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for free.\u003c/p>\n\u003cp>But these days, just one flight of stairs down from his office, there is a real school that couldn't be more different in form and structure from those online lectures.\u003c/p>\n\u003cp>Most Fridays, the lunch option includes a Socratic dialogue with Khan himself on a wide range of issues, ideas and trends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So the last couple of seminars we've been talking about technologies that will potentially change the world,\" the 39-year-old Louisiana native tells the students. \"We did self-driving cars, virtual reality; we talked about life extension, and robots.\"\u003c/p>\n\u003cp>He's sitting on a picnic table with a small group of seventh- and eighth-graders, who are nibbling on their lunches. The seminar topic when I visited? The prospects and perils of artificial intelligence.\u003c/p>\n\u003cp>\"What is artificial intelligence?\" he asks. \"How would you know something can think the same as a human being?\" Khan asks.\u003c/p>\n\u003cp>They debate the ethics and delve deep into the anxieties of artificial intelligence.\u003c/p>\n\u003cp>\"How do you know that it will listen to you?\" a female student asks. \"If it's a human brain, sometimes I don't listen when people tell me to do things and sometimes I make bad decisions. And this could make 10 times worse decisions!\"\u003c/p>\n\u003cp>The discussion is quintessential Silicon Valley: self-referential veering toward self-important. Yet it's compelling, engaging — and genuinely different.\u003c/p>\n\u003cp>\"Why can't you have an AI that is, like, completely peaceful and has no ego?\" Khan asks the group, adding, \"Do you think intelligence and ego is correlated?\"\u003c/p>\n\u003cp>\"If we eliminate all our bias and ego, I mean, I have some ego!\" another female student replies, chuckling.\u003c/p>\n\u003cp>Just another lunch chat at the \u003ca href=\"http://khanlabschool.org/kls-blog/\">Khan lab school.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_45703\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan5-toned_slide-5668bb9e630c7fb26584085d4fb9bf1e967ba4ae-1-e1467379737841.jpg\" alt=\"Students rehearse a play at the Khan lab school.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students rehearse a play at the Khan lab school. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inside, there's a big, open classroom. The school's ethos of playful, student-driven inquiry gives it a Montessori-meets-Willy Wonka feel.\u003c/p>\n\u003cp>The kindergarten through eighth-grade school currently serves some 65 students. There are no grades or grade levels; there's no traditional homework. Students are organized by independence level, with all ages mixed together much of the day.\u003c/p>\n\u003cp>The students shape their own schedules, craft attainable daily and term goals, and help direct how the place is run.\u003c/p>\n\u003cp>In one area, students talk politics while drawing flags and maps on poster board. Elsewhere, students are rehearsing a play version of Shrek.\u003c/p>\n\u003cp>I wander into an adjacent room and find 8-year-old Ben writing quietly in his journal, sitting comfortably in a beanbag chair.\u003c/p>\n\u003cp>Should I read an entry to you? Ben asks.\u003c/p>\n\u003cp>Sure. That'd be great.\u003c/p>\n\u003cp>\"This one was: what I wish we would have more of. I hope we have field trips. I have more entries, but I don't want to share them.\"\u003c/p>\n\u003cp>That's cool. It's your journal. I understand. \"What do you like about your school?\"\u003c/p>\n\u003cp>\"That you can move at your own pace,\" he tells me. \"You don't have to be with everybody else.\"\u003c/p>\n\u003cp>We're not using students' last names here at the request of the school.\u003c/p>\n\u003cp>A growing number of schools make personalized learning — a student working at his or her own pace — part of the curriculum. But the experiment here, in many ways, is how to make \"personalized learning\" into more than a nice slogan.\u003c/p>\n\u003cp>Here, personalized exploration is built into every school day. The students I talked to love it.\u003c/p>\n\u003cp>\"We get to take responsibility of what we want to do and where we wanna dive deeper,\" says 10-year-old Gurshan. \"That's an opportunity we didn't really have at other schools. Here we're free to discover what we like. So I spend at least half an hour every day coding. I do Java script. And I'm just starting to learn Python.\"\u003c/p>\n\u003cfigure id=\"attachment_45705\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45705\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan4-toned_slide-069595eb2a8176e8ee1a4d02a19ba6ba309f6c07-1-e1467379550484.jpg\" alt=\"Students sketch, paint and write out their ideas on one large sheet of paper.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students sketch, paint and write out their ideas on one large sheet of paper. \u003ccite>(Sami Yenigun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most teachers, too, have embraced the creative freedom of the lab school. Mikki McMillion holds the title Lead Advisor. \"That means you advise a group of kids,\" she says, a task well beyond a focus on curriculum and lessons. \"We support and coach and advise their academic, social, personal progress.\"\u003c/p>\n\u003cp>McMillion taught English for many years at a public high school. Eventually, she says, she felt walled in and frustrated as she saw her students become ever more grade-obsessed. \"Because of that, they will do things like not read books anymore. They'll only read the SparkNotes. I once had a freshman student tell me that, to succeed at our school, you had to lose your soul. I just thought: Oh, wow. That's painful, but I see why he's saying that.\"\u003c/p>\n\u003cp>But at this school, she says, she's been able to return to what drew her to teaching in the first place: helping students cultivate their interests and passions. \"I can honestly say I know these kids inside and out. Part of that is because I have 15, and before I had 150. You just cannot get to personally know 150 kids. It's more like a factory operating line.\"\u003c/p>\n\u003cp>\u003cstrong>Role Models\u003c/strong>\u003c/p>\n\u003cp>What happens when you don't have the carrot and stick of grades, McMillion says, is that \"you now have to concentrate on meaning: Why are we doing this? What does it mean? Why is it important?\"\u003c/p>\n\u003cp>Another way Khan's lab school is different: Older students serve as mentors to younger ones throughout the school day, not just occasionally.\u003c/p>\n\u003cp>\"We're all in the same environment. They look at us as role models,\" says 13-year-old Isra. \"So that makes us feel like, 'Hey, we need to be polite, we need to be respectful.' \"\u003c/p>\n\u003cp>But a key question is whether Khan's brick-and-mortar experiment will really help spread useful, scalable classroom insights and lessons, as Khan has vowed. Or whether it will simply become a great little independent school serving a small group of mostly wealthy Silicon Valley kids.\u003c/p>\n\u003cp>\"We don't want to start just another progressive school that caters to people in Silicon Valley,\" Khan insists.\u003c/p>\n\u003cp>At times, the classroom looks like controlled chaos. But the emphasis on students taking charge, Sal Khan says, helps foster creativity and collaboration.\u003c/p>\n\u003cfigure id=\"attachment_45704\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan2-toned_slide-62c2ec80e657b555c2bd870e44489293af2a058e-e1467379662257.jpg\" alt=\"Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We want to create something that has to push the envelope, and then share that with the rest of the world. I never viewed technology as a replacement for the human experience. I viewed it as something that could liberate the human experience.\"\u003c/p>\n\u003cp>His laboratory school is not-for-profit, like the virtual academy upstairs. But it is an exclusive, selective private school not at all like the Khan Academy slogan: \"A Free World-Class Education for Anyone, Anywhere.\"\u003c/p>\n\u003cp>Actually, Khan's lab school slogan could be \"a world-class education for $25,000 a year for lucky Silicon Valley elites.\"\u003c/p>\n\u003cp>Khan disputes that. He says the point is to boldly experiment with research-based instruction. And then share everything the lab school learns with educators everywhere.\u003c/p>\n\u003cp>\"Teachers are super overworked; even to have the space to think about re-engineering is hard,\" he explains \"Then, to actually do it, what is the curriculum? Everybody talks about project-based learning, but what are those projects?\"\u003c/p>\n\u003cp>Khan has no illusions that his lab experiment will solve longstanding K-12 challenges or find some pedagogic holy grail.\u003c/p>\n\u003cp>\"I've learned that certain things are much harder than when you write about them in a book. But we're also connecting with similarly minded educators at public schools, private schools, charter schools that cater to all sorts of different demographics, and learning together, and thinking together, 'How do we get more students to be able to experience personalized learning?' \"\u003c/p>\n\u003cp>From earliest conception, he says, he and its founders saw the lab school as one thought-provoking experiment that could help catalyze change in the broader education ecosystem.\u003c/p>\n\u003cp>\"It's not going to be the lab school by itself. We're not delusional there,\" he says.\u003c/p>\n\u003cp>It's early yet.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Khan's big challenge will be to help spread the lessons of what works — as well as what doesn't — beyond the lucky five-dozen students at his Mountain View, Calif., experiment.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+YouTube+Pioneer+Sal+Khan%2C+A+School+With+Real+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Sal Khan, a pioneer of online tutorials with his successful Khan Academy, has established a private brick-and-mortar laboratory school in Silicon Valley. He plans to share its lessons with educators.","status":"publish","parent":0,"modified":1467379931,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":1506},"headData":{"title":"How Khan Academy’s Founder Designs a Brick and Mortar School for Kids | KQED","description":"Sal Khan, a pioneer of online tutorials with his successful Khan Academy, has established a private brick-and-mortar laboratory school in Silicon Valley. He plans to share its lessons with educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Khan Academy’s Founder Designs a Brick and Mortar School for Kids","datePublished":"2016-07-01T13:32:11.000Z","dateModified":"2016-07-01T13:32:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45698 http://ww2.kqed.org/mindshift/?p=45698","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/01/how-khan-academys-founder-designs-a-brick-and-mortar-school-for-kids/","disqusTitle":"How Khan Academy’s Founder Designs a Brick and Mortar School for Kids","nprImageCredit":"Sami Yenigun","nprByline":"Eric Westervelt","nprImageAgency":"NPR","nprStoryId":"476193095","nprApiLink":"http://api.npr.org/query?id=476193095&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/06/30/476193095/from-youtube-pioneer-sal-khan-a-school-with-real-classrooms?ft=nprml&f=476193095","nprRetrievedStory":"1","nprPubDate":"Thu, 30 Jun 2016 14:14:00 -0400","nprStoryDate":"Thu, 30 Jun 2016 05:03:00 -0400","nprLastModifiedDate":"Thu, 30 Jun 2016 14:14:42 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2016/06/20160630_me_from_youtube_pioneer_sal_khan_a_school_with_real_classrooms.mp3?orgId=1&topicId=1013&aggIds=130593764&d=263&p=3&story=476193095&t=progseg&e=484123385&seg=14&ft=nprml&f=476193095","nprAudioM3u":"http://api.npr.org/m3u/1484129526-f73a34.m3u?orgId=1&topicId=1013&aggIds=130593764&d=263&p=3&story=476193095&t=progseg&e=484123385&seg=14&ft=nprml&f=476193095","path":"/mindshift/45698/how-khan-academys-founder-designs-a-brick-and-mortar-school-for-kids","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2016/06/20160630_me_from_youtube_pioneer_sal_khan_a_school_with_real_classrooms.mp3?orgId=1&topicId=1013&aggIds=130593764&d=263&p=3&story=476193095&t=progseg&e=484123385&seg=14&ft=nprml&f=476193095","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After some 10,000 online tutorials in 10 years, Sal Khan still starts most days at his office desk in Silicon Valley, recording himself solving math problems for his Khan Academy YouTube channel.\u003c/p>\n\u003cp>\"OK, let F of X equal A times X to the N plus,\" he says cheerfully as he begins his latest.\u003c/p>\n\u003cp>\u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> has helped millions of people around the world — perhaps hundreds of millions — learn math, science and other subjects for free.\u003c/p>\n\u003cp>But these days, just one flight of stairs down from his office, there is a real school that couldn't be more different in form and structure from those online lectures.\u003c/p>\n\u003cp>Most Fridays, the lunch option includes a Socratic dialogue with Khan himself on a wide range of issues, ideas and trends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So the last couple of seminars we've been talking about technologies that will potentially change the world,\" the 39-year-old Louisiana native tells the students. \"We did self-driving cars, virtual reality; we talked about life extension, and robots.\"\u003c/p>\n\u003cp>He's sitting on a picnic table with a small group of seventh- and eighth-graders, who are nibbling on their lunches. The seminar topic when I visited? The prospects and perils of artificial intelligence.\u003c/p>\n\u003cp>\"What is artificial intelligence?\" he asks. \"How would you know something can think the same as a human being?\" Khan asks.\u003c/p>\n\u003cp>They debate the ethics and delve deep into the anxieties of artificial intelligence.\u003c/p>\n\u003cp>\"How do you know that it will listen to you?\" a female student asks. \"If it's a human brain, sometimes I don't listen when people tell me to do things and sometimes I make bad decisions. And this could make 10 times worse decisions!\"\u003c/p>\n\u003cp>The discussion is quintessential Silicon Valley: self-referential veering toward self-important. Yet it's compelling, engaging — and genuinely different.\u003c/p>\n\u003cp>\"Why can't you have an AI that is, like, completely peaceful and has no ego?\" Khan asks the group, adding, \"Do you think intelligence and ego is correlated?\"\u003c/p>\n\u003cp>\"If we eliminate all our bias and ego, I mean, I have some ego!\" another female student replies, chuckling.\u003c/p>\n\u003cp>Just another lunch chat at the \u003ca href=\"http://khanlabschool.org/kls-blog/\">Khan lab school.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_45703\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan5-toned_slide-5668bb9e630c7fb26584085d4fb9bf1e967ba4ae-1-e1467379737841.jpg\" alt=\"Students rehearse a play at the Khan lab school.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students rehearse a play at the Khan lab school. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inside, there's a big, open classroom. The school's ethos of playful, student-driven inquiry gives it a Montessori-meets-Willy Wonka feel.\u003c/p>\n\u003cp>The kindergarten through eighth-grade school currently serves some 65 students. There are no grades or grade levels; there's no traditional homework. Students are organized by independence level, with all ages mixed together much of the day.\u003c/p>\n\u003cp>The students shape their own schedules, craft attainable daily and term goals, and help direct how the place is run.\u003c/p>\n\u003cp>In one area, students talk politics while drawing flags and maps on poster board. Elsewhere, students are rehearsing a play version of Shrek.\u003c/p>\n\u003cp>I wander into an adjacent room and find 8-year-old Ben writing quietly in his journal, sitting comfortably in a beanbag chair.\u003c/p>\n\u003cp>Should I read an entry to you? Ben asks.\u003c/p>\n\u003cp>Sure. That'd be great.\u003c/p>\n\u003cp>\"This one was: what I wish we would have more of. I hope we have field trips. I have more entries, but I don't want to share them.\"\u003c/p>\n\u003cp>That's cool. It's your journal. I understand. \"What do you like about your school?\"\u003c/p>\n\u003cp>\"That you can move at your own pace,\" he tells me. \"You don't have to be with everybody else.\"\u003c/p>\n\u003cp>We're not using students' last names here at the request of the school.\u003c/p>\n\u003cp>A growing number of schools make personalized learning — a student working at his or her own pace — part of the curriculum. But the experiment here, in many ways, is how to make \"personalized learning\" into more than a nice slogan.\u003c/p>\n\u003cp>Here, personalized exploration is built into every school day. The students I talked to love it.\u003c/p>\n\u003cp>\"We get to take responsibility of what we want to do and where we wanna dive deeper,\" says 10-year-old Gurshan. \"That's an opportunity we didn't really have at other schools. Here we're free to discover what we like. So I spend at least half an hour every day coding. I do Java script. And I'm just starting to learn Python.\"\u003c/p>\n\u003cfigure id=\"attachment_45705\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45705\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan4-toned_slide-069595eb2a8176e8ee1a4d02a19ba6ba309f6c07-1-e1467379550484.jpg\" alt=\"Students sketch, paint and write out their ideas on one large sheet of paper.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students sketch, paint and write out their ideas on one large sheet of paper. \u003ccite>(Sami Yenigun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most teachers, too, have embraced the creative freedom of the lab school. Mikki McMillion holds the title Lead Advisor. \"That means you advise a group of kids,\" she says, a task well beyond a focus on curriculum and lessons. \"We support and coach and advise their academic, social, personal progress.\"\u003c/p>\n\u003cp>McMillion taught English for many years at a public high school. Eventually, she says, she felt walled in and frustrated as she saw her students become ever more grade-obsessed. \"Because of that, they will do things like not read books anymore. They'll only read the SparkNotes. I once had a freshman student tell me that, to succeed at our school, you had to lose your soul. I just thought: Oh, wow. That's painful, but I see why he's saying that.\"\u003c/p>\n\u003cp>But at this school, she says, she's been able to return to what drew her to teaching in the first place: helping students cultivate their interests and passions. \"I can honestly say I know these kids inside and out. Part of that is because I have 15, and before I had 150. You just cannot get to personally know 150 kids. It's more like a factory operating line.\"\u003c/p>\n\u003cp>\u003cstrong>Role Models\u003c/strong>\u003c/p>\n\u003cp>What happens when you don't have the carrot and stick of grades, McMillion says, is that \"you now have to concentrate on meaning: Why are we doing this? What does it mean? Why is it important?\"\u003c/p>\n\u003cp>Another way Khan's lab school is different: Older students serve as mentors to younger ones throughout the school day, not just occasionally.\u003c/p>\n\u003cp>\"We're all in the same environment. They look at us as role models,\" says 13-year-old Isra. \"So that makes us feel like, 'Hey, we need to be polite, we need to be respectful.' \"\u003c/p>\n\u003cp>But a key question is whether Khan's brick-and-mortar experiment will really help spread useful, scalable classroom insights and lessons, as Khan has vowed. Or whether it will simply become a great little independent school serving a small group of mostly wealthy Silicon Valley kids.\u003c/p>\n\u003cp>\"We don't want to start just another progressive school that caters to people in Silicon Valley,\" Khan insists.\u003c/p>\n\u003cp>At times, the classroom looks like controlled chaos. But the emphasis on students taking charge, Sal Khan says, helps foster creativity and collaboration.\u003c/p>\n\u003cfigure id=\"attachment_45704\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan2-toned_slide-62c2ec80e657b555c2bd870e44489293af2a058e-e1467379662257.jpg\" alt=\"Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We want to create something that has to push the envelope, and then share that with the rest of the world. I never viewed technology as a replacement for the human experience. I viewed it as something that could liberate the human experience.\"\u003c/p>\n\u003cp>His laboratory school is not-for-profit, like the virtual academy upstairs. But it is an exclusive, selective private school not at all like the Khan Academy slogan: \"A Free World-Class Education for Anyone, Anywhere.\"\u003c/p>\n\u003cp>Actually, Khan's lab school slogan could be \"a world-class education for $25,000 a year for lucky Silicon Valley elites.\"\u003c/p>\n\u003cp>Khan disputes that. He says the point is to boldly experiment with research-based instruction. And then share everything the lab school learns with educators everywhere.\u003c/p>\n\u003cp>\"Teachers are super overworked; even to have the space to think about re-engineering is hard,\" he explains \"Then, to actually do it, what is the curriculum? Everybody talks about project-based learning, but what are those projects?\"\u003c/p>\n\u003cp>Khan has no illusions that his lab experiment will solve longstanding K-12 challenges or find some pedagogic holy grail.\u003c/p>\n\u003cp>\"I've learned that certain things are much harder than when you write about them in a book. But we're also connecting with similarly minded educators at public schools, private schools, charter schools that cater to all sorts of different demographics, and learning together, and thinking together, 'How do we get more students to be able to experience personalized learning?' \"\u003c/p>\n\u003cp>From earliest conception, he says, he and its founders saw the lab school as one thought-provoking experiment that could help catalyze change in the broader education ecosystem.\u003c/p>\n\u003cp>\"It's not going to be the lab school by itself. We're not delusional there,\" he says.\u003c/p>\n\u003cp>It's early yet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Khan's big challenge will be to help spread the lessons of what works — as well as what doesn't — beyond the lucky five-dozen students at his Mountain View, Calif., experiment.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+YouTube+Pioneer+Sal+Khan%2C+A+School+With+Real+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45698/how-khan-academys-founder-designs-a-brick-and-mortar-school-for-kids","authors":["byline_mindshift_45698"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_797","mindshift_295"],"featImg":"mindshift_45700","label":"mindshift"},"mindshift_41879":{"type":"posts","id":"mindshift_41879","meta":{"index":"posts_1591205157","site":"mindshift","id":"41879","score":null,"sort":[1441281760000]},"guestAuthors":[],"slug":"pixar-in-a-box-teaches-math-through-real-animation-challenges","title":"Pixar In A Box Teaches Math Through Real Animation Challenges","publishDate":1441281760,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Pixar senior scientist \u003ca href=\"http://graphics.pixar.com/people/derose/\" target=\"_blank\">Tony DeRose\u003c/a> was faced with a problem that animators had never solved -- how to make the hand of an old man look lifelike. It was 1998 and he was working on the experimental short film “\u003ca href=\"https://www.youtube.com/watch?v=gEkAxjjuUE0\" target=\"_blank\">Geri's Game\u003c/a>.” DeRose needed to figure out how to make a sculpture hand model with many angular planes look smooth and skin-like on the screen. To do this he developed an algorithm using weighted averages that won him a Scientific and Technical Academy Award in 2006.\u003c/p>\n\u003cp>Pixar is constantly solving new technical challenges that allow its artists, designers and storytellers a broader range of movement and texture in the movies they make. Now the company is teaming up with \u003ca href=\"https://www.khanacademy.org/\" target=\"_blank\">Khan Academy\u003c/a> to use examples like DeRose’s discovery of surface representation to show students how the math and science they’re learning in school is applied by Pixar animators.\u003c/p>\n\u003caside class=\"pullquote alignright\">'At Pixar art and technology go hand in hand. It's the interplay between the two sides that's essential to what we do.'\u003c/aside>\n\u003cp>Khan Academy is best known for its modular videos explaining various curriculum topics that students can use to better understand and practice a concept. But, like many other groups working on reaching \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/05/why-do-students-enroll-in-but-dont-complete-mooc-courses/\" target=\"_blank\">large numbers of people through online video lessons\u003c/a>, its content producers have discovered that lots of people stop watching partway through.\u003c/p>\n\u003cfigure id=\"attachment_41886\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41886\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/robot-parts.jpg\" alt=\"A combinatorics lesson shows how many kinds of robots can be made by animators with just a few parts.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A combinatorics lesson shows how many kinds of robots can be made by animators with just a few parts. \u003ccite>(Pixar in a Box)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Pixar started looking around for a distribution partner, Khan Academy content producer Brit Cruise got excited that this partnership, now known as \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/\" target=\"_blank\">Pixar In A Box\u003c/a>, might keep people interested in the content longer.\u003c/p>\n\u003cp>“The place we intersected was this need to pull people in,” Cruise said. “I wanted to do better, but that required a paradigm shift.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Pixar In A Box lessons start with a technical problem that animators face and work into the math from there. In each video a real Pixar animator lays out the technical problem, and then students get to experiment with interactive elements to better understand the problem. Gradually the video works towards a more explicit explanation of the math involved, and by the end the student is calculating to solve the actual problems faced at Pixar.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_IZMVMf4NQ0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>For example, in the \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/modeling-character\" target=\"_blank\">character modeling lesson\u003c/a>, based on the surface representation work DeRose pioneered, students learn about weighted averages. An animator lays out the problem DeRose faced and then students get a chance to play with 2-D and 3-D shapes, manipulating different functions to create midway points and move them in ways that might smooth the shape. As they play, they begin to intimately understand the challenge.\u003c/p>\n\u003cp>The lesson then turns to an explanation of why weighted averages help create the smoothing effect needed to make skin look more real. Students then return to the same tool they used before, but the math behind it is exposed, in this case simple algebra.\u003c/p>\n\u003cp>“They have this more interactive intuition lesson,” Cruise said. “They’re not just calculating.”\u003c/p>\n\u003cp>He is also working to add hands-on activities to enhance the video lessons. Right now only two of the 12 modules have an interactive lesson, but Cruise is working with a group of teachers to develop others that can be done simply, in 40 minutes, with cheap materials.\u003c/p>\n\u003cp>[contextly_sidebar id=\"L9rxUcewOIksYAyZssNeM0KNOAzXiqgn\"]\u003c/p>\n\u003cp>“We really are trying to intersect art and math, and you don’t often see those things represented really well in hands-on activities,” Cruise said. The \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/crowds/crowds-1/a/hands-on-activity\" target=\"_blank\">hands-on activities\u003c/a> are meant to push both the artistic elements and the math concepts a little further, challenging students to continue applying the information to more complex situations.\u003c/p>\n\u003cp>The emphasis on art isn’t a coincidence. While the video lessons are currently about only math topics, Pixar In a Box producers are working on science lessons now (mainly computer science) and hope to make others for the humanities side of Pixar’s work as well.\u003c/p>\n\u003cp>“At Pixar, art and technology go hand in hand,” said Elyse Klaidman, director of Pixar University, an internal department that encourages Pixar employees to continue their learning. In school, math and science often seem completely divorced from the humanities, but at Pixar the storytellers, artists and sculptors must work hand in hand with computer scientists like DeRose, tasked with figuring out how to animate those ideas.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/gEkAxjjuUE0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Klaidman said the creative demands of stories push the technical innovations that allow the studio to represent those ideas, but just as frequently a new technical innovation will spur the storytellers and artists to dream up new things.\u003c/p>\n\u003cp>“It’s the interplay between the two sides that’s essential to what we do,” Klaidman said.\u003c/p>\n\u003cp>The Pixar In A Box videos also do a good job of taking viewers inside the world of Pixar, into the offices and studios of real employees. And kids like feeling on the inside. “One of the things we found from eighth-graders was they were hungry for more of the Pixar personality,” Klaidman said. “At that point we were focused on the content.”\u003c/p>\n\u003cfigure id=\"attachment_41898\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41898\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/offices-800x450.jpg\" alt=\"The Pixar in a Box videos show glimpses of what it might be like to work at Pixar, including an office designed to feel like a jungle.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Pixar in a Box videos show glimpses of what it might be like to work at Pixar, including an office designed to feel like a jungle. \u003ccite>(Pixar in a Box)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The videos show the people behind careers many kids have never considered. Students liked meeting real Pixar employees and getting a sense of who they are and where they work. This feedback prompted the content producers to add a “Getting to Know” section at the end of the videos, where viewers learn about the backgrounds of Pixar professionals and how they landed their jobs. The people featured in these interviews are intentionally diverse to help kids see themselves in many kinds of jobs.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6px4rzfC6jY\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While some teachers are already getting excited about the Pixar in a Box lessons, it’s worth noting they were designed for the individual user, who isn’t necessarily a student in a public school. Cruise was clear that in order to make the videos feel authentic, they wanted to start from real technical problems Pixar has solved and explain the math behind them. Not all those problems are explicitly related to the Common Core, although some are. Every module has a \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/crowds/crowds2/a/lesson-brief-crowds\" target=\"_blank\">lesson guide\u003c/a>, which maps the lesson to Common Core standards when applicable.\u003c/p>\n\u003cp>Instead, these videos are meant to delight, to ask people to be creators as well as learners, and to push users to finish online lessons. Cruise said he hopes teachers might consider assigning the video lesson at home so class time could be used for the hands-on activities and a deeper dive.\u003c/p>\n\u003cp>“I honestly think you don’t actually start learning until that stage,” Cruise said. “I’m a huge proponent of hands-on learning.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>All the materials are free and the initial lessons are often suitable for all ages. The follow-up lessons are more grade- and standard-specific and range from fourth grade through high school.\u003c/p>\n\n","blocks":[],"excerpt":"A collaboration between Pixar and Khan Academy hopes to show students what math looks like at work in successful animated films.","status":"publish","parent":0,"modified":1441281766,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/_IZMVMf4NQ0","https://www.youtube.com/embed/gEkAxjjuUE0","https://www.youtube.com/embed/6px4rzfC6jY"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1212},"headData":{"title":"Pixar In A Box Teaches Math Through Real Animation Challenges | KQED","description":"A collaboration between Pixar and Khan Academy hopes to show students what math looks like at work in successful animated films.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Pixar In A Box Teaches Math Through Real Animation Challenges","datePublished":"2015-09-03T12:02:40.000Z","dateModified":"2015-09-03T12:02:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41879 http://ww2.kqed.org/mindshift/?p=41879","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/","disqusTitle":"Pixar In A Box Teaches Math Through Real Animation Challenges","path":"/mindshift/41879/pixar-in-a-box-teaches-math-through-real-animation-challenges","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Pixar senior scientist \u003ca href=\"http://graphics.pixar.com/people/derose/\" target=\"_blank\">Tony DeRose\u003c/a> was faced with a problem that animators had never solved -- how to make the hand of an old man look lifelike. It was 1998 and he was working on the experimental short film “\u003ca href=\"https://www.youtube.com/watch?v=gEkAxjjuUE0\" target=\"_blank\">Geri's Game\u003c/a>.” DeRose needed to figure out how to make a sculpture hand model with many angular planes look smooth and skin-like on the screen. To do this he developed an algorithm using weighted averages that won him a Scientific and Technical Academy Award in 2006.\u003c/p>\n\u003cp>Pixar is constantly solving new technical challenges that allow its artists, designers and storytellers a broader range of movement and texture in the movies they make. Now the company is teaming up with \u003ca href=\"https://www.khanacademy.org/\" target=\"_blank\">Khan Academy\u003c/a> to use examples like DeRose’s discovery of surface representation to show students how the math and science they’re learning in school is applied by Pixar animators.\u003c/p>\n\u003caside class=\"pullquote alignright\">'At Pixar art and technology go hand in hand. It's the interplay between the two sides that's essential to what we do.'\u003c/aside>\n\u003cp>Khan Academy is best known for its modular videos explaining various curriculum topics that students can use to better understand and practice a concept. But, like many other groups working on reaching \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/05/why-do-students-enroll-in-but-dont-complete-mooc-courses/\" target=\"_blank\">large numbers of people through online video lessons\u003c/a>, its content producers have discovered that lots of people stop watching partway through.\u003c/p>\n\u003cfigure id=\"attachment_41886\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41886\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/robot-parts.jpg\" alt=\"A combinatorics lesson shows how many kinds of robots can be made by animators with just a few parts.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/robot-parts-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A combinatorics lesson shows how many kinds of robots can be made by animators with just a few parts. \u003ccite>(Pixar in a Box)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Pixar started looking around for a distribution partner, Khan Academy content producer Brit Cruise got excited that this partnership, now known as \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/\" target=\"_blank\">Pixar In A Box\u003c/a>, might keep people interested in the content longer.\u003c/p>\n\u003cp>“The place we intersected was this need to pull people in,” Cruise said. “I wanted to do better, but that required a paradigm shift.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Pixar In A Box lessons start with a technical problem that animators face and work into the math from there. In each video a real Pixar animator lays out the technical problem, and then students get to experiment with interactive elements to better understand the problem. Gradually the video works towards a more explicit explanation of the math involved, and by the end the student is calculating to solve the actual problems faced at Pixar.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_IZMVMf4NQ0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>For example, in the \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/modeling-character\" target=\"_blank\">character modeling lesson\u003c/a>, based on the surface representation work DeRose pioneered, students learn about weighted averages. An animator lays out the problem DeRose faced and then students get a chance to play with 2-D and 3-D shapes, manipulating different functions to create midway points and move them in ways that might smooth the shape. As they play, they begin to intimately understand the challenge.\u003c/p>\n\u003cp>The lesson then turns to an explanation of why weighted averages help create the smoothing effect needed to make skin look more real. Students then return to the same tool they used before, but the math behind it is exposed, in this case simple algebra.\u003c/p>\n\u003cp>“They have this more interactive intuition lesson,” Cruise said. “They’re not just calculating.”\u003c/p>\n\u003cp>He is also working to add hands-on activities to enhance the video lessons. Right now only two of the 12 modules have an interactive lesson, but Cruise is working with a group of teachers to develop others that can be done simply, in 40 minutes, with cheap materials.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We really are trying to intersect art and math, and you don’t often see those things represented really well in hands-on activities,” Cruise said. The \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/crowds/crowds-1/a/hands-on-activity\" target=\"_blank\">hands-on activities\u003c/a> are meant to push both the artistic elements and the math concepts a little further, challenging students to continue applying the information to more complex situations.\u003c/p>\n\u003cp>The emphasis on art isn’t a coincidence. While the video lessons are currently about only math topics, Pixar In a Box producers are working on science lessons now (mainly computer science) and hope to make others for the humanities side of Pixar’s work as well.\u003c/p>\n\u003cp>“At Pixar, art and technology go hand in hand,” said Elyse Klaidman, director of Pixar University, an internal department that encourages Pixar employees to continue their learning. In school, math and science often seem completely divorced from the humanities, but at Pixar the storytellers, artists and sculptors must work hand in hand with computer scientists like DeRose, tasked with figuring out how to animate those ideas.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/gEkAxjjuUE0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Klaidman said the creative demands of stories push the technical innovations that allow the studio to represent those ideas, but just as frequently a new technical innovation will spur the storytellers and artists to dream up new things.\u003c/p>\n\u003cp>“It’s the interplay between the two sides that’s essential to what we do,” Klaidman said.\u003c/p>\n\u003cp>The Pixar In A Box videos also do a good job of taking viewers inside the world of Pixar, into the offices and studios of real employees. And kids like feeling on the inside. “One of the things we found from eighth-graders was they were hungry for more of the Pixar personality,” Klaidman said. “At that point we were focused on the content.”\u003c/p>\n\u003cfigure id=\"attachment_41898\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41898\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/offices-800x450.jpg\" alt=\"The Pixar in a Box videos show glimpses of what it might be like to work at Pixar, including an office designed to feel like a jungle.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/offices-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Pixar in a Box videos show glimpses of what it might be like to work at Pixar, including an office designed to feel like a jungle. \u003ccite>(Pixar in a Box)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The videos show the people behind careers many kids have never considered. Students liked meeting real Pixar employees and getting a sense of who they are and where they work. This feedback prompted the content producers to add a “Getting to Know” section at the end of the videos, where viewers learn about the backgrounds of Pixar professionals and how they landed their jobs. The people featured in these interviews are intentionally diverse to help kids see themselves in many kinds of jobs.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6px4rzfC6jY\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While some teachers are already getting excited about the Pixar in a Box lessons, it’s worth noting they were designed for the individual user, who isn’t necessarily a student in a public school. Cruise was clear that in order to make the videos feel authentic, they wanted to start from real technical problems Pixar has solved and explain the math behind them. Not all those problems are explicitly related to the Common Core, although some are. Every module has a \u003ca href=\"https://www.khanacademy.org/partner-content/pixar/crowds/crowds2/a/lesson-brief-crowds\" target=\"_blank\">lesson guide\u003c/a>, which maps the lesson to Common Core standards when applicable.\u003c/p>\n\u003cp>Instead, these videos are meant to delight, to ask people to be creators as well as learners, and to push users to finish online lessons. Cruise said he hopes teachers might consider assigning the video lesson at home so class time could be used for the hands-on activities and a deeper dive.\u003c/p>\n\u003cp>“I honestly think you don’t actually start learning until that stage,” Cruise said. “I’m a huge proponent of hands-on learning.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All the materials are free and the initial lessons are often suitable for all ages. The follow-up lessons are more grade- and standard-specific and range from fourth grade through high school.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41879/pixar-in-a-box-teaches-math-through-real-animation-challenges","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20908","mindshift_20784","mindshift_1040","mindshift_295","mindshift_392","mindshift_20909","mindshift_20910"],"featImg":"mindshift_41905","label":"mindshift"},"mindshift_35412":{"type":"posts","id":"mindshift_35412","meta":{"index":"posts_1591205157","site":"mindshift","id":"35412","score":null,"sort":[1399387260000]},"guestAuthors":[],"slug":"how-are-teachers-and-students-using-khan-academy","title":"How Are Teachers and Students Using Khan Academy?","publishDate":1399387260,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35501\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172.jpg\" alt=\"syvwch\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">syvwch\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In 2006, Sal Khan started making YouTube videos meant to help his nieces with their math homework. Since then, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\" target=\"_blank\">Khan’s video collection has grown\u003c/a> into a huge repository of tutorials used in and out of classrooms with a large team working behind the scenes to tailor tools and train teachers. The website now offers 5,500 instructional videos, 3,500 of which teach math concepts. There are 100,000 practice problems on the site, and last year, those problems were tackled more than 7 million times.\u003c/p>\n\u003cp>To find out more how these videos are being used, the Gates Foundation, one of Khan's biggest funders, commissioned an \u003ca href=\"http://www.sri.com/work/projects/research-use-khan-academy-schools\" target=\"_blank\">SRI International study\u003c/a> on what works and what barriers exist to effective implementation. Researchers conducted a two-year study of 70 teachers in 20 California schools between 2011-2013, choosing sites that serve mostly low-income students. Participating schools included both public and charter schools and spanned the K-12 range.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5500da927da6999ac72ec4a1cfc8120a\"]\u003c/p>\n\u003cp>Researchers interviewed administrators, teachers, parents, and students in addition to observing classrooms. The final report is not the result of a randomized trial or an impact study because each teacher implemented the program differently and the tools themselves were changing during the study as Khan Academy responded to teacher feedback.\u003c/p>\n\u003cp>In summary, here's what researchers found: Schools' resources often dictated how teachers were able to use Khan Academy videos and problem sets. Schools with one-to-one laptop programs had more freedom to break out of traditional instruction styles and ask students to take responsibility for learning specific concepts by a given date. Schools that shared laptops were more often restricted to rotating students through practice problems while maintaining direct instruction. Individual school's missions, and teacher openness to change, also dictated how Khan Academy tools were used.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite the potential of freeing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/khan-academy-offers-trainings/\" target=\"_blank\">incorporate inventive projects to class time\u003c/a>, the SRI report reveals that teachers didn’t drastically alter their teaching style when using these online tools. What the videos and quizzes have done is help with tracking data, assigning practice exercises, and supplementing instruction into existing classroom structures. Most teachers did not allow students to explore independently with the Khan platform, and instead assigned specific work. Researchers found a positive correlation with increased test scores, but little else to show that Khan Academy tools helped transform classrooms.\u003c/p>\n\u003cp>\u003cstrong>STUDENT AND TEACHER RESPONSES\u003c/strong>\u003c/p>\n\u003cp>Overall, 71 percent of students reported that they liked using Khan Academy and 32 percent said they \"liked math better\" after using the tools. Eight in 10 teachers reported they thought students were at least moderately engaged when using Khan Academy, although usage varied widely depending on the school or classroom. Some students said Khan Academy encouraged them to learn independently, with 45 percent reporting they were able to learn math on their own without the help of a teacher.\u003c/p>\n\u003cp>All but one of the pilot schools kept a direct instruction model, indicating to the researchers that teachers want to remain in charge of instruction. They also noticed that most students were not accustomed to independently learning and needed teachers to help them navigate that new freedom. Still, the SRI report found a positive association with the use of Khan Academy materials and test scores. Perhaps even more importantly, the report also notes that using Khan Academy helped students in three non-academic areas: it reduced math anxiety, improved their belief they could do math and improved academic efficacy -- students’ belief in their ability to succeed academically.\u003c/p>\n\u003cp>\u003cstrong>DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Despite the positives, teachers had a lot of suggestions for how Khan Academy could serve their needs better. One big complaint was that Khan Academy had significant gaps in state-mandated curriculum, especially in geometry. Fifth- and sixth-grade teachers thought Khan’s practice problems were too hard for students.\u003c/p>\n\u003cp>During the two years since the study started, Khan Academy content has been adapted to address many of these problems. The content is now mapped to Common Core State Standards and videos are searchable by grade level and standard. There are tutorials and playlists that teachers can modify, and teachers can now recommend specific videos and problem sets to students, and students can set goals for themselves within the program. Additionally, all the data is accessible to teachers, allowing them to filter everything by class, or individually down to the problem set or time period.\u003c/p>\n\u003cp>But teachers like the tool overall, with 91 percent saying it supported them in introducing new concepts and 82 percent reporting the tool helped them identify students who were ahead and expose them to more advanced materials. Eight out of 10 teachers said the tools helped them monitor student progress and intervene when needed. Researchers also found a statistically significant positive relationship between increased use of Khan Academy and performance on the California Standards Test (CST).\u003c/p>\n\u003cp>The only site that had more advantaged students and high test scores used Khan Academy primarily to vary instruction. Teachers at this site were much more likely to allow students to poke around on the site, finding topics of interest to explore, than teachers at schools concerned about bringing students up to grade level. Could Khan Academy be falling into the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/taking-stock-do-moocs-only-work-for-educated-people/\" target=\"_blank\">same trap as other tech innovations\u003c/a> that best serve a better educated and affluent population?\u003c/p>\n\u003cp>\u003cstrong>DIFFERENT APPROACHES\u003c/strong>\u003c/p>\n\u003cp>Teachers in the study used three main approaches to implementing Khan Academy in class, each dictated by the resources and goals of the school and teacher. While Khan Academy videos are often associated with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\">flipped classroom model \u003c/a>in which teachers assign instructional videos to be watched at home, none of the teachers in this study used that model.\u003c/p>\n\u003cp>And though some educators have used Khan Academy videos as a launching point for project-based learning models, none of the teachers in this study reported using that model.\u003c/p>\n\u003cp>\u003cstrong>ROTATIONS\u003c/strong>\u003c/p>\n\u003cp>Perhaps the most common way to use Khan Academy in younger grades, according to the report, is through a rotational model. Teachers break the class into groups, often based on ability, and students rotate through different stations: one practicing problems on Khan Academy, one with direct instruction from the teacher and one with more practice on worksheets. This model is often used when teachers share devices between classes and don’t have enough for every student.\u003c/p>\n\u003cp>At a middle school serving mostly low-income, Latino students, teachers liked using Khan Academy this way because it allowed more advanced students to move at their own pace and struggling students could use the hint features to work their way through difficult problems. Teachers knew immediately when kids were struggling, which helped facilitate small group instruction time. And students said they liked getting immediate feedback on their progress, instead of waiting for teachers to grade worksheets.\u003c/p>\n\u003cp>\u003cstrong>REMEDIATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another common way schools use Khan Academy is to help students who are behind to catch up. At a high school serving 80 percent students on free or reduced price lunch and 75 percent English Language Learners, Khan became a remedial tool. The school’s main goal was to show students the connection between hard work and success.\u003c/p>\n\u003cp>Khan Academy did help them do this, although it didn’t change the instructional approach at all. Teachers still provided direct, in-class instruction, supplemented by online practice with Khan Academy problems. Teachers using this model found the data Khan provides helpful for motivating students. They could demonstrate to students that when they did the work, they improved. It also helped teachers pinpoint when students had really mastered a topic. Using Khan Academy at this school was associated with higher test scores, although the uptick can’t be attributed entirely to the use of Khan Academy.\u003c/p>\n\u003cp>\u003cstrong>SELF-PACED\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The least traditional use of Khan Academy was at a high school using the online tool as a primary way to deliver self-paced instruction. The school’s mission focuses on helping students set goals for themselves, hold themselves accountable to those goals, and assess themselves along the way to make sure they stayed on target. Their approach to Khan Academy tools is similarly independent. Students move at their own pace through playlists compiled by teachers.\u003c/p>\n\u003cp>At this school, math time is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">two hours per day with 200 kids in a big room\u003c/a>, each with access to his or her own computer. For the first 10 minutes of class, students look at their playlists and set a plan of action for their class time. During class, they work their way through Khan videos and problem sets, with teachers walking around offering individual help or giving smaller tutoring sessions in side rooms. When a student feels he's mastered a concept he takes a school-generated quiz and if he gets four out of five questions correct, he can move on to the next unit.\u003c/p>\n\u003cp>At the end of every two-hour work period students spent 10 minutes reflecting on their work, including writing exercises, surveys and self-evaluations. If a student falls too far behind, she's asked to make a step-by-step plan for how she would get back on track. This model puts the responsibility to learn on students and doesn’t work well for those who struggle to work independently. At the end of the study’s timeframe, the school was in the process of trying to modifying its approach to provide more face time to those students and to find a management tool that would give instructors even more real-time feedback on how well students were grasping topics.\u003c/p>\n\u003cp>The fact that the school has a one-to-one laptop program allowed students to use the entire two-hour time period to work at their own pace and finish assigned work. The design of the school also facilitated 200 students studying different topics in the same room, working together and discussing the math they were learning.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"An SRI International report found that in general, the Khan Academy is not impacting traditional teacher directed instruction, especially when schools have limited access to computers.","status":"publish","parent":0,"modified":1399393141,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1664},"headData":{"title":"How Are Teachers and Students Using Khan Academy? | KQED","description":"An SRI International report found that in general, the Khan Academy is not impacting traditional teacher directed instruction, especially when schools have limited access to computers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Are Teachers and Students Using Khan Academy?","datePublished":"2014-05-06T14:41:00.000Z","dateModified":"2014-05-06T16:19:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35412 http://blogs.kqed.org/mindshift/?p=35412","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/06/how-are-teachers-and-students-using-khan-academy/","disqusTitle":"How Are Teachers and Students Using Khan Academy?","path":"/mindshift/35412/how-are-teachers-and-students-using-khan-academy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35501\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172.jpg\" alt=\"syvwch\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6990975519_3d0edf43e2_z-e1399337565172-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">syvwch\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In 2006, Sal Khan started making YouTube videos meant to help his nieces with their math homework. Since then, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\" target=\"_blank\">Khan’s video collection has grown\u003c/a> into a huge repository of tutorials used in and out of classrooms with a large team working behind the scenes to tailor tools and train teachers. The website now offers 5,500 instructional videos, 3,500 of which teach math concepts. There are 100,000 practice problems on the site, and last year, those problems were tackled more than 7 million times.\u003c/p>\n\u003cp>To find out more how these videos are being used, the Gates Foundation, one of Khan's biggest funders, commissioned an \u003ca href=\"http://www.sri.com/work/projects/research-use-khan-academy-schools\" target=\"_blank\">SRI International study\u003c/a> on what works and what barriers exist to effective implementation. Researchers conducted a two-year study of 70 teachers in 20 California schools between 2011-2013, choosing sites that serve mostly low-income students. Participating schools included both public and charter schools and spanned the K-12 range.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Researchers interviewed administrators, teachers, parents, and students in addition to observing classrooms. The final report is not the result of a randomized trial or an impact study because each teacher implemented the program differently and the tools themselves were changing during the study as Khan Academy responded to teacher feedback.\u003c/p>\n\u003cp>In summary, here's what researchers found: Schools' resources often dictated how teachers were able to use Khan Academy videos and problem sets. Schools with one-to-one laptop programs had more freedom to break out of traditional instruction styles and ask students to take responsibility for learning specific concepts by a given date. Schools that shared laptops were more often restricted to rotating students through practice problems while maintaining direct instruction. Individual school's missions, and teacher openness to change, also dictated how Khan Academy tools were used.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the potential of freeing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/khan-academy-offers-trainings/\" target=\"_blank\">incorporate inventive projects to class time\u003c/a>, the SRI report reveals that teachers didn’t drastically alter their teaching style when using these online tools. What the videos and quizzes have done is help with tracking data, assigning practice exercises, and supplementing instruction into existing classroom structures. Most teachers did not allow students to explore independently with the Khan platform, and instead assigned specific work. Researchers found a positive correlation with increased test scores, but little else to show that Khan Academy tools helped transform classrooms.\u003c/p>\n\u003cp>\u003cstrong>STUDENT AND TEACHER RESPONSES\u003c/strong>\u003c/p>\n\u003cp>Overall, 71 percent of students reported that they liked using Khan Academy and 32 percent said they \"liked math better\" after using the tools. Eight in 10 teachers reported they thought students were at least moderately engaged when using Khan Academy, although usage varied widely depending on the school or classroom. Some students said Khan Academy encouraged them to learn independently, with 45 percent reporting they were able to learn math on their own without the help of a teacher.\u003c/p>\n\u003cp>All but one of the pilot schools kept a direct instruction model, indicating to the researchers that teachers want to remain in charge of instruction. They also noticed that most students were not accustomed to independently learning and needed teachers to help them navigate that new freedom. Still, the SRI report found a positive association with the use of Khan Academy materials and test scores. Perhaps even more importantly, the report also notes that using Khan Academy helped students in three non-academic areas: it reduced math anxiety, improved their belief they could do math and improved academic efficacy -- students’ belief in their ability to succeed academically.\u003c/p>\n\u003cp>\u003cstrong>DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Despite the positives, teachers had a lot of suggestions for how Khan Academy could serve their needs better. One big complaint was that Khan Academy had significant gaps in state-mandated curriculum, especially in geometry. Fifth- and sixth-grade teachers thought Khan’s practice problems were too hard for students.\u003c/p>\n\u003cp>During the two years since the study started, Khan Academy content has been adapted to address many of these problems. The content is now mapped to Common Core State Standards and videos are searchable by grade level and standard. There are tutorials and playlists that teachers can modify, and teachers can now recommend specific videos and problem sets to students, and students can set goals for themselves within the program. Additionally, all the data is accessible to teachers, allowing them to filter everything by class, or individually down to the problem set or time period.\u003c/p>\n\u003cp>But teachers like the tool overall, with 91 percent saying it supported them in introducing new concepts and 82 percent reporting the tool helped them identify students who were ahead and expose them to more advanced materials. Eight out of 10 teachers said the tools helped them monitor student progress and intervene when needed. Researchers also found a statistically significant positive relationship between increased use of Khan Academy and performance on the California Standards Test (CST).\u003c/p>\n\u003cp>The only site that had more advantaged students and high test scores used Khan Academy primarily to vary instruction. Teachers at this site were much more likely to allow students to poke around on the site, finding topics of interest to explore, than teachers at schools concerned about bringing students up to grade level. Could Khan Academy be falling into the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/taking-stock-do-moocs-only-work-for-educated-people/\" target=\"_blank\">same trap as other tech innovations\u003c/a> that best serve a better educated and affluent population?\u003c/p>\n\u003cp>\u003cstrong>DIFFERENT APPROACHES\u003c/strong>\u003c/p>\n\u003cp>Teachers in the study used three main approaches to implementing Khan Academy in class, each dictated by the resources and goals of the school and teacher. While Khan Academy videos are often associated with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\">flipped classroom model \u003c/a>in which teachers assign instructional videos to be watched at home, none of the teachers in this study used that model.\u003c/p>\n\u003cp>And though some educators have used Khan Academy videos as a launching point for project-based learning models, none of the teachers in this study reported using that model.\u003c/p>\n\u003cp>\u003cstrong>ROTATIONS\u003c/strong>\u003c/p>\n\u003cp>Perhaps the most common way to use Khan Academy in younger grades, according to the report, is through a rotational model. Teachers break the class into groups, often based on ability, and students rotate through different stations: one practicing problems on Khan Academy, one with direct instruction from the teacher and one with more practice on worksheets. This model is often used when teachers share devices between classes and don’t have enough for every student.\u003c/p>\n\u003cp>At a middle school serving mostly low-income, Latino students, teachers liked using Khan Academy this way because it allowed more advanced students to move at their own pace and struggling students could use the hint features to work their way through difficult problems. Teachers knew immediately when kids were struggling, which helped facilitate small group instruction time. And students said they liked getting immediate feedback on their progress, instead of waiting for teachers to grade worksheets.\u003c/p>\n\u003cp>\u003cstrong>REMEDIATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another common way schools use Khan Academy is to help students who are behind to catch up. At a high school serving 80 percent students on free or reduced price lunch and 75 percent English Language Learners, Khan became a remedial tool. The school’s main goal was to show students the connection between hard work and success.\u003c/p>\n\u003cp>Khan Academy did help them do this, although it didn’t change the instructional approach at all. Teachers still provided direct, in-class instruction, supplemented by online practice with Khan Academy problems. Teachers using this model found the data Khan provides helpful for motivating students. They could demonstrate to students that when they did the work, they improved. It also helped teachers pinpoint when students had really mastered a topic. Using Khan Academy at this school was associated with higher test scores, although the uptick can’t be attributed entirely to the use of Khan Academy.\u003c/p>\n\u003cp>\u003cstrong>SELF-PACED\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The least traditional use of Khan Academy was at a high school using the online tool as a primary way to deliver self-paced instruction. The school’s mission focuses on helping students set goals for themselves, hold themselves accountable to those goals, and assess themselves along the way to make sure they stayed on target. Their approach to Khan Academy tools is similarly independent. Students move at their own pace through playlists compiled by teachers.\u003c/p>\n\u003cp>At this school, math time is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">two hours per day with 200 kids in a big room\u003c/a>, each with access to his or her own computer. For the first 10 minutes of class, students look at their playlists and set a plan of action for their class time. During class, they work their way through Khan videos and problem sets, with teachers walking around offering individual help or giving smaller tutoring sessions in side rooms. When a student feels he's mastered a concept he takes a school-generated quiz and if he gets four out of five questions correct, he can move on to the next unit.\u003c/p>\n\u003cp>At the end of every two-hour work period students spent 10 minutes reflecting on their work, including writing exercises, surveys and self-evaluations. If a student falls too far behind, she's asked to make a step-by-step plan for how she would get back on track. This model puts the responsibility to learn on students and doesn’t work well for those who struggle to work independently. At the end of the study’s timeframe, the school was in the process of trying to modifying its approach to provide more face time to those students and to find a management tool that would give instructors even more real-time feedback on how well students were grasping topics.\u003c/p>\n\u003cp>The fact that the school has a one-to-one laptop program allowed students to use the entire two-hour time period to work at their own pace and finish assigned work. The design of the school also facilitated 200 students studying different topics in the same room, working together and discussing the math they were learning.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35412/how-are-teachers-and-students-using-khan-academy","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_295","mindshift_381"],"featImg":"mindshift_35501","label":"mindshift"},"mindshift_30030":{"type":"posts","id":"mindshift_30030","meta":{"index":"posts_1591205157","site":"mindshift","id":"30030","score":null,"sort":[1374156036000]},"guestAuthors":[],"slug":"khan-academy-offers-trainings","title":"Khan Academy Trains Teachers to Use Its Videos and Tools","publishDate":1374156036,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30033\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=mLi7BhMj8TA#at=156\">\u003cimg class=\"size-full wp-image-30033\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/khan.jpg\" alt=\"khan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.khanacademy.org/%E2%80%8E\">Khan Academy\u003c/a>, best known for its free online library of video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans, and Redwood City, California. The workshops are integrating what teachers and Khan Academy staff have learned over the past few years while experimenting with different ways of integrating videos and Khan assessments into classrooms.\u003c/p>\n\u003cp>“Now that we are a couple of years in it, we have enough evidence of really great teacher practices that we are trying to share with a broader audience,” said Khan Academy President Shantanu Sinha, at a training workshop in Redwood City earlier this week.\u003c/p>\n\u003cp>Khan Academy isn’t new to many educators. Thousands of teachers are using the videos to reinforce concepts, introduce ideas, or as review resources. And as Khan Academy has grown in use, it has also expanded beyond videos by offering things like practice exercises and a dashboard for teachers to track how students are doing on those exercises.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“With this whole flipped model and the new standards coming out, it is nice to have some guidance.”\u003c/strong>\u003c/aside>\n\u003cp>Teachers sign up their students as a class and can monitor if students are watching videos and if they’re doing the associated practice exercises. This back-end view of how well a student understands the material helps teachers determine who is ready to move on and who needs more help.\u003c/p>\n\u003cp>“We think you should have the power to look at your data and say, ‘These four kids are ready to get off Khan Academy and do a deep dive into a hands-on project,’” workshop facilitator Maureen Suhendra said. She emphasized that Khan Academy believes learning should be mastery-based, kids don’t move on to a new skill until they’ve mastered the foundational ones.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We’re not about sitting kids down and leaving them in front of computers all day,” Suhendra said. In fact, she told the teachers gathered that kids get tired of the videos and exercises if they are used for more than an hour.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“It’s not that Sal is a better teacher and, ‘Oh, let's bring him into the classroom,” said Anne Hong, an eighth-grade math teacher at the training. “But more that you are extending learning beyond the classroom.” She’s found that allowing students to access the lessons online has freed her up to do more engaging projects and one-on-one work in the classroom.\u003c/p>\n\u003cp>Educators at the workshop also learned that the site shows how each video lines up with Common Core standards, broken down by grade level.\u003c/p>\n\u003cp>While the core materials on the site are still centered on K-12 math instruction, Khan Academy is beginning to branch out into other subjects as well, building up its video library on subjects ranging from art history to computer science. Those areas aren’t as robust as the math content, but Sinha says the plan is to build in ways to demonstrate knowledge and learning that are appropriate to each subject.\u003c/p>\n\u003cp>“Math is a subject area where it’s very clear how to assess the student,” Sinha said. “Computer science is a subject area that is fundamentally a creative art. It’s about creating programs that do things.” So assessment will be different, including more peer collaboration and review.\u003c/p>\n\u003cp>The Bay Area training focused on three specific ways to implement the program.\u003c/p>\n\u003col>\n\u003cli>The simplest way to get started is to teach by unit, and use Khan Academy videos to help reinforce the material and for practice. One teacher asked what to do if a student finishes quickly and is bored. Suhendra suggested giving her a deep-dive project to apply the new skill or asking her to help mentor peers who didn’t catch on as quickly. “We want you to supplement Khan Academy with projects and materials that deepen student learning,” Suhendra said.\u003c/li>\n\u003cli>Another way to approach that quick learner is to let her move ahead on Khan Academy to the next unit. To keep the class under control while giving students freedom to move at their own pace, some teachers allow kids to work on the preceding unit, the current unit, and the next unit. This method lets slower kids have some time to review and catch up, and faster kids can move ahead without getting bored. Teachers provide “playlists” for students so they know which videos and exercises should be completed for each unit.\u003c/li>\n\u003cli>The third implementation strategy -- and least traditional -- is a completely student-driven approach where students have access to all the units in the curriculum and progress completely at their own pace. “This is definitely the most ambitious way to use Khan Academy,” Suhendra said. “It requires a lot of flexibility and support from administrators.” This allows students to free themselves from the teacher's daily pace and move on their own. “We find when students are given this much ownership over learning they seize it,” Suhendra said.\u003c/li>\n\u003c/ol>\n\u003cp>Khan Academy will not be able to offer in-person trainings like this one to all its users, but the website still provides teachers with instructions on how to get started as well as those looking for new ideas. But for those who were able to attend, the workshop was valuable.\u003c/p>\n\u003cp>“With this whole flipped model and the new standards coming out, it is nice to have some guidance,” said middle school teacher Larkin O’Leary. “I don’t think they are going to tell me how to do it, but maybe just give me some more strategies or different ways of thinking.” Other teachers said it was nice to meet the people behind what can feel like a faceless product. And teachers isolated in classrooms throughout the school year love to network and get ideas from one another.\u003c/p>\n\u003cp>For Khan Academy staff, the events are a good way to take the temperature of users. For example, teachers at this training wanted an easier way to make a playlists on the site so students know what they need to accomplish for each unit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We do find that there’s a lot of value in engaging with teachers directly and hearing their questions so we have a better understanding of their challenges,” Sinha said.\u003c/p>\n\n","blocks":[],"excerpt":"Khan Academy, best known for its free online library of math video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans and Redwood City, California. That might seem strange for an organization whose mission is to leverage the Internet to offer high quality learning to anyone, but Khan Academy has been piloting ways to integrate their videos into classrooms are ready to share what they’ve learned.","status":"publish","parent":0,"modified":1374253757,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1105},"headData":{"title":"Khan Academy Trains Teachers to Use Its Videos and Tools | KQED","description":"Khan Academy, best known for its free online library of math video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans and Redwood City, California. That might seem strange for an organization whose mission is to leverage the Internet to offer high quality learning to anyone, but Khan Academy has been piloting ways to integrate their videos into classrooms are ready to share what they’ve learned.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Khan Academy Trains Teachers to Use Its Videos and Tools","datePublished":"2013-07-18T14:00:36.000Z","dateModified":"2013-07-19T17:09:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30030 http://blogs.kqed.org/mindshift/?p=30030","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/18/khan-academy-offers-trainings/","disqusTitle":"Khan Academy Trains Teachers to Use Its Videos and Tools","path":"/mindshift/30030/khan-academy-offers-trainings","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30033\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=mLi7BhMj8TA#at=156\">\u003cimg class=\"size-full wp-image-30033\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/khan.jpg\" alt=\"khan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.khanacademy.org/%E2%80%8E\">Khan Academy\u003c/a>, best known for its free online library of video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans, and Redwood City, California. The workshops are integrating what teachers and Khan Academy staff have learned over the past few years while experimenting with different ways of integrating videos and Khan assessments into classrooms.\u003c/p>\n\u003cp>“Now that we are a couple of years in it, we have enough evidence of really great teacher practices that we are trying to share with a broader audience,” said Khan Academy President Shantanu Sinha, at a training workshop in Redwood City earlier this week.\u003c/p>\n\u003cp>Khan Academy isn’t new to many educators. Thousands of teachers are using the videos to reinforce concepts, introduce ideas, or as review resources. And as Khan Academy has grown in use, it has also expanded beyond videos by offering things like practice exercises and a dashboard for teachers to track how students are doing on those exercises.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“With this whole flipped model and the new standards coming out, it is nice to have some guidance.”\u003c/strong>\u003c/aside>\n\u003cp>Teachers sign up their students as a class and can monitor if students are watching videos and if they’re doing the associated practice exercises. This back-end view of how well a student understands the material helps teachers determine who is ready to move on and who needs more help.\u003c/p>\n\u003cp>“We think you should have the power to look at your data and say, ‘These four kids are ready to get off Khan Academy and do a deep dive into a hands-on project,’” workshop facilitator Maureen Suhendra said. She emphasized that Khan Academy believes learning should be mastery-based, kids don’t move on to a new skill until they’ve mastered the foundational ones.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re not about sitting kids down and leaving them in front of computers all day,” Suhendra said. In fact, she told the teachers gathered that kids get tired of the videos and exercises if they are used for more than an hour.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“It’s not that Sal is a better teacher and, ‘Oh, let's bring him into the classroom,” said Anne Hong, an eighth-grade math teacher at the training. “But more that you are extending learning beyond the classroom.” She’s found that allowing students to access the lessons online has freed her up to do more engaging projects and one-on-one work in the classroom.\u003c/p>\n\u003cp>Educators at the workshop also learned that the site shows how each video lines up with Common Core standards, broken down by grade level.\u003c/p>\n\u003cp>While the core materials on the site are still centered on K-12 math instruction, Khan Academy is beginning to branch out into other subjects as well, building up its video library on subjects ranging from art history to computer science. Those areas aren’t as robust as the math content, but Sinha says the plan is to build in ways to demonstrate knowledge and learning that are appropriate to each subject.\u003c/p>\n\u003cp>“Math is a subject area where it’s very clear how to assess the student,” Sinha said. “Computer science is a subject area that is fundamentally a creative art. It’s about creating programs that do things.” So assessment will be different, including more peer collaboration and review.\u003c/p>\n\u003cp>The Bay Area training focused on three specific ways to implement the program.\u003c/p>\n\u003col>\n\u003cli>The simplest way to get started is to teach by unit, and use Khan Academy videos to help reinforce the material and for practice. One teacher asked what to do if a student finishes quickly and is bored. Suhendra suggested giving her a deep-dive project to apply the new skill or asking her to help mentor peers who didn’t catch on as quickly. “We want you to supplement Khan Academy with projects and materials that deepen student learning,” Suhendra said.\u003c/li>\n\u003cli>Another way to approach that quick learner is to let her move ahead on Khan Academy to the next unit. To keep the class under control while giving students freedom to move at their own pace, some teachers allow kids to work on the preceding unit, the current unit, and the next unit. This method lets slower kids have some time to review and catch up, and faster kids can move ahead without getting bored. Teachers provide “playlists” for students so they know which videos and exercises should be completed for each unit.\u003c/li>\n\u003cli>The third implementation strategy -- and least traditional -- is a completely student-driven approach where students have access to all the units in the curriculum and progress completely at their own pace. “This is definitely the most ambitious way to use Khan Academy,” Suhendra said. “It requires a lot of flexibility and support from administrators.” This allows students to free themselves from the teacher's daily pace and move on their own. “We find when students are given this much ownership over learning they seize it,” Suhendra said.\u003c/li>\n\u003c/ol>\n\u003cp>Khan Academy will not be able to offer in-person trainings like this one to all its users, but the website still provides teachers with instructions on how to get started as well as those looking for new ideas. But for those who were able to attend, the workshop was valuable.\u003c/p>\n\u003cp>“With this whole flipped model and the new standards coming out, it is nice to have some guidance,” said middle school teacher Larkin O’Leary. “I don’t think they are going to tell me how to do it, but maybe just give me some more strategies or different ways of thinking.” Other teachers said it was nice to meet the people behind what can feel like a faceless product. And teachers isolated in classrooms throughout the school year love to network and get ideas from one another.\u003c/p>\n\u003cp>For Khan Academy staff, the events are a good way to take the temperature of users. For example, teachers at this training wanted an easier way to make a playlists on the site so students know what they need to accomplish for each unit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We do find that there’s a lot of value in engaging with teachers directly and hearing their questions so we have a better understanding of their challenges,” Sinha said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30030/khan-academy-offers-trainings","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_651","mindshift_1040","mindshift_295"],"featImg":"mindshift_30033","label":"mindshift"},"mindshift_24385":{"type":"posts","id":"mindshift_24385","meta":{"index":"posts_1591205157","site":"mindshift","id":"24385","score":null,"sort":[1350495128000]},"guestAuthors":[],"slug":"what-will-work-in-new-blended-learning-experiment","title":"What Will Work in New Blended Learning Experiment?","publishDate":1350495128,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1350500469,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1273},"headData":{"title":"What Will Work in New Blended Learning Experiment? | KQED","description":"By Katrina Schwartz As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called Silicon Schools will raise and invest $25 million toward that effort.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will Work in New Blended Learning Experiment?","datePublished":"2012-10-17T17:32:08.000Z","dateModified":"2012-10-17T19:01:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24385 http://blogs.kqed.org/mindshift/?p=24385","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/17/what-will-work-in-new-blended-learning-experiment/","disqusTitle":"What Will Work in New Blended Learning Experiment?","path":"/mindshift/24385/what-will-work-in-new-blended-learning-experiment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24385/what-will-work-in-new-blended-learning-experiment","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_955","mindshift_651","mindshift_295","mindshift_481","mindshift_954"],"featImg":"mindshift_24402","label":"mindshift"},"mindshift_16966":{"type":"posts","id":"mindshift_16966","meta":{"index":"posts_1591205157","site":"mindshift","id":"16966","score":null,"sort":[1321632056000]},"guestAuthors":[],"slug":"the-khan-academy-opens-its-virtual-doors-carefully","title":"The Khan Academy Opens Its Virtual Doors -- Carefully","publishDate":1321632056,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_16974\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/map-small-300x297.png\" alt=\"\" width=\"300\" height=\"297\">\u003cfigcaption class=\"wp-caption-text\">The Khan Academy \"Knowledge Map,\" which suggests working exercises, will be made available to crowd-sourced videos chosen by the Khan Academy.\u003c/figcaption>\u003c/figure>\n\u003cp>As of today, there are more than 2,700 videos on the Khan Academy site. All of them have been created by Salman Khan himself, with the exception of those produced by the \u003ca href=\"http://smarthistory.khanacademy.org/\">SmartHistory team\u003c/a> who Khan hired a few months ago.\u003c/p>\n\u003cp>Over the course of a few short years, Khan has accumulated a vast library of education videos that are now used in schools and homes across the country.\u003c/p>\n\u003cp>But no man is an island, as they say, and Khan is opening up his academy – at least in part – to the great Internet expanse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to expose our tools so that everyone can use them to help kids learn at their own pace.” \u003c/aside>\n\u003cp>In the very foreseeable future, teachers will be able to upload their own videos to the Khan Academy, but also be able to create their own “knowledge maps” or repositories of content for their classes, using videos – within or outside of the Khan Academy – and all of Khan's analytics, and reporting tools, in order to customize their own curricula.\u003c/p>\n\u003cp>Khan describes it this way:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In the first iteration, let’s say you teach gender studies at U.C. Berkeley. You could put up your own videos, exercises, and everything you want for the class. Plus, you could leverage all the tools \u003c!--more-->we have – a dashboard, analytics, reporting tools – and you could create your own island for your own class.\"\u003c/p>\n\u003cp>Eventually, the site will serve as a highly curated repository of educational videos – those considered valuable by Khan and his team.\u003c/p>\n\u003cp>“The deal will be, you can use our tools if we can put your stuff onto our noncommercial public domain,” Khan said. “We don’t know how it’ll turn out, but we suspect there will be some amazing things put up.\"\u003c/p>\n\u003cp>And rather than big buckets of random videos, Khan hopes the site will house, for example, “the definite course on technology,” which might be a combination of a few different people’s content.\u003c/p>\n\u003cp>“We have all these fancy tools and modules we’re building that are just supporting my videos. Why can’t it support someone who’s teaching a different language, or quantum physics, or gender studies,” he said. “We want to expose our tools so that everyone can use them to help kids learn at their own pace,” he said.\u003c/p>\n\u003cp>But the curation part of this effort is key. Though there will be a “Wild West part that someone can dig through if they’re in the mood,” he said the designated subjects will be heavily curated.\u003c/p>\n\u003cp>Khan will also hire a few new teachers and \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">expand the topics of coverage\u003c/a> to go beyond his specialties in the STEM field and into the arts and humanities. Stay tuned to hear who these personalities might be.\u003c/p>\n\u003cp>The most recent influx of cash came from the $5 million donation from the O'Sullivan Foundation. Khan has also received funding from other sources: Reed Hastings, founder of Netflix donated $3 million; Scott Cook, co-founder of Intuit, and his wife donated $1 million; Google last year donated $2 million; and Bill Gates has donated more than $5 million in total over the last few years, Khan said.\u003c/p>\n\u003cp>And now with this new crowd-sourcing project, the \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">3.5 million unique visitors\u003c/a> every month is poised to explode.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about Khan's plans to launch a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">hands-on project-based summer camp\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966002,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":624},"headData":{"title":"The Khan Academy Opens Its Virtual Doors -- Carefully | KQED","description":"As of today, there are more than 2,700 videos on the Khan Academy site. All of them have been created by Salman Khan himself, with the exception of those produced by the SmartHistory team who Khan hired a few months ago. Over the course of a few short years, Khan has accumulated a vast library","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Khan Academy Opens Its Virtual Doors -- Carefully","datePublished":"2011-11-18T16:00:56.000Z","dateModified":"2012-09-06T21:13:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16966 http://blogs.kqed.org/mindshift/?p=16966","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/18/the-khan-academy-opens-its-virtual-doors-carefully/","disqusTitle":"The Khan Academy Opens Its Virtual Doors -- Carefully","path":"/mindshift/16966/the-khan-academy-opens-its-virtual-doors-carefully","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16974\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/map-small-300x297.png\" alt=\"\" width=\"300\" height=\"297\">\u003cfigcaption class=\"wp-caption-text\">The Khan Academy \"Knowledge Map,\" which suggests working exercises, will be made available to crowd-sourced videos chosen by the Khan Academy.\u003c/figcaption>\u003c/figure>\n\u003cp>As of today, there are more than 2,700 videos on the Khan Academy site. All of them have been created by Salman Khan himself, with the exception of those produced by the \u003ca href=\"http://smarthistory.khanacademy.org/\">SmartHistory team\u003c/a> who Khan hired a few months ago.\u003c/p>\n\u003cp>Over the course of a few short years, Khan has accumulated a vast library of education videos that are now used in schools and homes across the country.\u003c/p>\n\u003cp>But no man is an island, as they say, and Khan is opening up his academy – at least in part – to the great Internet expanse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to expose our tools so that everyone can use them to help kids learn at their own pace.” \u003c/aside>\n\u003cp>In the very foreseeable future, teachers will be able to upload their own videos to the Khan Academy, but also be able to create their own “knowledge maps” or repositories of content for their classes, using videos – within or outside of the Khan Academy – and all of Khan's analytics, and reporting tools, in order to customize their own curricula.\u003c/p>\n\u003cp>Khan describes it this way:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In the first iteration, let’s say you teach gender studies at U.C. Berkeley. You could put up your own videos, exercises, and everything you want for the class. Plus, you could leverage all the tools \u003c!--more-->we have – a dashboard, analytics, reporting tools – and you could create your own island for your own class.\"\u003c/p>\n\u003cp>Eventually, the site will serve as a highly curated repository of educational videos – those considered valuable by Khan and his team.\u003c/p>\n\u003cp>“The deal will be, you can use our tools if we can put your stuff onto our noncommercial public domain,” Khan said. “We don’t know how it’ll turn out, but we suspect there will be some amazing things put up.\"\u003c/p>\n\u003cp>And rather than big buckets of random videos, Khan hopes the site will house, for example, “the definite course on technology,” which might be a combination of a few different people’s content.\u003c/p>\n\u003cp>“We have all these fancy tools and modules we’re building that are just supporting my videos. Why can’t it support someone who’s teaching a different language, or quantum physics, or gender studies,” he said. “We want to expose our tools so that everyone can use them to help kids learn at their own pace,” he said.\u003c/p>\n\u003cp>But the curation part of this effort is key. Though there will be a “Wild West part that someone can dig through if they’re in the mood,” he said the designated subjects will be heavily curated.\u003c/p>\n\u003cp>Khan will also hire a few new teachers and \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">expand the topics of coverage\u003c/a> to go beyond his specialties in the STEM field and into the arts and humanities. Stay tuned to hear who these personalities might be.\u003c/p>\n\u003cp>The most recent influx of cash came from the $5 million donation from the O'Sullivan Foundation. Khan has also received funding from other sources: Reed Hastings, founder of Netflix donated $3 million; Scott Cook, co-founder of Intuit, and his wife donated $1 million; Google last year donated $2 million; and Bill Gates has donated more than $5 million in total over the last few years, Khan said.\u003c/p>\n\u003cp>And now with this new crowd-sourcing project, the \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">3.5 million unique visitors\u003c/a> every month is poised to explode.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about Khan's plans to launch a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">hands-on project-based summer camp\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16966/the-khan-academy-opens-its-virtual-doors-carefully","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_295","mindshift_159"],"featImg":"mindshift_16974","label":"mindshift"},"mindshift_16945":{"type":"posts","id":"mindshift_16945","meta":{"index":"posts_1591205157","site":"mindshift","id":"16945","score":null,"sort":[1321561417000]},"guestAuthors":[],"slug":"khan-academys-physical-iteration","title":"Khan Academy: Out of the Screen, Into the Physical World","publishDate":1321561417,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-17-at-12.20.33-PM-300x225.png\" alt=\"\" width=\"300\" height=\"225\">\n\u003cp class=\"wp-media-credit\">Khan Academy\u003c/p>\n\u003c/div>\n\u003cp>In just the past couple of years, Salman Khan has built a huge following for the\u003ca href=\"http://www.khanacademy.org/\"> Khan Academy\u003c/a>. He's created more than 2,700 educational videos that have been viewed tens of millions of times over. He’s been on \u003ca href=\"http://www.youtube.com/watch?v=PY5VKiG_IXE\">CNN\u003c/a>, \u003ca href=\"http://www.khanacademy.org/video/khan-academy-on-nightly-news?playlist=Khan+Academy-Related+Talks+and+Interviews\">NBC Nightly News,\u003c/a> \u003ca href=\"http://www.khanacademy.org/video/khan-academy-on-pbs-newshour--edited?playlist=Khan+Academy-Related+Talks+and+Interviews\">PBS News Hour\u003c/a>, and other major media. His videos are being incorporated into school curricula across the country.\u003c/p>\n\u003cp>But the videos are just the beginning. Using part of a \u003ca href=\"http://www.marketwatch.com/story/khan-academy-receives-5-million-to-accelerate-the-reinvention-of-education-2011-11-04\">$5 million grant from the O'Sullivan Foundation\u003c/a>, Khan is planning the next iteration of the Khan Academy, which will soon find its place in the physical world. This summer, he will run a camp for kids very similar to the program he co-organized at the \u003ca href=\"http://weteachscience.org\">We Teach Science\u003c/a> camp in Silicon Valley two years ago.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things I hope these kids will have is a more visceral, ingrained, intuitive sense of analytical thinking about world around them than even most adults do.”\u003c/aside>\n\u003cp>Far from just watching videos, kids at the We Teach Science camp got their hands on a slew of math, science, and engineering projects. They organized a Sumo wrestling match between Lego robots they’d built using Lego NXT kits. “Whichever robot falls off loses. If no robots fall off, it’s a draw after three minutes,” Khan said.\u003c/p>\n\u003cp>They played a “paranoia” version of the game Risk to understand the theory of probabilities using Monopoly money, where kids trade securities based on the outcome of the game. “Some of the kids couldn’t see the board, which is indicative of what a lot of traders are doing right now,” Khan said.\u003c/p>\n\u003cp>They orchestrated a crowd-sourcing project to test the wisdom of the crowds by posting a one-day online photo contest that drew more than 1,000 participants. The kids put together a pile of objects, took a picture of it, posted it on \u003ca href=\"https://www.mturk.com/mturk/welcome\">Mechanical Turk\u003c/a>, and asked players to guess the \u003c!--more-->measurements. What happened? “The people who guessed online did better than any of our experts,” he said. \"We didn’t know how it would turn out because it was totally open-ended. We had a fun discussion about wisdom of the crowds, when it works, when it doesn’t work, why does it works.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The upcoming summer camp will be similar to We Teach Science. “It lets you rethink what the physical experience should be like, what I’d call deeper, higher order type of stuff that most schools don’t touch on right now,” he said. “The videos are great for learning things at an academic level. You can learn intuition for what a derivative is and about Newtonian mechanics through the online exercises, but this is another level of learning.”\u003c/p>\n\u003cp>Kids will learn a little about probability, modeling, negotiating skills, game theory, and once they go through it, “maybe they’ll look at the stock market or the housing market differently,” he said. “One of the things I hope these kids will have is a more visceral, ingrained, intuitive sense of science and analytical thinking about the world around them than even most adults do.”\u003c/p>\n\u003cp>At this early stage, it’ll be a bit of an experiment, too. Khan wants to see which of the exercises engage students best, which they’re really learning from, and which might be replicable for other teachers. “Maybe we can build software that can help others replicate the proejct,” he said. “That’s where it’s valuable to our mission as a whole.”\u003c/p>\n\u003cp>But the details are still fuzzy about logistics. At the moment, one person is dedicated to organizing the camp, but if the demand is high enough, Khan will allot more resources. It should be noted that the first year of We Teach Science in 2009, Khan brought a total of seven kids – three of whom were his cousins (the now-famous Nadia, for whom he created the very first YouTube video was one of them). The second year, 26 kids signed up. No doubt the demand will be somewhat higher this year.\u003c/p>\n\u003cp>Khan can confirm that it will take place somewhere between Portola Valley and Sunnyvale in Silicon Valley and will not be organized by grade level. They’ll probably target middle- and high-school students, but wouldn’t turn away the enthusiastic fifth-grader who showed initiative. Those interested can sign on to be considered \u003ca href=\"https://khanacademy.wufoo.com/forms/k7x2z1/\">here\u003c/a>.\u003c/p>\n\u003cp>Beyond this coming summer, a physical, brick-and-mortar Khan Academy school is well within the realm of possibility. But when or if it were to come to fruition, it would be attractive to kids and parents who are comfortable with open-ended learning, he said. “People who don’t want predictable answers. It’s not about writing a lesson plan where after 45 minutes, you know what the outcome will be.”\u003c/p>\n\u003cp>Right now, Khan is focusing on building a full curriculum online first. “We have a long way to go before we can do a full curriculum,” he said. “I don’t know if there will be a physical school called the Khan Academy. I would like for something like that to happen.\"\u003c/p>\n\u003cp>He added: “If nothing else, I’d like a kid who’s gone through the Khan Academy to be able to say, ‘I’ve learned accounting, law, and I can write as well as someone who’s graduated from Andover. That’s empowering.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-khan-academy-opens-its-virtual-doors-carefully/\">Read more about\u003c/a> Khan's plans to allow educators to upload their own videos and create their own curriculum using the Khan Academy's analytics and reporting tools.\u003c/p>\n\u003cp>Take a look at a clip the Lego Robot Sumo Wrestling at the We Teach Science camp:\u003c/p>\n\u003cp>http://youtu.be/PcebYbQ31RA\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1321638761,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1007},"headData":{"title":"Khan Academy: Out of the Screen, Into the Physical World | KQED","description":"Khan Academy In just the past couple of years, Salman Khan has built a huge following for the Khan Academy. He's created more than 2,700 educational videos that have been viewed tens of millions of times over. He’s been on CNN, NBC Nightly News, PBS News Hour, and other major media. His videos are being","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Khan Academy: Out of the Screen, Into the Physical World","datePublished":"2011-11-17T20:23:37.000Z","dateModified":"2011-11-18T17:52:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16945 http://blogs.kqed.org/mindshift/?p=16945","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/17/khan-academys-physical-iteration/","disqusTitle":"Khan Academy: Out of the Screen, Into the Physical World","path":"/mindshift/16945/khan-academys-physical-iteration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-17-at-12.20.33-PM-300x225.png\" alt=\"\" width=\"300\" height=\"225\">\n\u003cp class=\"wp-media-credit\">Khan Academy\u003c/p>\n\u003c/div>\n\u003cp>In just the past couple of years, Salman Khan has built a huge following for the\u003ca href=\"http://www.khanacademy.org/\"> Khan Academy\u003c/a>. He's created more than 2,700 educational videos that have been viewed tens of millions of times over. He’s been on \u003ca href=\"http://www.youtube.com/watch?v=PY5VKiG_IXE\">CNN\u003c/a>, \u003ca href=\"http://www.khanacademy.org/video/khan-academy-on-nightly-news?playlist=Khan+Academy-Related+Talks+and+Interviews\">NBC Nightly News,\u003c/a> \u003ca href=\"http://www.khanacademy.org/video/khan-academy-on-pbs-newshour--edited?playlist=Khan+Academy-Related+Talks+and+Interviews\">PBS News Hour\u003c/a>, and other major media. His videos are being incorporated into school curricula across the country.\u003c/p>\n\u003cp>But the videos are just the beginning. Using part of a \u003ca href=\"http://www.marketwatch.com/story/khan-academy-receives-5-million-to-accelerate-the-reinvention-of-education-2011-11-04\">$5 million grant from the O'Sullivan Foundation\u003c/a>, Khan is planning the next iteration of the Khan Academy, which will soon find its place in the physical world. This summer, he will run a camp for kids very similar to the program he co-organized at the \u003ca href=\"http://weteachscience.org\">We Teach Science\u003c/a> camp in Silicon Valley two years ago.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things I hope these kids will have is a more visceral, ingrained, intuitive sense of analytical thinking about world around them than even most adults do.”\u003c/aside>\n\u003cp>Far from just watching videos, kids at the We Teach Science camp got their hands on a slew of math, science, and engineering projects. They organized a Sumo wrestling match between Lego robots they’d built using Lego NXT kits. “Whichever robot falls off loses. If no robots fall off, it’s a draw after three minutes,” Khan said.\u003c/p>\n\u003cp>They played a “paranoia” version of the game Risk to understand the theory of probabilities using Monopoly money, where kids trade securities based on the outcome of the game. “Some of the kids couldn’t see the board, which is indicative of what a lot of traders are doing right now,” Khan said.\u003c/p>\n\u003cp>They orchestrated a crowd-sourcing project to test the wisdom of the crowds by posting a one-day online photo contest that drew more than 1,000 participants. The kids put together a pile of objects, took a picture of it, posted it on \u003ca href=\"https://www.mturk.com/mturk/welcome\">Mechanical Turk\u003c/a>, and asked players to guess the \u003c!--more-->measurements. What happened? “The people who guessed online did better than any of our experts,” he said. \"We didn’t know how it would turn out because it was totally open-ended. We had a fun discussion about wisdom of the crowds, when it works, when it doesn’t work, why does it works.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The upcoming summer camp will be similar to We Teach Science. “It lets you rethink what the physical experience should be like, what I’d call deeper, higher order type of stuff that most schools don’t touch on right now,” he said. “The videos are great for learning things at an academic level. You can learn intuition for what a derivative is and about Newtonian mechanics through the online exercises, but this is another level of learning.”\u003c/p>\n\u003cp>Kids will learn a little about probability, modeling, negotiating skills, game theory, and once they go through it, “maybe they’ll look at the stock market or the housing market differently,” he said. “One of the things I hope these kids will have is a more visceral, ingrained, intuitive sense of science and analytical thinking about the world around them than even most adults do.”\u003c/p>\n\u003cp>At this early stage, it’ll be a bit of an experiment, too. Khan wants to see which of the exercises engage students best, which they’re really learning from, and which might be replicable for other teachers. “Maybe we can build software that can help others replicate the proejct,” he said. “That’s where it’s valuable to our mission as a whole.”\u003c/p>\n\u003cp>But the details are still fuzzy about logistics. At the moment, one person is dedicated to organizing the camp, but if the demand is high enough, Khan will allot more resources. It should be noted that the first year of We Teach Science in 2009, Khan brought a total of seven kids – three of whom were his cousins (the now-famous Nadia, for whom he created the very first YouTube video was one of them). The second year, 26 kids signed up. No doubt the demand will be somewhat higher this year.\u003c/p>\n\u003cp>Khan can confirm that it will take place somewhere between Portola Valley and Sunnyvale in Silicon Valley and will not be organized by grade level. They’ll probably target middle- and high-school students, but wouldn’t turn away the enthusiastic fifth-grader who showed initiative. Those interested can sign on to be considered \u003ca href=\"https://khanacademy.wufoo.com/forms/k7x2z1/\">here\u003c/a>.\u003c/p>\n\u003cp>Beyond this coming summer, a physical, brick-and-mortar Khan Academy school is well within the realm of possibility. But when or if it were to come to fruition, it would be attractive to kids and parents who are comfortable with open-ended learning, he said. “People who don’t want predictable answers. It’s not about writing a lesson plan where after 45 minutes, you know what the outcome will be.”\u003c/p>\n\u003cp>Right now, Khan is focusing on building a full curriculum online first. “We have a long way to go before we can do a full curriculum,” he said. “I don’t know if there will be a physical school called the Khan Academy. I would like for something like that to happen.\"\u003c/p>\n\u003cp>He added: “If nothing else, I’d like a kid who’s gone through the Khan Academy to be able to say, ‘I’ve learned accounting, law, and I can write as well as someone who’s graduated from Andover. That’s empowering.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-khan-academy-opens-its-virtual-doors-carefully/\">Read more about\u003c/a> Khan's plans to allow educators to upload their own videos and create their own curriculum using the Khan Academy's analytics and reporting tools.\u003c/p>\n\u003cp>Take a look at a clip the Lego Robot Sumo Wrestling at the We Teach Science camp:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PcebYbQ31RA'\n title='//www.youtube.com/embed/PcebYbQ31RA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16945/khan-academys-physical-iteration","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_295"],"featImg":"mindshift_16954","label":"mindshift"},"mindshift_15978":{"type":"posts","id":"mindshift_15978","meta":{"index":"posts_1591205157","site":"mindshift","id":"15978","score":null,"sort":[1318363777000]},"guestAuthors":[],"slug":"whats-behind-the-culture-of-academic-dishonesty","title":"What's Behind the Culture of Academic Dishonesty","publishDate":1318363777,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>You've heard the stories: \u003ca href=\"http://www.ajc.com/news/atlanta/100-atlanta-school-employees-552164.html\">Cheating in Atlanta, Georgia\u003c/a>. \u003ca href=\"http://www.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm\">Cheating in Washington, DC\u003c/a>. \u003ca href=\"http://thechoice.blogs.nytimes.com/2011/09/28/sat-fraud/\">Cheating in Long Island, New York\u003c/a>.\u003c/p>\n\u003cp>Academic dishonesty, plagiarism, and cheating are hardly new. And as the history of the banking industry and baseball demonstrate, cheating scandals aren't just limited to schools. With numerous incidents making headlines in recent months, however, questions are being raised about the validity and the pressures of standardized testing, as well as the security of testing practices. And some are asking if it's time to scrutinize the underlying behaviors and motivation for all this cheating.\u003c/p>\n\u003caside class=\"pullquote alignleft\">In a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well. \u003c/aside>\n\u003cp>Is the pressure to score high -- not just on standardized tests, but in all facets of school life -- leading to a rampant culture of academic dishonesty? Or is it simply that technology is making it easier to cheat?\u003c/p>\n\u003cp>Some studies indicate that \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/Chronicle/a/2007/09/09/CM59RIBI7.DTL\">cheating is at an all time high\u003c/a> -- or at least, students' willingness to admit they've cheated. Some \u003ca href=\"http://blog.learnboost.com/blog/cheating-in-21st-century-schools-infographic/\">75% of college students\u003c/a> admit that they've cheated at one point \u003c!--more-->or another during their academic careers. That's up from \u003ca>20% of students\u003c/a> back in the 1940s.\u003c/p>\n\u003cp>According to these studies, the types of students who are cheating has changed, too. It isn't necessarily the student who's struggling to do well in class who's cheating; it's top-performing students who are feeling the pressure to perform better. A recent article in \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201010/cheating-in-science-part-ii-school-is-breeding-ground-cheaters\">Psychology Today\u003c/a> cites one student saying, \"I was in honors classes in high school because I wanted to get into the best schools, and all of us in those classes cheated; we needed the grades to get into the best schools.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The pressures to test well are extending beyond students now too, as the cheating scandals in Atlanta and DC and elsewhere suggest. Students are cheating. Teachers are cheating. School administrators are cheating.\u003c/p>\n\u003cp>That Psychology Today article, written by Peter Gray, a research professor of psychology at Boston College, posits that there may be something about the structure of the school system that is becoming a \"breeding ground for cheaters.\" He argues that by being forced to spend time doing work they do not choose, students are unmotivated to learn. Furthermore, in a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well.\u003c/p>\n\u003cp>\"One of the tragedies of our system of schooling,\" he writes, \"is that it deflects students from discovering what they truly love and find worth doing for its own sake. Instead, it teaches them that life is a series of hoops that one must get through, by one means or another, and that success lies in others' judgments rather than in real, self-satisfying accomplishments.\"\u003c/p>\n\u003cp>Despite all the new ways that students can learn now -- via Web tools and mobile phone apps, for example -- it seems as though without a shift in this culture, cheating will continue. Indeed, I stumbled upon a Web site yesterday with instructions on how to cheat the point system on \u003ca href=\"http://khanacademy.org\">Khan Academy\u003c/a>. Rather than earn badges by watching (and hopefully learning from) the videos, the author of the post demonstrated how to artificially inflate one's points. Khan himself said he's heard from teachers that students try to \"game\" the system, and his engineers are working on finding ways to thwart those efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people point to Khan Academy as a site that epitomizes a system that encourages self-paced, self-motivated learners to thrive. What does it say, then, that there are already cheating sites aimed at gaming that system?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1318363849,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":624},"headData":{"title":"What's Behind the Culture of Academic Dishonesty | KQED","description":"B. Gilliard You've heard the stories: Cheating in Atlanta, Georgia. Cheating in Washington, DC. Cheating in Long Island, New York. Academic dishonesty, plagiarism, and cheating are hardly new. And as the history of the banking industry and baseball demonstrate, cheating scandals aren't just limited to schools. With numerous incidents making headlines in recent months, however,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Behind the Culture of Academic Dishonesty","datePublished":"2011-10-11T20:09:37.000Z","dateModified":"2011-10-11T20:10:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15978 http://blogs.kqed.org/mindshift/?p=15978","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/11/whats-behind-the-culture-of-academic-dishonesty/","disqusTitle":"What's Behind the Culture of Academic Dishonesty","path":"/mindshift/15978/whats-behind-the-culture-of-academic-dishonesty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>You've heard the stories: \u003ca href=\"http://www.ajc.com/news/atlanta/100-atlanta-school-employees-552164.html\">Cheating in Atlanta, Georgia\u003c/a>. \u003ca href=\"http://www.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm\">Cheating in Washington, DC\u003c/a>. \u003ca href=\"http://thechoice.blogs.nytimes.com/2011/09/28/sat-fraud/\">Cheating in Long Island, New York\u003c/a>.\u003c/p>\n\u003cp>Academic dishonesty, plagiarism, and cheating are hardly new. And as the history of the banking industry and baseball demonstrate, cheating scandals aren't just limited to schools. With numerous incidents making headlines in recent months, however, questions are being raised about the validity and the pressures of standardized testing, as well as the security of testing practices. And some are asking if it's time to scrutinize the underlying behaviors and motivation for all this cheating.\u003c/p>\n\u003caside class=\"pullquote alignleft\">In a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well. \u003c/aside>\n\u003cp>Is the pressure to score high -- not just on standardized tests, but in all facets of school life -- leading to a rampant culture of academic dishonesty? Or is it simply that technology is making it easier to cheat?\u003c/p>\n\u003cp>Some studies indicate that \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/Chronicle/a/2007/09/09/CM59RIBI7.DTL\">cheating is at an all time high\u003c/a> -- or at least, students' willingness to admit they've cheated. Some \u003ca href=\"http://blog.learnboost.com/blog/cheating-in-21st-century-schools-infographic/\">75% of college students\u003c/a> admit that they've cheated at one point \u003c!--more-->or another during their academic careers. That's up from \u003ca>20% of students\u003c/a> back in the 1940s.\u003c/p>\n\u003cp>According to these studies, the types of students who are cheating has changed, too. It isn't necessarily the student who's struggling to do well in class who's cheating; it's top-performing students who are feeling the pressure to perform better. A recent article in \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201010/cheating-in-science-part-ii-school-is-breeding-ground-cheaters\">Psychology Today\u003c/a> cites one student saying, \"I was in honors classes in high school because I wanted to get into the best schools, and all of us in those classes cheated; we needed the grades to get into the best schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pressures to test well are extending beyond students now too, as the cheating scandals in Atlanta and DC and elsewhere suggest. Students are cheating. Teachers are cheating. School administrators are cheating.\u003c/p>\n\u003cp>That Psychology Today article, written by Peter Gray, a research professor of psychology at Boston College, posits that there may be something about the structure of the school system that is becoming a \"breeding ground for cheaters.\" He argues that by being forced to spend time doing work they do not choose, students are unmotivated to learn. Furthermore, in a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well.\u003c/p>\n\u003cp>\"One of the tragedies of our system of schooling,\" he writes, \"is that it deflects students from discovering what they truly love and find worth doing for its own sake. Instead, it teaches them that life is a series of hoops that one must get through, by one means or another, and that success lies in others' judgments rather than in real, self-satisfying accomplishments.\"\u003c/p>\n\u003cp>Despite all the new ways that students can learn now -- via Web tools and mobile phone apps, for example -- it seems as though without a shift in this culture, cheating will continue. Indeed, I stumbled upon a Web site yesterday with instructions on how to cheat the point system on \u003ca href=\"http://khanacademy.org\">Khan Academy\u003c/a>. Rather than earn badges by watching (and hopefully learning from) the videos, the author of the post demonstrated how to artificially inflate one's points. Khan himself said he's heard from teachers that students try to \"game\" the system, and his engineers are working on finding ways to thwart those efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people point to Khan Academy as a site that epitomizes a system that encourages self-paced, self-motivated learners to thrive. What does it say, then, that there are already cheating sites aimed at gaming that system?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15978/whats-behind-the-culture-of-academic-dishonesty","authors":["4352"],"categories":["mindshift_194"],"tags":["mindshift_739","mindshift_295"],"featImg":"mindshift_15979","label":"mindshift"},"mindshift_14556":{"type":"posts","id":"mindshift_14556","meta":{"index":"posts_1591205157","site":"mindshift","id":"14556","score":null,"sort":[1313521524000]},"guestAuthors":[],"slug":"where-does-disruption-begin-with-teachers-who-teach-teachers","title":"Where Does Disruption Begin? With Teachers Who Teach Teachers","publishDate":1313521524,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1313521524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":608},"headData":{"title":"Where Does Disruption Begin? With Teachers Who Teach Teachers | KQED","description":"Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to a government census (as of 2008). So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Where Does Disruption Begin? With Teachers Who Teach Teachers","datePublished":"2011-08-16T19:05:24.000Z","dateModified":"2011-08-16T19:05:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14556 http://blogs.kqed.org/mindshift/?p=14556","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/16/where-does-disruption-begin-with-teachers-who-teach-teachers/","disqusTitle":"Where Does Disruption Begin? With Teachers Who Teach Teachers","path":"/mindshift/14556/where-does-disruption-begin-with-teachers-who-teach-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14556/where-does-disruption-begin-with-teachers-who-teach-teachers","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_678","mindshift_105","mindshift_386","mindshift_295","mindshift_598"],"featImg":"mindshift_14565","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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