Part 2: This webcast compares and connects PDCA to other methodologies, including DMAIC, lean, and ISO 9001. Reflection can be done on the spot (Schön: reflection-in-action). You should be reflecting on things as they happen in the classroom. By reflecting, you will develop abilities to solve problems. Through questioning and changing the way you deliver your lessons, you will find new solutions and become more flexible with your teaching. It allows you to take time to assess and appreciate your own teaching. Part 3: The final webcast provides an example application of PDCA and explores the benefits of using PDCA.

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The formation of abstract concepts. The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research. Ask a student to keep a learning journal of their lessons. This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better.

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Trying out new methods or approaches in the classroom can create new learning opportunities. These changes can be as simple as varying a small activity or as adventurous as changing your whole approach or plan. By working with other colleagues and students, relationships become positive and demonstrate mutual respect. Students feel part of the learning cycle and are more self-aware. Colleagues can ‘team up’, drawing on expertise and support. This will develop the whole institution’s best practice. All of these things together result in a productive working environment. The Benefits of PDCA ( Quality Progress) The brief history of PDCA and an example of PDCA in action help establish the use of this cycle for continuous process improvement. By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution.

Plan, Reflect, Repeat: The Whittaker Journal - Goodreads

The cycle shows that we will start with an experience, either something we have been through before or something completely new to us. This experience can be positive or negative and may be related to our work or something else. Once something has been experienced we will start to reflect on what happened. This will allow us to think through the experience, examine our feelings about what happened and decide on the next steps. This leads to the final element of the cycle - taking an action. What we do as a result of an experience will be different depending on the individual. This action will result in another experience and the cycle will continue. Reflective practice develops your ability to understand how your students learn and the best ways to teach them. By reflecting on your teaching, you identify any barriers to learning that your students have. You then create lessons which reteach any content which your students have not been able to access to allow them to overcome any obstacles and develop. The ERA cycle (Jasper, 2013) is one of the most simplemodels of reflection and contains only three stages: Reflection is a cyclical process, meaning you grow and adapt. You should plan to draw on your own strengths and the best practice of colleagues, which you then apply to your own teaching. Try any of the reflection models listed in this unit to help you progress. By getting involved in a supportive network everyone will develop. 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.

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With members and customers in over 130 countries, ASQ brings together the people, ideas and tools that make our world work better. Variations: plan-do-study-act (PDSA) cycle, Deming cycle, Shewhart cycle. Understand the evolution of these variations. Teachers develop individual goals to improve their instruction where the "analyze" step showed any gaps.