>>Peter: For whatever reason, kids come to us
with some significant gaps in their math.
But more important, they come to us with some poor math habits.
What we're using Khan for, basically, is it's a way
of reengaging them in the math.
>>I'll leave that up there, use that as your model if you need it.
Go into Khan System Elimination 0.5.
If you do that easily, if you finish that,
move onto the Elimination 1.0.
>>These are primarily sophomores;
they've taken algebra before and did not pass.
We started out with some relatively easy problems,
systems of elimination.
This is 0.5.
There's a model on the board for them to sort of follow, talk to each other
if they need a little bit of help,
ask me if they need a little bit of help.
When they're in Khan, basically a problem is presented
and they can choose to watch a video
or more often what they'll do is choose to see hints.
The hints are basically the steps.
It's not uncommon for a problem to be broken down into five or seven
or eight steps with some brief explanations about what each step is.
>>Student: Yes, so what I did was take a hint.
So like, what it basically says, "Beginning by moving the Y term
in the second equation to the right side of the equation..."
>>David: And you can ask for a hint.
You can watch a video.
You can ask a peer.
So you've got three opportunities to try and help yourself and then
after that, you raise your hands.
The teacher is working with the students that he or she needs
to be working with at that time.
And other kids, for the most part,
are engaged in doing what they're doing.
So it really changes the dynamic between the teacher
and students in the classroom.
>>Peter: And I can see where they're proficient and where they're not.
>>The teacher has access to something called Coach Mode and it allows us
to go in and see a variety of things.
At a glance, I can see it for the whole class, you know,
how many exercises they've completed, who's progressed and who hasn't.
And there's a variety of other ways I can go in
and get a quick assessment of where students are.
>>If I want to pick a particular exercise, I can go in here.
And see this student has some difficulty;
watched the video, took a number of hints.
>>When I'm working with a student one on one, I can go even deeper
and see the specific problems they've tried.
I can see the steps that they took.
I can get some sense of where they went wrong.
>>Student: I could definitely do the work.
>>Peter: So here.
So write down the problem.
>>Historically, it was really hard to get the kids engaged.
They couldn't get the help right when they wanted it.
There was no immediate feedback if it was right or wrong.
It was easy for them to sort of get lost and just sort of drift in class.
Well, now they have to keep moving because they know we're keeping track
of the problems they're finishing and they want
to see the progress bar move;
they want to see themselves become proficient in the exercises.
>>Student: I hope I'm getting two Ys.
>>Peter: Yes, you plug it in the...
>>Student: I know.
>>Peter: Trust me, you got it.
>>Student: I know.
>>Peter: Previously, we had a hard time getting the kids to do homework.
Well, now with Khan, it's a little bit easier to get them to do that work.
There's less wiggle room for them to sort of back
out because they've got hints they can take or videos they can watch
and you're measuring the work they're doing.
Student: I kind of don't know this...
>>Peter: And they're doing many more problems this year
than they did last year.
And there's no substitute for practice.
>>Student: And the good thing about it is it tells us when we need
to review it and we could go back and take hints again
or we can just keep on going.
>>Peter: Their behavior, their habits were changing.
We started to notice these kids were staying engaged.
We'd look at screens of our coaching data and see kids repeatedly trying.
Watch the video here; he's taking some hints.
They're taking ownership and they're developing more of an attitude
of "I'm going to figure this out."
>>Move on to adding segments.
I'll pull one of those up shortly too, okay.
>>But then what we started to notice too was a real difference
in their test scores.
The average score is up about 30 to 40 percentage points and many,
many more students in the advanced range.
>>Multiplied by negative two.
>> What is it about Khan that works?
Part of it is the fact that it's simply a computer
and there's something engaging about anything on computers.
I think that it's an important part that it's one on one,
the fact that they can get help right now on this problem at this step.
So that immediacy, that individuality is a big part of it.
But I think something about the design of Khan in particular,
you know, it's not multiple choice so you can't guess your way through.
The problems are randomly generated so you can't copy
from another student; you would have to do the work.
>>Student: I was doing the top one here.
>>Peter: Okay.
>>Student: But then I did the bottom one right there.
>>David: It shows us that every single student,
when given the chance, wants to learn.
They want to be successful.
We're seeing students just turn on, you know, left and right.
>>Peter: We see more focus.
We see more attentiveness.
We see more engagement.
We see the kids this year less apt to give up in the first couple
of seconds and the basic skills are also better
because they've been engaged, they've done the work
and that's the real magic.