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David Coarsey: Using Data to Drive Course Quality Improvement
- 1. Take more in, take more out 5/2/20181
- 2. Take more in, take more out 5/2/20182 Using data to drive course quality improvement
- 3. Take more in, take more out 5/2/20183 Take more in with AIMS technology
- 4. Take more in, take more out 5/2/20184 Take more in with AIMS technology
- 5. Take more in, take more out 5/2/20185 Agenda • Marketing better outcomes • Deming Cycle: Plan Do Check Act • Capturing Data: Bell • Processing data to get to need: EC • Doing something with data to drive improvement: my.Eurocentres
- 6. Take more in, take more out 5/2/20186 Subject: FW: Sit down because this is exciting - DC ACCET Wrap up ACCET results at EC English
- 7. Take more in, take more out 5/2/20187 ACCET results at EC English 2E – Communications Really liked that we have several platforms (GEL) that are very efficient and allow for operational efficiency. 4A – Educational Goals and Objectives The level descriptors are used in teacher planning and good alignment of curriculum with CEFR. 5B – Resources and Supplies Very impressed with GEL and loved that it is available after students leave. 7B- Admissions and Enrollment Orientation and use of GEL as a resource for students to see policies and terms and conditions. 8A – Performance Measurements Tutorials and availability of information on GEL 9A – Student Satisfaction Recycling of feedback into planning on both a school and central level
- 8. Take more in, take more out 5/2/20188 Value triangle Better FasterCheaper In 10 weeks, my students learn more than students in other 10 week courses. You only have to buy an 8 week course with us to get the same as you would get in my competitor’s 10 week course. You only have to spend 8 weeks in our school. You would need 10 weeks in our competitor’s school to get the same results.
- 9. Take more in, take more out 5/2/20189 Continuous improvement process
- 10. Take more in, take more out 5/2/201810 Improve learner outcomes Deming Circle: Total Quality Management Syllabus Methods Assessments and KPIs Best practices and CPD
- 11. Take more in, take more out 5/2/201811 PDCA Plan 1. What you want to achieve. 2. How you are going to achieve it.
- 12. Take more in, take more out 5/2/201812 Key point 1 Measurable, defined goals
- 13. Take more in, take more out 5/2/201813 "if you cannot fail, you cannot learn.“ Eric Ries, The Lean Startup
- 14. Take more in, take more out 5/2/201814 Course books mapped
- 15. Take more in, take more out 5/2/201815 Aims mapped
- 16. Take more in, take more out 5/2/201816
- 17. Take more in, take more out 5/2/201817 Syllabus: What aim is taught Method: how Weekly Plan: when and how often
- 18. Take more in, take more out 5/2/201818 Example Bell
- 19. Take more in, take more out 5/2/201819 Data We know… 1. What aims are supposed to be covered in a period 2. What is actually covered 3. How many times it is covered 4. How it is covered.
- 20. Take more in, take more out 5/2/201820 Do The measurable actions you take to deliver your service. PDCA
- 21. Take more in, take more out 5/2/201821 Learner Journals Case Study Bell Reflective Learning
- 22. Take more in, take more out 5/2/201822 1. Learner Journals have moved to mobile. 2. Tutorials are done every 2 weeks. 3. A key component is reflective learning. Case Study Bell Reflective Learning
- 23. Take more in, take more out 5/2/201823 1. Are tutorials happening every 2 weeks? 2. How often is reflective learning assigned? 3. How much reflective learning is being assigned? 4. How much reflective learning are students doing? 5. Is it having an impact? Case Study Bell Reflective Learning
- 24. Take more in, take more out 5/2/201824 PDCA Check Measuring your actions, correlating with your results.
- 25. Take more in, take more out 5/2/201825 Tests
- 26. Take more in, take more out 5/2/201826 Individual Test results
- 27. Take more in, take more out 5/2/201827 Key Point 2 KPIs vs Vanity metrics
- 28. Take more in, take more out 5/2/201828 “Vanity metrics are numbers you want to publish on TechCrunch to make your competitors feel bad.” Eric Ries, The Lean Startup Vanity metrics
- 29. Take more in, take more out 5/2/201829 1. Is it relevant? 2. Is it actionable? Key Performance Indicators
- 30. Take more in, take more out 5/2/201830 Case study Using assessment scores for quality control
- 31. Take more in, take more out 5/2/201831 Big data Total Assessments R1 R2 R3 2017 Weekly Assessments 512,937 26% 28% 46% REGION Homework Participation & Motivation Speaking Grand Total R3 78594 80718 77730 237042 R2 43895 49810 49375 143080 R1 43966 44454 44395 132815 Grand Total 166455 174982 171500 512937 REGION Homework/ 10 Participation & Motivation /10 Speaking /20 R3 7.4 8.1 13.7 R2 7.0 7.9 14.6 R1 7.3 8.0 14.4 Grand Total 7.3 8.0 14.1 Scores Collected Average Scores
- 32. Take more in, take more out 5/2/201832 Identifying problems and solutions Teacher Score Entry Count Average Homework Average P&M Average Speaking All Teachers 23542 6.60 7.49 14.53 T1 5073 7.25 7.57 14.86 T2 1333 6.58 6.58 12.04 T3 149 6.34 6.34 15.82 T4 1056 6.96 7.28 14.31 T5 868 6.29 7.51 13.38 T6 1736 3.37 7.81 15.16 T7 2187 7.15 7.68 14.74 T8 261 5.03 7.20 15.91 T9 1469 7.06 8.00 13.75 T10 129 6.93 7.77 13.86 T11 945 7.17 7.65 15.53 T12 1096 6.10 6.84 13.02 T13 27 7.78 8.22 14.44 T14 121 5.43 7.37 11.75 T15 183 5.37 7.12 14.45
- 33. Take more in, take more out 5/2/201833 PDCA ACT Sharing best practices, CPD and adjustements
- 34. Take more in, take more out 5/2/201834 Case study Using suggestions to share best practices
- 35. Take more in, take more out 5/2/201835 Example: my.Eurocentres
- 36. Take more in, take more out 5/2/201836 Case study
- 37. Take more in, take more out 5/2/201837 Case study
- 38. Take more in, take more out 5/2/201838 Individuals, Teachers, Schools
- 39. Take more in, take more out 5/2/201839 Individual Test results
- 40. Take more in, take more out 5/2/201840 Personalised study from tests
- 41. Take more in, take more out 5/2/201841 Class summary of needs
- 42. Take more in, take more out 5/2/201842 Class comparison of performance
- 43. Take more in, take more out 5/2/201843 • Clear description of strengths and weaknesses • Immediate feedback • Targeted action • Clear description of strengths and weaknesses • Easy to monitor progress • Easy to adjust methods • Harnessing your teacher’s creative potential • Sharing best practices • Targeted problem solving cycle of continuous improvement
- 44. Take more in, take more out 5/2/201844 Guided e-Learning David Coarsey david@gelnet.com Take more in with AIMS technology
Editor's Notes
- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
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- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
- Let me give you an example. This is a classic triangle which is often used in project management based on Quality, Cost and Speed. The point in project management is that you have to pick what’s most important. Marketing works in a similar way, but these are all derived from being able to deliver better learner outcomes. The only question is how to present it. The first obvious method is to say that your school is better than competitive schools because your students learn more in the same period. The second is to offer a lower cost by saying students can spend less time,. Finally there is efficiency. Same money and results but less time.
- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
- I want to talk about the role of education in EFL. I think its easy to forget in a difficult environment that first and foremost we are educators, and the most successful schools are those who can demonstrate that they get better results.
- “Set work” - this should be seen next to pretty much every exercise (?) (better for presentation?
- this doesn’t exist anymore??? How to update?
- No way to update this?