?"

00:14:36.530 --> 00:14:38.310
And I guarantee you that that teacher

00:14:38.310 --> 00:14:39.890
the year before was
thinking the same thing

00:14:39.890 --> 00:14:43.220
in August, September, at
the start of the year too.

00:14:43.220 --> 00:14:45.330
And so on and so on, all the
way down in kindergarten.

00:14:45.330 --> 00:14:46.760
What were they teaching them in preschool?

00:14:46.760 --> 00:14:48.237
And the preschool's saying,
"What were they teaching

00:14:48.237 --> 00:14:49.600
"them at home?"

00:14:49.600 --> 00:14:52.730
So that's not your business.

00:14:52.730 --> 00:14:55.380
What is your business is
where are they at right now?

00:14:56.250 --> 00:15:00.380
So I highly recommend that
you focus on your students'

00:15:00.380 --> 00:15:05.090
actual cohort growth history.

00:15:05.090 --> 00:15:06.500
Where are they growing?

00:15:06.500 --> 00:15:08.740
And how did your students
who just graduated

00:15:08.740 --> 00:15:11.270
the year before, how did they grow before?

00:15:11.270 --> 00:15:14.170
I gotta tell you, I
also taught high school

00:15:14.170 --> 00:15:15.550
and junior high,

00:15:15.550 --> 00:15:17.110
not just sixth grade, even though the bulk

00:15:17.110 --> 00:15:19.380
of my 25 years was sixth grade.

00:15:19.380 --> 00:15:21.450
And even Jeremy doesn't know this.

00:15:21.450 --> 00:15:25.320
For six years, I was adjunct professor

00:15:25.320 --> 00:15:27.783
at the University of
Redlands in California,

00:15:29.125 --> 00:15:30.780
Teacher Credential program,

00:15:30.780 --> 00:15:32.830
and I worked with student teachers

00:15:32.830 --> 00:15:36.520
as their once a week symposium teacher,

00:15:36.520 --> 00:15:39.360
as they check in during
the hardest semester.

00:15:39.360 --> 00:15:40.200
They're teaching life.

00:15:40.200 --> 00:15:41.210
It's called student teaching.

00:15:41.210 --> 00:15:42.950
We've all been through that.

00:15:42.950 --> 00:15:45.000
So I've seen it all.

00:15:45.000 --> 00:15:47.710
We all know about high school teachers,

00:15:47.710 --> 00:15:50.620
junior high teachers, elementary teachers

00:15:50.620 --> 00:15:53.520
who might be very proud of
their state test scores.

00:15:53.520 --> 00:15:54.700
You know, maybe their kids,

00:15:54.700 --> 00:15:58.360
their average scores in their
class were at grade level.

00:15:58.360 --> 00:16:01.000
But if you look at their growth,

00:16:01.000 --> 00:16:03.500
they might have actually gone down.

00:16:03.500 --> 00:16:05.350
Maybe they came to them at an advanced,

00:16:05.350 --> 00:16:06.773
above grade level score,

00:16:07.770 --> 00:16:10.780
but by the time they graduated them,

00:16:10.780 --> 00:16:13.180
their scores actually went down.

00:16:13.180 --> 00:16:15.070
They might still be at grade level,

00:16:15.070 --> 00:16:17.620
but they didn't actually keep
them level or bring them up.

00:16:17.620 --> 00:16:20.350
Which to me is what a
successful teacher is.

00:16:20.350 --> 00:16:23.590
So look at that growth history,

00:16:23.590 --> 00:16:26.210
and be honest with yourself about that.

00:16:26.210 --> 00:16:27.697
And so when I saw that, I said,

00:16:27.697 --> 00:16:28.897
"I need to do something different

00:16:28.897 --> 00:16:30.920
"'cause it's not working."

00:16:30.920 --> 00:16:33.590
So focus on growth, not the final scores.

00:16:33.590 --> 00:16:35.410
And then finally, if possible,

00:16:35.410 --> 00:16:37.430
discuss the growth data with your team,

00:16:37.430 --> 00:16:39.310
your department, administration,

00:16:39.310 --> 00:16:44.310
and most importantly,
parents and students, show,

00:16:45.070 --> 00:16:46.320
I highly recommend this.

00:16:46.320 --> 00:16:47.830
This is what I do at Back to School Night

00:16:47.830 --> 00:16:50.540
and parent-teacher conferences.

00:16:50.540 --> 00:16:53.690
Show the whole class results,

00:16:53.690 --> 00:16:56.530
and then provide individual
student results individually.

00:16:56.530 --> 00:16:58.750
I'm not gonna show any individual scores,

00:16:58.750 --> 00:17:01.310
but I have loaded up what I showed

00:17:01.310 --> 00:17:03.053
at the start of this school year.

00:17:05.100 --> 00:17:06.773
Jeremy, are you able to see this?

00:17:08.640 --> 00:17:09.640
- Yep, coming through.

00:17:09.640 --> 00:17:13.255
- Okay, so this is what
I showed at the start

00:17:13.255 --> 00:17:14.870
of this school year.

00:17:14.870 --> 00:17:16.670
This is my previous school year's kids,

00:17:16.670 --> 00:17:18.190
the same kids you just saw in that chart

00:17:18.190 --> 00:17:20.250
where they grew a lot.

00:17:20.250 --> 00:17:22.902
This is basically almost
the same scores every year.

00:17:22.902 --> 00:17:24.780
They come to me the previous year.

00:17:24.780 --> 00:17:27.080
This is what they look
like the previous year.

00:17:28.190 --> 00:17:30.600
About three kids at grade level.

00:17:30.600 --> 00:17:32.670
That's this in the green here.

00:17:32.670 --> 00:17:35.500
Nobody in advanced, above grade level.

00:17:35.500 --> 00:17:37.120
I sure would like to be
one of those teachers

00:17:37.120 --> 00:17:38.407
that gets a population up here,

00:17:38.407 --> 00:17:41.270
and a bunch of kids down
here above at grade level.

00:17:41.270 --> 00:17:43.550
This is a typical report from my district

00:17:43.550 --> 00:17:46.033
on how kids did on state
test the year before.

00:17:47.520 --> 00:17:50.180
And then this is where
most of my kids are.

00:17:50.180 --> 00:17:51.880
Now, they call this a nice word.

00:17:51.880 --> 00:17:54.940
They call this, "Standards Nearly Met".

00:17:54.940 --> 00:17:58.740
But if green, level three
means at grade level,

00:17:58.740 --> 00:18:00.850
what do you call yellow, level two?

00:18:00.850 --> 00:18:03.260
That means not at grade level.

00:18:03.260 --> 00:18:06.070
To me, that means they
failed the previous year.

00:18:06.070 --> 00:18:08.630
In my case, they failed fifth grade.

00:18:08.630 --> 00:18:10.070
And then there's the kids,

00:18:10.070 --> 00:18:11.680
the biggest chunk of my kids

00:18:11.680 --> 00:18:14.670
far below grade level, far below.

00:18:14.670 --> 00:18:17.210
And I can't tell you
how many of these kids

00:18:17.210 --> 00:18:21.510
got As and Bs from their
teachers in fifth grade

00:18:21.510 --> 00:18:23.210
'cause they worked hard, they were nice,

00:18:23.210 --> 00:18:24.243
they did their best,

00:18:24.243 --> 00:18:25.640
then they got an A or a B.

00:18:25.640 --> 00:18:26.837
And their parents come to me and say,

00:18:26.837 --> 00:18:28.567
"My child never got less than an A,

00:18:28.567 --> 00:18:32.067
"or never got less than a B
on their report cards in math.

00:18:32.067 --> 00:18:34.040
"So what are you gonna do
with my kid this year?"

00:18:34.040 --> 00:18:35.900
Well I show them the reality.

00:18:35.900 --> 00:18:37.850
You need to show your parents the reality.

00:18:37.850 --> 00:18:39.380
This is reality.

00:18:39.380 --> 00:18:40.840
Do you want me to give your child an A

00:18:40.840 --> 00:18:42.490
when they failed at grade level,

00:18:42.490 --> 00:18:43.930
or do you want me to be honest with you

00:18:43.930 --> 00:18:45.680
and do something differently
to make a difference?

00:18:45.680 --> 00:18:48.070
Besides, parents, this is what happened

00:18:48.070 --> 00:18:49.220
and this is what I do.

00:18:49.220 --> 00:18:50.053
I show them all these.

00:18:50.053 --> 00:18:52.000
These are failing scores in each domain.

00:18:52.000 --> 00:18:54.810
Concepts, procedures, problem
solving, modeling data,

00:18:54.810 --> 00:18:56.150
communicating, reasoning.

00:18:56.150 --> 00:18:58.980
Orange is failing, like far below.

00:18:58.980 --> 00:19:01.620
The gray could be at, could be below.

00:19:01.620 --> 00:19:02.980
It's like near grade level.

00:19:02.980 --> 00:19:06.460
And the light blue is like advanced.

00:19:06.460 --> 00:19:07.720
Not so good.

00:19:07.720 --> 00:19:08.750
This is reality.

00:19:08.750 --> 00:19:11.410
You need to show your
parents, your administrators,

00:19:11.410 --> 00:19:13.280
your team reality.

00:19:13.280 --> 00:19:15.840
And have a reality check with them.

00:19:15.840 --> 00:19:19.420
But then, show them what
happens with the growth.

00:19:19.420 --> 00:19:22.260
If you do this for one
year, show them the growth.

00:19:22.260 --> 00:19:23.377
So I show them before

00:19:23.377 --> 00:19:24.730
and then here comes the after.

00:19:24.730 --> 00:19:25.603
Ready for this?

00:19:26.500 --> 00:19:27.540
Boom.

00:19:27.540 --> 00:19:30.860
Those are the exact same kids leveled up

00:19:30.860 --> 00:19:32.503
those 90 or so points.

00:19:33.770 --> 00:19:35.830
Yeah, there is one kid
still down here in the red,

00:19:35.830 --> 00:19:36.663
but I'll tell you,

00:19:36.663 --> 00:19:39.030
this kid actually went up like 100 points.

00:19:39.030 --> 00:19:40.230
And then all those kids
that were in the red

00:19:40.230 --> 00:19:41.090
moved up to yellow.

00:19:41.090 --> 00:19:43.200
And then all those kids in
the yellow moved up to green.

00:19:43.200 --> 00:19:45.050
And all these advanced kids moved up.

00:19:46.190 --> 00:19:47.023
This is real.

00:19:47.023 --> 00:19:50.020
And look at all these domain scores.

00:19:50.020 --> 00:19:51.890
Look at all these advanced,
and all this orange

00:19:51.890 --> 00:19:53.560
like almost went away.

00:19:53.560 --> 00:19:54.710
This is real growth.

00:19:54.710 --> 00:19:57.840
And when I had success
the very first year,

00:19:57.840 --> 00:19:58.673
this is what I do.

00:19:58.673 --> 00:20:00.370
I show the next year's parents.

00:20:00.370 --> 00:20:02.570
Here's the before, and
your kids, by the way,

00:20:02.570 --> 00:20:03.717
are just like this.

00:20:03.717 --> 00:20:06.210
And if you want the after,
I can make this happen

00:20:06.210 --> 00:20:07.043
if you want it.

00:20:07.043 --> 00:20:08.890
So show that data.

00:20:08.890 --> 00:20:11.060
And until then, until you have some data

00:20:11.060 --> 00:20:13.013
to show that to administrators,

00:20:13.850 --> 00:20:15.520
talk to them about
where they're really at,

00:20:15.520 --> 00:20:17.570
and why are we beating a dead horse

00:20:17.570 --> 00:20:19.100
and being like that fly,

00:20:19.100 --> 00:20:20.820
hitting their head against the window,

00:20:20.820 --> 00:20:23.340
thinking they'll eventually get through?

00:20:23.340 --> 00:20:24.650
You gotta do something different.

00:20:24.650 --> 00:20:27.310
The definition of insanity is
continuing to do what fails

00:20:27.310 --> 00:20:31.340
over and over, people say,
expecting it to change.

00:20:31.340 --> 00:20:33.580
So quit the insanity and
do something different.

00:20:33.580 --> 00:20:36.190
So be honest with the state test results.

00:20:36.190 --> 00:20:38.870
So back to our presentation.

00:20:38.870 --> 00:20:40.713
I think it's this over here.

00:20:42.247 --> 00:20:43.080
Okay?

00:20:44.770 --> 00:20:46.410
So show them all that.

00:20:46.410 --> 00:20:47.243
Next.

00:20:48.520 --> 00:20:52.180
Number two, acknowledge
that math is cumulative.

00:20:52.180 --> 00:20:54.320
Prerequisite skills are exactly that,

00:20:54.320 --> 00:20:56.780
pre-required, not pre-suggested.

00:20:56.780 --> 00:20:59.167
You can't teach kids how
to multiply, divide, add,

00:20:59.167 --> 00:21:02.350
and subtract fractions and mixed numbers

00:21:02.350 --> 00:21:04.810
unless they even understand
what a fraction is.

00:21:04.810 --> 00:21:06.290
And they can't even figure that out

00:21:06.290 --> 00:21:07.310
until they understand

00:21:07.310 --> 00:21:10.440
the meaning of numbers and
number sense and place value

00:21:10.440 --> 00:21:11.510
and of all that.

00:21:11.510 --> 00:21:13.460
So they need to master those skills.

00:21:13.460 --> 00:21:16.520
Otherwise, they will continue
for the rest of their lives

00:21:16.520 --> 00:21:19.490
until they choose to quit school
or think that they're dumb

00:21:19.490 --> 00:21:21.070
when they're not.

00:21:21.070 --> 00:21:22.710
They're just gonna think
the school that math

00:21:22.710 --> 00:21:25.940
is all about algorithms,
memorizing algorithms,

00:21:25.940 --> 00:21:28.140
and having no clue what it all means.

00:21:28.140 --> 00:21:30.580
So get away from memorizing algorithms.

00:21:30.580 --> 00:21:34.210
Focus on meaning and understanding
what's really going on

00:21:34.210 --> 00:21:37.620
by going back, even back to kindergarten,

00:21:37.620 --> 00:21:40.090
and having them master
those prerequisite skills

00:21:40.090 --> 00:21:42.270
and number sense concepts.

00:21:42.270 --> 00:21:46.220
Number three, in order to
do that, use Khan Academy

00:21:46.220 --> 00:21:50.000
to remediate and fill in foundational gaps

00:21:50.000 --> 00:21:53.900
by assigning remedial
course mastery expectations.

00:21:53.900 --> 00:21:55.320
I assigned early math,

00:21:55.320 --> 00:21:58.630
or you can individually
assign K, one, two, three,

00:21:58.630 --> 00:22:00.670
whatever grade levels are below you.

00:22:00.670 --> 00:22:04.220
Also, the arithmetic course
covers, I would say kindergarten

00:22:04.220 --> 00:22:07.990
through seventh grade arithmetic
dealing with positive,

00:22:07.990 --> 00:22:10.860
negative, integers, add,
subtract, multiply, divide

00:22:10.860 --> 00:22:12.410
and order of operations.

00:22:12.410 --> 00:22:14.930
That a little bit gets
into seventh grade as well.

00:22:14.930 --> 00:22:16.727
So that's a good review for junior high

00:22:16.727 --> 00:22:18.520
and high school teachers.

00:22:18.520 --> 00:22:21.510
And then the pre algebra
course is excellent review

00:22:21.510 --> 00:22:24.300
for secondary teachers
teaching above pre algebra.

00:22:24.300 --> 00:22:26.860
So that's an excellent review.

00:22:26.860 --> 00:22:29.220
Next, teach.

00:22:29.220 --> 00:22:30.260
You're still teaching.

00:22:30.260 --> 00:22:32.037
You don't just say, "All
right, everybody go on Khan

00:22:32.037 --> 00:22:33.360
"and figure it out yourself."

00:22:33.360 --> 00:22:34.870
You still teach.

00:22:34.870 --> 00:22:38.300
The grade level common
core standards to mastery.

00:22:38.300 --> 00:22:41.120
Don't just cover the
standards, master them.

00:22:41.120 --> 00:22:43.393
Expect mastery.

00:22:44.290 --> 00:22:49.250
Number five, believe that
every child can learn.

00:22:49.250 --> 00:22:51.640
It's called growth mindset.

00:22:51.640 --> 00:22:53.770
So what you should do is you should assign

00:22:53.770 --> 00:22:55.313
like the first week of school.

00:22:56.230 --> 00:22:58.040
And I know it's kind of late now,

00:22:58.040 --> 00:22:59.730
but you can still assign
this to your kids now

00:22:59.730 --> 00:23:00.563
change their lives now.

00:23:00.563 --> 00:23:02.210
Don't wait till the fall.

00:23:02.210 --> 00:23:05.130
Assign this remotely as we're
all doing remote learning.

00:23:05.130 --> 00:23:08.120
The growth mindset
lessons on Khan Academy.

00:23:08.120 --> 00:23:09.250
Tell your kids get on there.

00:23:09.250 --> 00:23:10.390
Tell 'em it's extra credit.

00:23:10.390 --> 00:23:11.860
Tell 'em it'll change their lives,

00:23:11.860 --> 00:23:14.090
it's totally worth it if
you haven't done it already.

00:23:14.090 --> 00:23:17.520
So if you go to Khan Academy.

00:23:17.520 --> 00:23:18.870
I'm gonna pull up that tab.

00:23:22.740 --> 00:23:25.410
Okay, up here in the Courses tab.

00:23:25.410 --> 00:23:27.220
Over here in College Careers and more

00:23:27.220 --> 00:23:30.090
is this Growth Mindset Course.

00:23:30.090 --> 00:23:32.170
So assign that to your kids, it's amazing.

00:23:32.170 --> 00:23:33.180
The videos are amazing.

00:23:33.180 --> 00:23:34.330
Do them together as a class.

00:23:34.330 --> 00:23:35.450
Talk about them.

00:23:35.450 --> 00:23:37.380
Do the activities, it's fantastic.

00:23:37.380 --> 00:23:39.113
So definitely be doing that.

00:23:40.070 --> 00:23:40.903
Okay.

00:23:40.903 --> 00:23:42.203
And then back to the presentation.

00:23:46.260 --> 00:23:49.460
Okay, growth mindset, also
part of growth mindset,

00:23:49.460 --> 00:23:54.230
really emphasize and teach
the value of error analysis.

00:23:54.230 --> 00:23:55.500
Learn from mistakes.

00:23:55.500 --> 00:23:57.291
Mistakes are good.

00:23:57.291 --> 00:24:02.190
The quickest, the fastest
growth that kids make

00:24:02.190 --> 00:24:04.130
is when they stop and learn from mistakes.

00:24:04.130 --> 00:24:06.460
Okay, what did I do wrong?

00:24:06.460 --> 00:24:09.470
And that's where the
growing is the most powerful

00:24:09.470 --> 00:24:11.260
and sticks with them the longest.

00:24:11.260 --> 00:24:12.790
And the growth mindset videos

00:24:12.790 --> 00:24:15.980
and lessons talk about that,
so make sure you do that.

00:24:15.980 --> 00:24:19.640
Number six, teach,
support, teach, support.

00:24:19.640 --> 00:24:22.290
And you're really teaching,
but then you support them.

00:24:22.290 --> 00:24:25.670
You let the use Khan Academy
which gives instant feedback

00:24:25.670 --> 00:24:26.720
after every question.

00:24:26.720 --> 00:24:29.440
Did they understand it or not?

00:24:29.440 --> 00:24:31.810
And let go and allow them

00:24:31.810 --> 00:24:34.510
to have self-agency and initiative.

00:24:34.510 --> 00:24:35.670
Let them own it.

00:24:35.670 --> 00:24:38.303
So let me go back in Khan Academy.

00:24:41.840 --> 00:24:42.743
Up here.

00:24:44.070 --> 00:24:45.980
Okay, so over here on Progress,

00:24:45.980 --> 00:24:47.280
if you go to your Progress tab,

00:24:47.280 --> 00:24:49.030
I have assigned the sixth grade

00:24:49.030 --> 00:24:50.450
and several other courses.

00:24:50.450 --> 00:24:51.720
And this is my current class.

00:24:51.720 --> 00:24:54.970
I've changed their names
to just two letters,

00:24:54.970 --> 00:24:57.920
first and last name of each
so you don't know who's who.

00:24:57.920 --> 00:24:59.840
A little privacy there for them.

00:24:59.840 --> 00:25:01.130
But this is my class progress.

00:25:01.130 --> 00:25:03.010
And these low performers down here,

00:25:03.010 --> 00:25:04.900
these are special ed kids.

00:25:04.900 --> 00:25:07.930
And they're actually mastering
their lower grade materials

00:25:07.930 --> 00:25:08.990
for the first time in their life.

00:25:08.990 --> 00:25:09.870
So I'm still proud of them.

00:25:09.870 --> 00:25:11.740
They're still gonna have
huge growth on the state test

00:25:11.740 --> 00:25:13.590
from where they were last year.

00:25:13.590 --> 00:25:17.280
Even this kid here who's at
38% mastery for sixth grade,

00:25:17.280 --> 00:25:19.390
on our practice state test practices,

00:25:19.390 --> 00:25:22.170
he is crushing the practice state test

00:25:23.310 --> 00:25:25.210
with at above grade level scores

00:25:25.210 --> 00:25:27.560
on half of the practice tests
and at grade level scores

00:25:27.560 --> 00:25:29.080
for the other half.

00:25:29.080 --> 00:25:31.310
He's doing great, and so
are all the other kids,

00:25:31.310 --> 00:25:33.860
doing the best that they've
ever done in their whole lives.

00:25:33.860 --> 00:25:36.330
The Khan Academy research
which I leaned on

00:25:36.330 --> 00:25:37.790
before I ever began this,

00:25:37.790 --> 00:25:40.930
says that if kids master 40%

00:25:40.930 --> 00:25:43.700
or more of their current
grade level standards,

00:25:43.700 --> 00:25:47.870
they will outperform their
non Khan Academy peers

00:25:47.870 --> 00:25:49.570
that don't use Khan Academy,

00:25:49.570 --> 00:25:52.720
by about 50% on their state test.

00:25:52.720 --> 00:25:56.120
And kids who master
60% from here and above

00:25:56.120 --> 00:25:58.120
will outperform by 80%.

00:25:58.120 --> 00:26:00.490
I'm pretty sure maybe, Jeremy, afterwards

00:26:00.490 --> 00:26:03.070
can link the Khan Academy page that shows

00:26:03.070 --> 00:26:07.350
that bar graph growth compared
to non-Khan using kids.

00:26:07.350 --> 00:26:08.183
So I just want you to know.

00:26:08.183 --> 00:26:09.016
And you might think,

00:26:09.016 --> 00:26:10.297
"Well, we're almost done
with the school year.

00:26:10.297 --> 00:26:12.670
"Why aren't more of your
kids, Tim, further along?"

00:26:12.670 --> 00:26:13.503
I trust this.

00:26:13.503 --> 00:26:14.430
This is real learning.

00:26:14.430 --> 00:26:16.010
Not I covered it and I failed the test.

00:26:16.010 --> 00:26:18.160
Those kids actually mastered this.

00:26:18.160 --> 00:26:20.730
And these kids, all these kids at 60%,

00:26:20.730 --> 00:26:24.090
approximately 60% or
higher, I anticipate them

00:26:24.090 --> 00:26:26.930
achieving advanced, above grade level.

00:26:26.930 --> 00:26:28.900
That level one on that chart,

00:26:28.900 --> 00:26:33.090
or at grade level, but definitely
at grade level or above.

00:26:33.090 --> 00:26:34.370
So they're gonna do great.

00:26:34.370 --> 00:26:36.360
But then I used these charts.

00:26:36.360 --> 00:26:39.020
So going back into teach,
support, teach, support.

00:26:39.020 --> 00:26:41.340
What I do is I go into the unit,

00:26:41.340 --> 00:26:43.270
the grade level unit that we're teaching,

00:26:43.270 --> 00:26:44.760
I still teach.

00:26:44.760 --> 00:26:45.920
So let's say here's the unit

00:26:45.920 --> 00:26:47.820
we actually haven't even covered yet.

00:26:47.820 --> 00:26:49.440
Check this out.

00:26:49.440 --> 00:26:53.010
We have not even taught
this unit at all yet.

00:26:53.010 --> 00:26:54.763
But because my students have,

00:26:55.923 --> 00:26:59.950
I have allowed them to have
initiative and self-agency,

00:26:59.950 --> 00:27:01.350
and the ability to move forward.

00:27:01.350 --> 00:27:03.810
Without me even teaching the unit,

00:27:03.810 --> 00:27:06.570
a third of my class is
already halfway done

00:27:06.570 --> 00:27:08.280
with the whole unit.

00:27:08.280 --> 00:27:11.300
And then another third is
a quarter done or more.

00:27:11.300 --> 00:27:13.570
And then these are the kids
that are low and struggling

00:27:13.570 --> 00:27:14.710
and they're not to this yet.

00:27:14.710 --> 00:27:16.780
But when I get around to
teaching this unit next,

00:27:16.780 --> 00:27:20.580
if we do come back from the
whole remote learning thing

00:27:21.430 --> 00:27:23.420
that we're all going through right now.

00:27:23.420 --> 00:27:25.610
When I do teach this unit,

00:27:25.610 --> 00:27:30.180
I've already got 2/3 of my
class seeded with preknowledge

00:27:30.180 --> 00:27:32.230
about what is going on.

00:27:32.230 --> 00:27:35.750
So let's say, and here's
their growth on each skill.

00:27:35.750 --> 00:27:39.550
So what I do is I'll go to the skill.

00:27:39.550 --> 00:27:42.700
Let's say I wanna teach
how to calculate the mean.

00:27:42.700 --> 00:27:46.210
So here, 17 kids still
haven't gotten to proficient

00:27:46.210 --> 00:27:47.480
or familiar with that.

00:27:47.480 --> 00:27:49.130
So calculate the mean.

00:27:49.130 --> 00:27:51.550
I will teach this skill and
probably the next skill,

00:27:51.550 --> 00:27:54.770
the median, and probably this and this.

00:27:54.770 --> 00:27:58.050
I'll probably teach three
or four skills at once,

00:27:58.050 --> 00:28:00.110
three or four skills together

00:28:00.110 --> 00:28:01.850
over a good hour.

00:28:01.850 --> 00:28:03.110
And then I'll let them loose.

00:28:03.110 --> 00:28:05.070
Like, okay now, now go do it.

00:28:05.070 --> 00:28:06.910
I bet you can do it just
like we did together

00:28:06.910 --> 00:28:07.743
as a class.

00:28:07.743 --> 00:28:09.820
I'll use my own computer
as like a student,

00:28:09.820 --> 00:28:12.340
and we do some problems
together as a class.

00:28:12.340 --> 00:28:15.030
And then I literally put
this up on the big screen.

00:28:15.030 --> 00:28:16.990
And they would actually see their names,

00:28:16.990 --> 00:28:18.540
but I'm not letting you see their names.

00:28:18.540 --> 00:28:20.287
And I'll say, "Okay,
you wanna go to recess?

00:28:20.287 --> 00:28:22.677
"You need to at least get to familiar,

00:28:22.677 --> 00:28:24.443
"to this level, before recess.

00:28:24.443 --> 00:28:26.847
"And you got 30 minutes before recess.

00:28:26.847 --> 00:28:28.087
"I bet you can get to familiar

00:28:28.087 --> 00:28:31.077
"especially since I'm here to help you.

00:28:31.077 --> 00:28:32.967
"You neighbors are here to help you.

00:28:32.967 --> 00:28:34.897
"The Khan videos and the Khan hints

00:28:34.897 --> 00:28:36.380
"are all here to help you."

00:28:36.380 --> 00:28:39.230
And as long as kids work
hard and do their best

00:28:39.230 --> 00:28:42.490
and reach out for help
and persist and show grit

00:28:42.490 --> 00:28:44.010
and show growth mindset,

00:28:44.010 --> 00:28:45.350
I let 'em all go to recess.

00:28:45.350 --> 00:28:46.320
And the ones that are you know,

00:28:46.320 --> 00:28:47.800
there's always kids
that choose not to work.

00:28:47.800 --> 00:28:49.280
And I hold 'em in.

00:28:49.280 --> 00:28:51.370
Now you as a high school
teacher, junior high teacher,

00:28:51.370 --> 00:28:54.160
you got different privileges or powers

00:28:54.160 --> 00:28:55.710
that you can have over them.

00:28:55.710 --> 00:28:56.770
But that's what I do.

00:28:56.770 --> 00:28:59.070
Or I might say okay, for homework,

00:28:59.070 --> 00:29:02.550
by tomorrow, you need to all
be over here at proficient,

00:29:02.550 --> 00:29:04.830
or you know, let's see,
what do we call this?

00:29:04.830 --> 00:29:07.930
Proficient or try to be at mastered

00:29:07.930 --> 00:29:09.160
by taking a unit exam.

00:29:09.160 --> 00:29:10.050
So that's what I do.

00:29:10.050 --> 00:29:11.660
I teach and then I monitor this.

00:29:11.660 --> 00:29:14.330
I'll even put this on the
big screen in my classroom.

00:29:14.330 --> 00:29:15.760
I'll project this whole screen.

00:29:15.760 --> 00:29:18.010
And I've trained them as a class.

00:29:18.010 --> 00:29:19.547
I say, "Okay, class.

00:29:19.547 --> 00:29:23.347
"Now here, you see names.

00:29:23.347 --> 00:29:25.457
"Where you are in this
chart has nothing to do

00:29:25.457 --> 00:29:27.227
"with how smart you are.

00:29:27.227 --> 00:29:29.957
"This is all about just
where you're at right now.

00:29:29.957 --> 00:29:31.417
"So let's all work together as a team

00:29:31.417 --> 00:29:33.247
"and get up here to proficient.

00:29:33.247 --> 00:29:34.347
"Let's work together as a team.

00:29:34.347 --> 00:29:37.787
"And you kids who've become
proficient or mastered,

00:29:37.787 --> 00:29:40.747
"You're now the designated peer tutors.

00:29:40.747 --> 00:29:43.427
"Reach out to your table
members who are down here

00:29:43.427 --> 00:29:45.560
"who are still struggling
them and help them out."

00:29:45.560 --> 00:29:47.680
And I'll give big team
points or class points

00:29:47.680 --> 00:29:49.860
and we can get everybody moved up.

00:29:49.860 --> 00:29:52.640
Or I'll let these kids go to
recess early, or whatever.

00:29:52.640 --> 00:29:54.147
So motivate kids like that.

00:29:54.147 --> 00:29:57.690
And then also show the
growth charts, okay?

00:29:57.690 --> 00:29:58.970
And just set a class culture

00:29:58.970 --> 00:30:00.720
of we're here to support each other.

00:30:00.720 --> 00:30:03.140
And everybody who works hard is rewarded,

00:30:03.140 --> 00:30:06.040
even if you can't get up
to proficient or familiar.

00:30:06.040 --> 00:30:08.030
If you work hard and reach out for help,

00:30:08.030 --> 00:30:10.110
hey, you're moving on, you're
getting all the privileges

00:30:10.110 --> 00:30:10.943
everybody else gets.

00:30:10.943 --> 00:30:11.776
But I need to see it.

00:30:11.776 --> 00:30:13.390
I need to see the effort and the belief

00:30:13.390 --> 00:30:15.810
that you can learn by
putting in the effort

00:30:15.810 --> 00:30:16.660
and sweat equity.

00:30:16.660 --> 00:30:21.223
So now, back at the sixth grade progress.

00:30:23.430 --> 00:30:25.410
As I teach, I'm monitoring this chart.

00:30:25.410 --> 00:30:26.330
And I'll show the class.

00:30:26.330 --> 00:30:27.897
I'll say, "Okay, class, the median.

00:30:27.897 --> 00:30:31.110
"And we learn what median
means early on the year."

00:30:31.110 --> 00:30:33.470
The middle kid in the class is right here.

00:30:33.470 --> 00:30:35.210
Are you above or below?

00:30:35.210 --> 00:30:37.820
And can you catch them
if you're down here?

00:30:37.820 --> 00:30:38.917
And so I'll do that.

00:30:38.917 --> 00:30:41.077
And I might also, I might say,

00:30:41.077 --> 00:30:44.597
"Hey, so-and-so, this kid right here,

00:30:44.597 --> 00:30:47.217
"did you know that your friend
is only 1% ahead of you?

00:30:47.217 --> 00:30:48.617
"I bet if you work hard tonight,

00:30:48.617 --> 00:30:49.557
"you can catch them up.

00:30:49.557 --> 00:30:52.585
"In fact, I'll pay class
cash, or a raffle ticket,

00:30:52.585 --> 00:30:55.610
"or some kind of class reward
if you can catch 'em up."

00:30:55.610 --> 00:30:56.443
And then this kid's like,

00:30:56.443 --> 00:30:57.747
"Oh no, I don't want that to happen.

00:30:57.747 --> 00:30:59.450
"I'm not gonna let you beat me."

00:30:59.450 --> 00:31:03.390
And so I have individual one,
V, one competitions as well,

00:31:03.390 --> 00:31:04.820
using this data.

00:31:04.820 --> 00:31:07.670
But it's all a class environment

00:31:07.670 --> 00:31:09.540
of supporting and encouraging.

00:31:09.540 --> 00:31:11.070
And you've gotta set that tone.

00:31:11.070 --> 00:31:13.290
We are here to help each other.

00:31:13.290 --> 00:31:14.480
And you praise the kids.

00:31:14.480 --> 00:31:16.910
You grow a lot and move up.

00:31:16.910 --> 00:31:18.470
And every kid can do it,

00:31:18.470 --> 00:31:19.890
and we really believe in that.

00:31:19.890 --> 00:31:21.280
Especially at the unit level,

00:31:21.280 --> 00:31:23.240
they'll see bigger
growth on the unit level

00:31:23.240 --> 00:31:25.450
when you click on unit.

00:31:25.450 --> 00:31:27.820
For example, that unit that
I haven't even taught yet.

00:31:27.820 --> 00:31:29.470
They'll see growth more rapid

00:31:29.470 --> 00:31:32.170
because within a unit,
it's less materials.

00:31:32.170 --> 00:31:34.343
So their growth happens more quickly.

00:31:35.280 --> 00:31:37.023
Okay, so back to the presentation.

00:31:37.959 --> 00:31:40.500
I just wanted you to
see that while I teach,

00:31:40.500 --> 00:31:42.340
I then can use this data

00:31:42.340 --> 00:31:44.160
to know who I need to go help,

00:31:44.160 --> 00:31:46.550
who is struggling and
who needs assistance.

00:31:46.550 --> 00:31:47.670
So back to the presentation.

00:31:47.670 --> 00:31:50.910
So teach, support, but allow
them to work on their own.

00:31:50.910 --> 00:31:52.616
And you saw the results of that.

00:31:52.616 --> 00:31:56.310
Like half the class has
already learned a whole chunk

00:31:56.310 --> 00:31:58.240
of that unit that I
haven't even taught yet.

00:31:58.240 --> 00:32:00.180
So make it real.

00:32:00.180 --> 00:32:04.790
Let them have some independence.

00:32:04.790 --> 00:32:09.790
Next, motivate, encourage,
praise, reward, and celebrate.

00:32:10.100 --> 00:32:11.440
What I do at the start of the year,

00:32:11.440 --> 00:32:14.469
I really, really get
them excited about growth

00:32:14.469 --> 00:32:17.130
and really believing that they can do it.

00:32:17.130 --> 00:32:20.790
So I emphasize the mastery

00:32:20.790 --> 00:32:25.790
of the lower grade level skills, K1, two.

00:32:26.090 --> 00:32:27.907
These kids are like, "Psh, I can do this.

00:32:27.907 --> 00:32:29.190
"I'm a sixth grader."

00:32:29.190 --> 00:32:31.430
And they might secretly
struggle with some skills

00:32:31.430 --> 00:32:33.697
like, "Mr. Vandenberg, I
forgot what a rhombus is.

00:32:33.697 --> 00:32:35.190
"Can you tell me what that is?"

00:32:35.190 --> 00:32:37.940
Or they might not have
ever truly had the chance

00:32:37.940 --> 00:32:40.400
to learn or master what some

00:32:40.400 --> 00:32:42.350
of these number sense skills are.

00:32:42.350 --> 00:32:44.060
Did you know how they
start in common core,

00:32:44.060 --> 00:32:45.270
they start learning

00:32:45.270 --> 00:32:48.450
about distributive property
concepts pretty early.

00:32:48.450 --> 00:32:53.030
So really have them go through
those foundational skills.

00:32:55.371 --> 00:32:59.640
But they basically build
confidence and velocity

00:32:59.640 --> 00:33:02.110
by focusing on lower grade

00:33:02.110 --> 00:33:05.930
level review, remediation standards.

00:33:05.930 --> 00:33:07.047
They're like, "Oh, I can do this.

00:33:07.047 --> 00:33:08.897
"Look, now I know how to look at the hints

00:33:08.897 --> 00:33:10.287
"to quickly learn how to do it.

00:33:10.287 --> 00:33:12.097
"It's easy, it's first
grade, it's kindergarten,

00:33:12.097 --> 00:33:13.300
"I can do this."

00:33:13.300 --> 00:33:15.260
And so they learn how the system works

00:33:15.260 --> 00:33:16.810
while it's still easy,

00:33:16.810 --> 00:33:18.680
while secretly, they might come across

00:33:18.680 --> 00:33:19.882
something they struggle with,

00:33:19.882 --> 00:33:21.357
and they're like, "Okay, I need
to slow down and learn this.

00:33:21.357 --> 00:33:23.430
"Get help from my teacher."

00:33:23.430 --> 00:33:27.080
While they're doing this, their
self-pride will skyrocket.

00:33:27.080 --> 00:33:30.220
As students build confidence
and self-agency through grit

00:33:30.220 --> 00:33:33.710
and determination, utilizing
help resources as needed,

00:33:33.710 --> 00:33:36.080
the videos, the hints, their peer buddies,

00:33:36.080 --> 00:33:38.140
and you the teacher, and even parents

00:33:38.140 --> 00:33:39.593
and older siblings at home.

00:33:40.530 --> 00:33:42.630
Next part of this motivation piece.

00:33:42.630 --> 00:33:44.820
Use those remedial courses.

00:33:44.820 --> 00:33:47.263
And as they do the remedial courses,

00:33:48.250 --> 00:33:51.530
have them begin with a course challenges.

00:33:51.530 --> 00:33:52.523
Because they have supposedly

00:33:52.523 --> 00:33:54.970
have already covered this before,

00:33:54.970 --> 00:33:57.010
then supposedly, they
should be able to do it.

00:33:57.010 --> 00:33:59.187
So say, "Hey, start at the end.

00:33:59.187 --> 00:34:00.867
"Do the course challenge

00:34:00.867 --> 00:34:03.280
"and the unit tests a few times."

00:34:03.280 --> 00:34:06.730
And what that will do, it
will quickly bring them up

00:34:06.730 --> 00:34:08.470
in their skill mastery a lot faster

00:34:08.470 --> 00:34:12.280
than if they went skill by
skill through all the lessons.

00:34:12.280 --> 00:34:13.943
It's a really rapid advancement.

00:34:14.860 --> 00:34:17.130
And then what they did
not answer correctly,

00:34:17.130 --> 00:34:20.010
than they can go and individually
work on those skills.

00:34:20.010 --> 00:34:21.580
Have them do those course challenges.

00:34:21.580 --> 00:34:23.040
It's kind of like a final exam

00:34:23.040 --> 00:34:26.090
and end of year test,
and also the unit tests

00:34:26.090 --> 00:34:27.400
a few times each.

00:34:27.400 --> 00:34:31.040
But be aware, after so many times,

00:34:31.040 --> 00:34:33.080
some of the questions do start to recycle.

00:34:33.080 --> 00:34:35.410
So you don't want kids
doing that too many times.

00:34:35.410 --> 00:34:37.010
And you'll have to use your judgment

00:34:37.010 --> 00:34:38.300
where the questions start to recycle,

00:34:38.300 --> 00:34:39.690
they're just memorizing answers,

00:34:39.690 --> 00:34:41.130
copying answers down and reusing them.

00:34:41.130 --> 00:34:43.990
So I only let them do them a few times,

00:34:43.990 --> 00:34:46.340
maybe five times or so.

00:34:46.340 --> 00:34:48.840
And then right around 10 times, I think,

00:34:48.840 --> 00:34:50.040
questions start to recycle.

00:34:50.040 --> 00:34:52.833
Somebody's who's an expert
will have to inform me on that.

00:34:53.820 --> 00:34:58.590
So and then, if also at
the start of the year,

00:34:58.590 --> 00:35:00.360
I focus on time on task.

00:35:00.360 --> 00:35:01.610
Like first week of school,

00:35:01.610 --> 00:35:03.310
I'll say, "Hey, guys, guess what?"

00:35:05.450 --> 00:35:07.920
I can see how hard you're working.

00:35:07.920 --> 00:35:09.453
So like, for example,

00:35:11.120 --> 00:35:14.210
I go back up to this excellent feature

00:35:14.210 --> 00:35:16.300
called activity overview.

00:35:16.300 --> 00:35:19.950
This is set up for the
window of this semester.

00:35:19.950 --> 00:35:22.120
Grades finished for first
semester on December 16th.

00:35:22.120 --> 00:35:25.440
So ever since then, this
is their work since then.

00:35:25.440 --> 00:35:28.550
So what I might do, I might
set this to just the last day

00:35:28.550 --> 00:35:32.460
or two, and then I'll sort
by most minutes on task.

00:35:32.460 --> 00:35:33.293
And I'll reward it.

00:35:33.293 --> 00:35:34.347
I'll say, "Okay, kids.

00:35:34.347 --> 00:35:37.937
"I will reward the top 10 kids
who work the most tonight.

00:35:37.937 --> 00:35:41.027
"Now your required homework
is only 30 minutes tonight,

00:35:41.027 --> 00:35:42.767
"but if you do more than that,

00:35:42.767 --> 00:35:45.437
"if you're one of the top
10, boy, I'm gonna reward you

00:35:45.437 --> 00:35:47.347
"big class cash or big team points,

00:35:47.347 --> 00:35:50.370
"or some privilege or some
reward or something like that."

00:35:50.370 --> 00:35:52.960
So that they get hooked on the successes

00:35:52.960 --> 00:35:56.500
of burning through quickly
those early grade level skills

00:35:56.500 --> 00:35:58.210
and really mastering them.

00:35:58.210 --> 00:36:01.090
Next, after awhile, after
a few weeks of that,

00:36:01.090 --> 00:36:04.550
I phase out of focusing
on minutes on task.

00:36:04.550 --> 00:36:06.520
'Cause you can fake the minutes on task

00:36:06.520 --> 00:36:08.490
by just leaving the screen open.

00:36:08.490 --> 00:36:10.980
The smart kids start to figure that out.

00:36:10.980 --> 00:36:14.033
Then I started focusing
instead on skills leveled up.

00:36:15.050 --> 00:36:18.047
And I'll say, "Okay, the top 10 kids

00:36:18.047 --> 00:36:20.617
"who level up the most
skills tonight for homework,

00:36:20.617 --> 00:36:22.117
"I'm gonna give them big rewards.

00:36:22.117 --> 00:36:25.270
"So make sure you're focusing
on skills leveled up."

00:36:25.270 --> 00:36:27.500
So that's one way I
really motivate the kids.

00:36:27.500 --> 00:36:29.690
I met set them individually rewards,

00:36:29.690 --> 00:36:32.120
or team rewards or class
rewards for all that.

00:36:32.120 --> 00:36:34.943
So okay, back to presentation.

00:36:39.770 --> 00:36:41.800
So that's what this is all about.

00:36:41.800 --> 00:36:43.970
And so as you teach them
to rely on those videos,

00:36:43.970 --> 00:36:45.543
hints, elbow buddies and you.

00:36:46.794 --> 00:36:50.540
Next, praise and reward individual, team,

00:36:50.540 --> 00:36:54.643
and whole class effort and progress.

00:36:54.643 --> 00:36:56.600
Educational research has shown

00:36:56.600 --> 00:36:59.390
that kids need three levels of motivation.

00:36:59.390 --> 00:37:02.130
Usually your higher achieving kids,

00:37:02.130 --> 00:37:03.670
what works with them the best

00:37:03.670 --> 00:37:07.490
is individual motivation,
individual rewards.

00:37:07.490 --> 00:37:09.190
Your average achieving kids

00:37:09.190 --> 00:37:10.970
need more like small group rewards,

00:37:10.970 --> 00:37:14.630
like a team or a table group,
or maybe a class versus

00:37:14.630 --> 00:37:16.410
a class, if you're high
school, junior high teacher,

00:37:16.410 --> 00:37:17.860
period versus period.

00:37:17.860 --> 00:37:21.540
And then, the lower kids,
they need more whole class

00:37:21.540 --> 00:37:24.080
where they can blend in and
work as a whole giant team

00:37:24.080 --> 00:37:26.790
because they know they
can still chip in and not

00:37:26.790 --> 00:37:27.623
be singled out.

00:37:27.623 --> 00:37:30.280
And they might be embarrassed
if their growth is shown.

00:37:30.280 --> 00:37:33.620
But boy, if they chip in and
help the whole class achieve,

00:37:33.620 --> 00:37:35.560
then they will definitely
help make a big difference.

00:37:35.560 --> 00:37:37.160
And their growth will still go up

00:37:37.160 --> 00:37:39.820
without any individual focus on them.

00:37:39.820 --> 00:37:43.730
So that's basically, that
was life-changing for me

00:37:43.730 --> 00:37:47.760
when I learned that decades
ago about motivating kids

00:37:47.760 --> 00:37:50.290
on those three levels,
individual, team, and whole class.

00:37:50.290 --> 00:37:53.270
So reward and praise accordingly.

00:37:53.270 --> 00:37:55.380
Next, here's some ideas to do all that.

00:37:55.380 --> 00:37:57.170
Khan Academy has some free certificates

00:37:57.170 --> 00:37:58.010
you can download.

00:37:58.010 --> 00:38:00.353
Jeremy can give you the link for that.

00:38:00.353 --> 00:38:03.460
Class cash, that's what
I use, or raffle tickets,

00:38:03.460 --> 00:38:07.370
or homework heroes, or team
points, or classwide challenges,

00:38:07.370 --> 00:38:08.710
or like I was saying earlier,

00:38:08.710 --> 00:38:10.720
one V. one skill mastery challenges.

00:38:10.720 --> 00:38:12.370
Pit friends against friends.

00:38:12.370 --> 00:38:14.740
Who can, you know, I bet you
can catch up to your buddy

00:38:14.740 --> 00:38:16.840
this week or tonight
or in this class period

00:38:16.840 --> 00:38:18.050
if you work hard.

00:38:18.050 --> 00:38:19.860
Or who can level up the most skills today,

00:38:19.860 --> 00:38:20.903
and just today only?

00:38:22.340 --> 00:38:25.650
And I like to show unit and
skill progress charts live,

00:38:25.650 --> 00:38:28.330
all with the culture of we are all here

00:38:28.330 --> 00:38:29.430
to support each other,

00:38:29.430 --> 00:38:31.020
and everybody who works hard,

00:38:31.020 --> 00:38:32.590
I don't care how low your progress is.

00:38:32.590 --> 00:38:35.900
As long you work hard, you'll
be praised and rewarded.

00:38:35.900 --> 00:38:38.140
Okay, another way to motivate.

00:38:38.140 --> 00:38:39.360
Use grades.

00:38:39.360 --> 00:38:41.140
Khan Academy should be used for grades.

00:38:41.140 --> 00:38:43.050
In fact, I trust Khan Academy better

00:38:43.050 --> 00:38:47.040
than most assessments by far,

00:38:47.040 --> 00:38:48.860
based on mastery.

00:38:48.860 --> 00:38:52.570
And for me, a grade is never locked in.

00:38:52.570 --> 00:38:54.980
A grade can go up if they keep leveling

00:38:54.980 --> 00:38:57.240
up their mastery for a course.

00:38:57.240 --> 00:39:01.000
Or a grade can go down until report cards.

00:39:01.000 --> 00:39:02.950
Once report cards happen
their grade is locked in,

00:39:02.950 --> 00:39:04.460
especially semester report cards.

00:39:04.460 --> 00:39:06.230
Grades are locked in.

00:39:06.230 --> 00:39:07.580
But by the end of the year,

00:39:07.580 --> 00:39:08.780
they can keep working.

00:39:08.780 --> 00:39:10.310
Right now as we're remote learning,

00:39:10.310 --> 00:39:13.240
even though work is not required

00:39:13.240 --> 00:39:15.890
because of the remote
learning equity concerns,

00:39:15.890 --> 00:39:18.140
the kids can still
optionally keep working.

00:39:18.140 --> 00:39:19.750
And they are, they're
leveling up their skills.

00:39:19.750 --> 00:39:22.620
I've had kids who've worked
hours and hours leveling skills

00:39:22.620 --> 00:39:24.930
while they're at home
on their Chromebooks,

00:39:24.930 --> 00:39:26.130
working on their skills.

00:39:27.080 --> 00:39:28.740
Here's a pro tip, that I suggest

00:39:28.740 --> 00:39:30.570
you do what works best for you,

00:39:30.570 --> 00:39:32.630
but I highly recommend that you use

00:39:32.630 --> 00:39:35.210
Khan Academy assignments for grades.

00:39:35.210 --> 00:39:38.040
The assignments, there's
a really fantastic feature

00:39:38.040 --> 00:39:39.030
called Assignments where you

00:39:39.030 --> 00:39:41.937
can assign specific skills to kids.

00:39:41.937 --> 00:39:43.280
And they're super powerful

00:39:43.280 --> 00:39:45.090
for seeing how the kids are doing.

00:39:45.090 --> 00:39:46.950
And because it'll tell
you how the whole class

00:39:46.950 --> 00:39:48.713
did on every single question.

00:39:49.810 --> 00:39:52.260
It's super powerful, but
I highly recommend you use

00:39:52.260 --> 00:39:55.310
that for grades sparingly,

00:39:55.310 --> 00:39:57.650
unless you're one of those teachers

00:39:57.650 --> 00:39:59.850
who has all the time in the world

00:39:59.850 --> 00:40:02.330
to enter assignment grades,

00:40:02.330 --> 00:40:04.660
individual assignment
grades into your grade book,

00:40:04.660 --> 00:40:08.381
and keep them updating regularly.

00:40:08.381 --> 00:40:10.740
So let's say they got a 67%

00:40:10.740 --> 00:40:11.830
on one of the assignments you give 'em,

00:40:11.830 --> 00:40:13.133
is that locked in forever?

00:40:14.210 --> 00:40:16.810
What about growth mindset
and mastery learning?

00:40:16.810 --> 00:40:19.020
What if they learn that
skill later in the year,

00:40:19.020 --> 00:40:20.110
and they read through the assignment,

00:40:20.110 --> 00:40:21.560
and they get 100% on it?

00:40:21.560 --> 00:40:23.280
You gonna go back and change it?

00:40:23.280 --> 00:40:25.150
Well, I don't have time for all that.

00:40:25.150 --> 00:40:27.670
So I do use the Assignments
feature to signal

00:40:27.670 --> 00:40:29.630
to kids what I want them to work on.

00:40:29.630 --> 00:40:32.010
And also, if I just wanna
get a pulse on how well

00:40:32.010 --> 00:40:35.240
they're learning as a class,
and what specific kinds

00:40:35.240 --> 00:40:36.440
of questions I need to reteach.

00:40:36.440 --> 00:40:39.170
But I don't use assignments
for grades barely ever.

00:40:39.170 --> 00:40:41.700
Instead, let me show
you my assignment book.

00:40:41.700 --> 00:40:44.150
Hopefully my grade book did not,

00:40:44.150 --> 00:40:45.430
oh, good, okay.

00:40:45.430 --> 00:40:46.810
All right, so this is my grade book.

00:40:46.810 --> 00:40:49.730
I slid it over so you cannot
see the names of the kids.

00:40:49.730 --> 00:40:51.100
But this is my grades.

00:40:51.100 --> 00:40:52.620
Here's early math.

00:40:52.620 --> 00:40:54.500
And you can see at the
bottom of that black box.

00:40:54.500 --> 00:40:57.490
It says, "This assignment
is weighted .333."

00:40:57.490 --> 00:41:01.393
So 1/3 of the value of my
regular sixth grade assignment.

00:41:02.470 --> 00:41:04.700
Early third grade, that's half the value

00:41:04.700 --> 00:41:06.730
'cause three is half of six.

00:41:06.730 --> 00:41:10.900
Sixth grade and arithmetic,
those are full value.

00:41:10.900 --> 00:41:12.620
And notice that's out of 100 points.

00:41:12.620 --> 00:41:14.240
I just go in every two or three weeks,

00:41:14.240 --> 00:41:16.540
enter their Khan Academy progress scores,

00:41:16.540 --> 00:41:18.570
on the progress tab that you already saw

00:41:18.570 --> 00:41:20.310
and I just update this.

00:41:20.310 --> 00:41:23.850
And I say, okay, based
on the progress chart.

00:41:23.850 --> 00:41:26.460
So let's say we're talking,

00:41:26.460 --> 00:41:27.770
let's see here.

00:41:27.770 --> 00:41:29.790
Let's say, back to this.

00:41:29.790 --> 00:41:31.470
Some of you have already
seen this progress chart.

00:41:31.470 --> 00:41:34.194
This is the pacing guide that I use.

00:41:34.194 --> 00:41:38.323
Let's say it's week
five of the school year.

00:41:39.980 --> 00:41:42.280
Let's say you assigned
kindergarten, first, second, third,

00:41:42.280 --> 00:41:44.450
fourth, fifth, all those to your kids.

00:41:44.450 --> 00:41:48.530
They should 100% in kindergarten
mastered, 100% in first

00:41:48.530 --> 00:41:52.450
100% of second, 63% of third,

00:41:52.450 --> 00:41:55.560
31% of fourth and 16% of fifth and sixth.

00:41:55.560 --> 00:41:57.280
And arithmetic should be mastered by now,

00:41:57.280 --> 00:42:00.020
by the week that ends on September 13th.

00:42:00.020 --> 00:42:01.580
So that's what I make it in my grade book.

00:42:01.580 --> 00:42:05.860
I make the sixth grade
course out of 16 points.

00:42:05.860 --> 00:42:06.930
And if they're passed that grade,

00:42:06.930 --> 00:42:08.610
they have over 100% on that.

00:42:08.610 --> 00:42:10.330
If they're less than 16%,

00:42:10.330 --> 00:42:12.400
than it'll mark it accordingly.

00:42:12.400 --> 00:42:14.260
And so I keep typing that in

00:42:14.260 --> 00:42:15.093
and keep updating that.

00:42:15.093 --> 00:42:17.580
And as the weeks go on, I
change what it's out of.

00:42:17.580 --> 00:42:20.280
And eventually, this is my pacing guide.

00:42:20.280 --> 00:42:22.010
Some of you've already seen this.

00:42:22.010 --> 00:42:23.800
And it'll be linked,

00:42:23.800 --> 00:42:25.940
Jeremy will make sure
it's linked somewhere

00:42:25.940 --> 00:42:27.690
after this presentation.

00:42:27.690 --> 00:42:29.660
By Spring Break, everything is done.

00:42:29.660 --> 00:42:31.031
Everything should be 100%.

00:42:31.031 --> 00:42:31.864
And that's where we are.

00:42:31.864 --> 00:42:33.270
We're at Spring Break.

00:42:33.270 --> 00:42:34.830
So back to the grade book.

00:42:34.830 --> 00:42:35.663
Here it is.

00:42:36.520 --> 00:42:39.067
So by now, everything should be at 100%.

00:42:39.067 --> 00:42:40.270
And just a couple hours ago,

00:42:40.270 --> 00:42:41.670
I went in and I updated grades

00:42:41.670 --> 00:42:44.120
based on what kids have been
doing on remote learning.

00:42:44.120 --> 00:42:47.480
And this is how they're doing,

00:42:47.480 --> 00:42:50.130
how much they've mastered
of the whole grade level.

00:42:50.130 --> 00:42:52.440
And I just keep updating that

00:42:52.440 --> 00:42:53.360
every two or three weeks.

00:42:53.360 --> 00:42:55.860
So I'm only changing these grades

00:42:55.860 --> 00:42:59.810
two or three times, maybe
twice a month at most.

00:42:59.810 --> 00:43:02.190
This is a math fact, so I
use a separate third party

00:43:02.190 --> 00:43:04.843
math facts program, add,
subtract, multiple, divide,

00:43:05.730 --> 00:43:09.080
fraction, decimal, percent
conversions, things like that.

00:43:09.080 --> 00:43:11.570
And I also grade effort.

00:43:11.570 --> 00:43:13.230
And that's in a slideshow in a second,

00:43:13.230 --> 00:43:15.150
but I may as well talk about it right now.

00:43:15.150 --> 00:43:16.430
I give an effort grade

00:43:16.430 --> 00:43:19.700
and it's based on how
hard the class is working.

00:43:19.700 --> 00:43:21.780
I basically take the top 10 kids.

00:43:21.780 --> 00:43:23.480
And basically, the tenth kid in the class

00:43:23.480 --> 00:43:27.040
has worked this semester,
since December 16th,

00:43:27.040 --> 00:43:28.880
3,000 minutes on tasks.

00:43:28.880 --> 00:43:29.713
So I make it out at 300

00:43:29.713 --> 00:43:31.760
and then move the decimal place over.

00:43:31.760 --> 00:43:33.723
So all these kids with 300 points,

00:43:35.100 --> 00:43:38.750
they have an effort grade of
basically 300 out 300, 100%.

00:43:38.750 --> 00:43:39.960
Anybody with less than that

00:43:39.960 --> 00:43:42.030
'cause they're not going
home and doing their homework

00:43:42.030 --> 00:43:43.830
or not working in class like they should,

00:43:43.830 --> 00:43:45.400
it's less than 300.

00:43:45.400 --> 00:43:47.350
But this is just a little grade to buffer

00:43:47.350 --> 00:43:49.770
because look, it says this assignment,

00:43:49.770 --> 00:43:51.607
the bottom of that black box,

00:43:51.607 --> 00:43:55.330
"This assignment is
weighted at .01 it's value."

00:43:55.330 --> 00:43:57.250
So it's really a 30-point assignment.

00:43:57.250 --> 00:43:58.530
But it's a nice little buffer

00:43:58.530 --> 00:44:00.700
to reward those kids who are working hard.

00:44:00.700 --> 00:44:02.850
And the kids like this
one who are really smart.

00:44:02.850 --> 00:44:04.330
Look at this, great scores.

00:44:04.330 --> 00:44:06.880
Mastering most of the
material fantastically.

00:44:06.880 --> 00:44:08.710
But that student's not trying so hard.

00:44:08.710 --> 00:44:09.970
They really should be trying hard,

00:44:09.970 --> 00:44:12.640
so it kind of lowers their
grade a little bit for effort.

00:44:12.640 --> 00:44:14.770
So that's still part of the grade.

00:44:14.770 --> 00:44:17.473
Okay, so back to the presentation.

00:44:18.760 --> 00:44:20.630
So that's how I do grades.

00:44:20.630 --> 00:44:23.500
But I do recommend using
the assignments sparingly.

00:44:23.500 --> 00:44:24.898
But you do what works for you.

00:44:24.898 --> 00:44:27.490
But make sure you follow
the mastery learning model

00:44:27.490 --> 00:44:28.720
if you wanna be able to do all this.

00:44:28.720 --> 00:44:29.930
Next, let effort count.

00:44:29.930 --> 00:44:31.360
We just talked about that.

00:44:31.360 --> 00:44:33.872
Okay, but watch out for grade inflation.

00:44:33.872 --> 00:44:36.750
I have taught high school and junior high.

00:44:36.750 --> 00:44:40.300
I have tutored dozens
and dozens of high school

00:44:40.300 --> 00:44:42.410
and junior high and college students.

00:44:42.410 --> 00:44:45.330
And I know how some secondary
teachers inflate grades

00:44:45.330 --> 00:44:48.080
by knowing their kids
will fail the state test.

00:44:48.080 --> 00:44:51.220
But boy, if they work
hard on their homework,

00:44:51.220 --> 00:44:52.830
and then are nice in class

00:44:52.830 --> 00:44:55.350
and try hard in class,
boy, I'll give 'em an A.

00:44:55.350 --> 00:44:56.920
'Cause they do their homework,

00:44:56.920 --> 00:44:58.890
even though all their homework is wrong.

00:44:58.890 --> 00:45:01.260
Well, I don't give grades like that.

00:45:01.260 --> 00:45:03.180
I'll give a little bit of an effort grade

00:45:03.180 --> 00:45:05.760
that'll raise 'em up a
little bit for their effort

00:45:05.760 --> 00:45:09.490
which Khan Academy measures
for you beautifully and easily.

00:45:09.490 --> 00:45:11.530
But make sure it's balanced

00:45:11.530 --> 00:45:13.140
so that the kids who work hard,

00:45:13.140 --> 00:45:15.850
but don't learn the material,
they're not just getting an A.

00:45:15.850 --> 00:45:18.250
An A should mean they're
mastering the material,

00:45:18.250 --> 00:45:19.480
at least proficient or better.

00:45:19.480 --> 00:45:22.160
So you balance it out so it's just right.

00:45:22.160 --> 00:45:24.970
So the real learning is really happening.

00:45:24.970 --> 00:45:29.150
Letter G, use non-Khan assessment scores

00:45:29.150 --> 00:45:33.000
to verify learning and to
disincentivize cheating.

00:45:33.000 --> 00:45:33.833
What do I mean by that?

00:45:33.833 --> 00:45:35.090
So back to the grade book.

00:45:36.780 --> 00:45:39.240
Over here, you'll see some other grades.

00:45:39.240 --> 00:45:41.180
This is common formative assessments

00:45:41.180 --> 00:45:42.160
that my grade level does.

00:45:42.160 --> 00:45:43.630
Some of you know about PLCs,

00:45:43.630 --> 00:45:45.840
professional learning communities.

00:45:45.840 --> 00:45:48.440
We have common formative assessments.

00:45:48.440 --> 00:45:50.450
And we've been doing practice state test,

00:45:50.450 --> 00:45:51.930
the Interim Assessment Block Test

00:45:51.930 --> 00:45:52.960
they call them in California.

00:45:52.960 --> 00:45:56.020
These are like real
practice state unit tests.

00:45:56.020 --> 00:45:58.480
And I use those, but I balance them out

00:45:58.480 --> 00:46:00.660
so that it doesn't not skew the scores.

00:46:00.660 --> 00:46:04.330
So this way, if the kid is
proving that they're learning

00:46:04.330 --> 00:46:06.160
on third party assessments,

00:46:06.160 --> 00:46:07.540
they're still gonna do great on the tests.

00:46:07.540 --> 00:46:10.000
Make sure these other
assessments, quizzes, and tests

00:46:10.000 --> 00:46:12.680
are rigorous, and truly
match the state standards

00:46:12.680 --> 00:46:14.240
in their rigorousness.

00:46:14.240 --> 00:46:16.990
But also, you give enough weight and value

00:46:16.990 --> 00:46:19.170
to mastering skills on Khan Academy

00:46:19.170 --> 00:46:20.730
that they're still passing your class

00:46:20.730 --> 00:46:21.930
with a great grade.

00:46:21.930 --> 00:46:23.270
But make sure their learning is real.

00:46:23.270 --> 00:46:24.103
This is what I mean

00:46:24.103 --> 00:46:28.350
by avoid cheating,
disincentivize cheating.

00:46:28.350 --> 00:46:29.931
Have you ever had kids cheat?

00:46:29.931 --> 00:46:31.150
(laughing)

00:46:31.150 --> 00:46:32.660
Has that ever happened?

00:46:32.660 --> 00:46:35.480
I know with any sort of teaching,

00:46:35.480 --> 00:46:36.870
cheating can happen.

00:46:36.870 --> 00:46:40.070
Well, on Khan Academy,
kids can open up a new tab

00:46:40.070 --> 00:46:42.770
and go to Google Calculator
and type in the problem

00:46:42.770 --> 00:46:45.020
on a calculator, or use their calculator

00:46:45.020 --> 00:46:47.030
they have in their desk and do the work

00:46:47.030 --> 00:46:49.400
without doing it for real.

00:46:49.400 --> 00:46:52.810
Now Khan Academy sometimes
does give a calculator

00:46:52.810 --> 00:46:53.930
and they should use that,

00:46:53.930 --> 00:46:55.410
just like a state test would do that too,

00:46:55.410 --> 00:46:56.603
at least in California.

00:46:57.980 --> 00:47:02.083
But if they're doing superb
on their Khan Academy mastery,

00:47:03.050 --> 00:47:05.300
but they fail my third party,

00:47:05.300 --> 00:47:07.920
non-Khan Academy assessments,

00:47:07.920 --> 00:47:12.750
I become highly suspicious of
their learning over on Khan.

00:47:12.750 --> 00:47:14.450
And if a kid fails a quiz or test

00:47:14.450 --> 00:47:16.470
and they claim they're Khan data shows

00:47:16.470 --> 00:47:17.830
that they were mastering it,

00:47:17.830 --> 00:47:19.297
I say, "Okay, tell you what,

00:47:19.297 --> 00:47:20.723
"do that unit test on Khan.

00:47:20.723 --> 00:47:22.337
"And I'm watching you,
and I'm gonna make sure

00:47:22.337 --> 00:47:23.787
"that you're not using a calculator.

00:47:23.787 --> 00:47:25.280
"Go ahead, get started."

00:47:25.280 --> 00:47:26.807
And they might say, "Oh, well you know,

00:47:26.807 --> 00:47:28.710
"I forgot how to do it."

00:47:28.710 --> 00:47:30.590
Well then you never
learned it to begin with

00:47:30.590 --> 00:47:32.440
because Khan mastery is all
about long-term learning.

00:47:32.440 --> 00:47:33.550
That's the way it's designed.

00:47:33.550 --> 00:47:35.580
So you discover the cheaters
real quick that way.

00:47:35.580 --> 00:47:38.290
Another form of cheating
is your peer tutor buddies.

00:47:38.290 --> 00:47:39.500
I really have to train the class,

00:47:39.500 --> 00:47:40.923
make sure that peer tutors,

00:47:42.290 --> 00:47:44.070
when they're helping their friends,

00:47:44.070 --> 00:47:46.520
makes sure that the hints are showing

00:47:46.520 --> 00:47:49.260
because when you click, "Hints open",

00:47:49.260 --> 00:47:51.760
Khan Academy will not give credit

00:47:51.760 --> 00:47:53.780
for that question being answered.

00:47:53.780 --> 00:47:55.740
So make sure the hints are showing.

00:47:55.740 --> 00:47:59.230
And I allow their friends
to help all they want

00:47:59.230 --> 00:48:00.350
'cause the hints are showing.

00:48:00.350 --> 00:48:02.840
That means they won't get
credit for answering right,

00:48:02.840 --> 00:48:04.060
so they can discuss it with them

00:48:04.060 --> 00:48:06.110
and talk them through the
problems step-by-step,

00:48:06.110 --> 00:48:06.943
no big deal.

00:48:06.943 --> 00:48:09.000
But if the hints are not showing,

00:48:09.000 --> 00:48:09.950
then they're cheating

00:48:09.950 --> 00:48:12.280
because they're gonna get how
to do it, and get the answer

00:48:12.280 --> 00:48:14.440
and Khan'll think they knew
how to do it on their own.

00:48:14.440 --> 00:48:16.820
So make sure that's going on.

00:48:16.820 --> 00:48:20.113
Okay, back to slide show.

00:48:20.950 --> 00:48:23.080
Okay, non-Khan assessments, letter H.

00:48:23.080 --> 00:48:26.470
Keep intrinsic and extrinsic
motivation balanced,

00:48:26.470 --> 00:48:28.580
emphasizing intrinsic motivation.

00:48:28.580 --> 00:48:31.140
That self-pride and
self-worth is just amazing.

00:48:31.140 --> 00:48:32.160
It totally sky rockets.

00:48:32.160 --> 00:48:34.150
But remember,

00:48:34.150 --> 00:48:35.943
most teachers don't teach for free,

00:48:37.165 --> 00:48:39.920
so some extrinsic reward is okay.

00:48:39.920 --> 00:48:42.670
Hey, I still need a paycheck

00:48:42.670 --> 00:48:44.330
to take care of my family,

00:48:44.330 --> 00:48:47.010
even though I would teach
for free if I could.

00:48:47.010 --> 00:48:48.160
But I still need a paycheck.

00:48:48.160 --> 00:48:50.264
Well, our kids, some of them, it's okay

00:48:50.264 --> 00:48:54.200
to get class cash or homework passes

00:48:54.200 --> 00:48:55.840
or special rewards or privileges,

00:48:55.840 --> 00:48:58.410
or whatever extrinsic
rewards you wanna give

00:48:58.410 --> 00:49:03.070
with the balance of the major
focus is intrinsic reward,

00:49:03.070 --> 00:49:04.853
believing that they can do it.

00:49:05.721 --> 00:49:08.470
Moving on, number 10, release control.

00:49:08.470 --> 00:49:09.970
Give your kids independence.

00:49:09.970 --> 00:49:13.020
Once you've taught several
skills or whatever skill

00:49:13.020 --> 00:49:15.660
you just taught, let 'em go and allow

00:49:15.660 --> 00:49:18.310
for personalized, variable pace

00:49:18.310 --> 00:49:20.170
while setting high expectations

00:49:20.170 --> 00:49:22.440
toward proficiency and mastery.

00:49:22.440 --> 00:49:24.406
And trust that the learning is real.

00:49:24.406 --> 00:49:25.730
I mean, you gotta make
sure they're not cheating.

00:49:25.730 --> 00:49:28.170
But make sure that they're
really doing it on their own,

00:49:28.170 --> 00:49:29.790
at their own pace while
you're supporting them,

00:49:29.790 --> 00:49:31.970
and they're friends are supporting them.

00:49:31.970 --> 00:49:33.070
Trust it, it works.

00:49:33.070 --> 00:49:33.980
It really is real.

00:49:33.980 --> 00:49:36.510
Number 11, this is
something a lot of teachers

00:49:36.510 --> 00:49:38.320
don't think about until it happens.

00:49:38.320 --> 00:49:40.890
You need to use your own
professional judgment

00:49:40.890 --> 00:49:43.160
regarding your special ed kids,

00:49:43.160 --> 00:49:45.410
also the kids that transfer to your class

00:49:45.410 --> 00:49:47.420
or school late in the year,

00:49:47.420 --> 00:49:50.040
and hard-working, low-ability kids

00:49:50.040 --> 00:49:51.490
that just struggle with math.

00:49:52.390 --> 00:49:56.830
In my class, the policy
is all hard-working kids

00:49:56.830 --> 00:49:58.610
get a C minus or higher.

00:49:58.610 --> 00:50:00.770
And I make sure I follow
whatever laws are in place

00:50:00.770 --> 00:50:02.273
with students' IEPs,

00:50:03.500 --> 00:50:07.210
or required for me to do
with their special ed needs.

00:50:07.210 --> 00:50:09.490
And low-ability kids, hey,
I promise all parents,

00:50:09.490 --> 00:50:10.817
'cause some parents are
like, "Well, you know,

00:50:10.817 --> 00:50:12.507
"I had never had my kid
actually have to earn

00:50:12.507 --> 00:50:13.647
"their A before.

00:50:13.647 --> 00:50:15.217
"What if they work hard and get a D

00:50:15.217 --> 00:50:16.630
"'cause they're low at math?"

00:50:16.630 --> 00:50:17.867
I say, "Hey, your kid works hard,

00:50:17.867 --> 00:50:19.980
"I promise them a C minus or better."

00:50:19.980 --> 00:50:22.240
And that usually, parents are like,

00:50:22.240 --> 00:50:24.757
the way they respond is usually, "Finally,

00:50:24.757 --> 00:50:27.377
"for the first time in my child's life,

00:50:27.377 --> 00:50:28.943
"and even my own life,

00:50:30.117 --> 00:50:32.287
"as a parent when I was
young, this is the first time

00:50:32.287 --> 00:50:33.827
"his teacher's gonna grade my kid

00:50:33.827 --> 00:50:35.157
"based on them actually learning,

00:50:35.157 --> 00:50:38.240
"not just 'cause they're
cute and smile and act nice."

00:50:38.240 --> 00:50:39.323
So they love that.

00:50:40.170 --> 00:50:43.310
Number 12, don't forget, come April, May,

00:50:43.310 --> 00:50:45.610
you still gotta review
for the big state test,

00:50:45.610 --> 00:50:47.330
or whatever you gotta do in your state.

00:50:47.330 --> 00:50:48.610
And now this year a lot of states,

00:50:48.610 --> 00:50:52.520
and I know federally because
of the whole coronavirus thing,

00:50:52.520 --> 00:50:53.820
state tests in California

00:50:53.820 --> 00:50:55.820
and I think across the
nation have been canceled

00:50:55.820 --> 00:50:57.810
or postponed or something like that.

00:50:57.810 --> 00:51:00.203
But for next year, when
we get back to normal,

00:51:02.353 --> 00:51:03.720
you still gotta review

00:51:03.720 --> 00:51:05.060
'cause some of their skill mastery

00:51:05.060 --> 00:51:07.660
was months ago, months ago.

00:51:07.660 --> 00:51:11.060
So review with unit tests on Khan Academy,

00:51:11.060 --> 00:51:12.160
the course challenges.

00:51:12.160 --> 00:51:13.240
Make the kids retake those.

00:51:13.240 --> 00:51:14.640
And they're gonna say,
but I forgot how to do it.

00:51:14.640 --> 00:51:15.610
Well, that's good.

00:51:15.610 --> 00:51:17.900
You'll get to learn
what you need to review.

00:51:17.900 --> 00:51:21.260
And non-Khan assessments, use all those.

00:51:21.260 --> 00:51:24.410
Number 13, be aware with
any digital platform,

00:51:24.410 --> 00:51:25.290
cheating is possible.

00:51:25.290 --> 00:51:27.720
We've already talked about that.

00:51:27.720 --> 00:51:29.480
Number 14, last point.

00:51:29.480 --> 00:51:31.160
Remind them constantly,

00:51:31.160 --> 00:51:33.540
they are changing their lives forever.

00:51:33.540 --> 00:51:35.670
This is real, this is
gonna change their lives

00:51:35.670 --> 00:51:38.040
as it has for my students
the last three years.

00:51:38.040 --> 00:51:41.113
And I know for a fact, based
on the practice state tests

00:51:41.113 --> 00:51:43.190
that my kids were taking,

00:51:43.190 --> 00:51:44.860
that this would've been the fourth year,

00:51:44.860 --> 00:51:47.020
had we gotten to take the real state test,

00:51:47.020 --> 00:51:49.270
that my kids would've just blown

00:51:49.270 --> 00:51:51.230
their previous growth out of the water

00:51:51.230 --> 00:51:52.250
with huge growth.

00:51:52.250 --> 00:51:54.500
I predicted my kids probably would've

00:51:54.500 --> 00:51:56.300
grown about 100 points this year

00:51:56.300 --> 00:51:58.890
if we had a state test,
on average in growth.

00:51:58.890 --> 00:52:01.430
So here's some resources.

00:52:01.430 --> 00:52:03.540
Jeremy, you're gonna
take it over from here.

00:52:03.540 --> 00:52:05.493
So it's all you.

00:52:06.680 --> 00:52:08.700
- First of all, a huge
shout out back to you, Tim

00:52:08.700 --> 00:52:10.070
'cause this is amazing.

00:52:10.070 --> 00:52:11.640
Like I think the very
first webinar you did

00:52:11.640 --> 00:52:15.090
was kind of an appetizer, an
hors d'oeuvre, if you will.

00:52:15.090 --> 00:52:16.410
This is absolutely the main course.

00:52:16.410 --> 00:52:18.030
So I think both they're feeling,

00:52:18.030 --> 00:52:21.028
both really satiated, but also
hungry for the next thing.

00:52:21.028 --> 00:52:23.230
And so I do have a couple of
burning questions for you.

00:52:23.230 --> 00:52:25.150
- Don't forget you guys,

00:52:25.150 --> 00:52:26.100
you'll get a recording.

00:52:26.100 --> 00:52:28.370
And go back and rewind
and rewatch and pause,

00:52:28.370 --> 00:52:29.610
and email Jeremy.

00:52:29.610 --> 00:52:31.301
Bug him with your questions.

00:52:31.301 --> 00:52:32.134
(laughing)

00:52:32.134 --> 00:52:35.520
- Yeah, so Tim, the
generous saint that he is,

00:52:35.520 --> 00:52:38.150
offered his own email
address in the last webinar

00:52:38.150 --> 00:52:39.190
and lived to regret that.

00:52:39.190 --> 00:52:41.550
So please funnel all
questions to me going forward.

00:52:41.550 --> 00:52:42.773
- I do not regret that.

00:52:42.773 --> 00:52:43.830
I do not regret that.

00:52:43.830 --> 00:52:46.620
I was very happy to do
that, but I'm now wiser.

00:52:46.620 --> 00:52:47.940
So go ahead, Jeremy (chuckles).

00:52:47.940 --> 00:52:50.220
- Cool, so I wanna address
the elephant in the room.

00:52:50.220 --> 00:52:51.053
And it's coming in.

00:52:51.053 --> 00:52:53.120
Keith, as well as a
couple of other educators.

00:52:53.120 --> 00:52:56.658
Keith says, "This amazing and I would love

00:52:56.658 --> 00:52:58.167
"to do this at the start
of the school year,

00:52:58.167 --> 00:53:00.117
"but given these very
unusual circumstances

00:53:00.117 --> 00:53:02.787
"we find ourselves in with 10 weeks left

00:53:02.787 --> 00:53:05.047
"to remote learning, what would you do

00:53:05.047 --> 00:53:08.187
"if someone was starting
totally brand new with this

00:53:08.187 --> 00:53:10.310
"right now at this time?"

00:53:10.310 --> 00:53:12.030
- Okay, so if I was a teacher.

00:53:12.030 --> 00:53:14.893
We're all doing remote
learning, something like that,

00:53:15.770 --> 00:53:17.440
keep up with your normal assignments.

00:53:17.440 --> 00:53:18.620
Don't change things right now.

00:53:18.620 --> 00:53:21.180
You're gonna have major
kickback from parents

00:53:21.180 --> 00:53:23.240
and probably administrators who hear

00:53:23.240 --> 00:53:24.480
from those angry parents.

00:53:24.480 --> 00:53:26.820
Don't change your class
routines right now.

00:53:26.820 --> 00:53:29.320
But what I would do, I would allow

00:53:29.320 --> 00:53:31.530
an extra credit opportunity

00:53:31.530 --> 00:53:34.700
to buffer grades, especially
for those struggling kids.

00:53:34.700 --> 00:53:36.490
Make sure that it's balanced in a way

00:53:36.490 --> 00:53:37.690
that doesn't warp their grades.

00:53:37.690 --> 00:53:40.880
They still focus on your
current grade level assignments.

00:53:40.880 --> 00:53:43.410
But I would go ahead and
assign for extra credit

00:53:43.410 --> 00:53:46.070
the early math, the
arithmetic, and for secondary,

00:53:46.070 --> 00:53:47.620
the pre-algebra courses.

00:53:47.620 --> 00:53:50.067
And tell the kids, "Hey,
this is extra credit.

00:53:50.067 --> 00:53:52.437
"And I'll give double extra credit

00:53:52.437 --> 00:53:55.637
"to the two or three
kids who master the most

00:53:55.637 --> 00:53:57.460
"or grow the most on these."

00:53:57.460 --> 00:53:58.680
Or whatever, I don't know.

00:53:58.680 --> 00:54:00.620
You use your own teacher magic.

00:54:00.620 --> 00:54:02.150
You know your kids the best.

00:54:02.150 --> 00:54:06.850
But I would still assign this
as an extra credit assignment,

00:54:06.850 --> 00:54:08.000
as an easy review.

00:54:08.000 --> 00:54:09.380
Tell them, hey, this is easy.

00:54:09.380 --> 00:54:11.890
But don't forget to start
with the course challenges

00:54:11.890 --> 00:54:13.800
'cause they'll quickly level up,

00:54:13.800 --> 00:54:17.677
and they'll quickly show
that, "Wow, I can do this.

00:54:17.677 --> 00:54:20.357
"Oh, wait, I never learned
this kindergarten skill.

00:54:20.357 --> 00:54:21.640
"I don't what this is."

00:54:21.640 --> 00:54:23.600
'Cause this happened
every year with my kids.

00:54:23.600 --> 00:54:24.847
There's so much they learn,

00:54:24.847 --> 00:54:26.700
but they did not learn in kindergarten,

00:54:26.700 --> 00:54:28.200
first, second, third grade.

00:54:28.200 --> 00:54:30.330
But by going back, you
should see the little looks

00:54:30.330 --> 00:54:31.680
on their faces, like, "Wow.

00:54:32.843 --> 00:54:35.557
"I never realized that we
were supposed to learn this,

00:54:35.557 --> 00:54:37.207
"and now I can't do this little skill

00:54:37.207 --> 00:54:39.240
"that's for little kids."

00:54:39.240 --> 00:54:40.650
So I would do that,

00:54:40.650 --> 00:54:43.240
assign it as an extra
credit optional assignment,

00:54:43.240 --> 00:54:44.770
unless you're allowed to make it required.

00:54:44.770 --> 00:54:46.010
Use your own judgment.

00:54:46.010 --> 00:54:48.570
That's what I would do and let it enhance

00:54:48.570 --> 00:54:49.660
and supplement grades.

00:54:49.660 --> 00:54:50.747
Otherwise, they'll be like,

00:54:50.747 --> 00:54:52.760
"Well, you know, why am I doing this?"

00:54:52.760 --> 00:54:54.850
Well, it'll change your
life is what it'll do.

00:54:54.850 --> 00:54:56.410
And tell them this is great summer work.

00:54:56.410 --> 00:54:58.450
Tell the parents, work
on this over the summer.

00:54:58.450 --> 00:54:59.550
And they can keep you posted.

00:54:59.550 --> 00:55:02.160
As teachers, you can keep
your Khan Academy classes

00:55:02.160 --> 00:55:04.600
and watch their growth and
encourage them over the summer

00:55:04.600 --> 00:55:06.167
if you have district emails with them,

00:55:06.167 --> 00:55:07.810
and you can still confer

00:55:07.810 --> 00:55:10.640
with them through district channels.

00:55:10.640 --> 00:55:12.730
So all right, that's my advice for that.

00:55:12.730 --> 00:55:13.620
- Okay, amazing.

00:55:13.620 --> 00:55:16.340
So now let's fast forward
a little bit to September.

00:55:16.340 --> 00:55:17.780
Let's assume that we get back to normalcy

00:55:17.780 --> 00:55:19.940
at some point, fingers crossed.

00:55:19.940 --> 00:55:23.150
Even if you wanted to do this
under perfect circumstances,

00:55:23.150 --> 00:55:24.270
the number one question we're getting,

00:55:24.270 --> 00:55:27.410
this is really nicely put by Kelly,

00:55:27.410 --> 00:55:28.610
where do you get the time?

00:55:28.610 --> 00:55:30.957
Kelly says, "We have a four-day week,

00:55:30.957 --> 00:55:32.640
"so the semester has about 65 to 70 days.

00:55:32.640 --> 00:55:35.747
"If were to take away
testing, FFA, sports,

00:55:35.747 --> 00:55:37.437
"so maybe 50 to 60 days,

00:55:37.437 --> 00:55:40.167
"40 to 50 standards per
grade, et cetera, et cetera.

00:55:40.167 --> 00:55:43.317
"How do you make time for this
in this crazy, hectic world

00:55:43.317 --> 00:55:45.240
"that educators inhabit?"

00:55:45.240 --> 00:55:46.497
- Okay, like I said at the beginning.

00:55:46.497 --> 00:55:47.530
The first disclaimer,

00:55:47.530 --> 00:55:50.040
you need to make this fit your situation,

00:55:50.040 --> 00:55:52.883
your parameters, your
boundaries and guidelines.

00:55:53.970 --> 00:55:57.210
So if you notice that on-task data.

00:55:57.210 --> 00:55:59.890
My kids have averaged since December 16th,

00:55:59.890 --> 00:56:02.110
the start of grading
for the second semester

00:56:02.110 --> 00:56:03.910
'cause I had to have grades
done on December 16th

00:56:03.910 --> 00:56:05.060
for the first semester.

00:56:05.990 --> 00:56:09.400
My average, hard-working
student averaged about an hour

00:56:09.400 --> 00:56:12.240
a day of Khan activity.

00:56:12.240 --> 00:56:15.200
Do your kids have time for an hour a day?

00:56:15.200 --> 00:56:18.320
That counts class time and homework time.

00:56:18.320 --> 00:56:20.590
I bet you can make that happen,

00:56:20.590 --> 00:56:23.940
especially if you motivate
kids to go above and beyond

00:56:23.940 --> 00:56:27.610
and especially when your
students begin to realize

00:56:27.610 --> 00:56:31.050
that you are gonna grade based on mastery,

00:56:31.050 --> 00:56:32.760
not based on did they try hard

00:56:32.760 --> 00:56:33.863
but fail their quiz?

00:56:35.380 --> 00:56:36.860
You know, you don't just give an A

00:56:36.860 --> 00:56:40.440
'cause they tried hard, but
they can't actually do the work.

00:56:40.440 --> 00:56:42.300
When you start showing an expectation

00:56:42.300 --> 00:56:44.180
of grading based on mastery,

00:56:44.180 --> 00:56:47.070
your 30 kids are used to
getting all As and Bs,

00:56:47.070 --> 00:56:49.110
even for the high class,
especially for the high classes

00:56:49.110 --> 00:56:51.624
that come to you at the secondary level.

00:56:51.624 --> 00:56:54.110
They'll start to realize,
wait, wait, wait.

00:56:54.110 --> 00:56:56.200
You mean I have to actually learn this?

00:56:56.200 --> 00:56:58.530
Not just turn in a homework page

00:56:58.530 --> 00:57:00.030
with all the wrong answers.

00:57:00.030 --> 00:57:01.923
You know, they're used to that.

00:57:01.923 --> 00:57:03.730
What they need to start getting used to is

00:57:03.730 --> 00:57:06.100
they have to actually
prove that they learned it.

00:57:06.100 --> 00:57:07.300
And kids love the fact

00:57:07.300 --> 00:57:09.480
that you can actually track their growth.

00:57:09.480 --> 00:57:11.155
And so they start working
harder and they start working

00:57:11.155 --> 00:57:14.140
above and beyond 30 minutes
of homework a night.

00:57:14.140 --> 00:57:15.830
And at the secondary level, most teachers

00:57:15.830 --> 00:57:18.030
are comfortable, safe,
and legally protected

00:57:18.030 --> 00:57:19.840
to assign an hour of homework a night.

00:57:19.840 --> 00:57:21.510
I bet they can get that done.

00:57:21.510 --> 00:57:23.540
Now the balance, as I've been answering

00:57:23.540 --> 00:57:24.930
a lot of the teachers' questions,

00:57:24.930 --> 00:57:27.210
the balance of practice, skill practice

00:57:27.210 --> 00:57:29.600
that I've had is about half of their time,

00:57:29.600 --> 00:57:33.510
50% of their time on Khan
spent on sixth grade work,

00:57:33.510 --> 00:57:35.670
and other half of their time spent

00:57:35.670 --> 00:57:38.230
on K through five review material,

00:57:38.230 --> 00:57:42.870
or the early math class
and the arithmetic class.

00:57:42.870 --> 00:57:44.350
That's what I do.

00:57:44.350 --> 00:57:45.540
This class I have this year

00:57:45.540 --> 00:57:48.850
is even 20 points lower than last year

00:57:48.850 --> 00:57:50.290
as they came to me.

00:57:50.290 --> 00:57:52.017
And so I learned after the first semester,

00:57:52.017 --> 00:57:52.927
"Hey, I'm gonna adjust.

00:57:52.927 --> 00:57:55.237
"I'm gonna take away the
forth grade and fifth grade

00:57:55.237 --> 00:57:57.557
"and just make them do early math,

00:57:57.557 --> 00:57:58.580
"third grade, and arithmetic."

00:57:58.580 --> 00:58:00.130
So also be flexible.

00:58:00.130 --> 00:58:02.200
But there is time if you start

00:58:02.200 --> 00:58:04.284
making them prove their learning,

00:58:04.284 --> 00:58:07.200
as opposed to making math about busy work

00:58:07.200 --> 00:58:09.120
and memorizing algorithms.

00:58:09.120 --> 00:58:10.550
So that's my thoughts on that.

00:58:10.550 --> 00:58:11.900
They can do it.

00:58:11.900 --> 00:58:14.080
And even you start making them do it

00:58:14.080 --> 00:58:15.773
in the time that you do have,

00:58:17.460 --> 00:58:18.878
they will still learn far better

00:58:18.878 --> 00:58:21.370
than under the old, time-driven model.

00:58:21.370 --> 00:58:24.200
Focus on mastery, not get
done what you can in two weeks

00:58:24.200 --> 00:58:25.380
and that's it.

00:58:25.380 --> 00:58:27.810
- Great, and Tim, do you have
time for one last question?

00:58:27.810 --> 00:58:29.460
- Oh, I have all the
time you want, Jeremy.

00:58:29.460 --> 00:58:30.770
We'll make this as long as you want.

00:58:30.770 --> 00:58:32.390
- Well, I gotta get
you back to your family

00:58:32.390 --> 00:58:34.230
'cause they're gonna wonder
if you've been abducted

00:58:34.230 --> 00:58:37.050
being the one teacher left at your school.

00:58:37.050 --> 00:58:38.090
But let me ask you
this, one, last question

00:58:38.090 --> 00:58:39.230
'cause I think you've actually hit

00:58:39.230 --> 00:58:40.190
on a lot of the other questions

00:58:40.190 --> 00:58:42.610
that were asked about what
do with Khan for homework?

00:58:42.610 --> 00:58:45.260
What do you do in terms of
assigning course mastery goals?

00:58:45.260 --> 00:58:47.580
I think the really powerful
thing about this session

00:58:47.580 --> 00:58:49.330
is now, as an educator myself,

00:58:49.330 --> 00:58:52.220
I can actually visualize
what it looks like.

00:58:52.220 --> 00:58:55.320
I think the one, missing piece
that Hmong is asking about

00:58:55.320 --> 00:58:57.560
is what are you doing while your students

00:58:57.560 --> 00:58:59.050
are working on Khan?

00:58:59.050 --> 00:59:01.000
Can you sort of help us visualize

00:59:01.000 --> 00:59:03.080
how that looks?
- Okay, so if you watched

00:59:03.080 --> 00:59:06.380
the video earlier in the
slide deck about what it looks

00:59:06.380 --> 00:59:08.410
like in my classroom,

00:59:08.410 --> 00:59:09.610
you know, you teach.

00:59:09.610 --> 00:59:10.450
They take notes.

00:59:10.450 --> 00:59:12.080
You practice it as a class.

00:59:12.080 --> 00:59:13.570
And then while they're working on Khan,

00:59:13.570 --> 00:59:15.210
I'm circulating among the students

00:59:15.210 --> 00:59:17.460
on tracking the growth data

00:59:17.460 --> 00:59:20.440
on that skill or that particular skill

00:59:20.440 --> 00:59:22.930
or that unit and seeing who's moving up

00:59:22.930 --> 00:59:24.456
and who needs help,

00:59:24.456 --> 00:59:27.010
touching base with each of those kids

00:59:27.010 --> 00:59:28.360
that are struggling and making sure

00:59:28.360 --> 00:59:30.060
they're getting the help they need

00:59:30.060 --> 00:59:30.900
and moving along.

00:59:30.900 --> 00:59:34.210
I'm not just sitting at my
desk, reading the Sports page.

00:59:34.210 --> 00:59:36.190
You know, I'm not at espn.com.

00:59:36.190 --> 00:59:39.093
I'm circulating around and
helping the kids as needed,

00:59:40.510 --> 00:59:42.747
encouraging peer buddies to
reach out to their friends.

00:59:42.747 --> 00:59:43.927
"Hey, there's somebody at your table

00:59:43.927 --> 00:59:44.760
"that need help.

00:59:44.760 --> 00:59:46.370
"Can you help them out?"

00:59:46.370 --> 00:59:47.203
That kind of stuff.

00:59:47.203 --> 00:59:49.070
So I don't have one math class.

00:59:49.070 --> 00:59:52.430
I have 30 math classes,
and 30 peer tutors.

00:59:52.430 --> 00:59:55.710
Sometimes I'll have my lowest
kids master skills first,

00:59:55.710 --> 00:59:57.960
and they become the peer tutor master

00:59:57.960 --> 01:00:01.330
to help the kids that might
be smarter, supposedly,

01:00:01.330 --> 01:00:02.640
but haven't learned it yet.

01:00:02.640 --> 01:00:04.290
So you're actively engaged.

01:00:04.290 --> 01:00:05.440
You're not babysitting.

01:00:06.900 --> 01:00:07.820
- Cool, I love it.

01:00:07.820 --> 01:00:09.610
Well, I think you've inspired us,

01:00:09.610 --> 01:00:11.980
especially in this relatively dark time,

01:00:11.980 --> 01:00:13.780
to aim for something
even brighter and higher

01:00:13.780 --> 01:00:15.740
in our own educational lives.

01:00:15.740 --> 01:00:18.230
I know there are a lot
questions left out there.

01:00:18.230 --> 01:00:20.670
And I promise to protect Tim's sanity

01:00:20.670 --> 01:00:21.840
and his inbox.

01:00:21.840 --> 01:00:23.910
So please shoot me questions

01:00:23.910 --> 01:00:25.080
with anything that's on your mind.

01:00:25.080 --> 01:00:28.010
I'm JeremySchifeling@khanacademy.org.

01:00:28.010 --> 01:00:30.950
And on behalf of Khan
Academy and behalf of Tim,

01:00:30.950 --> 01:00:32.560
I wanna thank you for investing in this.

01:00:32.560 --> 01:00:35.320
I know our time is very scarce right now.

01:00:35.320 --> 01:00:37.090
We have a lot on our shoulders,

01:00:37.090 --> 01:00:37.923
but the fact that you showed up,

01:00:37.923 --> 01:00:41.420
the fact that you sort
of learned from what Tim

01:00:41.420 --> 01:00:43.930
has done and sort of taught
himself the hard way.

01:00:43.930 --> 01:00:45.130
I think this says a lot.

01:00:45.130 --> 01:00:48.750
And Tim, thank you so much
for making us all wiser

01:00:48.750 --> 01:00:50.920
with sharing your expertise
and paying it forward.

01:00:50.920 --> 01:00:52.920
So thank you all again.

01:00:52.920 --> 01:00:54.400
- Jeremy, if I can just
say one last thing.

01:00:54.400 --> 01:00:56.570
Teachers, trust your
professional judgment.

01:00:56.570 --> 01:00:58.150
Do what works for you and your kids.

01:00:58.150 --> 01:00:59.690
There's no one right way.

01:00:59.690 --> 01:01:01.190
And you learn by doing.

01:01:01.190 --> 01:01:04.580
So you just gotta dive in and go for it.

01:01:04.580 --> 01:01:07.890
- Well, on that note, hope
everyone has a wonderful evening

01:01:07.890 --> 01:01:09.450
and a great start to the weekend.

01:01:09.450 --> 01:01:11.200
Wishing you all tremendous success.

01:01:12.443 --> 01:01:13.700
- Good night, everybody.

01:01:13.700 --> 01:01:14.533
- Cheers.