Disruting Class Response

Chapter 1: Why Schools Struggle to Teach Differently when each Student Learns Differently
1. Explain the difference between interdependence and modularity.  How is education currently organized?  

      The way we build our society can be interdependent or modular in nature, in the sense that all things must be accessible and useable for individuals and groups.  Whether it is a product or a service we are creating to meet specific needs, what we are striving for is a functioning system where needs can be met.  This text used examples within industry, among other things in society to draw parallels with how we build learning environments.
     If I was a fellow from a time period long ago, I might try to build a house for myself and family.  If I set out to build my home in and amongst a group of other folk, I might build it similar to how the whole neighborhood did, with similar amenities because I like how they did it and I want them to feel at home when they visit.  Or... contrastingly I might consider more of the unique needs of my own family group and therefore emphasize our personal needs.  I would innovate in ways that don't rely  previous architecture in my society, because it fits my needs uniquely.  So it is with interdependence versus modularity.

      Modularity in public education makes sense for increasing student learning in a day and age when we are trying to reach out to students falling behind.  I think this is the case because it takes different learning styles (Multiple Intelligences) into consideration.  Interdependence is the current pattern predominantly found in our public schools, because in most scenarios enrollment has increased to a point where it seems practical for us to streamline this service with common elements that are standard, such as types of curriculum, room arrangements, testing, modes of communication between teachers with students and parents, and the list goes on and on.  These things become very interdependent because few schools elect to change the system that is meeting many of the most common needs of the people.

silas  ...my 5 year son wanted to help me with this, so he typed his name here (;

Chapter 2: Making the Shift:  Schools meet Society’s need
2. Explain the disruptive innovation theory.  What does this have to do with schools?

 

     Sticking with my own theme here, we all have the need in our society to become educated.  Understanding that our education system is monopolized by basically all of our society, because it is a requirement for everyone and a basic need for each individual, is a good per-cursor for grasping the context of education for the disruptive innovation theory I am about to describe.

     We innovate to make our human experience easier.  Just like I would have build my house with better amenities than my neighbor back in the old days, so we try to make life easier with innovations.  The book gives the name sustaining innovations to those things that have the power to extend a good such as ..."planes that fly farther, computers that process faster, cellular phone batteries that last longer, and televisions with clearer image"... But there is a different type of innovation, called disruptive innovation that is aimed to do something entirely new and different from the previous endeavor, and this is often found in marketing scenarios, where non-consumers are targeted with a new innovation.  In education though, a disruptive innovation can be very good for targeting specific needs of a smaller group.  When we break out of trend within a service, there is potential not only to meet different needs in areas that need it, but also to cause entirely new avenues for us to further modify and implement more sustaining innovations-- this helps us meet more needs for students in the classroom.

Chapter 3: Crammed Classroom Computers
3.  Why doesn’t cramming computers in schools work?  Explain this in terms of the lessons from Rachmaninoff (what does it mean to compete against nonconsumption?)

 

Cramming computers into schools doesnt work because it is in short an attempt to replace something original and grand with a lesser version of the same thing.

In athletics, we utilize something called supplemental training.  For example, a runner normally trains with intervals, tempo runs, repetitions on the track, high mileage, etc... supplemental training would come in the form of getting on the elliptical trainer, swimming or strength training with weights or other resistance.  The supplemental training is a lot like the recording of Rachmaninoff, because although it emulates the original master and pretty much sounds just like it, you know you aren't getting the same experience and  people would be ticked off if they bought a ticket to listen to a RCA record playing in the large theater, with no real Rachmaninoff or his orchestra to accompany him (this exercise analogy mirrors what Christensen is saying about "Math Rabbit" software, page 82)

Chapter 4: Disruptively Deploying Computers

4. Explain the pattern of disruption. 

All disruptions in the form we are discussing here, indeed come in a pattern were the cost to consumers is declining as the technology improves, moving towards a student-centric model.  

 

I can think of no more fitting example than a real-classroom environment that I recently observed at El Camino High School.  Dr. Nank- a mathematics teacher there- explained that technology has followed a pattern were there begins with old technology (pens for students, a chalk board for the teacher) to a new innovation (computers) that are used by the teacher, then gradually move towards student-centric implementation where they are actually using the technology to improve their own learning- hands-on with the iPads in their class.  This took many years of innovation and cautious experimentation by teachers and administrators, but eventually the pattern comes to a fully productive and effective place.  When I was young, computer labs were the middle of the pattern where things were incidentally "crammed"... we were experiencing supplemental instruction.

5. Explain the trap of monolithic instruction.  How does student-centric learning help this problem?

 

Too often, a one-size fits all, or monolithic instruction model is implemented because real learning experiences aren't evaluated but rather precieved with innovation as an upgrade in and of itself. Student-centric learning helps with this because it does the opposite: it puts the emphasis on students utilizing the innovation for learning outcomes rather than supplementing instruction or keeping the technology in the hands of teachers.  Just like history has shown with all education technology, it takes time for us to trust students with the technology, but eventually, hopefully we become accustomed to giving youth the technology that they can benefit from.  It is what they truly relate to and connect with, so I feel that it should be part of their everyday learning process rather than withholding it in a more teacher-centered teaching model. 

 

Chapter 5: The System for Student-Centric Learning

6. Explain public education’s commercial system.  What does it mean to say it is a value-chain business?  How does this affect student-centric learning?

 

Currently, educations value network is mostly as a Value Adding Process (VAP).  There is a process where product, such as textbooks, and all curriculum and classroom-enhancing products are created based on how teachers adapt, deliver, and teach using the product.  After this, student learning is formally assessed, and this is where the value of the process shows, because from there teachers training and curriculum production is re-evaluated.  This value-chain is indeed part of a business to improve instructional materials.  The value-chain affects student-centric learning because the innovations and choices that pruducers, assessors and teachers implement into the classrooms can contribute in student-centered or else non-student-centered ways.  

 

 User-generated content is the ultimate potential of a system where innovations take full effect.  We are moving that way with the internet, iPads and more and more products where students have their hands on technology.  This works because students are being assessed for genuine learning outcomes that are measurable.  The learners who can take more responsibility for their own process become a part of the value-chain in ways that have potential to benefit them.