Khan Academy at Summit Public Schools (grades 9-12)

Summit er et netværk af charter skoler i Bay Area, der blev omtalt i "Waiting for Superman". Deres aktiviteter i Rainier og Tahoma er placeret i San Jose. I 2011-2012 var disse to skolers nye 9. klasser med i alt 200 elever pilotskoler for Khan Academy. Hver klasse havde omkring 35 elever, og alle elever havde en computer. Lærerne integrerede Khan Academy i deres pensum - både med individuelt arbejde, projekter og gruppearbejde.
I 2012-2013 tog Summit et nyt læringssystem i brug - 200 elever i et klasseværelse med 7 undervisere. Below is an excerpt from founder Diane Tavenner's blogpost: Beyond Blended Learning
2011-2012 skoleåret var et forandringsrigt år for Summit Public Schools. Det, der startede som et matematik pilotprojekt med blandet læring på vores to skoler i San Jose har fuldstændigt omformet modellen for den næste generation af vores skoler, de to første åbner i efteråret 2013. Pilotprojektets succes har påvirket, hvordan disse skoler ser ud og føles, samt hvordan eleverne interagerer med lærere og gør deres fremskridt gennem læringsniveauerne.
As an organization, Summit Public Schools is focused on preparing all students not only to attend but to succeed in four-year colleges and beyond. For bedre at kunne opfylde dette mål, begyndte vi i sommeren 2011 at undersøge mulighederne for at fremskynde vores elevers læring. Vi var især interesseret i håndteringen af de færdighedsmangler, der stammer tilbage fra tidligere i folkeskolen. Vores indstilling var, at teknologi gav os evnen til at skabe et mere personligt læringsmiljø for alle elever, at levere præcis hvad de har brug for, når de har brug for det, og på den måde, som de har brug for.

Trin et: afprøvning af modellen

To test this theory, we launched a targeted blended learning pilot in partnership with Khan Academy last fall. Vi startede småt med kun 200 9.-klasses elever i vores to San Jose skoler. Vi lavede en læringsmodel, der bestod af en kombineret undervisningsmetode, til vores pensum, som skulle hjælpe 9.-klasses eleverne med at mestre matematikbegreber som algebra og geometri. The model also included daily individualized learning time to ensure students could address any academic gaps. The pilot was a success. Vores eleverne opnåede store fremskridt i forhold til at få styr på manglerne, og det skete med større succes end vi havde oplevet i de sidste ti år med hverken kombineret eller personlig indsats.

Trin to: optimering af hele skolen

Men vi indså hurtigt, at for virkeligt at personliggøre læringen alle elever, skulle vi bevæge os ud over den planlagte tilgang til "blended learning", som vi havde brugt i pilotprojektet. Vi blev nødt til at revidere hele skoleeksperimentet. Hvert element i skolen, lige fra hvordan rummene er designet til brugen af tid, til rollen som underviser, skulle personliggøres for at fokusere på, og centreret omkring, vores studerende.
We have come to believe deeply that the most effective way to personalize learning is to provide what we are calling an optimized school model, which we will be piloting in our San Jose schools this coming year and launching in our first two next generation schools in the fall of 2013.
I vores optimerede skolemodel vil vi:
  • Reimagining the physical classroom and school environment by removing walls to create an open architecture learning space that accommodates all learning styles, as well as individual workstations for students.  This open architecture allows for the natural flow of ideas among teachers and students.  It is a re-envisioning of what a school looks like, as well as of how a student learns and an educator teaches. The school design is completely centered around accommodating the personalized pathways and learning styles of individual students in order to address what each needs to be successful in college and beyond.
  • Redesigning teacher roles to move towards teams of educators, which can include teachers, learning coaches, intervention specialists and data analysts. These teams work together to provide high-quality, face-to-face learning experiences for students, while allowing technology to drive individualized learning, data and create a robust loop of information.  Teams of educators can provide one-to-one tutoring and coaching, small group learning experiences, workshops and labs, as well as larger group experiences such as Socratic seminars, presentations or case studies.
  • Removing the restrictions of traditional grade levels to give students the true freedom to move at their own pace. Students are placed in one of three learning phases - High School Ready, College Ready and Early College - and progress through them, based upon mastery of all the standards of a learning phase. Evaluation of this progress depends on mastery of key skills such as goal setting, time management, study skills, persistence, initiative or self-direction, task completion and responsibility, as well as academic standards.
  • Empowering students to take charge of their own learning by shifting away from the teacher-directed rotations (e.g., between digital learning and face-to-face instruction) typical of most blended environments. In our optimized school model, students can fully self-direct their learning. Students log-on to a learning management system each day to select a customized learningplaylist, including online apps and other programs, that helps them move through a set of personalized learning goals. Mentorship from and interaction with educator teams helps ensure they are on the right path.
As we pilot this optimized school model this fall, we’re excited to embark on another year of exploration. Utvivlsomt vil der være forhindringer undervejs, men vi er optimistiske omkring blended learning, som kommer af den overbevisning, at teknologien vil fremskynde den længe ventede gennemtænkning af offentlige skoler i USA, fordi det har så mange andre sektorer.