Eastside Prep
Khan Academy at Eastside College Prep
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- JEN JOHNSON: I went to college
- to study environmental science,
- and thought that I would be a scientist.
- And after many summers of working
- with kids at summer camps,
- spending time outdoors,
- I just decided I really liked working with kids, instead.
- And so, I went back and got my master's
- in teaching science at Stanford University,
- and I came to Eastside.
- And I've been here ever since.
- You really need to capture a student's attention
- in middle school.
- They still have that intellectual curiosity.
- They're not jaded yet.
- And they just really enjoy learning.
- But you can still have
- really deep conversations with them,
- and they understand things at a higher level.
- SUNEY PARK: When I first heard about Khan Academy,
- the most appealing point of it was that
- it was going to reach all students where they are,
- and to meet them where they are.
- When I heard that they can
- work at their own pace,
- and that it would free me up
- to be able to work with individual groups of students,
- I just jumped on it.
- And I know you always take a chance
- with something unknown.
- But I felt that it was a chance worth taking.
- And so, I just decided to go for it.
- 'Cause you never know unless you try.
- JEN: I think it has to be a very thoughtful process,
- to make Khan Academy work in the classroom.
- You need to think about the culture of your classroom,
- and setting up norms.
- SUNEY: We're the only two piloting the program,
- so we share ideas all the time.
- We want the expectations to be similar;
- because the sixth graders will soon be
- her seventh and eighth graders.
- And we wanna keep it consistent.
- JEN: We talked about peer tutoring;
- we talked about how to watch a video,
- and learn from it.
- So, we did a little active listening lesson.
- And then the kids got to explore.
- We gave them computers:
- setup their e-mail accounts;
- let them explore Khan Academy.
- And it started out with 45 minutes,
- every other day, of working on Khan.
- We started aligning the curriculum
- with the Khan modules.
- And it morphed into this wonderful map
- that we have of each unit—
- all of the assignments that the kids have;
- and they keep it in a folder.
- It's very neat and orderly.
- But that's pretty much how it's morphed over the year.
- SUNEY: On a given day, in my math class,
- you'll have a fraction of the students
- doing Khan modules,
- listening to videos and learning.
- Another fraction will be
- working on their textbook work,
- and learning through their textbook,
- and through the notes that I've given.
- I ask, "OK, today,
- who's really struggling with this particular concept?"
- And it's amazing.
- The kids will just raise their hand,
- and say, "That's me.
- "The video hasn't been enough.
- The book, I don't get it.
- And I'm going to need you."
- And so, I'm always with about four or five students,
- and working in small groups.
- And, before you know it, the hour's gone.
- Even though I don't get to visit each group,
- I trust them,
- and I know that they're really engaged.
- And then I can always look back at the dashboard,
- to see what they've done and accomplished.
- And so, it works out really nicely.
- JEN: I am most excited about the dashboard,
- and the instant feedback that I get
- that my students get,
- to show where they're not understanding certain things
- both for themselves, and for me.
- So that I can help them;
- and they can recognize their areas
- that they need to improve.
- And I think, Khan has done a great job
- in making it a very user friendly dashboard.
- Integrating Khan Academy into our classrooms
- did take time up front.
- But, in the end, we're not only saving planning time,
- but we're also getting through the material more quickly.
- And so, we've got a little bit more cushion time
- for the kids to really understand what they're learning,
- and practice more.
- SUNEY: It took a lot of work.
- But in the end, though, hard work pays off;
- because, then, it's like a well oiled machine.
- It just goes.
- And the kids are on their own and independent.
- And they're really engaged in it.
- I'll probably never go back to the way I used to teach.
- JEN: What it's done for my students
- is really being able to pinpoint
- where they're struggling.
- Before Khan Academy,
- they weren't as aware about their math skills
- as they are now.
- And so, I've had a lot more success
- with students taking tests.
- The last two units, all the kids have passed.
- And that doesn't happen all the time.
- SUNEY: Two minutes before
- Khan Academy math time is over,
- I ring the bell, just to let them know
- that it's time to wrap up
- And then they groan, and they scream,
- and they say, "No!" "Two more minutes!"
- "Two more minutes!" "Five more minutes!"
- And that's always a joy for teachers
- to see kids that don't wanna stop learning.
Be specific, and indicate a time in the video:
At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
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