Getting Started with Khan Academy for Remote Learning

WEBVTT
Kind: captions
Language: en

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- Hey everyone, this is Jeremy
Schifeling with Khan Academy.

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Super excited to be
joining you this evening

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for our session on "Getting
started with Remote Learning".

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And just to sort of set
the tone for the evening,

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we know that there's some
challenging times out there.

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And we're all struggling to figure out

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as parents and educators,

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what can we do to serve our students

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and our children the best way possible.

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And so with that in mind,

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I just wanna give you a sense of

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who's gonna be sharing their
stories with you tonight,

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and then what you can do next.

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So joined on the line is Meaghan Pattani,

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who is Khan Academy's Lead Educator,

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training teachers all around the country.

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As you can see,

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she was an amazing high
school biology teacher,

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high school track and field coach.

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Then you also have myself,
former kindergarten teacher,

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mostly known for teacher ties

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and making smoothies for his kids.

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And that being said,

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I wanna give you a chance
to introduce yourselves.

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So I wanna start with a
couple of quick questions.

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These are pretty important
'cause I'm gonna use these,

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that can inform the
live demonstration we do

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in the next few minutes.

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So go ahead and answer this question.

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What grade level do you teach?

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Are they from elementary
to high or even beyond?

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I'll be curious to find out.

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Again, we'll use that
to really personalize

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the kind of experiences

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you see on the screen in a few minutes.

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Okay, we're gonna close
this poll in a few minutes,

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three, two, one, we'll
share those results.

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And it looks like we've got

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a big chunk of high school teachers here

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as well as some elementary and middle.

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So that's fantastic.

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Thanks for joining.

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I'm gonna ask you one
other question as well,

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which is, regardless of school level,

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what subject do you teach?

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Everything from math,
to ELA, let's know more.

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Thanks so much for participating,

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go ahead and close this
poll, share the results.

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Sure enough,

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it looks like we've got a
plurality of math teachers,

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but also some folks
from across disciplines,

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so thanks again for joining.

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Okay, so that being said,

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I wanna answer a couple of sort of

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ground rules for this webinar.

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For those who are curious,

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you will absolutely get a
recording of this afterwards

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that you can share with anyone you like,

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fellow educators,
administrators, even parents.

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And then absolutely,

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please use the Questions
feature at any point.

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Meaghan gonna respond to your questions

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right now as you type them in.

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And then we're gonna take
some questions live as well.

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So please let us know what's on your mind,

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and we'll respond in real time.

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Okay that being said,

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the three big questions
that we're gonna address

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this evening, are as follows.

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Number one, why do you
even wanna use Khan Academy

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for remote learning in the first place?

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We'll dive a little bit into
the underpinnings of our site.

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Number two, how can you use Khan Academy

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to make remote learning
as effective as possible?

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We know you've got this big
challenge in front of you,

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we wanna give you all
the tools and resources

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to be as successful as you can.

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And third, and finally,
what else is on your mind?

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How can we help, as you
sort of face this next step

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in preparing your students for success.

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So that being said, I wanna start

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with this beginning question

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of why use Khan Academy
for remote learning?

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And the reason I've chosen
these images on this screen,

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which take you back to the very
early days of Khan Academy,

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as Sal Khan himself was
building it out a decade ago,

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is that, even though we often associate

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Khan Academy with the classroom today,

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at its very beginning,

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everything on Khan Academy was remote.

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Sal was sitting in his
closet, as you can see,

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creating the videos, creating the content,

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it became the first
lessons on Khan Academy.

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And the result is,

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because that's always
been part of our DNA,

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even as we move into the classroom,

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you can be sure of two things.

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Number one, Khan Academy is for learners

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who are learning anytime.

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You don't have to be working
at the same time as students,

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they can respond to the specific skills

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you want them to practice.

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They get instant feedback
as soon as they do,

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and you always keep tabs on
how your students are doing.

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And then number two, no
matter where you are,

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no matter where your learners are,

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Khan Academy can bring you together.

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Students don't even need a computer,

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they can now access Khan
Academy on smartphones

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using our app or the mobile website.

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And in addition,

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our content is available
in over 40 languages.

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And as a nonprofit,

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it's all free for you, all
free for your students.

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So that's why Khan Academy

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is sort of uniquely built for this moment,

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because this is the
moment that we came from.

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Okay, so now, the most important question.

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How can you use Khan Academy

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to drive great remote
learning for your students?

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So to make this really come alive,

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I'm gonna use some of
those recommendations

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that you just gave,

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I'm gonna put them to use

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live on the screen for your benefit.

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So I'm going to split-screen mode here.

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And what you see on the right hand side

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is actually the live Khan Academy site,

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the same way you see it if
you log in at khanacademy.org.

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So the question that teachers often ask,

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is how do I even get started?

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How do I get my students enrolled?

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So if you wanna do that,

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all you have to do, is come over here.

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And a lot of folks said hey,
I'm a high school math teacher.

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So maybe you're teaching algebra,

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and so you have your classroom.

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And if you wanna add new students,

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you have three different options

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that I've categorized into
fastest, oldest and youngest.

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And to explain what that means,

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I'm gonna come over here
to the Admin section,

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and then down to Students.

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And under Students,

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you're gonna see this
link to add new students.

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And when you do that,

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you get the exact same option

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that you see there on the slide.

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Do you want to use Google Classroom?

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Do you want students to
join with the class link?

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Or do you wanna actually
enroll your students yourself?

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So the reason I say Google
Classroom is the fastest,

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is that if you already have
a Google Classroom account,

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all you have to do is connect that

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and then import your students right away.

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And you're all set and
they're there in Khan Academy.

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So that is definitely the
fastest way to get started.

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But if you don't have Google Classroom,

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and you do have older students,

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maybe middle school or high school,

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you can absolutely have them
join themselves really quickly.

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All you have to do is click that button,

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students join with the class
link and you get a custom code

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that you can put on your whiteboard,

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on a screen, on an email,

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where they can just join

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and then you log into
your classroom right away.

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And if you actually download the handout

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that I've included here
in the GoToWebinar panel,

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you can actually get a
special handout or slide

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to give to your students
with that information.

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What it has at the very end,
is your unique class code,

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which identifies your
class from every other one

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on Khan Academy.

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And then finally, for your
very youngest students,

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for the elementary teachers out there,

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you can actually create
your students accounts

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on your own, very quickly.

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All you have to do is type in their names,

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and then voila!

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Khan Academy does two things for you,

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number one is it
generates unique username.

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And number two is
generates unique password.

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And then if you create those accounts,

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you can actually download
all that information

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and then print it off for your students.

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Give handouts for your students,
have them take it home,

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and they're ready to go.

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So those are the three
options to get started.

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From fastest, all the way to
oldest and youngest students.

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So that being said, as
a former teacher myself,

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I can't resist that opportunity

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to give you a little pop quiz.

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So, quick question for everyone out there.

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Where can you find your class code?

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Is it located under Course mastery,

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under Assignments, or under Settings?

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Which of those three areas
on your Classroom dashboard

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are gonna take you to your class code.

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Thank you everyone for
weighing in very quickly here,

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this is awesome.

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We got almost 400 folks

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around the country sharing their feedback.

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And we'll go ahead and close this poll

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and share the results.

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And so you're absolutely right.

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Settings is where you wanna go

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and just to recap that,

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you come back here to your classroom page,

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you're skipping past Course
mastery, past Assignments,

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and you come to the Admin section.

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And you can find your class
code in your Students area,

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right over here,

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or in your Settings
field, right over here.

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That's always where you're
gonna find your class code.

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Okay, so next section.

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Once your students are enrolled,

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how do you get them prepared?

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What we're gonna recommend is,

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if you have the ability to
work with your students now,

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before school closure events,

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you're gonna have the best chance

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to really get students
comfortable with the platform,

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and familiar with the
routines associated with it.

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So we highly recommend

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that you start by assigning
a simple skill to practice.

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So they understand the basic
mechanics of Khan Academy,

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and they feel confident and in charge

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when they use it at home.

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That being said, we really recommend

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that you add yourself to your own class,

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so you can try it too.

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'Cause is as important as
your student's practice.

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We've seen time and again,

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the most successful
educators with Khan Academy,

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are the ones who feel
confident about it themselves

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and who include themselves
in the experience.

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So taking this class code for instance,

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if you wanna add yourself to your class,

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just to see what students are receiving,

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the emails that are generated,

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what an assignment looks like.

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All you have to do, is
come up here to your name,

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in the top right hand corner.

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Go to your Learner home,

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not your Teacher dashboard.

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And then on this Learner page,

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which is all about you as a
student, not as a teacher,

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you're gonna come down

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to this very bottom
section called Teachers.

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All you have to do is
plug in your class code,

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and you can join your very own class.

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Now, you'll see everything
the same way that students do.

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So you can know before
you make an assignment,

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everything is the way that you want it,

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and that's how you join your class.

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Now, the other thing, is a
little bit less technical.

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And that is,

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not only should students be
familiar with Khan Academy,

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but they should feel ready
for success in general.

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And so I think there are a
couple things you can do today,

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to really make sure they're
set up for success tomorrow.

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Number one, do your students have

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their login information handy?

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If you download the handout
that I've attached here,

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I have a simple worksheet
that you can print off

00:09:48.460 --> 00:09:49.440
and hand out to your students

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where they can write down the information,

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including the login address,

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so they have that or can even
share that with their parents.

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That's the first step of course.

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For your older students

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who may have their own
smartphones or devices.

00:10:00.720 --> 00:10:02.780
Let them know that they
can access Khan Academy,

00:10:02.780 --> 00:10:04.250
not just through a computer,

00:10:04.250 --> 00:10:07.720
but also through the Khan
Academy app on iOS or Android.

00:10:07.720 --> 00:10:09.250
And if you have younger students,

00:10:09.250 --> 00:10:10.810
maybe they don't even
have a computer at home

00:10:10.810 --> 00:10:12.580
and you're worried about equity issues,

00:10:12.580 --> 00:10:15.280
let them know they can
also access Khan Academy

00:10:15.280 --> 00:10:17.083
on their parent's smart device,

00:10:18.010 --> 00:10:20.120
even if they go to the mobile website,

00:10:20.120 --> 00:10:21.740
or if they wanna download the app.

00:10:21.740 --> 00:10:22.840
So another option to make sure

00:10:22.840 --> 00:10:24.290
all of your students are served,

00:10:24.290 --> 00:10:26.300
all of your students have access.

00:10:26.300 --> 00:10:29.070
And then finally, Maeghan
really reiterated this to me

00:10:29.070 --> 00:10:31.360
before this conversation tonight.

00:10:31.360 --> 00:10:33.943
Which is, you wanna have a
lifeline to your students.

00:10:33.943 --> 00:10:36.150
Meaghan was teaching in Connecticut,

00:10:36.150 --> 00:10:38.270
during the time of Hurricane Sandy,

00:10:38.270 --> 00:10:41.570
she made sure that she had a
clear line of communication

00:10:41.570 --> 00:10:44.900
to her kids, using an LMS or an app like

00:10:44.900 --> 00:10:47.560
ClassDojo or Remind or even just email.

00:10:47.560 --> 00:10:49.890
And so make sure that you
have that set up in advance,

00:10:49.890 --> 00:10:52.450
students know where to
receive information from you.

00:10:52.450 --> 00:10:55.110
And then, also know that
Khan Academy will assist you

00:10:55.110 --> 00:10:57.430
by sending notifications to your students.

00:10:57.430 --> 00:11:00.430
So if they have the app or
if they have access to email,

00:11:00.430 --> 00:11:02.310
they'll be notified that
they have an assignment

00:11:02.310 --> 00:11:03.690
or Course mastery goal,

00:11:03.690 --> 00:11:06.240
and that will keep them
moving towards the right goal.

00:11:06.240 --> 00:11:08.170
Okay, that being said,

00:11:08.170 --> 00:11:10.430
I wanna ask a little pop quiz to see

00:11:10.430 --> 00:11:12.490
if everyone sort of caught
that important protip

00:11:12.490 --> 00:11:14.940
about adding yourself to your class.

00:11:14.940 --> 00:11:18.390
If you wanna add yourself to
your own class on Khan Academy,

00:11:18.390 --> 00:11:21.130
do you do that by going
to your Student Roster,

00:11:21.130 --> 00:11:23.130
or going to your Learner dashboard,

00:11:23.130 --> 00:11:25.580
or by going to the Students
tab of your homepage?

00:11:26.630 --> 00:11:28.480
Just to check for understanding here.

00:11:30.060 --> 00:11:31.483
Old teacher habits die hard.

00:11:33.320 --> 00:11:34.510
Thanks for everyone for voting

00:11:34.510 --> 00:11:36.730
across the country so quickly.

00:11:36.730 --> 00:11:38.580
I'll go ahead and close the poll,

00:11:38.580 --> 00:11:39.823
share the results.

00:11:42.400 --> 00:11:43.233
And voila!

00:11:43.233 --> 00:11:44.280
You nailed it.

00:11:44.280 --> 00:11:46.200
Again, you leave the sort of

00:11:46.200 --> 00:11:48.520
cozy confines of your Teacher dashboard

00:11:48.520 --> 00:11:50.200
and come over to Learner home

00:11:50.200 --> 00:11:52.420
and there under the Teacher section,

00:11:52.420 --> 00:11:54.850
you can add your class code
and join your own class.

00:11:54.850 --> 00:11:56.640
That's exactly what your students see.

00:11:56.640 --> 00:11:58.070
Okay, nicely done.

00:11:58.070 --> 00:11:59.310
So just two final sections

00:11:59.310 --> 00:12:01.670
and then we're gonna open
up for some live Q and A.

00:12:01.670 --> 00:12:04.370
So, once you have your students enrolled,

00:12:04.370 --> 00:12:06.490
once you have them set up for success,

00:12:06.490 --> 00:12:08.520
how do you get the communication going?

00:12:08.520 --> 00:12:10.770
How do you get assignments flowing?

00:12:10.770 --> 00:12:12.200
Well, to set up assignments,

00:12:12.200 --> 00:12:14.960
which is sort of a basic
functionality of Khan Academy,

00:12:14.960 --> 00:12:18.143
all you have to do is come
back to your Teacher dashboard,

00:12:19.140 --> 00:12:20.090
come into your class.

00:12:20.090 --> 00:12:21.390
So again, so we're putting ourselves

00:12:21.390 --> 00:12:23.720
in the shoes of high school
math teachers everywhere.

00:12:23.720 --> 00:12:25.110
Maybe you're teaching algebra,

00:12:25.110 --> 00:12:26.277
maybe you're teaching precalc,

00:12:26.277 --> 00:12:28.970
and you come over here
to the Assignments tab.

00:12:28.970 --> 00:12:30.763
Specifically, you click Assign,

00:12:31.640 --> 00:12:34.420
and then you have your entire
curriculum laid out for you.

00:12:34.420 --> 00:12:36.620
So maybe you chose a couple
of different courses,

00:12:36.620 --> 00:12:38.510
pre-algebra, algebra one,

00:12:38.510 --> 00:12:40.660
maybe even a little bit of early math.

00:12:40.660 --> 00:12:42.750
In this case, let's go to algebra one,

00:12:42.750 --> 00:12:44.420
and say, hey, right now

00:12:44.420 --> 00:12:46.830
we're in the quadratic
section of the year.

00:12:46.830 --> 00:12:48.320
Let's dig in there

00:12:48.320 --> 00:12:50.690
and say I specifically want my students

00:12:50.690 --> 00:12:52.750
to watch a polynomials video

00:12:52.750 --> 00:12:55.550
and do an exercise on polynomials,

00:12:55.550 --> 00:12:57.380
so the very introductory level.

00:12:57.380 --> 00:12:59.210
And if you wanna check those out yourself,

00:12:59.210 --> 00:13:00.880
all you have to do is click on them.

00:13:00.880 --> 00:13:02.460
By clicking on the exercise,

00:13:02.460 --> 00:13:05.940
you can instantly see the
total database of questions

00:13:05.940 --> 00:13:08.000
that students will be faced with.

00:13:08.000 --> 00:13:10.450
And once you've checked that
out and it feels good to you,

00:13:10.450 --> 00:13:13.253
you can close that tab and
click the Assign button.

00:13:14.420 --> 00:13:15.760
The nice thing about Assignments

00:13:15.760 --> 00:13:17.680
is just like an assignment in class.

00:13:17.680 --> 00:13:20.160
you choose the due date, the due time,

00:13:20.160 --> 00:13:23.080
and you choose the specific students.

00:13:23.080 --> 00:13:25.580
You can have all students
work on the same thing,

00:13:25.580 --> 00:13:27.740
Or if you're ready to do
a little differentiation,

00:13:27.740 --> 00:13:29.680
focus on the students who
really need a little bit

00:13:29.680 --> 00:13:32.600
of remedial work and folks
who are ready to move ahead,

00:13:32.600 --> 00:13:34.520
you can choose that as well.

00:13:34.520 --> 00:13:36.230
And lastly, as you see here on the screen,

00:13:36.230 --> 00:13:37.710
there is this protip,

00:13:37.710 --> 00:13:39.690
which is, if you really
wanna make sure that

00:13:39.690 --> 00:13:42.290
everyone has a different
experience, you can do that.

00:13:42.290 --> 00:13:43.280
But there is an advantage

00:13:43.280 --> 00:13:45.690
to giving the same
questions to all students,

00:13:45.690 --> 00:13:47.810
which you're about to
see on the next slide.

00:13:47.810 --> 00:13:49.890
Either way, you make your choice,

00:13:49.890 --> 00:13:51.430
and you click the Assign button.

00:13:51.430 --> 00:13:53.470
Now that assignment goes
out to the students,

00:13:53.470 --> 00:13:56.360
they're notified and
they're off to the races.

00:13:56.360 --> 00:13:58.430
So that's getting an assignment started.

00:13:58.430 --> 00:14:00.260
But how do you review progress?

00:14:00.260 --> 00:14:02.330
How do you sort of
close that feedback loop

00:14:02.330 --> 00:14:04.260
with how the students are doing.

00:14:04.260 --> 00:14:06.070
So if you come over to the Scores tab

00:14:06.070 --> 00:14:08.240
right beneath Assign,

00:14:08.240 --> 00:14:10.140
you can now see the
results that are coming in

00:14:10.140 --> 00:14:12.090
from all these assignments.

00:14:12.090 --> 00:14:13.720
At a student level, which is nice ,

00:14:13.720 --> 00:14:14.553
to know that your students

00:14:14.553 --> 00:14:16.020
are actually getting your assignments,

00:14:16.020 --> 00:14:19.220
completing them, understand
how they're performing.

00:14:19.220 --> 00:14:22.410
But you can actually dig
into the assignment itself,

00:14:22.410 --> 00:14:24.800
and figure out how they
did, question by question,

00:14:24.800 --> 00:14:26.820
across your student body.

00:14:26.820 --> 00:14:28.610
And the reason I shared that protip

00:14:28.610 --> 00:14:30.950
of having a shared set of questions

00:14:30.950 --> 00:14:33.000
is that let's say, you're in a situation,

00:14:33.000 --> 00:14:34.930
where you are able to
do a video conference

00:14:34.930 --> 00:14:36.960
with your students for 30 minutes a day.

00:14:36.960 --> 00:14:38.110
And you can share your screen

00:14:38.110 --> 00:14:40.720
using something like
Zoom or Google Hangouts.

00:14:40.720 --> 00:14:41.940
Well, what you can do

00:14:41.940 --> 00:14:44.340
is you could actually go
through those questions

00:14:44.340 --> 00:14:45.830
and point out, aha!

00:14:45.830 --> 00:14:47.700
There's clearly a misunderstanding here,

00:14:47.700 --> 00:14:49.260
we're seeing a pattern
where a lot of students

00:14:49.260 --> 00:14:50.870
are missing the same thing.

00:14:50.870 --> 00:14:54.360
Let me actually correct that
misunderstanding at the root.

00:14:54.360 --> 00:14:55.200
Then you can actually draw

00:14:55.200 --> 00:14:56.950
right on the screen if you want to,

00:14:56.950 --> 00:14:58.670
and even give students hints,

00:14:58.670 --> 00:15:00.900
give them a sense of how
they can sort of scaffold

00:15:00.900 --> 00:15:03.150
all the way up to the right answer.

00:15:03.150 --> 00:15:03.983
And that way,

00:15:03.983 --> 00:15:06.160
even if you're not directly
connected with students,

00:15:06.160 --> 00:15:08.300
you could have that
same level of feedback,

00:15:08.300 --> 00:15:09.810
that same level of guidance,

00:15:09.810 --> 00:15:12.190
that characterizes the
best teachers anywhere.

00:15:12.190 --> 00:15:14.750
So that's how you get assignments going.

00:15:14.750 --> 00:15:17.400
Now, one pop quiz for you here is,

00:15:17.400 --> 00:15:21.410
do you have to assign the
same exercise to all students?

00:15:21.410 --> 00:15:23.370
So think about this question for a second.

00:15:23.370 --> 00:15:25.390
Is it mandatory to give
the same assignment

00:15:25.390 --> 00:15:27.000
to every single student?

00:15:27.000 --> 00:15:27.950
Or can you differentiate?

00:15:27.950 --> 00:15:29.850
Can you spread it around?

00:15:29.850 --> 00:15:32.360
I know this is an easy one,
we just talked about it,

00:15:32.360 --> 00:15:34.890
just wanted to confirm this
'cause it's very important.

00:15:34.890 --> 00:15:38.610
which is that, Khan
Academy is really focused

00:15:38.610 --> 00:15:40.830
on letting teachers differentiate

00:15:40.830 --> 00:15:43.060
and serve every learner where they are.

00:15:43.060 --> 00:15:44.890
And so even though you may be tempted

00:15:44.890 --> 00:15:46.290
to just sort of assign one assignment,

00:15:46.290 --> 00:15:48.040
to every single student,

00:15:48.040 --> 00:15:50.570
if you know that a student
needs something different,

00:15:50.570 --> 00:15:52.650
feel free to use the Assignments tool

00:15:52.650 --> 00:15:54.080
to pick and choose the students,

00:15:54.080 --> 00:15:56.180
the same way you would
in your own classroom.

00:15:56.180 --> 00:15:59.330
Okay, so that is the assignment piece.

00:15:59.330 --> 00:16:01.910
And then finally, this
idea of mastery goals,

00:16:01.910 --> 00:16:03.230
of course, it brings up the questions,

00:16:03.230 --> 00:16:05.500
what exactly is a mastery goal?

00:16:05.500 --> 00:16:07.720
Let me explain a mastery goal this way.

00:16:07.720 --> 00:16:09.460
We've just talked about assignments,

00:16:09.460 --> 00:16:11.800
which can often be very short-term.

00:16:11.800 --> 00:16:13.830
Do this problem set tomorrow,

00:16:13.830 --> 00:16:15.810
watch this video by tonight.

00:16:15.810 --> 00:16:16.643
And that's great.

00:16:16.643 --> 00:16:17.890
It gets you through the day,

00:16:17.890 --> 00:16:18.950
especially when you're starting

00:16:18.950 --> 00:16:21.000
with your remote learning cadence.

00:16:21.000 --> 00:16:22.510
But if you know that you're
gonna be out of school

00:16:22.510 --> 00:16:24.820
for two weeks, three weeks or more,

00:16:24.820 --> 00:16:27.140
and you wanna set a longer term objective,

00:16:27.140 --> 00:16:30.210
a mastery goal is about
setting the horizon

00:16:30.210 --> 00:16:31.970
about where you want students to head

00:16:31.970 --> 00:16:33.740
even if you're not gonna
be able to be with them

00:16:33.740 --> 00:16:35.380
for a month or more at a time.

00:16:35.380 --> 00:16:37.560
So that's the first
thing mastery goal does.

00:16:37.560 --> 00:16:40.860
The second thing is, it lets
you set a really high bar.

00:16:40.860 --> 00:16:44.080
As you just saw with assignments,
much of the focus is on,

00:16:44.080 --> 00:16:47.640
get it done and get a score,
similar to worksheets.

00:16:47.640 --> 00:16:48.600
But if you wanna say hey,

00:16:48.600 --> 00:16:50.880
it's not just about getting
through the assignment,

00:16:50.880 --> 00:16:53.730
it's about mastering the
core underlying skill.

00:16:53.730 --> 00:16:55.610
That's where mastery goals come in.

00:16:55.610 --> 00:16:56.443
Because they let you say,

00:16:56.443 --> 00:16:58.530
hey, I don't want you moving forward,

00:16:58.530 --> 00:16:59.850
and just sort of going through the motions

00:16:59.850 --> 00:17:01.500
in these next two or three weeks,

00:17:01.500 --> 00:17:03.240
I want you to always push yourself

00:17:03.240 --> 00:17:06.070
to really understand and
master this new skill.

00:17:06.070 --> 00:17:08.440
That's what a mastery goal can help with.

00:17:08.440 --> 00:17:09.850
And so in terms of why you wanna use them

00:17:09.850 --> 00:17:11.270
for remote learning,

00:17:11.270 --> 00:17:13.100
number one, we all know that

00:17:13.100 --> 00:17:14.360
one of the biggest sort of issues

00:17:14.360 --> 00:17:17.630
with remote learning is that
students can feel disempowered.

00:17:17.630 --> 00:17:19.600
Here I am behind the screen,

00:17:19.600 --> 00:17:22.130
I'm not able to connect
with my teacher as directly,

00:17:22.130 --> 00:17:24.110
here I am just going through the motions.

00:17:24.110 --> 00:17:25.580
Whereas the mastery goal,

00:17:25.580 --> 00:17:29.760
let's a student work as fast
or as slowly as they need to,

00:17:29.760 --> 00:17:32.230
to ultimately master those key skills.

00:17:32.230 --> 00:17:34.040
They're the driver of their destiny,

00:17:34.040 --> 00:17:36.250
they have that level of empowerment.

00:17:36.250 --> 00:17:37.560
And then number two,

00:17:37.560 --> 00:17:39.660
when students do come back to school,

00:17:39.660 --> 00:17:41.700
you don't wanna have wide gaps

00:17:41.700 --> 00:17:43.170
because students were going really quickly

00:17:43.170 --> 00:17:44.950
through your online assignments.

00:17:44.950 --> 00:17:46.200
Instead, you wanna make sure you fill in

00:17:46.200 --> 00:17:47.900
those foundational gaps.

00:17:47.900 --> 00:17:50.200
And mastery goals really drive students

00:17:50.200 --> 00:17:53.023
toward that level of
understanding before they move on.

00:17:53.980 --> 00:17:56.630
So how do you assign mastery
goals in your classroom?

00:17:56.630 --> 00:17:59.330
Well, to come back to our
Teacher dashboard here,

00:17:59.330 --> 00:18:00.520
we're gonna go from Assignments

00:18:00.520 --> 00:18:03.483
to the Course mastery tab, and
we're gonna click Placement.

00:18:04.400 --> 00:18:06.680
what you can do here is
you can create a goal

00:18:06.680 --> 00:18:09.290
for as few or as many
students as you want.

00:18:09.290 --> 00:18:12.050
And these goals are typically
set at the course level.

00:18:12.050 --> 00:18:15.000
So you might say, you know,
by the end of this year,

00:18:15.000 --> 00:18:16.470
I want every one of my students

00:18:16.470 --> 00:18:19.280
to have mastered all the
key skills of algebra one,

00:18:19.280 --> 00:18:21.600
and I can assign that to
all of them or part of them.

00:18:21.600 --> 00:18:23.700
And I can set the appropriate due date.

00:18:23.700 --> 00:18:26.060
And that's the way that you get started.

00:18:26.060 --> 00:18:30.370
But then, the magic of Khan
Academy's Course mastery goals,

00:18:30.370 --> 00:18:33.110
come through actually
experiencing what students see.

00:18:33.110 --> 00:18:34.240
So again, if you ever wanna see

00:18:34.240 --> 00:18:36.010
what it looks like on the student side,

00:18:36.010 --> 00:18:38.100
you come back to your Name menu

00:18:38.100 --> 00:18:40.060
at the very top right hand corner,

00:18:40.060 --> 00:18:41.690
you go to Learner home,

00:18:41.690 --> 00:18:44.197
and then, you come over
here to Course mastery,

00:18:44.197 --> 00:18:46.067
and you can see exactly
what the goal looks like

00:18:46.067 --> 00:18:47.946
on the student side

00:18:47.946 --> 00:18:50.340
and then you can see what it
looks like as they click in

00:18:50.340 --> 00:18:52.380
and go through mastering their skills.

00:18:52.380 --> 00:18:54.140
And again, when you
talk about empowerment,

00:18:54.140 --> 00:18:55.870
so much of it is about understanding

00:18:55.870 --> 00:18:57.290
what you've accomplished.

00:18:57.290 --> 00:18:59.400
And this really gives
students a clear sense

00:18:59.400 --> 00:19:00.970
of what have I mastered,

00:19:00.970 --> 00:19:02.820
what do I still have left to work on.

00:19:03.660 --> 00:19:04.750
And then finally,

00:19:04.750 --> 00:19:07.770
is you wanna check that
progress yourself as a teacher.

00:19:07.770 --> 00:19:09.540
You come back to your Teacher dashboard,

00:19:09.540 --> 00:19:10.800
which you can always do just by clicking

00:19:10.800 --> 00:19:13.880
the Khan Academy logo at
the very top of the screen.

00:19:13.880 --> 00:19:16.170
You come into your desired class,

00:19:16.170 --> 00:19:18.150
And then instead of
clicking the Placement tab,

00:19:18.150 --> 00:19:19.503
you click the Progress tab.

00:19:20.500 --> 00:19:23.250
Here, you can really dig
in the Course mastery,

00:19:23.250 --> 00:19:26.900
at an entire course level,
as well as at a unit level.

00:19:26.900 --> 00:19:29.490
So for example, if you
assigned a Course mastery goal,

00:19:29.490 --> 00:19:30.323
where you want to understand

00:19:30.323 --> 00:19:32.630
how students are doing with variables,

00:19:32.630 --> 00:19:34.410
you could find out that aha!

00:19:34.410 --> 00:19:36.610
We have some students who
have really mastered them,

00:19:36.610 --> 00:19:37.740
which is awesome.

00:19:37.740 --> 00:19:40.060
We have some students like Tori and Casey,

00:19:40.060 --> 00:19:42.290
maybe needed a little bit extra practice.

00:19:42.290 --> 00:19:44.370
And you can actually
click the Assign button

00:19:44.370 --> 00:19:47.370
and assign that practice
just to the right student,

00:19:47.370 --> 00:19:50.490
to give them a helping
hand even from afar,

00:19:50.490 --> 00:19:53.520
to make sure they have everything
they need to be successful

00:19:53.520 --> 00:19:56.840
and are constantly pushing
towards that high bar of mastery.

00:19:56.840 --> 00:19:57.673
So that's how you check progress,

00:19:57.673 --> 00:20:00.820
that's how you keep your
students moving forward.

00:20:00.820 --> 00:20:01.940
So that being said,

00:20:01.940 --> 00:20:04.530
I wanna finish up with one final pop quiz.

00:20:04.530 --> 00:20:07.360
So as many folks out there will know,

00:20:07.360 --> 00:20:10.320
Tim Vandenberg was one of
our Khan Academy ambassadors

00:20:10.320 --> 00:20:13.660
and is a sixth grade math
teacher in Hesperia, California.

00:20:13.660 --> 00:20:15.860
He did a really awesome
webinar for us last week.

00:20:15.860 --> 00:20:18.200
We talked about the progress
that his students made

00:20:18.200 --> 00:20:20.270
using Course mastery exclusively,

00:20:20.270 --> 00:20:22.170
not even using assignments.

00:20:22.170 --> 00:20:24.700
And so for anyone who was on that session,

00:20:24.700 --> 00:20:26.290
I'm curious if you recall,

00:20:26.290 --> 00:20:28.980
the incredible progress his students made,

00:20:28.980 --> 00:20:31.030
in terms of the California
Math Assessment.

00:20:31.030 --> 00:20:32.910
A high stakes test that
all of the students

00:20:32.910 --> 00:20:34.810
had to take at the end of fifth grade?

00:20:35.660 --> 00:20:38.670
We'll click these results,
we'll close the poll,

00:20:38.670 --> 00:20:40.970
we'll share them with the audience.

00:20:40.970 --> 00:20:43.210
And sure enough, you're absolutely right.

00:20:43.210 --> 00:20:45.130
Tim had this astounding leap.

00:20:45.130 --> 00:20:46.550
If you remember that graph,

00:20:46.550 --> 00:20:48.540
which is kind of burned in my retinas,

00:20:48.540 --> 00:20:51.570
which is, his students started sixth grade

00:20:51.570 --> 00:20:54.320
60 points below grade level

00:20:54.320 --> 00:20:56.840
and they ended up 34 points above.

00:20:56.840 --> 00:21:00.180
Way more progress than the
state made or the district made,

00:21:00.180 --> 00:21:02.060
or the county made on average.

00:21:02.060 --> 00:21:03.690
And he attributed all to the fact that

00:21:03.690 --> 00:21:06.120
focusing on mastery
and filling those gaps,

00:21:06.120 --> 00:21:08.360
kept his students really
making sure they had

00:21:08.360 --> 00:21:11.300
all the foundations they
needed to be successful.

00:21:11.300 --> 00:21:13.050
So even in this difficult time,

00:21:13.050 --> 00:21:14.403
I recommend checking it out

00:21:14.403 --> 00:21:18.520
just to see what's possible,
as you try remote learning.

00:21:18.520 --> 00:21:22.380
So that said, let me close
up with two final next steps,

00:21:22.380 --> 00:21:24.950
and then we're gonna open
up some live questions.

00:21:24.950 --> 00:21:27.220
So first of all, if you haven't already,

00:21:27.220 --> 00:21:28.870
go to the Handout section,

00:21:28.870 --> 00:21:32.010
and get my total cheat sheet
to this entire process.

00:21:32.010 --> 00:21:34.760
Enrolling your students,
getting them ready for success,

00:21:34.760 --> 00:21:35.890
making your first assignment,

00:21:35.890 --> 00:21:38.060
setting your first Course mastery goals.

00:21:38.060 --> 00:21:39.720
You can feel free to download that,

00:21:39.720 --> 00:21:42.000
share that with educators down the hall,

00:21:42.000 --> 00:21:43.830
share that with your administrators.

00:21:43.830 --> 00:21:47.140
And then number two, if you
have any questions whatsoever,

00:21:47.140 --> 00:21:49.693
please feel free to put
them into the questions box,

00:21:49.693 --> 00:21:52.050
and Meaghan and I will answer those now.

00:21:52.050 --> 00:21:55.480
So let's go ahead and start
with some good questions

00:21:55.480 --> 00:21:56.313
that have been coming in,

00:21:56.313 --> 00:21:58.490
and thank you everyone
who's been asking these.

00:21:58.490 --> 00:22:02.520
So, let's start with
this important question

00:22:02.520 --> 00:22:04.210
from Karen Leonard.

00:22:04.210 --> 00:22:05.362
And I'm gonna bring this up to Meaghan,

00:22:05.362 --> 00:22:07.350
because Meaghan is our
expert teacher trainer,

00:22:07.350 --> 00:22:08.890
and she'll be able to respond directly

00:22:08.890 --> 00:22:10.260
to this question Karen.

00:22:10.260 --> 00:22:12.770
Karen wants to know, are there standards

00:22:12.770 --> 00:22:14.510
connected to each activity Meaghan?

00:22:14.510 --> 00:22:18.260
And if so, are they
national or state standards?

00:22:18.260 --> 00:22:20.050
- That's a great question.

00:22:20.050 --> 00:22:24.660
So for all of our math content,
and for our ELA content,

00:22:24.660 --> 00:22:28.140
which we do have a small
section of ELA content in beta,

00:22:28.140 --> 00:22:30.160
for those that might be looking for that.

00:22:30.160 --> 00:22:31.970
It's all Common Core-aligned.

00:22:31.970 --> 00:22:33.720
And from the teacher perspective,

00:22:33.720 --> 00:22:35.070
if you go to make an assignment,

00:22:35.070 --> 00:22:37.960
the same way Jeremy is
showing you on your screen,

00:22:37.960 --> 00:22:41.630
all of the Common Core standards
will appear there for you.

00:22:41.630 --> 00:22:44.360
The alternative is that if
you're looking for content

00:22:44.360 --> 00:22:47.210
maybe to align to your
existing curriculum,

00:22:47.210 --> 00:22:50.260
is that, in our Search feature,
you can search by topic

00:22:50.260 --> 00:22:53.400
but you can also search by standard.

00:22:53.400 --> 00:22:54.890
Some other things that might be helpful

00:22:54.890 --> 00:22:56.460
if you're a science teacher,

00:22:56.460 --> 00:22:59.490
we do have some NGSS-Aligned content

00:22:59.490 --> 00:23:01.040
and if you're an AP teacher,

00:23:01.040 --> 00:23:04.140
all of our AP courses are
aligned to the AP standards,

00:23:04.140 --> 00:23:06.070
and you can search by those as well.

00:23:06.070 --> 00:23:07.330
And if you're a high school teacher

00:23:07.330 --> 00:23:09.490
interested in SAT preparation,

00:23:09.490 --> 00:23:11.850
we do have official SAT practice.

00:23:11.850 --> 00:23:14.690
And inside our SAT practice,

00:23:14.690 --> 00:23:18.400
our content can be identified
by state-specific standards.

00:23:18.400 --> 00:23:19.920
So only in the SAT part,

00:23:19.920 --> 00:23:21.960
can you identify by
state-specific standards

00:23:21.960 --> 00:23:25.423
otherwise is national
standards, mostly Common Core.

00:23:26.480 --> 00:23:28.160
- Cool, great question, Karen.

00:23:28.160 --> 00:23:30.410
Thanks for the great answer, Meaghan.

00:23:30.410 --> 00:23:31.810
Okay, so next question here.

00:23:33.370 --> 00:23:35.403
So just to see here,

00:23:36.660 --> 00:23:38.540
Moses Lopez wants to know,

00:23:38.540 --> 00:23:40.300
would you recommend Meaghan,

00:23:40.300 --> 00:23:43.320
that teachers share an
account to work with students?

00:23:43.320 --> 00:23:44.770
So let's say that you have,

00:23:44.770 --> 00:23:47.860
you know, maybe students in
common with another teacher,

00:23:47.860 --> 00:23:49.490
so do you have a single
account or separate account?

00:23:49.490 --> 00:23:51.540
What's the best way to set that up?

00:23:51.540 --> 00:23:55.060
- So if you have students that
are across multiple teachers,

00:23:55.060 --> 00:23:57.130
I believe is what the
question is getting at,

00:23:57.130 --> 00:23:59.420
is that your students
can have as many teachers

00:23:59.420 --> 00:24:00.270
as they'd like.

00:24:00.270 --> 00:24:03.310
And if they're making, if
you're using progress tracking,

00:24:03.310 --> 00:24:04.750
as opposed to our individual assignments,

00:24:04.750 --> 00:24:06.170
we're using progress tracking,

00:24:06.170 --> 00:24:08.790
any teacher who has that
student on their roster

00:24:08.790 --> 00:24:10.360
can see their progress.

00:24:10.360 --> 00:24:11.570
So if for example,

00:24:11.570 --> 00:24:14.570
you are, you know, third grade teacher

00:24:14.570 --> 00:24:15.930
and you're using it for math,

00:24:15.930 --> 00:24:18.120
but you might also have
support instructors

00:24:18.120 --> 00:24:20.540
in your classroom, or additional,

00:24:20.540 --> 00:24:22.510
you know, parents who
are in your classroom,

00:24:22.510 --> 00:24:23.610
they can have an account as well.

00:24:23.610 --> 00:24:26.080
They can track student
progress for students

00:24:26.080 --> 00:24:28.170
and so that way teachers,

00:24:28.170 --> 00:24:29.800
even though you can't share an account,

00:24:29.800 --> 00:24:32.463
you're able to have access
to students progress.

00:24:33.570 --> 00:24:34.490
- Cool.

00:24:34.490 --> 00:24:37.230
Okay, this is a really important
question from Camden King,

00:24:37.230 --> 00:24:39.440
this goes way beyond technology.

00:24:39.440 --> 00:24:40.670
Any tips Meaghan,

00:24:40.670 --> 00:24:43.120
on how to actually get
the kiddos to do the work?

00:24:43.120 --> 00:24:45.730
Maybe using incentives beyond grades?

00:24:45.730 --> 00:24:48.427
- Yeah, so what a great question (laughs).

00:24:49.390 --> 00:24:51.440
For sure and so there's a couple of things

00:24:51.440 --> 00:24:53.930
depending on the, you know, age group,

00:24:53.930 --> 00:24:55.170
demographics of your students,

00:24:55.170 --> 00:24:56.410
we find different success to this.

00:24:56.410 --> 00:24:59.470
So Khan Academy also award
students Energy Points

00:24:59.470 --> 00:25:02.950
while they're completing
assignments or doing work.

00:25:02.950 --> 00:25:05.660
And those Energy Points
allow them to upgrade avatars

00:25:05.660 --> 00:25:07.270
and earn badges and some sort of,

00:25:07.270 --> 00:25:10.720
some of those internal kind
of gamification pieces,

00:25:10.720 --> 00:25:13.810
we find to be really
motivating for students.

00:25:13.810 --> 00:25:17.010
On top of that, we find
that teachers like to track

00:25:17.010 --> 00:25:19.890
overall progress and provide
incentives around that.

00:25:19.890 --> 00:25:21.730
Some of them can be as simple as,

00:25:21.730 --> 00:25:24.610
we have printable certificates
on the site that show you,

00:25:24.610 --> 00:25:28.510
oh, you mastered five skills
or you've really gone ahead,

00:25:28.510 --> 00:25:29.710
or some teachers create their own,

00:25:29.710 --> 00:25:31.430
you've completed all of first grade,

00:25:31.430 --> 00:25:33.010
that's amazing and just recognize them.

00:25:33.010 --> 00:25:35.240
That, whereas other teachers you know,

00:25:35.240 --> 00:25:37.430
start to say if you make
x amount of progress,

00:25:37.430 --> 00:25:39.370
we'll reward the class with,

00:25:39.370 --> 00:25:40.440
you know, some sort of prizes,

00:25:40.440 --> 00:25:41.880
which might be a little bit challenging

00:25:41.880 --> 00:25:43.780
as we think about remote learning.

00:25:43.780 --> 00:25:46.810
But I know that some
teachers will you know send,

00:25:46.810 --> 00:25:49.990
again, digital recognition,
either in a certificate

00:25:49.990 --> 00:25:51.680
or you know, some teachers
really go all the way

00:25:51.680 --> 00:25:53.580
to Amazon gift cards,
I'm not encouraging that.

00:25:53.580 --> 00:25:56.820
It's just something we've
seen in real classrooms

00:25:56.820 --> 00:25:59.403
about ways to recognize student progress.

00:26:01.213 --> 00:26:02.180
- Cool.

00:26:02.180 --> 00:26:04.090
I've seen a couple questions here about

00:26:04.090 --> 00:26:06.190
K through two or even preschool.

00:26:06.190 --> 00:26:07.110
I do wanna to call out
- Yeah

00:26:07.110 --> 00:26:10.400
- Khan Academy for kids,
which is our sister program.

00:26:10.400 --> 00:26:13.770
It's all focused on ages two to six

00:26:13.770 --> 00:26:16.650
and helping them really sort
of build the foundations

00:26:16.650 --> 00:26:20.780
for number sense and for
reading and language arts.

00:26:20.780 --> 00:26:21.810
And so if you're interested in that,

00:26:21.810 --> 00:26:24.950
it's a free app that you can
download on iOS or Android.

00:26:24.950 --> 00:26:27.030
So definitely check out the Khan Kids app,

00:26:27.030 --> 00:26:28.330
as you can see right here.

00:26:29.900 --> 00:26:32.070
Sort of going along with
that question, Meaghan,

00:26:32.070 --> 00:26:33.310
Tina Lockman asks,

00:26:33.310 --> 00:26:35.590
does Khan Academy have any reading lessons

00:26:35.590 --> 00:26:37.780
or is this really just for maths?

00:26:37.780 --> 00:26:40.000
- It's not just for math (mumbles)

00:26:40.000 --> 00:26:41.660
I think that's a common
misconception is that,

00:26:41.660 --> 00:26:44.950
we did start with math but
Khan Academy offers math,

00:26:44.950 --> 00:26:47.270
science and engineering, computer science,

00:26:47.270 --> 00:26:49.960
arts, humanities, economics.

00:26:49.960 --> 00:26:52.030
We're partnered with College
Board as I mentioned,

00:26:52.030 --> 00:26:54.346
and we have free as official SAT practice,

00:26:54.346 --> 00:26:57.490
along with a fair amount of AP content

00:26:57.490 --> 00:27:00.870
including things, AP
Computer Science Principles,

00:27:00.870 --> 00:27:05.020
AP US History, AP Biology
is just getting revamped.

00:27:05.020 --> 00:27:07.630
So there's plenty of content beyond math.

00:27:07.630 --> 00:27:11.250
Our ELA content is just
in its early development,

00:27:11.250 --> 00:27:14.410
and so if you are an English
Language Arts teacher,

00:27:14.410 --> 00:27:18.380
and you're looking for some
content, we do have some.

00:27:18.380 --> 00:27:20.580
And we would love to get
your feedback on that,

00:27:20.580 --> 00:27:23.140
as well as we think about
developing that further.

00:27:23.140 --> 00:27:26.000
And if you have early
learners, as Jeremy mentioned,

00:27:26.000 --> 00:27:27.710
we do have the Khan Academy Kids app

00:27:27.710 --> 00:27:31.490
which is focused on both early
literacy and early numeracy

00:27:31.490 --> 00:27:33.600
along with social-emotional learning.

00:27:33.600 --> 00:27:36.180
So if you have kiddos that are in that

00:27:36.180 --> 00:27:37.550
two to seven age range,

00:27:37.550 --> 00:27:41.270
we just published all first
grade content last week.

00:27:41.270 --> 00:27:42.480
Very exciting for us.

00:27:42.480 --> 00:27:44.140
So if you're looking for
that type of content,

00:27:44.140 --> 00:27:47.110
I highly encourage you to look
at the Khan Academy Kids app,

00:27:47.110 --> 00:27:51.373
which has a much more robust
language and reading component.

00:27:52.750 --> 00:27:53.583
- Awesome.

00:27:54.570 --> 00:27:56.450
Al Moreno ask a really
interesting question,

00:27:56.450 --> 00:27:59.250
which is, obviously for a lot of students,

00:27:59.250 --> 00:28:01.240
even if they don't have any
internet access themselves,

00:28:01.240 --> 00:28:03.140
they might have it through
a parent's smartphone

00:28:03.140 --> 00:28:04.540
or through the library.

00:28:04.540 --> 00:28:07.210
But if there is just no
internet access available,

00:28:07.210 --> 00:28:09.710
what would we recommend
in that case Meaghan?

00:28:09.710 --> 00:28:11.110
- Yeah, it's a really tricky one.

00:28:11.110 --> 00:28:13.170
And we do deal with this,

00:28:13.170 --> 00:28:14.720
with some of the, you know, students,

00:28:14.720 --> 00:28:16.610
we do work with school
districts all over the US,

00:28:16.610 --> 00:28:19.900
which, obviously, you know, every school,

00:28:19.900 --> 00:28:23.060
every district has their
own accessibility concerns.

00:28:23.060 --> 00:28:24.730
And so one thing I will say is that,

00:28:24.730 --> 00:28:26.800
everything as Jeremy
so kindly pointed out,

00:28:26.800 --> 00:28:29.400
everything that's available
to students on the website

00:28:29.400 --> 00:28:31.350
is available to them through the app.

00:28:31.350 --> 00:28:34.060
And so even if they only
have access to a smartphone,

00:28:34.060 --> 00:28:36.610
they can access the full content library,

00:28:36.610 --> 00:28:38.990
all of their assignments from you.

00:28:38.990 --> 00:28:40.610
All of that is still available,

00:28:40.610 --> 00:28:42.470
And so we find that a
lot of students might

00:28:42.470 --> 00:28:44.260
at least have access to a smartphone

00:28:44.260 --> 00:28:46.470
for even a small part of their week.

00:28:46.470 --> 00:28:50.060
And so that is one thing we
do see leveraged quite a bit.

00:28:50.060 --> 00:28:52.990
If they have no access at all,

00:28:52.990 --> 00:28:55.747
there is an option that if
you look at our Help Center,

00:28:55.747 --> 00:28:58.800
"how do I help students who
have no internet access?"

00:28:58.800 --> 00:29:02.080
We do have a partnership with organization

00:29:02.080 --> 00:29:04.040
called Learning Equality.

00:29:04.040 --> 00:29:09.040
And they have an option where
a student can download content

00:29:09.400 --> 00:29:11.590
and access it offline.

00:29:11.590 --> 00:29:14.410
However, they would still need a device,

00:29:14.410 --> 00:29:16.660
in order to do that, to get the content.

00:29:16.660 --> 00:29:19.700
We don't offer printouts
of all our exercises,

00:29:19.700 --> 00:29:20.990
but as Jeremy is showing on the screen,

00:29:20.990 --> 00:29:22.430
if you look in our Help Center,

00:29:22.430 --> 00:29:24.750
and you find there, again, Kolibri,

00:29:24.750 --> 00:29:26.800
which is part of Learning Equality,

00:29:26.800 --> 00:29:29.970
they do offer an ability
to download Khan Academy

00:29:29.970 --> 00:29:31.170
and other content.

00:29:31.170 --> 00:29:33.020
They're not exclusively for us,

00:29:33.020 --> 00:29:36.280
and so that students
can access that offline.

00:29:36.280 --> 00:29:40.210
And we do see that use quite
a bit, mostly outside the US,

00:29:40.210 --> 00:29:43.423
but inside the US and a
few locations as well.

00:29:44.330 --> 00:29:47.040
- Fantastic and let's just
close with one final question,

00:29:47.040 --> 00:29:49.860
which is, national certificates.

00:29:49.860 --> 00:29:50.830
How would a teacher go about

00:29:50.830 --> 00:29:52.300
getting access to those Meaghan?

00:29:52.300 --> 00:29:53.810
As well as any other teacher resources

00:29:53.810 --> 00:29:55.240
they we're developing?

00:29:55.240 --> 00:29:56.440
- Great, great questions.

00:29:56.440 --> 00:29:58.150
So once you log into Khan Academy

00:29:58.150 --> 00:30:00.410
and you are logged into
your Teacher dashboard,

00:30:00.410 --> 00:30:02.090
there's a place for you
and Jeremy I believe,

00:30:02.090 --> 00:30:05.170
is gonna navigate to us right
there, called Resources,

00:30:05.170 --> 00:30:07.540
that tab that Jeremy's hovering over.

00:30:07.540 --> 00:30:09.730
And there you can see Getting
started with teacher training.

00:30:09.730 --> 00:30:12.300
We have some teacher
training options there,

00:30:12.300 --> 00:30:14.200
including a welcome guide and some videos

00:30:14.200 --> 00:30:17.270
that show how teachers have
been using Khan Academy.

00:30:17.270 --> 00:30:19.060
There's also some additional resources

00:30:19.060 --> 00:30:20.040
when you go into that,

00:30:20.040 --> 00:30:21.840
and you'll find resources for parents,

00:30:21.840 --> 00:30:24.550
there's some Out-of-School
Program suggestions.

00:30:24.550 --> 00:30:26.100
I know I used to work with

00:30:26.100 --> 00:30:28.040
Boys and Girls Club of America quite a bit

00:30:28.040 --> 00:30:30.620
and they would use some of
their after-school programs.

00:30:30.620 --> 00:30:31.850
All of those types of things

00:30:31.850 --> 00:30:34.450
like certificates and printables,
you can find them there.

00:30:34.450 --> 00:30:36.660
If you're having trouble finding them,

00:30:36.660 --> 00:30:38.410
always feel free to go to our Help Center.

00:30:38.410 --> 00:30:40.980
And even if you do something
as simple as put certificates

00:30:40.980 --> 00:30:43.240
into the search bar of our Help Center,

00:30:43.240 --> 00:30:44.710
you'll just like that,

00:30:44.710 --> 00:30:45.543
you'll be able to see them

00:30:45.543 --> 00:30:47.380
and they do come in multiple languages

00:30:47.380 --> 00:30:49.847
and those are printable
for your students, so.

00:30:51.030 --> 00:30:53.400
- Great, okay, so let's
end it there Meaghan.

00:30:53.400 --> 00:30:55.320
Thank you so much for
sharing your expertise

00:30:55.320 --> 00:30:56.153
with our audience.

00:30:56.153 --> 00:30:57.460
And thank you to our audience,

00:30:57.460 --> 00:30:59.020
for taking the time out of your afternoon

00:30:59.020 --> 00:31:00.680
or your evening to be with us.

00:31:00.680 --> 00:31:02.700
I know there's so much going on right now.

00:31:02.700 --> 00:31:04.800
We appreciate you
investing in this session.

00:31:04.800 --> 00:31:07.470
That being said, do us one final favor,

00:31:07.470 --> 00:31:09.140
please take the poll that pops up

00:31:09.140 --> 00:31:10.970
at the very end of this webinar.

00:31:10.970 --> 00:31:13.970
And let us know a, how can
we make future iterations

00:31:13.970 --> 00:31:15.540
of the session even better?

00:31:15.540 --> 00:31:17.680
And then b, what kinds of sessions

00:31:17.680 --> 00:31:19.530
would you like to see going next?

00:31:19.530 --> 00:31:21.470
Obviously, this is a
relatively high-level session

00:31:21.470 --> 00:31:22.690
about getting started.

00:31:22.690 --> 00:31:26.250
If you want us to dive
deep into math or ELA

00:31:26.250 --> 00:31:28.830
or motivation or keeping students engaged

00:31:28.830 --> 00:31:30.420
in a remote learning environment,

00:31:30.420 --> 00:31:31.810
please just let us know.

00:31:31.810 --> 00:31:34.340
We'll be sure to build it
out for our next session.

00:31:34.340 --> 00:31:36.080
So on behalf of Meaghan and myself,

00:31:36.080 --> 00:31:39.540
thank you so much for making
time to join us today.

00:31:39.540 --> 00:31:41.070
We wish you tremendous success

00:31:41.070 --> 00:31:43.440
as you get your students
set up for remote learning.

00:31:43.440 --> 00:31:45.830
And if there's anything at all
we can do to be of service,

00:31:45.830 --> 00:31:47.410
please just let us know.

00:31:47.410 --> 00:31:49.058
Thank you again so much.

00:31:49.058 --> 00:31:50.158
- Thank you very much.


Khan Academy thanks our teachers

WEBVTT
Kind: captions
Language: en

00:00:00.230 --> 00:00:02.450
- To Mrs. Cordell, my
fourth grade teacher.

00:00:02.450 --> 00:00:03.407
- To Miss Peterson.

00:00:03.407 --> 00:00:04.590
- To Mr. Garbert.

00:00:04.590 --> 00:00:05.711
- To Mr. Jones.

00:00:05.711 --> 00:00:06.544
- To Miss Wolf.

00:00:06.544 --> 00:00:07.377
- To Mrs. Young.

00:00:07.377 --> 00:00:08.210
- Mr. Chavez

00:00:08.210 --> 00:00:09.820
- Mr. Bhode, fifth and sixth grade.

00:00:09.820 --> 00:00:10.670
- To Mr. Blake.

00:00:10.670 --> 00:00:11.700
- To Mr. Lester.

00:00:11.700 --> 00:00:12.780
- To Mr. Hadwin.

00:00:12.780 --> 00:00:13.770
- To Mr. Zarki.

00:00:13.770 --> 00:00:14.603
- Doctor Ron

00:00:14.603 --> 00:00:15.790
- To Mrs. Alvarado.

00:00:15.790 --> 00:00:18.660
- To Gayle Wills and Jenna Susa.

00:00:18.660 --> 00:00:19.550
- To Mrs. May Yu.

00:00:19.550 --> 00:00:21.360
- To my high school humanities teacher.

00:00:21.360 --> 00:00:23.799
- To Mrs. Valentine, my
kindergarten teacher.

00:00:23.799 --> 00:00:27.440
(inspiring music)

00:00:27.440 --> 00:00:30.060
- Who taught me how to analyze
literature and to write.

00:00:30.060 --> 00:00:31.090
- Who first introduce me

00:00:31.090 --> 00:00:33.480
to the magic of TV and film production.

00:00:33.480 --> 00:00:35.100
- Who helped me find my voice in writing.

00:00:35.100 --> 00:00:37.530
- Who encouraged me to
write my first program.

00:00:37.530 --> 00:00:39.680
- Who helped me figure
out how to think about

00:00:39.680 --> 00:00:40.640
and what I think about

00:00:40.640 --> 00:00:42.070
so many different things in the world.

00:00:42.070 --> 00:00:44.990
- Who brought so much love
and joy in to the classroom.

00:00:44.990 --> 00:00:47.510
- Who demanded excellence
while treating us with respect.

00:00:47.510 --> 00:00:50.010
- Who helped me get over
my fear in public speaking.

00:00:50.010 --> 00:00:53.500
- Who gave me a book began my
love of science and fiction.

00:00:53.500 --> 00:00:55.910
- Who believed in us even
when we blew everything up.

00:00:55.910 --> 00:01:00.270
- Who taught me the value
of telling stories to teach

00:01:00.270 --> 00:01:02.160
and listening to other people's stories.

00:01:02.160 --> 00:01:03.620
- Who is such an amazing woman

00:01:03.620 --> 00:01:05.130
I named my daughter after her.

00:01:05.130 --> 00:01:08.565
(inspiring music)

00:01:08.565 --> 00:01:10.490
- And for making us all
feel special all the time.

00:01:10.490 --> 00:01:13.640
- And you were exceedingly
patient with me.

00:01:13.640 --> 00:01:15.870
- For helping me discover
my love for writing.

00:01:15.870 --> 00:01:18.590
- For pushing me to always be
the best version of myself.

00:01:18.590 --> 00:01:20.920
- And for teaching me
that I could accomplish

00:01:20.920 --> 00:01:22.700
anything I put my mind to.

00:01:22.700 --> 00:01:24.400
- For telling me I was good at math.

00:01:24.400 --> 00:01:28.180
- For making sure that I knew
I could do accelerated work.

00:01:28.180 --> 00:01:31.100
- For encouraging my love
of reading and writing.

00:01:31.100 --> 00:01:33.570
- For making me feel
welcome in our classroom

00:01:33.570 --> 00:01:36.620
as a recent immigrant to United States.

00:01:36.620 --> 00:01:39.860
- For inspiring me to become
a kindergarten teacher intern

00:01:39.860 --> 00:01:41.890
who touched so many lives

00:01:41.890 --> 00:01:43.200
both your students

00:01:43.200 --> 00:01:44.870
and your student's students

00:01:44.870 --> 00:01:46.179
more than you'll ever know.

00:01:46.179 --> 00:01:49.012
(inspiring music)

00:01:50.029 --> 00:01:51.140
- Thanks, Mrs. May Yu.

00:01:51.140 --> 00:01:52.333
- Thank you, Mr. Blake.

00:01:52.333 --> 00:01:53.621
- Thank you, Mr. Chaves.

00:01:53.621 --> 00:01:55.040
- Thank you, Mr. Garbert.

00:01:55.040 --> 00:01:56.210
- Thank you, Mrs. Cordell.

00:01:56.210 --> 00:01:57.140
- Thank you, Mrs. Crame.

00:01:57.140 --> 00:01:58.310
- Thank you, Mr. Lester.

00:01:58.310 --> 00:01:59.410
- Thank you, Mr. Hadwin.

00:01:59.410 --> 00:02:02.383
- You've made a huge impact
on my life and so many others.

00:02:02.383 --> 00:02:03.216
Thank you.

00:02:03.216 --> 00:02:04.219
- Thank you.

00:02:04.219 --> 00:02:05.052
- Thank you.

00:02:05.052 --> 00:02:05.885
- Thank you.

00:02:05.885 --> 00:02:06.718
- Thank you.

00:02:06.718 --> 00:02:07.551
- Thank you.

00:02:07.551 --> 00:02:08.384
- Thank you.

00:02:08.384 --> 00:02:11.217
(inspiring music)


Creating objective summaries

WEBVTT
Kind: captions
Language: en

00:00:00.670 --> 00:00:01.530
- [Narrator] Hello, readers.

00:00:01.530 --> 00:00:04.210
Today I want to talk
about objective summaries

00:00:04.210 --> 00:00:07.420
by way of introducing you to
the character of Joe Friday,

00:00:07.420 --> 00:00:10.600
a fictional cop from an
old radio show from the 50s

00:00:10.600 --> 00:00:12.040
called Dragnet.

00:00:12.040 --> 00:00:13.870
The show had this iconic theme

00:00:13.870 --> 00:00:14.923
and it went like this.

00:00:14.923 --> 00:00:18.173
(tense big band music)

00:00:20.670 --> 00:00:22.520
Friday was a very straightforward,

00:00:22.520 --> 00:00:24.410
almost relentless, character

00:00:24.410 --> 00:00:26.700
and the catchphrase
associated with his character

00:00:26.700 --> 00:00:28.487
was "Just the facts."

00:00:28.487 --> 00:00:30.110
"All we want are the facts, ma'am,"

00:00:30.110 --> 00:00:32.880
was the sort of thing that he would say.

00:00:32.880 --> 00:00:35.980
And that's what we're talking
about today: just the facts.

00:00:35.980 --> 00:00:38.940
There's this idea called objectivity.

00:00:38.940 --> 00:00:40.110
That you can talk about something

00:00:40.110 --> 00:00:42.010
without inserting any opinions

00:00:42.010 --> 00:00:45.000
which are personal thoughts or beliefs.

00:00:45.000 --> 00:00:48.160
Doing this, being objective,
is very difficult;

00:00:48.160 --> 00:00:50.280
opinions want to creep in.

00:00:50.280 --> 00:00:53.990
So what does it mean for
a summary to be objective?

00:00:53.990 --> 00:00:57.283
It means it isn't influenced
by feelings or opinions,

00:00:57.283 --> 00:00:59.860
it's not written in the first person,

00:00:59.860 --> 00:01:01.300
it's about the text, not me,

00:01:01.300 --> 00:01:05.330
and it's not a judgment or
a review of the information.

00:01:05.330 --> 00:01:08.840
Let's be clear here; it's
not bad to have opinions.

00:01:08.840 --> 00:01:11.080
In my opinion, it is
good to have opinions,

00:01:11.080 --> 00:01:13.830
but they do not have a place in summaries.

00:01:13.830 --> 00:01:15.550
You can put opinions to use when you

00:01:15.550 --> 00:01:18.340
analyze or evaluate something.

00:01:18.340 --> 00:01:19.650
When you're looking at summaries

00:01:19.650 --> 00:01:20.660
and you're trying to determine

00:01:20.660 --> 00:01:22.770
whether one is objective or not,

00:01:22.770 --> 00:01:25.420
look for words that cast judgment.

00:01:25.420 --> 00:01:28.390
Does the writer say
something is good or terrible

00:01:28.390 --> 00:01:30.683
or useful or useless?

00:01:31.720 --> 00:01:33.290
Let's do this together.

00:01:33.290 --> 00:01:37.310
I'll take this text and summarize
it without any opinions.

00:01:37.310 --> 00:01:41.310
Polar bears hunt for seals on
thick sea ice in the Arctic.

00:01:41.310 --> 00:01:44.660
As the Earth grows warmer,
though, sea ice gets thinner.

00:01:44.660 --> 00:01:46.110
With less stable ground,

00:01:46.110 --> 00:01:48.810
some hungry polar bears
search for food inland,

00:01:48.810 --> 00:01:51.870
often dangerously close
to human environments.

00:01:51.870 --> 00:01:54.310
Although polar bears
usually keep to themselves,

00:01:54.310 --> 00:01:56.760
a very scared or angry one could attack,

00:01:56.760 --> 00:01:58.840
and even eat, a human.

00:01:58.840 --> 00:02:02.300
Several villages have set up
polar bear patrols as a result.

00:02:02.300 --> 00:02:04.570
The patrollers zoom around on snowmobiles,

00:02:04.570 --> 00:02:06.530
using bright lights and loud noises

00:02:06.530 --> 00:02:08.440
to scare away polar bears.

00:02:08.440 --> 00:02:11.730
Hopefully, the polar bears
find another snack later on.

00:02:11.730 --> 00:02:13.130
Here's my summary:

00:02:13.130 --> 00:02:15.130
Climate change causes polar bears

00:02:15.130 --> 00:02:18.490
to encroach on human
habitats to search for food.

00:02:18.490 --> 00:02:20.920
As a consequence, these
villages have set up

00:02:20.920 --> 00:02:23.363
polar bear patrols to frighten them away.

00:02:24.470 --> 00:02:26.520
As a person who cares
about climate change,

00:02:26.520 --> 00:02:29.520
as well as the wellbeing
of bears and human beings,

00:02:29.520 --> 00:02:31.870
I have all sorts of opinions about this,

00:02:31.870 --> 00:02:35.000
but for the purposes of
summarizing that paragraph,

00:02:35.000 --> 00:02:36.810
I have to put them aside.

00:02:36.810 --> 00:02:38.213
Just the facts, ma'am.

00:02:38.213 --> 00:02:40.060
(Dragnet theme)

00:02:40.060 --> 00:02:43.020
If you get good enough at
making objective summaries,

00:02:43.020 --> 00:02:45.380
you'll start noticing
when opinion creeps into

00:02:45.380 --> 00:02:47.540
things you expect to be objective.

00:02:47.540 --> 00:02:49.120
And it won't be obvious like

00:02:49.120 --> 00:02:51.650
bears are terrible and humans
are right to scare them away

00:02:51.650 --> 00:02:54.060
or climate change ravages bear habitats,

00:02:54.060 --> 00:02:56.290
sending defenseless bears
into the jaws of doom:

00:02:56.290 --> 00:02:57.420
human villages.

00:02:57.420 --> 00:03:00.380
But it might be in the
way a story is framed.

00:03:00.380 --> 00:03:02.360
Like, there's a difference between

00:03:02.360 --> 00:03:04.580
bears move into human habitats

00:03:04.580 --> 00:03:08.050
and bears are forced into human habitats.

00:03:08.050 --> 00:03:09.560
What causes them to move?

00:03:09.560 --> 00:03:11.900
Forced by whom or by what?

00:03:11.900 --> 00:03:14.380
Sometimes what's not in a text can be

00:03:14.380 --> 00:03:16.950
as important as what's in it.

00:03:16.950 --> 00:03:18.380
Experiment with this a little.

00:03:18.380 --> 00:03:20.430
Try summarizing some news articles

00:03:20.430 --> 00:03:22.910
and see if you can restate
the facts of the stories

00:03:22.910 --> 00:03:25.110
without inserting any opinions.

00:03:25.110 --> 00:03:27.670
It's a fun challenge and
it may expose an opinion

00:03:27.670 --> 00:03:30.130
where you didn't expect to see it.

00:03:30.130 --> 00:03:33.400
Objectively, you can learn anything.

00:03:33.400 --> 00:03:34.890
David out.

00:03:34.890 --> 00:03:36.173
Constant vigilance!


How can a text have two or more main ideas?

WEBVTT
Kind: captions
Language: en

00:00:00.170 --> 00:00:01.060
- [David] Hello, readers.

00:00:01.060 --> 00:00:04.750
Today I wanna begin with a
brief aside about physics.

00:00:04.750 --> 00:00:08.840
Unless you're like a quantum
particle or something,

00:00:08.840 --> 00:00:12.090
it's not possible to be
in two places at once,

00:00:12.090 --> 00:00:15.910
nor is it possible to travel
in two directions at once.

00:00:15.910 --> 00:00:18.480
Right, if I'm on a train
from Chicago to Pittsburgh,

00:00:18.480 --> 00:00:22.520
I can't simultaneously be on
a train from Chicago to Omaha.

00:00:22.520 --> 00:00:27.030
So my body can't travel
in two directions at once,

00:00:27.030 --> 00:00:30.490
but my mind can.

00:00:30.490 --> 00:00:31.700
What, what?

00:00:31.700 --> 00:00:35.620
I know, it is possible to think
two ideas at the same time,

00:00:35.620 --> 00:00:37.470
ideas that are equally important

00:00:37.470 --> 00:00:40.353
but may not necessarily
support one another.

00:00:41.250 --> 00:00:42.270
I can be thinking,

00:00:42.270 --> 00:00:45.150
it's hot outside and
I'm late for my train,

00:00:45.150 --> 00:00:49.000
and those two ideas can have
equal weight in my mind.

00:00:49.000 --> 00:00:51.260
The same thing can happen in texts.

00:00:51.260 --> 00:00:52.790
An essay, or an argument,

00:00:52.790 --> 00:00:56.720
or a book can have two or more main ideas.

00:00:56.720 --> 00:00:59.290
It's a train that can
go east to Pittsburgh

00:00:59.290 --> 00:01:03.000
and west to Omaha at the same time.

00:01:03.000 --> 00:01:05.110
This is a confusing idea.

00:01:05.110 --> 00:01:06.640
When you look at an essay, you think,

00:01:06.640 --> 00:01:08.850
what's the main idea in this text?

00:01:08.850 --> 00:01:10.250
What is the author trying to tell me,

00:01:10.250 --> 00:01:13.070
or what position are they
trying to convince me of?

00:01:13.070 --> 00:01:15.910
So how can there be room
for more than one idea?

00:01:15.910 --> 00:01:18.960
How can we tell that a
piece has two main ideas

00:01:18.960 --> 00:01:22.400
and not just one idea
with supporting evidence?

00:01:22.400 --> 00:01:25.600
All right, here's an
example of two main ideas.

00:01:25.600 --> 00:01:28.990
Sharks are deadly predators
and fierce hunters.

00:01:28.990 --> 00:01:31.990
They hunt with sharp teeth,
incredibly sensitive noses,

00:01:31.990 --> 00:01:34.220
and the ability to sense
the electrical current

00:01:34.220 --> 00:01:35.470
of a living body.

00:01:35.470 --> 00:01:37.060
Many people are afraid of sharks,

00:01:37.060 --> 00:01:39.630
because encounters with them can be fatal.

00:01:39.630 --> 00:01:40.930
That's paragraph one.

00:01:40.930 --> 00:01:43.160
However, sharks need to be protected,

00:01:43.160 --> 00:01:45.580
because they are important
to ocean ecosystems.

00:01:45.580 --> 00:01:47.830
Their roles as high-level
predators ensures

00:01:47.830 --> 00:01:50.920
that they maintain population
levels of smaller fish,

00:01:50.920 --> 00:01:53.970
which in turn maintains the
balance of ocean plant life.

00:01:53.970 --> 00:01:57.120
If there were no sharks, algae
could take over the ocean.

00:01:57.120 --> 00:01:59.400
Now, both of these
paragraphs are about sharks.

00:01:59.400 --> 00:02:01.780
So in once sense, it's
true that the passage

00:02:01.780 --> 00:02:03.880
as a whole is about sharks.

00:02:03.880 --> 00:02:06.000
Gonna just draw a little shark.

00:02:06.000 --> 00:02:07.283
He's so scary.

00:02:08.740 --> 00:02:12.703
Look at those very sharp teeth. (laughs)

00:02:14.030 --> 00:02:15.720
Anyway, the topic is sharks,

00:02:15.720 --> 00:02:19.180
but what's the idea
here in each paragraph?

00:02:19.180 --> 00:02:22.770
Paragraph one says, "Sharks
are deadly, and here is why."

00:02:22.770 --> 00:02:25.367
And paragraph two says, "It's
because of their deadliness

00:02:25.367 --> 00:02:26.917
"that they need to be protected,

00:02:26.917 --> 00:02:30.390
"because big predator
species balance ecosystems."

00:02:30.390 --> 00:02:33.570
These are two ideas that are
separate but interrelated.

00:02:33.570 --> 00:02:34.520
Sharks are deadly.

00:02:34.520 --> 00:02:35.640
Sharks need protecting.

00:02:35.640 --> 00:02:37.840
On its face, those two ideas almost seem

00:02:37.840 --> 00:02:39.210
like they contradict each other

00:02:39.210 --> 00:02:40.670
or cancel each other out,

00:02:40.670 --> 00:02:43.030
but they are two separate
threads that each support

00:02:43.030 --> 00:02:45.260
the overall topic of sharks.

00:02:45.260 --> 00:02:48.280
They are two distinct ideas
here with equal importance.

00:02:48.280 --> 00:02:49.990
This passage teaches us that A,

00:02:49.990 --> 00:02:51.740
sharks are deadly, so they are scary,

00:02:51.740 --> 00:02:54.510
and B, deadly animals must be protected,

00:02:54.510 --> 00:02:56.030
because they are important.

00:02:56.030 --> 00:02:57.440
Neither of these ideas are more

00:02:57.440 --> 00:02:59.610
or less important than one another.

00:02:59.610 --> 00:03:02.100
They are both main ideas.

00:03:02.100 --> 00:03:03.760
When you're considering
whether or not there

00:03:03.760 --> 00:03:06.760
are two or more main ideas, ask yourself,

00:03:06.760 --> 00:03:09.920
are both x and y equally
important understandings

00:03:09.920 --> 00:03:10.880
from this passage,

00:03:10.880 --> 00:03:13.990
or is it just one idea supporting another?

00:03:13.990 --> 00:03:15.100
So with this in mind,

00:03:15.100 --> 00:03:18.280
you too can learn to travel
in two directions at once

00:03:18.280 --> 00:03:21.083
with the power of your mind
and the power of reading.

00:03:22.130 --> 00:03:24.393
You can learn anything, David out.

00:03:27.582 --> 00:03:30.541
♪ How can you be in two places at once ♪

00:03:30.541 --> 00:03:34.791
♪ When you're not anywhere at all ♪


How do writers use examples to get their points across?

WEBVTT
Kind: captions
Language: en

00:00:00.350 --> 00:00:01.300
- [David] Hello, readers.

00:00:01.300 --> 00:00:03.580
Today I wanna talk about examples

00:00:03.580 --> 00:00:06.970
and how writers use them
in informational text.

00:00:06.970 --> 00:00:09.300
As writers, we employ examples

00:00:09.300 --> 00:00:10.910
to help explain ideas.

00:00:10.910 --> 00:00:12.690
And as readers, we use those examples

00:00:12.690 --> 00:00:14.220
to grab hold of those ideas

00:00:14.220 --> 00:00:16.160
and better understand them.

00:00:16.160 --> 00:00:18.060
If I tell you that I have weird hobbies,

00:00:18.060 --> 00:00:20.400
I need to back up that
statement with some examples.

00:00:20.400 --> 00:00:23.590
I need to illustrate
just how weird they are.

00:00:23.590 --> 00:00:26.380
So if I say my hobbies
include going for walks,

00:00:26.380 --> 00:00:28.080
reading books, and drinking tea,

00:00:28.080 --> 00:00:30.190
those are very ordinary interests,

00:00:30.190 --> 00:00:31.290
they're not weird at all.

00:00:31.290 --> 00:00:32.470
Not a good example.

00:00:32.470 --> 00:00:34.260
I need to be more selective

00:00:34.260 --> 00:00:35.530
and better support my claim

00:00:35.530 --> 00:00:36.890
that my hobbies are strange.

00:00:36.890 --> 00:00:39.830
So instead, I could say my
hobbies include puppeteering,

00:00:39.830 --> 00:00:41.610
making bubble tea from scratch,

00:00:41.610 --> 00:00:43.130
and learning to read Middle English.

00:00:43.130 --> 00:00:45.520
Well, now we're getting somewhere, right?

00:00:45.520 --> 00:00:46.780
Now you're starting to understand

00:00:46.780 --> 00:00:49.960
just how much of a
weirdo this David guy is.

00:00:49.960 --> 00:00:52.070
What is the function of an example?

00:00:52.070 --> 00:00:53.530
What does it do?

00:00:53.530 --> 00:00:55.260
When you come across an example,

00:00:55.260 --> 00:00:58.750
ask yourself, what purpose
does this example serve?

00:00:58.750 --> 00:01:01.930
Why did the author
introduce this detail here?

00:01:01.930 --> 00:01:04.400
How does this example
connect to the text overall?

00:01:04.400 --> 00:01:06.390
Does it form a pattern with other details?

00:01:06.390 --> 00:01:08.990
And if so, what does that pattern tell me?

00:01:08.990 --> 00:01:10.530
And finally we ask ourselves,

00:01:10.530 --> 00:01:14.120
does this example raise other questions?

00:01:14.120 --> 00:01:17.150
Let's look at a text and
evaluate its examples.

00:01:17.150 --> 00:01:18.560
Here's an excerpt from a piece

00:01:18.560 --> 00:01:20.370
about the author J.M. Barrie,

00:01:20.370 --> 00:01:22.747
the creator of "Peter Pan".

00:01:22.747 --> 00:01:24.467
"Barrie didn't have just one version

00:01:24.467 --> 00:01:25.727
"of the "Peter Pan" story,

00:01:25.727 --> 00:01:27.787
"he made changes along the way.

00:01:27.787 --> 00:01:28.797
"For example, he learned

00:01:28.797 --> 00:01:30.687
"that children were copying Peter Pan

00:01:30.687 --> 00:01:33.177
"and trying to jump out
of their beds to fly.

00:01:33.177 --> 00:01:35.097
"Some of them were getting badly injured!

00:01:35.097 --> 00:01:37.617
"So Barrie added the rule
that in order to fly,

00:01:37.617 --> 00:01:39.717
"you had to have fairy or pixie dust

00:01:39.717 --> 00:01:41.347
"blown on you first.

00:01:41.347 --> 00:01:42.267
"By adding this rule,

00:01:42.267 --> 00:01:44.797
"J.M. Barrie was trying to
help children understand

00:01:44.797 --> 00:01:46.397
"that flying is magical,

00:01:46.397 --> 00:01:47.360
"so that they wouldn't try

00:01:47.360 --> 00:01:49.830
to do it themselves and get hurt."

00:01:49.830 --> 00:01:52.680
So the author is saying that
J.M. Barrie changed "Peter Pan"

00:01:52.680 --> 00:01:55.990
and then he gives an
example of the change.

00:01:55.990 --> 00:01:58.060
Let's zero in on that example

00:01:58.060 --> 00:02:00.270
and ask those questions
that we just went over.

00:02:00.270 --> 00:02:01.660
So for this example,

00:02:01.660 --> 00:02:03.070
what is its purpose?

00:02:03.070 --> 00:02:04.210
Well, it does a couple of things.

00:02:04.210 --> 00:02:06.270
It shows us that J.M. Barrie was willing

00:02:06.270 --> 00:02:07.960
to make changes to his story

00:02:07.960 --> 00:02:10.100
after it was initially published.

00:02:10.100 --> 00:02:12.410
It shows us that the author
wants to portray Barrie

00:02:12.410 --> 00:02:14.350
as a responsible person.

00:02:14.350 --> 00:02:16.510
He heard about children
injuring themselves

00:02:16.510 --> 00:02:17.960
by copying his story

00:02:17.960 --> 00:02:19.680
and so he made an effort to prevent that

00:02:19.680 --> 00:02:22.260
by changing a detail in the story.

00:02:22.260 --> 00:02:25.670
It's also a pretty specific
example that I can picture.

00:02:25.670 --> 00:02:28.000
I can imagine kids
jumping off of tall things

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and getting hurt,

00:02:28.833 --> 00:02:30.930
and Barrie feeling worried about that.

00:02:30.930 --> 00:02:32.410
And because I can picture it,

00:02:32.410 --> 00:02:33.790
I can better understand it,

00:02:33.790 --> 00:02:37.020
which helps me better
understand the overall text.

00:02:37.020 --> 00:02:39.780
I only excerpted a small
portion of this text.

00:02:39.780 --> 00:02:42.580
So I'm not gonna ask how it
connects to the text overall.

00:02:42.580 --> 00:02:45.240
But this example does raise
other questions for me,

00:02:45.240 --> 00:02:47.400
like what other children's fiction

00:02:47.400 --> 00:02:49.040
accidentally encourages people

00:02:49.040 --> 00:02:50.670
to do dangerous stunts at home?

00:02:50.670 --> 00:02:52.770
Like jumping off your bed?

00:02:52.770 --> 00:02:54.680
Examples are really powerful!

00:02:54.680 --> 00:02:58.110
They can shape a reader's
impression of a topic.

00:02:58.110 --> 00:03:00.210
As a writer, employ them tactically

00:03:00.210 --> 00:03:02.340
to help develop someone's understanding.

00:03:02.340 --> 00:03:05.780
Recognize that when a series
of examples comes in sequence,

00:03:05.780 --> 00:03:06.910
it tells a story,

00:03:06.910 --> 00:03:10.620
and story is an incredibly powerful tool.

00:03:10.620 --> 00:03:12.470
Use it responsibly.

00:03:12.470 --> 00:03:15.830
As a reader, understand the
power that examples have

00:03:15.830 --> 00:03:18.560
and pay attention to
how they're being used.

00:03:18.560 --> 00:03:20.380
A well-chosen example or two

00:03:20.380 --> 00:03:23.110
can create a false narrative.

00:03:23.110 --> 00:03:26.660
As readers, we are engaged in
a push and pull with writers,

00:03:26.660 --> 00:03:29.860
especially when they are trying
to convince us of something.

00:03:29.860 --> 00:03:32.630
Make a writer work to convince you.

00:03:32.630 --> 00:03:34.383
Read with a skeptical attitude.

00:03:35.310 --> 00:03:38.013
And if you can do that,
you can learn anything.

00:03:38.870 --> 00:03:39.703
David, out.