Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns

by Curtis W. Johnson, Michael B. Horn, Clayton M. Christensen

Book Overview

Clay Christensen's groundbreaking bestselling work in education now updated and expanded, including a new chapter on Christensen's seminal "Jobs to Be Done" theory applied to education."Provocatively... This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 0071592067
• ISBN13: 9780071592062
• Release Date: May 2008
• Publisher: McGraw-Hill
• Length: 238 Pages
• Weight: 0.27 lbs.
• Dimensions: 0.9" x 6.3" x 9.3"

Customer Reviews

An Inspiring Book with Profound Ramifications on the Future of Education

Christensen approaches improving the education system from the broad lens of innovation, rather than focusing solely on examining the school system itself. The result: a powerful perspective on how disruptive innovation outside the mainstream curriculum can ultimately transform the techniques and results of the public school system in general. Disrupting Class outlines a thorough argument for how to dramatically improve the U.S. educational system including: * The shortcomings of previous approaches to improving education, and therefore what needs to be different in the future * The importance of adapting teaching techniques to different learning styles (building on previous work Gardner and others); I can particularly relate to this as I have a family member with dyslexia who became an avid reader after receiving a different approach to reading instruction rather than the standard public school curriculum. * The potential for computers and more modularization of teaching to deliver individualized learning in the context of the school system; Christensen is quick to point out that more computers are not the solution, it is the way in which computers are used that are critical. * The barriers to change in the current system; Having studied numerous organizations within and outside the educational system, Christensen presents a valuable framework for how to drive change in organizations with different characteristics. The challenge is that the public school system has one of the most complicating set of features. Through understanding these factors, administrators and educators must employ different approaches to creating change which are outlined in the book. * The need for innovation in areas outside the mainstream elements of the educational system (the book draws on the principles from Christensen's previous work, The Innovator's Dilemma); He cites examples from outside and within the educational system and illustrates how "disruptive innovation" around the fringes can ultimately redefine the public school system as we know it today. In addition to having a compelling thesis, Disrupting Class is also an easy read. Christensen makes it come alive through weaving a narrative throughout the book of a public school principal struggling to make a greater difference in her students' development. While the book overall is excellent, there are two sections which could have been shortened without detracting from the overall story. The first is Chapter 6 which makes the case, largely based on the research of others, of the importance of learning in the first 36 months of development. While I found it compelling and causing me to wonder if I had done enough for my own children at that age, I did not find it added much to the overall thesis. Similarly, Chapter 7 discusses the need to change the research approach in the field of education improvement. While it may be useful to some educators as they evaluate options in the future, I fo

If you have children or grandchildren - you need to buy and read this book

Rocket Builders most influential author, Christensen, with his co authors has taken his theory of disruptive innovation and focused on the education sector. The authors do not lay blame but with Christensen's laser sharp analysis, peel back all the root causes of public perception and changing goal posts for education and what it has done to the institution over time. He then goes on to explain how classic disruption theory - which starts with non consumers and then slowly moves up the competency level as the incumbents are forced to retreat to higher value activities is already progressing in education. He predicts that by 2020, disruptive innovation will hit that 50% mark to turn the tables on other methods (monolithic education in this case) . They show how trying to bring the disruption inside present institutions can not succeed due to the constraints that are already in place. His statements ring true as we have seen the impact of disruption on public and private sector already. Since his team always does their homework, you are exposed to fascinating research on the impact of verbalization on new borns up to 3 years old. They explain how that is an academic headstart any parent can give their child now. He posits that early kindergarten (after 3 yrs old) and other high priced interventions are doomed to a limited success rate. As well he quickly exposes the paucity (weak techniques and theory) of real research in education since it all to often stops short of causality ( I can certainly testify to that) . Then he explains how computer based education methods are already changing and adapting to the needs of a student centric model. He illustrates how Howard Gardners multiple modes of learning could be accomodated in the disruptive model. Once again there is a second book within the book with copious research notes in every chapter. I am one of those professional educators who packed it in based on what I experienced as the overall futility of real change in education. Now this book has reawakened my interest in change in the education market - moving to a student centric model. If you have children or grandchildren - you need to buy and read this book. If you are in the e-learning market - it is required reading. Thank you McGraw Hill! I really liked it and it is as always an easy read with loads of detail if you want it.

The future of education

Administrators, teachers, parents, and policy makers would do well to read Disrupting Class. The authors approach education with the perspective of an outsider - business person, technologist, entrepreneur - but the knowledge and thoughtfulness of an insider. Instead of offering didactic or hubristic "fixes" for education, the book provides a framework for thinking about education that is fresh and practical, particularly on such issues as how technology can personalize education for the needs of each student, and most importantly, how disruptive innovation can overcome the many obstacles that have heretofore prevented reforms in the US education system.

Disruptive thinking for the classroom

I am a layperson with an interest in education and technology. I read Innovator's Dilemma and was anxious to see if Clayton Christensen could apply his unique business lens to sort through, and perhaps solve the issues concerning our failing public education system. He and his colleagues didn't disappoint me. This book was eminently readable and layer by layer, uncovered the weaknesses in the way we educate our kids. It's not simply a matter of putting technology in schools or tutoring kids who learn differently; it's a matter of changing the way the monolithic system, and entrenched stakeholders, work against innovation and creativity in learning by challenging the underlying foundations of that system. According to Christensen, flexible individualized instruction combined with the proper use of technology, rewiring content development and distribution channels, and the creation of online networks of students, parents and teachers working together instead of in opposition, can revolutionize education in the United States. If you care about the future of education, and of a child's ability to compete in the global economy, read this book.

The Way of the Future in Education

The authors are on to something really, really big here- the eventual replacement of the method of instruction that has been in use since before the days of Socrates. [...]