WEBVTT

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- Thanks, Jennifer.

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All right, so it is exactly four o'clock,

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so I will go ahead

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and get us started to make
sure we start on time.

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Good afternoon, everyone.

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Thank you so much for joining us today.

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My name is Frances Barreto.

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I am one of the district success managers

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that support our amazing
partners in Arizona.

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And you do have a dedicated
team here to support you

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as you see on the screen.

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That includes Chelsea Hatchard,

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who's our district partnership manager,

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Sheryl Dossola supports as
the rostering specialist.

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We have Victoria Cheng,

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who is another district success manager,

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and then Jennifer
Cummings and India Quarles

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are your professional
learning specialists.

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We are especially excited
to have Sarah Robertson

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from the Khan Academy Writing
Coach team with us today,

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and she's gonna be sharing

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how you can help your
students become more confident

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and skilled writers using
Khanmigo's Writing Coach tool.

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This is the first

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out of several professional
learning opportunities

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that you're going to be able
to participate in the spring,

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so keep an eye out for an email

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that should be coming your way March 11th

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with the registration links

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for our Arizona Spring Learning series.

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And remember that if you register,

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you'll automatically
receive the recording,

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even if you can't attend live.

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Please feel free to drop any questions

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or thoughts in the chat
throughout the session.

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Jennifer and I will be
actively in the chat

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and we'll also be sending
the recording your way

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after this session as well.

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So without further ado,

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I'm gonna go ahead and
pass it on to Sarah.

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- Thank you, Frances.
- [Frances] You're welcome.

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- I'm gonna share my presentation now.

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All right, hopefully you can all see

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where it says Meet Khanmigo Writing Coach.

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Yes, okay, awesome.

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I'm gonna try and have
the chat open as well

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so I can keep an eye on
what you all are saying.

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Welcome, everyone.

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I'm really excited to be here.

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A little bit about myself.

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My name is Sarah Robertson.

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I am a principal product
manager here at Khan Academy,

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focusing on literacy experiences

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and classroom tools to support ELA

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and humanities teachers specifically.

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And some background of
sort of where I came from.

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I was a middle school
ELA teacher in Boston.

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That's a picture of me when
I had a lot less gray hair

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than I have now.

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And when I was a teacher,
I taught seventh grade.

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Many of my students were
significantly below grade level.

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I taught a variety of humanities classes

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during my time in the classroom,

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but the hardest of all the classes

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that I taught was writing.

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I think as a writing teacher,

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I assigned 25 different essays

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throughout the course of
one single school year.

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And like most middle and
high school teachers,

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I had about 100 students,

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maybe more than that,

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so that's about 2,500
distinct essay drafts

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for me to guide students
through producing,

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provide timely, detailed,
personalized feedback on,

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evaluate against a rubric.

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I worked easily about 12 hours a day

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and nearly every weekend,

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and even still, it always
felt like I could never get

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to all the students in the class

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who were asking for my help.

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I could never keep a close enough eye

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on the students who I knew needed my help,

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but weren't asking for it.

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I could never deliver
personalized feedback

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to students quickly enough,

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even if I tried really hard.

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I never really knew about
what my students needed

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at any given moment

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or how to better support them.

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And the burnout from this year

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of teaching writing
specifically was so real.

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And keep in mind this was before COVID,

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before learning loss,

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and before generative AI,

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so I have a lot of empathy for many of you

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who are currently in the classroom.

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So today I am excited to share with you

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the solution that we built

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in response to these very
real classroom challenges.

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So we'll talk a bit about
why we built Writing Coach

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and our intentions behind its design,

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and then I'm gonna dig
into how to actually use it

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and show you how to find it
and how to assign things.

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I'll show you what the
student experience is like

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and what the teacher

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and administrator
reports are like as well.

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And then I will send you
off and hopefully you can go

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and use it and explore it yourselves.

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And then I'll actually give you my email

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so you can send me the
feedback that you have.

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All right, so I had asked
if we could make this

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a meeting-type webinar

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so you all could be a
little bit more interactive.

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So now we have the chat.

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Thank you, Aviv, for setting that up.

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I would love for you all

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to answer this question in the chat.

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I'm wondering if you could just name,

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what are some things that
you know students need

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in order to reach grade-level
proficiency in writing?

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Take a minute and think

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and put your thoughts into the chat.

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Kim says, "Vocabulary, sentence fluency,

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punctuation, practice

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help with sentence structure,
grammar, punctuation."

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Absolutely.

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Format of the writing, yes.

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Practice and timely feedback, yes.

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I'm seeing a lot of practice,
feedback, direct instruction.

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Out of curiosity, does anybody know

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how much time the National
Commission on Writing recommends

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that middle and high school
students should spend

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on writing practice?

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Let's say each day.

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How many minutes per
day do they recommend?

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Guess, put it in the chat.

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30 minutes.

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60 minutes.

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30 minutes.

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All right, you guys are well informed.

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It's 60 minutes per day.

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I taught writing,

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so in my classroom,

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kids were writing a lot of the time

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when they weren't watching me model things

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or teaching things,

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but in many schools,

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there isn't a separate writing class

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and most students are not
actually getting the 60 minutes

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of writing practice per day,

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as I'm sure you all are well aware.

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Other things that I saw
mentioned that students need,

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they need the direct instruction

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specifically in things like
the rhetorical situation,

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audience, purpose, tone, rhetoric,

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text structure, sentence
structure, grammar,

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the writing process,
how we begin to write,

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how we think about writing,
how to conduct research,

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how to incorporate evidence,
how to cite evidence.

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They also need things like
exposure to mentor texts,

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they need modeling, they need
vocabulary-building practice,

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they need feedback

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and that feedback has to
be specific and actionable

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and it also has to be
delivered not three weeks

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from when they wrote the essay.

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And then of course, reading
practice and comprehension

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is part of that too.

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And they also just need to feel motivated,

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that's a really big piece.

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Again, looking for you
all to go to the chat,

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what are some of the things

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that make teaching writing
especially challenging?

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Go ahead and put your
thoughts in the chat.

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Time, yes, for sure.

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Yep.

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Never enough.

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Differentiation.

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Yes, Robert.

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The feedback piece is,
yes, really challenging.

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Motivation, yep, yep.

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Definitely time for
providing that feedback,

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especially if you have a lot of students.

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Grade-level reading, yep.

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Exactly, agree.

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Texting all the time.

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Yeah, productive struggle,
that's a big one.

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And I think the motivation
piece plays into that too.

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So I spend a lot of my time talking to

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and learning from ELA teachers,

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and writing is consistently
one of the hardest parts

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of the job as I experienced firsthand.

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These are some quotes from interviews

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that we've done with ELA teachers

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and I also happen to grab some screenshots

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from a few of the recent comments

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in various ELA teacher Facebook
groups that I'm still in.

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So yeah, kids are not
writing on grade level

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and it's really no wonder why.

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A big piece of this, as you all mentioned,

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is timely, specific, actional
feedback is so critical,

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but with one teacher to 100-plus students,

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it's nearly impossible and
teachers are really overwhelmed.

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Also, since I've been in the classroom,

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which is now, I think,
approaching 10 years ago,

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it's gotten a lot harder.

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My husband is a writing professor,

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he teaches college freshmen,

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so I hear from his perspective a lot

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about how student AI use has
affected writing instruction

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and practice in his classroom.

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I also hear this from many of
the teachers that I speak to

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through Khan Academy

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and I expect that some
of you might have had

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some personal experience
dealing with this too.

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And there are various things out there.

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Somebody here mentions,

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"I've seen several AI
checkers online recently.

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How accurate are those?"

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They're not,

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they're not accurate, unfortunately.

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We all wish that there was

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like one beautiful magical
solution to this problem,

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but it has been really challenging

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for teachers to be able to spot students

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who are using this technology.

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And it can be, as I'm sure you know,

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very difficult to challenge a student

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who you think has produced
something with ChatGPT,

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but you don't have the evidence for that.

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Okay, for this one,

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I wanted to touch upon
another prescient question.

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About a year ago I led a workshop
with high school students

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on AI and writing

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and one of the students said to me,

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and this was like a very precocious,

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I don't know, 14-year-old girl,

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she said, "I just don't see the point

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in learning to write anymore,

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AI can do it for me.

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Why do I need to learn to do this thing

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that AI can just do for me?"

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And I want you to take a minute

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and you can answer in the chat,

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or if you feel so inclined,

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you can come off mute
and just say it out loud,

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do you agree or disagree?

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Do you think that it's still important?

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I feel like this is
probably a biased group,

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but do you think it's important
to still learn to write,

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for students to still
learn to write, and why?

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What would you say to that student?

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So yes, I'm gonna pause here,

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and if you have something to say,

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feel free to come off mute and
just say or put it in chat.

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- Hi Sarah, this is Johna Wallace.

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I'm gonna say this out loud,

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I think that students do
need to learn how to write.

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My son works in finance

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and he has to be able to
communicate to other people

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what he has done with his clients,

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and if he cannot write coherently,

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that communication is not there.

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Also with the writing,

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it helps clarify students' thinking

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and their ability to
communicate with one another,

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so they need to know how to do that.

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- 100%.

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You said it so perfectly.

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Everything you said.

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Writing is thinking,

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writing is communicating.

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Without knowing how to write,

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we can't actually sometimes process

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what we even think about something.

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We don't have that critical muscle,

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we're not building that critical muscle

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of processing information and
working through information

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and communicating it in ways

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that reflect our own personal experiences

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and our own beliefs.

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I came across this Joan
Didion quote a while ago

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and it sort of gave me exactly

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what I think I was trying to convey

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when I was presented with
these kinds of opinions

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from various people,

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specifically students who were like,

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why do I need to do this anymore?

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And Joan Didion says,

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"I write entirely to find
out what I'm thinking,

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what I'm looking at,

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what I see and what it means."

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And I get chills when
I say that every time

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because as somebody who,

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I consider myself a writer
and a writing teacher

00:12:40.590 --> 00:12:42.510
and somebody who supports
writing teachers now,

00:12:42.510 --> 00:12:47.070
and writing is so much more
than the written content, right?

00:12:47.070 --> 00:12:47.910
It's not,

00:12:47.910 --> 00:12:50.460
the process of writing means something

00:12:50.460 --> 00:12:51.630
and it's important

00:12:51.630 --> 00:12:53.940
and it has real human value.

00:12:53.940 --> 00:12:55.680
And I think as teachers,

00:12:55.680 --> 00:12:58.650
it's our jobs not just to
teach students how to write,

00:12:58.650 --> 00:13:00.180
but to teach them about

00:13:00.180 --> 00:13:03.603
why they still should be
learning to write, right?

00:13:05.970 --> 00:13:09.360
There's also a robust body
of evidence that shows

00:13:09.360 --> 00:13:10.530
that there are real cognitive

00:13:10.530 --> 00:13:12.480
and psychological benefits from writing.

00:13:12.480 --> 00:13:15.360
It helps students,
again, process emotions,

00:13:15.360 --> 00:13:16.320
process their thinking,

00:13:16.320 --> 00:13:17.460
figure out what they feel,

00:13:17.460 --> 00:13:18.870
figure out what they believe.

00:13:18.870 --> 00:13:22.890
It's a really wonderful tool

00:13:22.890 --> 00:13:25.593
that we all have in our
toolbox as human beings.

00:13:27.150 --> 00:13:28.620
So I agree,

00:13:28.620 --> 00:13:31.860
I don't think that large
language models or AI

00:13:31.860 --> 00:13:34.560
is a reason that we should
not teach writing anymore.

00:13:34.560 --> 00:13:36.810
I don't think anybody
would be surprised by that.

00:13:36.810 --> 00:13:40.110
And if anything, I actually
think it's more important now

00:13:40.110 --> 00:13:41.523
than it has ever been,

00:13:42.480 --> 00:13:45.270
but it is still very critical

00:13:45.270 --> 00:13:48.540
to educate students about
AI and large language models

00:13:48.540 --> 00:13:51.180
and to use it ethically and
responsibly in the classroom.

00:13:51.180 --> 00:13:54.030
And we could do an entire webinar

00:13:54.030 --> 00:13:57.240
specifically on this topic of effective

00:13:57.240 --> 00:13:59.010
and ethical AI use in classrooms alone,

00:13:59.010 --> 00:14:03.030
but I sort of jotted down a
list of some of the things

00:14:03.030 --> 00:14:06.363
to consider when we are
incorporating AI in the classroom.

00:14:08.460 --> 00:14:09.960
The first thing is,

00:14:09.960 --> 00:14:13.560
is the use of this AI actually
helping students learn

00:14:13.560 --> 00:14:16.200
or are we using it as a shortcut?

00:14:16.200 --> 00:14:19.020
Will students become reliant on the AI?

00:14:19.020 --> 00:14:21.930
And if it's being used as
some sort of scaffolding,

00:14:21.930 --> 00:14:25.950
how can we gradually remove
that scaffolding over time?

00:14:25.950 --> 00:14:27.660
Do students understand

00:14:27.660 --> 00:14:31.230
how the content from the AI
is actually being generated?

00:14:31.230 --> 00:14:32.523
Where it comes from,

00:14:33.360 --> 00:14:36.420
when to trust it, when
definitely not to trust it,

00:14:36.420 --> 00:14:39.240
when to say something about the fact

00:14:39.240 --> 00:14:41.460
that they might have used it in some way.

00:14:41.460 --> 00:14:43.620
And are they using AI in ways

00:14:43.620 --> 00:14:47.190
that allow them to focus
more of their efforts

00:14:47.190 --> 00:14:49.110
on higher-order thinking skills

00:14:49.110 --> 00:14:52.053
and also on the human
element of writing too?

00:14:53.670 --> 00:14:58.140
There are many opinions on these topics,

00:14:58.140 --> 00:15:03.140
but I do believe that there are many ways

00:15:03.810 --> 00:15:08.810
in which even if we use AI
for things like brainstorming,

00:15:09.030 --> 00:15:10.620
I think it depends on the situation,

00:15:10.620 --> 00:15:12.810
but in some ways some might argue

00:15:12.810 --> 00:15:14.400
that that's actually taking away

00:15:14.400 --> 00:15:17.610
some of the really
important thinking skills

00:15:17.610 --> 00:15:19.140
that students do when they brainstorm.

00:15:19.140 --> 00:15:21.720
It doesn't hurt maybe to have somebody

00:15:21.720 --> 00:15:26.160
to bounce ideas off of
or to jumpstart things,

00:15:26.160 --> 00:15:29.760
but worlds in which AI
generates a first draft

00:15:29.760 --> 00:15:32.160
or AI generates a list of ideas,

00:15:32.160 --> 00:15:34.920
we should just be thinking
about what is the AI doing

00:15:34.920 --> 00:15:37.170
that a student previously
could have been doing,

00:15:37.170 --> 00:15:41.043
and are we taking something
away of value to that student?

00:15:42.390 --> 00:15:43.830
Okay.

00:15:43.830 --> 00:15:45.690
So with all of that in mind,

00:15:45.690 --> 00:15:49.590
let's learn about how and
why we made Writing Coach

00:15:49.590 --> 00:15:51.840
and then I'm going to
show you how to use it.

00:15:53.310 --> 00:15:56.580
Khan Academy is a well-known company.

00:15:56.580 --> 00:16:01.170
It is not necessarily as
well-known for writing and reading

00:16:01.170 --> 00:16:04.200
and ELA or humanities as it is for STEM,

00:16:04.200 --> 00:16:06.330
but our mission has always been

00:16:06.330 --> 00:16:08.520
to provide a free world-class education

00:16:08.520 --> 00:16:10.470
to anyone and anywhere,

00:16:10.470 --> 00:16:12.450
and we've always wanted to provide

00:16:12.450 --> 00:16:15.180
that same level of
support in the humanities.

00:16:15.180 --> 00:16:18.540
So when large language models
became broadly available

00:16:18.540 --> 00:16:20.280
in late 2022,

00:16:20.280 --> 00:16:22.710
we immediately began exploring ways

00:16:22.710 --> 00:16:24.300
that we could leverage the technology

00:16:24.300 --> 00:16:26.100
to achieve that mission.

00:16:26.100 --> 00:16:29.340
And it's probably no
surprise that we found LLMs

00:16:29.340 --> 00:16:32.910
to be especially helpful in
the writing space specifically.

00:16:32.910 --> 00:16:35.310
So like all great products,

00:16:35.310 --> 00:16:38.100
Writing Coach was also designed

00:16:38.100 --> 00:16:41.580
as a solution to some very real problems.

00:16:41.580 --> 00:16:44.580
So what we know about writing

00:16:44.580 --> 00:16:46.770
is that, of course, students are expected

00:16:46.770 --> 00:16:48.960
to meet grade-level standards.

00:16:48.960 --> 00:16:52.440
They need to be writing
60 minutes per day.

00:16:52.440 --> 00:16:53.430
They need support,

00:16:53.430 --> 00:16:56.550
not just at the end of the writing process

00:16:56.550 --> 00:16:58.590
when they've produced a
draft and they need feedback,

00:16:58.590 --> 00:17:01.020
but they actually need
help getting started,

00:17:01.020 --> 00:17:03.360
they need help outlining,
they need help drafting,

00:17:03.360 --> 00:17:04.460
and they need to learn

00:17:05.370 --> 00:17:08.190
how to do those different
parts of the process.

00:17:08.190 --> 00:17:09.780
And then, of course, as we all mentioned,

00:17:09.780 --> 00:17:12.090
they need specific, actionable,

00:17:12.090 --> 00:17:16.923
personalized, timely
feedback in order to improve.

00:17:18.060 --> 00:17:23.060
But in reality, only about a
quarter of secondary students

00:17:23.430 --> 00:17:25.470
meet grade-level writing standards.

00:17:25.470 --> 00:17:28.680
The vast majority of students
are not clocking even close

00:17:28.680 --> 00:17:31.950
to their recommended
hour of practice a day.

00:17:31.950 --> 00:17:34.260
Most teachers have way more students

00:17:34.260 --> 00:17:38.160
than they can give personalized
writing process support to.

00:17:38.160 --> 00:17:41.130
And I mention this math set all the time.

00:17:41.130 --> 00:17:43.530
If the average teacher has 100 students

00:17:43.530 --> 00:17:48.120
and limits herself to 10
minutes of feedback per essay,

00:17:48.120 --> 00:17:49.470
which is something I would do,

00:17:49.470 --> 00:17:52.770
I would set my timer 10 minutes per essay,

00:17:52.770 --> 00:17:57.570
that's 17 hours for one
draft of one assignment

00:17:57.570 --> 00:18:00.630
for me to give feedback to every kid,

00:18:00.630 --> 00:18:02.640
17 hours for one assignment.

00:18:02.640 --> 00:18:05.580
And if kids are writing an hour a day,

00:18:05.580 --> 00:18:07.110
I just don't,

00:18:07.110 --> 00:18:08.400
the math isn't mathing,

00:18:08.400 --> 00:18:10.230
as the kids say these days,

00:18:10.230 --> 00:18:12.450
it's just not really possible.

00:18:12.450 --> 00:18:16.500
So in 2023, we started
working on a solution

00:18:16.500 --> 00:18:19.620
and then last fall we
launched Writing Coach

00:18:19.620 --> 00:18:21.573
to our school and district partners.

00:18:22.860 --> 00:18:25.260
And when I talk about Writing Coach,

00:18:25.260 --> 00:18:28.410
I think oftentimes
people hear AI, writing,

00:18:28.410 --> 00:18:30.000
and they sort of have
a picture in their head

00:18:30.000 --> 00:18:30.930
of what this is.

00:18:30.930 --> 00:18:34.740
So I like to kind of explain what it is

00:18:34.740 --> 00:18:36.250
against what it's not

00:18:37.620 --> 00:18:39.990
and how it's different from
some of the other things

00:18:39.990 --> 00:18:41.970
that people might be familiar with.

00:18:41.970 --> 00:18:44.460
So you might be familiar with tools,

00:18:44.460 --> 00:18:46.260
for example, like Grammarly.

00:18:46.260 --> 00:18:47.093
I use Grammarly,

00:18:47.093 --> 00:18:47.926
Grammarly is great.

00:18:47.926 --> 00:18:51.210
Grammarly gives AI-generated
feedback to students,

00:18:51.210 --> 00:18:53.070
but it typically provides more sentence

00:18:53.070 --> 00:18:54.600
or phrase-level suggestions

00:18:54.600 --> 00:18:57.270
and allows them to click a
button and accept the suggestion

00:18:57.270 --> 00:18:59.590
without really having to figure out

00:19:00.630 --> 00:19:02.760
how to change it themselves.

00:19:02.760 --> 00:19:04.980
You might be familiar with other tools

00:19:04.980 --> 00:19:08.250
who can kind of generate feedback quickly

00:19:08.250 --> 00:19:12.990
for the teacher using AI
or even for the students.

00:19:12.990 --> 00:19:15.240
Some of these things
are paid, some are free,

00:19:15.240 --> 00:19:18.690
but usually the feedback
is rather limited,

00:19:18.690 --> 00:19:20.130
there's not that much feedback,

00:19:20.130 --> 00:19:22.440
or the teacher gets the feedback,

00:19:22.440 --> 00:19:25.200
but then has to figure out
how to get it to the student.

00:19:25.200 --> 00:19:28.590
And to this day, I haven't
really found anybody else

00:19:28.590 --> 00:19:32.340
who guides students through
the actual writing process

00:19:32.340 --> 00:19:35.610
stage by stage in the way that we do.

00:19:35.610 --> 00:19:37.830
And if you're familiar with ChatGPT,

00:19:37.830 --> 00:19:40.140
which I'm assuming all of you are,

00:19:40.140 --> 00:19:41.970
it's obviously always more than happy

00:19:41.970 --> 00:19:43.890
to just rewrite a student's essay for them

00:19:43.890 --> 00:19:45.870
or produce it from scratch.

00:19:45.870 --> 00:19:47.640
And there's positive use cases

00:19:47.640 --> 00:19:50.130
for all of these different kinds of tools,

00:19:50.130 --> 00:19:52.020
but the primary purpose behind them

00:19:52.020 --> 00:19:57.020
is usually either to save time
or to produce better writing,

00:19:58.560 --> 00:20:00.930
not to produce better writers.

00:20:00.930 --> 00:20:03.270
And that is really how
Writing Coach is different.

00:20:03.270 --> 00:20:06.960
The intention behind Writing
Coach is to help teachers

00:20:06.960 --> 00:20:11.160
create better writers and
not just better writing.

00:20:11.160 --> 00:20:14.220
So it is an instructional tool

00:20:14.220 --> 00:20:16.500
with the primary purpose
of student learning

00:20:16.500 --> 00:20:18.750
and teacher transparency.

00:20:18.750 --> 00:20:20.550
It's a tool designed to guide students

00:20:20.550 --> 00:20:22.410
through the full essay-writing process

00:20:22.410 --> 00:20:24.000
while preventing cheating.

00:20:24.000 --> 00:20:25.590
It's a way for teachers to give students

00:20:25.590 --> 00:20:29.010
more writing practice
and real-time support.

00:20:29.010 --> 00:20:31.560
And we have data dashboards for teachers

00:20:31.560 --> 00:20:34.740
that have at-a-glance
and in-depth insights

00:20:34.740 --> 00:20:36.570
into their students' writing processes.

00:20:36.570 --> 00:20:39.570
So it's not just a digital
essay-writing platform,

00:20:39.570 --> 00:20:42.960
it's not something that grades
or evaluate student writing,

00:20:42.960 --> 00:20:44.610
it gives feedback, it doesn't score,

00:20:44.610 --> 00:20:45.930
and that's really on purpose

00:20:45.930 --> 00:20:48.180
because I could talk about
this for a long time,

00:20:48.180 --> 00:20:50.310
but I think if we're telling students

00:20:50.310 --> 00:20:52.050
that their voices matter,

00:20:52.050 --> 00:20:54.480
we should have a human
reading what they have to say

00:20:54.480 --> 00:20:55.313
at some point.

00:20:56.400 --> 00:20:58.260
It's not a student productivity tool,

00:20:58.260 --> 00:20:59.940
it's not a feedback generator,

00:20:59.940 --> 00:21:01.680
and it's not a tool that provides

00:21:01.680 --> 00:21:04.260
easy-to-accept suggestions

00:21:04.260 --> 00:21:06.660
for improving things like
grammar and mechanics.

00:21:08.070 --> 00:21:09.660
So just really quick,

00:21:09.660 --> 00:21:14.100
we launched Writing Coach now
about six months ago or so

00:21:14.100 --> 00:21:16.050
and the feedback that we've gotten

00:21:16.050 --> 00:21:18.090
has been very, very positive

00:21:18.090 --> 00:21:20.760
from the teachers and the
students who have used it so far.

00:21:20.760 --> 00:21:24.030
We had one teacher talk
about how the feedback

00:21:24.030 --> 00:21:28.170
that Khanmigo generated
was very, very close

00:21:28.170 --> 00:21:30.780
to what they would have written themselves

00:21:30.780 --> 00:21:31.790
on student writing.

00:21:31.790 --> 00:21:35.310
In some cases it was more
detailed or more specific.

00:21:35.310 --> 00:21:38.610
Another teacher said that they used this

00:21:38.610 --> 00:21:41.370
for an IB essay prep course

00:21:41.370 --> 00:21:44.370
and they had seen this
make the biggest difference

00:21:44.370 --> 00:21:46.710
in helping students with that essay

00:21:46.710 --> 00:21:49.290
than any any tool they've ever used.

00:21:49.290 --> 00:21:53.190
We had one teacher in a district
who used this consistently

00:21:53.190 --> 00:21:56.400
and her class had every
single student pass

00:21:56.400 --> 00:21:57.900
that state writing assessment.

00:21:58.800 --> 00:22:00.533
And so we were really
excited about what this is

00:22:00.533 --> 00:22:01.440
and how it works.

00:22:01.440 --> 00:22:04.233
So let's just dive into
what it looks like.

00:22:05.910 --> 00:22:09.720
Okay, so the first step
in using Writing Coach

00:22:09.720 --> 00:22:11.430
is to create a Writing Coach assignment,

00:22:11.430 --> 00:22:14.820
and a Writing Coach assignment
is an essay assignment.

00:22:14.820 --> 00:22:19.820
To begin, you should start by
logging in to Khan Academy.

00:22:19.950 --> 00:22:21.570
So you can access Writing Coach

00:22:21.570 --> 00:22:22.830
directly through Khan Academy.

00:22:22.830 --> 00:22:26.460
As you can see here in the top
of every Khan Academy screen,

00:22:26.460 --> 00:22:28.830
you see a Khanmigo drop-down

00:22:28.830 --> 00:22:31.530
and you can click on Writing
Coach and get there that way.

00:22:31.530 --> 00:22:34.140
And if you're logged in
to a Khan Academy account,

00:22:34.140 --> 00:22:35.880
you'll be logged in to
a Writing Coach account,

00:22:35.880 --> 00:22:37.620
Writing Coach is part of Khan Academy,

00:22:37.620 --> 00:22:41.140
but you can also just go
to khanmigo.ai/writingcoach

00:22:42.030 --> 00:22:45.690
and that will also take you
directly to Writing Coach.

00:22:45.690 --> 00:22:48.420
Once you are in Writing
Coach as a teacher,

00:22:48.420 --> 00:22:51.390
you will see three tabs on the left,

00:22:51.390 --> 00:22:52.710
one says Assignments,

00:22:52.710 --> 00:22:54.120
one says My Essays,

00:22:54.120 --> 00:22:56.310
and one says About Writing Coach.

00:22:56.310 --> 00:22:58.230
Assignments, self-explanatory,

00:22:58.230 --> 00:23:00.720
that is where you create
assignments for students.

00:23:00.720 --> 00:23:04.020
The My Essays space is kind
of like a playground for you

00:23:04.020 --> 00:23:08.130
to play around with sample
essays that we've created.

00:23:08.130 --> 00:23:11.280
You can test out or demo essays

00:23:11.280 --> 00:23:12.870
that you might have
assigned to your students

00:23:12.870 --> 00:23:15.390
so that you can model

00:23:15.390 --> 00:23:17.910
how to use it for the
first time with them.

00:23:17.910 --> 00:23:20.250
But to access your assignments
and create assignments,

00:23:20.250 --> 00:23:23.280
you would do that from
your Assignments tab.

00:23:23.280 --> 00:23:24.450
And you just should be looking

00:23:24.450 --> 00:23:25.920
for this Create Assignment button

00:23:25.920 --> 00:23:27.470
in the top right of the screen.

00:23:30.180 --> 00:23:34.080
So a Writing Coach essay
assignment starts with a prompt

00:23:34.080 --> 00:23:37.740
and it should be a prompt
that you are providing.

00:23:37.740 --> 00:23:39.990
The essay instructions, I
can't emphasize this enough,

00:23:39.990 --> 00:23:41.880
are the most important part.

00:23:41.880 --> 00:23:44.100
The more details you include,

00:23:44.100 --> 00:23:48.728
the more of a stickler
Khanmigo will be when, they,

00:23:48.728 --> 00:23:53.700
Khanmigo is guiding students
through the writing process.

00:23:53.700 --> 00:23:57.690
So if you say things like,

00:23:57.690 --> 00:23:59.460
make sure in your instructions,

00:23:59.460 --> 00:24:02.370
make sure you include three
pieces of textual evidence,

00:24:02.370 --> 00:24:04.680
Khanmigo will take that information

00:24:04.680 --> 00:24:07.530
and check that the student
has that amount of evidence

00:24:07.530 --> 00:24:09.570
whenever it's giving feedback.

00:24:09.570 --> 00:24:13.140
If you say you need to
use MLA in-text citations

00:24:13.140 --> 00:24:15.030
or APA in-text citations,

00:24:15.030 --> 00:24:18.840
Khanmigo will check to make
sure that students did that.

00:24:18.840 --> 00:24:21.120
If you say that they need to have

00:24:21.120 --> 00:24:23.760
a concession/rebuttal paragraph

00:24:23.760 --> 00:24:24.870
in their argumentative essay,

00:24:24.870 --> 00:24:27.090
again, Khanmigo will have that context

00:24:27.090 --> 00:24:30.210
and then make sure students
are meeting those requirements.

00:24:30.210 --> 00:24:33.090
Also, if you are doing an essay

00:24:33.090 --> 00:24:35.880
that is in order to prep
students for the ACT

00:24:35.880 --> 00:24:39.090
or another test, an AP test or something,

00:24:39.090 --> 00:24:42.060
you can say in the
instruction specifically,

00:24:42.060 --> 00:24:43.680
this is an AP practice test

00:24:43.680 --> 00:24:46.350
or this is an ACT practice essay,

00:24:46.350 --> 00:24:48.900
and that also helps Khanmigo understand,

00:24:48.900 --> 00:24:53.340
okay, now I have all of the
information in the world

00:24:53.340 --> 00:24:54.960
about what makes a great ACT essay

00:24:54.960 --> 00:24:58.257
and I know what an exemplary
ACT essay looks like

00:24:58.257 --> 00:24:59.850
and I know what the rubric looks like.

00:24:59.850 --> 00:25:02.610
Just telling Khanmigo
this is an ACT essay,

00:25:02.610 --> 00:25:05.100
Khanmigo will take that context

00:25:05.100 --> 00:25:07.683
and tailor its interactions accordingly.

00:25:08.640 --> 00:25:10.020
One thing I do wanna point out,

00:25:10.020 --> 00:25:13.320
'cause this is a common
source of confusion,

00:25:13.320 --> 00:25:16.350
the grade level drop-down here,

00:25:16.350 --> 00:25:20.820
you can select any grade level you want.

00:25:20.820 --> 00:25:22.560
Right now we have fifth/sixth,

00:25:22.560 --> 00:25:24.180
which is kind of like a beta level

00:25:24.180 --> 00:25:26.400
because it will still be
a little bit advanced.

00:25:26.400 --> 00:25:29.133
And then we have the seventh
all the way through 12th.

00:25:30.180 --> 00:25:32.670
We use this to get Khanmigo

00:25:32.670 --> 00:25:34.890
to tailor the language that it's using

00:25:34.890 --> 00:25:35.910
when it's chatting with students,

00:25:35.910 --> 00:25:38.520
but also to tailor the
feedback that it gives.

00:25:38.520 --> 00:25:41.193
So if you select fifth/sixth,

00:25:42.030 --> 00:25:47.030
it might give less feedback
or less harsh feedback

00:25:47.130 --> 00:25:50.283
than if you select 12th
grade for the same essay.

00:25:51.150 --> 00:25:53.040
And that's, again, in order to make sure

00:25:53.040 --> 00:25:56.130
that Khanmigo is leveling
itself appropriately.

00:25:56.130 --> 00:25:58.950
Students will not see the
grade level that you select.

00:25:58.950 --> 00:26:01.890
So if you teach 11th graders

00:26:01.890 --> 00:26:03.900
and it's the beginning of the year

00:26:03.900 --> 00:26:05.850
and you're kind of building things up,

00:26:05.850 --> 00:26:08.190
you can select seventh
grade as their level

00:26:08.190 --> 00:26:09.780
if you really want the feedback

00:26:09.780 --> 00:26:14.760
to be a little bit more just broken down

00:26:14.760 --> 00:26:16.170
or to kind of build them up

00:26:16.170 --> 00:26:19.470
to the higher grade levels of
feedback throughout the year.

00:26:19.470 --> 00:26:21.570
So that's a scaffolding
tool that I like to mention

00:26:21.570 --> 00:26:23.520
because it's not always clear.

00:26:23.520 --> 00:26:24.930
Students won't see the grade level,

00:26:24.930 --> 00:26:26.520
so they're not gonna feel demoralized

00:26:26.520 --> 00:26:28.380
if you choose a level that's below

00:26:28.380 --> 00:26:29.880
the level they're actually in.

00:26:33.630 --> 00:26:35.370
Another thing I like to tell people.

00:26:35.370 --> 00:26:38.580
So when you are designing
your essay instructions,

00:26:38.580 --> 00:26:40.143
again, for the assignment,

00:26:41.730 --> 00:26:46.730
things that you can use are
details from the actual rubrics

00:26:46.890 --> 00:26:49.200
that you will be using
or that are relevant.

00:26:49.200 --> 00:26:51.660
So for example, if
you're preparing students

00:26:51.660 --> 00:26:54.930
for the Arizona six through
eight argumentative essay,

00:26:54.930 --> 00:26:55.950
you're assigning something,

00:26:55.950 --> 00:27:00.120
you can use former released
essay prompts, for example.

00:27:00.120 --> 00:27:03.450
One thing you can do in your
essay instructions is to say,

00:27:03.450 --> 00:27:06.090
this is a writing practice test

00:27:06.090 --> 00:27:09.120
for the ASA seventh grade essay.

00:27:09.120 --> 00:27:11.910
Students will be evaluated on purpose,

00:27:11.910 --> 00:27:13.230
focus and organization,

00:27:13.230 --> 00:27:15.150
evidence and elaboration, conventions.

00:27:15.150 --> 00:27:19.560
And you can even say things
from that score four,

00:27:19.560 --> 00:27:21.390
so you can literally copy and paste.

00:27:21.390 --> 00:27:25.920
The response should have a
strongly maintained claim

00:27:25.920 --> 00:27:27.153
with little or no,

00:27:28.380 --> 00:27:29.520
wait, yeah,

00:27:29.520 --> 00:27:30.810
loosely related material.

00:27:30.810 --> 00:27:32.760
So you're pulling the exact information

00:27:32.760 --> 00:27:33.840
from that score four.

00:27:33.840 --> 00:27:36.840
So that means that when
Khanmigo is helping the student

00:27:36.840 --> 00:27:38.640
through the essay writing,

00:27:38.640 --> 00:27:40.860
drafting and revising and all of that,

00:27:40.860 --> 00:27:44.340
it will have that in mind that
those are the expectations

00:27:44.340 --> 00:27:45.840
that will make this a great essay.

00:27:45.840 --> 00:27:48.720
So if you wanna get more
information in there,

00:27:48.720 --> 00:27:50.940
that's usually always very helpful

00:27:50.940 --> 00:27:54.750
to make sure that Khanmigo
is preparing students

00:27:54.750 --> 00:27:56.970
for the essay.

00:27:56.970 --> 00:27:59.550
No, you cannot upload the rubric yet,

00:27:59.550 --> 00:28:01.890
that is something that
we are hoping to do,

00:28:01.890 --> 00:28:05.880
but instead you can copy and paste details

00:28:05.880 --> 00:28:07.110
from this part of the rubric.

00:28:07.110 --> 00:28:09.390
Again, you really only need to tell it

00:28:09.390 --> 00:28:12.183
this is what you would
need to do to get a four.

00:28:13.200 --> 00:28:14.460
You don't need to provide the rest of it

00:28:14.460 --> 00:28:17.130
because, again, this
isn't an evaluative tool,

00:28:17.130 --> 00:28:18.330
it's not gonna score students,

00:28:18.330 --> 00:28:19.773
so it's really about giving them feedback

00:28:19.773 --> 00:28:22.503
that will help them get
the highest score possible.

00:28:24.450 --> 00:28:27.090
And then for ACT, I think I remember,

00:28:27.090 --> 00:28:28.260
am I remembering correctly

00:28:28.260 --> 00:28:30.393
that high schools in Arizona use the ACT?

00:28:31.230 --> 00:28:32.850
Okay.

00:28:32.850 --> 00:28:34.860
You don't have to do that level of detail,

00:28:34.860 --> 00:28:37.800
you can just say this
is an ACT practice essay

00:28:37.800 --> 00:28:40.530
because Khanmigo knows ACT practice essay

00:28:40.530 --> 00:28:44.040
and knows what a great ACT
practice essay looks like,

00:28:44.040 --> 00:28:45.810
it knows what will get
you the highest score,

00:28:45.810 --> 00:28:47.820
and it will make sure that
it's giving you feedback

00:28:47.820 --> 00:28:49.260
and tailoring directions

00:28:49.260 --> 00:28:51.933
according to those expectations for ACT.

00:28:54.870 --> 00:28:57.153
So once you have created your assignment,

00:28:58.500 --> 00:29:01.560
I think the only other details
we ask for are due date

00:29:01.560 --> 00:29:03.840
and then you can create a
class if you haven't yet

00:29:03.840 --> 00:29:07.140
or assign it to a class you
already have on Khan Academy.

00:29:07.140 --> 00:29:09.000
Your students can access it

00:29:09.000 --> 00:29:11.970
from their Khan Academy main dashboard

00:29:11.970 --> 00:29:15.120
or they can go directly to
Writing Coach themselves.

00:29:15.120 --> 00:29:16.500
You'll also, when you
create your assignment,

00:29:16.500 --> 00:29:19.080
you'll see a link that
you can share with them,

00:29:19.080 --> 00:29:21.060
you can put it in Google
Classroom or Canvas

00:29:21.060 --> 00:29:21.893
or whatever you use,

00:29:21.893 --> 00:29:24.510
and they can go straight
to the assignment.

00:29:24.510 --> 00:29:27.270
Students can also go to
khanmigo.ai/writingcoach

00:29:27.270 --> 00:29:30.540
and log in to their Khan
Academy account from there.

00:29:30.540 --> 00:29:32.250
But they should be able
to access their assignment

00:29:32.250 --> 00:29:34.870
directly in Writing Coach
or from Khan Academy

00:29:35.790 --> 00:29:37.800
or from the link that you share.

00:29:37.800 --> 00:29:41.520
So let's walk through what
this looks like for students.

00:29:41.520 --> 00:29:42.780
On the left here,

00:29:42.780 --> 00:29:44.910
students will see the assignment details

00:29:44.910 --> 00:29:48.180
that you provided in the
essay instructions field

00:29:48.180 --> 00:29:50.400
when you were creating the assignment.

00:29:50.400 --> 00:29:54.150
And so they'll see the title of the essay,

00:29:54.150 --> 00:29:56.610
they will see the type of
essay that you selected,

00:29:56.610 --> 00:29:59.700
and right now we support
argumentative, persuasive,

00:29:59.700 --> 00:30:02.703
expository, explanatory,
and literary analysis.

00:30:03.540 --> 00:30:07.710
And then we also will be adding soon

00:30:07.710 --> 00:30:11.160
AP Language and Composition and SAT.

00:30:11.160 --> 00:30:12.780
We don't have an ACT one yet,

00:30:12.780 --> 00:30:15.510
but again, you can just choose
persuasive, argumentative,

00:30:15.510 --> 00:30:16.740
or anything relevant,

00:30:16.740 --> 00:30:20.520
and then you can specifically
say it's an ACT essay

00:30:20.520 --> 00:30:21.520
in the instructions.

00:30:22.440 --> 00:30:24.060
And then students see the essay prompt

00:30:24.060 --> 00:30:26.040
and instructions that you provided

00:30:26.040 --> 00:30:28.530
and then they have Khanmigo on the side.

00:30:28.530 --> 00:30:29.880
So for understanding,

00:30:29.880 --> 00:30:32.310
it's really just about
breaking down the prompt,

00:30:32.310 --> 00:30:34.500
making sure the student
understands the requirements,

00:30:34.500 --> 00:30:36.090
making sure they can ask questions

00:30:36.090 --> 00:30:38.580
about anything that they don't
get that you put in there.

00:30:38.580 --> 00:30:40.890
So they can do things like ask Khanmigo

00:30:40.890 --> 00:30:44.040
to define specific terms
or break things down,

00:30:44.040 --> 00:30:47.220
or even if you provided
a lot of information,

00:30:47.220 --> 00:30:48.870
it can kind of help
them search through that

00:30:48.870 --> 00:30:50.940
to kind of find specific
answers to their questions.

00:30:50.940 --> 00:30:52.860
And they can come back
to this at any point.

00:30:52.860 --> 00:30:54.540
So if at any point they're like,

00:30:54.540 --> 00:30:55.560
what were those directions again,

00:30:55.560 --> 00:30:58.920
they can come back to
this and ask questions,

00:30:58.920 --> 00:31:01.290
but they can also access
these instructions

00:31:01.290 --> 00:31:03.963
throughout the whole rest
of the writing process.

00:31:07.890 --> 00:31:08.723
Okay.

00:31:09.750 --> 00:31:12.990
When students are ready to get started,

00:31:12.990 --> 00:31:15.690
and some additional information

00:31:15.690 --> 00:31:17.460
that I don't think I mentioned earlier

00:31:17.460 --> 00:31:19.920
is that if in cases
where the essay requires

00:31:19.920 --> 00:31:21.210
that students do readings

00:31:21.210 --> 00:31:23.100
or they have like the source packet

00:31:23.100 --> 00:31:24.480
or they have a text

00:31:24.480 --> 00:31:27.720
that they are supposed to
be gathering evidence from,

00:31:27.720 --> 00:31:30.330
that is something that
they can either do that

00:31:30.330 --> 00:31:33.030
before they start their
Writing Coach assignment

00:31:33.030 --> 00:31:36.930
or they can do it between
understanding and outlining.

00:31:36.930 --> 00:31:38.490
Outlining works best,

00:31:38.490 --> 00:31:39.960
I mean, it can actually help them

00:31:39.960 --> 00:31:42.480
with making sure they're
selecting relevant evidence,

00:31:42.480 --> 00:31:44.910
but it works best if they've
already read the text

00:31:44.910 --> 00:31:45.743
or they've already looked at the text

00:31:45.743 --> 00:31:47.640
and they're familiar with the topic.

00:31:47.640 --> 00:31:49.080
And during the understanding phase,

00:31:49.080 --> 00:31:51.063
Khanmigo will kind of
nudge them to figure out,

00:31:51.063 --> 00:31:53.010
have you read the text yet?

00:31:53.010 --> 00:31:54.090
Do you need to go back?

00:31:54.090 --> 00:31:56.340
And it will kind of give them
advice for what to do next

00:31:56.340 --> 00:31:57.843
before they start outlining.

00:31:58.860 --> 00:32:01.080
But when students are
ready to get started,

00:32:01.080 --> 00:32:04.233
this is the basic outline template,

00:32:05.460 --> 00:32:07.530
probably looks relatively familiar.

00:32:07.530 --> 00:32:11.490
It starts out as a basic
kind of five-paragraph essay,

00:32:11.490 --> 00:32:12.870
but we made it flexible

00:32:12.870 --> 00:32:15.000
so that students can remove paragraphs,

00:32:15.000 --> 00:32:17.160
they can add additional paragraphs,

00:32:17.160 --> 00:32:20.010
they can do things like
add additional evidence

00:32:20.010 --> 00:32:21.000
or reasoning,

00:32:21.000 --> 00:32:23.640
they can add or remove the source fields,

00:32:23.640 --> 00:32:27.840
they can add,

00:32:27.840 --> 00:32:29.580
I think we have, yeah,
reasoning explanation,

00:32:29.580 --> 00:32:31.590
I might have mentioned that,

00:32:31.590 --> 00:32:33.930
and move paragraphs around.

00:32:33.930 --> 00:32:36.450
So we tried to design it
so that it would support

00:32:36.450 --> 00:32:38.910
many different kinds of academic essays.

00:32:38.910 --> 00:32:42.330
Even if you have a one-paragraph essay,

00:32:42.330 --> 00:32:44.280
an extended open response,

00:32:44.280 --> 00:32:45.690
it will work that way as well

00:32:45.690 --> 00:32:48.090
as long as you're clear
in the essay instructions

00:32:48.090 --> 00:32:50.853
about the format of what
you want students to do.

00:32:52.350 --> 00:32:55.110
For each of the outline templates,

00:32:55.110 --> 00:32:59.943
we also provide some pretty
simple exemplar sentences

00:33:01.170 --> 00:33:02.580
for each of the fields.

00:33:02.580 --> 00:33:06.270
So if you chose persuasive
or argumentative,

00:33:06.270 --> 00:33:09.300
we will have an example thesis

00:33:09.300 --> 00:33:12.930
related to from like a
persuasive or argumentative essay

00:33:12.930 --> 00:33:14.190
of a completely different topic.

00:33:14.190 --> 00:33:15.630
They're all Khan Academy-related,

00:33:15.630 --> 00:33:18.750
so I don't think we have any
risk of picking the same topic

00:33:18.750 --> 00:33:21.150
as you would choose for your students.

00:33:21.150 --> 00:33:23.730
But then Khanmigo, again, is on the side

00:33:23.730 --> 00:33:26.990
and Khanmigo can help
students get started.

00:33:26.990 --> 00:33:29.040
If the student gets started and is stuck,

00:33:29.040 --> 00:33:30.600
it's there to help them with that,

00:33:30.600 --> 00:33:32.250
Khanmigo can see their outline,

00:33:32.250 --> 00:33:33.390
it can check the outline

00:33:33.390 --> 00:33:35.610
against the assignment instructions,

00:33:35.610 --> 00:33:37.860
again, that the teacher has provided.

00:33:37.860 --> 00:33:39.690
So if the student doesn't
know what to do next,

00:33:39.690 --> 00:33:41.130
Khanmigo will offer some suggestions,

00:33:41.130 --> 00:33:44.040
but Khanmigo will never ever provide

00:33:44.040 --> 00:33:45.150
something for the student

00:33:45.150 --> 00:33:46.980
to actually put into their outline.

00:33:46.980 --> 00:33:48.870
So Khanmigo is not gonna
give them evidence,

00:33:48.870 --> 00:33:51.810
it's not going to write a
thesis statement for them,

00:33:51.810 --> 00:33:55.410
it's not going to provide
examples or main points

00:33:55.410 --> 00:33:56.430
or any of that,

00:33:56.430 --> 00:33:57.900
it will look at what the student has

00:33:57.900 --> 00:34:00.480
and it will give the
student advice and tips

00:34:00.480 --> 00:34:03.960
and guidance for how
they can make progress

00:34:03.960 --> 00:34:05.860
and what they're supposed to be doing.

00:34:07.770 --> 00:34:10.710
It can also,

00:34:10.710 --> 00:34:11.543
oh yes,

00:34:11.543 --> 00:34:14.580
when the student is finished outlining,

00:34:14.580 --> 00:34:17.070
one of the other kind of
interesting things about this

00:34:17.070 --> 00:34:18.990
is you might have some students

00:34:18.990 --> 00:34:20.910
who just don't really
wanna talk to Khanmigo

00:34:20.910 --> 00:34:24.000
or they don't really feel like chatting

00:34:24.000 --> 00:34:26.310
or they don't really know how to chat.

00:34:26.310 --> 00:34:28.560
Even if you never talk to Khanmigo,

00:34:28.560 --> 00:34:32.310
when the student moves
from outlining to drafting,

00:34:32.310 --> 00:34:34.140
we check it anyway.

00:34:34.140 --> 00:34:37.740
So we have Khanmigo,
again, look at the outline

00:34:37.740 --> 00:34:39.810
and look at the assignment instructions,

00:34:39.810 --> 00:34:40.860
and at this step,

00:34:40.860 --> 00:34:44.730
we're really just checking
for pretty high-level basic,

00:34:44.730 --> 00:34:46.740
not like, is this a well crafted essay?

00:34:46.740 --> 00:34:48.600
It's like, does it have
a thesis statement?

00:34:48.600 --> 00:34:50.760
And is the thesis
statement actually related

00:34:50.760 --> 00:34:52.593
to what the essay prompt is asking?

00:34:53.460 --> 00:34:55.500
Does the student have enough evidence

00:34:55.500 --> 00:34:57.600
according to what the teacher asked for?

00:34:57.600 --> 00:35:02.340
Does it have main points
that actually support

00:35:02.340 --> 00:35:04.740
or could reasonably support the thesis?

00:35:04.740 --> 00:35:06.120
I sometimes had seventh graders

00:35:06.120 --> 00:35:10.620
who would start with a thesis
on one side of an argument,

00:35:10.620 --> 00:35:12.420
and then halfway through,
they'd switch sides

00:35:12.420 --> 00:35:14.430
and wouldn't even realize
that they did that.

00:35:14.430 --> 00:35:16.500
So that's one of the
things that we check for.

00:35:16.500 --> 00:35:19.500
And again, if you ask for
something like a counterargument

00:35:19.500 --> 00:35:20.640
in your instructions,

00:35:20.640 --> 00:35:21.930
we'll check for that here.

00:35:21.930 --> 00:35:23.910
And if the student has not met

00:35:23.910 --> 00:35:25.920
those very basic requirements,

00:35:25.920 --> 00:35:28.530
there will be kind of a
stopping point where we say,

00:35:28.530 --> 00:35:30.270
it looks like your teacher asked for this

00:35:30.270 --> 00:35:32.880
and you didn't quite do this part,

00:35:32.880 --> 00:35:34.200
so it will let them go back

00:35:34.200 --> 00:35:36.840
and they can fix what
they didn't do correctly

00:35:36.840 --> 00:35:39.813
and then they will move on
to drafting at that point.

00:35:42.300 --> 00:35:43.680
During the drafting phase,

00:35:43.680 --> 00:35:45.150
we try to keep it pretty simple,

00:35:45.150 --> 00:35:47.400
we don't want it to be
too much distraction.

00:35:47.400 --> 00:35:50.700
So again, the student can access
the assignment instructions

00:35:50.700 --> 00:35:51.630
whenever they need to.

00:35:51.630 --> 00:35:55.620
They can also access the
outline that they just wrote

00:35:55.620 --> 00:35:56.730
from the previous step,

00:35:56.730 --> 00:35:57.870
and from that outline,

00:35:57.870 --> 00:36:00.840
they can copy and paste
the different contents

00:36:00.840 --> 00:36:02.190
of their essay that they worked on.

00:36:02.190 --> 00:36:04.080
They can take a piece of
evidence and put that in

00:36:04.080 --> 00:36:06.300
or their thesis statement, et cetera.

00:36:06.300 --> 00:36:08.280
They can also just hide this completely

00:36:08.280 --> 00:36:11.910
and just have a nice blank
drafting area if they want.

00:36:11.910 --> 00:36:13.920
But they can chat with
Khanmigo if they want to.

00:36:13.920 --> 00:36:16.470
And again, Khanmigo in the drafting phase

00:36:16.470 --> 00:36:19.680
is going to focus on helping
the student get their words

00:36:19.680 --> 00:36:21.120
on the paper,

00:36:21.120 --> 00:36:23.640
looking at their outline
at the appropriate points,

00:36:23.640 --> 00:36:24.840
and pulling the information

00:36:24.840 --> 00:36:27.750
that the student has already
written out in their outline

00:36:27.750 --> 00:36:30.990
and helping them kind of
begin to craft their arguments

00:36:30.990 --> 00:36:33.810
and their points and their prose.

00:36:33.810 --> 00:36:37.590
It's not necessarily going to
be giving a lot of feedback

00:36:37.590 --> 00:36:39.150
at this point because, again,

00:36:39.150 --> 00:36:40.650
the drafting phase is really about

00:36:40.650 --> 00:36:42.000
get your words on the paper,

00:36:42.000 --> 00:36:43.020
get your thoughts on the paper,

00:36:43.020 --> 00:36:44.670
get your ideas on the paper,

00:36:44.670 --> 00:36:47.130
and then the revising
stage will come next.

00:36:47.130 --> 00:36:49.440
So Khanmigo at this point
is just helping students

00:36:49.440 --> 00:36:51.750
get a first draft together

00:36:51.750 --> 00:36:55.950
and not too much focusing
on the perfection,

00:36:55.950 --> 00:36:58.590
trying to make sure every word is perfect.

00:36:58.590 --> 00:37:01.080
And again, Khanmigo won't write for them.

00:37:01.080 --> 00:37:04.800
You can see here the
student might ask them to,

00:37:04.800 --> 00:37:06.330
they might ask them to nicely,

00:37:06.330 --> 00:37:09.460
and Khanmigo will gently, politely decline

00:37:10.440 --> 00:37:12.120
and help them kind of work

00:37:12.120 --> 00:37:14.153
through whatever it is
they're struggling with.

00:37:15.750 --> 00:37:18.573
So when the student has their first draft,

00:37:19.680 --> 00:37:24.060
they will at that point move
on to the revising stage.

00:37:24.060 --> 00:37:26.520
And in revising, the
first thing that happens

00:37:26.520 --> 00:37:29.970
is Khanmigo will generate
feedback in five categories,

00:37:29.970 --> 00:37:32.103
which you can see up here.

00:37:33.390 --> 00:37:35.880
Introduction and claim is the first one,

00:37:35.880 --> 00:37:37.440
then we have evidence and reasoning,

00:37:37.440 --> 00:37:39.690
and then there's structure
and organization,

00:37:39.690 --> 00:37:42.480
conclusion, and style and tone.

00:37:42.480 --> 00:37:44.220
Note that in Writing Coach,

00:37:44.220 --> 00:37:46.250
Khanmigo will give students feedback

00:37:46.250 --> 00:37:47.790
in all of the same areas

00:37:47.790 --> 00:37:51.600
as the AASA and ACT writing rubrics,

00:37:51.600 --> 00:37:53.940
but it might be categorized
slightly differently.

00:37:53.940 --> 00:37:58.940
So for this grade six
through eight AASA essays

00:37:59.040 --> 00:37:59.873
for example,

00:37:59.873 --> 00:38:02.970
feedback related to purpose,
focus, and organization

00:38:02.970 --> 00:38:06.060
that would fall under either
introduction or structure.

00:38:06.060 --> 00:38:07.590
Evidence and elaboration feedback

00:38:07.590 --> 00:38:09.450
would fall under evidence and reasoning.

00:38:09.450 --> 00:38:12.750
Conventions would fall under
style and tone, et cetera.

00:38:12.750 --> 00:38:13.863
And then same for SAT.

00:38:14.790 --> 00:38:16.650
Feedback related to
development and support

00:38:16.650 --> 00:38:17.910
would be under evidence and reasoning,

00:38:17.910 --> 00:38:20.160
organization would be
under structure, et cetera.

00:38:20.160 --> 00:38:21.390
So that the labels are different,

00:38:21.390 --> 00:38:23.403
but the feedback is the same.

00:38:24.330 --> 00:38:26.610
But I think one of the most
important things to know

00:38:26.610 --> 00:38:30.360
about the revising stage of Writing Coach

00:38:30.360 --> 00:38:32.400
is that it's not just about the feedback.

00:38:32.400 --> 00:38:35.070
So of course, in this example,

00:38:35.070 --> 00:38:37.170
the student has 20 suggestions

00:38:37.170 --> 00:38:40.560
under each of these five categories total

00:38:40.560 --> 00:38:43.323
and we let them kind of
focus on one area at a time,

00:38:44.340 --> 00:38:46.890
but we don't just give them the feedback

00:38:46.890 --> 00:38:51.630
and then say, good luck, hope you do well,

00:38:51.630 --> 00:38:53.760
we built in revising tools.

00:38:53.760 --> 00:38:58.320
So we give, at some point,
praise or positive feedback,

00:38:58.320 --> 00:39:01.440
but for the critical
feedback and the suggestions,

00:39:01.440 --> 00:39:05.340
there are actual actionable
steps that students can take

00:39:05.340 --> 00:39:08.910
to make the changes on the
draft right there on the page

00:39:08.910 --> 00:39:11.700
or ask Khanmigo for follow-up
guidance or support.

00:39:11.700 --> 00:39:15.780
So some of the things that
students can do are ask Khanmigo

00:39:15.780 --> 00:39:17.430
to give them an example,

00:39:17.430 --> 00:39:20.040
and this is, I think, one
of the most popular things

00:39:20.040 --> 00:39:21.090
a student would choose to do.

00:39:21.090 --> 00:39:22.620
So if Khanmigo says

00:39:22.620 --> 00:39:26.730
your introduction doesn't
have enough context

00:39:26.730 --> 00:39:27.660
for the reader,

00:39:27.660 --> 00:39:29.640
that's, I think, for a very
common piece of feedback

00:39:29.640 --> 00:39:30.780
for introduction,

00:39:30.780 --> 00:39:32.790
the student can say, give me an example,

00:39:32.790 --> 00:39:34.980
and Khanmigo will take an essay

00:39:34.980 --> 00:39:36.780
on a completely different topic

00:39:36.780 --> 00:39:38.130
and then give them an example

00:39:38.130 --> 00:39:40.500
of what it looks like not to have context

00:39:40.500 --> 00:39:42.330
and then it would look
like to have that context,

00:39:42.330 --> 00:39:45.480
and that we have seen has
been really, really valuable

00:39:45.480 --> 00:39:47.340
for students who get a piece of feedback

00:39:47.340 --> 00:39:49.593
and they're just like, I don't get it.

00:39:50.580 --> 00:39:52.470
So that's very, very helpful.

00:39:52.470 --> 00:39:54.180
Then we have explain suggestion,

00:39:54.180 --> 00:39:55.410
and that's really helpful.

00:39:55.410 --> 00:39:57.450
If Khanmigo is being a little bit wordy,

00:39:57.450 --> 00:39:58.890
they can ask it to explain it

00:39:58.890 --> 00:40:02.250
and that'll usually result
in Khanmigo breaking it down.

00:40:02.250 --> 00:40:05.670
If students are struggling readers,

00:40:05.670 --> 00:40:08.400
you can also have them say

00:40:08.400 --> 00:40:09.330
after they've explained it,

00:40:09.330 --> 00:40:11.790
you say, make it simpler, say it simpler,

00:40:11.790 --> 00:40:14.640
just keep kind of pushing
Khanmigo if they need to.

00:40:14.640 --> 00:40:17.250
Students can just ask a
general question as well.

00:40:17.250 --> 00:40:18.270
But then if they go in

00:40:18.270 --> 00:40:21.570
and they change their essay
based on the feedback,

00:40:21.570 --> 00:40:24.210
they can then immediately
just say, check my revision,

00:40:24.210 --> 00:40:26.400
and Khanmigo will look
at that piece of feedback

00:40:26.400 --> 00:40:28.200
and at the change the student just made

00:40:28.200 --> 00:40:30.090
and let them know if they've fixed it,

00:40:30.090 --> 00:40:32.970
let them know if they've
addressed it or not,

00:40:32.970 --> 00:40:34.740
and then Khanmigo will say,

00:40:34.740 --> 00:40:36.000
you made a little bit of an improvement,

00:40:36.000 --> 00:40:38.190
but you could still make it clear

00:40:38.190 --> 00:40:39.600
or you can still kind of provide

00:40:39.600 --> 00:40:40.860
a little bit more information here

00:40:40.860 --> 00:40:43.350
or give them whatever
follow-up guidance is necessary

00:40:43.350 --> 00:40:45.453
until the student has what they need.

00:40:47.520 --> 00:40:49.530
And what else?

00:40:49.530 --> 00:40:51.480
They also have access
to their outline again

00:40:51.480 --> 00:40:52.683
during revising.

00:40:53.730 --> 00:40:55.890
And as they are working
through their feedback,

00:40:55.890 --> 00:40:57.510
they can mark them as resolved

00:40:57.510 --> 00:41:01.650
and keep track of where they're
at in their revision stage.

00:41:01.650 --> 00:41:02.520
As their teacher,

00:41:02.520 --> 00:41:03.750
and you'll see this in a minute,

00:41:03.750 --> 00:41:06.090
you can see how much feedback they got

00:41:06.090 --> 00:41:07.320
and how much they've resolved,

00:41:07.320 --> 00:41:10.140
so you can keep track
of how close they are

00:41:10.140 --> 00:41:12.840
to being done with this second draft.

00:41:12.840 --> 00:41:15.360
And when they are finished,

00:41:15.360 --> 00:41:18.510
the student can click mark as complete

00:41:18.510 --> 00:41:20.520
and that's to let you
know that they're done

00:41:20.520 --> 00:41:22.560
and happy with their draft.

00:41:22.560 --> 00:41:24.750
And they get the option of exporting it,

00:41:24.750 --> 00:41:28.410
so they can export it
to Microsoft Word or PDF

00:41:28.410 --> 00:41:31.020
or even save it as a Google doc.

00:41:31.020 --> 00:41:35.220
One other thing to note is
that we don't currently support

00:41:35.220 --> 00:41:37.140
a work cited page.

00:41:37.140 --> 00:41:39.450
Usually for test prep,
that's not a concern,

00:41:39.450 --> 00:41:42.660
but for longer research
essays or whatever,

00:41:42.660 --> 00:41:45.030
if you want students
to include work cited,

00:41:45.030 --> 00:41:48.990
I would have them do that after
they've exported it to a doc

00:41:48.990 --> 00:41:50.490
or a Google doc,

00:41:50.490 --> 00:41:51.750
they can add the work cited there

00:41:51.750 --> 00:41:54.390
because this isn't built
to kind of support feedback

00:41:54.390 --> 00:41:56.970
on that end page.

00:41:56.970 --> 00:41:59.940
You can have students
provide in-text citations

00:41:59.940 --> 00:42:02.850
and it will give them feedback
on the in-text citations,

00:42:02.850 --> 00:42:06.333
just not the work cited
page or the bibliography.

00:42:08.220 --> 00:42:11.883
All right, let's look
at the teacher report.

00:42:13.260 --> 00:42:17.250
So this is the class
report for an assignment.

00:42:17.250 --> 00:42:20.700
So if you created a
persuasive essay assignment

00:42:20.700 --> 00:42:22.140
for a given class,

00:42:22.140 --> 00:42:24.510
from your Assignments page in
your Writing Coach dashboard,

00:42:24.510 --> 00:42:27.540
you can click on that and
you can see this report.

00:42:27.540 --> 00:42:31.290
We designed this report to be
a way for you, as a teacher,

00:42:31.290 --> 00:42:34.350
to get an at-a-glance
view of where students are

00:42:34.350 --> 00:42:37.410
and where you might want to dig in

00:42:37.410 --> 00:42:39.930
to pay a little bit more close attention

00:42:39.930 --> 00:42:42.660
to what happened with a
specific student's essay.

00:42:42.660 --> 00:42:45.480
So the information that we show you here

00:42:45.480 --> 00:42:48.690
is the step of the process
that the student is in.

00:42:48.690 --> 00:42:51.000
So it'll tell you if a
student hasn't started yet,

00:42:51.000 --> 00:42:53.850
if they are in the understanding
phase or outlining,

00:42:53.850 --> 00:42:56.730
if they're drafting or revising
or if they're completed.

00:42:56.730 --> 00:42:59.100
We also have little flags

00:42:59.100 --> 00:43:02.040
that will tell you the
student is completed,

00:43:02.040 --> 00:43:05.370
but they edited their essay
after the due date came,

00:43:05.370 --> 00:43:07.140
so you might wanna just see

00:43:07.140 --> 00:43:09.240
how much they actually did by the due date

00:43:11.190 --> 00:43:14.220
if you have some procrastinators,

00:43:14.220 --> 00:43:17.160
or if students have past
due date assignments,

00:43:17.160 --> 00:43:18.570
you can see that as well.

00:43:18.570 --> 00:43:20.730
You can see the last
time that they updated it

00:43:20.730 --> 00:43:22.860
or how much time they spent overall,

00:43:22.860 --> 00:43:24.720
and this is actively spent.

00:43:24.720 --> 00:43:26.550
So if they have the tab open

00:43:26.550 --> 00:43:28.530
and then go to sleep and
come back the next day,

00:43:28.530 --> 00:43:31.020
it's not gonna count those
hours that they were sleeping.

00:43:31.020 --> 00:43:33.630
This is time actively spent on the page,

00:43:33.630 --> 00:43:36.513
chatting with amigo or typing or drafting.

00:43:37.650 --> 00:43:39.300
Word count is the current word count

00:43:39.300 --> 00:43:42.030
for their current latest draft.

00:43:42.030 --> 00:43:43.860
Then this is where you would see

00:43:43.860 --> 00:43:46.170
of the 21 pieces of
feedback Khanmigo gave them,

00:43:46.170 --> 00:43:49.170
they've resolved this many of them.

00:43:49.170 --> 00:43:52.290
And then these are the originality flags.

00:43:52.290 --> 00:43:55.980
Originality flags are designed
to help you figure out,

00:43:55.980 --> 00:43:57.750
again, where to drill down.

00:43:57.750 --> 00:44:01.200
So if you see a critical
flag and you hover over it,

00:44:01.200 --> 00:44:04.290
then you'll see what exactly
happened and where it happened

00:44:04.290 --> 00:44:05.610
and then you can click into that

00:44:05.610 --> 00:44:09.120
and see exactly what went down.

00:44:09.120 --> 00:44:11.823
And I'll show you a live
view of that in a moment.

00:44:15.390 --> 00:44:18.000
This is also a great place to figure out

00:44:18.000 --> 00:44:21.150
if I have a student who
didn't get much feedback

00:44:21.150 --> 00:44:23.640
or got a lot of feedback and
didn't resolve much of it

00:44:23.640 --> 00:44:25.980
or didn't spend very much time writing,

00:44:25.980 --> 00:44:27.540
but has a really high word count,

00:44:27.540 --> 00:44:28.770
those are the kinds of things too

00:44:28.770 --> 00:44:29.880
that you might wanna be like,

00:44:29.880 --> 00:44:32.030
let me just see exactly
what happened here.

00:44:33.240 --> 00:44:36.100
So it's really designed
to be a way to document

00:44:37.260 --> 00:44:40.020
at a high level parts
of the writing process

00:44:40.020 --> 00:44:42.660
and let you figure out where
to drill down into that.

00:44:42.660 --> 00:44:45.780
So when you do drill
down into one student,

00:44:45.780 --> 00:44:46.920
this is an example

00:44:46.920 --> 00:44:49.530
of where I would've clicked
on an originality flag,

00:44:49.530 --> 00:44:50.490
a critical flag.

00:44:50.490 --> 00:44:53.040
So it'll take me straight to
the moment where this happened.

00:44:53.040 --> 00:44:54.810
In this case, it was a student

00:44:54.810 --> 00:44:57.660
who, during the drafting phase,

00:44:57.660 --> 00:45:02.010
pasted 58 words from somewhere
that was not their outline.

00:45:02.010 --> 00:45:03.720
And I can see the words that they pasted,

00:45:03.720 --> 00:45:05.340
those words are highlighted.

00:45:05.340 --> 00:45:07.060
I can also see their chat

00:45:08.160 --> 00:45:10.500
at the time that they were drafting.

00:45:10.500 --> 00:45:12.930
So I can see here some clues

00:45:12.930 --> 00:45:15.600
that maybe the student wasn't following

00:45:15.600 --> 00:45:18.480
academic integrity rules.

00:45:18.480 --> 00:45:21.000
I can just have a little
bit more information

00:45:21.000 --> 00:45:22.860
about why it was flagged

00:45:22.860 --> 00:45:24.360
and then give me the opportunity

00:45:24.360 --> 00:45:25.350
to follow up with that student.

00:45:25.350 --> 00:45:27.450
But there's no originality flags,

00:45:27.450 --> 00:45:30.753
I might not even need to
drill down into this report,

00:45:31.680 --> 00:45:33.210
but I can if I want to

00:45:33.210 --> 00:45:34.860
because it has the whole record

00:45:34.860 --> 00:45:36.120
of the student's writing process.

00:45:36.120 --> 00:45:38.250
So I could click on Understanding

00:45:38.250 --> 00:45:41.473
and I can see the chat the
student had with Khanmigo.

00:45:41.473 --> 00:45:42.570
I can click into Outlining

00:45:42.570 --> 00:45:44.490
and see their whole outlining history.

00:45:44.490 --> 00:45:46.200
I can see their whole drafting history

00:45:46.200 --> 00:45:47.160
and all of their chats.

00:45:47.160 --> 00:45:48.870
I can see for feedback

00:45:48.870 --> 00:45:50.280
all the feedback Khanmigo gave.

00:45:50.280 --> 00:45:52.320
I can see the revision student made.

00:45:52.320 --> 00:45:54.720
I can see the chats
students had with Khanmigo

00:45:54.720 --> 00:45:56.043
about their revisions,

00:45:57.090 --> 00:45:59.490
what their essay looked
like at the time it was due,

00:45:59.490 --> 00:46:01.470
what it looked like when
they marked it as complete

00:46:01.470 --> 00:46:05.010
and all of that kind
of record information.

00:46:05.010 --> 00:46:07.170
So again, obviously we
don't expect teachers

00:46:07.170 --> 00:46:10.560
to review all of this information
for every single student,

00:46:10.560 --> 00:46:12.840
we're not trying to make more
work for writing teachers,

00:46:12.840 --> 00:46:16.710
but it is here for the cases
when you do want to drill down

00:46:16.710 --> 00:46:17.910
or you do need to drill down

00:46:17.910 --> 00:46:20.610
and you wanna kind of get a
sense of what's happening.

00:46:21.480 --> 00:46:24.930
And we are also mid process
of exploring other ways

00:46:24.930 --> 00:46:28.140
that we can help surface
more high-level insights

00:46:28.140 --> 00:46:30.000
for teachers at the assignment level

00:46:30.000 --> 00:46:32.880
so that they know about other information

00:46:32.880 --> 00:46:34.710
around when they might wanna drill down

00:46:34.710 --> 00:46:38.250
or instructional insights
and things like that.

00:46:38.250 --> 00:46:39.540
And then quickly,

00:46:39.540 --> 00:46:44.070
if you are an administrator
for a Khan Academy District,

00:46:44.070 --> 00:46:46.590
you also have administrator reporting

00:46:46.590 --> 00:46:50.640
and this includes data such
as Writing Coach usage.

00:46:50.640 --> 00:46:54.390
So that includes the time spent

00:46:54.390 --> 00:46:56.400
using Writing Coach among your district,

00:46:56.400 --> 00:46:59.340
so how much time students
have spent or teachers,

00:46:59.340 --> 00:47:02.280
and then also the percent and
the total number of students

00:47:02.280 --> 00:47:05.820
who have used Writing Coach
during a given timeframe.

00:47:05.820 --> 00:47:08.880
So I'm going to now show you,

00:47:08.880 --> 00:47:10.743
'cause we have a few minutes,

00:47:11.640 --> 00:47:14.580
a live view.

00:47:14.580 --> 00:47:15.480
Let me change.

00:47:15.480 --> 00:47:16.710
Oh, can you see?

00:47:16.710 --> 00:47:18.060
Wait, no.

00:47:18.060 --> 00:47:19.410
One moment.

00:47:19.410 --> 00:47:21.660
- Yeah, we're still
seeing the report, Sarah.

00:47:21.660 --> 00:47:22.560
- Okay.

00:47:22.560 --> 00:47:24.243
Oh, do you see assignment review?

00:47:25.710 --> 00:47:28.560
- Yes, assignment review.
- Okay, okay, that did work.

00:47:28.560 --> 00:47:32.460
So this is an actual assignment report

00:47:32.460 --> 00:47:35.880
with fake student data, of course.

00:47:35.880 --> 00:47:37.200
In this case I assigned

00:47:37.200 --> 00:47:39.360
a school start time persuasive essay.

00:47:39.360 --> 00:47:41.370
I can view the essay instructions

00:47:41.370 --> 00:47:45.090
that I provided to Khanmigo
and the students here.

00:47:45.090 --> 00:47:47.910
And this is what it looks like
to view the student progress.

00:47:47.910 --> 00:47:50.760
So again, I can see who is at which stage,

00:47:50.760 --> 00:47:52.140
how far they've gotten.

00:47:52.140 --> 00:47:55.140
And then for the originality flags,

00:47:55.140 --> 00:47:56.220
if I hover over this,

00:47:56.220 --> 00:47:58.470
I get kind of a high-level understanding

00:47:58.470 --> 00:48:00.600
of what was flagged.

00:48:00.600 --> 00:48:02.790
Critical flags are shown

00:48:02.790 --> 00:48:05.700
in cases where students
are pasting a lot of text

00:48:05.700 --> 00:48:07.050
from outside of their outline

00:48:07.050 --> 00:48:10.320
or they're specifically doing
this in drafting or revising.

00:48:10.320 --> 00:48:13.920
Questionable flags are they
might have pasted a phrase

00:48:13.920 --> 00:48:16.830
or they might have put
things into their outline

00:48:16.830 --> 00:48:18.960
that isn't evidence or a source

00:48:18.960 --> 00:48:21.090
that you might wanna look at.

00:48:21.090 --> 00:48:22.290
And you can kind of get a sense

00:48:22.290 --> 00:48:25.350
of what the different levels are here

00:48:25.350 --> 00:48:27.180
and how those things are triggered.

00:48:27.180 --> 00:48:30.030
And right now it is just paste events.

00:48:30.030 --> 00:48:34.380
So what we are looking at are
students using the content

00:48:34.380 --> 00:48:36.480
that they outlined with Khanmigo.

00:48:36.480 --> 00:48:39.870
So if they are creating
an outline with Khanmigo

00:48:39.870 --> 00:48:41.670
and then they're drafting

00:48:41.670 --> 00:48:43.980
and they are pasting an information

00:48:43.980 --> 00:48:45.930
that's not from the outline,

00:48:45.930 --> 00:48:47.313
that will trigger a flag,

00:48:48.180 --> 00:48:50.220
but if they're pasting from their outline

00:48:50.220 --> 00:48:51.750
or if it's coming from their outline,

00:48:51.750 --> 00:48:52.583
that's fine.

00:48:52.583 --> 00:48:54.360
We know that Khanmigo
worked with them on it,

00:48:54.360 --> 00:48:57.390
we know that this was
something that they did

00:48:57.390 --> 00:48:59.340
in our record of the experience,

00:48:59.340 --> 00:49:00.790
and that will not be flagged.

00:49:02.370 --> 00:49:05.340
Let me click into another
one of these students.

00:49:05.340 --> 00:49:09.300
So if I click on this student again,

00:49:09.300 --> 00:49:12.945
you can see first the final draft.

00:49:12.945 --> 00:49:13.890
So if I'm just here

00:49:13.890 --> 00:49:18.210
and I wanna look at the student's
final draft and grade that

00:49:18.210 --> 00:49:20.190
or just see what it looked
like at the very end,

00:49:20.190 --> 00:49:21.990
I can jump straight to that.

00:49:21.990 --> 00:49:25.020
But I can also click to understanding

00:49:25.020 --> 00:49:27.660
and I can see how much time they spent,

00:49:27.660 --> 00:49:30.993
what they talked to Khanmigo
about during this stage,

00:49:31.980 --> 00:49:34.143
the whole conversation if I want to.

00:49:34.980 --> 00:49:38.580
I can also see, again,
their record of outlining.

00:49:38.580 --> 00:49:42.600
So I can see where they
provided a thesis statement,

00:49:42.600 --> 00:49:45.060
here they have some evidence,

00:49:45.060 --> 00:49:48.360
they started filling in some more details.

00:49:48.360 --> 00:49:50.490
And then I can see their whole chat

00:49:50.490 --> 00:49:52.170
during the whole evidence,

00:49:52.170 --> 00:49:54.723
or sorry, during the
whole outlining stage.

00:49:55.590 --> 00:49:57.363
And then for drafting,

00:49:58.800 --> 00:50:00.570
you can see that the students started

00:50:00.570 --> 00:50:04.020
by asking Khanmigo to
help them get started.

00:50:04.020 --> 00:50:07.080
It prompted them to start
with their introduction

00:50:07.080 --> 00:50:11.550
and then the student asked
Khanmigo for feedback

00:50:11.550 --> 00:50:15.270
and Khanmigo recommended
they provide more context.

00:50:15.270 --> 00:50:20.270
And also giving it too specific
feedback about the thesis,

00:50:20.520 --> 00:50:21.480
but again,

00:50:21.480 --> 00:50:24.240
this stage is not really
about the specific feedback,

00:50:24.240 --> 00:50:26.550
it's just about get the words on the page.

00:50:26.550 --> 00:50:29.460
So I can see, again, any
revisions that they made

00:50:29.460 --> 00:50:30.990
while they were drafting

00:50:30.990 --> 00:50:33.210
and then their final draft.

00:50:33.210 --> 00:50:34.920
And then for revising, same thing,

00:50:34.920 --> 00:50:38.280
I can see all the feedback
they got from Khanmigo.

00:50:38.280 --> 00:50:41.790
I can see what they
chatted with Khanmigo about

00:50:41.790 --> 00:50:43.500
when it came to the
feedback that they got.

00:50:43.500 --> 00:50:45.630
Here I can see that the
student asked Khanmigo

00:50:45.630 --> 00:50:49.353
to check that they did their
MLA in-text citation correctly.

00:50:51.390 --> 00:50:54.240
And then I can see where
they've done revisions.

00:50:54.240 --> 00:50:56.430
The student got a questionable flag here,

00:50:56.430 --> 00:50:57.390
so I can look at that.

00:50:57.390 --> 00:50:58.770
But I can see that the flag

00:50:58.770 --> 00:51:01.620
was related to a new piece of evidence

00:51:01.620 --> 00:51:02.670
that the student pasted.

00:51:02.670 --> 00:51:05.220
So I know that that's a non-issue.

00:51:05.220 --> 00:51:06.900
You're pasting evidence from somewhere,

00:51:06.900 --> 00:51:08.790
I know you didn't write
it 'cause it's evidence,

00:51:08.790 --> 00:51:10.800
so that's completely fine.

00:51:10.800 --> 00:51:14.583
And all the way down to
where their final draft was.

00:51:16.500 --> 00:51:19.380
So that is the teacher report

00:51:19.380 --> 00:51:21.510
and the individual student report.

00:51:21.510 --> 00:51:23.703
Let me go back to my deck.

00:51:24.840 --> 00:51:27.480
All right, so we have a few minutes left.

00:51:27.480 --> 00:51:29.100
These are the instructions for you

00:51:29.100 --> 00:51:30.630
to get started on this now

00:51:30.630 --> 00:51:32.610
if you're interested in trying this out.

00:51:32.610 --> 00:51:35.400
Again, if you already have
a Khan Academy account,

00:51:35.400 --> 00:51:36.960
then you already have a
Writing Coach account.

00:51:36.960 --> 00:51:38.910
So you can go to Khan Academy

00:51:38.910 --> 00:51:41.620
or you can go to khanmigo.ai/writingcoach

00:51:42.510 --> 00:51:44.670
and you can get to
Writing Coach from there.

00:51:44.670 --> 00:51:46.710
And log in to your Khan Academy account,

00:51:46.710 --> 00:51:49.590
and again, that will take
you right into Writing Coach.

00:51:49.590 --> 00:51:51.300
Some things if you're just getting started

00:51:51.300 --> 00:51:52.230
that you could do.

00:51:52.230 --> 00:51:55.470
You can start by exploring
the student experience.

00:51:55.470 --> 00:51:57.930
So if you are in a teacher account,

00:51:57.930 --> 00:51:59.343
let me go back to this.

00:52:00.900 --> 00:52:03.180
I mentioned these three tabs here.

00:52:03.180 --> 00:52:05.130
If you click on My Essays,

00:52:05.130 --> 00:52:09.780
this will let you experience
some of the student experience.

00:52:09.780 --> 00:52:10.650
Note, however,

00:52:10.650 --> 00:52:14.310
if you are not a district
partner with Khanmigo,

00:52:14.310 --> 00:52:15.930
then your students won't be able

00:52:15.930 --> 00:52:18.060
to just write their own
essay whenever they want,

00:52:18.060 --> 00:52:21.720
that's only available
to district partners,

00:52:21.720 --> 00:52:23.490
but all students will be able

00:52:23.490 --> 00:52:26.550
to access assignments from here.

00:52:26.550 --> 00:52:28.980
And a thing that you have as a teacher

00:52:28.980 --> 00:52:31.530
that your students don't
have are these sample essays.

00:52:31.530 --> 00:52:33.540
So if you are just trying to get a sense

00:52:33.540 --> 00:52:34.590
of the student experience,

00:52:34.590 --> 00:52:36.090
these are pretty helpful

00:52:36.090 --> 00:52:38.460
because you can click into them

00:52:38.460 --> 00:52:40.620
and it'll start you off at understanding

00:52:40.620 --> 00:52:43.290
and you can chat with Khanmigo

00:52:43.290 --> 00:52:45.480
as if it were like a fresh assignment.

00:52:45.480 --> 00:52:46.860
You can go through outlining

00:52:46.860 --> 00:52:49.530
and we have pre-filled in content

00:52:49.530 --> 00:52:53.580
so you don't have to write an
entire outline for yourself,

00:52:53.580 --> 00:52:54.450
you can fill it in

00:52:54.450 --> 00:52:57.180
and then kind of see
the drafting experience.

00:52:57.180 --> 00:52:59.430
Again, we pre-fill in an essay for you

00:52:59.430 --> 00:53:01.530
so you can try that out

00:53:01.530 --> 00:53:05.100
and then you can get
Khanmigo to generate feedback

00:53:05.100 --> 00:53:07.050
and do the revising stage.

00:53:07.050 --> 00:53:09.210
The sample essay tool is also very helpful

00:53:09.210 --> 00:53:12.390
if you are demoing Writing
Coach with your students

00:53:12.390 --> 00:53:13.223
for the first time

00:53:13.223 --> 00:53:14.640
because it helps them see

00:53:14.640 --> 00:53:17.370
what they will see when they're
working on their assignment,

00:53:17.370 --> 00:53:19.080
and you can walk them through the stages

00:53:19.080 --> 00:53:20.160
and how to use Khanmigo

00:53:20.160 --> 00:53:24.510
and how to access all of the
different tabs at the bottom

00:53:24.510 --> 00:53:26.283
when they're on various stages.

00:53:27.630 --> 00:53:31.050
So I'd recommend checking out
the student experience first,

00:53:31.050 --> 00:53:31.883
and then when you're ready,

00:53:31.883 --> 00:53:34.230
you can create your first
Writing Coach essay.

00:53:34.230 --> 00:53:36.360
Again, you go straight
to your Assignments tab

00:53:36.360 --> 00:53:37.830
and you click Create Assignment

00:53:37.830 --> 00:53:40.020
and you fill in the
information from there.

00:53:40.020 --> 00:53:43.740
And I am very eager to
hear any and all feedback

00:53:43.740 --> 00:53:45.000
that anyone has about this.

00:53:45.000 --> 00:53:46.920
So if you use it yourself,

00:53:46.920 --> 00:53:49.410
if you share it with another
teacher and they use it,

00:53:49.410 --> 00:53:51.690
I have no problem
sharing my email address,

00:53:51.690 --> 00:53:53.040
please reach out to me,

00:53:53.040 --> 00:53:56.970
it's sarahrobertson@khanacademy.org.

00:53:56.970 --> 00:53:58.380
Let me know what your experience was like,

00:53:58.380 --> 00:53:59.370
send me your ideas,

00:53:59.370 --> 00:54:02.820
send me your critical feedback,

00:54:02.820 --> 00:54:05.250
send me anything that you have
that could help us continue

00:54:05.250 --> 00:54:07.530
to make Writing Coach a
really valuable experience

00:54:07.530 --> 00:54:08.970
for you and your students.

00:54:08.970 --> 00:54:11.613
And yeah, that is it for me.

00:54:12.510 --> 00:54:16.680
I will pass it back, I
think, to Frances or Aviv.

00:54:16.680 --> 00:54:19.410
I don't know if we have
room or time for questions.

00:54:19.410 --> 00:54:21.423
- Yeah, we had a couple of questions.

00:54:22.680 --> 00:54:24.330
One is around,

00:54:24.330 --> 00:54:26.100
I know you talked about right now

00:54:26.100 --> 00:54:29.400
we don't have the ability
to upload rubrics.

00:54:29.400 --> 00:54:33.420
The question was asked
around uploading sources,

00:54:33.420 --> 00:54:37.260
because, how will Khanmigo
know if the student-

00:54:37.260 --> 00:54:38.640
- [Sarah] Great question.

00:54:38.640 --> 00:54:41.880
- making up evidence or
the evidence is accurate?

00:54:41.880 --> 00:54:42.900
- Yeah, that's a great question.

00:54:42.900 --> 00:54:45.390
So we don't have a way right now

00:54:45.390 --> 00:54:50.370
to just kind of attach a PDF
or upload a reference text,

00:54:50.370 --> 00:54:54.810
however, if the reference
text is a well-known text

00:54:54.810 --> 00:54:56.880
and you include the name of that text

00:54:56.880 --> 00:55:01.350
in the actual essay instructions,

00:55:01.350 --> 00:55:03.810
Khanmigo will know about the text,

00:55:03.810 --> 00:55:06.210
it will be able to kind of provide,

00:55:06.210 --> 00:55:10.890
spot any issues with the text
that are wildly inaccurate

00:55:10.890 --> 00:55:12.810
or just very off base.

00:55:12.810 --> 00:55:15.240
It is not really designed to do things

00:55:15.240 --> 00:55:19.710
like check that the
evidence is legit evidence,

00:55:19.710 --> 00:55:20.970
that's not really something that it does.

00:55:20.970 --> 00:55:23.490
What it can do is make sure the evidence

00:55:23.490 --> 00:55:25.620
that the students provided is aligned

00:55:25.620 --> 00:55:28.200
to the points that they're trying to make,

00:55:28.200 --> 00:55:30.000
to the argument that they're making,

00:55:30.000 --> 00:55:32.700
make sure that if they
choose a piece of evidence,

00:55:32.700 --> 00:55:36.600
that they are explaining how
it helps them prove the point

00:55:36.600 --> 00:55:38.310
that they're trying to make.

00:55:38.310 --> 00:55:39.900
It can help them do things

00:55:39.900 --> 00:55:42.780
like fix their introductions to evidence,

00:55:42.780 --> 00:55:44.520
I remember that was one
of the biggest things

00:55:44.520 --> 00:55:47.460
that I had to deal with
with my middle schoolers,

00:55:47.460 --> 00:55:48.780
and then their citations as well.

00:55:48.780 --> 00:55:50.100
But it won't be able to be like,

00:55:50.100 --> 00:55:51.550
hey, that's not a real quote,

00:55:52.500 --> 00:55:53.550
'cause it wasn't designed to do that.

00:55:53.550 --> 00:55:55.500
But in the future when we do have things

00:55:55.500 --> 00:55:59.040
like the ability for you
to attach a reference text,

00:55:59.040 --> 00:56:00.270
that is something reasonable

00:56:00.270 --> 00:56:01.923
that we would be able to support.

00:56:03.270 --> 00:56:04.350
- Thank you, Sarah.

00:56:04.350 --> 00:56:05.310
- [Sarah] Yeah.

00:56:05.310 --> 00:56:06.930
- There was another question around,

00:56:06.930 --> 00:56:11.070
can you assign an essay to
a class that you created

00:56:11.070 --> 00:56:12.390
separate from your roster?

00:56:12.390 --> 00:56:16.470
For example, if you had a
combined group for tutoring.

00:56:16.470 --> 00:56:17.880
- Yes.

00:56:17.880 --> 00:56:19.380
- [Frances] Yes.
- You can, yep.

00:56:19.380 --> 00:56:22.620
It just has to be a Khan Academy class,

00:56:22.620 --> 00:56:23.850
which you can actually do.

00:56:23.850 --> 00:56:24.750
So when you are,

00:56:24.750 --> 00:56:26.400
I'll show you actually,

00:56:26.400 --> 00:56:31.400
when you are in your teacher experience

00:56:32.430 --> 00:56:34.533
and you are creating your assignment,

00:56:36.600 --> 00:56:38.280
you will be able to assign it

00:56:38.280 --> 00:56:41.643
to an existing class that you have.

00:56:43.500 --> 00:56:46.803
Or oh, this might just be because,

00:56:47.970 --> 00:56:49.680
oh, I think I'm in a different,

00:56:49.680 --> 00:56:53.910
you should be able to see any
other classes that you have

00:56:53.910 --> 00:56:58.320
that maybe are not even
Khanmigo-rostered classes.

00:56:58.320 --> 00:57:01.170
So if you have another
class on Khan Academy

00:57:01.170 --> 00:57:03.240
that isn't a district-rostered class,

00:57:03.240 --> 00:57:04.320
like a tutoring group,

00:57:04.320 --> 00:57:07.230
you can assign an essay to that class.

00:57:07.230 --> 00:57:09.480
In some cases you can do
it straight from here.

00:57:09.480 --> 00:57:13.140
There's an option sometimes
that is create a new class,

00:57:13.140 --> 00:57:14.850
I'm not sure why that's
not showing up here.

00:57:14.850 --> 00:57:18.000
But if you are on Khan Academy

00:57:18.000 --> 00:57:21.780
and you're creating a class
there, like a manual class,

00:57:21.780 --> 00:57:23.160
you will see that in the list here

00:57:23.160 --> 00:57:23.993
'cause this will show you

00:57:23.993 --> 00:57:26.970
any of your Khan Academy
classes that you have.

00:57:26.970 --> 00:57:27.810
- That's right.

00:57:27.810 --> 00:57:29.280
- [Sarah] Mm-hmm.

00:57:29.280 --> 00:57:30.113
- All right.

00:57:30.113 --> 00:57:32.670
Is the feedback able to be differentiated

00:57:32.670 --> 00:57:33.960
by student ability,

00:57:33.960 --> 00:57:36.210
but just still at same grade level?

00:57:36.210 --> 00:57:38.340
For example, some feedback simpler,

00:57:38.340 --> 00:57:39.723
but still at grade level?

00:57:41.910 --> 00:57:43.380
- Yes and no.

00:57:43.380 --> 00:57:46.440
We do have some features
that are student-specific

00:57:46.440 --> 00:57:49.050
where a student can change, for example,

00:57:49.050 --> 00:57:52.980
their Khanmigo reading level.

00:57:52.980 --> 00:57:54.780
It's not super expansive,

00:57:54.780 --> 00:57:55.860
there's like basic,

00:57:55.860 --> 00:57:57.840
which is actually the
default for all students,

00:57:57.840 --> 00:58:01.743
and then there's maybe two
other levels that are higher.

00:58:02.730 --> 00:58:05.940
So if you have really advanced students,

00:58:05.940 --> 00:58:08.490
you can have them increase
their Khanmigo level,

00:58:08.490 --> 00:58:11.220
but most students will start
out at the basic level.

00:58:11.220 --> 00:58:15.100
If you have students who
are English learners,

00:58:17.070 --> 00:58:19.110
you also can have them,

00:58:19.110 --> 00:58:20.580
if you want, this isn't required,

00:58:20.580 --> 00:58:24.550
but you can have them change
their Khanmigo chat language

00:58:26.284 --> 00:58:27.120
to their native language,

00:58:27.120 --> 00:58:29.550
and then they can talk to
Khanmigo in their native language,

00:58:29.550 --> 00:58:32.430
but they're still looking
at an English essay

00:58:32.430 --> 00:58:33.750
that they're writing

00:58:33.750 --> 00:58:34.950
and Khanmigo will still be able

00:58:34.950 --> 00:58:36.780
to kind of communicate with them

00:58:36.780 --> 00:58:39.730
and look at their essay in
English and help them with that.

00:58:41.130 --> 00:58:42.690
Other than that,

00:58:42.690 --> 00:58:46.380
the scaffolding is really at
that point up to the student.

00:58:46.380 --> 00:58:48.300
So if the student needs help,

00:58:48.300 --> 00:58:51.180
Khanmigo will be there to help them.

00:58:51.180 --> 00:58:53.790
And there is that checkpoint
between outlining and drafting

00:58:53.790 --> 00:58:56.040
where it's checking to see,
did they meet the requirements?

00:58:56.040 --> 00:58:58.800
So if you have students
who are way behind,

00:58:58.800 --> 00:59:01.170
then that is a point where they
might spend a lot more time

00:59:01.170 --> 00:59:02.700
outlining with Khanmigo,

00:59:02.700 --> 00:59:04.290
and it will do that automatically

00:59:04.290 --> 00:59:09.150
in that if they really are off topic

00:59:09.150 --> 00:59:12.210
or they're missing a lot of pieces,

00:59:12.210 --> 00:59:15.120
Khanmigo will repeatedly kind
of help them through that

00:59:15.120 --> 00:59:16.440
until they have a good outline,

00:59:16.440 --> 00:59:17.460
whereas other students

00:59:17.460 --> 00:59:20.790
would just speed straight
through to drafting

00:59:20.790 --> 00:59:23.970
'cause they wouldn't have those
checkpoints to worry about.

00:59:23.970 --> 00:59:25.470
But yeah, we hear this a lot,

00:59:25.470 --> 00:59:27.240
there's a lot of concerns,

00:59:27.240 --> 00:59:29.340
especially from the past few years

00:59:29.340 --> 00:59:30.173
where it just sounds

00:59:30.173 --> 00:59:32.160
like students need a lot more scaffolding

00:59:32.160 --> 00:59:33.690
than they have in previous years.

00:59:33.690 --> 00:59:36.450
And so one of our biggest priorities

00:59:36.450 --> 00:59:40.650
is figuring out better
ways to support kiddos

00:59:40.650 --> 00:59:43.200
and especially find ways to differentiate

00:59:43.200 --> 00:59:44.700
to the students who need it the most.

00:59:44.700 --> 00:59:46.590
So if you have more ideas,

00:59:46.590 --> 00:59:47.740
please send them to me.

00:59:48.990 --> 00:59:50.010
- Awesome, thank you.

00:59:50.010 --> 00:59:51.480
Thank you, Sarah, so much.

00:59:51.480 --> 00:59:54.090
Thank you, everybody that joined us.

00:59:54.090 --> 00:59:57.150
I've also dropped in my email in the chat.

00:59:57.150 --> 00:59:59.730
In case you guys think
of any other questions,

00:59:59.730 --> 01:00:01.893
please feel free to email Sarah,

01:00:02.760 --> 01:00:03.990
email me.

01:00:03.990 --> 01:00:05.340
We are here to help

01:00:05.340 --> 01:00:07.650
and support in any way that you guys need

01:00:07.650 --> 01:00:10.500
and we truly value your feedback,

01:00:10.500 --> 01:00:13.500
your ideas and your feedback.

01:00:13.500 --> 01:00:14.973
So thank you, thank you.

01:00:16.470 --> 01:00:17.943
- Thank you all so much.