for its collection of videos.

So before I go any farther, let me

show you a little bit of a montage.

[VIDEO PLAYBACK]

So the hypotenuse is now going to be five.

This animal's fossils are only found

in this area of South America, nice, clean band

here, and in this part of Africa.

We could integrate over the surface,

and the notation usually is a capital sigma.

National Assembly, they create the committee

of public safety, which sounds like a very nice committee.

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

Start differentiating into effector and memory cells.

A galaxy, hey, there's another galaxy.

Oh look, there's another galaxy.

And for dollars is their 30 million plus the $20 million

from the American manufacturer.

If this does not blow your mind, then you have no emotion.

[END VIDEO PLAYBACK]

SALMAN KHAN: We now have on the order of 2,200 videos

covering everything from basic arithmetic all

the way to vector calculus and some of the stuff

that you saw up there.

We have a million students a month using the site,

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

But what we're going to talk about in this

is how we're going to the next level.

But before I do that, I want to talk a little bit about how

I got started.

And some of you all might know, about five years ago,

I was an analyst at a hedge fund.

And I was in Boston.

And I was tutoring my cousins in New Orleans remotely.

And I started putting the first YouTube videos up, really just

as a nice to have, just kind of a supplement, for my cousins,

something that might give them a refresher, or something.

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

something interesting happened.

Actually, a bunch of interesting things happened.

The first was the feedback from my cousins.

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

[LAUGHTER]

And once you get over the backhanded nature of that,

there was actually something very profound there.

They were saying that they preferred the automated version

of their cousin to their cousin.

At first it's very unintuitive, but when you actually

think about it from their point of view,

it makes a ton of sense.

You have this situation where now they can pause and repeat

their cousin without feeling like they're wasting my time.

If they have to review something that they should have learned

a couple of weeks ago, or maybe a couple of years ago,

they don't have to be embarrassed and ask

their cousin.

They can just watch those videos.

If they're bored, they can go ahead.

They can watch it at their own time, at their own pace.

And probably the least appreciated aspect of this

is the notion that the very first time, the very first time

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

the very last thing you need is another human being saying

do you understand this.

And that's what was happening with the interaction

with my cousins before.

And now they could just do it in the intimacy of their own room.

The other thing that happened is I put them on YouTube

just for the....I saw no reason to make it private.

So I let other people watch it.

And then people started stumbling on it.

And I started getting some comments, and some letters,

and all sorts of feedback from random people around the world.

And these are just a few.

This is actually from one of the original calculus videos.

And someone wrote on YouTube, it was a YouTube comment,

"First time I smiled doing a derivative."

Let's pause here.

This person did a derivative, and then they smiled.

And then in response to that same comment,

this is on the thread.

You could go on YouTube and look at these comments.

Someone else wrote, "Same thing here.

I actually got a natural high and a good mood

for the entire day, since I remember

seeing all of this 'matrix text' in class.

And here I'm all like, I know Kung Fu."

[LAUGHTER]

And we got a lot of feedback along those lines.

This clearly was helping people.

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

I started getting letters from people.

And it was starting to become clear

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

This is just an excerpt from one of those letters.

"My 12-year-old son has autism, and has

had a terrible time with math.

We have tried everything, viewed everything, bought everything.

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

Then we went on to the dreaded fractions.

Again, he got it.

We could not believe it.

He is so excited."

And so you can imagine, here I was,

an analyst at a hedge fund.

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

[LAUGHTER AND APPLAUSE]

But I was excited.

So I kept going.

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

That not only would it help my cousins right now,

or these people who were sending letters.

But maybe that this content will never go old.

That it could help their kids or their grandkids.

If Isaac Newton had done YouTube videos on calculus,

I wouldn't have to, assuming he was good.

We don't know.

[LAUGHTER]

The other thing that happened, and even at this point, I said,

OK, maybe it's a good supplement.

It's good for motivated students.

It's good for maybe homeschoolers.

But I didn't think it would be something that would somehow

penetrate the classroom.

But then I started getting letters from teachers.

And the teachers would write saying,

we've used your videos to flip the classroom.

You've given the lectures.

So now what we do...and this could actually

happen in every classroom in America tomorrow... what I do

is I assign the lectures for homework.

And what used to be homework, I now

have the students doing in the classroom.

[APPLAUSE]

I want to pause here for a second

because there's a couple of interesting things.

One, when those teachers are doing that,

there's the obvious benefit.

There's the benefit that now their students

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

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

But the more interesting thing-- and this

is the unintuitive thing when you talk about technology

in the classroom-- by removing the "one size fits all"

lecture from the classroom and letting students have

a self-paced lecture at home, and then when

you go to the classroom, letting them do work,

having the teacher walk around, having the peers actually

be able to interact with each other,

these teachers have used technology

to humanize the classroom.

They took a fundamentally dehumanizing experience,

a bunch of 30 kids with their fingers on their lips,

not allowed to interact with each other.

A teacher, no matter how good, has

to give this kind of "one size fits all"

lecture to 30 students-- blank faces, slightly antagonistic.

And now it's a human experience.

Now they're actually interacting with each other.

So once the Khan Academy-- I quit my job.

And we turned into a real organization,

or a not-for-profit.

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

How do we take what those teachers were

doing to their natural conclusion?

And so what I'm showing over here,

these are actual exercises that I

started writing for my cousins.

The ones I started were much more primitive.

This is a more competent version of it.

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

as you need until you get that concept,

until you get 10 in a row.

And the Khan Academy videos are there.

You get hints, the actual steps for that problem,

if you don't know how to do it.

But the paradigm, it seems like a very simple thing.

10 in a row, you move on.

But it's fundamentally different than what's

happening in classrooms right now.

In a traditional classroom, you have

a couple of-- homework, lecture, homework, lecture,

and then you have a snapshot exam.

And that exam, whether you get a 70%, an 80%, a 90% or a 95%,

the class moves on to the next topic.

And even that 95% student, what was the 5% they didn't know?

Maybe they didn't know what happens

when you raise something to the 0-th power.

And then you go build on that in the next concept.

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

And I give you a bicycle.

Maybe I give you a lecture ahead of time.

And I give you that bicycle for two weeks.

And then I come back after two weeks.

And I say, well, let's see.

You're having trouble taking left turns.

You can't quite stop.

You're an 80% bicyclist.

So I put a big C stamp on your forehead.

And then I say here's a unicycle.

But as ridiculous as that sounds,

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

And the idea is you fast forward.

And good students start failing algebra all of a sudden,

and start failing calculus all of a sudden,

despite being smart, despite having good teachers.

And it's usually because they had these Swiss cheese

gaps that kept building throughout their foundations.

So our model is learn math the way you would learn anything.

Like the way you would learn a bicycle.

Stay on that bicycle.

Fall off that bicycle.

Do it as long as necessary until you have mastery.

The traditional model, it penalizes you

for experimentation and failure.

But it does not expect mastery.

We encourage you to experiment.

We encourage you to failure.

But we do expect mastery.

This is just another one of the modules.

This is trigonometry.

This is shifting and reflecting functions.

And they all fit together.

We have about 90 of these right now.

And you could go to the site right now.

It's all free.

Not trying to sell anything.

But the general idea is that they all

fit into this knowledge map.

That top node right there, that's

literally single-digit addition.

It's like 1 plus 1 is equal to 2.

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

then it keeps forwarding you to more and more advanced modules.

So keep-- this is further down the knowledge map.

We're getting into more advanced arithmetic.

Further down, you start getting into

pre-algebra and early algebra.

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

a little bit of precalculus.

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

Well, everything that can be taught

in this type of a framework.

So you can imagine.

And this is what we are working on--

is from this knowledge map, you have logic.

You have computer programming.