Quality Tools in the Classroom

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Quality Tools in the Classroom

• Metro Technology Centers
• August 2006

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Introduction

• Denise Kennemer

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• If you dont measure it, you dont value it.
• If you dont measure it you cant improve it.

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Our Objectives

• To help students take more responsibility for
  their learning
• To involve all faculty in improving learning
  outcomes
• To focus on active learning
• To increase effective use of technology in the
  classroom

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Our Strategy

• Quality in the Classroom in-service
• Years 1 and 2
• Trained 75 of faculty and administrators
• SMART Board for attendance at QiC
• Additional in-service as required
• Best Practice Presentations by teachers at
  in-service
• Year 3
• Trained remaining faculty
• Add-on incentive for demonstrating use of three
  tools
• Recognition at district-wide activities
• District quality awards at year end celebration

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Quality ToolThe Data Center

• Josie Scott

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Data Centers

• A great communication tool for students and
  faculty
• Helps students to take ownership of their
  education
• Shows class achievements

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Data Centers-What is on Them?

• Mission Statement
• Goals
• A quick reminder for students
• Character Trait for the Month
• Plus Delta results
• Job opportunities

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Data Centers-What is on Them?

• Graphs
• Comparing test grades of previous classes with
  current
• Attendance graph
• L to J graphs
• Photos
• Calendar
• Kept up to date with changes
• Communication

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Quality ToolIndividual Data Folder

• Toni Brinkley

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Benefits of a Data Folder

• Helps students to be responsible and accountable
• Promotes communication between instructor and
  student
• Maintains the student's awareness of grades and
  attendance
• Allows students reflection

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Professional Data Folder Criteria

• Practical Nursing Program
• Metro Technology Centers
• Student Name_______________________________Date_
  _________________
• Data Folder Check
• Criteria Jan- July 2006
• Character Traits Improvements____
• Current Personal Goals _________
• Weekly Journaling ______________
• HOSA Activities_________________
• Attendance Records __________
• Each course records ________
• Total Points________________ /30 points
• Total Professional grade 100 percentile (in
  Professional Development Course)
• Students Attendance is worth 50
• Professionalism -25
• Data Folder-25

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Data FolderTable of Contents
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Grade Graph
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Components of a Mission Statement for Class

• Why do we have a mission statement?
• The mission statement gives meaning to our
  program. When we know why we exist, we can be
  better at choosing how we will work and what we
  choose to do.
• What is a mission statement?
• A programs mission statement answers the
  question, What is our purpose? or Why do we
  exist? or What does this program exist to do?
  or Why are we here? or What is this
  organization attempting to accomplish?
• Describe a mission statement
• The mission statement should communicate the
  essential aim of the program in a concise and
  memorable way. It should be one sentence if
  possible and able to be spoken in one breath.
• What are the elements of a mission statement?
• Who we are (name)
• What we do
• For whom we do it
• Where we do it
• How we do it what values we hold
• Examples of mission statements
• Computer Repair Technology
• Practical Nursing
• Mission statements answer these questions.
• What are we here to do?
• For whom will we do it?
• Where will we do it?

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Mission Statement Example

• As a medical assisting team, our mission is to
  gain knowledge of the medical field by
  consistently accomplishing our goals for the
  well- being of our patients.

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Mission Statement Process

• Divide into groups to answer the four questions
  above (3 minutes for each question then pass to
  next group).
• Discuss each question, eliminate duplicates
  and/or combine similar items.
• Vote on two favorites on each page.
• Use colored adhesive dots for multi-voting.
• Review what makes up a good mission statement
  (distribute handout).
• Each group writes a mission statement.
• Each group presents its mission statement to the
  entire class.
• Consensus
• Discuss what consensus means and explain how we
  will come to consensus on one mission statement
  for the program.
• One representative from each group meets to
  create one mission statement from the four.
• Group reviews mission statement to tweak if
  necessary and comes to consensus on one final
  version.
• Individuals sign their names to the final mission
  statement.
• Evaluate using plus/delta.

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Quality ToolReflection Journal

• Bonnie Logan

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Reflection Journal

• Purposes
• Encourages students to think and articulate their
  thoughts
• Makes learning personal
• Supports self-exploration and self-discovery
• Focuses student attention on values, attitudes,
  and ethical issues
• Supports key learning processes of negotiation,
  collaboration and reflection
• Improves writing and communication skills

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Making The Journal Work

• Be clear with students about the learning
  purposes
• Sometimes a prompt helps the student get started
• Students may also draw or diagram to keep a
  record of their ideas
• Teacher may choose to dialogue with the student
  regarding what they have written

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Reflection Journal/Thought

• What it does not do
• Not a diary
• Not a list of the days
• activities

• What it does
• A tool for reflecting,
• thinking, and
• articulating
• Place to create
• perspective
• Place to consider
• actions and their
• application to life

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Reflection Journal/Writing

• What it does not do
• Will not camouflage
• haste and rambling
• Cannot substitute for
• poor study habits and
• sloppy thinking
• Wont replace editing
• and development on
• polished essays

• What it does
• A place to practice
• writing
• Challenges writers to
• expand on their ideas
• Place to experiment
• with ideas and writing
• Helps writer to stay
• flexible
• Builds confidence

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ReflectionNot Just for Students

• A valuable practice for teachers also
• A key element for National Board Certification
  entries
• Article to review Techniques, April 2006,
  Mirror, Mirror on the Wall by Douna Easley, Pp.
  36-37

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Quality Tool Benchmarking

• Deborah Kamphaus

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BENCHMARKING

• Benchmarking
• ? Learning through comparing data
• Value
• ? Opportunities for improvement
• ? Performance targets
• Types of benchmarking
• ? Performance and/or competitive
• ? Process
• Classroom Use
• ? Attendance (week, month)
• ? Exam or Course Averages
• ? Satisfaction (scale 5 -1)
• ? Participation (class or professional
  organizations)

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Comparative Data
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Competitive Benchmarking
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Quality ToolPDSAPlan-Do-Study-Act

• Vicki Bushey

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Objectives

• Define PDSA.
• Explain the process of the PDSA.
• View a completed PDSA.
• Implement a PDSA plan using a PDSA worksheet.

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Define PDSA

• A process of continual improvement
• The PDSA cycle repeats itself continuously
• PDSA
• PLAN (Plan the change)
• DO (Try the change on a small scale)
• STUDY (Observe the results)
• ACT (Act on what is learned)

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PDSA Process

• Ask
• Who, What, When, Where, Why, and How
• Make predictions about the possible outcome and
  decide which changes will make the most
  improvement
• Initiate action plan
• Collect data
• Analyze results
• Make modifications and re-implement plan

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PDSA Worksheet

• Plan
• What is the objective of this improvement cycle?
  (Why)
• Predictions
• Plan for change (who, what, when, where)
• Plan for collection of data (who, what, when,
  where)

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PDSA Worksheet

• Do
• Carry out the plan
• Adjust plan if necessary
• Record any deviations from the plan
• Study
• Analyze results with predictions
• List the new knowledge gained
• Act
• Implement or revise plan as needed to accomplish
  desired results
• Plan for next cycle

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The Fishbone Diagram

• Pam Ashley

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Fishbone Diagram(AKA Cause and Effect Diagram)

• What is it?
• A quality tool used to determine the cause or
  causes of a problem.
• A quality tool that can be used for note-taking.

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When Should You Use It?

• Use the fishbone diagram to identify and analyze
  the root cause or causes of a problem. It can be
  used in conjunction with the 5 Whys.
• When results are below the performance projection
  line.
• Use the fishbone to create an action plan.

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Fishbone Diagram

• Todays Example Back Pain from Heavy School
  Bags

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Classroom Example of One CauseLow AP Test
Scores

• Environment Information will be submitted to
  Director
• Lighting
• too dark
• Noise
• Too many people talking
• Irritating microphone
• Adjust microphone
• Length of time
• Too long - loses peoples attention
• Not able to take food and drink
• Cold
• Constant air blowing
• Seating
• Too close
• Not wide enough desk-top too small

• Suggest AP class in another building that could
  accommodate 120 students with larger desk and
  personal seating space
• Adjust microphone

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Quality Tool The Plus-Delta

• Danielle Hylton

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PLUS DELTA

• Strengths of a group activity or lesson
• Participants name things they liked or thought
  was effective

• ?
• Opportunities for improvement of a group activity
  or lesson
• Participants name things that did not work well
  or need to be changed

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PLUS DELTA

• Works well for groups of 5 to 50 people
• Use ideas to improve future activities or
  lessons-quick and simple
• Participants may state anything they did or did
  not like
• List may include items that can or cannot be
  changed

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Questions?
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Thank you for joining us today!

• Contact us at
• 405/605-4470