Thomas is nine years old.* It is 9:45 AM during Advisory time, one of the first blocks of time in daily schedule (there are seven such blocks in the Lab School day that runs from 9AM-4PM). In a large open space, he, like 18 other students scattered across the ample room, is sitting alone at a desk typing on a Chromebook. Three adults– they are teachers but called in KLS argot, “Advisors”–are working with individual students a half hour at a time reviewing their daily “Playlist” (see below) and Goal Tracker (see below). The other students are reviewing their daily “Playlist” that need attention. During this block of time, individual students arrive at and depart from the three “Advisors” for their one-to-one review of their work, ideas, and what’s on their minds.
I approach Thomas who is in Independence Level 2 (there are currently six such levels at KLS) and ask if I can sit down and find out what he working on. He says “yes.”
Thomas tells me that he is working on the school newspaper and he volunteered to write an article about student responses to a proposed school rule concerning email among students. The proposed rule is that students will look at email once a day and when they do they can only keep two tabs open at the same time. His deadline, he tells me, is tomorrow morning.
I asked Thomas why was this rule proposed. He said that students were looking at email too often during the day and keeping multiple tabs open and that distracted many students from tasks they had to work on. Thus far, he has interviewed 12 other students from each of the six levels in the school–there are no designations of 1st grade, 4th grade or 6th grade just different ages running from 5 to 16.
Thomas showed me what he written on his screen thus far. I asked him what he thought of the rule. He said he liked it because it forced him to focus on what goals and tasks he expects to work on–he showed me his Goal Tracker. I then asked whether he would include his opinion in the article he was writing.
“No,” he said. I asked why. He said he was a reporter and reporters do not enter their opinions into what they are writing. He reports what fellow students said about the proposed rule. I thanked Thomas for his time in answering my questions.
I then walked over to meet Heather Stinnett,** a Lead Advisor who had just sat down with Nancy, a nine year old. Nancy said it was fine if I sat and listened to what they discussed. Heather starts the 30-minute discussion asking Nancy about her weekend and what she did. Then Heather segued to Nancy’s Goal Tracker, a digital way of tracking what Nancy is doing and how she is progressing in reaching her goals. Heather shows Goal Tracker on her screen and Nancy pulled out her Chromebook and clicked rapidly to have her Goal Tracker on screen. This constant self-assessment is built into daily schedule, i.e., Playlist, and time with each student’s advisor. (for a sample, see Goal Tracker)
Advisors also follow up on the other end by serving as accountability partners to ensure students accomplish their goals. Students reflect on their goals each week when they sit down for their one-on-one advisory meetings and they update their goals accordingly.
Then they turned to Nancy’s Playlist, a schedule that Nancy follows during the day (Here is what a generic daily Playlist looks like). They discussed where Nancy was on Zearn (online math software) and the written reflection Nancy had decided to do. She showed Heather the reflection and then read it to her. I watched while Heather took notes on paragraphs that Nancy read to Heather from the screen. Heather complimented Nancy on wording, grammar, and thoughtfulness. I left to visit another Advisor and student at work.
Khan Lab School is a private school with around 140 elementary and secondary school age students of whom 80 are in the Lower School. Tuition runs from $28,000 to $33,000 depending on whether child is in Lower, Middle, or Upper school.
Established in 2014 by Salman Khan, founder of Khan Academy, it is an avowedly experimental school that Khan and colleagues built to transform traditional schooling into experiences for children that mirrors the ever-changing world that they will enter. As Khan wrote in The One World Schoolhouse (2012), “The old classroom model simply doesn’t fit our changing needs….It’s a fundamentally passive way of learning, while the world requires more and more active (original italics) processing of information.”
As viewed by KLS leaders, the differences between regular schools and the Lab School look like this:
Renting space set aside for business offices in Mountain View (CA), the school is furnished with modern office furniture adapted for children who spend most of their time in an open space yet can go to scattered nooks. Closed spaces for Content Specialists in reading, writing, math, world language, and computer science accommodate up to 8-12 students. How the space and furniture were arranged is intimately connected to pedagogy, mastery-based learning, collaboration among and between students and adults, and schedule (see here).
In the Lower School, I spent one morning in early May observing one-to-one advising, Content Specialists teaching language arts and other subjects, and students working independently on the mastery-based curriculum and their projects (worked on during Studio block of time). I also spent time with Orly Friedman,** Head of the Lower School and Interim Head of School, who oriented me to the space and the program that day (Friedman describes the school in a brief video here).
At KLS, teachers perform one of two roles. One is Content Specialist in a content area–math, writing, world language, reading or computer programming. The other is as Advisor–30 minute one-on-one conversations about student’s life, current work, issues that need addressing, and review of where student is on his or her Goal Tracker. This splitting of the teacher’s role is uncommon in private and public schools–most teachers have to do both at the minimum–and at KLS, I was told that it plays to what each teacher does best and likes to do.
I went into an English Language Arts Specialist’s small, snug room where Katherine James was already into the 45-minute session she is teaching with seven children, ages 7-9.
Students are reading Ian Whybrow’s Little Wolf’s Book of Badness. When I arrived, each of the students was already reading in the book and Katherine was working one-on-one with students asking questions about the book and listening to each student’s answers.
As the session comes to an end, Katherine reminds students to work on their questions reflecting on the section they read in Whybrow’s book. She lines up the seven children and then dismisses them one-by-one to go to the next activity. No bells ring to end a session with the Content Specialists.
Students’ self assessments and teacher judgments are frequent activities. There, are however, no report cards. Because KLS groups children by how well they demonstrate knowledge and skills in various areas–Independence Levels 1-6–rather than being first or third graders, the staff has developed rubrics or ways of knowing how well students are doing in a subject or skill and when individual children have reached a particular independence level (see here ). These KLS assessments go to parents twice a year.
There is much more to the KLS that can be captured in a description of one morning there. KLS has numerous digital documents describing their mission, beliefs, faculty, schedule, and activities at their website. In this post, I have included student and teacher accounts of their experiences in KLS. Additionally, others have written about the school that offer glimpses of it at different times since it was founded nearly five years ago (see here, here, and here).
Part 2 will deal with KLS as another example historically of private, micro-schools and their effort to break the “grammar of schooling.”
*All student names are pseudonyms.
** I use actual names of Advisors, Specialists, and Head of Lower School.