KHAN ACADEMY
IMPLEMENTATION MODELS
NEBHE-DMDP NETWORK MEETING
September 25, 2014
Tim O’Connor: DMDP Implementation Coach
NEBHE-DMDP-Khan Academy Implementation Roadmap for
Developmental Math: The Instructor Led Course
The Solution Landscape: Navigating the topology
There are five common goals to consider when developing and successfully delivering a Khan
Academy enhanced developmental math course in higher education:





Proper Placement: Accurately discovering student learning gaps and necessary
pathways to remediation
Class Level Remediation: Catching entire classes up to college level math level
Differentiated Remediation: Addressing different pacing and abilities of students on a
remediation path
Accelerated Remediation: Organizing course scope and sequence to enable students to
move along quickly.
Retention: Successfully completing the remediation process allowing students to move on to
college credit math levels.
There are three common delivery venues:



Instructor Led Course
Learning Center / Lab
College Programs with Co-requisite Math (STEM and technically tiered coursework with
embedded math)
There are four currently recommended implementation models:




Math Review / Boot Camp (Test prep and short-term remediation)
Modular Self-Paced (Khan Academy as secondary resource or self-paced program)
Blended Learning with Curriculum Maps and Playlists
Blended Learning with Khan Academy Missions
The following roadmap is a design tool for developing and delivering instructor led Khan
Academy enhanced developmental math courses.
Blended Learning is defined as an environment where:


Online portion gives students control over time, place, path, and pace
o Actively informs what happens in the classroom
Classroom portion gives students live access to Instructor/Coach, peer groups and tutors
o Actively informs what happens online
NEBHE-DMDP-Khan Academy Implementation Roadmap for Instructor
Led Developmental Math Courses
Placement Options: Identifying Learning Gaps



Instructor/college developed diagnostic exam (criterion referenced to course objectives)
Accuplacer score (standardized general course level placement – does not identify
specific learning gaps)
EdReady/Khan Academy diagnostics (work in progress – not yet available)
Remediation: Class Level (CLR), Differentiated (DR), Accelerated (AR)

See references to (CLR), (DR), and (AR) throughout roadmap
Recommended Instructional Models
 Blended Learning using Curriculum Maps Or Playlists
o Instructor sets timeline(s)
o Students self-pace within timeline(s) ** (CLR) (DR) (AR) **
o Instruction can be combination of lecture/demo, peer grouping, peer
mentoring/tutoring, Coach Recommendations ** (CLR) (DR) (AR)**
o DMDP Curriculum Map resources
o Playlists Types
 Foundational: Top skills your students need to begin coursework
 Targeted: Test prep
 Unit: Competency based units of study
 Differentiated: ** (DR) (AR) **
o Create Playlists by:
 Identifying your course objectives and topics
 Searching on Khan Academy topics
 Copying/Pasting topic Practice Exercise and Video links into a Word doc.
 Shareing with students on paper, electronically, or via Moodle,
Blackboard, etc.
o Common Ways To Use Playlists with Pros And Cons
 Everyone works through entire playlist in order and self-paced
 Personalized and allows for review of important concepts
 Requires advanced planning
 Focus students on areas of struggle – work on different parts of
fundamental playlist or topic specific playlists
 Extremely personalized – can save time
 Can be difficult to manage and requires advanced planning
 Align playlists to time bound course objectives for entire class
 Easier to manage
 May bore students who are moving ahead and frustrate students
who are struggling
 Hybrid model: Assign playlists by groups – divide class into segments
dictated by skills gaps (typically three segments) and assign playlist for
each group
 Allows for some personalization and easier to plan
 May not be exactly what specific students need within their group
 Blended Learning using Missions, Mastery Challenges, and Coach
Recommendations
o Missions, Mastery Challenges, and Coach Recommendations can be used with
Playlists
 Mission Tiles give students a clear visual of their progress
 Mastery Challenges help ensure content retention
 Coach Recommendations personalize instruction
o Missions
o Assign Missions that align with course objectives **(CLR)**
Missions:





Focus students on meaningful content
Guide students through Mission Foundations and course content
Give students compelling goals to reach completion
Help students fill in learning gaps
Let students move ahead or loop back to review and master topics
o Mastery Challenges
o Assign Mastery Challenges to ensure content retention **(CLR) (DR) (AR)**


Mastery means that students should have a command of a concept
before being able to understand a more complex related topic.
Mastery Challenges help students move beyond short-term pattern
recognition to deeper levels of understanding and long-term retention
o Coach Recommendations
o Use Coach Recommendations to guide students through Missions, make
assignments, and remediate **(CLR) (DR) (AR)**
 Coach Recommendations are an excellent way to communicate with your
students.
 You can assign Practice Exercise recommendations to individuals or
groups of students who need practice or are struggling with topics
 Recommended Best Practices for Playlists and Missions
:











Provide opportunities to loop back, re-test, or move ahead **(DR) (AR)**
Create peer groups **(DR) (AR)**
Assign mandatory lab time **(CLR)**
Provide tutors/peer mentors trained in Khan Academy **(DR) (AR)**
Teach Growth Mindset **(CLR)**
Allow for self-pacing within timeframe of end of course goals **(DR)
(AR)**
Recommend/assign number of skills to complete per week
Use Coach Recommendations for making further assignments and for
remediation **(CLR) (DR) (AR)**
Encourage/assign Mastery Challenges **(CLR) (DR) (AR)**
Incorporate Practice Exercises and Videos into live teaching
Encourage friendly competition and contests using Energy Points, Badges,
etc.
 Possible Roads to Assessment
o Multiple pathways to assessment can give you and your students a more
complete and fair way to think about meeting success
 Standardized Perspective
 Pre and Post Accuplacer Scores
 Instructor Perspective
 Pencil and paper quizzes and tests
 Homework grades
 Time on task
 Practice Exercises completed as a percentage of Practice
Exercises assigned
 Student/Instructor Perspective
 Mastery Check-in
o Percent of skills Mastered relative to topics
assigned