Continuous improvement in the history and social studies classroom

Continuous Improvement in the History and Social Studies Classroom H1394_McCaulley.indd 6/4/10 9:20 AM Also available from ASQ Quality Press: Continuous Improvement in the English Classroom Janelle R Coady Continuous Improvement in the Science Classroom, Second Edition Jeffrey J Burgard Continuous Improvement in the Mathematics Classroom Melody J Russell Continuous Improvement in the Language Arts Classroom Vickie Hedrick Permission to Forget: And Nine Other Root Causes of America’s Frustration with Education Lee Jenkins Improving Student Learning: Applying Deming’s Quality Principles in the Classroom, Second Edition Lee Jenkins Process Management in Education: How to Design, Measure, Deploy, and Improve Organizational Processes Robert W Ewy and Henry A Gmitro Stakeholder-Driven Strategic Planning in Education: A Practical Guide for Developing and Deploying Successful Long-Range Plans Robert W Ewy Charting Your Course: Lessons Learned During the Journey Toward Performance Excellence Robert W Ewy and John G Conyers Running All the Red Lights: A Journey of System-Wide Educational Reform Terry Holliday and Brenda Clark ASQ Education School Self-Assessment Guide to Performance Excellence: Aligning Your School and School District with the Malcolm Baldrige Education Criteria for Performance Excellence Peter G LaBonte, ASQ Claire Anne and the Talking Hat Barbara A Cleary Living on the Edge of Chaos: Leading Schools into the Global Age, Second Edition Karolyn J Snyder, Michele Acker-Hocevar, Kristen M Snyder Thinking Tools for Kids: An Activity Book for Classroom Learning, Revised Edition Sally J Duncan and Barbara A Cleary Transformation to Performance Excellence: Baldrige Education Leaders Speak Out Sandra Cokeley, Margaret A Byrnes, Geri Markley, and Suzanne Keely, editors The Quality Rubric: A Systematic Approach for Implementing Quality Principles and Tools in Classrooms and Schools Steve Benjamin Boot Camp for Leaders in K–12 Education: Continuous Improvement Lee Jenkins, Lloyd O Roettger, and Caroline Roettger To request a complimentary catalog of ASQ Quality Press publications, call 800-248-1946, or visit our Web site at http://www.asq.org/quality-press H1394_McCaulley.indd 6/4/10 9:20 AM Continuous Improvement in the History and Social Studies Classroom Daniel R McCaulley ASQ Quality Press Milwaukee, Wisconsin H1394_McCaulley.indd 6/4/10 9:20 AM American Society for Quality, Quality Press, Milwaukee 53203 © 2010 by American Society for Quality All rights reserved Published 2010 Printed in the United States of America 16 15 14 13 12 11 10 Library of Congress Cataloging-in-Publication Data McCaulley, Daniel R., 1947– Continuous improvement in the history and social studies classroom / Daniel R McCaulley p cm Includes bibliographical references and index ISBN 978-0-87389-789-1 (alk paper) United States—History—Study and teaching Social sciences—Study and teaching—United States School improvement program—United States I Title E175.8.M4 2010 973.071—dc22 2010018755 No part of this book may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher Publisher: William A Tony Acquisitions Editor: Matt Meinholz Project Editor: Paul O’Mara Production Administrator: Randall Benson ASQ Mission: The American Society for Quality advances individual, organizational, and community excellence worldwide through learning, quality improvement, and knowledge exchange Attention Bookstores, Wholesalers, Schools, and Corporations: ASQ Quality Press books, videotapes, audiotapes, and software are available at quantity discounts with bulk purchases for business, educational, or instructional use For information, please contact ASQ Quality Press at 800-248-1946, or write to ASQ Quality Press, P.O Box 3005, Milwaukee, WI 53201-3005 To place orders or to request a free copy of the ASQ Quality Press Publications Catalog, including ASQ membership information, call 800-248-1946 Visit our Web site at www.asq.org or http:// www.asq.org/quality-press Printed on acid-free paper H1394_McCaulley.indd 6/4/10 9:20 AM Dedication This book is dedicated to my favorite teacher, my wife Jane McCaulley She not only allowed me to torture her with my angst, preoccupation, absence, and frustration during this process, she did so in the midst of two major life changes of her own Her willingness to be in the pilot group mentioned elsewhere in this book is indicative of her faith in me and her support Thanks, I love you H1394_McCaulley.indd 6/4/10 9:20 AM H1394_McCaulley.indd 6/4/10 9:20 AM Contents List of Figures xi Foreword xiii Preface xv Acknowledgments xix Introduction xxi Chapter History: The Quality Movement and How It Has Impacted Education Background Deming Speaks: The Quality Movement Ripped from Today’s Headlines Deming’s Fourteen Points and Their Application to Education Enter Lee Jenkins Where Are We Now? Chapter Thinking Systemically: A New Way of Looking at K–12 Education (and Your Classroom) An Analogy with Business 10 Parts Defined 11 Your Classroom as a System 14 vii H1394_McCaulley.indd 6/4/10 9:20 AM viii Contents A Quick Review 16 Getting to Know Your “Customers” 17 Chapter Getting Started: A “From the Ground Up” Tool Kit for Implementing Continuous Improvement in Your Social Studies Classroom 21 What Have We Learned? 21 Permission to Forget 22 Creating Your First List 24 Chapter By the Numbers: What Is Math Doing in My Social Studies Classroom? 33 So, You’re Not a Statistician 33 Creating Your Basic Charts 34 How to Use the Various Charts 43 For the Truly Nerdy  .  More Charts 51 Summative Flyover 55 Chapter What Else Can We Measure (and How Can We Do It)? 57 Measuring Enthusiasm 58 The Plus/Delta Chart 62 The Uber Plus/Delta Chart 65 The One-Minute Paper 66 There Is No Finish Line 67 What if the Whole Department Were Measured? 69 Bird’s-Eye View of Chapter 71 Chapter The Seven Deadly Sins of Continuous Improvement 73 You Want to Make ’Em Hate History? 73 Countering Teachers’ Objections 73 The Dreaded List: The Seven Deadly Sins of Continuous Improvement 77 Instant Replay 85 Chapter Hooray! Celebrating Success in Social Studies 87 What’s the Difference between Rewards and Celebration? 87 What Should We Be Celebrating? 89 H1394_McCaulley.indd 6/4/10 9:20 AM Contents ix Why Should We Be Celebrating? 90 Ways to Celebrate Success 91 A Macro View of Chapter 92 Chapter Where Do We Go from Here? Continuous Improvement and the Accountability Movement 95 The Great Debate 95 Issues in History and Social Studies Education 96 Issues in Continuous Improvement and Accountability 98 The Seven Essential Facts about Continuous Improvement and Why You Should Use It for Social Studies 99 Parting Shot 104 Appendix A Dan McCaulley’s U S History Facts and Ideas—Partial List 105 Appendix B College-Level List of Map Locations 109 Appendix C History Mystery—A Sample Weekly Quiz 111 Appendix D Common Assessment of Core Knowledge 113 Appendix E Quality Tools for the Substitute Teacher 117 Appendix F Sixth-Grade Illustrated List of Essential Knowledge 121 Appendix G Masterpiece Memory Bonus Feature 127 Notes 131 Index 137 H1394_McCaulley.indd 6/4/10 9:20 AM H1394_McCaulley.indd 10 6/4/10 9:20 AM 130 Appendix G extension and evaluation The teacher can schedule a field trip to an art museum to expose students to works of art learned about in class as well as other examples of art by those same artists Students will recognize artistic style and technique and be able to identify other works of art by the chosen artists The art teacher and classroom teacher(s) can culminate the year’s L to J Masterpiece Memory project with a schoolwide “living art museum,” where the students dress up and act as the paintings and docents and the parents move around as they would in a real art museum On alternate years the L to J list can consist of all Impressionist and Postimpressionist works of art, and the culminating activity could be called “An Evening in Paris.” The music teacher could be invited to participate by having students learn French songs, performing them in the French “café” at the culminating schoolwide activity The French teacher could also be invited to come and teach students some representative French vocabulary An example of a perfect weekly quiz with a celebratory “high five” sticker Name Class Date 5 H1394_McCaulley.indd 130 6/4/10 9:20 AM Notes Education World, “Students Flunk U.S History Test: Congress Calls on Teachers to ‘Redouble Efforts,’” http://www.educationworld.com/a_issues/issues100.shtml (accessed May 11, 2010) History News Network, “American Enterprise Institute: Why Students Hate History,” http:// hnn.us/articles/1014.html (accessed May 11, 2010) Michael K Block and Robert J Franciosi, “What Do College Graduates Know? A Survey of Arizona Universities,” National Association of Scholars, http://www.nas.org/polimage.cfm?doc_ id=87&size_code=Doc (accessed May 11, 2010) Intercollegiate Studies Institute, American Civic Literacy Program, http://americancivicliteracy org/2008/summary_summary.html (accessed November 25, 2008) National Geographic, “2006 National Geographic–Roper Survey of Geographic Literacy,” http:// www.nationalgeographic.com/roper2006 (accessed May 11, 2010) The Chattanoogan.com, “Alexander: The Importance of American History,” http://www chattanoogan.com/articles/article_68947.asp (accessed May 11, 2010) Ellen Gamerman, “What Makes Finnish Kids So Smart?” Wall Street Journal, February 29, 2008 The W Edwards Deming Institute, “Resume 1974,” http://deming.org/index.cfm?content=621 (accessed May 11, 2010) The Leadership Institute, “Who Is Dr W Edwards Deming?” http://www.lii.net/deming.html (accessed May 11, 2010) 10 Andrea Hopkins, “Honda Opens New U.S Plant as Detroit Seeks Bailout,” Reuters, November 17, 2008, http://www.reuters.com/article/americasDealsNews/idUSTRE4AG7DU20081117 (accessed November 28, 2008) 11 Jim Inhofe, “Hostile Green Takeover: The Auto Industry Faces Environmental Thuggery,” floor speech, U.S Senate Committee on Environment and Public Works, November 20, 2008, 131 Notes H1394_McCaulley.indd 131 6/4/10 9:20 AM 132 Notes http://epw.senate.gov/public/index.cfm?FuseAction=PressRoom.Speeches&ContentRecord_ id=BA73154A-802A-23AD-498B-22B59BDB465B (accessed January 23, 2009) 12 Joseph B White, “How Detroit’s Automakers Went from Kings of the Road to Roadkill,” Imprimis 38, no (2009): 13 Stephen J Dubner, “Is the U.S High School Graduation Rate Worse than We Thought?” Freakonomics Blog, December 12, 2007, http://freakonomics.blogs.nytimes.com/2007/12/27/ is-the-us-high-school-graduation-rate-worse-than-we-thought (accessed January 23, 2009) 14 Peter F Drucker, “The Age of Social Transformation,” Atlantic Monthly, November 1994, 53 15 W Edwards Deming, Out of the Crisis: Quality, Productivity, and the Competitive Position (Cambridge, MA: MIT Press, 1986) 16 Ron Brandt, “Punished by Rewards: A Conversation with Alfie Kohn,” Educational Leadership 53, no (1995), http://www.alfiekohn.org/teaching/pdf/Punished%20by%20Rewards.pdf (accessed May 26, 2009) 17 Annette L Breaux and Harry K Wong, New Teacher Induction: How to Train, Support, and Train New Teachers (Mountain View, CA: Harry Wong Publications, 2003) 18 Lee Jenkins, “Biographical,” http://www.ltojconsulting.com/Biographical.html (accessed January 23, 2009) 19 Lee Jenkins, Improving Student Learning: Applying Deming’s Quality Principles in Classrooms, 2nd ed (Milwaukee, WI: ASQ Quality Press, 2003) 20 Scott Rothschild, “Criticism of No Child Left Behind on Rise,” LJWorld.com, August 18, 2005, http://www2.ljworld.com/news/2005/aug/18/criticism_no_child_left_behind_rise/?city_local (accessed January 23, 2009) 21 Intercollegiate Studies Institute, American Civic Literacy Program 22 Dictionary.com, s.v “corporation,” http://dictionary.reference.com (accessed April 15, 2009) 23 Lee Jenkins, foreword to Continuous Improvement in the History and Social Studies Classroom, by Shelly Carson (Milwaukee, WI: ASQ Quality Press, 2000) 24 Steve Horn, “SPK—Appreciation for a System,” Clara.net—Customer Index, September 3, 2001, http://home.clara.net/hornsc/spk/spk_system.htm (accessed May 7, 2009) 25 ThinkExist.com, W Edwards Deming quotes, http://thinkexist.com/quotes/w._edwards_ deming/2.html (accessed May 12, 2009) 26 Lee Jenkins, Permission to Forget: And Nine Other Root Causes of America’s Frustration with Education (Milwaukee, WI: ASQ Quality Press, 2005), 42 27 Jenkins, Improving Student Learning, 26 28 Jenkins, Improving Student Learning 29 Jenkins, Improving Student Learning, 35 30 Adapted from quotes variously attributed to W Edwards Deming, Peter Drucker, Robert S Kaplan, and many more 31 Jenkins, Permission to Forget H1394_McCaulley.indd 132 6/4/10 9:20 AM Notes 133 32 RMC Research, Center for Civic Education, http://www.civiced.org/index.php?page=program_ evaluation (accessed June 23, 2009) 33 Betsy Geddes and Linda C Barber, Students Speak: Effective Discipline for Today’s Schools; Building a Sense of Community (Portland, OR: Brandon Publishing Company, 1997), 34 Geddes and Barber, Students Speak 35 Library of Congress, “Project on the Decade of the Brain,” http://www.loc.gov/loc/brain/ (accessed July 30, 2009) 36 National Institute of Mental Health, “Professional Coalition for Research Progress,” http://www nimh.nih.gov/outreach/coalition/coalition-meeting-march-2007.pdf (accessed July 30, 2009) 37 Marcus Buckingham and Curt Coffman, First, Break All the Rules: What the World’s Greatest Managers Do Differently (New York: Simon and Schuster, 1999), 80–82 38 Jenkins, Permission to Forget 39 Adapted from the Indiana Department of Education Web site, http://dc.doe.in.gov/Standards/ AcademicStandards/index.shtml (accessed August 10, 2009) 40 Tom Snyder Productions, Decisions, Decisions, http://www.tomsnyder.com/products/products asp?Subject=SocialStudies (accessed August 13, 2009) 41 Jenkins, Improving Student Learning, 85 42 Jenkins, Permission to Forget 43 ThinkExist.com, Jean Piaget quotes, http://thinkexist.com/quotes/jean_piaget (accessed August 20, 2009) 44 Li Jingshan and D E Blumenfeld, “Analysis of Andon Type Transfer Production Lines,” Robotics and Automation, April 2005, 278, http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?tp=&arnumber=15 70132&isnumber=33250 (accessed August 18, 2009) 45 Linda Kreger Silverman, “Visual-Spatial Learners,” Gifted Development Center, http://www gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm (accessed May 11, 2010) 46 These tales can be found in Andrew L McDonald, “State of the Union: A Study of Geographic Literacy among Americans,” http://74.125.95.132/search?q=cache:JIDYeLmbtT4J:geog.tamu edu/~sbednarz/geog404/mcdonald.doc+geographic+literacy+among+americans&cd=4&hl= en&ct=clnk&gl=us&client=firefox-a (accessed August 15, 2009) 47 National Geographic Society, National Geographic–Roper Survey of Geographic Literacy, http:// www.nationalgeographic.com/roper2006/findings.html (accessed August 15, 2009) 48 ASQ, “Quality Tools: Cause Analysis Tools,” http://www.asq.org/learn-about-quality/causeanalysis-tools/overview/scatter.html (emphasis mine; accessed August 19, 2009) 49 Six Sigma, “Pareto chart,” http://www.isixsigma.com/index.php?option=com_k2&view= item&id=1268&Itemid=1&Itemid=1 (accessed August 20, 2009) 50 Jenkins, Permission to Forget, 109 51 Richard DuFour, “What Is a Professional Learning Community?” Educational Leadership 61, no (2004): H1394_McCaulley.indd 133 6/4/10 9:20 AM 134 Notes 52 Attributed to Captain, Road Prison 36, Cool Hand Luke, IMDB, http://us.imdb.com/title/ tt0061512/quotes (accessed August 21, 2009) 53 Jim Fay and David Funk, Teaching with Love and Logic: Taking Control of the Classroom (Golden, CO: The Love and Logic Press, 1995), 162–166 54 Harry K Wong and Rosemary T Wong, The First Days of School (Mountain View, CA: Harry K Wong Publications, 2005), 82 55 Thomas A Angelo and K P Cross, Classroom Assessment Techniques, 2nd ed (San Francisco: Jossey-Bass, 1993), 156–158 56 Only 47% of Harvard students surveyed felt that grades motivated them to their best work Jessica E Vascellaro, “Students Not Concerned by Grade Inflation,” Harvard Crimson, http:// www.thecrimson.com/article.aspx?ref=161652 (accessed September 15, 2009) 57 The W Edwards Deming Institute, “The Deming System of Profound Knowledge,” http:// deming.org/index.cfm?content=66 (accessed September 1, 2009) 58 Jere E Brophy, Motivating Students to Learn (Mahwah, NJ: Lawrence Erlbaum Associates, 2004) 59 William Glasser, Control Theory in the Classroom (New York: Harper and Rowe Publishers, 1986), 17 60 Lee Jenkins, From L to J, seminar handout, p 32 61 Stephen R Covey, “The Habits of Highly Effective People: Habit 2: Begin with the End in Mind,” Franklin Covey, https://www.stephencovey.com/7habits/7habits-habit2.php (accessed September 7, 2009) 62 The actual quote by J Robert Oppenheimer upon seeing the devastating effect of the Trinity explosion was, “Now I am become Death, the destroyer of worlds.” He is said to have been quoting the Hindu scripture Bhagavad Gita 63 Donna Walker Tileston, What Every Teacher Should Know about Student Motivation (Thousand Oaks, CA: Corwin Press, 2004), http://books.google.com/books?id=_s7LOEISxYkC&pg=PA5&lpg=PA5 &dq=celebration+vs.+rewards&source=bl&ots=q7LQWXiQRc&sig=oQ7yEvMUmrJ2E-O7JtwG6n tSJ0o&hl=en&ei=i4GmSoOIK9LfnAeklvy2Bw&sa=X&oi=book_result&ct= 64 Tiletson, What Every Teacher Should Know, 65 Alfie Kohn, Punished by Rewards (Boston: Houghton Mifflin, 1993) 66 Jenkins, Permission to Forget 67 Diane Ravitch, “Critical Thinking? You Need Knowledge,” Boston Globe, http://www.boston com/bostonglobe/editorial_opinion/oped/articles/2009/09/15/critical_thinking_you_need_ knowledge (accessed September 29, 2009) 68 Diane Ravitch and Antonia Cortese, “Why We’re Behind: What Top Nations Teach Their Students but We Don’t,” Common Core, http://www.commoncore.org/_docs/CCreport_whybehind.pdf (accessed October 1, 2009) 69 Frederick M Hess, “Still at Risk: What Students Don’t Know, Even Now,” Common Core, http:// www.commoncore.org/_docs/CCreport_stillatrisk.pdf (accessed October 1, 2009) 70 Ravitch, “Critical Thinking?” H1394_McCaulley.indd 134 6/4/10 9:20 AM Notes 135 71 Mark Bauerlein, The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don’t Trust Anyone under 30) (New York: Penguin Group USA, 2008), 10 (http://www.dumbestgeneration.com) 72 Kenneth C Davis, Don’t Know Much about History (New York: Avon Books, 1990), xii 73 Hess, “Still at Risk.” 74 Lloyd Roetgger, “Further Insight: A University-Level Look at the Ten Root Causes of Educational Frustration,” in Permission to Forget: And Nine Other Root Causes of America’s Frustration with Education (Milwaukee, WI: ASQ Quality Press, 2005), 119–121 H1394_McCaulley.indd 135 6/4/10 9:20 AM H1394_McCaulley.indd 136 6/4/10 9:20 AM Index Note: Page numbers followed by “f” refer to figures a charts class run, 33, 35–36, 37f, 43 creating basic, 34–35 enthusiasm, 58, 59f fish diagrams, 45–46, 45f histograms, 47–51, 48–49f learning data, enthusiasm in, 60f Pareto, 53–55, 54f plus/delta, 62–65 scatter diagrams, 52–53, 52f student run, 33, 36–41, 39f, 40f, 43, 51f uber plus/delta, 65, 66f check sheets, continuous improvement, 41 example of, 42 Chugani, Harry, 21 classrooms aim graph of, 15f as systems, 10, 14–16 class run charts, 33, 35–36 example of, 37f uses of, 43 cognitive dissonance, 87 Commager, Henry Steele, 33 competition, creating cross-class, as deadly sin of continuous improvement, 80–81 continuous improvement all dressed up and no place to go, as deadly sin of, 81–82 as best friend of accountability, 103–104 creating artificial goals, as deadly sin of, 79–80 accountability continuous improvement as best friend of, 103–104 issues in, 98–99 Alexander, Lamar, Andon cord, 43–45 APA formatting, teaching, 99 artificial goals, creating, as deadly sin of continuous improvement, 79–80 Ash, Mary Kay, 87 B Barber, Linda Clarry, 18 barriers, breaking down, 6–7 Bauerlein, Mark, 97–98 brain research, 21–22, 88 Bush, George H W., 21 business model, of schools, 9–10 C “carrot and stick” management method, celebration items for, 89–90 reasons for, 90–91 rewards vs., 87–89 ways of, 91–92 137 Index H1394_McCaulley.indd 137 6/4/10 9:20 AM 138 Index creating cross-class competition, as deadly sin of, 80–81 debate between acquisition of core knowledge and teaching critical thought and, 95–96 enhancing students’ intellectual capital and, 103 essential facts about, 99–104 finish lines and, 67–68 flowchart for starting, 25f grading weekly quizzes, as deadly sin of, 82 issues in, 98–99 lack of teacher enthusiasm, as deadly sin of, 78–79 not having previews, as deadly sin of, 83–84 offering rewards for gains, as deadly sin of, 84 statewide tests and, 102–103 teachers’ objections to, 73–77 teamwork and, 69–71 ways of getting students involved in process of, 46 continuous improvement check sheets, 41 example of, 42 core knowledge, acquisition of, vs teaching critical thought debate, 95–96 critical thinking acquisition of core knowledge vs., 95–96 teaching, 103 cross-class competition, creating, as deadly sin of continuous improvement, 80–81 curriculum, continuous improvement and, 77 customers getting to know your, 17–19 needs of, 18 D Davis, Kenneth C., 95, 98 deadly sins, seven, of continuous improvement, 77–84 all dressed up and no place to go, 81–82 creating artificial goals, 79–80 creating cross-class competition, 80–81 extrinsic rewards for gains, 84 grading weekly quizzes, 82–83 lack of teacher enthusiasm, 78–79 no preview, 83–84 Decade of the Brain, 21–22, 88 Deci, Edward, 88 Deming, W Edwards, 1, 2, 11, 53, 57, 78 Fourteen Points of, 3–7 Deming cycle See PDSA (Plan-Do-Study-Act) cycle Drucker, Peter F., DuFour, Rick, 57 Dupree, Max, xxi H1394_McCaulley.indd 138 e education, as system, 11–12, 13f educational reform, 80/20 rule, 53 empathy, enthusiasm and, 60 enthusiasm, 57–58 empathy and, 60 lack of teacher, as deadly sin of continuous improvement, 78–79 learning and, 59–60 in learning data chart, 60f, 61f measuring, 58–62 in school history form, 61, 61f in social studies survey, 59f essential facts and ideas creating lists of, 24–27 example of, 26f, 27 flowchart for, 25f randomizing and quizzing, 28–31 students receiving, 28 exhortations, eliminating, f facts, essential creating lists of, 24–27 example of, 26f, 27 flowchart for creating, 25f randomizing and quizzing, 28–31 students receiving list of, 28 fear, learning and, feedback, 99–100 finish lines, continuous improvement and, 67–68 fishbone diagrams, 45–46, 45f flowchart, for starting with continuous improvement, 25f Fourteen Points (Deming), 3–7 g Geddes, Betsy, 18 Geo 207 student run chart, 51f Geo 207 world map, 50, 51f Glasser, William, 84 goals, creating artificial, as deadly sin of continuous improvement, 79–80 grading, as deadly sin of continuous improvement, 82–83 “great debate,” 95–96 6/4/10 9:20 AM Index 139 H n histograms, 47–51 examples of, 48–49f history, lack of student knowledge of, history education, issues in, 96–98 needs, of students, 18 new philosophy, need for, No Child Left Behind (NCLB) Act (2001), 5–6 I ideas, essential creating lists of, 24–27 example of, 26f, 27 flowchart for creating, 25f randomizing and quizzing, 28–31 students receiving list of, 28 improvement, individual run charts See student run charts Inhofe, Jim, Insel, Thomas, 21 intellectual capital, students, enhancing, 103 item analysis, 74 example of, 74f, 75f J Jefferson, Thomas, xv Jenkins, Lee, 7–8, 9, 10, 11, 21, 84, 98 k Kohn, Alfie, 89 l leadership, instituting, vs supervision, 5–6 learning, enthusiasm and, 59–60 lists, of essential facts and ideas, creating, 24–27 flowchart for, 25f Lombardi, Vince, 57, 99 L to J continuous improvement process, 16 beauty of, 41 defined, 35 m Marzano, Robert, 88 mass inspection, 4–5 motivation, as objection to continuous improvement, 76–77 H1394_McCaulley.indd 139 o objections, of teachers, to continuous improvement, 73–77 one-minute papers, writing, 66–67 p Pareto charts, 53–55, 54f PDSA (Plan-Do-Study-Act) cycle, 57, 68, 68f permission to forget, 22–24 Piaget, Jean, 38, 43 plus/delta charts, 62–65 uber, 65, 65f previews, not having, as deadly sin of continuous improvement, 83–84 purpose, creating constancy of, 3–4 Q quality movement, question of the day (QOD), 41–43 quizzes, weekly, 28–31 example of printed, 44f grading, as deadly sin of continuous improvement, 82 r Ravitch, Diane, 97 rewards, celebration vs., 87–89 rewards and punishments management method, Roettger, Lloyd, 99 Rogers, Will, 73 Ruskin, John, S sampling, 82–83 scatter diagrams, 52–53, 52f seven deadly sins, of continuous improvement, 77–84 Shewhart cycle See PDSA (Plan-Do-Study-Act) cycle 6/4/10 9:20 AM 140 Index sins, seven deadly, of continuous improvement, 77–84 all dressed up and no place to go, 81–82 creating artificial goals, 79–80 creating cross-class competition, 80–81 extrinsic rewards for gains, 84 grading weekly quizzes, 82–83 lack of teacher enthusiasm, 78–79 no preview, 83–84 Skinner, B F., 88 slogans, eliminating, Smith, Nancy, 33 social studies education, issues in, 96–98 social studies teachers as assertive leaders, 100 improved esteem for, 101–102 statewide tests, continuous improvement and, 102–103 student run charts, 33, 36–41 example of, 38, 39f, 40f Geo 207, 51f uses of, 43 students lack of knowledge of history by, needs of, 18 suboptimization, 11 supervision, instituting leadership vs., 5–6 systems aim graph of classroom, 15f classrooms as, 10, 14–16 components of, 11–12 Deming’s definition of, 10 education as, 11–12, 13f H1394_McCaulley.indd 140 t targets, eliminating, teacher turnover, teamwork, continuous improvement and, 69–71 tests See quizzes, weekly time, as teachers’ objection to continuous improvement, 73–77 TQM industrial model, 10 training, instituting modern methods of, transformation, as everyone’s work, u uber plus/delta charts, 65, 66f v “Velcro” effect, 43 W weekly quizzes, 28–31 example of printed, 44f grading, as deadly sin of continuous improvement, 82 White, Joseph B., winners, producing, 100–101 Wittenberg, Kristi, 47 Wittenberg, Tim, 70 6/4/10 9:20 AM Belong to the Quality Community! Established in 1946, ASQ is a global community of quality experts in all fields and industries ASQ is dedicated to the promotion and advancement of quality tools, principles, and practices in the workplace and in the community The Society also serves as an advocate for quality Its members have informed and advised the U.S Congress, government agencies, state legislatures, and other groups and individuals worldwide on quality-related topics Vision By making quality a global priority, an organizational imperative, and a personal ethic, ASQ becomes the community of choice for everyone who seeks quality technology, concepts, or tools to improve themselves and their world ASQ is… • More than 90,000 individuals and 700 companies in more than 100 countries • The world’s largest organization dedicated to promoting quality • A community of professionals striving to bring quality to their work and their lives • The administrator of the Malcolm Baldrige National Quality Award • A supporter of quality in all sectors including manufacturing, service, healthcare, government, and education • YOU Visit www.asq.org for more information H1394_McCaulley.indd 141 6/4/10 9:20 AM ASQ Membership Research shows that people who join associations experience increased job satisfaction, earn more, and are generally happier* ASQ membership can help you achieve this while providing the tools you need to be successful in your industry and to distinguish yourself from your competition So why wouldn’t you want to be a part of ASQ? Networking Have the opportunity to meet, communicate, and collaborate with your peers within the quality community through conferences and local ASQ section meetings, ASQ forums or divisions, ASQ Communities of Quality discussion boards, and more Professional Development Access a wide variety of professional development tools such as books, training, and certifications at a discounted price Also, ASQ certifications and the ASQ Career Center help enhance your quality knowledge and take your career to the next level Solutions Find answers to all your quality problems, big and small, with ASQ’s Knowledge Center, mentoring program, various e-newsletters, Quality Progress magazine, and industryspecific products Access to Information Learn classic and current quality principles and theories in ASQ’s Quality Information Center (QIC), ASQ Weekly e-newsletter, and product offerings Advocacy Programs ASQ helps create a better community, government, and world through initiatives that include social responsibility, Washington advocacy, and Community Good Works Visit www.asq.org/membership for more information on ASQ membership *2008, The William E Smith Institute for Association Research H1394_McCaulley.indd 142 6/4/10 9:20 AM ASQ Certification ASQ certification is formal recognition by ASQ that an individual has demonstrated a proficiency within, and comprehension of, a specified body of knowledge at a point in time Nearly 150,000 certifications have been issued ASQ has members in more than 100 countries, in all industries, and in all cultures ASQ certification is internationally accepted and recognized Benefits to the Individual • New skills gained and proficiency upgraded • Investment in your career • Mark of technical excellence • Assurance that you are current with emerging technologies • Discriminator in the marketplace • Certified professionals earn more than their uncertified counterparts • Certification is endorsed by more than 125 companies Benefits to the Organization • Investment in the company’s future • Certified individuals can perfect and share new techniques in the workplace • Certified staff are knowledgeable and able to assure product and service quality Quality is a global concept It spans borders, cultures, and languages No matter what country your customers live in or what language they speak, they demand quality products and services You and your organization also benefit from quality tools and practices Acquire the knowledge to position yourself and your organization ahead of your competition Certifications Include • Biomedical Auditor – CBA • Calibration Technician – CCT • HACCP Auditor – CHA • Pharmaceutical GMP Professional – CPGP • Quality Inspector – CQI • Quality Auditor – CQA • Quality Engineer – CQE • Quality Improvement Associate – CQIA • Quality Technician – CQT • Quality Process Analyst – CQPA • Reliability Engineer – CRE • Six Sigma Black Belt – CSSBB • Six Sigma Green Belt – CSSGB • Software Quality Engineer – CSQE • Manager of Quality/Organizational Excellence – CMQ/OE Visit www.asq.org/certification to apply today! H1394_McCaulley.indd 143 6/4/10 9:20 AM Self-paced Online Programs These online programs allow you to work at your own pace while obtaining the quality knowledge you need Access them whenever it is convenient for you, accommodating your schedule Some Training Topics Include • Auditing ASQ Training • Basic Quality Classroom-based Training • Education ASQ offers training in a traditional classroom setting on a variety of topics Our instructors are quality experts and lead courses that range from one day to four weeks, in several different cities Classroom-based training is designed to improve quality and your organization’s bottom line Benefit from quality experts; from comprehensive, cutting-edge information; and from peers eager to share their experiences • Healthcare Web-based Training • Six Sigma Virtual Courses • Engineering • Government • Food Safety • ISO • Leadership • Lean • Quality Management • Reliability • Social Responsibility ASQ’s virtual courses provide the same expert instructors, course materials, interaction with other students, and ability to earn CEUs and RUs as our classroom-based training, without the hassle and expenses of travel Learn in the comfort of your own home or workplace All you need is a computer with Internet access and a telephone Visit www.asq.org/training for more information H1394_McCaulley.indd 144 6/4/10 9:20 AM ... Press: Continuous Improvement in the English Classroom Janelle R Coady Continuous Improvement in the Science Classroom, Second Edition Jeffrey J Burgard Continuous Improvement in the Mathematics Classroom. .. teaching altogether and go to selling insurance This book is, in part, the story of my epiphany and journey into a whole new way of looking at teaching and learning that continues to unfold and. .. Printed in the United States of America 16 15 14 13 12 11 10 Library of Congress Cataloging -in- Publication Data McCaulley, Daniel R., 1947– Continuous improvement in the history and social studies