The book study tool in its entirety is available in the It’s Inevitable: Customized Teaching and Learning: A Fieldbook For and From the Field

inevitable BOOK STUDY TOOL
by James D. Parry

Involving book study participants with discussion questions which engage and energize is a key to a productive study. Clearly, the questions should align with the outcome that the leadership has in mind for the study. At the same time, the questions should be stated in a manner that invites diverse responses and encourages a rich discussion. The following questions are offered as starter set to stimulate and assist leaders with identifying questions that fit with the context of their respective studies.

Chapter 1: Facing Reality

  • From your perspective, which stage of the change process as captured on pages 3 – 4 reflects the perception of folks in your school community? What is the basis for your perception?
  • As you consider the harsh realities, which statement do you believe is the most challenging for stakeholders in your school community to accept? Why?
  • As you focus on your particular school or district, what other harsh realities come to mind? Why do you think this harsh reality is unique to your school community?
  • As you consider the list labeled what we do that doesn’t make sense anymore found on pages 7 – 11, which items stir the greatest reaction from you? Why?
  • Based on what we know about the role of intrinsic motivation (pages 12 – 13) with learning and the power of current technologies, the stage is set for big changes in education. What needs to happen next in your school community to move toward such change?

Chapter 2: The Future Is Now: Transformational Technologies

  • What strikes you about Chuck’s mass customized day as captured on pages 21 – 24? Do you think he is an “anomaly”? Why or why not?
  • As the matrix on the bottom of page 24 suggests, empowerment has shifted from top-down to more of a bottom-up perspective where the voices of individuals tend to be valued more. What examples or evidence of that shift come to mind for you? In business, government, communities, or schools?
  • On page 25, the authors offer numerous examples reflecting the potential of technology to address an “individual” level of interaction and response. Where and how have you experienced this level of interaction and response via technology? From your perspective, what value do you believe the application of these technologies offers education? What do you see as barriers to the application of these technologies?

Chapter 3: But First. . .Our Purpose

  • In a sentence, how would you define the purpose of school in your community? In what ways is it apparent that your school or district gets learners ready for life? Ready for more school? How do you perceive the balance between life preparation and more-schooling preparation?
  • As you consider the strategic design questions noted on pages 42 – 51, do you perceive that your school community is poised to address such questions? Why or why not?
  • As you reflect on the exit learner outcomes listed on page 48, what strikes you? In your opinion, which outcomes are learners in your school community best prepared to demonstrate? What would you note as the biggest gaps for learners in your school community? Why?

Questions for subsequent chapters can be found in the
It’s Inevitable: Customized Teaching and Learning: A Fieldbook For and From the Field