Let's use video to reinvent education | Salman Khan

Translator: Nazarbek Nazarov Reviewer: Azizbek Nazarov

Xan Akademiyasi

Khan Academy is most known for its collection of videos,

videolar to'plami bilan juda mashhur,

so before I go any further,

shu sabab men davom ettirishimdan avval,

let me show you a little bit of a montage.

sizlarga bitta kollajni ko'rsataman.

(Video) Salman Khan: So the hypotenuse is now going to be five.

(Video) Salman Xan: Gipotenuza hozir besh bo'ladi.

This animal's fossils are only found in this area of South America --

Bu hayvonning suyaklari - qoldiqlari faqat Janubiy Amerikaning

bu sohasida topilgan bu yerda yaxshigina

a nice clean band here --

and this part of Africa.

qatlam va Afrikaning bu qismida.

We can integrate over the surface,

Biz yuzada birlashtirsak bo'ladi

va buning birligi odatda bosh harfli sigma.

and the notation usually is a capital sigma.

National Assembly: They create the Committee of Public Safety,

Milliy Assembleya: Ular Xalq Xavfsizligi Qo'mitasini tuzadi,

juda yaxshi qo'mitaga o'xshaydi.

which sounds like a very nice committee.

E'tibor bering, bu aldegid

Notice, this is an aldehyde, and it's an alcohol.

va bu alkogol.

Start differentiating into effector and memory cells.

Qo'zgatuvchi va xotira hujayralsrining farqiga boring.

Galaktika. Bu yerda yana boshqa galaktika.

A galaxy. Hey! There's another galaxy. Oh, look! There's another galaxy.

Qarang, yana boshqa bir galaktika.

And for dollars, is their 30 million,

Dollar hususida esa, Amerikalik ishlab chiqaruvchidan

plus the 20 million dollars from the American manufacturer.

30 million va yana 20 million dollar.

If this does not blow your mind,

Agar bu sizni lol qoldirmasa,

then you have no emotion.

sizda hissiyot yo'q.

(Laughter)

(Kulgi)

(Applause)

(Qarsaklar)

(Live) SK: We now have on the order of 2,200 videos,

SX: Hozirda biz 2200 ta videoni

buyurtmaga qo'yganmiz,

covering everything from basic arithmetic, all the way to vector calculus,

bularda oddiy arifmetikadan boshlab toki

vektor hisobotlari-yu va

siz hozir ko'rgan ba'zi mavzulargacha bor.

and some of the stuff that you saw up there.

We have a million students a month using the site,

Bizning saytimizdan oyiga bir million o'quvchilar foydalanib,

watching on the order of 100 to 200,000 videos a day.

kuniga 100 tadan 200,000 tagacha bo'lgan tartibda videolarni tomosha qilishadi.

But what we're going to talk about in this is how we're going to the next level.

Hozir biz gapirmoqchi bo'lganimiz bizning

keyingi pog'onaga qanday borishimizdir.

But before I do that,

Lekin, bu haqida gapirishimdan avval,

I want to talk a little bit about really just how I got started.

men buni qanday boshlaganligim to'g'risida gapirmoqchiman.

And some of you all might know,

Ba'zilaringiz buni bilganingizdek, besh yil

about five years ago, I was an analyst at a hedge fund,

avval men investitsiya jamg'armasida analist (tahlilchi) edim,

and I was in Boston,

Bostonda yashardim, va uzoq masofada turib

Nyu Orleansdagi qarindosh uka va singillarimga dars o'tar edim.

and I was tutoring my cousins in New Orleans, remotely.

Shu paytda men YouTube web sahifasiga birinchi videolarni qo'ya

And I started putting the first YouTube videos up,

really just as a kind of nice-to-have,

boshladim, buni qarindosh uka-singil-

just kind of a supplement for my cousins,

larimga qulaylik darsiga qo'shimcha

something that might give them a refresher or something.

ularga qandaydir o'rganganlarini takrorlash uchun deb qo'ydim.

And as soon as I put those first YouTube videos up,

YouTube ga birinchi videolarni qo'yishim

bilanoq, qiziqarli voqea sodir bo'ldi -

something interesting happened.

Actually, a bunch of interesting things happened.

aslida ko'p qiziqarli voqealar ko'p edi.

Birinchisi, qarindosh uka-singillarimning bu haqidagi fikrlari

The first was the feedback from my cousins.

They told me that they preferred me on YouTube than in person.

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,

Bunday kinoyali holatni ortda qoldirgach, bu yerda

qandaydir chuqur ma'noli narsa bor edi.

there was actually something very profound there.

Ularning aytishicha, ular akasining shaxsan

They were saying that they preferred the automated version of their cousin

o'zidan ko'ra, akasining avtomatlashgan

(robotli) turini afzal ko'rishardi.

to their cousin.

At first it's very unintuitive,

Avvaliga, bu juda ham his tuyg'usiz

but when you think about it from their point of view, it makes a ton of sense.

hisoblanadi, lekin ularning nuqtai nazaridan o'ylasangiz, juda

ham ma'noli. Bu holatda ular

You have this situation where now they can pause and repeat their cousin,

mening vaqtimni yo'qotmasdan, akasining

without feeling like they're wasting my time.

gapini to'xtatib va yana takror-takror eshitishi mumkin.

Agar ular bir necha hafta yoki bir necha yillar avval

If they have to review something

that they should have learned a couple of weeks ago,

o'rganishi kerak bo'lgan biror mavzuni

yana takror o'rganmoqchi bo'lsa, ular hijolat bo'lib,

or maybe a couple of years ago,

they don't have to be embarrassed and ask their cousin.

akasidan so'rab o'tirishga hojat qolmaydi.

They can just watch those videos; if they're bored, they can go ahead.

Ular o'sha videolarni ko'rishi mumkin. Agar zeriksalar, keyingi

mavzularni ko'rishi mumkin. O'zlariga qulay

They can watch at their own time and pace.

vaqt va maromda ko'rishlari mumkin. Ehtimol, buning eng qulay bo'lmagani,

Probably the least-appreciated aspect of this

avvalambor,

is the notion that the very first time

eng birinchi marta yangi g'oyani

that you're trying to get your brain around a new concept,

tushunish uchun bosh qotirib turganda, sizga kerak eng oxirgi

the very last thing you need

narsa boshqa bir insonning,

is another human being saying, "Do you understand this?"

"Buni tushundingmi?" deb aytishi. Huddi shu narsa

And that's what was happening

qarindosh ukalarim bilan bo'lgan muloqotimda sodir bo'layotgan

with the interaction with my cousins before,

and now they can just do it in the intimacy of their own room.

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 --

-larni YouTubega shunchaki qo'yar edim,

I put them on YouTube just --

videolarni shaxsiy hisoblab, boshqalardan yashirishdan hech bir

I saw no reason to make it private,

ma'no ko'rmadim, shu sababli men videolarni

so I let other people watch it,

boshqalar ham ko'rishi uchun qo'ydim.

and then people started stumbling on it,

So'ngra boshqalar videolarimni tasodifan

and I started getting some comments and some letters

ko'ra boshlashdi. Shu tufayli menga dunyo bo'ylab men tanimagan

and all sorts of feedback

insonlar video haqidagi turli tuman

e'tirozlarini, xatlar, fikrlarini yoza

from random people around the world.

These are just a few.

boshlashdi. Mana bular o'sha fikrlarning ozginasi xolos.

This is actually from one of the original calculus videos.

Mana bu matematikadan eng avvalgi videolardan biri.

Kimdir YouTube ga shunday yozgan -

Someone wrote it on YouTube, it was a YouTube comment:

bu YouTube ga yozilgan fikr edi:

"First time I smiled doing a derivative."

"Nisbatni bajarayotganimda men birinchi marta tabbasum qildim."

(Laughter)

(Kulgu)

Kelinglar, shu yerda to'xtatib turaylik.

Let's pause here.

Bu inson nisbatli mashqni bajardi,

This person did a derivative,

and then they smiled.

keyin esa jilmaydi. Ayni shu fikrga yana kimdir

(Laughter)

In response to that same comment --

javob yozgan - shu fikrning o'ziga. YouTube saytiga kirib,

this is on the thread, you can go on YouTube and look at the comments --

bu yozilgan fikrlarni o'qishingiz mumkin -

yana kimdir yozgan: "Menda ham huddi

someone else wrote: "Same thing here.

I actually got a natural high and a good mood for the entire day,

shunday sodir bo'ldi. Men esa kun bo'yi a'lo kayfiyatda bo'ldim.

Darsimizda bu matritsali matnni

since I remember seeing all of this matrix text in class,

ko'rganimni eslayman,

and here I'm all like, 'I know kung fu.'"

videoni ko'rgach, "Men kung fu" ni bilaman dedim.

(Laughter)

(Kulgu)

We get a lot of feedback along those lines.

Shu kabi fikr mulohazalarni ko'p olamiz.

This clearly was helping people.

Bu rostdan ham insonlarga foydali edi.

But then, as the viewership kept growing and kept growing,

Lekin, videolarimni ko'ruvchilar soni ko'paya borgach,

odamlar menga xat yoza boshlashdi va bu videolar shunchaki

I started getting letters from people,

and it was starting to become clear

qulaylikdan ham ortiqroq xususiyatga ekani

that it was more than just a nice-to-have.

ma'lum bo'la boshladi. Mana bu o'sha

This is just an excerpt from one of those letters:

xatlarning bittasidan parchagina xolos.

"Mening 12 yoshli o'g'lim autizm kasaliga

"My 12 year-old son has autism,

duchor bo'lgan va matematikadan juda

and has had a terrible time with math.

qiynaladi. Biz hamma narsani qo'llab

ko'rdik, tomosha qildik, sotib oldik.

We have tried everything,

viewed everything, bought everything.

Keyin, sizning o'nlik kasrlar haqidagi

We stumbled on your video on decimals, and it got through.

videoingizni ko'rsatdik va unga hammasi tushunarli bo'ldi.

Then we went on to the dreaded fractions.

So'ng, u har doim qo'rqadigan oddiy kasrlar mavzusiga o'tdik.

Again, he got it.

U bu safar ham tushundi. Avvaliga, biz

We could not believe it.

He is so excited."

bunga ishonmadik. U bag'oyat xursand."

And so you can imagine,

Tasavvur qiling, men investitsiya

here I was, an analyst at a hedge fund --

jamg'armasida tahlilchi edim. Ijtimoiy ahamiyatga ega

it was very strange for me to do something of social value.

biror ishni bajarish men uchun juda g'alati edi.

(Kulgu)

(Laughter)

(Applause)

(Qarsaklar)

But I was excited, so I kept going.

Bundan hayajonlanib, shu ishimni davom ettirdim. So'ngra,

And then a few other things started to dawn on me;

ba'zi fikrlar menda uyg'ona boshladi.

that not only would it help my cousins right now,

Bu ayni paytda, nafaqat, mening qarindosh ukalarimga yoki menga

or these people who were sending letters,

xat yozayotgan insonlarga yordam beradi,

but that this content will never grow old,

balki bu mavzular hech qachon eskirmaydi,

ularning farzandlariga yoki nevaralariga

that it could help their kids or their grandkids.

ham foydali bo'lishi mumkin.

If Isaac Newton had done YouTube videos on calculus,

Agar Isaak Nyuton YouTubega matematika

bo'yicha videolar tayyorlaganida,

meni bu ishni bajarishimga hojat qolmasdi.

I wouldn't have to.

(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,

hatto o'sha paytda, men o'yladim,

"Mayli, yaxshigina qo'shimcha ma'lumot.

"OK, maybe it's a good supplement. It's good for motivated students.

Qiziquvhi o'quvchilar uchun yaxshi. Balki,

uyida ta'lim oluvchilar uchun yaxshidir."

It's good for maybe home-schoolers."

Lekin, men bu videolarni sinfxonasiga kirib

But I didn't think it would somehow penetrate the classroom.

boradi deb o'ylamagandim. Keyin esa, men

Then I started getting letters from teachers,

o'qituvchilardan xatlar ola boshladim.

and the teachers would write, saying,

O'qituvchilar menga shunday yozar edi:

"We've used your videos to flip the classroom.

"Biz videolaringizdan darsni avvalgidan

You've given the lectures, so now what we do --"

o'zgacha o'tish uchun foydalandik. Siz ma'ruzalarni bergansiz,

And this could happen in every classroom in America tomorrow --

biz endi nima qilamiz..." Ertagi kunda bunday holat Amerikadagi

"what I do is I assign the lectures for homework,

har bir sinfda sodir bo'lishi mumkin. "...men ma'ruzalarni uy

ishi sifatida beraman, va avvallari uyga

and what used to be homework,

vazifa sifatida beradigan vazifalarni o'quvchilarim sinfxonada

I now have the students doing in the classroom."

bajarishardi." Shu yerda men to'xtatib turmoqchiman - chunki

And I want to pause here --

(Applause)

(Qarsaklar)

biroz qiziqarli narsalarni aytmoqchiman.

I want to pause here, because there's a couple of interesting things.

Birinchisi, o'sha o'qituvchilar bunday

One, when those teachers are doing that,

holatda dars o'tayotganlarida aniq bir

there's the obvious benefit --

foyda bor, endi ularning o'quvchilari huddi

the benefit that now their students

mening qarindosh ukalarim kabi videolarni

can enjoy the videos in the way that my cousins did,

mazza qilib ko'rishadi. Ular xohlagan payt-

-larida videoni to'xtatib turishlari va

they can pause, repeat at their own pace, at their own time.

istagancha takroran ko'rishlari mumkin.

But the more interesting thing -- and this is the unintuitive thing

Lekin undanda qiziqrog'i, bu sinfxonadagi

bu texnologiya haqida gapirgandagi hissiyot - bunda "hamma

when you talk about technology in the classroom --

birdek o'rganadi" degan ma'ruzani sinfxonadan olib, o'quvchi-

by removing the one-size-fits-all lecture from the classroom,

-larga uyda o'zlariga moslangan ravishda ma'ruza tinglashlariga,

and letting students have a self-paced lecture at home,

o'qituvchi sinfxonaga kelganida esa, ularga vazifani bajarishiga

then when you go to the classroom,

letting them do work, having the teacher walk around,

imkon beradi, o'quvchilar atrofida aylanib

having the peers actually be able to interact with each other,

yurib, bir-birlari bilan vazifa borasida muloqot qila olishadi,

these teachers have used technology to humanize the classroom.

mana bu o'qituvchilar texnologiyadan sinfni, darsni

insoniylashtirish uchun foydalanishdi.

Ularning avvalgi tajribasi butunlay teskari bo'lgan -

They took a fundamentally dehumanizing experience --

30 kids with their fingers on their lips,

30 ta o'quvchini og'zini yopdirgan holatda

bir-birlari bilan gaplashishlariga ruxsat

not allowed to interact with each other.

bermagan. O'qituvchi, qanchalik zo'r bo'lsa

A teacher, no matter how good,

has to give this one-size-fits-all lecture to 30 students --

ham, mana shu "hamma birdek o'rganadi",

ma'ruzani 30 ta o'quvchiga o'qishlari kerak

blank faces, slightly antagonistic --

bo'sh yuzlar, unchalik do'stona emas --

and now it's a human experience,

va hozir esa bu insoniy tajriba.

now they're actually interacting with each other.

Endi ular rostdan ham o'zaro muloqotda.

So once the Khan Academy --

Xullas, Xan Akademiyasini tashkil qilishim

bilan men ishimni tashladim va biz haqiqiy

I quit my job,

and we turned into a real organization --

tashkilotga aylandik - tadbirkor

we're a not-for-profit --

tashkiloti emasmiz - savol shundaki,

the question is, how do we take this to the next level?

biz bu Akademiyani keyingi darajaga qanday olib chiqamiz?

How do we take what those teachers were doing to its natural conclusion?

O'sha o'qituvchilar qilayotgan ishlarini

tabiiy hulosasiga qanday yetkazamiz?

And so, what I'm showing over here,

Mana bu yerda ko'rsatayotganlarim

these are actual exercises

qarindosh ukalarim uchun

that I started writing for my cousins.

yoza boshlagan asl mashqlardir.

The ones I started were much more primitive.

Mening eng avvalgi mashq va videolarim

This is a more competent version of it.

sodda edi. Mana bu esa shuning mukammalroq turi.

But the paradigm here is, we'll generate as many questions as you need,

Lekin ma'no shuki, siz birorta tushunchani anglaguningizcha toki

10 savolga to'g'ri javob berguningizcha

until you get that concept, until you get 10 in a row.

yetarlicha savollar tayyorlab beramiz.

And the Khan Academy videos are there.

Xan Akademiyasi videolari ham shu yerda.

You get hints, the actual steps for that problem,

Agar mashqni qanday bajarishni bilmasangiz,

if you don't know how to do it.

mashqni bajarish uchun maslahatlar olasiz.

The paradigm here seems like a very simple thing:

Lekin bu namunada, mashq juda sodda narsaga

10 in a row, you move on.

o'xshaydi: 10 tasini ketma-ket bajarasiz va

But it's fundamentally different

keyingilarini bajarasiz. Lekin bu usul hozirda sinfxonalarda

than what's happening in classrooms right now.

bo'layotgan holatdan butunlay o'zgacha.

In a traditional classroom,

you have homework, lecture, homework, lecture,

An'anaviy darslarda ikkitacha uyga vazifa

bo'lishi mumkin, ya'ni uyga ishi - ma'ruza,

and then you have a snapshot exam.

keyin esa o'zlashtirishni aniqlash uchun

And that exam, whether you get a 70 percent, an 80 percent,

imtihon. Va shu imtihonda siz 70%, 80%,

90% yoki 95% to'g'ri javob topsangiz ham,

a 90 percent or a 95 percent,

the class moves on to the next topic.

sinf keyingi mavzuni boshlaydi.

And even that 95 percent student --

Hattoki, o'sha 95% to'g'ri javob topgan

what was the five percent they didn't know?

o'quvchi 5% bilmagan mavzusi nima bo'ladi?

Maybe they didn't know what happens when you raise something to the zeroth power.

Balki o'sha o'quvchi biror raqamning 0 darajasi nimaga teng

bo'lishini bilmagandir. Va o'qituvchi shu

Then you build on that in the next concept.

mavzu asosida keyingisini tushuntiradi.

That's analogous to -- imagine learning to ride a bicycle.

Xuddi velosiped haydashni o'rganayotgandek,

ya'ni men sizga oldindan ma'ruza o'qiyman va o'sha velosipedni

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,

ikki haftalik muddatga beraman.

Ikki haftadan so'ng kelib aytaman,

and say, "Well, let's see. You're having trouble taking left turns.

"Qani, endi ko'raylik. Chapga burilishga

qiynalayapsiz. Velosipedni to'xtata

You can't quite stop. You're an 80 percent bicyclist."

olmayapsiz. Siz 80%lik velosipedchisiz."

Shunday qilib, peshonangizga katta "C" (3 baho degani) nusxasini qo'yaman

So I put a big "C" stamp on your forehead --

(Laughter)

and then I say, "Here's a unicycle."

va sizga "mana endi bir g'ildirakli velosipedni oling" deyman.

(Laughter)

But as ridiculous as that sounds,

Bu qanchalik g'alati, kulgili tuyulmasin,

that's exactly what's happening in our classrooms right now.

hozirgi paytda sinfxonalarimizda

sodir bo'layotgan holat. G'oya shuki,

And the idea is you fast forward

siz keyingi mavzularni tushuntiraverasiz va o'quvchilar a'lochi,

and good students start failing algebra all of the sudden,

aqlli bo'lishsa va yaxshi o'qituvchilari

and start failing calculus all of the sudden,

bo'lsa-da, birdan algebra fanini o'zlashtira olmaydi va

despite being smart, despite having good teachers,

umuman hisobni ham. Odatda buning sababi

and it's usually because they have these Swiss cheese gaps

o'quvchilarda kichik bo'shliqlar paydo

qiladi, bu esa ilm olish boshidanoq

that kept building throughout their foundation.

to'plana boshlaydi. Xullas, matematikani

So our model is: learn math the way you'd learn anything,

xuddi boshqa narsani o'rganganingizdek

o'rganing, masalan, velosiped haydashni

like riding a bicycle.

Stay on that bicycle. Fall off that bicycle.

o'rganganish kabi. Velosipedda o'tirishni, undan yiqilishni.

Do it as long as necessary, until you have mastery.

Mukammal o'zlashtirguningizcha mashq qilib bajaring.

The traditional model,

An'anaviy model esa tajriba, sinov

it penalizes you for experimentation and failure,

va yiqilishni jazolaydi, ammo mukammal

but it does not expect mastery.

o'zlashtirishni kutmaydi. Biz tajriba qilib

We encourage you to experiment. We encourage you to fail.

ko'rishingizni, yiqilishingizni qo'llab-quvvatlaymiz.

But we do expect mastery.

Lekin, biz mukammal o'zlashtirishingizni kutamiz.

Mana bu modullarimizning yana bittasi.

This is just another one of the modules.

Bu trigonometriya.

This is trigonometry.

This is shifting and reflecting functions.

Bu ko'chuvchi va aks etuvchi vazifalari. Bularning hammasi

And they all fit together.

bir-biriga mos keladi. Hozirgi paytda

We have about 90 of these right now.

bundaylardan bizda 90 tasi bor. Hozirning

You can go to the site right now,

o'zida web-sahifaga kirib ko'rishingiz mumkin. Hammasi tekin.

it's all free, not trying to sell anything.

But the general idea is that they all fit into this knowledge map.

Asosiy g'oya - hammasining shu ilm xaritasiga joylasha olishida.

Bu yerdagi cho'qqi - bir xonali raqamlarni qo'shishdir.

That top node right there, that's literally single-digit addition,

Bu huddi birni birga qo'shsa ikkiga teng degani kabi.

it's like one plus one is equal to two.

The paradigm is, once you get 10 in a row on that,

Mohiyat shundaki, siz ketma-ket 10 ta ball

it keeps forwarding you to more and more advanced modules.

yig'sangiz, sizni undanda murakkab mashqlarga olib boradi.

Xullas, ilm xaritasidan olg'a yuraversangiz,

Further down the knowledge map,

biz ancha murakkab arifmetikaga kirib boramiz.

we're getting into more advanced arithmetic.

Further down, you start getting into pre-algebra and early algebra.

So'ng, boshlang'ich va elementar algebrani boshlaysiz.

Further down, you start getting into algebra one, algebra two,

So'ngra, algebra bir, algebra ikkini boshlaysiz,

a little bit of precalculus.

biroz boshlang'ich hisobotdan ham bor.

And the idea is, from this we can actually teach everything --

G'oya -- bundan foydalangan holda biz

well, everything that can be taught in this type of a framework.

bu nusxada o'qitish mumkin bo'lgan hamma

narsani o'qita olamiz. Tasavvur qiling,

So you can imagine -- and this is what we are working on --

mana shu biz ishlayotgan narsa -

bu ilm xaritasidan

from this knowledge map, you have logic, you have computer programming,

mantiq, kompyuter dasturlashtirishi,

you have grammar, you have genetics,

grammatika, genetika bor,

all based off of that core of, if you know this and that,

hammasi shu g'oyaga asoslangan:

siz u va bularni bilsangiz,

now you're ready for this next concept.

keyingi mavzuni o'zlashtirishga tayyorsiz.

Now that can work well for an individual learner,

Bu usul shaxsiy o'rganish uchun yaxshi va bu usulni bolalaringiz

and I encourage you to do it with your kids,

uchun qo'llashingizni tavsiya etaman, lekin

but I also encourage everyone in the audience to do it yourself.

hammaga o'zlari uchun ham qo'llab ko'rish-

-larini tavsiya etaman. Kechki ovqat paytidagi suhbatni

It'll change what happens at the dinner table.

But what we want to do

o'zgartiradi. Ammo bizning maqsadimiz bizga

is use the natural conclusion of the flipping of the classroom

avvalari xatlar yozgan o'qituvchilarning

that those early teachers had emailed me about.

butunlay o'zgacha dars o'tish usuli natijasidan foydalanishdir.

And so what I'm showing you here,

Ko'rayotganingiz, Los Altos maktabi sinov

this is data from a pilot in the Los Altos school district,

dasturining aniq ma'lumotlari, ular ikkita

where they took two fifth-grade classes and two seventh-grade classes,

5-sinf va ikkita 7-sinfdagi eski matematika o'quv qo'llanmasidan

foydalanishni butunlay to'xtatdilar.

and completely gutted their old math curriculum.

Bolalar darsliklardan foydalanmayapdi, ular

These kids aren't using textbooks, or getting one-size-fits-all lectures.

butun sinf ma'ruzalarini o'rganmayapdilar.

They're doing Khan Academy, that software, for roughly half of their math class.

Ular Xan Akademiyasidan foydalanyapdilar,

matematikada yarim dars davomida o'sha

I want to be clear: we don't view this as a complete math education.

dasturdan foydalanyapdilar. Shuni aytmoqchimanki, biz bunga

matematikadan to'liq kurs deb qaraymiz.

What it does is -- this is what's happening in Los Altos --

Xuddi shu holat Los Altosda bo'lyapdi.

it frees up time -- it's the blocking and tackling,

Bu murakkab muammo ustida ishlashingiz,

making sure you know how to move through a system of equations,

tenglamalar tizimini qanday ishlashni

bilishingizni tekshiradi va mavzu bo'yicha mashqlar bajarish,

and it frees up time for the simulations, for the games,

o'yinlar mexanika, robot qurish va soyasiga

for the mechanics, for the robot-building,

asoslanib, tepalik balandligini hisoblash uchun o'quvchilarga

for the estimating how high that hill is based on its shadow.

vaqt beradi. Xullas, maqsad - o'qituvchi har kuni darsga keladi,

And so the paradigm is the teacher walks in every day,

every kid works at their own pace --

har bir o'quvchi o'zining o'z tezligida

this is actually a live dashboard from the Los Altos school district --

ishlaydi - bu Los Altos maktab bo'limidan chin ma'lumotlar -

o'quvchilar natijalarni ko'rib turadilar.

and they look at this dashboard.

Every row is a student.

Har qator - o'quvchi. Har ustun ana o'sha

Every column is one of those concepts.

mavzulardan bittasi. Yashil rang - o'quvchi

Green means the student's already proficient.

mukkammal biladi degani. Havo rang - ushbu

Blue means they're working on it -- no need to worry.

mavzu ustida ishlashyapdi, hammasi joyida.

Red means they're stuck.

Qizil - shu yerda to'xtab qolishdi degani.

And what the teacher does is literally just say,

O'qituvchining qiladigan ishi esa huddi shunday deyishdir,

"Let me intervene on the red kids."

"Qizil rangdagi bolalarga yordam beraman."

Or even better, "Let me get one of the green kids,

Yoki yaxshisi, "Yashil rangdagi shu mavzuni

yaxshi biladigan bolalarning bittasini olib

who are already proficient in that concept,

olib do'stlariga shu mavzuni

to be the first line of attack, and actually tutor their peer."

tushuntirib berishini tayinlayman."

(Applause)

(Qarsaklar)

Now, I come from a very data-centric reality,

Endi esa aniq ma'lumotlardan gapiraman,

so we don't want that teacher to even go and intervene

endi o'qituvchining o'quvchi oldiga borib,

undan bu noqulay savolni so'rashiga

and have to ask the kid awkward questions:

zarurat yo'q: "Nimani tushunmayapsan?" yoki

"What don't you understand? What do you understand?" and all the rest.

"Nimani tushunyapsan?" va shu kabilar.

So our paradigm is to arm teachers with as much data as possible --

Maqsadimiz o'qituvchilarni har qanday sohada, xoh moliya sohasi,

data that, in any other field, is expected,

xoh iqtisod, xoh ishlab chiqarish bo'lsin,

in finance, marketing, manufacturing --

keraklicha ma'lumotlar bilan ta'minlashdir.

so the teachers can diagnose what's wrong with the students

Shunda ular o'quvchilar qaysi mavzuni tushunmayotganini aniqlay

so they can make their interaction as productive as possible.

oladilar va o'quvchilari bilan iloji boricha unumli bo'ladilar.

Now teachers know exactly what the students have been up to,

Endi o'qituvchi o'quvchining qaysi mavzu bilan band ekanligini,

how long they've spent each day, what videos they've watched,

har kuni qancha shug'ullanayotganini,

qaysi videodarslikni o'rganayotganini,

when did they pause the videos, what did they stop watching,

qaysi mashqlardan foydalanayotganini,

what exercises are they using, what have they focused on?

asosiy e'tibor nimada ekanini bilaoladilar.

The outer circle shows what exercises they were focused on.

Tashqi aylana o'quvchilar qaysi mashqlarga e'tibor berganini,

The inner circle shows the videos they're focused on.

ichki aylana hozir ularning e'tiboridagi videolarni ko'rsatadi.

O'quvchilar bajarayotgan mashqlarni siz

The data gets pretty granular,

so you can see the exact problems the student got right or wrong.

batafsil va aniq tarzda ko'ra olasiz. Qizil - xato bajarilgan,

Red is wrong, blue is right.

havorang - to'g'ri bajarilgan mashqlar.

The leftmost question is the first one the student attempted.

Chapda, o'quvchining birinchi javob bergan

savolidir. Bu yerda ular ko'rgan video.

They watched the video over there.

Ko'rayapmizki, o'quvchilar ketma-ket 10 ta ball to'play oldilar.

And you can see, eventually they were able to get 10 in a row.

Xuddi ularning oxirgi 10 ta mashqni bajarishlarini kuzatishdek.

It's almost like you can see them learning over those last 10 problems.

Undan tashqari, ular ham tez bajarishyapdi.

They also got faster -- the height is how long it took them.

Balandlik bularni bajarishga qancha vaqt

When you talk about self-paced learning, it makes sense for everyone --

ketganini ko'rsatadi. Xullas, insonning o'zlashtirish tezligini

o'zi tanlashi deganda, differensial ta'lim tushuniladi, va buni

in education-speak, "differentiated learning" --

but it's kind of crazy, what happens when you see it in a classroom.

sinfxona sharoitidagi darslarda tasavvur qilish qiyin.

Chunki, har safar har bir sinfda biz darsni

Because every time we've done this, in every classroom we've done,

odatiy usulda o'tganimizda, besh kun o'tgach, mavzuni tezda

over and over again, if you go five days into it,

o'zlashtirib, oldinlab ketgan bir guruh

there's a group of kids who've raced ahead

o'quvchilar va biroz sekinroq o'zlashtira-

-yotgan yana bir guruh o'quvchilar bo'ladi.

and a group who are a little bit slower.

In a traditional model, in a snapshot assessment,

An'anaviy yo'lda, bilim umumiy tekshirilsa,

"Bular iste'dodlilar, bular esa sekinroq o'zlashtiradi", deysiz.

you say, "These are the gifted kids, these are the slow kids.

Balki, ularni boshqacha o'qitish kerakdir.

Maybe they should be tracked differently.

Balki har xil sinflarga joylash kerakdir.

Maybe we should put them in different classes."

Lekin har bir o'quvchining o'z tezligini

But when you let students work at their own pace --

o'zi hal qilishga qo'yib bersak, ba'zi o'quvchilar mavzuni

we see it over and over again --

you see students who took a little bit extra time

o'zlashtirishga ko'proq vaqt sarflaganini

qayta-qayta ko'ramiz, ammo o'sha

on one concept or the other,

but once they get through that concept,

tushuncha, mavzuni tushunib olgach esa

ular juda tez o'zlashtirishni boshlaydilar.

they just race ahead.

And so the same kids that you thought were slow six weeks ago,

6 hafta oldin, sekin o'zlashtiradi deyilgan o'sha o'quvchilar

you now would think are gifted.

endi iste'dodli hisoblanadi. Bu holatni biz

And we're seeing it over and over again.

takror va takror ko'rayapmiz. Bu esa bizni

It makes you really wonder

o'ylantirib qo'yadi, qancha narsalar

how much all of the labels maybe a lot of us have benefited from

haqiqatdan ham shuncha davr mobaynida tasodifan

were really just due to a coincidence of time.

sodir bo'lganligini anglab hayron qoladi, odam.

Now as valuable as something like this is in a district like Los Altos,

Endi esa mana shunday qimmatbaho narsa

Los Altos tumanida ekan,

our goal is to use technology

bizning maqsadimiz, nafaqat Los Altosda,

to humanize, not just in Los Altos, but on a global scale,

balki jahon miqyosida texnologiyadan ta'lim jarayonini insonlar

what's happening in education.

uchun qulay qilish maqsadida foydalanish.

And that brings up an interesting point.

Bundan bir qiziqarli fikr paydo bo'ladi.

Sinf, darslarni insonlar uchun mos qilishda ko'pincha o'quvchi-

A lot of the effort in humanizing the classroom

is focused on student-to-teacher ratios.

-o'qituvchi nisbatiga e'tibor berilgan. Bizning fikrimizcha,

In our mind, the relevant metric is:

mos ko'rsatkich bu o'quvchining

o'qituvchi bilan muloqotda bo'lgan foydali vaqti nisbatidir.

student-to-valuable-human-time- with-the-teacher ratio.

Xullas, an'anaviy usulda, o'qituvchi ko'p

So in a traditional model, most of the teacher's time

vaqtini ma'ruzalar tayyorlash, baholash va

is spent doing lectures and grading and whatnot.

shu kabi ishlar uchun sarflagan. Balki, vaqtining 5%ini o'quvchi

Maybe five percent of their time is sitting next to students

uchun sarflagandir. Endi esa, 100% vaqtini

o'quvchilar bilan ishlash uchun sarflashi

and working with them.

Now, 100 percent of their time is.

mumkin. Qaytaraman, texnologiyadan

So once again, using technology, not just flipping the classroom,

foydalangan holda, siz, nafaqat dars o'tish jarayonini butunlay

you're humanizing the classroom, I'd argue,

o'zgartirasiz, balki avvalgiga nisbatan

5 yoki 10 karra qulay qilasiz. Tasavvur qiling, bu nafaqat

by a factor of five or 10.

As valuable as that is in Los Altos,

Los Altosda balki universitetda o'qishni

imagine what it does to the adult learner,

boshlashdan avval o'rganish kerak bo'lgan

who's embarrassed to go back and learn stuff

mavzularni qaytadan o'rganishga hijolat

they should have known before going back to college.

bo'lgan o'smirlar uchun ham foydalidir.

Tasavvur qiling, bu kun davomida oilasiga yordam

Imagine what it does to a street kid in Calcutta,

berish maqsadida, maktabga bora olmay, Kalkutta ko'chasida

who has to help his family during the day,

ishlaydigan o'g'il yoki qizga qanday foydasi bo'lishi mumkin.

and that's the reason he or she can't go to school.

Endi esa, ular kuniga ikki soat sarflab,

o'rganmay qolgan mavzularni tengdoshlari qatorida bo'lib,

Now they can spend two hours a day and remediate,

or get up to speed and not feel embarrassed

o'zlashitirib olishlari mumkin. Buning natijasida,

boshqa o'quvchilar oldida bilmagan mavzularidan uyalmaydi.

about what they do or don't know.

Now imagine what happens where --

Endi esa, dars jarayonida o'quvchilar

we talked about the peers teaching each other

bir-biriga o'rgatganida

nima bo'lishini tasavvur eting.

inside of a classroom.

Lekin, buning hammasi bir tizim.

But this is all one system.

There's no reason why you can't have that peer-to-peer tutoring

O'quvchilarning bir-biriga dars o'tishini

albatta, bir darsdan tashqarida

beyond that one classroom.

ham uyushtirishingiz mumkin.

Imagine what happens if that student in Calcutta

Tasavvur qiling, agar Kalkuttadagi o'sha o'quvchi birdaniga

all of the sudden can tutor your son,

sizning o'g'lingizga dars o'ta olsa yoki

or your son can tutor that kid in Calcutta.

o'g'lingiz Kalkuttadagi o'sha bolaga dars o'ta olsa-chi?

And I think what you'll see emerging

Mening fikrimcha, natijada, butun jahon

is this notion of a global one-world classroom.

uchun dunyoviy sinfxona paydo bo'layotganini ko'rasiz.

And that's essentially what we're trying to build.

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)

BG: I've seen some things you're doing in the system,

Bill Geyts: Siz bu tizimda qiziqish va motivatsiya, mulohaza

that have to do with motivation and feedback --

yuritish kabi narsalar, belgilar va

energy points, merit badges.

baholash kabilarga alohida e'tibor qaratayotgan ekansiz.

Tell me what you're thinking there.

Bular nimani anglatishini aytib beringchi.

SK: Oh yeah. No, we have an awesome team working on it.

Xan: Ha, bu ustida ajoyib jamoa ishlayapdi.

I have to be clear, it's not just me anymore.

Aytish joizki, hozir yolg'iz ishlamayapman.

Hamma videolarni o'zim tayyorlayman, lekin

I'm still doing all the videos,

but we have a rock-star team doing the software.

dasturlash uchun yulduzli guruhimiz bor.

We've put a bunch of game mechanics in there, where you get badges,

Biz tizimga har xil o'yin turini kiritdik,

u yerda har xil baholar olishingiz mumkin,

we're going to start having leader boards by area, you get points.

bu bilan biz har bir sohada liderlarni ham aniqlaymiz.

It's actually been pretty interesting.

Bu juda ham qiziqarli.

Just the wording of the badging,

Bajarilgan ish uchun to'plagan ballaringiz va natijalaringiz

or how many points you get for doing something,

butunlay tizimimizda ko'rinadi, masalan,

we see on a system-wide basis,

like tens of thousands of fifth-graders or sixth-graders

o'n minglab 5- yoki 6-sinf o'quvchilari

to'plagan natijalariga qarab bir yoki

going one direction or another, depending what badge you give them.

boshqa yo'nalishda ketadi.

(Laughter)

(Kulgi)

BG: And the collaboration you're doing with Los Altos,

BG: Los Altosdagi maktab bilan hamkorligingiz qanday boshlangan?

how did that come about?

Xan: Los-Altosda men kutmagan narsa sodir

SK: Los Altos, it was kind of crazy.

bo'ldi. Bu usulni dars jarayonida qo'llash-

larini kutmagandim. Rahbarlikdan kimdir kelib mendan so'radi:

Once again, I didn't expect it to be used in classrooms.

Someone from their board came and said,

Darslarni o'zingiz istagancha o'tishingiz

"What would you do if you had carte Blanche in a classroom?"

uchun ruxsat berilganda nima qilardingiz?

Men: Har bir o'quvchi o'zining o'zlashtirish tezligida ishlashga

I said, "Well, every student would work at their own pace,

qo'yib berardim, natijalarni kuzatardim."

on something like this, we'd give a dashboard."

Ular esa: Bu juda radikal. Biz bu haqda o'ylab ko'ramiz.

They said, "This is kind of radical. We have to think about it."

Men va mening guruhim "Ular hech qachon

Me and the rest of the team were like, "They're never going to want to do this."

bu usulni qo'llashmaydi", deb o'yladik.

Lekin, ertasi kuni ular "Bu usulni ikki haftadan keyin boshlay

But literally the next day they were like, "Can you start in two weeks?"

olasizmi?" deb so'radi. (Kulgi)

(Laughter)

BG: "Xullas, hozir bu 5-sinf matematika darsida qo'llanilmoqda,

BG: So fifth-grade math is where that's going on right now?

shundaymi?" Xan: "Ikkita 5-sinf va ikkita 7-sinf darslarida.

SK: It's two fifth-grade classes and two seventh-grade classes.

Butun maktab uyushmasi foydalanayapti.

They're doing it at the district level.

Menimcha ularga o'quvchilarning natijalarini kuzatish yoqadi.

I think what they're excited about is they can follow these kids,

Bu faqat maktab uchungina ahamiyatli emas.

not only in school; on Christmas, we saw some of the kids were doing it.

Biz hatto o'quvchilarning bayramda ham

We can track everything, track them as they go through the entire district.

shug'ulanganini ko'rdik. Ular o'zlashtirish

jarayonini okrug bo'yicha kuzata oladilar.

Through the summers, as they go from one teacher to the next,

Yozda o'qituvchilar almashgan vaqtda ham

programma uzluksiz ekanligi sabab ularni

you have this continuity of data that even at the district level, they can see.

kuzata olish imkoniyatiga ega bo'lishdi.

BG: Ya'ni, bu yerdagi ba'zi bir ma'lumotlar

BG: So some of those views we saw were for the teacher

o'qituvchilar uchun juda foydali, tog'rimi?

to go in and track actually what's going on with those kids.

Masalan, o'quvchilarning asosiy muammolarini tushunishda.

So you're getting feedback on those teacher views

Siz o'qituvchilar bu haqda fikrlari bilan

qiziqasizlarmi, ular buni qanday tushunishlari haqda?

to see what they think they need?

SK: Oh yeah. Most of those were specs by the teachers.

Xan: Albatta, sxemalarning ko'pini o'qituvchilar ishlab chiqqan.

Biz o'z natijalari bilan tanishishlari uchun o'quvchilarga ham

We made some of those for students so they could see their data,

ishlab chiqdik va biz o'qituvchilar bilan hamkorlikda ishlaymiz.

but we have a very tight design loop with the teachers themselves.

Ular shunday deyishadi: "Hey, bu yaxshiku, lekin..."

And they're saying, "Hey, this is nice, but --"

Like that focus graph, a lot of the teachers said,

Masalan, e'tibor grafigi haqida aytishadi:

"Menimcha, ko'p o'quvchilar bir mavzuda

"I have a feeling a lot of the kids are jumping around

e'tiborini tutib tura olishmaydi".

and not focusing on one topic."

Shu sabab, mana shu diagrammani ishladik.

So we made that focus diagram.

So it's all been teacher-driven. It's been pretty crazy.

Xullas, bu ham o'qituvchilar yordami bilan

tuzildi. Umuman olganda bu judayam qiziq.

BG: Is this ready for prime time?

BG: Yulduzli lahzalarga tayyormisiz?

Do you think a lot of classes next school year should try this thing out?

Keyingi o'quv yilida buni ko'proq sinflarda qo'llasak bo'ladimi?

SK: Yeah, it's ready.

Xan: Xa, biz tayyormiz.

We've got a million people on the site already,

Bizning saytimizda hozirda 1 million

so we can handle a few more.

foydalanuvchi bor, va biz yana bir nechta

millionni ham amallay olamiz. (Kulgi)

(Laughter)

No, no reason why it really can't happen

Ertaga Amerikadagi barcha sinflarda buni

in every classroom in America tomorrow.

amalga oshira olishimizga to'sqinlik yo'q.

BG: And the vision of the tutoring thing.

BG: Sizning g'oyangiz bu ta'lim berish.

The idea there is, if I'm confused about a topic,

G'oya shundaki, agar men nimanidir tushunmasam, men kimnidir

somehow right in the user interface,

topib undan menga buni tushuntirib

I'd find people who are volunteering,

berishini so'rayman, masalan, ularning

maybe see their reputation,

unvoni yoki natijasiga qarab, men shunday

and I could schedule and connect up with those people?

insonlar bilan bog'lana olamanmi?

SK: Absolutely. And this is something I recommend everyone in this audience do.

Xan: Albatta. Men buni ushbu auditoriyadagi

barchaga maslahat bergan bo'lar edim.

Those dashboards the teachers have, you can go log in right now

Siz hozirni o'zida o'qituvchilar uchun sozlamalarga kirib,

and you can essentially become a coach

ustozga aylanishingiz mumkin va

for your kids, your nephews, your cousins,

farzandlaringiz, jiyanlaringiz, aka-uka va singillaringiz

or maybe some kids at the Boys and Girls Club.

uchun dars o'tishni boshlashingiz mumkin.

Hozirning o'zida siz kim uchundir ustoz yoki

And yeah, you can start becoming a mentor, a tutor,

really immediately.

murabbiyga aylanishingiz mumkin.

But yeah, it's all there.

Bu yerda buning uchun hamma narsa tayyor.

BG: Well, it's amazing.

BG: Bu chindan ham ajoyib.

I think you just got a glimpse of the future of education.

Menimcha siz ta'lim kelajagini yaratdingiz.

BG: Thank you. SK: Thank you.

Rahmat. Xan: Rahmat.

(Applause)

(Qarsaklar)