Quality Tools in the Classroom

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Introduction. Denise Kennemer. . If you don't measure it, you don't value it.If you don't measure it you can't improve it.. Our Objectives . To help students take more responsibility for their learningTo involve all faculty in improving learning outcomesTo focus on active learningTo increase ef

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Quality Tools in the Classroom

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1. Quality Tools in the Classroom Metro Technology Centers August 2006

2. Introduction Denise Kennemer

3. If you don’t measure it, you don’t value it. If you don’t measure it you can’t improve it.

4. 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

5. 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

6. Quality Tool: The Data Center Josie Scott

7. Data Centers A great communication tool for students and faculty Helps students to take ownership of their education Shows class achievements

8. Data Centers-What is on Them? Mission Statement Goals A quick reminder for students Character Trait for the Month Plus Delta results Job opportunities

9. 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

10. Quality Tool: Individual Data Folder Toni Brinkley

11. 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 student’s reflection

12. 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) Student’s Attendance is worth 50% Professionalism -25% Data Folder-25%

13. Data Folder Table of Contents

14. Grade Graph

15. 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 program’s 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? How will we do it? What values do we hold?

16. 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.

17. 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.

18. Quality Tool: Reflection Journal Bonnie Logan

19. 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

20. 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

21. Reflection Journal/Thought What it does not do: *Not a diary *Not a list of the day’s activities What it does: *A tool for reflecting, thinking, and articulating *Place to create perspective *Place to consider actions and their application to life

22. Reflection Journal/Writing What it does not do: *Will not camouflage haste and rambling *Cannot substitute for poor study habits and sloppy thinking *Won’t 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

23. Reflection… Not 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

24. Quality Tool: Benchmarking Deborah Kamphaus

25. 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)

27. Competitive Benchmarking

28. Quality Tool: PDSA Plan-Do-Study-Act Vicki Bushey

29. Objectives: Define PDSA. Explain the process of the PDSA. View a completed PDSA. Implement a PDSA plan using a PDSA worksheet.

30. 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) PDSA refers to the process of continual improvement and learning proposed by Walter Shewart and introduced to business, government, and education by Edward Deming. The starting point for the PDSA depends on where you are in the improvement process. The PDSA repeats itself continuously which is the basis of true continuous improvement. The letters stand for “Plan, Do, Study, and Act”. The PDSA cycle is shorthand for testing a change---by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method for action-oriented learning. PDSA refers to the process of continual improvement and learning proposed by Walter Shewart and introduced to business, government, and education by Edward Deming. The starting point for the PDSA depends on where you are in the improvement process. The PDSA repeats itself continuously which is the basis of true continuous improvement. The letters stand for “Plan, Do, Study, and Act”. The PDSA cycle is shorthand for testing a change---by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method for action-oriented learning.

31. 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 PDSA Process: When developing a plan to be implemented, ask these questions: Who does the plan impact specifically? What are we trying to accomplish? What change(s) can be made that will result in improvement? Why is this change necessary? Where will this change take place? When is this change to occur (start and end, sequencing, timing of steps and processes)? How will the change be implemented? How will we know that the change is an improvement? Answer the questions and make predictions about what will happen and why. Decide which changes will lead to the desired improvement. Evaluate how much improvement can be expected from the change and if the changes are a fesible option. Develop a plan and a mechanism to collect the data. Document results and analyze the outcomes. Make adjustments as necessary to achieve the desired results of the change. PDSA Process: When developing a plan to be implemented, ask these questions: Who does the plan impact specifically? What are we trying to accomplish? What change(s) can be made that will result in improvement? Why is this change necessary? Where will this change take place? When is this change to occur (start and end, sequencing, timing of steps and processes)? How will the change be implemented? How will we know that the change is an improvement? Answer the questions and make predictions about what will happen and why. Decide which changes will lead to the desired improvement. Evaluate how much improvement can be expected from the change and if the changes are a fesible option. Develop a plan and a mechanism to collect the data. Document results and analyze the outcomes. Make adjustments as necessary to achieve the desired results of the change.

33. 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) 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) Do: Was the cycle carried out as planned? What was observed that was not a part of the original plan? Study: How did or didn’t the results of this cycle agree with the predictions that were made earlier? List the new knowledge gained by this cycle: Act: List actions taken as a result of this cycle: Plan for next cycle: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) Do: Was the cycle carried out as planned? What was observed that was not a part of the original plan? Study: How did or didn’t the results of this cycle agree with the predictions that were made earlier? List the new knowledge gained by this cycle: Act: List actions taken as a result of this cycle: Plan for next cycle:

34. 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: Do: Was the cycle carried out as planned? What was observed that was not a part of the original plan? Study: How did or didn’t the results of this cycle agree with the predictions that were made earlier? List the new knowledge gained by this cycle: Act: List actions taken as a result of this cycle: Plan for next cycle: Do: Was the cycle carried out as planned? What was observed that was not a part of the original plan? Study: How did or didn’t the results of this cycle agree with the predictions that were made earlier? List the new knowledge gained by this cycle: Act: List actions taken as a result of this cycle: Plan for next cycle:

35. The Fishbone Diagram Pam Ashley

36. 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.

37. 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.

38. Fishbone Diagram

39. Classroom Example of One “Cause”: “Low A&P 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 people‘s attention Not able to take food and drink Cold Constant air blowing Seating Too close Not wide enough; desk-top too small

40. Quality Tool: The Plus-Delta Danielle Hylton

41. 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

42. 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

43. Questions?

44. Thank you for joining us today! Contact us at: 405/605-4470

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