New Models of Education

Traditional classroom layouts are being reimagined to accommodate new technologies and teaching methodologies

Reading through Horn and Staker’s Blended: Using Disruptive Innovation to Improve Schools (2014), I found it fascinating to discover how many schools throughout the country have implemented innovative learning models. Some of them are hybrid models that still follow much of the traditional classroom approach, yet they’ve implemented some form of blended learning. For instance, many elementary schools use station rotations to implement blended instruction. On the other hand, there are some schools that have completely reimagined education altogether so that their school is not even recognizable by traditional standards. “There is a simple rule of thumb for spotting a disruptive model of blended learning: if students are learning in a blended setting, and you can't figure out where the front of the classroom is, then it's probably a disruptive model…” (Horn & Staker, 2014, p. 76).

The shift from teacher-centered to student-centered learning environments

Because of the rapid shifts in our world students desperately need instruction to shift as well, which means that there needs to be a way to individualize instruction based on student needs (Horn & Staker, 2014, p. 8). “The technology used for the online learning must shift content and instruction to the control of the student … It may be merely control of pace … But often, online learning extends other types of control — in some cases students can choose the time … the path … or even the location …” (Horn & Staker, 2014, pp. 34–35). In Innovative Spaces and Learning: The Truth About Classrooms, Kathy Naasz argues that merely arranging innovative spaces is not enough to guarantee better learning (n.d.). She argues that what matters more is how teachers design learning, which would include encouraging inquiry, problem solving, and student ownership of learning (Naasz, n.d.). “Ideally, the teacher role pivots from being the ‘sage on the stage’ to still being an active member — or even designer —of the learning process but in a very different role, often in the form of a tutor, discussion facilitator, hands-on project leader, or counselor.” (Horn & Staker, 2014, p. 76)

The balance between digital and hands-on learning experiences

Disruptive innovation doesn’t necessarily mean a saturation of technology. As a matter of fact, it’s important to avoid technology for the sake of technology, which in and of itself will not necessarily make a difference (Horn & Staker, 2014, pp. 31–32). What’s more important is to focus on the learning objectives. The question should be, “how can we enhance learning experiences and learning outcomes?” For instance, in elementary early childhood education much of the learning is hands-on. Digital portfolios actually enhance and encourage the continuation of hands-on learning experiences because the student is able to capture their work using camera, video, and audio features. Whereas, without this technology, the teacher would have no way to assess student learning which often leads to the use of developmentally inappropriate practices such as worksheets just to have a product that can be graded. With the use of a digital portfolio students can demonstrate their learning using real world objects such as unifix cubes to demonstrate math concepts, they can take a picture, and then use the audio feature to explain their work.

How technologies support different learning styles and abilities

Many schools that have implemented disruptive blended learning models also adopt learning pathways for their students (Maxwell & White, 2017). Students can follow a curated playlist that’s based on their needs. Students are able to advance as slowly or quickly as needed through content. For instance, if a student needs to better understand a lesson they have the ability to go back and review the video lesson as many times as needed whereas a traditional in person lecture format does not lend that option. Students who master content quickly can move forward to then next lesson after demonstrating knowledge through benchmarks. No longer are students restricted to the one size fits all model. Furthermore, the role of the teacher has shifted so that rather than spending time on direct instruction they are available to coach and mentor students based on their specific needs, again operating outside of the limitations of the one size fits all model.

Address challenges and solutions in implementation

Although, there are some very promising models of disruptive implementation, success isn’t guaranteed. There are many variables to take into account. It might be better to start slow and ease into a hybrid model. The challenges can be numerous. There may be push back from administrators, teachers, and even students. Making sure that there is a strong and well informed implementation team in place is also highly advised (Horn & Staker, 2014). The direction of implementation needs to be based on the district’s needs, resources, and willingness to pursue a particular vision.