Teachers need real feedback
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0:01 - 0:04Everyone needs a coach.
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0:04 - 0:07It doesn't matter whether you're a basketball player,
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0:07 - 0:10a tennis player, a gymnast
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0:10 - 0:12or a bridge player.
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0:12 - 0:15(Laughter)
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0:15 - 0:17My bridge coach, Sharon Osberg,
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0:17 - 0:19says there are more pictures of the back of her head
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0:19 - 0:23than anyone else's in the world. (Laughter)
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0:23 - 0:27Sorry, Sharon. Here you go.
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0:27 - 0:30We all need people who will give us feedback.
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0:30 - 0:32That's how we improve.
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0:32 - 0:35Unfortunately, there's one group of people
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0:35 - 0:38who get almost no systematic feedback
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0:38 - 0:40to help them do their jobs better,
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0:40 - 0:42and these people
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0:42 - 0:45have one of the most important jobs in the world.
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0:45 - 0:47I'm talking about teachers.
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0:47 - 0:49When Melinda and I learned
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0:49 - 0:52how little useful feedback most teachers get,
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0:52 - 0:54we were blown away.
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0:54 - 0:58Until recently, over 98 percent of teachers
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0:58 - 1:01just got one word of feedback:
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1:01 - 1:04Satisfactory.
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1:04 - 1:06If all my bridge coach ever told me
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1:06 - 1:09was that I was "satisfactory,"
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1:09 - 1:11I would have no hope of ever getting better.
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1:11 - 1:15How would I know who was the best?
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1:15 - 1:18How would I know what I was doing differently?
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1:18 - 1:21Today, districts are revamping
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1:21 - 1:23the way they evaluate teachers,
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1:23 - 1:26but we still give them almost no feedback
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1:26 - 1:29that actually helps them improve their practice.
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1:29 - 1:33Our teachers deserve better.
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1:33 - 1:36The system we have today isn't fair to them.
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1:36 - 1:38It's not fair to students,
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1:38 - 1:43and it's putting America's global leadership at risk.
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1:43 - 1:46So today I want to talk about how we can help all teachers
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1:46 - 1:51get the tools for improvement they want and deserve.
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1:51 - 1:54Let's start by asking who's doing well.
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1:54 - 1:58Well, unfortunately there's no international ranking tables
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1:58 - 2:00for teacher feedback systems.
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2:00 - 2:02So I looked at the countries
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2:02 - 2:05whose students perform well academically,
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2:05 - 2:07and looked at what they're doing
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2:07 - 2:10to help their teachers improve.
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2:10 - 2:13Consider the rankings for reading proficiency.
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2:13 - 2:16The U.S. isn't number one.
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2:16 - 2:18We're not even in the top 10.
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2:18 - 2:23We're tied for 15th with Iceland and Poland.
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2:23 - 2:25Now, out of all the places
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2:25 - 2:28that do better than the U.S. in reading,
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2:28 - 2:30how many of them have a formal system
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2:30 - 2:33for helping teachers improve?
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2:33 - 2:36Eleven out of 14.
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2:36 - 2:39The U.S. is tied for 15th in reading,
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2:39 - 2:43but we're 23rd in science and 31st in math.
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2:43 - 2:46So there's really only one area where we're near the top,
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2:46 - 2:48and that's in failing to give our teachers
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2:48 - 2:52the help they need to develop their skills.
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2:52 - 2:56Let's look at the best academic performer:
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2:56 - 2:59the province of Shanghai, China.
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2:59 - 3:02Now, they rank number one across the board,
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3:02 - 3:05in reading, math and science,
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3:05 - 3:08and one of the keys to Shanghai's incredible success
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3:08 - 3:12is the way they help teachers keep improving.
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3:12 - 3:14They made sure that younger teachers
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3:14 - 3:18get a chance to watch master teachers at work.
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3:18 - 3:20They have weekly study groups,
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3:20 - 3:23where teachers get together and talk about what's working.
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3:23 - 3:26They even require each teacher to observe
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3:26 - 3:30and give feedback to their colleagues.
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3:30 - 3:33You might ask, why is a system like this so important?
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3:33 - 3:36It's because there's so much variation
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3:36 - 3:38in the teaching profession.
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3:38 - 3:42Some teachers are far more effective than others.
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3:42 - 3:45In fact, there are teachers throughout the country
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3:45 - 3:49who are helping their students make extraordinary gains.
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3:49 - 3:51If today's average teacher
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3:51 - 3:53could become as good as those teachers,
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3:53 - 3:58our students would be blowing away the rest of the world.
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3:58 - 4:01So we need a system that helps all our teachers
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4:01 - 4:03be as good as the best.
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4:03 - 4:05What would that system look like?
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4:05 - 4:07Well, to find out, our foundation
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4:07 - 4:10has been working with 3,000 teachers
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4:10 - 4:12in districts across the country
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4:12 - 4:16on a project called Measures of Effective Teaching.
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4:16 - 4:18We had observers watch videos
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4:18 - 4:20of teachers in the classroom
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4:20 - 4:24and rate how they did on a range of practices.
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4:24 - 4:26For example, did they ask their students
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4:26 - 4:28challenging questions?
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4:28 - 4:32Did they find multiple ways to explain an idea?
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4:32 - 4:36We also had students fill out surveys with questions like,
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4:36 - 4:38"Does your teacher know
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4:38 - 4:41when the class understands a lesson?"
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4:41 - 4:44"Do you learn to correct your mistakes?"
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4:44 - 4:47And what we found is very exciting.
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4:47 - 4:51First, the teachers who did well on these observations
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4:51 - 4:53had far better student outcomes.
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4:53 - 4:57So it tells us we're asking the right questions.
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4:57 - 4:59And second, teachers in the program told us
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4:59 - 5:03that these videos and these surveys from the students
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5:03 - 5:06were very helpful diagnostic tools,
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5:06 - 5:08because they pointed to specific places
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5:08 - 5:10where they can improve.
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5:10 - 5:14I want to show you what this video component of MET
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5:14 - 5:17looks like in action.
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5:17 - 5:20(Music)
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5:20 - 5:22(Video) Sarah Brown Wessling: Good morning everybody.
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5:22 - 5:24Let's talk about what's going on today.
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5:24 - 5:27To get started, we're doing a peer review day, okay?
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5:27 - 5:30A peer review day, and our goal by the end of class
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5:30 - 5:31is for you to be able to determine
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5:31 - 5:34whether or not you have moves to prove in your essays.
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5:34 - 5:36My name is Sarah Brown Wessling.
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5:36 - 5:38I am a high school English teacher
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5:38 - 5:40at Johnston High School in Johnston, Iowa.
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5:40 - 5:41Turn to somebody next to you.
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5:41 - 5:44Tell them what you think I mean when I talk about moves to prove. I've talk about --
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5:44 - 5:47I think that there is a difference for teachers
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5:47 - 5:50between the abstract of how we see our practice
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5:50 - 5:52and then the concrete reality of it.
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5:52 - 5:55Okay, so I would like you to please bring up your papers.
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5:55 - 5:58I think what video offers for us
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5:58 - 6:00is a certain degree of reality.
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6:00 - 6:03You can't really dispute what you see on the video,
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6:03 - 6:06and there is a lot to be learned from that,
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6:06 - 6:08and there are a lot of ways that we can grow
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6:08 - 6:11as a profession when we actually get to see this.
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6:11 - 6:14I just have a flip camera and a little tripod
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6:14 - 6:17and invested in this tiny little wide-angle lens.
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6:17 - 6:20At the beginning of class, I just perch it
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6:20 - 6:22in the back of the classroom. It's not a perfect shot.
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6:22 - 6:25It doesn't catch every little thing that's going on.
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6:25 - 6:28But I can hear the sound. I can see a lot.
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6:28 - 6:30And I'm able to learn a lot from it.
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6:30 - 6:33So it really has been a simple
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6:33 - 6:36but powerful tool in my own reflection.
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6:36 - 6:39All right, let's take a look at the long one first, okay?
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6:39 - 6:42Once I'm finished taping, then I put it in my computer,
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6:42 - 6:44and then I'll scan it and take a peek at it.
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6:44 - 6:47If I don't write things down, I don't remember them.
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6:47 - 6:50So having the notes is a part of my thinking process,
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6:50 - 6:54and I discover what I'm seeing as I'm writing.
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6:54 - 6:56I really have used it for my own personal growth
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6:56 - 6:59and my own personal reflection on teaching strategy
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6:59 - 7:03and methodology and classroom management,
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7:03 - 7:06and just all of those different facets of the classroom.
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7:06 - 7:09I'm glad that we've actually done the process before
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7:09 - 7:11so we can kind of compare what works, what doesn't.
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7:11 - 7:15I think that video exposes
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7:15 - 7:18so much of what's intrinsic to us as teachers
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7:18 - 7:21in ways that help us learn and help us understand,
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7:21 - 7:24and then help our broader communities understand
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7:24 - 7:28what this complex work is really all about.
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7:28 - 7:32I think it is a way to exemplify and illustrate
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7:32 - 7:35things that we cannot convey in a lesson plan,
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7:35 - 7:37things you cannot convey in a standard,
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7:37 - 7:39things that you cannot even sometimes convey
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7:39 - 7:42in a book of pedagogy.
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7:42 - 7:44Alrighty, everybody, have a great weekend.
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7:44 - 7:45I'll see you later.
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7:45 - 7:48[Every classroom could look like that]
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7:48 - 7:53(Applause)
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7:53 - 7:56Bill Gates: One day, we'd like every classroom in America
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7:56 - 7:59to look something like that.
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7:59 - 8:01But we still have more work to do.
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8:01 - 8:04Diagnosing areas where a teacher needs to improve
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8:04 - 8:07is only half the battle.
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8:07 - 8:09We also have to give them the tools they need
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8:09 - 8:12to act on the diagnosis.
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8:12 - 8:14If you learn that you need to improve
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8:14 - 8:15the way you teach fractions,
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8:15 - 8:18you should be able to watch a video
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8:18 - 8:22of the best person in the world teaching fractions.
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8:22 - 8:24So building this complete teacher feedback
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8:24 - 8:27and improvement system won't be easy.
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8:27 - 8:29For example, I know some teachers
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8:29 - 8:32aren't immediately comfortable with the idea
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8:32 - 8:35of a camera in the classroom.
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8:35 - 8:38That's understandable, but our experience with MET
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8:38 - 8:41suggests that if teachers manage the process,
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8:41 - 8:44if they collect video in their own classrooms,
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8:44 - 8:47and they pick the lessons they want to submit,
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8:47 - 8:51a lot of them will be eager to participate.
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8:51 - 8:54Building this system will also require
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8:54 - 8:57a considerable investment.
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8:57 - 9:00Our foundation estimates that it could cost
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9:00 - 9:02up to five billion dollars.
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9:02 - 9:06Now that's a big number, but to put it in perspective,
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9:06 - 9:08it's less than two percent
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9:08 - 9:13of what we spend every year on teacher salaries.
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9:13 - 9:16The impact for teachers would be phenomenal.
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9:16 - 9:20We would finally have a way to give them feedback,
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9:20 - 9:23as well as the means to act on it.
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9:23 - 9:24But this system would have
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9:24 - 9:28an even more important benefit for our country.
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9:28 - 9:31It would put us on a path to making sure
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9:31 - 9:34all our students get a great education,
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9:34 - 9:37find a career that's fulfilling and rewarding,
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9:37 - 9:40and have a chance to live out their dreams.
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9:40 - 9:44This wouldn't just make us a more successful country.
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9:44 - 9:50It would also make us a more fair and just one, too.
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9:50 - 9:53I'm excited about the opportunity
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9:53 - 9:57to give all our teachers the support they want and deserve.
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9:57 - 9:59I hope you are too.
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9:59 - 10:01Thank you.
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10:01 - 10:09(Applause)
- Title:
- Teachers need real feedback
- Speaker:
- Bill Gates
- Description:
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Until recently, many teachers only got one word of feedback a year: “satisfactory.” And with no feedback, no coaching, there’s just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback -- and lays out a program from his foundation to bring it to every classroom.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 10:24
Thu-Huong Ha edited English subtitles for Teachers need real feedback | ||
Thu-Huong Ha approved English subtitles for Teachers need real feedback | ||
Thu-Huong Ha edited English subtitles for Teachers need real feedback | ||
Thu-Huong Ha edited English subtitles for Teachers need real feedback | ||
Morton Bast accepted English subtitles for Teachers need real feedback | ||
Morton Bast edited English subtitles for Teachers need real feedback | ||
Joseph Geni edited English subtitles for Teachers need real feedback | ||
Joseph Geni edited English subtitles for Teachers need real feedback |