- Programming content overview
- Tracking progress of programming students
- Classroom debugging guide
- Pair programming in the classroom
- Teaching guide: Intro to JS - Drawing Basics
- Teaching guide: Intro to JS - Coloring
- Teaching guide: Intro to JS - Variables
- Teaching guide: Intro to JS - Animation basics
- Teaching guide: Intro to JS - Interactive Programs
- Teaching guide: Intro to JS - Resizing with variable expressions
- Teaching guide: Intro to JS - Text and strings
- Teaching guide: Intro to JS - Functions
- Teaching guide: Intro to JS - Logic and if statements
- Teaching guide: Intro to JS - Looping
- Teaching guide: Intro to JS - Arrays
- Teaching guide: Intro to JS - Objects
- Teaching guide: Intro to JS - Object-oriented design
- Programming classroom handouts
- Additional programming projects
- Lesson plans: teaching programming in the classroom
- Programming case study: Encouraging cross-disciplinary projects
- Programming case study: Going beyond the KA curriculum
- Programming case study: Teaching an elementary school class
We are strong proponents of teaching computing to students of all ages. What do we mean by computing? Many things:
- Using a computer to achieve goals, like being able to type, using a spreadsheet program, editing video, etc.
- Understanding how to program a computer using one of the many programming languages in the world, either to solve math and science problems or to create interactive apps, games, and experiences.
- Gaining a deep understanding of the science and engineering of computers, both on the hardware side (electrical engineering) and the software (algorithms).
In our teacher's guide, we focus on how you can teach Intro to JS, is a fun and practical way for students to get started programming. These resources should help you teach programming in your classroom.
Topics covered, in order:
- Basic statement syntax
- Math operators, assignment operators
- Logic and conditionals
- Object-oriented JS
Our course is made up of three types of materials:
- Talk-throughs: These are our approach to videos, the way that we teach new concepts. Like Khan’s videos, they’re around 5 minutes long and teach one concept at a time. We present the code on the left, output on the right, and narrate as we write new code, while the output updates live. The student can pause the talk-through at any point, change the code, and see the new output, which is one way we encourage more interactive learning. The talk-throughs have transcripts for deaf students, and are partially translated into Spanish, French, and Portuguese.
- Challenges: This is how we assess whether students understand the concept we just taught, and there is one challenge for every talk-through. Each challenge starts off with some code and has a series of steps with instructions and hint code for each step. We analyze their code as they type and offer messages to guide them in the right direction, when we see they’ve made a common mistake. When they complete the steps, they earn points and their progress is logged on their activity dashboard.
- Projects: The projects are our opportunity to give students to be very creative with the concepts they’ve just learnt. They have a general set of guidelines but students can take them in their own direction. For example, after learning how to make shapes, students do “What’s for Dinner?”, drawing their favorite dinner on a plate using the shape commands. Those projects are peer evaluated from fellow online students (if the student is 13+). Many teachers also like to do their own separate evaluation of projects.
- Review articles: These are a great way for students to review what they've just learned, both immediately after learning it and later on as a refresher.
The course currently consists of 40 talk-throughs, 35 challenges, and 10 projects. On average, the talk-throughs are 6 minutes long, the challenges take 5 minutes each to complete, and projects are often completed in 10-40 minutes, depending on how far the student wants to take them. In total, there is around 15 hours of content.
The content is designed to be learnable by 4th graders and up. Math-wise, it requires the student to be comfortable with fractions/proportions, the idea of one number being a fraction the size of another, and that is a topic that is required in 3rd grade math in the US. Besides that, students should feel comfortable with typing.
Our programming content and interactive programming editor works on all modern web browsers. It works on the iPad, but students may find it's not as enjoyable to type on that keypad.
Do you have non-English speaking students? This content has been mostly translated to Spanish, with interactive subtitles for the talk-throughs (not dubbing). There is partial translation for Portuguese, Hebrew, Polish, and French. If you are able to help with translation, you may be able to sign up as a volunteer translator.
This content should be usable by deaf students. There is a transcript option available for the talk-throughs, which are the only aspect of the content with audio. Click the gear menu next to the play bar and select "Interactive Transcript". Students can pause if it is going too quickly.
Want to join the conversation?
- Do you have actual lesson plans for each topic? Perhaps tied to Technology standards? What about additional activities for enrichment?(5 votes)
- I am a homeschool mom. My son is 16. I am wondering what constitutes a full high school credit in computer programming? This year my son completed the following sections: Intro to Js. Drawing and Animation, Intro to HTML/CSS: Making Webpages, Intro to SQL:Querying and Managing Data, Advanced JS:Games and Visualizations, HTML/JS: Making Webpages Interactive, HTML/JS: Making Webpages Interactive with jQuery, Meet the Professional and 27 out of 74 in Advanced JS: Natural Simulations. Would this count as a complete highschool credit?(3 votes)
- I am looking at a variety of curricula to be used both at the middle school and high school levels.
In terms of being a middle school CS course, would you consider Khan CS to be a standalone course whose duration is a) one semester, b) a full semester, c) a full year, d) multi-year?
In terms of being a high school CS course, would you consider Khan CS to be a standalone course whose duration is a) one semester, b) a full semester, c) a full year, d) multi-year?
- I am a senior who has a fairly good working knowledge concerning word, excel, etc., but am a total loss when it comes to hooking up devises (printers, monitors, etc.) how to scan and all of the day to day matters of this kind. What kind of course is available to better understand and deal with the type of issues that I expressed?(1 vote)
- The local Senior Center in my area hosts free classes on topics like this, as well as Digital Photography and other things. Maybe there is a place like that in your area! Best wishes.(1 vote)