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

Prevodilac: Milenka Okuka Lektor: Mile Živković

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

Ovde sam da vam govorim o dve ideje,

at least based on my observations at Khan Academy,

bar u vezi sa mojim zapažanjem na akademiji Kan,

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

koje su nekako u srži, ili su ključne odskočne daske za učenje.

And it's the idea of mastery

A to je ideja o savladavanju znanja

and the idea of mindset.

i ideja o mentalnom sklopu.

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

Bio sam svedok ovome ranije, dok sam radio s rođacima.

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

Mnogi od njih su u početku zapinjali iz matematike

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

jer su im se sve te rupe nagomilale tokom učenja.

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

I zbog toga, kad su u jednom momentu stigli na časove algebre

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

a možda su imali malčice klimavo predznanje iz algebre,

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

te su zbog toga smatrali da nemaju dara za matematiku.

Or they'd get to a calculus class,

Ili bi stigli do časova proračuna,

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

a znanje iz algebre im je bilo malčice klimavo.

I saw it in the early days

To sam viđao ranije

when I was uploading some of those videos on YouTube,

kad sam postavljao neke od tih snimaka na Jutjub,

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

i tad sam shvatio da ljudi koji mi nisu u rodu gledaju te snimke.

(Laughter)

(Smeh)

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

I u početku su komentari prosto bili zahvalnice.

I thought that was a pretty big deal.

Smatrao sam da je to prilično važno.

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

Ne znam koliko svi vi provodite vremena na Jutjubu.

Most of the comments are not "Thank you."

Većina komentara nisu zahvalnice.

(Laughter)

(Smeh)

They're a little edgier than that.

Malčice su stroži od toga.

But then the comments got a little more intense,

No onda su komentari postali nešto žešći,

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

đak za đakom je govorio da je odrastao mrzeći matematiku.

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

Iskomplikovalo se kad su stigle naprednije teme iz matematike.

By the time they got to algebra,

Dok bi stigli do algebre,

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

imali su toliko rupa u svom znanju da nisu mogli njome da se bave.

They thought they didn't have the math gene.

Smatrali su da nemaju dara za matematiku.

But when they were a bit older,

No kad su malo odrasli,

they took a little agency and decided to engage.

malo su se potrudili i odlučili da se angažuju.

They found resources like Khan Academy

Otkrili su izvore, poput Akademije Kan

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

i bili su u stanju da popune te rupe i da savladaju koncepte,

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

a to je ojačalo njihov mentalni sklop da ne bude fiksiran;

that they actually were capable of learning mathematics.

da su oni zapravo u stanju da nauče matematiku.

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

A svakako da je ovo način na koji biste savladali mnogo toga u životu.

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

Na taj način biste naučili borilačke veštine.

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

Kod borilačkih veština, prvo vežbate veštine za beli pojas,

as long as necessary,

koliko god je potrebno,

and only when you've mastered it

i tek kad to savladate

you would move on to become a yellow belt.

prešli biste na žuti pojas.

It's the way you learn a musical instrument:

Na taj način savladavate muzički instrument:

you practice the basic piece over and over again,

vežbate osnovni komad iznova i iznova,

and only when you've mastered it,

i tek kad ga savladate,

you go on to the more advanced one.

prelazite na složeniji.

But what we point out --

Međutim, ističemo -

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

da tradicionalni akademski model nije ovako struktuiran,

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

tip akademskog modela uz koji je većina nas odrasla.

In a traditional academic model,

U tradicionalnom modelu,

we group students together, usually by age,

grupišemo đake zajedno, obično prema uzrastu,

and around middle school,

i kasnije u osnovnoj školi

by age and perceived ability,

prema uzrastu i sposobnostima

and we shepherd them all together at the same pace.

i sve ih zajedno vodimo istovremeno.

And what typically happens,

A obično se dešava,

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

recimo u osnovnoj školi na pripremnom času za algebru

and the current unit is on exponents,

i trenutna oblast je stepenovanje,

the teacher will give a lecture on exponents,

nastavnik će da održi predavanje o stepenovanju,

then we'll go home, do some homework.

potom odlazimo kući, radimo domaći.

The next morning, we'll review the homework,

Ujutru ćemo da pregledamo domaći,

then another lecture, homework, lecture, homework.

potom novo predavanje, domaći, predavanje, domaći.

That will continue for about two or three weeks,

To traje otprilike dve do tri nedelje,

and then we get a test.

a onda sledi kontrolni.

On that test, maybe I get a 75 percent,

Na tom kontrolnom ću možda da rešim 75% zadataka,

maybe you get a 90 percent,

možda ćete vi da rešite 90%,

maybe you get a 95 percent.

možda 95 procenata.

And even though the test identified gaps in our knowledge,

I iako je kontrolni otkrio rupe u našem znanju,

I didn't know 25 percent of the material.

ja nisam znao 25% date oblasti.

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

Čak i kod odličnog đaka, šta je pet procenata koje nije znao?

Even though we've identified the gaps,

Čak iako smo otkrili rupe,

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

čitavo odeljenje tada prelazi na sledeću oblast,

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

verovatno napredniju oblast koja će se nasloniti na te rupe.

It might be logarithms or negative exponents.

Možda će to da budu logaritmi ili negativno stepenovanje.

And that process continues, and you immediately start to realize

I taj proces se nastavlja, a vi odmah počinjete da uviđate

how strange this is.

kako je to čudno.

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

Ne znam 25 procenata najtemeljnije oblasti,

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

a sada su me odgurnuli na napredniju oblast.

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

A to će da se nastavi mesecima, godinama, sve do određene tačke,

kad ću možda da budem na času algebre ili trigonometrije

I might be in an algebra class or trigonometry class

and I hit a wall.

i zapadnem u škripac.

And it's not because algebra is fundamentally difficult

I to ne zato što je algebra u suštini komplikovana

or because the student isn't bright.

ili zato što đak nije bistar.

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

Već zato što ugledam jednačinu koja ima veze sa stepenovanjem

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

i tih 30 procenata koje ne znam izlazi na videlo.

And then I start to disengage.

I ja počinjem da odustajem.

To appreciate how absurd that is,

Kako bismo shvatili apsurdnost ovoga,

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

zamislite kad bismo druge stvari u životu radili tako.

Say, home-building.

Recimo građenje kuća.

(Laughter)

(Smeh)

So we bring in the contractor and say,

Dakle, unajmimo izvođača radova i kažemo:

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

"Rečeno nam je da imamo dve nedelje da završimo temelje.

Do what you can."

Uradite koliko možete."

(Laughter)

(Smeh)

So they do what they can.

I oni urade koliko mogu.

Maybe it rains.

Možda pada kiša.

Maybe some of the supplies don't show up.

Možda ne stignu neke zalihe.

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

I dve nedelj kasnije dođe inspektor, pogleda okolo

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

i kaže: "U redu, beton je i dalje vlažan tamo,

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

ovaj deo nije baš po standardu...

I'll give it an 80 percent."

Oceniću to kao 80%."

(Laughter)

(Smeh)

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

Vi kažete: "Sjajno! To je trojka. Sagradimo prvi sprat."

(Laughter)

(Smeh)

Same thing.

Ista stvar.

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

Imamo dve nedelje, uradite koliko možete, pojavi se inspektor, oceni sa 75%.

Great, that's a D-plus.

Sjajno, to je dva plus.

Second floor, third floor,

Drugi sprat, treći sprat,

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

i iznenada, dok gradite treći sprat,

the whole structure collapses.

čitava građevina se uruši.

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

A ako je vaša reakcija ona koju tipično imate u obrazovanju

or that a lot of folks have,

ili koju većina ljudi ima,

you might say, maybe we had a bad contractor,

možda ćete reći, možda smo imali lošeg izvođača

or maybe we needed better inspection or more frequent inspection.

ili nam je trebala bolja inspekcija ili češća inspekcija.

But what was really broken was the process.

Međutim, sami proces je zapravo pokvaren.

We were artificially constraining how long we had to something,

Veštački smo ograničavali vreme potrebno da nešto obavimo,

pretty much ensuring a variable outcome,

prilično obezbeđujući varijabilan rezultat

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

i mučili smo se da pregledamo i prepoznamo rupe,

but then we built right on top of it.

ali smo gradili upravo preko njih.

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

Stoga je ideja o savlađivanju znanja da se radi upravo obrnuto.

Instead of artificially constraining, fixing

Umesto veštačkog ograničavanja, fiksiranja

when and how long you work on something,

kada i koliko dugo radite na nečemu,

pretty much ensuring that variable outcome,

prilično obezbeđujući taj varijabilni rezultat:

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

1, 2, 3, 4, 5, -

do it the other way around.

uradite obrnuto.

What's variable is when and how long

Varijabilno je kada i koliko dugo

a student actually has to work on something,

će đak zaista da radi na nečemu,

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

a fiksirano je istinsko savlađivanje gradiva.

And it's important to realize

A važno je uvideti

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

da neće đaci samo bolje savladati stepenovanje,

but it'll reinforce the right mindset muscles.

već će to učvrstiti mišiće odgovarajućeg mentalnog sklopa.

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

Shvatiće da ako imaju 20 procenata grešaka iz nečega,

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

to ne znači da im je trojka urezana negde u njihovom DNK.

It means that you should just keep working on it.

To znači da bi trebalo da nastave da rade na tome.

You should have grit; you should have perseverance;

Da bi trebalo da imaju rešenost; da imaju istrajnost;

you should take agency over your learning.

trebalo bi da ovladate svojim učenjem.

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

Sad, mnogi skeptici bi rekli, pa dobro, sve je to sjajno,

philosophically, this whole idea of mastery-based learning

filozofski, čitava ta ideja o učenju zasnovanom na znanju

and its connection to mindset,

i njegovoj vezi s mentalitetom,

students taking agency over their learning.

o đacima koji ovladavaju svojim učenjem,

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

ima mnogo smisla, ali se čini nepraktičnom.

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

Kako biste to zapravo postigli, svaki đak mora da ide svojim tempom.

It would have to be personalized,

Moralo bi da bude personalizovano,

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

morali biste da imate privatne asistente i plan rada za svakog đaka.

And these aren't new ideas --

A to nisu nove ideje -

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

imali smo eksperimente u Vinetki, Ilinoisu, pre 100 godina,

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

gde su podučavali savlađivanje znanja i bili su uspešni,

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

ali je rečeno da je logistički teško to preneti na veće razmere.

The teacher had to give different worksheets to every student,

Nastavnik bi morao da daje različit plan rada svakom đaku,

give on-demand assessments.

da daje zadatke na zahtev.

But now today, it's no longer impractical.

Ali danas to više nije nepraktično.

We have the tools to do it.

Imamo oruđa za to.

Students see an explanation at their own time and pace?

Đaci da vide objašnjenje kad i gde im odgovara?

There's on-demand video for that.

Imamo snimke na zahtev za to.

They need practice? They need feedback?

Treba im vežba? Potrebni su im komentari?

There's adaptive exercises readily available for students.

Imamo prilagodljive vežbe, lako dostupne đacima.

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

A kad se to desi, štošta krasno se dešava.

One, the students can actually master the concepts,

Pod jedan: đaci zapravo mogu da savladaju koncepte,

but they're also building their growth mindset,

ali grade i mentalni sklop usmeren ka rastu,

they're building grit, perseverance,

grade rešenost, istrajnost,

they're taking agency over their learning.

ovladavaju svojim učenjem.

And all sorts of beautiful things can start to happen

I razne lepe stvari mogu da otpočnu

in the actual classroom.

u stvarnoj učionici.

Instead of it being focused on the lecture,

Umesto da budu fokusirani na predavanje,

students can interact with each other.

đaci mogu da se druže.

They can get deeper mastery over the material.

Mogu da dublje savladaju gradivo.

They can go into simulations, Socratic dialogue.

Mogu da prave simulacije, vode sokratovski dijalog.

To appreciate what we're talking about

Kako bismo shvatili ono o čemu govorim

and the tragedy of lost potential here,

i tragediju izgubljenog potencijala,

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

želeo bih da vam dam nekakav misaoni eksperiment.

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

Ako bismo otišli 400 godina u prošlost, u Zapadnu Evropu,

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

koja je čak i tad bila jedan od pismenijih delova planete,

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

videli biste da je oko 15 procenata populacije znalo da čita.

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

I pretpostavljam da ako biste nekoga pismenog upitali,

say a member of the clergy,

recimo člana sveštenstva:

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

"Koji procenat populacije smatrate da je uopšte sposoban da nauči čitanje?"

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

Možda bi rekli: "Pa, uz sjajan obrazovni sistem,

maybe 20 or 30 percent."

možda 20 ili 30 procenata."

But if you fast forward to today,

Ali ako premotate do danas,

we know that that prediction would have been wildly pessimistic,

znamo da bi ta pretpostavka bila krajnje pesimistična,

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

da je skoro 100 procenata populacije pismeno.

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

"Koliko procenata populacije smatrate da je sposobno

of truly mastering calculus,

da zaista savlada proračun

or understanding organic chemistry,

ili razume organsku hemiju

or being able to contribute to cancer research?"

ili je u stanju da doprinese istraživanju raka?"

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

Mnogi od vas bi rekli: "Pa, uz sjajan obrazovni sistem,

maybe 20, 30 percent."

možda 20, 30 procenata."

But what if that estimate

Ali šta ako je ta procena

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

prosto zasnovana na sopstvenom iskustvu bez okvira savlađivanja znanja,

your own experience with yourself or observing your peers,

na sopstvenom ličnom iskustvu ili posmatranju vršanjaka,

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

gde su vas gurali kroz razrede ovim uspostavljenim ritmom,

accumulating all these gaps?

gomilajući sve te rupe?

Even when you got that 95 percent,

Čak i kad ste imali 95% uspešnosti,

what was that five percent you missed?

šta je to 5% što vam je promaklo?

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

A to nastavlja da se gomila - stignete do višeg razreda,

all of a sudden you hit a wall and say,

iznenada ste u škripcu i kažete:

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

"Nije mi suđeno da istražujem rak;

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

nije mi suđeno da budem fizičar ili da budem matematičar."

I suspect that that actually is the case,

Pretpostavljam da zapravo jeste tako,

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

ali kad bi vam bilo omogućeno da radite pod okvirom savlađivanja znanja,

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

kad bi vam bilo omogućeno da ovladate vašim učenjem,

and when you get something wrong,

i kad pogrešite u nečemu,

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

prigrlite to - posmatrate taj neuspeh kao tren za učenje -

that number, the percent that could really master calculus

taj broj, procenat koji može da zaista savlada proračun

or understand organic chemistry,

ili razume organsku hemiju

is actually a lot closer to 100 percent.

je zapravo daleko bliži 100 procenata.

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

A to nije nešto što je prosto "lepo imati".

I think it's a social imperative.

Mislim da je to društveni imperativ.

We're exiting what you could call the industrial age

Napuštamo nešto što biste nazvali industrijskim dobom

and we're going into this information revolution.

i ulazimo u informacionu revoluciju.

And it's clear that some things are happening.

I jasno je da se neke stvari dešavaju.

In the industrial age, society was a pyramid.

U industrijskom dobu društvo je bilo piramida.

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

U osnovi piramide vam je bila potrebna ljudska radna snaga.

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

U sredini piramidem imali ste obradu informacija,

a bureaucracy class,

birokratsku klasu,

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

a na vrhu piramide ste imali vlasnike kapitala

and your entrepreneurs

i preduzetnike

and your creative class.

i klasu kreativaca.

But we know what's happening already,

Ali znamo šta se već dešava,

as we go into this information revolution.

kako zalazimo u ovu informacionu revoluciju.

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

Dno piramide će da preuzme automatizacija.

Even that middle tier, information processing,

Čak će i taj središnji nivo, obradu informacija -

that's what computers are good at.

kompjuteri su dobri u tome.

So as a society, we have a question:

Pa, kao društvo, imamo dilemu:

All this new productivity is happening because of this technology,

sva ova nova produktivnost se dešava zbog ove tehnologije,

but who participates in it?

ali ko učestvuje u tome?

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

Da li će to da bude jedino sami vrh piramide, u tom slučaju

what does everyone else do?

šta će svi ostali da rade?

How do they operate?

Kako da oni funkcionišu?

Or do we do something that's more aspirational?

Ili da uradimo nešto ambicioznije?

Do we actually attempt to invert the pyramid,

Da li da pokušamo do obrnemo piramidu,

where you have a large creative class,

gde biste imali široku klasu kreativaca,

where almost everyone can participate as an entrepreneur,

gde bi skoro svako mogao da učestvuje kao preduzetnik,

an artist, as a researcher?

umetnik, istraživač?

And I don't think that this is utopian.

I ja ovo ne smatram utopijom.

I really think that this is all based on the idea

Zaista smatram da je sve ovo zasnovano na ideji

that if we let people tap into their potential

da ako dozvolimo ljudima da ostvare svoj potencijal

by mastering concepts,

savlađujući koncepte,

by being able to exercise agency over their learning,

omogućujući im da ovladaju svojim učenjem,

that they can get there.

da mogu da stignu dotle.

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

A kada razmilite o tome, prosto kao građanin sveta,

it's pretty exciting.

prilično je uzbudljivo.

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

Mislim, razmislite o vidu jednakosti koji bismo imali,

and the rate at which civilization could even progress.

i stepenu do kog bi civilizacija čak mogla da napreduje.

And so, I'm pretty optimistic about it.

Dakle, prilično sam optimističan u vezi s tim.

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

Smatram da će to da bude veoma uzbudljivo doba za život.

Thank you.

Hvala vam.

(Applause)

(Aplauz)