Khan Academy Best Practices for Supporting English Language Learners

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Kind: captions
Language: en

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- [Jeremy] Hey everyone,
this is Jeremy Schefen

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at Khan Academy.

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Wanna wish you a happy Friday

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after week number five,
can you believe it?

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Since this all started.

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I know, like, the way of
doing things in the past

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feels like the distant
past all of a sudden.

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But we really appreciated everything

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that educators are
doing across the country

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to further students in this time of need.

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And we especially appreciate
your fellow-educator, Jessica,

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who's calling in from Brownsville, Texas,

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where she's an English and ESL teacher

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and is using Khan Academy
for the last two years

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to serve her students in
a really effective way.

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So, Jessica, thank you so
much for being here today.

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- [Jessica] Thank you for
inviting me, I appreciate it.

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- [Jeremy] And just to
give folks a sense of how

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they can interact with you,

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we're gonna go after some
of the basic things about

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Jessica's background as an educator,

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how she recommends that you
start using Khan Academy,

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if you're just getting started this week.

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But then if you have specific questions,

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you can ask those via the
GoToWebinar questions feature.

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Just type them in and we'll take those

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as we go into the session.

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And Jessica can really walk you through

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whatever's on your mind.

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So, that being said, Jessica why don't you

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tell folks a little bit about your own

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educational adventure and how you got

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to where you are as a teacher today?

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- [Jessica] Well I'm an English, ESLL,

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English One teacher in Brownsville, Texas.

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Our demographics are pretty unique.

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We have very high, low
socioeconomic students

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and I also have a large
percentage of ESL students.

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We have 2,500 students in my school.

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We have six high schools.

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And out of our 2,500 students,
about 350 of them are EL's.

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And we have about 100
students who are newcomers,

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which means that they're
at the beginning level,

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as far as we can tell from English.

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As far as English language learning.

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So they are beginners.

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I am certified as an
ESLL English One teacher

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four through eight and
eight through 12 in Texas.

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I also hold technology
applications certifications

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for eight to 12, grades eight through 12.

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We are SIOP-trained.

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We also embed a lot of
technology into our classroom,

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we're very lucky to have
access, as ESLL teachers,

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to iPads and Google Chromebooks,

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and all the different
technology that we can use.

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So, we started using Khan Academy about

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two years ago in the classroom.

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And it was pretty interesting because

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we found that a lot of our ESL students

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lacked the basic grammar and functional

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English language skills that we

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didn't really have time to sit and teach

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for long periods of times.

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So we needed to find
a way to kind of embed

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those skill sets and those TEKs,

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along with our ELPS, that we are required

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to use in Texas, by using Khan Academy.

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And it was really amazing because,

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for our newcomers, we started off,

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you know, two days a week for them.

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And they really started picking
up on the grammar basics.

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You know, we went over nouns...

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You know, verbs.

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We went over punctuation
and we used Khan Academy

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as a way to bridge the gap.

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And because it was visual...

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And it allowed them multiple
opportunities to kind of

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do the questions without fear of failure.

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So it was really, really great for them

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because they were able to see it in

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a non-threatening environment.

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And we also used Khan Academy because I do

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computer science after
school with our ESLs.

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So Khan Academy also
has really great program

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if you're looking for some
interesting things in there,

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like they have Pixar
in a Box and they also

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have computer science, so
we use it across the board

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in our school district.

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- [Jeremy] Very cool and so...

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Obviously, Khan Academy
has all these tools

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and there's all these other
technology platforms out there

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but if you were in the shoes of a teacher

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who's just starting with technology

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or just starting with Khan Academy today,

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and trying to serve their
English language learners,

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but now over a remote distance,

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are there any tips you would give them

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for just getting started
serving that audience?

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- [Jessica] I would.

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One is if you do have
access to Google Classroom

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and your ISD has logins for your students,

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you can automatically log them in

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to Khan Academy using Google.

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And when you log them in, all they do

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is they input their login
credentials from the school,

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which makes it so much easier to connect

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to the actual classroom
and then you're able

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to give them the class code.

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So that way they can sync with it.

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That really helped us.

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And we did it in small
chunks when we first started.

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When we started, 45 minutes a week.

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And then we expanded to
longer periods of time.

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But we really focused on the skills

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that they were missing.

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Because we have our yearly
STAAR end of course test

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in Texas, our data is
always pretty current.

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So we look at what our
students were struggling in

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and then finding ways to kind of remedy

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those areas, in order to
strengthen them for the test.

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So what we found was our
kids really struggled

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with editing and revising.

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Because they didn't have the
basic foundational skills,

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so we started small, we started with nouns

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and simple sentences.

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And when we did the simple sentences,

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we would embed the Khan
Academy for the structure

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and then we would bridge
it to a piece of writing

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and have them identify noun, verbs.

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So they still get the
reading and the writing,

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and then we were able to those skills

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and move the ones who were
a little more advanced

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could move on.

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And the ones who struggled, we were able

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to identify them more.

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And be able to work on them one-on-one.

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So it's about small chunks at first.

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Until you get really
comfortable with the program.

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And I really liked that I could see,

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and I would go and check, "Hey, did you do

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"so-and-so assignment?"

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and I could see whether or
not they viewed the video,

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I could see what they
got on the assignment,

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and I would tell them,
"If you're struggling with

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"the assignment and you
didn't watch the video,

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"you should probably go back
and see where the video,

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"what the video has to say before

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"you even start the assignment."

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- [Jeremy] Very cool,
I think that's such an

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important piece of advice right now,

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when everything feels so overwhelming,

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just start small.

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One lesson,
- [Jessica] Start small.

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- [Jeremy] One assignment,
if your student can

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sort of get that experience
under their belt,

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before you move onto the
bigger and bolder things.

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- [Jessica] And what's really
great is you can start,

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if you do nouns, for ESL especially,

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you have to work on the cognates,

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depending on what their language is,

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where they struggle.

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Luckily, we're in an area
where most of our students

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are Spanish-speaking and most of the

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people here are bilingual.

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But that might not be so in other areas.

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We also have a population of...

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A population that speaks Tagalog.

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So with that, it's really helpful to use,

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like we use our Duolingo,
we use our Khan Academy,

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we use our Flipgrid in order
to kind of bridge the language.

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So what we do is we start with nouns

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and then we give an assignment on nouns.

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So everything connects...

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together.

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And then we'll give a STAAR question

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that has, like, identify or edit

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whatever topic we're working on.

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So everything's just kind
of streamlined, I suppose.

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- [Jeremy] Very cool.

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So now that we've sort of covered

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some of the basics about like how you

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would get students registered,

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what would you give them
as a first assignment,

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how would you look at
some of those results,

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let's take them to some of the

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next step questions from the audience.

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So Lisa asks a really important question,

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which is so much of this is in text

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and obviously many ELLs,
especially the newcomers,

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really struggle just getting started,

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what do you do to sort of serve them,

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given this sort of
text-based focus of many of

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these Khan Academy questions?

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- [Jessica] So the way we did that also

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was we used a variety of models,

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so that's why it's
important to start small.

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You don't want to give
them too much too fast

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because it gets very difficult.

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We do a lot with dictionaries
and we start this,

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I know it's hard right now,

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but we make use of all
the online dictionaries.

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So if you have a Spanish-speaking student,

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the best online dictionary
that we have found

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has been spanishdict.com,
I believe that's the...

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Website address.

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It's one of the better, yes that one.

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It's one of the better
Spanish-English translators

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and it's one that our
students use all the time

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to translate some of those
text-based questions.

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We start...

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If you're not in too much of a rush,

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you can start small like
a noun is a sustantivo.

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So we do a lot of bridging with the...

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The primary language.

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Because academic language
does take five to seven

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years to kind of learn, so we bridge a lot

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with our...

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Home language, which is
part of our ELPS in Texas.

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Where we're allowed to use the
home language of the student

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in order to bridge those gaps.

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So we try to at least...

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Kind of...

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Translate the main ideas
like noun or not a noun.

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One problem my kids struggled with

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in identifying nouns was when the names

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were from other countries.

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Like I think there's a
couple names from Japan,

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a couple names from
other countries in there,

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so they really struggle with that because

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they weren't used to other names.

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So we had to go over that.

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So what I would do is I did mini lessons,

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as I was discussing earlier.

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I did mini lessons and I
upload them to my YouTube.

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So if the students are
asking me questions,

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that I know they're gonna
struggle with, or concept,

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instead of doing a live Zoom,

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I do a mini lesson and then
I upload it and share it.

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That has been by far the easiest for me.

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It's really...

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You can look up cognates,
things like that,

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just to help kind of bridge
that gap in the language.

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I'm not sure what language
that your students speak,

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just from experience from my
Spanish-speaking students.

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- [Jeremy] Very cool
- [Jessica] I hope that helps.

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- [Jeremy] Yeah, that actually speaks

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to a great question from Paula.

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Which is what's the most user-friendly

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sort of video engagement tool

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when you're working with an ESL classroom?

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And it sounds like
instead of trying anything

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really fancy or maybe complicated,

00:10:29.930 --> 00:10:32.930
YouTube is something that
students are really familiar with

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and it's easy for you, as a teacher,

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to quickly record a video on your phone

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and then share with them, is that right?

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- [Jessica] Yes.

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For me, I get a little, kind of...

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Overwhelmed with everything
that everyone shares

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like Edgy Puzzle and all of these things

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and I'm like, I don't have time to learn

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another platform right now.

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So I've been sticking
to what I know is like

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using my phone, I had recently

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a lot of my EL students,
we were doing poetry

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and they kept asking me the same question,

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so really quickly I
pulled out my cell phone

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I recorded a three minute video.

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Really easy, just explaining to them

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and showing them what I needed them to do.

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And then I uploaded it
into a private YouTube

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and then I shared it with
them via my communication app,

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which is what I use is
Remind and Google Classroom

00:11:18.750 --> 00:11:20.650
since they're already all in there.

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Because we've been doing a
blended classroom for a while.

00:11:24.100 --> 00:11:26.310
So I share it to them and then that way,

00:11:26.310 --> 00:11:29.840
they're able to access the
video on their own time.

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And that way they can
do it at their own pace.

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It's really important for ESL students.

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We have to...

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Let them do it at their own pace,

00:11:39.420 --> 00:11:41.700
even more so now because...

00:11:41.700 --> 00:11:43.410
The fact that we're
not right next to them,

00:11:43.410 --> 00:11:46.220
that's one of the most
difficult things with this

00:11:46.220 --> 00:11:49.370
online learning is not being
able to be there with them

00:11:49.370 --> 00:11:52.270
to kind of guide them into
what they need to know.

00:11:52.270 --> 00:11:54.390
So that was the easiest way for me

00:11:54.390 --> 00:11:58.080
was doing it through
video on my cell phone

00:11:58.080 --> 00:12:00.145
and then just uploading it.

00:12:00.145 --> 00:12:01.010
- [Jeremy] And the other--
- [Jessica] It's not fancy,

00:12:01.010 --> 00:12:02.603
there's no razzle dazzle,
- [Jeremy] Yeah.

00:12:02.603 --> 00:12:03.912
- [Jessica] But it works.

00:12:03.912 --> 00:12:04.745
- [Jeremy] And the other thing that you

00:12:04.745 --> 00:12:06.050
had pointed out before, Jessica,

00:12:06.050 --> 00:12:07.810
was just that...

00:12:07.810 --> 00:12:09.420
Especially for low-income students

00:12:09.420 --> 00:12:11.410
where they may only be a single device

00:12:11.410 --> 00:12:15.690
or no device at the home,
synchronized communication

00:12:15.690 --> 00:12:16.810
may actually be really difficult,

00:12:16.810 --> 00:12:18.690
especially if there are siblings there.

00:12:18.690 --> 00:12:20.550
And so that actually
leads to a direct question

00:12:20.550 --> 00:12:23.150
from Amy, who also has a
number of low-income students

00:12:23.150 --> 00:12:27.050
who only have phones at home,
not Chromebooks, not laptops.

00:12:27.050 --> 00:12:29.320
How would you recommend
that they use Khan Academy,

00:12:29.320 --> 00:12:32.813
if at all, given that all they
have are their smartphones?

00:12:33.750 --> 00:12:34.870
- [Jessica] That's a really good question.

00:12:34.870 --> 00:12:38.710
So before they gave me
my newer Chromebooks,

00:12:38.710 --> 00:12:41.020
we had like an older cow and

00:12:41.020 --> 00:12:42.380
so half the laptops would work

00:12:42.380 --> 00:12:43.830
and the other half would just,

00:12:43.830 --> 00:12:45.250
they just didn't work at all.

00:12:45.250 --> 00:12:47.270
And so what we did was my student,

00:12:47.270 --> 00:12:49.797
one of my student was like,
"let's try to download it

00:12:49.797 --> 00:12:51.840
"on your phone and see what happens."

00:12:51.840 --> 00:12:54.410
So we did and it is
actually mobile friendly.

00:12:54.410 --> 00:12:57.080
You can download Khan
Academy onto your phone.

00:12:57.080 --> 00:12:59.630
And you can still assign
them lessons from it.

00:12:59.630 --> 00:13:01.530
And they're able to
access it on their phone,

00:13:01.530 --> 00:13:06.530
which has been a real life-saver
for us too because of the

00:13:07.270 --> 00:13:11.220
inaccessibility to reliable internet or

00:13:12.440 --> 00:13:15.336
Chromebooks because we're
not a one-to-one district.

00:13:15.336 --> 00:13:18.910
We tried to give out as many
Chromebooks as we could,

00:13:18.910 --> 00:13:20.870
but we ran out rather quickly.

00:13:20.870 --> 00:13:23.680
And the same with the
hotspots that we delivered.

00:13:23.680 --> 00:13:25.600
We ran out of them before we could

00:13:25.600 --> 00:13:27.400
give them to every single student.

00:13:27.400 --> 00:13:29.120
So because we're not one-to-one,

00:13:29.120 --> 00:13:31.220
we do do a lot of it on mobile.

00:13:31.220 --> 00:13:33.490
And my students used to
turn it in all the time

00:13:33.490 --> 00:13:35.660
after school, before school, some of them

00:13:35.660 --> 00:13:38.680
would even use it in class,
when their laptops would die.

00:13:38.680 --> 00:13:41.403
So it is very user
friendly on mobile as well.

00:13:42.790 --> 00:13:44.250
- [Jeremy] Great.

00:13:44.250 --> 00:13:45.720
Let's see here.

00:13:45.720 --> 00:13:47.570
Alicia's asking a really good question.

00:13:47.570 --> 00:13:50.330
Do you recommend always
assigning the videos

00:13:50.330 --> 00:13:53.020
or only the activities
and the quizzes themselves

00:13:53.020 --> 00:13:55.520
and then let the kids watch
the videos on their own

00:13:55.520 --> 00:13:56.453
if they choose to?

00:13:57.850 --> 00:13:59.780
- [Jessica] I always for my ESL,

00:13:59.780 --> 00:14:03.250
you have to gauge what
level your ESL kids are.

00:14:03.250 --> 00:14:06.550
So I have varying levels of ESL students.

00:14:06.550 --> 00:14:09.600
So the ones that are in
my English One SL classes,

00:14:09.600 --> 00:14:11.520
are brand new to the country,

00:14:11.520 --> 00:14:14.080
they speak very little English.

00:14:14.080 --> 00:14:17.570
So for them it's required
for them to watch the video.

00:14:17.570 --> 00:14:19.920
And I only give them one assignment.

00:14:19.920 --> 00:14:22.420
And then I look at the data.

00:14:22.420 --> 00:14:24.010
So once they've done the assignment,

00:14:24.010 --> 00:14:26.300
I look at their scores
and see if they're ready

00:14:26.300 --> 00:14:28.370
for like the mastery sections,

00:14:28.370 --> 00:14:30.650
and then I'll assign those sections

00:14:30.650 --> 00:14:32.360
individually or at the same time

00:14:32.360 --> 00:14:35.900
when I feel as though they've
mastered those skillsets.

00:14:35.900 --> 00:14:39.010
Because if they're still
scoring in 60s and 40s

00:14:39.010 --> 00:14:41.460
and then I see that I need to go back

00:14:41.460 --> 00:14:44.460
and maybe do a mini lesson really quickly,

00:14:44.460 --> 00:14:48.850
upload it or assign a coordinating text or

00:14:48.850 --> 00:14:52.120
something where they can
identify nouns or verbs

00:14:52.120 --> 00:14:55.123
or comma splices and then that way,

00:14:56.490 --> 00:14:58.790
I can see where I can remedy those areas

00:14:58.790 --> 00:15:00.053
that they're weak on.

00:15:00.930 --> 00:15:03.150
I would say for ESLs that are beginners,

00:15:03.150 --> 00:15:05.240
it should always be required
that they do the video.

00:15:05.240 --> 00:15:06.940
It's just more beneficial for them.

00:15:06.940 --> 00:15:09.770
If you have someone who is
more intermediate and advanced,

00:15:09.770 --> 00:15:12.760
you could probably do the lessons first

00:15:12.760 --> 00:15:14.870
and then if they're struggling with it,

00:15:14.870 --> 00:15:15.853
assign the video.

00:15:16.770 --> 00:15:17.840
- [Jeremy] Very cool.

00:15:17.840 --> 00:15:19.940
Now a number of teachers,
including Stephanie,

00:15:19.940 --> 00:15:23.350
are asking is Khan available
in different languages?

00:15:23.350 --> 00:15:26.300
And so Khan is actually
available in 44 languages

00:15:26.300 --> 00:15:27.590
as of this moment.

00:15:27.590 --> 00:15:30.100
So, question for you Jessica,
do you ever have students,

00:15:30.100 --> 00:15:33.070
especially those newcomers,
switch to the Spanish-language

00:15:33.070 --> 00:15:35.450
version of Khan Academy
or do you always have them

00:15:35.450 --> 00:15:38.000
use the English version,
sort of build that

00:15:38.000 --> 00:15:39.720
expertise over time.

00:15:39.720 --> 00:15:41.800
- [Jessica] So what we
do for those students

00:15:41.800 --> 00:15:44.220
is they actually put the subtitles.

00:15:44.220 --> 00:15:45.500
They put the Spanish subtitles

00:15:45.500 --> 00:15:48.460
so they can read it and then
listen to it at the same time.

00:15:48.460 --> 00:15:51.030
Again, you would have to
gauge where your students are.

00:15:51.030 --> 00:15:54.480
Academically, some may
come with lower levels of

00:15:55.860 --> 00:15:57.220
fluency in their home language.

00:15:57.220 --> 00:15:58.900
With that, you may want to have them

00:15:58.900 --> 00:16:01.160
watch the video in both languages.

00:16:01.160 --> 00:16:04.920
But most of the time,
they use the subtitles

00:16:04.920 --> 00:16:07.200
on the videos in order for them to

00:16:07.200 --> 00:16:10.090
read it in Spanish and hear it in English.

00:16:10.090 --> 00:16:10.940
- [Jeremy] Great.

00:16:11.810 --> 00:16:12.903
Okay, let's see here.

00:16:15.580 --> 00:16:19.190
Oo, okay Vernetta wants
you to really go deep here.

00:16:19.190 --> 00:16:20.420
She's really curious about all these

00:16:20.420 --> 00:16:21.520
platforms you mentioned.

00:16:21.520 --> 00:16:24.410
Like spanishdict.com and Duolingo.

00:16:24.410 --> 00:16:27.180
Are there other programs
that you enjoy using

00:16:27.180 --> 00:16:28.150
and that you would really recommend

00:16:28.150 --> 00:16:30.063
to fellow educators in this moment?

00:16:31.060 --> 00:16:34.130
- [Jessica] We also use Flipgrid a lot

00:16:34.130 --> 00:16:37.300
in the ESL classroom and we use Nearpod.

00:16:37.300 --> 00:16:40.030
For Flipgrid, I really like Flipgrid

00:16:40.030 --> 00:16:42.490
because we have a standardized test

00:16:42.490 --> 00:16:45.302
at the end of the year
that tests our English

00:16:45.302 --> 00:16:46.943
secondary learners.

00:16:48.260 --> 00:16:51.240
Every year when they're
enrolled in Texas school,

00:16:51.240 --> 00:16:52.750
it's called the TELPAS.

00:16:52.750 --> 00:16:56.550
And in the TELPAS, they
have a speaking portion.

00:16:56.550 --> 00:17:00.070
So we use Flipgrid and
we'll ask them a question

00:17:00.070 --> 00:17:03.140
based on the questions they'll
ask them in the TELPAS.

00:17:03.140 --> 00:17:06.117
Sometimes it's, "Tell me a story,

00:17:06.117 --> 00:17:08.850
"tell me what they're
doing in this procedural."

00:17:08.850 --> 00:17:10.920
And so it really helps them get used

00:17:10.920 --> 00:17:12.800
to speaking in English.

00:17:12.800 --> 00:17:17.520
And being able to take that
test at the end of the year.

00:17:17.520 --> 00:17:20.043
So we use that, Duolingo.

00:17:23.690 --> 00:17:25.460
- [Jeremy] Yeah.
- [Jessica] Yeah, I'm thinking

00:17:25.460 --> 00:17:27.070
there's so many.

00:17:27.070 --> 00:17:27.903
- [Jeremy] Do you think Nearpod

00:17:27.903 --> 00:17:29.930
would be a good thing at this point or...

00:17:29.930 --> 00:17:30.790
- [Jessica] Um....
(sigh)

00:17:30.790 --> 00:17:32.770
If you haven't done it, probably not.

00:17:32.770 --> 00:17:35.240
But it's something you can look
into for the following year.

00:17:35.240 --> 00:17:37.470
But Flipgrid, definitely.

00:17:37.470 --> 00:17:40.060
Definitely is a great tool, so if the kids

00:17:40.060 --> 00:17:42.790
can't share their writing,
they're more than likely

00:17:42.790 --> 00:17:44.560
they're gonna try to speak.

00:17:44.560 --> 00:17:46.390
And you can, what I
like about Flipgrid too,

00:17:46.390 --> 00:17:48.100
is you can...

00:17:48.100 --> 00:17:51.425
Moderate the video so nobody
else can see them but you.

00:17:51.425 --> 00:17:52.390
- [Jeremy] Absolutely.

00:17:52.390 --> 00:17:55.200
- [Jessica] ESL kids are
nervous about speaking.

00:17:55.200 --> 00:17:56.243
- [Jeremy] Yeah and I'll just say having

00:17:56.243 --> 00:17:59.040
a couple kids at home myself,

00:17:59.040 --> 00:18:00.740
I know that Flipgrid is such a great way

00:18:00.740 --> 00:18:02.730
to keep the lines of communication open

00:18:02.730 --> 00:18:03.563
- [Jessica] Yes.
- [Jeremy] Because it really

00:18:03.563 --> 00:18:04.720
creates this back and forth pattern

00:18:04.720 --> 00:18:06.450
of engaging with the educator

00:18:06.450 --> 00:18:07.560
and the family at home.

00:18:07.560 --> 00:18:08.600
So just a nice way to sort of

00:18:08.600 --> 00:18:11.014
let them know you're still
there and thinking of them.

00:18:11.014 --> 00:18:12.100
- [Jessica] Yes.

00:18:12.100 --> 00:18:13.720
- [Jeremy] Speaking of next year,

00:18:13.720 --> 00:18:15.150
I know that we're very much focused

00:18:15.150 --> 00:18:16.200
on the here now.

00:18:16.200 --> 00:18:17.460
How do we get through the next hour?

00:18:17.460 --> 00:18:18.360
How do we get through the day?

00:18:18.360 --> 00:18:19.930
How do we get to next week?

00:18:19.930 --> 00:18:21.527
But for educators who are
already thinking about,

00:18:21.527 --> 00:18:23.577
"Whoa, we're gonna have a lot of students

00:18:23.577 --> 00:18:26.331
"with a lot of gaps
heading into September."

00:18:26.331 --> 00:18:29.750
Is there any way for data to carry over

00:18:29.750 --> 00:18:32.130
from Khan Academy this
year to the students'

00:18:32.130 --> 00:18:34.320
Khan Academy account for next year

00:18:34.320 --> 00:18:36.470
so that data can be used
in subsequent years?

00:18:36.470 --> 00:18:38.120
This is a question from Clarissa.

00:18:42.950 --> 00:18:45.420
- [Jessica] I think it should be because

00:18:45.420 --> 00:18:47.780
they're logged into your classroom.

00:18:47.780 --> 00:18:50.870
So sometimes what we do
is before they even leave

00:18:50.870 --> 00:18:53.230
is we'll take all that data out

00:18:53.230 --> 00:18:55.620
and because they're ESL kids we actually

00:18:55.620 --> 00:18:57.570
have our ELPAC committee.

00:18:57.570 --> 00:18:59.300
And so we use a lot of that data

00:18:59.300 --> 00:19:01.200
and so we give it to the next teacher.

00:19:02.530 --> 00:19:04.110
- [Jeremy] Cool.
- [Jessica] So, before they

00:19:04.110 --> 00:19:07.840
leave us we're able to give the
next teacher all their data.

00:19:07.840 --> 00:19:10.170
Their test scores, their Khan Academy,

00:19:10.170 --> 00:19:11.550
everything that they have.

00:19:11.550 --> 00:19:14.863
Until you delete that, they
stay in there, but I'm not,

00:19:15.700 --> 00:19:17.670
I've never had it transfer over.

00:19:17.670 --> 00:19:18.800
That's probably something I should ask

00:19:18.800 --> 00:19:20.070
but our school's really big.

00:19:20.070 --> 00:19:21.219
- [Jeremy] Yep.
- [Jessica] It's like

00:19:21.219 --> 00:19:23.100
2,500 students and a lot of teachers.

00:19:23.100 --> 00:19:25.630
And I've never really asked
the English Two teacher.

00:19:25.630 --> 00:19:26.977
I feel kind bad now because I'm like,

00:19:26.977 --> 00:19:28.880
"Maybe I should go ask her."

00:19:28.880 --> 00:19:29.713
- [Jeremy] Oh yeah, absolutely.

00:19:29.713 --> 00:19:31.358
Definitely check with her.

00:19:31.358 --> 00:19:32.191
I will mention,
- [Jessica] Yeah.

00:19:32.191 --> 00:19:34.570
- [Jeremy] Technologically,
it's totally feasible.

00:19:34.570 --> 00:19:36.320
- [Jessica] Yeah, totally feasible, yeah.

00:19:36.320 --> 00:19:37.740
- [Jeremy] As Jessica
mentioned at the very beginning

00:19:37.740 --> 00:19:40.170
is that your student
is creating an account

00:19:40.170 --> 00:19:42.580
with their school email or
the Google Classroom login

00:19:42.580 --> 00:19:43.600
or whatever.

00:19:43.600 --> 00:19:46.360
And that single account can be
logged into multiple classes

00:19:46.360 --> 00:19:47.270
on Khan Academy at once.

00:19:47.270 --> 00:19:48.227
- [Jessica] Yeah.

00:19:48.227 --> 00:19:49.070
And as long as you don't--
- [Jeremy] So if you

00:19:49.070 --> 00:19:50.320
- [Jessica] Archive it or delete it,

00:19:50.320 --> 00:19:51.890
it'd still be there.

00:19:51.890 --> 00:19:53.410
- [Jeremy] Yeah, so if you
come into the learner view,

00:19:53.410 --> 00:19:54.967
which you can always see from your

00:19:54.967 --> 00:19:56.970
name in the upper right hand corner.

00:19:56.970 --> 00:19:57.803
You can actually
- [Jessica] It'll have that

00:19:57.803 --> 00:19:59.980
join multiple classes, so.

00:19:59.980 --> 00:20:01.420
Your ELL class...

00:20:01.420 --> 00:20:05.020
Your science class, your math class,

00:20:05.020 --> 00:20:06.090
all those teachers can be working

00:20:06.090 --> 00:20:07.910
with a single student account.

00:20:07.910 --> 00:20:10.110
That data can be shared,
as Jessica mentioned.

00:20:10.110 --> 00:20:13.100
- [Jessica] And I will also
say, it's not just for English.

00:20:13.100 --> 00:20:14.810
A lot of our Biology teachers,

00:20:14.810 --> 00:20:18.500
who teach our ESLs, we also
use Khan Academy for Biology.

00:20:18.500 --> 00:20:21.130
We use it for Algebra.

00:20:21.130 --> 00:20:23.405
We use it for...

00:20:23.405 --> 00:20:24.450
SAT prep.

00:20:24.450 --> 00:20:27.570
So it's not just for the grammar sections.

00:20:27.570 --> 00:20:30.140
We also use it in other core content areas

00:20:30.140 --> 00:20:31.780
within our school.

00:20:31.780 --> 00:20:32.700
- [Jeremy] Very cool.

00:20:32.700 --> 00:20:33.950
- [Jessica] For our ESLs.

00:20:34.790 --> 00:20:36.900
- [Jeremy] Yeah, I will mention that Khan

00:20:36.900 --> 00:20:39.263
not only has a broad
sort of range of content,

00:20:39.263 --> 00:20:40.096
- [Jessica] Oh yeah.
- [Jeremy] We're actually

00:20:40.096 --> 00:20:42.630
official partner with
the college board on SAT.

00:20:42.630 --> 00:20:43.990
So for the students who
are all freaking out

00:20:43.990 --> 00:20:46.570
about the canceled exams
and how do I stay sharp,

00:20:46.570 --> 00:20:47.667
that's always available and that's

00:20:47.667 --> 00:20:50.827
been blessed by the folks
who make the SAT themselves.

00:20:50.827 --> 00:20:53.100
- [Jessica] And we do
have some EL students

00:20:53.100 --> 00:20:56.730
in our AP sections and
we have them practice

00:20:56.730 --> 00:21:00.250
the SAT and ACT through Khan Academy.

00:21:00.250 --> 00:21:01.330
- [Jeremy] Very cool.

00:21:01.330 --> 00:21:03.490
Now, speaking of all this content,

00:21:03.490 --> 00:21:05.990
Amy really wants to get into the specifics

00:21:05.990 --> 00:21:08.480
do you recommend any particular units

00:21:08.480 --> 00:21:10.920
or lessons or exercises that would be

00:21:10.920 --> 00:21:12.910
really effective for ELLs.

00:21:12.910 --> 00:21:14.270
And to add a little more context,

00:21:14.270 --> 00:21:16.840
Amy actually works with adult ELLs.

00:21:16.840 --> 00:21:18.120
So she's trying to figure out what,

00:21:18.120 --> 00:21:20.220
of all this content, might be most useful.

00:21:21.080 --> 00:21:21.930
- [Jessica] That's really interesting

00:21:21.930 --> 00:21:25.540
because we did host a
few adult ESL classes

00:21:25.540 --> 00:21:29.370
at our school for about maybe six weeks.

00:21:29.370 --> 00:21:31.910
And so we used it...

00:21:31.910 --> 00:21:34.920
Again, what we did, is we did a pre-test.

00:21:34.920 --> 00:21:36.900
So always start with some sort of pre-test

00:21:36.900 --> 00:21:39.620
in order for you to gauge where they're at

00:21:39.620 --> 00:21:42.160
because you don't want to
start too low or too high.

00:21:42.160 --> 00:21:45.250
Because either they'll get
bored or they get frustrated.

00:21:45.250 --> 00:21:49.090
So we give a pre-test out
and from that pre-test

00:21:49.090 --> 00:21:52.470
we can see where they can start at.

00:21:52.470 --> 00:21:54.800
What skills that they can use.

00:21:54.800 --> 00:21:57.840
I mainly start from
concrete and abstract nouns

00:21:57.840 --> 00:22:00.040
because those are some
of the most difficult

00:22:01.070 --> 00:22:02.230
kind of...

00:22:04.410 --> 00:22:06.910
Things that the EL students
are having trouble with,

00:22:06.910 --> 00:22:08.830
is the concrete and abstract nouns.

00:22:08.830 --> 00:22:12.540
Also, they have a lot of
trouble with foreign endings.

00:22:12.540 --> 00:22:15.900
Which is on, I believe,
on the grammar sections.

00:22:15.900 --> 00:22:18.180
And so we start with those first.

00:22:18.180 --> 00:22:20.680
So they can have an idea of what to use.

00:22:20.680 --> 00:22:22.570
Also, conjunctions, they really

00:22:22.570 --> 00:22:24.393
struggle with conjunctions as well.

00:22:25.350 --> 00:22:26.290
- [Jeremy] Cool.

00:22:26.290 --> 00:22:27.810
- [Jessica] I hope that helps
- [Jeremy] You just mentioned

00:22:27.810 --> 00:22:29.940
that every single course on Khan Academy

00:22:29.940 --> 00:22:32.060
has this course challenge at the very end.

00:22:32.060 --> 00:22:33.040
- [Jessica] Mhm.
- [Jeremy] So again,

00:22:33.040 --> 00:22:34.780
in this case I click
into the grammar course,

00:22:34.780 --> 00:22:36.860
I scrolled all the way down to the bottom,

00:22:36.860 --> 00:22:38.800
and you can assign this course challenge

00:22:38.800 --> 00:22:41.710
as an easy way to sort
of get pre-testing for

00:22:41.710 --> 00:22:44.110
here's where folks are,
and then when you go back

00:22:44.110 --> 00:22:46.670
to actually assign
specific pieces of content,

00:22:46.670 --> 00:22:48.700
you can really use that to inform

00:22:48.700 --> 00:22:50.430
very differentiated approach.

00:22:50.430 --> 00:22:51.263
So just like
- [Jessica] Exactly.

00:22:51.263 --> 00:22:52.750
- [Jeremy] Jessica mentioned,
if you know some folks

00:22:52.750 --> 00:22:55.200
are very much advanced, some
folks are just beginning,

00:22:55.200 --> 00:22:57.480
you can assign not to your entire class,

00:22:57.480 --> 00:22:59.840
but to specific students,
these are the ones

00:22:59.840 --> 00:23:01.680
who need this material,
here are the others,

00:23:01.680 --> 00:23:03.123
who need something different.

00:23:05.570 --> 00:23:07.520
Very important question from Chris.

00:23:07.520 --> 00:23:09.523
Is Khan Academy free or does our school

00:23:09.523 --> 00:23:12.990
need to buy licenses to
access all this material?

00:23:12.990 --> 00:23:15.520
- [Jessica] No, Khan Academy is free.

00:23:15.520 --> 00:23:18.610
And so you can get your
kids started right away.

00:23:18.610 --> 00:23:22.140
You don't need licenses, they
can access it from anywhere.

00:23:22.140 --> 00:23:23.470
That's what I really loved about it

00:23:23.470 --> 00:23:26.010
was that it was such
an open access concept.

00:23:26.010 --> 00:23:28.417
And it was really
beneficial for our students

00:23:28.417 --> 00:23:30.150
and for our district.

00:23:30.150 --> 00:23:33.774
We have 50,000 students
in our district, so

00:23:33.774 --> 00:23:37.250
it can get pricey for us as well.

00:23:37.250 --> 00:23:38.710
- [Jeremy] Yeah, absolutely.

00:23:38.710 --> 00:23:40.950
And just to be clear,
this is not one of those

00:23:40.950 --> 00:23:42.324
free until the end of the school year,

00:23:42.324 --> 00:23:43.720
until the end of the crisis,
- [Jessica] No.

00:23:43.720 --> 00:23:45.710
- [Jeremy] Khan Academy's
actually non-profit, so

00:23:45.710 --> 00:23:46.643
as long as we keep
- [Jessica] Non-profit, yes.

00:23:46.643 --> 00:23:48.000
- [Jeremy] Fundraising
money, there will be

00:23:48.000 --> 00:23:50.490
Khan Academy for every
teacher and every student.

00:23:50.490 --> 00:23:51.323
- [Jessica] Yes.

00:23:52.770 --> 00:23:54.440
- [Jeremy] Okay, here we go.

00:23:54.440 --> 00:23:55.710
This is an interesting question.

00:23:55.710 --> 00:23:57.727
So Justin says, "I teach U.S. History

00:23:57.727 --> 00:23:59.447
"to high school students
and their native language

00:23:59.447 --> 00:24:00.867
"is Chinese.

00:24:00.867 --> 00:24:03.227
"There are in ELD one and two.

00:24:03.227 --> 00:24:04.727
"What sites would you suggest,

00:24:04.727 --> 00:24:08.137
"especially now, given
everything that's happening

00:24:08.137 --> 00:24:11.140
"and how do you recommend they use Khan?"

00:24:11.140 --> 00:24:14.370
So thinking about maybe
that kind of audience

00:24:14.370 --> 00:24:16.530
specifically focused on social studies,

00:24:16.530 --> 00:24:18.080
any tips you might give Justin?

00:24:21.144 --> 00:24:22.550
- [Jessica] I'm trying to think of LD,

00:24:22.550 --> 00:24:24.590
is that like beginner?

00:24:24.590 --> 00:24:26.938
- [Jeremy] Yeah, I think
that's what he's getting at.

00:24:26.938 --> 00:24:28.000
I'm not
- [Jessica] Oh, okay, okay.

00:24:28.000 --> 00:24:29.360
- [Jeremy] And obviously
there's a U.S. History

00:24:29.360 --> 00:24:30.454
course on Khan Academy.

00:24:30.454 --> 00:24:31.940
- [Jessica] Yeah, there is.
- [Jeremy] But it is fairly

00:24:31.940 --> 00:24:34.883
like English heavy, so maybe
that's what he's speaking to.

00:24:35.760 --> 00:24:38.370
- [Jessica] So, when you have
really English-heavy things,

00:24:38.370 --> 00:24:40.880
the best thing to do is
just chunk everything.

00:24:40.880 --> 00:24:43.660
You don't want to give
them too much too fast.

00:24:43.660 --> 00:24:45.180
So if you're going to go over something,

00:24:45.180 --> 00:24:47.161
even if you give them a passage to do,

00:24:47.161 --> 00:24:48.900
you wanna chunk that.

00:24:48.900 --> 00:24:51.950
And the same would go for
using things like this.

00:24:51.950 --> 00:24:55.010
So you want to give them key
vocabulary ahead of time,

00:24:55.010 --> 00:24:57.220
even while using the online platform.

00:24:57.220 --> 00:24:59.470
So if you were to take a look at what

00:24:59.470 --> 00:25:01.790
Jeremy has pulled up,
where is says things like

00:25:01.790 --> 00:25:04.100
continent, history, North American,

00:25:04.100 --> 00:25:05.810
what you want to do is you want to give

00:25:05.810 --> 00:25:07.500
them those words ahead of time

00:25:07.500 --> 00:25:10.240
and have them try and translate it.

00:25:10.240 --> 00:25:12.170
Because you'd surprised
how many EL students

00:25:12.170 --> 00:25:13.830
already have their own translators.

00:25:13.830 --> 00:25:14.663
My students are constantly,

00:25:14.663 --> 00:25:15.496
"Miss, can I use a translator?"

00:25:15.496 --> 00:25:16.710
And I'm like, "No, you
have to use a dictionary."

00:25:16.710 --> 00:25:18.600
because the test requires a dictionary.

00:25:18.600 --> 00:25:22.840
But, so what we do is we have them

00:25:22.840 --> 00:25:26.640
kind of showcase those
main vocabulary points,

00:25:26.640 --> 00:25:28.760
so when they go in, they kind of already

00:25:28.760 --> 00:25:32.027
have an idea of what the
content is gonna be about.

00:25:32.027 --> 00:25:34.170
That's part of the SIOP method,

00:25:34.170 --> 00:25:36.470
where you're able to give
them the key vocabulary

00:25:36.470 --> 00:25:38.834
and keep focusing on
those key vocabularies

00:25:38.834 --> 00:25:41.670
and that key concept in small chunks

00:25:41.670 --> 00:25:44.725
and still be able to use like
maybe one or two questions.

00:25:44.725 --> 00:25:46.300
You know, from it.
- [Jeremy] Yeah.

00:25:46.300 --> 00:25:47.960
- [Jessica] And then that way,

00:25:47.960 --> 00:25:51.120
they know exactly at
least those key ideas.

00:25:51.120 --> 00:25:54.710
It's not perfect, but it allows them

00:25:54.710 --> 00:25:57.940
an opportunity to gain
more academic language.

00:25:57.940 --> 00:26:02.100
And it's just, you know, using
pre-vocabulary strategies

00:26:02.100 --> 00:26:04.780
to help them kind of bridge their gap

00:26:05.900 --> 00:26:08.023
when speaking another language.

00:26:08.960 --> 00:26:09.793
- [Jeremy] Very cool
- [Jessica] I hope that

00:26:09.793 --> 00:26:11.090
was helpful.

00:26:11.090 --> 00:26:12.350
- [Jeremy] I think that
actually segues perfectly

00:26:12.350 --> 00:26:13.730
into this really important,
- [Jessica] Okay.

00:26:13.730 --> 00:26:16.737
- [Jeremy] High level question
from Permal, which is,

00:26:16.737 --> 00:26:18.667
"This is a difficult thing
even in regular times,

00:26:18.667 --> 00:26:21.267
"but in these abnormal times
that we find ourselves in,

00:26:21.267 --> 00:26:24.187
"how do you create a productive
struggle for students?

00:26:24.187 --> 00:26:25.527
"How do you balance the desire to

00:26:25.527 --> 00:26:26.827
"translate everything for them,

00:26:26.827 --> 00:26:29.277
"with the need for them
to grapple with English?

00:26:29.277 --> 00:26:31.247
"Are there any tools or
strategies you recommend

00:26:31.247 --> 00:26:33.110
"to find that balance?"

00:26:33.110 --> 00:26:36.320
- [Jessica] So because in
Texas we do have our ELPS

00:26:36.320 --> 00:26:38.020
and so from the beginning of the year

00:26:38.020 --> 00:26:40.460
to the end of the year,
we have this timeline

00:26:40.460 --> 00:26:43.850
that allows us to use
primary home language

00:26:43.850 --> 00:26:47.140
and then kind of wean them
off of those translations.

00:26:47.140 --> 00:26:49.463
So at the beginning of
the year, it's 80-20.

00:26:50.560 --> 00:26:52.310
And then we go into...

00:26:52.310 --> 00:26:54.283
And when we say 80-20, it's not bilingual

00:26:54.283 --> 00:26:57.270
because in the secondary sections,

00:26:57.270 --> 00:27:00.180
the secondary high school
levels and middle schools,

00:27:00.180 --> 00:27:03.270
we don't do bilingual,
does that make sense?

00:27:03.270 --> 00:27:07.397
It's kind of like, "Okay, this
is road, but you say calle.

00:27:07.397 --> 00:27:08.367
"All right what is calle?

00:27:08.367 --> 00:27:09.200
"It's road."

00:27:09.200 --> 00:27:12.723
So we allow them to bridge L one to L two.

00:27:13.680 --> 00:27:15.870
So we start them off with that bridging,

00:27:15.870 --> 00:27:18.260
but we work a lot on cognates.

00:27:18.260 --> 00:27:20.240
And this is just Spanish,
but you could probably

00:27:20.240 --> 00:27:21.800
do it in other languages too.

00:27:21.800 --> 00:27:23.610
You find the commonly used words

00:27:23.610 --> 00:27:26.450
that you're going to be
using within your classroom.

00:27:26.450 --> 00:27:29.080
So if you teach math, what
is a common vocabulary

00:27:29.080 --> 00:27:30.770
you're going to be using all the time?

00:27:30.770 --> 00:27:34.000
That common vocabulary
needs to be used constantly.

00:27:34.000 --> 00:27:36.360
You need to be saying it so they can hear

00:27:36.360 --> 00:27:39.300
how you're say it, so that
they know what it means.

00:27:39.300 --> 00:27:42.780
A lot of visuals, a lot of...

00:27:43.877 --> 00:27:46.150
You know when you're using a concept,

00:27:46.150 --> 00:27:47.273
you put it up on white, I know
you can't do that right now,

00:27:47.273 --> 00:27:48.970
because it's online.

00:27:48.970 --> 00:27:51.170
But you can also do it in a video.

00:27:51.170 --> 00:27:53.880
Where you just kind of keep
going over those same concepts,

00:27:53.880 --> 00:27:55.570
so they can get the lesson.

00:27:55.570 --> 00:27:58.730
And you chunk the answer,
you chunk the questions,

00:27:58.730 --> 00:28:02.080
you chunk the readings, and
then as they get further along,

00:28:02.080 --> 00:28:05.540
you start expanding to
more rigorous instruction.

00:28:05.540 --> 00:28:07.957
And that's why we do so much at

00:28:07.957 --> 00:28:10.130
the beginning of the
year with Khan Academy.

00:28:10.130 --> 00:28:11.550
So they can kind of bridge that language

00:28:11.550 --> 00:28:12.580
and we're there to help them,

00:28:12.580 --> 00:28:13.810
we have their dictionaries there,

00:28:13.810 --> 00:28:16.010
we take vocabulary lists, so that way

00:28:16.010 --> 00:28:18.240
by the time we get to
this point in the year,

00:28:18.240 --> 00:28:20.473
we've already gone to English-only.

00:28:21.580 --> 00:28:23.340
- [Jeremy] Got it, great advice.

00:28:23.340 --> 00:28:25.000
I know we're almost at time here.

00:28:25.000 --> 00:28:26.610
And there's still many
more questions out there.

00:28:26.610 --> 00:28:28.560
So one last question for you, Jessica.

00:28:28.560 --> 00:28:29.870
- [Jessica] Okay.
- [Jeremy] Is if you want

00:28:29.870 --> 00:28:31.750
to get support on Khan Academy,

00:28:31.750 --> 00:28:33.820
either how to use a
specific piece of the site,

00:28:33.820 --> 00:28:35.770
or talk to other educators, are there

00:28:35.770 --> 00:28:37.610
any resources that you would recommend

00:28:37.610 --> 00:28:39.650
to get those questions answered?

00:28:39.650 --> 00:28:41.270
- [Jessica] Yes, there is a Facebook group

00:28:41.270 --> 00:28:43.540
for Khan Academy educators and you can

00:28:43.540 --> 00:28:45.620
ask questions in there.

00:28:45.620 --> 00:28:49.100
There are a lot of
ambassadors also online,

00:28:49.100 --> 00:28:51.750
on Twitter, who will give you advice

00:28:51.750 --> 00:28:54.390
and be able to help troubleshoot.

00:28:54.390 --> 00:28:56.850
The Khan Academy for Teachers page though,

00:28:56.850 --> 00:28:58.550
is extremely beneficial.

00:28:58.550 --> 00:29:01.320
There's tons of teachers
who are answering questions,

00:29:01.320 --> 00:29:02.490
and asking questions.

00:29:02.490 --> 00:29:04.610
And it's a great way
to connect with people

00:29:04.610 --> 00:29:06.330
who have already been using Khan Academy

00:29:06.330 --> 00:29:09.373
for a long period of time and
those who have just started.

00:29:10.530 --> 00:29:11.690
- [Jeremy] Great.

00:29:11.690 --> 00:29:14.075
I'll also just mention very quickly here,

00:29:14.075 --> 00:29:15.920
Those are all volunteer educators,

00:29:15.920 --> 00:29:16.760
just like Jessica,

00:29:16.760 --> 00:29:17.593
- [Jeremy] Who are going
- [Jessica] Yeah.

00:29:17.593 --> 00:29:19.110
- [Jeremy] Above and beyond
right now to help out.

00:29:19.110 --> 00:29:20.640
If you ever have a very technical question

00:29:20.640 --> 00:29:23.290
that you want that answer
by Khan Academy staff,

00:29:23.290 --> 00:29:25.810
just go up to your name in
the upper right hand corner,

00:29:25.810 --> 00:29:27.830
come down here to the help section,

00:29:27.830 --> 00:29:29.970
and then all you have to
do is say report a problem.

00:29:29.970 --> 00:29:32.250
It doesn't have to be a
formal, technical bug.

00:29:32.250 --> 00:29:34.364
But just a question about
how to get something done,

00:29:34.364 --> 00:29:36.050
pen that in and let us know and we will

00:29:36.050 --> 00:29:37.420
respond back there.

00:29:37.420 --> 00:29:39.720
So, Jessica, I know we're at time.

00:29:39.720 --> 00:29:41.560
I want to thank you so
much for making time

00:29:41.560 --> 00:29:43.330
to share your expertise today.

00:29:43.330 --> 00:29:45.980
And pay it forward to the next
generation of Khan teachers.

00:29:45.980 --> 00:29:47.920
And I want to thank
everyone else out there

00:29:47.920 --> 00:29:49.580
for making time out of
their busy schedules

00:29:49.580 --> 00:29:51.290
to invest in this session.

00:29:51.290 --> 00:29:52.400
- [Jessica] And I want to thank everybody

00:29:52.400 --> 00:29:55.350
for trying their hardest
during this difficult time

00:29:55.350 --> 00:29:57.540
in working with the EL students.

00:29:57.540 --> 00:30:00.550
You're doing such great work and

00:30:00.550 --> 00:30:03.817
you're in the right place to help them.

00:30:03.817 --> 00:30:06.023
And Khan Academy can help you do that.

00:30:07.570 --> 00:30:08.403
- [Jeremy] Wonderful.

00:30:08.403 --> 00:30:09.910
Well, with those words, let's head into

00:30:09.910 --> 00:30:11.580
a well-deserved weekend.

00:30:11.580 --> 00:30:14.080
Thank you all for everything
you're doing right now

00:30:14.080 --> 00:30:16.080
to make your students
lives a little brighter.

00:30:16.080 --> 00:30:17.960
And thank you again,
Jessica, for making us

00:30:17.960 --> 00:30:19.690
all a little smarter this afternoon.

00:30:19.690 --> 00:30:20.675
Have a great weekend.
- [Jessica] Thanks for

00:30:20.675 --> 00:30:21.675
inviting me.