Introduction to the Continuous Improvement Classroom

1
Ground rules created by students Classroom mission statements Classroom and student measurable goals
Quality tools and PDSA used regularly The Continuous Improvement Classroom Classroom data centers
Classroom meetings facilitated by students Student-led conferences Student data folders

2
PDSA The Vehicle Professional Learning
Communities Use To Implement Change
3
Crucial Questions
What do we want each student to learn?
What evidence do we have of the learning?
How will we respond when some students dont
learn?
4
Students Ask
What do I need to know or do?
Where am I now?
How will I get there?
What happens if I struggle?
5

• Pre Planning Identification of Need
• 1. Develop/Review Student Learning Expectations
• 2. Examine alignment of learning expectations
  with assessments
• 3. Review assessment data
• 4. Identify areas of need based on assessment

Identify areas of strength and weakness?
What do we want students to know?

• Plan
• 1. Describe the current process for addressing
  the identified area of need (flow chart)
• 2. Review data to determine baseline performance
  in the specific area identified
• (Run Chart/Pareto Diagram)
• 3. Identify potential root causes contributing
  to the identified area of need
• (Cause Effect Diagram, 5 Whys,
  Relations Diagram)
• 4. Study research-based best practice/improvement
  theory addressing areas of need

What do they know? What have they learned?
HOW do we know if they have learned it?
Action Research Overview for Professional
Learning Communities

• DO
• 1. Plan for implementation of improvement theory
  (Force Field Analysis, Action Plan)
• 2. Implement research-based best practices
  improvement theory based on root causes
  according to the Action Plan
• 3. Monitor the implementation of research-based
  best practice/improvement theory to insure
  integrity and fidelity4. Assess student learning

• Act
• 1. Standardize the implementation of
  research-based best practice (improvement theory)
  that improved student learning (revise the flow
  chart to reflect changes made to the system)
• 2. If improvement theory was unsuccessful
  continue the PDSA cycle (try another improvement
  theory based on the next identified root causes)

Most effective/best practice teaching and
learning strategies?
What evidence do we have of the learning?
Study 1. Examine student assessment results
(compare to baseline) 2. Assess the impact of
research-based best practice/improvement theory
on student achievement
Have they learned it? What do we do if they dont?
How do we respond if they dont?
6
Classroom SMART Goals
Set short term targets that step up to long term
goal!

• Long term (What do I need to Know)
• Short Term (How will I get there)
• Build confidence
• I can learn this!
• Track in classroom data center
• Students set track goals in data folder
• I can see my progress

7
Scaffold skills

• Deconstruct into scaffolding
• What are the enabling skills?
• Reading comprehension
• Main idea
• Cause effect
• Sequencing

8
PDSA CycleReview
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
In-Process Measure Example
14
Estimation Check Sheet Weekly Class Errors Estimation Check Sheet Weekly Class Errors Estimation Check Sheet Weekly Class Errors Estimation Check Sheet Weekly Class Errors Hour 1 - Mr. Albert Hour 1 - Mr. Albert Hour 1 - Mr. Albert
Strategy 1 2 3 4 5 6 Total 1-6
Week 12-Sep 19-Sep 29-Sep 3-Oct 10-Oct 17-Oct  
Addition 2 2 1 1 0 0 6
Subtraction 2 2 3 1 2 1 11
Multiplication 7 8 7 8 7 7 44
Division 10 11 10 11 12 10 64
Application 11 11 10 11 12 12 67
28 students              
Total Errors 32 34 31 32 33 30 192
Number of Students 28 28 28 28 28 28
15
(No Transcript)
16
(No Transcript)
17
What Do Your In-Process Measures Look Like?

• Give some examples of in process measures?
• How would you use them in
• The Data Center
• Student Data Folders
• PDSA Efforts?

18
(No Transcript)
19
The Problem- Students arent waiting to be called
on during instruction
Define the System
Plan
20
Define the SystemFlow Chart
I have an idea
I raise my hand
Did my teacher call my name?
no
Blurting out anyway
yes
Share my idea out loud
21
Lets collect some data to see how our system is
currently operating.
Assess Current Situation
Plan
22
Assess the SituationRun Chart- baseline data
23
Lets figure out whats causing the problem
Plan
Analyze Causes
24
Analyze CausesForce Field Analysis

• Driving Forces
• We have good ideas
• Sometimes we remember

• Restraining Forces
• We get excited
• We have a lot to say
• We forget
• We dont like to wait

25
Lets try something different to improve the
behavior
Plan
Do
Try Out Improvement Theory
26
DOTry Out Improvement Theory

• IF we try hard to remember to raise our hands,
  and hang the run chart in a place we can all see
  to help us remember,
• THEN, we will remember to raise our hands before
  we speak instead of talking out.

27
Lets see how our theory worked. Did we make
improvements?
Plan
Study
Study the Results
Do
28
Study the ResultsRun Chart- Data after trying
out our theory
29
If it worked, lets standardize our improvements.
Plan for Continuous Improvement
Standardize Improvement
Act
Plan
Study
Do
30
(No Transcript)
31
Classroom PDSA Examples
32
(No Transcript)
33
Individual Student PDSA
34
(No Transcript)
35
Sharing

• How could you involve students in the PDSA
  process in your classroom?
• What are the probletunities that students could
  help solve?
• How could data folders and data centers help
  involve students in PDSA?