ideas worth spreading but how do you know which ideas are worth spreading to
know which ideas are worth spreading to
know which ideas are worth spreading to your hometown imagine that you’re the
your hometown imagine that you’re the
your hometown imagine that you’re the mayor of your city and you have two
mayor of your city and you have two
mayor of your city and you have two priority areas you’re worried about kids
priority areas you’re worried about kids
priority areas you’re worried about kids in the schools who have fallen behind
in the schools who have fallen behind
in the schools who have fallen behind and you want to find ways to help them
and you want to find ways to help them
and you want to find ways to help them catch up and they’re also members of the
catch up and they’re also members of the
catch up and they’re also members of the community who are having a hard time
community who are having a hard time
community who are having a hard time taking basic steps to stay healthy how
taking basic steps to stay healthy how
taking basic steps to stay healthy how can you best support them so where do
can you best support them so where do
can you best support them so where do you start
you start
you start often our first instinct is to look at
often our first instinct is to look at
often our first instinct is to look at what worked somewhere else so your team
what worked somewhere else so your team
what worked somewhere else so your team starts combing through evidence from
starts combing through evidence from
starts combing through evidence from scientific experiments that can pinpoint
scientific experiments that can pinpoint
scientific experiments that can pinpoint whether a specific program that was
whether a specific program that was
whether a specific program that was tried somewhere else worked or not but
tried somewhere else worked or not but
tried somewhere else worked or not but then you face a problem because how can
then you face a problem because how can
then you face a problem because how can you actually know whether something that
you actually know whether something that
you actually know whether something that worked somewhere else is also going to
worked somewhere else is also going to
worked somewhere else is also going to work for you to answer this I used to
work for you to answer this I used to
work for you to answer this I used to ask the wrong questions
ask the wrong questions
ask the wrong questions it’s tempting to focus on geography was
it’s tempting to focus on geography was
it’s tempting to focus on geography was it tested nearby but how near is near
it tested nearby but how near is near
it tested nearby but how near is near enough if it was tested in the same
enough if it was tested in the same
enough if it was tested in the same state the same country the same
state the same country the same
state the same country the same continent and then the arguments start
continent and then the arguments start
continent and then the arguments start can you really teach math here the way
can you really teach math here the way
can you really teach math here the way they do in Singapore and can you really
they do in Singapore and can you really
they do in Singapore and can you really import health programs from Scandinavia
import health programs from Scandinavia
import health programs from Scandinavia and expect the same effect and these
and expect the same effect and these
and expect the same effect and these kinds of questions often lead to a
kinds of questions often lead to a
kinds of questions often lead to a hopeless conclusion because nowhere is
hopeless conclusion because nowhere is
hopeless conclusion because nowhere is identical to here and so what do we do
identical to here and so what do we do
identical to here and so what do we do do we have to start from scratch every
do we have to start from scratch every
do we have to start from scratch every time can we not learn from ideas that
time can we not learn from ideas that
time can we not learn from ideas that were effective in other places these are
were effective in other places these are
were effective in other places these are exactly the kinds of questions that I
exactly the kinds of questions that I
exactly the kinds of questions that I focus on and my work at the poverty
focus on and my work at the poverty
focus on and my work at the poverty action lab at MIT and the question
action lab at MIT and the question
action lab at MIT and the question shouldn’t be where did this idea come
shouldn’t be where did this idea come
shouldn’t be where did this idea come from but why did it work what underlying
from but why did it work what underlying
from but why did it work what underlying lesson about human behavior did
lesson about human behavior did
lesson about human behavior did idea teach us and what can we learn not
idea teach us and what can we learn not
idea teach us and what can we learn not about place but about people so instead
about place but about people so instead
about place but about people so instead of asking what’s the same about place I
of asking what’s the same about place I
of asking what’s the same about place I want you to ask what’s the same about
want you to ask what’s the same about
want you to ask what’s the same about people so let’s take a step back and
people so let’s take a step back and
people so let’s take a step back and unpack two examples that dramatically
unpack two examples that dramatically
unpack two examples that dramatically improve lives and examine how human
improve lives and examine how human
improve lives and examine how human behavior changed there’s an economist at
behavior changed there’s an economist at
behavior changed there’s an economist at the University of Chicago named Richard
the University of Chicago named Richard
the University of Chicago named Richard Saylor and he just want a Nobel Prize
Saylor and he just want a Nobel Prize
Saylor and he just want a Nobel Prize for his work on human behavior one of
for his work on human behavior one of
for his work on human behavior one of his biggest insights people like to
his biggest insights people like to
his biggest insights people like to procrastinate I can see a lot of guilty
procrastinate I can see a lot of guilty
procrastinate I can see a lot of guilty smiles right now you’re remembering
smiles right now you’re remembering
smiles right now you’re remembering something that you’ve put off yesterday
something that you’ve put off yesterday
something that you’ve put off yesterday but this isn’t just trivial when we’re
but this isn’t just trivial when we’re
but this isn’t just trivial when we’re thinking about how we can tackle some of
thinking about how we can tackle some of
thinking about how we can tackle some of the most important problems in the world
the most important problems in the world
the most important problems in the world procrastination can really matter it can
procrastination can really matter it can
procrastination can really matter it can mean the difference between a healthy
mean the difference between a healthy
mean the difference between a healthy child and a very sick child
child and a very sick child
child and a very sick child we know that immunization is one of the
we know that immunization is one of the
we know that immunization is one of the most cost effective ways to save a
most cost effective ways to save a
most cost effective ways to save a child’s life but even in areas of the
child’s life but even in areas of the
child’s life but even in areas of the world where immunizations are available
world where immunizations are available
world where immunizations are available and free many children aren’t being
and free many children aren’t being
and free many children aren’t being fully immunized let’s go to you die poor
fully immunized let’s go to you die poor
fully immunized let’s go to you die poor it’s in the Indian state of Rajasthan
it’s in the Indian state of Rajasthan
it’s in the Indian state of Rajasthan and when our lab was working there a
and when our lab was working there a
and when our lab was working there a decade ago more than 95% of the children
decade ago more than 95% of the children
decade ago more than 95% of the children we’re missing some or all of their shots
we’re missing some or all of their shots
we’re missing some or all of their shots why was it because they were too
why was it because they were too
why was it because they were too expensive no the shots were available
expensive no the shots were available
expensive no the shots were available and free and when children did get sick
and free and when children did get sick
and free and when children did get sick their parents would take them to the
their parents would take them to the
their parents would take them to the doctor and spend a lot of money on
doctor and spend a lot of money on
doctor and spend a lot of money on medical care so maybe it was a different
medical care so maybe it was a different
medical care so maybe it was a different problem maybe it was going from
problem maybe it was going from
problem maybe it was going from intention to action finding the time to
intention to action finding the time to
intention to action finding the time to walk to the clinic with your child to
walk to the clinic with your child to
walk to the clinic with your child to have them immunized and maybe when you
have them immunized and maybe when you
have them immunized and maybe when you get there the nurse is out so you have
get there the nurse is out so you have
get there the nurse is out so you have to come back another day and you decide
to come back another day and you decide
to come back another day and you decide you know I’ll get around to this soon
you know I’ll get around to this soon
you know I’ll get around to this soon but you put it off and eventually you
but you put it off and eventually you
but you put it off and eventually you miss the window and if that’s what’s
miss the window and if that’s what’s
miss the window and if that’s what’s actually going on maybe we can give you
actually going on maybe we can give you
actually going on maybe we can give you a reason to stop putting it
a reason to stop putting it
a reason to stop putting it so we tested this idea with a randomized
so we tested this idea with a randomized
so we tested this idea with a randomized evaluation which is the same method that
evaluation which is the same method that
evaluation which is the same method that we use in experiments to test new
we use in experiments to test new
we use in experiments to test new medical treatments and we worked with a
medical treatments and we worked with a
medical treatments and we worked with a local NGO called save a Mandir and
local NGO called save a Mandir and
local NGO called save a Mandir and they’ve been working a new type or for
they’ve been working a new type or for
they’ve been working a new type or for 50 years and really understand the local
50 years and really understand the local
50 years and really understand the local context so we worked with them to test
context so we worked with them to test
context so we worked with them to test this idea across 134 villages in Udaipur
this idea across 134 villages in Udaipur
this idea across 134 villages in Udaipur and in the first group of villages we
and in the first group of villages we
and in the first group of villages we held these reoccurring immunization
held these reoccurring immunization
held these reoccurring immunization camps where parents could bring their
camps where parents could bring their
camps where parents could bring their children to be immunized and they knew a
children to be immunized and they knew a
children to be immunized and they knew a nurse was going to be there that day and
nurse was going to be there that day and
nurse was going to be there that day and then in the second group of villages we
then in the second group of villages we
then in the second group of villages we held those same immunization camps but
held those same immunization camps but
held those same immunization camps but also gave parents one kilo of lentils
also gave parents one kilo of lentils
also gave parents one kilo of lentils every time they came and then the third
every time they came and then the third
every time they came and then the third group of villages was the comparison
group of villages was the comparison
group of villages was the comparison group where it was business as usual now
group where it was business as usual now
group where it was business as usual now if I really don’t want to get my child
if I really don’t want to get my child
if I really don’t want to get my child immunized a small bag of lentils isn’t
immunized a small bag of lentils isn’t
immunized a small bag of lentils isn’t going to change my mind but if I just
going to change my mind but if I just
going to change my mind but if I just need a reason to remember to go to the
need a reason to remember to go to the
need a reason to remember to go to the clinic today instead of tomorrow I might
clinic today instead of tomorrow I might
clinic today instead of tomorrow I might remember to do that to get that kilo of
remember to do that to get that kilo of
remember to do that to get that kilo of lentils and it turned out that that
lentils and it turned out that that
lentils and it turned out that that worked really well so let’s see what
worked really well so let’s see what
worked really well so let’s see what happens so here we have the
happens so here we have the
happens so here we have the business-as-usual group we’re only six
business-as-usual group we’re only six
business-as-usual group we’re only six percent of the children in those
percent of the children in those
percent of the children in those villages were fully immunized and when
villages were fully immunized and when
villages were fully immunized and when we added these reoccurring immunization
we added these reoccurring immunization
we added these reoccurring immunization camps it really helped but when we also
camps it really helped but when we also
camps it really helped but when we also added the lentils more than six times as
added the lentils more than six times as
added the lentils more than six times as many children we’re fully immunized and
many children we’re fully immunized and
many children we’re fully immunized and you might be thinking well that it’s
you might be thinking well that it’s
you might be thinking well that it’s expensive to hand out these lentils can
expensive to hand out these lentils can
expensive to hand out these lentils can we do this all the time and it turned
we do this all the time and it turned
we do this all the time and it turned out that actually the cost per shot in
out that actually the cost per shot in
out that actually the cost per shot in the villages where we handed out the
the villages where we handed out the
the villages where we handed out the lentils was lower because those
lentils was lower because those
lentils was lower because those immunization camps were so much busier
immunization camps were so much busier
immunization camps were so much busier so we found a way to overcome the
so we found a way to overcome the
so we found a way to overcome the problem of procrastination it’s a very
problem of procrastination it’s a very
problem of procrastination it’s a very simple problem but one that all of us
simple problem but one that all of us
simple problem but one that all of us share and six times as many children
share and six times as many children
share and six times as many children were fully immunized now how would you
were fully immunized now how would you
were fully immunized now how would you decide whether to try this incentives
decide whether to try this incentives
decide whether to try this incentives for immunization idea somewhere new what
for immunization idea somewhere new what
for immunization idea somewhere new what questions would you ask
questions would you ask
questions would you ask and the question isn’t do people also
and the question isn’t do people also
and the question isn’t do people also eat lentils there we can swap out the
eat lentils there we can swap out the
eat lentils there we can swap out the lentils for something else and in fact
lentils for something else and in fact
lentils for something else and in fact we’re currently trying this with mobile
we’re currently trying this with mobile
we’re currently trying this with mobile phone credits in Pakistan and with a
phone credits in Pakistan and with a
phone credits in Pakistan and with a local favorite peanut butter and cereal
local favorite peanut butter and cereal
local favorite peanut butter and cereal and Sierra Leone the question is just do
and Sierra Leone the question is just do
and Sierra Leone the question is just do parents need a reason to bring their
parents need a reason to bring their
parents need a reason to bring their child to be immunized today instead of
child to be immunized today instead of
child to be immunized today instead of tomorrow and this works for more than
tomorrow and this works for more than
tomorrow and this works for more than just immunizations whether it’s a nudge
just immunizations whether it’s a nudge
just immunizations whether it’s a nudge to quit smoking or to remember to treat
to quit smoking or to remember to treat
to quit smoking or to remember to treat your water so it’s safe to drink we’ve
your water so it’s safe to drink we’ve
your water so it’s safe to drink we’ve repeatedly seen that tiny incentives can
repeatedly seen that tiny incentives can
repeatedly seen that tiny incentives can really help people act today instead of
really help people act today instead of
really help people act today instead of tomorrow all around the world so when we
tomorrow all around the world so when we
tomorrow all around the world so when we focus on this underlying reason for why
focus on this underlying reason for why
focus on this underlying reason for why behavior changed it can help us better
behavior changed it can help us better
behavior changed it can help us better answer that question of whether a
answer that question of whether a
answer that question of whether a program might work for you wherever you
program might work for you wherever you
program might work for you wherever you are so now let’s look at another example
are so now let’s look at another example
are so now let’s look at another example where there was a common problem across
where there was a common problem across
where there was a common problem across very different contexts but we found a
very different contexts but we found a
very different contexts but we found a solution that held we learn best when
solution that held we learn best when
solution that held we learn best when we’re taught at our level that sounds
we’re taught at our level that sounds
we’re taught at our level that sounds obvious right but it’s not the reality
obvious right but it’s not the reality
obvious right but it’s not the reality that a lot of students face in school so
that a lot of students face in school so
that a lot of students face in school so here’s an example of what 10th grade
here’s an example of what 10th grade
here’s an example of what 10th grade kids learn in school and now I’m going
kids learn in school and now I’m going
kids learn in school and now I’m going to show you some problems that we’ve
to show you some problems that we’ve
to show you some problems that we’ve seen students in those same tenth grade
seen students in those same tenth grade
seen students in those same tenth grade classrooms not be able to solve now I
classrooms not be able to solve now I
classrooms not be able to solve now I want you to imagine sitting in a
want you to imagine sitting in a
want you to imagine sitting in a classroom day after day trying to tackle
classroom day after day trying to tackle
classroom day after day trying to tackle multivariable algebra when you’re still
multivariable algebra when you’re still
multivariable algebra when you’re still struggling with basic condition and some
struggling with basic condition and some
struggling with basic condition and some people have looked at this gap and drawn
people have looked at this gap and drawn
people have looked at this gap and drawn a pretty hopeless conclusion and said
a pretty hopeless conclusion and said
a pretty hopeless conclusion and said you know if the children are so far
you know if the children are so far
you know if the children are so far behind in high school is it just too
behind in high school is it just too
behind in high school is it just too late and the truth is that most of the
late and the truth is that most of the
late and the truth is that most of the programs that we’ve really rigorously
programs that we’ve really rigorously
programs that we’ve really rigorously evaluated for vulnerable students in
evaluated for vulnerable students in
evaluated for vulnerable students in high school don’t move the needle in
high school don’t move the needle in
high school don’t move the needle in terms of learning but what if the
terms of learning but what if the
terms of learning but what if the problem isn’t that students who have
problem isn’t that students who have
problem isn’t that students who have fallen so far behind can’t learn and
fallen so far behind can’t learn and
fallen so far behind can’t learn and it’s not that teachers and struggling
it’s not that teachers and struggling
it’s not that teachers and struggling classrooms
classrooms
classrooms can’t teach it’s a mismatch it’s a
can’t teach it’s a mismatch it’s a
can’t teach it’s a mismatch it’s a mismatch between what students are
mismatch between what students are
mismatch between what students are expected to learn and the level that
expected to learn and the level that
expected to learn and the level that they’re actually at and it turns out
they’re actually at and it turns out
they’re actually at and it turns out that there’s straightforward effective
that there’s straightforward effective
that there’s straightforward effective ways to address that mismatch for this
ways to address that mismatch for this
ways to address that mismatch for this one we’re going to come back here to
one we’re going to come back here to
one we’re going to come back here to Boston and there’s a school over on
Boston and there’s a school over on
Boston and there’s a school over on Commonwealth Avenue called matched
Commonwealth Avenue called matched
Commonwealth Avenue called matched public charter school and it’s been
public charter school and it’s been
public charter school and it’s been recognized as one of the top high
recognized as one of the top high
recognized as one of the top high schools in the country one of their
schools in the country one of their
schools in the country one of their founding principles is individualized
founding principles is individualized
founding principles is individualized tutoring so students spend time every
tutoring so students spend time every
tutoring so students spend time every day either individually or in small
day either individually or in small
day either individually or in small groups with a tutor working on skills at
groups with a tutor working on skills at
groups with a tutor working on skills at their own level and at their own pace
their own level and at their own pace
their own level and at their own pace and when we learned about this approach
and when we learned about this approach
and when we learned about this approach we were really interested in it because
we were really interested in it because
we were really interested in it because we’ve seen similar approaches work in
we’ve seen similar approaches work in
we’ve seen similar approaches work in other parts of the world and a concept
other parts of the world and a concept
other parts of the world and a concept we call teaching at the right level so
we call teaching at the right level so
we call teaching at the right level so for example in Kenya we found that when
for example in Kenya we found that when
for example in Kenya we found that when students were grouped into classes based
students were grouped into classes based
students were grouped into classes based on their initial learning levels instead
on their initial learning levels instead
on their initial learning levels instead of by age or by grade students in all of
of by age or by grade students in all of
of by age or by grade students in all of the groups learned better and in India
the groups learned better and in India
the groups learned better and in India we’ve worked with a prominent NGO called
we’ve worked with a prominent NGO called
we’ve worked with a prominent NGO called Pratham and they enlist local volunteers
Pratham and they enlist local volunteers
Pratham and they enlist local volunteers to tutor students young children in
to tutor students young children in
to tutor students young children in basic reading and math skills and kids
basic reading and math skills and kids
basic reading and math skills and kids who had fallen years behind the
who had fallen years behind the
who had fallen years behind the curriculum started catching up very
curriculum started catching up very
curriculum started catching up very quickly and we worked with them to test
quickly and we worked with them to test
quickly and we worked with them to test this in different settings rural and
this in different settings rural and
this in different settings rural and urban during the school day during
urban during the school day during
urban during the school day during summer break with volunteers with
summer break with volunteers with
summer break with volunteers with government teachers and consistently the
government teachers and consistently the
government teachers and consistently the results were positive across the board
results were positive across the board
results were positive across the board so when our Education lab colleagues
so when our Education lab colleagues
so when our Education lab colleagues were working with the Chicago Public
were working with the Chicago Public
were working with the Chicago Public Schools they thought that a version of
Schools they thought that a version of
Schools they thought that a version of teaching at the right level might be a
teaching at the right level might be a
teaching at the right level might be a good fit for helping high school boys
good fit for helping high school boys
good fit for helping high school boys who had fallen years behind the
who had fallen years behind the
who had fallen years behind the curriculum because there was a common
curriculum because there was a common
curriculum because there was a common problem across Kenya in India and
problem across Kenya in India and
problem across Kenya in India and Chicago students were attending school
Chicago students were attending school
Chicago students were attending school they had fallen far behind but their
they had fallen far behind but their
they had fallen far behind but their teachers faced incentives to teach
teachers faced incentives to teach
teachers faced incentives to teach grade-level material not the basic
grade-level material not the basic
grade-level material not the basic skills that some of their students were
skills that some of their students were
skills that some of their students were still struggling with so Chicago decided
still struggling with so Chicago decided
still struggling with so Chicago decided to try out
to try out
to try out matches tartar and targeted tutoring
matches tartar and targeted tutoring
matches tartar and targeted tutoring model together with a nonprofit called
model together with a nonprofit called
model together with a nonprofit called sog innovations and they provided two on
sog innovations and they provided two on
sog innovations and they provided two on one intensive tutoring in math for boys
one intensive tutoring in math for boys
one intensive tutoring in math for boys who had fallen years behind in math and
who had fallen years behind in math and
who had fallen years behind in math and it really worked the boys who receive
it really worked the boys who receive
it really worked the boys who receive tutoring learned almost two extra years
tutoring learned almost two extra years
tutoring learned almost two extra years of math in a single year and it wasn’t
of math in a single year and it wasn’t
of math in a single year and it wasn’t just math that improved they were less
just math that improved they were less
just math that improved they were less likely to fail other courses and less
likely to fail other courses and less
likely to fail other courses and less likely to be arrested for a violent
likely to be arrested for a violent
likely to be arrested for a violent crime and these are some of the biggest
crime and these are some of the biggest
crime and these are some of the biggest learning gains that we’ve seen for
learning gains that we’ve seen for
learning gains that we’ve seen for programs aimed at helping disadvantaged
programs aimed at helping disadvantaged
programs aimed at helping disadvantaged high school students so across Kenya and
high school students so across Kenya and
high school students so across Kenya and India Chicago and Boston when students
India Chicago and Boston when students
India Chicago and Boston when students were taught at their level they caught
were taught at their level they caught
were taught at their level they caught up that’s not groundbreaking but it’s
up that’s not groundbreaking but it’s
up that’s not groundbreaking but it’s simple and it’s effective and we’ve seen
simple and it’s effective and we’ve seen
simple and it’s effective and we’ve seen it work across radically different
it work across radically different
it work across radically different contexts now am I suggesting that every
contexts now am I suggesting that every
contexts now am I suggesting that every single school in the world should
single school in the world should
single school in the world should implement a targeted tutoring program
implement a targeted tutoring program
implement a targeted tutoring program not necessarily but if we get stuck on
not necessarily but if we get stuck on
not necessarily but if we get stuck on location and think that Chicago can’t
location and think that Chicago can’t
location and think that Chicago can’t learn from India we’ll miss out on a lot
learn from India we’ll miss out on a lot
learn from India we’ll miss out on a lot of great ideas and if we focus so much
of great ideas and if we focus so much
of great ideas and if we focus so much on location and think that you know oh
on location and think that you know oh
on location and think that you know oh food and sentence weren’t practical in
food and sentence weren’t practical in
food and sentence weren’t practical in Pakistan and lunch halls weren’t the
Pakistan and lunch halls weren’t the
Pakistan and lunch halls weren’t the right food in Sierra Leone we’d miss out
right food in Sierra Leone we’d miss out
right food in Sierra Leone we’d miss out on the chance to try something that did
on the chance to try something that did
on the chance to try something that did make sense locally like mobile phone
make sense locally like mobile phone
make sense locally like mobile phone credits or peanut butter there are a lot
credits or peanut butter there are a lot
credits or peanut butter there are a lot of ideas worth spreading and when we ask
of ideas worth spreading and when we ask
of ideas worth spreading and when we ask why people change their behavior why
why people change their behavior why
why people change their behavior why they act the way they do we can look
they act the way they do we can look
they act the way they do we can look across superficial differences in
across superficial differences in
across superficial differences in geography and learn from surprising
geography and learn from surprising
geography and learn from surprising places and we can learn from surprising
places and we can learn from surprising
places and we can learn from surprising places when we stop focusing too much on
places when we stop focusing too much on
places when we stop focusing too much on place and start thinking about people
place and start thinking about people
place and start thinking about people thank you
thank you
thank you [Applause]
”
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