When the program assigned work that was two or three years “below grade level,” the students didn’t mind. But there was also some initial resistance to the whole idea of personalized learning. As well as the way I assessed their work on the platform. Over time, I gradually tweaked how I was using Khan in class. Any major change comes with hidden challenges. Of course, it wasn’t all sunshine and roses. Students who had been bored were challenged, tackling work from higher grade levels. As each found the level that was right for them, students who had struggled got the support they needed. More importantly, my students felt less pressure to “perform” math and compete with each other. I was no longer bound to teach every child the same lesson, at the same time, on the same day. Soon, Khan Academy became a regular part of our classroom routine. The good news was that I could start using Khan Academy in my classroom right away, for free. The bad news was that my idea was far from original. I explained the problem with my math class, and told him about my idea. One day, I was talking with the technology director at my school. Then, it would assign whatever they needed to work on next. It would ask questions to identify what a student could already do. I had long been daydreaming about developing an online math program. Khan Academy and the Personalized Learning Classroom And I didn’t have another resource to teach from.
But what was I supposed to do with this information? The first chapter of the textbook expected them to do multi-step word problems with decimals. Sure, it was great to know that they struggled with place value and whole number operations. At the time, I’d never considered using Khan Academy as a classroom tool. I gave my 5th graders the pre-assessment from the textbook, and the whole class bombed.
When I first started teaching math, I had a problem.
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