Measuring area with tiled square units

WEBVTT
Kind: captions
Language: en

00:00:00.220 --> 00:00:01.500
- What we're going to do in this video

00:00:01.500 --> 00:00:06.400
is look at two rectangles
that have the exact same area,

00:00:06.400 --> 00:00:08.130
and we're going to measure each of them

00:00:08.130 --> 00:00:10.690
with a different square unit.

00:00:10.690 --> 00:00:14.230
So this top unit right over
here, this is a square foot.

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So that means its height is one foot

00:00:18.610 --> 00:00:22.903
and it's width right here is one foot.

00:00:23.750 --> 00:00:25.900
Now, this is square unit over here,

00:00:25.900 --> 00:00:28.220
this is completely made up.

00:00:28.220 --> 00:00:32.010
And I'm going to call
this a voot or a voot.

00:00:32.010 --> 00:00:37.010
So, this right over here is one voot

00:00:37.870 --> 00:00:41.480
and this over here,
the width, is one voot.

00:00:42.860 --> 00:00:47.050
So this entire thing is a one square voot,

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while this top one, of
course, is one square voot.

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Now, let's measure the top rectangle

00:01:00.135 --> 00:01:01.594
in terms of square feet,

00:01:01.594 --> 00:01:02.843
and let's measure the bottom
rectangle in terms of square,

00:01:04.401 --> 00:01:07.179
I guess I could say veet,
(chuckles) all right.

00:01:07.179 --> 00:01:09.429
So first the top rectangle.

00:01:10.560 --> 00:01:15.560
So we have one, two square feet,

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three square feet,

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four square feet, five square feet,

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and then we have, looks
like six square feet.

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And then we're gonna need to
have another six square feet

00:01:32.800 --> 00:01:34.090
down here.

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So that's seven, eight,
nine, 10, 11, and 12.

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So when I tile these square feet

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onto our original rectangle,

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it looks like we have 12 square feet.

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And so I could write it's area
like this, 12 square feet.

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Now what about this one in terms of veet?

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You could have a square
voot or many square veet.

00:02:04.500 --> 00:02:07.470
Let me do the same exercise here.

00:02:07.470 --> 00:02:09.510
That's one square voot,

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this is two square veet, I could say,

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and then this is three square veet.

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So the same area could
either be 12 square feet

00:02:23.850 --> 00:02:28.140
or it could be three square veet.

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And I want you to think about
whether that makes sense.

00:02:33.470 --> 00:02:35.210
Think about how many square feet

00:02:35.210 --> 00:02:37.230
would make up one square voot.

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In fact, we can figure that
out on our own right over here.

00:02:40.810 --> 00:02:45.810
So that's one square foot,
this is two square feet,

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this is three square feet,
and then four square feet.

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So it looks like four square
feet make up one square voot.

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And so think about,

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does it make sense that three square veet

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is the same thing as 12 square feet?


7 Tips for Motivating Students During Distance Learning

WEBVTT
Kind: captions
Language: en

00:00:02.870 --> 00:00:05.640
- Hi, everyone, This is Jeremy
Schifeling at Khan Academy.

00:00:05.640 --> 00:00:07.390
Thanks for taking time
out of the first week

00:00:07.390 --> 00:00:08.230
of back to school

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or the third week,
depending on where you are.

00:00:10.360 --> 00:00:12.410
Wherever you're coming
from we're super excited

00:00:12.410 --> 00:00:15.070
to have you with us this
afternoon or this evening.

00:00:15.070 --> 00:00:16.130
And we're extremely lucky

00:00:16.130 --> 00:00:19.330
to have our chief learning
officer Kristin joining us

00:00:19.330 --> 00:00:22.020
to share with you some
really powerful strategies

00:00:22.020 --> 00:00:23.600
for motivating your students,

00:00:23.600 --> 00:00:25.750
especially during this challenging moment.

00:00:25.750 --> 00:00:27.585
Now, because Kristen
is all about motivation

00:00:27.585 --> 00:00:30.440
and what the research
shows to be best practices,

00:00:30.440 --> 00:00:33.340
she wants to make this session
highly interactive as well.

00:00:33.340 --> 00:00:38.220
So please join us in the
chat room at tlk.io/khan.

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And I'll put that in the chat in a second.

00:00:40.190 --> 00:00:41.857
And you can chat directly
with Kristin, with me,

00:00:41.857 --> 00:00:44.580
and with your fellow
educators across the country.

00:00:44.580 --> 00:00:46.270
Kristin will be asking you some questions

00:00:46.270 --> 00:00:47.500
and she'll take some questions for you

00:00:47.500 --> 00:00:49.300
at the end of the session as well.

00:00:49.300 --> 00:00:51.980
So that being said, thank you
again for joining tonight.

00:00:51.980 --> 00:00:53.510
I'm going to pass it over to Kristen

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to share with you seven awesome tips.

00:00:57.200 --> 00:00:58.790
- Great, thanks, Jeremy.

00:00:58.790 --> 00:01:00.974
And I will echo Jeremy's thanks to you

00:01:00.974 --> 00:01:03.837
for taking some time out
of your busy schedule

00:01:03.837 --> 00:01:06.020
to chat with us today.

00:01:06.020 --> 00:01:07.531
And I hope that you find

00:01:07.531 --> 00:01:10.070
the things that I have to share helpful,

00:01:10.070 --> 00:01:13.870
and as Jeremy said, please
do also chat with each other,

00:01:13.870 --> 00:01:16.260
'cause I know we all learn from each other

00:01:16.260 --> 00:01:19.600
and I'd love to hear your
ideas as well in the chat.

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So I'm going to start
off by asking all of you

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to think about the last
thing you decided to learn,

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like a new thing, a new skill,

00:01:30.460 --> 00:01:33.280
something new you decided
to try to pick up.

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And think about why you
decided to try to learn that.

00:01:37.760 --> 00:01:39.510
And if you don't mind sharing,

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you can head over to that chat
and just tell us what it was

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and maybe in a couple of words

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why you decided to take on
that new learning challenge.

00:01:49.820 --> 00:01:51.860
And while you're doing that
I'll tell the little story

00:01:51.860 --> 00:01:55.119
of what I have recently decided to learn.

00:01:55.119 --> 00:01:59.980
So I decided to try to learn origami

00:01:59.980 --> 00:02:03.550
because I feel like I have
terrible spacial skills.

00:02:03.550 --> 00:02:05.160
Like I can follow the instructions,

00:02:05.160 --> 00:02:06.990
like fold here, fold here.

00:02:06.990 --> 00:02:09.540
But I don't really understand
how it all comes together

00:02:09.540 --> 00:02:13.700
in the end to make a bird or a frog.

00:02:13.700 --> 00:02:15.577
So thinking about, I said,

00:02:15.577 --> 00:02:17.667
"All right, here's the
thing that I want to learn."

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So let's see, we've got
some life drawing online,

00:02:20.730 --> 00:02:24.045
some balloon animals, tablets on,

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how to use the tablet to
draw on your computer.

00:02:26.660 --> 00:02:28.913
That sounds like a good, applicable skill.

00:02:29.920 --> 00:02:31.403
Yoga, that's a good one.

00:02:33.200 --> 00:02:35.557
Siphoning water out of the pool, oh.

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So, cool, it looks like
we have some good things

00:02:39.780 --> 00:02:41.220
that people were learning.

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Part of the reason I
wanted to tell the story

00:02:43.530 --> 00:02:45.890
of what I'm learning is also because

00:02:45.890 --> 00:02:49.710
as we speak about what is it
that motivates you to learn,

00:02:49.710 --> 00:02:51.940
we're going to come back to these ideas.

00:02:51.940 --> 00:02:54.820
But I also had an interesting
reaction from my mom

00:02:54.820 --> 00:02:56.790
when I told her what I was going to learn.

00:02:56.790 --> 00:02:59.337
And she said, "Oh, I would
never try to learn origami.

00:02:59.337 --> 00:03:00.996
"I would be terrible at that."

00:03:00.996 --> 00:03:03.174
And it turns out that that reaction

00:03:03.174 --> 00:03:05.110
of wanting to try something

00:03:05.110 --> 00:03:07.020
that you think you might be good at

00:03:07.020 --> 00:03:08.610
and not wanting to try things

00:03:08.610 --> 00:03:10.793
that you don't think
you're going to be good at

00:03:10.793 --> 00:03:14.150
is one of the founding
principles of motivation.

00:03:14.150 --> 00:03:17.340
And over lots and lots
of motivation research,

00:03:17.340 --> 00:03:19.838
we can kind of boil down motivation

00:03:19.838 --> 00:03:24.330
into some pretty simple equations.

00:03:24.330 --> 00:03:28.930
Basically that motivation
is whether you expect

00:03:28.930 --> 00:03:30.740
you can be successful at something

00:03:30.740 --> 00:03:32.970
and how much you value the task.

00:03:32.970 --> 00:03:35.760
And in education research jargon

00:03:35.760 --> 00:03:38.430
they call this expectancy value theory.

00:03:38.430 --> 00:03:40.570
But really it's just
that we like to do things

00:03:40.570 --> 00:03:42.450
when we think we're going
to be successful at them

00:03:42.450 --> 00:03:44.890
and there's some value to doing them.

00:03:44.890 --> 00:03:46.980
And so as I go through the tips

00:03:46.980 --> 00:03:48.400
that we're going to talk about,

00:03:48.400 --> 00:03:50.209
they each kind of come back to this.

00:03:50.209 --> 00:03:53.620
And so, as you're thinking
about your classrooms,

00:03:53.620 --> 00:03:55.690
as you're thinking about different ways

00:03:55.690 --> 00:03:56.710
to motivate students,

00:03:56.710 --> 00:03:59.330
you can think just about
these two simple things.

00:03:59.330 --> 00:04:02.040
How can I help students expect

00:04:02.040 --> 00:04:03.870
that they will be able to do this?

00:04:03.870 --> 00:04:07.190
That if they try this, they
can be successful at it?

00:04:07.190 --> 00:04:10.220
And how do you increase the
value of the task for them?

00:04:10.220 --> 00:04:12.960
And so those are the real pieces

00:04:12.960 --> 00:04:16.439
that we can kind of come back
to for each of these things

00:04:16.439 --> 00:04:18.209
that I'm going to talk about.

00:04:18.209 --> 00:04:21.910
So the first one, and the first idea

00:04:21.910 --> 00:04:25.480
is to set goals together
and monitor progress.

00:04:25.480 --> 00:04:27.630
Because, you know what, it turns
out, nothing makes you feel

00:04:27.630 --> 00:04:29.740
like you'll be successful in the future

00:04:29.740 --> 00:04:32.290
like having been successful in the past.

00:04:32.290 --> 00:04:36.170
And a good way to really mark
whether you're successful

00:04:36.170 --> 00:04:38.040
is by meeting a goal.

00:04:38.040 --> 00:04:40.700
So there's a success piece in here,

00:04:40.700 --> 00:04:44.570
but one of the reasons that
goals can be so powerful

00:04:44.570 --> 00:04:46.810
is because there's also a value piece.

00:04:46.810 --> 00:04:49.180
And that comes in the
setting goals together.

00:04:49.180 --> 00:04:53.550
So if the student has some
input into what the goal is,

00:04:53.550 --> 00:04:56.190
that actually increases
the value of the task,

00:04:56.190 --> 00:04:59.000
it increases their buy-in
to the task as well.

00:04:59.000 --> 00:05:01.590
So it brings success and value.

00:05:01.590 --> 00:05:02.700
So that's pretty powerful

00:05:02.700 --> 00:05:05.550
in that motivation
equation piece of things.

00:05:05.550 --> 00:05:08.740
So thinking about setting
goals is important.

00:05:08.740 --> 00:05:12.783
It's important to think about
the, how big those goals are.

00:05:12.783 --> 00:05:15.439
It turns out even for adults,

00:05:15.439 --> 00:05:20.439
longterm goals are pretty
difficult to keep at,

00:05:20.794 --> 00:05:23.740
to maintain all of that work towards them.

00:05:23.740 --> 00:05:25.470
We want to set short-term goals

00:05:25.470 --> 00:05:27.740
and they can build
towards a longterm goal.

00:05:27.740 --> 00:05:30.860
But even for our high schoolers,
we want a specific goal,

00:05:30.860 --> 00:05:32.460
probably not to be longer than a week

00:05:32.460 --> 00:05:34.280
in terms of what they're going to do.

00:05:34.280 --> 00:05:36.430
And we don't want to
have too many of them.

00:05:36.430 --> 00:05:39.330
So we want to really boil
down to the key things

00:05:39.330 --> 00:05:40.470
that we want to focus on.

00:05:40.470 --> 00:05:41.988
What are those together?

00:05:41.988 --> 00:05:43.490
And then a couple of pieces.

00:05:43.490 --> 00:05:45.510
One is we want to think
about how are we going to see

00:05:45.510 --> 00:05:46.720
if we're on track?

00:05:46.720 --> 00:05:48.520
So how are we going to
monitor our progress?

00:05:48.520 --> 00:05:52.190
Whether that's each day or a
couple of times during the day,

00:05:52.190 --> 00:05:55.680
how are we going to know if
we're on track to meet our goal?

00:05:55.680 --> 00:05:58.420
And that's the funny thing
to think about with goals

00:05:58.420 --> 00:06:01.219
is to give people a plan
when they get stuck.

00:06:01.219 --> 00:06:04.776
So the first time you
get stuck, and you don't,

00:06:04.776 --> 00:06:07.400
and you're not able to
think about, you know,

00:06:07.400 --> 00:06:09.556
I seem like I'm off track on my goal,

00:06:09.556 --> 00:06:11.780
how do you get yourself back on track?

00:06:11.780 --> 00:06:13.810
And actually talking about
a plan for what to do

00:06:13.810 --> 00:06:14.643
when you're stuck,

00:06:14.643 --> 00:06:16.930
particularly when we're
talking about distance learning

00:06:16.930 --> 00:06:19.350
and the students potentially on their own,

00:06:19.350 --> 00:06:21.130
trying to work through some problems,

00:06:21.130 --> 00:06:22.791
what should they do when they get stuck?

00:06:22.791 --> 00:06:26.720
So setting goals together
and monitoring progress,

00:06:26.720 --> 00:06:28.490
that's a good piece.

00:06:28.490 --> 00:06:31.129
So when you think about
that thing you just learned,

00:06:31.129 --> 00:06:33.210
think about what your goal might be.

00:06:33.210 --> 00:06:34.860
I know my goal in the origami

00:06:34.860 --> 00:06:37.570
is to be able to make one of those frogs

00:06:37.570 --> 00:06:39.991
that you can hit the back of and it jumps.

00:06:39.991 --> 00:06:41.900
We'll see if I get there.

00:06:41.900 --> 00:06:43.992
But that's what I'm, that's
what I'm currently working on

00:06:43.992 --> 00:06:45.673
for this week's goal.

00:06:45.673 --> 00:06:48.721
So setting goals, monitoring progress.

00:06:48.721 --> 00:06:53.721
And somewhat related to that
is then celebrating success.

00:06:54.230 --> 00:06:57.927
So this idea of, hey,
you did it, that's great.

00:06:57.927 --> 00:07:02.360
Getting that feeling of
accomplishment is really important.

00:07:02.360 --> 00:07:05.120
But the other thing that
this helps us do is reflect,

00:07:05.120 --> 00:07:07.397
and it can give us a
moment to stop and say,

00:07:07.397 --> 00:07:09.860
"That was awesome, great."

00:07:09.860 --> 00:07:13.930
And also, are there things
that, what did you do?

00:07:13.930 --> 00:07:16.800
Tell me, where did you
start and where are you now?

00:07:16.800 --> 00:07:19.140
And get them to see their own growth.

00:07:19.140 --> 00:07:20.790
That's really motivating to see,

00:07:20.790 --> 00:07:22.900
yeah, I did actually improve on that.

00:07:22.900 --> 00:07:24.440
I did get better.

00:07:24.440 --> 00:07:26.150
And then you can also ask questions like

00:07:26.150 --> 00:07:27.470
what helped you get there?

00:07:27.470 --> 00:07:28.618
What was good?

00:07:28.618 --> 00:07:31.370
And you can reflect on
what didn't go so well.

00:07:31.370 --> 00:07:34.900
What would be even better if
next time you did this thing?

00:07:34.900 --> 00:07:38.360
So building in a little
bit of time to reflect

00:07:38.360 --> 00:07:40.440
pays dividends down the road

00:07:40.440 --> 00:07:44.157
in terms of helping students
feel like they have the tools

00:07:44.157 --> 00:07:47.210
to grow and progress on their own

00:07:47.210 --> 00:07:49.280
and build up their own sense of ownership

00:07:49.280 --> 00:07:50.520
over what they have.

00:07:50.520 --> 00:07:52.550
But again, it comes back
to feeling successful

00:07:52.550 --> 00:07:54.460
and feeling like they can be successful

00:07:54.460 --> 00:07:56.100
at what they're doing.

00:07:56.100 --> 00:07:58.102
So that's the second piece.

00:07:58.102 --> 00:08:02.840
The third piece is thinking
about working collaboratively.

00:08:02.840 --> 00:08:07.440
So people in general, even
those of us who are introverts,

00:08:07.440 --> 00:08:10.330
still like to have a
feeling of belongingness.

00:08:10.330 --> 00:08:13.490
And so if we can work
together on something,

00:08:13.490 --> 00:08:16.090
we can work and each contribute something

00:08:16.090 --> 00:08:19.240
and feeling like I'm
contributing to a piece of this,

00:08:19.240 --> 00:08:22.040
that can actually raise
the value of a task

00:08:22.040 --> 00:08:24.600
because we're working together on it.

00:08:24.600 --> 00:08:28.320
And I know in a lot of
motivation language,

00:08:28.320 --> 00:08:31.370
it's tempting to think about
things like leaderboards

00:08:31.370 --> 00:08:32.550
and we can create a leaderboard

00:08:32.550 --> 00:08:33.383
and kids will be motivated

00:08:33.383 --> 00:08:35.280
to get to the top of the leaderboard.

00:08:35.280 --> 00:08:36.910
It turns out research tells us

00:08:36.910 --> 00:08:41.860
that those competitive kinds
of situations aren't great

00:08:41.860 --> 00:08:44.700
for the kids who are
often at the lower end

00:08:44.700 --> 00:08:46.720
of the achievements spectrum.

00:08:46.720 --> 00:08:50.930
So to be kind of coming in,
you know, in the bottom half

00:08:50.930 --> 00:08:52.489
over and over and over again,

00:08:52.489 --> 00:08:56.550
that does a lot more to kind
of crush students' spirit

00:08:56.550 --> 00:08:59.780
than it does to actually
motivate them to do better.

00:08:59.780 --> 00:09:03.600
So, as you're thinking about
how to set up group activities,

00:09:03.600 --> 00:09:05.170
think about how you can do that

00:09:05.170 --> 00:09:06.940
to encourage peer interaction

00:09:06.940 --> 00:09:09.750
and everyone having a contribution to make

00:09:09.750 --> 00:09:11.570
towards a class goal,

00:09:11.570 --> 00:09:14.193
as opposed to thinking
about individual competition

00:09:14.193 --> 00:09:18.370
between different members of
the class and where that works.

00:09:18.370 --> 00:09:20.650
And again, this raises
the value of the task

00:09:20.650 --> 00:09:22.710
because you're thinking I can move

00:09:22.710 --> 00:09:27.003
and I can collaboratively
get to those spaces.

00:09:28.660 --> 00:09:30.133
All right, fourth tip.

00:09:31.920 --> 00:09:35.370
Emphasize effort leads to success.

00:09:35.370 --> 00:09:38.080
So this is a big piece again

00:09:38.080 --> 00:09:41.920
about thinking whether you
can be successful or not.

00:09:41.920 --> 00:09:46.920
And there's a lot of talk
about thinking about how do we,

00:09:48.055 --> 00:09:51.750
you know, growth mindset has
kind of become a buzzword,

00:09:51.750 --> 00:09:54.290
but it's based on some sound research

00:09:54.290 --> 00:09:57.354
that says that a lot of
students don't believe

00:09:57.354 --> 00:10:00.341
that if they work harder
they can be successful.

00:10:00.341 --> 00:10:03.550
And having them think
about how that happens

00:10:03.550 --> 00:10:07.330
isn't just about, oh, just tell
them they can be successful,

00:10:07.330 --> 00:10:08.950
keep working, good effort.

00:10:08.950 --> 00:10:11.020
Not going to work by itself.

00:10:11.020 --> 00:10:12.290
But what they have found

00:10:12.290 --> 00:10:14.390
is actually teaching students a little bit

00:10:14.390 --> 00:10:16.410
about how your brain works

00:10:16.410 --> 00:10:20.150
and how practice actually does change

00:10:20.150 --> 00:10:23.050
how your brain functions can,

00:10:23.050 --> 00:10:25.490
along with those kinds of messages,

00:10:25.490 --> 00:10:30.020
help students believe that
hard work does lead to success.

00:10:30.020 --> 00:10:32.370
And if you're looking
for a little bit of that,

00:10:33.250 --> 00:10:34.610
a little bit of that information,

00:10:34.610 --> 00:10:38.500
I'm going to give a
little bit of a plug here

00:10:38.500 --> 00:10:41.300
because there's actually on Khan Academy,

00:10:41.300 --> 00:10:44.060
a course called Growth Mindset,

00:10:44.060 --> 00:10:47.200
and there's videos on there
for elementary school students

00:10:47.200 --> 00:10:48.890
and high school students.

00:10:48.890 --> 00:10:52.470
And I'm going to play a
little snippet of a video

00:10:52.470 --> 00:10:53.790
that gets with this idea

00:10:53.790 --> 00:10:56.250
of how does your brain actually grow

00:10:56.250 --> 00:10:58.460
as you're learning new things?

00:10:58.460 --> 00:11:01.740
So this is just a quick
minute of that video tape.

00:11:01.740 --> 00:11:03.320
- [Narrator] When you struggle,

00:11:03.320 --> 00:11:04.710
your neurons are struggling too.

00:11:04.710 --> 00:11:07.460
And that's important because
when neurons struggle,

00:11:07.460 --> 00:11:09.200
they lean on each other.

00:11:09.200 --> 00:11:10.200
They make connections.

00:11:10.200 --> 00:11:12.830
They start to form this
densely connected network

00:11:12.830 --> 00:11:14.130
inside your brain

00:11:14.130 --> 00:11:16.790
allowing little jolts of
electricity to pass down them

00:11:16.790 --> 00:11:18.530
more and more efficiently.

00:11:18.530 --> 00:11:23.040
That's thinking faster, that's
your brain getting smarter.

00:11:23.040 --> 00:11:25.800
That's your brain muscle
getting swole, kid.

00:11:25.800 --> 00:11:28.997
So the next time you say to
yourself, "I can't do this.

00:11:28.997 --> 00:11:30.760
"I'm just too dense."

00:11:30.760 --> 00:11:33.700
Remember that brain
density is your friend.

00:11:33.700 --> 00:11:35.520
In fact, the denser you are

00:11:35.520 --> 00:11:38.610
the more connections between
Nellie and her neuron pals

00:11:38.610 --> 00:11:40.100
that you've got inside your brain,

00:11:40.100 --> 00:11:43.784
the stronger and more powerful
your thinking parts become.

00:11:43.784 --> 00:11:46.060
The more you work
through your frustrations

00:11:46.060 --> 00:11:47.800
with the right learning strategies,

00:11:47.800 --> 00:11:50.620
the more your neurons get
more used to working together,

00:11:50.620 --> 00:11:53.773
the closer you are to
being that much smarter.

00:12:03.700 --> 00:12:04.930
- All right, I'm going to switch back

00:12:04.930 --> 00:12:07.520
to our presentation here.

00:12:07.520 --> 00:12:10.470
So what you saw there is that idea

00:12:10.470 --> 00:12:14.080
of helping students
understand that it is the case

00:12:14.080 --> 00:12:16.520
that as you practice, as you learn more,

00:12:16.520 --> 00:12:18.470
your brain is actually changing

00:12:18.470 --> 00:12:21.010
and that's what then is going to help you

00:12:21.010 --> 00:12:22.500
answer all those questions

00:12:22.500 --> 00:12:24.510
and be able to solve those problems.

00:12:24.510 --> 00:12:27.020
So it's a big piece
that we can think about,

00:12:27.020 --> 00:12:29.230
again, not just kind of praising effort,

00:12:29.230 --> 00:12:30.610
but helping students to understand

00:12:30.610 --> 00:12:34.320
how it really does lead
to them understanding

00:12:34.320 --> 00:12:36.280
and being able to do more things.

00:12:36.280 --> 00:12:39.224
So that's step four, tip four there.

00:12:39.224 --> 00:12:41.210
Let me go to number five.

00:12:41.210 --> 00:12:42.976
So relationships.

00:12:42.976 --> 00:12:46.680
So I talked a little bit about
kind of peer relationships.

00:12:46.680 --> 00:12:49.640
But the other thing
that is really important

00:12:49.640 --> 00:12:52.020
is, of course, your
relationships with students.

00:12:52.020 --> 00:12:54.530
And I'm sure I'm not telling
any of you anything new,

00:12:54.530 --> 00:12:56.090
but in this distance learning world,

00:12:56.090 --> 00:12:58.550
that can be really difficult to form.

00:12:58.550 --> 00:13:02.650
So think about how at the
beginning of this school year,

00:13:02.650 --> 00:13:05.910
you usually start building
relationships with your students.

00:13:05.910 --> 00:13:07.950
And if you're in the chat room

00:13:07.950 --> 00:13:09.820
and want to type a couple things

00:13:09.820 --> 00:13:11.080
that you've tried this year,

00:13:11.080 --> 00:13:14.040
if you are distance or you
have some remote learning,

00:13:14.040 --> 00:13:17.341
how you're trying to build
relationships this year

00:13:17.341 --> 00:13:20.960
in a distance environment
with your students.

00:13:20.960 --> 00:13:23.270
So a couple of things we can do is

00:13:23.270 --> 00:13:25.700
one is definitely think about

00:13:26.640 --> 00:13:29.290
how you are coming to know
your students as people,

00:13:29.290 --> 00:13:32.520
like, what are their, what
are they interested in?

00:13:32.520 --> 00:13:34.460
What are the things that they think about?

00:13:34.460 --> 00:13:36.130
What are the things they worry about?

00:13:36.130 --> 00:13:38.265
What are the things that makes them happy?

00:13:38.265 --> 00:13:41.440
Kind of all of those pieces are important

00:13:41.440 --> 00:13:44.460
as we start to understand
who our students are.

00:13:44.460 --> 00:13:49.290
And as students build
relationships with you,

00:13:49.290 --> 00:13:51.970
they actually will be more willing

00:13:51.970 --> 00:13:54.650
to do the things you're
asking because you're asking

00:13:54.650 --> 00:13:57.580
and they value their
relationship with you.

00:13:57.580 --> 00:14:00.320
So that relationship building pays off

00:14:00.320 --> 00:14:02.490
both in terms of, you know,

00:14:02.490 --> 00:14:05.000
just having good relationships
with your students,

00:14:05.000 --> 00:14:06.600
but also in terms of motivation.

00:14:07.790 --> 00:14:12.080
And I see that this idea that Julia posted

00:14:12.080 --> 00:14:13.990
about being your genuine self,

00:14:13.990 --> 00:14:16.510
and that is part of relationship building

00:14:16.510 --> 00:14:19.000
is sharing a little bit of yourself too,

00:14:19.000 --> 00:14:21.240
being your quirky self,

00:14:21.240 --> 00:14:23.220
or sharing a little bit that's different.

00:14:23.220 --> 00:14:26.000
And all of that is important
to make it a two-way street

00:14:26.000 --> 00:14:28.340
in the relationship of what you're doing.

00:14:28.340 --> 00:14:31.198
So want to emphasize that
that is so important.

00:14:31.198 --> 00:14:33.144
Think about if there's ways

00:14:33.144 --> 00:14:35.600
when you're doing a synchronous call,

00:14:35.600 --> 00:14:37.480
that you don't just jump
right into the content,

00:14:37.480 --> 00:14:39.013
but you have some time

00:14:39.013 --> 00:14:41.130
where you're getting to know your students

00:14:41.130 --> 00:14:42.420
and they're getting to know each other

00:14:42.420 --> 00:14:44.301
to help build those together.

00:14:44.301 --> 00:14:47.993
So lots of things like
I see morning check-ins

00:14:47.993 --> 00:14:52.993
and all of those good ideas
for helping to build those up.

00:14:53.171 --> 00:14:56.363
So that is number five,
build relationships.

00:14:57.220 --> 00:14:59.870
Number six, establish relevance.

00:14:59.870 --> 00:15:01.510
So I know this is like the,

00:15:01.510 --> 00:15:04.230
one of the top 10 most hated questions.

00:15:04.230 --> 00:15:05.862
When am I ever going to use this?

00:15:05.862 --> 00:15:09.428
But it turns out that
the value of the task

00:15:09.428 --> 00:15:13.490
is really related to how
relevant it is to a student.

00:15:13.490 --> 00:15:16.060
And it doesn't mean that
yes, you're going to use

00:15:16.060 --> 00:15:19.240
this specific Pythagorean
theorem in our future,

00:15:19.240 --> 00:15:20.250
in your life,

00:15:20.250 --> 00:15:23.454
but think broadly about
what student's goals are

00:15:23.454 --> 00:15:26.700
and think about how the
things you're learning relate

00:15:26.700 --> 00:15:31.170
to maybe it's outside interests,
maybe it's career goals,

00:15:31.170 --> 00:15:33.510
maybe it's just related to something else

00:15:33.510 --> 00:15:35.254
they want to learn how to do.

00:15:35.254 --> 00:15:38.290
Any way that you can make the
things that they're learning

00:15:38.290 --> 00:15:42.720
relevant to the real world and
applicable in the real world

00:15:42.720 --> 00:15:46.150
increases that value of
the task to students.

00:15:46.150 --> 00:15:50.040
So really important to think
about how they can connect

00:15:50.040 --> 00:15:52.210
what they're learning to their lives.

00:15:52.210 --> 00:15:56.010
So that's an important piece,
and do some thinking about it

00:15:56.010 --> 00:15:58.770
and be explicit about it
when you're starting a lesson

00:15:58.770 --> 00:16:00.950
or you're thinking about
here's the objectives.

00:16:00.950 --> 00:16:02.430
And here's where I make those objectives

00:16:02.430 --> 00:16:03.720
seem like they're going to be relevant

00:16:03.720 --> 00:16:06.445
to what my students care about.

00:16:06.445 --> 00:16:08.652
So that is number six.

00:16:08.652 --> 00:16:10.933
And number seven.

00:16:10.933 --> 00:16:13.555
Let's talk about rewards.

00:16:13.555 --> 00:16:18.555
So rewards are tricky to get
right, but they can work.

00:16:18.701 --> 00:16:22.170
And in, I know as an adult,

00:16:22.170 --> 00:16:24.070
I reward myself when I do things.

00:16:24.070 --> 00:16:26.100
When I have to do a long writing task

00:16:26.100 --> 00:16:28.390
I break it up and give myself, you know,

00:16:28.390 --> 00:16:31.705
a little piece of chocolate
after I finish a little bit.

00:16:31.705 --> 00:16:35.990
Lots of folks do with, you know,
with all kinds of exercise,

00:16:35.990 --> 00:16:39.330
apps, do things where
they reward themselves.

00:16:39.330 --> 00:16:41.560
People who do, you know, personal finance,

00:16:41.560 --> 00:16:44.140
rewards after you save a
certain amount of money.

00:16:44.140 --> 00:16:46.690
All those things work for a reason.

00:16:46.690 --> 00:16:48.130
We do like getting them.

00:16:48.130 --> 00:16:52.420
The key is there's a couple
things in terms of the research

00:16:52.420 --> 00:16:54.630
about how to use rewards wisely.

00:16:54.630 --> 00:16:58.830
So the first is you want to be careful

00:16:58.830 --> 00:17:00.940
because students that are
already doing something

00:17:00.940 --> 00:17:03.280
because it's really interesting to them,

00:17:03.280 --> 00:17:06.280
if you start rewarding
them too much for it,

00:17:06.280 --> 00:17:07.113
they start to think,

00:17:07.113 --> 00:17:08.860
"Oh, I'm just doing this for the reward,"

00:17:08.860 --> 00:17:11.250
instead of doing it because
it's interesting to them.

00:17:11.250 --> 00:17:12.560
So we don't want to like kill

00:17:12.560 --> 00:17:14.980
that intrinsic internal motivation

00:17:14.980 --> 00:17:16.920
by giving external rewards.

00:17:16.920 --> 00:17:19.990
But there's good ways to use rewards

00:17:19.990 --> 00:17:21.400
that actually don't do that.

00:17:21.400 --> 00:17:23.606
So the first is if you have
students that, you know,

00:17:23.606 --> 00:17:27.870
aren't that interested, internal
rewards can be a good way

00:17:27.870 --> 00:17:29.906
to get someone started.

00:17:29.906 --> 00:17:31.770
Or external rewards can be a good way

00:17:31.770 --> 00:17:33.476
to get someone started on something

00:17:33.476 --> 00:17:36.930
so that then they can experience
that feeling of success.

00:17:36.930 --> 00:17:38.540
They can do all of those things

00:17:38.540 --> 00:17:41.997
that then kind of move them
towards more internal rewards.

00:17:41.997 --> 00:17:44.670
The other things that
are helpful with rewards

00:17:44.670 --> 00:17:46.770
is to sometimes make them surprising.

00:17:46.770 --> 00:17:48.540
Like here's a little piece of joy

00:17:48.540 --> 00:17:50.514
for doing thing that you just did.

00:17:50.514 --> 00:17:54.380
So if they're not on a fixed schedule,

00:17:54.380 --> 00:17:56.640
it's more likely that
they'll be effective.

00:17:56.640 --> 00:17:59.810
Something that's surprising
and different for them.

00:17:59.810 --> 00:18:01.730
And the third piece is
don't make them big.

00:18:01.730 --> 00:18:03.220
They can be little things.

00:18:03.220 --> 00:18:06.552
Also think about, you
know, praise as a reward.

00:18:06.552 --> 00:18:09.170
Think about small little
things that someone,

00:18:09.170 --> 00:18:10.760
you know, likes to do.

00:18:10.760 --> 00:18:12.910
And it goes back to
this relationships piece

00:18:12.910 --> 00:18:15.640
about thinking about if
you know your students,

00:18:15.640 --> 00:18:17.820
you know what they care about,

00:18:17.820 --> 00:18:19.494
you can think a little bit more about

00:18:19.494 --> 00:18:21.527
what will be rewarding to them

00:18:21.527 --> 00:18:23.180
and what kinds of things are rewards.

00:18:23.180 --> 00:18:25.880
But again, not big things, little pieces,

00:18:25.880 --> 00:18:27.640
do it sometimes unexpectedly,

00:18:27.640 --> 00:18:31.500
and think about how we can
build those, that together

00:18:31.500 --> 00:18:34.820
so that we start with some
of these external rewards

00:18:34.820 --> 00:18:39.820
to build momentum towards more
internal intrinsic feelings

00:18:39.910 --> 00:18:43.540
of reinforcement for doing
what we want them to do.

00:18:43.540 --> 00:18:46.920
So all of that, all said and done,

00:18:46.920 --> 00:18:50.120
here are the seven things
we just talked about.

00:18:50.120 --> 00:18:53.875
So setting goals and monitoring progress,

00:18:53.875 --> 00:18:56.579
celebrating success,
working collaboratively,

00:18:56.579 --> 00:19:00.030
emphasizing effort leads to success,

00:19:00.030 --> 00:19:02.870
building relationships,
establishing relevance,

00:19:02.870 --> 00:19:04.890
and using rewards wisely.

00:19:04.890 --> 00:19:09.720
So with that, let's open it
up for questions and thoughts.

00:19:09.720 --> 00:19:12.590
Jeremy has got the chat

00:19:12.590 --> 00:19:15.770
and he's going to feed me
in questions or comments

00:19:15.770 --> 00:19:18.730
or thoughts that might be
interesting to talk about.

00:19:18.730 --> 00:19:20.020
- Yeah, thank you so much, Kristen.

00:19:20.020 --> 00:19:21.940
You definitely sparked
a great conversation

00:19:21.940 --> 00:19:23.610
in the chat room.

00:19:23.610 --> 00:19:26.617
If you want to join that,
those links are in the chat.

00:19:26.617 --> 00:19:30.200
Come over to tlk.io/khan.

00:19:30.200 --> 00:19:31.770
You can ask questions right there.

00:19:31.770 --> 00:19:34.256
You can ask questions in the,
go to webinar control panel,

00:19:34.256 --> 00:19:37.580
but you've got a rock star researcher

00:19:37.580 --> 00:19:40.770
and a motivation expert at
your disposal right here.

00:19:40.770 --> 00:19:43.060
So any questions, big or small,

00:19:43.060 --> 00:19:44.710
Kristen is happy to take them on.

00:19:46.130 --> 00:19:46.963
Okay.

00:19:46.963 --> 00:19:48.930
So we're gonna start with
a question from Sage.

00:19:48.930 --> 00:19:50.607
Sage says, "Kristen, we've got some kids

00:19:50.607 --> 00:19:52.757
"who are very hesitant to be on camera,

00:19:52.757 --> 00:19:55.537
"which our administration is
actually requiring this year.

00:19:55.537 --> 00:19:57.557
"Any good tips to help encourage them

00:19:57.557 --> 00:19:59.507
"in this very frightening environment?"

00:20:00.710 --> 00:20:01.820
- So a couple things.

00:20:01.820 --> 00:20:05.850
So first is find out if you can

00:20:05.850 --> 00:20:09.610
try to get a little bit
to the root cause there,

00:20:09.610 --> 00:20:13.130
what is it that they're,
is making them hesitant?

00:20:13.130 --> 00:20:15.610
What is it that they're not sure of?

00:20:15.610 --> 00:20:18.941
So in some cases I've
heard about, you know,

00:20:18.941 --> 00:20:23.760
the issue is being nervous
about showing their background.

00:20:23.760 --> 00:20:25.340
Like if they live someplace

00:20:25.340 --> 00:20:27.680
they're not real excited
to show where they live

00:20:27.680 --> 00:20:29.381
and what that looks like

00:20:29.381 --> 00:20:33.000
and think about, you know,
are there ways to either,

00:20:33.000 --> 00:20:37.220
you know, set up a towel against the wall,

00:20:37.220 --> 00:20:40.210
set up using your, depending
what your software allows,

00:20:40.210 --> 00:20:42.040
some of the virtual backgrounds.

00:20:42.040 --> 00:20:46.930
So, you know, I think a piece
of it is it's that they don't,

00:20:46.930 --> 00:20:48.530
you know, like how they look,

00:20:48.530 --> 00:20:50.140
is it they don't like the background?

00:20:50.140 --> 00:20:53.430
Depending on what that, the root cause is

00:20:53.430 --> 00:20:56.573
is probably going to depend
on how you want to address,

00:20:56.573 --> 00:20:58.730
you know, what the issue is

00:20:58.730 --> 00:21:01.730
and try to encourage them
for do, from doing it.

00:21:01.730 --> 00:21:06.420
It's probably, I would suggest
that it's probably not great

00:21:06.420 --> 00:21:09.240
to do a lot of commenting
on people's videos

00:21:09.240 --> 00:21:10.130
and backgrounds,

00:21:10.130 --> 00:21:12.731
unless they're doing
something explicitly fun

00:21:12.731 --> 00:21:14.800
to bring attention to it,

00:21:14.800 --> 00:21:18.860
because that probably starts
to create a comparison issue

00:21:18.860 --> 00:21:21.560
where, you know, oh, they
have this really fun thing

00:21:21.560 --> 00:21:23.510
in the background and I don't have that,

00:21:23.510 --> 00:21:24.343
those kinds of things.

00:21:24.343 --> 00:21:27.660
So, but with, as with lots of things,

00:21:27.660 --> 00:21:30.080
if you can do anything to get at the root

00:21:30.080 --> 00:21:32.360
of what's kind of going
on there it may be helpful

00:21:32.360 --> 00:21:34.883
to figure out how to
then think of a solution.

00:21:36.060 --> 00:21:38.300
- Yeah, it definitely seems
like spot-on advice, Kristen.

00:21:38.300 --> 00:21:40.470
'Cause it seems like a lot of districts

00:21:40.470 --> 00:21:42.415
are trying to find ways to
keep sessions interactive,

00:21:42.415 --> 00:21:45.720
but also respect students'
privacy and all that.

00:21:45.720 --> 00:21:48.520
And Sage says that's super
relevant in their district.

00:21:48.520 --> 00:21:50.230
So that's awesome.

00:21:50.230 --> 00:21:53.930
Another question came in and
it said, "Any suggestions,"

00:21:53.930 --> 00:21:56.477
this is from Julia, "For
what to do in the moment?

00:21:56.477 --> 00:21:59.081
"So like here you are in
your third hour of Zoom,

00:21:59.081 --> 00:22:01.088
"the student is starting to hit a wall.

00:22:01.088 --> 00:22:03.467
"How do you bring that
extra oomph of motivation

00:22:03.467 --> 00:22:04.717
"right when you need it?"

00:22:05.710 --> 00:22:06.590
- Yeah.

00:22:06.590 --> 00:22:08.963
So I will suggest a little pre-planning.

00:22:10.540 --> 00:22:12.750
Some of the things I know for those of us

00:22:12.750 --> 00:22:17.750
that are on Zoom lots during the day,

00:22:19.230 --> 00:22:21.663
I'm on Zoom calls, you know, all the time,

00:22:23.480 --> 00:22:25.170
it helps just to stand up,

00:22:25.170 --> 00:22:28.470
like stand up and shake
and get the wiggles out.

00:22:28.470 --> 00:22:30.170
There's a lot for, you know,

00:22:30.170 --> 00:22:32.680
just staring at that screen is difficult.

00:22:32.680 --> 00:22:36.640
So I would definitely
suggest that, you know,

00:22:36.640 --> 00:22:37.987
let's all take a break.

00:22:37.987 --> 00:22:40.370
Let's everybody stand up.

00:22:40.370 --> 00:22:42.910
You can even, you know, lead
a couple of those stretches,

00:22:42.910 --> 00:22:45.570
do some arm circles, do some toe touches,

00:22:45.570 --> 00:22:50.000
you know, get things going
and just take a quick break.

00:22:50.000 --> 00:22:52.880
And honestly, as we're
talking about screens,

00:22:52.880 --> 00:22:55.388
the recommendations from the eye doctors

00:22:55.388 --> 00:22:58.627
are that for every 20 minutes
you're staring at a screen,

00:22:58.627 --> 00:23:00.920
you take a 20-second break

00:23:00.920 --> 00:23:02.460
and look at something 20 feet away.

00:23:02.460 --> 00:23:04.343
So it's the 20-20-20 rule.

00:23:04.343 --> 00:23:06.470
So that can be helpful too,

00:23:06.470 --> 00:23:09.172
just giving your brain
a chance to check out.

00:23:09.172 --> 00:23:13.200
And then the third thing
that I will recommend

00:23:13.200 --> 00:23:15.750
is we actually at, again, Khan Academy,

00:23:15.750 --> 00:23:17.950
and, Jeremy, maybe you
can find the link to these

00:23:17.950 --> 00:23:19.120
and put them in the chat.

00:23:19.120 --> 00:23:24.120
We actually have a little
piece of section of cards

00:23:24.440 --> 00:23:26.220
that we call refresh.

00:23:26.220 --> 00:23:30.410
And the refresh cards are
just simple little questions

00:23:30.410 --> 00:23:31.760
that you can have students do.

00:23:31.760 --> 00:23:32.593
Thanks.

00:23:32.593 --> 00:23:34.010
Jeremy's put those in the chat.

00:23:34.010 --> 00:23:39.010
That just ask students questions
like if 2020 were a food,

00:23:39.180 --> 00:23:40.300
what would it be?

00:23:40.300 --> 00:23:42.410
Or, you know, draw a picture of yourself

00:23:42.410 --> 00:23:43.970
in some crazy environment.

00:23:43.970 --> 00:23:46.480
So all kinds of different things

00:23:46.480 --> 00:23:49.830
that can be just again, a
good break for the brain,

00:23:49.830 --> 00:23:51.050
doing something else,

00:23:51.050 --> 00:23:52.963
doing something a little bit different.

00:23:54.930 --> 00:23:55.800
- Cool.

00:23:55.800 --> 00:23:58.340
And we'd actually asked
that same question.

00:23:58.340 --> 00:24:00.500
What would 2020 look like in food form

00:24:00.500 --> 00:24:01.980
in one of our webinars a few weeks back,

00:24:01.980 --> 00:24:04.032
and I would say teachers
are very creative.

00:24:04.032 --> 00:24:06.640
Some people said it looked like haggis.

00:24:06.640 --> 00:24:08.920
It looked like spoiled potato salad.

00:24:08.920 --> 00:24:11.160
So definitely a good way to get teachers

00:24:11.160 --> 00:24:13.780
and students alike feeling motivated.

00:24:13.780 --> 00:24:14.613
Okay.

00:24:14.613 --> 00:24:17.170
Another quick question
comes in here from Denise.

00:24:17.170 --> 00:24:19.247
And Denise says, "One
of the hardest things

00:24:19.247 --> 00:24:21.287
"with distance learning is collaboration.

00:24:21.287 --> 00:24:23.787
"Now I used to break my
students up into groups

00:24:23.787 --> 00:24:24.687
"and have them work together.

00:24:24.687 --> 00:24:26.967
"And that was awesome
for building connections

00:24:26.967 --> 00:24:29.027
"and also accelerating learning.

00:24:29.027 --> 00:24:31.027
"How do we do that in this environment?"

00:24:32.453 --> 00:24:34.930
- So this is going to depend on software

00:24:34.930 --> 00:24:36.070
and school policies.

00:24:36.070 --> 00:24:39.590
'Cause just glancing over at
the chat I see Denise saying

00:24:39.590 --> 00:24:42.393
her school doesn't allow
unsupervised Google Meet.

00:24:43.838 --> 00:24:45.993
So that makes things a lot more difficult.

00:24:47.420 --> 00:24:49.250
So I'll give you the ideal answer

00:24:49.250 --> 00:24:50.640
and then I'll do some other pieces.

00:24:50.640 --> 00:24:54.610
So lots of software, like Zoom,
actually has breakout rooms,

00:24:54.610 --> 00:24:57.744
and you can assign students
to groups of three or four

00:24:57.744 --> 00:24:59.650
and have them, they get together.

00:24:59.650 --> 00:25:02.110
And you can actually
drop in, as the teacher,

00:25:02.110 --> 00:25:05.050
to the different rooms at various times

00:25:05.050 --> 00:25:07.750
and see how they're doing
and where those are.

00:25:07.750 --> 00:25:09.960
So that's kind of an ideal situation.

00:25:09.960 --> 00:25:12.149
But again, know lots of you are,

00:25:12.149 --> 00:25:14.240
there's issues with Zoom,

00:25:14.240 --> 00:25:16.260
there's issues with district policies,

00:25:16.260 --> 00:25:19.030
and there's issues with
how to make that work.

00:25:19.030 --> 00:25:23.230
So the, if you were thinking
about where those are,

00:25:23.230 --> 00:25:25.830
if you don't have access to
that, here's some other ideas.

00:25:25.830 --> 00:25:29.410
One is is there any software

00:25:29.410 --> 00:25:32.190
where they're not looking
at each other and not,

00:25:32.190 --> 00:25:33.647
you know, not using video,

00:25:33.647 --> 00:25:35.790
but are collaborating on a document?

00:25:35.790 --> 00:25:39.800
So Google Docs is an example
of that, where, you know,

00:25:39.800 --> 00:25:42.359
they're actually in the
document writing and solving,

00:25:42.359 --> 00:25:44.490
you know, potentially writing together,

00:25:44.490 --> 00:25:47.670
everyone's writing a section or, you know,

00:25:47.670 --> 00:25:50.099
putting a section together
and working together on it

00:25:50.099 --> 00:25:53.210
and they can talk to each other in the,

00:25:53.210 --> 00:25:56.940
potentially the chat, you
know, piece of the Google Docs

00:25:56.940 --> 00:25:59.120
to coordinate back and forth at that work.

00:25:59.120 --> 00:26:01.680
So there's one thought of, you know,

00:26:01.680 --> 00:26:04.810
kind of how to get people
working together on things.

00:26:04.810 --> 00:26:09.210
There's the idea of having
just a small group together

00:26:09.210 --> 00:26:12.520
with you, but that puts
huge demands on your time

00:26:12.520 --> 00:26:13.640
to be able to do that.

00:26:13.640 --> 00:26:15.280
But it might be it depending again

00:26:15.280 --> 00:26:16.640
on your district policies,

00:26:16.640 --> 00:26:19.450
instead of doing two hours
with the whole class,

00:26:19.450 --> 00:26:22.890
would it be worth breaking them
into, you know, five groups

00:26:22.890 --> 00:26:26.360
and doing four sessions
over that two hours instead?

00:26:26.360 --> 00:26:28.053
Again, district policies, I know.

00:26:29.960 --> 00:26:33.270
So think about what are the solutions

00:26:33.270 --> 00:26:34.340
that you might be able to have

00:26:34.340 --> 00:26:36.400
to get around those kinds of things.

00:26:36.400 --> 00:26:41.130
Being able to give all of the
students a problem, again,

00:26:41.130 --> 00:26:45.250
to work on together in some,
you know, Google document,

00:26:45.250 --> 00:26:47.222
something like that, and
then coming back as a whole

00:26:47.222 --> 00:26:49.380
and sharing the different solutions

00:26:49.380 --> 00:26:50.624
from the different groups.

00:26:50.624 --> 00:26:53.671
All kinds of different
pieces to think about.

00:26:53.671 --> 00:26:57.050
But it's going to depend a
lot on what software you have

00:26:57.050 --> 00:26:59.470
and what kind of constraints you're in

00:26:59.470 --> 00:27:01.670
with what your district can do.

00:27:01.670 --> 00:27:03.994
If worse comes to worst,
think about your whole group.

00:27:03.994 --> 00:27:08.640
And you're, you know,
you're trying to encourage

00:27:08.640 --> 00:27:10.938
at least collaboration among peers

00:27:10.938 --> 00:27:15.473
when you're all together
in a whole group setting.

00:27:16.880 --> 00:27:18.140
- Yeah, so hard to do right now,

00:27:18.140 --> 00:27:20.020
but it looks like Tammy and Dusty and Mary

00:27:20.020 --> 00:27:23.790
have had some good ideas,
Nearpod, Padlet, Jamboard, Kami.

00:27:23.790 --> 00:27:25.157
So definitely explore those.

00:27:25.157 --> 00:27:28.997
Larissa has a really
interesting question which is,

00:27:28.997 --> 00:27:31.144
"Kristin, do you have any
really practical how-to tools

00:27:31.144 --> 00:27:33.337
"to help kids set goals

00:27:33.337 --> 00:27:35.119
"and then monitor those on a weekly basis?

00:27:35.119 --> 00:27:37.174
"I've always wanted to
do this with my kids,

00:27:37.174 --> 00:27:39.327
"but I've never found a
practical way to do it.

00:27:39.327 --> 00:27:40.977
"And it always seems so time consuming,

00:27:40.977 --> 00:27:42.937
"like so much followup is involved.

00:27:42.937 --> 00:27:45.287
"How do I practically
get this off the ground?"

00:27:46.550 --> 00:27:50.440
- And I'm sorry, I missed
the, to help kids do what?

00:27:50.440 --> 00:27:52.540
- Oh, I'm sorry to actually
help them set goals.

00:27:52.540 --> 00:27:53.597
So going back to one of
your very first points.

00:27:53.597 --> 00:27:55.010
- To set goals, oh, okay.

00:27:55.010 --> 00:27:57.930
- Seems like a great idea in
theory, but how do you execute?

00:27:57.930 --> 00:27:58.950
- Yes.

00:27:58.950 --> 00:28:01.470
So in thinking about goal setting,

00:28:01.470 --> 00:28:05.270
one of the simple things to do is to,

00:28:05.270 --> 00:28:09.310
and you can find these, you
know, all over the Internet,

00:28:09.310 --> 00:28:10.900
but just to create a little template

00:28:10.900 --> 00:28:15.900
that says, what do you want to
accomplish in math this week?

00:28:18.360 --> 00:28:19.950
How will you do that?

00:28:19.950 --> 00:28:22.070
It helps them think about their plan.

00:28:22.070 --> 00:28:24.380
What will you do if you get stuck?

00:28:24.380 --> 00:28:26.870
And how will you know if you're on track?

00:28:26.870 --> 00:28:31.470
And like just kind of giving
them a simple, you know,

00:28:31.470 --> 00:28:33.230
four questions that they can answer

00:28:33.230 --> 00:28:34.900
that kind of gets at
those important things

00:28:34.900 --> 00:28:37.590
about goal setting that
they can work through.

00:28:37.590 --> 00:28:41.100
And if you can have an
individual conversation

00:28:41.100 --> 00:28:42.790
with one of them, that's great.

00:28:42.790 --> 00:28:44.865
And think about what that's doing.

00:28:44.865 --> 00:28:49.018
You can in that first
setting suggest some goals.

00:28:49.018 --> 00:28:52.540
So, hey, we want to think
about a reading goal

00:28:52.540 --> 00:28:54.930
and we want it to, you know,
how much you're going to read

00:28:54.930 --> 00:28:55.940
and what that looks like.

00:28:55.940 --> 00:28:58.790
And so how, what do you think we should do

00:28:58.790 --> 00:28:59.770
and what that looks like?

00:28:59.770 --> 00:29:02.920
So all of those pieces I
think could potentially be,

00:29:02.920 --> 00:29:04.740
you know, either collaborative,

00:29:04.740 --> 00:29:06.330
you can provide a little bit of guidance

00:29:06.330 --> 00:29:08.090
for each of those questions.

00:29:08.090 --> 00:29:12.060
But a really simple
template is the best thing

00:29:12.060 --> 00:29:12.893
that I've seen.

00:29:12.893 --> 00:29:15.290
And there's lots of examples
kind of around the web

00:29:15.290 --> 00:29:18.383
of those kinds of just easy
goal-setting templates.

00:29:20.440 --> 00:29:23.100
- Great, so I think we're
at the bottom of the hour.

00:29:23.100 --> 00:29:24.870
I know it's getting a little
late on the East Coast,

00:29:24.870 --> 00:29:28.200
especially during those first
few important weeks of school,

00:29:28.200 --> 00:29:29.740
but I want to thank you so much, Kristen,

00:29:29.740 --> 00:29:32.010
for sharing your expertise
and wisdom tonight.

00:29:32.010 --> 00:29:34.710
Thank you also to all the
awesome educators out there

00:29:34.710 --> 00:29:36.700
across the country for joining

00:29:36.700 --> 00:29:38.210
and then sharing your own expertise.

00:29:38.210 --> 00:29:40.490
This has been a super good demonstration

00:29:40.490 --> 00:29:42.500
of learning through collaboration.

00:29:42.500 --> 00:29:45.256
So wish you all tremendous success

00:29:45.256 --> 00:29:47.130
with the rest of the school year.

00:29:47.130 --> 00:29:49.060
And, Kristen, as we end
any final words of wisdom,

00:29:49.060 --> 00:29:52.530
any sort of things you want
educators to be thinking about

00:29:52.530 --> 00:29:54.940
as they head into a tough school year?

00:29:54.940 --> 00:29:58.421
- I just want to first say
thank you again to all of you

00:29:58.421 --> 00:30:01.890
and that you are probably
each other's best resource,

00:30:01.890 --> 00:30:05.070
so collaborate with each other
and reach out to each other.

00:30:05.070 --> 00:30:06.837
And we're here to help as we can.

00:30:06.837 --> 00:30:07.700
- Wonderful.

00:30:07.700 --> 00:30:09.010
Well, with that being said,

00:30:09.010 --> 00:30:10.290
here's wishing you all a great evening,

00:30:10.290 --> 00:30:11.850
a great start to the school year

00:30:11.850 --> 00:30:13.800
and tremendous success on the road ahead.

00:30:13.800 --> 00:30:14.633
Cheers, all.


Modeling with multiple variables: Ice cream

WEBVTT
Kind: captions
Language: en

00:00:00.600 --> 00:00:02.210
- [Instructor] We're told that Ben's home

00:00:02.210 --> 00:00:05.540
is x kilometers from an ice cream shop.

00:00:05.540 --> 00:00:10.230
Jerry's home is y kilometers
from the same shop.

00:00:10.230 --> 00:00:12.900
Then it tells us they each left
their home at the same time

00:00:12.900 --> 00:00:16.700
and met at the ice cream
shop at the same time.

00:00:16.700 --> 00:00:20.460
Ben walked an average speed,
let me do this in a new color,

00:00:20.460 --> 00:00:23.040
average speed of five kilometers per hour.

00:00:23.040 --> 00:00:27.110
And Jerry rode his bicycle
at an average speed

00:00:27.110 --> 00:00:29.220
of v kilometers per hour.

00:00:29.220 --> 00:00:32.310
Write an equation that
relates x, y, and v.

00:00:32.310 --> 00:00:34.443
Pause this video and
see if you can do that.

00:00:35.560 --> 00:00:38.240
All right, so let's just remind ourselves

00:00:38.240 --> 00:00:41.760
how distance, speed, and time are related.

00:00:41.760 --> 00:00:43.770
You might be familiar with things like

00:00:43.770 --> 00:00:46.630
distance is equal to rate times time,

00:00:46.630 --> 00:00:47.990
or another way you could think about it is

00:00:47.990 --> 00:00:49.390
you could write the distance

00:00:50.480 --> 00:00:55.183
is equal to speed times time.

00:00:56.200 --> 00:00:58.650
Or if you wanna solve for time,

00:00:58.650 --> 00:01:00.960
you can divide both sides by speed.

00:01:00.960 --> 00:01:05.640
So you could get distance over speed,

00:01:05.640 --> 00:01:09.133
over speed, is equal to time.

00:01:10.090 --> 00:01:11.970
Now the reason why I set it up this way

00:01:11.970 --> 00:01:13.970
is that we know that Ben's time

00:01:13.970 --> 00:01:16.000
and Jerry's time is the same.

00:01:16.000 --> 00:01:18.480
They covered maybe different distances

00:01:18.480 --> 00:01:21.380
at maybe different
speeds, but it took them

00:01:21.380 --> 00:01:23.890
the exact same amount of time.

00:01:23.890 --> 00:01:26.670
So Ben's distance divided by Ben's speed

00:01:26.670 --> 00:01:29.060
should be the same as Jerry's distance

00:01:29.060 --> 00:01:30.640
divided by Jerry's speed.

00:01:30.640 --> 00:01:32.290
So let me write that down.

00:01:32.290 --> 00:01:36.903
So Ben's distance, Ben's distance,

00:01:38.440 --> 00:01:41.483
divided by Ben's speed,

00:01:42.370 --> 00:01:44.070
and let me write it in this color,

00:01:46.920 --> 00:01:49.843
Ben's speed should be equal to

00:01:51.910 --> 00:01:56.023
Jerry's distance, Jerry's distance,

00:01:59.180 --> 00:02:01.883
divided by Jerry's speed,

00:02:03.070 --> 00:02:06.663
Jerry's speed.

00:02:07.940 --> 00:02:09.490
Now which of these do we know

00:02:09.490 --> 00:02:11.560
or do we already have variables to find?

00:02:11.560 --> 00:02:13.910
Well we know that Ben's
distance from the ice cream shop

00:02:13.910 --> 00:02:16.740
is x, so this is represented by x.

00:02:16.740 --> 00:02:18.910
We know that Jerry's distance
from the ice cream shop

00:02:18.910 --> 00:02:21.770
is represented by y, so this is y.

00:02:21.770 --> 00:02:25.940
we know that Ben's speed is
five kilometers per hour.

00:02:25.940 --> 00:02:28.030
So we're assuming everything
is in kilometers per hour.

00:02:28.030 --> 00:02:29.890
So this would be five.

00:02:29.890 --> 00:02:33.560
And then Jerry's speed
is v kilometers per hour.

00:02:33.560 --> 00:02:36.490
So this is v right over there.

00:02:36.490 --> 00:02:39.430
And so we could rewrite all of this as

00:02:39.430 --> 00:02:41.400
x over five

00:02:42.640 --> 00:02:47.390
is equal to y over v.

00:02:48.680 --> 00:02:50.730
And once again, the
way that I set this up,

00:02:50.730 --> 00:02:53.150
the left side is the
amount of time Ben takes

00:02:53.150 --> 00:02:54.570
to get to the ice cream shop.

00:02:54.570 --> 00:02:56.180
This is, on the right hand side,

00:02:56.180 --> 00:02:57.430
this is the amount of time Jerry takes

00:02:57.430 --> 00:02:58.970
to get to the ice cream shop.

00:02:58.970 --> 00:03:01.830
And they tell us it's
the same amount of time.

00:03:01.830 --> 00:03:02.663
So there you have it.

00:03:02.663 --> 00:03:05.400
We have an equation that
relates x, y, and v.

00:03:05.400 --> 00:03:07.240
And they gave us the five.

00:03:07.240 --> 00:03:09.820
Now it's completely possible
that instead of the five,

00:03:09.820 --> 00:03:10.990
they gave us something else

00:03:10.990 --> 00:03:12.780
and Ben's speed was the variable.

00:03:12.780 --> 00:03:15.260
If they did that, then we
would have a different given

00:03:15.260 --> 00:03:16.320
and maybe a different variable,

00:03:16.320 --> 00:03:19.380
but the structure of our
equation would be the same,

00:03:19.380 --> 00:03:22.040
that Ben's distance divided by Ben speed's

00:03:22.040 --> 00:03:24.540
would need to be equal to Jerry's distance

00:03:24.540 --> 00:03:26.283
divided by Jerry's speed.


Modeling with multiple variables: Taco stand

WEBVTT
Kind: captions
Language: en

00:00:00.420 --> 00:00:02.220
- [Instructor] We're
told a certain taco stand

00:00:02.220 --> 00:00:06.940
sells t tacos per day
for a net profit of $300.

00:00:06.940 --> 00:00:09.660
Each taco costs c dollars to make,

00:00:09.660 --> 00:00:12.160
and is sold for p dollars.

00:00:12.160 --> 00:00:15.510
Write an equation that
relates t, c, and p.

00:00:15.510 --> 00:00:18.310
So pause this video and
see if you can do that.

00:00:18.310 --> 00:00:20.870
All right, now let's work this together.

00:00:20.870 --> 00:00:24.120
So let's just remind ourselves
what's going on here.

00:00:24.120 --> 00:00:27.860
So we have the number of
tacos sold per day is t,

00:00:27.860 --> 00:00:32.860
so t = number of tacos sold per day.

00:00:37.370 --> 00:00:41.460
They tell us the net profit of $300,

00:00:41.460 --> 00:00:46.023
so we could say 300 = net profit.

00:00:47.050 --> 00:00:52.050
They tell us that each taco
costs c dollars to make,

00:00:53.220 --> 00:00:58.130
so c = cost per taco.

00:00:59.330 --> 00:01:04.330
And then p is what each taco is sold for,

00:01:04.450 --> 00:01:06.470
right over there, is sold for p dollars,

00:01:06.470 --> 00:01:11.470
so p = the price per taco.

00:01:12.010 --> 00:01:14.770
So how do we figure out what
the net profit is going to be?

00:01:14.770 --> 00:01:16.250
Well, we can write it this way.

00:01:16.250 --> 00:01:20.920
Net profit is going to be equal to

00:01:20.920 --> 00:01:23.790
the total amount of
money that you bring in

00:01:23.790 --> 00:01:26.680
minus the total amount of
money that you have to spend.

00:01:26.680 --> 00:01:28.920
So what is going to be the
total amount that you bring in?

00:01:28.920 --> 00:01:32.800
Well it's gonna be the
amount you sell times...

00:01:32.800 --> 00:01:34.970
Well it's gonna be the
number of tacos you sell

00:01:34.970 --> 00:01:37.160
times the price per taco.

00:01:37.160 --> 00:01:41.920
So t X p, this is how much
money you're bringing in,

00:01:41.920 --> 00:01:45.010
but of course you have to
also subtract out your costs.

00:01:45.010 --> 00:01:47.160
Well, what's going to be your cost?

00:01:47.160 --> 00:01:48.680
It's going to be the number of tacos

00:01:48.680 --> 00:01:50.870
times the cost per taco.

00:01:50.870 --> 00:01:52.500
That's how much we're going to spend.

00:01:52.500 --> 00:01:57.500
So the number of tacos
times the cost per taco.

00:01:58.770 --> 00:02:00.960
Now here I've written
everything as variables.

00:02:00.960 --> 00:02:02.610
Well, I wrote net profit out,

00:02:02.610 --> 00:02:04.920
but they told us that net
profit is equal to 300.

00:02:04.920 --> 00:02:06.490
So I could write it like this.

00:02:06.490 --> 00:02:11.490
300 = t X p, I'll do it
with those same colors,

00:02:12.328 --> 00:02:13.245
tp - tc.

00:02:20.600 --> 00:02:22.040
Now, it's completely possible

00:02:22.040 --> 00:02:25.530
that they didn't give us
net profit as $300 per day,

00:02:25.530 --> 00:02:27.600
and instead they said that
is one of the variables,

00:02:27.600 --> 00:02:29.970
and they gave one of the other variables,

00:02:29.970 --> 00:02:30.970
and that would have been okay,

00:02:30.970 --> 00:02:32.740
we could have used the same logic.

00:02:32.740 --> 00:02:34.500
Whatever they didn't give
us we could've set up

00:02:34.500 --> 00:02:36.320
as a variable of whatever
they did give us,

00:02:36.320 --> 00:02:37.880
maybe they gave us the price per taco,

00:02:37.880 --> 00:02:40.460
we could've put that as a given number.

00:02:40.460 --> 00:02:42.170
Now, I know what some
of y'all are thinking.

00:02:42.170 --> 00:02:44.410
You didn't get exactly this.

00:02:44.410 --> 00:02:46.360
You might've thought
about it the other way.

00:02:46.360 --> 00:02:47.870
You might've thought about it as

00:02:47.870 --> 00:02:50.670
the profit is going to be equal to

00:02:50.670 --> 00:02:55.140
the number of tacos times
the profit per taco.

00:02:55.140 --> 00:02:57.360
And what's going to be
the profit per taco?

00:02:57.360 --> 00:03:01.400
Well, that's going to be how
much each taco is sold for

00:03:01.400 --> 00:03:04.340
minus how much each taco costs.

00:03:04.340 --> 00:03:06.780
And this also would have
been completely credible.

00:03:06.780 --> 00:03:07.810
And if you look at these two,

00:03:07.810 --> 00:03:10.280
they're actually algebraically equivalent.

00:03:10.280 --> 00:03:12.210
If you factor out t here,

00:03:12.210 --> 00:03:14.873
you get this expression on the right.


Khan Academy Needs Your Help This Back to School

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00:00:00.510 --> 00:00:03.340
- Hi, everyone, Sal Khan
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Powers of zero

WEBVTT
Kind: captions
Language: en

00:00:00.200 --> 00:00:01.033
- [Instructor] In this video,

00:00:01.033 --> 00:00:05.500
we're going to talk about powers of zero.

00:00:05.500 --> 00:00:07.050
And just as a little bit of a reminder,

00:00:07.050 --> 00:00:09.150
let's start with a nonzero number,

00:00:09.150 --> 00:00:13.550
just to remind ourselves what
exponentiation is all about.

00:00:13.550 --> 00:00:17.910
So if I were to take
two to the first power,

00:00:17.910 --> 00:00:21.090
one way to think about this
is we always start with a one,

00:00:21.090 --> 00:00:23.750
and then we multiply this base

00:00:23.750 --> 00:00:25.890
that many times times that one.

00:00:25.890 --> 00:00:27.950
So here, we're only gonna have one two,

00:00:27.950 --> 00:00:30.200
so it's gonna be one times two,

00:00:30.200 --> 00:00:32.350
which is, of course, equal to two.

00:00:32.350 --> 00:00:35.840
If I were to say what is
two to the second power?

00:00:35.840 --> 00:00:40.530
Well, that's going to
be equal to one times,

00:00:40.530 --> 00:00:42.740
and now I'm gonna have two twos,

00:00:42.740 --> 00:00:47.190
so times two times two,
which is equal to four.

00:00:47.190 --> 00:00:49.770
And you could keep going like that.

00:00:49.770 --> 00:00:52.030
Now, the reason why I have this one here,

00:00:52.030 --> 00:00:54.710
and we've done this before, is to justify,

00:00:54.710 --> 00:00:57.550
and there's many other
good reasons why two

00:00:57.550 --> 00:01:00.330
to the zero power should be equal to one.

00:01:00.330 --> 00:01:02.810
But you could see, if we use
the same exact idea here,

00:01:02.810 --> 00:01:04.300
you start with a one,

00:01:04.300 --> 00:01:07.870
and then you multiply
it by two zero times.

00:01:07.870 --> 00:01:11.320
Well, that's just going
to end up with a one.

00:01:11.320 --> 00:01:13.830
So, so far I've told you this
video's about powers of zero,

00:01:13.830 --> 00:01:15.470
but I've been doing powers of two.

00:01:15.470 --> 00:01:17.870
So let's focus on zero now.

00:01:17.870 --> 00:01:21.830
So what do you think zero to
the first power is going to be?

00:01:21.830 --> 00:01:24.080
Pause this video, and
try to figure that out.

00:01:24.980 --> 00:01:26.810
Well, you do the exact same idea.

00:01:26.810 --> 00:01:31.700
You start with a one, and then
multiply it by zero one time.

00:01:31.700 --> 00:01:33.770
So times zero,

00:01:33.770 --> 00:01:36.200
and this is going to be equal to zero.

00:01:36.200 --> 00:01:38.250
What do you think zero to the second power

00:01:38.250 --> 00:01:39.860
is going to be equal to?

00:01:39.860 --> 00:01:41.760
Pause this video and think about that.

00:01:42.850 --> 00:01:46.350
Well, it's going to be
one times zero twice,

00:01:46.350 --> 00:01:50.370
so times zero times zero.

00:01:50.370 --> 00:01:52.130
And I think you see where this is going.

00:01:52.130 --> 00:01:55.200
This is also going to be equal to zero.

00:01:55.200 --> 00:01:57.550
What do you think zero

00:01:58.490 --> 00:02:02.807
to some arbitrary positive integer

00:02:05.840 --> 00:02:07.393
is going to be?

00:02:08.520 --> 00:02:11.650
Well, it's going to be
equal to one times zero

00:02:11.650 --> 00:02:14.320
that positive integer number of times.

00:02:14.320 --> 00:02:17.670
So once again, it's going
to be equal to zero.

00:02:17.670 --> 00:02:19.380
And in general, you can extend that.

00:02:19.380 --> 00:02:22.930
Zero to any positive value exponent

00:02:22.930 --> 00:02:25.130
is going to give you zero.

00:02:25.130 --> 00:02:27.490
So that's pretty straightforward.

00:02:27.490 --> 00:02:29.870
But there is an
interesting edge case here.

00:02:29.870 --> 00:02:33.840
What do you think zero to
the zeroth power should be?

00:02:33.840 --> 00:02:35.993
Pause this video and think about that.

00:02:38.100 --> 00:02:40.150
Well, this is actually contested.

00:02:40.150 --> 00:02:42.660
Different people will
tell you different things.

00:02:42.660 --> 00:02:46.370
If you use the intuition
behind exponentiation

00:02:46.370 --> 00:02:48.270
that we've been using in this video,

00:02:48.270 --> 00:02:51.880
you would say, all right,
I would start with a one

00:02:51.880 --> 00:02:54.860
and then multiply it by zero zero times.

00:02:54.860 --> 00:02:57.360
Or in other words, I just
wouldn't multiply it by zero,

00:02:57.360 --> 00:03:00.578
in which case I'm just left with the one,

00:03:00.578 --> 00:03:03.660
the zero to the zeroth power
should be equal to one.

00:03:03.660 --> 00:03:05.420
Other folks would say, "Hey, no,

00:03:05.420 --> 00:03:07.550
I'm with the zero and
that's the zeroth power,

00:03:07.550 --> 00:03:08.800
maybe it should be a zero."

00:03:08.800 --> 00:03:11.140
And that's why a lot of
folks leave it undefined.

00:03:11.140 --> 00:03:12.410
Most of the time,

00:03:12.410 --> 00:03:14.650
you're going to see zero
to the zeroth power,

00:03:14.650 --> 00:03:19.650
either being undefined or
that it is equal to one.