Continuous Improvement In The Science Classroom

Schools were originally designed to provide “opportunity” to learn and used the “bell-curve” to gauge their success. The expectations have changed and schools are required to make sure all children learn, but the systems, core processes, and management styles that have always driven teaching and learning have not. New programs and curriculum cannot just be added onto these outdated classroom interrelationships and be expected to produce different results. Now, by managing with W. Edwards Deming’s Theory of Profound Knowledge, science educators can improve their systems and achieve the needed results. Deming’s management theories created Japan’s “Industrial Miracle” in the 1970s by improving quality and employee morale, while decreasing costs. It is a philosophy that focuses on experimentation and allows the people who do the work to provide input into improving the work. This book shows science teachers how to apply that same philosophy to engage students in the improvement process to increase learning and enthusiasm, while decreasing failure. Combined with the latest brain and educational research, it will enlighten, empower, and engage teachers and students to continuously improve their classroom. In this second edition of Continuous Improvement in the Science Classroom, Jeffrey Burgard shares new learning and insights from the last 10 years of workshop facilitation and his own classroom experience. He delves deeper into the philosophy, clarifies each improvement process, and reveals new, highly effective applications. Each process transforms different aspects of the classroom and, when implemented concurrently, creates a dynamic, continuously improving learning system. It is time to have an “educational miracle” — science classrooms with high standards, high achievement, and high enthusiasm.

By implementing a system of total quality management which focuses on continuous improvement of the education system, Continuous Improvement in the History and Social Science Classroom shows how to generate academic improvement, promote student self responsibility, and increase enthusiasm toward learning. Divided into two sections, the book first introduces the tools and philosophies used throughout. Section two offers practical suggestions for using these tools and philosophies. Featuring many examples, stories, and exercises, this book is ideal for any teacher. Continuous Improvement in the Classroom The books of ASQ's Continuous Improvement in the Classroom Series, edited by Lee Jenkins, emphasize the use of quality principles in education, each focusing on a specific classroom subject. MathematicsLanguage ArtsScience

Put feedback to work for everyone to make a difference—now Feedback connects, deepens communication, and helps everyone focus on advancing student learning. What if you could use the dimensions and facets of formative feedback in ways that emphasize authenticity, equity, and care for ALL students? Educators Brent Duckor and Carrie Holmberg show you how to plan, enact, and reflect on feedback practices within lessons and across units using an accessible, comprehensive, and innovative framework that illuminates the path towards equity and excellence for all. With evidence-based research and real classroom examples, Feedback for Continuous Improvement in the Classroom answers: What is formative feedback? How does it influence student outcomes and teacher pedagogy? Why are well-defined learning goals, aligned with rich tasks and progress guides, essential to making feedback truly formative? What are essential facets of teacher, peer, and self-driven feedback? How does feedback work best in whole-class, small group, or individual configurations? What can make written, spoken, and nonverbal feedback modalities more effective—for all? How can focusing on feedback improve learning across all subject matter disciplines? Prompts for self-reflection, videos, vignettes, and scaffolds throughout help readers see how effective feedback can be embedded into classrooms and school communities committed to discovery, growth, and deeper learning.

This book describes 10 decades of wasteful practices buried deep within U.S. schools. Today’s educators did not invent these wasteful practices; they inherited them. Five of the root causes are wasting time and five are wasting student potential. Ten years ago the first edition of Permission to Forget was published, and now this landmark anniversary edition is available. Its legacy of improvement is report after report from educators describing what happens in schools when these root causes are removed. It should not go unnoticed that root cause removal is free, unlike legislated reforms. Think about it: free! But teachers, principals, and district superintendents must collaborate in order to remove these root causes. Teachers can not remove them by themselves. Principals can not remove them by themselves. Superintendents can not remove them by themselves. Only together can teams of educators lead the removal of these 10 wasteful practices and provide America the education it desires.

In July 2011, the ASQ Education Division held its first Advancing the STEM (Science, Technology, Engineering, and Mathematics) Agenda in Education, the Workplace, and Society Conference at the University of Wisconsin–Stout. This publication is a selection of papers and workshops from this groundbreaking conference. The ideas presented here will help other educators and policy makers to develop their own innovative high-impact ideas for inspiring student interest in STEM careers, improving the delivery of STEM education at their schools and colleges, and helping STEM college graduates transition to the workplace. The chapters in this book reflect research and best practices, integrating the ideas of continuous improvement in combination with a can-do attitude, to provide a valuable resource that will lead others to consider similar innovative and collaborative educational structures that will drive more interest in STEM majors in college, and provide for our next generation of scientists, technicians, and engineers. ”Prior to reviewing Advancing the STEM Agenda I had a list in my mind of topics that I hoped would be addressed. I’m very pleased with how many are covered—and covered well. This project succeeds at the challenge of providing not only beneficial breadth but also important depth. Because our public-private partnership has been committed explicitly to continuous improvement for more than a decade, I couldn’t help but notice (as the editors also point out in their conclusion) the extent to which continuous improvement is a ‘common thread’ throughout the book. That speaks to the book’s practical utility in many settings, and on a long-term basis. No less valuable is the discussion of student motivation by many of the authors, which STEM teachers in our area have identified as a major issue of interest to them in recent surveys." Richard Bogovich Executive Director Rochester Area Math Science Partnership, Minnesota. "Veenstra, Padró, and Furst-Bowe provide a huge contribution to the field of STEM education. We all know the statistics and of the huge need in the area of STEM students and education, but what has been missing are application and success stories backed by research and modeling. The editors have successfully contributed to our need by focusing on collaborative models, building the K-12 pipeline, showing what works at the collegiate level, connecting across gender issues, and illustrating workforce and innovative ideas." John J. Jasinski President Northwest Missouri State University "Advancing the STEM Agenda provides a broad set of current perspectives that will contribute in many ways to advancing the understanding and enhancement of education in science, education, and engineering. This work is packed with insights and perspectives from experienced educators and bridges the transition from education to workplace." John Dew Senior Vice Chancellor Troy University

This book is a fictionalized account of one teacher’s effort in applying process improvement principles to her teaching practices. Lisa’s story is based on actual practice, and resulted in an innovative application of the lean waste-elimination approach to classroom teaching and learning. It also resulted in Lisa completing the delivery of her entire curriculum in the school year in a way that allowed students to master the material, as evidenced by significant growth in student performance scores on the standardized achievement test in her content area. The methods and tools described are based on proven lean techniques and sound education practice. Lean is a program of organizational improvement that empowers each and every worker in a school system—from student through superintendent—to increase his or her personal performance and job satisfaction through process improvement. Lean engages everyone in streamlining his or her work processes by identifying and eliminating the steps within each process that are wasteful, unnecessary, or do not contribute value to—and may even prohibit the person from doing or completing—the work. By incorporating a value-adding approach system-wide, schools can become more efficient in their operations and more effective at delivering their services, optimize the learning performance of all students, and create a culture of success and satisfaction for all. Includes an introduction by Norman Bodek. "An inspiring story of how good management can work wonders in the classroom. Great, jargon-free examples of lean principles applied to the critically important work of teaching our children. This is a must-read for teachers and parents...Wonderful book and an enjoyable read!" Dr. Peter Ward Richard Ross Chair in Management, Fisher College of Management, Ohio State University Chairman, LEAN Academic Network "The value of this book is demonstrating ultimately the process of continuous improvement applied to students in the classroom who see themselves as a team learning how to continuously improve upon an improvement process. It also demonstrates clearly how lean principles can be adapted to the classroom, because an educational system is replete with many “processes revolving around the delivery of instructional services." Dr. Mary Jane Guy Professor of Education Leadership Winona State University "After reading Optimizing Student Learning, I was so inspired to take a hard look at my classroom and how I could improve it. I took immediate steps to begin putting the information from the book into practice including, chunking the curriculum, utilizing short cycle assessment more effectively, and teaching basic study skills that can be used in all subject areas. I was amazed at the results...No matter where you are in your teaching career, this book has something to offer you. You owe it to yourself and your students to check it out for yourself. Although the premise of organization and pre-planning is a major theme in teacher preparation programs, the plan as put forth here is also designed to enhance teaching and learning for everyone." Melissa Unklesby Secondary School Teacher Beach City, Ohio

A 2022 SPE Outstanding Book Honorable Mention Teaching Improvement Science in Educational Leadership: A Pedagogical Guide presents the reader with a range of pedagogies from a variety of viewpoints and approaches. The book provides a holistic picture for how one might develop stakeholder competency and capacity with improvement science as a signature problem-solving methodology for educational leaders. And while there are books that provide foundational knowledge on the field of improvement science (including the list of titles from Myers Education Press), this book differs in that it presents varying approaches for teaching others about improvement science. For those who want to develop the methodology but who need resources, the book provides the illustrations, examples, and other concrete applications so that those involved in teaching the subject matter can connect foundational knowledge of improvement to the applied context. This book serves as the guide for education leaders who wish to have the know-how for developing the knowledge, skills and dispositions relative to the field of improvement science—the education leader’s signature problem-solving methodology. To learn more about Improvement Science and see our full list of books in this area, please click through to the Myers Education Press Improvement Science website. Perfect for courses such as: Introduction to Improvement Science | Educational Research for Administrators | Introduction to Program Evaluation | Action Research for School Practitioners | Educational Research | School Improvement | Teacher Leadership