To increase the likelihood of an initiatives’ success, education leaders need to consider the true interests and motivations of their teachers. The Jobs to Be Done Theory offers a framework for understanding what causes educators to accept and adopt new approaches.
In this landmark report with the WISE Initiative, we share and analyze data from survey respondents in Brazil, Malaysia, and South Africa, along with 13-15 case studies of specific school models. Using this data, we give specific policy recommendations for each country. For copies of the survey instrument used in this report, please go here.
Throughout the 2017 Blended and Personalize Learning Conference (BPLC), conversations focused on forwarding so-called maverick as well as mainstream aims—that is, taking existing innovative approaches to the next level and taking innovative approaches to scale. In this report, we share seven key tips that emerged from leading innovators.
From understanding the basics of blended learning to fine-tuning your current program, this workbook gives you hands-on practice that will expand your knowledge base and help you develop a plan for your own classroom or school to create a student-centered education design that personalizes for all students.
For several schools in DC Public Schools, the blended-learning journey launched with the adoption of the Station Rotation model around Fall 2014. Since that time, teachers have modified the Station Rotation to address various student needs. Though each classroom looked similar just a few years ago, today their many differences reflect each teacher’s willingness to innovate and adapt to the unique needs of their students.
Teachers, this playbook is for you. Your journey to improve your classroom and meet the needs of today’s students is not in the dark; successful managers outside of education, combined with the teachers in the pilot schools in this playbook, together illuminate a number of moves that can help you better meet the needs of students today.
With new technologies displacing workers across many fields, what will be the likely impact on the teaching profession? Will machines replace teachers? Despite the hype and fear, machines are unlikely to replace teachers anytime soon. Rather, they are poised to help overcome several structural barriers that make it difficult to ensure that an effective teacher reaches every student.
Participants of the 2016 Blended and Personalize Learning Conference (BPLC) shared their best strategies for seeding and scaling innovative instructional models. The following report synthesizes some of the key themes that emerged as these early adopters shared their change management tips from the frontlines.
This case study describes how Leadership Public Schools (LPS), a charter school management organization that operates high schools in the San Francisco Bay Area, and Gooru, a nonprofit edtech company, co-developed a technology to support LPS’s personalized learning model and improve student outcomes.
This report, produced by TLA in collaboration with the Clayton Christensen Institute and the Ohio Blended Learning Network, outlines implementation and challenges and makes recommendations for advancing the quality of blended learning in Ohio. The report includes a survey that states can use to collect their own data.
We teamed up with the Evergreen Education Group to publish 12 case studies of how traditional school districts improved student learning outcomes after implementing blended learning. Each short profile highlights key details in the district’s blended-learning strategy, the EdTech products used, and promising results in the form of test scores and graduation rates.
The sequel to Disrupting Class, this how-to guide sheds light on the practical side of blended learning.
This paper explores how California superintendents are implementing blended learning, despite strict regulations.
Silicon Schools Fund and the Clayton Christensen Institute have teamed up to provide insight and guidance on delivering high-quality blended learning. Learn more about how to personalize K-12 education for all students by combining the best of traditional schools with the transformative power of online learning.
Technology is increasingly integral to school systems — but do we know what schools want out of software? This white paper summarizes how 30 school systems are using education technology and what advancements they hope to see in the market moving forward. View the school systems’ software maps here.
Based on a small, early-stage sampling of schools in New Hampshire, this white paper describes how blended-learning models that tend to be disruptive relative to the traditional classroom appear especially well suited to support competency-based education at scale.
This important volume takes stock of the debate, neither demonizing nor celebrating the for-profit sector, to understand what it takes for for-profits to promote quality and cost effectiveness at scale.
Este artigo é o primeiro a analisar o ensino híbrido pela lente da teoria da inovação disruptiva para ajudar as pessoas a preverem e se planejarem para os efeitos prováveis do ensino híbrido nas salas de aula de hoje e nas escolas de amanhã.
This paper analyzes blended learning through the lens of disruptive innovation theory. It introduces the theory of hybrids and identifies sustaining and disruptive models of blended learning.
As blended learning continues to expand across the K–12 sector, definitions are important to understanding the growing phenomenon. This paper creates a shared language for the emerging field, adding much needed clarity to the education lexicon.
Filled with real-life case studies and scientific findings, Disrupting Class uses the theory of disruptive innovation to offer groundbreaking insights on one of the most important issues of our time — education.