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The Continuous Improvement Classroom

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PDSA in the Classroom

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Presentation on theme: "The Continuous Improvement Classroom"— Presentation transcript:

1 The Continuous Improvement Classroom
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 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 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 What do we want students to know? Identify areas of strength 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 need HOW do we know if they have learned it? What do they know? What have they learned? 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 fidelity 4. 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) What evidence do we have of the learning? Most effective/best practice teaching 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 achievement Have 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 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 Refer to Q1 – what do we want students to know

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

8 PDSA Cycle Review



11 So.. After reviewing vocabulary assessment data, teachers discuss options at a team meeting and use the PDSA process They 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 baseline The 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 community Members 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 feedback The 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

13 In-Process Measure Example

14 Estimation Check Sheet Weekly Class Errors
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 Subtraction 11 Multiplication 7 8 44 Division 10 12 64 Application 67 28 students Total Errors 32 34 31 33 30 192 Number of Students 28



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 Once teachers became familiar with using the PDSA cycle, they began to use it in the classroom with students.

19 The Problem- Students aren’t waiting to be called on during instruction
Define the System Plan

20 Define the System Flow 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 Let’s collect some data to see how our system is currently operating.
Assess Current Situation Plan

22 Assess the Situation Run Chart- baseline data

23 Let’s figure out what’s causing the problem
Plan Analyze Causes

24 Analyze Causes Force 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 don’t like to wait

25 Let’s try something different to improve the behavior
Plan Do Try Out Improvement Theory

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?
Plan Study Study the Results Do

28 Study the Results Run Chart- Data after trying out our theory

29 If it worked, let’s standardize our improvements.
Plan for Continuous Improvement Standardize Improvement Act Plan Study Do

30 Baseline Data (Before)
After (Results)

31 Classroom PDSA Examples


33 Individual Student PDSA


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?

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