Creating change in the co-taught classroom using the Plan-Do-Study-Act cycle
Creating change in the co-taught classroom can be challenging. Using the Plan-Do-Study-Act (PDSA) method allows co-teachers to make data-informed decisions about areas needing improvement, adjust those areas, and analyze the results to consider the following steps to improve student outcomes. The PDSA model was first developed to monitor quality control in the scientific community, and it was later adopted by many industries to improve practices (Murawski & Lochner, 2018).
Plan
The first step in the cycle is for teachers to identify an area of improvement on which to focus. In a co-taught classroom, this may include increasing student engagement, providing more opportunities to respond, or providing more positive feedback. This first step should involve data collection around the focus area. Friend (2019) identifies one of the co-teaching models, one teach, one observe, that could be used for data collection. One teacher could briefly collect the targeted data in this model while the other presents information.
Do
The next step in the process is to implement the change. Once data has been collected and analyzed, it is time to implement the proposed changes. A co-taught classroom may include a new positive reward system, redesigning the room layout to improve accessibility, or implementing a new co-teaching approach.
Study
After implementing the plan on the area of focus, the next step is to study the results. Co-teachers can analyze their data and assess the effectiveness of the changes that have been made. This may include analyzing the students’ behavior data, the reading comprehension scores on recent assessments, or classroom assignments. Reflecting on the data, co-teaching partners may ask themselves, “What were some of the challenges of implementing the change? Were the adjustments that we made beneficial to the students? Do we need to continue with these changes, or is there another approach for us to consider?”
Act
The last phase in the cycle focuses on making any necessary adjustments noted in the study phase. The co-teachers need to decide if they need to reconsider the approach used to implement the change or if they need to make further adjustments to maximize students’ learning outcomes. At this point, the co-teaching team makes the decision, and the cycle begins over again as they improve using the feedback from the previous cycle. This process continues, leading to more effective teaching and greater outcomes for students (Bryk, 2015).
Meeting the needs of all students in a co-taught classroom can be challenging. By using a process such as the Plan-Do-Study-Act cycle as a guide for problem solving, co-teachers can focus on areas of improvement and provide more high-quality instruction that benefits all students.
Resources
References
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
Friend, M. P. (2019a). Co-teach!: Building and sustaining effective classroom partnerships in Inclusive Schools. Marilyn Friend, Inc.
Murawski, W. W., & Lochner, W. W. (2018). Beyond co-teaching basics: A data-driven, no-fail model for continuous improvement. ASCD.
For more information, contact Joel Fravel ([email protected]), Program Specialist T/TAC at VCU.
Categories Inclusive Practices