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Speaker 1: The Michael Berry Show. I will first give thanks to

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Speaker 1: the newest edition to our show team, and that is

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Speaker 1: Darryl Kunda Akakonda man see you n DA. Daryl Kunda

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Speaker 1: was the production director of iHeartMedia in Houston, which is

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Speaker 1: where our flagship station KTRH is. He worked with all

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Speaker 1: six of the stations doing production. He's a great voice man,

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Speaker 1: and he's very good at editing and writing in the sort.

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Speaker 1: He now runs our daily blast at Michael Berryshow dot com.

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Speaker 1: You can go there and sign up for free. You'll

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Speaker 1: now be getting I think we're getting. We're sending out

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Speaker 1: six e blasts, one every day Monday through Saturday. I'm

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Speaker 1: hoping we can send one on Sunday, but we'll see,

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Speaker 1: because we're adding a lot to his plate overnight. But

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Speaker 1: now that we feel like he's got his footing, he's

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Speaker 1: been with us long enough, hopefully we'll be able to

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Speaker 1: add a seventh show. We'll see. That is a free

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Speaker 1: blast that we send out a free newsletter every day.

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Speaker 1: It has links to what we talk about on the show.

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Speaker 1: The articles. A lot of our folks want to go

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Speaker 1: and read the article for themselves after I talk about it.

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Speaker 1: We usually put a couple of silly fun memes in there.

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Speaker 1: We do some dad jokes and if I have anything

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Speaker 1: in particular I want to share on a program here

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Speaker 1: administrative note. I put a note in there for that

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Speaker 1: as well. We keep it pretty short and simple so

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Speaker 1: that you can get in and get out in two

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Speaker 1: minutes or less, because you're busy and you've got a

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Speaker 1: lot of emails and you don't want to be spammed.

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Speaker 1: So we're not does too asky. We're not going to

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Speaker 1: keep you in for the winner reading the entirety of

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Speaker 1: our newsletter. But this Sunday Bonus podcast is something we

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Speaker 1: wanted to do for a long time. We started the

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Speaker 1: Saturday podcast, and Jim Mutt, our creative director, took that over,

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Speaker 1: but we didn't want to add something else, pile another

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Speaker 1: thing on his shoulders. Poor fellow works pretty insanely long

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Speaker 1: hours as it is, so Darryl Kunda said, I am

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Speaker 1: ready here, am I send me in the Book of Elijah,

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Speaker 1: And so Daryl Kunda will be handled our Sunday podcasts

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Speaker 1: and we are delighted. And this is the first of

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Speaker 1: our Sunday podcast. Hopefully if you love it and you

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Speaker 1: share it with your friends and it turns out to

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Speaker 1: be wildly successful, as almost everything we've ever done, not all,

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Speaker 1: but most things we've ever done has, then we will

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Speaker 1: continue to devote the resources to it. The genesis of

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Speaker 1: it was that folks would listen all week and then

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Speaker 1: on Saturday they'd say, you know, I've gotten used to

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Speaker 1: you hanging out with me, and so I'm out mowing

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Speaker 1: or I'm out you know, cleaning out the garage or

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Speaker 1: washing my car or tinkering on my classic car, or

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Speaker 1: cleaning the house or cooking for the family or driving

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Speaker 1: to the grandkids events or whatever you're doing, and I

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Speaker 1: really like to listen to more of the show. And

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Speaker 1: so Jim Mudd said, all right, I'll start the Saturday show.

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Speaker 1: And we've had a lot of fun with it and

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Speaker 1: a lot of success with it. And then folks say, well,

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Speaker 1: I kind of like Cavin the Saturday show. Would you

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Speaker 1: mind doing a Sunday show? And our team, look, we'd

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Speaker 1: love to do an There's one hundred other things we'd

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Speaker 1: like to add to what we deliver, but we've got

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Speaker 1: to stay true to doing what we do already well

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Speaker 1: before we add new things. So I think we're ready.

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Speaker 1: This is our first Sunday Podcast. If you listen and

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Speaker 1: enjoy it, send me an email. Where do you listen?

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Speaker 1: Where do you live? You know what city and state?

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Speaker 1: And where do you listen? In terms of while you're

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Speaker 1: driving in your earbuds, while you're riding your bike, while

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Speaker 1: you're doing chores? What are those chores?

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Speaker 2: I love?

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Speaker 1: I love the details of your lives. I find those

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Speaker 1: very very interesting. How you found the show, Things you enjoy,

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Speaker 1: things you find. Some things that we do on the

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Speaker 1: show are referrals from you of I read this book,

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Speaker 1: I saw this movie and you give me a or hey,

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Speaker 1: you should talk to this guy and you give me

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Speaker 1: their name and their phone number when you have it.

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Speaker 1: Or you should watch this movie, here's a link to it.

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Speaker 1: Or you should watch this clip. Here's a link to it,

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Speaker 1: or you should watch this speech. Here's a link to it.

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Speaker 1: And I will usually watch a few seconds and see

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Speaker 1: if it catches my attention. If it does, many times

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Speaker 1: we use those sorts of things, and it makes our

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Speaker 1: show a whole lot better because we have so much

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Speaker 1: great listener engagement. That's why I devote so much time

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Speaker 1: to reading emails. So with that, here is our very

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Speaker 1: first Darryl Kunda directed a Daryl Kunda production Sunday podcast.

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Speaker 1: I hope you enjoy it and I'll look forward to

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Speaker 1: hearing from you.

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Speaker 3: Imagine what would be possible if we were going to

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Speaker 3: reimagine school?

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Speaker 2: What is Alpha school? And how did you get here?

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Speaker 3: In only two hours a day? Our students are learning

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Speaker 3: twice as fast as students in the rest of the country.

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Speaker 2: Only two hours a day on academics.

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Speaker 3: Now, what we're finding is that artificial intelligence is enabling

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Speaker 3: us to raise human intelligence. And ultimately we had our

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Speaker 3: kids say from the Florida Keys to the Bahamas over

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Speaker 3: five days. I'll tell you what that is. What we

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Speaker 3: call a test to pass.

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Speaker 2: Now, most people think that the future is grim for

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Speaker 2: their children.

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Speaker 3: Education is going to get better, and I think the

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Speaker 3: best way to do that is really turn the teacher

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Speaker 3: in front of the classroom model on its head and

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Speaker 3: allow technology to do what it can do really well.

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Speaker 2: Mackenzie, let's talk about innovative education that works.

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Speaker 3: That is my favorite topic to talk about. So I'm

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Speaker 3: glad I'm here.

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Speaker 2: Awesome, Well, so many of my episodes are about things

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Speaker 2: that we need to warn people about. Parents need to

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Speaker 2: find out about what's going on and this is the

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Speaker 2: episode that people can just relax and hear some really

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Speaker 2: good news and some real good innovative experiences that you

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Speaker 2: can share with us.

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Speaker 3: Let me tell you some really great news. There's never

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Speaker 3: been a more exciting time to be a five year old,

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Speaker 3: and this is also a really exciting time for teachers.

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Speaker 3: So have no fear, like education is going to get better.

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Speaker 2: Okay, let's get this party started, because I think a

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Speaker 2: lot of people will find even that statement pretty surprising.

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Speaker 2: I gave a speech a few months ago and I

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Speaker 2: asked parents to raise their hand and tell me if

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Speaker 2: they think that the future of their children will be

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Speaker 2: better than their lives as children, and most people did.

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Speaker 3: Not raise their hands.

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Speaker 2: Most people think that the future is grim for their children.

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Speaker 3: So I think from perspective that is absolutely true that

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Speaker 3: and if you think about the current state of the world,

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Speaker 3: I can see why parents arrive at that right. When

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Speaker 3: you think about how academics has been doing in the

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Speaker 3: K through twelve world the last several years, it's really

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Speaker 3: been abysmal. A lot of things that are going in

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Speaker 3: and being focused on in schools is stuff that you know,

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Speaker 3: is not where we want it to be. But I

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Speaker 3: think we're at this incredible precipice where we are going

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Speaker 3: to see a change. And I always talked about the

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Speaker 3: future of education, and I believe the future of education

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Speaker 3: is here.

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Speaker 2: Now, amazing. Well, the reason you are an innovator in

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Speaker 2: education you started Alpha Schools was because you almost went

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Speaker 2: in that direction, right, You almost had that despair that

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Speaker 2: so many parents around America are having, and then you

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Speaker 2: did something about it. So share with us what is

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Speaker 2: Alpha school and how did you get here?

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Speaker 3: Yeah? Well, I'll take you way back to just my

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Speaker 3: experience going to school. And I think that's always something important,

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Speaker 3: because we all had our own personal experience, you know,

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Speaker 3: being educated, and it shaped so much of how we

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Speaker 3: think about school and what we believe school should be

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Speaker 3: for kids. I was one of those kids who was

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Speaker 3: really good at school. I knew how to jump through

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Speaker 3: the hoops, I knew how to get the grades, but

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Speaker 3: I hated school. Did you like school? Yes?

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Speaker 2: I did because I identified as a troublemaker from the

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Speaker 2: second I was born.

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Speaker 3: Okay, and so for me.

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Speaker 2: That rigid experience of school was just an opportunity to

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Speaker 2: cause trouble everywhere. But you better have a very specific personality.

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Speaker 3: Well, Okay, well, I was like the do gooder. I

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Speaker 3: knew how to follow the rules, but I was always

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Speaker 3: that kid who would raise my hand and be like,

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Speaker 3: why do I need to know this? Like how does

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Speaker 3: this apply to whatever it is that I'm interested or

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Speaker 3: how I'm going to go out in the world and

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Speaker 3: what I'm going to do. And so fundamentally, I didn't

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Speaker 3: feel like my school experience prepared me well to be

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Speaker 3: able to figure out like that intersection of my passions

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Speaker 3: and my talents. So that was kind of the backdrop.

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Speaker 3: Now I went to a great university, graduating kind of

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Speaker 3: went on the treadmill of life. But then it was

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Speaker 3: time for my girls to go to school. And I

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Speaker 3: live in Austin, Texas, and my husband and I were

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Speaker 3: both products of public school education, and so we said,

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Speaker 3: you know, it's time to send them down, get them

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Speaker 3: on the bus, and go to the school district near

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Speaker 3: our house, which is a phenomenal school district in Texas.

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Speaker 3: But what I also found is that my little girl,

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Speaker 3: who I dropped off at kindergarten the first day, who

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Speaker 3: had this like incredible insatiable curiosity and desire to learn

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Speaker 3: and just want to kind of see how things worked,

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Speaker 3: which all kids have. All kids start out like that.

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Speaker 3: After a while, I just saw the spark was like

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Speaker 3: kind of dying. And the reason is because there wasn't

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Speaker 3: a lot of ability in that classroom experience to have

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Speaker 3: any sort of personalization. And that was everything from like,

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Speaker 3: you know, if she was already reading in kindergarten, you know,

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Speaker 3: she come home with worksheets that were like A is

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Speaker 3: for aunt, B is for bat, and it was like, well,

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Speaker 3: is there anything we can do? And I really felt

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Speaker 3: for the teachers in the situation, because, you know, this

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Speaker 3: poor teacher had twenty two kids in the classroom who

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Speaker 3: all came at totally different levels, and you know, it

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Speaker 3: was hard to figure out how do you personalize education

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Speaker 3: for every kid? But ultimately that culminated about two and

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Speaker 3: a half years later, in second grade. My younger daughter

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Speaker 3: was now in kindergarten and experiencing the same thing. And

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Speaker 3: my daughter came home one day and she said, I

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Speaker 3: don't want to go to school tomorrow. I looked at

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Speaker 3: her and I said, what do you mean, you love school?

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Speaker 3: And she just looked at me and she said, school

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Speaker 3: is so boring. And I just had this moment of like, oh,

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Speaker 3: my goodness, in two and a half years, they've taken

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Speaker 3: a kid who's like Taylor made to be enthusiastic and

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Speaker 3: excited about school, and they've wiped that passion away. And

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Speaker 3: I went and talked with the principal of our school,

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Speaker 3: who was a really great administrator and had become a

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Speaker 3: friend of mine at that point, and I had expressed

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Speaker 3: more about my concerns and she looked at me and

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Speaker 3: she said, Mackenzie, I gotta be honest with you. This

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Speaker 3: is like trying to steer the Titanic. It just can't

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Speaker 3: be done. And so at that point I knew it

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Speaker 3: was my time to exit because I didn't want to

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Speaker 3: see my girls go through the same experience I had

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Speaker 3: where it was just like, go through the motions, do

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Speaker 3: what you need to do. I wanted that twelve years

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Speaker 3: of my kids' lives to be something exciting. I mean,

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Speaker 3: they're going to spend five days a week, nine months

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Speaker 3: a year, for hours a day in school. It should

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Speaker 3: be a place that is invigorating and exciting, and it

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Speaker 3: should be something that like unlocks our kids' potential. And

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Speaker 3: that wasn't happening. And actually, did you know there's been

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Speaker 3: research done on the level of enthusiasm between kindergarten and twelve,

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Speaker 3: And can you guess the highest level of enthusiasm like

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Speaker 3: day one of kindergarten, literally kindergarten, it goes down every

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Speaker 3: year until junior year of high school when they finally

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Speaker 3: start to see like a light the end of the tunnel.

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Speaker 3: And that is not the way our kids should be

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Speaker 3: experiencing so many of those formative years. So I looked around,

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Speaker 3: and I will say I knew I couldn't homeschool heroes

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Speaker 3: the people who are able to homeschool, and I didn't

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Speaker 3: see any other school for me. It wasn't about a

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Speaker 3: public school versus a private school. It was really fundamentally

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Speaker 3: the model of a teacher in front of a classroom,

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Speaker 3: teaching a group of kids in a time based system

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Speaker 3: who are all at different levels. It's just an impossible job.

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Speaker 3: And I think teachers have been given this very impossible

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Speaker 3: job where they've been asked to like empty the ocean

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Speaker 3: with a bucket full of holes in it. They can't

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Speaker 3: possibly meet every kid's needs when they're saying I also

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Speaker 3: am responsible for delivering third grade curriculum. So I looked

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Speaker 3: around and I kind of imagine, like what would be

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Speaker 3: possible if we were going to reimagine school? And the

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Speaker 3: question I kind of asked is like how high is high?

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Speaker 3: What are kids capable of when you give them great

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Speaker 3: levels of support and you hold them to high standards

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Speaker 3: and just are what are they able to do? And

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Speaker 3: I decided in twenty fourteen to start my own school.

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Speaker 2: Well, how do you do anything that's different? Right? You

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Speaker 2: still have a group of kids that are coming in,

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Speaker 2: they have different levels of abilities, They're still in one place.

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Speaker 2: How do you create this personalized learning that you're saying

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Speaker 2: that the other schools couldn't give to your children?

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Speaker 3: Well, here's what's really exciting about the time that we

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Speaker 3: have been in. And this was true in twenty fourteen

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Speaker 3: when my girls were in third grade and first grade

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Speaker 3: when I started the very first school. Technology has enabled

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Speaker 3: us to do so much more and more recently in

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Speaker 3: the last three years, with the advent of generative AI,

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Speaker 3: we have the ability to provide a truly personalized, one

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Speaker 3: to one mastery based learning experience for every single kid.

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Speaker 3: And you know, if I take you back, you know,

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Speaker 3: want to go way back in history for a second,

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Speaker 3: you know, think about the way that Socrates tutored Plato,

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Speaker 3: who tutored Aristotle, who tutored Alexander the Great. That was

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Speaker 3: this one to one, very mastery based like follow the interest,

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Speaker 3: you know, really teach people in depth. Now, of course,

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Speaker 3: that was only reserved for the very, very elite and

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Speaker 3: a couple hundred years ago when it was time to

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Speaker 3: figure out, okay, the industrial revolution is here. We got

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Speaker 3: to create factory workers. We need to create compliant people

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Speaker 3: who are educated at a base level that we can

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Speaker 3: understand how do we educate the masses. And that is

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Speaker 3: when that teacher in front of the classroom model was

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Speaker 3: really born. And you know what, it did allow more

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Speaker 3: people to be educated. And it did that, but in

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Speaker 3: a couple hundred years nothing had really changed, right, And

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Speaker 3: there have been learning science papers written by leading universities

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Speaker 3: that talk about how kids can learn two, five, ten

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Speaker 3: times faster when they're in a one to one mastery

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Speaker 3: based environment, But every single one of those papers starts

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Speaker 3: or ends with the same thing. Unfortunately, these result are

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Speaker 3: not possible in a teacher in front of the classroom model.

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Speaker 3: And so what's really amazing now and why it's such

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Speaker 3: an exciting time in education, is that Artificial intelligence is

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Speaker 3: the tool that is going to finally allow learning science

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Speaker 3: to become a really precise and measurable science, just like

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Speaker 3: when you know the microscope was created and what that

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Speaker 3: did for biology. Right there is so much potential now

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Speaker 3: because basically what we do at our schools is every

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Speaker 3: student receives a personalized learning plan that is created based

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Speaker 3: on assessing what a child knows, what don't they know,

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Speaker 3: and then creating a lesson plan that combines both the

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Speaker 3: knowledge that they have as well as the ability to

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Speaker 3: take interest that a child has and give them that learning.

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Speaker 3: And so what we found is that when kids are

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Speaker 3: learning at the level and the pace that they need,

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Speaker 3: they're able to do great. But it's only part of

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Speaker 3: the solution, which I'm happy to tell you about too. Well.

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Speaker 2: You mentioned AI, which I can't not focus on that

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Speaker 2: because there's a lot of fear around it.

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Speaker 3: Oh my goodness.

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Speaker 2: What about the cheating? What about the human connection? What

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Speaker 2: about the child's ability to actually sit down and read

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Speaker 2: and write themselves. If you expose them to AI, they're

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Speaker 2: going to be cheaters for the rest of their lives.

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Speaker 2: Of I can't even tell you how many things I've

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Speaker 2: heard about the concern of AI replacing humans and you,

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Speaker 2: as a headmistress of multiple schools, is that you're actually

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Speaker 2: bringing AI to children. I know, no wonder you're getting

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Speaker 2: all this hate.

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Speaker 3: Well, so here's the thing. There is no question that

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Speaker 3: there is so much fear and a lack of understanding.

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Speaker 3: And one of the things that I'm helping families understand

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Speaker 3: and become aware of is that it's not this dystopian

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Speaker 3: robot terminator teacher standing in the front of the classroom,

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Speaker 3: you know, tea a bunch of kids on this. What

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Speaker 3: it is is we're basically using llms that are feeding

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Speaker 3: K through eight common Core and then at the high

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Speaker 3: school level AP curriculum through these personalized learning experiences, and

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Speaker 3: then we use a vision model to make sure that

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Speaker 3: we're able to understand how accurately and how efficiently a

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Speaker 3: child is learning. Here's what we don't use and this

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Speaker 3: is what so many people associate artificial intelligence with a chatbot. Okay,

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Speaker 3: here's the thing. A chatbot, think chat GPT or conmego.

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Speaker 3: It would be amazing if every kid interacted with a

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Speaker 3: chatbot and said, let's have a Socratic discussion to learn

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Speaker 3: more about World War two history, and go deep into that. Unfortunately,

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Speaker 3: the reality is that when kids use chatbots, they tend

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Speaker 3: to use them to cheat, right, They will copy and

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Speaker 3: paste the question and answer, and that's what they do.

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Speaker 3: So that's actually the one aspect of artificial intelligence that

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Speaker 3: we don't use with our students. Instead, these personalized learning

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Speaker 3: plans are what kids are able to learn and go with.

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Speaker 3: Now here's what we see as far as results. In

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Speaker 3: only two hours a day, our students are learning twice

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Speaker 3: as fast as students in the rest of the country.

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Speaker 3: Our classes are in the ninety ninth percentile across the

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Speaker 3: board and all subjects. In fact, I don't know of

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Speaker 3: another school who's delivering the kind of academic results, and

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Speaker 3: especially when you add that we're doing it in two hours.

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Speaker 3: And here's the big question that kind of comes up,

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Speaker 3: What in the world do you do with the rest

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Speaker 3: of the day when you get academics done in a

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Speaker 3: couple hours. And for us, the answer is we spend

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Speaker 3: all afternoon developing life skills. And that's kind of the

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Speaker 3: short summary. We can go into more detail on what

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Speaker 3: that is, but let me tell you the secret sauce

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Speaker 3: of what makes this all successful. It is our teachers.

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Speaker 3: We have transformed the role of the teacher in our

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Speaker 3: classroom so that instead of having to spend their time

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Speaker 3: creating lesson plans and delivering lectures and grading papers and homework,

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Speaker 3: they are able to focus all of their attention on

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Speaker 3: motivational and emotional support and mentorship. And what that does

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Speaker 3: is that creates that motivation that a child needs in

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Speaker 3: order to go and crush their academics. And so what

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Speaker 3: we're finding is that artificial intelligence is enabling us to

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Speaker 3: raise human intelligence, both for children from an academic perspective

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Speaker 3: as well as the time and ability to develop life skills.

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Speaker 3: But also because we're taking those teachers and we're putting

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Speaker 3: them right at the center where they can spend time

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Speaker 3: getting to know every single child, understanding what makes them tick,

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Speaker 3: what gets them excited when they're struggling with something, what

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Speaker 3: are the things they say to themselves, and how can

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Speaker 3: we incorporate better growth mindset strategies. And that's kind of

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Speaker 3: where the magic is happening and why we're able to

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Speaker 3: really unlock the potential for every single kid that comes

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Speaker 3: into our doors.

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Speaker 2: Wow, so interesting. So one thing you've said is that

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Speaker 2: is it academics that the Alpha, students only spend two

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Speaker 2: hours a day on only two hours a day on academics.

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Speaker 2: And what is is it an app that your team developed?

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Speaker 2: Is it a software? Because they're obviously not going to

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Speaker 2: outside apps that anybody can just go and download, right.

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Speaker 3: Actually they are doing some of that. What are curriculum

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Speaker 3: or what our we call it time back That is

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Speaker 3: our learning platform. And what our learning platform does is

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Speaker 3: we use an a tutor that we built that creates

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Speaker 3: the lesson plans that match for each student depending on

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Speaker 3: their level and where their pace is. But what our

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Speaker 3: students experience when they sit down in the morning, they

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Speaker 3: come to school, first of all, just to kind of

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Speaker 3: set the stage. It's a full day school program because

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Speaker 3: we knows they need that, right, And there's so many

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Speaker 3: other great things that do come from school, right, So

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Speaker 3: opportunities to socialize with other students, all of those things.

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Speaker 3: But they start school every morning and we do a

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Speaker 3: fifteen minute limit launch think Tony Robbins for kids. This

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Speaker 3: is a chance for kids to come together and get

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Speaker 3: excited about the day. There's usually some sort of physical

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Speaker 3: activity and some sort of maybe impossible challenge that helps

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Speaker 3: us introduce some sort of a growth mindset concept, so

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Speaker 3: that when the kid then goes to sit down for

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Speaker 3: their academic part of the day or whatever else they're doing,

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Speaker 3: they've taken this energy and this attitude and they're like,

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Speaker 3: I'm ready to go, right, So we start every day

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Speaker 3: like that. Then our kids go into the two hour

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Speaker 3: learning block of their own. Well, they're together in a

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Speaker 3: class and they've got teachers, we call them guides, but

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Speaker 3: our teachers are in the classroom, so these kids are

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Speaker 3: able to be with, you know, similarly aged other children,

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Speaker 3: but they do. They grab their computers and they go

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Speaker 3: and they are able to click on the learning plan

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Speaker 3: that they need for math or reading, science, English, whatever

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Speaker 3: that is. They go in there and then we practice

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Speaker 3: something called the Pomodoro method where they spend about twenty

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Speaker 3: five minutes of focus time in that subject. Then they

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Speaker 3: get to go and take a break, go run around,

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Speaker 3: have a recess. They go back to the next subject.

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Speaker 3: And what we find is that in two hours, our

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Speaker 3: kids are able to cover all of their academic content

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Speaker 3: by receiving this personalized thing. And the other thing that's

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Speaker 3: really cool about it is, you know, you can have

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Speaker 3: two seven year old kids sitting right next to each other,

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Speaker 3: and one seven year old is working on algebra while

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Speaker 3: the other kid is working on his addition and subtraction.

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Speaker 3: These kids are able to go exactly where they need

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Speaker 3: to be, and yet they're hanging out with each other.

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Speaker 3: And during that time, our teachers, they're not teaching academic content,

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Speaker 3: but what they're doing is they're coaching and supporting these

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Speaker 3: kids as they're going through their academic lesson to understand like,

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Speaker 3: have you looked at the resources you need to learn something?

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Speaker 3: Have you read the explanation? Have you watched the video

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Speaker 3: that helps? And what we're really doing is we're creating

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Speaker 3: self driven learners who have the life skill of life

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Speaker 3: learning how to learn, and that is a skill that

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Speaker 3: is so important, especially in today's world where we really

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Speaker 3: do have all the information in the world right at

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Speaker 3: our fingertips. How do we take that information and use

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Speaker 3: that to do something bigger? You know, one of the

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Speaker 3: things I think Risu's true now is it's no longer

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Speaker 3: just about reading, writing, and arithmetic. It's about what I

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Speaker 3: call the foresees. It's critical thinking, communication, creativity, and collaboration.

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Speaker 3: Those are the skills that we want our kids to

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Speaker 3: really learn, and so when we have all of our

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Speaker 3: academics done in the first half of the day and

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Speaker 3: then the rest of the day is filled with life

436
00:22:39,320 --> 00:22:44,800
Speaker 3: skills workshops and collaborative, project based, really interactive kind of activities.

437
00:22:45,280 --> 00:22:48,840
Speaker 3: It is a fun place to be. And actually that

438
00:22:48,960 --> 00:22:51,919
Speaker 3: kind of goes back to our number one commitment that

439
00:22:51,960 --> 00:22:54,960
Speaker 3: we make to our families is that kids will love

440
00:22:55,080 --> 00:22:58,440
Speaker 3: school because when a kid loves school, it unlocks the

441
00:22:58,480 --> 00:23:01,160
Speaker 3: ability for so many other things to happen for them.

442
00:23:01,280 --> 00:23:04,760
Speaker 2: Well, then they remember what they actually learned, right, So

443
00:23:05,320 --> 00:23:07,600
Speaker 2: I just kind of want to envision myself in that

444
00:23:07,680 --> 00:23:10,800
Speaker 2: classroom during those two hours. So is it the kids

445
00:23:10,840 --> 00:23:12,800
Speaker 2: are sitting in front of a computer and you have

446
00:23:13,000 --> 00:23:15,800
Speaker 2: these motivators. I'm going to call them motivators. I know

447
00:23:15,840 --> 00:23:18,160
Speaker 2: you have your own name for it, but basically their

448
00:23:18,240 --> 00:23:21,280
Speaker 2: job is to motivate the kids to complete whatever it

449
00:23:21,359 --> 00:23:23,960
Speaker 2: is that they're doing. Is it like I excel? Is

450
00:23:23,960 --> 00:23:26,480
Speaker 2: it like that kind of stuff where they make the progress?

451
00:23:26,520 --> 00:23:29,800
Speaker 2: But it's it is reading and writing and arithmetic essentially

452
00:23:29,880 --> 00:23:30,480
Speaker 2: during those apps.

453
00:23:30,520 --> 00:23:32,840
Speaker 3: Yeah, they're the core academic skills that they're doing. They're

454
00:23:32,960 --> 00:23:36,560
Speaker 3: using a combination of apps that we have built ourselves

455
00:23:36,640 --> 00:23:39,720
Speaker 3: as well as third party apps, you know, things like

456
00:23:39,960 --> 00:23:42,480
Speaker 3: math Academy is a great math app, I excel as

457
00:23:42,480 --> 00:23:46,240
Speaker 3: something else, Grammarly, Egump. There's all kinds of different apps

458
00:23:46,240 --> 00:23:48,359
Speaker 3: that have been out. And here's the issue with ed

459
00:23:48,440 --> 00:23:51,399
Speaker 3: tech over the last fifteen years because you know, as

460
00:23:51,480 --> 00:23:54,560
Speaker 3: as I mentioned, when I started the school in twenty fourteen,

461
00:23:55,000 --> 00:23:59,040
Speaker 3: we were using those apps. But just giving a kid

462
00:23:59,080 --> 00:24:01,440
Speaker 3: an app and kind of saying hey, go to town

463
00:24:01,480 --> 00:24:05,680
Speaker 3: and just work on it doesn't necessarily ensure great, you know,

464
00:24:05,880 --> 00:24:09,239
Speaker 3: academic results. Kids can waste time on it, they can

465
00:24:09,359 --> 00:24:11,600
Speaker 3: just not even be engaging with the app. And so

466
00:24:11,640 --> 00:24:14,640
Speaker 3: what our AI tutor is doing is really making sure

467
00:24:14,760 --> 00:24:18,240
Speaker 3: kids are learning through that process very efficiently and then

468
00:24:18,240 --> 00:24:22,040
Speaker 3: feeding in the knowledge that they need to be learning

469
00:24:22,080 --> 00:24:25,280
Speaker 3: to create these personalized lesson plans. And so, yeah, if

470
00:24:25,320 --> 00:24:27,040
Speaker 3: you come into one of our classrooms in the morning

471
00:24:27,080 --> 00:24:30,280
Speaker 3: when kids are working, each kid is working on their

472
00:24:30,320 --> 00:24:34,760
Speaker 3: own computer, and they're working in kind of groups together

473
00:24:35,000 --> 00:24:38,480
Speaker 3: near each other, and our teachers, our guides as we

474
00:24:38,560 --> 00:24:41,160
Speaker 3: call them, are you know, supporting them as they needed.

475
00:24:41,200 --> 00:24:42,960
Speaker 3: But I will tell you one of the things that's

476
00:24:43,000 --> 00:24:45,159
Speaker 3: so fun to see, especially when you walk into one

477
00:24:45,160 --> 00:24:49,080
Speaker 3: of our younger classrooms like a kindergartener first grade classroom.

478
00:24:49,359 --> 00:24:51,480
Speaker 3: You'll see some kids that are sitting at a table

479
00:24:51,560 --> 00:24:53,960
Speaker 3: with one of our guides and they're working on it.

480
00:24:54,320 --> 00:24:58,480
Speaker 3: And inevitably you'll always see some kid who's like sitting

481
00:24:58,480 --> 00:25:01,760
Speaker 3: in the corner like a couch with his feed up

482
00:25:01,800 --> 00:25:04,080
Speaker 3: and his computer upside down doing his work, and you

483
00:25:04,160 --> 00:25:06,240
Speaker 3: might think, what's he doing? And what we've realized is

484
00:25:06,520 --> 00:25:08,760
Speaker 3: this kid knows how to get his work done, and

485
00:25:08,800 --> 00:25:12,119
Speaker 3: he has got that like autonomy over himself to be

486
00:25:12,119 --> 00:25:13,919
Speaker 3: able to say, you know what, I'm comfortable when I'm

487
00:25:13,960 --> 00:25:16,080
Speaker 3: able to sprawl out and do this and get that

488
00:25:16,119 --> 00:25:19,520
Speaker 3: work done. I will say our schools are very much

489
00:25:19,720 --> 00:25:24,080
Speaker 3: merit based cultures where we teach kids early early on

490
00:25:24,400 --> 00:25:27,920
Speaker 3: how to set goals and how to work towards accomplishing

491
00:25:27,960 --> 00:25:30,600
Speaker 3: those goals because they really are in the driver's seat

492
00:25:30,760 --> 00:25:36,200
Speaker 3: of their education. And as a result from an early stage,

493
00:25:36,320 --> 00:25:39,080
Speaker 3: our kids become really aware of like, hey, this is

494
00:25:39,160 --> 00:25:41,400
Speaker 3: the you know, the math that I want to learn today,

495
00:25:41,400 --> 00:25:44,080
Speaker 3: and here's how I did on that, And it creates

496
00:25:44,160 --> 00:25:47,440
Speaker 3: really a great sense of ownership and control that they have.

497
00:25:48,119 --> 00:25:50,840
Speaker 3: And as far as motivation, we are willing to do

498
00:25:51,119 --> 00:25:54,160
Speaker 3: whatever it takes to get a kid excited, because if

499
00:25:54,160 --> 00:25:57,199
Speaker 3: a kid's not motivated to learn, then you're kind of

500
00:25:57,280 --> 00:25:59,840
Speaker 3: up the creek. And so that could be anything from

501
00:26:00,320 --> 00:26:02,160
Speaker 3: you know, we had a little girl this past year

502
00:26:02,960 --> 00:26:06,240
Speaker 3: who whenever she would get one of her goals, she

503
00:26:06,359 --> 00:26:08,000
Speaker 3: and her guide would go in the corner and they

504
00:26:08,000 --> 00:26:11,520
Speaker 3: would do a fifteen second Taylor Swift dance party, and

505
00:26:11,560 --> 00:26:13,840
Speaker 3: that was enough to get that little girl excited. Right.

506
00:26:14,520 --> 00:26:18,240
Speaker 3: We pay our students a school currency for when they

507
00:26:18,320 --> 00:26:20,560
Speaker 3: hit their goals. And you know, that's one thing that

508
00:26:20,600 --> 00:26:25,080
Speaker 3: people go paying students to learn that seems wrong. Here's

509
00:26:25,080 --> 00:26:28,560
Speaker 3: a thing. It is an incredible motivator. And one of

510
00:26:28,600 --> 00:26:33,600
Speaker 3: the things that we find is that extrinsic motivation will

511
00:26:33,640 --> 00:26:40,800
Speaker 3: eventually lead to kids performing well, and competence leads to confidence,

512
00:26:41,000 --> 00:26:43,760
Speaker 3: and suddenly when you're good at math, you're like, I

513
00:26:43,840 --> 00:26:46,320
Speaker 3: kind of like math. Math is fun and it's interesting,

514
00:26:46,640 --> 00:26:50,679
Speaker 3: and that invariably leads to intrinsic motivation as well. And

515
00:26:50,760 --> 00:26:53,720
Speaker 3: so it's a really beautiful kind of system that we've

516
00:26:53,760 --> 00:26:56,800
Speaker 3: been able to create here where you get kids that

517
00:26:56,880 --> 00:27:00,359
Speaker 3: come in and maybe they're not excited about, you know, school,

518
00:27:00,440 --> 00:27:03,720
Speaker 3: or they're feeling behind or they feel like they're not smart,

519
00:27:04,000 --> 00:27:06,720
Speaker 3: and when you show them the ability to say, hey,

520
00:27:06,960 --> 00:27:09,399
Speaker 3: when you work at your pace and your level, you

521
00:27:09,440 --> 00:27:11,920
Speaker 3: can be really capable and you can get great results.

522
00:27:12,000 --> 00:27:14,520
Speaker 3: And then suddenly these kids turn on and they get

523
00:27:14,560 --> 00:27:17,719
Speaker 3: excited and they have time to develop those interests and

524
00:27:18,440 --> 00:27:21,560
Speaker 3: you know, figure out that that intersection again between their

525
00:27:21,600 --> 00:27:24,880
Speaker 3: passions and their talents. If you like the.

526
00:27:24,840 --> 00:27:29,280
Speaker 1: Michael Berry Show and Podcast, please tell one friend, and

527
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00:28:44,960 --> 00:28:50,160
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