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Integrating Khan Academy and the curriculumWorksheets and handouts

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What is this packet?• The worksheets and handouts in this packet were designed to help

teachers integrate Khan Academy and their curricula to plan units in which students learn at their own pace while still covering the required content

• Teachers in our 2011-2012 pilots have used these worksheets successfully, and some of their actual worksheets and handouts are included here for reference

• The numbers on each worksheet correspond to the numbers on the flowchart on the next page. Each worksheet or handout has instructions at the top in a blue box. If the worksheet is intended for the teacher’s planning, it has “teacher” written in the upper right-hand corner; if it is intended to be given as a handout to students, it has “students” written in the same place

• These worksheets were designed to be easily modified by teachers. Please feel free to delete the instructions text boxes, move things around, and modify as much as you’d like!

• We’re still in the early stages of learning from teachers, students, and administrators about what works well in the classroom, and we know that different techniques work in each environment, so please take these worksheets and handouts as a helpful first start

• We’re sure there are many wonderful ideas you’ll discover along the way as you aim to meet each student’s needs while covering your curriculum. Please share what you learn with us by adding to our FAQs (khanacademy.org/toolkit/teacher-faqs)

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How can students use goal-setting to learn the content deeply and at their own pace?

INTEGRATING KHAN ACADEMY AND YOUR CURRICULUM

INDIVIDUAL GOALS

Learn it

Practice it

Tie it all together

Is every student ready for this unit?

What assignments do all students need to do to master

this unit?YES NO

Students work on individual goals and

unit goals at their own pace

Students remediate as needed and work on unit content at own pace when ready

What can I do to help students achieve their goals?

UNIT GOALS

How and when will I assess mastery of this unit?

Small groupPeer

tutoring1-on-1Whole group

Projects

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6 Other

What topics or standards will this unit cover?

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Which topics or standards will this unit cover?TEACHER

TOPICS / STANDARDSEx. Fractions

• Understanding fractions conceptually• Adding fractions• Subtracting fractions• Multiplying fractions• Dividing fractions• Converting fractions

List topics and/or standards you plan to cover in your next unit. Break the topic into subtopics if useful (e.g., “fractions” could be broken into “understanding fractions conceptually,” “adding and subtracting fractions,” “multiplying fractions,” “dividing fractions,” and “converting fractions”)

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Is every student ready for this unit?2 TEACHER

Filter the Progress Summary for exercises that are prerequisites to this unit

Identify which students are not yet proficient in the prerequisite exercises (struggling, unstarted, and started students are not yet proficient)

If some students are not yet proficient in prerequisites, make sure they complete them before starting the next unit

Meanwhile, students who are ready can start the unit

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B

C

D

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TOPIC / STANDARDS KHAN ACADEMY COVERAGE GAPS OTHER SOURCESExample:Linear inequalities

• KA videos: Equations and Inequalities, Solving Inequalities, Inequalities using Addition and Subtraction, etc.

• KA exercises: Inequalities on a number line, linear inequalities, etc.

• Graphing inequalities on a number line

• Kuta software: handout on linear inequalities

Example:CC 6.EE.1

• KA videos: Dividing Monomials, Dividing Polynomials 1, etc.

• KA exercises: Exponents 1, Exponent Rules

• NA • TBD

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• • •

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Content sources

UNIT: __________________________

• This worksheet was designed to help you identify resources from Khan Academy and other sources for your unit• Fill out each column to keep track of resources for each topic or standard

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TOPIC LEARN IT! (e.g., KA videos, teacher-led lessons)

PRACTICE IT! (e.g., KA exercises, book work, handouts)

PROVE YOU KNOW IT!(e.g., quiz, presentation, project)

Example:Adding fractions

• KA video: Adding Fractions with Like Denominators

• KA video: Adding Fractions with Unlike Denominators

• KA exercise: Adding Fractions with Common Denominators

• KA exercise: Adding Fractions

• Book work: Pg. 47, #7-25, odds

• Quiz: Adding Fractions

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• • •

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Unit assignments

UNIT: ______________________________ NAME: _________________________________

STUDENTS

• List the topics students need to learn in this unit (breaking topics into sub-topics may help)• Next to each topic, list the ways students can learn, practice, and prove they know the content. Indicate which

assignments are required vs. optional

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Sample unit guide from Jesse Roe, Summit San JoseThis unit guide allowed Summit students to move at their own pace through a unit on linear equations. At the start of every class, students would pull out this unit guide so that they knew what to do next. It also allowed Jesse to know exactly where each student was and who to focus attention on.

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Sample unit guide from Zack Miller, Summit San

Jose

Each week Zack provided his students with a guide with deadlines for certain goals. Students worked at their own pace throughout the week on Khan Academy, projects, and assessments.

Guides like this help students know what to do next while also helping Zack know exactly how each of his students is doing.

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Sample unit assignment sheet from Jen Johnson at Eastside Prep in East Palo Alto

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TOPIC ASSIGNMENT DATE SCORE

Example:Adding fractions

• Book work: Pg. 47, #6-25

• Feb. 12 • 18/20

• • •

• • •

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UNIT: ______________________________ NAME: ______________________________

Paper assignments trackerWe’ve seen teachers use this worksheet when assigning students work outside of Khan Academy (e.g., from a textbook) in a self-paced unit. Rather than grading many different homework assignments every day, make sure students have access to answers (e.g., assign odd problems, print answer sheets). When students do textbook assignments, they should check their answers in the back of the book and calculate and record their scores so that you can check this worksheet at the beginning of class to easily identify struggling students.

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**Thanks to Suney Park & Jen Johnson at Eastside Prep for this idea!**

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Guide to Goal Setting

Objectives of goal setting• Fill gaps in your knowledge and try new concepts you’d like to learn• Manage your time and keep up with assignments

Two main types of goals

How to set goals

Individual Goals Choose exercises you’re not

yet proficient in to fill gaps in your knowledge or to try out new concepts you want to learn

Unit Goals Choose assignments from the

“Unit Assignments” handout that you’re ready to do this week

Log in to Khan Academy and click on Vital Statistics under PRACTICE Click “create a new goal,” and choose “custom goal” Pick exercises and videos you’d like to add to your goal Give your goal a name, and start learning!

This handout was designed to explain the idea of goal-setting to students and to provide instructions on setting goals within Khan Academy. You may want to have students choose some goals from the “unit assignments” handout and some individual goals, such as topics they’d like to brush up on or more advanced topics they’d like to explore. You can check your students’ progress on their goals by clicking on the goals report in the COACH tab

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What can I do to help students achieve their goals?

Teaching Practice Use when goal-setting and data indicate…

Small-group sessions

Peer-to-peer tutoring

1-on-1 sessions

Whole group instruction

Projects

Add your own practices

With all of the data available to you on Khan Academy, it can be helpful to set some guidelines for yourself about what teaching practices you’ll use in various situations. For example, you may plan to do small-group sessions if three or more students are struggling with a common topic, or you may plan to use peer-to-peer tutoring if one student is struggling and another is proficient. For more instructional strategy ideas, check out www.khanacademy.org/toolkit/instructional-strategies

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BalancingIndividual vs. Group

testing

Guide to Assessing Groups vs. Individuals

GroupAll students

take one test at one time

IndividualStudents

progress at own pace and take

tests when ready

How do I assess my students?

If 80% of students master all sub-topics within one week, then all students will take one test at a predetermined time.

If 50% of students are significantly behind, then the lagging group will all take a different version of the test at a later date.

If students are very mixed in ability, I will create 3 versions of each test and administer them at 3 different times: when the first 1/3 is ready, when the second 1/3 is ready, and when the final 1/3 is ready.

I will give each student the test when he/she is ready. I will use multiple versions of the test or will use an honor code and strict procedures to ensure fairness if I only have one version of the test.

When students are learning content at different paces, it can be challenging to determine when to give tests or otherwise assess mastery (e.g., through a project). Below are a few ideas for how you might balance individual needs and the needs of the curriculum. They are meant to be thought-starters, and we hope they help you begin to explore how to give exams / assess mastery in this individualized type of classroom setting. If you have other ideas that work well, please share them with us!

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1. What summative assessment will you give for this unit?

2. When will you administer this assessment?Ex. At one pre-determined date, at many different dates, or something entirely different

3. What resources, systems, and procedures will your guiding rules require?Ex. Multiple tests, a written honor code that everyone must sign, etc.

Write your answers here

Write your answers here

Write your answers here

How and when will I assess mastery of this unit?

It may be helpful to develop a plan for when you’ll give tests or otherwise assess mastery of this unit. If so, these questions may help you begin to work through some of the philosophical and logistical decisions you’ll need to make about assessment.

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