As with all elements of teaching, we as educators are constantly striving to improve our methods and delivery of instruction. With the arrival of the digital age and the digital native, we are forced to learn new ways to deliver rigorous instruction in order to effectively communicate with and educate our students.
Enter Blended Learning.
For many educators, some inclusion of technology in the classroom has been a norm for the last fifteen years or so. However, use of technology is not enough. Students have changed; the way they communicate has changed, and the way they find information, and therefore learn, has changed. So our communication and delivery of instruction must also change in order to meet the educational needs of our students.
The A La Carte model of Disruptive Blended Learning enables the student to be in control of when, where, and to some extents how, the instruction is being absorbed. In many ways, the student becomes responsible for his own success by removing obstacles that could previously have impeded him. Gone are the days of "my dog ate my homework," and "my alarm didn't go off." Instead, we allow for the student to be the author of his own learning by self-selecting time and place for interaction with the material.
However, this does mean that our students must have some amount of motivation or "grit" in order to be successful. As educators however, we all know that if a student has ownership of, and sees validity in, a task, the chances of their effort increase. By giving a student the freedom to select and personalize his experience with the material being learned, "grit" or motivation increases simply through the student's ownership of the classwork.