1 / 7

ISS Model and PDSA

ISS Model and PDSA. The Big Picture. Strategic Learning Goal. Strategic Learning Results (Benchmark Assessments, Common Assessments). Class/Course/ Program Mission. DO How will we learn it?. PLAN What do we need to learn?. ACT What will we do if we don’t learn it?

huong
Download Presentation

ISS Model and PDSA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ISS Model and PDSA

  2. The Big Picture Strategic Learning Goal Strategic Learning Results (Benchmark Assessments, Common Assessments) Class/Course/ Program Mission DO How will we learn it? PLAN What do we need to learn? ACT What will we do if we don’t learn it? What will we do if we’ve already learned it? STUDY How will we know we’ve learned it?

  3. in I-SS

  4. LAN • Teacher shares a clear learning target with students (show the barbell!) • Bite size chunk of learning (think Goldilocks!) • Clearly define “cycle time” for your students (5-7 days is optimal) • Informal, formative assessment that assesses learning on the target.

  5. O • Using criteria for success and instructional strategies • What strategies do we (as teachers) KNOW will generate learning? • What strategies are working best in this class? • Have I taught these strategies and do I use them by name? • Are there some “givens” in my classroom?

  6. TUDY • How can I show students safe data that helps them see the progress they are making? • How can I leverage charts/graphs that they are studying in Mathematics? • How do I lead students in a conversation about what the data means? what it doesn’t mean?

  7. CT • What do we need to keep doing/change based on what the data is telling us? • Are there some other things we tried that we didn’t capture (and should!)?

More Related