How to motivate and engage your kids in learning while at home

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Language: en

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- Hey, everyone!

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Welcome to our webinar.

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My name is Lauren Quan, and
I'm on the Khan Academy team.

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Today, I am joined by
my coworker, Dan Tieu,

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and our special guest, Conor Corey.

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Conor is an expert teacher, a parent,

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and a Khan Academy ambassador,

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which means he's a Khan
Academy power user.

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He's gonna be sharing his tips and advice

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on student motivation.

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But before we get started,

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I wanted to thank our sponsors,

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Bank of America, AT&T,
Google.org, Novartis, and Fastly

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for their support of this webinar

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and our other remote learning resources.

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And a few other notes for you to know.

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This webinar will be recorded
and sent to you via email

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a few hours after the session ends,

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and if you have questions at
any point during the webinar,

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feel free to enter them
in the question box.

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And we have staff available
to answer your questions.

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We're also gonna save time at the end

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for live Q and A with Conor.

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And lastly, you might be wondering

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about the age range for this webinar.

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So Conor will be sharing
tips that can be useful

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for parents of kids of all ages.

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So with that, let's get started.

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I'm thrilled to have Conor
here to share his advice.

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Conor, can you share a
little bit about yourself

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and your background?

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- Hi, Lauren.

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Thanks for having me, everybody.

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Yes, I've now been a math
educator mostly teaching

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middle school math and
fifth grade math for--

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This is my 17th year, and by
far this is the toughest year

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for myself and my students.

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Right now, I also have
four children of my own

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and it is chaos for myself to teach

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and try to keep up with--

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Three of them are in
school, one is in preschool,

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but to keep up with all
of their assignments

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and to keep up to make sure
they're handing things in

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and to fully change the role

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from not only my students'
teacher to my own children,

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it's been very difficult.

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And I look forward to the opportunity.

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Hopefully, I can help and
just maybe some of the things

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that I'm doing around here,

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but I may not have all the answers.

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I can kinda just tell you
from my own experience

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with teaching and being a
parent at the same time,

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that hopefully you can see
both sides of the spectrum.

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- Fantastic.

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And yeah, Conor as you
mentioned, a lot of parents

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are finding themselves stepping
into the role of teachers

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for the first time, and we're
hearing so many questions

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from parents about ways
to motivate their kids.

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So what advice would you give
to parents who are wondering,

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"How do I motivate my kids to
be interested in learning?"

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- It's a great question and
it's a difficult question.

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There's not really one answer

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that's going to motivate
children across the board.

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Especially for even
myself, I'm gonna tell you

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that all of my kids are
eating ring pops upstairs

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just to avoid me for a half
hour of coming down here

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so I can do this,

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and many parents are
in that same situation.

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But to motivate students
and your own children,

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I've always kinda tied it
to some sort of incentive.

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And it's never really
a financial incentive.

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It's always just your time or something

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that they really are interested in,

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and it does not have
to be academic related.

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It could be something as simple as,

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you finish all your schoolwork today,

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then you get to pick tonight's movie.

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Or my daughter is, I do construction

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in the summertime usually

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and my daughter's very
interested in power tools,

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when she sees me building.

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So I'm teaching her how to use those

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when she finishes her stuff.

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I know my wife, who has probably
never played a video game

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in her life, but my son
and I will play Madden.

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He's in third grade and
we will play all the time

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because I'm a giant child.

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But my wife has started
to play against him,

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and he doesn't care if I play anymore.

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He wants to play her because
it's so different for him

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to see her in that type of environment,

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taking interest in what
he's interested in,

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and that has been motivating for him.

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So I think if you just
try to find something

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your child is interested in,

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that you usually would not participate in

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or you kinda let them
participate with their friends.

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You know, they're not really
around their friends anymore,

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so they need somebody that wants

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to just reinforce their interests,

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and I think that's a big motivator,

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and you can kinda tie
that to their academics.

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- Mhmm, I love those creative ideas

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that you've shared there.

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Another question that
we're hearing a lot is,

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how do I keep my kids focused
and engaged in learning?

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- Focus and engaged, it's kind
of one of the hardest parts.

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Parents have just been given
an unrealistic expectation

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to automatically become their teacher.

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To automatically have
mastered grade level content

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in not one subject, but four
or five or six subjects.

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I know for myself as a teacher,

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I am a master of middle school math,

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but if you give me an
eighth grade biology test,

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I am not gonna do well. (laughs)

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So, when you're just
pushing all the sudden

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all of this on parents,
they're very stressed out.

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And their children fully understand

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that they don't get the
concepts or the content as much.

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My suggestion for this is to try

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to learn something with them.

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For instance with Khan
Academy, I always tell parents,

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I did kind of like an
experiment a few years ago,

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where I asked parents
to master their child's

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fifth or fourth, their child's
content on Khan Academy,

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so their child's grade level.

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And what I found from that was amazing.

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Most parents have bought out
of math after third grade.

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It becomes, "Oh my god,

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"I don't know how they're
teaching you this.

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"I don't know this new style of math."

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But the linear approach that Khan Academy

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gives to learn anything

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was fantastic for them to see that,

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okay this is how they're teaching math.

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It's just something, if
you try fourth grade math

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and your child may be in
seventh or eighth grade,

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and they're doing seventh or eighth grade,

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you can kinda do it alongside them

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for 15 minutes a day, 10 minutes a day.

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That has been a huge
help with understanding

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where to find relevant content

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when your child has any misunderstanding

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because it doesn't have to be in math.

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It could be in science, chemistry,
in history, in SAT prep,

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all of that is available.

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But if you're looking for
a video to help your child,

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you may go through Google

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and you'll have 30 different websites

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and you start to find one you don't know

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how relevant or accurate it is,

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and you're spending so much
time trying to find one thing.

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If you work through
something like Khan Academy

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on a fourth grade level,

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you'd be surprised how the
whole spectrum of education

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will open up and the
understanding will open up

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of how to find content to help your child.

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And they're gonna be engaged

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because they're doing it with you,

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and they're gonna laugh at
you when you get things wrong

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because you will. (laughs)

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You'd be surprised how difficult third

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or fourth grade math can be. (laughs)

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- Yeah, for sure.

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- But if they can learn with
them is probably the best way.

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- Yeah, and speaking of.

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I'm sure it's been awhile for parents

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for third or fourth grade math.

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And so if kids, for example,
if they get frustrated,

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do you have any tips
for keeping kids engaged

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if they get frustrated or
if they get things wrong?

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- Yeah, and right now, most
children are frustrated.

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They're used to having an
expert in that content area

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who knows how to teach that
content area 10 different ways,

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and knows how to reach every child

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and the different learning
styles of every child,

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and now they have just their parent

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who may not even understand
some of the content.

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And the frustration level for parents

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and students is at an
all-time high in education.

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Going back to kind of paralleling,

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if you learn something with
your child and practice,

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and try to teach them the
theory of growth mindset,

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that show them that you're
frustrated learning something

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like fourth grade math,

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and that they're gonna laugh
when you get things wrong,

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and that you try it again the next day,

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and you try it again the next day.

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That theory of growth mindset
that we all can learn anything

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is something that if we teach
our children at a young age

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and at a difficult time right now,

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will be so important moving forward

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because we actually don't know

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when this is all going to end,

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and to understanding this
platform and kind of practice

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learning with them.

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They will see you doing that,

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and that's gonna cause
less frustration for them

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when you can kind of
both laugh at each other

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that you're working through it.

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- Yeah, definitely growth mindset.

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Definitely something that
both parents and students

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will be a valuable skill to build.

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Another question that we
hear as well from parents is,

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how do I keep my kids engaged
if they don't like school?

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- It's tough right now

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because I don't know
that anybody likes school

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right now. (laughs)

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As a teacher, I do not.

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I'm teaching from my basement.

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I think I set up a nice
little area for myself,

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but I miss my students.

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I miss seeing their faces in live time.

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Students are now being sent
assignments across the board

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from five or six teachers,

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and parents are now getting
30 to 40 websites and logins,

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where three of my children

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that are in the public
school system right now

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each have like 10 different logins.

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And then you've some people
that are sending them,

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"Oh, here's a new one, try this.

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"Here's a new one, try this."

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And it's so overwhelming
that you have to sometimes

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just really take a step back
and make sure that your child

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is enjoying learning and not
overwhelmed just like you.

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And that may take cutting
certain assignments out.

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It may take taking a
look through and saying,

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"We're not gonna do this because--"

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It took my daughter the other day,

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five minutes to do a digital
assignment that she had,

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but it was taking her
25 minutes to submit it,

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and then I'm trying to do it

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and she's trying to submit it.

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And she's telling me,
"No, we have to put it

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"on Google Classroom and then we have

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"to go to this and that."

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And that is not learning.

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She wasn't gaining anything
valuable about that,

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so for me as a parent, I just
kinda said, "We're done."

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Okay, you did the worksheet.

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You did it with me, I get it.

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We're moving on, and if your teacher wants

00:10:52.160 --> 00:10:54.457
to send me an email or I
could send her one and say,

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"I did it.

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"She explained it to me."

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But they're having them answer
questions, some of them,

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on the little tiny mousepad

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where they have to write on that mousepad,

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and that is so difficult.

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I can't do it, but they're
answering one little question

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that takes 10 to 15 minutes for them

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just to write the sentence out.

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I'm like, "Well, she told me.

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"She understands it.

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"They're good, it's finished."

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As the parent you have that right

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and I think you should use it

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because the stress level is so high.

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- For sure.

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Yeah, and I should point out,
I forgot to mention earlier

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that Conor helpfully
summarized many of his tips

00:11:32.610 --> 00:11:34.500
in a handout that you all can get

00:11:34.500 --> 00:11:36.770
in your go-to webinar
panel under the handouts.

00:11:36.770 --> 00:11:38.800
So if you wanna go ahead and grab that,

00:11:38.800 --> 00:11:40.810
I would definitely recommend it.

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So Conor, we're hearing also from parents,

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and you touched on this earlier,

00:11:45.827 --> 00:11:48.950
but what tips would you give for parents

00:11:48.950 --> 00:11:50.980
who are trying to teach kids a subject

00:11:50.980 --> 00:11:52.400
that they're not comfortable or familiar

00:11:52.400 --> 00:11:54.063
with the material themselves?

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- Accept that you don't know the material.

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Let your children understand

00:11:59.860 --> 00:12:02.290
that you don't know the material.

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And kind of together learn it

00:12:04.524 --> 00:12:07.030
or together find ways to do it.

00:12:07.030 --> 00:12:11.030
But what is happening
that I see in my own house

00:12:11.030 --> 00:12:13.010
and I've talked to many
friends who call me

00:12:13.010 --> 00:12:15.400
because I'm the only
teacher that they know,

00:12:15.400 --> 00:12:20.400
is the learning doesn't
seem to be happening

00:12:20.460 --> 00:12:24.610
as much as the handing the learning in

00:12:24.610 --> 00:12:25.880
and doing these things.

00:12:25.880 --> 00:12:29.350
And parents with so many logins,

00:12:29.350 --> 00:12:30.810
they're not sure where to go.

00:12:30.810 --> 00:12:32.180
They're not sure how to find it,

00:12:32.180 --> 00:12:34.460
and I think Khan Academy
will help with that,

00:12:34.460 --> 00:12:38.010
if you start to work yourself
and learn that platform

00:12:38.010 --> 00:12:41.710
because I feel next year
as we come back to school

00:12:41.710 --> 00:12:43.410
that every district in the country

00:12:43.410 --> 00:12:45.890
will be using this platform,

00:12:45.890 --> 00:12:47.930
and it's gonna give you a head start.

00:12:47.930 --> 00:12:51.500
So it's not so much about
now and having to understand

00:12:51.500 --> 00:12:53.240
the content that you're teaching,

00:12:53.240 --> 00:12:56.140
but how you can help your
child find the answers,

00:12:56.140 --> 00:13:00.360
and how you can navigate through
and have a spot for them,

00:13:00.360 --> 00:13:02.430
almost like a one-stop of education,

00:13:02.430 --> 00:13:05.290
where you know you're going
to get relevant information.

00:13:05.290 --> 00:13:07.870
Then maybe you can watch
the video with them

00:13:07.870 --> 00:13:09.290
and kinda do things with them.

00:13:09.290 --> 00:13:12.570
We're at a time where
we have to start looking

00:13:12.570 --> 00:13:16.320
that if something like
this were to happen again,

00:13:16.320 --> 00:13:18.870
I should prepare myself
for when it happens again,

00:13:18.870 --> 00:13:22.290
and not worry about
getting to June and ending.

00:13:22.290 --> 00:13:25.620
But more of preparing myself to learn,

00:13:25.620 --> 00:13:29.470
how to help my child when
or if something like this

00:13:29.470 --> 00:13:31.010
were to happen again.

00:13:31.010 --> 00:13:33.800
So, I think that majorly
master one platform

00:13:33.800 --> 00:13:36.653
is a really positive thing
you could do for your child.

00:13:38.710 --> 00:13:39.543
- Great.

00:13:39.543 --> 00:13:42.343
Well I wanted to have plenty
of time to answer Q and A

00:13:42.343 --> 00:13:45.900
from the audience, so
I'll turn it over to Dan

00:13:45.900 --> 00:13:48.503
to service some questions
that we've been hearing

00:13:48.503 --> 00:13:50.750
from audience members.

00:13:50.750 --> 00:13:53.520
- Yes, thanks Lauren and thank
you, Conor for joining us.

00:13:53.520 --> 00:13:55.445
I'm super excited to have you here.

00:13:55.445 --> 00:13:58.360
We have tons of excitement and enthusiasm

00:13:58.360 --> 00:14:00.200
around this specific topic.

00:14:00.200 --> 00:14:01.930
I ask the audience to do two things

00:14:01.930 --> 00:14:04.520
before we get into the
live Q and A session.

00:14:04.520 --> 00:14:07.570
First, as Lauren mentioned,
go to the handout section

00:14:07.570 --> 00:14:11.203
and grab the tips and cheat
sheet that Conor put together.

00:14:11.203 --> 00:14:15.040
They're really good tips
and you can download it

00:14:15.040 --> 00:14:18.220
and also just review
links to other resources

00:14:18.220 --> 00:14:20.030
that we've included in there as well.

00:14:20.030 --> 00:14:22.960
And then the second prompt is
to please add your questions.

00:14:22.960 --> 00:14:25.340
We already have a ton
of questions coming in

00:14:25.340 --> 00:14:28.080
in the message board,
so keep those coming in

00:14:28.080 --> 00:14:29.930
and we'll get to as many as we can.

00:14:29.930 --> 00:14:32.233
Just ask that you be patient with us.

00:14:33.420 --> 00:14:36.790
So Conor, we have quite a few questions,

00:14:36.790 --> 00:14:39.690
one from Kimberly,
another one from Pamela,

00:14:39.690 --> 00:14:41.127
it's really around--

00:14:42.260 --> 00:14:44.960
I guess some of the
kids, ages sixth grade,

00:14:44.960 --> 00:14:47.140
they're not listening to their parents

00:14:47.140 --> 00:14:50.232
or they're saying they're doing one thing.

00:14:50.232 --> 00:14:51.710
They're looking at the assignment.

00:14:51.710 --> 00:14:52.640
They're caught up in the class,

00:14:52.640 --> 00:14:54.650
and when their parent actually checks in,

00:14:54.650 --> 00:14:56.050
you know, that's not the case.

00:14:56.050 --> 00:14:58.180
So, do you have any advice for that,

00:14:58.180 --> 00:14:59.810
for parents who are kind of struggling

00:14:59.810 --> 00:15:02.930
with not being overbearing,

00:15:02.930 --> 00:15:05.640
but also just being able to
keep track of how their kids

00:15:05.640 --> 00:15:08.890
are progressing with
their school, schoolwork.

00:15:08.890 --> 00:15:11.494
- I think it's important to understand

00:15:11.494 --> 00:15:15.900
that although they're your
children, you know them,

00:15:15.900 --> 00:15:18.300
they are in middle school and high school,

00:15:18.300 --> 00:15:19.160
and they're gonna think

00:15:19.160 --> 00:15:21.080
like a middle school or a high school kid.

00:15:21.080 --> 00:15:24.279
I know that my own
children, my own students,

00:15:24.279 --> 00:15:28.080
they'll spend an hour
trying to beat the system

00:15:28.080 --> 00:15:31.960
rather than 10 minutes
doing the assignment.

00:15:31.960 --> 00:15:32.793
I mean--

00:15:32.793 --> 00:15:36.130
I tell a story one time where
I was requiring 20 minutes

00:15:36.130 --> 00:15:38.820
on Khan Academy a night,
and I had a student

00:15:38.820 --> 00:15:41.610
that was doing an hour for
almost a week and a half,

00:15:41.610 --> 00:15:43.820
and I wanted to reward him
for his additional work,

00:15:43.820 --> 00:15:45.983
but there was no progress being made.

00:15:47.506 --> 00:15:48.670
I could not figure it out.

00:15:48.670 --> 00:15:50.560
I actually sent something to Khan Academy

00:15:50.560 --> 00:15:53.180
saying something's wrong
because nothing's moving.

00:15:53.180 --> 00:15:55.447
And then finally, he owned up and said,

00:15:55.447 --> 00:15:59.597
"I've been putting nickels
on one of the actual keys

00:15:59.597 --> 00:16:00.430
"for the answer."

00:16:00.430 --> 00:16:03.160
So it shows his activity,

00:16:03.160 --> 00:16:04.750
but nothing's actually getting done.

00:16:04.750 --> 00:16:05.970
And he would just leave nickels,

00:16:05.970 --> 00:16:08.170
a pile of nickels on the thing.

00:16:08.170 --> 00:16:10.411
I gave him credit because
I thought it was genius.

00:16:10.411 --> 00:16:12.160
(laughs)
But the assignments

00:16:12.160 --> 00:16:15.450
would take you 20 minutes,
but for him to do all that.

00:16:15.450 --> 00:16:17.870
I think it's important
for parents to realize

00:16:17.870 --> 00:16:19.840
they're gonna try to beat the system.

00:16:19.840 --> 00:16:22.930
For myself, we have a schedule,

00:16:22.930 --> 00:16:24.443
and the schedule works for us.

00:16:26.250 --> 00:16:27.580
The first thing we do--

00:16:27.580 --> 00:16:29.780
Our schedule is in the morning,

00:16:29.780 --> 00:16:31.620
but for some parents it's not.

00:16:31.620 --> 00:16:33.900
Everyone thinks that school
should be eight to three

00:16:33.900 --> 00:16:35.830
because that's what it was.

00:16:35.830 --> 00:16:37.720
But it does not have to be that.

00:16:37.720 --> 00:16:39.830
It could be at any time throughout the day

00:16:39.830 --> 00:16:42.343
that works for you, that
works for your family.

00:16:43.720 --> 00:16:47.270
For us, I make my children
write a checklist each morning

00:16:47.270 --> 00:16:48.960
when they kind of check their email,

00:16:48.960 --> 00:16:51.530
when they check their
Google Classroom that--

00:16:51.530 --> 00:16:53.330
I don't leave it on their
computer on their own.

00:16:53.330 --> 00:16:55.800
They have to hand me a
checklist at breakfast

00:16:55.800 --> 00:16:58.440
of "I have this, I have this,
I have this and I have this."

00:16:58.440 --> 00:17:01.040
And we've scheduled throughout the day,

00:17:01.040 --> 00:17:03.430
I was discussing with you prior to this,

00:17:03.430 --> 00:17:06.740
that we have different rooms
for each subject in the house.

00:17:06.740 --> 00:17:11.360
So it is, in the kitchen
they do their language arts,

00:17:11.360 --> 00:17:12.360
and if they're all in the kitchen,

00:17:12.360 --> 00:17:14.290
I know they're working on language arts.

00:17:14.290 --> 00:17:16.810
They come to the basement
where I'm at right now

00:17:16.810 --> 00:17:18.860
for to work on their math,

00:17:18.860 --> 00:17:21.640
and then they go into
the living room to work

00:17:21.640 --> 00:17:23.050
on their social studies or science.

00:17:23.050 --> 00:17:25.410
But it's a quick way for me
to see if they're getting

00:17:25.410 --> 00:17:28.420
through their curriculum for the day.

00:17:28.420 --> 00:17:31.637
And also, if I have the
checklist, I can kinda say,

00:17:31.637 --> 00:17:32.497
"Did you do this?

00:17:32.497 --> 00:17:33.500
"Did you do this?"

00:17:33.500 --> 00:17:36.690
But I don't have to go onto
each one of my children's thing

00:17:36.690 --> 00:17:39.710
and write it myself and
figure out all these things.

00:17:39.710 --> 00:17:43.880
I have them hand it to me and
it's a quick checklist for me

00:17:43.880 --> 00:17:47.050
and them as well to keep them progressing

00:17:47.050 --> 00:17:49.123
through what they're supposed to be doing.

00:17:50.870 --> 00:17:53.620
- So Conor, we have a
question from Diane Rodriguez

00:17:53.620 --> 00:17:56.144
and as the teacher, I
think you're, and a parent

00:17:56.144 --> 00:17:59.090
you're exceptionally positioned
to answer this question.

00:17:59.090 --> 00:18:00.907
Diane asked, "I've been using Khan Academy

00:18:00.907 --> 00:18:03.980
"with my second grader and
it's been very helpful."

00:18:03.980 --> 00:18:07.040
But her point is that math is
being taught very differently

00:18:07.040 --> 00:18:08.490
than when she had learned it

00:18:08.490 --> 00:18:12.100
and so her concern is that
when they go back to school

00:18:12.100 --> 00:18:15.210
that she may have been coaching
her child in a different way

00:18:15.210 --> 00:18:17.890
than the way the schools
are teaching it now.

00:18:17.890 --> 00:18:18.723
Do you have a perspective?

00:18:18.723 --> 00:18:21.094
Should she be concerned about that

00:18:21.094 --> 00:18:23.163
or how should she approach that?

00:18:24.470 --> 00:18:26.770
- This is a question
that has come actually

00:18:26.770 --> 00:18:28.100
from years I was a math coach,

00:18:28.100 --> 00:18:30.720
for a few years in elementary schools

00:18:30.720 --> 00:18:33.640
and this is why parents buyout

00:18:33.640 --> 00:18:37.310
because they know how to
teach traditional math

00:18:37.310 --> 00:18:42.180
in addition and multiplication,
but then that's not aligning

00:18:42.180 --> 00:18:44.870
with what they're fully teaching.

00:18:44.870 --> 00:18:47.390
My suggestion is always to teach--

00:18:47.390 --> 00:18:50.560
I actually am an advocate for
traditional multiplication

00:18:50.560 --> 00:18:54.530
and long division and I
fully grasp the analytics

00:18:54.530 --> 00:18:58.150
of breaking everything apart
and I think it has a true value

00:18:58.150 --> 00:19:01.680
in understanding, however,
I think they have to master

00:19:01.680 --> 00:19:04.270
certain skills, like
their multiplication facts

00:19:04.270 --> 00:19:06.460
and their division facts,
that they have to know them

00:19:06.460 --> 00:19:08.210
just like they know the alphabet

00:19:08.210 --> 00:19:10.010
and what sounds letters make

00:19:10.010 --> 00:19:12.450
or when you start to get
in to the older grades

00:19:12.450 --> 00:19:17.450
with variables and exponents,
you really start to get lost

00:19:17.820 --> 00:19:19.883
because you don't have the foundation.

00:19:21.580 --> 00:19:24.670
So for me, if you're teaching
your child something mathy

00:19:24.670 --> 00:19:28.050
the way you learned it, I
find that to be very positive

00:19:28.050 --> 00:19:29.880
because that's building a foundation.

00:19:29.880 --> 00:19:31.750
And then when they go back to school,

00:19:31.750 --> 00:19:33.340
and maybe they change it up,

00:19:33.340 --> 00:19:35.930
they grasp the foundation of that.

00:19:35.930 --> 00:19:39.330
So, to change the way or learn another way

00:19:39.330 --> 00:19:42.050
to do the same thing, they
already know how to do it.

00:19:42.050 --> 00:19:45.130
So I would definitely suggest,
yes, work with your child.

00:19:45.130 --> 00:19:47.040
Teach them the way that they know.

00:19:47.040 --> 00:19:50.800
And on Khan Academy's
second grade, third grade,

00:19:50.800 --> 00:19:52.410
it kinda does both.

00:19:52.410 --> 00:19:55.510
They show in the
multiplication and the division

00:19:55.510 --> 00:19:56.720
and the addition and subtraction,

00:19:56.720 --> 00:19:58.920
they show the methods
of breaking it apart,

00:19:58.920 --> 00:20:01.930
and they also show the
traditional carrying

00:20:01.930 --> 00:20:03.620
from the ones to the tens column,

00:20:03.620 --> 00:20:05.640
from the tens to the hundreds column.

00:20:05.640 --> 00:20:08.000
But I would think if you're
teaching them something.

00:20:08.000 --> 00:20:09.530
There's always value in that.

00:20:09.530 --> 00:20:12.870
So to continue to do that,
and not to try to worry

00:20:12.870 --> 00:20:16.740
about what the school
system has done or is doing

00:20:16.740 --> 00:20:21.180
because right now, a lot
of teachers are required

00:20:21.180 --> 00:20:23.910
to throw assignments at
kids and they're not--

00:20:23.910 --> 00:20:25.490
When I'm teaching I can see

00:20:25.490 --> 00:20:28.420
that Suzie when she chews her pen,

00:20:28.420 --> 00:20:30.430
I know she doesn't understand
anything I'm saying,

00:20:30.430 --> 00:20:32.280
but I can't see that right now.

00:20:32.280 --> 00:20:35.887
Or when Jacob nods, I know he
has no clue what's going on.

00:20:35.887 --> 00:20:39.930
So I have to stop and kinda
go through that with them,

00:20:39.930 --> 00:20:43.030
and that's what teachers do
while they're teaching that.

00:20:43.030 --> 00:20:46.920
So I would think that
whenever they come back,

00:20:46.920 --> 00:20:50.760
they're going to be fine,
especially if you think about,

00:20:50.760 --> 00:20:53.460
maybe not in second grade,
but right around now

00:20:54.430 --> 00:20:55.680
schools don't want to admit it,

00:20:55.680 --> 00:20:57.723
but we're in standardized test season.

00:20:59.030 --> 00:21:01.410
They may not want to talk
about the majority of stuff

00:21:01.410 --> 00:21:02.600
we're doing is just review.

00:21:02.600 --> 00:21:05.170
We're not teaching really new content,

00:21:05.170 --> 00:21:07.750
as much as we're reviewing
and spiraling the content

00:21:07.750 --> 00:21:09.800
we've already taught throughout the year.

00:21:11.210 --> 00:21:13.420
That takes four to five weeks of review

00:21:13.420 --> 00:21:16.330
and then two weeks of testing,
and then we're really getting

00:21:16.330 --> 00:21:17.360
to the end of the year.

00:21:17.360 --> 00:21:19.050
So I think it's important to understand

00:21:19.050 --> 00:21:20.810
that whatever you're
doing with your child,

00:21:20.810 --> 00:21:24.980
reviewing, it's helpful and
it's gonna hold value for them

00:21:24.980 --> 00:21:25.993
as they come back.

00:21:27.360 --> 00:21:29.980
- Yeah Conor, I wouldn't even
be able to teach the new ways

00:21:29.980 --> 00:21:32.150
of math anyway, even if I wanted to.

00:21:32.150 --> 00:21:34.610
So, cool. (laughs)

00:21:34.610 --> 00:21:36.717
Conor, I have a question from Alexis Glika

00:21:36.717 --> 00:21:39.170
who's asking, "Our
child's only willing to do

00:21:39.170 --> 00:21:40.817
"what the teachers assign

00:21:40.817 --> 00:21:42.977
"and teachers aren't
assigning much right now,

00:21:42.977 --> 00:21:44.310
"especially in science."

00:21:44.310 --> 00:21:45.739
So no science content.

00:21:45.739 --> 00:21:48.080
"Any ideas in terms of
how to continue learning

00:21:48.080 --> 00:21:49.927
"when teachers aren't stepping up?

00:21:49.927 --> 00:21:53.463
"And she won't hear it from
us," meaning the parents.

00:21:55.070 --> 00:22:00.070
- So this really comes down
to yourself as a parent.

00:22:00.110 --> 00:22:04.300
I think that teachers,
we don't know exactly

00:22:04.300 --> 00:22:05.890
what to do right now either.

00:22:05.890 --> 00:22:08.640
And we're dealing with parents

00:22:08.640 --> 00:22:11.100
from every end of the
spectrum, just like parents

00:22:11.100 --> 00:22:13.554
are dealing with teachers from
every end of the spectrum.

00:22:13.554 --> 00:22:15.680
I know teachers that are requiring

00:22:15.680 --> 00:22:17.960
like two hours of work a
day, and I know teachers

00:22:17.960 --> 00:22:19.390
that are requiring five minutes,

00:22:19.390 --> 00:22:23.350
and it's how they're
viewing what is going on.

00:22:23.350 --> 00:22:24.770
That if their class was two hours,

00:22:24.770 --> 00:22:27.010
they should have two hours of work.

00:22:27.010 --> 00:22:30.760
And other teachers realize
that the unemployment rate

00:22:30.760 --> 00:22:31.760
is at an all-time high.

00:22:31.760 --> 00:22:33.470
Parents are trying to stay in the house.

00:22:33.470 --> 00:22:36.100
They're trying to make sure
they can put food on the table,

00:22:36.100 --> 00:22:39.630
and something as a Google Slide assignment

00:22:39.630 --> 00:22:42.393
may not have that value.

00:22:43.840 --> 00:22:46.750
I would suggest if you're
looking at high school parents

00:22:46.750 --> 00:22:48.540
and they wanna learn science

00:22:48.540 --> 00:22:53.540
or they want additional work
to increase what's happening

00:22:54.090 --> 00:22:56.580
that you use something like Khan Academy

00:22:56.580 --> 00:22:59.440
and try and provide it to them yourself.

00:22:59.440 --> 00:23:00.670
You don't have to know the content.

00:23:00.670 --> 00:23:02.970
This is what I mean why it's so powerful.

00:23:02.970 --> 00:23:06.527
It's free and you can say, "I
require you to do 20 minutes

00:23:06.527 --> 00:23:11.527
"on biology," and that's something
that you require of them.

00:23:12.600 --> 00:23:14.810
You can actually see, did
they do the 20 minutes?

00:23:14.810 --> 00:23:15.760
Did they watch the video?

00:23:15.760 --> 00:23:17.730
Did they do the practice exercise?

00:23:17.730 --> 00:23:20.340
And those scores will come
up directly to your email,

00:23:20.340 --> 00:23:23.660
and they could have nothing to
do with the school district.

00:23:23.660 --> 00:23:25.840
But I think we do have to plan

00:23:25.840 --> 00:23:28.463
long-term for what's happening.

00:23:29.470 --> 00:23:31.270
Everyone is looking towards June,

00:23:31.270 --> 00:23:34.330
but I think the most effective
thing you can do right now

00:23:34.330 --> 00:23:38.170
is start to get your children
in a routine for this summer.

00:23:38.170 --> 00:23:39.630
Most of us take off in the summer

00:23:39.630 --> 00:23:41.280
with education with our children.

00:23:42.510 --> 00:23:44.390
There's going to be a
summer slide every year,

00:23:44.390 --> 00:23:49.160
but this year, it's so
critical not to end in June.

00:23:49.160 --> 00:23:51.360
To make sure that, it doesn't
have to be a full day.

00:23:51.360 --> 00:23:53.947
It could be, "Okay, every day
you do 20 minutes of math,

00:23:53.947 --> 00:23:55.730
"20 minutes of literacy."

00:23:55.730 --> 00:23:59.520
And I want that routine to happen

00:23:59.520 --> 00:24:01.500
throughout the summer also.

00:24:01.500 --> 00:24:06.020
So maybe, I don't know what
standard it is in what grade,

00:24:06.020 --> 00:24:08.170
but I know you're consistently learning

00:24:08.170 --> 00:24:10.590
and you're consistently working
and I think that's gonna be

00:24:10.590 --> 00:24:13.870
one of the most positive
things that you can do.

00:24:13.870 --> 00:24:17.230
But we all have the ability
to teach our children.

00:24:17.230 --> 00:24:19.700
We've taught them everything they know.

00:24:19.700 --> 00:24:21.870
Maybe not academic, but you
taught them how to ride a bike.

00:24:21.870 --> 00:24:23.040
You taught them how to tie their shoes.

00:24:23.040 --> 00:24:26.510
You taught them manners,
how they act in public,

00:24:26.510 --> 00:24:27.680
and they're watching you right now

00:24:27.680 --> 00:24:31.083
to see what they should
do in this situation.

00:24:31.930 --> 00:24:34.490
Setting a new routine and realizing

00:24:34.490 --> 00:24:36.010
we probably are not going back

00:24:36.010 --> 00:24:39.213
to the way things were anytime soon.

00:24:40.080 --> 00:24:41.640
- Yeah Conor, I would
just piggyback off that.

00:24:41.640 --> 00:24:43.570
I think part of it's
just setting expectations

00:24:43.570 --> 00:24:45.130
with yourself as an adult.

00:24:45.130 --> 00:24:47.240
I think a lot of parents
are expecting that,

00:24:47.240 --> 00:24:48.120
as you mentioned earlier,

00:24:48.120 --> 00:24:51.330
that this is a normal eight
hours of school time frame

00:24:51.330 --> 00:24:52.920
that kids would be doing at home,

00:24:52.920 --> 00:24:54.990
and I think that's
honestly just unrealistic

00:24:54.990 --> 00:24:55.970
for most parents.

00:24:55.970 --> 00:24:58.630
I mean one, you just don't have the time

00:24:58.630 --> 00:25:01.320
between the work that
you would have to do,

00:25:01.320 --> 00:25:03.610
also just all the other myriad things

00:25:03.610 --> 00:25:05.830
and teachers are in the
same position as well.

00:25:05.830 --> 00:25:06.850
So I think for--

00:25:06.850 --> 00:25:08.410
We're getting some questions around like,

00:25:08.410 --> 00:25:09.920
if we're not getting enough assignments,

00:25:09.920 --> 00:25:11.170
how should we fill in the gap?

00:25:11.170 --> 00:25:14.530
And I would say, part of it
is you know your own ability

00:25:14.530 --> 00:25:15.950
to fill in the gap as a parent

00:25:15.950 --> 00:25:19.380
and if you do have the time
to make extra assignments,

00:25:19.380 --> 00:25:21.090
feel free to do that.

00:25:21.090 --> 00:25:23.740
Use Khan Academy as Conor
suggested, if you do,

00:25:23.740 --> 00:25:25.650
but also with the understanding

00:25:25.650 --> 00:25:28.720
that it's not a normal
school day that your child

00:25:28.720 --> 00:25:30.060
is gonna be going through.

00:25:30.060 --> 00:25:30.893
And honestly, that's okay.

00:25:30.893 --> 00:25:32.900
I don't think the expectation is

00:25:32.900 --> 00:25:33.990
that you're gonna learn physics

00:25:33.990 --> 00:25:37.503
and then be able to teach
your kid physics in one week,

00:25:37.503 --> 00:25:39.470
for example.

00:25:39.470 --> 00:25:42.010
Just be kind to yourself and
just have a different set

00:25:42.010 --> 00:25:43.713
of expectations for now.

00:25:44.569 --> 00:25:45.402
- And I agree.

00:25:45.402 --> 00:25:47.690
I think it's important to also realize

00:25:47.690 --> 00:25:50.580
if you need additional
things for a child to do,

00:25:50.580 --> 00:25:53.430
it does not have to be academic related.

00:25:53.430 --> 00:25:54.950
Teach them how to build something.

00:25:54.950 --> 00:25:55.890
Teach them how--

00:25:55.890 --> 00:25:58.790
Let them maybe paint the room.

00:25:58.790 --> 00:26:00.400
Teach them how to paint.

00:26:00.400 --> 00:26:04.080
My daughter has changed, is
changing electrical sockets

00:26:04.080 --> 00:26:06.420
with me because she sees me doing it

00:26:06.420 --> 00:26:07.657
and I'm always like, "All right,

00:26:07.657 --> 00:26:09.770
"now make sure the
electric's off," and this,

00:26:09.770 --> 00:26:10.660
but she's interested.

00:26:10.660 --> 00:26:13.330
So that's something, and that's a skill.

00:26:13.330 --> 00:26:15.220
If I know when she goes off to college,

00:26:15.220 --> 00:26:16.890
she's gonna be able, if she needs to,

00:26:16.890 --> 00:26:19.100
I don't hope that she will.

00:26:19.100 --> 00:26:21.230
But, teach them how to do their laundry.

00:26:21.230 --> 00:26:25.130
Teach them life skills that
you've done for them so far

00:26:25.130 --> 00:26:28.680
and try to start to take
some of that off of you

00:26:28.680 --> 00:26:31.700
and teach it to them
because everything is not

00:26:31.700 --> 00:26:34.040
about the eight to three school day.

00:26:34.040 --> 00:26:36.670
And in that school day, there is lunch.

00:26:36.670 --> 00:26:37.650
There is recess.

00:26:37.650 --> 00:26:39.550
There is transition times.

00:26:39.550 --> 00:26:41.710
There is a movie in the one class.

00:26:41.710 --> 00:26:42.840
There's different things.

00:26:42.840 --> 00:26:45.950
It's not eight straight hours
of somebody giving worksheets,

00:26:45.950 --> 00:26:47.730
I hope not anyway.

00:26:47.730 --> 00:26:48.563
- Yeah.

00:26:48.563 --> 00:26:51.790
In Khan Academy, we
provided daily schedules

00:26:51.790 --> 00:26:56.110
for families to use and we're
advising the same thing,

00:26:56.110 --> 00:26:57.670
where we're advising to mix it up.

00:26:57.670 --> 00:27:02.380
So have offscreen activities
and that actually also helps

00:27:02.380 --> 00:27:03.600
with the motivation factor, right.

00:27:03.600 --> 00:27:06.440
They're not sitting at home
in front of their computer

00:27:06.440 --> 00:27:08.650
for eight hours watching a course.

00:27:08.650 --> 00:27:09.890
They're actually getting up

00:27:09.890 --> 00:27:11.320
and mixing up different activities,

00:27:11.320 --> 00:27:14.800
and I love the suggestion
of being a maker,

00:27:14.800 --> 00:27:16.380
you know, create something.

00:27:16.380 --> 00:27:18.150
You're still building a different skill.

00:27:18.150 --> 00:27:20.960
It doesn't have to be
academics eight hours a day

00:27:20.960 --> 00:27:24.500
'cause honestly that's probably
not gonna work at this time.

00:27:24.500 --> 00:27:26.060
- It's not gonna work for me.

00:27:26.060 --> 00:27:27.321
Four of them, no way.

00:27:27.321 --> 00:27:29.377
(laughing)

00:27:29.377 --> 00:27:32.723
- Great, I think we have
time for one more question.

00:27:33.890 --> 00:27:36.427
So here's a question
from Monica in Virginia,

00:27:36.427 --> 00:27:39.127
"As a parent of a second
grader, is it counterproductive

00:27:39.127 --> 00:27:43.317
"to allow flexibility in
scheduling instruction,

00:27:43.317 --> 00:27:45.357
"following the schedule
likened to what the child

00:27:45.357 --> 00:27:49.190
"was conditioned to when
school was in session?"

00:27:49.190 --> 00:27:53.380
I guess the question is
really, is it counterproductive

00:27:53.380 --> 00:27:55.532
to have a flexibility or is it better

00:27:55.532 --> 00:27:57.903
to stick to a more rigid schedule?

00:27:59.030 --> 00:28:01.440
- I do not believe you should stick

00:28:01.440 --> 00:28:04.350
to the standard school
schedule that they're used to

00:28:04.350 --> 00:28:07.430
because school is not what
they're used to right now.

00:28:07.430 --> 00:28:09.350
It's not like you're going
into the school building

00:28:09.350 --> 00:28:10.940
and changing what happens,

00:28:10.940 --> 00:28:13.380
but you have to make
something that's working

00:28:13.380 --> 00:28:15.293
for you and your family.

00:28:17.210 --> 00:28:20.090
For instance, my wife was
able to work from home

00:28:20.090 --> 00:28:22.690
and she's still employed
and still working from home,

00:28:22.690 --> 00:28:24.440
but I always went to school.

00:28:24.440 --> 00:28:25.273
That was the schedule.

00:28:25.273 --> 00:28:27.290
I left at 6:30 in the morning

00:28:27.290 --> 00:28:29.287
and she kinda did
breakfast and did all that,

00:28:29.287 --> 00:28:31.600
and then the kids went on the bus,

00:28:31.600 --> 00:28:33.080
then she would start work.

00:28:33.080 --> 00:28:37.180
Well, I'm trying to give her
time while I take all the kids.

00:28:37.180 --> 00:28:40.340
So, I'm doing breakfast
and it's kinda funny.

00:28:40.340 --> 00:28:41.397
It's that they're like, "Oh,

00:28:41.397 --> 00:28:42.380
"what do you want for breakfast?"

00:28:42.380 --> 00:28:43.553
They going, "Oh, I'll have
eggs, I'll have this."

00:28:43.553 --> 00:28:46.857
I'm like, "I meant did
you want toast or cereal?"

00:28:46.857 --> 00:28:49.570
I'm not mom. (laughs)

00:28:49.570 --> 00:28:51.670
But I know that we'll do stuff,

00:28:51.670 --> 00:28:53.440
but if it's all the sudden nice,

00:28:53.440 --> 00:28:55.760
if the sun comes out for 20 minutes,

00:28:55.760 --> 00:28:57.120
we're cutting everything off

00:28:57.120 --> 00:28:58.530
and we're gonna try to go in the yard.

00:28:58.530 --> 00:28:59.990
It's been raining here in Philadelphia

00:28:59.990 --> 00:29:01.293
it seems like every day.

00:29:02.570 --> 00:29:04.980
Yesterday, they had the Blue Angels

00:29:04.980 --> 00:29:06.730
actually fly over Philadelphia,

00:29:06.730 --> 00:29:08.830
so that was like an hour and a
half in the middle of the day

00:29:08.830 --> 00:29:11.230
where we sat in the yard and looked up

00:29:11.230 --> 00:29:13.450
and did different things.

00:29:13.450 --> 00:29:15.270
Maybe they did their
literacy at six o'clock

00:29:15.270 --> 00:29:17.620
at night after dinner, or
maybe they did it here.

00:29:17.620 --> 00:29:20.220
As long as they understand
what they have to do

00:29:20.220 --> 00:29:22.050
throughout the day, they're gonna start

00:29:22.050 --> 00:29:24.960
to manage their time, even at a young age.

00:29:24.960 --> 00:29:27.440
But to put yourself through that stress.

00:29:27.440 --> 00:29:29.760
That stress is gonna
go right to your child,

00:29:29.760 --> 00:29:32.280
and when you're stressed
and your child's stressed

00:29:32.280 --> 00:29:34.870
because you're trying
to conform to a system

00:29:34.870 --> 00:29:36.473
that's not working for you,

00:29:37.410 --> 00:29:39.680
there will not be
learning that takes place.

00:29:39.680 --> 00:29:42.200
And it's why online learning
is so popular in college

00:29:42.200 --> 00:29:45.460
and for parents because
they can't conform to that.

00:29:45.460 --> 00:29:48.010
So, that's why they
can't go back to school.

00:29:48.010 --> 00:29:51.700
That's why online learning has
become so popular for adults

00:29:51.700 --> 00:29:55.163
and graduates, and the same
thing's going on right now.

00:29:56.730 --> 00:29:58.550
- So unfortunately, we're already at time

00:29:58.550 --> 00:30:00.670
and we have like 1,000 more
questions to get through.

00:30:00.670 --> 00:30:03.910
Perhaps we'll do another
follow-up session in the future,

00:30:03.910 --> 00:30:07.040
but Conor I wanted to thank
you so much for joining us

00:30:07.040 --> 00:30:09.230
and sharing your
expertise with our family.

00:30:09.230 --> 00:30:12.130
And Lauren, thank you for
moderating the first half

00:30:12.130 --> 00:30:14.180
of this conversation.

00:30:14.180 --> 00:30:18.380
I also want to thank you,
the busy parents out there.

00:30:18.380 --> 00:30:20.850
I know you already have
a million things to do

00:30:20.850 --> 00:30:23.550
as part of your day, but
thank you for joining us

00:30:23.550 --> 00:30:26.010
in this afternoon for this live session.

00:30:26.010 --> 00:30:28.580
I just want to reiterate, if
you missed any part of this

00:30:28.580 --> 00:30:32.250
or if you wanna go back and
review some of the comments

00:30:32.250 --> 00:30:34.110
and the Q and A portion,

00:30:34.110 --> 00:30:37.160
we will be posting recording
of this webinar live

00:30:37.160 --> 00:30:40.610
and Conor's tips are free
and downloadable as well.

00:30:40.610 --> 00:30:43.010
And both of these will be emailed to those

00:30:43.010 --> 00:30:45.350
who have already registered
after this as well,

00:30:45.350 --> 00:30:48.440
along with links to
resources at khanacademy.org.

00:30:48.440 --> 00:30:50.780
So we have a suite of
other parent resources

00:30:50.780 --> 00:30:52.690
that are available on our website.

00:30:52.690 --> 00:30:54.460
There's a blue ribbon at the top dedicated

00:30:54.460 --> 00:30:56.760
really to school closures
and remote learning,

00:30:56.760 --> 00:30:58.780
so feel free to visit that.

00:30:58.780 --> 00:30:59.940
And then before we sign off,

00:30:59.940 --> 00:31:01.640
we ask you to do us one more favor

00:31:01.640 --> 00:31:03.160
and take a poll that pops up

00:31:03.160 --> 00:31:05.380
at the very end of this webinar.

00:31:05.380 --> 00:31:06.560
Help us answer two questions.

00:31:06.560 --> 00:31:09.230
First, how can we make future
iterations of this session

00:31:09.230 --> 00:31:10.800
even better for you all?

00:31:10.800 --> 00:31:12.870
And then secondly, what
kind of other sessions

00:31:12.870 --> 00:31:15.460
would you like to see us
develop in the future?

00:31:15.460 --> 00:31:16.710
We're here to support you.

00:31:16.710 --> 00:31:19.130
This session was really created
because this was probably

00:31:19.130 --> 00:31:23.730
the number one requested
webinar by you all,

00:31:23.730 --> 00:31:25.260
so we hope to be able to do more of

00:31:25.260 --> 00:31:26.950
that for you in the future.

00:31:26.950 --> 00:31:29.040
In closing, on behalf of Conor

00:31:29.040 --> 00:31:31.090
and on behalf of Lauren and myself,

00:31:31.090 --> 00:31:33.770
we appreciate that you're
doing a lot as parents,

00:31:33.770 --> 00:31:36.540
and we're dealing with all
this, all of us, together

00:31:36.540 --> 00:31:39.170
with this uncharted territory
all at the same time.

00:31:39.170 --> 00:31:41.040
And we want to remind you as parents

00:31:41.040 --> 00:31:42.450
just to be kind to yourself.

00:31:42.450 --> 00:31:43.350
Conor mentioned it.

00:31:43.350 --> 00:31:46.040
We know you're struggling
with just balancing work

00:31:46.040 --> 00:31:48.550
and multiple kids and
trying to be a teacher now

00:31:48.550 --> 00:31:49.810
and all those things.

00:31:49.810 --> 00:31:52.290
And just be patient with
yourself and that's okay

00:31:52.290 --> 00:31:53.690
if you mess up here and there.

00:31:53.690 --> 00:31:55.350
That's what growth mindset is about.

00:31:55.350 --> 00:31:58.220
It's just making some of these
mistakes, learning from them,

00:31:58.220 --> 00:32:01.030
and then progressing that way as well.

00:32:01.030 --> 00:32:02.550
So from all of us at Khan Academy,

00:32:02.550 --> 00:32:04.093
thanks again and good night.

00:32:05.010 --> 00:32:05.843
- Thank you.

00:32:05.843 --> 00:32:07.213
Thanks for having me, I appreciate it.


Crystalline and amorphous polymers

WEBVTT
Kind: captions
Language: en

00:00:00.490 --> 00:00:01.323
- [Instructor] Let's talk a little bit

00:00:01.323 --> 00:00:04.520
about crystalline and amorphous polymers.

00:00:04.520 --> 00:00:06.530
Now, in previous videos,
we talked about crystalline

00:00:06.530 --> 00:00:08.780
versus amorphous solids.

00:00:08.780 --> 00:00:11.850
Crystalline solids have
a very regular pattern,

00:00:11.850 --> 00:00:14.290
maybe they look something like this.

00:00:14.290 --> 00:00:16.490
If you imagine the particles,

00:00:16.490 --> 00:00:19.100
each of these circles being an atom,

00:00:19.100 --> 00:00:21.420
an ion, or a molecule,

00:00:21.420 --> 00:00:23.610
while in an amorphous solid,

00:00:23.610 --> 00:00:25.410
it's a little bit more irregular.

00:00:25.410 --> 00:00:27.920
It's still solid, so
these things aren't moving

00:00:27.920 --> 00:00:30.340
past each other, like
they would in a liquid,

00:00:30.340 --> 00:00:32.900
but it is an irregular pattern.

00:00:32.900 --> 00:00:34.070
So this is crystalline,

00:00:34.070 --> 00:00:37.970
and this is amorphous solids, generally.

00:00:37.970 --> 00:00:39.990
Now, the focus of this video is to talk

00:00:39.990 --> 00:00:44.290
about crystalline and amorphous
solids made from polymers.

00:00:44.290 --> 00:00:46.650
Polymers can actually exist in a spectrum

00:00:46.650 --> 00:00:49.150
someplace between being crystalline

00:00:49.150 --> 00:00:51.570
and being amorphous.

00:00:51.570 --> 00:00:54.320
So just as a review, what is a polymer?

00:00:54.320 --> 00:00:56.410
Well, a polymer is a molecule

00:00:56.410 --> 00:00:59.090
that's made up of repeated subunits,

00:00:59.090 --> 00:01:01.360
so you have a subunit,
and then it's bonded

00:01:01.360 --> 00:01:03.180
to another unit, and another unit,

00:01:03.180 --> 00:01:05.380
and it makes these molecules,

00:01:05.380 --> 00:01:08.420
which on a molecular scale, are long,

00:01:08.420 --> 00:01:10.880
made up of these repeating units.

00:01:10.880 --> 00:01:12.180
And so I can represent them,

00:01:12.180 --> 00:01:13.400
if I were to zoom out a little bit,

00:01:13.400 --> 00:01:14.580
as kind of a string-like thing,

00:01:14.580 --> 00:01:16.650
but just remember, these are made up

00:01:16.650 --> 00:01:19.310
by these repeating units.

00:01:19.310 --> 00:01:21.130
Now, in previous videos, we talked

00:01:21.130 --> 00:01:24.360
about how polymers can be amorphous

00:01:24.360 --> 00:01:27.160
because these long strings
of these repeating units

00:01:27.160 --> 00:01:29.610
can get all intertwined like this

00:01:29.610 --> 00:01:32.060
and form this messy ball,

00:01:32.060 --> 00:01:34.730
and we've talked about
things like elastomers,

00:01:34.730 --> 00:01:37.010
where natural rubber is like this,

00:01:37.010 --> 00:01:38.150
where you can pull on it,

00:01:38.150 --> 00:01:39.520
and as long as you don't pull too much,

00:01:39.520 --> 00:01:41.400
it'll get back to this form.

00:01:41.400 --> 00:01:43.830
But it turns out that these polymers

00:01:43.830 --> 00:01:46.520
can also align to various degrees,

00:01:46.520 --> 00:01:49.030
and become a little bit more crystalline.

00:01:49.030 --> 00:01:51.790
For example, even with rubber,
if you were to pull on it,

00:01:51.790 --> 00:01:55.430
it's possible that the individual chains

00:01:55.430 --> 00:01:57.470
get a little bit more aligned.

00:01:57.470 --> 00:02:00.250
And then the intermolecular
forces between them

00:02:00.250 --> 00:02:02.780
are going to be a little bit stronger,

00:02:02.780 --> 00:02:05.120
because they are a
little bit more aligned.

00:02:05.120 --> 00:02:08.300
And so this form would
be more crystalline,

00:02:08.300 --> 00:02:11.150
not perfectly crystalline,
but more crystalline

00:02:11.150 --> 00:02:13.320
when you have this alignment.

00:02:13.320 --> 00:02:16.760
And to just see examples
of different polymers

00:02:16.760 --> 00:02:18.710
that sit on that spectrum,

00:02:18.710 --> 00:02:21.330
let me draw a spectrum right over here,

00:02:21.330 --> 00:02:24.430
where at this end, we have something

00:02:24.430 --> 00:02:28.900
that is very amorphous, and at this end,

00:02:28.900 --> 00:02:31.563
we have something that
is very crystalline,

00:02:32.420 --> 00:02:35.320
we can see examples
from our everyday life.

00:02:35.320 --> 00:02:36.880
If we focus on plastics,

00:02:36.880 --> 00:02:41.070
for example, polystyrene,
which you might be familiar

00:02:41.070 --> 00:02:43.580
as foam packaging, right over here,

00:02:43.580 --> 00:02:45.450
this is reasonably amorphous.

00:02:45.450 --> 00:02:47.090
I'm not gonna go into the exact numbers,

00:02:47.090 --> 00:02:50.240
but let's say we could
put it right over here.

00:02:50.240 --> 00:02:53.420
So this is made up of
polymers, repeating units,

00:02:53.420 --> 00:02:56.090
but they're going to be fairly disordered,

00:02:56.090 --> 00:02:57.710
and something like that,

00:02:57.710 --> 00:03:00.270
and that's what gives
it kind of its softness,

00:03:00.270 --> 00:03:02.300
that's why it's good as
a packaging material.

00:03:02.300 --> 00:03:04.080
It can absorb jolts.

00:03:04.080 --> 00:03:06.520
Now, if we go a little bit
further down the spectrum,

00:03:06.520 --> 00:03:08.560
something that is still amorphous,

00:03:08.560 --> 00:03:11.010
but has more of a crystalline nature,

00:03:11.010 --> 00:03:14.260
you can look at things
like plastic water bottles.

00:03:14.260 --> 00:03:16.020
Often known as PET bottles,

00:03:16.020 --> 00:03:19.043
PET stands for polyethylene terephthalate,

00:03:19.910 --> 00:03:22.690
anything, like polystyrene, polyethylene,

00:03:22.690 --> 00:03:24.830
the fact that they
start with the word poly

00:03:24.830 --> 00:03:27.930
is the clue that these are polymers.

00:03:27.930 --> 00:03:31.550
Polystyrene is made up by a
bunch of styrenes in a chain.

00:03:31.550 --> 00:03:34.460
Polyethylene is made up by a
bunch of ethylenes in a chain,

00:03:34.460 --> 00:03:37.160
and so polyethylenes,
depending on which version

00:03:37.160 --> 00:03:38.170
of you look at it,

00:03:38.170 --> 00:03:40.680
it's someplace between
amorphous and crystalline.

00:03:40.680 --> 00:03:43.190
For example, it might
be someplace over here.

00:03:43.190 --> 00:03:45.070
And if you wanna do
further research on it,

00:03:45.070 --> 00:03:48.240
you can actually look up how
crystalline something is,

00:03:48.240 --> 00:03:50.060
the degree of crystallinity,

00:03:50.060 --> 00:03:54.210
and you'll see numbers like
30%, or 40% crystallinity.

00:03:54.210 --> 00:03:56.910
And if you wanna look at
especially plastic polymers

00:03:56.910 --> 00:03:58.650
that are even more crystalline,

00:03:58.650 --> 00:04:01.470
you can look at something like Kevlar,

00:04:01.470 --> 00:04:04.330
and Kevlar, depends on the
Kevlar you are looking at,

00:04:04.330 --> 00:04:06.430
it could be someplace in this range here,

00:04:06.430 --> 00:04:09.110
I'll just put the Kevlar right over there.

00:04:09.110 --> 00:04:10.690
And if you don't know what Kevlar is,

00:04:10.690 --> 00:04:14.580
Kevlar is used for making
things like bulletproof vests.

00:04:14.580 --> 00:04:16.620
And so the degree of crystallinity,

00:04:16.620 --> 00:04:18.730
it's not just the degree of crystallinity,

00:04:18.730 --> 00:04:21.560
but the degree of
crystallinity is how aligned

00:04:21.560 --> 00:04:22.393
these things are.

00:04:22.393 --> 00:04:26.000
Kevlar, the polymers
are very, very aligned

00:04:26.000 --> 00:04:28.400
with each other, and
so you're able to have

00:04:28.400 --> 00:04:31.260
these intermolecular forces
get reasonably strong,

00:04:31.260 --> 00:04:34.360
and that's why it is
good at stopping bullets,

00:04:34.360 --> 00:04:36.740
while you would never want packaging foam

00:04:36.740 --> 00:04:38.340
to stop a bullet for you,

00:04:38.340 --> 00:04:40.783
but these are all polymers.


Reading (and comparing) multiple books

WEBVTT
Kind: captions
Language: en

00:00:00.200 --> 00:00:01.300
- [David] Hello readers.

00:00:01.300 --> 00:00:02.800
You know what's better
than reading a book?

00:00:02.800 --> 00:00:04.410
Reading two books.

00:00:04.410 --> 00:00:05.650
Reading a bunch of books.

00:00:05.650 --> 00:00:08.143
Reading a mountain of books.

00:00:09.540 --> 00:00:10.970
This may sound self-evident,

00:00:10.970 --> 00:00:13.480
but great readers read a lot of books.

00:00:13.480 --> 00:00:15.210
Good readers read widely.

00:00:15.210 --> 00:00:17.850
They read lots of
different types of books.

00:00:17.850 --> 00:00:19.420
Sometimes these books will be similar,

00:00:19.420 --> 00:00:21.240
and sometimes they'll be very different,

00:00:21.240 --> 00:00:22.820
but one thing that good readers do

00:00:22.820 --> 00:00:24.820
is think about how what they are reading

00:00:24.820 --> 00:00:27.803
might connect with other books
they've read in the past.

00:00:28.830 --> 00:00:32.380
They think about how books
connect with other books.

00:00:32.380 --> 00:00:34.380
I have been reading a lot this year.

00:00:34.380 --> 00:00:37.280
Mostly cookbooks, mysteries
and science fiction novels,

00:00:37.280 --> 00:00:41.060
so they're alike in some
ways and different in others.

00:00:41.060 --> 00:00:42.630
Right now, I'm reading
these mystery novels

00:00:42.630 --> 00:00:43.940
that take place in Australia.

00:00:43.940 --> 00:00:45.630
They're all written by the same person

00:00:45.630 --> 00:00:48.770
and they all feature the
same main characters.

00:00:48.770 --> 00:00:51.340
A collection of books that
are about the same character

00:00:51.340 --> 00:00:55.220
in different situations
is called a series.

00:00:55.220 --> 00:00:56.740
Reading a series is a great way

00:00:56.740 --> 00:00:59.680
to see how the same
characters grow and change

00:00:59.680 --> 00:01:01.593
over a longer period of time.

00:01:02.900 --> 00:01:04.590
There's the hero of the series

00:01:04.590 --> 00:01:06.010
with a fabulous feather in her hair

00:01:06.010 --> 00:01:09.550
and a magnifying glass ready
to solve some mysteries.

00:01:09.550 --> 00:01:12.020
Now not all books by the same author

00:01:12.020 --> 00:01:14.800
are automatically part of the same series.

00:01:14.800 --> 00:01:16.550
Authors can write standalone books

00:01:16.550 --> 00:01:18.900
or start completely different series.

00:01:18.900 --> 00:01:22.320
Here's the author hard
at work on a typewriter,

00:01:22.320 --> 00:01:24.890
an ancient writing device.

00:01:24.890 --> 00:01:25.940
If you don't know what that is,

00:01:25.940 --> 00:01:28.440
politely ask an older person.

00:01:28.440 --> 00:01:30.960
Often, writers have a
similar writing style

00:01:30.960 --> 00:01:33.180
even when what they're
writing is not connected.

00:01:33.180 --> 00:01:35.100
For example, if you like funny books,

00:01:35.100 --> 00:01:37.040
and you find an author
that makes you laugh,

00:01:37.040 --> 00:01:38.930
chances are that the
other books they write

00:01:38.930 --> 00:01:40.053
could also be funny.

00:01:41.540 --> 00:01:43.460
Books can have similar plots.

00:01:43.460 --> 00:01:45.490
So the series I've been
reading is a mystery.

00:01:45.490 --> 00:01:48.080
The main character is a detective

00:01:48.080 --> 00:01:51.960
and she figures out how and
why someone committed a crime.

00:01:51.960 --> 00:01:53.250
After many years of reading,

00:01:53.250 --> 00:01:55.010
I've learned that I really like books

00:01:55.010 --> 00:01:56.410
that share this quality,

00:01:56.410 --> 00:01:59.160
of a hero that solves mysteries.

00:01:59.160 --> 00:02:02.320
But, just because two
books are both mysteries

00:02:02.320 --> 00:02:05.400
doesn't mean they're going
to work the same way.

00:02:05.400 --> 00:02:07.303
Two mysteries by two different writers

00:02:07.303 --> 00:02:09.710
with different characters and situations

00:02:09.710 --> 00:02:12.470
are going to be pretty
different from each other.

00:02:12.470 --> 00:02:15.120
As a reader, I have to
be careful not to assume

00:02:15.120 --> 00:02:17.040
that I know where a book is going to go

00:02:17.040 --> 00:02:18.520
just because I'm familiar

00:02:18.520 --> 00:02:20.730
with what kind of story it's telling.

00:02:20.730 --> 00:02:23.170
It's like fairytales, right?

00:02:23.170 --> 00:02:26.450
Every culture around the
world has traditional stories

00:02:26.450 --> 00:02:28.990
and those stories all pretty
much have the same purpose

00:02:28.990 --> 00:02:32.480
which is to teach people how
to behave like a good person.

00:02:32.480 --> 00:02:34.360
There are stories all around the world

00:02:34.360 --> 00:02:37.870
that have a similar structure
to the story of Cinderella.

00:02:37.870 --> 00:02:40.650
Young, poor girl with an evil stepmother,

00:02:40.650 --> 00:02:43.290
unfairly punished and then through magic

00:02:43.290 --> 00:02:46.670
and the goodness of her own
heart, she marries into royalty.

00:02:46.670 --> 00:02:49.270
There are thousands of
versions of this story

00:02:49.270 --> 00:02:51.270
from every culture on Earth.

00:02:51.270 --> 00:02:53.690
I love reading stories
from all over the world

00:02:53.690 --> 00:02:55.810
because it helps me understand the values

00:02:55.810 --> 00:02:57.470
that different cultures share

00:02:57.470 --> 00:02:59.180
or how they differ.

00:02:59.180 --> 00:03:01.450
This is why it's fun
to read lots of stories

00:03:01.450 --> 00:03:03.830
from different times and different people.

00:03:03.830 --> 00:03:06.460
It can help us understand
what's important to people,

00:03:06.460 --> 00:03:08.220
what was important to people in the past,

00:03:08.220 --> 00:03:11.420
or what's important to us now,

00:03:11.420 --> 00:03:12.450
and it's fun.

00:03:12.450 --> 00:03:14.800
Reading lots of books is fun.

00:03:14.800 --> 00:03:17.800
You might find an author or
a character that you love.

00:03:17.800 --> 00:03:21.800
You might be transported to
a whole new land or time.

00:03:21.800 --> 00:03:24.750
Reading widely and thinking
about how books connect

00:03:24.750 --> 00:03:27.400
is the best way to become a better reader,

00:03:27.400 --> 00:03:29.300
and you might just solve a mystery or two

00:03:29.300 --> 00:03:30.960
while you're at it.

00:03:30.960 --> 00:03:33.373
You can learn anything, David out.


What do pictures bring to a story?

WEBVTT
Kind: captions
Language: en

00:00:00.160 --> 00:00:01.240
- [David] Hello, readers.

00:00:01.240 --> 00:00:04.030
Let's talk about illustrations.

00:00:04.030 --> 00:00:05.220
When you're reading a story

00:00:05.220 --> 00:00:07.950
and it has pictures in
it, don't skip them.

00:00:07.950 --> 00:00:10.720
You could be missing out
on a wealth of information

00:00:10.720 --> 00:00:12.550
and added detail.

00:00:12.550 --> 00:00:13.910
Good readers use pictures

00:00:13.910 --> 00:00:17.050
to help them understand
stories even better.

00:00:17.050 --> 00:00:18.640
And let's talk about why that is.

00:00:18.640 --> 00:00:21.440
Pictures can help describe
the mood of a story

00:00:21.440 --> 00:00:23.910
or how a story makes you feel.

00:00:23.910 --> 00:00:26.480
If I'm telling a story
about a girl and her dad

00:00:26.480 --> 00:00:28.210
going for a walk in the woods,

00:00:28.210 --> 00:00:30.420
but then when you see
an image of those woods

00:00:30.420 --> 00:00:32.860
and the trees are all spindly and black

00:00:32.860 --> 00:00:35.230
and the sky is a leaden gray,

00:00:35.230 --> 00:00:37.830
what does that tell you
about the mood of the story?

00:00:38.840 --> 00:00:41.010
It's grim, it's creepy,

00:00:41.010 --> 00:00:44.180
it's a scary walk in some scary woods.

00:00:44.180 --> 00:00:46.710
The way the story feels can be expressed

00:00:46.710 --> 00:00:48.460
through the illustrations.

00:00:48.460 --> 00:00:51.750
Pictures can help describe
the events of a story.

00:00:51.750 --> 00:00:54.410
Maybe the story's a little
unspecific, say, for instance,

00:00:54.410 --> 00:00:56.010
we're talking about
Little Red Riding Hood,

00:00:56.010 --> 00:00:58.427
and it says, "The big bad
wolf swallows Granny up

00:00:58.427 --> 00:01:00.470
"and disguises himself as her."

00:01:00.470 --> 00:01:02.600
But it doesn't go into further detail.

00:01:02.600 --> 00:01:03.610
Well, what does that mean?

00:01:03.610 --> 00:01:06.150
What does his disguise look like?

00:01:06.150 --> 00:01:08.020
And we can look at an
illustration like this and say:

00:01:08.020 --> 00:01:10.480
Okay, that big bulge in the wolf's stomach

00:01:10.480 --> 00:01:12.180
is where Granny is,

00:01:12.180 --> 00:01:14.430
and the wolf's got on Granny's bonnet

00:01:14.430 --> 00:01:15.630
and little glasses and all.

00:01:15.630 --> 00:01:17.310
So that's his disguise.

00:01:17.310 --> 00:01:18.940
It is not very convincing to me,

00:01:18.940 --> 00:01:20.190
but what do I know?

00:01:20.190 --> 00:01:22.980
And pictures can help
fill in important details.

00:01:22.980 --> 00:01:25.310
I can look at a character's
expression as I'm reading

00:01:25.310 --> 00:01:27.070
to help me answer questions I might have

00:01:27.070 --> 00:01:29.400
about how that character feels.

00:01:29.400 --> 00:01:31.020
What's going on there
with the face of the wolf?

00:01:31.020 --> 00:01:33.320
Is that a smile, is that a grimace?

00:01:33.320 --> 00:01:34.600
The text can give me a clue,

00:01:34.600 --> 00:01:37.800
but then the picture can tell
me the rest of the story.

00:01:37.800 --> 00:01:39.370
We can use our knowledge

00:01:39.370 --> 00:01:41.880
of how real life people are or behave

00:01:41.880 --> 00:01:43.920
to help understand pictures in a story.

00:01:43.920 --> 00:01:45.690
The wolf, for example,
the face he's making

00:01:45.690 --> 00:01:49.510
with his eyes narrowed and
his brows knit like that

00:01:49.510 --> 00:01:51.970
and that smile creeping
across his features,

00:01:51.970 --> 00:01:54.410
to me, that's a scheming face.

00:01:54.410 --> 00:01:55.540
That's the face someone makes

00:01:55.540 --> 00:01:57.150
when they're talking to themselves

00:01:57.150 --> 00:01:58.940
and planning something nasty.

00:01:58.940 --> 00:02:01.410
He's also putting on
Granny's bonnet and glasses.

00:02:01.410 --> 00:02:04.020
We know these aren't things
wolves are known to wear.

00:02:04.020 --> 00:02:06.950
And he seems very pleased with himself.

00:02:06.950 --> 00:02:09.720
So he's eaten Granny, he's
putting on her clothes.

00:02:09.720 --> 00:02:12.550
He seems really happy about
it, but in an evil way,

00:02:12.550 --> 00:02:16.140
and we can use that to inform
the way we read the story.

00:02:16.140 --> 00:02:18.630
This wolf isn't satisfied
with eating an old woman.

00:02:18.630 --> 00:02:20.830
He wants to eat her grandkid for dessert.

00:02:20.830 --> 00:02:24.630
So greedy, what a greedy,
mean little beast!

00:02:24.630 --> 00:02:28.460
The point is that pictures
in stories are really useful.

00:02:28.460 --> 00:02:30.860
Read them the same way you read words.

00:02:30.860 --> 00:02:34.060
Understanding images will
make you a stronger reader,

00:02:34.060 --> 00:02:35.550
and if you can learn that,

00:02:35.550 --> 00:02:39.263
why then, you can learn
anything, David out.


The elements of a drama

WEBVTT
Kind: captions
Language: en

00:00:00.420 --> 00:00:01.550
- [Instructor] Hello readers.

00:00:01.550 --> 00:00:04.920
Today let us talk about drama.

00:00:04.920 --> 00:00:08.490
Enter stage right and let us
tread the boards together.

00:00:08.490 --> 00:00:11.300
Drama, also known as theater or plays,

00:00:11.300 --> 00:00:13.500
is a specialized kind of story

00:00:13.500 --> 00:00:15.550
that is meant to be performed.

00:00:15.550 --> 00:00:18.620
If you've ever seen a movie,
a television show or a play,

00:00:18.620 --> 00:00:19.720
or if you've ever heard a play

00:00:19.720 --> 00:00:21.930
on the radio or through a podcast,

00:00:21.930 --> 00:00:25.350
you've experienced the
magic of the dramatic arts.

00:00:25.350 --> 00:00:28.250
Writing a drama is different
than writing a poem or story.

00:00:28.250 --> 00:00:30.700
And that means that reading
one is different, too.

00:00:30.700 --> 00:00:32.740
So I'm gonna show you
part of a short drama

00:00:32.740 --> 00:00:34.150
on the Khan Academy website

00:00:34.150 --> 00:00:37.090
in order to go through
the parts of a play.

00:00:37.090 --> 00:00:39.840
Okay, so here we have
the title of the piece,

00:00:39.840 --> 00:00:41.960
My Unusual Aunt.

00:00:41.960 --> 00:00:45.070
But it's followed by something
you maybe haven't seen before

00:00:45.070 --> 00:00:47.340
which is the Cast of Characters.

00:00:47.340 --> 00:00:48.950
This tells us who's in the play,

00:00:48.950 --> 00:00:52.490
a 12 year old named Isabella,
and her aunt Yasmin.

00:00:52.490 --> 00:00:53.323
Now these are the characters

00:00:53.323 --> 00:00:56.540
the actors will be
performing in the drama.

00:00:56.540 --> 00:00:58.040
There may be other people referenced.

00:00:58.040 --> 00:00:59.090
Like for example in this piece

00:00:59.090 --> 00:01:02.180
Isabella refers to her Dad
being asleep in Scene Two.

00:01:02.180 --> 00:01:04.600
But he never shows up on stage.

00:01:04.600 --> 00:01:07.020
A play is decided into scenes,

00:01:07.020 --> 00:01:09.670
which you can think of
like chapters in a book.

00:01:09.670 --> 00:01:11.690
Scenes are sections of a drama

00:01:11.690 --> 00:01:14.103
that are separated by time or location.

00:01:14.103 --> 00:01:17.800
Scene One takes place
in the evening outside.

00:01:17.800 --> 00:01:21.560
Scene Two takes place at
Isabella's house some time later.

00:01:21.560 --> 00:01:22.600
How do we know that?

00:01:22.600 --> 00:01:24.580
The setting and stage directions.

00:01:24.580 --> 00:01:28.880
So this italic slanty
text here in the brackets

00:01:28.880 --> 00:01:31.960
tells us where the scene
is set in time and space.

00:01:31.960 --> 00:01:35.250
It says Evening: Isabella
is walking her dog Stanley.

00:01:35.250 --> 00:01:36.500
A bat dives down.

00:01:36.500 --> 00:01:38.850
The name Isabella is
in all capital letters

00:01:38.850 --> 00:01:41.680
to make sure the actor
playing Isabella notices.

00:01:41.680 --> 00:01:43.260
And from this we know several things.

00:01:43.260 --> 00:01:45.810
Isabella is in this scene, she's outside,

00:01:45.810 --> 00:01:48.430
she's walking her dog, and it's nighttime.

00:01:48.430 --> 00:01:49.440
So if this were a stage play,

00:01:49.440 --> 00:01:51.280
we'd maybe see a set that looks

00:01:51.280 --> 00:01:53.040
like Isabella's neighborhood.

00:01:53.040 --> 00:01:54.740
She's walking the dogs, maybe we'd see

00:01:54.740 --> 00:01:57.830
a little bit of sidewalk
or a fire hydrant.

00:01:57.830 --> 00:01:59.140
There's more italics in this bit,

00:01:59.140 --> 00:02:01.270
and it what are called stage directions.

00:02:01.270 --> 00:02:04.650
An actor wouldn't read this
aloud during a performance.

00:02:04.650 --> 00:02:06.880
Instead, stage directions tell the team

00:02:06.880 --> 00:02:10.080
putting a drama together
what is happening on stage.

00:02:10.080 --> 00:02:12.000
So a bat dives down.

00:02:12.000 --> 00:02:14.240
That's gonna be a puppet or a prop

00:02:14.240 --> 00:02:17.200
operated by a puppeteer or a stage hand.

00:02:17.200 --> 00:02:19.150
And then we have this line of dialogue

00:02:19.150 --> 00:02:22.250
spoken by Isabella reacting to the bat.

00:02:22.250 --> 00:02:24.300
Ugh, since when do we have
bats in the neighborhood?

00:02:24.300 --> 00:02:26.320
C'mon Stanley, let's run home.

00:02:26.320 --> 00:02:28.080
So characters have lines.

00:02:28.080 --> 00:02:31.120
The character name indicates
which character is speaking.

00:02:31.120 --> 00:02:33.000
Sometimes you'll have a stage direction

00:02:33.000 --> 00:02:34.560
just before a line of dialogue,

00:02:34.560 --> 00:02:36.760
as we can see in Scene Two.

00:02:36.760 --> 00:02:39.930
And Yasmin points to a giant
trunk before she talks,

00:02:39.930 --> 00:02:41.620
but the actor playing her wouldn't say

00:02:41.620 --> 00:02:43.580
pointing at giant trunk aloud.

00:02:43.580 --> 00:02:44.670
That's a physical action

00:02:44.670 --> 00:02:46.890
the script is asking her to perform.

00:02:46.890 --> 00:02:48.940
These are the basic
components of a stage play.

00:02:48.940 --> 00:02:50.760
The characters and their descriptions,

00:02:50.760 --> 00:02:52.940
the way the play is divided into scenes,

00:02:52.940 --> 00:02:54.820
the stage directions that tell actors

00:02:54.820 --> 00:02:56.080
and others what to do,

00:02:56.080 --> 00:02:59.680
and the lines of dialogue that
actors have to deliver aloud.

00:02:59.680 --> 00:03:01.990
These are the building blocks of a play.

00:03:01.990 --> 00:03:03.440
And now that you know that,

00:03:03.440 --> 00:03:06.010
you know just enough to be dangerous.

00:03:06.010 --> 00:03:07.470
Go write a play!

00:03:07.470 --> 00:03:09.490
Tell it I sent you.

00:03:09.490 --> 00:03:11.763
You can learn anything, David out.


A story's point of view

WEBVTT
Kind: captions
Language: en

00:00:00.480 --> 00:00:01.540
- [David] Hello, readers.

00:00:01.540 --> 00:00:04.960
Today, I wanna talk all about me.

00:00:04.960 --> 00:00:06.770
Well, I wanna talk about three things.

00:00:06.770 --> 00:00:08.450
First, I wanna talk all about me,

00:00:08.450 --> 00:00:10.170
then I'm gonna talk about you,

00:00:10.170 --> 00:00:12.860
and then we're gonna talk about them.

00:00:12.860 --> 00:00:15.410
David, what are you talking
about, you're probably asking.

00:00:15.410 --> 00:00:17.093
Well, in a word, POV.

00:00:18.090 --> 00:00:20.980
In three words, point of view.

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Every story has a point of view.

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It's being told to us
by someone, a narrator.

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But who is that narrator?

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Understanding the answer to that question

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in the stories that you read

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will make you a strong reader.

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There are three different
flavors of point of view.

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First, second, and third person.

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First person is when the narrator

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is a character in the story.

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They use words like I, me, and my.

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Here's an example.

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I bolted out of bed, grabbed my backpack,

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and rushed out the door.

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Today was the day I was
finally going to learn

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to ride a horse.

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First person narrators can only tell us

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the parts of the story
that they experienced

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or already know about.

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If something happens that the
narrator doesn't know about,

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we, the reader, won't
know about it either.

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Second person is when you
are a character in the story.

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This is pretty rare.

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A lot of the choose your
own adventure books,

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that were popular when I was a kid,

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used second person point of view,

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but they're not as big as they used to be.

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Imagine a guided relaxation recording,

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when you think of second person.

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(calm music)

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You are calm.

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Your breathing is slow and even.

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You are sitting on a bench,
looking at the ocean.

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The ocean is calm, and so are you.

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This kind of point of view usually sounds

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like it's giving directions
to you, the reader.

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The most common point of view in stories

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is the third person.

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A narrator who isn't a
character in the story.

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A third person narrator uses
words like he, she, and they,

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for characters in the story,

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instead of I, or you.

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It lets the story teller

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get inside the heads of characters

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to see how they're feeling,

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or what they're thinking.

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Here's an example.

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Beni opened his closet
door to grab a jacket,

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only to be greeted by
a horrifying monster.

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He screamed and ran out of the room,

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scared out of his mind.

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Inside her monster costume, Rita giggled.

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She had tricked her brother!

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See how we can follow both Rita and Beni?

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The narrator can see what
both of the are thinking

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or feeling at the same time.

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Now, imagine if that
little snippet were told

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from Rita or Beni's first
person's perspectives.

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Rita using I, or Beni using I,

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instead of a third person POV,

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using he or she.

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We might see it differently,
reading that story.

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From Rita's perspective,
it's a funny prank,

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from Beni's, it's super scary.

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He just saw a monster.

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So to recap, there are three
different types of narration

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or points of view in a story.

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First person, the narrator is
a character inside the story

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and uses words like I or me.

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Second person, the narrator
is speaking directly to you,

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the reader, and uses the pronoun you.

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This is rare and it sounds
like it's giving directions.

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And third person, the
narrator is outside the story.

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In telling it, they use
words like he, she, and they.

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What's the POV of your favorite story?

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Is it first person, second, or third?

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How would it feel different

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if it were told from a
different point of view?

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Would the narrator know different things?

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I can tell you one thing
I know for certain,

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and that's that you can learn anything.

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David out.