welcome to the kata in the classroom 2 exercise!...2/20/20 1 welcome to the kata in the classroom2...

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Welcome to theKata in the Classroom 2 Exercise!

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A 50-minute classroom exercise that helps prepare studentsto apply the IK pattern in projects that involve data

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THIS SLIDE IS NOT PART OF THE EXERCISEwww.katatogrow.com

The KiC-1 and KiC-2 exercises support the content you’re already using in your classroom

KiC materials are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike license.You are free to copy, use, remix, transform, build upon and redistributethem. Just note the source as katatogrow.com. However, these materialsmay not be used for sale in any form. Use them, adapt them, share them!

After you run the KiC-1 exercise, which introduces the scientific4-step “Improvement Kata” pattern, you can apply that pattern to nearly any content and activity. This way that content or activityalso becomes practice in meta-cognitive skills.

This follow-on KiC-2 exercise helps preparestudents to apply the IK pattern inprojects that involve data.

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The KiC-2 (catapult) exercise buildson the KiC-1 (puzzle) exerciseThe KiC-1 exercise took the following two non-scientific shortcuts, whichyou can now use as teaching opportunities in the KiC-2 exercise:

• Students changed more than one variable at a time.• Students collected only 1 data point before designing the next experiment.

The KiC-2 exercise has these 4 main lessons:1) Learning to experiment more scientifically by changing only one factor at a

time.

2) Learning to experiment more scientifically by collecting multiple data points, in order to better understand cause and effect.

3) Practice creating and using run charts, as a useful tool for collecting, visualizing, understanding, and communicating information. Run charts with a target condition line drawn on them are highly useful for supporting improvement, adaptiveness and innovation.

4) That collecting data can take some time, which may not feel as fast and exciting as the puzzle exercise.

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INSTRUCTIONSAs with the Kata in the Classroom 1 puzzle exercise, KiC-2 is a ~50-minute hands-on exercise.

Once you run the KiC-2 exercise consider where else your students might practice creating and using run charts. Follow-on practice on something real is important.

ROOM SETUP• Unlike the KiC-1 exercise, the KiC-2 exercise is done as a group exercise using one

catapult. The entire class works together.• Create an open area where the catapult can shoot up to ~ 17 feet (see illustration

on the next page). The students stand around this area as a group.• A poster-size storyboard and run-chart form should be posted in this area so the

instructor can fill them out during the exercise.

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Poster-size storyboard and run-chart form

for the teacher to use

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ROOM SETUP

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14 feet

Tape measure on floor, extended to about 17 feet

Open rectangular storage container placed on tape at 14 feet

Xpult attached to atable, with two clamps

Poster-size scoreboard and run-chart form

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MATERIALS FOR THE KiC-2 EXERCISE

• One X-Pult catapult. Check that at a 45° launch angle and 80° pull-back angle a ping-pong ball travels 14 feet or more. If not, use a better rubber band.

• Three ball types: Ping-pong, wiffle golf ball, foam golf ball. à

• Tape measure to lay along the floor to measure distance of catapult shots. Must be at least 17 feet long.

• Rectangular container as the target (e.g., Ziploc or Tupperware)with an open top of approximately 6” x 9” à

• One blank, letter-size run-chart form for each participant.• One reflection card for each participant (same reflection card used in the KiC-1 exercise).• One storyboard and run-chart form printed in poster size and posted on the wall.

USE THIS POWERPOINT FILEYou can conduct the KiC exercise directly from this PowerPoint file, which walksyou through the exercise step-by-step. In 'Presenter Mode' the file includes teacher prompts, so you can read key steps and points to make directly from screen.

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THE EXERCISE BEGINS WITH THE NEXT SLIDE6

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and

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REMIND ME:WHAT ARE THE FOUR STEPS OF

THE IMPROVEMENT KATA?

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Conduct Experimentsto get there

Grasp the Current

Condition

Establish your Next

TargetCondition

Get the Direction orChallenge

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THE 4 STEPS OFTHE IMPROVEMENT KATA

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WORKING SCIENTIFICALLYTesting, learning and adjustingis a good way to reach a goal

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Let’s reflect on the puzzle exercise

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1) What did the exercise show us?2) But, our experimenting was not so scientific. Why?

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For this exercise we’ll use this catapultto practice experimenting in a more scientific way

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WE HAVE A CHALLENGE!

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14 feet

(1) Catapult a ball 14 feet into a bucket (directly, not bounced).

(2) Write your team name on the ball.

(3) Catapult the ball 14 feet back into another bucket.

14 feet

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What doyou predict?Experiment

Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

Ball type

LaunchanglePull-backangle

Ball type

Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

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Challenge Current Condition Next TargetConditionLaunch angle

Pull-back angle

Ball type

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45°20°

ping pong

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What happened What we learned

Conduct the Experiment

•Catapult ball 14 ft into bucket.•Write team name on ball.•Catapult ball 14 ft back to bucket.

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WHAT WE’LL DO AS A GROUP(1) Maintain the Storyboard

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Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

Ball type


Ball type

Launchangle

Pull-backangle

Ball type

Launchangle

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Pull-back angle

Ball type

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45°20°

ping pong

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(2) A group reflection after each experiment

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Teacher asks the reflection questions

& coaches the group

Participants discuss and respond asa group

How many feet?

Look at run chart

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WHAT YOU EACH DO INDIVIDUALLYà Draw a run chart for each experiment


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THERE ARE THREE VARIABLES

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•LAUNCH ANGLE•PULL-BACK ANGLE•BALL TYPE

•We’ll do five (5) cycles of each experiment.• In each experiment we’ll change only one variable. Why?

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SOME EXAMPLE PULL-BACK ANGLES


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• Catapult operator• Distance measurer• Ball Returner

ROLES:

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Everyone • Run-chart maker• Scoreboard participant

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Grasp the Current

Condition

Establish your Next

TargetCondition


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WE HAVE A CHALLENGE.WHAT’S THE NEXT STEP?

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Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

Ball type


Ball type

Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

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Pull-back angle

Ball type

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45°20°

ping pong

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Grasp the Current

Condition

Establish your Next

TargetCondition


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WHAT’S THE NEXT STEP?

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Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

Ball type


Ball type

Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

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Pull-back angle

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ping pong

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DRAW A ‘TARGET CONDITION’ LINEON YOUR RUN CHART FORM

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TC

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Grasp the Current

Condition

Establish your Next

TargetCondition

Get the Direction orChallenge3

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WHAT’S THE NEXT STEP?

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Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

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Ball type

Launchangle

Pull-backangle

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Launchangle

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Pull-back angle

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ping pong

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CONDUCT THE NEXT EXPERIMENTRecord the data points on your run chart

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Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

Ball type


Ball type

Launchangle

Pull-backangle

Ball type

Launchangle

Pull-backangle

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Pull-back angle

Ball type

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45°20°

ping pong

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TEACHER asks the card questions

REFLECT andPLAN THE NEXT EXPERIMENT

The TEAM works together and responds

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What are the four stepsof the Improvement Kata?What did you learn about experimenting scientifically?What does a run chart show?What happens when you add the ‘target condition’ line to a run chart?What are some examples of where else you might you use a run chart?

Debrief:

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Debrief notes for the teacher(print this page for reference)

THIS SLIDE IS NOT PART OF THE EXERCISE

1 What did you learn about experimenting scientifically? Key points are:• Changing only one factor at a time helps you learn about cause and effect in the process you

are studying. Over time you deepen your knowledge and understanding of the focus process.• Collecting several data points before making decisions and planning the next step makes you

more confident about what is really happening. Just collecting one or two data points and then making decisions means you may be making decisions on incorrect information.

• Good science can take some time. Changing only one variable at a time and getting multiple data points gives you a more accurate understanding of the situation. It takes a little more time than just charging ahead like in the KiC-1 puzzle exercise. It may not feel quite as fast and exciting as the puzzle exercise, but your understanding is deeper.

2 What does a run chart show? Key points are:Point to the ‘What Happened’ column of the group scoreboard and then to the corresponding run chart. Both show the same data, but in vastly different ways. Notice how the run chart allows us to better visualize, understand, and communicate information. The numbers in the “What Happened” column are like words, whereas a run chart tells a story. Data is visual & easier to understand, perceptions are taken out, easier to communicate.

3 What happens when you add the “target condition” line to a run chart? Key points are:The TC line indicates where you want to go next. Adding the TC line changes the run chart from a depiction of data into a story about striving for something through experiments.

4 Other applications for run charts? Examples are:You can make a run chart for just about any process. Time it takes to get to school, time spent on homework or practice, etc., etc.

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welcome to the kata in the classroom 2 exercise!...2/20/20 1 welcome to the kata in the classroom2...

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