Remote Learning Best Practices from a Cyber School Teacher

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- Hi everyone, this is Jeremy
Schifeling at Khan Academy.

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Happy Monday, I hope you
had a restful weekend

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or at least as restful as we can get

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under these circumstances.

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I wanna thank you for
joining us early this week

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for a great conversation with Mark Laser

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who's bringing expertise, not only as

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a Khan Academy Ambassador, so
someone who's used the site

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really deeply in his own school,

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but also as someone who's been
using it in a cyber school

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environment for years now.

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And so really can speak
to the new world order

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that we've all found ourselves in

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where we're trying to teach
across the great divide

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and reach our students wherever they are.

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So Mark, thank you so
much for joining us today,

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and as folks have probably
gathered from previous sessions,

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we're going to do a
little bit of an interview

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just to get started, and then we're gonna

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turn it over to the audience
for some live questions

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to finish up.

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But before we get there,
I would love to know more

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about your background as an educator,

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and specifically with Khan Academy.

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- Sure, happy to share
that, and thanks Jeremy.

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I just wanted to say to
everybody that's participating,

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we're all in this together,
and if there's anything

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we can do to help each other get through

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the current situation we're
in, reach out to each other

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and we'll do that.

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I think Jeremy mentioned
there's about 500 people online

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now so I guess we' can't
introduce ourselves now.

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But yeah, thanks Jeremy I'm
glad to be part of this.

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- Hey Mark, there is
one thing that we can do

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real quick if you're curious.

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- Sure.
- Would you rather know

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what grade level folks teach
or what subjects they teach?

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Or I can ask both if you're curious.

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- Yeah, I think both
would be very interesting.

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For sure.
- So let's do

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a very quick poll here.

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So hopefully you're
seeing on the screen now

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the chance to choose your grade level.

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And this will just help Mark
really tailor his comments

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to the specific challenges
you may be facing.

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So go ahead and fill out that.

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If anyone is having audio issues,

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you're probably not hearing this,

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but there is a message in
the chat that will give you

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a number to dial in.

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And I will repaste that for your benefit.

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Okay, so thank you everyone for filling

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that out so quickly.

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We'll go ahead and close that poll.

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We now have 640 people
online, which is amazing.

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82% of you voted within
10 seconds, awesome.

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We're gonna show those results.

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And so what we're seeing right now Mark,

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is that it's 40% elementary, 25% middle,

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26% high, and 9% other.

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- Okay got it.

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- So that's really a nice split,

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but with a little skew towards elementary.

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- Yup.

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- And then we'll do the
same for the subjects,

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we'll go ahead and launch that.

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And again, my apologies for not including

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every possibility here.

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As you are discovering in
your own teaching practice,

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there are definitely limitations
to what technology offers.

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So we are trying to make
do as best as possible.

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But yeah, let us know
what subjects you teach,

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and we will use those to
tailor upcoming content.

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Okay, we'll close this out in a second.

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I have to say, Mark, if
ever there was a recruiting

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ground for future "Jeopardy!" Contestants,

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this would be it, 'cause
people are dinging

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those buzzers quickly.

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(Mark laughs)

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You're at 78% of the
vote, and it's looking

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like 46% are teaching all, not surprising

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for the elementary crowd.

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- Okay, right, sure.

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- A huge chunk teaching
math, and certainly

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that's how Khan Academy got its start.

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And then a smattering
across social studies,

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ELA, science, and others,
but we can speak to those

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as well if time allows.

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So, that being said, I'm sorry to have

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cut you off before Mark, but please

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tell us more about yourself.

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- Oh no problem at all.

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I've been teaching in a cyber environment

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for about 10 years.

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Prior to that I was a strategic
account manager for Corning,

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so worked in the business
world for about 20 years

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and then left when it was time
to start student teaching,

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when I was getting my Master's
in elementary education.

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So got some experience
in the business world

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and some experience in the teaching world,

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but I've specifically been
teaching in a cyber environment

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for about the last 10 years,
so this is our sweet spot.

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There's me!

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(Jeremy laughs)

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So yeah, if you just wanna
flip to the next slide,

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I can start kind of, you
asked about why we're using

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Khan Academy, and why
I'm using Khan Academy

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as an educator.

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About four years ago, I'd been using Khan

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pretty heavily up until that point.

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We had a pretty traumatic
rollout of a new curriculum

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that had been designed
exclusively for our school.

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It was kind of problematic,
so what we decided to do

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was focus on, I was
already using Khan Academy

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pretty heavily to start
with, and I decided

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to put all my wood behind
one arrow, as they say,

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and build my entire
curriculum, my assessments,

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my homework, and everything,
around Khan Academy.

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So I've used Khan a lot
over the past 10 years,

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but almost exclusively Khan Academy

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to teach eighth grade math
for about the last four years.

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- And tell us how you
teach, we love to hear more

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about what that looks like day-to-day,

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even before this whole crisis started.

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- Right, I wanted to share this with you

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because I think you'll
find it doesn't look

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that much different than
what a brick and mortar

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teacher's schedule would look like.

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Morning session where we have prep,

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and then some targeted
learning time for students,

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and then I teach three
50 minute blocks of math,

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at nine o'clock, 10 o'clock, 11 o'clock,

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break for lunch.

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Afternoon is set aside for
meetings, planning, IEP,

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that sort of thing.

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I, in fact, just came to this meeting

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from office hours, so I have office hours

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with students where they can stop by

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to ask questions about anything

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that they didn't get in
class in the morning.

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And then the end of the day is set aside

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for planning and grading.

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So it really doesn't
look that much different.

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We do teach asynchronous classes, so,

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excuse me, synchronous
classes, so I actually

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do have a room full of students
in front of my every day.

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And if you're unfamiliar with how we teach

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in the cyber environment,
it actually looks

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exactly like what Jeremy is sharing here.

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My lesson each day is pretty
much a PowerPoint presentation.

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I prepare slides every day and go through

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the lesson for the day,
questions from the previous day,

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data about how students are doing,

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and we have interactive
tools, just like we do

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in this session, where
students can communicate

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and we can talk back
and forth to each other.

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One of the questions I get a lot, Jeremy,

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and I don't know if you want
me to jump into that now,

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or I can focus on pretty much any slide

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you'd like me to address here.

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- Were you gonna speak
to the grading piece?

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- Sure, yeah, that came
up in another session

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with Mr. Vandenberg's
session, he addressed grading

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and how he grades by progress.

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And I've hit on this
way that I think works

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pretty well for me, I use the
assignment feature heavily.

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And what I'll do is
post weekly assignments,

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typically about five per week,
if we have a five day week,

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I'll post an assignment
that's due every day.

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And I assign each one
a standard point value,

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typically 10 points.

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So there'll be 50 points
worth of Khan assignments

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in a typical week.

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Then when I say grade once, twice,

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and then per student
request, once the due date

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has arrived, I will grade, and you can see

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the typical scores, not
typical scores, but this

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is what my grading would look like.

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For this student, she
would receive 10 points

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on each of those, so she'd
get 50 points for the week.

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I'd look at that once, I'd load that score

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in the grade book for that student.

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I'd typically go back and
look at it one more time,

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give them a chance to
turn in any late work,

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and Khan has a really
great feature, Jeremy,

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if you could go to settings.

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- Here we go.

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- Settings, and then download CSV,

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that allows you to
download all of the work

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that students have done
since you created the class,

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and what I can do is
use that to extract data

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that was done since
the last time I graded.

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So I don't have to go
through the entire grade book

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and grade again, I can
just pick the students

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that completed work since the last time

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I looked at the grade book.

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And it's turned out to be a
pretty efficient way to grade.

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So I grade once where I have the bulk

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of the grading that I do.

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I go at it again to pick up any stragglers

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that there might be, and then if students

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turn in any late work,
it's on them to notify me,

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and I can do updates to
the grade based on that.

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The reports that are
available, and I think

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you just started to hit on one,

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you were going to scores, right.

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So there's some really cool reports

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that you can get out of the
assignment function in Khan.

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You've got the actual scores themselves,

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you can go in and see how students did

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on particular assignments, and also,

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could you pop over to, oh good.

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So you can see how students,
and what Jeremy's showing

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right here, could you go back to manage

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so we look at the report
for a particular assignment?

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When I mentioned putting
my slides together

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for a particular class,
this is pretty handy,

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because it shows how many
students completed the assignment,

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so I know the present.

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This, Jeremy, is what
I use to build slides

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for the next day.

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I can look at question seven,
two students missed that,

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one got it correct.

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I know there's not a lot of data here,

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but I can look at the gray
bar and the green bar.

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If I've got a big green bar
that everybody got it right,

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that's not a question I
need to spend much time on.

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But if I look and see,
"Hey, everybody is missing

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"question number seven," I'm
going to snip that question,

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put it into my slide
deck for the next day,

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and review that with the students.

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So by using assignments,
you can extract that data

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and use that to prepare your
lesson for the next day.

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- Great, so I have a
feeling there's gonna be

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a lot of questions
about grading coming up.

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But a lot of people are coming to us

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totally brand new to Khan and wondering,

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"Okay, you've go this
awesome advantage Mark,

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"in the sense that you've
been doing this for years now.

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"If you were just starting
this week for the first time,

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"what kind of recommendations do you have

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"for someone in that position?"

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- Okay, first off,
there's a ton of resources

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within Khan Academy where
there's new teacher guides,

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and that question is asked all the time.

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So there's some pretty good resources

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that Khan has available,
and I think, yeah,

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so Jeremy's steering
you to that right now.

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But I guess I couldn't really give

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a blanket answer to that, what I would say

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is assess your needs.

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Are you interested in
using Khan for assessment?

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Or are you using it for your curriculum?

00:10:08.380 --> 00:10:09.440
Is it enrichment?

00:10:09.440 --> 00:10:10.300
Is it practice?

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Is it remediation?

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I guess most of us aren't
doing standardized tests

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this year, so there's probably
not as much test prep.

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But I think, thinking about how you plan

00:10:18.380 --> 00:10:21.790
to use Khan, the answer will vary

00:10:21.790 --> 00:10:24.610
based on what teachers are planning to do

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and what needs Khan can fill.

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I will say that Khan can meet the needs

00:10:29.690 --> 00:10:31.330
of all of these things here.

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So I think that I've used it successfully

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for all of those things.

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So if your need is in any of those areas,

00:10:37.640 --> 00:10:40.065
Khan could work for you.

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- That's great.

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And then just take sort of
the most simple use case,

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where maybe a teacher
has not been in touch

00:10:44.610 --> 00:10:46.390
with their students for
a couple of weeks now

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because of lack of
technology, or equity issues,

00:10:49.590 --> 00:10:51.170
and they've only now just
gotten the green light,

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like you've shown on the screen here,

00:10:52.840 --> 00:10:54.230
to actually move forward.

00:10:54.230 --> 00:10:56.320
If they just wanted to get
started, just get a class

00:10:56.320 --> 00:10:58.660
set up, just get maybe an
assignment or two out there,

00:10:58.660 --> 00:11:00.700
how would you even begin that process?

00:11:00.700 --> 00:11:02.650
- It's so easy.

00:11:02.650 --> 00:11:06.160
Could you just walk us through
setting up a new class?

00:11:06.160 --> 00:11:08.440
It really is pretty simple.

00:11:08.440 --> 00:11:10.220
What we're seeing here on Jeremy's screen

00:11:10.220 --> 00:11:13.050
is that he's got these
classes created already.

00:11:13.050 --> 00:11:16.470
In the upper right hand
corner it says add new class.

00:11:16.470 --> 00:11:21.470
So we'd click on that,
and give the class a name,

00:11:21.760 --> 00:11:24.450
just call it demo class, or
whatever we wanna call it.

00:11:24.450 --> 00:11:25.283
Yup.

00:11:26.350 --> 00:11:27.343
Click next.

00:11:31.380 --> 00:11:33.590
And then this will give you
some courses to choose form.

00:11:33.590 --> 00:11:36.010
I want to teach kindergarten math today,

00:11:36.010 --> 00:11:38.230
so let's choose, that's what I wanna set.

00:11:38.230 --> 00:11:41.103
So we just choose that class, click next.

00:11:42.020 --> 00:11:43.870
- And just to be clear,
you can actually choose

00:11:43.870 --> 00:11:46.210
multiple of these, and Tim Vandenberg,

00:11:46.210 --> 00:11:47.770
the other ambassador
you were talking about,

00:11:47.770 --> 00:11:49.820
actually takes his sixth graders

00:11:49.820 --> 00:11:52.730
and has them work
grade-by-grade to fill in

00:11:52.730 --> 00:11:54.640
any gaps they have in
their learning foundations.

00:11:54.640 --> 00:11:57.180
So it could be a way to
cover those kind of gaps,

00:11:57.180 --> 00:11:58.270
using this time.

00:11:58.270 --> 00:12:00.100
- Yeah, and actually I'm
glad you mentioned that.

00:12:00.100 --> 00:12:03.480
Our school is now using Eureka
Math for our curriculum,

00:12:03.480 --> 00:12:08.000
and it's super that Khan is
aligned with Eureka Math.

00:12:08.000 --> 00:12:12.470
So for my Eureka Math curriculum,
I can use Khan's content

00:12:12.470 --> 00:12:15.940
that is designed for
Eureka Math every day.

00:12:15.940 --> 00:12:20.210
And then this area, where we
add students to our class,

00:12:20.210 --> 00:12:21.800
and create the class, and there's a number

00:12:21.800 --> 00:12:23.630
of different ways to do that.

00:12:23.630 --> 00:12:25.760
What I do, Jeremy, is have students join

00:12:25.760 --> 00:12:26.593
with a class link.

00:12:26.593 --> 00:12:29.920
So with eighth grade
students, I'm generally

00:12:29.920 --> 00:12:31.550
fairly successful with getting students

00:12:31.550 --> 00:12:33.150
to create accounts on their own,

00:12:34.080 --> 00:12:36.780
after a week or so I really
don't have any stragglers.

00:12:38.324 --> 00:12:39.810
If there are students that kind of lag,

00:12:39.810 --> 00:12:42.440
I bring them into a one-on-one meeting

00:12:42.440 --> 00:12:44.070
and help them through the process

00:12:44.070 --> 00:12:44.903
and get that set up.

00:12:44.903 --> 00:12:47.520
But it's really, getting it set up

00:12:47.520 --> 00:12:48.950
is pretty straightforward,
and there's a number

00:12:48.950 --> 00:12:52.310
of different options that
work for teachers to do that.

00:12:52.310 --> 00:12:54.410
- So you could just copy and
paste that into an email,

00:12:54.410 --> 00:12:58.117
or an LMS, or a reminder
ClassDojo-style tool,

00:12:58.117 --> 00:12:59.120
and send that off.

00:12:59.120 --> 00:13:01.340
- Right, so that link
will put the students

00:13:01.340 --> 00:13:04.190
into the class, and then what I can do

00:13:04.190 --> 00:13:06.330
as an instructor, if I have assignments

00:13:06.330 --> 00:13:09.073
created for the kids, then
I can refresh my class list,

00:13:09.073 --> 00:13:12.160
and that automatically
gives our active assignments

00:13:12.160 --> 00:13:14.793
to the new students that
have joined the class.

00:13:15.930 --> 00:13:18.510
- And so just to fast forward,
just one final step here,

00:13:18.510 --> 00:13:20.570
if you just wanna get
that first assignment out,

00:13:20.570 --> 00:13:22.743
how would you even sort
of take that first step?

00:13:23.610 --> 00:13:25.170
- Let's see, so if we want to,

00:13:25.170 --> 00:13:26.210
we're just starting the year,

00:13:26.210 --> 00:13:30.080
we're starting algebra one,
and I want the students to,

00:13:30.080 --> 00:13:33.210
I want them to watch that
video about origins of algebra,

00:13:33.210 --> 00:13:36.466
so I would click origins of algebra video.

00:13:36.466 --> 00:13:38.310
I don't think algebra's that beautiful,

00:13:38.310 --> 00:13:40.750
so I wouldn't assign
the beauty of algebra.

00:13:40.750 --> 00:13:42.440
Just kind of scroll down through,

00:13:42.440 --> 00:13:45.610
and in the assignments,
you can assign videos,

00:13:45.610 --> 00:13:47.540
like we've done there.

00:13:47.540 --> 00:13:49.490
Can we scroll down a little bit here?

00:13:49.490 --> 00:13:52.180
If you guys look over
on the left hand side,

00:13:52.180 --> 00:13:55.110
you'll see a triangle, that indicates

00:13:55.110 --> 00:13:56.690
that it's a video that's being assigned.

00:13:56.690 --> 00:13:58.860
The little thing that
looks like a piece of paper

00:13:58.860 --> 00:14:00.380
is an article about the topic,

00:14:00.380 --> 00:14:03.740
and then the pencil indicates
a practice exercise.

00:14:03.740 --> 00:14:06.396
So you know what, I want
to assign the video,

00:14:06.396 --> 00:14:11.396
the article, and the practice
exercise for that one.

00:14:11.640 --> 00:14:13.700
So we assign all three of those.

00:14:13.700 --> 00:14:15.710
If you look at the top,
you'll see how many things

00:14:15.710 --> 00:14:16.543
are being assigned.

00:14:16.543 --> 00:14:18.450
There's three assignments
that we're creating.

00:14:18.450 --> 00:14:19.443
We click that.

00:14:21.610 --> 00:14:25.130
And then we can choose the
due date for the assignment.

00:14:25.130 --> 00:14:26.520
You can see that right there, what class

00:14:26.520 --> 00:14:28.440
I'm assigning it to, if
you have multiple classes,

00:14:28.440 --> 00:14:30.390
when you want it turned in, which students

00:14:30.390 --> 00:14:33.820
you want that assigned to,
what time of day it is due,

00:14:33.820 --> 00:14:35.470
and the top is kind of interesting,

00:14:35.470 --> 00:14:37.720
because you have the ability to choose

00:14:37.720 --> 00:14:40.250
whether it's randomized questions,

00:14:40.250 --> 00:14:44.140
so questions are pulled
from the bank of questions

00:14:44.140 --> 00:14:45.700
and each student gets different questions,

00:14:45.700 --> 00:14:48.170
or you can choose that all the students

00:14:48.170 --> 00:14:49.880
are working on the exact same questions

00:14:49.880 --> 00:14:51.300
so that when they start asking.

00:14:51.300 --> 00:14:54.170
I typically do randomized
for easier assignments,

00:14:54.170 --> 00:14:58.100
and then will do the same
question for all students

00:14:58.100 --> 00:15:01.220
when it's a more difficult assignment.

00:15:01.220 --> 00:15:02.739
- Great, okay, so that's definitely

00:15:02.739 --> 00:15:04.550
the sort of one, two, three steps

00:15:04.550 --> 00:15:07.330
of getting a new class started,
enrolling your students,

00:15:07.330 --> 00:15:08.870
making the first assignment.

00:15:08.870 --> 00:15:10.420
Now let's come back to that next thing

00:15:10.420 --> 00:15:12.260
you were gonna speak about,
which are other ideas

00:15:12.260 --> 00:15:16.750
for extending your teacher's pedagogy

00:15:16.750 --> 00:15:18.670
into this new digital world.

00:15:18.670 --> 00:15:22.820
- Right, and maybe, let's
see do I wanna do this slide?

00:15:22.820 --> 00:15:25.520
Do you wanna do more specifics,
or general here Jeremy?

00:15:25.520 --> 00:15:27.900
The last slide of the day is kind of,

00:15:27.900 --> 00:15:30.000
no, let's do this, this is fine.

00:15:30.000 --> 00:15:32.200
What I would say, and this is something

00:15:32.200 --> 00:15:35.650
that I've learned from cyber teaching is

00:15:35.650 --> 00:15:39.210
that the snipping tool that most students

00:15:39.210 --> 00:15:43.310
have available as part of
the Windows tool suite,

00:15:43.310 --> 00:15:44.760
is so important.

00:15:44.760 --> 00:15:46.860
I use that a lot, and
train the kids early on

00:15:46.860 --> 00:15:49.310
in the school year how to snip a question.

00:15:49.310 --> 00:15:51.243
So they're looking at something
in their Khan assignment,

00:15:51.243 --> 00:15:53.870
they can snip the
assignment, and then post

00:15:53.870 --> 00:15:56.180
it on my screen so that I can see exactly

00:15:56.180 --> 00:15:57.330
what they're looking at.

00:15:57.330 --> 00:16:01.124
So students aren't trying to type in,

00:16:01.124 --> 00:16:03.250
or write on the board,
what their question is,

00:16:03.250 --> 00:16:05.287
because a lot of times they'll do that,

00:16:05.287 --> 00:16:08.460
they forget a negative sign,
then they enter the answer,

00:16:08.460 --> 00:16:10.160
and it's Mr. Laser, this answer's wrong.

00:16:10.160 --> 00:16:11.930
Well, if you use the snipping tool,

00:16:11.930 --> 00:16:14.600
you can see exactly what
the students are looking at,

00:16:14.600 --> 00:16:19.523
and we use that day-in and
day-out in my classroom.

00:16:21.305 --> 00:16:23.340
And what Jeremy is showing there

00:16:23.340 --> 00:16:26.660
is just the Microsoft directions

00:16:26.660 --> 00:16:29.510
for how to use the snipping tool,

00:16:29.510 --> 00:16:30.953
to snip and post on a page.

00:16:33.160 --> 00:16:36.120
That's what I use for static content,

00:16:36.120 --> 00:16:38.620
and here at my desk,
again, since I just got out

00:16:38.620 --> 00:16:42.900
of office hours, I have my
Bamboo pen, digital pen,

00:16:42.900 --> 00:16:46.180
it's kind of like what Sal
uses when he does his lessons.

00:16:46.180 --> 00:16:48.230
Again, this is something
that is just invaluable.

00:16:48.230 --> 00:16:49.767
It allows me to write on the board,

00:16:49.767 --> 00:16:51.730
work through problems with students

00:16:51.730 --> 00:16:55.700
so that I can share, I can
actually write on the screen,

00:16:55.700 --> 00:16:57.447
and it's a lot less cumbersome than trying

00:16:57.447 --> 00:17:02.200
to write with a mouse or
trying to do things in chat.

00:17:02.200 --> 00:17:04.630
- Yeah, I've noticed Sal
using his Wacom tablet,

00:17:04.630 --> 00:17:07.530
and his Wacom stylus, and he's
just super fast with that,

00:17:07.530 --> 00:17:08.970
and I think you're the same way Mark.

00:17:08.970 --> 00:17:10.230
So definitely a cool--

00:17:10.230 --> 00:17:12.270
- It really comes in handy.

00:17:12.270 --> 00:17:13.420
I'd be lost without it.

00:17:14.796 --> 00:17:16.917
I use it every day.

00:17:16.917 --> 00:17:18.890
And when I say static, I mean if it's just

00:17:18.890 --> 00:17:21.170
a fixed question, if it's
just one plus one equals,

00:17:21.170 --> 00:17:23.740
and I wanna snip that question
and then write, I do that.

00:17:23.740 --> 00:17:26.190
I use screen sharing
or application sharing

00:17:26.190 --> 00:17:28.040
for dynamic content.

00:17:28.040 --> 00:17:32.770
Some of Khan's content
involves rotating things,

00:17:32.770 --> 00:17:34.900
or moving things, or doing translations,

00:17:34.900 --> 00:17:36.830
transformations, that sort of thing.

00:17:36.830 --> 00:17:40.470
And when the content moves,
when you wanna move it around,

00:17:40.470 --> 00:17:42.960
that's more difficult to
do with a snipping tool.

00:17:42.960 --> 00:17:45.060
What I'll have students do is share,

00:17:45.060 --> 00:17:48.040
and then I can kind of
walk students through

00:17:48.040 --> 00:17:50.840
or answer questions looking at it live.

00:17:50.840 --> 00:17:53.390
I think there was some
questions about that,

00:17:53.390 --> 00:17:56.140
like how often students
are doing screen sharing

00:17:56.140 --> 00:17:58.310
or sharing their screen versus how often

00:17:58.310 --> 00:18:00.090
I use the whiteboard.

00:18:00.090 --> 00:18:03.820
Probably 80 to 90% of the
class is the whiteboard

00:18:03.820 --> 00:18:08.070
and the snipping tool, and
then when we get into lessons

00:18:08.070 --> 00:18:11.320
where the Khan content is dynamic,

00:18:11.320 --> 00:18:13.403
then we'll use the screen sharing.

00:18:14.319 --> 00:18:16.350
- And just to be clear,
are students sharing

00:18:16.350 --> 00:18:17.183
their own screens?

00:18:17.183 --> 00:18:20.144
Or you're primarily the
sharer of your screen?

00:18:20.144 --> 00:18:24.580
- I share my slide deck, so
what we're doing right here,

00:18:24.580 --> 00:18:26.163
so we'll share that.

00:18:27.230 --> 00:18:32.230
Students, in my class, don't
often share their screen.

00:18:32.420 --> 00:18:33.990
They'll take a snip and share something

00:18:33.990 --> 00:18:36.230
that they're looking at,
or if I want them to share,

00:18:36.230 --> 00:18:37.860
if we're trying to troubleshoot something,

00:18:37.860 --> 00:18:39.700
they'll share it, but more often than not,

00:18:39.700 --> 00:18:43.280
it's just static and we're
using the snipping tool.

00:18:43.280 --> 00:18:44.457
- Cool, that's great.

00:18:44.457 --> 00:18:45.730
And obviously a lot of
folks have been trained up

00:18:45.730 --> 00:18:47.530
right now on Zoom, and Google Hangouts,

00:18:47.530 --> 00:18:48.363
and all these different tools,

00:18:48.363 --> 00:18:50.620
and they all have screen sharing built in.

00:18:50.620 --> 00:18:51.453
- Yup.

00:18:51.453 --> 00:18:54.020
The rule of 24 is just something that one

00:18:54.020 --> 00:18:56.090
of our math teachers, now administrators,

00:18:56.090 --> 00:18:58.830
taught me about preparing
presentations for a class,

00:18:58.830 --> 00:19:01.310
and that's just, use a minimum font of 24,

00:19:01.310 --> 00:19:02.510
and that obviously may vary.

00:19:02.510 --> 00:19:06.880
But just the idea is to
keep your slide deck screen

00:19:06.880 --> 00:19:08.440
clean and presentable, and not have a lot

00:19:08.440 --> 00:19:11.270
of small print on them.

00:19:11.270 --> 00:19:13.330
Just something to make
it easier for users.

00:19:13.330 --> 00:19:15.050
Checking for understanding,
one of the things

00:19:15.050 --> 00:19:17.570
that is a disadvantage
in the cyber environment

00:19:17.570 --> 00:19:21.080
is we don't have cameras on the students,

00:19:21.080 --> 00:19:22.860
for privacy reasons, we're not doing

00:19:22.860 --> 00:19:24.330
what you and I are doing right now Jeremy,

00:19:24.330 --> 00:19:25.860
where we can look and see each other.

00:19:25.860 --> 00:19:28.340
I can't see the student,
so it's more difficult

00:19:28.340 --> 00:19:30.270
to check for understanding,
because I can't look out

00:19:30.270 --> 00:19:32.990
at a classroom of faces and
see, oh they're getting this,

00:19:32.990 --> 00:19:35.120
or man, they are totally confused.

00:19:35.120 --> 00:19:37.450
So very important to
check for understanding

00:19:37.450 --> 00:19:40.190
using any kind of tools
that you have available

00:19:40.190 --> 00:19:42.740
within your software
platform for presenting,

00:19:42.740 --> 00:19:45.280
or something like Google Documents,

00:19:45.280 --> 00:19:48.290
I use pretty heavily for
exit ticket questions,

00:19:48.290 --> 00:19:51.710
to check for understanding
at the end of a lesson

00:19:51.710 --> 00:19:54.850
to make sure that students
understand the concept

00:19:54.850 --> 00:19:56.720
and the content that's being presented.

00:19:56.720 --> 00:19:59.080
- Would you make a
Google Form or something?

00:19:59.080 --> 00:20:00.010
- Exactly.

00:20:00.010 --> 00:20:01.850
I typically use Google Quizzes,

00:20:01.850 --> 00:20:03.590
I just make a real simple quiz

00:20:03.590 --> 00:20:08.590
that asks them their name, and
it can be anything you want.

00:20:08.860 --> 00:20:11.680
It could be, did you
understand today's lesson?

00:20:11.680 --> 00:20:15.259
Or you could take a question from Khan,

00:20:15.259 --> 00:20:17.770
snip it and put it in there,
something from another

00:20:17.770 --> 00:20:21.140
learning resource, something
from a state assessment.

00:20:21.140 --> 00:20:23.120
I typically don't so
super difficult questions

00:20:23.120 --> 00:20:24.120
for the exit ticket question,

00:20:24.120 --> 00:20:25.450
because we're not there to discuss it.

00:20:25.450 --> 00:20:28.232
Sometimes we'll do a
challenge or a bonus question

00:20:28.232 --> 00:20:31.070
as part of that, but
checking for understanding

00:20:31.070 --> 00:20:32.900
is pretty important, and
even more so, I think,

00:20:32.900 --> 00:20:35.540
in a cyber environment
than brick and mortar,

00:20:35.540 --> 00:20:36.740
just because it's more difficult

00:20:36.740 --> 00:20:38.550
to do an in cyber environment.

00:20:38.550 --> 00:20:39.383
- Great.

00:20:40.370 --> 00:20:42.970
- Personalizing, just
making sure that you kind of

00:20:42.970 --> 00:20:44.720
fit the needs of the class, and that's why

00:20:44.720 --> 00:20:48.790
I'm typically updating my slides

00:20:48.790 --> 00:20:50.770
right up until the
moment that class starts

00:20:50.770 --> 00:20:52.840
with the latest data on
how students are doing,

00:20:52.840 --> 00:20:55.510
and any problems that they
might be struggling with.

00:20:55.510 --> 00:20:58.120
I really try to keep my
lesson presentation simple.

00:20:58.120 --> 00:20:59.540
I don't use a lot of video.

00:20:59.540 --> 00:21:02.530
I don't do a lot of, even
screen sharing like we're doing

00:21:02.530 --> 00:21:05.370
can tend to bog things down, and students

00:21:05.370 --> 00:21:07.520
that don't have good,
robust internet connection,

00:21:07.520 --> 00:21:11.214
it will start to glitch out.

00:21:11.214 --> 00:21:14.110
So I really try to keep
things with pretty much

00:21:14.110 --> 00:21:18.480
a pretty straightforward slide deck

00:21:18.480 --> 00:21:20.230
for the presentation of the lesson.

00:21:21.570 --> 00:21:22.670
And keep things light.

00:21:23.970 --> 00:21:26.360
Once students start to
understand your sense of humor

00:21:26.360 --> 00:21:27.430
and you understand theirs, you can make

00:21:27.430 --> 00:21:29.123
it kind of a fun environment.

00:21:31.350 --> 00:21:33.070
- Great, and I know that we're running

00:21:33.070 --> 00:21:35.110
a little short on time,
would you be okay Mark

00:21:35.110 --> 00:21:37.020
if I took some questions
from the audience?

00:21:37.020 --> 00:21:39.160
I know, I know, our time goes fast here.

00:21:39.160 --> 00:21:41.220
- Why don't we just, if
we can just kind of zoom

00:21:41.220 --> 00:21:42.720
through the deck and see,
is there anything else

00:21:42.720 --> 00:21:44.440
that we absolutely,
positively haven't shared

00:21:44.440 --> 00:21:45.273
from the deck?

00:21:45.273 --> 00:21:46.267
Oh, this is something
that's really important,

00:21:46.267 --> 00:21:49.113
and we kinda talked about
this, Jeremy, a little bit.

00:21:49.113 --> 00:21:51.660
One of the things, that
for teachers that are new

00:21:51.660 --> 00:21:53.230
to Khan or just joined, one of the things

00:21:53.230 --> 00:21:54.700
I really, really like about Khan

00:21:54.700 --> 00:21:56.810
is that I never hear Khan is down,

00:21:56.810 --> 00:21:58.297
like, "Oh we can't do what we wanted to

00:21:58.297 --> 00:22:01.370
"because kids can't access
the website, or Khan is down."

00:22:01.370 --> 00:22:03.600
That just, in the years and years

00:22:03.600 --> 00:22:05.530
that I've been using it,
that is just so infrequent.

00:22:05.530 --> 00:22:07.980
That's not something you
really need to even plan for.

00:22:07.980 --> 00:22:09.370
And also, and this is really nice,

00:22:09.370 --> 00:22:11.250
I rarely have a situation where students

00:22:11.250 --> 00:22:12.593
say the answer is wrong.

00:22:13.460 --> 00:22:14.630
No wait, I shouldn't say that.

00:22:14.630 --> 00:22:16.277
I rarely have situations
where students say

00:22:16.277 --> 00:22:18.850
"This answer's wrong," and
they're right about that.

00:22:18.850 --> 00:22:20.267
A lot of times they'll
say, "Khan doesn't have

00:22:20.267 --> 00:22:21.250
"the right answer here."

00:22:21.250 --> 00:22:22.900
And when you dig in,
you find out it's right.

00:22:22.900 --> 00:22:25.400
So you can present this material

00:22:25.400 --> 00:22:27.870
with a high degree of confidence in that.

00:22:27.870 --> 00:22:29.990
I would anticipate,
Jeremy, lots of questions

00:22:29.990 --> 00:22:34.280
about how to set up the class
roster, about navigation.

00:22:34.280 --> 00:22:36.890
We've had some difficulty in matching

00:22:36.890 --> 00:22:39.390
the Eureka curriculum with
the exact Khan lessons

00:22:39.390 --> 00:22:41.646
that we wanna teach, just
some things like that

00:22:41.646 --> 00:22:45.620
where you need to work to
massage the curriculum,

00:22:45.620 --> 00:22:47.650
figuring out exactly what
your routine is gonna be,

00:22:47.650 --> 00:22:49.520
and there's some data
that I'd like to be able

00:22:49.520 --> 00:22:52.360
to export from Khan
that we can't currently.

00:22:52.360 --> 00:22:54.190
But those are kind of the main challenges

00:22:54.190 --> 00:22:56.870
when I surveyed my teaching
colleagues at Agora,

00:22:56.870 --> 00:22:59.330
those are some of the
things that they mentioned.

00:22:59.330 --> 00:23:00.163
- Cool.

00:23:02.210 --> 00:23:04.033
- Yeah, I don't think there's anything

00:23:04.033 --> 00:23:05.370
super important here
that we need to share.

00:23:05.370 --> 00:23:06.890
If you wanna jump into the questions,

00:23:06.890 --> 00:23:08.440
these were more general things.

00:23:09.330 --> 00:23:12.053
- I will point out this, first of all,

00:23:12.053 --> 00:23:13.170
'cause I think this is so important.

00:23:13.170 --> 00:23:14.810
I actually have stats from inside Khan

00:23:14.810 --> 00:23:18.010
that says something like only
10 or 20% of new teachers

00:23:18.010 --> 00:23:20.590
to Khan ever play with
the content themselves

00:23:20.590 --> 00:23:21.917
before starting to assign it.

00:23:21.917 --> 00:23:24.220
And I think that's actually
a huge missed opportunity

00:23:24.220 --> 00:23:25.350
that's on our shoulders at Khan

00:23:25.350 --> 00:23:26.920
for not making it easy.

00:23:26.920 --> 00:23:29.087
But one of the first things
you should absolutely do

00:23:29.087 --> 00:23:31.750
is just put yourself in
your students' shoes.

00:23:31.750 --> 00:23:33.120
See what the content looks like,

00:23:33.120 --> 00:23:36.110
what it feels like, how
the hint system works,

00:23:36.110 --> 00:23:38.166
and that way when you give it out,

00:23:38.166 --> 00:23:39.970
you have that confidence
that Mark was talking about,

00:23:39.970 --> 00:23:41.630
'cause you've been there
and you've developed

00:23:41.630 --> 00:23:43.500
that empathy for the student experience.

00:23:43.500 --> 00:23:45.370
- Yeah, that brings up
something real interesting

00:23:45.370 --> 00:23:46.870
that I didn't touch on before.

00:23:46.870 --> 00:23:48.250
When you create your class roster,

00:23:48.250 --> 00:23:50.910
I always add myself to
whatever class I create

00:23:50.910 --> 00:23:51.990
so that when I do assignments,

00:23:51.990 --> 00:23:54.550
I see exactly the assignments
that are going to students.

00:23:54.550 --> 00:23:56.460
And the third bullet
there, do every assignment

00:23:56.460 --> 00:23:57.380
that you give to your students,

00:23:57.380 --> 00:24:01.450
just make sure that you know
what the questions look like,

00:24:01.450 --> 00:24:03.234
how Khan goes about solving them,

00:24:03.234 --> 00:24:05.400
and again, it's kind of that empathy

00:24:05.400 --> 00:24:07.190
that Jeremy mentioned so you understand

00:24:07.190 --> 00:24:08.730
what students are going through.

00:24:08.730 --> 00:24:10.610
And Jeremy, just as an aside on that,

00:24:10.610 --> 00:24:12.880
after Mr. Vandenberg's presentation,

00:24:12.880 --> 00:24:14.790
and going back to sixth
grade, I've been working

00:24:14.790 --> 00:24:16.780
with my students on third grade content.

00:24:16.780 --> 00:24:20.502
And I had never looked at
Khan's third grade content,

00:24:20.502 --> 00:24:21.380
but there's some really
good stuff in there

00:24:21.380 --> 00:24:24.280
that I'd never even seen before.

00:24:24.280 --> 00:24:27.870
But it's some really good stuff.

00:24:27.870 --> 00:24:28.703
- I love that.

00:24:28.703 --> 00:24:31.823
Okay, so on that note, let's
take some of these questions,

00:24:31.823 --> 00:24:32.950
'cause these are really
great questions for you.

00:24:32.950 --> 00:24:35.960
So I'm gonna start with
an awesome one from Haman.

00:24:35.960 --> 00:24:38.487
Haman says, "How do you help students

00:24:38.487 --> 00:24:41.977
"track their own progress when
we're so distant from them,

00:24:41.977 --> 00:24:44.962
"or so disconnected from
them, but yet we wanna

00:24:44.962 --> 00:24:47.850
"empower them to direct their
own learning at this moment?"

00:24:47.850 --> 00:24:49.628
So how do you get them
evaluating how they're doing?

00:24:49.628 --> 00:24:53.640
- Sure, is this a student or a teacher?

00:24:53.640 --> 00:24:55.770
Do you have a student loaded?

00:24:55.770 --> 00:24:57.270
- Yeah, so we can definitely come

00:24:57.270 --> 00:24:58.540
into the learner mode here.

00:24:58.540 --> 00:25:01.523
- Yeah lets go--
- Go to the learner home.

00:25:02.360 --> 00:25:04.960
- Okay, so if I'm Meaghan Pattani,

00:25:04.960 --> 00:25:07.883
and I wanna know how I'm doing,

00:25:08.790 --> 00:25:10.430
one thing that's really important you guys

00:25:10.430 --> 00:25:11.890
as you're getting to know Khan,

00:25:11.890 --> 00:25:15.170
sometimes students will say,
"My data's not recording,

00:25:15.170 --> 00:25:16.003
"I answered this."

00:25:16.003 --> 00:25:17.870
Make sure that in the
upper right hand corner,

00:25:17.870 --> 00:25:19.180
you see the student's name.

00:25:19.180 --> 00:25:20.900
Make sure that they're logged into Khan.

00:25:20.900 --> 00:25:22.770
Sometimes students will
accidentally log out,

00:25:22.770 --> 00:25:24.500
and they're working away,
and they don't realize

00:25:24.500 --> 00:25:26.930
that they're not logged in.

00:25:26.930 --> 00:25:28.290
But let's say that we wanna find out

00:25:28.290 --> 00:25:30.620
how Meaghan is doing, and this is Meaghan,

00:25:30.620 --> 00:25:34.340
Meaghan wants to see how
she's doing in algebra one.

00:25:34.340 --> 00:25:35.537
We can look right there at algebra one,

00:25:35.537 --> 00:25:36.850
you can click on that.

00:25:36.850 --> 00:25:39.850
You see that she's mastered
16% of the course so far,

00:25:39.850 --> 00:25:42.270
course wraps up on May 15th.

00:25:42.270 --> 00:25:44.720
We can open that and we can see,

00:25:44.720 --> 00:25:47.710
Meaghan did extremely well
on algebra foundations,

00:25:47.710 --> 00:25:50.770
earning 700 out of 700 mastery points.

00:25:50.770 --> 00:25:53.580
So kind of those assignments
that we looked at earlier

00:25:53.580 --> 00:25:55.340
with the origin and history of algebra,

00:25:55.340 --> 00:25:56.780
and that sort of thing.

00:25:56.780 --> 00:25:59.190
She's done a little bit of
work on solving equations

00:25:59.190 --> 00:26:00.600
and inequalities, let's click on that

00:26:00.600 --> 00:26:04.403
and see what's going on
in that particular module.

00:26:05.750 --> 00:26:08.360
So this shows, as Jeremy
scrolls down through this,

00:26:08.360 --> 00:26:11.020
you can see she's done
very well in equations

00:26:11.020 --> 00:26:12.950
with variables on both sides.

00:26:12.950 --> 00:26:15.510
Now as we get into linear
equations with parentheses,

00:26:15.510 --> 00:26:17.500
it looks like that's where she's stopped.

00:26:17.500 --> 00:26:20.440
We don't have any work for
equations with parentheses,

00:26:20.440 --> 00:26:21.890
and decimals, and fractions.

00:26:21.890 --> 00:26:23.897
So Meaghan could go in and
see, "Okay, I've mastered

00:26:23.897 --> 00:26:25.447
"this first module, and
now it's time to go onto

00:26:25.447 --> 00:26:26.280
"the second module."

00:26:26.280 --> 00:26:28.580
And Khan is pretty good about prompting,

00:26:28.580 --> 00:26:30.284
once you teach students
how to do the navigation,

00:26:30.284 --> 00:26:33.180
they'll be able to figure out where to go,

00:26:33.180 --> 00:26:35.900
where the next step in their
learning progression is.

00:26:35.900 --> 00:26:38.760
- Great, and so really,
if you teach students,

00:26:38.760 --> 00:26:41.683
to review these summaries
on the left hand side,

00:26:41.683 --> 00:26:43.277
they can start to think of this as,

00:26:43.277 --> 00:26:46.137
"Hey, I wanna have all
these bars filled up.

00:26:46.137 --> 00:26:48.880
"I wanna master every
single course skill here."

00:26:48.880 --> 00:26:50.100
And it's almost a challenge to them

00:26:50.100 --> 00:26:52.250
for the reest of the
year, can they make it

00:26:52.250 --> 00:26:53.380
to that point of mastery?

00:26:53.380 --> 00:26:55.480
'Cause that can be a big point of pride.

00:26:55.480 --> 00:26:57.500
- Yeah, you wanna see a
lot of purple over there.

00:26:57.500 --> 00:26:58.750
- That's right.

00:26:58.750 --> 00:26:59.857
Here's another technology question,

00:26:59.857 --> 00:27:02.030
and I don't know if
it's one that you faced,

00:27:02.030 --> 00:27:03.450
'cause maybe your
students all have laptops,

00:27:03.450 --> 00:27:07.110
but any recommendations
for teachers out there

00:27:07.110 --> 00:27:09.240
who know their students
don't have computers at home,

00:27:09.240 --> 00:27:10.780
but may have access to a mobile phone,

00:27:10.780 --> 00:27:12.220
their parent's smartphone?

00:27:12.220 --> 00:27:13.670
Do you feel like the Khan Academy app

00:27:13.670 --> 00:27:15.670
is a worthwhile thing to look at?

00:27:15.670 --> 00:27:17.260
This comin' from Daisy.

00:27:17.260 --> 00:27:19.014
- I can't really comment on that,

00:27:19.014 --> 00:27:22.561
I haven't worked with
students specifically on,

00:27:22.561 --> 00:27:24.590
I know that students do access it,

00:27:24.590 --> 00:27:26.290
our students all have laptops,

00:27:26.290 --> 00:27:28.090
and I know when students
have a dentist appointment

00:27:28.090 --> 00:27:28.997
or something like that, they'll say,

00:27:28.997 --> 00:27:31.190
"Hey Mr. Laser, I'm doing
this on my mom's phone,"

00:27:31.190 --> 00:27:32.970
or something like that,
but I don't really have,

00:27:32.970 --> 00:27:36.330
I don't think, enough track
record with mobile apps.

00:27:36.330 --> 00:27:39.500
I know it's available,
but most of our students

00:27:39.500 --> 00:27:40.950
don't access it that way.

00:27:40.950 --> 00:27:41.840
- Okay, makes sense.

00:27:41.840 --> 00:27:43.390
And I'll just say for the benefit of Daisy

00:27:43.390 --> 00:27:45.560
and everyone else out
there, this can often

00:27:45.560 --> 00:27:46.500
be a lifeline to you.

00:27:46.500 --> 00:27:48.770
If there's only one single
device in the house,

00:27:48.770 --> 00:27:50.451
and it's a smartphone.

00:27:50.451 --> 00:27:53.390
While you can't use
teacher tools on the app,

00:27:53.390 --> 00:27:54.990
so everything that Mark
has just talked through

00:27:54.990 --> 00:27:57.350
is limited to the online website,

00:27:57.350 --> 00:28:01.280
students get a complete view
of everything on the course,

00:28:01.280 --> 00:28:02.350
right there on their phone.

00:28:02.350 --> 00:28:03.720
So it is a way to sort of make sure

00:28:03.720 --> 00:28:06.830
that there's more access,
a little more equity.

00:28:06.830 --> 00:28:08.783
Okay, great question.

00:28:11.613 --> 00:28:12.900
- And one thing about that,

00:28:12.900 --> 00:28:16.651
Khan tends to be really
thin bandwidth-wise,

00:28:16.651 --> 00:28:20.370
it runs pretty well on
a variety of devices.

00:28:20.370 --> 00:28:22.700
I rarely have any problems with students

00:28:22.700 --> 00:28:26.030
who have extreme problems with the speed

00:28:26.030 --> 00:28:28.370
that Khan's loading or anything like that.

00:28:28.370 --> 00:28:29.900
- Cool.

00:28:29.900 --> 00:28:31.530
A lot of technology questions
coming your way Mark,

00:28:31.530 --> 00:28:32.850
'cause I think you've definitely shown

00:28:32.850 --> 00:28:35.260
your credibility here.

00:28:35.260 --> 00:28:37.627
Kakai wants to know, "Do
you have any recommendations

00:28:37.627 --> 00:28:40.690
"for best practices with
integrating with LMSs?"

00:28:40.690 --> 00:28:44.243
Be it Schoolology, Google
Classroom, whatever.

00:28:45.542 --> 00:28:46.470
(Mark sighs)

00:28:46.470 --> 00:28:48.873
No, I don't unfortunately.

00:28:49.950 --> 00:28:52.900
My Khan grade book doesn't speak
to my grade book currently,

00:28:52.900 --> 00:28:54.370
so I have to export from Khan,

00:28:54.370 --> 00:28:56.860
and then reimport that into my grade book.

00:28:56.860 --> 00:28:59.170
The curriculum that I do, I've
built pretty much in Khan,

00:28:59.170 --> 00:29:00.830
so it doesn't need to
link with anything else.

00:29:00.830 --> 00:29:03.720
I've pretty much turned
off our school curriculum,

00:29:03.720 --> 00:29:05.410
and then I use a Khan curriculum

00:29:05.410 --> 00:29:07.620
that I've built based on Eureka for that.

00:29:07.620 --> 00:29:10.770
So I don't really, I'm trying to think,

00:29:10.770 --> 00:29:12.235
I don't really do much integration,

00:29:12.235 --> 00:29:17.100
any digital integration, between
Khan and the other systems

00:29:17.100 --> 00:29:19.260
that our school uses.

00:29:19.260 --> 00:29:21.250
- Makes sense, and all I was gonna add

00:29:21.250 --> 00:29:23.050
was that obviously while there's not

00:29:23.050 --> 00:29:26.300
a very formal integration,
I have seen teachers

00:29:26.300 --> 00:29:29.070
come right up and after
making an assignment,

00:29:29.070 --> 00:29:32.380
they will actually choose
a specific piece of work,

00:29:32.380 --> 00:29:34.070
because the nice thing is
that everything on Khan

00:29:34.070 --> 00:29:37.370
has its own individual URL,
and they'll copy this URL

00:29:37.370 --> 00:29:38.560
and they'll paste it into their LMS,

00:29:38.560 --> 00:29:40.380
or paste it into Google Classroom.

00:29:40.380 --> 00:29:42.310
And that way, not only does
the student have the assignment

00:29:42.310 --> 00:29:44.450
in their email, or on their app,

00:29:44.450 --> 00:29:45.760
but they also have it in that LMS,

00:29:45.760 --> 00:29:47.040
that central source of truth.

00:29:47.040 --> 00:29:49.660
- Okay, so you've just prompted
me for something there.

00:29:49.660 --> 00:29:50.920
That's exactly what I do.

00:29:50.920 --> 00:29:54.060
I've got a big spreadsheet
that has the date,

00:29:54.060 --> 00:29:57.940
the topic, the Khan help
resource for the day,

00:29:57.940 --> 00:30:00.260
and then the Khan assessment
resource for the day,

00:30:00.260 --> 00:30:02.220
and that's all loaded
into our school system.

00:30:02.220 --> 00:30:03.740
It doesn't happen automatically,

00:30:03.740 --> 00:30:06.420
but like Jeremy said, the URLs are there

00:30:06.420 --> 00:30:08.450
so that students can access that.

00:30:08.450 --> 00:30:10.510
- Great, and then I wanna finish
up with two final questions

00:30:10.510 --> 00:30:11.550
if you don't mind Mark.

00:30:11.550 --> 00:30:13.540
My apologies for going a little bit over.

00:30:13.540 --> 00:30:16.930
- I'm furious, furious I tell you.

00:30:16.930 --> 00:30:18.520
(Jeremy laughs)

00:30:18.520 --> 00:30:21.960
- Number one is, for the
folks who didn't have a chance

00:30:21.960 --> 00:30:23.580
to answer their questions today,

00:30:23.580 --> 00:30:25.080
what resources would you recommend

00:30:25.080 --> 00:30:26.730
to continue the learning around Khan,

00:30:26.730 --> 00:30:29.170
or continue the learning
around remote learning

00:30:29.170 --> 00:30:31.020
as they go into the next few weeks?

00:30:31.020 --> 00:30:34.290
- I would direct every question to Jeremy,

00:30:34.290 --> 00:30:36.400
that's jeremy@khan, and
I think Jeremy's gonna be

00:30:36.400 --> 00:30:38.050
sharing his home phone
number with us also.

00:30:38.050 --> 00:30:39.960
So call him any hour of the day

00:30:39.960 --> 00:30:42.100
or night, 24/7, Jeremy's there.

00:30:42.100 --> 00:30:46.473
No, I would reach out to the
Khan user groups on Facebook,

00:30:47.340 --> 00:30:48.970
super helpful group of people there,

00:30:48.970 --> 00:30:53.970
and then the online help in
Khan, within the Khan website,

00:30:58.030 --> 00:31:03.030
the Zendesk help, there's so
much good information there,

00:31:03.060 --> 00:31:05.503
and the same questions
get asked so many times

00:31:05.503 --> 00:31:08.260
that there's some really
good printable resources

00:31:08.260 --> 00:31:10.480
on how to get started as a teacher,

00:31:10.480 --> 00:31:12.210
how to get started as a student,

00:31:12.210 --> 00:31:14.450
if you're a parent trying
to figure this out,

00:31:14.450 --> 00:31:15.770
how to get started as a parent.

00:31:15.770 --> 00:31:17.810
There's some really good guides there

00:31:17.810 --> 00:31:19.480
that does serve as a
really good starting point.

00:31:19.480 --> 00:31:24.150
And again, we've all been
where everybody is right now,

00:31:24.150 --> 00:31:26.390
we've all been just trying to use it,

00:31:26.390 --> 00:31:27.540
trying to get started, and trying to get

00:31:27.540 --> 00:31:30.500
things figured out, and there's
a ton of resources there

00:31:30.500 --> 00:31:33.270
that are quite helpful.

00:31:33.270 --> 00:31:35.850
- Very cool, and then
last question is just,

00:31:35.850 --> 00:31:38.290
if you were in the shoes
of many of the educators

00:31:38.290 --> 00:31:40.677
in this country right now,
who are trying to figure out,

00:31:40.677 --> 00:31:41.837
"What am I gonna do next?

00:31:41.837 --> 00:31:43.627
"How am I gonna get through
the next several weeks

00:31:43.627 --> 00:31:45.080
"or even months?"

00:31:45.080 --> 00:31:46.990
Any words of wisdom
that you can offer folks

00:31:46.990 --> 00:31:48.637
as we begin this week?

00:31:48.637 --> 00:31:50.760
- It's gonna make a great
story someday, right?

00:31:50.760 --> 00:31:53.230
Once we get through this,
we'll certainly remember 2020.

00:31:54.550 --> 00:31:56.690
No, just I think I
might've put that in one

00:31:56.690 --> 00:31:59.346
of the last slides, that
we're all in this together,

00:31:59.346 --> 00:32:01.800
the goal here is to help our kids,

00:32:01.800 --> 00:32:04.810
and help keep moving them
forward using whatever tools

00:32:04.810 --> 00:32:06.763
we have at our disposal to do that.

00:32:08.670 --> 00:32:11.700
You know, I thought
that, I'm always looking

00:32:11.700 --> 00:32:14.030
for different ways to use
Khan and to improve it,

00:32:14.030 --> 00:32:16.310
and Mr. Vandenberg's discussions,

00:32:16.310 --> 00:32:18.840
just within the last two weeks
have been super eye opening,

00:32:18.840 --> 00:32:20.980
given me some things that I wanna try.

00:32:20.980 --> 00:32:23.460
So you are not alone.

00:32:23.460 --> 00:32:25.760
We're all in this together,
and we're all here

00:32:25.760 --> 00:32:27.410
to help each other out.

00:32:27.410 --> 00:32:30.533
So boy, good luck to everybody,

00:32:32.080 --> 00:32:33.690
we're all in this together.

00:32:33.690 --> 00:32:35.218
- Awesome, well I think that's definitely

00:32:35.218 --> 00:32:38.160
the right theme to start
this tough week on,

00:32:38.160 --> 00:32:40.080
and I wanna thank you Mark for really

00:32:40.080 --> 00:32:42.050
embodying that advice by taking time

00:32:42.050 --> 00:32:43.450
out of your own teaching schedule today

00:32:43.450 --> 00:32:45.730
to share your expertise with others.

00:32:45.730 --> 00:32:47.660
I hope that you will take
advantage of all the resources

00:32:47.660 --> 00:32:50.000
that Mark has shared,
we'll share this deck

00:32:50.000 --> 00:32:52.790
and we'll share all the slides
with you right afterwards.

00:32:52.790 --> 00:32:55.140
We wish you all a good
week and a good start

00:32:55.140 --> 00:32:56.240
to the rest of the month.

00:32:56.240 --> 00:32:57.340
Thank you all so much.