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Այժմ0:00Ընդհանուր տևողությունը4:10

Տեսանյութի սղագրությունը

if you always do what you've always done you'll always get what you've always got now this quote has been rightly or wrongly attributed to Henry Ford but regardless of its true origins it's worth thinking about the essence of this as we redesign schools and put another way every machine is perfectly designed to produce exactly what it produces and organizations are the same way our schools produce the results they do because we've built them in a way to make those results and it's only by questioning the assumptions at the core of schools that we can start to think about machines that get very different results now this isn't following only about blended learning but if you're going to redesign a school you can't just think where is their technology and where is their not technology you actually have to go at the core assumptions around the calendar where students go how we use adults and redesign schools with those ideas in mind so let's dive in assumption one that we make is that the school year should be from September through June now we know the origins of this from the agrarian calendar when students had to get off for summer so that they could tend to the farm but in this day and age does that still make sense and even more so when we have evidence about the Summer Slide that actually affects students from disadvantaged communities where they don't continue to learn during those summers so let's put this calendar from June September until June into the bucket of things you may want to reconsider if you're starting from scratch assumption to school should be from 8:30 to 3:30 every day of the week three ideas for you to think about in this one is the brain based research we're seeing about just how many hours of sleep and adolescent brain needs and the kind of school schedules that would most accommodate that secondly we're in a reality now where many families have both parents working so the custodial hours the schools need to think about maybe different than just 8:30 to 3:30 and lastly it is interesting to look internationally and compare the number of hours the students are in schools in other countries compared to our own we'll focus on not two of our protagonist schools and look at the schedules they've created around the ideal experiences for their students assumption 3 the daily schedule should be fixed for all students so that all students receive the same amount of time every single subject now this may make sense from a law-and-order point of view in managing a strict schedule each day but from the perspective of individualizing and personalizing learning for each student we have to question whether this still makes sense an assumption for class size is super important and also should be roughly the same all day long we're gonna start to wonder what are some of those schools doing to have much larger class sizes at some part of the day in much smaller class size another and actually be deliberate about that choice versus defaulting to a one-size-fits-all approach assumption 5 the default for all students is to be in a group of students in a box with a single credential teacher at the front of the room in this week we're gonna look at lots of schools that are rethinking how they use staffing to use different adults in different places and reconfigure classrooms and radically different ways to personalize learning for students assumption six students should almost always be grouped according to their age level and by grade levels and the history of this is you know kind of interesting as we moved out of one-room schoolhouses into more specialized elementary middle high school and grade level expertise but we think it's interesting to say well why do we continue to still do this now stepping back as Brian and I have been working through this course with you we've come to realize is that we actually could have retitled this course redesigning schools from the ground up and what we think is really important to point out is that the school leaders that are using blended learning the most interesting ways to boost student learning they're not just doing this as a cosmetic fix but they're really thinking through the structures and systems of their entire schools as they do this so that they can meet each student with the need that they have when they have it so keep these six assumptions in mind and let's look at how the schools are actually starting to question them as they ask themselves what's the ideal way to run their schools