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

Translator: Nurul Hanim Abd Karim Reviewer: Aznah Binti Arshad

Saya di sini hari ini untuk bercakap mengenai dua idea iaitu,

berdasarkan pemerhatian saya di Khan Academy,

menjadi tunjang atau perkara utama dalam pembelajaran.

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

Iaitu idea tentang penguasaan

at least based on my observations at Khan Academy,

dan idea tentang pola fikiran.

Saya nampak ketika mula bekerja bekerja dengan sepupu saya.

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

Awalnya, ramai yang alami masalah dengan matematik,

And it's the idea of mastery

kerana mereka ada jurang terkumpul dari pembelajaran mereka.

and the idea of mindset.

Dan kerana itu, ketika mereka masuk ke satu kelas algebra

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

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

dan mereka mungkin sedikit goyah pada beberapa asas algebra,

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

dan kerana itu, mereka ingat mereka tiada gen matematik.

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

Atau mereka masuk kelas kalkulus,

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

dan mereka sedikit goyah dengan algebra.

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

Saya nampak ketika mula-mula

saya muat naik beberapa video ke YouTube,

Or they'd get to a calculus class,

dan menyedari orang selain sepupu saya sedang menonton.

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

I saw it in the early days

(Ketawa)

when I was uploading some of those videos on YouTube,

Pada mulanya, komen adalah hanya ucapan ringkas terima kasih.

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

Saya rasa ianya perkara besar.

Saya tak tahu berapa lama anda tonton YouTube

(Laughter)

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

Kebanyakan komen bukannya “Terima kasih.”

(Ketawa)

Mereka lebih kasar dari itu.

I thought that was a pretty big deal.

Tapi bila komen mula jadi lebih tegang,

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

satu demi satu pelajar berkata mereka membesar tak suka matematik.

Most of the comments are not "Thank you."

(Laughter)

They're a little edgier than that.

Ia jadi makin susah bila masuk topik matematik lebih tinggi.

But then the comments got a little more intense,

Bila mereka sampai ke algebra,

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

ada terlalu banyak jurang pengetahuan yang tidak dapat difahami.

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

Mereka fikir mereka tiada gen matematik.

Tapi bila mereka lebih dewasa,

By the time they got to algebra,

mereka memutuskan untuk cuba semula.

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

Jumpa sumber seperti Khan Academy

They thought they didn't have the math gene.

dan mampu mengisi jurang itu dan kuasai konsep itu,

But when they were a bit older,

dan kukuhkan minda mereka yang anggapan bukan tetap;

they took a little agency and decided to engage.

mereka boleh mempelajari matematik.

They found resources like Khan Academy

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

Dalam banyak cara, beginilah cara anda menguasai banyak perkara dalam hidup.

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

Cara anda guna belajar seni mempertahankan diri.

that they actually were capable of learning mathematics.

Dalam seni bela diri, anda berlatih tahap tali pinggang putih

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

selama mana diperlukan,

dan hanya selepas menguasainya

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

baru bergerak ke tali pinggang kuning.

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

Ia cara belajar alat muzik:

anda berlatih bahagian asas berulang-ulang,

as long as necessary,

dan hanya selepas menguasainya,

and only when you've mastered it

you would move on to become a yellow belt.

anda pindah ke yang lebih sukar.

Tapi apa kami tunjukkan --

It's the way you learn a musical instrument:

bukan cara model akademik tradisional dibangunkan,

you practice the basic piece over and over again,

and only when you've mastered it,

jenis model akademik kebanyakan kita dibesarkan.

you go on to the more advanced one.

But what we point out --

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

Dalam model akademik tradisional,

pelajar dikumpul bersama, selalunya mengikut usia,

dan sekolah menengah,

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

ikut usia dan kebolehan yang dijangka,

dan kita kendalikan mereka semua pada kadar yang sama.

In a traditional academic model,

we group students together, usually by age,

Dan kebiasaan yang berlaku,

katakan kita di kelas pra algebra sekolah menengah,

and around middle school,

by age and perceived ability,

dan unit sekarang adalah eksponen,

and we shepherd them all together at the same pace.

guru akan mengajar eksponen,

dan kita balik, buat kerja sekolah.

And what typically happens,

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

Esoknya, kita periksa kerja sekolah,

and the current unit is on exponents,

mengajar, kerja sekolah, mengajar, kerja sekolah.

the teacher will give a lecture on exponents,

Ini berterusan dua atau tiga minggu,

then we'll go home, do some homework.

kemudian ada ujian.

Ujian itu, mungkin saya dapat 75 peratus,

The next morning, we'll review the homework,

then another lecture, homework, lecture, homework.

mungkin awak dapat 90 peratus,

That will continue for about two or three weeks,

mungkin awak dapat 95 peratus,

and then we get a test.

Dan dari ujian dikenalpasti jurang dalam pengetahuan kita,

On that test, maybe I get a 75 percent,

Saya tidak tahu 25 peratus kandungannya.

maybe you get a 90 percent,

Untuk pelajar A, apakah lima peratus yang mereka tidak tahu?

maybe you get a 95 percent.

And even though the test identified gaps in our knowledge,

Walaupun kita mengenalpasti jurang,

seluruh kelas akan bergerak ke subjek seterusnya,

I didn't know 25 percent of the material.

mungkin subjek lebih sukar yang akan membina lagi jurang itu.

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

Even though we've identified the gaps,

Ia mungkin logaritma atau eksponen negatif.

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

Dan proses berterusan, dan kamu serta merta akan dapati

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

ianya pelik.

Saya tak tahu 25 peratus perkara yang lebih asas,

It might be logarithms or negative exponents.

sekarang dipaksa kepada perkara yang lebih sukar.

And that process continues, and you immediately start to realize

Dan ini berterusan berbulan, tahun, hingga sampai satu masa,

how strange this is.

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

saya mungkin dalam kelas algebra atau trigonometri

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

dan saya tersekat.

Ia bukan kerana algebra secara asasnya sukar

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

atau pelajar tidak cerdik.

I might be in an algebra class or trigonometry class

and I hit a wall.

Kerana saya lihat satu persamaan yang melibatkan eksponen

And it's not because algebra is fundamentally difficult

dan 30 peratus yang saya tidak tahu telah muncul.

or because the student isn't bright.

Dan saya mula hilang tumpuan.

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

Untuk mendalami betapa tidak munasabahnya,

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

bayangkan kita buat perkara lain dalam hidup seperti itu.

And then I start to disengage.

Katakan, membina rumah.

To appreciate how absurd that is,

(Ketawa)

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

Jadi kita bawa kontraktor dan cakap,

Say, home-building.

“Kami diberitahu ada dua minggu untuk bina tapak.

(Laughter)

Buat apa yang boleh.”

(Ketawa)

So we bring in the contractor and say,

Jadi mereka buat apa yang boleh.

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

Mungkin hujan turun.

Mungkin ada bekalan tidak sampai.

Do what you can."

Dan dua minggu kemudian, pemeriksa datang, lihat sekeliling,

(Laughter)

So they do what they can.

cakap, “OK, konkrit masih lembap di sana,

Maybe it rains.

Maybe some of the supplies don't show up.

bahagian itu tak menepati kod ...

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

Saya bagi 80 peratus.”

(Ketawa)

Awak cakap, “Bagus! Itu C. Mari bina tingkat satu.”

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

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

(Ketawa)

Perkara sama.

Kita ada dua minggu, buat apa yang boleh, pemeriksa datang, ianya 75 peratus.

I'll give it an 80 percent."

(Laughter)

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

Bagus, itu D tambah.

Tingkat dua, tingkat tiga,

(Laughter)

tiba-tiba, semasa bina tingkat tiga,

Same thing.

seluruh struktur runtuh.

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

Dan jika reaksi anda ialah reaksi biasa dalam pelajaran,

Great, that's a D-plus.

atau reaksi kebanyakan orang,

Second floor, third floor,

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

anda kata, mungkin kontraktor tak bagus,

atau mungkin perlu perbaiki pemeriksaan atau lebih kerap periksa.

the whole structure collapses.

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

Tapi apa yang salah sebenarnya proses itu.

or that a lot of folks have,

Kita dengan sengaja mengekang tempoh kita perlu lakukan sesuatu,

you might say, maybe we had a bad contractor,

or maybe we needed better inspection or more frequent inspection.

memastikan satu keputusan berubah-ubah,

dan kita berusaha memeriksa dan mengenalpasti jurang itu,

But what was really broken was the process.

We were artificially constraining how long we had to something,

tetapi kemudian kita bina di atasnya.

Jadi idea pembelajaran kepakaran ialah melakukan sebaliknya.

pretty much ensuring a variable outcome,

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

Berbanding dengan sengaja mengekang, membaiki

bila dan tempoh bekerja pada sesuatu,

but then we built right on top of it.

memastikan keputusan berubah-ubah itu terjadi,

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

A, B, C, D, F --

Instead of artificially constraining, fixing

lakukan sebaliknya.

when and how long you work on something,

Pembolehubahnya bila dan lama mana

pretty much ensuring that variable outcome,

seorang pelajar perlu mempelajari sesuatu,

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

dan yang tetap ialah mereka menguasai bahan itu.

do it the other way around.

Perkara penting untuk kita ketahui

What's variable is when and how long

bukan saja ia menjadikan pelajar belajar eksponen lebih baik,

a student actually has to work on something,

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

tapi ia kuatkan otot pola fikiran yang betul.

And it's important to realize

Ia buat mereka sedar jika salah 20 peratus pada sesuatu,

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

ia tak bermakna kamu ada C dalam DNA kamu.

but it'll reinforce the right mindset muscles.

Ia bermaksud kamu kena berusaha lebih lagi.

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

Kamu kena ada kegigihan; kamu kena ada ketabahan;

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

kamu kena berusaha untuk pembelajaran.

Sekarang, ramai skeptik berkata, hei, ini semua bagus,

It means that you should just keep working on it.

You should have grit; you should have perseverance;

semua idea belajar berdasarkan kepakaran

dan kaitannya dengan pola fikiran,

you should take agency over your learning.

pelajar ambil alih pembelajaran mereka.

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

Ia masuk akal, tapi ia seperti tidak praktikal.

philosophically, this whole idea of mastery-based learning

Untuk melakukannya, semua pelajar kena berada dalam trek mereka sendiri.

and its connection to mindset,

students taking agency over their learning.

Ia perlu diperibadikan,

kamu perlu ada tutor peribadi dan lembaran kerja untuk setiap murid.

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

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

Dan ini bukan idea baru --

ada eksperimen di in Winnetka, Illinois, 100 tahun lalu.

It would have to be personalized,

belajar berdasarkan kepakaran dan dapat keputusan bagus.

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

tapi mereka kata tidak boleh diperluas kerana kekangan logistik.

And these aren't new ideas --

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

Guru perlu beri lembaran kerja berlainan untuk setiap pelajar,

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

penilaian atas permintaan.

Tapi sekarang, ia tidak lagi tidak praktikal.

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

Kita ada alat melakukannya.

Pelajar lihat penjelasan ikut masa dan kadar mereka?

The teacher had to give different worksheets to every student,

Ada video atas permintaan.

give on-demand assessments.

Mereka perlu latihan? Perlu maklum balas?

But now today, it's no longer impractical.

Ada latihan penyesuaian tersedia untuk pelajar.

We have the tools to do it.

Students see an explanation at their own time and pace?

There's on-demand video for that.

Dan bila ini terjadi, semua perkara bagus berlaku.

They need practice? They need feedback?

Satu, pelajar boleh menguasai konsep,

There's adaptive exercises readily available for students.

tapi juga membentuk pola fikiran membina,

mereka pupuk kegigihan, ketabahan,

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

mereka ambil alih pembelajaran mereka.

One, the students can actually master the concepts,

Dan banyak perkara indah akan mula terjadi

but they're also building their growth mindset,

dalam kelas sebenar.

they're building grit, perseverance,

Daripada hanya fokus kepada syarahan,

they're taking agency over their learning.

pelajar boleh berinteraksi bersama.

And all sorts of beautiful things can start to happen

Mereka boleh lebih menguasai kandungannya

Mereka boleh guna simulasi. Dialog Socrates.

in the actual classroom.

Instead of it being focused on the lecture,

Untuk hargai perkara yang dibincangkan

students can interact with each other.

dan tragedi potensi yang akan hilang di sini,

They can get deeper mastery over the material.

They can go into simulations, Socratic dialogue.

saya mahu memberi satu eksperimen pemikiran.

To appreciate what we're talking about

Jika kita kembali 400 tahun ke Eropah Barat,

and the tragedy of lost potential here,

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

yang ketika itu, salah satu bahagian paling celik huruf,

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

anda akan lihat hampir 15 peratus populasi tahu membaca.

Dan saya syak jika anda tanya sesiapa yang tahu membaca,

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

contoh seorang ahli gereja,

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

“Berapa peratus populasi anda rasa boleh membaca?”

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

Mereka mungkin kata, “Hmm, dengan sistem pelajaran yang bagus,

say a member of the clergy,

mungkin 20 atau 30 peratus.”

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

Tapi jika gerak ke masa kini,

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

kita tahu ramalan itu sangat pesimis,

iaitu hampir 100 peratus populasi boleh membaca.

maybe 20 or 30 percent."

But if you fast forward to today,

Tapi jika saya tanya kamu satu soalan sama:

we know that that prediction would have been wildly pessimistic,

“Berapa peratus populasi kamu rasa mampu

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

betul-betul menguasai kalkulus,

But if I were to ask you a similar question:

atau memahami kimia organik,

"What percentage of the population do you think is capable

atau mampu menyumbang kepada penyelidikan kanser?”

of truly mastering calculus,

Ramai akan cakap, ”Hmm, dengan sistem pelajaran yang bagus,

or understanding organic chemistry,

mungkin 20 atau 30 peratus.”

or being able to contribute to cancer research?"

Bagaimana jika ramalan itu

hanya berdasarkan pengalaman anda di dalam rangka kerja tanpa kepakaran,

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

pengalaman diri sendiri atau memerhati rakan-rakan,

maybe 20, 30 percent."

di mana anda dipaksa ikut kadar dalam kelas,

But what if that estimate

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

mengumpul semua jurang ini?

Walaupun kamu dapat 95 peratus,

your own experience with yourself or observing your peers,

apakah lima peratus kamu terlepas?

Dan ia makin mengumpul -- kamu ke kelas lebih sukar,

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

tiba-tiba kamu tak faham dan cakap,

accumulating all these gaps?

Even when you got that 95 percent,

“Saya tak layak jadi penyelidik kanser;

what was that five percent you missed?

tak layak jadi doktor, tak layak jadi ahli matematik.”

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

Saya rasa itu sebenarnya terjadi,

all of a sudden you hit a wall and say,

tapi jika kamu dibenarkan beroperasi dalam rangka kerja kepakaran,

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

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

jika kamu dibenarkan mengambil alih pembelajaran kamu,

I suspect that that actually is the case,

dan jika kamu buat kesilapan,

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

terimanya -- lihat kegagalan itu satu detik pembelajaran --

yang nombor, peratusan yang boleh menguasai kalkulus

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

and when you get something wrong,

atau memahami kimia organik,

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

sebenarnya hampir kepada 100 peratus.

that number, the percent that could really master calculus

Dan ini bukan sekadar “elok untuk ada.”

or understand organic chemistry,

Saya rasa ianya kemestian sosial.

is actually a lot closer to 100 percent.

Kita sedang keluar dari zaman perindustrian

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

dan kita menuju ke revolusi maklumat.

I think it's a social imperative.

We're exiting what you could call the industrial age

Jelas sesetengah perkara sedang berlaku.

Di zaman perindustrian, masyarakat dalam piramid.

and we're going into this information revolution.

Pada dasar piramid, perlukan tenaga manusia.

And it's clear that some things are happening.

Tengah piramid, ada pemprosesan maklumat,

In the industrial age, society was a pyramid.

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

satu kelas birokrasi,

dan puncak piramid, ada pemilik modal anda

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

dan golongan usahawan

dan golongan kelas kreatif.

a bureaucracy class,

Tapi kita tahu yang terjadi sekarang,

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

bila memasuki revolusi maklumat ini.

and your entrepreneurs

Dasar piramid, automasi, mengambil alih.

and your creative class.

Malah peringkat tengah, pemprosesan maklumat,

But we know what's happening already,

komputer menguasainya.

as we go into this information revolution.

Sebagai masyarakat, ada satu soalan:

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

Semua produktiviti baru terjadi ini kerana teknologi ini,

Even that middle tier, information processing,

siapa yang menyertainya?

Adakah yang di puncak piramid, jadi,

that's what computers are good at.

So as a society, we have a question:

apa yang orang lain buat?

All this new productivity is happening because of this technology,

Bagaimana beroperasi?

Atau kita buat sesuatu yang lebih bercita-cita tinggi?

but who participates in it?

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

Adakah kita sebenarnya cuba menyongsangkan piramid,

what does everyone else do?

di mana ada kelas kreatif lebih besar,

How do they operate?

Or do we do something that's more aspirational?

di mana hampir semua boleh menjadi usahawan,

Do we actually attempt to invert the pyramid,

artis, penyelidik?

where you have a large creative class,

Dan saya tak rasa ini utopia.

where almost everyone can participate as an entrepreneur,

Saya betul-betul rasa ini berdasarkan kepada idea

jika kita beri orang manfaatkan potensi mereka

an artist, as a researcher?

dengan menguasai konsep,

And I don't think that this is utopian.

dengan benarkan ambil alih pembelajaran mereka,

I really think that this is all based on the idea

mereka boleh ke situ.

that if we let people tap into their potential

Dan bila fikir sebagai seorang rakyat dunia,

by mastering concepts,

by being able to exercise agency over their learning,

ianya sangat menarik.

Maksudnya, fikir jenis ekuiti kita boleh ada,

that they can get there.

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

pada kadar tamadun boleh maju.

Seterusnya, saya optimistik tentang ini.

it's pretty exciting.

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

Saya fikir ia akan menjadi satu masa paling menarik untuk hidup.

and the rate at which civilization could even progress.

Terima kasih.

(Tepukan)

And so, I'm pretty optimistic about it.

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

Thank you.

(Applause)