18 min – the kids that in grade 1 ro 2 – that were asking the why – paid off later – when they had gained a deeper understanding of what was going on mathematically
26 – this should be for everyone – (love it)
29 – how to keep it pure – (love again)
34 – what we’re most interested in – what have you made
42 – what sells us – links to stuff you’ve made
47:45 – not just for self-motivated learners – when you allow for people to address their misunderstanding in a safe space
50 – will take 5-10 years to access globally – what’s mit’s role in all this – student groups – going out to help people use khan academy – awareness, content creation, …
52:30 – fav lecture – the one i’m about to do
53:45 – geeking out on math
accepting Skoll award 2013:
once in a millennium opportunity –
taking advantage of the next point of inflection
imagine if it’s not – the next 10, 20, 30 years – but in the blink of an eye… [living exponentiation]
find Sal on wikipedia
on his site:
and now mooc.khan:
thursday, may 20, 2010
Sal has a vision of teaching the entire world, for free. His not-for-profit Khan Academy has the mission of “providing a high quality education to anyone, anywhere.” In this outstanding Gel video, Sal describes the elements of the good experience he’s trying to create.
whoa whoa whoa… here’s your differentiation teachers… or life long learners…
anybody can learn anything…then when we get together in a room… we can just be doing…
in Sal’s words… why it works to learn this way:
1. self-paced 5:40
his cousins first said – you are better on youtube. – mostly because you can rewind or fast forward…
he says… face-to-face is stressful… everyone thinks you should get it right away. this is self-paced.
2. focus on the learning
he says mit is great, but if given a lecturer to look at, you naturally focus on them. here, you don’t see the teacher, so you focus on the learning
3. it’s like a conversation 7:00
not scripted… started out of laziness.. for his cousins –
not a finished product.. but a conversation… which people say -makes them feel comfortable about say math. people get to see the thought process of making mistakes.
4. focus is on intuition 8:20
he tries to deliver things the way he wished it was delivered to him
not memorization… it’s not a nice to have, not a – let’s make A students… but let’s learn. there is a deep hunger for this type of thing….
letter – “first time i smiled doing a derivative.”
“i actually got a natural high, like,… i’m doing kung fu here.”
as teachers we think we’re the only one’s who get off on this… actually learning something is the highest high in human being can have.
“spent entire summer on your youtube page… had basic deficiencies in math.. on placement test… didn’t miss a single math problem.”
i need to watch this video again… i know i missed a lot… of stuff that really matters.
great write up in The Chronicle of Higher Ed
saturday, september 25, 2010
sunday, march 13, 2011
student to valuable teacher time – ratio, now 100% of their time is valuable.global one world classroomadded game mechanics.. badges.. points…can track through district
tight design loop with teachers
it’s all been teacher driven
ready for prime time
million people on the site alreadyuser interface, reputation, dashboards, can coach, can get study partners, mentor, etc
monday, march 28, 2011
doesn’t see crowd sourcing on video based lecture
possibly but would have to be consistent with their brandto get people to do the homework – best way is to track it or to gamifying it
1000’s of people’s behavior has changed with badges
5th graders went into code to find out how many pts needed to get badgescould you make this work for grammar, writing or competition
sal thinks grammar is perfect for it
writing and competition is much more activity based, so doesn’t see it as muchanother asked how to help –
and they all agreed – can’t have everyone doing videos… they might not be good
so how can they help..
modules on grammar, etc, translationshow much prep:
try to prepare my brain, but not script my lecturecurrently khan is in families where one parent is in ed.. or google families
he thinks once khan exists.. catalyst for laptops and broadbandcool that he says no grade levels..how do you dance around copyright?
i have a very loose interpretation of fair use
listed places he has taken something from and then said…
i wouldn’t take something from mcgraw hill and do it..motivation problem
allow them to do it at their own pace – no embarrassment, allow them to get badges for motivation…
learning styles are a myth, there’s actually good instruction and bad instruction (?)
making sure there’s enough material out there that responds to different types of learners (?)how have you been able to tap into unschoolers, sadbury schools, because general concepts are not new
mastery-based learning, mastering something before you move on..when people watch a lecture they zone out after 10 min…huge amount of research, just didn’t exist because it wasn’t practical until now..
[how is this practical? seems like people using it are using it just to get the curriculum done..]khan academy – finally we have something that is something to do with the tech in the classroom… (?)encountered any resistence? no.now 5th graders who aren’t doing the chain rule, and parents are getting worriedcan college be disrupted – google could play a big role in that
best students are already using khan academy, so spend 6 mos at google, or wherever, do a series of projects, they are essentially your transcript, instead of paying tuition, we’ll pay you
(interesting there – like our – college is quasi career, hatcheries)
faculties become the ceo’s, kids don’t pay to go to school, they get paid to go..how do you do the next level of deep understanding
simulation based – ie: some unlock
maybe oral exams – to get to next level, have a skype oral exam… -clear how this helps at elementary level, but worried about curriculum at higher levels..you’ve cut the feedback loop here… is that a problem?
that would get closer to the peer to peer writing thing
i’m scared that this is going to be so successful it is going to dumb down the curriculum. so easy for teachers..
for bad teachers – they will at least get better at tests
for good teachers – khan has your back on that – we can go deeper in classchanges the convo at the dinner table when parents are doing the same math problemsis there a chance kids are gaming the system… just figuring out the game? are they retaining?
yes – but we are watching them… they sight the gaming and they continue to ask previous questions
have to add more modules to make sure people are understanding rather than just getting the mechanicshow do you assess, label kids, because people are expecting that?
khan thinks it’s a good idea to have standardized tests, but do them when you are ready for them
a lot of people, when you say no grades, it’s touchy feeling, the opposite is true, everyone should want 100% mastery… if you go through all of it and still don’t know when to use it, what good is the non-mastery
if we say you know this… you know it at the A – level.
Sal in Future of Learning documentary – by Ericsson:
8 min – education came from war
1. reading comprehension
2. search technique
3. how to believe – arms kids against doctrine
20 min version:
i love Sal.
disappointed that his book screams copyright. can i tweet it? so different than Moravec and knowmadic society.. they beg you to share.. learning begs you to share. no? [perhaps it’s just his publisher. but still.]
anyway – taking sparse notes here..
really pleased with a lot of what Sal has been saying in the book. i believe he really wants to serve the world..
could just be me, but noticing his emphasis on choosing time/place to study, but not so much on choosing what to study. i’m thinking – a lot of his success is that he is providing a place for kids to get ready for tests they need – to get in places. i don’t think kids typically – today – would seek out a video on quadratic equations if it weren’t on the test. and a lot of kids (parents) think that is a necessity now.. so khan is part of survival – denise pope talks about. so good for that.. but let’s notice what it’s doing and call it that..no? i still don’t think we realize what the human is capable of .. because we keep on testing humans that are in and/or have been through the system.. we don’t know what a free society would do with their free time. we suppose they would be lazy/selfish, but we don’t know. so we suppose they should be taught some things.
anyway.. at p. 122 – this is shown yet at another angle.. Sal says:
the promise of technology is to liberate teachers from those largely mechanical chores so that they have more time for human interactions.
which just came off the heals of talking about homework:
given all these drawbacks, why has it been accepted as gospel for so long that homework is necessary.
so i’d add – why is math necessary. why mush we teach anything. we have ample evidence that learning is natural… that curiosity and grit and a most sustainable means to human potential. so – we need to get out of the curriculum, classroom, grading/badging system all together…
the promise of tech – is it wants to help us get back to us.. so yes – help us grow closer – see/hear each other better – but not remain in a classroom, with even the slightest of agendas..
tech wants to unleash us to whimsy.. it wants to help ground the chaos.. connect us.. as we let everything be miscellaneous. no?
p. 127 – into the real world – let’s make sure we mean that.. and not go another 30 years with a better/new ish idea.. only to find we’re still in the box.. no?
p. 130 – all good points – except that your results were on people who believe they have to learn what they are told. perhaps – it’s a completely different game, more natural human beings – if that mindset is erase – or at least allowed to be erased.. as well.
when you say.. focus both on what students need to prove to the world through assessments and on what students actually need to know in the real world… why restrict oneself to one or the other? the old answer was that there wasn’t enough time to do both. thanks to technology, that excuse no longer applies.
well actually it does.. if we seek betterness.. what it means to be human and alive ness. because you compromise if you even go there in your mind. a raised eyebrow keeps us from us. and as long as we say – focus on what students need to prove to the world through assessments.. we’re messing with minds.. we are not being careful and we’re missing it.
p. 135 – again on what tech wants.. knowledge maps are great.. but not 1960’s sra style.. knowledge trails that follow your whimsy.. because that will get us to disruptive sustainability.. not going at our own pace at a prescribed topic of learning.
and too then.. the deciding when to go on is all on the curiosity level.. it’s a dance.. we could never manufacture.. because it’s first and foremost – per choice. daily.. 24/7 .. perpetual beta.
p. 136 – yes – every person could reach a high standard in science and math.. but we would be missing them, missing their gift.. not every person needs that knowledge.. esp in a linear order…
i don’t understand the comment about falling on their faces sometime later.. if we focus on a what to do when you don’t know what to do… learning is just in time rather than just in case… and perhaps – it’s authentic learning.. rather than seeking approval in some way.
p. ooh. liking this. androgogy (as opposed to pedagogy – art/science of teaching children, emphasis on teacher) – emphasis on learner. per choice. self directed learning with the teacher as guide rather than director.
and yes – for everyone..
p. 206 – oh my. oh my. kids stop learning in summer? what?
to me – that’s one of the best signs that school isn’t working.. it isn’t sustainable.. if it is true that people think people stop learning in the summer.. whatever it was that they were doing all winter.. the fact that they choose to stop… bad sign.
p. 209 – such idylls aside?
p. 230 – i thought earlier you said tests couldn’t predict how a person is..
p. 247 – whoa – plato quote again – perhaps not seeing the contradiction… assuming there are things that must be learned.. is compulsion.. – calling chess, music, art, … pastimes.. ?
ah. he’s believing creativity needs to emerge from these spaces..? that it’s not natural.
yes – i believe he did say early on – that learning itself is not natural..
that’s a big mattering.
wonder if he’s read – Peter Gray’s free to learn.. would love your take after that Sal…
students need a firm foundation before anything of consequence can be accomplished?…. what?
ok.. so curious if he’s read David Weinbergers too big to know.. again – would love your take on that Sal..
love the man’s heart. i wish i could meet up with him.
Sal speaking at nytschoolsconf sept 18, 2013:
13 min – the constant is 100% on a given content.. before moving on
17 min – standards.. common core … [to Sal – even if it’s a deep way, not superficial,.. are you sure everyone needs to know all that? it’s all good and well – just don’t understand why it needs to be compulsory]
what about this?
As the psychologist Teresa Amabile, professor at Harvard Business School, has shown in her book Creativity in Context (1996) and in many experiments, the attempt to increase creativity by rewarding people for it or by putting them into contests to see who is most creative has the opposite effect. It’s hard to be creative when you are worried about other people’s judgments. In school, children’s activities are constantly being judged. School is a good place for learning to do just what someone else wants you to do; it’s a terrible place for practising creativity.
and on Dweck – focus on praising effort can be detrimental as well.
grit as sustainability.. extrinsic motivation is a compromise. no?
interview dec 2013:
These people are big thinkers. Seeing that has given me the confidence to let my epic juices flow, so to speak—to indulge my science fiction, delusional dreams. You have to, for some of your stuff to become a reality.
First, create a universal degree that’s comparable to a Stanford degree, and second, transform the college transcript into a portfolio of things that students have actually created.
To that end, Khan said that he is working on a universal credentialing system that could compare a graduate of “Stanford or Harvard” by their raw abilities. Presumably, this credential would have to be some type of evaluation that would test and measure the abilities of all students, thereby making the granting institution irrelevant.
Exams and grades are much (much) easier to administer to thousands of students. Having each student create some type of product (like a gadget or program) for graduation would require far more faculty time. There’s a lot of institutional inertia against doing anything that complicated.
document everything ness
oct 2015 – khan’s school
After looking at the data, the Lab School team realized that students weren’t focusing enough on social studies. They also felt that they needed to do a better job grouping students by levels of independence, not just academic level, so Friedman had devised a new set of criteria to measure things like time management, self-knowledge, and focus. They were also revisiting the reading software their students were using and were about to start a trial in which different groups of students were put on three different programs to see which one was most effective.
The point here isn’t just to build a better school but to refine a model that other educators can build on—to change education across the country and the world. That’s why Khan is setting up the Center for Learning Innovation, a network to enable similar-minded schools to share their projects and findings. But ultimately, most of Khan’s supporters say, the best way to promote this new style of learning is to create a great school with amazing results that parents, teachers, and administrators will naturally want to emulate. “Convincing schools to make a change like this is difficult,” Benton says. “The only way to do it is to prove it.”
prove what… matters. ie: amazing results..?
perhaps we try – a nother way
Khan Academy Seeks Patent On EduA/B Testing news.slashdot.org/story/16/01/01…
jan 2016 – opening a lab school
Khan Academy: Organization’s Founder Salman Khan Opens New Private School in Silicon Valley
Khan told NPR that the school, located in Mountain View, Calif., is for grades 6-12 and expands from the free online resources available through the Khan Academy website.“We are inspired by Montessori and I would like to think that Maria Montessori would be pretty excited if she saw what was going on.”