The Pearl River, NY School District, a 2001 recipient of the Malcolm Baldrige National Quality Award, used the PDCA cycle as a model for defining most of their work processes, from the boardroom to the classroom.

Plan, Reflect, Repeat: Whittaker, Carys: 9780008579807

Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made?

This is where you make sure students play an active part in their learning. You will ask them to carry out a short reflection on how well they felt the lesson went and to assess the lesson’s strengths and possible ideas for development. Reflective practice also helps create confident students. As a result of reflecting, students are challenged as you use new methods in the classroom. From reflection, you should encourage your students to take new challenges in learning, developing a secure and confident knowledge base. Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008). By varying learning and experimenting with new approaches, students have a richer learning experience. They will think more creatively, imaginatively and resourcefully, and be ready to adapt to new ways and methods of thinking.

Getting started with Reflective Practice - Cambridge community Getting started with Reflective Practice - Cambridge community

Formal and informal assessments take place continually, from daily teacher assessments to six-week progress reports to annual standardized tests. Teachers also can access comparative data on the electronic database to identify trends. High-need students are monitored by a special child study team. Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action. Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had. is complementary to the PDCA and DMAIC models of quality improvement, as described in this article. The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas.Being reflective helps you challenge your own practice as you will justify decisions and rationalise choices you have made. Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development. Practitioners need to form an understanding of what helped students’ learning and what hindered it. By reflecting, you create an environment which centres on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible. Part 1: This introduction walks through the PDCA cycle’s origins in the scientific method, as well as its connection to the Deming-Shewhart cycles. A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together.

Plan, Execute, Reflect, Repeat – Geoff Schroder Blog Plan, Execute, Reflect, Repeat – Geoff Schroder Blog

By asking ourselves these three simple questions we can begin to analyse and learn from our experiences. Firstly we should describe what the situation or experience was to set it in context. This gives us a clear idea of what we are dealing with. We should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage asks us to think about the action we will take as a result of this reflection. Will we change a behavior, try something new or carry on as we are?It is important to remember that there may be no changes as the result of reflection and that we feel that we are doing everything as we should. This is equally valid as an outcome and you should not worry if you can't think of something to change. First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods. With members and customers in over 130 countries, ASQ brings together the people, ideas and tools that make our world work better.Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress. As with other models, Gibb'sbegins with an outline of the experience being reflected on. It then encourages us to focus on ourfeelings about the experience, both during it an after. The next step involves evaluating the experience - what was good or bad about it from our point of view? We can then use this evaluation to analyse the situation and try to make sense of it. This analysis will result in a conclusion about what other actions (if any) we could have taken to reach a different outcome. The final stage involves building an action plan of steps which we can take the next time we find ourselves in a similar situation. Part 2: This webcast compares and connects PDCA to other methodologies, including DMAIC, lean, and ISO 9001. Consider what will you need to do before and during the lesson to make sure your changes happen. What will the students be doing differently to make sure they make progress?