Khan Academy Best Practices for Middle School

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Language: en

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- Hey everyone, this is Jeremy Schieffelin

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with Khan Academy.

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Thanks so much for
joining us this afternoon.

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You're in for a very special treat today

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because we have kind of Academy ambassador

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and all star male teacher,
Shalom with us today

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who has been using Khan
Academy for almost a decade.

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Basically since Sal Khan himself
started making the videos,

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Shalom has been with us
using it in his classroom.

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So if you're ever curious
about how do you get started

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with Khan Academy for remote learning,

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how do you specialize
and target your content

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for your middle school students?

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Shalom is the person to speak to

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and he's happy to share
his expertise today.

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So that being said,

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before we get you
Shalom's background here,

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I wanna remind you the
first part of the session

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we focused on the most
common questions we received

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and Shalom will talk
through how to get started

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and how to focus your
energies with Khan Academy.

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And then we'll open it
up for the final half

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for questions from the audience.

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So if you ever wanna ask a question,

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just go to the question section

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of the go to webinar control panel

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and we'll take those in
the order they're received.

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So Shalom, welcome and thank you so much

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for joining us today.

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- It's very nice to be
here with everybody.

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- And just to sort of
give folks a sense of

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where you're coming from,
tell us a little bit about

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where you teach, who you
teach and what your experience

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with Khan has been.

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- Okay, I'm a seventh grade math teacher

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in Ocean Township, New Jersey.

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Teaching is a second career for me,

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I actually worked on Wall
Street for six years,

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and decided to make the switch

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and I've been teaching
middle school ever since.

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So here I am in Monmouth
County, New Jersey. (laughs)

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- Very cool.

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And so tell us, like, even
before this crisis started,

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why have you been a Khan
user in your classroom?

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- At about the 2010/2011 school year,

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a friend of mine had told me about it.

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And I had heard about this
Khan Academy videos thing,

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but she told me, "Oh, no,
no, it has exercises."

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So I was really drawn to the exercises.

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Back then they had to
get either seven in a row

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or 10 in a row right to level up.

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And I was like, this is
how we learn everything.

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So primarily I didn't
have computers back then.

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I used it initially for extra credit.

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But I continue to use it to this day.

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It's my primary source of
practice problems for students.

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I use others, but it's my primary source.

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And I love the fact that students
can go at their own pace.

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They're not, it really
allows them to learn

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what they want at their level.

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And it provides such good
data for me as a teacher

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to decide when to intervene,
what to intervene,

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what trends there are, things like that.

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- Very cool.

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And so obviously you could probably give

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an entire three hour lecture
on how to set up Khan Academy

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during normal times.

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- I really could. (laughs)

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- (laughs) The times we
live in are very abnormal

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all of a sudden.

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If you are an educator out
there, a middle school teacher

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who is struggling to
get with remote learning

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basically yesterday and the
district is saying, "Hey, you've

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"got to roll something
out for your students."

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Obviously number one,
our hearts go out to you.

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But number two, what kind
of like really concrete tips

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would you give to that educator

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who wants to get started immediately?

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- Okay, first of all, I'm very fortunate,

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my students are conditioned
on how to use Khan Academy.

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And I know it's scary to, "Oh my God,

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"how am I gonna start with something new?"

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So my recommendation is to
go through some exercises

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as a student (mumbles)

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answer them yourself,

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but make sure they are review exercises.

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Start with something
that the kids would know.

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Start small, assign a few skills for them

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and then just at that point, dive in,

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meaning you assign it to them.

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You tell them, "Here,
go do this by Friday,"

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and let them work and then
take a look at the data

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that comes in, take a
look at what students

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are working on.

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Are they getting them
correct or are they not?

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So you wanna start small

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because you don't wanna overwhelm the kids

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with a bunch of stuff,
which is why I think

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for right now it would be
good to start with review.

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But then once you get started,

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make sure to look at all the reports,

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try to understand it's,
I know it's so hard

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to see the forest through the trees.

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But that would be my big piece of advice.

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And here's where I'm gonna
give you a shout out, Jeremy.

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A few weeks ago you did a workshop

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and you talked about adding.

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It was, once you add yourself as a coach

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to your own account.

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And I think that was actually something

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I had never thought to do

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considering the amount of
time I've spent using Khan.

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And by doing that I started
seeing the same notifications

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that the students would see.

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You know, here's something
your teacher assigned you.

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I started getting email notifications.

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So you kind of by adding
yourself as a coach

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to your own learner side of the account,

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'cause every account can be a
learner and a coach account,

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it really kind of helped me understand,

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I already kind of knew what they saw

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but it really let me, it
kind of put it in my face

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to see what the students are seeing

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when I assign them things.

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- Very cool.

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So just to recap those three main steps,

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it sounds like number one,

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just start searching around Khan Academy,

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playing the role of a student.

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What does it feel like to look at a video?

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What does it feel like to do an exercise?

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Get some hints.

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Once you see one that
you're really excited about,

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maybe just start by assigning
a single assignment at a time

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just to sort of dip your toes in the water

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and get your students feeling comfortable

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and then to really
understand what it looks like

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from the student lens, come
down to your student section,

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get your class code, and
then under your learner home,

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you can find the section called
teachers at the very bottom

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and add yourself to your own classroom.

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You'll now see those notifications
that Shalom talked about.

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So you understand exactly
what it feels like

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to be in your students' shoes.

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- Yeah, and the other
thing too is in this time

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that we're in the videos
tend to take a little longer.

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I would just start at
first with the exercises.

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Yeah, this is just practical advice

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so that you can quickly
see, "Oh, is this something

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"I'd want my students doing?"

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And if it is right at
the top of the screen,

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if you pick an exercise right now,

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can you just pick one and show everybody

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how they can assign it to their students

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right from the top of the screen?

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- Yeah, tell me like a common
skill you might be teaching

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in your classroom right now, Shalom

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if we were back in school.

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- Well this time of year,
I'm doing some geometry

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with my advanced class.

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So if you go to seventh grade geometry.

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So let's just go to Area of
a Circle, second one there.

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- So click the practice button.

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- So you're in the student view.

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The student have to answer seven questions

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and you say, "Wait a minute,

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"I really like this question up here."

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So at the top there's
assigned to, all right,

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you can assign it to multiple classes,

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you can assign it to individual students

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as long as it's for one class only.

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If you have multiple classes,
you're just gonna assign it

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to every student in the class.

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I prefer to do different questions

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or you can also assign the
same questions to everybody

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different questions the way I go.

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And then you can set a due date.

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Now this will come up on
their learner dashboard.

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But this right here will not
come up on Google classroom.

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That's something teachers, I
know you can link your class

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to Google classrooms to get
your roster into Khan Academy,

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but assignments don't automatically go out

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to Google classroom.

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And I'm hoping that they
are working on changing that

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in the future.

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- Yeah, I'll just mention on that point,

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if you ever have feedback
for us about something

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you'd love to see in the product,

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just go right up to your name

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in the upper right hand corner,

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click the help button and then
come to the section called

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report a problem and say, "Hey, I've got

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"a really great feature idea

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"that would make things
much, much better."

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I'll actually paste this
in to the chat section

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so you can let us know
if you have problems

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or ideas you want us to consider.

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Okay, so that is sort of getting started

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with checking it out.

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What are some of the
challenges that you anticipate

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the teachers will face in
the next few weeks, Shalom?

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I know we have a lot of things
on our shoulders right now,

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but if you think about
Khan Academy in particular,

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where do you see new
teachers you run into issues

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and how can they sort of
preempt those best they can?

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- Okay.

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My biggest challenge with Khan Academy

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has always been getting students

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to buy into the growth
mindset aspect of it.

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You know, it's not just,
"Here's five problems,

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"do them, great, you got four wrong,

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"let's move on to the next topic."

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It's really designed to have the kids work

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until they show levels of proficiency.

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So two things that I make all
my students and parents do

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at the beginning of the year

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is I make them watch the, "You
Can Learn Anything Video".

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And also there's about a five,
six minute or so Ted talk

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by Angela Lee Duckworth on grit.

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So it's kind of to get them set.

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And by the way, she talks about how

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she was a seventh grade
teacher and how perseverance

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and all these things to
get students in the mindset

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of you're not gonna get everything right.

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You're gonna make mistakes along the way

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and that it's okay as
long as you keep going.

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Those are the two things I think that

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are the biggest challenges that I've had.

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And I've had some tough times,

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especially in my earlier years

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with parents complaining about

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how frustrated their child is.

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But since I've started doing that,

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I've gotten much better
appreciation from the parents

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and from the students
that struggling is okay.

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I always say, "Why is
it okay to be terrible

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"when you first play an instrument?"

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I mean, you don't see
somebody pick up the flute

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and they're playing it
and they sound great.

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They sound awful, right?

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And why is it not
acceptable in math to be bad

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at something at first?

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So that's my first thing.

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Also another challenge
is the amount of content

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can be overwhelming.

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It really, really can.

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But thankfully if you click on
courses there for me, Jeremy?

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Right.

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- You got it.

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- You will see the courses are aligned

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with the common core
standards, which by grade.

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So if you go down, I'm looking
at your screen right now,

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first grade, second grade,
third grade, fourth grade.

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So you can go in there and
find the exercises by standard.

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There's also a Common Core
math which I think is okay.

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It's great for high school
teachers, but K to eight,

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the standards are really
well aligned by grade.

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So you can, or you can,
there's the Common Core math.

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It's those grade one,
there's 28 unique skills

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and 605 questions and so on and so forth.

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This is a different view,
but I prefer the other view

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where you go into the grade itself.

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But I know it's overwhelming
to see all that information,

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but if you narrow it down,
find exercises you like,

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try them out and assign
them to your students

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and then just see where
it goes from there.

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- Great, great advice.

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So really sort of start with
a little bit of inspiration,

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setting the bar high,
letting your students know

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that you believe in them
even when the challenge

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is so strong right now.

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And then number two, finding the stuff

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that really brings them back
to that sense of normalcy

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of like, "Hey, we would have
been covering this right now

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"and so we're gotta keep
going ahead and not give up."

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- Yes.

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- Last question before we
opened up for more questions

00:11:50.460 --> 00:11:54.860
from the audience is if you
think a couple of weeks ahead,

00:11:54.860 --> 00:11:57.820
the teachers have taken your
advice for getting started,

00:11:57.820 --> 00:11:59.690
they've made a couple of assignments

00:11:59.690 --> 00:12:01.810
and now maybe the pressure is really on

00:12:01.810 --> 00:12:06.260
to deliver kind of classroom
instruction on a regular basis

00:12:06.260 --> 00:12:08.940
and really take the most
of tools of Khan Academy.

00:12:08.940 --> 00:12:11.470
Are there any more
advanced tips or techniques

00:12:11.470 --> 00:12:14.080
from your middle school experience
that you would recommend

00:12:14.080 --> 00:12:16.030
for a middle school educator out there?

00:12:17.060 --> 00:12:18.773
- I'm sorry, I was coughing there.

00:12:21.650 --> 00:12:23.860
I think that, can you repeat
the end of that question

00:12:23.860 --> 00:12:25.610
'cause I coughed at the end?

00:12:25.610 --> 00:12:26.443
- Oh no, no.

00:12:26.443 --> 00:12:27.580
My apologies.

00:12:27.580 --> 00:12:29.870
Yeah, just thinking ahead,
like I know personally

00:12:29.870 --> 00:12:31.920
in my kids' own district here,

00:12:31.920 --> 00:12:33.540
there's a lot of discussion
right now about going

00:12:33.540 --> 00:12:37.710
from peer sort of like keep the
lights on day in and day out

00:12:37.710 --> 00:12:40.860
to how do we actually have clear plans,

00:12:40.860 --> 00:12:43.010
clear structures in place to mimic

00:12:43.010 --> 00:12:45.340
as much classroom instruction as possible.

00:12:45.340 --> 00:12:47.230
If a teacher is facing
that kind of challenge

00:12:47.230 --> 00:12:49.530
over the next few weeks or months,

00:12:49.530 --> 00:12:51.810
what can they do on Khan
Academy to go above and beyond

00:12:51.810 --> 00:12:53.110
just one assignment?

00:12:53.110 --> 00:12:55.570
What turns it into a
system, into a process?

00:12:55.570 --> 00:12:56.403
- Okay.

00:12:57.280 --> 00:13:00.086
First of all, if this is tough for people

00:13:00.086 --> 00:13:03.860
to wrap their heads around,
but if you are okay,

00:13:03.860 --> 00:13:06.190
if you can get yourself
okay with students working

00:13:06.190 --> 00:13:08.350
at their own pace, right?

00:13:08.350 --> 00:13:10.963
If you have them start
to work through a unit,

00:13:12.150 --> 00:13:14.510
can you pull up, before
the session started,

00:13:14.510 --> 00:13:18.270
we talked about the mastery point system.

00:13:18.270 --> 00:13:21.630
Okay, so that's kind
of small on my screen.

00:13:21.630 --> 00:13:24.060
I don't know how it would look
on other people's screens,

00:13:24.060 --> 00:13:24.950
but--
- There you go.

00:13:24.950 --> 00:13:26.490
- Okay, perfect.

00:13:26.490 --> 00:13:28.230
Zero points means a student.

00:13:28.230 --> 00:13:31.390
So this all has to do with exercise set.

00:13:31.390 --> 00:13:34.323
So zero points means either a student has,

00:13:35.340 --> 00:13:36.530
I'm trying to point my mouse,

00:13:36.530 --> 00:13:40.090
but I'm guessing that either
have never started it, no level

00:13:40.090 --> 00:13:41.210
or they've attempted it.

00:13:41.210 --> 00:13:44.410
If you see the little diamond
in the bottom right corner,

00:13:44.410 --> 00:13:48.630
that means they've gotten less
than 70% on that problem set.

00:13:48.630 --> 00:13:52.870
Then if the student gets at least 70%,

00:13:52.870 --> 00:13:55.513
they get to 50 points, which is familiar.

00:13:56.450 --> 00:14:00.460
And then if they get
100% in that problem set,

00:14:00.460 --> 00:14:05.460
they get 80 points and
they're proficient, right?

00:14:05.650 --> 00:14:08.240
And the last 20 points
they can get mastered,

00:14:08.240 --> 00:14:10.270
they have to do one of two ways,

00:14:10.270 --> 00:14:13.470
either by taking a unit
test on Khan Academy

00:14:13.470 --> 00:14:14.990
or by answering them correctly

00:14:14.990 --> 00:14:16.710
on what's called the mastery challenge.

00:14:16.710 --> 00:14:20.280
All right, if you say to the students,

00:14:20.280 --> 00:14:23.420
let's go to seventh grade geometry

00:14:23.420 --> 00:14:25.260
or seventh grade anything.

00:14:25.260 --> 00:14:26.093
- Sure.

00:14:26.093 --> 00:14:28.000
- And you asked the students,
okay, you know what,

00:14:28.000 --> 00:14:29.493
start at the beginning.

00:14:30.900 --> 00:14:32.940
By the way, I wouldn't
necessarily start with geometry.

00:14:32.940 --> 00:14:34.550
It's not the,

00:14:34.550 --> 00:14:36.920
let's do negative numbers
addition, subtraction here.

00:14:36.920 --> 00:14:39.037
Let's use that, and say to the students,

00:14:39.037 --> 00:14:41.190
"All right, get started."

00:14:41.190 --> 00:14:43.010
All right, if you go down,
you're gonna have to scroll

00:14:43.010 --> 00:14:46.240
to the, there's the first
skill signs of sums.

00:14:46.240 --> 00:14:49.863
They're not actually, they're
gonna see instead of mastered,

00:14:51.000 --> 00:14:53.040
they're gonna see a
little blue button there

00:14:53.040 --> 00:14:54.660
that says start.

00:14:54.660 --> 00:14:57.440
And that's how they
can get to the exercise

00:14:57.440 --> 00:15:01.070
and then say, okay, go
from there to the next one,

00:15:01.070 --> 00:15:03.000
adding negative numbers, right?

00:15:03.000 --> 00:15:05.500
And the point system that I just discussed

00:15:05.500 --> 00:15:06.700
is on the right side there.

00:15:06.700 --> 00:15:08.970
Now your account or
whoever's account this is,

00:15:08.970 --> 00:15:10.620
has already mastered all those.

00:15:10.620 --> 00:15:14.300
So it's kind of not the best example

00:15:14.300 --> 00:15:18.060
because this person
already mastered all these.

00:15:18.060 --> 00:15:20.630
But if you have the students
start at the first skill

00:15:20.630 --> 00:15:24.490
in negative numbers and
work their way through

00:15:24.490 --> 00:15:29.477
and say, "Listen, I just want
you to work 30 minutes a day

00:15:29.477 --> 00:15:33.270
"and try to watch videos, do
exercises, see how you do."

00:15:33.270 --> 00:15:35.930
And you use that point
system in the reporting

00:15:35.930 --> 00:15:37.257
that you get as well.

00:15:37.257 --> 00:15:40.100
And that point system helps you determine

00:15:40.100 --> 00:15:43.073
what it is that students
need more help with.

00:15:44.767 --> 00:15:45.700
- And do you wanna talk very briefly

00:15:45.700 --> 00:15:47.690
about these progress reports?

00:15:47.690 --> 00:15:49.440
Just because I think
that'll help folks really

00:15:49.440 --> 00:15:51.220
draw the connection between
what the students are seeing

00:15:51.220 --> 00:15:53.940
and doing and what the
teacher is responding with.

00:15:53.940 --> 00:15:58.940
- Okay, so let's go to solving
equations and inequalities.

00:15:58.950 --> 00:16:01.343
So if you click on that, right?

00:16:02.600 --> 00:16:04.530
And you scroll down a little bit.

00:16:04.530 --> 00:16:07.830
All right, not started right
now, there are eight students

00:16:07.830 --> 00:16:11.500
that are not started and
that's their names right there.

00:16:11.500 --> 00:16:12.700
That's the zero points.

00:16:12.700 --> 00:16:14.793
Attempted, there's one student.

00:16:17.440 --> 00:16:19.950
Attempted means they got less than 70%.

00:16:19.950 --> 00:16:22.290
Familiar, we have no
students in that category.

00:16:22.290 --> 00:16:27.290
So those are students that
have 70%, but less than 100%.

00:16:29.960 --> 00:16:32.250
Proficient is a student
that did the exercise

00:16:32.250 --> 00:16:34.240
and they got all the questions right.

00:16:34.240 --> 00:16:36.960
So they got 100%, they moved to proficient

00:16:36.960 --> 00:16:38.483
and it looks like Meaghan,

00:16:40.320 --> 00:16:43.980
she eventually answered the
question correct on a unit test

00:16:43.980 --> 00:16:47.130
or did a mastery challenge and
she got those last 20 points

00:16:47.130 --> 00:16:50.720
and that's where she gets the mastered.

00:16:50.720 --> 00:16:55.040
So the point system that I
talked about before is related

00:16:55.040 --> 00:16:57.160
that's on the student
side, what they can see.

00:16:57.160 --> 00:16:59.780
This is on the teacher
side, what you can see.

00:16:59.780 --> 00:17:02.260
So if you ask your
students to start on a unit

00:17:02.260 --> 00:17:04.766
and just say, "Just go with it, here."

00:17:04.766 --> 00:17:07.990
Take whatever minutes
a day and go with it.

00:17:07.990 --> 00:17:10.040
You'll start getting
this report to populate

00:17:10.040 --> 00:17:12.990
and you'll see who's
getting it and who's not.

00:17:12.990 --> 00:17:16.340
And this is what I do in my
class during the regular year.

00:17:16.340 --> 00:17:18.420
I know it's kind of tough to do that

00:17:18.420 --> 00:17:20.830
or to even think about
doing that in this time,

00:17:20.830 --> 00:17:23.330
but this is actually
the most meaningful part

00:17:23.330 --> 00:17:24.680
of the website for me

00:17:25.600 --> 00:17:27.980
is that students are
working at their own pace.

00:17:27.980 --> 00:17:30.690
And I tell the kids just 'cause

00:17:31.920 --> 00:17:33.270
you're struggling with something

00:17:33.270 --> 00:17:35.420
or your friend is struggling
with something, but you're not,

00:17:35.420 --> 00:17:39.120
why should I give you homework
on the same topic every day?

00:17:39.120 --> 00:17:40.920
So this might be the perfect test case

00:17:40.920 --> 00:17:42.420
for doing something like that.

00:17:43.570 --> 00:17:46.417
- Yeah, I mean, it's hard to
find silver linings right now,

00:17:46.417 --> 00:17:49.240
but if ever there was a
moment in American education

00:17:49.240 --> 00:17:50.970
when we could actually
try to serve each student

00:17:50.970 --> 00:17:54.440
where they are, this might be
that one with tools like this.

00:17:54.440 --> 00:17:57.960
- Listen, ideally I'd be
working below grade level

00:17:57.960 --> 00:18:00.343
and having my kids work their way up.

00:18:01.380 --> 00:18:04.790
But I'm still responsible
for grade level assessments

00:18:04.790 --> 00:18:06.220
and grades and things like that.

00:18:06.220 --> 00:18:08.520
So this is a time where a lot of people

00:18:08.520 --> 00:18:10.417
can kind of experiment
with, "Hey, you know what?

00:18:10.417 --> 00:18:12.717
"I think this is the best
way my students can learn

00:18:12.717 --> 00:18:15.010
"and let me just try it."

00:18:15.010 --> 00:18:16.820
So, yeah.

00:18:16.820 --> 00:18:18.390
- Cool.

00:18:18.390 --> 00:18:19.380
Well, amazing advice Shalom.

00:18:19.380 --> 00:18:20.690
I think you've given folks a lot

00:18:20.690 --> 00:18:22.290
to get started with already.

00:18:22.290 --> 00:18:24.110
Let's dive into the
more specific questions

00:18:24.110 --> 00:18:25.670
coming from the audience,

00:18:25.670 --> 00:18:27.820
starting with a gray one from Janice.

00:18:27.820 --> 00:18:30.283
So Janice is talking a little
bit about the experience

00:18:30.283 --> 00:18:33.430
that students have of
doing these exercises

00:18:33.430 --> 00:18:36.017
and she says, "What strategies Shalom,

00:18:36.017 --> 00:18:39.367
"have you found effective
in getting kids to self-help

00:18:39.367 --> 00:18:42.837
"by using those hint resources
and going back to rework

00:18:42.837 --> 00:18:46.100
"and redo their exercises to
improve their understanding?"

00:18:46.100 --> 00:18:48.490
One thing I've seen a lot
observing middle school students

00:18:48.490 --> 00:18:50.370
is kids don't wanna use hint

00:18:50.370 --> 00:18:51.780
because it seems like a sign of weakness.

00:18:51.780 --> 00:18:53.280
They don't wanna do it again

00:18:53.280 --> 00:18:55.410
'cause it seems like, oh
maybe they didn't do so well

00:18:55.410 --> 00:18:56.243
the first time.

00:18:56.243 --> 00:18:59.090
How do you overcome that and
get them to help themselves?

00:18:59.090 --> 00:19:00.420
- Well, I'll answer it in two ways.

00:19:00.420 --> 00:19:02.633
Number one in class I have a rule.

00:19:03.920 --> 00:19:05.500
I won't answer your question

00:19:05.500 --> 00:19:07.340
unless you've attempted the problem.

00:19:07.340 --> 00:19:09.380
And I tell the kids, even if you guessed,

00:19:09.380 --> 00:19:10.760
even if it's a multiple choice question

00:19:10.760 --> 00:19:12.870
and you guess correctly,
then raise your hand.

00:19:12.870 --> 00:19:14.427
Say, "Mr lab, I guess this right,

00:19:14.427 --> 00:19:16.280
"but can you explain it to me?"

00:19:16.280 --> 00:19:21.180
So we are almost kind
of forcing that hint now

00:19:21.180 --> 00:19:23.400
because we're not right
there to help them.

00:19:23.400 --> 00:19:26.410
So my whole thing is encourage

00:19:26.410 --> 00:19:28.540
and this is where the
growth mindset comes in.

00:19:28.540 --> 00:19:31.010
This is where it's okay.

00:19:31.010 --> 00:19:34.490
Like I always use this
example with my students.

00:19:34.490 --> 00:19:35.700
My son was eight years old,

00:19:35.700 --> 00:19:38.100
taught himself to solve a
Rubik's cube and made fun of me

00:19:38.100 --> 00:19:39.490
because I couldn't do it.

00:19:39.490 --> 00:19:42.700
And then I had to learn how to do it.

00:19:42.700 --> 00:19:45.320
I mean, I couldn't let him beat me.

00:19:45.320 --> 00:19:48.990
And when I did, it took me
a lot longer to learn it

00:19:48.990 --> 00:19:49.860
than it took him.

00:19:49.860 --> 00:19:52.100
So I used that as a growth mindset lesson.

00:19:52.100 --> 00:19:52.933
I didn't give up.

00:19:52.933 --> 00:19:56.250
Am I stupid because it
took me longer than him?

00:19:56.250 --> 00:19:57.083
Maybe.

00:19:57.083 --> 00:19:58.967
But I think most people would
say, "Wow, you're a person

00:19:58.967 --> 00:20:01.030
"who can solve a Rubik's cube now."

00:20:01.030 --> 00:20:03.130
And it doesn't matter
if it takes you longer

00:20:03.130 --> 00:20:05.300
and that's the kind of thing that I think

00:20:05.300 --> 00:20:07.110
if you can get your
students to understand,

00:20:07.110 --> 00:20:08.610
that's why I like those two videos

00:20:08.610 --> 00:20:10.920
that you can learn anything
and the grit videos

00:20:10.920 --> 00:20:12.940
'cause it kind of gets
kids in that mindset.

00:20:12.940 --> 00:20:15.150
So, great question.

00:20:15.150 --> 00:20:20.010
Harder to do than just
saying go ahead and do this.

00:20:20.010 --> 00:20:22.783
But good luck Janice, right?

00:20:23.880 --> 00:20:25.540
- Yeah, all right, great question Janice.

00:20:25.540 --> 00:20:26.643
Great response Shalom.

00:20:27.810 --> 00:20:30.430
Courtney I think is gonna push
us to go back a little bit.

00:20:30.430 --> 00:20:31.380
This is important for those

00:20:31.380 --> 00:20:33.567
who are just really getting started today.

00:20:33.567 --> 00:20:35.717
"What's even required for
a middle school students

00:20:35.717 --> 00:20:37.507
"to get started with a Khan Academy?

00:20:37.507 --> 00:20:39.147
"Is all they need an email?

00:20:39.147 --> 00:20:41.187
"How do they even get sort
of integrated into the system

00:20:41.187 --> 00:20:42.640
"in the first place?"

00:20:42.640 --> 00:20:44.630
- Okay, first of all,

00:20:44.630 --> 00:20:49.630
if your district has a
G-suite or Gmail email handle,

00:20:52.570 --> 00:20:56.120
that makes it easy right there
because all you need to do

00:20:56.120 --> 00:21:01.120
is when you go to, excuse
me, when you go to Settings.

00:21:04.010 --> 00:21:05.070
Are we in teacher tools?

00:21:05.070 --> 00:21:06.430
I'm sorry.

00:21:06.430 --> 00:21:07.400
- Yeah, yeah.

00:21:07.400 --> 00:21:08.437
- Okay.

00:21:08.437 --> 00:21:09.270
- Maybe Sync with Google Classroom?

00:21:09.270 --> 00:21:11.020
- Yeah, right there, Sync
with Google Classroom.

00:21:11.020 --> 00:21:13.290
I didn't know if it was in
the teacher setting or the,

00:21:13.290 --> 00:21:14.843
and you just,

00:21:16.140 --> 00:21:19.550
this account's already
synced with her Google class.

00:21:19.550 --> 00:21:21.429
This is Meaghan's account, right?

00:21:21.429 --> 00:21:22.262
- That's right.

00:21:22.262 --> 00:21:26.310
- So hit Sync and now that
roster will be in there.

00:21:26.310 --> 00:21:31.310
Now if you don't have a
Google suite email address

00:21:32.800 --> 00:21:36.250
in your district, there's the class code.

00:21:36.250 --> 00:21:39.270
Now the students, I always
prefer they do things

00:21:39.270 --> 00:21:41.063
with their district email address.

00:21:41.920 --> 00:21:43.880
But you can send them this class code

00:21:43.880 --> 00:21:47.380
and they add themselves to your class.

00:21:47.380 --> 00:21:51.023
The one thing I always stress
is when students log in,

00:21:52.220 --> 00:21:53.500
if it is a Google account,

00:21:53.500 --> 00:21:54.950
make sure to log in through Google.

00:21:54.950 --> 00:21:58.010
A lot of times people see the login screen

00:21:58.010 --> 00:22:03.010
and they see an actual like
place to enter a username

00:22:03.050 --> 00:22:04.710
and password.

00:22:04.710 --> 00:22:07.010
You don't need it if
it's a Google account,

00:22:07.010 --> 00:22:11.513
you just link it to your Google account.

00:22:12.691 --> 00:22:13.940
- And let me actually
show what that looks like

00:22:13.940 --> 00:22:16.560
from the new user standpoint.

00:22:16.560 --> 00:22:19.850
So, you were coming to
Khan Academy as a student

00:22:19.850 --> 00:22:23.810
and you said start here,
said, "Hey, I'm a learner."

00:22:23.810 --> 00:22:25.830
Just to be clear, your recommendation is

00:22:27.030 --> 00:22:31.040
better to put in a class
code than anything else?

00:22:31.040 --> 00:22:32.520
Shalom, is that right?

00:22:33.730 --> 00:22:34.740
- Well no.

00:22:34.740 --> 00:22:37.540
If you're Google I
would start right there.

00:22:37.540 --> 00:22:38.571
Continue with Google.

00:22:38.571 --> 00:22:39.436
- Okay, Continue with Google, cool.

00:22:39.436 --> 00:22:40.840
- Do me a favor, click Sarah.

00:22:40.840 --> 00:22:42.440
Is it gonna ask for the
date of birth anymore?

00:22:42.440 --> 00:22:43.390
Is that gonna just?

00:22:44.530 --> 00:22:46.313
- Yeah, so I believe it
offers that based on the fact

00:22:46.313 --> 00:22:48.223
that this person is over 13.

00:22:49.490 --> 00:22:53.797
But yeah, you can also do a
Google or you can do class code,

00:22:53.797 --> 00:22:56.680
which again is pulled straight
from your classroom settings.

00:22:56.680 --> 00:22:58.407
Okay, great feedback.

00:22:58.407 --> 00:23:00.940
- And the age, correct me if I'm wrong,

00:23:00.940 --> 00:23:03.450
but the age shouldn't be an issue

00:23:03.450 --> 00:23:06.070
if you're using it with a school account.

00:23:06.070 --> 00:23:08.050
That's one of the reasons I also recommend

00:23:08.050 --> 00:23:10.045
using a school account.

00:23:10.045 --> 00:23:11.170
Because I think--
- That's exactly right.

00:23:11.170 --> 00:23:12.003
- Okay.

00:23:13.470 --> 00:23:14.860
- Okay, great question Courtney.

00:23:14.860 --> 00:23:16.812
Thanks for the response from Shalom.

00:23:16.812 --> 00:23:18.059
- I hope I answered it.

00:23:18.059 --> 00:23:20.837
- (laughs) Gerard from Ocean Township says

00:23:20.837 --> 00:23:22.750
"Shalom, where did you
get that awesome headset?"

00:23:22.750 --> 00:23:26.270
- Oh, (laughs) Gerard is messing with me.

00:23:26.270 --> 00:23:28.080
Gerard is my supervisor.

00:23:28.080 --> 00:23:29.690
So, (laughs)

00:23:29.690 --> 00:23:31.340
- You better be on your best behavior.

00:23:31.340 --> 00:23:33.530
- This is my session of pilot headset.

00:23:33.530 --> 00:23:35.070
That's pretty funny, Gerard.

00:23:35.070 --> 00:23:38.570
I give you prompts for asking
that question. (laughs)

00:23:38.570 --> 00:23:39.403
- Cool.

00:23:39.403 --> 00:23:41.280
I think we're all in
the market for headsets,

00:23:41.280 --> 00:23:42.180
all of us that in.

00:23:43.231 --> 00:23:44.600
So definitely if you have
a recommendation Shalom,

00:23:44.600 --> 00:23:45.433
let us know.

00:23:46.680 --> 00:23:49.167
So Belinda has a really
good question, which is,

00:23:49.167 --> 00:23:51.917
"Okay, we've talked a
lot about the technology,

00:23:51.917 --> 00:23:54.897
"but what about the
teacher-student interaction piece?

00:23:54.897 --> 00:23:57.557
"How would you recommend
giving feedback to students

00:23:57.557 --> 00:24:00.470
"once you start getting
these progress reports?"

00:24:00.470 --> 00:24:03.460
- Okay, first of all,
in terms of feedback,

00:24:03.460 --> 00:24:06.160
the students are getting
immediate feedback

00:24:06.160 --> 00:24:08.443
if they answer a question right or wrong.

00:24:09.720 --> 00:24:12.290
Yes, the hints are not
the most exciting for them

00:24:12.290 --> 00:24:14.203
to look at.

00:24:16.130 --> 00:24:18.470
But it is instant feedback

00:24:18.470 --> 00:24:21.730
and I've been doing it for years

00:24:21.730 --> 00:24:25.050
and I try to get my students,
"Read the hints, please

00:24:26.237 --> 00:24:27.900
"and then ask me the question."

00:24:27.900 --> 00:24:29.590
And sometimes they wear you down.

00:24:29.590 --> 00:24:31.750
Sometimes they ask me a question,

00:24:31.750 --> 00:24:34.890
and I don't even ask them, "Did
you look at the hints yet?"

00:24:34.890 --> 00:24:38.020
Some exercises, I don't
necessarily love the hints.

00:24:38.020 --> 00:24:40.470
I think that not that they're wrong.

00:24:40.470 --> 00:24:45.230
I just don't think that
they're the most simplified way

00:24:45.230 --> 00:24:47.000
of showing things.

00:24:47.000 --> 00:24:52.000
So it's the feedback in the classroom

00:24:53.860 --> 00:24:58.860
is I can use that data to kind
of pick a group of students,

00:24:59.487 --> 00:25:01.787
"Wow, these seven kids are
struggling with this skill.

00:25:01.787 --> 00:25:03.007
"Let me work with them."

00:25:04.250 --> 00:25:07.710
Use that to maybe do a Zoom conference

00:25:07.710 --> 00:25:09.340
with a small group of kids.

00:25:09.340 --> 00:25:12.073
I bought myself this right here.

00:25:12.073 --> 00:25:15.180
It's a little tablet
that I can use to write

00:25:15.180 --> 00:25:17.940
and I make Sal Khan style videos myself

00:25:17.940 --> 00:25:20.020
as kids ask me questions.

00:25:20.020 --> 00:25:23.100
You can make those if you look at,

00:25:23.100 --> 00:25:24.860
there's a certain report you can look at

00:25:24.860 --> 00:25:26.770
and see how many students in the class

00:25:26.770 --> 00:25:28.760
answered it correctly or incorrectly.

00:25:28.760 --> 00:25:33.380
And Khan actually puts it in
order from the most difficult

00:25:33.380 --> 00:25:37.560
to the, I'm sorry, the one
that's most frequently wrong

00:25:37.560 --> 00:25:40.513
to the ones that have been easiest.

00:25:41.400 --> 00:25:44.860
So if you, let's pull that up real quick.

00:25:44.860 --> 00:25:46.037
So if you see a problem, you're like,

00:25:46.037 --> 00:25:48.150
"Wow, a lot of kids are
getting this wrong,"

00:25:48.150 --> 00:25:50.690
and you wanna do a quick
video for it in this,

00:25:50.690 --> 00:25:52.907
in class you would obviously do it.

00:25:52.907 --> 00:25:54.920
Here's a question only three students

00:25:54.920 --> 00:25:57.550
were presented with a question seven.

00:25:57.550 --> 00:25:59.070
Two of the students got it wrong,

00:25:59.070 --> 00:26:00.270
one student got it right.

00:26:00.270 --> 00:26:01.943
My favorite part is to the right.

00:26:03.010 --> 00:26:04.870
It shows you what answers were chosen.

00:26:04.870 --> 00:26:08.580
And by the way, this is a
multiple choice question.

00:26:08.580 --> 00:26:12.203
If you can find one that
is not multiple choice,

00:26:14.400 --> 00:26:17.400
I think everything in this
set is multiple choice.

00:26:17.400 --> 00:26:20.650
But you can, even if the
question is not multiple choice,

00:26:20.650 --> 00:26:23.930
it will tell you what students
typed in as their answer.

00:26:23.930 --> 00:26:28.363
So this kind of information is
fantastic and you can use it,

00:26:29.300 --> 00:26:30.133
as you please.

00:26:30.133 --> 00:26:34.284
Now in the setting that
we're in, remote learning,

00:26:34.284 --> 00:26:37.650
it's not gonna be easy and
you have to find your way

00:26:37.650 --> 00:26:39.590
of conveying that to your students,

00:26:39.590 --> 00:26:43.963
whether it be videos or
webinar, chat style things,

00:26:45.660 --> 00:26:46.910
video chats I should say.

00:26:47.770 --> 00:26:50.040
But the information is there

00:26:50.040 --> 00:26:52.020
to help you make those decisions.

00:26:52.020 --> 00:26:53.900
And that's the beauty.

00:26:53.900 --> 00:26:55.680
That's what I love about
Khan Academy the most.

00:26:55.680 --> 00:26:56.730
It really helps me.

00:26:56.730 --> 00:26:57.720
By the way, I have to give a shout out

00:26:57.720 --> 00:26:59.230
to my co-teacher, Suzy

00:26:59.230 --> 00:27:01.207
'cause Gerard got mentioned, so.

00:27:01.207 --> 00:27:03.096
(Jeremy laughs)
(Shalom laughs)

00:27:03.096 --> 00:27:04.542
- (mumbles) far and wide.

00:27:04.542 --> 00:27:05.890
(Shalom laughs)

00:27:05.890 --> 00:27:07.330
Yeah, no, I think you
just nailed it though.

00:27:07.330 --> 00:27:09.140
I want to echo that last sentiment

00:27:09.140 --> 00:27:12.250
which is I think a lot of
teachers will look at Khan Academy

00:27:12.250 --> 00:27:15.017
and say "Ah, this is just
trying to replace the teacher

00:27:15.017 --> 00:27:17.470
"somehow just like my
classroom on autopilot."

00:27:17.470 --> 00:27:18.820
You couldn't be farther from the truth

00:27:18.820 --> 00:27:20.910
because really isn't the tool

00:27:20.910 --> 00:27:22.347
and the teachers who are using it the best

00:27:22.347 --> 00:27:25.260
are the ones who are using it
to drive their own teaching,

00:27:25.260 --> 00:27:27.750
to get more information to
serve their students better?

00:27:27.750 --> 00:27:30.500
- And if there's something
I want everybody to know is,

00:27:31.640 --> 00:27:34.360
and I've given presentations
about Khan Academy

00:27:34.360 --> 00:27:35.220
and how to use it.

00:27:35.220 --> 00:27:37.390
And one of the things I always
say to people when I present

00:27:37.390 --> 00:27:41.970
is don't necessarily use
it the way I do, okay?

00:27:41.970 --> 00:27:44.460
Take what I do and make it your own.

00:27:44.460 --> 00:27:46.640
Here's how I do it.

00:27:46.640 --> 00:27:47.810
I'm not saying it's right.

00:27:47.810 --> 00:27:50.760
By the way I'm not saying
I've got it figured out

00:27:50.760 --> 00:27:52.860
'cause there's changes I
make with Suzy by the way.

00:27:52.860 --> 00:27:55.780
Suzy and I are big Khan Academy users.

00:27:55.780 --> 00:27:57.327
We get together and talk all the time.

00:27:57.327 --> 00:28:00.150
"I liked how we did this, maybe
we should do that instead."

00:28:00.150 --> 00:28:05.150
So make it your own, make it
something that you can use

00:28:06.040 --> 00:28:09.200
the information on there to
help you be a better teacher.

00:28:09.200 --> 00:28:11.840
It is not there to teach
your students for you.

00:28:11.840 --> 00:28:13.950
Now the videos in a time like this,

00:28:13.950 --> 00:28:16.290
yeah, they might be there
to teach your students

00:28:16.290 --> 00:28:20.160
because you can't be there 24/7.

00:28:20.160 --> 00:28:23.460
And it's great to be
able to rewind and pause.

00:28:23.460 --> 00:28:26.560
And Sal Khan in one of
his Ted talks talks about

00:28:26.560 --> 00:28:28.890
how his cousin said they
like him better in his videos

00:28:28.890 --> 00:28:29.910
than in person.

00:28:29.910 --> 00:28:32.780
And he kind of said, once you
get past the backended nature

00:28:32.780 --> 00:28:35.247
of that comment, he goes,
"They don't feel like

00:28:35.247 --> 00:28:36.757
"they're bothering the video of me

00:28:36.757 --> 00:28:38.547
"because they can pause, they can rewind,

00:28:38.547 --> 00:28:39.490
"they can do things."

00:28:39.490 --> 00:28:42.280
So it is just another tool.

00:28:42.280 --> 00:28:45.650
For me, the way I use it, you hear me,

00:28:45.650 --> 00:28:48.970
I talk about the exercises
and I want it to be

00:28:48.970 --> 00:28:52.490
that the students use the exercises.

00:28:52.490 --> 00:28:54.990
So you use the exercise data to decide

00:28:54.990 --> 00:28:56.763
what it is my students need.

00:28:57.610 --> 00:28:59.030
- Cool, and then let me actually ask you

00:28:59.030 --> 00:29:01.740
one final question here
Shalom before we wrap.

00:29:01.740 --> 00:29:03.710
Tying into this question of like looking

00:29:03.710 --> 00:29:06.160
at students' scores,
figuring what they need,

00:29:06.160 --> 00:29:08.010
I know that a lot of the
pressure's off for this year

00:29:08.010 --> 00:29:09.950
in terms of state assessments,

00:29:09.950 --> 00:29:11.790
but if we wanna continue
to use assessments

00:29:11.790 --> 00:29:14.030
just to keep track of
how students are doing,

00:29:14.030 --> 00:29:15.766
are there any recommendations you have?

00:29:15.766 --> 00:29:17.460
This is a question from Kelly by the way,

00:29:17.460 --> 00:29:20.523
to use Khan Academy to inform
the assessments you're doing?

00:29:26.200 --> 00:29:27.230
- We talked about this before.

00:29:27.230 --> 00:29:30.055
I don't have a great answer to that

00:29:30.055 --> 00:29:35.055
because the Khan Academy
assessments are really not,

00:29:36.550 --> 00:29:40.120
to me they're not summative assessments.

00:29:40.120 --> 00:29:41.240
They're formative.

00:29:41.240 --> 00:29:43.787
So I look at it not as like,

00:29:43.787 --> 00:29:45.437
"Okay, here's a onetime assessment

00:29:45.437 --> 00:29:46.860
"and let's see what the kids know."

00:29:46.860 --> 00:29:50.970
I look at it more as an
ongoing set of data for me.

00:29:50.970 --> 00:29:54.550
We're working on negative
numbers, addition and subtraction

00:29:54.550 --> 00:29:56.900
and oh, by the way, a bunch
of my kids are struggling

00:29:56.900 --> 00:29:59.528
with absolute value to find distance.

00:29:59.528 --> 00:30:00.361
It happens all the time,

00:30:00.361 --> 00:30:02.460
that's a very difficult skill, right?

00:30:02.460 --> 00:30:04.350
So I use it on an ongoing basis

00:30:04.350 --> 00:30:08.260
to make formative assessment
decisions as I teach.

00:30:08.260 --> 00:30:13.260
I don't really think that it
is a good assessment tool.

00:30:13.830 --> 00:30:16.110
Not that it's a bad, but
it's not necessarily designed

00:30:16.110 --> 00:30:18.120
to be an assessment tool
that like at the end of

00:30:18.120 --> 00:30:20.100
or middle of the year,
let's give the kids this,

00:30:20.100 --> 00:30:22.560
okay, now I know what they need to,

00:30:22.560 --> 00:30:24.550
let's focus more on this or that.

00:30:24.550 --> 00:30:27.070
It's more of an ongoing assessment tool,

00:30:27.070 --> 00:30:28.450
if that makes sense.

00:30:28.450 --> 00:30:31.180
- Absolutely 'cause students
are constantly getting feedback

00:30:31.180 --> 00:30:32.420
on how they're doing.

00:30:32.420 --> 00:30:34.890
You're receiving those
same reports on your side.

00:30:34.890 --> 00:30:36.150
Use that to empower your students,

00:30:36.150 --> 00:30:38.960
empower you as an educator,
not to be the final word about

00:30:38.960 --> 00:30:40.060
how your students did.

00:30:41.050 --> 00:30:43.930
Speaking of final words, any
final words of wisdom, Shalom

00:30:43.930 --> 00:30:48.240
as American educators head
out for another big week

00:30:48.240 --> 00:30:51.210
of preparation next week?

00:30:51.210 --> 00:30:55.423
- Other than, don't be
jealous of the headset.

00:30:58.400 --> 00:31:01.730
Understand that, I know
you're frustrated right now

00:31:01.730 --> 00:31:04.677
and I know the last thing
you need is somebody saying,

00:31:04.677 --> 00:31:05.727
"Hey, you should use this.

00:31:05.727 --> 00:31:07.310
"Hey, you should use that."

00:31:07.310 --> 00:31:08.817
Every website out there is like,

00:31:08.817 --> 00:31:10.447
"Yeah, we're giving this for free now

00:31:10.447 --> 00:31:11.930
"and this is for free," right?

00:31:11.930 --> 00:31:15.540
But they're gonna go and when
this is all said and done,

00:31:15.540 --> 00:31:16.877
they're gonna go and say,
"Hey, remember that thing

00:31:16.877 --> 00:31:18.157
"we gave you for free?

00:31:18.157 --> 00:31:19.327
"It's gonna go away now.

00:31:19.327 --> 00:31:21.640
"Your district or you're
gonna have to pay for it."

00:31:21.640 --> 00:31:22.810
And it's gimmicky.

00:31:22.810 --> 00:31:25.870
Khan Academy, if there's
one thing about it,

00:31:25.870 --> 00:31:27.440
it is not a gimmick.

00:31:27.440 --> 00:31:30.710
It is based on research,
mastery-based learning

00:31:30.710 --> 00:31:33.080
I think is the way to,

00:31:33.080 --> 00:31:34.300
it's the way we learn everything.

00:31:34.300 --> 00:31:35.240
We learn how to ride a bike,

00:31:35.240 --> 00:31:36.300
we learn how to play an instrument,

00:31:36.300 --> 00:31:38.510
we learn how to do
everything by practicing

00:31:38.510 --> 00:31:39.870
until we're good at it.

00:31:39.870 --> 00:31:43.810
And this is the kind of thing
that I know it's hard to think

00:31:43.810 --> 00:31:47.130
of like, "Oh my God, I'm gonna
dive into something now."

00:31:47.130 --> 00:31:52.130
But if you do, you're going
to see the benefits of it

00:31:52.450 --> 00:31:54.350
and you might not use
it anything like I do,

00:31:54.350 --> 00:31:57.320
it might be completely
different for you, all right?

00:31:57.320 --> 00:32:00.260
I don't expect people to
do it the way I do it.

00:32:00.260 --> 00:32:05.260
But dive into it like I said,
give the kids a few exercises,

00:32:05.470 --> 00:32:08.060
see where the data takes you,
see where the information

00:32:08.060 --> 00:32:08.930
you get takes you.

00:32:08.930 --> 00:32:11.210
So I wish everybody good luck

00:32:11.210 --> 00:32:13.860
and make sure to join the teachers' page.

00:32:13.860 --> 00:32:16.223
I don't know if I said
that before on Facebook.

00:32:18.690 --> 00:32:21.040
Khan Academy teachers'
page or Teach with Khan.

00:32:21.900 --> 00:32:23.430
There's a lot of ambassadors

00:32:23.430 --> 00:32:26.270
and just otherwise experienced
Khan Academy teachers

00:32:26.270 --> 00:32:28.623
on there that are gonna,

00:32:29.820 --> 00:32:32.650
they're happy to answer your questions

00:32:32.650 --> 00:32:35.070
because they've been in
the same position as you.

00:32:35.070 --> 00:32:35.903
They've been at the point

00:32:35.903 --> 00:32:37.120
where they didn't understand something.

00:32:37.120 --> 00:32:40.563
So go on there, ask some questions.

00:32:41.530 --> 00:32:42.363
- That's amazing.

00:32:42.363 --> 00:32:44.750
I will include that in the chat section.

00:32:44.750 --> 00:32:46.340
As mentioned before, if we didn't get

00:32:46.340 --> 00:32:48.910
to your question today, my apologies.

00:32:48.910 --> 00:32:50.620
Please just submit it right here,

00:32:50.620 --> 00:32:52.910
which I've shared through
the chat line to get help

00:32:52.910 --> 00:32:55.640
within a few hours from our
amazing customer support team.

00:32:55.640 --> 00:32:58.450
And then finally, a
huge shout out to Shalom

00:32:58.450 --> 00:33:00.370
for sharing his expertise today.

00:33:00.370 --> 00:33:02.770
I know it's a lot on our
shoulders at the moment,

00:33:02.770 --> 00:33:05.030
but I feel like you've ease
our burden a little bit

00:33:05.030 --> 00:33:06.920
and given us reason to be
confident about the future.

00:33:06.920 --> 00:33:08.670
So thank you, Shalom.

00:33:08.670 --> 00:33:11.640
- Thank you for having me
and good luck everybody.

00:33:11.640 --> 00:33:13.040
- Have a great one everyone.