Khan Academy Best Practices for Science

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- Hi everyone, this is Jeremy
Schieffelin with Khan Academy.

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Happy Friday.

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We've now officially made it through

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not only the full week, but
a full month of all of this.

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So please give yourself
a huge pat on the back,

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for surviving and progressing

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in the face of everything going on.

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Vladimir, same to you as well.

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And a special thank you
actually to Vladimir here,

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who was one of our All-star
Khan Academy Ambassadors.

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So he has an AP Bio, excuse me,

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AP Chemistry and AP Physics teacher,

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based in West Palm Beach, Florida.

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Even though he roots
for the Miami Dolphins

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and I'm a Buffalo Bills fan,

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I am still getting
Vladimir a mad love today,

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because he is taking time
away from his own students

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to make sure that you have everything

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you need to serve yours.

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And so as you know, if you've
joined previous webinars,

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you can ask Vladimir
questions at any point,

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by typing into the questions feature

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of the GoToWebinar Control Panel

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and after we sort of talked through

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some of the basic stuff of Khan Academy,

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Vladimir we'll take your questions live,

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you'll actually be able to see on the site

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how he works his magic, how
he gets the students engaged

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with chemistry and physics
using Khan Academy.

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So just let's start there Vladimir,

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tell us a little about your
background as an educator

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and then how you got
started with Khan Academy.

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- This is my 21st year of teaching

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and I teach mostly AP Chem and AP Physics,

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but I also do Honors
Chemistry and Honors Physics.

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And from time to time I
teach mathematics too,

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which is kind of nice, I liked that too.

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I have been working with Khan Academy

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I guess from the beginning.

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And the reason why I started doing this is

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when I finished my doctorate degree,

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my doctorate degree is
in Educational Technology

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and Instructional Design.

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So I kind of saw that
this was where the future

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was going for us in education,
I'll try to be concise.

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And so matter of fact, back in 2000, 2001,

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when I worked for Palm
Beach County schools,

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we created a clearing house

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of materials free for all science teachers

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and we actually began training teachers

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in science and mathematics to use

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the tools that we have
just given at the moment,

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which is very good.

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Back then it was just
kinda the beginning stuff

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of using PowerPoint in the classroom

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and using some tools in order to enhance,

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the teaching of science and mathematics.

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It was an easy transition
for us in science,

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because we had a lot of videos

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and a lot of different
things that we could do,

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that will have a visual representation

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of what we do in science.

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Because sometimes it's incredibly complex

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to show for temple, let's say

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for example, a picture of
an atom and people question,

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"How in the world do you see an atom?

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"How do we know that it exists that way?"

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But then we can show mathematical models

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and we can show 3D pictures,

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and for the students to
grab a better understanding

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of very abstract components
of science and mathematics

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that we see from time to time.

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So a biggest thing for a longer time.

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- Very cool and you're
getting a little love here

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from April, who says Miami Dolphins rule.

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Whereas Janet says, she's
a New York Giants fans

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so she has no judgment.

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Even though they tore our
hearts apart in Super Bowl 25,

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but hey, that's ancient history now.

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Okay so that being said,
let's cut to the chase here.

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I think folks right now
are hurting in the sense

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that every educator in this country,

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every educator in this world frankly,

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is being forced to do things

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that they were not trained
to do in most cases.

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When it comes to remote
learning, using tools like this.

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If you were just getting started today,

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if you didn't have the advantage

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of a track record with Khan Academy,

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what would you do, if
you were trying to serve

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your science students
tomorrow or on Monday

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using a tool like Khan Academy?

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How would you start?

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- The way that I will begin is,

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obviously there's a wealth of information

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that we can find online.

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Especially when we need something

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that shows results and
that is clearly delineated

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and that it is already
broken down by subject,

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not only by subject but also by topic.

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And that it has resources,

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that also has a wonderful
program with the community

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where you can ask questions,

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and there are a number of
people who are involved

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and who can answer any of your questions.

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What I would do is, I would
begin just showing my students

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just a basic understanding
and creating a classroom

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in Khan Academy where
my students can log on.

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Because it is a wonderful
compliment to any classroom.

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I've been using it for a long time

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and I use it in my AP
courses all the time.

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And is just being really a...

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It really is a game changer

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and the fact that we can deliver

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a location at any point and time,

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where we can create courses

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and we can create even assignment

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where the students can
go at their own pace.

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You can integrate into
any of your courses,

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because it perfectly aligns with

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whatever it is that you're looking for.

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To me it's the best
resource that I've used.

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That's why I got really excited about it

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and I wanted to know more

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and I wanted to pass
it on to other people.

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I have trained all of the
science department in my school

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and the use of Khan Academy

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and everyone is already using it to assign

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to create courses, just to
use that as a compliment

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for class, especially for AP courses.

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It's just unbelievable,
it really is amazing.

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- Cool so, I've shared
that community resource

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with everyone in the Chat.

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So if they want to talk to
other Khan Academy Ambassadors,

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like Latimer, they can do
that through that group.

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As far as talking to your students,

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it sounds like what you're saying is,

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you might actually do a Zoom meeting

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or Google Hangout meeting
with your students now.

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And actually just pull this
up on your screen and say,

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"Hey, here's Khan Academy,

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"here's what an exercise looks like."

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And that way they can see it,

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before you ask them to do
anything, is that right?

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- Right, well yes I'm sorry,
I kinda went a little further.

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I'm coming to thinking of myself
and the way that I done it.

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But you're exactly correct

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and that is what I have
pulled my teachers through,

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the teacher that I've trained to do it.

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The first thing you have to do is

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you have to go with
your students very easy,

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maybe two or three days,
where they can have

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a basic understanding of the navigation

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and all the things that are
available in Khan Academy.

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But if you can set up
a Google Hangout meet,

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actually I think it's called Google...

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They changed the name I believe.

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- Yeah, Google meet or whatever, yeah.

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- Or assume, for example,
if you can use that

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and go step by step and
showing your students

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how to sign up, how to find the resources,

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where the assignments
are going to be located.

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But it's actually pretty intuitive to use.

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Once my teachers have used
it for two or three times,

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they say, "Oh, I'm old."

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Some of my students
would probably get it in

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one or two tries and then it
becomes a wonderful resource.

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Once they begin using it more and more,

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the more proficient you become at it

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and the easier it is
going to be to integrate

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into your own classes.

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- Very cool and so, maybe
you show them an exercise,

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which you can always find just
by searching at the very top.

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So just like I did, I went
up to courses and I said,

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"Show me the AP Physics content

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or the AP Chemistry content."

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You can obviously search
for anything in particular,

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so if you want to do Thermodynamics,

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knock yourself out, right?

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- Right, absolutely.

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- In terms of sort of getting students

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up to speed about the exercises,

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'cause in some ways that's
the heart of Khan Academy.

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How do you recommend
that they tackle this?

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Do you say, "Hey, just go
through it and do it once."

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Do you tell them to use
hands or watch videos,

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how is your students think about this?

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- Well that's kind of
interesting question,

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because I use it in a number of ways.

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And one way that I found
very effective a couple of,

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maybe about a year ago
or so is that again,

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now it's a little more
complicated to do it

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because we're in a virtual environment.

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But I had tried it already
and it actually works

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the same way that it will
work in the classroom.

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And soon you can create small groups.

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Again, I haven't used
a Google Meet too much,

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but I have done it in Zoom

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where for example, I assigned eight people

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that has already preloaded

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into my Google classroom assignments

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and my students will work to access that.

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And what I do is actually,

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I watched the video on Khan Academy first

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and I get the exact same
question that they have used,

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and I used that question
on just a Word document.

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What I do is I create the
actual video link, as a QR code

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and once they begin
answering the questions,

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then we all do a question
first in different groups,

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and then we all come together again

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and we discuss the question

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and when I ask them to do
after they have actually

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completed the question, then
we click on the QR code,

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either do it on their phones

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or they do it straight on their computer.

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And then we can see how the
question's actually done

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and then we talk about it
and we compare the answers.

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And my students really,
really liked that exercise

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because again it's a lot of
confidence, once they say,

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"Oh really, I can do this,

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"or oh, this is what I went wrong.

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"Maybe I need to go back
and review what I did

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"to make my corrections."

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So it works really,
really well in that sense.

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- And just to give folks
a sense of what's possible

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in addition to the videos,
if you wanna actually

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look at some of those exercises together,

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you can come into your classroom.

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So let's say you've
created a biology classroom

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or a chemistry classroom,

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you're coming to your assignment section

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and your score section, and
you could actually look at

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those student answers as a class and say,

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"Hey, I noticed that half the class

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"got the wrong answer here,
let's talk about that."

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So I bought the mistaken
assumptions behind that

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and really tackle it as a class

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as opposed to you're
on your own, good luck.

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(cross talking)

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That's a fair way of explaining, yeah.

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- Yes, absolutely 100% correct.

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Not only that, but I also like

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the fact that you can go
into any of the assignments

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that you have given to your courses.

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And you can pick any individual
student and you can see,

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for example, if I sign up
one of my students, they say,

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"Oh Dr. V, I already know this question.

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"So what I'm going to do is,

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"I'm just going to watch the videos."

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I say, "Look, whatever
you feel comfortable with,

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"I'm going to be okay with
that, but what I want to see

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"is I want to see that you have
actually watched the videos,

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"because that is how I am going to be sure

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"that you have actually watched them."

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And it gives me statistics on the time

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that they have watched the video.

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So if a student tells me,
"Yeah, I've watch the video."

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And I said, "No, you actually
only watched about 15 seconds

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"of the video, that doesn't equate."

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"Okay, I'll watch it."

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So it's a good way to
also hold them accountable

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for what they say they are doing.

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So it's a wonderful resource, correct.

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- Absolutely, I'll just call out that.

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In addition to scoring the exercises,

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you can ask you to tell on your end

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whether students have read the
articles and watch the videos

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by looking at their green check

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under those kinds of assignments.

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- Absolutely, and that
could even be an assignment

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on its own right to, which I have done

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with my classes as well.

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I'd say once I see all
the green check marks,

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then I know that you have
completed all of your assignments

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you need to do, so you're
going to get full credit

00:10:40.040 --> 00:10:41.720
for that assignment, if not

00:10:41.720 --> 00:10:43.320
then we have to go back and do it.

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And the good thing about it is
like for the quizzes they...

00:10:45.432 --> 00:10:46.694
The other part that I like about is that

00:10:46.694 --> 00:10:49.564
they self adjust.

00:10:49.564 --> 00:10:52.970
They are going to go with what
their student is answering

00:10:52.970 --> 00:10:54.690
and they have multiple times too.

00:10:54.690 --> 00:10:55.798
You can actually set it up that way

00:10:55.798 --> 00:10:58.760
to answer multiple times,
instead of just one time,

00:10:58.760 --> 00:11:01.380
to give them a chance, so
they can revise the question

00:11:01.380 --> 00:11:04.640
or review the question and then
go back and answer it again.

00:11:04.640 --> 00:11:06.519
- Yeah, so do you think
that like ultimately

00:11:06.519 --> 00:11:08.790
the goal of Khan Academy,

00:11:08.790 --> 00:11:10.840
is not just to be an assessment tool,

00:11:10.840 --> 00:11:13.200
but to be a mastery driving tool,

00:11:13.200 --> 00:11:15.810
where we encourage students
to have those multiple temps

00:11:15.810 --> 00:11:17.070
and actually keep pushing themselves

00:11:17.070 --> 00:11:19.210
to really understand it at a deep level,

00:11:19.210 --> 00:11:20.583
not just the motions.

00:11:21.704 --> 00:11:23.470
- Absolutely, absolutely 100%.

00:11:23.470 --> 00:11:26.270
I agree with that statement a
hundred percent on that, yes.

00:11:26.270 --> 00:11:28.830
- Cool, okay any other advice

00:11:28.830 --> 00:11:30.790
you wanna give teachers at this point

00:11:30.790 --> 00:11:33.213
or should we head into the
questions from the audience?

00:11:34.320 --> 00:11:37.163
- I think we can take
questions from the audience.

00:11:37.163 --> 00:11:39.210
I don't wanna take all
the time explaining.

00:11:39.210 --> 00:11:41.450
I think, it would be
better if we just answer

00:11:41.450 --> 00:11:43.130
what their needs are
going to be at the moment,

00:11:43.130 --> 00:11:45.111
because I know that we have
a number of people you say

00:11:45.111 --> 00:11:46.790
are going to be on there right now,

00:11:46.790 --> 00:11:48.447
or on there right now.

00:11:48.447 --> 00:11:50.200
- Yeah, we have about
230 science educators

00:11:50.200 --> 00:11:53.168
across the country, so
no pressure Vladimir.

00:11:53.168 --> 00:11:56.397
But Sandy says, "Thank
you for all that you do.

00:11:56.397 --> 00:11:59.340
"You are amazing, so thanks
for making this possible."

00:11:59.340 --> 00:12:02.789
Similar love from April,
even as a Dolphin'S fan.

00:12:02.789 --> 00:12:05.380
And let's talk through
some of the questions

00:12:05.380 --> 00:12:06.580
that are coming in here.

00:12:08.680 --> 00:12:12.140
Okay so, okay, this is interesting.

00:12:12.140 --> 00:12:15.250
So you're gonna get a
question that basically says,

00:12:15.250 --> 00:12:16.950
we've talked a lot about AP

00:12:16.950 --> 00:12:19.470
and like really making
good progress and all that.

00:12:19.470 --> 00:12:22.470
If you have a special education
student in your classroom,

00:12:22.470 --> 00:12:24.530
is there any way to
differentiate using Khan Academy?

00:12:24.530 --> 00:12:25.380
Is there any way to make sure that

00:12:25.380 --> 00:12:27.270
every student is getting what they need

00:12:27.270 --> 00:12:29.723
not just sort of lock
step for the entire class?

00:12:31.180 --> 00:12:32.220
- Absolutely, 100%.

00:12:32.220 --> 00:12:35.820
Because, Khan Academy is not only for...

00:12:35.820 --> 00:12:39.198
It's known to sign only for
the higher level courses.

00:12:39.198 --> 00:12:42.130
It has every single level
that you can imagine.

00:12:42.130 --> 00:12:44.090
It has from the basic
levels all the way to

00:12:44.090 --> 00:12:46.610
a very high level AP

00:12:46.610 --> 00:12:50.390
and if you can access just
any course that you want

00:12:50.390 --> 00:12:51.420
also by grade.

00:12:51.420 --> 00:12:52.770
Oh, it's on the screen right now.

00:12:52.770 --> 00:12:55.570
You can access by grade, but
you can access it at any level.

00:12:55.570 --> 00:12:57.900
And the good thing about it too, again,

00:12:57.900 --> 00:13:01.009
is remember you can make it,
so it's a self-phase guide

00:13:01.009 --> 00:13:03.320
that the students can follow

00:13:03.320 --> 00:13:06.316
and in their own time or
in their own timeframe,

00:13:06.316 --> 00:13:08.990
whatever that needs to be
at the moment right now,

00:13:08.990 --> 00:13:11.020
I think we're all in survival mode

00:13:11.020 --> 00:13:14.140
and we're all concentrating
on more on the learning

00:13:14.140 --> 00:13:16.706
than in the actual assessment piece.

00:13:16.706 --> 00:13:19.230
But that's where we are right now.

00:13:19.230 --> 00:13:24.230
So it serves any student at any
level, absolutely 100%, yes.

00:13:25.690 --> 00:13:28.120
- Cool and then just
sort of build upon that,

00:13:28.120 --> 00:13:29.380
if you said, "Hey."

00:13:29.380 --> 00:13:32.500
I noticed that I have a
student, no matter what their

00:13:32.500 --> 00:13:34.517
sort of situation is, who needs to go back

00:13:34.517 --> 00:13:37.240
and sort of fill in some
gaps from over in the year,

00:13:37.240 --> 00:13:39.710
this could actually be a
nice opportunity to do that.

00:13:39.710 --> 00:13:41.160
And you can actually make assignments

00:13:41.160 --> 00:13:44.530
of specific pieces of content,
not just to your whole class

00:13:44.530 --> 00:13:47.985
but to individual students
who really need that support.

00:13:47.985 --> 00:13:49.453
- Correct, absolutely.

00:13:50.300 --> 00:13:53.200
- Okay, so here's a related
question from April.

00:13:53.200 --> 00:13:55.950
April wants to know, how
you do your Pasic, Vladimir.

00:13:55.950 --> 00:13:58.970
Terms of all these
videos, articles, quizzes.

00:13:58.970 --> 00:14:00.320
Are you willing them out,

00:14:00.320 --> 00:14:02.180
several at a time, one a day?

00:14:02.180 --> 00:14:03.183
What's your cadence?

00:14:04.350 --> 00:14:06.100
- It depends on the course again,

00:14:06.100 --> 00:14:09.745
because I teach from regular
levels all the way to AP.

00:14:09.745 --> 00:14:12.490
In my regular level
courses and honors courses,

00:14:12.490 --> 00:14:15.000
what I do is I do maybe
two or three at a time,

00:14:15.000 --> 00:14:16.150
that they can watch.

00:14:16.150 --> 00:14:18.710
And depends also on the
length of the video time,

00:14:18.710 --> 00:14:20.330
some of them are anywhere between seven

00:14:20.330 --> 00:14:22.060
and 60 minutes of play.

00:14:22.060 --> 00:14:24.030
So what are times only
maybe one or two a day,

00:14:24.030 --> 00:14:26.120
because you have to be mindful to that,

00:14:26.120 --> 00:14:29.610
their home, it's a completely
different situation right now

00:14:29.610 --> 00:14:31.240
and we want to follow our class,

00:14:31.240 --> 00:14:32.400
because we all believe that our classes

00:14:32.400 --> 00:14:34.372
are the most important classes, right?

00:14:34.372 --> 00:14:37.200
But we have to be mindful
that they have other classes

00:14:37.200 --> 00:14:39.120
that they also have to
meet with other teachers

00:14:39.120 --> 00:14:41.490
and not everyone is going
to have the same level

00:14:41.490 --> 00:14:45.600
of comfort using the
technology as of right now.

00:14:45.600 --> 00:14:47.290
And you probably are going
through that right now

00:14:47.290 --> 00:14:49.540
experiencing the same, am
I doing this correctly?

00:14:49.540 --> 00:14:52.470
And the answer is, yes you are

00:14:52.470 --> 00:14:54.830
because nobody really
has a definite guideline

00:14:54.830 --> 00:14:59.830
on how this is going to be
maybe a net in a month or so.

00:14:59.972 --> 00:15:02.830
And we'll probably will
be in this situation

00:15:02.830 --> 00:15:05.437
for until the end of the year.

00:15:05.437 --> 00:15:08.600
So they said any way that you wish,

00:15:08.600 --> 00:15:11.260
but be mindful again, that
they are going to be also

00:15:11.260 --> 00:15:14.100
having other classes and
that might be a factor

00:15:14.100 --> 00:15:16.180
on how you space out are a little more.

00:15:16.180 --> 00:15:17.402
Again, I'm coming context.

00:15:17.402 --> 00:15:19.620
The first thing that I
did, when I found out

00:15:19.620 --> 00:15:22.390
that I was going to be teaching online.

00:15:22.390 --> 00:15:24.250
I said, "Okay, let me
see what is essential

00:15:24.250 --> 00:15:25.750
to me right now."

00:15:25.750 --> 00:15:27.917
So I went back into my
curriculum and I said,

00:15:27.917 --> 00:15:28.870
"I can leave this out,
I can leave this out,

00:15:28.870 --> 00:15:29.900
I can leave this out.

00:15:29.900 --> 00:15:32.512
Because the thing is
that also the AP census

00:15:32.512 --> 00:15:35.610
a shortened version of what the content

00:15:35.610 --> 00:15:37.210
was going to be for the fan.

00:15:37.210 --> 00:15:38.830
And I had already finished
covering everything

00:15:38.830 --> 00:15:39.830
so that was a good thing.

00:15:39.830 --> 00:15:42.110
For my other courses, I just went with

00:15:42.110 --> 00:15:44.940
the most necessary
things that I need to do,

00:15:44.940 --> 00:15:47.817
so that they at least
can continue to science.

00:15:47.817 --> 00:15:49.660
So you're gonna have to
make that decision yourself

00:15:49.660 --> 00:15:52.060
depending on your experience

00:15:52.060 --> 00:15:53.888
and also depending on what it is

00:15:53.888 --> 00:15:55.720
that you want to cover
throughout the year.

00:15:55.720 --> 00:15:56.820
- Great and one piece of advice I've heard

00:15:56.820 --> 00:15:59.510
from a lot of Ambassadors
in these webinars,

00:15:59.510 --> 00:16:01.240
is just go slow at first.

00:16:01.240 --> 00:16:03.970
Don't try to like, come out of the barn

00:16:03.970 --> 00:16:06.510
racing 60 miles an hour,
give yourself that time

00:16:06.510 --> 00:16:07.410
to build that foundation,

00:16:07.410 --> 00:16:09.741
the same we'd recommend for your students.

00:16:09.741 --> 00:16:10.574
- Correct.

00:16:10.574 --> 00:16:11.990
Another question, Katrina,

00:16:11.990 --> 00:16:13.890
there's actually a really
appropriate for this screen,

00:16:13.890 --> 00:16:16.050
is are the lessons on Khan Academy aligned

00:16:16.050 --> 00:16:18.460
with the NGSS standards?

00:16:18.460 --> 00:16:19.920
- Yes.

00:16:19.920 --> 00:16:21.530
Yes they can be.

00:16:21.530 --> 00:16:23.788
They can be, but for the most part

00:16:23.788 --> 00:16:25.183
they do align.

00:16:26.854 --> 00:16:28.075
- Absolutely.

00:16:28.075 --> 00:16:30.516
- Absolutely 100%, and I know that

00:16:30.516 --> 00:16:32.150
because I actually went
through the alignment process

00:16:32.150 --> 00:16:33.550
when I did my courses.

00:16:33.550 --> 00:16:35.560
I wanted to make sure that
everything I was covering

00:16:36.423 --> 00:16:38.650
was actually quoted on
that, but a hundred percent

00:16:38.650 --> 00:16:41.420
- Yeah, I'll give you a
little sort of pro tip here.

00:16:41.420 --> 00:16:43.350
Not only does it have
these sort of citations

00:16:43.350 --> 00:16:44.860
throughout the lessons,

00:16:44.860 --> 00:16:46.720
but you can actually search by standard.

00:16:46.720 --> 00:16:48.910
So if you knew the exact
standard you needed,

00:16:48.910 --> 00:16:51.020
you'd come up here, you'd paste it in,

00:16:51.020 --> 00:16:53.200
and then voila, you've got
the exact piece of content

00:16:53.200 --> 00:16:54.033
that's aligned with that too.

00:16:54.033 --> 00:16:55.170
- Right.

00:16:55.170 --> 00:16:56.172
- All right, great question.

00:16:56.172 --> 00:16:58.589
(cross talk)

00:17:00.330 --> 00:17:04.730
Ooh wow, okay, here is a
really tough question for you.

00:17:04.730 --> 00:17:08.117
So Peter is saying, "I work
with what are typically called

00:17:08.117 --> 00:17:11.277
"at-risk students, who
are sometimes difficult

00:17:11.277 --> 00:17:13.820
"to engage in the classroom,
let alone from a distance."

00:17:13.820 --> 00:17:16.680
With distance, every
challenge is magnified

00:17:16.680 --> 00:17:17.760
and he's being really honest with us.

00:17:17.760 --> 00:17:19.807
He's like, I often use food as
a hook, just the way to say,

00:17:19.807 --> 00:17:22.247
"Hey, come to my class and gauge.

00:17:22.247 --> 00:17:24.147
"What is the best way to draw my students,

00:17:24.147 --> 00:17:26.757
"giving that I no longer have
that in-person relationship

00:17:26.757 --> 00:17:28.097
"to build upon.

00:17:28.097 --> 00:17:30.697
"How do I keep them motivated
at a moment like this?

00:17:32.380 --> 00:17:35.730
- That is a really, really
tough question to answer.

00:17:35.730 --> 00:17:39.850
Again, just because we're
lacking that personal touch

00:17:39.850 --> 00:17:44.253
and that proximity and that
connection that we did,

00:17:45.200 --> 00:17:47.220
there is no way that we can
make the human connection

00:17:47.220 --> 00:17:48.320
through a computer.

00:17:48.320 --> 00:17:49.540
I know we try our best

00:17:49.540 --> 00:17:51.690
and I know that this is what
we have been forced to do.

00:17:51.690 --> 00:17:53.812
Okay, this is no one's choice.

00:17:53.812 --> 00:17:56.379
But the way that I would say it is,

00:17:56.379 --> 00:17:59.040
it's just keep asking your students,

00:17:59.040 --> 00:18:01.363
keep the motivation, keep the faith.

00:18:03.194 --> 00:18:05.350
At the end of the day,

00:18:05.350 --> 00:18:07.580
at least in my 21 years of experience,

00:18:07.580 --> 00:18:10.010
I know that if I put my heart
and soul into these things,

00:18:10.010 --> 00:18:11.520
my students are going to appreciate it

00:18:11.520 --> 00:18:13.800
and they are going to follow it.

00:18:13.800 --> 00:18:15.780
You have to show them that
you love the subject, okay?

00:18:15.780 --> 00:18:17.330
And that you care about them

00:18:17.330 --> 00:18:19.500
and that you appreciate what they do.

00:18:19.500 --> 00:18:24.500
And your students are going
to care about your class,

00:18:25.530 --> 00:18:28.037
once they know how much
you care about them

00:18:31.870 --> 00:18:34.113
and about their future and about their...

00:18:34.113 --> 00:18:38.090
And I know and I'm probably
sounding very idealistic

00:18:38.090 --> 00:18:40.927
and dreamy right now, but you know what

00:18:40.927 --> 00:18:42.600
that's just the way that
I would approach it.

00:18:42.600 --> 00:18:43.867
I will put my heart into it and just say,

00:18:43.867 --> 00:18:45.927
"Look guys, we're gonna
have to have do this.

00:18:45.927 --> 00:18:48.127
"Okay, this is just the
way that it is going to do

00:18:48.127 --> 00:18:50.420
"and this is going to be important."

00:18:50.420 --> 00:18:52.220
Just to emphasize that this is going

00:18:52.220 --> 00:18:53.342
to be part of their future.

00:18:53.342 --> 00:18:54.520
That this is just the way

00:18:54.520 --> 00:18:56.170
that things are going to be right now.

00:18:56.170 --> 00:18:58.680
This is not always going to be the case,

00:18:58.680 --> 00:19:02.160
but just to keep going
at it and to have faith

00:19:04.115 --> 00:19:05.610
and that's a difficult piece.

00:19:05.610 --> 00:19:07.810
Just to bring the
motivation factor into it.

00:19:07.810 --> 00:19:09.020
Again, because we're not in the classroom

00:19:09.020 --> 00:19:10.959
and in my classroom, I'm very animated,

00:19:10.959 --> 00:19:13.589
I'm very high energy

00:19:13.589 --> 00:19:14.643
and that is the same projection

00:19:14.643 --> 00:19:16.986
that I try to bring to the screen, okay?

00:19:16.986 --> 00:19:20.237
I tried to make it that we
have to do this for them

00:19:20.237 --> 00:19:22.723
and it is about them, number one.

00:19:23.810 --> 00:19:26.080
- Yeah I actually don't think
that's idealistic at all.

00:19:26.080 --> 00:19:27.420
I think that's incredibly practical

00:19:27.420 --> 00:19:29.000
giving the world we're in.

00:19:29.000 --> 00:19:31.230
To like lose hope and to
sort of throw up our hands

00:19:31.230 --> 00:19:34.050
as educators, is to ultimately drag us

00:19:34.050 --> 00:19:36.930
and the whole classroom
down, we have to say strong.

00:19:36.930 --> 00:19:39.203
I will give a very
practical piece of advice

00:19:39.203 --> 00:19:41.370
that I've heard from other ambassadors,

00:19:41.370 --> 00:19:43.800
is just keep the lines
of communication open.

00:19:43.800 --> 00:19:46.300
And I know that it's doubly
hard with at-risk students,

00:19:46.300 --> 00:19:48.810
because of maybe a lack of
technological resources,

00:19:48.810 --> 00:19:52.580
but if you've access to texts or remind

00:19:52.580 --> 00:19:55.270
or ClassDojo or just whatever it is,

00:19:55.270 --> 00:19:56.900
if you can let them know that
you're thinking about them

00:19:56.900 --> 00:19:59.210
and you care about them and
you want to keep serving them.

00:19:59.210 --> 00:20:00.440
I think that reminds them that

00:20:00.440 --> 00:20:02.950
hey, they've got someone in
their corner of the ring,

00:20:02.950 --> 00:20:05.640
and that's all every
student craze right now.

00:20:05.640 --> 00:20:06.519
- Right.

00:20:06.519 --> 00:20:09.130
- Cool, okay amazing advice.

00:20:09.130 --> 00:20:11.400
Here's a really important
question from Kathy,

00:20:11.400 --> 00:20:13.110
'cause it speaks to the
reality that a lot of teachers

00:20:13.110 --> 00:20:14.523
are going through right now.

00:20:14.523 --> 00:20:16.810
I know educators want to go online,

00:20:16.810 --> 00:20:18.060
they wanna do things like Zoom

00:20:18.060 --> 00:20:19.690
or Google Meetings or whatever,

00:20:19.690 --> 00:20:21.650
but a lot of districts
are actually forbidding it

00:20:21.650 --> 00:20:23.489
in the name of equity saying,

00:20:23.489 --> 00:20:25.257
"Hey, until we can serve
all of our students,

00:20:25.257 --> 00:20:27.700
"we just can't be doing live instruction."

00:20:27.700 --> 00:20:30.840
If Kathy is teaching in
a district like that,

00:20:30.840 --> 00:20:33.190
what kind of advice
would you give as far as

00:20:33.190 --> 00:20:34.500
how do you roll this out?

00:20:34.500 --> 00:20:36.350
Is even realistic to roll it out,

00:20:36.350 --> 00:20:37.880
if you can't do a live walkthrough,

00:20:37.880 --> 00:20:40.320
if all you could do is like, send an email

00:20:40.320 --> 00:20:42.093
or give a handout that said,

00:20:42.093 --> 00:20:44.430
"Hey, go to khanacademy.org
and do this lesson,

00:20:44.430 --> 00:20:45.480
would that be enough?

00:20:46.579 --> 00:20:49.110
- I find that very difficult

00:20:49.110 --> 00:20:51.000
and it's kind of interest
that you mentioned that

00:20:51.000 --> 00:20:53.330
because I actually had a
phone call with a friend

00:20:53.330 --> 00:20:57.840
about a week ago, and his
school district actually said,

00:20:57.840 --> 00:21:00.050
because of the inequality that we have,

00:21:00.050 --> 00:21:02.470
number one in technology and number two

00:21:02.470 --> 00:21:05.013
in just providing the resources

00:21:05.013 --> 00:21:07.268
that we need for the entire County.

00:21:07.268 --> 00:21:10.210
The County decided actually
to shut down the schools,

00:21:10.210 --> 00:21:13.890
because if it's not going
to be equitable for everyone

00:21:13.890 --> 00:21:15.330
then we cannot do it.

00:21:15.330 --> 00:21:16.163
And I guess they...

00:21:16.163 --> 00:21:18.430
In my understanding is that,

00:21:18.430 --> 00:21:21.370
that came from the legal
team of the County.

00:21:21.370 --> 00:21:24.680
And in that sense, I really
do not have an answer.

00:21:24.680 --> 00:21:26.120
Can you assign work that they can do

00:21:26.120 --> 00:21:27.680
on Khan Academy to continue?

00:21:27.680 --> 00:21:29.290
Absolutely 100%.

00:21:29.290 --> 00:21:31.110
Because I do that every year.

00:21:31.110 --> 00:21:33.127
I'll say, "Guys, if you want to go ahead,

00:21:33.127 --> 00:21:34.810
"this is what I will suggest."

00:21:34.810 --> 00:21:35.960
Because I have a lot of my students

00:21:35.960 --> 00:21:37.680
who are very interested in continuing

00:21:37.680 --> 00:21:39.601
and they say, "Hey,
what do we do after AP?

00:21:39.601 --> 00:21:42.122
Maybe you could continue and do research

00:21:42.122 --> 00:21:44.050
or maybe you wanna look into it.

00:21:44.050 --> 00:21:45.210
Okay and maybe you want to continue

00:21:45.210 --> 00:21:47.143
and do your own self-paced course.

00:21:48.360 --> 00:21:51.940
But other than that, that
is pretty tough question

00:21:51.940 --> 00:21:54.253
because most of the time,
at least in my understanding

00:21:54.253 --> 00:21:56.581
that came from a legal team saying,

00:21:56.581 --> 00:21:58.887
"We cannot provide it
because it's not going to be

00:21:58.887 --> 00:22:00.190
"equitable for everyone."

00:22:00.190 --> 00:22:03.130
And again, right now with the
problem of the digital divide

00:22:03.130 --> 00:22:05.993
is a hundred times amplified.

00:22:05.993 --> 00:22:10.090
Even in my County, which
is a pretty wealthy County

00:22:10.090 --> 00:22:12.580
in Florida, we're seeing
the differences right now

00:22:12.580 --> 00:22:14.225
among the kids who have the technology

00:22:14.225 --> 00:22:15.170
and those who don't have it.

00:22:15.170 --> 00:22:17.220
Those who have maybe one computer at home

00:22:18.082 --> 00:22:18.915
and also need to share one computer

00:22:18.915 --> 00:22:20.240
among five, six brothers at home

00:22:20.240 --> 00:22:21.750
and their brothers and sisters.

00:22:21.750 --> 00:22:24.450
So it's a complicated topic.

00:22:24.450 --> 00:22:27.326
- Yeah, and I'll just give
one very quick work around.

00:22:27.326 --> 00:22:31.460
If you're not able to walk
them through registration

00:22:31.460 --> 00:22:33.680
and giving assignments and all that,

00:22:33.680 --> 00:22:35.890
one thing you can do to
keep it really simple,

00:22:35.890 --> 00:22:38.130
is you can literally
just send out the URLs

00:22:38.130 --> 00:22:40.150
for any piece of content on Khan Academy.

00:22:40.150 --> 00:22:40.983
- Yeah.

00:22:40.983 --> 00:22:43.040
- So for example, if you want
people to watch this video

00:22:43.040 --> 00:22:44.810
about human body systems,

00:22:44.810 --> 00:22:46.810
we'll do this exercise about cells,

00:22:46.810 --> 00:22:48.910
you'll notice in a very top address bar,

00:22:48.910 --> 00:22:51.910
there's a unique URL that
you could copy and paste

00:22:51.910 --> 00:22:55.350
into an email, into a text
message, into a remind app.

00:22:55.350 --> 00:22:57.430
And that way, even if you can't walk them

00:22:57.430 --> 00:22:59.777
through the full experience,
you can get your students

00:22:59.777 --> 00:23:02.090
working on something in the meantime.

00:23:02.090 --> 00:23:02.990
You're not gonna have tracking,

00:23:02.990 --> 00:23:04.120
you're not gonna have
to look all the reports

00:23:04.120 --> 00:23:07.010
that we talked about, but
at least it fills that void

00:23:07.010 --> 00:23:09.713
and get them learning in
this sort of period of limbo.

00:23:10.740 --> 00:23:11.826
- Right.

00:23:11.826 --> 00:23:13.590
- Here is a really amazing

00:23:13.590 --> 00:23:15.600
and inspiring question from Sandy.

00:23:15.600 --> 00:23:19.357
So Sandy says, "Vladimir,
I'm working with 160

00:23:19.357 --> 00:23:22.767
"middle school students on a
Pine Ridge Indian Reservation.

00:23:22.767 --> 00:23:26.117
"Talent is distributed evenly,
but opportunity is not.

00:23:26.117 --> 00:23:28.727
"How can I help the students
that are now remote,

00:23:28.727 --> 00:23:31.247
"to engage in more hands-on activities

00:23:31.247 --> 00:23:33.670
"with things they can easily
find in their household."

00:23:33.670 --> 00:23:35.450
And for example, she teaches math,

00:23:35.450 --> 00:23:36.780
but she want it once to integrate

00:23:36.780 --> 00:23:38.700
with the whole steam spectrum.

00:23:38.700 --> 00:23:42.130
So makerspace, robotics, flight
simulations, snap circuits,

00:23:42.130 --> 00:23:44.130
how can she bring that
same hands-on learning

00:23:44.130 --> 00:23:46.930
sense of excitement and
engagement, but do it virtually?

00:23:48.340 --> 00:23:50.970
- Well, that's a pretty
interesting question

00:23:50.970 --> 00:23:53.020
because I am actually wondering myself,

00:23:53.020 --> 00:23:57.640
how am I going to do
some of the basic things

00:23:57.640 --> 00:23:59.840
that I have done with
my classes typically?

00:23:59.840 --> 00:24:01.530
But now that they're home
and I don't know if they have

00:24:01.530 --> 00:24:03.210
the materials that they need to do it.

00:24:03.210 --> 00:24:05.180
And again, I cannot require them to go

00:24:05.180 --> 00:24:07.243
and buy anything right now,
that would not be fair for them.

00:24:07.243 --> 00:24:09.250
I say, "Hey, go and find what you need."

00:24:09.250 --> 00:24:11.140
Because I don't wanna put anybody at risk

00:24:11.140 --> 00:24:13.850
of compacting anything, or
be in contact with anyone

00:24:13.850 --> 00:24:15.023
who might be infected.

00:24:16.290 --> 00:24:19.645
But, that is a pretty tough question.

00:24:19.645 --> 00:24:22.440
Can I defer that one to you Jeremy?

00:24:22.440 --> 00:24:23.980
- Yeah, absolutely.

00:24:23.980 --> 00:24:25.507
I was gonna say that,

00:24:25.507 --> 00:24:29.070
I have been really inspired
teaching my own kids,

00:24:29.070 --> 00:24:30.350
with the number of resources out there,

00:24:30.350 --> 00:24:32.490
way beyond Khan Academy.

00:24:32.490 --> 00:24:35.530
They have super simple like
do yourself home experiment.

00:24:35.530 --> 00:24:37.730
So for example, this is super simple,

00:24:37.730 --> 00:24:41.200
it's for elementary school,
but my daughter just dissolve

00:24:41.200 --> 00:24:43.570
the outside layer of an egg using vinegar.

00:24:43.570 --> 00:24:44.840
- Right.

00:24:44.840 --> 00:24:47.130
- This was like the most
mind-blowing moment for them,

00:24:47.130 --> 00:24:49.050
even though it was just two things that

00:24:49.050 --> 00:24:50.370
I'm hopeful we all have in our house.

00:24:50.370 --> 00:24:51.380
I don't know about the eggs anymore

00:24:51.380 --> 00:24:53.600
giving the egg shortage,
but at least the vinegar.

00:24:53.600 --> 00:24:55.460
And so hopefully that
gives you a sense Sandy,

00:24:55.460 --> 00:24:58.520
that if you just check out
what's out there on the Web,

00:24:58.520 --> 00:25:00.810
I guarantee you're gonna
find lots of other nonprofits

00:25:00.810 --> 00:25:03.740
just like Khan Academy,
that are in the STEM space

00:25:03.740 --> 00:25:05.830
that are offering resources like that.

00:25:05.830 --> 00:25:07.540
And I would encourage you to discover them

00:25:07.540 --> 00:25:10.380
and then also share them in
the Khan Academy community,

00:25:10.380 --> 00:25:11.710
'cause I know there are other educators

00:25:11.710 --> 00:25:13.560
who are in the same boat.

00:25:13.560 --> 00:25:16.283
- Right, and I guess I found that one

00:25:16.283 --> 00:25:18.390
a little hard to answer because again,

00:25:18.390 --> 00:25:20.040
I don't work with the little ones.

00:25:20.040 --> 00:25:21.360
And for example, for my students,

00:25:21.360 --> 00:25:23.210
I use a lot of simulations that are online

00:25:23.210 --> 00:25:26.425
that are wonderful,
like the PhET Colorado.

00:25:26.425 --> 00:25:29.080
That is a wonderful resource that has

00:25:29.080 --> 00:25:30.210
tons of different demonstrations

00:25:30.210 --> 00:25:32.367
from physics, chemistry, biology.

00:25:32.367 --> 00:25:34.800
But again, it's a little more advanced

00:25:34.800 --> 00:25:36.850
geared towards the high school,

00:25:36.850 --> 00:25:39.152
college level type of students.

00:25:39.152 --> 00:25:41.520
- Great, okay so Elaine is gonna ask

00:25:41.520 --> 00:25:43.460
a really good advocate question.

00:25:43.460 --> 00:25:45.960
So we were talking before about this idea

00:25:45.960 --> 00:25:49.800
of doing multiple rounds on exercise.

00:25:49.800 --> 00:25:52.500
So you take a first
version of the exercise,

00:25:52.500 --> 00:25:54.397
maybe you only score 50%, but you say,

00:25:54.397 --> 00:25:55.550
"I'm gonna push for mastery."

00:25:55.550 --> 00:25:57.390
So I do it again, this time I get 90%

00:25:57.390 --> 00:25:59.490
I'm in that mastery range.

00:25:59.490 --> 00:26:01.420
Elaine wants to know, how do you know

00:26:01.420 --> 00:26:03.100
they aren't just memorizing the answers

00:26:03.100 --> 00:26:06.293
to get a better score versus
actually achieving mastery?

00:26:07.543 --> 00:26:09.900
- Well you know what, and we have wrestled

00:26:09.900 --> 00:26:12.010
with that question for a long, long time.

00:26:12.010 --> 00:26:15.640
Even before this, because
I had that question

00:26:15.640 --> 00:26:16.780
many times before.

00:26:16.780 --> 00:26:19.180
And the other third
question is going to be that

00:26:20.270 --> 00:26:22.700
as long as they've reached a mastery level

00:26:22.700 --> 00:26:24.950
and they are memorizing the questions,

00:26:24.950 --> 00:26:28.750
then I'm okay with that,
because it is about exposure.

00:26:28.750 --> 00:26:30.230
At the end of the day, this is not

00:26:30.230 --> 00:26:31.950
the ultimate determination of their grade

00:26:31.950 --> 00:26:33.950
or the ultimate determination
of the knowledge

00:26:33.950 --> 00:26:35.997
that they are going to
have but I tell them too,

00:26:35.997 --> 00:26:37.730
"Guys, you need to go
through this exercise,

00:26:37.730 --> 00:26:40.081
you need to do it in honest
and you need to do it.

00:26:40.081 --> 00:26:41.750
Because at the end of the day,

00:26:41.750 --> 00:26:44.420
this might fall into intellectual suicide

00:26:44.420 --> 00:26:45.490
if you don't do it.

00:26:45.490 --> 00:26:47.037
You might be thinking,
"Yes, I'm going to do it

00:26:47.037 --> 00:26:48.067
"because I'm going to copy the answer,

00:26:48.067 --> 00:26:49.307
"so I'm just going to ask my friend

00:26:49.307 --> 00:26:50.890
"what is the correct answer."

00:26:50.890 --> 00:26:52.610
But when it comes to answering the test,

00:26:52.610 --> 00:26:54.220
that's where you're going to prove to me

00:26:54.220 --> 00:26:56.800
that you either did it
or you didn't do it.

00:26:56.800 --> 00:26:58.350
And a lot of times the students are going

00:26:58.350 --> 00:26:59.480
to be pretty receptive to that bonus

00:26:59.480 --> 00:27:02.140
but this is for your own benefit

00:27:02.140 --> 00:27:04.270
and this is the reason
why we're doing this.

00:27:04.270 --> 00:27:07.397
So whether they do it and
they go over again and say,

00:27:07.397 --> 00:27:08.870
"Oh, this is the answer to the question."

00:27:08.870 --> 00:27:10.210
At least they know what the correct answer

00:27:10.210 --> 00:27:11.720
to the question is going to be.

00:27:11.720 --> 00:27:14.260
So they are being exposed
to what the correct answer

00:27:14.260 --> 00:27:17.408
and the correct procedure or
whatever the question may be.

00:27:17.408 --> 00:27:21.368
So that's why we have to
have just a little bit of,

00:27:21.368 --> 00:27:25.110
I would say trust in that
they are doing it correctly.

00:27:25.110 --> 00:27:27.620
Now, is this going to be done
with a 100% of the times?

00:27:27.620 --> 00:27:30.630
No, but most of them are
actually going to do it

00:27:30.630 --> 00:27:33.134
in an honest way, in
my experience at least.

00:27:33.134 --> 00:27:36.520
- Very cool and I will also mention that

00:27:36.520 --> 00:27:38.020
Khan Academy is not just showing the same

00:27:38.020 --> 00:27:39.890
four questions over and over again,

00:27:39.890 --> 00:27:42.850
for every single exercise it's
drawing from a question bank.

00:27:42.850 --> 00:27:44.337
So yes, the student
could memorize the answer

00:27:44.337 --> 00:27:47.650
and all 12 questions going
through the multiple rounds,

00:27:47.650 --> 00:27:49.990
but you'll see that they
did it seven or eight times,

00:27:49.990 --> 00:27:52.525
which will probably be a
tip off of what's happening.

00:27:52.525 --> 00:27:55.100
So definitely take
advantage of the breadth

00:27:55.100 --> 00:27:56.610
and depth of the content,

00:27:56.610 --> 00:27:58.865
as well as just that first iteration.

00:27:58.865 --> 00:28:02.010
That being said, I know
we're almost at time here,

00:28:02.010 --> 00:28:03.740
so for the folks who
didn't have their questions

00:28:03.740 --> 00:28:06.930
answered today, what other
resources would you recommend

00:28:06.930 --> 00:28:08.114
for getting support?

00:28:08.114 --> 00:28:10.810
It sounded like the Khan
Academy community was important.

00:28:10.810 --> 00:28:13.330
Anything else that you would turn

00:28:13.330 --> 00:28:15.373
to get advice or expertise from Khan?

00:28:17.633 --> 00:28:20.290
- The community is a
great resource obviously

00:28:20.290 --> 00:28:22.720
that the website it's a great resource.

00:28:22.720 --> 00:28:25.808
And it's just a number of things

00:28:25.808 --> 00:28:30.160
that you actually can do, an
introduction to new material

00:28:30.160 --> 00:28:32.178
that's the way that I've
used it from time to time.

00:28:32.178 --> 00:28:33.860
I tell my students, if you
guys are going to start

00:28:33.860 --> 00:28:36.380
for example, Thermodynamics
and I want you to watch

00:28:36.380 --> 00:28:37.880
these two videos before you come to class,

00:28:37.880 --> 00:28:40.002
because I am going to
begin with a discussion of

00:28:40.002 --> 00:28:42.143
why heat flows the way it flows.

00:28:43.130 --> 00:28:45.336
You can use it to compliment anything

00:28:45.336 --> 00:28:49.490
that you're having in your
classes, again as resources.

00:28:49.490 --> 00:28:51.879
Remember the ability to
integrate into any course too,

00:28:51.879 --> 00:28:53.660
it's just a wealth of information.

00:28:53.660 --> 00:28:55.980
As a matter of fact, you're
gonna have to cut down

00:28:55.980 --> 00:28:58.323
on some of the information,
because it was so extensive

00:28:58.323 --> 00:29:01.200
that it could be overwhelming
if it's the first time

00:29:01.200 --> 00:29:03.230
that you see it, and
maybe some of the things

00:29:03.230 --> 00:29:05.490
might not be appropriate for your classes.

00:29:05.490 --> 00:29:08.052
It is wonderful to use
this for assignment,

00:29:08.052 --> 00:29:12.011
some assignment tool, a practice guide,

00:29:12.011 --> 00:29:14.710
getting ahead, you name it.

00:29:14.710 --> 00:29:18.450
Also the SAT Program that
a lot of people know about.

00:29:18.450 --> 00:29:22.217
I have people who I have trained
in Khan Academy and I said,

00:29:22.217 --> 00:29:23.740
"Wow, I didn't know that they had

00:29:24.611 --> 00:29:26.060
"an SAT program they can fall in."

00:29:26.060 --> 00:29:27.620
And actually I assign this to my students,

00:29:27.620 --> 00:29:28.638
as an assignment, I said,

00:29:28.638 --> 00:29:31.560
"You guys have to
complete it once a week."

00:29:31.560 --> 00:29:34.387
You have to show up and I do
a weekly assignment on SAT,

00:29:34.387 --> 00:29:36.397
and at the end of the year
they're just thrilled about,

00:29:36.397 --> 00:29:38.057
"Wow, thank you for
giving us that resource

00:29:38.057 --> 00:29:40.419
"because it was just
a wonderful resource."

00:29:40.419 --> 00:29:44.520
But these are just some of the
ways in which I have utilized

00:29:44.520 --> 00:29:47.250
and I'm sure that many other ambassadors

00:29:47.250 --> 00:29:49.460
and many other people have used
it, they have many different

00:29:49.460 --> 00:29:50.347
ways of using it.

00:29:50.347 --> 00:29:53.344
But again, every time that
I have a question that I

00:29:53.344 --> 00:29:55.960
do not know how to
answer it, I immediately

00:29:55.960 --> 00:29:59.250
go to the community resources
and I type the question

00:29:59.250 --> 00:30:01.980
and the number of answers
I get, it's just wonderful.

00:30:01.980 --> 00:30:06.190
It's very helpful and people
will answer your questions.

00:30:06.190 --> 00:30:08.960
It's just a great regrade resource.

00:30:08.960 --> 00:30:10.720
- Very cool, I think that's
actually a perfect note

00:30:10.720 --> 00:30:13.720
to end on, which is not only is there this

00:30:13.720 --> 00:30:15.280
amazing community out there,

00:30:15.280 --> 00:30:16.570
but there are folks like Vladimir,

00:30:16.570 --> 00:30:18.280
who are sharing their own expertise

00:30:18.280 --> 00:30:20.980
and paying it forward to the
next generation of Econ tutors.

00:30:20.980 --> 00:30:23.044
So Vladimir, thank you so
much for doing exactly that

00:30:23.044 --> 00:30:26.185
for our entire audience
of science educators say--

00:30:26.185 --> 00:30:27.579
- Thank you for having me.

00:30:27.579 --> 00:30:30.180
- Thank you to everyone out there

00:30:30.180 --> 00:30:32.170
for investing time in today's session.

00:30:32.170 --> 00:30:34.480
I know it's been a long
week, it's been a long month,

00:30:34.480 --> 00:30:36.170
I know there's a long road ahead,

00:30:36.170 --> 00:30:38.860
but we're getting there, we're
taking one step at a time

00:30:38.860 --> 00:30:41.230
and the fact that you shared
this time with us today,

00:30:41.230 --> 00:30:44.900
says a ton about your
commitment to your students

00:30:44.900 --> 00:30:46.200
and serving them incredibly well.

00:30:46.200 --> 00:30:47.710
So thank you for all that you do.

00:30:47.710 --> 00:30:49.130
Thank you again Vladimir,

00:30:49.130 --> 00:30:52.490
and here's wishing everyone a
peaceful and relaxing weekend.

00:30:52.490 --> 00:30:53.323
Thank you so much.

00:30:53.323 --> 00:30:56.043
- Jeremy, can I add one
more thing before we go?

00:30:56.043 --> 00:31:00.527
Is there any way, because I
know I have people who tell me,

00:31:00.527 --> 00:31:02.390
"Can you give us your
contact information?"

00:31:02.390 --> 00:31:05.060
Is that even appropriate
to say this is my email,

00:31:05.060 --> 00:31:07.250
if you have any questions you can email me

00:31:07.250 --> 00:31:09.280
and I will try my best
to answer your questions

00:31:09.280 --> 00:31:11.160
or would that be something that is not...

00:31:11.160 --> 00:31:15.350
- Yeah, if you're comfortable,
I'd be happy to share that

00:31:15.350 --> 00:31:17.237
in the follow-up email if that's okay.

00:31:17.237 --> 00:31:19.464
- Sure, that would be great.

00:31:19.464 --> 00:31:22.660
- Wonderful, well Vladimir
again has just gone above

00:31:22.660 --> 00:31:25.080
and beyond, so if you have
questions directly about

00:31:25.080 --> 00:31:27.460
AP Physics, AP Chemistry,
or anything else,

00:31:27.460 --> 00:31:29.420
STEM related on Khan Academy.

00:31:29.420 --> 00:31:32.700
Vladimir, you have totally done
an incredible service here.

00:31:32.700 --> 00:31:34.040
So thank you again.
- Thank you.

00:31:34.040 --> 00:31:36.300
- Thank you to everyone else out there.

00:31:36.300 --> 00:31:38.170
Hope you have a wonderful weekend.

00:31:38.170 --> 00:31:39.960
- Thank you, thank you too.

00:31:39.960 --> 00:31:40.793
- Bye all.