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Transcript of Khan Academy
Supporting Diverse Learners
When students work on Khan Academy math lessons, teachers should adopt more of a mentoring role. The goal is that, rather than planning lessons, writing assessments, and grading papers, teachers will be able to use valuable class time to help students set individual learning goals and work on projects. By letting students work at their own pace, Khan Academy should accommodate the needs students who need either remediation or enrichment support due to varying learning styles and abilities (Silicon Schools Fund & Clayton Christensen Institute, 2016).
Teachers should ensure that students with special needs are using the full range of supports embedded in Khan Academy, including captions on video files, reading along with transcripts, and submitting questions at the bottom of each lesson.
iNACOL Standard F: Accommodations should be made to ensure that diverse students have the opportunity to learn (International Association for K-12 Online Learning, 2011, p. 10).
Standards-Based Learning Goals & Motivation
Teachers can share links to specific Khan Academy lessons on their Google Classroom streams as part of other assignments, or as resources to be used in broader learning projects. For example, the Khan Academy video on star formation might be used as a resource for a broader physics lesson about astronomy or gravity (Khan Academy, 2010).
Teachers can and should monitor students’ progress on learning missions. Since students are allowed to work at their own pace through the online curriculum lessons, teachers may want to display badges students earn prominently in the classroom. The badges can be highly motivating to students, and also prompt natural discussion of individualized learning goals. Khan Academy provides ready-made badge and certificate templates that teachers are encouraged to use (Khan Academy, 2016).
iNACOL Standard H: Teachers should monitor student progress towards learning goals based on standards (International Association for K-12 Online Learning, 2011, p. 12).
Future of Privacy Forum. (2017). Student privacy pledge: Signatories. Retrieved from https://studentprivacypledge.org/signatories/
International Association for K-12 Online Learning. (2011). National standards for quality online teaching. Retrieved from http://www.inacol.org/resource/inacol-national-standards-for-quality-online-teaching-v2/
Khan Academy. (2016). Decorate your classroom. Retrieved from https://www.khanacademy.org/puppies/teachers/resources-for-your-classroom/a/classroom-resource-pack-1
Khan Academy. (2016, May 10). Khan Academy privacy notice. Retrieved from https://www.khanacademy.org/about/privacy-policy
Khan Academy. (2010, November 23). Birth of stars: stars, black holes and galaxies [Video file].
This video is viewable on Slide #6 of this Prezi.
Silicon Schools Fund, & Clayton Christensen Institute. (2016). Case study: Teaching in a flex model at Summit Public Schools [Video file]. Retrieved from https://www.khanacademy.org/puppies/teachers/different-models-of-blended-learning/v/sscc-blended-summitteach
Teachers are encouraged to monitor students during their in-class time on Khan Academy to ensure that students are logging into their own accounts, making honest efforts to learn the material without cheating, and using their Chromebooks in accordance with our District and campus technology policy. If a teacher suspects a student may be cheating and/or behaving inappropriately online, a Help Desk request should be submitted so that student’s URL history can be reviewed.
iNACOL Standard E: Students should behave legally, ethically, and safely when working online (International Association for K-12 Online Learning, 2011, p. 9).
Using Khan Academy to Inform Instruction
In our blended learning environment, the teacher will continue to provide direct instruction to students on some days. Khan Academy assessment results can be used to identify specific concepts and skills that need to be areas of focus and/or may need to be retaught to the whole class. Teachers should also work together with colleagues to share best practices and lesson plans.
Khan Academy assessments should also help identify students who need targeted remediation and/or enrichment projects. When students are placed in specialized learning groups for these purposes, teachers should use subsequent assessments to judge the effectiveness of these remediation and enrichment lessons. Again, this task is made easier when teachers use collaboration time to work on these goals with their grade-level and subject-area colleagues.
iNACOL Standard I: Teachers should use student assessment data to modify their instruction (International Association for K-12 Online Learning, 2011, p. 13).
Khan Academy: A Rationale for
Blended Learning at the High School Level
Dr. Crystal Turner
February 5, 2017
Ensuring Assessment Reliability & Validity
Khan Academy provides timely assessments throughout the mission process. Student progress on learning goals is clearly displayed along the left side of the screen, and the teacher can also monitor each student’s progress from their dashboard.
In order to ensure that assessments are valid, teachers should take steps to ensure that students are not impersonating one another, providing or receiving unauthorized assistance, or communicating with one another using concealed cell phones or hidden browser tabs.
iNACOL Standard G: Teachers should ensure that assessments are reliable and valid (International Association for K-12 Online Learning, 2011, p. 11).