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Table of contents

Table of contents. SCAVENGER HUNT / REAL LIFE SCENARIOS. STUDENT SCENARIO #1: Get started on your math skills. Create an account by going to www.khanacademy.org . Follow the prompts and take the tour of the learning dashboard. If prompted, take the pretest.

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Table of contents

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  1. Table of contents

  2. SCAVENGER HUNT / REAL LIFE SCENARIOS

  3. STUDENT SCENARIO #1: Get started on your math skills • Create an account by going to www.khanacademy.org. • Follow the prompts and take the tour of the learning dashboard. • If prompted, take the pretest. Every account is both a coach account and a student account. • Click KHAN ACADEMY at the top of the page to get to your learning dashboard. • Practice the first 3 skills that have been recommended for you. For each skill, your goal is to answer five questions in a row correctly. The skills that automatically show up on your dashboard are personalized to you! Our algorithm senses what you are ready for next based on your unique math history on the site.

  4. STUDENT SCENARIO #1 (continued) • Complete 2 Mastery Challenges by clicking the blue bar near the top of the screen. Did you notice the difference between skills and Mastery Challenges? Skills cover ONE math concept, while Mastery Challenges cover MANY math concepts. As you answer problems correctly in Mastery Challenges, your progress levels will rise. To achieve mastery, you’ll need to answer multiple problems correctly over several days. This system ensures that you practice skills in a context-switching mode and retain them over time.

  5. WHAT IS A MISSION? We’ve got a lot of content on Khan Academy, and it grows every day.  We’ve created missions to help students focus on content that is most meaningful to them. Our math missions provide a way to guide your students through grade-level content, including prerequisites, or “mission foundations.”  Your students will be united in one compelling goal: to reach completion of their grade-level mission, even as they start at different places and work at different paces. As students complete skills in their grade level mission, we’ll recommend new skills based on what they are ready to learn next.  We use the student’s math history on our site, as well as what we learn from all of the students on our site, to figure out what will make the best recommendations. • Click CURRENT MISSION at the top of your learning dashboard and select the grade you’d like to explore.

  6. STUDENT SCENARIO #2: Check your progress You’re a 5th grade student who wants to understand how you’re doing in your class so you can brag to your friends. • Click PROGRESS on the left of your screen. • Set the MISSION to 5TH GRADE to show only skills from this mission. • Set the ACTIVITY range to ALL TIME to show your cumulative progress. • Choose a topic. What is the name of one skill you’ve only “Practiced”?___________________________________________ If you don’t see any PRACTICED skills, try another topic. All topics other than Mission Foundations contain grade-level skills.

  7. STUDENT SCENARIO #2 (continued) • Click your name in the top left corner to access your profile. How many energy points have you earned? ________ • Click BADGES. What’s one badge you’ve earned? _________________________ What’s one badge you could earn in the future? _________________________ Hint: Pick a grayed-out badge under “Possible Badges.”

  8. TEACHER SCENARIO #1: Set up student accounts You’re a teacher who wants to sign up your students during the first week of school. CREATE A CLASS • To switch to a teacher’s view, click COACH at the top left of your screen. • The term “coach” refers to any person who guides and supports a learner. • Click MANAGE STUDENTS to access your class lists. If you don’t see this button, click NEW CLASS on the left. • Click CREATE YOUR FIRST CLASS. • Name your class and click CREATE CLASS. • Choose a mission for your class. • When you pick a class mission, students will be notified. Your reports will also default to showing you progress in that mission. • Each class can have its own mission.

  9. WAYS TO ADD STUDENTS There are three ways to add students to your class: *Students can find their username by opening the menu at the top right of the screen. This student’s username is IsaacAtKA.

  10. TEACHER SCENARIO #1 (continued) For the next scenario, you’ll need to add a student right now. • Find the code for the class you just created. • Ask a peer to add you as a coach by following the instructionsbelow. • Open the LEARN menu and click DASHBOARD to return to “student view.” WHAT YOUR PEER SHOULD DO • Click COACHES in the left sidebar to see the classes you belong to. • Enter the code.

  11. TEACHER SCENARIO #2: Find relevant content You want to find content on Khan Academy that’s aligned with your upcoming unit. THREE WAYS TO FIND CONTENT • #1: LEARN MENU • Open the LEARN menu. • Choose MATH. • Click a subject that interests you. • Find one video and one skill that you can use in your class in the next month. • Video name: ____________________________________________________ • Skill name:____________________________________________________ • The exercises and videos you see here are the same ones students would see in the 5th grade or geometry mission.

  12. TEACHER SCENARIO #2 (continued) #2: COMMON CORE MAP Khan Academy aims to complete a full suite of Common Core-aligned math missions stretching from kindergarten to 12th-grade calculus by fall 2014. To learn more, visit khanacademy.org/commoncore. • Go to khanacademy.org/commoncore/map. • Select a grade level you teach. • Find one skill that you can use in your class in the next month. • ____________________________________________________ #3: SKILL PROGRESS REPORT • Click COACH at the top left. • Click SKILL PROGRESS. • You’ll see the class you created and the mission you chose for it. The topics are the same ones you saw in the LEARN menu. • Click a topic that interests you. • Click any skill to see an example problem. Remember: “Mission Foundations” are prerequisites. They appear in this report but not in the LEARN menu.

  13. TEACHER SCENARIO #3: Recommend content Coach recommendations are a powerful teaching tool. Here’s how to recommend a skill to multiple students simultaneously. • You’re preparing to teach a unit, and you’d like your students to preview the material. • Click a topic to see a list of skills. • Click a skill to see an example problem. Isaac “needs practice” because he hasn’t attempted this skill yet. • Click RECOMMEND TO STUDENTS THAT NEED PRACTICE. • Choose students to receive your recommendation. When you have multiple students in your class, the screen will look like this. You can use checkboxes to pick who should practice this skill. You can also set a due date or adjust the number of problems students must answer correctly in a row. • Click RECOMMEND to confirm. Your student will directly receive your coach recommendation.

  14. TEACHER SCENARIO #3 (continued) Now you want one particular student to work on “Expressions with parentheses.” Here’s how to recommend a skill to an individual student. • Click STUDENT PROGRESS. • Scroll down and click a student’s name. • Click MAKE A RECOMMENDATION.

  15. TEACHER SCENARIO #3 (continued) • Start typing the name of the skill. • To select the skill, check the box. • Click RECOMMEND TO YOUR STUDENT to confirm. Your student will directly receive the recommendation the same way they did when you used the Skill Progress report.

  16. TEACHER SCENARIO #4: Track student progress FIRST, SWITCH TO THE COACH DEMO TO SEE SAMPLE DATA • If you have more than one window or tab open, close out of all but one. • Go to khanacademy.org/coach/demo. IMPORTANT: To move forward, you must follow the instructions on this page to access our coach demo. OR • Click the blue or green ACCESS button. • If you don’t see this purple bar at the top of your screen, ask for help.

  17. TEACHER SCENARIO #4 (continued) You want to see if your 5th grade students are ready for your upcoming unit on measurement and data. • Click SKILL PROGRESS. • Set CLASS to SAMPLE CLASS B and MISSION to 5TH GRADE. • Click MEASUREMENT AND DATA to see the skills in this topic. • Click the first skill to see who’s studied it and how they’re doing. • Do the same for the other skills in this topic. • Which students have already mastered all six skills? __________________________ • How can you challenge and engage them? • There is no one right answer! What would you do in your class? • __________________________________________________________

  18. TEACHER SCENARIO #4 (continued) Now you want to see whether your 7th grade students are on track to complete their mission. • Click STUDENT PROGRESS to access that report. • Set CLASS to SAMPLE CLASS Aand MISSION to 7TH GRADEto see a histogram summarizing your students’ mission progress. Always shows cumulative data Use the ACTIVITY filter to show data for only a specific timeframe • The chart above shows that 3 students have mastered 20–30% of mission-level skills. • Mission-level skills are grade-level skills. To complete a mission, a student must master all mission-level skills. • Mission foundations are prerequisites for mission-level skills. Mission foundations do not count toward mission completion.

  19. TEACHER SCENARIO #4 (continued) • Look at the overall shape to get a quick snapshot of how the class is doing. • Has anyone finished more than half of the 7th grade mission? If so, who? __________________________________________________________ • Hint: Click any column to see a list of the students at that level of mission progress. • Hint: You can use the arrow keys on your keyboard to move between students. • Who needs the most attention from you? • __________________________________________________ • Hint: Are there any students in the 0–10% column? • What advice would you give this student? __________________________________________________ • Hint: There is no one right answer. Remember: the goal is to master 100% of mission-level skills. • REMEMBER: • Mission foundations = prerequisites • Mission-level skills = grade-level skills • Mission completion = mastering 100% of mission-level skills

  20. TEACHER SCENARIO #4 (continued) Finally, you want to reward the students who have accomplished the most on Khan Academy since they started using the program. • Staying in the STUDENT PROGRESS report, adjust your settings as follows: • Class: SAMPLE CLASS A • Mission: 7TH GRADE • Activity from: ALL TIME When looking at data for your own class, you might choose a shorter activity range (such as LAST 30 DAYS) to see only recent progress.

  21. TEACHER SCENARIO #4 (continued) • Click the clock icon to sort users by minutes online. • Who has spent the most time on Khan Academy? • _______________________________________________________ The time measurement includes all time students have spent actively engaged in the material. After two minutes of inactivity, a student is no longer counted as engaged. The skill measurements include only skills from the mission chosen at the top of the report. Currently, the numbers include both mission-level skills and mission foundations. • Click the dark blue square to sort by number of skills mastered. • Who has mastered the most skills in this mission? • _______________________________________________________

  22. TEACHER SCENARIO #5: Focus on struggling students You want to find out who is having trouble and how to help them. Start here • Staying in the STUDENT PROGRESS report, click the red square to sort by number of struggling skills. • Click ISAAC AT KA, a student with one struggling skill. • Find the struggling skill and click the number to the right of it. The red squares (circled below) indicate struggling skills. This student has attempted seven questions on this skill.

  23. TEACHER SCENARIO #5 (continued) Now you want to diagnose this student’s misunderstandings. A bar graph will appear showing Isaac’s work on this skill. How many problems did he attempt? ____ Hint: Count the bars. How many did he get right? ____ Hint: Count the blue bars. The question mark means the student used at least one hint. The camera icon means the student watched a video. • Click the red bars to see Isaac’s answers. What is he doing wrong? • ___________________________________________________ Hint: Click PREVIOUS and NEXT to see Isaac’s steps.

  24. TEACHER SCENARIO #5 (continued) Find someone who can peer tutor your struggling student. • Click COACHand then SKILL PROGRESS to return to your report. • Click FIND and search for CONVERTING FRACTIONS TO DECIMALS. • Click this skill. • Click DONE. • Click the bar to see how students are doing on this skill. Who might be a good peer tutor for Isaac? ___________ Hint: Who has mastered this skill?

  25. PLAN YOUR KHAN ACADEMY CLASSROOM

  26. How long does it take to complete a mission? Just like putting a man on the moon, missions are meant to represent major commitments, and completing one should be considered a big accomplishment.  With that said, the amount of time and effort it takes to complete a mission will depend on who the student is, where they start, and how fast they go.  If you expect a student to take about nine months to learn an entire year’s worth of material, it’s reasonable to expect that it would take about nine months to complete a mission. What is the difference between mission-level skills and mission foundations? Mission-level skills cover specific grade-level standards, while mission foundations are skills that we’ve identified as prerequisites for mission-level skills. What does it take to “complete” a mission? A mission is complete once you’ve mastered all grade-level skills in that mission—we call these mission-level skills. Completing mission foundations, or prerequisite skills, does NOT count towards mission completion. In order to master skills, students will need to take Mastery Challenges on a regular basis. Mastery Challenges mix together different types of problems and spaces them across days to helps students retain their math skills over time. I have students who are below grade-level. Which mission should they be working on? Since each grade level mission contains prerequisites, your students can work through prerequisites (or mission foundations) while working towards the same grade level mission completion as the rest of the class. What happens when my student completes a mission? We’d hate to spoil the surprise, but let’s just say that your student will have a party on her learning dashboard. The student will also get a coveted mission badge, plus the feeling of great accomplishment. Once a mission is complete, your student can move on to the next one! How is content curated within each grade level mission? We have a group of math educators who create and curate the skills within each grade level mission.  If you’re an educator in the U.S., you should know that we’ve used the Common Core math standards to drive the creation of all of our math skills.  We believe these standards are well-written and offer a great progression through math concepts.  For each of our grade level missions, the prerequisite skills from previous missions are also included. Will more missions be added? Yes!  We hope to have all of K-12 math (including calculus) covered by Fall 2014. MISSION FAQs

  27. Step 1: Select a mission for your class Click ‘Manage Students’ and choose the appropriate mission for each class. Your students will get a message that notifies them of this mission request. PERSONALIZING YOUR CLASSROOM WITH MISSIONS5 SIMPLE STEPS When you choose a mission for a specific class, your reports will default to looking at student progress within that mission! Step 2: Create a culture around missions Make sure your students understand the gravity of accepting a mission, the hard work it will entail, and the sense of accomplishment they’ll feel when it’s completed. CONSIDER: Have a conversation with your students about how President JFK challenged the US to put a human on the moon in 1961. In 1969, Neil Armstrong became the first man to walk on the moon. Ask your students… Was it easy for NASA to complete this mission? How long did it take? Why was it important? How do you think the NASA team felt afterwards? Relate this conversation back to your classroom and the missions they’ll be working on throughout the school year in Khan Academy.

  28. Step 3: Set a big goal Students are motivated by feeling like they’re part of a community working towards a big goal. Take this opportunity to set classroom goals that are measureable, ambitious, and realistic. Ex. All students will complete their 6th grade mission by the end of the school year Set up rewards and incentives to keep students motivated along the way. CONSIDER: Keep a poster in your room that celebrates students who have completed 10 mission-level skills, 20 mission-level skills, etc. Throw a pizza party when everyone has reached 50% completion Create a healthy competition between classes by seeing which class has made the most mission progress as a group Give out certificates to students at an EOY celebration that recognizes students who completed their missions Step 4: GET GOING! There are 2 main ways you can implement missions. Use missions alongside your curriculum Use coach recommendations to assign students specific mission-level skills that align to lessons you’re teaching in class. Students can use Khan Academy to get more practice during class and as homework. You can always switch between these 2 ways of using missions or use them together depending on which skills align nicely with your lessons. Use missions to supplement your class Have your students work on their missions outside of your class, dedicating time on a regular basis to making progress at home or at a computer lab. Make sure you check in with them and monitor their progress regularly. When will students have access and time to work on missions?

  29. Step 5: Monitor student progress We encourage you to regularly look at student progress so that you can continue to motivate your classes while tailoring your instruction to the needs of your students. Teacher view: All reports can be filtered by missions. To see a summary of class progress as well as detailed info for each student, use your Student Progress report. Mission foundations are prerequisite skills, and mission-level skills cover grade-level standards. Only mission-level skills count towards mission completion. Student view: Students can also see a more detailed view of their own accomplishments by clicking “Progress” on the left side of their learning dashboard. Students can always see what they need to accomplish in their missions by looking at their tile board called ‘Mission Progress.’

  30. WHEN MISSIONS AREN’T IDEAL… We recognize that not everyone will be able to use missions—you might have a different set of standards, or your students might have extremely limited access to technology. We’ve found that the strategies below can be helpful, and they can even be used alongside missions as well. Foundational Playlist Make a list of the 10 skills that you think all of your students should already know but often don’t when they enter your class. Have all of your students work on these 10 skills first—this will allow you to fill in gaps quickly while also making sure that students can feel successful in other parts of the list. Unit-aligned Playlist Find skills that are aligned to the next unit you are teaching, and start planning on how to incorporate KA as part of in-class practice, homework, or test review. Any 5-10 Skills and any 2 videos If you are introducing students to KA for the first time, a good way to get them invested is to allow them to pick any skills they want to become practiced in. Set a goal to complete 10 skills by the end of the week—student’s choice. You can also set a goal to have students watch any 2 videos of their choosing.

  31. PLAYLIST EXAMPLE #1 School, grade, teacher: KIPP Heartwood, 6th grade, Anna Gunderson Timeframe: Students worked at their own pace through this playlist during their Fractions unit Other details: Anna used data from her coach reports to focus on struggling students and encouraged peer tutoring

  32. PLAYLIST EXAMPLE #2 School, grade, teacher: Summit High School, 9th grade, Zack Miller Timeframe: Students work at their own pace within a week and are expected to hit target deadlines for their work on Khan Academy, projects, and activities. They can also work ahead. Other details: Mr. Miller uses data to host seminars for specific groups of students each week. He intentionally integrates hands-on projects and group work alongside Khan Academy.

  33. PLAYLIST EXAMPLE #3 School, grade, teacher: Oakland Unity High School, 9th grade, Peter McIntosh & Kallie Berg Timeframe: Students move at their own pace within a given week and can also work ahead. Other details: OU used this list during their summer school. Students completed work at school and at home, and teachers used data to give mini-lessons during the school day. If students completed all skills by Thursday, they didn’t have to come to school on Friday.

  34. COMMON PURPOSES & EXAMPLES OF STRATEGIES DIFFERENTIATION Give your low-performing students time to brush up on fundamental skills, give your high-performing students time to explore advanced concepts Ex. Tal (12th gr teacher in Philly) lets students use Khan Academy when they have completed classwork quickly and correctly. With missions, students can stay on grade-level content and move at their own pace. FOUNDATION-BUILDING Start your year / unit by making sure students have all prerequisite knowledge. Investing time up front will save you time later on. Ex. Bryan (8thgr teacher in San Diego) has students work on a specific list of mission-foundations (prerequisites) during the first few weeks of school. This allows him to fill in critical gaps early. PRACTICE (IN-CLASS and/or HOMEWORK) Assign skills / lessons that align with the concepts taught in class Ex. Peter (high school teacher in Oakland) uses coach recommendations to assign skills aligned to the lessons he’s teaching. When students complete the recommendation, they get 1 point. When they master that skill within a 2 week timeframe, they get 3 points. ABSENT STUDENTS Get your absent students up to speed with the appropriate lessons/practice Ex. Shelby (7th gr teacher in Idaho) made coach recommendations to a student who was suspended for 3 days. She could see from her data that the student was keeping up with the work and even watched videos to learn new concepts. When he came back to class, he didn’t have to spend time re-learning what everyone else had already done. TEST REVIEW AND TEST MAKE-UP Align skills / lessons to a test and use them as review. If students answer problems incorrectly on the test, have them go back and get more practice on Khan Academy in those specific areas Ex. KIPP Bayview teachers in California used Khan Academy alongside their internal benchmarks last year. When students missed specific questions, they worked on the KA contentaligned to those skills. Before taking their end of year standardized exams, students were given dedicated time to fill in their unique gaps.

  35. What is the purpose of using Khan Academy for Mrs. Harlow and Mr. Hyde? What are the main strategies they use to fulfill these purposes? CASE STUDY #1: Happy Hills High School Mrs. Harlow teaches 9th grade Algebra at Happy Hills.  The middle schools that feed into Happy Hills range in quality, however, and Mrs. Harlow often ends up teaching arithmetic while her advanced students get bored and disengage. Last year, Mrs. Harlow teamed up with the computer lab teacher, Mr. Hyde, to use Khan Academy with all incoming 9th grade students.  First, students who were identified as struggling in math had to attend a 6-week summer school in which all students brushed up on basic math. After reviewing all of the missions and looking at the test scores of her summer school students, she decided to use the 6th grade mission as her summer school curriculum. She knew that students would be able to feel successful in this mission—but that there would be many gaps that she’d find as well. On the first day of summer school, Mrs. Harlow and Mr. Hyde explained to students that their goal would be to complete their 6th grade mission. Each week they would focus small group instruction on a different topic within the mission, although students could move faster if they wanted to. Students were expected to get “practiced” in 10 skills on KA every week. If students completed their 10 skills by Thursday, they didn’t have to come to school on Friday.  During summer school, Mrs. Harlow would give mini-lessons to small groups based on who was struggling, while Mr. Hyde helped to manage the rest of the large class. Mrs. Harlow teaches a traditional math class during the school year, and she uses the Algebra mission alongside her curriculum. She finds the skills that align with her lesson by using KA’s common core map, and she makes coach recommendations every week. Her students go to a computer lab 4 days a week and work on these recommendations, although students who want to work ahead or need extra time to remediate can do so. Mrs. Harlow uses a point system to grade her students. When students complete her recommendation, they get 1 point. If they master those same skills in a 2 week timeframe, they’ll get an additional 2 points for each skill. This motivates students to continue reviewing and retaining skills with Mastery Challenges. When students go to Mr. Hyde’s computer lab to practice their skills as “homework” for their traditional math class, Mr. Hyde pulls small groups and does targeted intervention with students because he shares all data with Mrs. Harlow.  Mrs. Harlow and Mr. Hyde meet weekly to talk about which students needed more attention while in the computer lab, and which students needed to be challenged even further.  By working together and sharing data, Mrs. Harlow and Mr. Hyde became a strong team.

  36. What is the purpose of using Khan Academy for Mr. Mason? What are the main strategies they use to fulfill these purposes? CASE STUDY #2: Magnetic Meadows Middle School Mr. Mason teaches 8th grade math and science.  His students are learning a mix of 8th grade content and Algebra because they’re on an accelerated track, but at the end of the year they will take the regular 8th grade standardized test. Mr. Mason shares a class set of iPadswith another math teacher, and he uses KA as part of his math curriculum.   He divides his students into 2 groups and every week, his class takes turns spending 2 days on KA and 2 days doing collaborative problem solving in a large group.  The last day of each week is intentionally unscheduled so that Mr. Mason can have students work on whatever it is that they need most--for some that means more time on KA, for others it means being in a lesson with Mr. Mason. When Mr. Mason’s students are working on KA, they are all working quietly and independently--this is important because the other half of the class is working collaboratively in the same room and need to hear each other.  Depending on the data, Mr. Mason will sometimes do a mini-lesson with students who are on KA while the other half of his class is working in a group.  Students who are working on KA can sit close to other students who are working on similar skills, this way they can peer tutor each other easily and quietly.  All students start by working through the 8th grade mission. This not only solidifies the foundations needed for algebra but also helps students prepare for the end-of-year standardized test. Students must complete 50% of the 8th grade mission by winter break and 100% before state testing. When they finish, they move on to the algebra mission.  Students keep notebooks, which they use for scratch work and notes.   Every day Mr. Mason looks at his data to make sure students are progressing.  At the end of each week, Mr. Mason looks at his Activity report, which tells him the total amount of time each student has spent on KA.  He requires students to spend at least 2 hours on KA a week--this plays a big role in grades.  Since Mr. Mason allows his students to go at their own pace, he encounters students who fly through the material while others seem to crawl.  Mr. Mason keeps his advanced learners engaged by having them do computer programming challenges on KA.  Struggling students who need extra time often stay after school, and Mr. Mason also encourages them to use KA at home. Throughout the school year, Mr. Mason does big projects that can take 1-2 weeks at a time.  These projects often weave together science and math, such as building a rocket and graphing its projectile arc.  At the start of each project, Mr. Mason gives a quick diagnostic that consists of all prerequisite skills needed in order to understand how to do the project.  Students that have gaps in the diagnostic are then required to do aligned skills in KA before starting the project--this sets them up for success and enables them to work confidently in groups.

  37. What is the purpose of using Khan Academy for Ms. Eloise? What are the main strategies she uses to fulfill these purposes? CASE STUDY #3: Eastern Elderberry Elementary School Ms. Eloise teaches 4th grade to a classroom of 28 students.  In her classroom she has 8 computers, and she typically uses them in station rotations so that all of her students get a chance to use them. The 4 stations that Ms. Eloise sets up are... Station 1 - Independent practice using a worksheet Students sit at desks and complete a worksheet that is aligned to the Common Core standards being focused on that week. Station 2 - Collaborative problem solving Students get in groups of 2-3 and solve multi-step word problems that are often focused on math in real life situations. Station 3 - Khan Academy Ms. Eloise has students work through the 4th grade mission. Each week, she recommends one set of skills to her lower students, another to her average students, and a third to her advanced students. Each set is at a different level, so students can work on skills that may be more remedial or advanced depending on what the student is ready for.  Students keep a notebook to keep track of the work they’re doing in KA. Station 4 - Creating a lesson Students work in pairs to create their own lesson and questions for a skill that they’ve mastered in the past.  Not only does this help students solidify their understanding of a concept--it also helps Ms. Eloise with extra practice questions and excellent peer tutors! Students spend about a half hour in each station, and typically they go to 2 stations each day.  This means that students spend about an hour on Khan Academy each week.  While students are in stations, Ms. Eloise sits at a special table and calls students up to provide 1-1 coaching.  She looks at the data to target students who are struggling.  She also uses this time to routinely check in with students about their overall progress and motivation levels.  She often has students look at their own data to analyze what they spent the most time doing over the past week.  This gives them a chance to reflect and become self-aware with their own data.  Notes from these check-ins also go into the student’s KA notebook. After seeing how her students react to KA, Ms. Eloise realized that she really would like to have more computers to give her students more time and access to KA.  She carefully documents her students’ growing enthusiasm and progress in math and gives a presentation to her principal with a request for more computers.  Next year, Ms. Eloise hopes to have a full set of computers so that students can spend at least 2 hours on KA each week.

  38. REFERENCE

  39. Tech: Is everything set up to work? This checklist is handy for you and the IT folks at your school. • BANDWIDTH AND CONNECTIVITY • Check that your school’s bandwidth can handle all students on Khan Academy at a given time. • We recommend ~1.5 Mbps per machine viewing standard definition video. It’s unlikely all students will watch streaming videos at the same time (skills practice is significantly less bandwidth), but ~1.5Mbps per student is a very safe bet. • Confirm that wifi access points are close enough. • Ensure that all students can use wifi simultaneously. To be safe, have one router in each room that will be using Khan Academy. • PRIVACY & FILTERS • Check if your school uses filters that block YouTube. • If it does, an easy solution is to sign up for YouTube for Schools. Find out more info about this by going to www.youtube.com/schools • DEVICES & BROWSERS • Try using Khan Academy on the devicesto ensure that filters and browsers are set-up properly. • Install the latest versions of browsers. Older versions do not support the latest technologies and encounter more bugs. We recommend faster browsers like Chrome, Firefox, Safari and IE10. • IT SUPPORT • Provide basic troubleshooting strategiesand procedures on taking care of technology (ex. rebooting computers) and give IT contact info to teachers. • ACCOUNTS • Figure out any email issues that may relate to creating student accounts. If emails are not used, create student accounts ahead of time and record usernames and passwords.

  40. TROUBLESHOOTING TECHNOLOGY Tech difficulties are inevitable. The following will help you avoid the most common tech problems.

  41. SAMPLE PERMISSION SLIP Dear parent or guardian, This year, we’ll be using Khan Academy in class to personalize learning for all students! Khan Academy is a free online resource that allows students to learn anytime, anywhere, with material that is uniquely appropriate for them. Students can explore new topics and practice their math skills by using interactive exercises, videos, and tutorials. As students learn, their activity feeds into reports that show important information such as strengths and weaknesses in a particular concept. By using Khan Academy, I’ll be able to provide a more personalized learning experience for your child. If you approve of your child participating in this program, please provide the information below. Student name: _____________________________________________ Does your student already have a Khan Academy account?  YES  NO Student username: __________________________________________ (Letters only, no spaces, ex. JSmith; if your child already has a Khan Academy account, please provide the child’s existing username above) Student password: ___________________________________________ (Minimum 5 characters, different from username; if your child already has a Khan Academy account, then you do NOT have to write down the password as long as your child knows it.) Student birthdate: ___________________________________________ Parent/guardian email: ________________________________________ (An email will be sent asking you to verify your child’s account, but you will not receive any other emails without your permission.) If you want to see how your child is learning on Khan Academy, I encourage you to create your own Khan Academy account as well. You’ll be able to see what your child is working on, and there’s plenty of material on the site for you to learn anything you want, too. Simply go to www.khanacademy.org and click Sign Up to get your own account. Check out the links below to learn more: Khan Academy:www.khanacademy.org Terms of Service:www.khanacademy.org/about/tos Privacy Policy:www.khanacademy.org/about/privacy-policy Please sign below to give your child permission to use Khan Academy in my class. Parent Signature: ________________________________ Date:___________ Sincerely, [Teacher Name]

  42. START OF YEAR – BEST PRACTICES We’ve seen the lessons and practices below in the most successful KA classrooms. Consider how you might be able to include similar lessons in your own class in the coming weeks. • CONTRACTS • Starting the year with an explicit class contract helps establish norms and set expectations. To cultivate values like individual improvement, hard work, and camaraderie, consider including the following in your contract: • We all learn concepts at different paces • We take responsibility for our own learning, and we try our best • We help each other out. When someone is struggling with a concept we already know, we’ll help him or her understand it • INTRODUCING KHAN ACADEMY • You can set the stage for your classroom in setting a tone of respect when using KA and technology. It is important for students to understand that everyone learns differently and has different “swiss cheese holes.” There is no need to feel embarrassed about filling in these gaps, instead, the emphasis should be placed on meeting goals, regardless of what those specific goals may be. • USING A JOURNAL / NOTEBOOK • Some teachers might find it useful to have a consistent source of documentation for each student, whether it’s a journal, notebook, binder, etc. This journal can be used to keep track of which videos students have watched and which exercises have been worked on; it can be a space for scratch work; and it can be a place to keep track of goals and progress. • HOW TO BE AN EXCELLENT PEER TUTOR • Social interaction is a key component of using KA, and we expect and hope that students will be learning from each other. For many classrooms, it will be essential to explicitly teach students how to be a good peer tutor to their peers. This can include a brainstorming session of characteristics they would like in an excellent tutor (e.g. they don’t just tell me the answer, the ask me questions that guide me to the answer, they are encouraging and positive, etc.). See the video on peer tutoring for more details. • HOW TO WATCH A KA VIDEO • In order to take full advantage of KA videos, it might be necessary to explicitly teach students how to watch a KA video. This includes taking notes and stopping and replaying parts that are not clear. Teachers can model active listening by watching a video on a higher concept so that students can observe the learning and note-taking process.

  43. USING DATA – NEW & EXPERIENCED • NEW KA COACHES • What is the one piece of information to focus on? • Which coach report shows that metric? • Suggestions: • # of minutes – to get students comfortable with using KA on a routine basis • # of mastered skills – to ensure that students are getting practice on specific concepts • Struggling students – to focus on students who are having a difficult time with specific skills • EXPERIENCED KA COACHES • How do missions, mastery challenges, and coach recommendations impact the way you read data? • Based on your class data, how will you teach your next lesson / unit? • Suggestions: • Incentivize levels of mastery on a longer time frame • Get students used to taking Mastery Challenges on a routine basis (every day if possible) • Use recommendations as a way to review for tests

  44. PLANNING CLASS TIME – FOR NEW FOLKS How will you structure your first day of class? Draft your agenda with the tips below. • BE SURE TO COVER • Introducing Khan Academy by discussing how it will benefit students in math • Go over tech rules or contracts • Establish systems and procedures around tech • Make log-in instructions as clear as possible (see sample handout) • Ask for volunteers to help manage the class on the first day

  45. PLANNING CLASS TIME – FOR EXPERIENCED FOLKS What will a day look like next semester? Draft your agenda with the tips below. • SUGGESTIONS • Intentionally build in time to respond to data with mini-lessons • Include time for students to receive on-demand help from you by creating a tutor bar • Start / end each day with independent time working through Mastery Challenges • Energize the class with a Rocket Run, where half the class competes against the other using the Real Time report projected onto a screen

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