In this episode, David and Andrew discuss going beyond solving problems in schools to preventing them from happening. David also shares a tool for finding the area where optimization of the system would have the greatest impact.
With nearly 2 million students not returning to schools and educational institutions after COVID, David and Andrew explore the question "how do we create quality education systems so students are excited to come to school - and stay there?"
In this episode of our special Deming in Education series, David and Andrew talk about the difference between "continuous" and "continual" improvement - and how that applies in classrooms.
David and Andrew's discussion of how using Deming in the classroom not only inspires achievement it also creates collaboration among excited students.
In this episode, David and Andrew continue to talk about the thorny problem of tracking student progress - grading - and how to remove it from the classroom.
Deming frequently discussed the right to joy in work and in learning. But what does that mean exactly? David P. Langford explains Deming's intent, particularly as it applies to education.
Deming frequently discussed the right to joy in work and in learning. But what does that mean exactly? David P. Langford explains Deming's intent, particularly as it applies to education.
Reflecting on the IMPACT of Dr. W. Edwards Deming with David Langford
In this podcast, I interview Kevin Cahill, President of the Deming Institute. Kevin is the grandson of Dr. W. Edwards Deming and has great insight into the teachings of Dr. Deming.
David discusses "Education as a System" and using the four parts of Deming's "System of Profound Knowledge" to make a systemic change to the current education system. He talks about the "aim" and "product" of the education system. "What are we trying to accomplish?" "Are we just trying to improve test scores or are we trying to teach kids to think?"
