Blended

MICHAEL B. HORN is co-founder and executive director of Education at the Clayton Christensen Institute for Disruptive Innovation and co-author of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (McGraw-Hill, 2008) with Clayton Christensen and Curtis Johnson. His insights have been highlighted in his recurring column for Forbes as well as The Washington Post, The Economist, Huffington Post, and Education Week.HEATHER STAKER is senior research fellow in Education at the Clayton Christensen Institute for Disruptive Innovation. One of the world’s foremost experts on K–12 blended learning, she has appeared on radio, television, and in legislative hearings across the country as a spokesperson for harnessing innovation to improve schools.

• List of Videos xiForeword xvClayton M. ChristensenAcknowledgments xxiAbout the Authors xxvIntroduction 1Pattern of Disruptive Innovation 2Disruptive Innovation and Online Learning 3The Factory-Based Model of Schooling 5Student-Centered Learning 8Why Schools Are Reaching a Tipping Point 11Building a Field of Experts 17What You’ll Find in This Book 18Part 1 Understanding 291 What is Blended Learning? 31Online Learning’s Upward March 32What Blended Learning Is—and Isn’t 34Models of Blended Learning 37Mixing of Blended Models 52To Sum Up 53Appendix 1.1: Discussion of Key Terms 54Appendix 1.2: K–12 Blended-Learning Taxonomy 552 Are All Classrooms Going to Blend? 67The Theory of Hybrids 69Is Blended Learning Disruptive? 71Hybrid Models of Blended Learning 73Disruptive Models of Blended Learning 76Foreseeing the K–12 Education Revolution 77What is to Become of Schools? 79To Sum Up 85Part 2 Mobilizing 933 Start with the Rallying Cry 95The Alternative to Cramming 98Defining the Problem or Stating the Goal 99Should Leaders Focus on Sustaining or Disruptive Rallying Cries? 103How to Identify Core Opportunities 104How to Identify Nonconsumption Opportunities 105Threats versus Opportunities 107To Sum Up 1084 Organize to Innovate 113A Framework for Team Design 114Applying the Team Framework to Schools 120Using Multiple Types of Teams 129The Cost of Getting It Wrong 130To Sum Up 131Part 3 Designing 1355 Motivate the Students 137The Importance of Student Willingness to Learn 138The Jobs-to-Be-Done Theory 139Students’ Jobs to Be Done 143The Architecture of a Job 145Fulfilling the Job for Students 146What to Integrate, and How 152Blended Learning’s Role in Fulfilling Student Jobs 155The Danger of Asking Students to Change Jobs 156To Sum Up 1576 Elevate Teaching 169Designing the Teacher Role from the Student Perspective 170Designing the Teacher Role from the Teacher Perspective 176Doing Right for Students and Teachers 181To Sum Up 1827 Design the Virtual and Physical Setup 189Product Architecture and Interfaces 190The Shift in Personal Computer Architecture 192The Shift toward Modularity in Education 194Integrated versus Modular Online Content 195Integrated versus Modular Operating Systems 203Integrated versus Modular Physical Space 205Aligning Your Strategy to Your Circumstances 208To Sum Up 209Appendix 7.1: Snapshot of Online Content in Use Among K–12Blended Programs 2108 Choose the Model 219Match the Model to the Type of Problem 221Match the Model to the Type of Team 224Match the Model to the Desired Student Experience 226Match the Model to the Role of the Teacher 229Match the Model to the Physical Space 232Match the Model to the Availability of Internet-Enabled Devices 234Prioritizing Options and Making the Selection 237Moving toward Multiple Models 237To Sum Up 240Appendix 8.1: Which Blended-Learning Model Matches Your Circumstances Best? 241Part 4 Implementing 2479 Create the Culture 249What is Culture? 250The Power of Culture for Children 252The Power of Culture in Schools 253How to Shape Culture 254The Power of Culture in Blended-Learning Implementations 256It’s Not Too Late 260To Sum Up 26110 Discover Your Way to Success 265Discovery-Driven Planning 266Start with the Outcomes 268Create an Assumptions Checklist 269Implement a Plan—To Learn More 273Should We Go Forward, Change, or Shelve the Plan? 276To Sum Up 27711 Conclusion 281Implement over Time 282Blended Learning is a Team Sport 283Understand, Mobilize, Design, Implement 285Appendix: Questions for Discussion 289Index 295