Source: The Economist, Sep 2011
THE 12-year-olds filing into Courtney Cadwell’s classroom at Egan Junior High in Los Altos, a leafy suburb of Silicon Valley, each take a white MacBook from a trolley, log on to a website called KhanAcademy.org and begin doing maths exercises. They will not get a lecture from Ms Cadwell, because they have already viewed, at home, various lectures as video clips on KhanAcademy (given by Salman Khan, its founder). And Ms Cadwell, logged in as a “coach”, can see exactly who has watched which. This means that class time is now free for something else: one-on-one instruction by Ms Cadwell, or what used to be known as tutoring.
This reversal of the traditional teaching methods—with lecturing done outside class time and tutoring (or “homework”) during it—is what Mr Khan calls “the flip”. A synonym for flip, of course, is revolution, and this experiment in Los Altos just might lead to one. For although only a handful of classes in this public-school district tried the method in the last school year, many other schools, private and public, are now expressing interest, and the methodology is spreading.
But lectures, whether online or in the flesh, play only a limited role in education. Research shows that the human brain accepts new concepts largely through constant recall while interacting socially. This suggests that good teaching must “de-emphasise lecture and emphasise active problem-solving,” says Carl Wieman, a winner of the Nobel prize in physics and an adviser to Barack Obama.
… spend a few minutes playing with the KhanAcademy dashboard of a class in Los Altos, and you see a vision of the future. You can follow the progress of each child—where she started, how she progressed, where she got stuck and “unstuck” (as Ms Thordarson likes to put it). You can also view the progress of the entire class. And you could aggregate the information of all the classes taught by one teacher, of an entire school or even district, with data covering a whole year.