Embracing the Disruption

On the surface, engaging students in real experiences contextualized to their learning style seems like a very benevolent, common sense approach to teaching and learning. So why then is this paradigm so slow in being adopted in traditional education?

In his recent book, “Disrupting Class” author Clayton Christianson argues one of the larger reasons the existing stand and deliver approach has lasted so long is due to its management efficiencies… the economies of scale provided by herding students together, the nice numbers that come from Carnegie units and the sense of autonomy that comes with subjects in silos. Such efficiencies are more elusive and contrarian in constructivist learning environments, causing this otherwise common sense approach to be stunted in its adoption. That’s the perception anyway.

In realty, constructivist-minded schools can leverage tools such as Project Foundry® to both facilitate better teaching and learning as well as provide those certain management efficiencies seen in more traditional models. Project Foundry® is an online management tool used by students and teachers to streamline the project process, report learning standard completion and manage individual learning plans. The inquiry-based features integrated within Project Foundry® provide teachers opportunities to listen to student voice and provide feedback during the process rather than at the end. Likewise, the flexible nature of how projects, seminars and other learning activities are created and then managed allows the tool to support a learning model rather than dictate it. This all happening on top of individualized student learning plans that when cross-referenced provide a transparent, efficient way to ensure and manage student outcomes.

Learn more and sign up for a free trial of Project Foundry® at www.projectfoundry.org and look for “Disrupting Class” at amazon.com