Defining the Problem The process began with silent, individual brainstorming. Teachers and paraprofessionals responded to the following prompts:
Then, small groups created Affinity Diagrams to organize their responses. Each Affinity Diagram was posted, so the groups could reflect on all ideas offered.
Establishing the Aim Based on the Affinity Diagram results, teams began addressing the probletunity.
Each PLC team worked through a Bone Diagram to address the following prompts:
Then, teams completed the morphing step of the Bone Diagram in which they brainstormed the needed steps to move from their current state to the desired state. Sharing Strategies Using the guiding question -- What’s different about the student experience? -- middle school teachers engaged in team learning to deepen their understanding of standards-based education and effective instructional practices and tools for improving the student learning experience.
Next Steps
At this point in the PDSA cycle, DMS teachers transitioned from the large group back to PLC teams. To help focus their PDSA work, teams worked through a planning document to 1) determine the specific results they would like to accomplish by April 30th and 2) establish a plan for how the team will go about achieving the agreed upon results. Reflection After April 30th, teams will reflect on their work and assess the progress made in moving towards the ideal state of learning they envisioned for their students at the beginning of the improvement cycle.
1 Comment
Greg Murphy
5/5/2020 05:16:48 pm
Change brings controversy but also excitement. It even injects excitement into what has become routine. When new system like SBE is being introduced it is important to work the new in and then appreciate the improvement it brings.
Reply
Your comment will be posted after it is approved.
Leave a Reply. |
AuthorsDCSD Teachers, Instructional Coaches, Learner Advocate, and Collaborative Teachers Archives
April 2024
Categories |