{"id":2881,"date":"2015-11-16T10:12:00","date_gmt":"2015-11-16T18:12:00","guid":{"rendered":"http:\/\/blog.rsed.org\/?p=2881"},"modified":"2017-12-13T00:29:45","modified_gmt":"2017-12-13T00:29:45","slug":"qa-with-michael-horn","status":"publish","type":"post","link":"https:\/\/www.rocketshipschools.org\/vi\/latest-news\/blog\/qa-with-michael-horn\/","title":{"rendered":"H\u1ecfi \u0111\u00e1p v\u1edbi Michael Horn"},"content":{"rendered":"
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What does the future of public education look like? Few know better than Michael B. Horn. Co-founder of\u00a0Clayton Christensen Institute<\/a>, an innovative think-tank,\u00a0and\u00a0author of\u00a0the award-winning book Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns<\/a><\/span> and the Amazon-bestseller Blended: Using Disruptive Innovation to Improve Schools<\/a><\/span>, Horn is an expert\u00a0on educational innovation,\u00a0blended learning, competency-based learning and how to reconstruct\u00a0the education system to center around\u00a0students. Read on to\u00a0find out Horn’s take on the\u00a0evolving role of teachers, the necessary shifts in teacher preparation programs and how blended learning will transform the future of schools.<\/p>\n

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[SP]<\/strong><\/span>\u00a0 In the next three years, what do you predict to be the key shifts in education and blended learning?<\/p>\n

[MH]<\/strong><\/span>\u00a0 In terms of blended learning in schools, we\u2019ll likely see a lot more rotation models<\/a> pop up across the country in charter and district elementary schools. At the high school level, we\u2019ll find more experimentation with the model. We\u2019re beginning to find how blended learning can jump from the realm of credit and dropout recovery programs into the core curriculum more and more. There are spotlight schools doing this, but we need to think about how we spread this approach to different institutions.<\/p>\n

[SP]<\/strong><\/span>\u00a0 How do teacher roles change\u00a0with the implementation\u00a0and\u00a0evolution of blended learning?<\/p>\n

[MH]<\/strong><\/span>\u00a0 Here, we see a big opportunity. The role of teachers changes dramatically. Teachers are no longer lesson planning for an entire group of students put in the same activity. Mass lecture and one-size-fits-all lesson planning starts to fade away. Instead, we find the opportunity for much more realtime discussions in projects, rich feedback between teachers and students, small group tutoring, 1:1 instruction, mentorship for students and so on. Teachers will spend more time as a learning coach for the non-academic parts of learning.<\/p>\n

We also start to see more team teaching and different specialization of roles, building career ladders for teaching roles.\u00a0One really exciting thing that Rocketship has developed is their internal career pathways. Though these shifts are lost a bit in the conversation around blended learning, we see that paraprofessionals and other instructional staff members can elevate their career within the school model.<\/p>\n

\"Michael<\/strong><\/span><\/p>\n

[SP]<\/strong><\/span>\u00a0 How should teacher preparation programs adapt to adequately prepare teachers for blended learning models? How can ongoing professional\u00a0shift as well?<\/p>\n

[MH]<\/strong><\/span>\u00a0\u00a0This is definitely a difficult question, as I often talk to teachers in really immersive blended learning programs. What\u2019s interesting is that, when I ask teachers how much their programs prepared them for their current jobs, the typical reply is 5% of their training was geared towards 95% of their current work, and 95% of their training was geared to only 5% of their current practice. It\u2019s really a brutal ratio when working with students.<\/p>\n

Instead, we want to see teacher preparation programs approach tech in education as a pedagogical process. We need to start to prepare teachers not just with practices and competencies, but also with software. Teachers need to understand how these programs help us understand how students learn.<\/p>\n

I\u2019d also love to see teacher preparation programs model the blended, competency-based and personalized learning systems we want with our students. That way, teachers go into teaching knowing what the blended learning environment is like. Furthermore, schools need ongoing PD. Rather than three or four\u00a0days of hearing some author lecture on something irrelevant, we need a just-in-time approach for each teacher to master their own goals, focusing on competencies that are vital for their classroom.<\/p>\n

[SP]<\/strong><\/span>\u00a0\u00a0What is the ideal balance between teacher-led instruction (often without technology) and individualized, tech-based instruction?<\/p>\n

[MH]<\/strong><\/span>\u00a0 I think in the longer term, technology is going to get much better at teaching\u00a0core knowledge, and teachers are really going to shift into facilitating learning in the higher levels of\u00a0Bloom\u2019s taxonomy<\/a>, focusing much more on the application of knowledge, skill-building and things of that nature. It\u2019s really hard to make a generalization about this, though, because the whole idea of personalization is that each student, teacher and school has a different pathway through this, but my general sense is that our tech-based instruction will focus on the lower levels of Bloom\u2019s, optimizing the time for teachers to focus on higher order thinking in class.<\/p>\n

[SP]<\/strong><\/span>\u00a0 It’s clear that student agency is a key component of a blended learning model. What are successful practices in developing student agency?<\/p>\n

[MH]<\/strong><\/span>\u00a0\u00a0I know I\u2019m not an expert here, but one practice would be creating a really strong culture upfront of expectations for students. If you don\u2019t have a strong culture and\u00a0students are unaware of what to do with their level of ownership, learners won\u2019t know how to make the right decisions for learning, and the system can go off rail. Rather, if we want students to own their learning, we need to explain exactly what we value and expect, and furthermore we need to model the processes that achieve student agency before letting students go into the wild. Student agency is really a competency that students should develop towards being lifelong learners, and so we need to gradually release the level of ownership, starting with more handholding around choice and leading to effective goal-setting and the power to choose what to engage in.<\/p>\n

Another important shift to developing student agency is moving into competency-based learning<\/a>. In a system where students are moving on only when they are mastered concepts, knowledge skills and dispositions. Currently, the system tells students you can own your own learning, but if tomorrow you can come in and progress to the next unit regardless of what work you did in the prior study, then you\u2019re not really owning your learning. It\u2019s really just a game we\u2019re playing.<\/p>\n

And so, student agency really requires a strong culture, gradual release and a competency-based approach.<\/p>\n

Follow Michael B. Horn\u00a0on Twitter: @michaelbhorn<\/a><\/em><\/p>\n

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Stephen is a part of Rocketship\u2019s Achievement Team, overseeing the implementation of online learning and driving the personalized learning initiatives throughout the network. Previously, Stephen was a 5th grade Integrated Math teacher at S\u00ed Se Puede Academy, where he first began his work leveraging blended learning strategies to improve outcomes for all students. Stephen grew up in Southern California and attended the University of California, Los Angeles where he studied biophysics. After graduating, he joined Teach for America and began his career at\u00a0Rocketship. Stephen now lives in San Francisco and enjoys discussing all things technology, trying all types of foods, traveling and spending time outdoors with friends.
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\nFollow Stephen on Twitter: @stephenqpham<\/a><\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

What does the future of public education look like? Few know better than Michael B. Horn. Co-founder of\u00a0Clayton Christensen Institute, an innovative think-tank,\u00a0and\u00a0author of\u00a0the award-winning book Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns and the Amazon-bestseller Blended: Using Disruptive Innovation to Improve Schools, Horn is an expert\u00a0on educational innovation,\u00a0blended learning,…<\/p>","protected":false},"author":5,"featured_media":12258,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"content-type":"","footnotes":""},"categories":[63,271],"tags":[68,215,223,69,33,19,142],"tips_for_teachers":[],"class_list":["post-2881","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-reform","category-most-popular-stories","tag-blended-learning","tag-edtech","tag-external-thought-leader","tag-innovation","tag-personalized-learning","tag-professional-development","tag-stephen-pham"],"acf":[],"yoast_head":"\nQ&A with Michael Horn<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.rocketshipschools.org\/vi\/tin-tuc-moi-nhat\/blog\/qa-with-michael-horn\/\" \/>\n<meta property=\"og:locale\" content=\"vi_VN\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Q&A with Michael Horn\" \/>\n<meta property=\"og:description\" content=\"What does the future of public education look like? 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