How I Helped My 6th Graders Ace Math... By Taking Them Back to Kindergarten!

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- Hey, everyone, this is Jeremy
Schifeling at Khan Academy.

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I just wanna thank you for taking time

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out of your super busy weeks

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to spend time on today's session,

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and I wanna give a super special thanks

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to Tim Vandenberg, who's
been gracious enough

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to share his amazing story with us.

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Now as you may know, Tim has been teaching

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for about 25 years, including the last 18

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as a sixth grade teacher
in Hesperia, California.

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And while he's definitely
touched countless lives

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throughout his career, in the last few

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he's really discovered an
incredibly powerful way

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to help help each and every
one of his students succeed

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through mastery learning.

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- 80% of my students
are minority students.

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All of them receive
free breakfast and lunch

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due to the low-income
socioeconomic disadvantage

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of nearly all of my students.

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And 10% of my students come to me

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at grade level each year, from
fifth grade to sixth grade,

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which obviously means 90% of
them are below grade level,

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including about half of my class

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at the lowest level, what
California might call level one,

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far below grade level on their
previous year's state test,

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and nearly all of my
students are reading two

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or more years below grade level.

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So if this sounds familiar to you,

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welcome to teaching
'cause that's what most

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of us struggle with here in America.

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We've got lots of challenges to work with,

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and some of us are blessed to
have a little less challenges

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than that, but what I want you to know is

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that this worked in a classroom

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with real obstacles to overcome.

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These were not affluent
non-minority students

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who have tons of support from home.

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These are struggling kids.

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So, it worked for them, and
so I believe it can work

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for you and your students too.

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So, next slide, Jeremy.

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So this is where my class came from.

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If you see that little
dot on the left side,

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it says Vandenberg 18/19.

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My students come to me,
this is pretty typical,

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60 points below passing.

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That's pretty far.

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That's way far, and the most recent scores

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I had at the time for
California is 42 points below

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in fifth grade, a passing score,

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and last year they were
actually a little bit better.

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I got the recent scores
after I made this chart,

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so, and then the county
and district are also low.

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So here's the point.

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Everybody's leavin' fifth
grade, on average in California,

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not everybody, but on overage, pretty low.

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And you can see California, it
was two years ago is my data,

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they went up.

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They brought their kids 1.2
points closer to passing.

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The county brought up their
students two years ago,

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3.6 points closer to passing,

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and the district that I teach in brought

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their students up 3.6 points
more closer to passing.

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So there's improvement there.

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A flat line actually
means that you achieved

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as a teacher a year's worth of growth

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'cause they took a harder test,

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the next grade level test,

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and if they stayed flat,
hey, you taught them a year.

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They didn't get any closer or farther,

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but you succeeded keeping
them up to where they were.

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But positive slopes, slopes that go up,

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that's really great 'cause then
you're bringing kids closer

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to their state's standard,

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but you still see a huge gap there.

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And my class on the far left,
way down there, far below.

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So we're gonna tell the
story of what happened.

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So next slide.

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So in September 2016, I watched this video

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from Sal Khan where he
talked about let's teach

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for mastery and not for test scores.

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And we're not gonna show
you the whole video,

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but we are gonna show you
about a minute and a half.

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Notice how Sal talks during this video,

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how he talks about the insanity

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of our current educational
system teaching students based

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on you have nine months,
that's it, you learn what

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you learn, and you move on.

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Forget if you have a solid
foundation in your math,

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or reading, or whatever you're teaching.

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Just, no matter what, you're moving on.

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Social promotion, that's just the name

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of the game in most schools in America.

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It's sad, but it's just the
restrictions we're given,

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and so watch as Sal explains the insanity

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of this education model that we don't wait

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until the foundations
of learning are mastered

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before building on top of that.

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So go ahead, Jeremy, start
that 90-second video.

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- And this will continue for months.

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It'll continue for years,

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all the way up to, at
some point I might be

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in an algebra class or trigonometry class,

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and I hit a wall.

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And it's not because algebra's
fundamentally difficult,

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or because of the student isn't bright.

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It's because I'm seeing an equation,

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and they're dealing with exponents,

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and that 30% that I
didn't know is showing up.

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And then I start, and
then I start to disengage.

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And to appreciate how absurd that is,

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imagine if we did other
things in our life that way,

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say home-building.

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(audience laughing)

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So we bring in the contractor, say,

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told we have two weeks
to build the foundation.

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Do what you can.

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(audience laughing)

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So they do what they can.

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Maybe it rains.

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Maybe some of the supplies don't show up.

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And two weeks later the inspector comes,

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looks around, says, "Okay,
the concrete's still wet

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"right over there.

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"That part's not quite up to code.

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"I'll give it an 80%."

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Say, "Great, that's a C.

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"Let's build the first floor."

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(audience laughing)

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Same thing.

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We have two weeks.

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Do what you can.

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Inspector shows up in two weeks.

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It's a 75%.

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"Great, that's a D-plus."

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Second floor, third floor,
and all of a sudden,

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while you're building the third floor,

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the whole structure collapses.

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And if your reaction
to that is the reaction

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that you typically have in education,

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or that a lotta folks have in education,

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you might say, "Maybe we
had a bad contractor."

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Or, "Maybe we needed better inspection

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"or more frequent inspection."

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But what was really
broken was the process.

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We were artificially constraining how long

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we had to do something,
pretty much ensuring

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a variable outcome,
and we took the trouble

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of inspecting and identifying those gaps,

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but then we built right on top of it.

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So the idea of mastery learning
is to do the exact opposite.

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Instead of artificially
constraining when and how long,

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fixing when and how long
you work on something,

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pretty much ensuring
that variable outcome,

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the A, B, C, D, F, do
it the other way around.

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What's variable is when
and how long the student

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actually has to work on something,

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and what's fixed is that they
actually master the material.

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- So, as Sal was saying, why do we teach

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and have our education system based

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on this fixed-time model
and moving kids along

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even though they're not ready
for the next grade level

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or higher level of math skills?

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So, and that's what he talks
about, this mastery learning.

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And mastery learning means
developing each skill

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to fluency and long-term retention.

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And I thought, boy, I sure wish,

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and I'm sure every
teacher in America wishes,

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that their students came to them

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with mastery learning of all of the skills

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that they should have learned
in the previous grade levels.

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And we all think that, "What were

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"they teaching the year before?"

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Well what were they teaching
the year before that?

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All the way back to kindergarten,

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and what were they teaching before that?

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So how about instead we teach to mastery,

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so next slide, Jeremy.

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I had decided, after I saw that video,

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that was my huge a-ha moment.

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I said, "I am done dangerously building

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"on the unstable
mathematical foundations!"

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It's dangerous!

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Why am I doing this to kids?

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Next.

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So for now on I'm going to teach students

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with a solid number sense
and skill mastery foundation.

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I'm gonna make sure my students

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from now on have a solid foundation.

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Even if I don't cover all the standards

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that I'm suppose to teach,

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I'm gonna make sure that
their life is not ruined

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when they go to junior
high and high school

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by actually having a
solid foundation of math,

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and then maybe I can also teach them some

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of their standards for the
year I'm supposed to teach.

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So, Jeremy, Khan Academy
was gonna be my tool

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to make that happen.

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So next slide.

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So in Fall 2016 I decided my
sixth grade class is going

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to go back to kindergarten.

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That's right.

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We all know that the holes
in the foundation begin

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all the way back with number sense.

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Research has shown that
students' number sense,

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those students who have a true grasp

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and mastery of number sense are the ones

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who succeed well in junior
high and high school math,

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the higher level math,
algebra, calculus, and so-on.

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They're the ones who really get it.

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Well what if all of our
students had solid number sense?

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So using Khan Academy's
menu of class options,

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I assigned to my students every grade,

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kindergarten, first,
second, third, fourth,

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fifth, sixth, 'cause that's
what I teach is sixth,

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and on the left column, the top two,

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early math and arithmetic.

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And those two kind of
dovetail with K through three.

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Actually arithmetic goes
all the way to, even

00:09:21.800 --> 00:09:23.670
up to a little bit of pre-algebra.

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So I assigned that to all my students,

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and I paced out their
learning for the whole year.

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And we ended up having some
students not even finish

00:09:34.210 --> 00:09:36.040
all of third grade, but at least

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they understood the meanings of numbers

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'cause they mastered K, one, two.

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For the rest of their life,

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for the first time in their life,

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every single single student
in my class mastered

00:09:45.500 --> 00:09:48.230
kindergarten, first, and
second grade math, truly.

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So, next slide.

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And so for the past three
school years doing this,

00:09:54.090 --> 00:09:58.210
just like this, each of my
sixth grade classes have had,

00:09:58.210 --> 00:10:00.160
it's the California state math test.

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I know it's different for every state,

00:10:01.380 --> 00:10:04.603
but that's the big high-stakes testing

00:10:04.603 --> 00:10:07.140
that our kids in California have to take,

00:10:07.140 --> 00:10:09.390
very rigorous, very thorough.

00:10:09.390 --> 00:10:12.270
Their growth looks like this.

00:10:12.270 --> 00:10:14.440
So you see my little dot on the far side.

00:10:14.440 --> 00:10:15.990
Hey, I would be happy if they go up

00:10:15.990 --> 00:10:18.750
at the same slope of the
county and the district.

00:10:18.750 --> 00:10:20.600
If they just go up like that, hey,

00:10:20.600 --> 00:10:22.010
we're performing as well as them.

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That would be great.

00:10:23.550 --> 00:10:24.420
But let's see what happened.

00:10:24.420 --> 00:10:25.270
Jeremy, go ahead.

00:10:26.510 --> 00:10:31.000
That is real cohort, same
kids that came to me.

00:10:31.000 --> 00:10:32.440
That's the same kids on the left

00:10:32.440 --> 00:10:34.040
that you see on the right.

00:10:34.040 --> 00:10:34.873
That is real growth.

00:10:34.873 --> 00:10:36.780
That is 95 points of growth.

00:10:36.780 --> 00:10:37.970
That's unheard of.

00:10:37.970 --> 00:10:39.680
I was speaking to a head data person

00:10:39.680 --> 00:10:41.480
for a nearby school district,

00:10:41.480 --> 00:10:44.250
and he's in charge of all their
state test data crunching,

00:10:44.250 --> 00:10:46.670
and he told me if he saw
state test scores like that

00:10:46.670 --> 00:10:49.250
he would assume the teacher was cheating.

00:10:49.250 --> 00:10:50.500
But this is real.

00:10:50.500 --> 00:10:53.300
This is kids truly
mastered their standards.

00:10:53.300 --> 00:10:57.290
And because they had a solid
number sense foundation,

00:10:57.290 --> 00:10:59.550
the grade level standards,
the sixth grade standards

00:10:59.550 --> 00:11:01.350
that they were supposed to learn,

00:11:01.350 --> 00:11:04.070
what they did cover, what we did teach,

00:11:04.070 --> 00:11:05.380
they mastered it.

00:11:05.380 --> 00:11:09.320
We don't just cover the
standards in my class;

00:11:09.320 --> 00:11:11.470
we master the standards.

00:11:11.470 --> 00:11:14.130
And I would far rather master half

00:11:14.130 --> 00:11:17.380
of the year's standards
than just merely cover

00:11:17.380 --> 00:11:19.850
the entire school year
of required standards

00:11:19.850 --> 00:11:22.430
but have my kids fail in their learning.

00:11:22.430 --> 00:11:23.630
So this is real.

00:11:23.630 --> 00:11:25.290
So let's get into a little bit

00:11:25.290 --> 00:11:27.110
of how to make this happen, real quick.

00:11:27.110 --> 00:11:29.430
Oh, by the way, one of the results was

00:11:29.430 --> 00:11:31.740
the Khan Academy recognized
my homeroom students

00:11:31.740 --> 00:11:34.850
as one of seven National Grand
Prize LearnStorm Winners,

00:11:34.850 --> 00:11:36.020
and that's them.

00:11:36.020 --> 00:11:36.853
Those are real kids.

00:11:36.853 --> 00:11:39.440
And I literally just
ran into one of the boys

00:11:39.440 --> 00:11:43.441
in the front row, his Mom,
at Walgreens yesterday.

00:11:43.441 --> 00:11:46.697
And she said, "Oh, my
son is doing so great.

00:11:46.697 --> 00:11:49.760
"He's now in honors math in junior high."

00:11:49.760 --> 00:11:50.850
And that's life change.

00:11:50.850 --> 00:11:52.380
I would have never have guessed

00:11:52.380 --> 00:11:53.830
that he could have achieved that,

00:11:53.830 --> 00:11:55.720
based on his fifth
grade state test scores.

00:11:55.720 --> 00:11:56.830
So, just amazing.

00:11:56.830 --> 00:11:57.930
All right, next slide.

00:11:58.990 --> 00:12:01.230
So what is this mastery
learning thing again?

00:12:01.230 --> 00:12:03.270
I highly recommend all of you go in

00:12:03.270 --> 00:12:04.750
and watch these videos.

00:12:04.750 --> 00:12:08.390
It's a two-minute video of
Sal Khan himself explaining

00:12:08.390 --> 00:12:11.166
what mastery learning
is, highly recommended.

00:12:11.166 --> 00:12:13.820
And then also, what does this look like

00:12:13.820 --> 00:12:15.480
in a classroom setting?

00:12:15.480 --> 00:12:19.200
So Khan sent their video crew

00:12:19.200 --> 00:12:21.940
to my classroom, and they
filmed for a couple days,

00:12:21.940 --> 00:12:23.640
and you can see what it looks like,

00:12:23.640 --> 00:12:25.350
how to make this happen
in a classroom setting

00:12:25.350 --> 00:12:27.550
if you click on that second link.

00:12:27.550 --> 00:12:30.450
Both of those are on YouTube,
so okay, Jeremy, next slide.

00:12:33.290 --> 00:12:36.030
So here's how I recommend
making this happen.

00:12:36.030 --> 00:12:40.080
First of all, be honest and
face the state test facts.

00:12:40.080 --> 00:12:42.600
Where are your students actually at?

00:12:42.600 --> 00:12:44.640
Quit pretending they're
higher than they are.

00:12:44.640 --> 00:12:47.260
Do they even understand arithmetic?

00:12:47.260 --> 00:12:50.380
Do they understand the meaning of numbers?

00:12:50.380 --> 00:12:52.106
If you don't face that reality

00:12:52.106 --> 00:12:54.810
and stare the truth in the face,

00:12:54.810 --> 00:12:56.520
you will never be able
to get your students

00:12:56.520 --> 00:12:59.440
to truly master the
standards like they need to.

00:12:59.440 --> 00:13:03.220
Second, acknowledge
that math is cumulative.

00:13:03.220 --> 00:13:08.220
Prerequisite skills are
exactly that, pre-required

00:13:08.350 --> 00:13:09.706
not pre-suggested.

00:13:09.706 --> 00:13:12.100
Unfortunately we don't have that option

00:13:12.100 --> 00:13:13.790
they come to us whether they've mastered

00:13:13.790 --> 00:13:15.340
the prerequisites or not.

00:13:15.340 --> 00:13:17.030
But that's the way math is.

00:13:17.030 --> 00:13:21.270
And so because they have to
have those prerequisite skills

00:13:21.270 --> 00:13:23.590
before I can even teach them how to add,

00:13:23.590 --> 00:13:25.470
subtract, multiply, divide fractions,

00:13:25.470 --> 00:13:27.130
they gotta know what a fraction is.

00:13:27.130 --> 00:13:28.800
They gotta know what whole numbers

00:13:28.800 --> 00:13:30.940
and fraction parts are, and so on.

00:13:30.940 --> 00:13:34.290
So we go all the way back to kindergarten

00:13:34.290 --> 00:13:36.330
and use Khan Academy to remediate

00:13:36.330 --> 00:13:38.910
and fill in those foundational gaps.

00:13:38.910 --> 00:13:43.010
And then we teach to the Common
Core standards to mastery.

00:13:43.010 --> 00:13:46.240
I do not cover the
standards in my classroom.

00:13:46.240 --> 00:13:48.499
My students do not cover the standards.

00:13:48.499 --> 00:13:50.260
We master the standards.

00:13:50.260 --> 00:13:52.130
That is the expectation.

00:13:52.130 --> 00:13:53.520
You don't do your homework.

00:13:53.520 --> 00:13:55.320
You master your homework.

00:13:55.320 --> 00:13:58.190
You don't go to recess 'cause
you finished the assignment

00:13:58.190 --> 00:14:00.060
and failed in your learning of it.

00:14:00.060 --> 00:14:03.230
You go to recess 'cause you
mastered the assignment.

00:14:03.230 --> 00:14:04.080
Okay, next slide.

00:14:06.920 --> 00:14:09.900
Fifth, believe that every child can learn.

00:14:09.900 --> 00:14:13.660
Growth mindset, check out
the Khan Academy units

00:14:13.660 --> 00:14:16.390
on growth mindset, amazing lessons.

00:14:16.390 --> 00:14:17.430
Use that with your students.

00:14:17.430 --> 00:14:19.660
Teach them to believe they can learn

00:14:19.660 --> 00:14:21.170
because they truly can.

00:14:21.170 --> 00:14:22.323
It happened with my students.

00:14:22.323 --> 00:14:24.980
Most teachers would have
never guessed they could,

00:14:24.980 --> 00:14:26.620
and this is three years in a row

00:14:26.620 --> 00:14:28.200
that we've seen scores like that,

00:14:28.200 --> 00:14:30.560
so it's not just a random
class this happened to.

00:14:30.560 --> 00:14:31.393
It's consistent.

00:14:31.393 --> 00:14:32.250
It's working.

00:14:32.250 --> 00:14:33.390
It's repeatable.

00:14:33.390 --> 00:14:34.390
It's real.

00:14:34.390 --> 00:14:37.300
Sixth, teach, support.

00:14:37.300 --> 00:14:38.900
Teach, support.

00:14:38.900 --> 00:14:40.010
Teach, support.

00:14:40.010 --> 00:14:43.310
You teach, you're not
just using Khan Academy

00:14:43.310 --> 00:14:44.143
as babysitting.

00:14:44.143 --> 00:14:47.140
You teach, but then you
support as kids struggle.

00:14:47.140 --> 00:14:48.880
Encourage them to come to you for help.

00:14:48.880 --> 00:14:52.590
Watch those videos that Sal
and his crew provide online,

00:14:52.590 --> 00:14:54.110
and use those hints.

00:14:54.110 --> 00:14:56.370
And also have your
students help each other.

00:14:56.370 --> 00:14:58.694
Elbow buddies, help them help each other.

00:14:58.694 --> 00:15:01.810
Seventh, monitor progress regularly.

00:15:01.810 --> 00:15:04.030
Intervene as soon as possible.

00:15:04.030 --> 00:15:05.650
Don't wait until December to discover

00:15:05.650 --> 00:15:06.810
your kids are way behind.

00:15:06.810 --> 00:15:08.013
Intervene right away.

00:15:09.100 --> 00:15:13.980
Eighth, set realistic long- and
short-term learning targets.

00:15:13.980 --> 00:15:17.002
You'll see on the very last
slide is a downloadable PDF

00:15:17.002 --> 00:15:20.630
of my class's weekly learning targets,

00:15:20.630 --> 00:15:22.780
how to keep up pace, because I assigned

00:15:22.780 --> 00:15:27.780
to them to do every grade
level course every week.

00:15:28.130 --> 00:15:29.470
We don't just wait till you're done

00:15:29.470 --> 00:15:31.670
with kindergarten before
you go to first grade.

00:15:31.670 --> 00:15:33.630
We don't wait till you're
done with sixth grade

00:15:33.630 --> 00:15:35.950
before you go on to the higher stuff.

00:15:35.950 --> 00:15:38.180
You're working on every
course simultaneously.

00:15:38.180 --> 00:15:40.880
The way the Khan learning system works,

00:15:40.880 --> 00:15:41.990
it works best that way.

00:15:41.990 --> 00:15:43.343
They get more done faster.

00:15:45.671 --> 00:15:49.080
Number nine, motivate, encourage,
praise, reward, celebrate.

00:15:49.080 --> 00:15:50.930
When a student graduates and finishes

00:15:50.930 --> 00:15:52.850
an entire grade level to mastery,

00:15:52.850 --> 00:15:53.920
or if you're a high school teacher,

00:15:53.920 --> 00:15:56.510
junior high teacher, if
they finish a lower course

00:15:56.510 --> 00:15:59.520
to mastery, we literally
have a graduation ceremony.

00:15:59.520 --> 00:16:02.490
We give a certificate of mastery

00:16:02.490 --> 00:16:05.070
to the students, and
Khan has some of those.

00:16:05.070 --> 00:16:05.950
You can download those.

00:16:05.950 --> 00:16:07.160
I'm sure Jeremy can provide them

00:16:07.160 --> 00:16:08.710
if you email him later.

00:16:08.710 --> 00:16:09.930
So that's what we do.

00:16:09.930 --> 00:16:10.763
Next slide.

00:16:12.210 --> 00:16:14.830
So this, my class last year,

00:16:14.830 --> 00:16:17.590
that's 30 lives changed forever.

00:16:17.590 --> 00:16:19.020
I keep hearing from parents,

00:16:19.020 --> 00:16:22.897
and those parents, and
there's these students,

00:16:22.897 --> 00:16:24.717
"Oh, Mr. Vandenberg, I'm doing so great

00:16:24.717 --> 00:16:25.550
"in Junior High."

00:16:25.550 --> 00:16:29.157
"Oh, Mr. Vandenberg, I
was stuck in the low track

00:16:29.157 --> 00:16:31.067
"for the rest of my
life, but you intervened,

00:16:31.067 --> 00:16:32.882
"and now I'm in honors math."

00:16:32.882 --> 00:16:34.830
Believe it can be done.

00:16:34.830 --> 00:16:35.860
These kids can do it.

00:16:35.860 --> 00:16:37.190
Your kids can too.

00:16:37.190 --> 00:16:38.610
So there you go.

00:16:38.610 --> 00:16:39.550
I think that's it.

00:16:39.550 --> 00:16:40.970
Last slide, Jeremy.

00:16:40.970 --> 00:16:43.290
There's you great links.

00:16:43.290 --> 00:16:46.000
Check out the cheat
sheet on mastery learning

00:16:46.000 --> 00:16:47.700
that Jeremy provided.

00:16:47.700 --> 00:16:51.370
Also, you can email me
questions, suggestions.

00:16:51.370 --> 00:16:52.214
Reach out to me.

00:16:52.214 --> 00:16:54.613
I'm a Khan Academy Ambassador.

00:16:54.613 --> 00:16:56.520
I'm not paid anything to help,

00:16:56.520 --> 00:16:59.500
but I want to help, and
so, as an Ambassador

00:16:59.500 --> 00:17:01.210
I want to support this program.

00:17:01.210 --> 00:17:04.566
This is changing lives all
across America and the world

00:17:04.566 --> 00:17:06.970
if it's used to mastery.

00:17:06.970 --> 00:17:08.770
Learn what mastery learning is,

00:17:08.770 --> 00:17:10.234
and check out that pacing guide.

00:17:10.234 --> 00:17:11.849
This is just a sample.

00:17:11.849 --> 00:17:13.827
You make it fit your situation,

00:17:13.827 --> 00:17:16.074
but download that pacing guide,

00:17:16.074 --> 00:17:18.630
and it'll be great for you and your kids.

00:17:18.630 --> 00:17:22.800
So, okay, Jeremy, I'll
let you kinda take over.

00:17:22.800 --> 00:17:25.940
I'm gonna delete my video here for second.

00:17:25.940 --> 00:17:27.420
I'll be right back.

00:17:27.420 --> 00:17:29.710
- First of all, I wanna give
you a huge shout-out, Tim.

00:17:29.710 --> 00:17:31.950
You totally rocked our worlds here,

00:17:31.950 --> 00:17:33.380
even in the middle of allergy season,

00:17:33.380 --> 00:17:34.900
so thank you so much for doing that,

00:17:34.900 --> 00:17:37.070
all after a long day of teaching as well.

00:17:37.070 --> 00:17:39.540
That being said, thanks for
all of the amazing questions

00:17:39.540 --> 00:17:40.400
coming in.

00:17:40.400 --> 00:17:41.500
We're gonna go through them in the order

00:17:41.500 --> 00:17:44.210
they were received, so
definitely stay tuned

00:17:44.210 --> 00:17:45.990
for lots of great answers from Tim.

00:17:45.990 --> 00:17:48.140
Okay so, Tim, I wanna
start with this question

00:17:48.140 --> 00:17:50.267
that was asked by
Vanessa Ridley, who said,

00:17:50.267 --> 00:17:52.867
"Okay, I totally get
where you're coming from,

00:17:52.867 --> 00:17:55.297
"taking your sixth graders
back to kindergarten,

00:17:55.297 --> 00:17:57.157
"but is starting with
kindergarten realistic

00:17:57.157 --> 00:17:58.557
"for a high school teacher?"

00:18:00.650 --> 00:18:02.082
- Okay, that is a great question.

00:18:02.082 --> 00:18:05.510
For high school, I
would assign, literally,

00:18:05.510 --> 00:18:06.683
the early math.

00:18:07.770 --> 00:18:10.260
You will discover that
your kids will struggle

00:18:10.260 --> 00:18:12.000
with the early math skills.

00:18:12.000 --> 00:18:14.100
They will hum along and do great,

00:18:14.100 --> 00:18:15.560
and all of a sudden you hit a standard

00:18:15.560 --> 00:18:19.220
in that course and realize,
"Wait, I never learned this."

00:18:19.220 --> 00:18:20.800
And that's the very
standard that's keeping

00:18:20.800 --> 00:18:25.420
them from understanding
the full foundation

00:18:25.420 --> 00:18:28.210
and to build all the way up to
the high school level skills.

00:18:28.210 --> 00:18:30.790
I would assign early math and arithmetic.

00:18:30.790 --> 00:18:32.370
High school, they don't have time

00:18:32.370 --> 00:18:36.630
to do K through nine, lower grade stuff.

00:18:36.630 --> 00:18:39.950
Instead, I would assign
early math and arithmetic,

00:18:39.950 --> 00:18:42.500
and that covers quickly all of the skills

00:18:42.500 --> 00:18:44.002
that they need to be able to function

00:18:44.002 --> 00:18:45.970
in your high school classes.

00:18:45.970 --> 00:18:48.510
Or you may choose instead,

00:18:48.510 --> 00:18:50.640
maybe if you're teaching
a higher level math class,

00:18:50.640 --> 00:18:54.140
advanced students, or at
least at-grade-level students,

00:18:54.140 --> 00:18:58.710
at least assign the
course before the class

00:18:58.710 --> 00:19:00.050
that you're teaching, so they can get

00:19:00.050 --> 00:19:01.180
those foundational skills.

00:19:01.180 --> 00:19:04.440
If you're an algebra teacher,
assign the pre-algebra class.

00:19:04.440 --> 00:19:05.670
If you're a pre-algebra teacher,

00:19:05.670 --> 00:19:07.280
assign sixth grade.

00:19:07.280 --> 00:19:09.040
But definitely, the arithmetic class,

00:19:09.040 --> 00:19:11.160
you would be amazed how many mistakes

00:19:11.160 --> 00:19:13.720
your students will make
on their calculus homework

00:19:13.720 --> 00:19:16.343
because they're not solid
on their arithmetic.

00:19:18.160 --> 00:19:19.340
- Cool, great answer, Tim,

00:19:19.340 --> 00:19:21.270
and sort of a related question is coming

00:19:21.270 --> 00:19:22.890
to us from Barb Wick.

00:19:22.890 --> 00:19:24.357
She says, "Hey, if you're
gonna take students

00:19:24.357 --> 00:19:26.197
"all the back back to kindergarten,

00:19:26.197 --> 00:19:28.567
"how do we help them push
through that material

00:19:28.567 --> 00:19:30.287
"when they might lose
interest or motivation,

00:19:30.287 --> 00:19:31.737
"saying, 'Oh, I don't wanna go back

00:19:31.737 --> 00:19:33.290
"'and do all of that'?"

00:19:33.290 --> 00:19:35.580
- You count it as part of their grade.

00:19:35.580 --> 00:19:37.120
And you give a reward.

00:19:37.120 --> 00:19:38.470
You have contests.

00:19:38.470 --> 00:19:41.283
Be the great motivational
teacher that you are.

00:19:42.140 --> 00:19:44.950
You gotta be the coach, the teacher

00:19:44.950 --> 00:19:46.950
that changes their life.

00:19:46.950 --> 00:19:49.530
And you gotta sell them
on this will change

00:19:49.530 --> 00:19:52.550
their life for math forever,
all the way through college.

00:19:52.550 --> 00:19:55.010
They have to have these
foundational skills.

00:19:55.010 --> 00:19:58.570
You make your judgment
call what they need.

00:19:58.570 --> 00:20:01.770
Find those skill and assign
them in Khan Academy.

00:20:01.770 --> 00:20:03.046
But I've gotta tell you,

00:20:03.046 --> 00:20:06.180
having them as a sixth grade teacher,

00:20:06.180 --> 00:20:08.440
I used to teach the high math class.

00:20:08.440 --> 00:20:10.480
The year before I started
doing it this way,

00:20:10.480 --> 00:20:13.010
I had my high sixth grade math class,

00:20:13.010 --> 00:20:15.750
the advanced students,
go back to fourth grade

00:20:16.830 --> 00:20:19.160
and do the Khan Academy fourth grade work.

00:20:19.160 --> 00:20:20.562
They could not do it.

00:20:20.562 --> 00:20:22.700
The gaps were so huge.

00:20:22.700 --> 00:20:23.910
So I decided the next year,

00:20:23.910 --> 00:20:25.830
the first year this succeeded, great,

00:20:25.830 --> 00:20:27.960
was have, just, let's start
it back at kindergarten,

00:20:27.960 --> 00:20:29.810
and you'll discover
kindergarten goes quick.

00:20:29.810 --> 00:20:32.580
They're done in maybe a couple hours.

00:20:32.580 --> 00:20:34.700
First grade they might
be done in couple days.

00:20:34.700 --> 00:20:36.827
So don't think this takes a year to learn.

00:20:36.827 --> 00:20:38.640
The higher grade math students,

00:20:38.640 --> 00:20:41.420
the higher up they are, the
quicker they get through it.

00:20:41.420 --> 00:20:45.410
And so, yeah, it just, play with it.

00:20:45.410 --> 00:20:46.243
Make it work for you.

00:20:46.243 --> 00:20:49.480
But I guarantee you, the issue
that we math teachers have is

00:20:49.480 --> 00:20:52.450
their foundational
skills, like Sal describes

00:20:52.450 --> 00:20:56.690
in that video, they're
foundational skills are still wet,

00:20:56.690 --> 00:21:00.620
and unstable, and unsafe to build on.

00:21:00.620 --> 00:21:02.050
And that's the reason why we're pulling

00:21:02.050 --> 00:21:04.970
our hair out, as teachers, to get them

00:21:04.970 --> 00:21:06.480
to learn the current-grade-level stuff

00:21:06.480 --> 00:21:08.240
that we want them to learn.

00:21:08.240 --> 00:21:10.080
So give them points for it.

00:21:10.080 --> 00:21:10.913
Give them credit.

00:21:10.913 --> 00:21:11.923
I do.

00:21:11.923 --> 00:21:16.120
I count every single one,
as each course, as a grade,

00:21:16.120 --> 00:21:17.730
but the lower the grade is,

00:21:17.730 --> 00:21:19.100
the less value it's worth.

00:21:19.100 --> 00:21:22.640
Like kindergarten is worth,
like, 1/6 of a point,

00:21:22.640 --> 00:21:26.250
whereas sixth grade is
worth a full point, so...

00:21:27.370 --> 00:21:28.240
- Cool.

00:21:28.240 --> 00:21:29.720
Lots of questions about the logistics

00:21:29.720 --> 00:21:30.970
of pulling this off.

00:21:30.970 --> 00:21:32.597
- Right.
- Sarah Glosbach asks,

00:21:32.597 --> 00:21:34.347
"How did you ultimately pace it out?

00:21:34.347 --> 00:21:36.247
"Was this during core math instruction,

00:21:36.247 --> 00:21:37.697
"tiered intervention time?

00:21:37.697 --> 00:21:39.380
"Where did you fit this in?"

00:21:39.380 --> 00:21:42.640
- By sixth grade they
have so much remediation,

00:21:42.640 --> 00:21:45.650
I got permission from
my principal to allow,

00:21:45.650 --> 00:21:47.290
I'm a self-contained classroom.

00:21:47.290 --> 00:21:48.950
Let's just be honest.

00:21:48.950 --> 00:21:53.448
We are teaching more than a
usual 45-minute math block,

00:21:53.448 --> 00:21:57.370
so I had the flexibility
of allowing remediation

00:21:57.370 --> 00:22:01.210
during class time, but
upper-grade teachers

00:22:01.210 --> 00:22:03.903
who only teach 45 minutes to an hour,

00:22:03.903 --> 00:22:05.910
you can assign it for homework.

00:22:05.910 --> 00:22:07.640
They could do it, and they get excited.

00:22:07.640 --> 00:22:09.647
They're like, "Wow, I'm
doing this stuff finally

00:22:09.647 --> 00:22:11.360
"for the first time in my life,"

00:22:11.360 --> 00:22:13.910
these lower-grade skills
that are never understood.

00:22:15.010 --> 00:22:17.520
So, yes, I did have time for remediation,

00:22:17.520 --> 00:22:20.640
but that means other things had to suffer,

00:22:20.640 --> 00:22:22.710
but their math and their
reading are the two

00:22:22.710 --> 00:22:25.143
most important skills in all of life.

00:22:26.100 --> 00:22:26.933
I love history.

00:22:26.933 --> 00:22:29.920
I'm a history major in college,
and I teach ancient history

00:22:29.920 --> 00:22:30.753
in sixth grade.

00:22:30.753 --> 00:22:31.660
I love that stuff.

00:22:31.660 --> 00:22:33.303
But we had to teach less of it.

00:22:33.303 --> 00:22:35.400
We still covered it, all the standards,

00:22:35.400 --> 00:22:39.540
but we had to just decrease
our history time a little bit.

00:22:39.540 --> 00:22:42.440
Maybe you high school teachers,
you principals can have

00:22:42.440 --> 00:22:45.170
a math block just for remediation,

00:22:45.170 --> 00:22:48.140
in addition to their
core subject math class.

00:22:48.140 --> 00:22:49.770
A lotta classes do that.

00:22:49.770 --> 00:22:51.680
I know the junior hight
that my students graduate

00:22:51.680 --> 00:22:54.503
to have an extra math block
for them to learn from.

00:22:55.550 --> 00:22:57.360
- Cool, well speaking of principals,

00:22:57.360 --> 00:22:58.720
a very common question is the one

00:22:58.720 --> 00:23:00.810
that was asked by Maria Quintanilla,

00:23:00.810 --> 00:23:02.557
which is, "Did you get any pushback

00:23:02.557 --> 00:23:03.967
"from your administration, and if so,

00:23:03.967 --> 00:23:05.410
"how did you handle that?"

00:23:05.410 --> 00:23:06.440
- Absolutely!

00:23:06.440 --> 00:23:08.880
So the principal called
me in that very first year

00:23:08.880 --> 00:23:12.960
I was doing this, 2016/2017,
the very first year,

00:23:12.960 --> 00:23:14.267
and he said, "Hey, Mr. Vandenberg,

00:23:14.267 --> 00:23:16.002
"I'm getting some complaints from parents

00:23:16.002 --> 00:23:19.567
"that the kids are on their
Chromebooks a little too much.

00:23:19.567 --> 00:23:21.190
"Are you teaching?"

00:23:21.190 --> 00:23:22.023
And I said, "Of course.

00:23:22.023 --> 00:23:25.517
"I'm definitely teaching,
but instead of a textbook,

00:23:25.517 --> 00:23:29.417
"instead of their answers
being written down

00:23:29.417 --> 00:23:30.743
"for homework at home or in class

00:23:30.743 --> 00:23:32.587
"and not knowing if their answer is right

00:23:32.587 --> 00:23:33.987
"or wrong until the next day when

00:23:33.987 --> 00:23:36.877
"we go over the homework answers in class,

00:23:36.877 --> 00:23:38.997
"instead they're instantly learning

00:23:38.997 --> 00:23:41.407
"if their answer is
correct or not right away

00:23:41.407 --> 00:23:42.240
"on Khan Academy."

00:23:42.240 --> 00:23:45.037
"It gives that little happy
sound, and the kids love it.

00:23:46.257 --> 00:23:49.217
"That's my textbook,
but I'm still teaching.

00:23:49.217 --> 00:23:51.597
"But, yes, they are on
their Chromebooks more.

00:23:51.597 --> 00:23:53.520
"Please, Mr. Principal."

00:23:53.520 --> 00:23:55.170
I won't say his name
to protect the innocent

00:23:55.170 --> 00:23:57.747
'cause he might listen to this later.

00:23:57.747 --> 00:24:00.127
"Please allow this one year,

00:24:00.127 --> 00:24:01.817
"and if the state test scores are not good

00:24:01.817 --> 00:24:04.670
"I won't ever use it again,"
but if they're great,

00:24:04.670 --> 00:24:07.260
or a lotta schools use PLCs,

00:24:07.260 --> 00:24:08.970
professional learning communities,

00:24:08.970 --> 00:24:11.970
where you have to have
common formative assessments

00:24:11.970 --> 00:24:14.140
periodically, once every month or so,

00:24:14.140 --> 00:24:15.350
couple weeks or so.

00:24:15.350 --> 00:24:19.010
If your kids start
rocking formal assessments

00:24:19.010 --> 00:24:21.270
and compared to their peers,

00:24:21.270 --> 00:24:23.640
then principals start to realize,

00:24:23.640 --> 00:24:26.170
wow, maybe this thing works.

00:24:26.170 --> 00:24:28.160
So when my students came
back that first year,

00:24:28.160 --> 00:24:30.740
the state test scores
blew every other classroom

00:24:30.740 --> 00:24:33.090
out of the water in terms of growth.

00:24:33.090 --> 00:24:35.960
Emphasize growth, okay, not,

00:24:35.960 --> 00:24:37.670
hey, we beat the other class,

00:24:37.670 --> 00:24:39.170
but did we go up a lot?

00:24:39.170 --> 00:24:40.990
That's what matters as teachers.

00:24:40.990 --> 00:24:44.430
If the scores are great,
if the growth is great,

00:24:44.430 --> 00:24:46.950
principals get out of the way.

00:24:46.950 --> 00:24:49.127
Literally my principal just
told me earlier this week,

00:24:49.127 --> 00:24:51.087
"Tim, I will never ask you to change

00:24:51.087 --> 00:24:52.727
"what you're doing in your classroom

00:24:52.727 --> 00:24:55.547
"because of your state test scores,

00:24:55.547 --> 00:24:57.087
"thanks to Khan Academy."

00:24:58.310 --> 00:25:00.500
- Cool, well I know we're at the end here.

00:25:00.500 --> 00:25:01.990
I know everyone has to either rush off

00:25:01.990 --> 00:25:05.170
and pick up kids, make dinner, eat dinner,

00:25:05.170 --> 00:25:06.450
but I do wanna thank everyone

00:25:06.450 --> 00:25:08.190
for making part time
out of their busy days

00:25:08.190 --> 00:25:10.040
to join today, and a special thank you

00:25:10.040 --> 00:25:12.100
to you, Tim, for sharing your expertise

00:25:12.100 --> 00:25:15.230
and making us all richer as
a result and as a community.

00:25:15.230 --> 00:25:17.420
That being said, I know we
didn't even scratch the surface

00:25:17.420 --> 00:25:18.740
on all the questions.

00:25:18.740 --> 00:25:20.870
So maybe I will work with Tim,

00:25:20.870 --> 00:25:22.580
and especially if you
could some survey feedback

00:25:22.580 --> 00:25:24.130
right after this webinar ends

00:25:24.130 --> 00:25:27.020
to figure out if a follow-up
session or some other resource

00:25:27.020 --> 00:25:29.760
would be useful for you
and for your schools.

00:25:29.760 --> 00:25:31.890
That being said, I wanna wish you

00:25:31.890 --> 00:25:34.310
and your students tremendous
success out there,

00:25:34.310 --> 00:25:36.320
and I wanna thank everyone for joining.

00:25:36.320 --> 00:25:37.500
You will absolutely get a recording

00:25:37.500 --> 00:25:39.428
of this session as well
as a copy of the slides

00:25:39.428 --> 00:25:41.026
in your email tomorrow.

00:25:41.026 --> 00:25:43.500
And hopefully you've been as inspired

00:25:43.500 --> 00:25:46.840
by Tim's story as I have, and
I hope it'll carry you far,

00:25:46.840 --> 00:25:49.300
so thanks, everyone, and
thank you so much, Tim.

00:25:49.300 --> 00:25:50.510
- Okay, best of luck, everyone.

00:25:50.510 --> 00:25:51.610
Thanks for joining us.