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萨尔曼·可汗：解放创造力的课堂L...
Salman Khan on Liberating the Classroom for Creativity (Big Thinkers Series) (Transcript)
Sal Khan: What Khan Academy is most known for is there's a library for about 2,500 videos. Right now they're all made by me in English, although we are translating them, and they're everything from basic addition all the way to vector calculus and the French Revolution. And there's a video on the debt ceiling, [ laughs ] so a very comprehensive t of videos, and we keep add -- I keep adding more right now. But we've augmented it now that we've gotten funding this past year with an exerci platform, and it's an exerci platform that -- I'd actually written a primitive version of it for my cousins many of years ago, actually before I'd even made the first video, but I didn't have the bandwidth nor the talent to properly do that justice. And so when we got funding, I said, "This is where I think a lot of the meat is is actually giving people exercis and feedback and letting the videos complement that".
Sal Khan: My name is Salman Khan, and I'm the founder of the Khan Academy, and I'm currently its only faculty member, but that might be changing soon.
Sal Khan: And we generally view ourlves in kind of the top of the first inning right now. We got our funding about nine months ago, and we were able to hire a real engineering team to work on this, so we still think it's in early days. Our goal is to have this exerci. The video libraries keep going, cover everything that we can cover, do justice to in this type of a form factor, have exercis where someone can start at one plus one equals two. It focus on mastery-bad learning, where you master a concept before you progress to the next. It focus on lf-paced differentiated learning. Any kid can learn at their own pace, and they can also provide that data to parents or teachers, so they can u them in maybe a more structured framework. So, if it's ud in a classroom, a teacher can finally have every kid going at their own pace and have the teacher really focus on what we would consider kind of higher value-add activities, which is running simulations with students, doing actual interventions, getting the students to teach each other the concept.苹果手机如何设置壁纸
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Sal Khan: We don't want to force a role out to every school in the country. What we want to do -- and this is what we're trying to do in our pilot program this year is we want to show that this is a viable way to run a classroom that has positive outcomes, both subjective and objective outcomes in multiple different u cas, so it works in an affluent public school district like Los Altos, but, frankly, some of the most amazing numbers we saw in Los Altos were in the remedial class, where the students were not affluent. But it works in charter schools. It works in private schools. It works in public schools. It works with different demographics, and we think if we can show that it works and that if we can give a toolkit so that we can document how it's worked in all of the classrooms and we can give it to any student -- any teacher or parent in the world, then, you know, let the world decide for themlves if it's something they want to do, and we'll hope to support them more and more in doing it and making it a richer and richer offering.
Sal Khan: I mean, I think everyone can testify that in college they learned most of what they're learning the night before the exam from their peers, and then all the way fast-forward to now, what we're eing in Los Altos is what's happening is all the kids are work
ing at their own pace. They are watching the videos on their own when they have a question. Some students might get 90 percent from a video. Some students might get 60 percent from a video, but when they start to connect with each other, they can start to point out other things, and then they can look for other resources on the Web and they get each other to 100 percent. And this is something I really want to stress is that we don't -- there's a mindt, and I think some of the press that's been written about this makes it sound like we think or someone thinks that Khan Academy is this tool that's going to get -- you just watch a video and, bam, 100 percent. And hopefully that happens. You know, we're going to try to make the videos as good as possible, but what we think it does is it takes lecture out of the room. We think we're really effective in getting the lecture out of the room and allowing the videos to be consumed in a way that different people can take what they can from them and from other things on the Internet, frankly, and then when they go into the classroom, since the lecture's off the table now, they are now liberated to actually communicate with each other and they're liberated to have a conversation about mathematics. They're liberated to, like, sit next to their teacher. So the
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power, the real beauty isn't actually like, you know, some magic that Khan Academy has a neural plug-in to your brain and can deliver -- the real magic, I think, is that class has so much potential that we're letting happen now, becau we're taking all that other stuff that was kind of disrupting traditional class out of the way. And so the real magic is actually what happens when you let people talk to each other.
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Sal Khan: For me, like, the deepest learning happens with a project-bad story, but the projects can only be uful if people go into the projects with the core toolkit that -- so they can understand what's actually going into -- going in an analytical way. So every student working at their own pace, it doesn't matter what grade they are, what age they are. In fact, we're starting a few pilots with multi-age groups in the same classroom, and some can work on things that are below grade level. Some can work on things that are above grade level, but what it does is at least on the core concepts it allows every student to make sure that they have at least the core basics done and gives data to the teacher on where there is need. And then what we're hoping is it informs the teacher enough, saying, "You know what? I think the students in my class are ready for this type
of a project and that type of a project". And I think right now we are putting it on the teacher, like, "We've kind of liberated a lot of this core stuff off of you. You won't have to give the traditional lecture. You won't have to do the traditional homework, but you how have, I would say, maybe a larger responsibility to do more of this less-traditional stuff, which is invent an interesting project or find an interesting project". Two summers ago I was running a little summer camp mylf and I wanted to experiment with this, just eat my own dog food, to some degree, on what's going on. So what I did is I had the students that ud the videos and the primitive kind of the exercis back then to learn a little bit about probability and multiplying decimals and fractions and all that. And then what I wanted them to really internalize what probability is and what expected value is. I did a bunch of simulations. One of them had the -- I don't know if you've ever played "Settlers of Catan". It's like a trading game, right? So, like, we're all in one civilization and we can build roads, but we trade. Like, to build a road you need, like -- I don't know. I forgot -- like, two woods and three bricks, and you can build a road. And you might have four woods, and so we'll try to trade. We're competitive, but we're also trading with each other,
but obviously if you e students who've already mastered the basics of probability, they've watched some of tho videos on expected value, then this would be an ideal exerci for them, becau they're really going to internalize what expected value is.
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