In this paper, I will be answering three questions from our class book, Disrupting Class by Clayton M. Christensen. The three questions I am going to answer are: Describe the disruptive innovation of “student-centric learning?, Give clear examples according to the reading of the benefits of “student-centric learning., and Discuss one way you would like to enable “student-centric learning” in your work environment.
Disruptive innovations, which are technological innovations, products, services, that also can apply to business, where, the disruptive innovation might under perform existing technologies or not satisfy customers in the mainstream market. Meanwhile, a disruptive approach have to be careful of different children’s needs when motivating students toward academic success. However, disruptive innovation of student-centric learning is when the insertion of computers was an unlikely disruptor because it did not change the usual instructional models in regular usage, but using computers to provide student-centric education could do so. It is not computer use but how the computers are used that makes it disruptive innovation possible. Although, in the book student-centric learning provides some benefit that are based on the business model; they are user generated content and the emergence of a facilitated network. The user generated content develops distributing textbooks and other instructional material through tools that support collaboration and the benefit facilitated network, provide that gateway to have collaboration and to communicate with students, teachers and parents.
However, I am not presently in the classroom but the way I would enable student-centric learning when I returned to classroom. I would make sure the learning environment have the following qualities:
- What will the classroom look like?
- What will the classroom sound like?
- What will the classroom feel like?
The classroom will look like the students are actively engage with their learning, the teacher moves from one co-operative encouraging, helping where necessary, teaching a particular skill that the group needs. Students teach one another within the groups and often groups teach other groups. Also, students with different level of achievement and content knowledge using a different range of resources and producing work appropriate to them and different learning styles are being used. Moreover, the classroom will sound like the following: student ideas and questions are welcomed, valued and encouraged. Students will be listening to each other and the classroom will have times of vigorous discussions, collaboration, cooperation and individuals learning. It will also have times of reflection by teacher and student. Teachers seek out student interest and they are willing to explore student viewpoint and perspective. Furthermore, the classroom will feel like the following: Students will feel safe to take risks with their learning. Teachers will take time to get to know their students and consider their students as individuals. The curriculum will be adjusted to better support students wherever they are in their development. Students will have options of how to demonstrate their knowledge and show what they are studying. Lastly, students will have opportunities to work together in constructing knowledge by creating a positive learning environment. This is how I would enable student-centric learning.