Abstract
At High Tech Elementary Chula Vista in California, teachers are using improvement science, a method for solving a problem of practice with disciplined inquiry, to help students make their thinking visible. The teachers wanted to increase students’ use of how and why language to articulate their thinking; to that end, they’ve been using short cycles of inquiry, action, and reflection to test different change ideas. The teachers found that improvement science fosters reflective practice, helps teachers take action, and facilitates collaboration and sharing.
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