C. Christensen, M. Horn, & C. Johnson (2008). Disrupting Class. New York: McGraw-Hill

Summary:
In this book, the authors examine why our schools are not doing well in their journey to educate our students. Various factors were presented, and despite measures to improve schools, there has been limited or no gains academically as measured by standardized tests. The authors believe that the root causes are based on the way schools teach their students, that we must move away from monolithic instruction towards a more modular, student-centric approach. To do this there must be an innovative disruption. We cannot improve upon what is already in place rather there must be a completely new and different way to customize instruction. Adding more to an already existing structure, rather then having a new model of education in place, will not allow for the change that needs to occur. They believe this change can happen if software is developed that takes into account the learning styles and intelligence of the students.

Reflection:
While many of the ideas presented have validity, that students learn in different ways and need to be taught in their learning style, I find it difficult to see a school where students sit at computers most of the day, and the teacher’s role is only to coach. So much more goes on in a day, coaching, counseling, problem solving, nurturing, etc.

The idea that an innovative disruption must occur to improve our system, rather than sustaining innovation that currently exists, makes sense. Schools currently add more to their existing structures rather then approaching them in a completely new way. This tends to overburden teachers and the expectations rather then motivating them, which is the catalyzing ingredient for every successful innovation.

Quotes:
“Motivation is the catalyzing ingredient for every successful innovation. The same is true for learning.” (7)

“Because there are so many points of interdependence within the public school system, there are powerful economic forces in place to standardize both instruction and assessment despite what we know to be true – students learn in different ways.” (34)

“… here is the dilemma: because students have different types of intelligence, learning styles, varying paces, and starting points, all students have special learning needs.” (34)

“… society has moved the goal posts on schools and imposed upon them new measures of performance. …. Society has asked schools to pursue the new metric of improvement from within the existing organization, which was designed to improve along the old performance metric.” (51)

“Disruptive innovation requires targeting not those courses that the public schools want to teach in house. They must instead focus on courses that the public schools would be relieved not to have to teach, but do feel the need to offer.” (103)

“ … schools similarly acquired the character of ‘fixed time, variable learning’” (110)

Questions:
How are you using technology in your classroom? Do you feel it is effective?

Do any of your students take courses online? If so, what are they taking and why?