I soon discovered that people all over the world were watching my YouTube videos. More important, teachers were using them to change the basic rhythm of their classrooms. They asked their students to watch the videos at home and then used class time for actual problem-solving. Instead of 30 students listening passively to a one-size-fits-all lecture, they were learning at their own speed. Some could focus on filling in gaps in their arithmetic while others were able to jump ahead to trigonometry—and it all took place in the same classroom. It is often said that technology makes modern life less personal, but in this case, it has allowed teachers to take a big step toward humanizing their instruction.I'm skeptical.
Last fall, we began a pilot program with the public schools in Los Altos, Calif., in the heart of Silicon Valley. The initial results are very promising. In order to help teachers customize their instruction, we created a dashboard of robust data for them to follow, linked to their students' online exercises. Students don't move on to more advanced concepts until they have mastered basic ones. Those who get "stuck" promptly receive help, often from peers who are already proficient in a subject. The overall effect has been to create a more collaborative classroom culture.
Turning the Classroom Upside Down
APRIL 9, 2011
By SALMAN KHAN
I'm a fan of the videos, but when the content is slightly over my head, hitting pause doesn't help. Also, in spite of the fact that I have now read a bazillion articles on the disruptive possibilities of online learning, I still prefer books to videos. I don't know why. (Debbie Stier is having the same problem.)
e.g.: I've plowed through nearly 100 pages of Introduction to Counting and Probability on my own - not easy - without having looked at a single Khan video. I keep telling myself I should watch the Khan videos. . . and then I don't watch the Khan videos. Watching a Khan video on counting and probability seems like a chore; studying counting and probability in a book seems like fun.
I'm also skeptical that having students watch videos at home and then work problem sets in class eliminates all the efficiencies of grouping. But we'll see.
Very interested in the Dashboard, though.
And I do watch the SAT solutions. Those are great - fantastically helpful.