Assignment 4B: Book Review

Horn, Michael B. & Heather Staker, (2015). Blended Using Disruptive Innovation to Improve Schools.  Jossey-Bass, San Francisco, CA.,287 pp.

Michael B. Horn is the co founder of the Clayton Christensen Institute for Disruptive Innovation.  He is the executive director of the institute’s education program.  He and his team are striving to “transform monolithic, factory-model education systems into student-centered designs that educate successfully every student and enable each to realize his or her fullest potential” (Horn & Staker, 2015, p. xxv).  He has co-authored books, written many educational articles, is a frequent keynote speaker at educational conferences around the country and sits on a variety of educational boards.  Heather Staker is a senior research fellow at the institute.  She has written many educational articles, taught at Harvard and was named by Scholastic as one of the “Five People to Watch in Education in 2012” (Horn & Staker, 2015, p. xxvi).

Major players in the educational world like Vicki Phillips, the director of education for the Bill & Melinda Gates Foundation, to the governors of Florida, West Virginia, and North Carolina hail the book as transformative for schools.  They state that the book is a field guide to maximizing what online learning has to offer as it is blended with the best of stand up teaching. 

The book is divided up into four main sections.  The first section is focused on research that proves the need for blended learning in schools.  The second part of the book shows schools how to create a plan for their school to follow that is unique and custom.  The third part of the book focuses on the implementation of blended learning and how to choose the technology to support the chosen content.  The final section of the book discusses the right culture for change, and how to establish an environment to maximize the effectiveness of the changes. 

One of the most interesting ideas presented in this book is the positive effects of a “flipped classroom.”  A flipped classroom is the opposite of how traditional classrooms operate.  Instead of giving the lectures and presenting material in class, students “homework” is to watch lectures, review notes or PowerPoint presentations in order to access the basic information needed.  Instead of having to complete that laborious task in class, students can do this at home at their own pace.  They can go back if they need something reviewed and take notes at their own speed.  Now, class time is used for the extension of those ideas already presented.  Class time is now when the more challenging and engaging learning happens instead of that learning happening at home where they do not have access to their teachers or their classmates.  Horn and Staker note that “Classroom time becomes a time for active learning, which thousands of research studies on learning indicate is far more effective than passive learning” (Horn & Staker, 2015, p. 43).  I think this flipped classroom has the potential to allow teachers to engage their students in higher level thinking activities and assignments that are exciting and enriching.  Included in the book are two examples of what a flipped classroom looks like in action.  I love seeing what this looks like in an actual classroom with students as opposed to hearing testimonials from professionals.  With this book, you get to see the suggestions in action which is more effective, more interesting, and more persuasive to the reader. 

Another highlight of the book is the assertion that teachers don’t need to do EVERYTHING.  When Summit Public Schools made teacher lectures optional, most students still attended.  The staff didn’t see dramatically improved learning outcomes.  However, when the number of students attending the lectures got so small the teacher gave up the lecture and held an informal group discussion, magic happened.  That was the type of setting that yielded very positive results regarding more learning.  The students enjoyed the “discussions” far more than lecture, were more involved, and learned more faster.  Horn and Staker note that “Teachers were no longer lecturing, but were instead answering questions and facilitating discussion.  Not only that, but both students and teachers enjoyed this type of engagement and found it to be productive.  Shedding assumptions of what teaching has to look like as schools redesign learning environments is critical to unlock the potential of blended learning”  (Horn & Staker, 2015, p. 172).  What a relief, as a teacher, to be able to embrace the classroom as a place for all to learn, communicate, ask questions and grow. 

The last highlight of my book seems like such a simple concept, but it is often very difficult to change the classroom climate.  It is very difficult for schools undergoing any kind of major change, especially any of the changes mentioned in this book.  Horn & Staker state that in order to change culture you have to first, “Identify and define the problems that need to be solved in the new organization and then solve them.  If the solutions are successful, then repeat until the processes and priorities become reflex within the organization’s culture” (Horn & Staker, 2015, p. 225).  It seems so simple, identify the problem, have a small group offer suggestions on how to fix the culture and if it works, great; and if not, keep generating ideas and trying different solutions until you find something that works.  I really like the idea shared in the book of beginning each meeting with everyone sharing something worth celebrating.  In my school, we are using restorative circles for discipline and to create a stronger on campus community for students and teachers.  I think opening meetings with a circle where everyone shares something can improve relationships, which is the heart of a school’s culture.