For parents: setting a daily learning schedule for learners ages 2-7

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Language: en

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- Hi everyone, if you're already here

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for the "Structuring The Day" webinar

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from Khan Academy kids.

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Thank you so much for joining.

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We're going to get
started in just a minute

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when folks have had
time to join, thank you.

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Hi, my name is Sophie

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and I'm from the Khan Academy Kids team.

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Thank you so much for joining today

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for our parent webinar
on "Structuring The Day"

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and how some of the Khan
Academy Kids resources and tools

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and support center can help
you keep your days moving

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with your little ones at home.

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I wanna take this moment
to say thank you so much

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to our sponsors, Bank
of America, Google.org,

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AT&T and Nevadas for helping
us provide this support

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during school closures,
we are so grateful.

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And I wanna just acknowledge
all of you parents

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carers, grandparents, maybe some teachers

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who have joined today.

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You're taking the time to figure out ways

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that you can make your days

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maybe a little bit more structured

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maybe meet some more of your goals

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and we're so grateful that
you're turning to Khan Academy

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and Khan Academy Kids at this time.

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I am Sophie Turnbull.

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I'm from the Khan Academy Kids team

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and today I'm really excited to be joined

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by two of my friends and colleagues

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Vicki Lang and Dan Tieu

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and they are both on
the Khan Academy team.

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Today our big objective

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is to make sure you know where to go

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to find tools to help
you structure your day

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and achieve your goals during
this school closure period.

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We've got a bunch of free resources

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and we've got our expert Vicky

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joining to give us some tips and tricks.

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I think this will be
really helpful for parents

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who are thinking about ways

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that they can help keep
their children learning

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throughout school closures.

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We won't cover in detail

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how to get set up on Khan Academy Kids

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how to download the app and set
up a profile for your child.

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And we won't cover specific
advice for teachers.

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That is all really important stuff

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and if you go to the handout
that is linked in this webinar

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you'll see that on the
learning objectives page

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we have linked to the
getting started guide

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and to the teacher guide.

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And if that's what you're looking for

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then I'd encourage you to
check those resources out.

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What we will cover is a quick overview

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of the Khan Academy Kids resources.

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And then we'll spend most of our time

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hearing about this idea
of structuring our day.

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And we'll hear from a
pro on how to do this.

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And then we're gonna turn it over to you.

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I wanna spend at least 10 minutes of today

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answering your questions

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and hearing from you
about what's on your mind

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as you try and structure your
day with the little ones.

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Khan Academy Kids is
a part of Khan Academy

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but it's a separate app, it's a mobile app

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and it was designed
particularly for children

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ages two through seven.

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Just like Khan Academy,
it's completely free.

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There are no ads, there are
no subscriptions in the app.

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It is a really rich and educational

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and also entertaining experience

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for your two to seven year old.

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It has a range of activities.

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We built it with head start,
so it has a lot of the academic

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and on academic activities

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that are really useful for
getting your preschooler,

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kindergarten, first grader, ready to go on

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and succeed at school.

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So it includes math and reading.

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Also things like telling the time

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and life skills like getting dressed.

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It has a huge social emotional
learning aspect to it.

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Things like understanding emotions

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and expressing frustration

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which I think is really
important during this time.

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And it also encourages children to get up

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and move around to draw
a picture for a friend

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and get creative.

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It is so much more than just
drilling the hot academics

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and that's what we hear from parents

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and that's what they really love.

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During this time of school closures

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we have had a think about
and we've talked to parents

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about what they're finding useful

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and one piece of feedback
has been the app is amazing.

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I'm just really struggling
to structure my day.

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How much time should we
spend on Khan Academy Kids

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verses play time or doing other
things that are so important

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through our day?

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And how on earth do I get any work done

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in this mind bogglingly confusing time?

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And one thing that we have
come up with at Khan Academy

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is a set of schedules

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that just gives you a
recommendation, a guide,

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a starting point, that
educators and parents alike

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came together and helped to form

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that says, "Maybe you could
structure your day like this."

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So on this page in your handout

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you'll see a template
for the daily schedules.

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They're the Khan Academy schedules

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and they go right from preschool

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right through to the end of high school.

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So if you've got a child of any age

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and you're listening to this webinar

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that will be helpful for you.

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We've also included
this more guidance link

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and that is the Khan Academy Kids team

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has added some very
visual and fun schedules

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specifically for children
ages two through seven.

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And if you're looking for something

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where you can actually engage

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and build a schedule with your child

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then I'd encourage you to have have a look

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at those extra examples
from Khan Academy Kids.

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And we put these schedules out

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having heard that they were important

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but we could not have prepared
ourselves for the feedback

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that we got from parents.

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One of my favorite quotes

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is a parent who says,
"I just got teary eyed

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"reading the Khan Academy schedules.

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"These are fantastic."

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Parents just saying that
it has really helped them

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to get some degree of
normalcy back into their day.

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And so I really want as many of you all

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to access these schedules.

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We'll be sharing the handout

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and you'll be able to click on those links

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and check them out.

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But what I thought would
be really important

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was to acknowledge that
they weren't just work

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as is for everyone.

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And I wanted to invite
my friend at Khan Academy

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who is an incredible parent and educator

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and child development specialist.

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I'll let Vicki tell her story.

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But I'd love for Vicki to
share with you some tips

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about how you can really
use these schedules

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as one tool that might
help you structure your day

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and some other important things
that you can keep in mind

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as you're doing that.

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So I'll hand over to Vicki.

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- Yeah, thanks Sophie.

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What a wonderful introduction

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and just wealth of fantastic resources

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you all have put together at Khan Kids.

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My six year old loves it, it's so fun.

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So yeah, I'm gonna talk
to you a little bit about

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the specific schedules that
we've put together at Khan Kids.

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And sort of the bigger principles

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of like what are some
things to think about

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as you're structuring
the day for a young child

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especially if you are also
trying to get work done

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at the same time?

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So we're all, I'm living
that myself right now.

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We're all trying to do
1700 things at once.

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Before I launch into that
just a little bit about

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who's talking to you.

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I'm a learning scientist at Khan Academy.

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I help all of the teams
understand how learning works

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and how to design for it.

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I've been doing learning
design for a long time.

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First as an elementary school
teacher and then an ed tech

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and I am the parent myself.

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I'm a single parent of a six year old

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and so I have a lot of practice.

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She's in kindergarten

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a lot of practice doing
two things at once.

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And living this currently

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of her kindergarten being closed.

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I'm trying to figure out how
to structure this day for her

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while also continuing to try to do my job.

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So let's look at what some
of these key principles are

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of what we're trying to do

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on restructuring the day for a kid

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and why you would wanna
put structure on it at all.

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If we can go to our next slide.

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Can we go to the next slide?

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Thanks, well sometimes it freeze up.

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I know that feeling,
that's a terrible feeling.

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So what we're trying to do

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the real goal of trying
to think through structure

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is to create a space where kids feel safe

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and secure so that they can
can learn and you can work.

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Safety and security are good

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especially in an uncertain
time like how we are right now.

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And then it's also true that
kids who feel safe and secure

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learn better, their brains
are more ready to learn

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and they're also better
able to play independently

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when it's time to play independently

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so that you can get your work done.

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So it's kind of a win win all around.

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And that's gonna help

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you to be able to get
even just a few hours

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of work done or not if you're not working.

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Either way, it's still good for the kids

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to know what to expect throughout the day.

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And then hopefully by the end of the day

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we can all go to bed
still liking each other

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and getting along reasonably
well by the end of the day

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even in this stressful time.

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So the big ideas to keep in mind

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cause as Sophie said,
"Every family is different

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"and what works for one family

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"isn't gonna work for another."

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So I want you to be able to modify

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the tools that we're providing

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to work for your specific situation.

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And as you do that I want you
to know what are the big ideas

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that I wanna keep in mind going
forward as I make changes.

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So first clarity and communication

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is really helpful for kids.

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When kids know what to expect

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and what's expected of them,
that helps them feel confident.

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It helps them feel like they are empowered

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to act independently

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and they can trust that
it's gonna work out

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cause they know what's expected of them.

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When they know what to expect

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they come to trust the world
as a safe and reliable place

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that they can walk around

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and then it's gonna be okay in general.

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So having that clarity of a list

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of this is what's gonna
happen throughout the day

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and we're gonna stick to this

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and if it changes I'm gonna
talk with you about that

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and partner with you about that.

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So that the kiddo is just aware
of what's going on for them.

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That really helps them to feel secure.

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Connection is also really important.

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Connection with any trusted adult

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is an important part of security for kids.

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They constantly need that
connection cup refilled.

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This is when you start to see
attention seeking behaviors

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and it can be really helpful

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to reframe them as
connection seeking behaviors.

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That kid is wondering like,

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are you not just physically
present in the room

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but are you really able to attend to them

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really see them and hear what they need

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and be available for them
even just for a brief moment?

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And connection can be really hard.

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It's really hard

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especially when we are managing
so many different things

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and also trying to work

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and our kiddos don't
understand why we're home

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but not able to be with them all the time.

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And so connection is
something that's like lost

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and reestablished many
times a day in any family.

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And sometimes it's taking
a break to go be with them

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on part of their schedule
and we'll talk about that.

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And sometimes it's just as we
do a lot of staring contests

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at my house.

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Just a quick minute.

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Let's re establish eye contact.

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I really see you, I'm
really here with you.

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I'm gonna give you like not a half hug

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while I look at my laptop but
a turn to you like a real hug

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just for a second before
I go back to work.

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That can really help that
kid feel more secure.

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And then choice is another big idea

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that helps kids

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develop a sense of positive
self control and autonomy.

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It gives them practice with planning.

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It helps them understand
that they can make a plan

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and they can carry it out

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and they can feel successful with that

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if we give them just a
manageable number of options

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and set them up for success.

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That's gonna support their development

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and their executive
functioning skill as they grow.

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And it creates ownership

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which means the kiddo is more
bought in and more engaged

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and more motivated to do what
they need to do during the day

00:12:24.550 --> 00:12:26.070
cause they had a little bit of choice

00:12:26.070 --> 00:12:27.160
in when they're gonna do it

00:12:27.160 --> 00:12:29.070
and exactly what they're gonna do.

00:12:29.070 --> 00:12:31.380
So those are the big ideas

00:12:31.380 --> 00:12:34.250
that I recommend trying
to build into a schedule.

00:12:34.250 --> 00:12:38.560
That said, everybody is
in just chaos right now.

00:12:38.560 --> 00:12:41.690
And so you're doing great,
whatever you're doing is great.

00:12:41.690 --> 00:12:44.130
These are just some things
to try to carry forward.

00:12:44.130 --> 00:12:45.550
So let's look at...

00:12:46.920 --> 00:12:49.050
Sorry if you can go
back for just a second.

00:12:49.050 --> 00:12:51.670
This picture on the
right, this is my daughter

00:12:51.670 --> 00:12:54.190
and you can see choice there.

00:12:54.190 --> 00:12:55.940
This is our schedule
that she's standing on

00:12:55.940 --> 00:12:57.540
and then she's got activity cards there

00:12:57.540 --> 00:13:01.020
and she's thinking about where
she wants to put her cards

00:13:01.020 --> 00:13:01.853
during the day.

00:13:01.853 --> 00:13:03.350
And so this is something
that we do every morning

00:13:03.350 --> 00:13:06.550
at breakfast but you're
gonna be able to figure out

00:13:06.550 --> 00:13:08.250
what works for you in your family.

00:13:10.800 --> 00:13:12.160
Looking at the next slide

00:13:12.160 --> 00:13:14.403
what might actually go in your schedule?

00:13:16.800 --> 00:13:18.430
It depends on how much time you have

00:13:18.430 --> 00:13:21.320
and what your school has provided for you

00:13:21.320 --> 00:13:24.540
and it's gonna vary depending
on what you're able to do.

00:13:24.540 --> 00:13:27.080
But if you look at a typical
early childhood classroom

00:13:27.080 --> 00:13:28.740
or a preschool classroom

00:13:28.740 --> 00:13:31.093
these are the topics
they'd be trying to cover.

00:13:32.050 --> 00:13:34.690
Reading and writing, I
should say writing, some math

00:13:34.690 --> 00:13:37.730
we have both of those in
Khan Kids, it's fantastic.

00:13:37.730 --> 00:13:39.010
Social time with other kids

00:13:39.010 --> 00:13:43.010
even if it's on video with
a play date or with adults.

00:13:43.010 --> 00:13:45.310
Free play time where they can be creative

00:13:45.310 --> 00:13:49.030
and get some large motor
practice and small motor practice

00:13:49.030 --> 00:13:50.320
and science and social studies.

00:13:50.320 --> 00:13:53.060
Are you gonna be able to
do all those every day?

00:13:53.060 --> 00:13:54.910
No, I'm not able to do
all those every day.

00:13:54.910 --> 00:13:56.390
Like there's a reason
teaching and parenting

00:13:56.390 --> 00:13:57.540
are two different jobs.

00:13:57.540 --> 00:13:59.160
And we don't have people ordinarily

00:13:59.160 --> 00:14:02.130
that are full time parents
and full time teachers.

00:14:02.130 --> 00:14:03.407
You're not gonna be able to do that

00:14:03.407 --> 00:14:05.707
you can give yourself
some grace and patience.

00:14:07.070 --> 00:14:09.030
But we're all doing the best that we can.

00:14:09.030 --> 00:14:10.150
And if you can go to the next slide

00:14:10.150 --> 00:14:12.770
we'll look just briefly at the examples

00:14:12.770 --> 00:14:13.603
of some of the things.

00:14:13.603 --> 00:14:16.153
This is a sneak preview of
what's coming for you on Friday.

00:14:17.170 --> 00:14:18.300
With through Khan Kids.

00:14:18.300 --> 00:14:20.370
So there's a couple different structures.

00:14:20.370 --> 00:14:21.593
This is the written one.

00:14:22.440 --> 00:14:23.420
There's an option on the left

00:14:23.420 --> 00:14:26.010
where you can write in the
times that work for you,

00:14:26.010 --> 00:14:27.960
activities, there's activity cards

00:14:27.960 --> 00:14:29.210
and there's a space
where you can write down

00:14:29.210 --> 00:14:30.200
the name of the grown up

00:14:30.200 --> 00:14:31.450
or you could just write independent

00:14:31.450 --> 00:14:32.730
if it's independent time.

00:14:32.730 --> 00:14:33.810
That might be with that kiddo

00:14:33.810 --> 00:14:34.840
cause then the kiddo knows

00:14:34.840 --> 00:14:37.470
it's easier for them to play
by themselves for a half hour

00:14:37.470 --> 00:14:39.320
if they know when you're coming back.

00:14:40.240 --> 00:14:41.330
And then there's an option on the right

00:14:41.330 --> 00:14:42.163
if you don't have the time

00:14:42.163 --> 00:14:45.690
or space to invest in
that level of connection

00:14:45.690 --> 00:14:48.350
then there's this version
that's just for your kiddo

00:14:48.350 --> 00:14:49.690
to fill in their activities.

00:14:49.690 --> 00:14:52.580
And you can pre fill it if you
wanna be consistent every day

00:14:52.580 --> 00:14:55.910
and limit their number of
choices, whatever works for you.

00:14:55.910 --> 00:14:56.980
If you look at the next slide

00:14:56.980 --> 00:15:01.483
I think there's some examples
here of how that might look.

00:15:03.960 --> 00:15:08.960
We do things like read on
video chat with grandpa

00:15:09.210 --> 00:15:11.400
while I get an hour of work done every day

00:15:11.400 --> 00:15:13.000
that's something that's helpful.

00:15:13.860 --> 00:15:17.180
Or you can just fill in pre
kind of prefilled activities.

00:15:17.180 --> 00:15:20.600
And then on the next slide,
this is my last example

00:15:20.600 --> 00:15:24.420
is the visual schedule for
younger kids who can't read yet

00:15:24.420 --> 00:15:26.510
don't understand time yet.

00:15:26.510 --> 00:15:29.130
We've provided these pictures
where you can kind of build.

00:15:29.130 --> 00:15:31.980
There's a blank template or
there's a prefilled schedule

00:15:31.980 --> 00:15:34.620
and you can fill in
what's gonna work for you.

00:15:34.620 --> 00:15:36.660
And even young kids can have choice

00:15:36.660 --> 00:15:39.430
and where they put different things

00:15:39.430 --> 00:15:41.543
to whatever extent
you're comfortable with.

00:15:42.620 --> 00:15:44.820
And with that, I will
turn it back over to Dan

00:15:44.820 --> 00:15:46.970
who's gonna say just a
little bit more about

00:15:46.970 --> 00:15:48.620
where to find these resources

00:15:48.620 --> 00:15:50.600
and then we'll take questions.

00:15:50.600 --> 00:15:52.920
- Hi, thank you, Vicki
and thank you Sophie.

00:15:52.920 --> 00:15:54.760
I just wanted to cover off a few things

00:15:54.760 --> 00:15:59.320
before we get to resources and
open it up to live questions.

00:15:59.320 --> 00:16:02.560
First attached to this webinar,
we have a handout section.

00:16:02.560 --> 00:16:05.270
So please grab and download the version

00:16:05.270 --> 00:16:06.710
of this presentation.

00:16:06.710 --> 00:16:08.500
It contains a complete walkthrough

00:16:08.500 --> 00:16:10.920
of what Vicki and Sophie
walked you through

00:16:10.920 --> 00:16:12.670
in terms of how to
structure your schedule,

00:16:12.670 --> 00:16:14.260
why it's important

00:16:14.260 --> 00:16:18.220
and what content to incorporate
into your schedules.

00:16:18.220 --> 00:16:21.660
It also has links to
resources like live activities

00:16:21.660 --> 00:16:23.900
including circle time
which we recently spun up

00:16:23.900 --> 00:16:26.950
on our Khan Academy Kids YouTube channel

00:16:26.950 --> 00:16:28.000
as well as printable.

00:16:28.000 --> 00:16:30.140
So if you wanna do things offline

00:16:30.140 --> 00:16:31.470
these are really important activities

00:16:31.470 --> 00:16:34.840
that the team is working on
creating for you as well.

00:16:34.840 --> 00:16:38.680
And then as always, we have
a list of other resources

00:16:38.680 --> 00:16:41.960
available for you both on Khan Academy

00:16:41.960 --> 00:16:45.400
as well as khanacademy.org/kids.

00:16:45.400 --> 00:16:48.170
That's where our main Khan
Academy Kids pages live.

00:16:48.170 --> 00:16:49.740
And if you have any questions

00:16:49.740 --> 00:16:53.060
feel free to email
khankids@khanacademy.org

00:16:53.060 --> 00:16:55.130
if you have any questions.

00:16:55.130 --> 00:16:56.580
And the second thing we'd asked you to do

00:16:56.580 --> 00:16:57.730
is if you have any questions

00:16:57.730 --> 00:16:59.780
please add them to the question box.

00:16:59.780 --> 00:17:03.110
I'll be facilitating while Vicki
and Sophie do the hard work

00:17:03.110 --> 00:17:04.910
of actually answering the questions.

00:17:06.950 --> 00:17:10.070
Alright, so we are already
have quite a few question

00:17:10.070 --> 00:17:12.060
really good questions coming in.

00:17:12.060 --> 00:17:15.150
I'll start off, Vicki,
this one's probably for you

00:17:15.150 --> 00:17:17.490
from Sanfil this is a funny one.

00:17:17.490 --> 00:17:20.433
Are we sure we can have a
timetable for a two year old?

00:17:21.790 --> 00:17:23.770
- That's where the picture one comes in.

00:17:23.770 --> 00:17:24.750
That's a great question.

00:17:24.750 --> 00:17:28.330
So kids that young you're
right don't understand time.

00:17:28.330 --> 00:17:31.150
It's too abstract but they
can understand sequence.

00:17:31.150 --> 00:17:32.880
So we're having snack now

00:17:32.880 --> 00:17:35.410
that means next we're gonna read a book.

00:17:35.410 --> 00:17:37.040
And next we're gonna do nap.

00:17:37.040 --> 00:17:39.220
So having just the order of things

00:17:39.220 --> 00:17:41.870
can help kids to understand
what's first, next, last.

00:17:43.310 --> 00:17:45.460
- Thank you and then we
have a question from Carrie.

00:17:45.460 --> 00:17:47.750
Actually, I can chime in a
little bit before I pass it off

00:17:47.750 --> 00:17:48.670
to either of you.

00:17:48.670 --> 00:17:51.040
So Carrie asks, I'd like to know

00:17:51.040 --> 00:17:53.400
any tricks on how to get a six year old

00:17:53.400 --> 00:17:54.460
to enjoy reading

00:17:54.460 --> 00:17:57.890
either by someone else or by
himself as he learns to read.

00:17:57.890 --> 00:18:00.020
I read with my nieces and nephews

00:18:00.020 --> 00:18:02.040
as they were growing up
throughout all the ages

00:18:02.040 --> 00:18:03.340
and the way I've done it

00:18:03.340 --> 00:18:05.900
that worked for me is
we'll take turns reading

00:18:05.900 --> 00:18:07.680
like a little paragraph or a sentence.

00:18:07.680 --> 00:18:11.730
And often acting out the
character or just like enunciating

00:18:11.730 --> 00:18:14.270
and just playing along with
it just beyond the page

00:18:14.270 --> 00:18:15.960
has been really helpful for me.

00:18:15.960 --> 00:18:17.230
And so Sophia or Vicki

00:18:17.230 --> 00:18:20.180
if either of you would like to
provide your own tips there?

00:18:22.310 --> 00:18:25.390
- Yeah, I think reading
with a variety of adults

00:18:25.390 --> 00:18:26.223
can be exciting.

00:18:26.223 --> 00:18:28.900
My daughter is much more excited
to read to her grandmother

00:18:28.900 --> 00:18:30.233
than she is to read to me.

00:18:31.700 --> 00:18:35.990
Another thing that can help
is sometimes as parents

00:18:35.990 --> 00:18:38.650
we are really excited
for them to try to learn

00:18:38.650 --> 00:18:41.380
or try to read and we can
push them a little bit.

00:18:41.380 --> 00:18:43.620
I know I tend to fall into that sometimes

00:18:43.620 --> 00:18:48.400
and if we back up and just
let them go at their own pace

00:18:48.400 --> 00:18:51.270
give them room to make
mistakes, give them wait time

00:18:51.270 --> 00:18:52.920
while they're sounding something out.

00:18:52.920 --> 00:18:55.940
Just let them take their
space and slow down.

00:18:55.940 --> 00:18:58.790
That can make it feel like
a lower pressure activity

00:18:58.790 --> 00:19:01.490
for them and they can be
more excited to engage in it.

00:19:02.660 --> 00:19:04.800
- And the little bit that I would add

00:19:04.800 --> 00:19:06.900
is that the Khan Academy Kids app

00:19:06.900 --> 00:19:10.310
has a whole library of thousands of books.

00:19:10.310 --> 00:19:13.240
A lot of them are our
own original characters.

00:19:13.240 --> 00:19:16.450
So there's five really
happy animal characters.

00:19:16.450 --> 00:19:18.840
Some of them are about nature

00:19:18.840 --> 00:19:20.940
and you should really check those out too.

00:19:22.460 --> 00:19:25.920
- Perfect and then Sophie, this
one's probably best for you.

00:19:25.920 --> 00:19:29.320
Goal asks, is there a way
to access Khan Academy Kids

00:19:29.320 --> 00:19:30.780
through a browser?

00:19:30.780 --> 00:19:32.910
I have two kids but only one mobile device

00:19:32.910 --> 00:19:34.003
for them to use.

00:19:36.500 --> 00:19:39.520
- Yeah, the short answer is no.

00:19:39.520 --> 00:19:41.160
The Khan Academy Kids app

00:19:41.160 --> 00:19:43.090
was built for really little fingers.

00:19:43.090 --> 00:19:45.660
So it's designed to be on a mobile device

00:19:45.660 --> 00:19:47.250
that can be manipulated

00:19:47.250 --> 00:19:51.230
and so it works on a Chrome touchscreen

00:19:51.230 --> 00:19:54.610
but not on the typical
desktop browser experience.

00:19:54.610 --> 00:19:56.320
That's something we would love to build

00:19:56.320 --> 00:19:58.780
and I'm really glad you've
asked that question.

00:19:58.780 --> 00:20:01.230
I guess in that scenario

00:20:01.230 --> 00:20:04.480
I would say maybe having one child

00:20:04.480 --> 00:20:07.870
take a look at circle time
which is available in browser

00:20:07.870 --> 00:20:09.450
because it's posted on YouTube

00:20:09.450 --> 00:20:11.800
and that's a 15 minute or so reading

00:20:11.800 --> 00:20:15.310
and interactive activity that's
supposed to really represent

00:20:15.310 --> 00:20:18.500
that circle time that kiddos
have in preschools in schools

00:20:18.500 --> 00:20:19.940
all over the country.

00:20:19.940 --> 00:20:22.910
And then maybe using
some of our printables.

00:20:22.910 --> 00:20:24.940
If you have a printer at
home, we've also adapted them

00:20:24.940 --> 00:20:26.600
if you don't have a printer at home

00:20:26.600 --> 00:20:29.010
there's some offline activities
that maybe your child

00:20:29.010 --> 00:20:30.140
could get excited about.

00:20:30.140 --> 00:20:33.420
And thanks so much for
laying out that scenario

00:20:33.420 --> 00:20:34.253
that you've got.

00:20:34.253 --> 00:20:37.760
I definitely love to take
it onto desktop someday.

00:20:37.760 --> 00:20:39.720
- Yeah and I would just
echo what Sophie just said.

00:20:39.720 --> 00:20:42.630
It's the teams developing a
tremendous amount of resources

00:20:42.630 --> 00:20:44.420
that are off the app as well.

00:20:44.420 --> 00:20:46.990
Sophie's one of the stars of circle time.

00:20:46.990 --> 00:20:50.600
So you get to see Sophie
repeatedly visit there as well.

00:20:50.600 --> 00:20:52.580
And then the printables are just adorable.

00:20:52.580 --> 00:20:54.210
So I think that's a really fun activity

00:20:54.210 --> 00:20:56.223
that you can take offline as well.

00:20:57.290 --> 00:20:59.630
We have a great question from Jason

00:20:59.630 --> 00:21:00.900
and I can start with this

00:21:00.900 --> 00:21:02.770
and then probably pass
it over to you, Vicki.

00:21:02.770 --> 00:21:06.060
So Jason ask, how do we
navigate between this schedule

00:21:06.060 --> 00:21:08.070
and what our districts are sending us?

00:21:08.070 --> 00:21:11.470
I would just echo that we
created these schedules early on

00:21:11.470 --> 00:21:13.740
before any other public schedules

00:21:13.740 --> 00:21:14.760
were really made available.

00:21:14.760 --> 00:21:16.960
And so we were developing
it to fill a void

00:21:16.960 --> 00:21:18.453
that we saw that was a need.

00:21:19.320 --> 00:21:21.590
And obviously we don't wanna conflict

00:21:21.590 --> 00:21:24.333
with what your districts
are advising for you.

00:21:24.333 --> 00:21:25.950
So I just kinda give that background

00:21:25.950 --> 00:21:28.160
before I hand it over to Vicki.

00:21:28.160 --> 00:21:30.193
- Yeah, that's a great point.

00:21:31.200 --> 00:21:34.720
I would just say that different schools

00:21:34.720 --> 00:21:35.770
are doing different things

00:21:35.770 --> 00:21:37.719
and you can fill in

00:21:37.719 --> 00:21:39.930
if you're working with them
on those blank templates

00:21:39.930 --> 00:21:41.720
where your child has some choices

00:21:41.720 --> 00:21:44.010
you can just fill in
the fixed things, right?

00:21:44.010 --> 00:21:46.880
Just write in nine o'clock
circle time with class

00:21:46.880 --> 00:21:49.330
before you even give them the sheet.

00:21:49.330 --> 00:21:50.200
We do that here.

00:21:50.200 --> 00:21:52.360
I fill in where I have a work meeting

00:21:52.360 --> 00:21:53.890
and I'm not gonna be
available to be with her

00:21:53.890 --> 00:21:55.450
so she knows she can't schedule math

00:21:55.450 --> 00:21:56.950
or something during that time.

00:21:58.190 --> 00:21:59.550
So then you're just limiting

00:21:59.550 --> 00:22:00.940
the number of choices that they have

00:22:00.940 --> 00:22:04.460
based on what free time they
actually have to schedule.

00:22:04.460 --> 00:22:05.910
You can also put other constraints on it

00:22:05.910 --> 00:22:07.460
like we need to do exercise in the morning

00:22:07.460 --> 00:22:10.000
cause otherwise you are off
the walls by the afternoon.

00:22:10.000 --> 00:22:11.260
Or math has to happen in the morning

00:22:11.260 --> 00:22:13.760
because your brain is tired
at the end of the day.

00:22:14.920 --> 00:22:18.010
So just pre filling, I
think is what I'd say.

00:22:18.010 --> 00:22:21.530
- Okay perfect, this next question

00:22:21.530 --> 00:22:23.800
Sophie, perhaps you can
answer this question.

00:22:23.800 --> 00:22:26.830
So Ernesto is asking, is Khan Academy Kids

00:22:26.830 --> 00:22:30.093
targeted more towards
native English speakers?

00:22:32.880 --> 00:22:36.540
- Khan Academy Kids is an app in English.

00:22:36.540 --> 00:22:39.910
We have actually had a
lot of great feedback

00:22:39.910 --> 00:22:43.660
from English language learners
who are using the app.

00:22:43.660 --> 00:22:47.070
An example might be the read
aloud feature in the books

00:22:47.070 --> 00:22:48.840
is a really helpful way to onboard

00:22:48.840 --> 00:22:51.030
to then reading independently

00:22:51.030 --> 00:22:53.640
and there's lots of very simple guidance

00:22:53.640 --> 00:22:55.060
and reinforcement delivered

00:22:55.060 --> 00:22:57.840
by the narrator Kodi Bear throughout.

00:22:57.840 --> 00:23:00.580
So I would say it is in English

00:23:00.580 --> 00:23:03.210
and the learning will happen in English

00:23:03.210 --> 00:23:04.910
but I think it can be well suited

00:23:04.910 --> 00:23:07.390
to English language learners as well.

00:23:07.390 --> 00:23:11.540
And also we'd love to
hear feedback from you.

00:23:11.540 --> 00:23:14.360
If you have it on what
that is like for you

00:23:14.360 --> 00:23:15.290
in your experience

00:23:15.290 --> 00:23:18.623
but we've had good luck with that so far.

00:23:20.520 --> 00:23:21.821
- Thank you for that, Sophie.

00:23:21.821 --> 00:23:22.750
So this question is super important

00:23:22.750 --> 00:23:25.180
cause I think many of us are facing this.

00:23:25.180 --> 00:23:29.270
Laurie asks, any tips for a
very small living environment

00:23:29.270 --> 00:23:31.800
where a child doesn't have
a dedicated school area?

00:23:31.800 --> 00:23:33.850
So we talked about scheduling with time

00:23:33.850 --> 00:23:36.653
it's interesting in terms
of scheduling with space.

00:23:38.160 --> 00:23:40.700
- Yeah, that's a great question.

00:23:40.700 --> 00:23:41.810
So we didn't talk about that at all

00:23:41.810 --> 00:23:43.730
but it is great for kids to have a space

00:23:43.730 --> 00:23:45.300
that's a consistent workspace

00:23:45.300 --> 00:23:47.440
just as it's great for us
as adults to have a desk

00:23:47.440 --> 00:23:49.350
that's organized where
we get our work done

00:23:49.350 --> 00:23:51.710
cause your brain kind of switches modes.

00:23:51.710 --> 00:23:52.980
If you don't have that

00:23:52.980 --> 00:23:57.980
I think you can still signal
work time and work brain

00:23:59.660 --> 00:24:01.600
with just a special folder

00:24:01.600 --> 00:24:04.140
or a special area like
a quarter of the room

00:24:04.140 --> 00:24:06.600
where there's a pillow
to sit on and a clipboard

00:24:06.600 --> 00:24:10.270
or anything that is kind of dedicated

00:24:10.270 --> 00:24:13.930
for the use of learning specifically

00:24:13.930 --> 00:24:15.720
and not used for other purposes.

00:24:15.720 --> 00:24:17.550
I think can serve the same function

00:24:17.550 --> 00:24:19.223
as having a dedicated space.

00:24:21.530 --> 00:24:23.340
- Perfect, I have a question

00:24:23.340 --> 00:24:25.750
from Cater here and probably Sophie

00:24:25.750 --> 00:24:26.890
you could answer this one.

00:24:26.890 --> 00:24:29.210
Does Khan Academy also provide suggestions

00:24:29.210 --> 00:24:30.640
on physical activity?

00:24:30.640 --> 00:24:33.710
Physical, we have a physical
development section.

00:24:33.710 --> 00:24:35.640
So if you can kind of dive into that,

00:24:35.640 --> 00:24:37.340
that'd be terrific, thanks Sophie.

00:24:38.580 --> 00:24:40.240
- Yeah, I think a really big part

00:24:40.240 --> 00:24:42.150
of the Khan Academy Kids app

00:24:42.150 --> 00:24:45.450
is that we recommend that it's used for 15

00:24:45.450 --> 00:24:47.460
or 20 minute session at a time

00:24:47.460 --> 00:24:51.810
and we really don't see
kids getting stuck in it

00:24:51.810 --> 00:24:54.020
because we bring them
out of the activities

00:24:54.020 --> 00:24:55.580
to do something physical.

00:24:55.580 --> 00:24:59.700
So an example might be, we get
them to act like zoo animals

00:24:59.700 --> 00:25:01.520
and that's always a really fun time

00:25:01.520 --> 00:25:03.970
where they go from manipulating something

00:25:03.970 --> 00:25:07.450
or reading something to
you to actually getting up

00:25:07.450 --> 00:25:09.060
and moving around.

00:25:09.060 --> 00:25:11.160
I think so that's like the app

00:25:11.160 --> 00:25:13.240
actually prompting physical activity.

00:25:13.240 --> 00:25:14.143
I think throughout the app

00:25:14.143 --> 00:25:17.610
there's just a great
emphasis on getting outdoors

00:25:17.610 --> 00:25:20.710
on moving around and having adventures.

00:25:20.710 --> 00:25:22.710
And so treating Khan Academy Kids

00:25:22.710 --> 00:25:24.973
is like a good role model for that

00:25:24.973 --> 00:25:28.660
and using it in a really balanced way

00:25:28.660 --> 00:25:31.080
is one way that we see
kids being really physical.

00:25:31.080 --> 00:25:34.890
We just saw these amazing tweets this week

00:25:34.890 --> 00:25:38.460
of kids dancing around
and they'd created forts

00:25:38.460 --> 00:25:40.640
and they were talking to the characters

00:25:40.640 --> 00:25:43.460
and there is just so much theatrics

00:25:43.460 --> 00:25:45.170
that goes on with early learning

00:25:45.170 --> 00:25:47.823
and I think the app
really encourages that.

00:25:49.200 --> 00:25:51.800
- Awesome, so kind of related to this one.

00:25:51.800 --> 00:25:53.600
It's asked quite frequently right now

00:25:53.600 --> 00:25:56.030
so I'll just kind of ask
on behalf of everyone else

00:25:56.030 --> 00:25:58.360
and actually I can chime in here as well.

00:25:58.360 --> 00:26:00.180
There are many questions
about how to regulate

00:26:00.180 --> 00:26:03.203
or think about screen time
especially in a time like this.

00:26:04.990 --> 00:26:07.380
So Sophie or Vicki, do
you wanna volunteer?

00:26:07.380 --> 00:26:08.473
And I can chime in?

00:26:09.750 --> 00:26:10.597
- Yeah, Sophie do you wanna start?

00:26:10.597 --> 00:26:12.193
And I have a couple ideas.

00:26:13.200 --> 00:26:14.460
- Yeah, happy to start.

00:26:14.460 --> 00:26:16.890
So the number one principle

00:26:16.890 --> 00:26:19.010
for the Khan Academy Kids creators

00:26:19.010 --> 00:26:22.860
who are parents themselves
has always been that parents

00:26:22.860 --> 00:26:25.820
really know best and
best parents and carer

00:26:25.820 --> 00:26:28.620
is the best place to
come up with a balanced

00:26:28.620 --> 00:26:31.940
very nutritional media
diet, some like to call it

00:26:31.940 --> 00:26:33.540
for their children.

00:26:33.540 --> 00:26:37.550
We really differ a lot to the
guidelines of the experts.

00:26:37.550 --> 00:26:40.710
WHO the World Health Organization

00:26:40.710 --> 00:26:43.810
and the American Association
of Pediatrics on screen time

00:26:43.810 --> 00:26:47.360
and that's why we recommend
that 20 minutes a day mark

00:26:47.360 --> 00:26:49.180
for our two to seven year old learners.

00:26:49.180 --> 00:26:52.650
It obviously can be flexed
up for the older ages

00:26:52.650 --> 00:26:54.600
and really that's what we tend to see

00:26:54.600 --> 00:26:55.930
is working for families

00:26:55.930 --> 00:26:58.880
is Khan Academy Kids becomes just one part

00:26:58.880 --> 00:27:00.180
of a very balanced day

00:27:00.180 --> 00:27:02.670
that to Vickie's point
has a lot of free play

00:27:02.670 --> 00:27:05.873
has a lot of outdoor time
ideally and a lot of movement.

00:27:07.410 --> 00:27:09.230
- Yeah and I think that
there are different ways

00:27:09.230 --> 00:27:10.530
of using screen time.

00:27:10.530 --> 00:27:13.620
I think that there's more
and less educational ways.

00:27:13.620 --> 00:27:16.230
In this day and age there's
also more and less social ways

00:27:16.230 --> 00:27:19.010
that may be the only way that
your child can get social time

00:27:19.010 --> 00:27:20.210
with other kids their age

00:27:20.210 --> 00:27:23.030
which is an important part
of a kid's development.

00:27:23.030 --> 00:27:24.370
So that's something to think about

00:27:24.370 --> 00:27:27.300
as you're figuring out what
feels right for your family.

00:27:27.300 --> 00:27:29.240
One of my favorite tips

00:27:30.200 --> 00:27:31.910
as you're trying to limit screen time

00:27:31.910 --> 00:27:34.140
coming from having been a single parent

00:27:34.140 --> 00:27:38.190
raising a toddler is podcasts.

00:27:38.190 --> 00:27:40.240
Podcasts serve almost the same

00:27:40.240 --> 00:27:43.580
sort of like a kid entertaining function

00:27:43.580 --> 00:27:47.660
while you need to do the dishes
that a screen sometimes can

00:27:47.660 --> 00:27:49.090
without the screen.

00:27:49.090 --> 00:27:50.480
So there are some fantastic

00:27:50.480 --> 00:27:52.930
education podcasts around science.

00:27:52.930 --> 00:27:54.400
There are some for the really little ones

00:27:54.400 --> 00:27:58.700
there's some really good
storytelling podcasts out there.

00:27:58.700 --> 00:28:00.570
And if you have one of
those homes speakers

00:28:00.570 --> 00:28:02.020
that listens to your voice

00:28:02.020 --> 00:28:04.160
the child can actually
play it for themselves.

00:28:04.160 --> 00:28:07.040
It's just like robot
placed for its podcast.

00:28:07.040 --> 00:28:08.230
And it will do that.

00:28:08.230 --> 00:28:13.140
And has been very helpful
and supportive for me

00:28:13.140 --> 00:28:15.100
as I try to do more than
one thing at the same time

00:28:15.100 --> 00:28:17.870
and still want her brain to be growing.

00:28:17.870 --> 00:28:20.880
- Yeah and I think you
two hit the main points.

00:28:20.880 --> 00:28:22.760
I would just echo I
think part of the reason

00:28:22.760 --> 00:28:26.330
why they Khan Academy
Kids team is so thoughtful

00:28:26.330 --> 00:28:27.910
about creating these additional resources

00:28:27.910 --> 00:28:29.620
whether it's circle time

00:28:29.620 --> 00:28:31.150
physical activities within the app

00:28:31.150 --> 00:28:32.760
as well as the printables

00:28:32.760 --> 00:28:36.620
is really to provide a mix
of activities for you all.

00:28:36.620 --> 00:28:39.050
And then to Vicki's
point about screen time

00:28:39.050 --> 00:28:40.160
being a social activity.

00:28:40.160 --> 00:28:43.760
I think with the shelter at home mandate

00:28:43.760 --> 00:28:45.470
many of us are using screen time

00:28:45.470 --> 00:28:48.700
as a way to communicate
with our families remotely.

00:28:48.700 --> 00:28:50.200
So just think about screen time

00:28:50.200 --> 00:28:52.500
also like not all screen
time is created equal

00:28:52.500 --> 00:28:55.280
and to also create a balance
of a mix of activities

00:28:55.280 --> 00:28:56.113
for you to use.

00:28:56.970 --> 00:29:00.160
Okay, with that, I think
we're almost out of time.

00:29:00.160 --> 00:29:03.410
So I think that's all
we have for questions.

00:29:03.410 --> 00:29:05.590
I'd like to close out
with a couple of things.

00:29:05.590 --> 00:29:07.380
First, Sophie and Vicki thank you

00:29:07.380 --> 00:29:09.660
for sharing your expertise today.

00:29:09.660 --> 00:29:11.960
And then I wanted to thank
our fabulous audience

00:29:11.960 --> 00:29:14.430
for taking the time out of
your evening to be with us.

00:29:14.430 --> 00:29:15.820
We know you're extremely busy

00:29:15.820 --> 00:29:17.450
and we appreciate you investing

00:29:17.450 --> 00:29:19.580
your time with us in this session.

00:29:19.580 --> 00:29:22.480
If you missed something or if
you wanna go back and review

00:29:22.480 --> 00:29:24.500
for those of you who
registered for this webinar

00:29:24.500 --> 00:29:26.570
you'll automatically be emailed a copy

00:29:26.570 --> 00:29:28.260
a recording of this video.

00:29:28.260 --> 00:29:30.390
And for those of you who may not

00:29:30.390 --> 00:29:32.780
or you know of other people
who would be interested

00:29:32.780 --> 00:29:35.000
in watching what you just saw

00:29:35.000 --> 00:29:36.840
and get access to those resources.

00:29:36.840 --> 00:29:38.840
Well, this recording will be posted

00:29:38.840 --> 00:29:41.370
and be made available online.

00:29:41.370 --> 00:29:43.350
And additionally, we have
quite a few resources

00:29:43.350 --> 00:29:47.590
on khanacademy.org as well
as khanacademy.org/kids

00:29:47.590 --> 00:29:49.870
specifically for younger learners

00:29:49.870 --> 00:29:52.070
and we're updating those resources daily.

00:29:52.070 --> 00:29:54.800
So be mindful that you
can come visit those pages

00:29:54.800 --> 00:29:58.380
and you'll see the updated
versions pretty much every day.

00:29:58.380 --> 00:29:59.810
And then before we sign off

00:29:59.810 --> 00:30:02.170
we wanna ask you to do us one more favor

00:30:02.170 --> 00:30:03.520
and take the poll

00:30:03.520 --> 00:30:05.750
that pops up at the very
end of this webinar.

00:30:05.750 --> 00:30:07.560
And we wanna know two things from you.

00:30:07.560 --> 00:30:10.030
First, how can we make
this future iteration

00:30:10.030 --> 00:30:12.800
of this session even
better for other parents?

00:30:12.800 --> 00:30:14.340
And then secondly, what kind of session

00:30:14.340 --> 00:30:15.970
would you like to see next from us?

00:30:15.970 --> 00:30:18.870
In fact, this session was
actually a product of feedback

00:30:18.870 --> 00:30:20.150
we heard from you all.

00:30:20.150 --> 00:30:22.710
Our first section was a
very high level overview.

00:30:22.710 --> 00:30:25.720
And many of you asked for
more structure and more tips

00:30:25.720 --> 00:30:27.280
and that's what this was meant to do.

00:30:27.280 --> 00:30:29.040
And so we're continuing to listen to you

00:30:29.040 --> 00:30:30.100
and we're here to support you.

00:30:30.100 --> 00:30:32.580
So please provide us with that feedback.

00:30:32.580 --> 00:30:35.180
And in closing, all of us recognize

00:30:35.180 --> 00:30:37.630
that you're juggling
a lot as parents here.

00:30:37.630 --> 00:30:40.340
This is really uncharted
territory for all of us.

00:30:40.340 --> 00:30:41.920
And we here at Khan Academy

00:30:41.920 --> 00:30:45.150
just wanna remind you to
be kind to yourselves.

00:30:45.150 --> 00:30:48.950
It's okay, we're all in this
together and you've got this.

00:30:48.950 --> 00:30:51.680
So with that, from all
of us at Khan Academy

00:30:51.680 --> 00:30:53.393
thanks again and good night.


Messages and morals

WEBVTT
Kind: captions
Language: en

00:00:00.260 --> 00:00:01.430
- [Instructor] Hello, readers.

00:00:01.430 --> 00:00:02.820
Today I'd like to talk to you

00:00:02.820 --> 00:00:05.290
about The Moral of the Story.

00:00:05.290 --> 00:00:06.123
Which story?

00:00:06.123 --> 00:00:07.370
Well, we'll get to that.

00:00:07.370 --> 00:00:09.440
First, what is a moral?

00:00:09.440 --> 00:00:11.270
It's a lesson, usually about

00:00:11.270 --> 00:00:13.310
how you're supposed to treat other people.

00:00:13.310 --> 00:00:15.510
I think that we can say
that if a story has a moral,

00:00:15.510 --> 00:00:18.527
it's trying to teach you
how to be a good person.

00:00:18.527 --> 00:00:21.170
"Aesop's Fables" are full of these.

00:00:21.170 --> 00:00:23.130
There's the story of "The
Tortoise and the Hare",

00:00:23.130 --> 00:00:25.620
which I'll tell you very
quickly, if you're unfamiliar.

00:00:25.620 --> 00:00:28.240
The slow loving tortoise
and the speedy hare

00:00:28.240 --> 00:00:29.530
have a foot race.

00:00:29.530 --> 00:00:32.330
And the hare is so sure that
she'll beat the tortoise,

00:00:32.330 --> 00:00:35.080
that she stops to take
a nap during the race.

00:00:35.080 --> 00:00:37.520
Meanwhile, the tortoise
slowly and steadily

00:00:37.520 --> 00:00:40.140
continues onwards, and
crosses the finish line,

00:00:40.140 --> 00:00:41.740
while the hare is sleeping.

00:00:41.740 --> 00:00:44.870
That's confetti, as the tortoise
crosses the finish line.

00:00:44.870 --> 00:00:46.690
The moral of the story is,

00:00:46.690 --> 00:00:49.430
slow and steady wins the race.

00:00:49.430 --> 00:00:51.330
You can beat an overconfident person,

00:00:51.330 --> 00:00:53.230
even if they're more talented than you,

00:00:53.230 --> 00:00:57.260
if you try really hard and
take it slow but steady.

00:00:57.260 --> 00:00:59.610
But it's not just old
stories from ancient Greece

00:00:59.610 --> 00:01:00.710
that have morals.

00:01:00.710 --> 00:01:02.940
The stories around us are full of lessons

00:01:02.940 --> 00:01:04.380
about how to treat one another.

00:01:04.380 --> 00:01:07.680
So, how do you figure out
what the moral of a story is?

00:01:07.680 --> 00:01:08.700
Good question.

00:01:08.700 --> 00:01:11.611
One way to do it is to ask
yourself what the problem

00:01:11.611 --> 00:01:15.332
of the story is, or how
the problem was solved.

00:01:15.332 --> 00:01:17.947
From the hare's
perspective, the problem in

00:01:17.947 --> 00:01:21.770
"The Tortoise and the Hare"
is that she lost the race.

00:01:21.770 --> 00:01:24.070
What could she have done
to avoid that happening?

00:01:24.070 --> 00:01:26.740
Well, she probably shouldn't
have stopped to take a nap.

00:01:26.740 --> 00:01:29.340
From the tortoise's perspective,
the problem is solved.

00:01:29.340 --> 00:01:30.410
He won the race.

00:01:30.410 --> 00:01:31.600
And how did he do that?

00:01:31.600 --> 00:01:36.077
By maintaining a slow, steady
pace for the whole race.

00:01:36.077 --> 00:01:39.340
And then you take that lesson
that the characters learned

00:01:39.340 --> 00:01:43.930
and you say, "Okay, so
this is true for everyone".

00:01:43.930 --> 00:01:46.650
It's not just that hares
should make sure not to nap

00:01:46.650 --> 00:01:49.840
during foot races, it's that
people who are good at stuff

00:01:49.840 --> 00:01:52.460
shouldn't get so confident
about their skills

00:01:52.460 --> 00:01:54.480
that they don't try as hard.

00:01:54.480 --> 00:01:56.630
The hare is really good
at running quickly,

00:01:56.630 --> 00:01:58.890
so she thinks she doesn't
need to try so hard

00:01:58.890 --> 00:02:00.210
against a tortoise.

00:02:00.210 --> 00:02:02.450
Because that is what morals do,

00:02:02.450 --> 00:02:06.120
they are lessons in stories
that we can apply to our lives.

00:02:06.120 --> 00:02:09.890
What's true for the hare and
what's true for the tortoise

00:02:09.890 --> 00:02:11.560
are true for you and me,

00:02:11.560 --> 00:02:14.710
because those stories were
invented to teach people stories,

00:02:14.710 --> 00:02:17.087
not just tortoises and hares.

00:02:17.087 --> 00:02:18.900
You can learn anything.

00:02:18.900 --> 00:02:19.733
David out.


Characters' thoughts and feelings

WEBVTT
Kind: captions
Language: en

00:00:00.000 --> 00:00:01.210
[Instructor] Hello, readers.

00:00:01.210 --> 00:00:04.380
Today, we're going to
talk about Mind Reading.

00:00:04.380 --> 00:00:05.706
Ooh!

00:00:05.706 --> 00:00:08.150
Also known as understanding characters'

00:00:08.150 --> 00:00:09.250
thoughts and feelings.

00:00:10.770 --> 00:00:12.010
I'm kinda serious, here.

00:00:12.010 --> 00:00:14.150
One of the things that I think is magical

00:00:14.150 --> 00:00:16.490
about reading books and stories is that

00:00:16.490 --> 00:00:18.960
they let you see what characters
are thinking and feeling.

00:00:18.960 --> 00:00:21.420
Sometimes a story takes
you inside the mind

00:00:21.420 --> 00:00:23.290
of a character in a story.

00:00:23.290 --> 00:00:24.900
Here's what it sounds
like when a character

00:00:24.900 --> 00:00:26.820
tells you the story herself.

00:00:26.820 --> 00:00:28.810
- [Narrator] It was a
rainy, miserable night

00:00:28.810 --> 00:00:30.740
in the town of Roseville.
(rain falls)

00:00:30.740 --> 00:00:33.960
My coffee cooled rapidly
in the evening air.

00:00:33.960 --> 00:00:37.600
I watched Johnny Flamingo,
the Duke of Crime,

00:00:37.600 --> 00:00:40.620
walk confidently across the parking lot.

00:00:40.620 --> 00:00:42.187
I hated him.

00:00:42.187 --> 00:00:44.817
"I'm gonna get you, Johnny", I muttered.

00:00:44.817 --> 00:00:47.690
"I'm gonna get you for
doing all those crimes."

00:00:47.690 --> 00:00:48.960
- [Instructor] So how
does this character feel

00:00:48.960 --> 00:00:50.300
about Johnny Flamingo?

00:00:50.300 --> 00:00:51.520
She hates him.

00:00:51.520 --> 00:00:52.540
How do we know?

00:00:52.540 --> 00:00:54.150
She told us so.

00:00:54.150 --> 00:00:56.710
Sometimes it's not a
character who tells you

00:00:56.710 --> 00:00:58.150
what they're thinking
or feeling, but instead,

00:00:58.150 --> 00:01:00.840
it's a narrator who knows
how those characters feel.

00:01:00.840 --> 00:01:02.940
And that can sound like this.

00:01:02.940 --> 00:01:06.090
- [Narrator] Standing on a hill
outside her little village,

00:01:06.090 --> 00:01:08.740
Lana looked to the sky,
and the dragons that

00:01:08.740 --> 00:01:11.427
flew through the clouds in lazy circles.

00:01:11.427 --> 00:01:14.817
"I will learn to ride
a dragon", she thought.

00:01:14.817 --> 00:01:16.920
"I promise."

00:01:16.920 --> 00:01:18.890
- [Instructor] What does
Lana want to learn to do?

00:01:18.890 --> 00:01:20.230
Ride dragons.

00:01:20.230 --> 00:01:21.380
Did she tell us?

00:01:21.380 --> 00:01:24.340
No, not exactly, but the narrator did,

00:01:24.340 --> 00:01:26.980
by listening to her thoughts.

00:01:26.980 --> 00:01:28.010
Do you see what I'm saying?

00:01:28.010 --> 00:01:31.008
It's magical, this ability
to read a character's mind

00:01:31.008 --> 00:01:32.380
in a story.

00:01:32.380 --> 00:01:34.910
If I had the power to fully
hear my friends' thoughts,

00:01:34.910 --> 00:01:36.530
I don't think we'd ever have any kind

00:01:36.530 --> 00:01:38.590
of misunderstandings ever again.

00:01:38.590 --> 00:01:41.330
How a character thinks
or feels about something

00:01:41.330 --> 00:01:44.400
is important evidence that
helps explain why they act

00:01:44.400 --> 00:01:45.650
the way they do.

00:01:45.650 --> 00:01:48.100
Now, it's possible to have
a feeling or a thought,

00:01:48.100 --> 00:01:49.830
but still do something opposite.

00:01:49.830 --> 00:01:51.930
Like, a character could
be afraid of heights,

00:01:51.930 --> 00:01:54.660
but still climb a tree to rescue a cat.

00:01:54.660 --> 00:01:57.220
Or, it's possible for a
character to feel multiple

00:01:57.220 --> 00:02:00.440
conflicting emotions or
thoughts at the same time.

00:02:00.440 --> 00:02:03.160
Just like it's possible
for you or me to feel

00:02:03.160 --> 00:02:05.490
embarrassed and proud at the same time,

00:02:05.490 --> 00:02:07.546
or happy and regretful.

00:02:07.546 --> 00:02:10.027
Let's take a look at this example.

00:02:10.027 --> 00:02:12.650
- [Narrator] "It's not so bad", said Zeke,

00:02:12.650 --> 00:02:15.787
examining it closely when he saw my frown.

00:02:15.787 --> 00:02:18.580
"It's a bowling pin, right?"

00:02:18.580 --> 00:02:22.180
I tried to remain calm, but
I was totally frustrated.

00:02:22.180 --> 00:02:25.140
I spent all that time,
and Zeke thought my statue

00:02:25.140 --> 00:02:27.080
was a bowling pin?

00:02:27.080 --> 00:02:29.577
I gritted my teeth as I forced a smile.

00:02:29.577 --> 00:02:34.577
"Um, no, not exactly, but
it's not quite done yet."

00:02:35.350 --> 00:02:37.990
I grabbed the sculpture
and headed to my room.

00:02:37.990 --> 00:02:41.230
I was determined to make
Lady Liberty recognizable.

00:02:41.230 --> 00:02:43.330
I decided to watch a video on how to make

00:02:43.330 --> 00:02:45.570
realistic faces in clay.

00:02:45.570 --> 00:02:46.770
It was helpful.

00:02:46.770 --> 00:02:48.260
Although it took me a while,

00:02:48.260 --> 00:02:51.620
I finally made some
improvements to my work of art.

00:02:51.620 --> 00:02:54.300
- [Instructor] See how the
narrator says they're frustrated,

00:02:54.300 --> 00:02:56.000
but they don't show it to Zeke.

00:02:56.000 --> 00:02:57.830
They force themself to smile,

00:02:57.830 --> 00:03:00.370
and not display their frustration.

00:03:00.370 --> 00:03:01.821
They're trying to be calm,

00:03:01.821 --> 00:03:05.110
but inside, they're totally frustrated.

00:03:05.110 --> 00:03:07.140
So I guess the lesson
here is that the magic

00:03:07.140 --> 00:03:09.740
of mind reading is only part of the story.

00:03:09.740 --> 00:03:13.440
You have to go by how characters
in the story act, too.

00:03:13.440 --> 00:03:16.090
But we'll talk about
that in another video.

00:03:16.090 --> 00:03:17.391
You can learn anything.

00:03:17.391 --> 00:03:18.507
David out.


Khan Academy request for donations

WEBVTT
Kind: captions
Language: en

00:00:01.490 --> 00:00:04.430
- Hi everyone, this is Sal
Khan here from Khan Academy,

00:00:04.430 --> 00:00:07.557
as you might notice, I am
back in the walk-in closet

00:00:07.557 --> 00:00:10.510
where Khan Academy first started.

00:00:10.510 --> 00:00:14.240
I am socially distanced, like
I'm sure many of you all are.

00:00:14.240 --> 00:00:16.190
And I just wanted to
give you a quick message,

00:00:16.190 --> 00:00:19.406
because I know in this time of crisis,

00:00:19.406 --> 00:00:22.620
there's a lot of anxieties about health,

00:00:22.620 --> 00:00:25.200
about the economy, and the
fact that there are a billion

00:00:25.200 --> 00:00:27.090
students, and you might be one of them,

00:00:27.090 --> 00:00:29.780
who are not in school
who otherwise would be.

00:00:29.780 --> 00:00:32.960
And all of us at Khan
Academy, as a not for profit

00:00:32.960 --> 00:00:34.930
with a mission of providing
a free world class

00:00:34.930 --> 00:00:38.704
education for anyone anywhere,
we view it as our duty

00:00:38.704 --> 00:00:42.560
to step up for the world
during this crisis.

00:00:42.560 --> 00:00:45.010
Over the last many years,
we've been building resources

00:00:45.010 --> 00:00:47.100
starting in pre-k with Khan Academy Kids

00:00:47.100 --> 00:00:49.063
that covers math, reading, writing,

00:00:49.063 --> 00:00:50.700
social/emotional learning.

00:00:50.700 --> 00:00:52.330
And as you get into elementary school,

00:00:52.330 --> 00:00:54.930
with math, and then
we've recently launched

00:00:54.930 --> 00:00:56.190
English and Language Arts.

00:00:56.190 --> 00:00:57.450
Then we go through middle school

00:00:57.450 --> 00:00:58.541
and then in high school, math.

00:00:58.541 --> 00:01:01.270
We have things like SAT practice.

00:01:01.270 --> 00:01:04.180
That's reading, writing, and mathematics.

00:01:04.180 --> 00:01:05.500
And we have sciences.

00:01:05.500 --> 00:01:06.680
And we have humanities.

00:01:06.680 --> 00:01:08.890
We even go into early college courses.

00:01:08.890 --> 00:01:11.510
And we realized that all of those

00:01:11.510 --> 00:01:12.943
can help bridge the gap

00:01:12.943 --> 00:01:16.480
as we go through this
crisis together globally.

00:01:16.480 --> 00:01:17.870
But we wanna do more.

00:01:17.870 --> 00:01:19.580
That's why we have been doing things

00:01:19.580 --> 00:01:23.187
like webinars and live streams
for parents and teachers

00:01:23.187 --> 00:01:24.850
around the world.

00:01:24.850 --> 00:01:27.214
We have our daily homeroom live stream

00:01:27.214 --> 00:01:28.690
that we're doing for folks.

00:01:28.690 --> 00:01:30.630
And we're just trying
to figure out anything

00:01:30.630 --> 00:01:34.610
we can do to support you,
the student, the teacher,

00:01:34.610 --> 00:01:36.180
the parent better.

00:01:36.180 --> 00:01:37.980
I do wanna remind everyone,

00:01:37.980 --> 00:01:39.999
we are a not for profit organization.

00:01:39.999 --> 00:01:43.450
And that means we are
supported by philanthropic

00:01:43.450 --> 00:01:46.110
donations from folks like yourself.

00:01:46.110 --> 00:01:48.010
You own Khan Academy as much as I do.

00:01:48.010 --> 00:01:49.800
No one is the owner of Khan Academy.

00:01:49.800 --> 00:01:51.395
It is a public charity.

00:01:51.395 --> 00:01:53.712
And we were already running a deficit

00:01:53.712 --> 00:01:55.331
before this crisis hit,

00:01:55.331 --> 00:01:59.843
but now our load on our servers is 250%

00:01:59.843 --> 00:02:01.910
of what it typically would be,

00:02:01.910 --> 00:02:03.850
and it's continuing to accelerate.

00:02:03.850 --> 00:02:05.930
And so our costs are going up.

00:02:05.930 --> 00:02:08.410
Our budget is the budget
of a large high school,

00:02:08.410 --> 00:02:11.390
but we reach a reasonable
chunk of humanity.

00:02:11.390 --> 00:02:13.150
And that chunk is getting even larger

00:02:13.150 --> 00:02:14.580
and folks need us even more

00:02:14.580 --> 00:02:16.660
in this time of crisis.

00:02:16.660 --> 00:02:19.520
So, if you find yourself
to be in a position.

00:02:19.520 --> 00:02:21.679
You wanna make sure that
other people have access

00:02:21.679 --> 00:02:24.330
to free, world class education,

00:02:24.330 --> 00:02:26.420
and that students, teachers, parents

00:02:26.420 --> 00:02:28.960
around the world are as
supported as possible,

00:02:28.960 --> 00:02:31.273
please think about making a donation.


Summarizing nonfiction

WEBVTT
Kind: captions
Language: en

00:00:00.290 --> 00:00:01.340
- [David] Hello, readers.

00:00:01.340 --> 00:00:04.110
Today, I'm going to be talking
about the skill of summary,

00:00:04.110 --> 00:00:05.810
which you might be
familiar with in the form

00:00:05.810 --> 00:00:07.350
of summarizing stories.

00:00:07.350 --> 00:00:09.510
It's like a retelling, but shorter,

00:00:09.510 --> 00:00:11.190
and in your own words.

00:00:11.190 --> 00:00:13.340
This is an important
skill, summarizing fiction,

00:00:13.340 --> 00:00:15.450
but it's not what we're
talking about today.

00:00:15.450 --> 00:00:18.590
This kind of summarizing is
used when you want to sum up

00:00:18.590 --> 00:00:21.115
the information in a nonfiction passage

00:00:21.115 --> 00:00:24.340
like a magazine article,
a book, a news story,

00:00:24.340 --> 00:00:26.320
a scientific paper.

00:00:26.320 --> 00:00:29.120
Most scientific papers
begin with a quick retelling

00:00:29.120 --> 00:00:30.220
of what the paper's about.

00:00:30.220 --> 00:00:32.563
So say you're a scientist
and you discovered

00:00:32.563 --> 00:00:34.540
a cure for roboflu.

00:00:34.540 --> 00:00:36.660
Let's say robots can get
the flu, first of all.

00:00:36.660 --> 00:00:39.080
And the abstract, the summary retelling

00:00:39.080 --> 00:00:41.807
at the very beginning of your
paper about your cure says,

00:00:41.807 --> 00:00:44.367
"Hey, under these conditions, we learned

00:00:44.367 --> 00:00:47.260
"that this medicine cures roboflu."

00:00:47.260 --> 00:00:49.200
And then, the reader goes on
to look at everything else

00:00:49.200 --> 00:00:51.610
you've written in your
long scholarly paper.

00:00:51.610 --> 00:00:53.300
So how do you do it?

00:00:53.300 --> 00:00:57.090
To make a summary, you
will need your own words,

00:00:57.090 --> 00:01:00.090
the order of events or
information from the text,

00:01:00.090 --> 00:01:02.880
and important details from the text.

00:01:02.880 --> 00:01:04.950
So what's not in the summary?

00:01:04.950 --> 00:01:08.050
Every last detail from the original text.

00:01:08.050 --> 00:01:09.540
I think I first read something like this

00:01:09.540 --> 00:01:12.160
in a Neil Gaiman novel,
but here's the deal.

00:01:12.160 --> 00:01:13.650
Imagine you were coming to visit me

00:01:13.650 --> 00:01:16.170
and you asked me for a
map of my neighborhood.

00:01:16.170 --> 00:01:19.680
Now if I included every
single detail in my map,

00:01:19.680 --> 00:01:23.340
who lives next to me, every
tuft of grass under a tree,

00:01:23.340 --> 00:01:25.560
it would stop being a map and just become

00:01:25.560 --> 00:01:28.480
a one-to-one scale drawing
of my neighborhood.

00:01:28.480 --> 00:01:30.640
In other words, it would
be useless as a map.

00:01:30.640 --> 00:01:33.530
A summary is a map of my neighborhood

00:01:33.530 --> 00:01:36.220
with only the important bits in it,

00:01:36.220 --> 00:01:40.660
my apartment, a metro
stop, Rock Creek Park.

00:01:40.660 --> 00:01:42.160
When we make a summary of a text,

00:01:42.160 --> 00:01:46.700
we are in effect making a
simple map of that text.

00:01:46.700 --> 00:01:50.270
And it's your job to determine
what details are necessary,

00:01:50.270 --> 00:01:51.510
the most needed.

00:01:51.510 --> 00:01:54.490
Like say somewhere deep in that paper

00:01:54.490 --> 00:01:57.020
on how you discovered
a cure for the roboflu,

00:01:57.020 --> 00:01:59.737
you had written, "It
was raining on the cold,

00:01:59.737 --> 00:02:00.607
"the November day

00:02:00.607 --> 00:02:03.340
"our team first identified
the robomedicine."

00:02:03.340 --> 00:02:05.455
Like would that be an
important enough detail

00:02:05.455 --> 00:02:08.160
to include in the summary?

00:02:08.160 --> 00:02:09.710
I'd say no.

00:02:09.710 --> 00:02:12.630
The big picture is that the
team discovered the medicine,

00:02:12.630 --> 00:02:14.960
not that it was raining when it happened.

00:02:14.960 --> 00:02:17.710
But if the cure for
robotflu involved garlic

00:02:17.710 --> 00:02:21.080
and motor oil, yes, that's
an important detail,

00:02:21.080 --> 00:02:23.230
because it relates back
to the big picture.

00:02:23.230 --> 00:02:26.630
We discovered a medicine,
and here's what's in it.

00:02:26.630 --> 00:02:29.350
To conclude, let me summarize.

00:02:29.350 --> 00:02:32.700
A summary is a short
retelling of a piece of text

00:02:32.700 --> 00:02:35.220
with only the important details included.

00:02:35.220 --> 00:02:37.703
It's like a simple map of a place.

00:02:37.703 --> 00:02:40.603
You can learn anything, David out.


What language shows cause and effect?

WEBVTT
Kind: captions
Language: en

00:00:00.180 --> 00:00:01.580
- [David] Hello, readers.

00:00:01.580 --> 00:00:03.930
Once upon a time in the previous century,

00:00:03.930 --> 00:00:07.790
there lived a cartoonist and
engineer named, Rube Goldberg,

00:00:07.790 --> 00:00:09.540
who became well-known for his drawings

00:00:09.540 --> 00:00:12.470
of wacky, overcomplicated machines.

00:00:12.470 --> 00:00:16.470
This is one such machine,
the self-operating napkin.

00:00:16.470 --> 00:00:18.610
You see how it works
is you lift the spoon,

00:00:18.610 --> 00:00:20.040
which jerks the string,

00:00:20.040 --> 00:00:23.160
which causes the cracker
to leap up into the air,

00:00:23.160 --> 00:00:24.430
which distracts the parrot,

00:00:24.430 --> 00:00:26.130
and on, and on, and on, and on and on

00:00:26.130 --> 00:00:28.750
until finally, you cut the string

00:00:28.750 --> 00:00:32.280
which releases this pendulum
attached to the clock,

00:00:32.280 --> 00:00:35.670
which has a napkin on the end of it

00:00:35.670 --> 00:00:37.490
which swings back and forth repeatedly,

00:00:37.490 --> 00:00:39.350
bonking you in the face.

00:00:39.350 --> 00:00:40.183
I'm bringing this up

00:00:40.183 --> 00:00:43.070
not because I think anyone
should ever build this machine,

00:00:43.070 --> 00:00:45.570
it would in fact be extremely dangerous.

00:00:45.570 --> 00:00:48.400
You can see that it
contains knives and fire

00:00:48.400 --> 00:00:49.610
and a small rocket.

00:00:49.610 --> 00:00:53.470
But I want to show you this
in order to demonstrate

00:00:53.470 --> 00:00:55.670
a really explicit example

00:00:55.670 --> 00:00:58.410
of a cause and effect relationship.

00:00:58.410 --> 00:01:03.410
Each object has an effect
on the next object.

00:01:03.700 --> 00:01:07.730
And language can be used
in very much the same way.

00:01:07.730 --> 00:01:10.080
That's what we're talking
about today, cause and effect.

00:01:10.080 --> 00:01:13.890
A cause is why something happens,

00:01:13.890 --> 00:01:16.010
and an effect is the result.

00:01:16.010 --> 00:01:20.310
So for this machine, the
cigar lighter lights a fuse

00:01:20.310 --> 00:01:21.950
which sets off the rocket,

00:01:21.950 --> 00:01:23.660
which has a sickle, a kind of knife,

00:01:23.660 --> 00:01:26.090
connected to it, which cuts this string.

00:01:26.090 --> 00:01:28.510
So why did the rocket take off?

00:01:28.510 --> 00:01:32.300
Well, the cigar lighter lit the fuse.

00:01:32.300 --> 00:01:35.010
That's the thing that caused it.

00:01:35.010 --> 00:01:38.270
What was the effect of the fuse being lit?

00:01:38.270 --> 00:01:39.720
The rocket takes off.

00:01:39.720 --> 00:01:43.440
But the rocket taking off is its own cause

00:01:43.440 --> 00:01:44.860
that causes an additional effect

00:01:44.860 --> 00:01:46.570
which is cutting the string.

00:01:46.570 --> 00:01:48.920
We can see this very clearly in writing

00:01:48.920 --> 00:01:50.880
when an author gives us clue words

00:01:50.880 --> 00:01:52.930
about how information is connected.

00:01:52.930 --> 00:01:56.280
About how or why things happen in a text.

00:01:56.280 --> 00:01:57.113
So with that in mind,

00:01:57.113 --> 00:01:59.920
here are some words that signal cause:

00:01:59.920 --> 00:02:04.610
Because, since, due to, as a result of.

00:02:04.610 --> 00:02:08.090
Whereas here are some
words that signal effect:

00:02:08.090 --> 00:02:13.090
So, this is why, consequently,
therefore and led to.

00:02:13.830 --> 00:02:16.120
Certainly these aren't
the only words or phrases

00:02:16.120 --> 00:02:17.540
that signal cause or effect,

00:02:17.540 --> 00:02:20.450
but they are useful ones to look for.

00:02:20.450 --> 00:02:22.240
It's important to remember
that cause and effect

00:02:22.240 --> 00:02:24.600
doesn't always go left to right.

00:02:24.600 --> 00:02:26.487
It's not always gonna be
as straight forward as,

00:02:26.487 --> 00:02:30.510
"Because I was tired," cause,
"I took a nap," effect.

00:02:30.510 --> 00:02:33.560
Like, it's not always
gonna go cause to effect.

00:02:33.560 --> 00:02:35.330
You could just as easily
write that sentence

00:02:35.330 --> 00:02:36.703
in the opposite order.

00:02:37.750 --> 00:02:39.467
Write, "I took a nap," effect,

00:02:39.467 --> 00:02:42.780
"because I was tired," which is the cause.

00:02:42.780 --> 00:02:45.250
The nap doesn't cause me to be tired,

00:02:45.250 --> 00:02:48.050
I was tired which is why I napped.

00:02:48.050 --> 00:02:50.780
You can't just figure this
out by looking at the sentence

00:02:50.780 --> 00:02:52.660
in the order the words come in.

00:02:52.660 --> 00:02:54.790
You have to think critically
about what you're reading

00:02:54.790 --> 00:02:58.300
and consider how the actions
connect to each other.

00:02:58.300 --> 00:02:59.670
How does it happen?

00:02:59.670 --> 00:03:01.170
Why does it happen?

00:03:01.170 --> 00:03:02.320
So let's take this opportunity

00:03:02.320 --> 00:03:05.070
to apply this to a text example.

00:03:05.070 --> 00:03:06.440
So I'm gonna read this passage

00:03:06.440 --> 00:03:09.510
and then I'll try to answer a
couple of questions about it.

00:03:09.510 --> 00:03:12.780
So I'll make a couple of
little notes and annotations

00:03:12.780 --> 00:03:14.117
as we scribble our way through.

00:03:14.117 --> 00:03:16.217
"Fourteen-year-old Michaela DePrince

00:03:16.217 --> 00:03:18.497
"sat on the shiny hallway floor

00:03:18.497 --> 00:03:21.290
"and tightened the ribbons
on her ballet shoes."

00:03:21.290 --> 00:03:24.007
Okay, so she's a ballerina.

00:03:24.007 --> 00:03:26.347
"It was 2010 and she was about to dance

00:03:26.347 --> 00:03:27.900
"for the chance of a lifetime."

00:03:27.900 --> 00:03:29.287
That sounds important.

00:03:29.287 --> 00:03:31.377
"An opportunity to earn a scholarship

00:03:31.377 --> 00:03:33.660
"to a famous ballet school."

00:03:33.660 --> 00:03:36.027
All right, so that's our
chance of a lifetime.

00:03:36.027 --> 00:03:37.077
"She was in the finals

00:03:37.077 --> 00:03:39.267
"of the world's largest ballet competition

00:03:39.267 --> 00:03:43.007
"for young dancers,
Youth America Grand Prix.

00:03:43.007 --> 00:03:45.027
"But Michaela was worried.

00:03:45.027 --> 00:03:46.677
"She was nursing an injury.

00:03:46.677 --> 00:03:49.177
"Michaela understood that
dancing on her injury

00:03:49.177 --> 00:03:51.537
"could snap a tendon," ew.

00:03:51.537 --> 00:03:54.480
"That could put an end to
all of her hopes and dreams."

00:03:54.480 --> 00:03:56.280
A tendon is similar to a muscle,

00:03:56.280 --> 00:03:58.567
it helps you move parts of your body.

00:03:58.567 --> 00:04:00.777
"Michaela was devoted to ballet.

00:04:00.777 --> 00:04:03.767
"She had spent thousands
of hours practicing.

00:04:03.767 --> 00:04:05.537
"She had worked incredibly hard

00:04:05.537 --> 00:04:08.487
"and had overcome many challenges
to make it to this point,

00:04:08.487 --> 00:04:12.030
"so when they called her
on stage, she danced."

00:04:12.030 --> 00:04:15.660
And here we have so, which is one of our,

00:04:15.660 --> 00:04:17.750
one of the words that we're looking for

00:04:17.750 --> 00:04:20.750
that signals that there's a
cause, effect relationship.

00:04:20.750 --> 00:04:21.680
So question number one.

00:04:21.680 --> 00:04:23.200
Why was Michaela worried?

00:04:23.200 --> 00:04:24.710
Michaela "was worried."

00:04:24.710 --> 00:04:27.160
We can even do this by
filling out a little form.

00:04:28.540 --> 00:04:30.100
Have our little underline.

00:04:30.100 --> 00:04:33.960
The cause goes here, the effect goes here.

00:04:33.960 --> 00:04:36.620
So what is the cause of that worry?

00:04:36.620 --> 00:04:39.600
So in the effect box I'm gonna say, worry.

00:04:39.600 --> 00:04:40.540
That's the effect.

00:04:40.540 --> 00:04:42.010
But why is Michaela worried?

00:04:42.010 --> 00:04:44.730
Well, she was nursing an injury.

00:04:44.730 --> 00:04:46.530
And not just that she was injured,

00:04:46.530 --> 00:04:48.190
but if she pushed that injury too far

00:04:48.190 --> 00:04:49.440
and "snapped a tendon,"

00:04:49.440 --> 00:04:53.050
it could, "put an end to all
of her hopes and dreams."

00:04:53.050 --> 00:04:55.300
That is extremely serious.

00:04:55.300 --> 00:04:57.310
So that injury represents a lot more

00:04:57.310 --> 00:04:58.850
than just temporary pain.

00:04:58.850 --> 00:05:03.230
It represents a possible, end
to her "hopes and dreams."

00:05:03.230 --> 00:05:07.290
So what that injury could
be, its potential outcome,

00:05:07.290 --> 00:05:11.103
so its potential effects are
what are causing her to worry.

00:05:12.230 --> 00:05:16.670
Another question is why did
she dance despite her injury?

00:05:16.670 --> 00:05:19.653
So I'm gonna say that the
effect is that Michaela danced.

00:05:20.510 --> 00:05:25.160
And we can see a couple of
explanations in the text, right.

00:05:25.160 --> 00:05:28.000
First of all, "they called her on stage."

00:05:28.000 --> 00:05:30.080
So she was asked to do it and she danced.

00:05:30.080 --> 00:05:33.150
But why did she dance even
though she was injured?

00:05:33.150 --> 00:05:36.220
Part of it is that she'd already
"overcome many challenges,"

00:05:36.220 --> 00:05:38.927
she "had spent thousands
of hours practicing.

00:05:38.927 --> 00:05:40.960
"She had worked incredibly hard."

00:05:40.960 --> 00:05:45.040
And also, here was this
opportunity, "of a lifetime."

00:05:45.040 --> 00:05:47.760
So even though she was
hurt, she still danced.

00:05:47.760 --> 00:05:51.920
And she did it because she
was so, "devoted to ballet"

00:05:51.920 --> 00:05:52.790
that she wanted to get

00:05:52.790 --> 00:05:55.120
that scholarship to the ballet school.

00:05:55.120 --> 00:05:57.690
So I'm gonna say that the cause,

00:05:57.690 --> 00:06:01.120
the reason that Michaela danced
even though she was injured

00:06:01.120 --> 00:06:03.990
is because the opportunity was so great.

00:06:03.990 --> 00:06:07.350
So the opportunity, the
chance to earn a scholarship

00:06:07.350 --> 00:06:10.710
to the ballet school, that's the cause,

00:06:10.710 --> 00:06:14.250
and the effect of that is
that Michaela chose to dance,

00:06:14.250 --> 00:06:15.920
even though she was injured.

00:06:15.920 --> 00:06:19.057
And finally, what happened when,
"they called her on stage?"

00:06:20.170 --> 00:06:21.720
What did Michaela do?

00:06:21.720 --> 00:06:23.567
Well it's right there at the
very end of the paragraph.

00:06:23.567 --> 00:06:27.040
"When they called her
on stage, she danced."

00:06:27.040 --> 00:06:28.490
What makes this passage challenging

00:06:28.490 --> 00:06:32.820
is there's not a lot of clue words

00:06:32.820 --> 00:06:35.017
that tell you explicitly,

00:06:35.017 --> 00:06:37.360
"Hey this is a cause and
effect relationship."

00:06:37.360 --> 00:06:39.680
We've only really got this so.

00:06:39.680 --> 00:06:43.090
There aren't other becauses or
therefores or consequentlies.

00:06:43.090 --> 00:06:45.650
So we really have to put
it together on our own

00:06:45.650 --> 00:06:48.560
to figure out how all
these different events

00:06:48.560 --> 00:06:50.210
are related to each other.

00:06:50.210 --> 00:06:51.600
And that kind of brings us back

00:06:51.600 --> 00:06:53.600
to our old friend, Rube Goldberg.

00:06:53.600 --> 00:06:55.970
Because if we're thinking
about cause and effect,

00:06:55.970 --> 00:06:56.803
we should be thinking

00:06:56.803 --> 00:07:00.580
about all of the downstream effects, too,

00:07:00.580 --> 00:07:04.880
because it's possible
to say lifting the spoon

00:07:04.880 --> 00:07:08.730
causes the napkin to wipe your face.

00:07:08.730 --> 00:07:11.970
Even though there are all
these other stages in between.

00:07:11.970 --> 00:07:14.290
But a text won't necessarily spell it out

00:07:14.290 --> 00:07:16.853
as plainly as this very silly cartoon.

00:07:17.860 --> 00:07:20.620
But I do hope that because
you have watched this video,

00:07:20.620 --> 00:07:23.220
you will therefore better
be able to understand

00:07:23.220 --> 00:07:26.310
a cause and effect
relationship in writing.

00:07:26.310 --> 00:07:28.503
You can learn anything, David out.


Relationships between scientific ideas in a text

WEBVTT
Kind: captions
Language: en

00:00:00.480 --> 00:00:01.430
- [David] Hello readers.

00:00:01.430 --> 00:00:03.782
This is Professor Mario Molina,

00:00:03.782 --> 00:00:08.310
a scientist who won the
Nobel Prize for Chemistry.

00:00:08.310 --> 00:00:10.950
Now I'm gonna use the
example of Professor Molina

00:00:10.950 --> 00:00:13.220
to teach us about connections,

00:00:13.220 --> 00:00:17.720
or drawing connections
between scientific information

00:00:17.720 --> 00:00:20.360
in a text, in a piece of writing,

00:00:20.360 --> 00:00:22.930
because reading scientific
papers often involves

00:00:22.930 --> 00:00:26.240
learning about a bunch of
new information all at once

00:00:26.240 --> 00:00:30.100
and then learning how all of
that new information connects.

00:00:30.100 --> 00:00:31.800
How is information connected?

00:00:31.800 --> 00:00:34.040
Before we dive into Doctor
Molina's life and research,

00:00:34.040 --> 00:00:36.240
let's use a simple example.

00:00:36.240 --> 00:00:38.563
A bowl of noodles, say.

00:00:39.820 --> 00:00:41.300
Let's put a little sauce on those noodles,

00:00:41.300 --> 00:00:42.810
maybe a little bit of pesto.

00:00:42.810 --> 00:00:45.130
Just a little bit of
green, little bit of basil.

00:00:45.130 --> 00:00:46.610
Here's a basil leaf.

00:00:46.610 --> 00:00:49.910
So, using this bowl of
pasta as an example.

00:00:49.910 --> 00:00:51.380
In a piece of nonfiction,

00:00:51.380 --> 00:00:54.150
we can learn why something happened.

00:00:54.150 --> 00:00:57.540
We can learn why the pasta was made,

00:00:57.540 --> 00:00:59.140
you know, maybe I was hungry.

00:00:59.140 --> 00:01:03.030
We can learn how something happened.

00:01:03.030 --> 00:01:04.480
So in the case of the pasta,

00:01:04.480 --> 00:01:07.340
I cooked it in boiling
water and then drained it

00:01:07.340 --> 00:01:10.720
and put some sauce on
top and put it in a bowl.

00:01:10.720 --> 00:01:13.810
We can learn how one event
impacted other events.

00:01:13.810 --> 00:01:16.930
Let's say I had a very late
lunch at like 4:00 p.m.

00:01:16.930 --> 00:01:18.480
that consisted of this pasta

00:01:18.480 --> 00:01:19.680
and then by 7:00 p.m.,

00:01:19.680 --> 00:01:21.220
when it was time for me to have dinner,

00:01:21.220 --> 00:01:22.790
I didn't have as much of an appetite

00:01:22.790 --> 00:01:24.490
'cause I'd spoiled my appetite with this

00:01:24.490 --> 00:01:26.170
big ol' bowl of pasta at 4:00 p.m.

00:01:26.170 --> 00:01:30.620
And we can also learn how
events cause other events.

00:01:30.620 --> 00:01:33.430
So, say I'd had my late lunch of pasta

00:01:33.430 --> 00:01:35.260
and I wasn't ready for
dinner at 7:00 p.m.,

00:01:35.260 --> 00:01:37.830
so I decided to push dinner
back a couple of hours.

00:01:37.830 --> 00:01:39.550
That's, you know, I'm an adult.

00:01:39.550 --> 00:01:40.980
I eat when I want.

00:01:40.980 --> 00:01:42.840
Now, I know this example
is a little silly,

00:01:42.840 --> 00:01:46.520
but I wanted to talk about
something relatively simple,

00:01:46.520 --> 00:01:47.850
like a bowl of noodles,

00:01:47.850 --> 00:01:50.520
before we dive into Doctor
Molina and his research,

00:01:50.520 --> 00:01:54.730
which is about pretty
complicated scientific concepts.

00:01:54.730 --> 00:01:56.200
So, these are just four of the ways

00:01:56.200 --> 00:01:58.070
that information can be connected.

00:01:58.070 --> 00:01:59.850
It's not, these aren't the only four ways,

00:01:59.850 --> 00:02:02.300
these aren't the ways to
think about information,

00:02:02.300 --> 00:02:03.180
but these are some of them

00:02:03.180 --> 00:02:06.610
and this is a helpful way to think about

00:02:06.610 --> 00:02:08.910
making connections when you're reading.

00:02:08.910 --> 00:02:11.370
So, this is taken from
a passage on the website

00:02:11.370 --> 00:02:14.280
about Mario Molina's research.

00:02:14.280 --> 00:02:16.360
I'm gonna read this passage and as I do,

00:02:16.360 --> 00:02:18.950
I'm going to try and find connections

00:02:18.950 --> 00:02:21.820
between pieces of information in the text.

00:02:21.820 --> 00:02:24.680
I'm going to try and
pull out of the passage

00:02:24.680 --> 00:02:26.620
the stuff that the author wants me to know

00:02:26.620 --> 00:02:29.467
and the stuff that the author
wants me to put together.

00:02:29.467 --> 00:02:32.627
"As a professor, Mario
Molina tackled a question

00:02:32.627 --> 00:02:35.517
"that no other scientist had before.

00:02:35.517 --> 00:02:39.680
"It was, how do chlorofluorocarbons,"

00:02:39.680 --> 00:02:43.323
what a long word,
"chlorofluorocarbons, CFCs,

00:02:44.157 --> 00:02:45.680
"affect the atmosphere?"

00:02:45.680 --> 00:02:46.679
Now this is interesting

00:02:46.679 --> 00:02:48.710
because these are parentheses

00:02:48.710 --> 00:02:51.760
and the parentheses
are telling us that CFC

00:02:51.760 --> 00:02:55.991
is a shorter way to refer
to chlorofluorocarbon,

00:02:55.991 --> 00:02:57.330
which we assume is,

00:02:57.330 --> 00:02:59.880
I'm gonna assume is some kind of chemical

00:02:59.880 --> 00:03:01.970
and how do they affect the atmosphere.

00:03:01.970 --> 00:03:06.970
So what is the impact of
these CFCs on the atmosphere?

00:03:07.320 --> 00:03:09.760
And specifically, sentences like these

00:03:09.760 --> 00:03:11.250
that are built up like this, right?

00:03:11.250 --> 00:03:13.290
So it's, the passage
is setting up the idea

00:03:13.290 --> 00:03:16.840
that no other scientist had
ever asked this question

00:03:16.840 --> 00:03:20.230
or hadn't successfully
managed to deal with it,

00:03:20.230 --> 00:03:21.240
tackled it, right?

00:03:21.240 --> 00:03:25.450
What is the impact of these
CFCs on the atmosphere?

00:03:25.450 --> 00:03:27.820
And if you don't know
a word like atmosphere,

00:03:27.820 --> 00:03:30.110
now is a really good time to look it up.

00:03:30.110 --> 00:03:34.020
Right, the atmosphere is
the layer of air and gases

00:03:34.020 --> 00:03:36.480
that surrounds the rocky
part of our planet.

00:03:36.480 --> 00:03:39.600
So we can just say, the air,

00:03:39.600 --> 00:03:42.020
just sort of as a rough definition.

00:03:42.020 --> 00:03:44.730
So how do CFCs affect the air?

00:03:44.730 --> 00:03:47.470
And so, now we've been cued to look for

00:03:47.470 --> 00:03:50.500
some sort of cause effect relationship.

00:03:50.500 --> 00:03:53.530
Now we've been cued for
some sort of relationship

00:03:53.530 --> 00:03:56.170
between CFCs and the atmosphere.

00:03:56.170 --> 00:03:57.670
They affect it somehow.

00:03:57.670 --> 00:03:59.043
They do something to it.

00:04:00.200 --> 00:04:01.327
Let's keep reading.

00:04:01.327 --> 00:04:03.607
"CFCs are chemicals," great,

00:04:03.607 --> 00:04:06.110
"once used to cool refrigerators."

00:04:06.110 --> 00:04:08.710
Okay, so this is starting
to answer my next question,

00:04:08.710 --> 00:04:10.773
like what are CFCs?

00:04:11.807 --> 00:04:14.800
"They were also used in
things like hair spray."

00:04:14.800 --> 00:04:17.980
So, hair spray and refrigerators.

00:04:17.980 --> 00:04:19.380
Now, I don't use a lotta hair spray,

00:04:19.380 --> 00:04:22.230
but I do have a refrigerator in my home,

00:04:22.230 --> 00:04:26.130
which leads me to think that
CFCs used to be pretty common.

00:04:26.130 --> 00:04:29.880
That's what these two
sentences together tell me.

00:04:29.880 --> 00:04:32.840
I also keyed in on the word, once, here,

00:04:32.840 --> 00:04:37.040
which suggests to me that they
used to cool refrigerators

00:04:37.040 --> 00:04:40.000
and used to be used in
things like hair spray,

00:04:40.000 --> 00:04:41.710
but I don't think that they are anymore.

00:04:41.710 --> 00:04:44.047
Probably because of Molina's research.

00:04:44.047 --> 00:04:46.437
"At this time in the 1970s,

00:04:46.437 --> 00:04:49.610
"the public believed that
CFCs were safe to use."

00:04:49.610 --> 00:04:52.910
All right, so now I know when
this research is taking place

00:04:52.910 --> 00:04:54.270
is in the 1970s.

00:04:54.270 --> 00:04:56.470
This also kind of explains
the hair spray thing.

00:04:56.470 --> 00:04:59.890
If you've ever seen a movie from the '70s,

00:04:59.890 --> 00:05:04.220
people had much much much bigger hair

00:05:04.220 --> 00:05:05.880
than they do today.

00:05:05.880 --> 00:05:08.020
So we know that in the '70s,

00:05:08.020 --> 00:05:13.020
the public, like everybody,
believed that CFCs were safe.

00:05:13.777 --> 00:05:15.977
"However," ooh, love a however,

00:05:15.977 --> 00:05:18.460
"Molina discovered something else."

00:05:18.460 --> 00:05:20.580
Something else other than what?

00:05:20.580 --> 00:05:22.930
Well, because of where this transition is,

00:05:22.930 --> 00:05:24.450
it's in the next paragraph

00:05:24.450 --> 00:05:27.795
and it's kind of reflecting
back on the previous sentence,

00:05:27.795 --> 00:05:30.310
I think we can say that something else

00:05:30.310 --> 00:05:33.510
is that CFCs were maybe
not so safe to use,

00:05:33.510 --> 00:05:35.447
something else was true.

00:05:35.447 --> 00:05:40.173
"After release, CFCs rise up
into the Earth's atmosphere.

00:05:42.407 --> 00:05:45.117
"There, solar radiation breaks them down

00:05:45.117 --> 00:05:47.243
"into something called chlorine.

00:05:48.267 --> 00:05:51.187
"Chlorine destroys the ozone layer,

00:05:51.187 --> 00:05:55.120
"which shields Earth from
the sun's harmful rays."

00:05:55.120 --> 00:05:58.460
All right, so that's a lot
of information all at once

00:05:58.460 --> 00:06:00.110
and that's a lot of relationships

00:06:00.110 --> 00:06:01.777
of information all at once.

00:06:01.777 --> 00:06:06.530
So we've got our little can of hair spray.

00:06:06.530 --> 00:06:08.320
There it goes.
(spraying sounds)

00:06:08.320 --> 00:06:12.950
And after it's used, it
rises up into the atmosphere

00:06:13.940 --> 00:06:16.320
where rays from the sun hit it

00:06:17.250 --> 00:06:20.480
and that breaks it down into chlorine

00:06:20.480 --> 00:06:22.850
and chlorine destroys the ozone layer,

00:06:22.850 --> 00:06:25.513
which protects us from the
harmful rays of the sun.

00:06:26.580 --> 00:06:28.150
So, let's go back to our pasta bowl

00:06:28.150 --> 00:06:29.530
and instead of pasta,

00:06:29.530 --> 00:06:31.330
let's scribble that out and replace it

00:06:31.330 --> 00:06:36.080
with the destruction of the
ozone layer in the '70s.

00:06:36.080 --> 00:06:37.860
So why did it happen?

00:06:37.860 --> 00:06:42.005
The answer to that is CFCs
got into the atmosphere.

00:06:42.005 --> 00:06:44.780
I'm just gonna write CFCs, ATMO.

00:06:44.780 --> 00:06:46.070
How did something happen?

00:06:46.070 --> 00:06:49.240
Well, when the CFCs get
hit by solar radiation,

00:06:49.240 --> 00:06:50.320
they turn into chlorine

00:06:50.320 --> 00:06:52.900
and the chlorine eats the ozone layer.

00:06:52.900 --> 00:06:55.910
And what is the impact of the
ozone layer being destroyed?

00:06:55.910 --> 00:06:59.130
More exposure to solar radiation.

00:06:59.130 --> 00:07:01.020
And what caused this to happen?

00:07:01.020 --> 00:07:04.963
The use of CFCs in hair
spray and refrigerators.

00:07:05.960 --> 00:07:07.348
So when you're trying to make connections

00:07:07.348 --> 00:07:09.720
in a scientific text,

00:07:09.720 --> 00:07:11.420
ask yourself these questions.

00:07:11.420 --> 00:07:14.130
Why did something happen,
how did it happen,

00:07:14.130 --> 00:07:17.038
what are the impacts from
that thing happening,

00:07:17.038 --> 00:07:20.610
and does it cause anything else to happen?

00:07:20.610 --> 00:07:22.640
Taking the information from a text

00:07:22.640 --> 00:07:25.130
and then kinda plunking
it into these questions

00:07:25.130 --> 00:07:28.409
or these thoughts, is a
great way to figure out

00:07:28.409 --> 00:07:31.530
how information relates
to other information

00:07:31.530 --> 00:07:33.430
within that passage and
how it relates to stuff

00:07:33.430 --> 00:07:35.110
you may already know about.

00:07:35.110 --> 00:07:36.547
So we say, "Thank you, Doctor Molina,

00:07:36.547 --> 00:07:38.190
"for saving the ozone layer."

00:07:38.190 --> 00:07:40.457
You can learn anything, David out.