Civil society

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Language: en

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- [Kim] Civil society
is one of those terms

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that you might hear in
a politician's speech.

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Maybe in a line about the
importance of maintaining

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a strong relationship between

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the government and civil society.

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But what does it actually mean?

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A society that's civilized?

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Or maybe the part of
society run by civilians

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rather than government agents?

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In fact civil society is
a little hard to define.

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Let's start with what it's not.

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It's not government or elected officials

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who are acting in their official capacity

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as representatives of the state or nation.

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That is the political sphere.

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It's also not businesses or corporations

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who exist primarily to make a profit,

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that's the economic sphere.

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And lastly, it's not purely
private aspects of society,

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such as family or home life.

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Civil society exists in
between these three spheres

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and includes all of the
non-governmental groups,

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associations, and institutions

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that civilians form and join.

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If you and your friends decide to create

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a neighborhood cleanup club,

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picking up litter from the streets

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and planting trees in the park,

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congratulations, you've
just joined civil society.

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Some other examples of
civil society include

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religious organizations,
professional associations,

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charitable groups, or interest groups.

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Non-governmental organizations or NGOs

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are some of the most notable
actors in civil society.

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These include organizations
like Doctors Without Borders.

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Some organizations overlap
a bit with other spheres.

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Labor unions, for example,
are voluntary organizations

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but they overlap with the economic sphere

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by petitioning businesses for better wages

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and working conditions.

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NGOs that have a humanitarian mission,

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like Amnesty International

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may overlap with the political sphere,

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since they petition governments to change

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how they treat their citizens.

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Some non-governmental actors
are harder to classify

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like the news media.

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Where does it fall in civil society?

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It usually has some goal of making money

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but it also helps inform citizens

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about the workings of government

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and helps hold politicians
accountable to the public.

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So the media plays a central
role in civil society.

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So what's important about civil society?

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Well all of these organizations

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help connect people to their communities

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and many of them strive to improve society

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by influencing these spheres.

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Often they're in conflict with one another

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but most importantly they show us

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that there are many ways beyond voting

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or running for office

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to become involved in
issues that you care about.


Civic life, private life, politics, and government

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- [Instructor] In this video,
we're going to talk about

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how people can interact with, influence,

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and participate in society.

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When you do so, you're
participating in civic life,

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which is distinct from your private life.

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Private life includes all the
ways that you pursue happiness

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through relationships,
hobbies, or your job,

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that is, if you're not
a member of government.

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Civic life includes all the
ways that you might take part

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in solving the problems of your community,

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whether that's by
volunteering in civil society,

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making rules or laws, or
serving in a government body,

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whether that's the school
council or the U.S. Senate.

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So if you like playing video games,

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playing for fun is part
of your private life.

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But if you joined a group petitioning

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for more representation

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of diverse characters in video games,

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you'd be entering into civic life.

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Then you're not just doing things

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that make you happy individually.

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You're striving to have an
effect on the lives of others.

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So when you step into civic life,

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you will become involved
with politics and government.

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Although you often hear
them lumped together,

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they're not actually the same thing.

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You could say that politics is something

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that you do, an action.

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Politics encompasses all the ways

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that people reach agreements in a group,

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by negotiating, compromising, or voting.

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And those people might
not agree with each other,

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but through the political process,

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they agree to be bound by the rules

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that they've negotiated together.

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So in the large scale,

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politics describes both
how Congress debates bills

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and how you and your brother
decide who does the dishes.

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Then there's government.

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Government is a noun,

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and it describes both the institutions

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like the Supreme Court or the city council

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which make and enforce laws,

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as well as the people who
serve in those institutions.

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So government could describe both FIFA,

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the international
governing body for soccer,

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as well as the referee whose
job it is to enforce the rules

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that soccer teams and
players agree to abide by.

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Okay, so now that you've
learned about civic life,

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private life, politics, and
government, here's a pop quiz.

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I'm gonna give you a few scenarios,

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and you see if you can match
them to the correct term.

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First up, Ayla's church
provides food and shelter

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for the homeless community
during the winter

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to keep them out of the cold.

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Is this an example of
civic life, private life,

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politics, or government?

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Pause the video here
and see what you think.

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If you guessed civic life, you're correct.

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Ayla is participating in what
we call civil society here,

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which you might remember
from another video.

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Civil society includes all
of the voluntary institutions

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that people form and join

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outside of government and the market.

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She's doing something for her community.

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Okay, next.

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The Supreme Court hears a case

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about internet copyright
law and the First Amendment.

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Is this an example of
civic life, private life,

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politics, or government?

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This is government.

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The Supreme Court is
part of a governing body

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that enforces the rules.

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Okay, last one.

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Jeffrey, a representative for the AARP,

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reaches out to Senator Rodriguez
to provide more information

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on the impact a bill making its way

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through the House will
have on senior citizens.

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He wants to secure Senator
Rodriguez's support

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when the bill reaches the Senate.

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Is this an example of
civic life, private life,

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politics, or government?

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If you guessed politics, you're right.

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Jeffrey is providing information,

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hoping to influence a decision
that will affect others.

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Okay, thanks for playing.

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Keep practicing your skills in
the exercise for this lesson.


What is citizenship?

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- [Instructor] There are a few definitions

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of the term citizenship.

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In this video, we're
going to talk about two

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of those definitions.

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One is the legal definition, the status

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of having citizenship.

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A person has citizenship
as a member of a state,

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which gives them rights,
responsibilities, and privileges.

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A citizen of the United States is entitled

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to the protections granted
in the Constitution

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and Bill of Rights like freedom of speech.

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There are two paths to citizenship.

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People are either born
citizens because their parents

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were citizens or because
they were born on US soil

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or they can become naturalized citizens.

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We'll talk more in other
videos about the process

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to become a citizen but for now just know

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that naturalization is the legal process

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by which a foreign citizen or national

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can become a US citizen.

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The other definition of
citizenship I wanna talk about here

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is not just the legal
status of having citizenship

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but the practice of active citizenship.

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You practice good citizenship
by being an informed

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and active member of
a political community.

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So what does it mean to be a good citizen?

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There are a few aspects
of good citizenship.

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First, a good citizen is empowered.

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That means that they exercise their rights

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and believe that they can
make a difference by doing so.

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They don't say, "Nah, I'm
not gonna do anything.

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"It wouldn't make a difference anyway."

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A good citizen is also community-minded.

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They feel a sense of responsibility
for their communities

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and they wanna help them be
the best that they can be.

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They're also inclusive.

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And by that I mean that
they wanna do what's best

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for everyone in their
community, not just what

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would be most beneficial to themselves.

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They include multiple
viewpoints and stand up

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for the rights of others.

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And lastly, a good citizen is informed.

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They know how the government
works, they're up to date

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on the problems that
the government is facing

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and the decisions that it's making.

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Good citizens are invaluable to democracy

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because democracy works best
when citizens are knowledgeable

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and active in political debate.


Khan Academy Sample Zoom Class

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- Hey everyone, this is Jeremy
Scheifling at Khan Academy.

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Thank you so much for
making time out of your busy

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back-to-school season to join us today.

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I know there's a ton
going on in your class

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and in the world

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and so I wanna make the next
30 minutes really valuable.

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And to that end, I'm
gonna focus not on just

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another lecture or another presentation

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but specifically a guide to making those

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Zoom lessons, those Google Meet lessons,

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those live video lessons that
you're gonna be doing all fall

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really effective for your students.

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And so I'm gonna be presenting
a sample lesson to you

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as my quasi students right now.

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That being said, before we
get started I do wanna lay out

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a couple of things.

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So number one, the question
I always have on my mind

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whenever I'm starting a webinar is;

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can I get a copy of this,
can I see the slides?

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Absolutely, so I'll be recorded

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and shared in your email
inbox in about an hour

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so look for that no matter what.

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And then number two, the
sort of most common questions

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I got from folks leading
up to the session is;

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hey, I teach seventh grade not sixth grade

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or I teach social studies not math,

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is this still relevant?

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Absolutely, I was actually a
former kindergarten teacher

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before I joined Khan.

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So even teaching sixth grade math

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is a little bit out of my comfort zone

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but the key is not
about the content itself

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but the pedagogical principles

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about how do you use this new format,

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this new kind of Zoom session
to be really effective.

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And speaking of that, even
though we now sort of use Zoom

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as a generic term to encapsulate
all video conference,

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the way we used to do for
Xerox with copy machines

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or Kleenex with tissues.

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What I really mean is
whether you're using Zoom,

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Google Meet, Cisco WebEx
or some other platform

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like Go-To Webinar, just know that all

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of these principles apply.

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Because they're less about
technology and more about

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human psychology, about how students learn

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and how teachers can teach their best

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in this new environment.

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So no matter what you teach,
no matter what tools you use

00:01:52.150 --> 00:01:54.350
to teach, this will be
highly relevant for you

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heading into the fall.

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Okay that being said, the
frame for today's session

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is this really awesome
op ed that Sal Khan wrote

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a couple of weeks back.

00:02:03.760 --> 00:02:06.390
And I'm not just saying
that because Sal is my boss

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and he signs my checks

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but because I really do
believe again, as a former

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kindergarten teacher who is
all about engaging his students

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and getting them interacting
in the classroom,

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that when we think about
teaching in this new environment,

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it's so easy to psych
ourselves out and say;

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hey, I'm really
uncomfortable and unfamiliar

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with these technology tools.

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I'm gonna have to fall back on,

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sort of the lowest common denominator,

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giving lectures, broadcasting my lessons.

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And I think that if we
push ourselves a little bit

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as educators, we say;

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we know what great education looks like,

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especially in a regular classroom.

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We know that it's not about
lectures and monologues,

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it's about conversations and dialogues,

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getting students thinking,

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getting them talking,
getting them learning.

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And so Sal's sort of clear end call

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is how can we bring that
same level of interactivity,

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that same level of engagement
from the in-person classroom

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to the online classroom?

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And that's what I'm gonna
try demo for you today.

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So the first thing that it
really calls out in this op ed

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and also I'll share this
out in the email afterwards,

00:03:05.260 --> 00:03:06.960
you can read his op-ed directly

00:03:06.960 --> 00:03:09.150
but I pulled out some
valuable quotes here.

00:03:09.150 --> 00:03:12.030
Is that maybe because of the
school district pressures

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folks were getting in the spring

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or because we were all
sort of running around

00:03:15.610 --> 00:03:16.650
with our heads chopped off.

00:03:16.650 --> 00:03:18.400
I know I certainly was trying to

00:03:18.400 --> 00:03:20.320
get stuff done at Khan Academy,

00:03:20.320 --> 00:03:22.020
we kind of got into this mode

00:03:22.020 --> 00:03:24.540
of let's record a bunch of videos,

00:03:24.540 --> 00:03:26.200
send them out to our students

00:03:26.200 --> 00:03:28.200
and that'll be the best
way we can engage them

00:03:28.200 --> 00:03:30.400
in this really difficult moment.

00:03:30.400 --> 00:03:31.850
And the reality is,

00:03:31.850 --> 00:03:33.420
is that if you're spending
a lot of your time

00:03:33.420 --> 00:03:36.690
recording videos but not actually
interacting with students,

00:03:36.690 --> 00:03:38.550
you're kind of reinventing the wheel.

00:03:38.550 --> 00:03:41.520
Because Sal and others have
been making these videos

00:03:41.520 --> 00:03:43.410
for 10 years or more at this point

00:03:43.410 --> 00:03:45.650
and so there's any topic in
the world that you wanna share

00:03:45.650 --> 00:03:47.660
with your students,
chances are you can find it

00:03:47.660 --> 00:03:49.370
on Khan Academy, you
can find it on YouTube,

00:03:49.370 --> 00:03:51.120
you can find it on other platforms.

00:03:51.120 --> 00:03:53.420
So why just replicate those lectures?

00:03:53.420 --> 00:03:57.140
Instead, use that scarce
time you have online

00:03:57.140 --> 00:03:59.410
to really get your students plugged in,

00:03:59.410 --> 00:04:01.660
thinking, engaging, not just sitting back

00:04:01.660 --> 00:04:03.010
with their minds turned off.

00:04:03.010 --> 00:04:06.060
So number one, prioritize interaction.

00:04:06.060 --> 00:04:07.920
And the best way you can do
that, just to give you a little

00:04:07.920 --> 00:04:11.620
sort of hint, is you can
assign all sorts of video

00:04:11.620 --> 00:04:14.410
and practice content to
folks on Khan Academy,

00:04:14.410 --> 00:04:16.460
even before your Zoom session.

00:04:16.460 --> 00:04:18.540
So I mentioned in my
email, if you saw this

00:04:18.540 --> 00:04:20.050
leading into this webinar,

00:04:20.050 --> 00:04:22.670
I said; hey do me a
favor, watch this video

00:04:22.670 --> 00:04:24.660
on multiplication word problems

00:04:24.660 --> 00:04:26.777
and then also do this
exercise on multiplication

00:04:26.777 --> 00:04:28.620
and division word problems.

00:04:28.620 --> 00:04:30.120
And if you wanna replicate that same thing

00:04:30.120 --> 00:04:31.257
with your own students,

00:04:31.257 --> 00:04:34.910
you can come right over
here, say; check this,

00:04:34.910 --> 00:04:38.220
check that and then
assigned to my students.

00:04:38.220 --> 00:04:39.530
I can give you more information about how

00:04:39.530 --> 00:04:41.820
to sort of use Khan but
actually that's not so much

00:04:41.820 --> 00:04:44.190
the focus today as get
that out of the way,

00:04:44.190 --> 00:04:46.580
get that taken care of and
then move on to the more

00:04:46.580 --> 00:04:48.780
important things, the
more fun things frankly,

00:04:48.780 --> 00:04:50.740
which is engaging your students.

00:04:50.740 --> 00:04:54.370
So to that point, let's
move to Sal's second point,

00:04:54.370 --> 00:04:57.480
which is; when you prioritize interaction,

00:04:57.480 --> 00:04:59.610
don't just immediately
go into academic mode.

00:04:59.610 --> 00:05:02.220
Okay, we're gonna talk about
math or we're gonna talk about

00:05:02.220 --> 00:05:05.610
social studies, instead
give students a chance

00:05:05.610 --> 00:05:09.930
to really process things on
the socio-emotional front.

00:05:09.930 --> 00:05:12.040
And I know that SEL has
been hot in the last couple

00:05:12.040 --> 00:05:13.810
of years, academically speaking

00:05:13.810 --> 00:05:15.693
but never more so than the last six months

00:05:15.693 --> 00:05:17.920
because we know that
our students have a ton

00:05:17.920 --> 00:05:19.510
on their shoulders right now.

00:05:19.510 --> 00:05:21.890
So wanna give them an
outlet for creativity,

00:05:21.890 --> 00:05:24.730
for imagination, for
social connection, for joy,

00:05:24.730 --> 00:05:26.560
all those things that
can seem really hard,

00:05:26.560 --> 00:05:28.650
especially in a digital environment.

00:05:28.650 --> 00:05:31.280
And to help you with that,
Khan has put together

00:05:31.280 --> 00:05:35.080
a brand new tool called
Khan Academy Refresh.

00:05:35.080 --> 00:05:37.670
And basically what this is, is over 100

00:05:37.670 --> 00:05:40.130
conversations starters
you can use at the start

00:05:40.130 --> 00:05:42.570
of a long Zoom session
or if you're changing

00:05:42.570 --> 00:05:45.340
between two topics and you
need a little chance to again,

00:05:45.340 --> 00:05:47.300
refresh and shake things up.

00:05:47.300 --> 00:05:49.140
And what I would love to do to
start off this session today,

00:05:49.140 --> 00:05:51.240
again, putting you in that student mode

00:05:51.240 --> 00:05:53.290
is everyone check out this
really good prompt here,

00:05:53.290 --> 00:05:54.540
I love this one.

00:05:54.540 --> 00:05:57.950
Describe the year 2020 as a food.

00:05:57.950 --> 00:06:00.930
What would it taste like and why?

00:06:00.930 --> 00:06:03.510
And if you can share that
in the question section,

00:06:03.510 --> 00:06:04.910
that would be amazing.

00:06:04.910 --> 00:06:07.800
So I'm on Go-To Webinar,
there's a little section

00:06:07.800 --> 00:06:09.270
called, questions where
you can actually put in

00:06:09.270 --> 00:06:13.850
your questions and just
describe that year as a food.

00:06:13.850 --> 00:06:15.860
What do you think 2020 would taste like

00:06:15.860 --> 00:06:17.850
if you dug into it and why?

00:06:17.850 --> 00:06:20.450
Go ahead and answer that
there and obviously,

00:06:20.450 --> 00:06:22.020
you can do the exact
same thing on pretty much

00:06:22.020 --> 00:06:23.680
any video platform.

00:06:23.680 --> 00:06:26.590
Zoom has chat, Google Meet
has chat, WebEx has chat

00:06:26.590 --> 00:06:28.500
so this would be a very
familiar kind of way

00:06:28.500 --> 00:06:29.950
to get your students talking.

00:06:29.950 --> 00:06:31.870
So I'm gonna just shout out
some of the stuff that I love.

00:06:31.870 --> 00:06:33.400
I love the fact first of all,

00:06:33.400 --> 00:06:36.070
that Connie and Karen both said liver.

00:06:36.070 --> 00:06:37.810
They were the first ones to answer.

00:06:37.810 --> 00:06:40.810
And so obviously, as
educators we are all tuned in

00:06:40.810 --> 00:06:43.550
to sort of the way the
2020 tastes right now.

00:06:43.550 --> 00:06:45.260
Hopefully it's also nutritious

00:06:45.260 --> 00:06:48.260
like liver in some ways but we'll see.

00:06:48.260 --> 00:06:51.690
Greg says, haggis, definitely hear that.

00:06:51.690 --> 00:06:54.420
If I think 2020 was described as a food,

00:06:54.420 --> 00:06:56.610
talking about it as a boiled pig's stomach

00:06:56.610 --> 00:06:59.460
or a cow's stomach certainly makes sense.

00:06:59.460 --> 00:07:01.033
Tiffany also says liver.

00:07:02.180 --> 00:07:04.870
Meredith says Sour Patch
Kids, sweet and sour.

00:07:04.870 --> 00:07:07.410
I love the Meredith was
able to find some sweetness

00:07:07.410 --> 00:07:10.120
amongst all the sour experiences.

00:07:10.120 --> 00:07:14.040
Gloria says Cod-liver oil
because it's so nasty tasting.

00:07:14.040 --> 00:07:16.950
Adriana and Cheryl both say lemons.

00:07:16.950 --> 00:07:19.037
Adriana adds; because it had
some sour times and some times

00:07:19.037 --> 00:07:22.180
you're not too happy about, absolutely.

00:07:22.180 --> 00:07:23.910
Donna says moldy cheese.

00:07:23.910 --> 00:07:26.270
It should be so good, this
should be the most amazing year.

00:07:26.270 --> 00:07:29.610
2020, it sounds like the
future but it just ain't.

00:07:29.610 --> 00:07:31.660
And then I'm gonna say
a couple of others here.

00:07:31.660 --> 00:07:34.490
We've got Raymond saying ghost pepper.

00:07:34.490 --> 00:07:36.290
Definitely we feel burned this year.

00:07:37.350 --> 00:07:39.970
Becky says broccoli, I'll leave
that open to interpretation.

00:07:39.970 --> 00:07:42.100
I know some people love
broccoli out there.

00:07:42.100 --> 00:07:44.150
John says sauerkraut and
bratwurst because it takes

00:07:44.150 --> 00:07:45.530
a lot of gumption to eat it

00:07:45.530 --> 00:07:48.070
but it ends up being
satisfying if you try it.

00:07:48.070 --> 00:07:49.810
Okay, I have to end on that one John

00:07:49.810 --> 00:07:51.110
because you've nailed it.

00:07:51.110 --> 00:07:53.310
This is definitely the
most challenging year

00:07:53.310 --> 00:07:56.670
across every industry, across
every part of our society.

00:07:56.670 --> 00:07:57.930
But I think what we're gonna sort of learn

00:07:57.930 --> 00:08:00.430
from this experience over
the next several months

00:08:00.430 --> 00:08:03.830
is we can actually teach
ourselves new skills as educators

00:08:03.830 --> 00:08:05.750
and they can actually make
us stronger as teachers

00:08:05.750 --> 00:08:08.300
for years going forward
if we invest in them now.

00:08:08.300 --> 00:08:10.360
So I love that attitude.

00:08:10.360 --> 00:08:12.980
So I wanna build on that
going into the next section,

00:08:12.980 --> 00:08:15.410
which is bridging the offline
and the online experience

00:08:15.410 --> 00:08:17.010
for your students.

00:08:17.010 --> 00:08:18.520
So one of the things
that Sal says is like;

00:08:18.520 --> 00:08:21.760
look, realistically you
can't be on Zoom all day

00:08:21.760 --> 00:08:24.430
no matter what your district
tells you, you have to do.

00:08:24.430 --> 00:08:27.350
It's gonna be too much of your
students, too much for you.

00:08:27.350 --> 00:08:28.250
And so you're gonna have to have

00:08:28.250 --> 00:08:29.930
some work done asynchronously.

00:08:29.930 --> 00:08:32.980
In other words, have students
watch some videos offline

00:08:32.980 --> 00:08:34.450
or do some work offline,

00:08:34.450 --> 00:08:36.940
kind of like I was suggesting
in that first step.

00:08:36.940 --> 00:08:38.440
But here's the key.

00:08:38.440 --> 00:08:41.120
I think you have to then
use the information you get

00:08:41.120 --> 00:08:43.640
from assigning all that stuff offline

00:08:43.640 --> 00:08:46.950
and then reconnect it when
you reconvene as a class

00:08:46.950 --> 00:08:48.490
in your Zoom sessions.

00:08:48.490 --> 00:08:50.380
So that way for a student,
they don't feel like;

00:08:50.380 --> 00:08:53.090
okay, this is just some busy
work to get me through the day

00:08:53.090 --> 00:08:55.820
and it has no bearing on what
my teacher is talking about.

00:08:55.820 --> 00:08:59.090
Instead, this stuff that
I'm working on on the side,

00:08:59.090 --> 00:09:02.880
offline is absolutely critical
to what we're gonna do online

00:09:02.880 --> 00:09:05.005
when we come together as a class.

00:09:05.005 --> 00:09:08.060
And to sort of demonstrate
what I think is possible there,

00:09:08.060 --> 00:09:09.730
I wanna show you

00:09:09.730 --> 00:09:12.310
what it looks like on
the Khan Academy backend.

00:09:12.310 --> 00:09:15.290
This is available to everyone
on this call as a teacher.

00:09:15.290 --> 00:09:17.870
Because it says; hey, you
went ahead and assigned

00:09:17.870 --> 00:09:20.620
some practice to your students
the same way that I assigned

00:09:20.620 --> 00:09:22.750
practice to you before this session.

00:09:22.750 --> 00:09:24.800
I said I want you to go ahead and do this

00:09:25.700 --> 00:09:28.230
multiplication and division
word problem practice

00:09:28.230 --> 00:09:30.363
so you can come in ready to go.

00:09:30.363 --> 00:09:32.030
And one of the really cool
things that Khan Academy

00:09:32.030 --> 00:09:35.600
will show you, once you've
had students do this offline

00:09:35.600 --> 00:09:38.500
is now online you can
look at their performance

00:09:38.500 --> 00:09:41.000
and better yet you can see number one;

00:09:41.000 --> 00:09:42.500
which of these questions are students

00:09:42.500 --> 00:09:43.807
really struggling with?

00:09:43.807 --> 00:09:46.270
And so in my sort of sample classroom,

00:09:46.270 --> 00:09:49.720
every question was awesome
except for question three

00:09:49.720 --> 00:09:52.520
and specifically you
can show your students

00:09:52.520 --> 00:09:54.730
what the responses from the class were.

00:09:54.730 --> 00:09:56.650
So they can say; hey, that's my response.

00:09:56.650 --> 00:09:59.210
Oh, I'm not alone, others
are thinking the same thing.

00:09:59.210 --> 00:10:02.690
And so once you start to
identify some of the challenges

00:10:02.690 --> 00:10:05.173
and the understanding of the
problem and how to process it

00:10:05.173 --> 00:10:08.100
and how you can tackle
it as a whole class,

00:10:08.100 --> 00:10:10.720
this is kind of like extra
revision for teachers.

00:10:10.720 --> 00:10:13.250
Because unlike before, when
maybe you just had to guess

00:10:13.250 --> 00:10:15.520
who is thinking differently
or who might need a little

00:10:15.520 --> 00:10:18.470
extra help, now you
can see a single place.

00:10:18.470 --> 00:10:20.400
This is the sort of common area

00:10:20.400 --> 00:10:22.310
where our whole class is struggling.

00:10:22.310 --> 00:10:25.650
Let's really focus on that
with our limited time together.

00:10:25.650 --> 00:10:28.167
And so, to sort of walk you through this

00:10:28.167 --> 00:10:30.900
and I wanna make it really
interactive again to Sal's point.

00:10:30.900 --> 00:10:34.070
I'm gonna give you some
poll questions along the way

00:10:34.070 --> 00:10:35.340
and I'm gonna show you how you can do it

00:10:35.340 --> 00:10:37.220
in any platform in a second.

00:10:37.220 --> 00:10:39.940
So let's look at this
question together class.

00:10:39.940 --> 00:10:41.303
Talked about Ron and Hermione,

00:10:41.303 --> 00:10:43.330
from one of our favorite books

00:10:43.330 --> 00:10:46.180
and they're using their new
magic skills from Hogwarts

00:10:46.180 --> 00:10:48.400
to lift feathers into the air.

00:10:48.400 --> 00:10:50.480
Now Hermione, the problem tells us,

00:10:50.480 --> 00:10:52.230
can lift a feather

00:10:52.230 --> 00:10:55.420
3,525 centimeters into the air.

00:10:55.420 --> 00:10:57.900
Not too shabby, she knows her stuff.

00:10:57.900 --> 00:11:01.550
However, it's really impressive
because that is five times

00:11:01.550 --> 00:11:04.460
as high as Ron can lift his feather.

00:11:04.460 --> 00:11:05.970
And so our question is;

00:11:05.970 --> 00:11:09.490
how high can Ron lift the
feather with his magic?

00:11:09.490 --> 00:11:11.680
Now to really break this
down, I wanna do this

00:11:11.680 --> 00:11:13.330
first one as a class.

00:11:13.330 --> 00:11:15.770
So I wanna ask you an initial
question, you're gonna see

00:11:15.770 --> 00:11:17.340
this on your screen in a second,

00:11:17.340 --> 00:11:20.740
which is, before we even get
into the mechanics of it,

00:11:20.740 --> 00:11:22.820
what kind of problem is this?

00:11:22.820 --> 00:11:24.830
Is this addition, is it subtraction,

00:11:24.830 --> 00:11:26.380
multiplication, division?

00:11:26.380 --> 00:11:30.020
Is it some kind of
Hogwarty and magic problem?

00:11:30.020 --> 00:11:31.580
Let me know what you think,
I just wanna get a sense

00:11:31.580 --> 00:11:33.570
of where everyone's heads are at

00:11:33.570 --> 00:11:35.170
before we dive a little further.

00:11:36.020 --> 00:11:38.470
Okay, see a lot of folks
voting, this is awesome.

00:11:39.692 --> 00:11:41.990
And really, like don't worry
about whether you've nailed it

00:11:41.990 --> 00:11:44.370
or not, just go ahead and guess

00:11:44.370 --> 00:11:46.540
because I wanna get a
sense of where we are

00:11:46.540 --> 00:11:48.910
as a class community before we dive in.

00:11:48.910 --> 00:11:52.160
All right; three, two, one,
we're gonna close this poll.

00:11:52.160 --> 00:11:53.960
I'm gonna share the results with you

00:11:55.002 --> 00:11:58.730
and you can see that the
majority of the folks in class

00:11:58.730 --> 00:11:59.940
are saying division but a big chunk

00:11:59.940 --> 00:12:02.240
are saying multiplication,
some are even saying magic.

00:12:02.240 --> 00:12:05.100
So let's talk about it a little bit.

00:12:05.100 --> 00:12:07.500
Before we talk about
it, let me just explain.

00:12:07.500 --> 00:12:09.760
This is yes, a cool
feature of Go-To webinar.

00:12:09.760 --> 00:12:11.610
Zoom has something similar.

00:12:11.610 --> 00:12:14.610
Google Meet may not have polls built in

00:12:14.610 --> 00:12:16.600
but no matter what platform you're using,

00:12:16.600 --> 00:12:19.630
using free Google Docs
tools, you can come over here

00:12:19.630 --> 00:12:22.870
and basically add any kind
of question onto your screen

00:12:22.870 --> 00:12:24.400
and have students vote either through

00:12:24.400 --> 00:12:26.810
the chat function or through this.

00:12:26.810 --> 00:12:28.500
And here's a cool little hack for you,

00:12:28.500 --> 00:12:31.110
if you ever wanna start a new Google form,

00:12:31.110 --> 00:12:33.410
you can send to your students
to test how they're doing,

00:12:33.410 --> 00:12:36.540
all you have to do is type,
form.new into your browser

00:12:36.540 --> 00:12:38.680
and that will start a brand new survey

00:12:38.680 --> 00:12:39.670
that you can send out.

00:12:39.670 --> 00:12:41.850
So whether you have fancy technology

00:12:41.850 --> 00:12:43.890
or non fancy technology,
it doesn't matter.

00:12:43.890 --> 00:12:45.860
There are always ways to work around.

00:12:45.860 --> 00:12:48.270
Okay, that being said,

00:12:48.270 --> 00:12:50.880
let's talk about this
question a little bit class.

00:12:50.880 --> 00:12:53.430
So it's definitely tricky
because we're studying

00:12:53.430 --> 00:12:56.520
multiplication and division
word problems at the same time

00:12:56.520 --> 00:12:59.210
and you could easily see it
going one way or the other,

00:12:59.210 --> 00:13:01.910
especially cause it uses
this word five times,

00:13:01.910 --> 00:13:04.560
which sounds kinda like multiplication.

00:13:04.560 --> 00:13:06.940
But the key thing here if
we're saying that actually

00:13:06.940 --> 00:13:11.270
Hermione is lifting
hers higher than Ron is

00:13:11.270 --> 00:13:14.960
and if hers is higher, this
has gotta be a division problem

00:13:14.960 --> 00:13:17.170
because we've got to
figure out how much less

00:13:17.170 --> 00:13:19.720
Ron can lift his feather with his magic.

00:13:19.720 --> 00:13:22.490
So the division folks are
right on in this case.

00:13:22.490 --> 00:13:24.370
But now I wanna ask another question,

00:13:24.370 --> 00:13:26.600
which is; okay we know it's division

00:13:26.600 --> 00:13:28.400
because we're focused on
breaking this bigger number down

00:13:28.400 --> 00:13:31.130
into something smaller,
in this case Ron's number.

00:13:31.130 --> 00:13:33.090
But how would you go about setting it up?

00:13:33.090 --> 00:13:35.150
And again, check out a
couple of different ways

00:13:35.150 --> 00:13:36.300
to do it on your screen

00:13:37.387 --> 00:13:39.500
and thinking about which
one of these approaches

00:13:39.500 --> 00:13:42.270
is the correct one based on
the fact that we now agree,

00:13:42.270 --> 00:13:43.470
it's a division problem.

00:13:44.600 --> 00:13:45.960
Should we start with the larger number,

00:13:45.960 --> 00:13:47.820
start with a smaller number?

00:13:47.820 --> 00:13:49.223
What makes the most sense?

00:13:51.480 --> 00:13:53.570
And what should we divide by, of course?

00:13:53.570 --> 00:13:58.570
By five times as high, by two
characters, what do you think?

00:13:59.920 --> 00:14:02.360
Okay, thanks everyone for
voting so fast, this is awesome.

00:14:02.360 --> 00:14:04.950
I'm gonna go ahead and
share those results.

00:14:04.950 --> 00:14:08.560
And this time I'm really happy
to say, you all nailed it.

00:14:08.560 --> 00:14:12.350
We know that Hermione got
her feather astonishing

00:14:12.350 --> 00:14:15.010
3,525 centimeters into the air.

00:14:15.010 --> 00:14:17.780
So that's gonna be the
top number in our formula

00:14:17.780 --> 00:14:21.170
and then we also know that
Ron was five times less

00:14:21.170 --> 00:14:23.380
so that's gonna be the
bottom number in our formula.

00:14:23.380 --> 00:14:25.930
So that's what we're gonna
focus on, beautifully done.

00:14:25.930 --> 00:14:29.430
And now we're gonna actually talk about

00:14:29.430 --> 00:14:31.653
the last step here so hold on one second.

00:14:33.150 --> 00:14:34.950
What is the answer?

00:14:34.950 --> 00:14:38.410
And so I wanna have this be
a little more interactive.

00:14:38.410 --> 00:14:41.903
So first of all, go ahead
and do your own calculation.

00:14:44.130 --> 00:14:46.000
So let me know what you think.

00:14:46.000 --> 00:14:50.040
Is Ron at 705 centimeters?

00:14:50.040 --> 00:14:53.290
A little more 17,000 centimeters?

00:14:53.290 --> 00:14:55.900
881 and a quarter centimeters?

00:14:55.900 --> 00:14:57.660
Or is Ron just bad at magic in general,

00:14:57.660 --> 00:15:00.030
so it's not even worth calculating?

00:15:00.030 --> 00:15:02.830
Okay, I love everyone answering
so fast, this is awesome.

00:15:02.830 --> 00:15:05.380
I'm gonna close the poll,
I'm gonna share the results

00:15:05.380 --> 00:15:06.480
and you all nailed it.

00:15:07.560 --> 00:15:09.520
I'm definitely gonna send
you some digital certificates

00:15:09.520 --> 00:15:11.380
after this to thank you for
your awesome work today.

00:15:11.380 --> 00:15:13.017
So, great job class.

00:15:13.017 --> 00:15:15.340
Now just to explain for
those who might feel

00:15:15.340 --> 00:15:16.370
a little bit frustrated at this point.

00:15:16.370 --> 00:15:19.580
Okay, 705 that sounds good
but how do we get there?

00:15:19.580 --> 00:15:22.830
What I actually wanna
do is I wanna draw now,

00:15:22.830 --> 00:15:25.720
I wanna show you exactly
how I got this answer

00:15:25.720 --> 00:15:27.940
by coming over to the draw section.

00:15:27.940 --> 00:15:29.780
I think this is so
powerful for your students

00:15:29.780 --> 00:15:32.640
because you're amazing on the
whiteboard or the chalkboard

00:15:32.640 --> 00:15:35.040
in your class but a lot
of times it can feel like;

00:15:35.040 --> 00:15:38.960
oh, I don't have that in
my classroom digitally.

00:15:38.960 --> 00:15:39.793
So what do I do?

00:15:39.793 --> 00:15:41.510
Well, the nice thing is if
you're sharing your screen

00:15:41.510 --> 00:15:43.810
and again, you can do that on
a pretty much any platform,

00:15:43.810 --> 00:15:45.910
you can always come
over to the draw section

00:15:45.910 --> 00:15:48.200
and literally just start
writing on the screen.

00:15:48.200 --> 00:15:51.340
And so what we'll do is we'll set this up.

00:15:51.340 --> 00:15:52.427
So we've got

00:15:52.427 --> 00:15:57.250
35, 25 right there in the middle.

00:15:57.250 --> 00:16:00.200
We're gonna divide five into that.

00:16:00.200 --> 00:16:02.320
We know five can't go into three

00:16:02.320 --> 00:16:06.040
but five can go into 35, seven times.

00:16:06.040 --> 00:16:08.690
So we put in our 35,

00:16:08.690 --> 00:16:10.240
bring that down to zero.

00:16:10.240 --> 00:16:13.490
Five can't go into two so
we're gonna put a zero there

00:16:13.490 --> 00:16:16.190
but it can go into 25, five times

00:16:16.190 --> 00:16:19.480
so we have seven 705,
five times five is 25

00:16:19.480 --> 00:16:21.280
and we're down to zero with no remainder.

00:16:21.280 --> 00:16:24.350
So I have to apologize
for my sloppy handwriting.

00:16:24.350 --> 00:16:27.050
I will say, I'm doing this completely with

00:16:27.050 --> 00:16:30.100
my mouse over here but if
you wanna pick up a way

00:16:30.100 --> 00:16:33.600
Khan tablet like the one that
Sal Khan uses to make videos,

00:16:33.600 --> 00:16:36.560
it's about 50 bucks right
now on Amazon I noticed.

00:16:36.560 --> 00:16:38.160
And then we're also giving them away from

00:16:38.160 --> 00:16:39.070
Khan Academy as well.

00:16:39.070 --> 00:16:41.540
So that will definitely make your

00:16:41.540 --> 00:16:43.670
handwriting a little bit
more legible than mine.

00:16:43.670 --> 00:16:45.810
You can just imagine how my
poor kindergarten students

00:16:45.810 --> 00:16:49.420
fare given my handwriting
but definitely a cool tool.

00:16:49.420 --> 00:16:52.610
So again, get that whiteboard
feel back in your class.

00:16:52.610 --> 00:16:54.720
Okay, that being said,

00:16:54.720 --> 00:16:57.160
I wanna move on to the
last point that Sal made,

00:16:57.160 --> 00:16:59.230
which is you wanna get
your students thinking

00:16:59.230 --> 00:17:01.520
and you especially wanna
get them thinking aloud.

00:17:01.520 --> 00:17:03.880
And that's because as every
math teacher knows out there,

00:17:03.880 --> 00:17:05.520
even if you don't teach
math, even if you teach

00:17:05.520 --> 00:17:08.950
anything else, you know
that the best learning,

00:17:08.950 --> 00:17:11.620
the best sort of progress and growth

00:17:11.620 --> 00:17:13.500
comes when students struggle.

00:17:13.500 --> 00:17:15.780
Not just guessing the
answer and being lucky

00:17:15.780 --> 00:17:19.300
but really forcing them to
not to sit back passively

00:17:19.300 --> 00:17:21.030
but to engage actively.

00:17:21.030 --> 00:17:23.080
And so what Sal highly recommends

00:17:23.080 --> 00:17:25.630
is ask your students questions,

00:17:25.630 --> 00:17:26.890
get them to share their thinking.

00:17:26.890 --> 00:17:29.690
Even cold-call them a
little bit in a friendly,

00:17:29.690 --> 00:17:32.340
sort of non-antagonistic
way, just to make sure

00:17:32.340 --> 00:17:34.490
they feel plugged into what you're doing

00:17:34.490 --> 00:17:35.870
and they're not just
sitting back passively

00:17:35.870 --> 00:17:36.770
watching the show.

00:17:37.640 --> 00:17:38.880
And to do that,

00:17:38.880 --> 00:17:41.960
I will say that Khan is
a real sort of wealth

00:17:41.960 --> 00:17:44.670
of really good questions
you can ask your students.

00:17:44.670 --> 00:17:46.490
Some of them in the practice
section, as you notice,

00:17:46.490 --> 00:17:48.360
are fairly easy and that's by design.

00:17:48.360 --> 00:17:50.170
We don't wanna intimidate students

00:17:50.170 --> 00:17:53.357
but in the videos, we have
some pretty juicy questions.

00:17:53.357 --> 00:17:55.560
And I think you can always
steal these and just put them

00:17:55.560 --> 00:17:58.203
on your screen if you really wanna give

00:17:58.203 --> 00:18:00.850
a really interesting
brain-teaser to your students.

00:18:00.850 --> 00:18:02.800
So we're gonna pull up this question,

00:18:02.800 --> 00:18:07.760
which is Blair scored 144
points this football season.

00:18:07.760 --> 00:18:10.880
So fingers crossed the
football season still goes on.

00:18:10.880 --> 00:18:12.770
Blair scored all of his points

00:18:12.770 --> 00:18:16.370
with 50 yard field-goal
kicks for three points each.

00:18:16.370 --> 00:18:19.340
Not bad, Blair sounds
like quite the kicker

00:18:20.650 --> 00:18:23.410
and he played in 16 games this season.

00:18:23.410 --> 00:18:27.230
How many field goals did
Blair make in each game?

00:18:27.230 --> 00:18:29.330
So this is a two step problem now

00:18:29.330 --> 00:18:31.130
that's gonna take a little doing.

00:18:31.130 --> 00:18:32.580
Now here's where I'm going out on a limb

00:18:32.580 --> 00:18:34.970
as the facilitator of this class.

00:18:34.970 --> 00:18:37.330
Is there anyone in the audience

00:18:37.330 --> 00:18:39.997
who would be game for me to
turn on their audio right now

00:18:39.997 --> 00:18:42.770
and we can just go back
and forth on this question

00:18:42.770 --> 00:18:44.510
and I'll diagram out your answer

00:18:44.510 --> 00:18:47.100
on my little digital
whiteboard as we go along?

00:18:47.100 --> 00:18:49.590
And I would just love to
sort of talk with you about

00:18:49.590 --> 00:18:51.870
your thought process,
how you put it together.

00:18:51.870 --> 00:18:53.510
And we'll use this as a learning moment

00:18:53.510 --> 00:18:55.050
for all of our classmates

00:18:55.050 --> 00:18:56.830
who are also trying to figure this out.

00:18:56.830 --> 00:18:59.420
So if you're interested in
being our volunteer today,

00:18:59.420 --> 00:19:01.200
all you have to do is
click the hand-raise button

00:19:01.200 --> 00:19:03.100
on your Go-to Webinar control panel.

00:19:03.100 --> 00:19:05.040
I will go and open up your audio

00:19:05.040 --> 00:19:06.430
and we'll have a quick chat.

00:19:06.430 --> 00:19:09.453
So again, raise your
hand and let's dig in.

00:19:12.680 --> 00:19:15.170
Okay, So I believe that Eric was first.

00:19:15.170 --> 00:19:16.520
So let me give Eric a shot.

00:19:18.430 --> 00:19:20.390
Hey Eric, are you there?

00:19:20.390 --> 00:19:21.430
- [Eric] Yes.

00:19:21.430 --> 00:19:24.480
- Hey Eric, are you willing
to be a brave volunteer today?

00:19:24.480 --> 00:19:27.230
- [Eric] Yeah, let me
find you on my screen.

00:19:27.230 --> 00:19:28.773
I can't find you.

00:19:30.118 --> 00:19:32.810
I went to the Khan Academy's
site, there you are.

00:19:32.810 --> 00:19:33.643
Okay, yeah.

00:19:33.643 --> 00:19:36.960
- Oh yeah, no worries, sorry
for all the multitasking here.

00:19:36.960 --> 00:19:39.300
Eric tell us a little
bit about what you teach

00:19:39.300 --> 00:19:40.630
and where you're based.

00:19:40.630 --> 00:19:43.940
- [Eric] I teach high school geometry

00:19:43.940 --> 00:19:46.360
and calculus in Fryeburg Maine.

00:19:46.360 --> 00:19:49.420
- Oh wow, so cool, well you
are gonna crush this one.

00:19:49.420 --> 00:19:51.863
Plus you're compared to a
former kindergarten teacher.

00:19:53.340 --> 00:19:55.510
- [Eric] I was off task
for a minute, let's see.

00:19:55.510 --> 00:19:59.420
- Okay now worries, well while
you look at this question,

00:19:59.420 --> 00:20:02.260
I wanna pull up another cool
little hack for you all,

00:20:02.260 --> 00:20:05.050
which is again, if you've got Zoom,

00:20:05.050 --> 00:20:06.970
there's a built in whiteboard feature

00:20:06.970 --> 00:20:08.600
but there's no built in whiteboard feature

00:20:08.600 --> 00:20:10.590
for Go-To Webinars, what am I gonna do?

00:20:10.590 --> 00:20:12.710
Well I find a hack, I find a workaround

00:20:12.710 --> 00:20:14.160
and sure enough, there's this free site

00:20:14.160 --> 00:20:16.400
called whiteboardfox.com.

00:20:16.400 --> 00:20:17.910
You just go there, you start a new session

00:20:17.910 --> 00:20:20.270
again without paying a cent,
without even registering

00:20:20.270 --> 00:20:22.320
and now you have a whiteboard to draw on.

00:20:23.360 --> 00:20:25.677
Eric, if you had a chance
to look at this question,

00:20:25.677 --> 00:20:27.430
just tell me how you get started.

00:20:27.430 --> 00:20:30.023
How would you even begin
taking on this problem?

00:20:31.860 --> 00:20:36.400
- [Eric] So they have some
extraneous information.

00:20:36.400 --> 00:20:40.310
He scored all his points with the 50 yard,

00:20:40.310 --> 00:20:42.190
50 yard field-goal kicks.

00:20:42.190 --> 00:20:44.390
So students are gonna look at that number

00:20:44.390 --> 00:20:47.460
and they're gonna wonder;
what do I do with that 50?

00:20:47.460 --> 00:20:49.010
Which are worth three points each,

00:20:49.010 --> 00:20:50.713
he played 16 games.

00:20:52.458 --> 00:20:53.670
Were they all scored,

00:20:53.670 --> 00:20:55.080
all his points were three

00:20:56.287 --> 00:20:57.120
were field goal.

00:20:58.430 --> 00:21:01.020
He played in 16, how many field goals

00:21:01.020 --> 00:21:03.650
did he make in each game?

00:21:03.650 --> 00:21:05.130
Wow.

00:21:05.130 --> 00:21:07.020
144

00:21:07.020 --> 00:21:10.243
divided by three is,

00:21:12.530 --> 00:21:15.560
okay, it's four, 12,

00:21:15.560 --> 00:21:18.800
24, three goes into 48.

00:21:18.800 --> 00:21:21.450
Let me just check, 48 times three.

00:21:21.450 --> 00:21:22.640
Yeah, so

00:21:27.933 --> 00:21:30.520
he kicked 48 field goals.

00:21:30.520 --> 00:21:32.010
- Okay, beautiful.

00:21:32.010 --> 00:21:34.350
- [Eric] And if he played in 16 games,

00:21:34.350 --> 00:21:36.280
then you would divide that by 16.

00:21:36.280 --> 00:21:40.877
- Okay, so now we have 48 divided by 16.

00:21:40.877 --> 00:21:42.450
And of course, it might
be easier just to sort

00:21:42.450 --> 00:21:45.253
of think about multiples
of 16, so the answer is?

00:21:46.343 --> 00:21:48.730
- [Eric] Well, 32, three.

00:21:48.730 --> 00:21:52.218
- Three, three field goals
per game, not bad at all.

00:21:52.218 --> 00:21:53.103
- [Eric] Yeah.

00:21:53.103 --> 00:21:55.070
And so Eric like that was
amazing, like you totally

00:21:55.070 --> 00:21:57.600
just sort of walked us through
how to break that down.

00:21:57.600 --> 00:21:59.310
- [Eric] Yeah but then you wanna check.

00:21:59.310 --> 00:22:02.250
You wanna check, so if he scored
three field goals per game,

00:22:02.250 --> 00:22:04.690
he scored nine points per game, correct?

00:22:04.690 --> 00:22:07.976
- That's right, exactly,
so nine times three.

00:22:07.976 --> 00:22:11.697
- [Eric] Take nine times 16
and see if that adds up to 144.

00:22:11.697 --> 00:22:14.360
- That's right, there we go.

00:22:14.360 --> 00:22:15.193
- [Eric] Yeah.

00:22:15.193 --> 00:22:16.223
- Okay, beautiful.

00:22:17.410 --> 00:22:20.870
So Eric, I have another question
for you whilst you're live

00:22:20.870 --> 00:22:21.770
if you don't mind,

00:22:22.730 --> 00:22:26.100
do you feel like this
would be a doable strategy

00:22:26.100 --> 00:22:27.680
for your students or
are you doing it already

00:22:27.680 --> 00:22:28.990
or planning to do it?

00:22:28.990 --> 00:22:31.060
- [Eric] I plan on doing
it but what I'm really

00:22:31.060 --> 00:22:34.130
interested in is all the
technology, how you showed

00:22:34.130 --> 00:22:37.190
your writing and all those
little icons up above

00:22:37.190 --> 00:22:38.570
there that you're clicking.

00:22:38.570 --> 00:22:41.699
Are they available on the
Khan Academy, lessons?

00:22:41.699 --> 00:22:44.950
Are they available on the
Khan Academy, lessons?

00:22:44.950 --> 00:22:46.050
- Yeah. Great question.

00:22:46.050 --> 00:22:50.260
So I highly, highly recommend using this

00:22:50.260 --> 00:22:53.060
sort of review format with your students.

00:22:53.060 --> 00:22:55.430
The reason is, is that
you're able to sort of again,

00:22:55.430 --> 00:22:57.670
connect the online to
the offline by saying;

00:22:57.670 --> 00:23:00.990
hey, here are the questions
that we all just did as a class.

00:23:00.990 --> 00:23:03.020
Here are everyone's
answers and then without

00:23:03.020 --> 00:23:05.070
going to another site or
even pulling up the Zoom

00:23:05.070 --> 00:23:07.560
whiteboard feature, you
have this draw section

00:23:07.560 --> 00:23:10.590
built right in, so it's
really like one-stop shopping.

00:23:10.590 --> 00:23:12.900
- [Eric] Okay, it's great, it's beautiful.

00:23:12.900 --> 00:23:15.740
- Yeah and if you're like me
and you're like even struggling

00:23:15.740 --> 00:23:18.220
with like; oh my goodness like
how do I explain all of this?

00:23:18.220 --> 00:23:20.010
You can even go to the Hints
section and kind of break

00:23:20.010 --> 00:23:21.340
it down a little further if you want.

00:23:21.340 --> 00:23:22.650
- [Eric] Oh, wow.

00:23:22.650 --> 00:23:24.380
- You all will probably be many steps

00:23:24.380 --> 00:23:25.823
ahead of me mathematically.

00:23:28.320 --> 00:23:29.920
- [Eric] Yeah, that's beautiful.

00:23:31.250 --> 00:23:33.780
- Another things is, it
just let students know also

00:23:33.780 --> 00:23:35.950
that there's this like hunger
for connection right now.

00:23:35.950 --> 00:23:37.990
Like they're feeling like; oh my goodness,

00:23:37.990 --> 00:23:39.480
is my teacher even seeing what I'm doing?

00:23:39.480 --> 00:23:40.870
do they care what I'm doing?

00:23:40.870 --> 00:23:42.820
And the fact that you can
literally show their responses

00:23:42.820 --> 00:23:45.150
on the screen, albeit anonymously says;

00:23:45.150 --> 00:23:46.310
hey, they're paying attention

00:23:46.310 --> 00:23:48.010
and it does matter what I'm doing.

00:23:50.940 --> 00:23:53.080
Cool, okay so Eric,

00:23:53.080 --> 00:23:54.970
thank you so much for
being an amazing volunteer.

00:23:54.970 --> 00:23:56.610
You totally rock this one.

00:23:56.610 --> 00:23:57.670
- [Eric] Thank you.

00:23:57.670 --> 00:24:00.863
Okay, so I'm gonna mute
Eric's line for a second here.

00:24:02.440 --> 00:24:05.660
I wanna come to sort of
recap what we just discussed

00:24:05.660 --> 00:24:07.130
and then also give folks a chance to ask

00:24:07.130 --> 00:24:08.980
additional questions as well.

00:24:08.980 --> 00:24:10.980
So if you come back to sort of Sal's

00:24:10.980 --> 00:24:13.780
call to action if you will,
he was really calling out

00:24:13.780 --> 00:24:15.930
for things for educators.

00:24:15.930 --> 00:24:17.290
He was saying, number one,

00:24:17.290 --> 00:24:19.270
let's go back to first principles.

00:24:19.270 --> 00:24:21.790
No one got into teaching to be a lecturer.

00:24:21.790 --> 00:24:24.680
You got in it to be a
stimulator, an inspirer,

00:24:24.680 --> 00:24:27.460
getting students interacting
every day in your class.

00:24:27.460 --> 00:24:28.800
Let's prioritize that

00:24:28.800 --> 00:24:30.990
before we do anything
else with technology.

00:24:30.990 --> 00:24:33.840
Number two, recognizing
when times are tough

00:24:33.840 --> 00:24:36.060
can't just be all academics all the time.

00:24:36.060 --> 00:24:38.700
So use tools like Khan Academy Refresh

00:24:38.700 --> 00:24:41.880
or just conversation starters
or how was your weekend?

00:24:41.880 --> 00:24:43.920
To have students have a
chance to talk to each other,

00:24:43.920 --> 00:24:46.480
share their ideas, be creative again.

00:24:46.480 --> 00:24:49.740
Number three, offload a
lot of the heavy lifting

00:24:49.740 --> 00:24:52.070
lecture-wise to asynchronous work.

00:24:52.070 --> 00:24:54.260
So assign those videos on Khan,

00:24:54.260 --> 00:24:56.270
assign those practice sessions on Khan.

00:24:56.270 --> 00:24:59.330
Get them doing stuff before
they come into the live session

00:24:59.330 --> 00:25:01.130
and then when they come in,

00:25:01.130 --> 00:25:03.690
make that bridge between
what they've done offline

00:25:03.690 --> 00:25:05.510
with what you're gonna talk about online.

00:25:05.510 --> 00:25:07.620
So like Eric was just talking about,

00:25:07.620 --> 00:25:09.210
show them what they have done,

00:25:09.210 --> 00:25:11.210
explain where they
might need a little help

00:25:11.210 --> 00:25:13.750
and get them thinking
and sharing their ideas.

00:25:13.750 --> 00:25:16.470
And then lastly, don't just
say; sit back and answer

00:25:16.470 --> 00:25:19.470
a lot of poll questions
because that's a good start

00:25:19.470 --> 00:25:21.180
but get them really talking
about their thinking,

00:25:21.180 --> 00:25:23.060
talking about their process.

00:25:23.060 --> 00:25:24.987
And you can do that by
cold-calling students,

00:25:24.987 --> 00:25:27.380
by giving everyone a chance
to talk during the course

00:25:27.380 --> 00:25:30.460
of a session, just get
them talking and sharing,

00:25:30.460 --> 00:25:32.520
which is always the most
engaging way to get those brains

00:25:32.520 --> 00:25:34.400
turned on and activated.

00:25:34.400 --> 00:25:36.073
So that being said,

00:25:37.080 --> 00:25:39.650
I would love to answer any
questions you might have

00:25:39.650 --> 00:25:44.650
about the technology, about
the pedagogical approach

00:25:44.700 --> 00:25:46.870
or about Khan Academy itself.

00:25:46.870 --> 00:25:49.590
I'm happy to answer those
via the question sections.

00:25:49.590 --> 00:25:51.570
I'm gonna go right down to that right now.

00:25:51.570 --> 00:25:53.160
I'm just gonna start taking
them as they come in.

00:25:53.160 --> 00:25:56.310
So if you have a question,
feel free to type it in

00:25:56.310 --> 00:25:58.450
and I will respond right away.

00:25:58.450 --> 00:26:01.830
So Fawn says; can Google forms give you

00:26:01.830 --> 00:26:03.310
immediate poll feedback?

00:26:03.310 --> 00:26:06.090
Absolutely, so if I was
to go ahead and share this

00:26:06.090 --> 00:26:09.160
with my students, what I
could do is I could actually

00:26:09.160 --> 00:26:11.520
generate this link so I click send.

00:26:11.520 --> 00:26:12.790
I say, I've got my little poll ready.

00:26:12.790 --> 00:26:14.720
I'm gonna copy this and
paste it into the chat

00:26:14.720 --> 00:26:16.200
or whatever I'm using.

00:26:16.200 --> 00:26:17.890
And then what I'll see in the backend

00:26:17.890 --> 00:26:20.270
is the responses live as they come in.

00:26:20.270 --> 00:26:23.270
And that's again, pretty
powerful even if you don't have

00:26:23.270 --> 00:26:26.200
some fancy poll function
built into your platform.

00:26:26.200 --> 00:26:29.570
So definitely check it out
and again, the shortcut is

00:26:32.760 --> 00:26:35.630
form.new and you can start
a new form at any point.

00:26:35.630 --> 00:26:37.170
Great question Fawn.

00:26:37.170 --> 00:26:39.550
Okay, let's see here.

00:26:39.550 --> 00:26:42.100
So John's asking; what kind of digital pad

00:26:42.100 --> 00:26:44.360
does Sal Khan with a pen?

00:26:44.360 --> 00:26:45.930
I'm actually gonna share
this with you all right now.

00:26:45.930 --> 00:26:47.110
So check this out.

00:26:47.110 --> 00:26:48.770
So first of all, I'm gonna
share a couple of things.

00:26:48.770 --> 00:26:51.320
Number one, this is the Khan help center,

00:26:51.320 --> 00:26:53.533
where if you ever have any
questions, you can always come

00:26:53.533 --> 00:26:55.800
and get your answers answered.

00:26:55.800 --> 00:26:58.500
So in this case, I'll say; wacom,

00:26:58.500 --> 00:27:00.600
which is the tablet he uses

00:27:00.600 --> 00:27:04.050
and sure enough, here is
all of Sal's current setup,

00:27:04.050 --> 00:27:07.310
Camtasia, Smooth Draw, wacom but again,

00:27:07.310 --> 00:27:09.270
you can buy one of these
for 50 bucks on Amazon.

00:27:09.270 --> 00:27:12.010
So if you're interested,
feel free to grab that.

00:27:12.010 --> 00:27:14.070
And then lastly, I do wanna call this out.

00:27:14.070 --> 00:27:16.000
If you're not finding what you need,

00:27:16.000 --> 00:27:17.750
please let us know right away.

00:27:17.750 --> 00:27:20.610
I know it sounds negative
to report a problem

00:27:20.610 --> 00:27:22.420
but know that you can
come here for questions,

00:27:22.420 --> 00:27:24.370
for ideas, for suggestions

00:27:24.370 --> 00:27:26.940
and we typically respond
in a couple of hours.

00:27:26.940 --> 00:27:29.000
So please take advantage of this feature

00:27:29.000 --> 00:27:31.630
if you're getting stumped
with anything along the way.

00:27:31.630 --> 00:27:33.620
Great question, John.

00:27:33.620 --> 00:27:34.453
Okay.

00:27:35.400 --> 00:27:38.502
Oh Vicky, so Vicky is actually
our Head of Development

00:27:38.502 --> 00:27:39.820
at Khan Academy.

00:27:39.820 --> 00:27:41.940
She's asking; is there an
ideal number of students

00:27:41.940 --> 00:27:43.460
for a lesson like this?

00:27:43.460 --> 00:27:45.240
So here's the interesting thing Vicky,

00:27:45.240 --> 00:27:48.030
we actually have more than 200
educators across the nation

00:27:48.030 --> 00:27:51.490
live right now, which just
shows that anything is possible

00:27:51.490 --> 00:27:53.110
if you sort of plan things out and focus

00:27:53.110 --> 00:27:54.600
on that interactivity.

00:27:54.600 --> 00:27:56.940
That being said, I think
it would be even more fun

00:27:56.940 --> 00:27:59.050
if you were doing this
with a class of 25 or 30

00:27:59.050 --> 00:28:02.160
or 35 students and you could
see your students video,

00:28:02.160 --> 00:28:03.590
people were talking more frequently.

00:28:03.590 --> 00:28:06.180
So if you do have a large
lecture, maybe you teach

00:28:06.180 --> 00:28:09.220
at a community college,
totally get it, it's doable

00:28:09.220 --> 00:28:10.340
but obviously a smaller class

00:28:10.340 --> 00:28:12.000
allows for even more interactivity.

00:28:12.000 --> 00:28:13.100
Great question, Vicky.

00:28:14.830 --> 00:28:15.823
Let's see here.

00:28:20.283 --> 00:28:21.116
Gloria said; what is the name of the tool

00:28:22.250 --> 00:28:23.990
for writing on the whiteboard?

00:28:23.990 --> 00:28:26.740
And again, if you just
wanna use Khan Academy's

00:28:26.740 --> 00:28:30.210
built in tool, that's under
the assignment score section.

00:28:30.210 --> 00:28:31.660
So let me show you how to get here

00:28:31.660 --> 00:28:33.620
so that's super easy for you.

00:28:33.620 --> 00:28:35.250
If you ever come to your teacher dashboard

00:28:35.250 --> 00:28:37.120
and you're looking at your class,

00:28:37.120 --> 00:28:39.050
you're gonna come down to
the assignment section,

00:28:39.050 --> 00:28:41.420
come over to scores
and then you can choose

00:28:41.420 --> 00:28:43.060
the specific assignment that you gave.

00:28:43.060 --> 00:28:45.370
In this case, here's the
one that I gave to you all

00:28:45.370 --> 00:28:47.990
before the session and then you click draw

00:28:47.990 --> 00:28:50.200
and you've got that
whiteboard ready to go.

00:28:50.200 --> 00:28:51.690
That being said,

00:28:51.690 --> 00:28:53.670
if you want a brand new one,

00:28:53.670 --> 00:28:55.773
you can come over to whiteboardfox.com.

00:28:56.710 --> 00:28:59.420
Say, start drawing, create a whiteboard

00:28:59.420 --> 00:29:02.090
and voila, without registering,
without paying a cent,

00:29:02.090 --> 00:29:04.340
I've got a whiteboard to
use on my screen right now.

00:29:04.340 --> 00:29:06.900
And again, I don't necessarily
endorse one product

00:29:06.900 --> 00:29:09.820
over another but I think
in this moment we all need

00:29:09.820 --> 00:29:11.560
really good tools, really free tools

00:29:11.560 --> 00:29:13.880
and so that's one that I highly recommend.

00:29:13.880 --> 00:29:15.280
Okay great question, Gloria.

00:29:17.260 --> 00:29:18.383
Let's see here.

00:29:20.730 --> 00:29:22.740
Rosemary is saying; what do
you think about assessing

00:29:22.740 --> 00:29:25.860
how well students know their
basic multiplication facts?

00:29:25.860 --> 00:29:28.510
I've always increased
fluency with how many facts

00:29:28.510 --> 00:29:31.500
can you answer in five
minutes on paper and pencil?

00:29:31.500 --> 00:29:34.480
And so what I might suggest, Rosemary is

00:29:34.480 --> 00:29:36.530
you could use something like Google forms

00:29:36.530 --> 00:29:38.440
because I totally agree.

00:29:38.440 --> 00:29:40.890
Multiplication facts are so foundational

00:29:40.890 --> 00:29:43.160
to everything that we
do, including the problem

00:29:43.160 --> 00:29:44.457
that Eric and I just worked on there.

00:29:44.457 --> 00:29:47.320
And the fact that Eric knew
his multiplication facts

00:29:47.320 --> 00:29:50.190
from having an amazing
third grade teacher,

00:29:50.190 --> 00:29:53.080
means that he was able to
do that question so quickly.

00:29:53.080 --> 00:29:55.090
And so I think you really do wanna focus

00:29:55.090 --> 00:29:58.140
on that speed of processing
as well as the memorization.

00:29:58.140 --> 00:30:01.400
Is you could actually build
out a whole question bank

00:30:01.400 --> 00:30:04.580
right here, five times five,
seven times nine, et cetera.

00:30:04.580 --> 00:30:06.230
You could give it to your students

00:30:06.230 --> 00:30:08.420
and you could literally
put a timer on; hey,

00:30:08.420 --> 00:30:10.820
you've got to get this done
in a certain amount of time.

00:30:10.820 --> 00:30:12.550
Here's another cool little tack.

00:30:12.550 --> 00:30:15.150
If you wanna have a timer on your screen,

00:30:15.150 --> 00:30:17.710
you come over here to five
minute timer in Google

00:30:17.710 --> 00:30:20.070
and Google will start a
timer for you automatically

00:30:20.070 --> 00:30:21.690
that you can share on your screen

00:30:21.690 --> 00:30:23.920
so your students know
how much time is left.

00:30:23.920 --> 00:30:26.540
Again, super easy way to get started

00:30:26.540 --> 00:30:28.890
and get your students working really fast

00:30:28.890 --> 00:30:31.090
and I'll share a link to
that technique in the chat.

00:30:31.090 --> 00:30:32.240
Great question, Rosemary.

00:30:32.240 --> 00:30:33.640
I love multiplication facts.

00:30:35.300 --> 00:30:37.610
Let's see here, Donna is asking;

00:30:37.610 --> 00:30:39.590
what did you mean by the review section?

00:30:39.590 --> 00:30:41.480
Is that a part of Khan Academy?

00:30:41.480 --> 00:30:45.540
Absolutely, so this scores report

00:30:45.540 --> 00:30:47.740
is again, baked into every assignment

00:30:47.740 --> 00:30:49.370
that you give on Khan Academy,

00:30:49.370 --> 00:30:50.860
where it's gonna tell
you a couple of things.

00:30:50.860 --> 00:30:53.420
Number one, it's gonna tell
you which of the problems

00:30:53.420 --> 00:30:55.515
were the toughest for your students.

00:30:55.515 --> 00:30:57.110
And it's gonna show you
the actual responses

00:30:57.110 --> 00:30:58.310
from your students.

00:30:58.310 --> 00:31:00.460
So in this case, we
could start to say; ah,

00:31:00.460 --> 00:31:02.680
students are consistently
getting this wrong

00:31:02.680 --> 00:31:04.600
with the exact wrong answer.

00:31:04.600 --> 00:31:06.580
Maybe I can intuit where
they're going wrong.

00:31:06.580 --> 00:31:08.760
They're doing multiplication
instead of division.

00:31:08.760 --> 00:31:10.010
And then we can get
into all the other stuff

00:31:10.010 --> 00:31:10.880
that we've already shared.

00:31:10.880 --> 00:31:12.210
And that's all available, all free

00:31:12.210 --> 00:31:13.970
for every teacher out there.

00:31:13.970 --> 00:31:15.220
So great question, Donna.

00:31:16.900 --> 00:31:17.863
Let's see here.

00:31:20.250 --> 00:31:23.070
What is the name of the one
on Amazon, says Georgina?

00:31:23.070 --> 00:31:26.800
So wacom I would say, is
sort of like the again,

00:31:26.800 --> 00:31:30.180
the Xerox or the Kleenex
or the Zoom of tablets

00:31:30.180 --> 00:31:32.120
based on what I've seen.

00:31:32.120 --> 00:31:35.986
And they have a new one
called the wacom one, O-N-E.

00:31:35.986 --> 00:31:38.330
The one that we had given
in the past or the one

00:31:38.330 --> 00:31:41.810
that Sal uses is often used
by professional designers.

00:31:41.810 --> 00:31:44.060
It's got tons of sensitivity,
you can do shading,

00:31:44.060 --> 00:31:45.920
you can do gradients, all this fancy stuff

00:31:45.920 --> 00:31:48.140
and that's great if that's
what you're trying to do.

00:31:48.140 --> 00:31:50.490
But if all you wanna do
is draw on the screen,

00:31:50.490 --> 00:31:53.260
this wacom one is only 50
bucks and it does allow you

00:31:53.260 --> 00:31:55.240
to sort of get all the basic stuff done

00:31:55.240 --> 00:31:56.930
without a lot of fancy
features you don't need.

00:31:56.930 --> 00:31:58.727
So, you might wanna check that out.

00:32:01.460 --> 00:32:03.900
Adriana says; you mentioned
Khan giving away some tablets,

00:32:03.900 --> 00:32:05.110
where can I find that?

00:32:05.110 --> 00:32:08.110
So I'm happy to say that our
Khan For Educators campaign,

00:32:08.110 --> 00:32:10.820
which was a little contest or giveaway

00:32:10.820 --> 00:32:13.610
tied to the launch of our
new Khan For Educators course

00:32:13.610 --> 00:32:16.750
just gave out 15 of those fancier tablets

00:32:16.750 --> 00:32:20.420
and we will absolutely do more
like that in the near future.

00:32:20.420 --> 00:32:22.740
In the meantime, if you wanna check out

00:32:22.740 --> 00:32:25.040
any of that training material,

00:32:25.040 --> 00:32:27.330
here's what that course looks like.

00:32:27.330 --> 00:32:29.200
And it'll go way more in-depth

00:32:29.200 --> 00:32:31.160
on all the things we just talked about.

00:32:31.160 --> 00:32:32.370
How do you give assignments?

00:32:32.370 --> 00:32:33.540
How do you look at those reports?

00:32:33.540 --> 00:32:35.490
How do you figure out what
your students are doing?

00:32:35.490 --> 00:32:37.850
So I highly recommend Khan for Educators.

00:32:37.850 --> 00:32:39.600
It's the best way to learn Khan.

00:32:39.600 --> 00:32:41.400
You can do it all in an hour or two

00:32:41.400 --> 00:32:43.240
and you get a certificate for your time.

00:32:43.240 --> 00:32:44.933
Okay, great question Adriana.

00:32:47.280 --> 00:32:48.393
Let's see here.

00:32:51.355 --> 00:32:53.660
Oh, Adu it has a great,
great point probably.

00:32:53.660 --> 00:32:55.140
You always have math examples,

00:32:55.140 --> 00:32:56.720
can you provide an English sample?

00:32:56.720 --> 00:32:58.830
Absolutely, so I promise
that my next session

00:32:58.830 --> 00:33:02.270
will be focused on maybe
ELA, maybe social studies.

00:33:02.270 --> 00:33:05.570
My wife is a historian
herself so she's gonna,

00:33:05.570 --> 00:33:07.320
I'm gonna be in big trouble
if I don't focus on that.

00:33:07.320 --> 00:33:11.260
But if we ever wanna find our
full breadth of curriculum,

00:33:11.260 --> 00:33:13.347
you can always go to the courses tab

00:33:13.347 --> 00:33:16.060
and this lives everywhere
you go on Khan Academy.

00:33:16.060 --> 00:33:17.650
No matter whether you're
on the teacher side

00:33:17.650 --> 00:33:20.540
or the student side, you can
always find the courses menu

00:33:20.540 --> 00:33:22.030
in the upper left hand corner.

00:33:22.030 --> 00:33:24.220
And you can see this full spectrum

00:33:24.220 --> 00:33:26.880
from math to science to ELA.

00:33:26.880 --> 00:33:28.690
And so, for example, if you're
teaching not sixth grade

00:33:28.690 --> 00:33:30.670
math but sixth grade ELA,

00:33:30.670 --> 00:33:33.451
we've got a ton of stuff
already built out for you.

00:33:33.451 --> 00:33:35.880
And so I highly recommend
checking that out

00:33:35.880 --> 00:33:38.490
as well as our additional ELA content.

00:33:38.490 --> 00:33:40.790
Great call out Adu and
I apologize about that.

00:33:42.670 --> 00:33:43.790
Let's see here.

00:33:43.790 --> 00:33:46.370
Timothy says; parents at
our board meeting said

00:33:46.370 --> 00:33:48.770
they don't want that
flipped classroom structure.

00:33:48.770 --> 00:33:51.360
In other words, having
students watch videos offline

00:33:51.360 --> 00:33:54.360
and then assuming they're coming
in already having watched.

00:33:54.360 --> 00:33:56.807
What would be a good blended
strategy instead of that?

00:33:56.807 --> 00:33:58.700
And I totally get it.

00:33:58.700 --> 00:34:00.640
Given the sort of low
participation rates we saw

00:34:00.640 --> 00:34:03.610
in the spring, there's a
legitimate fear that if you assign

00:34:03.610 --> 00:34:04.940
something ahead of time,

00:34:04.940 --> 00:34:07.810
there could be 25% or 30% of your students

00:34:07.810 --> 00:34:09.347
who never even see it and never even do it

00:34:09.347 --> 00:34:12.000
and you don't wanna leave those
students at a disadvantage.

00:34:12.000 --> 00:34:15.720
So what you can do is
you can maybe give it out

00:34:15.720 --> 00:34:17.930
as an optional pre-reading
just to sort of throw it

00:34:17.930 --> 00:34:20.390
out there but then you
can kick off your class

00:34:20.390 --> 00:34:22.620
after you do the refresh section,

00:34:22.620 --> 00:34:24.690
with a live demonstration.

00:34:24.690 --> 00:34:27.193
And kind of like that example of;

00:34:28.120 --> 00:34:30.780
I do one, we do one, you do one,

00:34:30.780 --> 00:34:33.390
maybe you do the first
example and you solve

00:34:33.390 --> 00:34:36.110
one of these challenging
ones that Sal's thrown out

00:34:36.110 --> 00:34:39.310
but then you quickly go from
just pure sort of lecture mode

00:34:39.310 --> 00:34:40.830
into an interactive mode.

00:34:40.830 --> 00:34:44.060
Ask some poll questions,
get the students intuition,

00:34:44.060 --> 00:34:46.390
have a student answer the
question all the way through

00:34:46.390 --> 00:34:48.490
to really demonstrate that process.

00:34:48.490 --> 00:34:50.250
I think the more time you
can spend having students

00:34:50.250 --> 00:34:53.060
thinking actively, the more
engagement and the more

00:34:53.060 --> 00:34:54.200
learning you're gonna get.

00:34:54.200 --> 00:34:55.400
Great question, Timothy.

00:34:56.950 --> 00:34:57.783
Let's see here.

00:34:59.350 --> 00:35:00.930
Oh, Lindy asks a really good question.

00:35:00.930 --> 00:35:03.370
If I have a group of students
already signed up for Khan

00:35:03.370 --> 00:35:05.530
and I've linked the class
to Google Classroom,

00:35:05.530 --> 00:35:08.590
what's the most efficient
way to get others to join?

00:35:08.590 --> 00:35:10.920
So we'll talk about this more
in our next session next week,

00:35:10.920 --> 00:35:12.850
where I'm gonna actually
have our teachers log in

00:35:12.850 --> 00:35:15.770
as students to my own class
and see what Khan looks like

00:35:15.770 --> 00:35:17.070
through the student prism.

00:35:17.950 --> 00:35:19.820
But one thing that I highly
recommend if you haven't seen

00:35:19.820 --> 00:35:22.580
this before, is that we have
this nice Google Classroom

00:35:22.580 --> 00:35:25.330
integration, where if you come
over here to the students tab

00:35:25.330 --> 00:35:27.800
in your classroom, you can say; hey,

00:35:27.800 --> 00:35:30.410
my district or I have
already done the hard work

00:35:30.410 --> 00:35:33.290
of getting everyone integrated
into Google Classroom.

00:35:33.290 --> 00:35:34.280
I don't wanna reinvent the wheel.

00:35:34.280 --> 00:35:36.700
I don't wanna have to like
register them all over again.

00:35:36.700 --> 00:35:38.310
And so you can do quickly

00:35:38.310 --> 00:35:40.950
is come over here, click add new students,

00:35:40.950 --> 00:35:42.320
click invite your Google Classroom,

00:35:42.320 --> 00:35:44.910
connect to Google Classroom
and you're off to the races.

00:35:44.910 --> 00:35:47.760
Basically pulling in your
existing Google Classroom class,

00:35:47.760 --> 00:35:49.310
right into Khan Academy.

00:35:49.310 --> 00:35:51.290
So hopefully that's the fastest way Linda,

00:35:51.290 --> 00:35:53.140
to get your students up and running.

00:35:53.140 --> 00:35:55.620
Okay, that being said,

00:35:55.620 --> 00:35:58.098
I see that there are a bunch
more questions I don't wanna

00:35:58.098 --> 00:36:01.010
sort of go too much beyond my welcome,

00:36:01.010 --> 00:36:02.730
given that I did promise to end

00:36:02.730 --> 00:36:04.450
on at the bottom of the hour.

00:36:04.450 --> 00:36:06.160
Let me end with this.

00:36:06.160 --> 00:36:08.710
Number one, if you've
got any burning questions

00:36:08.710 --> 00:36:11.510
and you want the absolute
fastest way to get a response,

00:36:11.510 --> 00:36:14.400
please reach out to our
world class support team.

00:36:14.400 --> 00:36:15.910
Here's the amazing thing.

00:36:15.910 --> 00:36:18.030
Thanks to Vicky and her team's work,

00:36:18.030 --> 00:36:21.430
even as a nonprofit at Khan
Academy, we're able to field

00:36:21.430 --> 00:36:24.620
requests in often under
three or two hours.

00:36:24.620 --> 00:36:26.730
And so I want you to take
advantage of this team's awesome

00:36:26.730 --> 00:36:29.460
availability by submitting
questions right here

00:36:29.460 --> 00:36:30.960
and I'll put that in the chat.

00:36:30.960 --> 00:36:33.230
That being said, if you
don't get your question

00:36:33.230 --> 00:36:34.900
answered here, you can feel free

00:36:34.900 --> 00:36:36.500
to reach out to me directly.

00:36:36.500 --> 00:36:38.410
My email address will be
in the email that comes

00:36:38.410 --> 00:36:40.460
to your inbox in about 30 minutes

00:36:40.460 --> 00:36:43.220
with a copy of the recording,
a copy of the certificate

00:36:43.220 --> 00:36:45.220
and all the next steps to get started.

00:36:45.220 --> 00:36:47.110
And I promise I'll get you an answer,

00:36:47.110 --> 00:36:49.230
even if you don't get it
through this function.

00:36:49.230 --> 00:36:51.760
That being said, I wanna close
with something that I really

00:36:51.760 --> 00:36:54.820
liked that Sal mentioned
in his op ed, which is

00:36:54.820 --> 00:36:57.270
what is the point of school
at the end of the day?

00:36:57.270 --> 00:36:58.650
Yes, it's about academics.

00:36:58.650 --> 00:37:01.860
Yes, it's about learning and
growth and all that good stuff

00:37:01.860 --> 00:37:03.810
but it's also where we learn

00:37:03.810 --> 00:37:05.740
how to be effective members of society.

00:37:05.740 --> 00:37:07.420
Where we develop those first friendships,

00:37:07.420 --> 00:37:09.860
where we get inspired
to take on big things.

00:37:09.860 --> 00:37:12.970
And so I think, if you can
model for your students

00:37:12.970 --> 00:37:15.670
your excitement and your
passion for these topics

00:37:15.670 --> 00:37:17.270
in a way to get them
engaged and plugged in

00:37:17.270 --> 00:37:19.870
to what you're excited
about, they're gonna come out

00:37:19.870 --> 00:37:22.880
of this year yes, with
having overcome so many

00:37:22.880 --> 00:37:25.780
adverse challenges but also
with so much excitement

00:37:25.780 --> 00:37:27.090
for what's possible.

00:37:27.090 --> 00:37:29.810
And I believe that's truly
what school is all about.

00:37:29.810 --> 00:37:31.110
So thank you for all that you do.

00:37:31.110 --> 00:37:32.950
Thank you for your amazing
questions and participation

00:37:32.950 --> 00:37:35.300
tonight and I wish you
all and your students

00:37:35.300 --> 00:37:37.440
tremendous success in the year to come.

00:37:37.440 --> 00:37:38.483
Thank you so much.


Distillation

WEBVTT
Kind: captions
Language: en

00:00:00.280 --> 00:00:02.820
- [Instructor] Let's say
that you have a solution

00:00:02.820 --> 00:00:06.070
that where the solvent is water

00:00:06.070 --> 00:00:08.734
and the solute is what

00:00:08.734 --> 00:00:12.420
we would consider drinking
alcohol or ethanol.

00:00:12.420 --> 00:00:14.830
So this is our solution right over here.

00:00:14.830 --> 00:00:19.493
And let's say that it is 10% ethanol,

00:00:20.620 --> 00:00:22.590
which is drinking alcohol.

00:00:22.590 --> 00:00:27.590
And let's say the rest of it is water.

00:00:27.720 --> 00:00:29.410
And what we wanna do is

00:00:29.410 --> 00:00:31.170
figure out a way that we can get something

00:00:31.170 --> 00:00:34.450
that has 15% or 20 or 30% ethanol.

00:00:34.450 --> 00:00:35.863
How would we do it?

00:00:35.863 --> 00:00:38.989
Well, the answer lies
in the fact that ethanol

00:00:38.989 --> 00:00:42.150
and water have different boiling points.

00:00:42.150 --> 00:00:46.870
For example, the boiling point of ethanol

00:00:46.870 --> 00:00:51.830
is approximately 78 degrees Celsius.

00:00:52.750 --> 00:00:56.390
While the boiling point of water

00:00:56.390 --> 00:00:59.240
is 100 degrees Celsius.

00:00:59.240 --> 00:01:01.090
And so a mixture of ethanol

00:01:01.090 --> 00:01:02.560
and water is going to have

00:01:02.560 --> 00:01:05.270
a boiling point someplace in between.

00:01:05.270 --> 00:01:06.680
And so you could imagine

00:01:06.680 --> 00:01:09.850
we can keep heating up this solution.

00:01:09.850 --> 00:01:11.150
We're going to go beyond

00:01:11.150 --> 00:01:12.830
the boiling point of ethanol.

00:01:12.830 --> 00:01:15.240
But before we get to the
boiling point of water,

00:01:15.240 --> 00:01:17.780
this solution is going to boil.

00:01:17.780 --> 00:01:19.320
And when it's boiling,

00:01:19.320 --> 00:01:22.250
because ethanol has a lower boiling point,

00:01:22.250 --> 00:01:24.080
the vapor mixture is going to contain

00:01:24.080 --> 00:01:26.040
more than 10% ethanol.

00:01:26.040 --> 00:01:27.990
And if you could condense that vapor,

00:01:27.990 --> 00:01:29.626
you then have a solution

00:01:29.626 --> 00:01:32.290
with higher than 10% ethanol.

00:01:32.290 --> 00:01:37.220
And that is exactly what
distillation is all about.

00:01:37.220 --> 00:01:39.820
So you might distill with a contraption

00:01:39.820 --> 00:01:40.653
that looks like this.

00:01:40.653 --> 00:01:42.200
At first, it looks complicated,

00:01:42.200 --> 00:01:43.830
but then when you really
understand what's going on,

00:01:43.830 --> 00:01:45.180
it's actually pretty straightforward.

00:01:45.180 --> 00:01:47.430
It's exactly what I just described.

00:01:47.430 --> 00:01:48.730
So what we would do is

00:01:48.730 --> 00:01:53.390
we would put the original
solution right over here,

00:01:53.390 --> 00:01:54.790
and then you would heat it up.

00:01:54.790 --> 00:01:56.840
Oftentimes you're gonna
heat it up in an oil bath.

00:01:56.840 --> 00:01:57.673
That's what you see

00:01:57.673 --> 00:01:58.900
in this yellow right over here,

00:01:58.900 --> 00:02:01.240
because the oil won't evaporate readily

00:02:01.240 --> 00:02:02.910
and it can distribute the heat

00:02:02.910 --> 00:02:04.740
around in a nice even way.

00:02:04.740 --> 00:02:06.630
And then if you were to heat this up

00:02:06.630 --> 00:02:08.230
so that the solution boils,

00:02:08.230 --> 00:02:09.700
remember that's going
to be a boiling point

00:02:09.700 --> 00:02:12.130
someplace in between 78 degrees Celsius

00:02:12.130 --> 00:02:13.680
and a 100 degrees Celsius.

00:02:13.680 --> 00:02:14.640
You're going to for sure

00:02:14.640 --> 00:02:17.428
have some water molecules vaporizing,

00:02:17.428 --> 00:02:18.700
but at that temperature,

00:02:18.700 --> 00:02:20.970
which is beyond ethanol's boiling point,

00:02:20.970 --> 00:02:22.060
you're for sure we're going to have

00:02:22.060 --> 00:02:26.400
a higher proportion of
ethanol molecules vaporizing,

00:02:26.400 --> 00:02:28.090
and then they're going to be,

00:02:28.090 --> 00:02:29.310
they're going to be in vapor form.

00:02:29.310 --> 00:02:31.280
And so they could enter
this chamber right here.

00:02:31.280 --> 00:02:32.880
And what this chamber is,

00:02:32.880 --> 00:02:35.350
is essentially what's called a Condenser.

00:02:35.350 --> 00:02:37.140
So oftentimes you're going to have

00:02:37.140 --> 00:02:38.880
separate from the vapor,

00:02:38.880 --> 00:02:42.000
but you're going to
make water, cold water,

00:02:42.000 --> 00:02:44.150
go around this tube right over here,

00:02:44.150 --> 00:02:45.530
oftentimes a glass tube.

00:02:45.530 --> 00:02:48.150
Sometimes you might chill
it with cold air instead,

00:02:48.150 --> 00:02:50.460
but you have water coming in, cold water,

00:02:50.460 --> 00:02:51.510
and it's going around the tube.

00:02:51.510 --> 00:02:54.430
It's not mixing with the
actual air inside the tube.

00:02:54.430 --> 00:02:57.050
And then the water comes out of the tube.

00:02:57.050 --> 00:02:57.890
But what it does is it lowers

00:02:57.890 --> 00:02:59.740
the temperature in that tube.

00:02:59.740 --> 00:03:00.860
And so you can imagine the vapor

00:03:00.860 --> 00:03:02.100
that comes in that contains

00:03:02.100 --> 00:03:03.530
both ethanol and water,

00:03:03.530 --> 00:03:04.840
but it's a proportion of the vapor

00:03:04.840 --> 00:03:06.850
that is ethanol is going to be higher

00:03:06.850 --> 00:03:09.280
than the proportion in
our original solution.

00:03:09.280 --> 00:03:11.490
It's going to condense
back into liquid form.

00:03:11.490 --> 00:03:12.576
And then that stuff is just going

00:03:12.576 --> 00:03:14.088
to pour back down into

00:03:14.088 --> 00:03:16.910
what you could call this
collection chamber right here.

00:03:16.910 --> 00:03:18.380
And the collection chamber

00:03:18.380 --> 00:03:20.528
is surrounded by a very cold,

00:03:20.528 --> 00:03:25.470
oftentimes ice bath so that
you minimize vaporization.

00:03:25.470 --> 00:03:27.040
Depending on how well you do this,

00:03:27.040 --> 00:03:28.560
maybe this sample right over here

00:03:28.560 --> 00:03:29.870
might be 20% ethanol

00:03:29.870 --> 00:03:31.200
or 30% ethanol.

00:03:31.200 --> 00:03:32.710
There will be still some water

00:03:32.710 --> 00:03:34.760
that comes up here and condenses,

00:03:34.760 --> 00:03:36.680
and then comes back down.

00:03:36.680 --> 00:03:40.050
Now, if you wanted an even
pure sample of ethanol,

00:03:40.050 --> 00:03:41.080
you could keep doing this.

00:03:41.080 --> 00:03:42.770
You could take what you collect here

00:03:42.770 --> 00:03:44.010
and then heat that up

00:03:44.010 --> 00:03:45.650
to its boiling point,

00:03:45.650 --> 00:03:47.430
which will now be a little bit lower

00:03:47.430 --> 00:03:48.600
than the first solution,

00:03:48.600 --> 00:03:50.640
because it has a higher
proportion of ethanol.

00:03:50.640 --> 00:03:51.680
And then you would have

00:03:51.680 --> 00:03:53.040
the same process go over

00:03:53.040 --> 00:03:53.873
and over again.

00:03:53.873 --> 00:03:55.340
And so every time you do that,

00:03:55.340 --> 00:03:56.480
you would get a pure

00:03:56.480 --> 00:03:59.710
and pure sample of ethanol.

00:03:59.710 --> 00:04:01.230
If you don't wanna do that,

00:04:01.230 --> 00:04:02.300
'cause it's tiring.

00:04:02.300 --> 00:04:03.170
It takes a lot of work.

00:04:03.170 --> 00:04:04.060
And actually you end up with

00:04:04.060 --> 00:04:05.370
a lot of lost material

00:04:05.370 --> 00:04:07.490
through all of this mechanism over here.

00:04:07.490 --> 00:04:11.430
There's something you can do
called Fractional Distillation.

00:04:11.430 --> 00:04:13.270
And what fractional distillation is,

00:04:13.270 --> 00:04:15.220
is getting multiple vaporization

00:04:15.220 --> 00:04:18.430
and condensation cycles all at once

00:04:18.430 --> 00:04:20.250
so that you get a more pure sample.

00:04:20.250 --> 00:04:21.130
And the way that you get

00:04:21.130 --> 00:04:24.280
those multiple vaporization
in condensation cycles

00:04:24.280 --> 00:04:27.307
is to give the vapor in
this tube right over here,

00:04:27.307 --> 00:04:29.850
something to condense on

00:04:29.850 --> 00:04:30.930
and that condensates,

00:04:30.930 --> 00:04:32.690
some of it will revaporize.

00:04:32.690 --> 00:04:34.850
And some of it will drip back down.

00:04:34.850 --> 00:04:36.540
And the part that revaporizes

00:04:36.540 --> 00:04:40.150
is likely to have a higher
proportion of the distillate

00:04:40.150 --> 00:04:42.690
of the thing that has
the lower boiling point.

00:04:42.690 --> 00:04:45.650
And you can have multiple
cycles of this condensation

00:04:45.650 --> 00:04:48.790
and revaporization inside this column.

00:04:48.790 --> 00:04:49.970
And so at the end,

00:04:49.970 --> 00:04:51.280
you're more likely to have

00:04:51.280 --> 00:04:54.723
a more pure sample of your distillate.


Solubility and intermolecular forces

WEBVTT
Kind: captions
Language: en

00:00:00.590 --> 00:00:02.010
- [Instructor] In this
video, we're going to talk

00:00:02.010 --> 00:00:03.333
about solubility,

00:00:05.100 --> 00:00:10.100
which is just a way of describing
how well certain solutes

00:00:11.540 --> 00:00:14.613
can dissolve in certain solvents.

00:00:16.110 --> 00:00:19.420
And just as an example, we
could go to our old friend

00:00:19.420 --> 00:00:22.440
sodium chloride and think about

00:00:22.440 --> 00:00:26.023
why does it dissolve well in water.

00:00:26.900 --> 00:00:28.740
Well, to do that, you just
have to remind yourself

00:00:28.740 --> 00:00:31.540
what water is doing when
nothing is dissolved in it.

00:00:31.540 --> 00:00:33.340
So when nothing is dissolved in it,

00:00:33.340 --> 00:00:36.620
that's an oxygen attached
to two hydrogens.

00:00:36.620 --> 00:00:38.560
This end, we've talked
about in other videos,

00:00:38.560 --> 00:00:39.540
partially negative

00:00:39.540 --> 00:00:41.130
'cause the electrons
like to spend more time

00:00:41.130 --> 00:00:42.430
around the oxygen.

00:00:42.430 --> 00:00:45.000
This is partially positive,
partially positive.

00:00:45.000 --> 00:00:47.350
And you have this hydrogen bond forming,

00:00:47.350 --> 00:00:50.560
where the partially negative
end of one water molecule

00:00:50.560 --> 00:00:54.040
is attracted to the partially positive end

00:00:54.040 --> 00:00:56.550
of another water molecule.

00:00:56.550 --> 00:00:58.060
That's what hydrogen bonds are all about.

00:00:58.060 --> 00:00:59.280
And we have whole videos on that,

00:00:59.280 --> 00:01:01.140
actually many videos on that.

00:01:01.140 --> 00:01:06.040
The reason why sodium chloride
dissolves well in water

00:01:06.040 --> 00:01:09.400
is because sodium chloride,
as an ionic compound,

00:01:09.400 --> 00:01:12.970
it can disassociate into
its constituent ions.

00:01:12.970 --> 00:01:16.770
Into a sodium cation

00:01:16.770 --> 00:01:19.340
and a chloride anion.

00:01:19.340 --> 00:01:20.660
And we've seen this before.

00:01:20.660 --> 00:01:22.750
So that's the chloride anion,

00:01:22.750 --> 00:01:27.187
this right over here is a sodium cation.

00:01:28.720 --> 00:01:30.670
The reason why this dissolves well

00:01:30.670 --> 00:01:33.400
is that the negative
charge is able to be drawn

00:01:33.400 --> 00:01:36.760
to the positive end of
the water molecules,

00:01:36.760 --> 00:01:38.090
so the hydrogen end.

00:01:38.090 --> 00:01:41.410
And the positive sodium
cation is attracted

00:01:41.410 --> 00:01:44.090
to the negative end of
the water molecules.

00:01:44.090 --> 00:01:47.110
So what's really happening
is the attraction

00:01:47.110 --> 00:01:49.890
between the ions and the
water molecules are stronger

00:01:49.890 --> 00:01:53.210
than the attraction
between the ions themselves

00:01:53.210 --> 00:01:56.450
and the attraction between the
water molecules themselves.

00:01:56.450 --> 00:01:58.727
So the water molecules,
don't just bunch up and say,

00:01:58.727 --> 00:02:01.710
"We want nothing to do with
you, sodium and chloride."

00:02:01.710 --> 00:02:04.580
They say, "Hey, we're kind
of attracted to you too.

00:02:04.580 --> 00:02:06.630
So why don't we mix together?"

00:02:06.630 --> 00:02:09.410
We can look at things that
have less attractive forces,

00:02:09.410 --> 00:02:13.040
maybe things where the main
force is just dispersion forces.

00:02:13.040 --> 00:02:16.670
If you think about a vat of pentane here,

00:02:16.670 --> 00:02:18.390
they have those weak forces,

00:02:18.390 --> 00:02:20.240
kind of attracting them to each other,

00:02:20.240 --> 00:02:22.670
and then if you think
about a vat of hexane here,

00:02:22.670 --> 00:02:24.290
there's kind of weak forces.

00:02:24.290 --> 00:02:26.290
But if you were to put some pentane,

00:02:26.290 --> 00:02:29.170
let's call this the solute here.

00:02:29.170 --> 00:02:33.540
And if you were to put it
into a solvent of hexane,

00:02:33.540 --> 00:02:36.780
it will dissolve because
they are roughly as attracted

00:02:36.780 --> 00:02:40.290
to each other as they are to themselves.

00:02:40.290 --> 00:02:42.050
Now, what do you think is going to happen

00:02:42.050 --> 00:02:45.540
if I try to put, say, some hexane,

00:02:45.540 --> 00:02:47.170
if I view that as a solute,

00:02:47.170 --> 00:02:49.230
and I were to put it in water?

00:02:49.230 --> 00:02:51.080
Well, in that situation,

00:02:51.080 --> 00:02:54.070
the water is going to be
far more attracted to itself

00:02:54.070 --> 00:02:57.090
than it's going to be
attracted to the hexane.

00:02:57.090 --> 00:02:59.840
Let's say that this is the water here.

00:02:59.840 --> 00:03:03.010
You're going to have these
globs of the hydrocarbon form

00:03:03.010 --> 00:03:05.260
because the water is
more attracted to itself.

00:03:05.260 --> 00:03:08.230
It's not easy for the
hydrocarbon to dissolve.

00:03:08.230 --> 00:03:11.100
Now, there are many organic
molecules that do dissolve well.

00:03:11.100 --> 00:03:13.470
And that's usually because
they have some part

00:03:13.470 --> 00:03:16.830
of the molecule that
has some polarity to it.

00:03:16.830 --> 00:03:21.740
One example is ethanol,
which has an OH group.

00:03:21.740 --> 00:03:24.960
But ethanol, which has
a chain of two carbons,

00:03:24.960 --> 00:03:27.280
when we talk about alcohol
in everyday language,

00:03:27.280 --> 00:03:29.760
drinking alcohol, that is ethanol.

00:03:29.760 --> 00:03:33.090
There's many other anols,
many other alcohols,

00:03:33.090 --> 00:03:35.146
but this is ethanol here.

00:03:35.146 --> 00:03:36.330
And if you were to take
alcohol and you were to mix it

00:03:36.330 --> 00:03:38.570
in water, it does dissolve well.

00:03:38.570 --> 00:03:40.870
And that's because this oxygen here,

00:03:40.870 --> 00:03:42.370
it's more electronegative

00:03:42.370 --> 00:03:44.320
than the things that it is bonded to.

00:03:44.320 --> 00:03:47.260
And so it still hogs
electrons a little bit.

00:03:47.260 --> 00:03:49.440
And so you still have that
partially negative charge.

00:03:49.440 --> 00:03:53.420
You still have that
polarity to the molecule.

00:03:53.420 --> 00:03:55.260
And so that's able to attract it

00:03:55.260 --> 00:03:58.810
to neighboring water molecules,
which allows it to dissolve.

00:03:58.810 --> 00:04:00.650
But you could imagine
if you had an alcohol

00:04:00.650 --> 00:04:03.820
that had a much, much longer carbon chain,

00:04:03.820 --> 00:04:06.940
so you had 10 carbons or 15 carbons,

00:04:06.940 --> 00:04:09.288
then all of a sudden
the relative proportion

00:04:09.288 --> 00:04:10.260
of how polar it is compared to

00:04:10.260 --> 00:04:12.070
how large of the molecule it is,

00:04:12.070 --> 00:04:15.320
it'll make it harder and
harder for it to dissolve

00:04:15.320 --> 00:04:18.260
in a polar solvent like water.

00:04:18.260 --> 00:04:22.363
And so our mega takeaway here
is that like dissolves like.