Looks Like, Sounds Like, Feels Like
Looks Like, Sounds Like, Feels LikeWhen I envision the “perfect” ,it:Looks LikeSounds LikeFeels LikeToolbox for Teachers1
Plus/DeltaPlus (What is working that we want tocontinue?)Delta (Opportunities for improvement)
Plan Do Study ActThe Plan Do Study Act (PDSA) process/cycle was developed for scientists at Bell Laboratory. This model is research-based and has proven to be one ofthe best strategies used by organizations to ensure continuous improvement.Plan: State the problem to be solved oridentify the project. Clarify objectives and goals. Identify key players or teammembers. Plan activities/strategies.Do: Design appropriate tools. Do appropriate activities.Act: Complete action. Document findings. Communicate results. Determine if the plan worked. If the plan worked, why? If the plan did not work, why not?Study: Study the progress against thegoals and objectives. See if your plan is working. Identify and remove road blocks.See Future Force, p. 98.
Plan Do Study ActPlan:Do:Act:Study:
Linkages Chart for the Essentials of Baldrige-Guided School Improvement Planning up front with the quality toolsThe Linkages chart shows the interrelationship and interdependency of all of the Baldrige Categories and Core Values.60Stakeholder FocusWhat questions:Based on the data—1. What are the educational needs of allstudents and subgroups of students?2. What are the expectations of studentsand stakeholders?3. What are the levels of satisfaction/dissatisfaction of students andstakeholders?How questions:1. How does the school determine student(including subgroups of students) andstakeholder needs and expectations?What processes will be used todisaggregate data?2. How does the school determine andbuild student and stakeholder levels ofsatisfactions or dissatisfaction?Faculty and Staff FocusWhat questions:1. What are the professional developmentand resource needs of the staff toimplement the school improvement plan?2. What is the staff’s level of satisfactionand dissatisfaction with the current worksystems and school environment?Toolbox for TeachersHow questions:1. How does the school determine theneeds for professional development toutilize their full potential in meeting theschool’s goals/objectives?2. How does the school maintain a workenvironment and staff support climate thatcontribute to the well-being, satisfaction,and motivation of all staff members?LeadershipWhat questions:1. What are the vision, mission, values, and performance expectations of the school?2. What will be done to communicate the school’s vision, mission, values, goals/objectives, andperformance expectations?3. What is the monitoring plan for determining what is working and what is not working?How questions:1. How are the school’s vision, mission, values, and performance expectations developed,including the participation of all stakeholders?2. How will the school’s vision, mission, values, goals/objectives, and performance expectationsbe communicated to all stakeholders?3. How is the school’s performance monitored and how is the information used for continuousimprovement?Strategic PlanningWhat questions:1. Based on student and stakeholder needs, expectations, and requirements, what are themeasurable, priority school improvement goals/objectives?2. What are the action plans for the goals/objectives? (who, what, when)3. What monitoring plan will be used to ensure that the action plans are implemented effectively?How questions:1. How does the school engage all stakeholders in the school in the school improvement planningprocess?2. How are action plans developed and monitored?3 How are professional development plans (PDPs) and actions developed to support the plan?Process ManagementWhat questions:1. What are key processes that have been put in place to support and sustain the SIPgoals/objectives and actions within each category?How questions:1. How are key processes defined, designed, and deployed to support and sustain the SIPgoals/objectives and actions within each category?2. How have key processes been aligned and integrated to maximize efficiency?3. How is the Plan Do Study Act (PDSA) model used for continuous improvement?4. How are quality tools used to enhance participation and facilitation of processes?Performance ResultsWhat questions:1. What summative measures will be used toestablish baseline data and to determineprogress with School Improvement Plan (SIP)goals (e.g., student achievement, student andstakeholder satisfaction, staff training and wellbeing, leadership systems, benchmarking, keyprocesses and systems)?How questions:1. How well are we doing in achieving ourgoals/objectives and action plans?2. How will our results be used to improve ourschool and guide our school improvementplanning process?Information andAnalysisWhat questions:1. What formative measures have beenidentified to use along the way to make surethat we are on the right path with the actionsin each category?2. What tools are in place to take correctiveand rapid action, if needed (e.g., PDSA)?How questions:1. How were formative measures identifiedor developed to monitor progress?2. How often is data collected, analyzed, andshared with stakeholders?3. How do schools ensure the quality andavailability of needed data and information?4. How are the data used for continuousimprovement?
Action PlanAn Action Plan is a tool that individuals and groups use to record tasks that need to be completed in orderto reach targeted goals.Example:Goal—Complete homework.WhoWhatResourcesPencilAssignment notebookGlassesPencilAssignment notebookGlassesChalkboard/chart paperWhenStudentBring assignment notebook to classEvery dayStudentCopy homework assignment intonotebookTeacherAssignment written on boardHomeworkBuddy andStudentCheck assignment book forcompleteness and accuracyAssignment notebookImmediately afterassignment isrecordedStudentGet signature from teacherAssignment notebookPencilAs leaving classStudentTake assignment notebook andmaterials homeEnd of dayAs soon as seatedin the classroomBefore classParentProvide space and time forhomework completionStudentActively complete homeworkAssignment notebookBinderHomework materialsTable/deskLightMaterialsQuietMaterials neededStudentIf confused, get help from parent orhomework buddyMaterialsPhoneStudent &ParentHave parent check off thathomework has been completedCompleted assignmentAssignment notebookEach eveningStudentPut completed assignment in binderCompleted assignmentBinderWhen completedStudentTake homework/binder/completedhomework assignment to classHomeworkBinderNext day6Each eveningEach eveningduring timeestablishedAs neededToolbox for Teachers
Action PlanWhoToolbox for TeachersWhatResourcesWhen7
Bone DiagramA Bone Diagram is a planning tool that helps organizations define their current and desired states. Thistool includes the driving and restraining forces of the Force Field Analysis.Drivers Desired State—Productive afternoons—Maximum time on task—Active listening—Excellent work quality—Organized dismissalClear expectationsFlow chartsBehavior monitoring chartsPersonal responsibilityClearly definedconsequencesCommitmentShared responsibilityGroup meetings to discussprogressTransition PeriodRestrainersPresent State—Chaotic afternoons—Time off task—Listening issues—Poor quality of work—Disruptive dismissal8 Adverse attitudesNegative attitudesApathyPoor communicationNo pride in workDo not want to get involvedExpect quick resultsDo not want responsibilityPast practice and habitsToolbox for Teachers
Bone DiagramDriversTransition PeriodRestrainersToolbox for Teachers9
ChecklistPurpose: The purpose of a checklist is to help keep track of progress in completing tasks.CentersWhen CompletedWord WorkPoemWritingListeningGameWord WallDramaFree ChoiceWork Completed with the Substitute TeacherSubjectNoneSomeAllWarm-upReading workMath workWritingScienceSocial Studies10Toolbox for Teachers
66Fishbone DiagramThe Fishbone Diagram helps groups to determine root cause. (It does not establish actions to solve the problem.)CauseCauseTeacherSetsexpectationsModels skillsStudentsHorseplaying in thelocker roomSidebar conversationsduring instructionsEffectMisusing the equipmentPE issometimesunsafeNot enough equipmentWell-litHave use of entire gymUnorganized equipmentFaulty equipmentComfortable temperatureToolbox for TeachersMaterials/ResourcesEnvironmentCauseToolbox for TeachersCause11
Toolbox for TeachersFishbone DiagramCauseCauseEffect67CauseCause
Five WhysThe Five Whys helps to drill down and identify the root cause of a problem. The question “why” is askedfive (or more) times.Why are our team meetings unproductive?Answer: We spend too much time talking and sharing stories about things that happen in ourclassrooms.Why do we spend too much time talking about personal things and sharing stories about thingsthat happen in our classrooms?Answer: We don’t have a focus for our meetings.Why don’t we have a focus for our meetings?Answer: We aren’t organized with an agenda.Why aren’t we organized with an agenda?Answer: We don’t have a process for developing an agenda.Why don’t we have a process for developing an agenda?Answer: We haven’t taken time to look at our data to assess ourneeds.Toolbox for Teachers13
Flow Chart SymbolsTask boxMeetingDecision diamondMore information on another flow chartReportEnd14Toolbox for Teachers
Flow ChartFlow Charts enable groups to clearly define, communicate, and monitor multi-step processes.Writing a Persuasive PaperBegin researching your topic to findimportant information that willsupport your position and weakenthe opposing side.Determine a topic orargument.Record research information onindex cards and be sure tocreate a bibliography along theway.Do you have “expert”witnesses and/or data(numbers) to support yourargument?NOContinue researching.YESBegin your outline. Rememberto save your strongestargument as the clincher.Write your first draft. Be sure to usethe rubric/criteria as you write yourpaper. Edit/Revise your paper.Toolbox for TeachersWrite your final draft and proofread.15
Force Field AnalysisForce Field Analysis is a tool used to analyze current behaviors/beliefs that may be “driving” the group toreach the target goals, and those practices/beliefs that are preventing groups from reaching the goal. Oncethe preventers have been identified, action plans may be written to address the issues.Goal: Score 80% or above on our unit test.Drivers: What are we currentlydoing that is helping us reach ourgoal?Preventers: What is keeping us fromreaching our goal?Studying before the testOff-task behaviorPaying attention in classIncomplete workTaking notesIrresponsibilityAsking for helpChoosing not to studyCompleting our homeworkLeaving materials in schoolCompleting our study packetAvoiding helpKnowing how to studyPoor attitudeCommitmentLack of effortHow do we maintain and strengthen thedrivers?How do we reduce the preventers?Next steps: Action PlanWhat needs to beaccomplished?Complete all homeworkassignmentsFinish study guide questions16Who will be responsiblefor the task?StudentsParentsStudentsWhen will task becompleted?Every nightBy next ThursdayToolbox for Teachers
Force Field AnalysisGoal:PreventersDriversHow do we maintain and strengthen the drivers?WhoToolbox for TeachersHow do we reduce the preventers?WhatWhen17
Four Quadrant DiagramThe Four Quadrant Diagram may be used with small groups to determine individual or group perception.Once areas have been identified, other tools such as the Force Field Analysis, PDSA, and/or Action Planmay be used to address high resistance/high impact areas. (Please note that other quadrant descriptorscan be used, such as high/low expectations, high/low support, high/low achievement, etc.)Goal: To implement Baldrige-based Classroom Learning Systems throughout our school.Where would you place the following? Setting classroom Ground Rules Defining “My Job, Your Job,Parents’ Job, Our Job”? Using Affinity Diagrams Using Consensograms Using Plus/Deltas Writing a class mission statement Defining Core Values Holding class meetings Taking Surveys Using the PDSA processUsing a Force Field AnalysisSetting class goalsCreating class action plansKeeping class dataPosting class data (no personalidentification) Setting individual goals Using student data notebooks Sharing “Quality Tools I’ve Used”at staff meetings Holding Baldrige trainingsessions during staff meetings Attending a Baldrige qualityacademy Continuously referring toclassroom ground rules, jobs,mission statementHigh Impact 3 2 1Low ResistanceHigh Resistance-3-2-1-1 1 2 3-2-3Low Impact18Toolbox for Teachers
Four Quadrant DiagramHigh Impact 4 3 2 1LowResistanceHighResistance-4-3-2-1 1 2 3 4-1-2-3-4Low ImpactToolbox for Teachers19
If ThenThen If Then then our neediest studentswon’t get the academichelp they need.If we increase staffcoverage,If then we haveless help inclassrooms.If we have less help in classrooms,If Then is a projection tool used to predict possible consequences that might occur when organizationsare planning for change. It shows predicted “domino” effects of decision making.Question: How can we reduce officereferrals during recess?then students will havemore to do duringrecess.If students have more to do during recess,20If we provide more playground equipment,If we providestructuredactivities,If students have limited choicesduring recess,then they will have feweropportunities to makepoor choices.then students will havelimited choices duringrecess.then there will be less teasingand fewer arguments.Toolbox for Teachers
If ThenThen If .If Then Question:Toolbox for Teachers21
Interrelationship DiagramAn Interrelationship Diagram helps to identify the cause and effect relationship between two factors.What factors contribute to student success?Attitude(2,3)Home environment(5,0)Opportunities tofeel dent motivation(1,4)Effort(1,4)
Interrelationship Diagram78Question:Factor 1Factor 6Factor 2Factor 3Factor 5Factor 4Toolbox for Teachers
LadderThe Ladder provides a graphic organizer that allows groups to list the steps that will lead them to thedesired state.Step 5 a. Give an example from the text.b. Make a connection.c. Describe the clues you found asyou were reading (inferences).Step 4Answer the question!Step 3 Read the text. As you read, remember tothink about the question being asked.Step 2 Make sure that you understand what thequestion is asking.Step 1 Read the question before reading the text.Toolbox for Teachers25
Ladder26Toolbox for Teachers
Toolbox for TeachersLotus DiagramThe Lotus Diagram is a brainstorming and organizational technique that enables the group to define key concepts as well as all the parts of the es6 Traits rategyBibliographyMultipleResourcesFormat6 Traits ofWriting81
82Lotus DiagramToolbox for Teachers
MorphingMorphing is similar to the Bone Strategy. This techniqueis particularly helpful for those who are visual processors.Morphing helps the group to understand the processesand time involved in systematic and systemic change.Students will correctlysolve the problem andexplain why they chosethe problem-solvingstrategy.Students will determine whichoperation or strategy to use,choosing from a list of options.Students will find theimportant informationin the text, and willcircle and underline it.The class will work onreadingcomprehensionstrategies.Current State65% of the class is unable tochoose an appropriate problemsolving strategy, apply it, andcorrectly solve the problem.Toolbox for Teachers29
Morphing30Toolbox for Teachers
ORIDFocused Conversation Data AnalysisLevel of QuestionsPurposeO9 To examine thedata9 To identifyfactualinformation9 What do you see?9 What factual statementscan you make based on thedata?9 To encourageparticipants tomake connections9 To encourage freeflow of ideas andimagination99999 To identifypatterns anddetermine theirsignificance ormeaning9 To articulateunderlyinginsights9 What does the data tellus? What new insights doyou have?9 What good news is therefor us to celebrate?9 What doesn’t it tell us andwhat else might we need toknow?9 What areas of need seemto arise?9 What are our proposednext steps?9 What decisions can wemake?9 What is our action plan formoving forward?Objective LevelRReflective LevelIInterpretive LevelDDecisional LevelToolbox for Teachers9 To propose nextsteps9 To develop anaction plan9 To make decisions9 To experience“coming together”Questions to AnswerWhat surprised you?What encouraged you?What discouraged you?How does this make youfeel?31
ORIDData Conversation StepYour CommentsORID32Toolbox for Teachers
Toolbox for TeachersParking LotThe Parking Lot technique is commonly used as a summative evaluation after a lesson or meeting. It incorporates the plus/delta strategy with a questionsand future ideas component.Example: Feedback from Baldrige WorkshopWhat’s working? The information was valuable.We were able to spend time planning.The strategies can be used immediately.The pacing was excellent.We don’t feel overwhelmed!What questions do you have? What are the next steps? Leadership team will determine scope and sequence forimplementation.Teams will reach consensus.Volunteers will make poster templates.Staff development time will be used for more training.Will this take away from instructional time?What are the expectations?Ideas(Additions, deletions, and/or modifications?) Model the mission statement lesson.Choose three quality tools to focus on.87
88Parking LotWhat’s working?What questions do you have?What are the next steps?Ideas(Additions, deletions, and/or modifications?)Toolbox for Teachers
Problem StatementThe Problem Statement tool enables a group to clearly define a problem. This strategy enables teams tocommunicate in a logical, risk-free, and open environment. Once the statement has been developed, teams maywork toward solving the problem using a variety of problem-solving/process-thinking tools.Step One: The facilitator introduces the problem to the group. Next, the group brainstorms possible causes. Thegroup also describes how this problem impacts the organization.Problem StatementThe greatest amount of office referrals occur during the transition time betweenclasses. Students who are sent to the office lose instructional time.Possible Causes: Bullying Horse play in the hallway Too much time between classes Not enough adult supervisionExpectations have not been clearlydefined and monitoredImpact on the OrganizationStudents who are sent to the office end up missing too much class. Once students are sent back to class,their behavior is usually disruptive and disrespectful. This impacts the culture in the classroom and affectsthe quality of instruction.Desired StateStudents use appropriate behavior in the hallways. All students arrive to class on time and are ready forlearning when the bell rings. There are no office referrals during transitional time between classes.Step Two: Using the ideas from the brainstormed list, the group determines which behavior(s) they believe to bethe root cause of the problem. Weight voting or a consensogram may be used to help the group reach consensus.Action plans are written to address the problem.Action PlanWhoWhatWhenTeacherTeachers will stand outside doorway.Teachers will document tardy students andgive data to SDT.Before and after each classStaff Development TeacherSDT will collect and post data.WeeklyAdministratorsAdministrators will clearly communicatehallway expectations.Administrators will sweep hallways andstairwells.Administrators will implement discipline policy.Before and after each classStudentsStudent
Toolbox for Teachers 1 Looks Like, Sounds Like, Feels Like When I envision the “perfect”_, it: Looks Like Sounds Like
THE FIRST SET OF RUSSIAN LETTERS 1. The Russian letter И sounds like EE (as in eel) Imagine that И looks like an EEL wriggling. 2. The Russian letter Э sounds like E (as in EGG) Imagine Э looks like the letter E the wrong way around. 3. The Russian letter H sounds like the English letter N Imagine a HEN perched on the bar of an H. 4. The Russian letter y sounds like OO (as the OO sound in YOU)
Strand unit: Exploring sounds Exploring sounds involves listening to and creating sounds from a wide variety of sources using the environment the voice the body instruments This document will suggest some activities which can be used to explore environmental sounds across all classes.
CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) Core5 PreK/K Beginning Sounds & Letters (Online Activity) Beginning Sounds & Letters (Skill Builder) Beginning Sounds (Lexia Connection) Beginning Sounds (Lexia Lesson) Beginning Sounds (Online Activity) Beginning Sounds (Skill Builder) Blending & Segmenting 2 (Online Activity)
2. PHONETICS AND PHONOLOGY 2.1 Sounds of English The study of the sounds of human language is called phonetics. Phonology is concerned with the properties of sounds and the ways that they are combined into words. Important: Sounds, in the sense that we discuss them, are totally different from letters.
Letters and Sounds - Phase 1 – Aspect 5 Alliteration Listening and Remembering Sounds Main purpose: To listen to sounds at the beginning of words and hear the differences between them Preparation Make a collection of items beginning with the same sounds so that you can access them easily when undertaking the activity.
the relationship between sounds and their spellings . learning rules and completing worksheets (DeVries, 2015) . letter-sound relationships that are organized into a logical sequence from easier sounds to more difficult sounds. High utility sounds and letters are taught first, letters with similar shapes and sounds are .
The ability to hear individual sounds in words including beginning sounds, middle sounds and final sounds. Level Script Word Word Word Total 1 2 - 3 phonemes Listen to the sounds nice and clear, say the word that you hear. /p/ /ie/ (pie) /s/ /o/ /ck/ (sock) /b/ /i/ /n/ (bin) / 3 2 4 - 5 phone
Literary Studies. London: Longman, 1993. INTRODUCTION While most of you have already had experience of essay writing, it is important to realise that essay writing at University level may be different from the practices you have so far encountered. The aim of this tutorial is to discuss what is required of an English Literature essay at University level, including: 1. information on the .
