From Reopen to Reinvent. Michael B. Horn

From Reopen to Reinvent - Michael B. Horn


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decided to text Jeremy's mom, when, seemingly out of nowhere, Julia's parents startled her by knocking on her office door.

      Now here were two parents from whom she had heard plenty. She blinked her eyes, straightened her jacket, and popped up from her desk wearing her biggest smile.

      How was that for a transition?, she thought. The text would have to wait.

       “Mr. and Mrs. Owens. It's so nice to see you again!”

       * * *

      In the wake of COVID-19 shattering the traditional routines and plans of so many schools nationwide, many understandably felt a great sense of loss. Their ways of life were under assault. The threat was clear.

      This work was important, but it was also insufficient.

      What much of the conversation missed was what should learning look like? That is, regardless of where students learn, how can schools innovate to move past an instructional model designed to standardize the way we teach and test that worked well for the industrial era but is a misfit for today's world?

      Why have schools remained stuck? How could they move beyond just focusing on logistics to asking deeper questions about the model of learning itself?

      Balancing multiple concerns amid limited resources, restrictive policies, and work contracts that often limit educators' responses helps explain some of the struggles to innovate. Research by Clark Gilbert, previously the president of Brigham Young University Pathway Worldwide and BYU-Idaho, suggests another important set of factors—as well as a pathway forward.

      But there's a further insight.

      Sound familiar?

      In other words, framing the pandemic as a threat has been important to marshal resources. Gilbert's research suggests that framing concerns around learning loss have been important to galvanize the unprecedented levels of federal investment into schools.

      Chapter 4 delves deeper into why a shift away from the initial framing of learning loss is important and what that should look like within schools. But Gilbert's work suggests a more generalizable, structural way to escape threat rigidity.

      Exactly how independent must a group be for it to be able to reframe a threat as an opportunity, escape the gravitational pull of the existing organization, and innovate successfully? Gilbert's research highlights the benefits of an organization creating a separate entity that has ties back to the parent group for the sharing of certain resources. To calibrate more precisely


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