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Disrupting Class for Leadership Lunch

A Report on Clayton Christensen's new book.

Matt Frey

on 19 February 2010

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Transcript of Disrupting Class for Leadership Lunch

Four Hopes for Schools
1.Maximize human potential.
2.Facilitate a vibrant, participative democracy in which we have an informed electorate.
3.Hone the skills, capabilities, and attitudes that will help our economy remain prosperous and economically competitive.
4.Nurture the understanding that people can see things differently—and that those differences merit respect rather than persecution.
Some suggest we're not doing very well in the journey toward these aspirations.
Under funded? The US public education system spends more per student than all but a few countries yet, on average, we perform at or below the level of those in other economically advanced countries. (Money IS important, but not by itself. Too many anomalies even in our own country.)
Too few computers, too little technology? In 1995 the US averaged 72 computers per school to support instruction. By 2003, the number nearly doubled to 136. Achievement levels, however, have remained largely static.
US teaching model is broken? Much of Asia employs a standard “lecture” style of instructional delivery, yet routinely outperforms our schools.
The way we measure schools’ performance is fundamentally flawed? No, we are not uniquely unable to measure true academic achievement.
It comes down to motivation!
Prosperity can be an enemy to extrinsic motivation.
Teacher unions? Some argue that unions force districts to place a higher priority on the needs of teachers over the students’ needs. However, Montgomery County Public Schools in Maryland has a very strong union yet consistently outperform similar students in Charleston County, South Carolina—a district with no teacher union at all.
How do we effectively engage Brevard's students?
How do we increase students' intrinsic motivation?
Change our business model.
What is a value-chain business?
Inputs of raw materials in one end, transform them to add value, deliver desirable products out the other end. (Manufacturing, retailing, food services…)
What is a facilitated user network?
A business model that enables customers to exchange things with each other. (Telecommunications, insurance, banking…)

What’s the “problem” with education as a value-chain business?
Intellectual cliques generally determine the transformational process because they are the ones that develop the textbooks and curriculum. Their understanding comes from their dominant intelligence and consequently their approaches to teaching favor students with that same intelligence.
Instead of textbook companies and subject matter experts creating (and pushing) the only viable pathways to learning, others (with different intelligences and learning styles) can contribute to a growing library of instructional resources. The “other” group can and should include students, parents and teachers. Rather than having incompatible resources “pushed” onto them, students can subsequently “pull” resources that are more in tune with their intelligences and styles.
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