Khan Academy is most known for its collection of videos, so before I go any further, let me show you a little bit of a montage.
Xan Akademiyasi videolar to'plami bilan juda mashhur, shu sabab men davom ettirishimdan avval, sizlarga bitta kollajni ko'rsataman.
(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.
(Video) Salman Xan: Gipotenuza hozir besh bo'ladi. Bu hayvonning suyaklari - qoldiqlari faqat Janubiy Amerikaning bu sohasida topilgan bu yerda yaxshigina qatlam va Afrikaning bu qismida. Biz yuzada birlashtirsak bo'ladi va buning birligi odatda bosh harfli sigma. Milliy Assembleya: Ular Xalq Xavfsizligi Qo'mitasini tuzadi, juda yaxshi qo'mitaga o'xshaydi. E'tibor bering, bu aldegid va bu alkogol. Qo'zgatuvchi va xotira hujayralsrining farqiga boring. Galaktika. Bu yerda yana boshqa galaktika. Qarang, yana boshqa bir galaktika. Dollar hususida esa, Amerikalik ishlab chiqaruvchidan 30 million va yana 20 million dollar. Agar bu sizni lol qoldirmasa, sizda hissiyot yo'q.
(Laughter)
(Kulgi)
(Applause)
(Qarsaklar)
(Live) SK: We now have on the order of 2,200 videos, covering everything from basic arithmetic, all the way to vector calculus, and some of the stuff that you saw up 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 this is 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 up, really just as a kind of nice-to-have, just kind of a supplement for my cousins, something that might give them a refresher or something.
SX: Hozirda biz 2200 ta videoni buyurtmaga qo'yganmiz, bularda oddiy arifmetikadan boshlab toki vektor hisobotlari-yu va siz hozir ko'rgan ba'zi mavzulargacha bor. Bizning saytimizdan oyiga bir million o'quvchilar foydalanib, kuniga 100 tadan 200,000 tagacha bo'lgan tartibda videolarni tomosha qilishadi. Hozir biz gapirmoqchi bo'lganimiz bizning keyingi pog'onaga qanday borishimizdir. Lekin, bu haqida gapirishimdan avval, men buni qanday boshlaganligim to'g'risida gapirmoqchiman. Ba'zilaringiz buni bilganingizdek, besh yil avval men investitsiya jamg'armasida analist (tahlilchi) edim, Bostonda yashardim, va uzoq masofada turib Nyu Orleansdagi qarindosh uka va singillarimga dars o'tar edim. Shu paytda men YouTube web sahifasiga birinchi videolarni qo'ya boshladim, buni qarindosh uka-singil- larimga qulaylik darsiga qo'shimcha ularga qandaydir o'rganganlarini takrorlash uchun deb qo'ydim.
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 me that they preferred me on YouTube than in person.
YouTube ga birinchi videolarni qo'yishim bilanoq, qiziqarli voqea sodir bo'ldi - aslida ko'p qiziqarli voqealar ko'p edi. Birinchisi, qarindosh uka-singillarimning bu haqidagi fikrlari bo'ldi. Ularning aytishicha, ular meni shaxsan emas, balki YouTubedagi holatimni afzal ko'rishdi.
(Laughter)
(Kulgi)
And once you get over the backhanded nature of that, there was actually something very profound there. They were saying that they preferred the automated version of their cousin to their cousin. At first it's very unintuitive, but when you think about it from their point of view, it makes a ton of sense. You have this situation where now they can pause and repeat their cousin, without feeling like they're wasting my time. If they have to review something that 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 at their own time and pace. Probably the least-appreciated aspect of this is the notion that the very first time that you're trying to get your brain around a new concept, the very last thing you need is 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 it in the intimacy of their own room.
Bunday kinoyali holatni ortda qoldirgach, bu yerda qandaydir chuqur ma'noli narsa bor edi. Ularning aytishicha, ular akasining shaxsan o'zidan ko'ra, akasining avtomatlashgan (robotli) turini afzal ko'rishardi. Avvaliga, bu juda ham his tuyg'usiz hisoblanadi, lekin ularning nuqtai nazaridan o'ylasangiz, juda ham ma'noli. Bu holatda ular mening vaqtimni yo'qotmasdan, akasining gapini to'xtatib va yana takror-takror eshitishi mumkin. Agar ular bir necha hafta yoki bir necha yillar avval o'rganishi kerak bo'lgan biror mavzuni yana takror o'rganmoqchi bo'lsa, ular hijolat bo'lib, akasidan so'rab o'tirishga hojat qolmaydi. Ular o'sha videolarni ko'rishi mumkin. Agar zeriksalar, keyingi mavzularni ko'rishi mumkin. O'zlariga qulay vaqt va maromda ko'rishlari mumkin. Ehtimol, buning eng qulay bo'lmagani, avvalambor, eng birinchi marta yangi g'oyani tushunish uchun bosh qotirib turganda, sizga kerak eng oxirgi narsa boshqa bir insonning, "Buni tushundingmi?" deb aytishi. Huddi shu narsa qarindosh ukalarim bilan bo'lgan muloqotimda sodir bo'layotgan edi, hozir esa ular o'zlari yolg'iz holatda bu savolni so'rashlari mumkin. Yana bir voqea sodir bo'ldi - men bu video-
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 letters and all sorts of feedback from random people around the world. These are just a few. This is actually from one of the original calculus videos. Someone wrote it on YouTube, it was a YouTube comment: "First time I smiled doing a derivative."
-larni YouTubega shunchaki qo'yar edim, videolarni shaxsiy hisoblab, boshqalardan yashirishdan hech bir ma'no ko'rmadim, shu sababli men videolarni boshqalar ham ko'rishi uchun qo'ydim. So'ngra boshqalar videolarimni tasodifan ko'ra boshlashdi. Shu tufayli menga dunyo bo'ylab men tanimagan insonlar video haqidagi turli tuman e'tirozlarini, xatlar, fikrlarini yoza boshlashdi. Mana bular o'sha fikrlarning ozginasi xolos. Mana bu matematikadan eng avvalgi videolardan biri. Kimdir YouTube ga shunday yozgan - bu YouTube ga yozilgan fikr edi: "Nisbatni bajarayotganimda men birinchi marta tabbasum qildim."
(Laughter)
(Kulgu)
Let's pause here. This person did a derivative, and then they smiled.
Kelinglar, shu yerda to'xtatib turaylik. Bu inson nisbatli mashqni bajardi, keyin esa jilmaydi. Ayni shu fikrga yana kimdir
(Laughter)
javob yozgan - shu fikrning o'ziga. YouTube saytiga kirib,
In response to that same comment -- this is on the thread, you can go on YouTube and look at the comments -- someone else wrote: "Same thing here. I actually got a natural high and a good mood for the entire day, since I remember seeing all of this matrix text in class, and here I'm all like, 'I know kung fu.'"
bu yozilgan fikrlarni o'qishingiz mumkin - yana kimdir yozgan: "Menda ham huddi shunday sodir bo'ldi. Men esa kun bo'yi a'lo kayfiyatda bo'ldim. Darsimizda bu matritsali matnni ko'rganimni eslayman, videoni ko'rgach, "Men kung fu" ni bilaman dedim.
(Laughter)
(Kulgu)
We get a lot of feedback 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 clear that it was more than just a nice-to-have. This is just an excerpt from one of those letters: "My 12 year-old son has autism, and 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.
Shu kabi fikr mulohazalarni ko'p olamiz. Bu rostdan ham insonlarga foydali edi. Lekin, videolarimni ko'ruvchilar soni ko'paya borgach, odamlar menga xat yoza boshlashdi va bu videolar shunchaki qulaylikdan ham ortiqroq xususiyatga ekani ma'lum bo'la boshladi. Mana bu o'sha xatlarning bittasidan parchagina xolos. "Mening 12 yoshli o'g'lim autizm kasaliga duchor bo'lgan va matematikadan juda qiynaladi. Biz hamma narsani qo'llab ko'rdik, tomosha qildik, sotib oldik. Keyin, sizning o'nlik kasrlar haqidagi videoingizni ko'rsatdik va unga hammasi tushunarli bo'ldi. So'ng, u har doim qo'rqadigan oddiy kasrlar mavzusiga o'tdik. U bu safar ham tushundi. Avvaliga, biz bunga ishonmadik. U bag'oyat xursand." Tasavvur qiling, men investitsiya jamg'armasida tahlilchi edim. Ijtimoiy ahamiyatga ega biror ishni bajarish men uchun juda g'alati edi.
(Laughter)
(Kulgu)
(Applause)
(Qarsaklar)
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 were sending letters, but that this content will never grow old, that it could help their kids or their grandkids. If Isaac Newton had done YouTube videos on calculus, I wouldn't have to.
Bundan hayajonlanib, shu ishimni davom ettirdim. So'ngra, ba'zi fikrlar menda uyg'ona boshladi. Bu ayni paytda, nafaqat, mening qarindosh ukalarimga yoki menga xat yozayotgan insonlarga yordam beradi, balki bu mavzular hech qachon eskirmaydi, ularning farzandlariga yoki nevaralariga ham foydali bo'lishi mumkin. Agar Isaak Nyuton YouTubega matematika bo'yicha videolar tayyorlaganida, meni bu ishni bajarishimga hojat qolmasdi.
(Laughter)
(Kulgu) Yana, u (Isaak Nyuton)
Assuming he was good. We don't know.
bu sohada yaxshi deb o'ylagan holda aytyapman. Yana bilmaymiz.
(Laughter)
(Kulgu) Yana shu narsa sodir bo'ldiki -
The other thing that happened -- and even at this point, I said, "OK, 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 somehow penetrate the classroom. Then I started getting letters from teachers, and the teachers would write, saying, "We've used 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."
hatto o'sha paytda, men o'yladim, "Mayli, yaxshigina qo'shimcha ma'lumot. Qiziquvhi o'quvchilar uchun yaxshi. Balki, uyida ta'lim oluvchilar uchun yaxshidir." Lekin, men bu videolarni sinfxonasiga kirib boradi deb o'ylamagandim. Keyin esa, men o'qituvchilardan xatlar ola boshladim. O'qituvchilar menga shunday yozar edi: "Biz videolaringizdan darsni avvalgidan o'zgacha o'tish uchun foydalandik. Siz ma'ruzalarni bergansiz, biz endi nima qilamiz..." Ertagi kunda bunday holat Amerikadagi har bir sinfda sodir bo'lishi mumkin. "...men ma'ruzalarni uy ishi sifatida beraman, va avvallari uyga vazifa sifatida beradigan vazifalarni o'quvchilarim sinfxonada
And I want to pause here --
bajarishardi." Shu yerda men to'xtatib turmoqchiman - chunki
(Applause)
(Qarsaklar)
I want to pause here, 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 students can 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 -- and this is the unintuitive thing when you talk about technology in the classroom -- by removing the one-size-fits-all lecture from the classroom, and letting students have a self-paced lecture at home, 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 technology to 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 lecture to 30 students -- blank faces, slightly antagonistic -- and now it's a human experience, now they're actually interacting with each other.
biroz qiziqarli narsalarni aytmoqchiman. Birinchisi, o'sha o'qituvchilar bunday holatda dars o'tayotganlarida aniq bir foyda bor, endi ularning o'quvchilari huddi mening qarindosh ukalarim kabi videolarni mazza qilib ko'rishadi. Ular xohlagan payt- -larida videoni to'xtatib turishlari va istagancha takroran ko'rishlari mumkin. Lekin undanda qiziqrog'i, bu sinfxonadagi bu texnologiya haqida gapirgandagi hissiyot - bunda "hamma birdek o'rganadi" degan ma'ruzani sinfxonadan olib, o'quvchi- -larga uyda o'zlariga moslangan ravishda ma'ruza tinglashlariga, o'qituvchi sinfxonaga kelganida esa, ularga vazifani bajarishiga imkon beradi, o'quvchilar atrofida aylanib yurib, bir-birlari bilan vazifa borasida muloqot qila olishadi, mana bu o'qituvchilar texnologiyadan sinfni, darsni insoniylashtirish uchun foydalanishdi. Ularning avvalgi tajribasi butunlay teskari bo'lgan - 30 ta o'quvchini og'zini yopdirgan holatda bir-birlari bilan gaplashishlariga ruxsat bermagan. O'qituvchi, qanchalik zo'r bo'lsa ham, mana shu "hamma birdek o'rganadi", ma'ruzani 30 ta o'quvchiga o'qishlari kerak bo'sh yuzlar, unchalik do'stona emas -- va hozir esa bu insoniy tajriba. Endi ular rostdan ham o'zaro muloqotda.
So once the Khan Academy -- I quit my job, and 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 were doing to its natural conclusion? And so, what I'm showing over here, these are actual exercises that 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 need, until 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. The paradigm here 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.
Xullas, Xan Akademiyasini tashkil qilishim bilan men ishimni tashladim va biz haqiqiy tashkilotga aylandik - tadbirkor tashkiloti emasmiz - savol shundaki, biz bu Akademiyani keyingi darajaga qanday olib chiqamiz? O'sha o'qituvchilar qilayotgan ishlarini tabiiy hulosasiga qanday yetkazamiz? Mana bu yerda ko'rsatayotganlarim qarindosh ukalarim uchun yoza boshlagan asl mashqlardir. Mening eng avvalgi mashq va videolarim sodda edi. Mana bu esa shuning mukammalroq turi. Lekin ma'no shuki, siz birorta tushunchani anglaguningizcha toki 10 savolga to'g'ri javob berguningizcha yetarlicha savollar tayyorlab beramiz. Xan Akademiyasi videolari ham shu yerda. Agar mashqni qanday bajarishni bilmasangiz, mashqni bajarish uchun maslahatlar olasiz. Lekin bu namunada, mashq juda sodda narsaga o'xshaydi: 10 tasini ketma-ket bajarasiz va keyingilarini bajarasiz. Lekin bu usul hozirda sinfxonalarda bo'layotgan holatdan butunlay o'zgacha.
In a traditional classroom, you have 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 zeroth power. Then you build on that in the next concept. That's analogous to -- imagine learning to ride a bicycle. Maybe I give you a lecture ahead of time, and I give you a bicycle for two weeks, then I come back after two weeks, and 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 forehead --
An'anaviy darslarda ikkitacha uyga vazifa bo'lishi mumkin, ya'ni uyga ishi - ma'ruza, keyin esa o'zlashtirishni aniqlash uchun imtihon. Va shu imtihonda siz 70%, 80%, 90% yoki 95% to'g'ri javob topsangiz ham, sinf keyingi mavzuni boshlaydi. Hattoki, o'sha 95% to'g'ri javob topgan o'quvchi 5% bilmagan mavzusi nima bo'ladi? Balki o'sha o'quvchi biror raqamning 0 darajasi nimaga teng bo'lishini bilmagandir. Va o'qituvchi shu mavzu asosida keyingisini tushuntiradi. Xuddi velosiped haydashni o'rganayotgandek, ya'ni men sizga oldindan ma'ruza o'qiyman va o'sha velosipedni ikki haftalik muddatga beraman. Ikki haftadan so'ng kelib aytaman, "Qani, endi ko'raylik. Chapga burilishga qiynalayapsiz. Velosipedni to'xtata olmayapsiz. Siz 80%lik velosipedchisiz." Shunday qilib, peshonangizga katta "C" (3 baho degani) nusxasini qo'yaman
(Laughter)
va sizga "mana endi bir g'ildirakli velosipedni oling" deyman.
and then I say, "Here's a unicycle."
(Laughter)
Bu qanchalik g'alati, kulgili tuyulmasin,
But as ridiculous as that sounds, that's exactly what's happening in our classrooms right now. And the idea is you fast forward and good students start failing algebra all of the sudden, and start failing calculus all of the sudden, despite being smart, despite having good teachers, and it's usually because they have these Swiss cheese gaps that kept building throughout their foundation. So our model is: learn math the way you'd learn anything, like riding 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 fail. But we do expect mastery.
hozirgi paytda sinfxonalarimizda sodir bo'layotgan holat. G'oya shuki, siz keyingi mavzularni tushuntiraverasiz va o'quvchilar a'lochi, aqlli bo'lishsa va yaxshi o'qituvchilari bo'lsa-da, birdan algebra fanini o'zlashtira olmaydi va umuman hisobni ham. Odatda buning sababi o'quvchilarda kichik bo'shliqlar paydo qiladi, bu esa ilm olish boshidanoq to'plana boshlaydi. Xullas, matematikani xuddi boshqa narsani o'rganganingizdek o'rganing, masalan, velosiped haydashni o'rganganish kabi. Velosipedda o'tirishni, undan yiqilishni. Mukammal o'zlashtirguningizcha mashq qilib bajaring. An'anaviy model esa tajriba, sinov va yiqilishni jazolaydi, ammo mukammal o'zlashtirishni kutmaydi. Biz tajriba qilib ko'rishingizni, yiqilishingizni qo'llab-quvvatlaymiz. Lekin, biz mukammal o'zlashtirishingizni kutamiz.
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. 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. The paradigm is, once you get 10 in a row on that, it keeps forwarding you to more and more advanced modules.
Mana bu modullarimizning yana bittasi. Bu trigonometriya. Bu ko'chuvchi va aks etuvchi vazifalari. Bularning hammasi bir-biriga mos keladi. Hozirgi paytda bundaylardan bizda 90 tasi bor. Hozirning o'zida web-sahifaga kirib ko'rishingiz mumkin. Hammasi tekin. Asosiy g'oya - hammasining shu ilm xaritasiga joylasha olishida. Bu yerdagi cho'qqi - bir xonali raqamlarni qo'shishdir. Bu huddi birni birga qo'shsa ikkiga teng degani kabi. Mohiyat shundaki, siz ketma-ket 10 ta ball yig'sangiz, sizni undanda murakkab mashqlarga olib boradi. Xullas, ilm xaritasidan olg'a yuraversangiz,
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 taught in this type of a framework. So you can imagine -- and this is what we are working on -- from this knowledge map, you 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 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.
biz ancha murakkab arifmetikaga kirib boramiz. So'ng, boshlang'ich va elementar algebrani boshlaysiz. So'ngra, algebra bir, algebra ikkini boshlaysiz, biroz boshlang'ich hisobotdan ham bor. G'oya -- bundan foydalangan holda biz bu nusxada o'qitish mumkin bo'lgan hamma narsani o'qita olamiz. Tasavvur qiling, mana shu biz ishlayotgan narsa - bu ilm xaritasidan mantiq, kompyuter dasturlashtirishi, grammatika, genetika bor, hammasi shu g'oyaga asoslangan: siz u va bularni bilsangiz, keyingi mavzuni o'zlashtirishga tayyorsiz. Bu usul shaxsiy o'rganish uchun yaxshi va bu usulni bolalaringiz uchun qo'llashingizni tavsiya etaman, lekin hammaga o'zlari uchun ham qo'llab ko'rish- -larini tavsiya etaman. Kechki ovqat paytidagi suhbatni
But what we want to do is use the natural conclusion of the flipping of the classroom that those early teachers had emailed me about. And so what I'm showing you here, this is data from a pilot in the Los Altos school district, where they took two fifth-grade classes and two seventh-grade classes, and completely gutted their old math curriculum. These kids aren't using textbooks, or getting one-size-fits-all lectures. They're doing Khan Academy, that software, for roughly half of their math class. I want to be clear: we don't view this as a complete math education. What it does is -- this is what's happening in Los Altos -- it frees up time -- it's 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.
o'zgartiradi. Ammo bizning maqsadimiz bizga avvalari xatlar yozgan o'qituvchilarning butunlay o'zgacha dars o'tish usuli natijasidan foydalanishdir. Ko'rayotganingiz, Los Altos maktabi sinov dasturining aniq ma'lumotlari, ular ikkita 5-sinf va ikkita 7-sinfdagi eski matematika o'quv qo'llanmasidan foydalanishni butunlay to'xtatdilar. Bolalar darsliklardan foydalanmayapdi, ular butun sinf ma'ruzalarini o'rganmayapdilar. Ular Xan Akademiyasidan foydalanyapdilar, matematikada yarim dars davomida o'sha dasturdan foydalanyapdilar. Shuni aytmoqchimanki, biz bunga matematikadan to'liq kurs deb qaraymiz. Xuddi shu holat Los Altosda bo'lyapdi. Bu murakkab muammo ustida ishlashingiz, tenglamalar tizimini qanday ishlashni bilishingizni tekshiradi va mavzu bo'yicha mashqlar bajarish, o'yinlar mexanika, robot qurish va soyasiga asoslanib, tepalik balandligini hisoblash uchun o'quvchilarga
And so the paradigm is the teacher walks in every day, every kid works at their own pace -- this is actually a live dashboard from the 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 kids, who are already proficient in that concept, to be the first line of attack, and actually tutor their peer."
vaqt beradi. Xullas, maqsad - o'qituvchi har kuni darsga keladi, har bir o'quvchi o'zining o'z tezligida ishlaydi - bu Los Altos maktab bo'limidan chin ma'lumotlar - o'quvchilar natijalarni ko'rib turadilar. Har qator - o'quvchi. Har ustun ana o'sha mavzulardan bittasi. Yashil rang - o'quvchi mukkammal biladi degani. Havo rang - ushbu mavzu ustida ishlashyapdi, hammasi joyida. Qizil - shu yerda to'xtab qolishdi degani. O'qituvchining qiladigan ishi esa huddi shunday deyishdir, "Qizil rangdagi bolalarga yordam beraman." Yoki yaxshisi, "Yashil rangdagi shu mavzuni yaxshi biladigan bolalarning bittasini olib olib do'stlariga shu mavzuni tushuntirib berishini tayinlayman."
(Applause)
(Qarsaklar)
Now, I come from a very data-centric reality, so we don't want that teacher to even go and intervene and have to ask the kid awkward questions: "What don't you understand? What do you understand?" and all the rest. So our paradigm is to arm teachers with as much data as possible -- data that, in any other field, is expected, in finance, marketing, manufacturing -- so the teachers can diagnose what's wrong with the students so they can make their interaction as productive as possible. Now teachers know exactly what the students have been up to, how long they've spent each day, what videos they've watched, when did they pause the videos, what did they stop watching, what exercises are they using, what have they focused on? The outer circle shows what exercises they were focused on. The inner circle shows the videos they're focused on. The data gets pretty granular, so you can see the exact problems the student got right or wrong. Red is wrong, blue is right. The leftmost question is the first one the student attempted. They watched the video over there. And 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.
Endi esa aniq ma'lumotlardan gapiraman, endi o'qituvchining o'quvchi oldiga borib, undan bu noqulay savolni so'rashiga zarurat yo'q: "Nimani tushunmayapsan?" yoki "Nimani tushunyapsan?" va shu kabilar. Maqsadimiz o'qituvchilarni har qanday sohada, xoh moliya sohasi, xoh iqtisod, xoh ishlab chiqarish bo'lsin, keraklicha ma'lumotlar bilan ta'minlashdir. Shunda ular o'quvchilar qaysi mavzuni tushunmayotganini aniqlay oladilar va o'quvchilari bilan iloji boricha unumli bo'ladilar. Endi o'qituvchi o'quvchining qaysi mavzu bilan band ekanligini, har kuni qancha shug'ullanayotganini, qaysi videodarslikni o'rganayotganini, qaysi mashqlardan foydalanayotganini, asosiy e'tibor nimada ekanini bilaoladilar. Tashqi aylana o'quvchilar qaysi mashqlarga e'tibor berganini, ichki aylana hozir ularning e'tiboridagi videolarni ko'rsatadi. O'quvchilar bajarayotgan mashqlarni siz batafsil va aniq tarzda ko'ra olasiz. Qizil - xato bajarilgan, havorang - to'g'ri bajarilgan mashqlar. Chapda, o'quvchining birinchi javob bergan savolidir. Bu yerda ular ko'rgan video. Ko'rayapmizki, o'quvchilar ketma-ket 10 ta ball to'play oldilar. Xuddi ularning oxirgi 10 ta mashqni bajarishlarini kuzatishdek. Undan tashqari, ular ham tez bajarishyapdi. Balandlik bularni bajarishga qancha vaqt
When you talk about self-paced learning, it makes sense for everyone -- in education-speak, "differentiated learning" -- but it's kind of crazy, what happens 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 ahead and a group who are a little bit slower. In a traditional model, in 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 students work at their own pace -- we see it over and over again -- you see students who took a little bit extra time on 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 again. It makes you really wonder how much all of the labels maybe a lot of us have benefited from were really just due to a coincidence of time.
ketganini ko'rsatadi. Xullas, insonning o'zlashtirish tezligini o'zi tanlashi deganda, differensial ta'lim tushuniladi, va buni sinfxona sharoitidagi darslarda tasavvur qilish qiyin. Chunki, har safar har bir sinfda biz darsni odatiy usulda o'tganimizda, besh kun o'tgach, mavzuni tezda o'zlashtirib, oldinlab ketgan bir guruh o'quvchilar va biroz sekinroq o'zlashtira- -yotgan yana bir guruh o'quvchilar bo'ladi. An'anaviy yo'lda, bilim umumiy tekshirilsa, "Bular iste'dodlilar, bular esa sekinroq o'zlashtiradi", deysiz. Balki, ularni boshqacha o'qitish kerakdir. Balki har xil sinflarga joylash kerakdir. Lekin har bir o'quvchining o'z tezligini o'zi hal qilishga qo'yib bersak, ba'zi o'quvchilar mavzuni o'zlashtirishga ko'proq vaqt sarflaganini qayta-qayta ko'ramiz, ammo o'sha tushuncha, mavzuni tushunib olgach esa ular juda tez o'zlashtirishni boshlaydilar. 6 hafta oldin, sekin o'zlashtiradi deyilgan o'sha o'quvchilar endi iste'dodli hisoblanadi. Bu holatni biz takror va takror ko'rayapmiz. Bu esa bizni o'ylantirib qo'yadi, qancha narsalar haqiqatdan ham shuncha davr mobaynida tasodifan sodir bo'lganligini anglab hayron qoladi, odam.
Now as valuable as something like this is in a district like Los Altos, our goal is to use technology to humanize, not just in Los Altos, but on a global scale, what's happening in education. And that brings up an interesting point. A lot of the effort in humanizing the classroom is focused on student-to-teacher ratios. In our mind, the relevant metric is: student-to-valuable-human-time- with-the-teacher ratio. So in a traditional model, most of the teacher's time is spent doing lectures and grading and whatnot. Maybe five percent of their time is sitting next to students and 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.
Endi esa mana shunday qimmatbaho narsa Los Altos tumanida ekan, bizning maqsadimiz, nafaqat Los Altosda, balki jahon miqyosida texnologiyadan ta'lim jarayonini insonlar uchun qulay qilish maqsadida foydalanish. Bundan bir qiziqarli fikr paydo bo'ladi. Sinf, darslarni insonlar uchun mos qilishda ko'pincha o'quvchi- -o'qituvchi nisbatiga e'tibor berilgan. Bizning fikrimizcha, mos ko'rsatkich bu o'quvchining o'qituvchi bilan muloqotda bo'lgan foydali vaqti nisbatidir. Xullas, an'anaviy usulda, o'qituvchi ko'p vaqtini ma'ruzalar tayyorlash, baholash va shu kabi ishlar uchun sarflagan. Balki, vaqtining 5%ini o'quvchi uchun sarflagandir. Endi esa, 100% vaqtini o'quvchilar bilan ishlash uchun sarflashi mumkin. Qaytaraman, texnologiyadan foydalangan holda, siz, nafaqat dars o'tish jarayonini butunlay o'zgartirasiz, balki avvalgiga nisbatan 5 yoki 10 karra qulay qilasiz. Tasavvur qiling, bu nafaqat
As valuable as that is in Los Altos, imagine what it does to the adult learner, who's embarrassed to go back and learn stuff they should have known before going back to college. Imagine what it does to a street kid in Calcutta, who has to help his family during the day, and that's the reason 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 embarrassed about what they do or don't know. Now imagine what happens where -- we talked about the peers teaching each other inside of a classroom. But this is all one system. There's no reason why you can't have that peer-to-peer tutoring beyond that one classroom. Imagine what happens if that student in Calcutta all of the sudden can tutor your son, or your son can tutor that kid in Calcutta. And I think what you'll see emerging is this notion of a global one-world classroom. And that's essentially what we're trying to build.
Los Altosda balki universitetda o'qishni boshlashdan avval o'rganish kerak bo'lgan mavzularni qaytadan o'rganishga hijolat bo'lgan o'smirlar uchun ham foydalidir. Tasavvur qiling, bu kun davomida oilasiga yordam berish maqsadida, maktabga bora olmay, Kalkutta ko'chasida ishlaydigan o'g'il yoki qizga qanday foydasi bo'lishi mumkin. Endi esa, ular kuniga ikki soat sarflab, o'rganmay qolgan mavzularni tengdoshlari qatorida bo'lib, o'zlashitirib olishlari mumkin. Buning natijasida, boshqa o'quvchilar oldida bilmagan mavzularidan uyalmaydi. Endi esa, dars jarayonida o'quvchilar bir-biriga o'rgatganida nima bo'lishini tasavvur eting. Lekin, buning hammasi bir tizim. O'quvchilarning bir-biriga dars o'tishini albatta, bir darsdan tashqarida ham uyushtirishingiz mumkin. Tasavvur qiling, agar Kalkuttadagi o'sha o'quvchi birdaniga sizning o'g'lingizga dars o'ta olsa yoki o'g'lingiz Kalkuttadagi o'sha bolaga dars o'ta olsa-chi? Mening fikrimcha, natijada, butun jahon uchun dunyoviy sinfxona paydo bo'layotganini ko'rasiz. Aslida, biz mana shu narsa qurmoqchimiz.
Thank you.
Rahmat.
(Applause)
(Qarsaklar)
Bill Gates: I'll ask about two or three questions.
Salman Khan: Oh, OK.
(Applause continues)
(Applause ends)
Bill Geyts: Siz bu tizimda qiziqish va motivatsiya, mulohaza
BG: I've seen some things you're doing in the system, that have to do with motivation and feedback -- energy points, merit badges. Tell me what you're thinking there.
yuritish kabi narsalar, belgilar va baholash kabilarga alohida e'tibor qaratayotgan ekansiz. Bular nimani anglatishini aytib beringchi.
SK: Oh yeah. No, we have an awesome team working on it. I have to be clear, it's not just me anymore. I'm still doing all the videos, but we have a rock-star team doing the software. We've put a bunch of game mechanics in there, where you get badges, we're going to start having leader boards by area, 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-graders going one direction or another, depending what badge you give them.
Xan: Ha, bu ustida ajoyib jamoa ishlayapdi. Aytish joizki, hozir yolg'iz ishlamayapman. Hamma videolarni o'zim tayyorlayman, lekin dasturlash uchun yulduzli guruhimiz bor. Biz tizimga har xil o'yin turini kiritdik, u yerda har xil baholar olishingiz mumkin, bu bilan biz har bir sohada liderlarni ham aniqlaymiz. Bu juda ham qiziqarli. Bajarilgan ish uchun to'plagan ballaringiz va natijalaringiz butunlay tizimimizda ko'rinadi, masalan, o'n minglab 5- yoki 6-sinf o'quvchilari to'plagan natijalariga qarab bir yoki boshqa yo'nalishda ketadi.
(Laughter)
(Kulgi)
BG: And the collaboration you're doing with Los Altos, how did that come about?
BG: Los Altosdagi maktab bilan hamkorligingiz qanday boshlangan? Xan: Los-Altosda men kutmagan narsa sodir
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?" I said, "Well, every student would work at their own pace, on something like this, we'd give a dashboard." They said, "This is kind of radical. We have to think about it." 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?"
bo'ldi. Bu usulni dars jarayonida qo'llash- larini kutmagandim. Rahbarlikdan kimdir kelib mendan so'radi: Darslarni o'zingiz istagancha o'tishingiz uchun ruxsat berilganda nima qilardingiz? Men: Har bir o'quvchi o'zining o'zlashtirish tezligida ishlashga qo'yib berardim, natijalarni kuzatardim." Ular esa: Bu juda radikal. Biz bu haqda o'ylab ko'ramiz. Men va mening guruhim "Ular hech qachon bu usulni qo'llashmaydi", deb o'yladik. Lekin, ertasi kuni ular "Bu usulni ikki haftadan keyin boshlay
(Laughter)
olasizmi?" deb so'radi. (Kulgi)
BG: So fifth-grade math is where that's going on right now?
BG: "Xullas, hozir bu 5-sinf matematika darsida qo'llanilmoqda,
SK: It's two fifth-grade classes and two seventh-grade classes. They're doing it at the district level. I think what they're excited about is they can follow these kids, not only in school; on Christmas, we saw some of the kids were doing it. We can track everything, 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 data that even at the district level, they can see.
shundaymi?" Xan: "Ikkita 5-sinf va ikkita 7-sinf darslarida. Butun maktab uyushmasi foydalanayapti. Menimcha ularga o'quvchilarning natijalarini kuzatish yoqadi. Bu faqat maktab uchungina ahamiyatli emas. Biz hatto o'quvchilarning bayramda ham shug'ulanganini ko'rdik. Ular o'zlashtirish jarayonini okrug bo'yicha kuzata oladilar. Yozda o'qituvchilar almashgan vaqtda ham programma uzluksiz ekanligi sabab ularni kuzata olish imkoniyatiga ega bo'lishdi.
BG: So some of those views we saw were for the teacher to go in and track actually what's going on with those kids. So you're getting feedback on those teacher views to see what they think they need?
BG: Ya'ni, bu yerdagi ba'zi bir ma'lumotlar o'qituvchilar uchun juda foydali, tog'rimi? Masalan, o'quvchilarning asosiy muammolarini tushunishda. Siz o'qituvchilar bu haqda fikrlari bilan qiziqasizlarmi, ular buni qanday tushunishlari haqda?
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 saying, "Hey, this is nice, but --" Like that focus graph, a lot of the teachers said, "I have a feeling a lot of the kids are jumping around and not focusing on one topic." So we made that focus diagram. So it's all been teacher-driven. It's been pretty crazy.
Xan: Albatta, sxemalarning ko'pini o'qituvchilar ishlab chiqqan. Biz o'z natijalari bilan tanishishlari uchun o'quvchilarga ham ishlab chiqdik va biz o'qituvchilar bilan hamkorlikda ishlaymiz. Ular shunday deyishadi: "Hey, bu yaxshiku, lekin..." Masalan, e'tibor grafigi haqida aytishadi: "Menimcha, ko'p o'quvchilar bir mavzuda e'tiborini tutib tura olishmaydi". Shu sabab, mana shu diagrammani ishladik. Xullas, bu ham o'qituvchilar yordami bilan
BG: Is this ready for prime time? Do you think a lot of classes next school year should try this thing out?
tuzildi. Umuman olganda bu judayam qiziq. BG: Yulduzli lahzalarga tayyormisiz? Keyingi o'quv yilida buni ko'proq sinflarda qo'llasak bo'ladimi?
SK: Yeah, it's ready. We've got a million people on the site already, so we can handle a few more.
Xan: Xa, biz tayyormiz. Bizning saytimizda hozirda 1 million foydalanuvchi bor, va biz yana bir nechta
(Laughter)
millionni ham amallay olamiz. (Kulgi)
No, no reason why it really can't happen in every classroom in America tomorrow.
Ertaga Amerikadagi barcha sinflarda buni amalga oshira olishimizga to'sqinlik yo'q.
BG: And the vision of the tutoring thing. The idea there is, if I'm confused about a topic, somehow right in the user interface, I'd find people who are volunteering, maybe see their reputation, and I could schedule and connect up with those people?
BG: Sizning g'oyangiz bu ta'lim berish. G'oya shundaki, agar men nimanidir tushunmasam, men kimnidir topib undan menga buni tushuntirib berishini so'rayman, masalan, ularning unvoni yoki natijasiga qarab, men shunday insonlar bilan bog'lana olamanmi?
SK: Absolutely. And this is something I recommend everyone in this audience do. Those dashboards the teachers have, you can go log in right now and you can essentially become a coach for your kids, your nephews, your 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.
Xan: Albatta. Men buni ushbu auditoriyadagi barchaga maslahat bergan bo'lar edim. Siz hozirni o'zida o'qituvchilar uchun sozlamalarga kirib, ustozga aylanishingiz mumkin va farzandlaringiz, jiyanlaringiz, aka-uka va singillaringiz uchun dars o'tishni boshlashingiz mumkin. Hozirning o'zida siz kim uchundir ustoz yoki murabbiyga aylanishingiz mumkin. Bu yerda buning uchun hamma narsa tayyor.
BG: Well, it's amazing. I think you just got a glimpse of the future of education.
BG: Bu chindan ham ajoyib. Menimcha siz ta'lim kelajagini yaratdingiz.
BG: Thank you. SK: Thank you.
Rahmat. Xan: Rahmat.
(Applause)
(Qarsaklar)