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TED Talks, Salman Khan: Let's use video to reinvent education

Salman Khan: Let's use video to reinvent education

The Khan Academy is most knownfor its collection of videos,so before I go any further,let me show you a little bit of a montage.

(Video) Salman Khan: So the hypotenuse is now going to be five.This animal's fossils are only found in this area of South America --a nice clean band here --and this part of Africa.We can integrate over the surface,and the notation usually is a capital sigma.National Assembly: They create the Committee of Public Safety,which sounds like a very nice committee.Notice, this is an aldehyde,and it's an alcohol.Start differentiating into effector and memory cells.A galaxy.

Hey, there's another galaxy.Oh look, there's another galaxy.And for dollars, is their 30 million,plus the 20 million dollars from the American manufacturer.If this does not blow your mind,then you have no emotion. (Laughter)

(Applause)

SK: We now have on the orderof 2,200 videoscovering everything from basic arithmeticall the way to vector calculusand some of the stuff you saw there.We have a million students a month using the site,watching on the order of 100 to 200,000 videos a day.But what we're going to talk about in thisis how we're going to the next level.But before I do that,I want to talk a little bit about really just how I got started.And some of you all might know,about five years ago I was an analyst at a hedge fund.And I was in Boston,and I was tutoring my cousins in New Orleans, remotely.And I started putting the first YouTube videos upreally just as a kind of nice-to-have,just a supplement for my cousins --something that might give them a refresher or something.

And as soon as I put those first YouTube videos up,something interesting happened --actually a bunch of interesting things happened.The first was the feedback from my cousins.They told methat they preferred me on YouTube than in person.

(Laughter)And once you get over the backhanded nature of that,there was actually something very profound there.They were sayingthat they preferred the automated version of their cousinto their cousin.At first, it's very unintuitive,but when you actually think about it from their point of view, it makes a ton of sense.You have this situationwhere now they can pause and repeat their cousin,without feeling like they're wasting my time.If they have to review somethingthat they should have learned a couple of weeks ago,or maybe a couple of years ago,they don't have to be embarrassed and ask their cousin.They can just watch those videos. If they're bored they can go ahead.They can watch it at their own time, at their own pace.And probably the least appreciated aspect of thisis the notion that the very first time,the very first timethat you're trying to get your brain around a new concept,the very last thing you needis another human being saying, "Do you understand this? "And that's what was happening with the interaction with my cousins before.And now they can just do itin the intimacy of their own room. The other thing that happened is --I put them on YouTube just --I saw no reason to make it private,so I let other people watch it.And then people started stumbling on it.And I started getting some comments and some lettersand all sorts of feedbackfrom random people from around the world.And these are just a few.This is actually from one of the original calculus videos.And someone wrote just on YouTube --it was a YouTube comment:"First time I smiled doing a derivative.

"(Laughter)And let's pause here.This person did a derivativeand then they smiled.And then in a response to that same comment -- this is on the thread.You can go on YouTube and look at these comments --someone else wrote: "Same thing here.I actually got a natural high and a good mood for the entire day.Since I remember seeingall of this matrix text in class,and here I'm all like, 'I know kung fu. (Laughter)

And we get a lot of feedback all along those lines.This clearly was helping people.But then, as the viewership kept growing and kept growing,I started getting letters from people,and it was starting to become clearthat it was actually more than a nice-to-have.This is just an excerptfrom one of those letters.

"My 12 year-old son has autismand has had a terrible time with math.We have tried everything,viewed everything, bought everything.We stumbled on your video on decimals and it got through.Then we went on to the dreaded fractions. Again, he got it.We could not believe it.He is so excited. "And so you can imagine,here I was an analyst at a hedge fund.It was very strange for me to do something of social value. (Laughter)

(Applause)

But I was excited, so I kept going.And then a few other things started to dawn on me.That, not only would it help my cousins right now,or these people who are sending letters,but that this content will never go old,that it could help their kidsor their grandkids.If Isaac Newtonhad done YouTube videos on calculus,I wouldn't have to.

(Laughter)Assuming he was good. We don't know. (Laughter)

The other thing that happened --and even at this point, I said, "Okay, maybe it's a good supplement.It's good for motivated students.It's good for maybe home schoolers.

"But I didn't think it would be somethingthat would somehow penetrate the classroom.But then I started getting letters from teachers.And the teachers would write, saying,"We use your videos to flip the classroom.You've given the lectures, so now what we do ... "and this could happen in every classroom in America tomorrow," ... what I do is I assign the lectures for homework.And what used to be homework,I now have the students doing in the classroom. And I want to pause here for --(Applause)I want to pause here for a second,because there's a couple of interesting things.One, when those teachers are doing that,there's the obvious benefit --the benefit that now their studentscan enjoy the videos in the way that my cousins did.They can pause, repeat at their own pace,at their own time.But the more interesting thing is --and this is the unintuitive thing when you talk about technology in the classroom --by removing the one size fits all lecture from the classroomand letting students have a self-paced lecture at home,and then when you go to the classroom, letting them do work,having the teacher walk around,having the peers actually be able to interact with each other,these teachers have used technologyto humanize the classroom.They took a fundamentally dehumanizing experience --30 kids with their fingers on their lips,not allowed to interact with each other.A teacher, no matter how good,has to give this one size fits all lectureto 30 students --blank faces, slightly antagonistic --and now it's a human experience.Now they're actually interacting with each other.

So once the Khan Academy --I quit my joband we turned into a real organization --we're a not-for-profit --the question is, how do we take this to the next level?How do we take what those teachers are doingto their natural conclusion?And so what I'm showing you over here,these are actual exercisesthat I started writing for my cousins.The ones I started were much more primitive.This is a more competent version of it.But the paradigm here is, we'll generate as many questions as you needuntil you get that concept,until you get 10 in a row.And the Khan Academy videos are there.You get hints, the actual steps for that problem,if you don't know how to do it.But the paradigm here, it seems like a very simple thing:10 in a row, you move on.But it's fundamentally different than what's happening in classrooms right now.

In a traditional classroom,you have a couple of homework,homework, lecture, homework, lecture,and then you have a snapshot exam.And that exam, whether you get a 70 percent, an 80 percent,a 90 percent, or a 95 percent,the class moves on to the next topic.And even that 95 percent student,what was the five percent they didn't know?Maybe they didn't know what happens when you raise something to the zero power.And then you go build on that in the next concept.That's analogous toimagine learning to ride a bicycle,and maybe I give you a lecture ahead of time,and I give you that bicycle for two weeks.And then I come back after two weeks,and I say, "Well, let's see.

You're having trouble taking left turns.You can't quite stop.You're an 80 percent bicyclist. "So I put a big C stamp on your foreheadand then I say, "Here's a unicycle. "But as ridiculous as that sounds,that's exactly what's happeningin our classrooms right now.And the idea is you fast forwardand good students start failing algebra all of a suddenand start failing calculus all of a sudden,despite being smart, despite having good teachers.And it's usually because they have these Swiss cheese gapsthat kept building throughout their foundation.So our modelis learn math the way you'd learn anything,like the way you would learn a bicycle.Stay on that bicycle. Fall off that bicycle.Do it as long as necessary until you have mastery.The traditional model,it penalizes you for experimentation and failure,but it does not expect mastery.We encourage you to experiment. We encourage you to failure.But we do expect mastery. This is just another one of the modules.This is trigonometry.This is shifting and reflecting functions.And they all fit together.We have about 90 of these right now.And you can go to the site right now.

It's all free. Not trying to sell anything.But the general idea is that they all fit into this knowledge map.That top node right there, that's literally single digit addition.It's like one plus one is equal to two.And the paradigm is, once you get 10 in a row on that,it keeps forwarding you to more and more advanced modules.So if you keep further down the knowledge map,we're getting into more advanced arithmetic.Further down, you start getting into pre-algebra and early algebra.Further down, you start getting into algebra one, algebra two,a little bit of precalculus.And the idea is, from this we can actually teach everything --well, everything that can be taughtin this type of a framework.So you can imagine -- and this is what we are working on --is from this knowledge mapyou have logic, you have computer programming,you have grammar, you have genetics,all based off of that core of,if you know this and that,now you're ready for this next concept.Now that can work well for an individual learner,and I encourage, one, for you to do it with your kids,but I also encourage everyone in the audience to do it yourself.It'll change what happens at the dinner table. But what we want to dois to use the natural conclusion of the flipping of the classroomthat those early teachers had emailed me about.And so what I'm showing you here,this is actually data from a pilot in the Los Altos school district,where they took two fifth grade classes and two seventh grade classesand completely gutted their old math curriculum.These kids aren't using textbooks,they're not getting one size fits all lectures.They're doing Khan Academy, they're doing that software,for roughly half of their math class.And I want to make it clear, we don't view this as the complete math education.What it does is -- and this is what's happening in Los Altos --it frees up time.This is the blocking and tackling,making sure you know how to move through a system of equations,and it frees up time for the simulations, for the games,for the mechanics, for the robot building,for the estimating how high that hill is based on its shadow.

And so the paradigm is the teacher walks in every day,every kid works at their own pace --and this is actually a live dashboard from Los Altos school district --and they look at this dashboard.Every row is a student.Every column is one of those concepts.Green means the student's already proficient.Blue means they're working on it -- no need to worry.Red means they're stuck.And what the teacher does is literally just say,"Let me intervene on the red kids.

"Or even better, "Let me get one of the green kidswho are already proficient in that conceptto be the first line of attackand actually tutor their peer. (Applause)

Now I come from a very data-centric reality,so we don't want that teacher to even go and interveneand have to ask the kid awkward questions:"Oh, what do you not understand?

or "What do you do understand? "and all of the rest.So our paradigm is to really arm the teachers with as much data as possible --really data that, in almost any other field, is expected,if you're in finance or marketing or manufacturing.And so the teachers can actually diagnose what's wrong with the studentsso they can make their interaction as productive as possible.So now the teachers know exactly what the students have been up to,how long they have been spending every day, what videos have they been watching,when did they pause the videos, what did they stop watching,what exercises are they using,what have they been focused on?The outer circle shows what exercises they were focused on.The inner circle shows what videos they're focused on.And the data gets pretty granularso you can see the exact problems that the student got right or wrong.Red is wrong, blue is right.The leftmost question is the first question that the student attempted.They watched the video right over there.And then you can see, eventually, they were able to get 10 in a row.It's almost like you can see them learning over those last 10 problems.They also got faster.The height is how long it took them. So when you talk about self-paced learning,it makes sense for everyone -- in education-speak, differentiated learning --but it's kind of crazy when you see it in a classroom.Because every time we've done this,in every classroom we've done,over and over again, if you go five days into it,there's a group of kids who've raced aheadand there's a group of kids who are a little bit slower.And in a traditional model, if you did a snapshot assessment,you say, "These are the gifted kids, these are the slow kids.Maybe they should be tracked differently.Maybe we should put them in different classes.

"But when you let every student work at their own pace --and we see it over and over and over again --you see students who took a little bit extra timeon one concept or the other,but once they get through that concept,they just race ahead.And so the same kids that you thought were slow six weeks ago,you now would think are gifted.And we're seeing it over and over and over again.And it makes you really wonderhow much all of the labels maybe a lot of us have benefitted fromwere really just due to a coincidence of time. Now as valuable as something like this isin a district like Los Altos,our goal is to use technologyto humanize, not just in Los Altos, but on a global scale,what's happening in education.And actually, that kind of brings an interesting point.A lot of the effort in humanizing the classroomis focused on student-to-teacher ratios.In our mind, the relevant metricis student-to-valuable-human-time-with-the-teacher ratio.So in a traditional model, most of the teacher's timeis spent giving lectures and grading and whatnot.Maybe five percent of their time is actually sitting next to studentsand actually working with them.Now 100 percent of their time is.So once again, using technology, not just flipping the classroom,you're humanizing the classroom, I'd argue,by a factor of five or 10.

And as valuable as that is in Los Altos,imagine what that does to the adult learnerwho's embarrassed to go back and learn stuffthat they should have before, before going back to college.Imagine what it doesto a street kid in Calcuttawho has to help his family during the day,and that's the reason why he or she can't go to school.Now they can spend two hours a day and remediate,or get up to speed and not feel embarrassedabout what they do or don't know.Now imagine what happens where --we talked about the peers teaching each otherinside of a classroom.But this is all one system.There's no reason why you can't havethat peer-to-peer tutoringbeyond that one classroom.Imagine what happens if that student in Calcuttaall of a sudden can tutor your son,or your son can tutor that kid in Calcutta?And I think what you'll see emergingis this notion of a global one-world classroom.And that's essentially what we're trying to build.

Thank you.

(Applause)

Bill Gates: I've seen some things you're doing in the systemthat have to do with with motivation and feedback --energy points, merit badges.Tell me what you're thinking there?

SK: Oh yeah.

No, we have an awesome team working on it.And I have to make it clear, it's not just me anymore.I'm still doing all the videos,but we have a rockstar team doing the software.Yeah, we've put a bunch of game mechanics in therewhere you get these badges,we're going to start having leader boards by area, and you get points.It's actually been pretty interesting.Just the wording of the badging or how many points you get for doing something,we see on a system-wide basis,like tens of thousands of fifth graders or sixth gradersgoing one direction or another,depending what badge you give them. (Laughter)

BG: And the collaboration you're doing with Los Altos,how did that come about?

SK: Los Altos, it was kind of crazy.Once again, I didn't expect it to be used in classrooms.Someone from their board came and said,"What would you do if you had carte blanche in a classroom?

"And I said, "Well, I would just, every student work at their own paceon something like this and we'd give a dashboard. "And they said, "Oh, this is kind of radical. We have to think about it. "And me and the rest of the team were like,"They're never going to want to do this. "But literally the next day they were like, "Can you start in two weeks? (Laughter)

BG: So fifth grade math is where that's going on right now?

SK: It's two fifth grade classes and two seventh grade classes.And they're doing it at the district level.I think what they're excited about is they can now follow these kids.It's not an only-in-school thing.We've even, on Christmas, we saw some of the kids were doing it.And we can track everything.So they can actually track them as they go through the entire district.Through the summers, as they go from one teacher to the next,you have this continuity of datathat even at the district level they can see.

BG: So some of those views we sawwere for the teacherto go in and track actually what's going on with those kids.So you're getting feedback on those teacher viewsto see what they think they mean?

SK: Oh yeah.

Most of those were specs by the teachers.We made some of those for students so they could see their data,but we have a very tight design loop with the teachers themselves.And they're literally saying, "Hey, this is nice, but ... "Like that focus graph, a lot of the teachers said,"I have a feeling that a lot of the kids are jumping aroundand not focusing on one topic. "So we made that focus diagram.So it's all been teacher-driven.It's been pretty crazy. BG: Is this ready for prime-time?Do you think a lot of classes next school year should try this thing out?

SK: Yeah, it's ready.We got a million people on the site already,so we can handle a few more.

(Laughter)No, no reason why it really can't happenin every classroom in America tomorrow. BG: And the vision of the tutoring thing.The idea there is, if I'm confused about a topic,somehow right in the user interfaceI'd find people who are volunteering,maybe see their reputation,and I could schedule and connect up with those people?

SK: Absolutely.

And this is somethingthat I recommend everyone in this audience to do.Those dashboards the teachers have, you can go log in right nowand you can essentially become a coachfor your kids, or nephews, or cousins,or maybe some kids at the Boys and Girls Club.And yeah, you can start becoming a mentor, a tutor,really immediately.But yeah, it's all there. BG: Well, it's amazing.I think you just got a glimpse of the future of education.Thank you.

(SK: Thank you. (Applause)

Salman Khan: Let's use video to reinvent education Salman Khan: Vamos usar o vídeo para reinventar a educação Салман Хан: Давайте использовать видео, чтобы переосмыслить образование 萨尔曼-汗让我们用视频重塑教育

The Khan Academy is most knownfor its collection of videos,so before I go any further,let me show you a little bit of a montage. A Khan Academy é mais conhecida por sua coleção de vídeos; portanto, antes de prosseguir, deixe-me mostrar uma montagem. Khan Academy наиболее известна своей коллекцией видеороликов, поэтому, прежде чем я продолжу, позвольте мне показать вам небольшой монтаж.

(Video) Salman Khan: So the hypotenuse is now going to be five.This animal’s fossils are only found in this area of South America --a nice clean band here --and this part of Africa.We can integrate over the surface,and the notation usually is a capital sigma.National Assembly: They create the Committee of Public Safety,which sounds like a very nice committee.Notice, this is an aldehyde,and it’s an alcohol.Start differentiating into effector and memory cells.A galaxy. (Видео) Салман Хан: Итак, гипотенузе теперь будет пять лет. Окаменелости этого животного найдены только в этой области Южной Америки - хорошая чистая полоса здесь - и в этой части Африки. Мы можем интегрироваться по поверхности, и обозначение обычно является заглавной сигмой. Национальная Ассамблея: они создают Комитет общественной безопасности, который звучит как очень хороший комитет. Обратите внимание, это альдегид, и это алкоголь. Начните дифференцироваться в эффектор и ячейки памяти. Галактика ,

Hey, there’s another galaxy.Oh look, there’s another galaxy.And for dollars, is their 30 million,plus the 20 million dollars from the American manufacturer.If this does not blow your mind,then you have no emotion. Ei, há outra galáxia.Oh, olhe, há outra galáxia.E, em dólares, são os seus 30 milhões, mais os 20 milhões de dólares do fabricante americano. Se isso não lhe surpreender, não terá emoção. Эй, есть еще одна галактика. О, смотри, есть еще одна галактика. А за доллары - это их 30 миллионов, плюс 20 миллионов долларов от американского производителя. Если это не поражает воображение, то у тебя нет эмоций. (Laughter)

(Applause)

SK: We now have on the orderof 2,200 videoscovering everything from basic arithmeticall the way to vector calculusand some of the stuff you saw there.We have a million students a month using the site,watching on the order of 100 to 200,000 videos a day.But what we’re going to talk about in thisis how we’re going to the next level.But before I do that,I want to talk a little bit about really just how I got started.And some of you all might know,about five years ago I was an analyst at a hedge fund.And I was in Boston,and I was tutoring my cousins in New Orleans, remotely.And I started putting the first YouTube videos upreally just as a kind of nice-to-have,just a supplement for my cousins --something that might give them a refresher or something. SK: Agora, temos o pedido de 2.200 vídeos, abrangendo tudo, desde a aritmética básica, até o cálculo vetorial e algumas das coisas que você viu lá. Temos um milhão de estudantes por mês usando o site, assistindo na ordem de 100 a 200.000 vídeos por dia. Mas o que falaremos sobre isso é como vamos para o próximo nível. Mas antes de fazer isso, quero falar um pouco sobre como realmente comecei. E alguns de vocês devem saber, Há cerca de cinco anos, eu era analista de um fundo de hedge. E eu estava em Boston e estava ensinando meus primos em Nova Orleans, remotamente. , apenas um complemento para meus primos - algo que possa lhes dar uma atualização ou algo assim. С.К .: Теперь у нас есть порядка 2200 видеороликов, которые раскрывают все, начиная от базовой арифметики и заканчивая векторным исчислением, и некоторыми вещами, которые вы там видели. У нас есть миллион студентов в месяц, которые используют сайт, смотря от 100 до 200 000 видео в день. Но в этом мы поговорим о том, как мы перейдем на следующий уровень. Но прежде чем я это сделаю, я хочу немного рассказать о том, как я начал. И некоторые из вас, возможно, знают, Около пяти лет назад я был аналитиком в хедж-фонде. И я был в Бостоне, и я дистанционно обучал своих двоюродных братьев в Новом Орлеане. И я начал выкладывать первые видео на YouTube в прямом эфире, просто как своего рода приятного для себя иметь просто дополнение для моих двоюродных братьев - что-то, что может дать им освежающий напиток или что-то в этом роде.

And as soon as I put those first YouTube videos up,something interesting happened --actually a bunch of interesting things happened.The first was the feedback from my cousins.They told methat they preferred me on YouTube than in person. E assim que eu publiquei os primeiros vídeos do YouTube, algo interessante aconteceu - na verdade, várias coisas interessantes aconteceram. O primeiro foi o feedback dos meus primos. Eles disseram que eles preferiam a mim no YouTube do que pessoalmente. И как только я разместил эти первые ролики на YouTube, произошло нечто интересное - на самом деле произошло много интересных вещей. Первым был отзыв моих двоюродных братьев. Они сказали, что они предпочитают меня на YouTube, а не лично.

(Laughter)And once you get over the backhanded nature of that,there was actually something very profound there.They were sayingthat they preferred the automated version of their cousinto their cousin.At first, it’s very unintuitive,but when you actually think about it from their point of view, it makes a ton of sense.You have this situationwhere now they can pause and repeat their cousin,without feeling like they’re wasting my time.If they have to review somethingthat they should have learned a couple of weeks ago,or maybe a couple of years ago,they don’t have to be embarrassed and ask their cousin.They can just watch those videos. (Risos) E uma vez que você supera a natureza indireta disso, havia realmente algo muito profundo lá. Eles estavam dizendo que preferiam a versão automatizada do primo para o primo. No começo, é muito pouco intuitivo, mas quando você pensa sobre isso do ponto de vista deles, faz muito sentido. Você tem essa situação em que agora eles podem pausar e repetir o primo, sem sentir que estão desperdiçando meu tempo. Se eles tiverem que revisar algo que deveriam ter aprendido algumas semanas atrás, ou talvez alguns anos atrás, eles não precisam ficar envergonhados e perguntar ao primo. Eles podem apenas assistir a esses vídeos. (Смех) И как только вы преодолеете скрытную природу этого, там действительно было что-то очень глубокое. Они говорили, что они предпочитают автоматизированную версию своего двоюродного брата своему двоюродному брату. Во-первых, это очень не интуитивно понятно, но когда вы на самом деле думаете об этом с их точки зрения, это имеет массу смысла. У вас есть такая ситуация, где теперь они могут сделать паузу и повторить свою двоюродную сестру, не чувствуя, что они тратят мое время. Если они должны пересмотреть что-то, что они должны были изучить пару недель назад, или, может быть, пару лет назад, они не должны смущаться и спрашивать своего двоюродного брата. Они могут просто смотреть эти видео. If they’re bored they can go ahead.They can watch it at their own time, at their own pace.And probably the least appreciated aspect of thisis the notion that the very first time,the very first timethat you’re trying to get your brain around a new concept,the very last thing you needis another human being saying, "Do you understand this? Se eles estão entediados, podem seguir em frente. Eles podem assistir ao seu próprio tempo, no seu próprio ritmo. E provavelmente o aspecto menos apreciado disso é a noção de que na primeira vez, o primeiro cronograma que você está tentando obter seu cérebro em torno de um novo conceito, a última coisa que você precisa é de outro ser humano dizendo: "Você entende isso? Если им скучно, они могут идти вперед. Они могут смотреть это в свое время, в своем собственном темпе. И, вероятно, наименее оцененный аспект этого - представление о том, что в первый раз, в первый раз, когда вы пытаетесь получить ваш мозг обдумывает новую концепцию, самое последнее, что вам нужно, это то, что другой человек говорит: «Вы понимаете это? "And that’s what was happening with the interaction with my cousins before.And now they can just do itin the intimacy of their own room. "E foi o que estava acontecendo com a interação com meus primos antes. E agora eles podem fazer isso na intimidade de seu próprio quarto. The other thing that happened is --I put them on YouTube just --I saw no reason to make it private,so I let other people watch it.And then people started stumbling on it.And I started getting some comments and some lettersand all sorts of feedbackfrom random people from around the world.And these are just a few.This is actually from one of the original calculus videos.And someone wrote just on YouTube --it was a YouTube comment:"First time I smiled doing a derivative. A outra coisa que aconteceu foi - eu os coloquei no YouTube - não vi motivo para torná-lo privado, então deixei outras pessoas assistirem. E então as pessoas começaram a tropeçar nele. E comecei a receber alguns comentários e algumas cartas e todo tipo de feedback de pessoas aleatórias de todo o mundo.E essas são apenas algumas. Na verdade, é de um dos vídeos de cálculo originais. E alguém escreveu apenas no YouTube - foi um comentário do YouTube: "A primeira vez que sorri fazendo um derivado. Еще одна вещь, которая произошла, - я просто разместил их на YouTube - я не видел причин делать это приватным, поэтому я позволил другим людям смотреть это. И тогда люди начали спотыкаться об этом. И я начал получать некоторые комментарии и некоторые письма и всевозможные отзывы от случайных людей со всего мира. И это только некоторые из них. Это фактически из одного из оригинальных видео исчисления. И кто-то написал только на YouTube - это был комментарий YouTube: «Я впервые улыбнулся, делая производное.

"(Laughter)And let’s pause here.This person did a derivativeand then they smiled.And then in a response to that same comment -- this is on the thread.You can go on YouTube and look at these comments --someone else wrote: "Same thing here.I actually got a natural high and a good mood for the entire day.Since I remember seeingall of this matrix text in class,and here I’m all like, 'I know kung fu. "(Risos) E vamos fazer uma pausa aqui.Esta pessoa fez uma derivada e sorriu. E então, em resposta ao mesmo comentário - isso está no tópico. Você pode acessar o YouTube e ver esses comentários - : "A mesma coisa aqui. Na verdade, eu tenho uma alta natural e um bom humor durante todo o dia. Desde que me lembro de ver todo esse texto da matriz em sala de aula, e aqui estou: 'Eu sei kung fu. «(Смех) И давайте сделаем паузу здесь. Этот человек сделал производную, а затем они улыбнулись. А затем в ответ на тот же комментарий - это в теме. Вы можете зайти на YouTube и посмотреть эти комментарии - кто-то еще написал : «То же самое и здесь. Я на самом деле получил естественный прилив и хорошее настроение на весь день. Так как я помню, как видел весь этот матричный текст в классе, и здесь я все как,« Я знаю кунг-фу. (Laughter)

And we get a lot of feedback all along those lines.This clearly was helping people.But then, as the viewership kept growing and kept growing,I started getting letters from people,and it was starting to become clearthat it was actually more than a nice-to-have.This is just an excerptfrom one of those letters. И мы получаем много обратной связи по всем этим направлениям. Это явно помогало людям. Но тогда, когда зрители продолжали расти и продолжали расти, я начал получать письма от людей, и это начинало становиться ясным, что это было на самом деле больше, чем просто приятно иметь. Это просто отрывок из одного из этих писем.

"My 12 year-old son has autismand has had a terrible time with math.We have tried everything,viewed everything, bought everything.We stumbled on your video on decimals and it got through.Then we went on to the dreaded fractions. "Meu filho de 12 anos teve um problema terrível com a matemática. Tentamos de tudo, vimos tudo, compramos tudo. Tropeçamos no seu vídeo em decimais e ele conseguiu. Depois, passamos às temidas frações. «У моего 12-летнего сына аутизм и у него ужасное время с математикой. Мы попробовали все, просмотрели все, купили все. Мы наткнулись на ваше видео с десятичными знаками, и оно прошло. Again, he got it.We could not believe it.He is so excited. "And so you can imagine,here I was an analyst at a hedge fund.It was very strange for me to do something of social value. "E para que você possa imaginar, aqui eu era analista de um fundo de hedge. Era muito estranho fazer algo de valor social. (Laughter)

(Applause)

But I was excited, so I kept going.And then a few other things started to dawn on me.That, not only would it help my cousins right now,or these people who are sending letters,but that this content will never go old,that it could help their kidsor their grandkids.If Isaac Newtonhad done YouTube videos on calculus,I wouldn’t have to.

(Laughter)Assuming he was good. We don’t know. (Laughter)

The other thing that happened --and even at this point, I said, "Okay, maybe it’s a good supplement.It’s good for motivated students.It’s good for maybe home schoolers.

"But I didn’t think it would be somethingthat would somehow penetrate the classroom.But then I started getting letters from teachers.And the teachers would write, saying,"We use your videos to flip the classroom.You’ve given the lectures, so now what we do ... "and this could happen in every classroom in America tomorrow," ... what I do is I assign the lectures for homework.And what used to be homework,I now have the students doing in the classroom. "Mas não achei que fosse algo que pudesse penetrar na sala de aula. Mas então comecei a receber cartas dos professores. E os professores escreviam, dizendo:" Usamos seus vídeos para virar a sala de aula. Você deu as palestras , agora o que fazemos ... "e isso pode acontecer em todas as salas de aula da América amanhã", ... o que faço é atribuir palestras para trabalhos de casa. E o que costumava ser trabalhos de casa, agora tenho alunos fazendo a sala de aula. And I want to pause here for --(Applause)I want to pause here for a second,because there’s a couple of interesting things.One, when those teachers are doing that,there’s the obvious benefit --the benefit that now their studentscan enjoy the videos in the way that my cousins did.They can pause, repeat at their own pace,at their own time.But the more interesting thing is --and this is the unintuitive thing when you talk about technology in the classroom --by removing the one size fits all lecture from the classroomand letting students have a self-paced lecture at home,and then when you go to the classroom, letting them do work,having the teacher walk around,having the peers actually be able to interact with each other,these teachers have used technologyto humanize the classroom.They took a fundamentally dehumanizing experience --30 kids with their fingers on their lips,not allowed to interact with each other.A teacher, no matter how good,has to give this one size fits all lectureto 30 students --blank faces, slightly antagonistic --and now it’s a human experience.Now they’re actually interacting with each other. E quero fazer uma pausa aqui por - (Aplausos) Quero fazer uma pausa aqui por um segundo, porque há algumas coisas interessantes. Um, quando esses professores estão fazendo isso, há o benefício óbvio - o benefício que agora seus alunos podem aprecie os vídeos da maneira que meus primos fizeram. Eles podem pausar, repetir no seu próprio ritmo, no seu próprio tempo. Mas o mais interessante é - e isso é o que não é intuitivo quando você fala sobre tecnologia na sala de aula - removendo o tamanho único da sala de aula e permitindo que os alunos tenham uma aula individual em casa, e quando você vai para a sala de aula, deixa-os trabalhar, faz o professor caminhar, os colegas realmente conseguem interagir Esses professores usaram a tecnologia para humanizar a sala de aula. Eles tiveram uma experiência desumanizante fundamental - 30 crianças com os dedos nos lábios, sem permissão para interagir entre si. Um professor, por melhor que seja, tem que dar isso tamanho único lectureto 30 st - rostos vazios, um pouco antagônicos - e agora é uma experiência humana. Agora, eles estão realmente interagindo entre si.

So once the Khan Academy --I quit my joband we turned into a real organization --we’re a not-for-profit --the question is, how do we take this to the next level?How do we take what those teachers are doingto their natural conclusion?And so what I’m showing you over here,these are actual exercisesthat I started writing for my cousins.The ones I started were much more primitive.This is a more competent version of it.But the paradigm here is, we’ll generate as many questions as you needuntil you get that concept,until you get 10 in a row.And the Khan Academy videos are there.You get hints, the actual steps for that problem,if you don’t know how to do it.But the paradigm here, it seems like a very simple thing:10 in a row, you move on.But it’s fundamentally different than what’s happening in classrooms right now.

In a traditional classroom,you have a couple of homework,homework, lecture, homework, lecture,and then you have a snapshot exam.And that exam, whether you get a 70 percent, an 80 percent,a 90 percent, or a 95 percent,the class moves on to the next topic.And even that 95 percent student,what was the five percent they didn’t know?Maybe they didn’t know what happens when you raise something to the zero power.And then you go build on that in the next concept.That’s analogous toimagine learning to ride a bicycle,and maybe I give you a lecture ahead of time,and I give you that bicycle for two weeks.And then I come back after two weeks,and I say, "Well, let’s see. Em uma sala de aula tradicional, você tem alguns trabalhos de casa, trabalhos de casa, palestra, trabalhos de casa, palestra e, em seguida, realiza um exame de instantâneo.E esse exame, se você obtém 70%, 80%, 90% ou 95% por cento, a turma passa para o próximo tópico. Isso é análogo a imaginar aprender a andar de bicicleta, e talvez eu faça uma palestra antes do tempo, e eu apresente essa bicicleta por duas semanas. Depois volto depois de duas semanas e digo: , "Bem vamos ver.

You’re having trouble taking left turns.You can’t quite stop.You’re an 80 percent bicyclist. "So I put a big C stamp on your foreheadand then I say, "Here’s a unicycle. "Então, coloquei um grande carimbo C na sua testa e depois digo:" Aqui está um monociclo. "But as ridiculous as that sounds,that’s exactly what’s happeningin our classrooms right now.And the idea is you fast forwardand good students start failing algebra all of a suddenand start failing calculus all of a sudden,despite being smart, despite having good teachers.And it’s usually because they have these Swiss cheese gapsthat kept building throughout their foundation.So our modelis learn math the way you’d learn anything,like the way you would learn a bicycle.Stay on that bicycle. "Mas, por mais ridículo que isso pareça, é exatamente o que está acontecendo em nossas salas de aula. E a idéia é que você avance rapidamente e bons alunos comecem a falhar de álgebra de repente e comecem a falhar de cálculo de repente, apesar de serem inteligentes, apesar de terem bons professores. E é geralmente porque eles têm essas lacunas de queijo suíço que se mantiveram construídas por toda a fundação. Então, nosso modelo aprende matemática da maneira que você aprende qualquer coisa, como a maneira como você aprende uma bicicleta. Fall off that bicycle.Do it as long as necessary until you have mastery.The traditional model,it penalizes you for experimentation and failure,but it does not expect mastery.We encourage you to experiment. Caia dessa bicicleta. Faça o quanto for necessário até ter domínio. O modelo tradicional o penaliza por experimentação e falha, mas não espera domínio. Encorajamos você a experimentar. We encourage you to failure.But we do expect mastery. Encorajamos você a fracassar, mas esperamos ter domínio. This is just another one of the modules.This is trigonometry.This is shifting and reflecting functions.And they all fit together.We have about 90 of these right now.And you can go to the site right now. Este é apenas mais um dos módulos. Isso é trigonometria. Trata-se de funções de mudança e reflexão. E todos eles se encaixam. Temos cerca de 90 deles agora.

It’s all free. Not trying to sell anything.But the general idea is that they all fit into this knowledge map.That top node right there, that’s literally single digit addition.It’s like one plus one is equal to two.And the paradigm is, once you get 10 in a row on that,it keeps forwarding you to more and more advanced modules.So if you keep further down the knowledge map,we’re getting into more advanced arithmetic.Further down, you start getting into pre-algebra and early algebra.Further down, you start getting into algebra one, algebra two,a little bit of precalculus.And the idea is, from this we can actually teach everything --well, everything that can be taughtin this type of a framework.So you can imagine -- and this is what we are working on --is from this knowledge mapyou have logic, you have computer programming,you have grammar, you have genetics,all based off of that core of,if you know this and that,now you’re ready for this next concept.Now that can work well for an individual learner,and I encourage, one, for you to do it with your kids,but I also encourage everyone in the audience to do it yourself.It’ll change what happens at the dinner table. Não tentando vender nada. Mas a idéia geral é que todos eles se encaixam nesse mapa de conhecimento. Esse nó superior, ali mesmo, é literalmente a adição de um dígito. É como um mais um é igual a dois. E o paradigma é, assim que você obtém 10 em seguida, ele o encaminha para módulos cada vez mais avançados. Portanto, se você continuar no mapa do conhecimento, entraremos em uma aritmética mais avançada. Além disso, você começará a entrar na pré-álgebra e na álgebra inicial. Além disso, você começa a entrar na álgebra um, álgebra dois, um pouco de pré-cálculo. E a idéia é que, a partir disso, podemos realmente ensinar tudo - bem, tudo o que pode ser ensinado nesse tipo de estrutura. imagine - e é nisso que estamos trabalhando - é a partir desse mapa de conhecimento que você tem lógica, programação de computadores, gramática, genética, tudo baseado nesse núcleo, se você sabe disso e agora, agora você está pronto para o próximo conceito. Agora, isso pode funcionar bem para um aluno individual, e eu incentive, por exemplo, que você faça isso com seus filhos, mas também encorajo todos os presentes a fazê-lo. Isso mudará o que acontece na mesa de jantar. But what we want to dois to use the natural conclusion of the flipping of the classroomthat those early teachers had emailed me about.And so what I’m showing you here,this is actually data from a pilot in the Los Altos school district,where they took two fifth grade classes and two seventh grade classesand completely gutted their old math curriculum.These kids aren’t using textbooks,they’re not getting one size fits all lectures.They’re doing Khan Academy, they’re doing that software,for roughly half of their math class.And I want to make it clear, we don’t view this as the complete math education.What it does is -- and this is what’s happening in Los Altos --it frees up time.This is the blocking and tackling,making sure you know how to move through a system of equations,and it frees up time for the simulations, for the games,for the mechanics, for the robot building,for the estimating how high that hill is based on its shadow. Mas o que queremos dois é usar a conclusão natural da inversão da sala de aula sobre a qual esses primeiros professores me enviaram um e-mail. Então, o que estou mostrando aqui, na verdade são dados de um piloto no distrito escolar de Los Altos, onde eles fizeram duas turmas da quinta série e duas da sétima série e estriparam completamente seu antigo currículo de matemática. Essas crianças não estão usando livros didáticos, não estão recebendo o mesmo tamanho de todas as aulas. Estão fazendo a Khan Academy, estão fazendo esse software. Para aproximadamente metade de suas aulas de matemática. E quero deixar claro, não vemos isso como a educação matemática completa. O que faz é - e é o que está acontecendo em Los Altos - isso libera tempo. Esse é o bloqueio e o combate, garantindo que você saiba como se mover através de um sistema de equações, e isso libera tempo para as simulações, os jogos, a mecânica, a construção do robô, a estimativa de quão alta é essa colina com base em sua sombra.

And so the paradigm is the teacher walks in every day,every kid works at their own pace --and this is actually a live dashboard from Los Altos school district --and they look at this dashboard.Every row is a student.Every column is one of those concepts.Green means the student’s already proficient.Blue means they’re working on it -- no need to worry.Red means they’re stuck.And what the teacher does is literally just say,"Let me intervene on the red kids. E assim o paradigma é que o professor entra todos os dias, todas as crianças trabalham no seu próprio ritmo - e esse é realmente um painel ao vivo do distrito escolar de Los Altos - e eles olham para esse painel. é um desses conceitos. Verde significa que o aluno já é proficiente. Azul significa que eles estão trabalhando nisso - não precisa se preocupar. Vermelho significa que eles estão presos. E o que o professor faz é literalmente apenas dizer: "Deixe-me intervir as crianças vermelhas.

"Or even better, "Let me get one of the green kidswho are already proficient in that conceptto be the first line of attackand actually tutor their peer. "Ou melhor ainda", deixe-me chamar uma das crianças verdes que já são proficientes nesse conceito para ser a primeira linha de ataque e, na verdade, orientar seus colegas. (Applause)

Now I come from a very data-centric reality,so we don’t want that teacher to even go and interveneand have to ask the kid awkward questions:"Oh, what do you not understand? Agora eu venho de uma realidade muito centrada em dados, então não queremos que esse professor vá nem intervenha e tenha que fazer perguntas estranhas à criança: "Oh, o que você não entende?

or "What do you do understand? "and all of the rest.So our paradigm is to really arm the teachers with as much data as possible --really data that, in almost any other field, is expected,if you’re in finance or marketing or manufacturing.And so the teachers can actually diagnose what’s wrong with the studentsso they can make their interaction as productive as possible.So now the teachers know exactly what the students have been up to,how long they have been spending every day, what videos have they been watching,when did they pause the videos, what did they stop watching,what exercises are they using,what have they been focused on?The outer circle shows what exercises they were focused on.The inner circle shows what videos they’re focused on.And the data gets pretty granularso you can see the exact problems that the student got right or wrong.Red is wrong, blue is right.The leftmost question is the first question that the student attempted.They watched the video right over there.And then you can see, eventually, they were able to get 10 in a row.It’s almost like you can see them learning over those last 10 problems.They also got faster.The height is how long it took them. "e todo o resto. Portanto, nosso paradigma é realmente armar os professores com o máximo de dados possível - dados realmente que, em quase qualquer outro campo, são esperados, se você estiver em finanças, marketing ou manufatura. os professores podem realmente diagnosticar o que há de errado com os alunos para que eles possam tornar sua interação o mais produtiva possível. Agora, os professores sabem exatamente o que os alunos estão fazendo, quanto tempo eles passam todos os dias, quais vídeos estão assistindo, quando eles pausaram os vídeos, em que pararam de assistir, em quais exercícios estão usando, em que foram focados? O círculo externo mostra em quais exercícios eles estavam focados.O círculo interno mostra em quais vídeos eles estão focados.E os dados ficam bastante granulares para que você possa ver os problemas exatos de que o aluno acertou ou errou. Vermelho está errado, azul está certo.A pergunta mais à esquerda é a primeira pergunta que o aluno tentou.Eles assistiram ao vídeo ali. pode ver, eventualmente, o Você conseguiu obter 10 em sequência. É quase como você pode vê-los aprendendo sobre os últimos 10 problemas. Eles também ficaram mais rápidos. A altura é o tempo que eles levaram. So when you talk about self-paced learning,it makes sense for everyone -- in education-speak, differentiated learning --but it’s kind of crazy when you see it in a classroom.Because every time we’ve done this,in every classroom we’ve done,over and over again, if you go five days into it,there’s a group of kids who’ve raced aheadand there’s a group of kids who are a little bit slower.And in a traditional model, if you did a snapshot assessment,you say, "These are the gifted kids, these are the slow kids.Maybe they should be tracked differently.Maybe we should put them in different classes. Então, quando você fala sobre aprendizado individualizado, faz sentido para todos - no ensino diferenciado - fala em educação -, mas é meio louco quando você o vê na sala de aula. Porque toda vez que fazemos isso, em todos os sala de aula que realizamos repetidas vezes, se você passar cinco dias nela, há um grupo de crianças que correu à frente e há um grupo de crianças que são um pouco mais lentas. E em um modelo tradicional, se você uma avaliação de instantâneo, você diz: "Esses são os garotos talentosos, os garotos lentos. Talvez eles devam ser rastreados de maneira diferente. Talvez possamos colocá-los em classes diferentes.

"But when you let every student work at their own pace --and we see it over and over and over again --you see students who took a little bit extra timeon one concept or the other,but once they get through that concept,they just race ahead.And so the same kids that you thought were slow six weeks ago,you now would think are gifted.And we’re seeing it over and over and over again.And it makes you really wonderhow much all of the labels maybe a lot of us have benefitted fromwere really just due to a coincidence of time. "Mas quando você permite que todos os alunos trabalhem no seu próprio ritmo - e nós o vemos repetidamente - você vê estudantes que gastaram um pouco mais de tempo em um conceito ou no outro, mas, depois que passam por esse conceito, eles correm à frente.E as mesmas crianças que você achava lentas há seis semanas atrás, agora pensam que são talentosas.E estamos vendo isso repetidas vezes.E isso faz você realmente se perguntar o quanto todos os rótulos talvez muitos de nós nos beneficiamos realmente devido a uma coincidência de tempo. Now as valuable as something like this isin a district like Los Altos,our goal is to use technologyto humanize, not just in Los Altos, but on a global scale,what’s happening in education.And actually, that kind of brings an interesting point.A lot of the effort in humanizing the classroomis focused on student-to-teacher ratios.In our mind, the relevant metricis student-to-valuable-human-time-with-the-teacher ratio.So in a traditional model, most of the teacher’s timeis spent giving lectures and grading and whatnot.Maybe five percent of their time is actually sitting next to studentsand actually working with them.Now 100 percent of their time is.So once again, using technology, not just flipping the classroom,you’re humanizing the classroom, I’d argue,by a factor of five or 10. Agora, tão valioso quanto algo assim em um distrito como Los Altos, nosso objetivo é usar a tecnologia para humanizar, não apenas em Los Altos, mas em escala global, o que está acontecendo na educação. E, na verdade, isso traz um ponto interessante. Muito do esforço de humanizar a sala de aula está focado nas proporções aluno-professor. Em nossa mente, a métrica relevante proporção aluno-valioso-tempo-humano-com-o-professor.Então, em um modelo tradicional, a maioria das o tempo do professor é gasto dando palestras, notas e outros enfeites.Talvez cinco por cento do tempo estejam realmente sentados ao lado dos alunos e trabalhando com eles. Agora, 100 por cento do tempo deles é. Então, mais uma vez, usando a tecnologia, estou humanizando a sala de aula, eu diria, por um fator de cinco ou dez.

And as valuable as that is in Los Altos,imagine what that does to the adult learnerwho’s embarrassed to go back and learn stuffthat they should have before, before going back to college.Imagine what it doesto a street kid in Calcuttawho has to help his family during the day,and that’s the reason why he or she can’t go to school.Now they can spend two hours a day and remediate,or get up to speed and not feel embarrassedabout what they do or don’t know.Now imagine what happens where --we talked about the peers teaching each otherinside of a classroom.But this is all one system.There’s no reason why you can’t havethat peer-to-peer tutoringbeyond that one classroom.Imagine what happens if that student in Calcuttaall of a sudden can tutor your son,or your son can tutor that kid in Calcutta?And I think what you’ll see emergingis this notion of a global one-world classroom.And that’s essentially what we’re trying to build. E tão valioso quanto isso em Los Altos, imagine o que isso faz com os alunos adultos que têm vergonha de voltar e aprender coisas que deveriam ter antes, antes de voltar para a faculdade. Imagine o que isso faz com um garoto de rua em Calcutá que deve ajudar sua família durante o dia, e é por esse motivo que ele ou ela não podem ir à escola. Agora, eles podem passar duas horas por dia e remediar, ou ficarem atualizados e não se sentem constrangidos com o que fazem ou não sabem. o que acontece onde - conversamos sobre os colegas que se ensinam no interior de uma sala de aula. Mas esse é um sistema único. Não há razão para que você não possa ter essa tutoria ponto a ponto além daquela sala de aula. Imagine o que acontece se esse aluno De repente, Calcutá pode ensinar seu filho, ou seu filho pode ensinar esse garoto em Calcutá? E acho que o que você verá emergir é essa noção de uma sala de aula global de um mundo. E é basicamente isso que estamos tentando construir.

Thank you.

(Applause)

Bill Gates: I’ve seen some things you’re doing in the systemthat have to do with with motivation and feedback --energy points, merit badges.Tell me what you’re thinking there? Bill Gates: Eu vi algumas coisas que você está fazendo no sistema que têm a ver com motivação e feedback - pontos de energia, medalhas de mérito. Diga-me o que você está pensando aí?

SK: Oh yeah.

No, we have an awesome team working on it.And I have to make it clear, it’s not just me anymore.I’m still doing all the videos,but we have a rockstar team doing the software.Yeah, we’ve put a bunch of game mechanics in therewhere you get these badges,we’re going to start having leader boards by area, and you get points.It’s actually been pretty interesting.Just the wording of the badging or how many points you get for doing something,we see on a system-wide basis,like tens of thousands of fifth graders or sixth gradersgoing one direction or another,depending what badge you give them. Não, temos uma equipe incrível trabalhando nisso. E tenho que deixar claro, não sou mais apenas eu. Ainda estou fazendo todos os vídeos, mas temos uma equipe do rockstar fazendo o software. um monte de mecânicas de jogo onde você obtém esses emblemas, vamos começar a ter quadros de líderes por área e você ganha pontos. Na verdade, foi bastante interessante. Apenas a redação do emblema ou quantos pontos você ganha por fazer algo , vemos em todo o sistema, como dezenas de milhares de alunos da quinta ou sexta séries, indo uma direção ou outra, dependendo do distintivo que você lhes der. (Laughter)

BG: And the collaboration you’re doing with Los Altos,how did that come about?

SK: Los Altos, it was kind of crazy.Once again, I didn’t expect it to be used in classrooms.Someone from their board came and said,"What would you do if you had carte blanche in a classroom? SK: Los Altos, era meio doido. Mais uma vez, eu não esperava que fosse usado nas salas de aula. Alguém do conselho deles veio e disse: "O que você faria se tivesse carta branca na sala de aula?

"And I said, "Well, I would just, every student work at their own paceon something like this and we’d give a dashboard. "E eu disse:" Bem, eu diria que todo aluno trabalha em seu próprio ritmo, algo assim e nós damos um painel. "And they said, "Oh, this is kind of radical. We have to think about it. "And me and the rest of the team were like,"They’re never going to want to do this. "E eu e o resto da equipe pensamos:" Eles nunca vão querer fazer isso. "But literally the next day they were like, "Can you start in two weeks? (Laughter)

BG: So fifth grade math is where that’s going on right now? BG: Então, a matemática da quinta série é o que está acontecendo agora?

SK: It’s two fifth grade classes and two seventh grade classes.And they’re doing it at the district level.I think what they’re excited about is they can now follow these kids.It’s not an only-in-school thing.We’ve even, on Christmas, we saw some of the kids were doing it.And we can track everything.So they can actually track them as they go through the entire district.Through the summers, as they go from one teacher to the next,you have this continuity of datathat even at the district level they can see.

BG: So some of those views we sawwere for the teacherto go in and track actually what’s going on with those kids.So you’re getting feedback on those teacher viewsto see what they think they mean?

SK: Oh yeah.

Most of those were specs by the teachers.We made some of those for students so they could see their data,but we have a very tight design loop with the teachers themselves.And they’re literally saying, "Hey, this is nice, but ... "Like that focus graph, a lot of the teachers said,"I have a feeling that a lot of the kids are jumping aroundand not focusing on one topic. A maioria dessas especificações foi especificada pelos professores. Fizemos algumas para os alunos, para que pudessem ver seus dados, mas temos um ciclo de design muito rígido com os próprios professores. E eles estão literalmente dizendo: "Ei, isso é legal, mas ... "Como esse gráfico de foco, muitos professores disseram:" Tenho a sensação de que muitas crianças estão pulando e não se concentrando em um tópico. "So we made that focus diagram.So it’s all been teacher-driven.It’s been pretty crazy. BG: Is this ready for prime-time?Do you think a lot of classes next school year should try this thing out?

SK: Yeah, it’s ready.We got a million people on the site already,so we can handle a few more.

(Laughter)No, no reason why it really can’t happenin every classroom in America tomorrow. BG: And the vision of the tutoring thing.The idea there is, if I’m confused about a topic,somehow right in the user interfaceI’d find people who are volunteering,maybe see their reputation,and I could schedule and connect up with those people?

SK: Absolutely.

And this is somethingthat I recommend everyone in this audience to do.Those dashboards the teachers have, you can go log in right nowand you can essentially become a coachfor your kids, or nephews, or cousins,or maybe some kids at the Boys and Girls Club.And yeah, you can start becoming a mentor, a tutor,really immediately.But yeah, it’s all there. E isso é algo que eu recomendo a todos da platéia. Esses painéis que os professores têm, você pode se conectar agora mesmo e se tornar um coach para seus filhos, sobrinhos ou primos, ou talvez algumas crianças do Boys and Girls Clube. E sim, você pode começar a se tornar um mentor, um tutor, imediatamente. Mas sim, está tudo lá. BG: Well, it’s amazing.I think you just got a glimpse of the future of education.Thank you.

(SK: Thank you. (Applause)