Using the 4DX model to guide the team through the five stages of change can develop an effective, high-performance team. The team of ASL instructors will create, focus, and engage on the Wildly Important Goal (WIG), which is to expand interactive learning in the classroom. Instead of giving traditional lectures with brief activities, the duration of lectures and interactive activities will be interchanged.
Stages of Change
Stage 1: Getting clear.
The Wildly Important Goal (WIG) is to increase interactive learning in the classroom by limiting the time allotted for lectures and increasing the time for interactive activities for 8 consecutive classes, in order to develop a routine. With reference to the literature review, the instructors will commit to acting in and understanding the role of constructivist facilitation.
Recognize the importance of focusing on the WIG by implementing and expanding interactive learning by arranging the times specifically for interactive activities and lectures, and supplementing the interactive activities.
Identify and explain the following lead measures:
- In a daily 50 minute class, provide a 15 minute lecture and set aside 35 minutes for interactive activities
- Create at least one video weekly to supplement lessons from the curriculum
Plan the instructor team’s players’ scoreboard:
- Team members will mark off any of their accomplishments in completing the lead measures on their checklists
- Maintain players’ scoreboards by updating the lead measures accomplishments
- Update bi-weekly scoreboards will be sent to the instructors through email
Plan the WIG sessions:
- Include 15 minutes of WIG discussion on the ASL instructor meeting agenda weekly
- Discuss WIG result reports
- Share commitments or ideas on how to expand/refine strategies
- Share any effective classroom management techniques
Stage 2: Launch.
Productively Launch the Plan and Apprehend the Implementation of the 4DX Process
- Hold a formal kickoff meeting at the beginning of semester by the ASL director
- Invite all the instructors and provide refreshments
- Present the implementation of instructional change
- Formally establish teams
- Participate in icebreaker exercises to promote collaboration and communication
- Understand and engage the plans by implementing changes and participating in WIG discussions
- Understand peer coaching supports are available when they face any challenges or setbacks
- Discuss peer coaching strategies
Stage 3: Adoption.
Despite our daily whirlwind, WIG meetings provide assistance with focusing on the goal and performance.
- Recall the WIG prior to the beginning of the process
- Reach the objective daily by marking if they accomplished the WIG each day on their calendar
- Share previous performances
- Contribute creative thinking and support each other
- Share ideas on how to keep lectures short
- Update results on the scoreboard bi-weekly through emails
- Provide meaningful dialogue about improvement or common goals
- Attend professional development seminars and individual training session
- Provide meaningful dialogue about any difficult challenges and offer assistance
Stage 4: Optimization.
- Enhance peer coaching support:
- Observe colleagues in action on recorded videos to acquire their areas of strength
- Provide feedback about interactions/group practices in the classroom
- Participate in online communities to create culture, knowledge, and learning artifacts for each other
- Establish toolkits of interactive instructional strategies
Stage 5: Habits.
- Establish peer coaching groups
- Use social media vlogs as digital feedback
- Maintain players’ scoreboard
- Develop habitual routines
- Hold celebration at post-WIG meeting
- Set a new WIG to continue developing new interactive learning
- Cultivate reputation as leaders and coaches within the profession