Khan Academy Advice from 18 Amazing Teachers

I am in a district that has very specific programs for math and reading instruction. I have worked with K through fifth grade teachers at my school showing them how to still use Khan Academy even with maintaining the requirements of these programs. Each grade level does it differently. Our second through fifth grade uses Khan Academy a little more since they are one to one with iPads. For example our fifth grade utilizes a rubric type packet for students to work through when they are not with us for guided math. One of those components is always personalized Khan Academy lessons. We also utilize it during morning work almost daily as well. Other grade levels uses it as a station during math stations or during digital homework. Those are just a couple examples of what we do at my school.

Casey Ellis Corn

5th Grade Math and Science Teacher

I think this all comes down to how you decide to use KA. For me, I use it as a practice opportunity for students to practice what they have learned in class. For example, I (almost) always start my lessons with some sort of warm up and then move into a whole class lesson. From there, students have some different options for Practice. Sometimes it is exclusively KA skills, but other times they are textbook problems, worksheets, riddles, etc. I often provide them with opportunities to decide how they practice.

Here’s how this ties to the videos: if students are struggling with the practice skills, I ask them, “What strategies have you already tried?” (i.e. number bonds, number lines, fraction tiles, computation, songs, videos). After many months with me, they know this question is coming. If they haven’t watched a KA video yet, I always remind them that the videos are another option they can use (let’s not forget the step-by-step tutorials for every single problem too!).

In short, the videos, for me, are really supplemental. Some kids really like them and use them to advance their learning. Other kids don’t, and that’s okay too. I try to make sure my whole class lessons help the kids achieve the learning targets, and the videos are there as support.

Brandon Bauer

4th Grade Teacher at Title 1 School

I use Khan in many ways and one is to help close the gaps with my struggling students.

During guided math, I teach them grade level content. When they aren’t working with me, they are completing a rubric with a couple different math components.

One component is Khan Academy assignments personalized just for them and what they are the weakest in. For example we don’t teach rounding whole numbers in fifth grade, but I had a student who was struggling. So when she was with me, I was teaching how to multiply fractions – but when she wasn’t, she was on Khan Academy learning how to round whole numbers.

That way she is getting what she needs and closing the gap while also learning grade level content and not falling further behind.

Casey Ellis Corn

5th Grade Math and Science Teacher

I tell my students they can redo for a better grade until they get a grade they are happy with, or 3 attempts. Whichever comes first. Otherwise you will have someone so fixated on just getting a 100 they will attempted like 7-10 times. Limiting attempts helped me make sure they understood I didn’t really want the 100 score per say, I want their understanding.

Casey Ellis Corn

5th Grade Math and Science Teacher

Our district has implemented “Standards Based Grading” with some competency-based learning. All this means is that we don’t just teach, grade, and move on. Kids have ample opportunities to master learning, and their grade isn’t a “one-chance” kind of thing.

With that being said, here’s the main reason I LOVE Khan Academy. It’s not just “one test on one day”. Rather, kids can have ample time/support/tries to master content. If students aren’t ready for mastery, there is more teacher-led instruction/small group activities I can plan based on the data KA provides. Often a child isn’t ready to show mastery on the day of the test, but with more support, they are at a later date. If they can show that mastery three weeks later than other students, that student has still learned and shown understanding. And isn’t that really what school should be all about?

Brandon Bauer

4th Grade Teacher at Title 1 School

Another great and often overlooked tool are the review articles. They often summarize main ideas. I find that I send them to my students often when they are struggling with a particular unit (example: my students really like the “Number of solutions to system of equations review” since it represents the solutions both graphically and algebraically).

Nina Mary

8th Grade Pre-Algebra/Algebra Teacher

As a math facilitator, this is a concern my math teachers have.

I shared with them a method I use with my student. I created a data tracking sheet where the students keep track of their performance. On the tracker sheet, there is a reward/incentive the student receives one they reach the goal they have set.

The students loved this because it holds them accountable and they get a visual on their progress (which they compare to teacher assessments and district assessments). I also use it during parent teacher conference to get parents involved as well.

Even my lowest performing students bought into this method because of its consistency, accountability and of course the incentive/rewards they would receive.

Damita Terry

Math Facilitator/EC Department Chair

I’ve always had it pass/fail based on if they get 70% or above. Student below 70% would need to retake until they reach that threshold. 70 or above get automatic A or 10/10. That’s usually always been an attainable percentage for students doing this independently while also giving kids freedom to miss one or two and still feel successful.

Ethan Unland

6/8 Math Teacher

If possible choose one grade level below where the student is and follow the same skill set across. For instance, when teaching integers for a group as diverse as yours, visual 1st-grade subtraction, and or number line work, the same standard per grade level and 7th get addition and subtraction with integers. It is messy in the beginning, but as the standards are grouped, it becomes much easier over time. The Achieve the Core coherence map is helpful.

Kathy Lucchesi

Training/Implementation, Grades 1-8

I think it is important to intertwine formative assessment in the classroom with instruction and practice on Khan. I tell students that if they simply search for the answers, they won’t learn the content, and won’t be successful on assessments. I try to find strategies that encourage the idea of mastery learning rather than completion of assignments so they’ll hopefully even the value of cheating is diminished.

Matt Culbreth

Algebra/Statistics Teacher

That’s a great question! I have a group with varying abilities. I use the Get Ready courses or the regular courses.

I hold a meeting with each student where we discuss a plan that will be beneficial towards the students success. We look at all the Math courses under the “See all math” section and come up with a course that is best suitable.

Then we sign a contract as that course to be the study course until the student has mastered that level. We calculate the number of days in the quarter and how much % needs to be accomplished so the student masters the course before they can move on to the next level. I sign their agenda daily/weekly with their growth %.

Students understand that they can ask me or use Khan Academy hints or videos when they are struggling. This has truly helped me differentiate my classrooms. I have students who begin with early math and accomplish up to Algebra level in the same year! Thanks Khan Academy!

Nidhi Mehta

High School Math Teacher

Khan can be made more interactive in a few different ways. One feature I have used often during remote learning is the drawing capabilities on each question and individual assignment reports. I will share my screen with students and use the drawing tool to model concepts. I have also had students share their screens with me to walk me through the problem. It definitely takes practice to get used to writing on a laptop or Chromebook though.

A second thing that I have done to make Khan a little more interactive is I have had students try to recreate videos as if they were Sal. Since we don’t have the technology for each student to have a digital writing tablet, I had them show their work on a dry erase board and show it on the camera. They can record themselves using a variety of apps or the camera on their device.

Matt Culbreth

Algebra/Statistics Teacher

I give grades for the practice assignments. Depending on the difficulty level of the topics, I assign about 5 a week and grade them by taking average of it. So average of weekly assignments= a single grade in the gradebook for me.

Yasemin Gunes

AP Calculus AB/BC & AP Statistics Teacher

Yes. I put exercises in as quiz grades.

I allow students to retake them as many times as they like and ask them to track their attempts and scores in a Google form.

Sygnett Swann

High School Math Teacher

I also count Khan assignments as grades in their Practice category. Every assignment is out of 100 points to make it easy to transfer from the Course Reports screen. Students have at least 1 week to practice and improve their scores before the posted score is put into the gradebook. With that being said, I always allow students to complete a Missing Assignment or improve a low score, whenever they choose to put the time into the practice.

Derek Swierczek

High School Math Teacher

Teaching virtually, I assign no more then two.

When my students are face to face I give them a list of exercises and open them up to so they can work on them when they want.

Sygnett Swann

High School Math Teacher

I think it varies based on content area and setting as Sygnett Swann mentioned. A virtual student will require more videos and instruction so there will be less practice. Also, early in the school year when I’m providing prerequisite content that they have seen before, I may be able to give two or more per day since the question sets typically don’t contain more than 7 questions. When we start getting into newer material, that place will scale back.

Matt Culbreth

Algebra/Statistics Teacher

I usually assign 4-5 for a week. I agree with Matt, it depends on the concept too. I assign them on Sundays and they are due by Thursdays. This gives them enough time to work on the assignments and we do questions on the smart board too. I think that gives them enough time to redo and recheck 🙂

Nidhi Mehta

High School Math Teacher