Re: SPC Theory

[Kromkowski@aol.com]

>> I agree with John.  Many of us will have witnessed first hand how anyone 
who
>> has the desire to can learn to understand and reduce variation, including
>> learning how to use control charts.
>I also agree.
>I took the bead box to my daughter's 4th grade class, had the kids draw
>samples and plotted the results on a run chart.  They could see it and
>showed no problem understanding the idea that things vary and could readily
>give examples in their every day lives of variation.  Nothing special about
>the class, just a normal group of kids.

Here is an idea of how an understanding of variation might also be presented 
and integrated with a typical weekly school activity -- the spelling test in 
a sixth, seventh, and eighth grade class.  (I think bringing the bead box to 
4th graders and simple plotting the points (without the calculations) is a 
great way to begin.  But by sixth grade, you can actually do the red bead 
experiment because the concept of % and square root are understandable.)

Monday morning -- do the red bead experiment.  Every one plots and does the 
calculations.

Monday afternoon -- a cold spelling test is done on this week's words.  Let 
children check mark their own tests.  Hand in tests to teacher. 

Monday evening -- Teacher calculate a % correct for each word. Each word will 
be like a willing worker.  Data to be used by students on Tuesday morning.  
The teacher can privately create control chart for class based on student 
scores and hence, where applicable, identify those who might serve a spelling 
mentors (above-UCL) and those in need of special help (below-LCL).

Tuesday morning -- Class creates together a control chart for the words. 
There might be some words that will be unusually difficult (a classroom p 
right below the LCL). Investigate, as a class the special reasons therefor.  
There might be other words that are particularly easy, above the UCL.  
Investigate, as a class the reasons why those are relatively easier to spell. 
 For the bulk in the middle, investigate as a class, the common types of 
mistakes -- transpositions, phonetic odd balls, long words, misheard words, 
mispronounced words, capitalization errors, unfamiliarity with word, etc.  
And proposed solutions from students and maybe from teacher. 

Friday -- Test given as usual.

Future -- apply the lessons and methods learned about understanding variation 
and about spelling.

Hypothesis: You will find that you have also taught teachers a lot about 
variation, in addition to presenting the students with an opportunity to 
learn about variation.  The understanding of variation will be applied in 
different areas.  I also think over time, there will be an improvement in 
result and process with respect to spelling.  It may also open some eyes to 
the whole farce of grading.

Other thoughts: While there is something wrong with grading, there is nothing 
wrong with testing so long as there is an understanding of variation, the 
special and common causes thereof, and the usefulness of control charting.

John David Kromkowski
Kromkowski@aol.com