Hiring for Jobs to be Done 

Hiring for Jobs to be Done 

Clay Christensen writes of the Theory of Jobs to Be Done, “When we buy a product, we essentially ‘hire’ something to get a job done… People don’t simply buy products or services, they ‘hire’ them to make progress in specific circumstances.” Understanding the “job” for which one is hiring for will benefit the client in selecting the right product and service in need and maximize its fullest potential. When developing a digital learning program, it’s key to align our true priorities with the proper product and service. Just as important, is to ensure appropriate staff professional development when changing classroom pedagogy. Using online content and tools has become a regular appearance in the nation’s K-12 classrooms. Many different deployment methods have been utilized – often lumped into a single category of ‘digital learning.’ However, in the landscape of the classroom, when technologies are brought into the fold, not all programs are created equal. Especially in the eyes of the ever watchful National Collegiate Athletic Association (NCAA), who is concerned when schools develop non-traditional learning programs. Thus it is important to note the various types and degrees of digital learning environments that are being offered to students. The table below attempts to describe the various digital learning deployment programs, in degrees from non-traditional fully online learning, to the traditional classroom’s utilization of digital content (e.g. content area instruction) and tools (e.g. productivity software and apps) to enhance student success and engagement. What is your digital learning vision? What deployment program best describes the ‘job to be done?’ Knowing the answers to these questions will help you seek the best products...
Partnering with Digital Content

Partnering with Digital Content

It’s that time of year again, when students are excited to meet their new teachers and staff are busy preparing classrooms. It’s important to kick the school year off on the right foot. One that can lead to excitement, innovation, and higher student gains. As the saying goes, “We can’t keep doing the same thing, and expect different results.”   It’s time to consider partnering with digital content. When teachers utilize digital curriculum, it is like having an aide in the classroom – one for each and every student. In the CIA of blended learning model, teachers partner with digital curriculum to help deliver Depth of Knowledge one and two (DoK 1-2). This frees time in the day for the teacher to work differently. They no longer have to provide all content. Classroom teachers need to partner with the digital curriculum and allow it to do what it is best at – creating an individualized learning space for each student. Again, the technology is good only at a low level of understanding, DoK 1-2.   Releasing control to another is a big ask, I know. Think about other partnerships you have in your life. Take your spouse or kids for instance. They may not put the dishes in the dishwasher the way you would, but it gets done. They may not fold the clothes the way you might, but again it gets done. Teachers may find that the digital curriculum does not instruct the way they would have, but it will get done. And just like you may walk behind your spouse or kids and rearrange the dishes, or...
Book: Think Outside the Box

Book: Think Outside the Box

Think Outside the Box –  A new book for Secondary Schools   I’ve spent the last year accumulating and assembling program advise and deployment designs for secondary schools into a new book. I’ve gathered these words of wisdom, (nearly twenty years’ worth in the digital learning front) from working with hundreds of schools and thousands of classroom teachers in Nevada’s Clark County School District, the fifth largest in the nation. Below are a few excerpts from my new book titled: Think Outside the Box: The CIA of Blended Learning and 10+ Designs for Secondary Schools. Introduction Having access to digital content creates scenarios that you may have not even considered. Thinking outside the box allows us to see beyond the most obvious. Thinking outside the box opens doors to new prospects. Thinking outside the box forces us to be innovative. That is why this book is titled think outside the box. Boxes come in all sizes; from the student information system in your district, to the four walls of a classroom, or even the socio-economic classification one was raised in. It’s a reminder to all of us that boxes do not define our limitations.   Not only will schools of the future need to think outside the box, they must think differently about the relationships of curriculum, instruction, and assessment (CIA). In blended and personalized learning, that’s:   Digital Curriculum Guided Instruction Authentic Assessment   Part 1 – Foundations of Blended I believe the power of technology lies in digital curriculum. It has the potential to open the doors to a brighter future, help fill gaps, and provide more time...
Creating a Five Year Plan

Creating a Five Year Plan

School is in (or just about to begin). Now is an appropriate time of the year to reflect on your desires and dreams for digital learning. It starts with a goal. Knowing where you want to be in five years. Casting a vision for the future. Working toward that goal each day. Success will come with challenging work, learning from failures, and the tenacity of your team to accomplish the dream. Earlier this month, I had the pleasure to share Clark County’s path of success in a recent podcast, hosted by Michigan Virtual Learning Research Institute (MVLRI). Listen to the 30 minute Podcast #40 August is a wonderful time of the year. The new school year is upon us. The energy level is high. Excitement fills the air from parents, students, and teachers. How will you capitalize upon this? Who can you reach out to support your dreams and desires? I’ve been at five different schools in the last two weeks, from traditional comprehensive, alternative education, and specialty schools for adjudicated youth, plus helping with a brand-new school opening this year targeting students overcoming the chains of addition. It’s an exciting time for digital learning. More schools are thinking outside the box when it comes to the possibilities of online courseware. Well beyond just credit recovery! When I think back to the how this all started, I’m taken to the humble beginnings in Clark County School District, with a goal of one-third of all students in an online or blended learning environment. The steps we took to meet this goal started with teacher professional development, followed with access to...
The Cost of Change

The Cost of Change

When you think of the words “blended learning” what image comes to mind? I ask this because blended learning models are not just one thing. It’s like the words, “vehicle” or “home.” You have a mental image of a vehicle and a home, but your mental image is probably not the same as the person next to you. Vehicles and homes come in many different shapes, sizes, colors and prices. A pickup truck, compact automobile, and luxury sports car are all very different vehicles. As are a two-story, ranch, and apartment homes. Sadly, for some of our students their vehicle is home.   Blended learning, like vehicles and homes, come in many different formats. Some are just a few small steps outside the traditional setting, others are very large leaps away from what one would consider a traditional classroom. And like the varying prices of vehicles and homes, the price or mind shift change in pedagogy and structures of the blended classroom or school can be low or steep. Blended learning is not just one thing. It’s underpinning, like the four wheels of a vehicle or the foundation of a home are described in the definition: combining online digital curriculum with traditional classroom instructional methods, but each deployment model, just like vehicles and homes, will look and feel very different when filled with students and teachers.   Like the varying prices of vehicles and home there is a cost, or “purchase” price of the adoption of each type of blended learning model. As you consider blended learning adoption, think about what structural changes your classroom, school, or district would...
The CIA of Blended Learning

The CIA of Blended Learning

Every quality classroom is built upon three components – curriculum, instruction, and assessment, or CIA for short. In a digital learning world the CIA is the same, just with qualifiers: Digital Curriculum Guided Instruction Authentic Assessment See the CIA of Blended Learning infographic below. Digital Curriculum Digital curriculum typically comes in the form of software or open education resources (OER). It is a rare situation when a teacher can actually create their own digital curriculum that has all the components of an effective lesson from an opening hook, review of previous knowledge, delivery of new content, real-world application, a summative close and tasks for students to demonstrate understanding (e.g. assignments and assessments). Typically a teacher gathers pre-made resources from others such as publishers to ‘deliver’ lesson, rarely are they actually ‘developing’ lessons from scratch. Teacher are good at curating OER materials, but this takes time. Teachers that have ‘flipped’ their classroom by creating video lessons will tell you that digital content development is time consuming, and most schools only provide a very small preparation period for teacher planning (not developing). Thus the need for high quality software or applications that can aid in the delivery of digital content is needed.   Digital curriculum can be thought of as a teacher’s aide with significant advantages:   Engages student attention and delivers content Provides data with insight to student strengths and weaknesses Has no limits as to when or where it can be accessed Is ideal for presenting and assessing student understanding and practicing skills   Guided Instruction One thing a digital curriculum can not do is establish a relationship with students. That’s...