EDSS 530 Response #3

Prompt

Read the first five chapters of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton M. Christensen.  Address the six guided questions.

Disrupting Class Response

Chapter 1: Why Schools Struggle to Teach Differently When Each Student Learns Differently

Question 1: Explain the difference between interdependence and modularity.  How is education currently organized?

Interdependence is a way of organizing a system or product in which the components are reliant on the make-up of the other parts.  In an interdependent system or product a single part can not be exchanged for a generic part, nor can that part be changed without changing the other components.  This forces the parts of the system or product to become proprietary.  While an interdependent design is an effective way of developing a product or system it does not allow for customization or adaption.  For example, the first Ford Model-T became obsolete the moment an improved engine was developed because the first Model-T could not be adapted for it.

Modularity is a way of organizing a system or product in which the components are not reliant on the make-up of the other parts.  In a modular product, parts are interchangeable and can be made by third-party companies.  Modularity allows for innovation, adaption and customization.  A product developer no longer needs to design an entirely new product or system in order to implement his or her new invention.  Instead the developer only needs to design the new part and it can fit into a current product or system.  Engineers and developers have embraced modularity because it cuts costs and keeps the product or system relevant for years.  For example, the lap was invented decades ago and if interdependent would have become obsolete.  However because any light-bulb with a universal socket will work it has remained relevant with the invention of new light-bulbs.

Education in the United States is currently organized in a highly interdependent structure.  It is laced with four types of interdependencies:

1. Temporal: You can't study ninth grade if you didn't cover it in seventh.
2. Lateral: You can't teacher certain foreign lanuages in other more effieient ways because you'd have to change the way English grammar is taught.
3. Physical: The design of the traditional school limits learning.
4. Hierarchical: Mandates, which are often contradictory, come from the local, state, and federal policymakers are found in this type of interdependency.  The curriculum and textbook decisions are also found her.

Chapter 2: Making the Shift: Schools Meet Society's Needs

Question 2: Explain the disruptive innovation theory.  What does this have to do with schools?

"The disruptive innovation theory explains why organizations struggle with certain kinds of innovation and how organizations can predictably succeed in innovation." (Christensen, 45).  In essence this theory states that a disruptive innovation is a product that appears on the market in competition with similar products.  The disruptive innovation however, is not a breakthrough innovation and is not as good as those products already on the market.  Due to the fact that the disruptive innovation is inexpensive and simple to use it compared to other products, it can be purchased and used by a new set of customers.  As the innovation improves it surpasses those on the market.

Disruptive innovation theory relates to the United States school system because at present schools are monopolies without competition.  Because schools are monopolies there is very few opportunities for a disruptive innovation to be introduced.  However there have been disruptive innovations before.  These innovations have come out of disruptions in society, forcing schools to change to meet new demands.  When schools are changing they are essentially, "rebuilding an airplane in mid-flight." (Christensen, 51) Christen sums up the chapter stating that while technology is being introduced into the classroom to a larger degree at present it will not act as a disruptive innovation until it changes how and what students learn.

Chapter 3: Crammed Computer Classrooms

Question 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 has failed to generated expected results because of how schools have employed computers.  At present a majority of schools are using computers to assist with research, replace written work and at best supplement learning.  In addition students rarely use the computers in the classroom or in a computer lab.  Christensen suggest that in order for computers to work they must be used as a means of instruction, be adapted to fit student learning and be utilized more regularly.

In late 1800s RCA Victor developed a technology that allowed people to record musicians such as Rachmaninoff and listen to the instrumentals in one's own living room.  The recordings were far from the quality of the live music but they opened the door to a new industry and new customers.  This innovation gave people who did not have the resources or location to listen to live music the opportunity to listen to musicians like Rachmaninoff.  These new listeners were non-consumers of live music and therefore the recordings did not compete directly with live performances.  These lessons can be transferred to technology in the classroom.  As it remains possible to record teachers it is not the same as a real teacher.  One can not expect students to achieve to the same limit if they are being taught directly by computers.

Chapter 4: Disruptively Deploying Computers

Question 4: Explain the pattern of disruption.

"Disruptions first compete against non-consumption in a new 'plane of competition.'" (Christensen, 96)  The entire pattern of disruption almost always follows an S-curve.  During the disruptive innovation's introduction to the market their is an initial flat portion.  The length of this period is unpredictable and can last a year or ten years.  Eventually the product or system improves and its reach steepens dramatically approaching the existing product.  This causes the existing product to eventually be replaced.  When the disruptive innovation reaches market dominance the curve flattens.

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

The monolithic trap of instruction occurs when a teacher is unable to customize his or her instruction.  The teacher has become a overwhelmed in a system in which they must teach a large amount of students.  Monolithic instruction is characterized by little or no customization or individualized instruction.  A teacher will teach in one system that reaches a certain percentage of students, hoping the rest of the students will adapt.  More often then not students who are expected to adapt don't.  Student-centric learning helps this problem by taking into account the various learning styles of students.  With technology student-centric learning becomes a greater possibility because it allows lessons to be individualized.  In addition the instructor can provide more individualized instruction.

Chapter 5: The System for Student-Centric Learning

Question 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?

The United States' current public education's commercial system is run like a Value Adding Process (VAP).  Students are brought into the process at one end (kindergarten), spend years in the classroom having knowledge feed to them, and emerge from the process at the other end as high school graduates.  This current commercial system is in place because of the notion that this process makes students more knowledgeable and therefore valuable citizens.

A value chain business is where businesses establish their costs for supplies, manufacturing, labor and other inherent costs associated with business.  With these costs a business establish a cost structure that allows them to sell their product or system for profit.

In the current model of public education disruption is difficult.  However with more developments in technology and the realization of its possibilities in the classroom student-centric learning can become a greater reality.  When technology develops to become more customizable for the user, students can begin to dictate how they learn.  This will allow students to have input on their learning and be taught in the way they choose.  In addition, technology will allow learning to take place without the direct presence of the teacher.

Valley High School - Week Three Observation

February 10, 2012
 

Observation Report
I arrived at Valley High School in Escondido at approximately 8:00 A.M. on Friday, February 10, 2012. Upon arriving on campus I proceeded to the staff lounge where I was greeted by a large portion of the faculty and staff of Valley High School. After the first bell at 8:15 A.M. I went to one of my cooperating teacher’s connections class for first period. During the hour long class students read a newspaper article and filled out a summary sheet. The article comes from the local newspaper and can be on any current event. The summary consists of five sentences focusing on the who, what, when, where and why of the event. I spent both second and third period in Mr. Flynt’s classroom, observing the two United States History B classes I would eventually be taking over in mid-March. During the first portion of the class the students watched a video addressing the reasons why the United States entered the war in Vietnam. During the course of the video I noticed some students were interested while others were not. At the conclusion of the half-an-hour video students wrote a one-page summary on the film. After period three ended I visited my other cooperating teacher and the United States Government class I would be instructing. As Mr. Palacios, my cooperating teacher, prefers to maintain a pattern he administers quizzes on Fridays. The process begins with the instructor giving the students six minutes to gather and review their notes. After students have gathered their notes the instructor asks questions for three minutes on the content that will be covered on the quiz. After the self and class reviews the instructor hands out the quizzes and students have the remainder of the period to work on them. Students are also permitted to use their notes on the quizzes.

Reflection 

The decision by Mr. Palacios to create a scheduled routine for his students is an excellent idea. Students know that on Mondays, Tuesdays and Wednesdays there will be lectures, bookwork and classwork. On Thursdays students know they have the opportunity to review the week’s content so they ensure they bring their notes and classwork. On Fridays students know they will be taking a quiz on the week’s content. Since students are allowed to use notes on the test, students always bring their notes on Fridays. Also students know not to be absent on Fridays. Mr. Palacios stated that he choose to create a pattern because it works best with students. I truly see the value in this decision and will maintain it when I take over instruction.

Valley High School - Week Two Observation

February 3, 2012

Observation Report
I arrived at Valley High School in Escondido at approximately 8:00 A.M. on Friday, February 3, 2012. Upon arriving on campus I signed in at the front office and proceeded to the staff room, where I had the opportunity to meet a large portion of the faculty and staff of Valley High School. After the first bell at 8:15 A.M. I went with one of my cooperating teacher’s connections class for first period. At Valley High School connections is an integral part of the school’s mission. When students first arrive at Valley High School they are assigned a connections teacher. Students will stay with their assigned connections teacher throughout their time at Valley High School, spending each first period with the instructor. The instructor is responsible for providing consistency in a fast paced school, assigning schedule changes and addressing the issues that will arise after graduation. I spent my first connections class with Mr. Flynt where students watched the morning news, reflected on it in a response and worked on make-up work for other classes. I spent both second and third periods in Mr. Flynt’s class observing the two United States History classes I would eventually be taking over in mid-March. During the first segment of class students took notes directly from a PowerPoint on the 1960s while the instructor talked about the points. After going through three slides the students watched a video on the 1960s. After the lesson students placed their classroom notes in a basket in the back of the class. This allows the instructor to look over the notes and students to have easy access to them during a quiz or test. At the conclusion of third period I observed my other cooperating teacher in the third class I will be taking over instruction in. The class began with the instructor putting a timer on the overhead, giving the students six minutes to prepare for a test. After six minutes had elapsed students took a test on the Executive Branch of the United States Government. The test took the remainder of the class period.

Reflection
Through my initial observation of connections I gained a great understanding to its importance. Valley High School is a continuation school focused on graduating students who have not succeeded in regular classrooms. Therefore curriculum is taught quickly and credits are earned just as fast. Most students only stay in a particular class for a trimester lasting twelve weeks before they earn their credits and move to other class. With the large amount of transfer it is easy to see how possible it is for a student to not develop a connection with faculty and staff. With a connections teacher the student has a familiar face throughout their time at Valley High School. This instructor takes a valued interest in the student’s growth and success, an important quality at this particular institution.

Valley High School - Week One Observation

January 27, 2012

Observation Report
I arrived at Valley High School in Escondido at approximately 8:00 A.M. on Friday, January 27, 2012. Upon arriving at the school I signed in at the front office where I also met the other member of my school team. After the first bell at approximately 8:15 A.M. we were introduced to the school’s vice principal and on-site liaison, Mr. Barajas. Mr. Barajas gave us an introduction to the school which included the schedule, connections, PLATO program and the mission of Valley High School. Upon the conclusion of first period at approximately 9:15 A.M. Mr. Barajas gave us a tour of the school campus, which includes seventeen classrooms and a gym. It was during this time that we met with our university supervisor, Jannis Brandenburg. After the conclusion of the tour, my school team and Jannis met and discussed our upcoming experience at Valley High School. After the conclusion of second period, we were introduced to a number of the certified teachers that work at Valley High School including my cooperating teachers for Clinical Practice II. I spent third period with one of my cooperating teachers, Mr. Flynt, where I observed one of the three classes I will eventually be taking over. The class is a U.S. History class made up of eighteen students, most of which will not be in the class when I take over the class in mid-March. Much of the class time was dedicated to a Civil Rights Test. During my observation I noticed that some of the students failed to get started on the assessment and in a discussion with Mr. Flynt discovered that some students don’t do the work at first but in the future will come in to make it up. After the conclusion of third period I observed my other cooperating teacher, Mr. Palacios, and other class I will be taking over. The class is a U.S. Government class. In a discussion with Mr. Palacios he informed me that he has a clear structure to his course in that Mondays, Tuesdays and Wednesdays are dedicated to instruction, Thursday is set for review and tests are administered on Fridays. During this particular period the students work on make-up work.

Reflection
Throughout my initial observation of Valley High School I have had both excitement and nervousness. I am excited to work in a school where I have the opportunity to connect with students and help them succeed. I am also excited that I am teaching at a school that promotes experimentation. I am also excited about the two cooperating teachers I have been assigned as they differ in styles. I am nervous about working in a school where I am expected to push sixteen weeks of content into twelve weeks. I am also nervous about working in a non-traditional school because I am unsure of what to expect. I truly love the content I will be teaching and I am unsure if I can give my students the opportunity to find a similar joy due to the lack of time.