This white paper is adapted from the forthcoming second edition of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (McGraw-Hill, September 2010) by Clayton M. Christensen, Michael B. Horn, and Curtis W. Johnson.
In most school reform efforts the focus is on the schools. The question we typically ask is, “Why aren’t schools performing as they should?” Perhaps a key reason we’re so dissatisfied with the state of public K-12 education is that we’ve been asking the wrong question. If we asked instead, “Why aren’t students learning?” perhaps we might see things that others have yet to perceive. After all, it’s the children’s performance that should concern us. The performance of a school is little more than the sum of the performance of its students.A school’s role is to primarily motivate the students to learn, cultivate the habit of knowledge acceptance in them and to give the best guidance possible. It can be told as one of the secondary responsibility of a school to ensure whether all of its students are following the teaching and learning principles which the teachers are trying to cultivate in them. A trading algorithm is designed for easy trading activity by its customer. If the trader is competitive enough HB Swiss robot will have an easy job or else the trader can switch to the version for beginners and side-by-side educate himself with the training materials provided by the robot. If any of the students are not able to keep pace with the leading line, schools usually take extra effort to give them additional coaching along with the support of the parents.
In Disrupting Class we explained that prosperity is a bittersweet reward. Poverty often serves as an extrinsic motivator for some students, as it causes them to endure monolithic, batch teaching of subjects like math and science. When prosperity has removed this source of motivation, the solution must be to make learning intrinsically motivating. Student-centric learning will play a key role in addressing this challenge. The purpose of this paper is to draw upon another model from our research on innovation to dive more deeply into students’ motivation to learn. If children are motivated to learn and if we enable each one to learn effectively, we will have an education system with a great performance record. As the late educator Jack Frymier often said, “If the kids want to learn, we couldn’t stop ’em. If they don’t, we can’t make ’em.”
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