Let's teach for mastery -- not test scores | Sal Khan

Prevoditelj: Stjepan Mateljan Recezent: Ivan Stamenković

I'm here today to talk about the two ideas that,

Danas sam ovdje kako bih govorio o dvije ideje koje,

at least based on my observations at Khan Academy,

barem na temelju mojih promatranja na Khan akademiji,

are kind of the core, or the key leverage points for learning.

su kao jezgra, ili ključna poluga učenja.

And it's the idea of mastery

A to su ideja ovladavanja

and the idea of mindset.

te ideja mentalnog sklopa.

I saw this in the early days working with my cousins.

Vidio sam to tijekom ranih dana radeći sa svojim nećacima.

A lot of them were having trouble with math at first,

Puno ih je imalo problema s matematikom isprve,

because they had all of these gaps accumulated in their learning.

jer su imali te rupe prikupljene tijekom učenja.

And because of that, at some point they got to an algebra class

Radi toga, u nekom bi trenutku došli na sat algebre

and they might have been a little bit shaky on some of the pre-algebra,

a mogli bi biti malo nesigurni u nečemu iz pre-algebre,

and because of that, they thought they didn't have the math gene.

te bi radi toga mislili kako nemaju matematički gen.

Or they'd get to a calculus class,

Ili bi došli na sat iz kalkulusa,

and they'd be a little bit shaky on the algebra.

a bili bi malo nesigurni u algebri.

I saw it in the early days

Vidio sam to tijekom ranih dana

when I was uploading some of those videos on YouTube,

kada sam podizao neke od tih videa na YouTube,

and I realized that people who were not my cousins were watching.

i shvatio kako ih gledaju i ljudi koji mi nisu nećaci.

(Laughter)

(Smijeh)

And at first, those comments were just simple thank-yous.

A u početku, ti su komentari bili samo jednostavni "Hvala vam".

I thought that was a pretty big deal.

Mislio sam kako je to prilično velika stvar.

I don't know how much time you all spend on YouTube.

Ne znam koliko vremena provodite na You Tubeu.

Most of the comments are not "Thank you."

Većina komentara nisu "Hvala vam."

(Laughter)

(Smijeh)

They're a little edgier than that.

Malo su oštriji od toga.

But then the comments got a little more intense,

Ali onda su komentari postali malo intenzivniji,

student after student saying that they had grown up not liking math.

učenik za učenikom je govorio kako je odrastao ne voleći matematiku.

It was getting difficult as they got into more advanced math topics.

Postajala je sve teža kako su ulazili u naprednije teme.

By the time they got to algebra,

Do vremena kad bi stigli do algebre,

they had so many gaps in their knowledge they couldn't engage with it.

imali su toliko rupa u znanju da se nisu s njom mogli uhvatiti u koštac.

They thought they didn't have the math gene.

Mislili su kako nemaju matematički gen.

But when they were a bit older,

Ali kad bi postali malo stariji,

they took a little agency and decided to engage.

malo bi se pribrali, te odlučili ipak se dohvatiti.

They found resources like Khan Academy

Našli bi resurse poput Khan akademije

and they were able to fill in those gaps and master those concepts,

te bi bili u mogućnosti ispuniti te rupe i ovladati tim konceptima,

and that reinforced their mindset that it wasn't fixed;

a to bi im ukazalo kako im mentalni sklop nije fiksan;

that they actually were capable of learning mathematics.

da zapravo jesu bili sposobni učiti matematku.

And in a lot of ways, this is how you would master a lot of things in life.

A na puno načina, to je kako biste ovladali sa puno stvari u životu.

It's the way you would learn a martial art.

To je način kako biste učili borilačku vještinu.

In a martial art, you would practice the white belt skills

U borilačkoj vještini, vježbali biste vještine za bijeli pojas

as long as necessary,

koliko je god potrebno

and only when you've mastered it

a tek kad biste im ovladali

you would move on to become a yellow belt.

biste napredovali da postanete žuti pojas.

It's the way you learn a musical instrument:

To je način kako učite muzički instrument:

you practice the basic piece over and over again,

vježbate osnovni stavak ponovo i opet iznova,

and only when you've mastered it,

a tek kad ste ga svladali

you go on to the more advanced one.

nastavljate na napredniji.

But what we point out --

Ali ono na što ciljamo --

this is not the way a traditional academic model is structured,

to nije način na koji je tradicionalan akademski model izgrađen,

the type of academic model that most of us grew up in.

tip akademskog modela unutar kojeg je većina nas odrasla.

In a traditional academic model,

U tradicionalnom akademskom modelu,

we group students together, usually by age,

grupiramo studente zajedno, obično po dobi,

and around middle school,

te oko srednje škole,

by age and perceived ability,

po dobi i opaženim sposobnostima,

and we shepherd them all together at the same pace.

te ih zajedno vodimo u istom ritmu.

And what typically happens,

I što se tipično događa,

let's say we're in a middle school pre-algebra class,

recimo da smo na srednjoškolskom satu pred-algebre,

and the current unit is on exponents,

a trenutna jedinica je o eksponentima,

the teacher will give a lecture on exponents,

učitelj će održati predavanje o eksponentima,

then we'll go home, do some homework.

pa ćemo otići doma, napraviti domaći rad.

The next morning, we'll review the homework,

Slijedeće jutro, pregledati ćemo domaći rad,

then another lecture, homework, lecture, homework.

Pa novo predavanje, domaći rad, predavanje, domaći rad.

That will continue for about two or three weeks,

To će nastaviti kroz otprilike dva ili tri tjedna,

and then we get a test.

a tad ćemo imati test.

On that test, maybe I get a 75 percent,

Na tom testu, možda ću ja dobiti 75 posto,

maybe you get a 90 percent,

možda ćete vi dobiti 90 posto,

maybe you get a 95 percent.

možda ćete vi dobiti 95 posto.

And even though the test identified gaps in our knowledge,

Te iako je test identificirao rupe u našem znanju,

I didn't know 25 percent of the material.

ja nisam znao 25 posto materije.

Even the A student, what was the five percent they didn't know?

Čak i odličan učenik, kojih je to 5 posto koje nije znao?

Even though we've identified the gaps,

Iako smo identificirali te rupe,

the whole class will then move on to the next subject,

cijeli će razred potom preći na slijedeću temu,

probably a more advanced subject that's going to build on those gaps.

vjerojatno napredniju temu koja će se nadograđivati na te rupe.

It might be logarithms or negative exponents.

To mogu biti logaritmi ili negativni eksponenti.

And that process continues, and you immediately start to realize

A taj se proces nastavlja, i odmah počnete shvaćati

how strange this is.

koliko je to čudno.

I didn't know 25 percent of the more foundational thing,

Nisam znao 25 posto temeljnije stvari,

and now I'm being pushed to the more advanced thing.

a sad me guraju u napredniju stvar.

And this will continue for months, years, all the way until at some point,

I to će se nastavljati kroz mjesece, godine, sve do neke točke,

I might be in an algebra class or trigonometry class

to može biti sat algebre ili sat trigonometrije

and I hit a wall.

kad ću pogoditi zid.

And it's not because algebra is fundamentally difficult

A to nije stoga što bi algebra bila iz temelja teška

or because the student isn't bright.

ili zato što učenik nije bistar.

It's because I'm seeing an equation and they're dealing with exponents

To je stoga što vidim jednadžbu koja koristi eksponente

and that 30 percent that I didn't know is showing up.

a tih 30 posto koje nisam znao se pokazuje.

And then I start to disengage.

I potom se počinjem odvajati.

To appreciate how absurd that is,

Kako bi shvatili koliko je to apsurdno,

imagine if we did other things in our life that way.

zamislite kad bismo druge stvari radili na takav način.

Say, home-building.

Recimo, izgradnju doma.

(Laughter)

(Smijeh)

So we bring in the contractor and say,

Dakle dovodimo izvođača radova i kažemo,

"We were told we have two weeks to build a foundation.

"Rečeno nam je kako imamo dva tjedna za izgraditi temelj.

Do what you can."

Učinite što možete."

(Laughter)

(Smijeh)

So they do what they can.

Pa oni učine ono što mogu.

Maybe it rains.

Možda pada kiša.

Maybe some of the supplies don't show up.

Možda se nešto materijala nije pojavilo.

And two weeks later, the inspector comes, looks around,

I dva tjedna kasnije dolazi inspektor, gleda uokolo,

says, "OK, the concrete is still wet right over there,

kaže: "Ok, beton je još uvijek mokar eno ondje,

that part's not quite up to code ...

ovaj dio nije baš po propisima ...

I'll give it an 80 percent."

Dat ću mu 80 posto."

(Laughter)

(Smijeh)

You say, "Great! That's a C. Let's build the first floor."

Vi kažete: "Odlično! To je trojka. Hajdemo sagraditi prvi kat."

(Laughter)

(Smijeh)

Same thing.

Ista stvar.

We have two weeks, do what you can, inspector shows up, it's a 75 percent.

Imamo dva tjedna, učinite što možete, inspektor se pojavi, to je 75 posto.

Great, that's a D-plus.

Super, to je dva plus.

Second floor, third floor,

Drugi kat, treći kat,

and all of a sudden, while you're building the third floor,

kad odjednom, dok izgrađujemo treći kat,

the whole structure collapses.

cijela se struktura uruši.

And if your reaction is the reaction you typically have in education,

A ako je vaša reakcija rekacija kakva je tipična u obrazovanju,

or that a lot of folks have,

ili kakvu puno ljudi ima,

you might say, maybe we had a bad contractor,

možete reći, možda smo imali lošeg izvođača radova,

or maybe we needed better inspection or more frequent inspection.

ili smo možda trebali bolju inspekciju ili češću inspekciju.

But what was really broken was the process.

Ali ono što je zapravo bilo loše je bio proces.

We were artificially constraining how long we had to something,

Umjetno ograničavamo koliko dugo trebamo nešto raditi,

pretty much ensuring a variable outcome,

poprilično osiguravajući promjenjiv ishod,

and we took the trouble of inspecting and identifying those gaps,

a potrudili smo se ispitati i identificirati te rupe,

but then we built right on top of it.

ali potom smo nadogradili direktno preko njih.

So the idea of mastery learning is to do the exact opposite.

Pa je ideja učenja za ovladavanje činiti točno obrnuto.

Instead of artificially constraining, fixing

Umjesto umjetnog ograničavanja, uglavljivanja

when and how long you work on something,

kada i koliko dugo ćete raditi na nečemu,

pretty much ensuring that variable outcome,

poprilično osiguravajući taj promjenjiv ishod,

the A, B, C, D, F --

1, 2, 3, 4, 5 --

do it the other way around.

učinimo to na drugi način.

What's variable is when and how long

Što je promjenjivo je kada i koliko dugo

a student actually has to work on something,

učenik zbilja mora raditi na nečemu,

and what's fixed is that they actually master the material.

a što je uglavljeno je kako moraju zbilja ovladati materijom.

And it's important to realize

I što je bitno shvatiti

that not only will this make the student learn their exponents better,

kako to neće samo učiniti da učenik bolje nauči svoje eksponente,

but it'll reinforce the right mindset muscles.

nego će i ojačati mišiće za ispravan mentalni sklop.

It makes them realize that if you got 20 percent wrong on something,

Učinit će da shvate kako ako imate 20 posto nečega pogrešnog,

it doesn't mean that you have a C branded in your DNA somehow.

to ne znači kako imate 3 žigosano negdje u svojoj DNK.

It means that you should just keep working on it.

To samo znači kako biste trebali nastaviti raditi na tome.

You should have grit; you should have perseverance;

Trebali biste ustrajati; trebali biste biti uporni;

you should take agency over your learning.

trebali biste upravljati vlastitim učenjem.

Now, a lot of skeptics might say, well, hey, this is all great,

Sad, puno skeptika može reći, dobro, hej, sve je to lijepo,

philosophically, this whole idea of mastery-based learning

filozofski, ta cijela ideja o učenju temeljenom na ovladavanju

and its connection to mindset,

i njegovoj vezi sa mentalnim sklopom,

students taking agency over their learning.

učenicima koji upravljaju svojim učenjem.

It makes a lot of sense, but it seems impractical.

Sve to ima puno smisla, ali čini se nepraktično.

To actually do it, every student would be on their own track.

Kako bi to zbilja izveo, svaki bi učenik trebao imati svoju stazu.

It would have to be personalized,

Morala bi biti personalizirana,

you'd have to have private tutors and worksheets for every student.

morali bi imati privatne staratelje i radne materijale za svakog učenika.

And these aren't new ideas --

A to nisu nove ideje --

there were experiments in Winnetka, Illinois, 100 years ago,

bilo je eksperimenata u Winnetki, Illinoisu, prije 100 godina,

where they did mastery-based learning and saw great results,

gdje su poučavali temeljeno na ovladavanju, i vidjeli odlične rezultate

but they said it wouldn't scale because it was logistically difficult.

ali su rekli kako se ne bi moglo proširiti jer je bilo logistički zahtjevno.

The teacher had to give different worksheets to every student,

Učitelj je morao davati različite radne materijale svakom učeniku,

give on-demand assessments.

davati procjene na zahtjev.

But now today, it's no longer impractical.

Ali danas, to više nije nepraktično.

We have the tools to do it.

Imamo potrebne alate.

Students see an explanation at their own time and pace?

Učenici da gledaju objašnjenja u vlastitom vremenu i ritmu?

There's on-demand video for that.

Za to postoji video na zahtjev.

They need practice? They need feedback?

Trebaju vježbu? Trebaju povratnu informaciju?

There's adaptive exercises readily available for students.

Postoje prilagodljive vježbe lako dostupne učenicima.

And when that happens, all sorts of neat things happen.

A kad se to dogodi, različite se fine stvari dogode.

One, the students can actually master the concepts,

Jedna, učenici mogu zaista ovladati konceptima,

but they're also building their growth mindset,

ali izrađuju i vlastiti mentalni sklop rasta,

they're building grit, perseverance,

izgrađuju ustrajnost, upornost,

they're taking agency over their learning.

preuzimaju upravu nad svojim učenjem.

And all sorts of beautiful things can start to happen

I svakakve prekrasne stvari se mogu početi događati

in the actual classroom.

u zbiljskoj učionici.

Instead of it being focused on the lecture,

Umjesto da su usredotočeni na lekciju,

students can interact with each other.

učenici mogu uzajamno međusobno djelovati.

They can get deeper mastery over the material.

Mogu dobiti dublju vlast nad materijom.

They can go into simulations, Socratic dialogue.

Mogu ići u simulacije, sokratski dijalog.

To appreciate what we're talking about

Da biste cijenili o čemu to ovdje pričamo

and the tragedy of lost potential here,

te tragediju izgubljenog potencijala,

I'd like to give a little bit of a thought experiment.

volio bih provesti maleni misaoni eksperiment.

If we were to go 400 years into the past to Western Europe,

Ako bismo otišli 400 godina u prošlost u Zapadnu Europu,

which even then, was one of the more literate parts of the planet,

koja je čak i tada bila jedan od pismenijih dijelova planeta,

you would see that about 15 percent of the population knew how to read.

vidjeli biste kako oko 15 posto populacije zna čitati.

And I suspect that if you asked someone who did know how to read,

I pretpostavljam kad biste pitali nekoga koji zna čitati,

say a member of the clergy,

recimo člana klera,

"What percentage of the population do you think is even capable of reading?"

"Koliki postotak populacije biste rekli kako je uopće sposobno čitati?"

They might say, "Well, with a great education system,

Mogli bi vam reći:"Pa, sa odličnim obrazovnim sustavom,

maybe 20 or 30 percent."

možda 20 do 30 posto."

But if you fast forward to today,

Alo ako ubrzate do danas,

we know that that prediction would have been wildly pessimistic,

znamo kako bi to predviđanje bilo debelo pesimistično,

that pretty close to 100 percent of the population is capable of reading.

kako je prilično blizu 100 posto populacije sposobno za čitanje.

But if I were to ask you a similar question:

Ali kad bih vam postavio slično pitanje:

"What percentage of the population do you think is capable

"Koliki postotak populacije biste rekli kako je sposobno

of truly mastering calculus,

zbiljski ovladavati infinitezimalnim računom,

or understanding organic chemistry,

ili razumjeti organsku kemiju,

or being able to contribute to cancer research?"

ili biti sposoban doprinijeti istraživanju raka?"

A lot of you might say, "Well, with a great education system,

Puno bi vas moglo reći:"Pa, uz odličan obrazovni sustav,

maybe 20, 30 percent."

možda 20, 30 posto."

But what if that estimate

Ali što ako je ta procjena

is just based on your own experience in a non-mastery framework,

samo temeljena na vašem vlastitom iskustvu iz poretka bez ovladavanja,

your own experience with yourself or observing your peers,

vašem vlastitom iskustvu s vama ili iz osmatranja vaših kolega,

where you're being pushed at this set pace through classes,

gdje ste gurani po tom ustaljenom ritmu kroz lekcije,

accumulating all these gaps?

prikupljajući sve te rupe?

Even when you got that 95 percent,

Čak i kad dobijete tih 95 posto,

what was that five percent you missed?

Kojih je bilo tih 5 posto koje ste promašili?

And it keeps accumulating -- you get to an advanced class,

A to se nastavlja prikupljati -- dospijete do napredne lekcije,

all of a sudden you hit a wall and say,

odjednom lupite u zid i kažete:

"I'm not meant to be a cancer researcher;

"Nije mi suđeno istraživati rak;

not meant to be a physicist; not meant to be a mathematician."

nije mi suđeno biti fizičar; nije mi suđeno biti matematičar."

I suspect that that actually is the case,

Pretpostavljam kako je upravo to na stvari,

but if you were allowed to be operating in a mastery framework,

ali ako bi vam bilo dopušteno operirati po poretku ovladavanja,

if you were allowed to really take agency over your learning,

ako bi vam bilo dopušteno zbilja upravljati nad svojim učenjem,

and when you get something wrong,

te kad nešto shvatite krivo,

embrace it -- view that failure as a moment of learning --

to i prihvatite -- vidite taj promašaj kao trenutak učenja --

that number, the percent that could really master calculus

taj broj, postotak koji bi zbilja mogao ovladati kalkulusom

or understand organic chemistry,

ili razumijeti organsku kemiju,

is actually a lot closer to 100 percent.

je zapravo puno bliži 100 posto.

And this isn't even just a "nice to have."

A to čak i nije samo "lijepo za imati".

I think it's a social imperative.

Mislim kako je to društveni imperativ.

We're exiting what you could call the industrial age

Izlazimo iz što biste mogli zvati industrijsko doba

and we're going into this information revolution.

te ulazimo u ovu informacijsku revoluciju.

And it's clear that some things are happening.

I jasno je kako se događaju neke stvari.

In the industrial age, society was a pyramid.

U industrijsko doba, društvo je bilo piramida.

At the base of the pyramid, you needed human labor.

U temelju piramide, trebali ste ljudski rad.

In the middle of the pyramid, you had an information processing,

U sredini piramide, imali ste obradu informacija,

a bureaucracy class,

klasu birokrata,

and at the top of the pyramid, you had your owners of capital

a na vrhu piramide, imali ste vaše vlasnike kapitala

and your entrepreneurs

i vaše poduzetnike

and your creative class.

i vašu stvaralačku klasu.

But we know what's happening already,

Ali znamo što se već događa,

as we go into this information revolution.

kako idemo u ovu informacijsku revoluciju.

The bottom of that pyramid, automation, is going to take over.

Temelj piramide, preuzet će ga automatizacija.

Even that middle tier, information processing,

Čak i taj srednji rang, obrada informacija,

that's what computers are good at.

to je ono u čemu su računala dobra.

So as a society, we have a question:

Pa kao društvo, imamo pitanje:

All this new productivity is happening because of this technology,

Sva se ta nova proizvodnost događa radi ove tehnologije,

but who participates in it?

ali tko u njoj sudjeluje?

Is it just going to be that very top of the pyramid, in which case,

Hoće li to biti samo taj krajnji vrh piramide, u kojem slučaju,

what does everyone else do?

što rade svi ostali?

How do they operate?

Kako oni opstaju?

Or do we do something that's more aspirational?

Ili činimo nešto ipak nadahnutije?

Do we actually attempt to invert the pyramid,

Pokušavamo li zapravo obrnuti piramidu,

where you have a large creative class,

gdje imate veliku stvaralačku klasu,

where almost everyone can participate as an entrepreneur,

gdje gotovo svatko može sudjelovati kao poduzetnik,

an artist, as a researcher?

umjetnik, kao istraživač?

And I don't think that this is utopian.

I ne mislim kako je to utopija.

I really think that this is all based on the idea

Zbilja mislim kako je sve ovo temeljeno na ideji

that if we let people tap into their potential

kako ako pustimo ljude doseći vlastite mogućnosti

by mastering concepts,

ovladavanjem koncepata,

by being able to exercise agency over their learning,

omogućavanjem obnašanja vlasti nad svojim učenjem,

that they can get there.

kako bi oni mogli doseći to.

And when you think of it as just a citizen of the world,

A kad razmišljate o tome kao tek građanin svijeta,

it's pretty exciting.

to je prilično uzbudljivo.

I mean, think about the type of equity we can we have,

Mislim, pomislite o tipu vrijednosti koji bismo mogli imati,

and the rate at which civilization could even progress.

te o stopi po kojoj bi čak civilizacija mogla napredovati.

And so, I'm pretty optimistic about it.

Tako da, prilično sam optimističan oko toga.

I think it's going to be a pretty exciting time to be alive.

Mislim kako će to biti prilično uzbudljivo vrijeme za biti živ.

Thank you.

Hvala Vam.

(Applause)

(Pljesak)