Sal Khan Quotes

If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

We should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity … by actually talking with them.

When you're too robotic and scripted, the students tune you out. So I always tried to use different learning modalities - kinesthetic, auditory, visual, whatever might bring learning to life.

The drills we do, where you're telling kids to memorize things, don't actually work. What works is engaging them and letting them do things and discover things.

Crucial to science education is hands-on involvement: showing, not just telling; real experiments and field trips and not just 'virtual reality.'

Learning by doing, peer-to-peer teaching, and computer simulation are all part of the same equation.

I feel I learned as much from fellow students as from the professors.

Efforts to develop critical thinking falter in practice because too many professors still lecture to passive audiences instead of challenging students to apply what they have learned to new questions.

In an undergraduate business environment, the best learning experience is the interaction students have with each other. They need to learn from each other as much as from professors and lectures and other teaching tools.

Participation, I think, or one of the best methods of educating.

People learn more if they're learning in directly engaging ways.

When we teach in pluralistic ways, there are two wonderful dividends. First of all, we reach more students, because some learn best through stories, some through works of art, some through role play etc. Second of all, we show what it is like really to understand something.

I was a PE teacher, and when you teach, you can say, 'You have to do this.' It's an order. That's one way. Or you can say, 'Listen, we have these problems, so give me the solution,' and they have to think about it. Or you can say, 'Here are three options - which one is best?'

That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

Learning results from what the student does and thinks, and only from what the student does and thinks. The teacher can advance learning only by influencing the student to learn.

Active learning is always involved with interaction between teachers and students and Socratic methods and that's gonna continue.

I take things in better when I'm allowed to talk, and respond, and engage and move around a bit.

It's not the teaching, it's the learning.

A practical part of my teaching is to provide demonstrative, hands-on experiences.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

Learners are encouraged to discover facts and relationships for themselves.

What, of course, we want in a university is for people to learn the skills they're going to need outside the classroom. So, having a system that had more emphasis on inquiry and exploration but also on learning and practising specific skills would fit much better with how we know people learn.

In a Glasser Quality School there is no such thing as a closed book test. Students are told to get out their notes and open their books. There is no such thing as being forbidden to ask the teacher or another student for help.