Presentation on theme: "The Continuous Improvement Classroom"— Presentation transcript:
1 The Continuous Improvement Classroom Ground rules created by studentsClassroom mission statementsClassroom and student measurable goalsQuality tools and PDSA used regularlyThe Continuous Improvement ClassroomClassroom data centersClassroom meetings facilitated by studentsStudent-led conferencesStudent 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 don’t 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 What do we want students to know? Identify areas of Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessmentWhat do we want students to know?Identify areas ofstrength and weakness?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 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of needHOW do we knowif they have learned it?What do they know?What have they learned?Action ResearchOverviewforProfessionalLearning CommunitiesDO1. 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 Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learningAct: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)What evidence do we haveof the learning?Most effective/best practiceteaching and learning strategies?Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on student achievementHave they learned it?What do we do if they don’t?How do we respond if they don’t?
6 Set short term targets that step up to Classroom SMART GoalsSet short term targets that step up tolong term goal!Long term (What do I need to Know)Short Term (How will I get there)Build confidenceI can learn this!Track in classroom data centerStudents set & track goals in data folderI can see my progressRefer to Q1 – what do we want students to know
7 Scaffold skills Deconstruct into scaffolding What are the enabling skills?Reading comprehensionMain ideaCause & effectSequencing
11 So.. After reviewing vocabulary assessment data, teachers discuss options at a team meeting and use the PDSA processThey define how they are currently teaching vocabulary (flowcharts)The team determines what other in-process measures they could use to see how students are doing in vocabulary and they collect data (run charts & pareto diagrams) to get baselineThe team reviews the baseline data they collected and discuss root causes for the results they see (cause & effect diagrams & relations diagrams)Once root causes are identified, each member researches articles and best practices related to vocabulary instruction and submits the best to the group (improvement theory)
12 Teams continue to use the PDSA cycle to make improvements in the realm of their professional learning communityMembers reflect, observe, practice, receive feedback, gain expertise and standardize the new vocabulary instruction practice (new flowchart)Members monitor student data to determine effectiveness of strategies (compare to baseline)Members coach each other & may go into each others classroom to observe and provide feedbackThe team writes an action plan to carry out the improvement theory in their classrooms. Members practice newly-learned strategies (improvement theory), and measure the effectiveness of the strategies
23 Let’s figure out what’s causing the problem PlanAnalyzeCauses
24 Analyze Causes Force Field Analysis Driving ForcesWe have good ideasSometimes we rememberRestraining ForcesWe get excitedWe have a lot to sayWe forgetWe don’t like to wait
25 Let’s try something different to improve the behavior PlanDoTry OutImprovementTheory
26 DO Try 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 Let’s see how our theory worked. Did we make improvements? PlanStudyStudy theResultsDo
28 Study the Results Run Chart- Data after trying out our theory
29 If it worked, let’s standardize our improvements. Plan forContinuousImprovementStandardizeImprovementActPlanStudyDo
35 SharingHow 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?