Application of the aggregation of maximal gains to improve teaching quality using ideas from expectancy theory and value analysis.

1. Kaizen approach
to teaching: 1%
John Blake
University of Aizu

2. Abstract
02
Teachers with many years of experience may opt to
avoid new challenges and rely on tried-and-tested
techniques. This presentation aims to show that
experimentation not only results in significant
improvements in the quality of students' learning, but
also boosts teachers' effectiveness, renews enthusiasm
and enhances employability.

3. Overview
03
• Kaizen:
– Marginal gains
– Expectancy theory
– Model of service quality
– Value analysis
– Root cause analysis
• Implementation:
– Plan-do-check-act cycle
– Attendance
– Grades
– Materials
– Feedback
• Conclusion

4. Kaizen
04
Continuous improvement, 5 Ss, Quality improvement, Total quality
improvement, Six sigma, Lean production, Value analysis tear-down, etc.
改善[change] [good]

5. Marginal gains
05
What would be the result of improving your class by 1%?
A change that nobody would notice.

6. Aggregation of marginal gains
06
What would be the result after a year of improving each class by 1%?
A substantial change that everyone would notice.

7. Expectations
07
“Assessment 1 should
be easy”
• Will not fail
“Assessment 1 is really
difficult”
• Probably fail

8. Expectation confirmation theory
Low expectations
Perceived
performance
Satisfaction
Disconfirmation
High expectations
Santos, J. and Boote, J. (2003). A theoretical exploration and model of consumer
expectations, post-purchase affective states and affective behaviours. Journal of
Consumer Behaviour: An International Research Review, 3(2), 142-156.
Oliver R. L. (1980). A Cognitive Model of the Antecedents and Consequences of Satisfaction
Decisions. Journal of Marketing Research, 17(3), 460.
08

9. Model of service quality
Align expectations
Meet expectations
Exceed expectations
Delighted students
Increase
reliability
Excel in service
delivery
Communicate
with students
Capitalise on
service recovery
Blake, J. (2001). Total Quality Management in an English
Language Teaching Unit. MBA Dissertation. University of Abertay.09

10. Value analysis
FUN
GRADE
TIME COST
CONTENT
FEEDBACK
HOMEWORK
DIFFICULTY OF
CLASS
CLASS CONTENT
RELATES TO
ASSESSMENT
INTERACTION
FRIENDLY
No effect
Dissatisfaction driver
Satisfaction driver
Remove drivers of dissatisfaction first.
Then improve drivers of satisfaction.
Note: learning ≠ satisfied10

11. Root cause analysis
11
CLASS CONTENT
RELATES TO
ASSESSMENT
• Students do not know which activities relate to
assessment
• Some activities are
• routine, e.g. attendance register
(cut or justify)
• unrelated
(cut or justify)
• related
(show link by stating objectives
• on board e.g. Sp – process (Ass 2)
• at start of class explain
• on materials
• at end of class check them off )

12. 12
My classes are fine.
I have taught for years.
My students are happy.
But could your classes
be better and students happier?

13. Implementation
13

14. Identify areas to improve and act
14
Deming cycle
Plan-do-check-act cycle
Do
CheckAct
Plan
Find something
worth changing
Make the change. A
quick fix is fine. Think
“better now”
Evaluate the success of the
change
Take any action needed to
make the change better

15. Attendance register
15
Student perception: No learning. Admin task. Wasted time.
Function(s): Frame class? Expected routine?
For teacher to learn names? To monitor attendance?
To get know students?
Ideas to experiment with
1. Drop register
2. Clipboard register and headcount
3. Digital register on LMS (student self register)
4. Student takes register (X. Is X here? Has anyone seen X today?)
5. Teacher takes register using arrow system 
6. Teacher takes register, adding notes about students
7. Teacher takes register, immediately messaging students who are absent

16. Grade
16
Therefore, enable students to get high grades. Ethical teachers will achieve this
though increasing student achievement in assessments.
Ideas to experiment with
1. Set clear target (e.g. write a 100-word descriptive paragraph)
2. Ensure students know assessment criteria (e.g. register, content & length)
3. Ensure students know what they need to do to meet those criteria
4. Give examples of work at different levels: fail, borderline and pass
5. Give as many practice activities as necessary
6. Ensure students know their current level (e.g. Borderline)
7. Give formative feedback
8. Offer extra help to at-risk students
Grade maxims (mine)
When students get high grade, they take the credit themselves.
When students get low grades, they blame the teacher.

17. Materials
17
Function: To enable students to learn
Ideas to experiment with
• standardized format for handouts– layout, font
• objective in English or Japanese
e.g. To be able to use very and absolutely before adjectives.
• instructions in italic font
e.g. Work in pairs. Identify which adjectives can be compared.
• Images and colour?
• motivational saying
e.g. Students will forget what you taught them, but will remember how
you made them feel.
• challenge activity for more able students
• suggested further practice activities for enthusiastic students
• paper? print-on-demand? LMS or CMS? Webpage?

18. Feedback
-4
-2
0
2
4
6
8
10
-8 -6 -4 -2 0 2 4 6 8 10
Low challenge High challenge
LowsupportHighsupport
EL317 cohort n=40 (range -10 to +10)
Csikszentmihalyi (1993) Flow theory
High challenge + high support  in the zone/flow
Csikszentmihalyi, M. (1993). The evolving self: A psychology for the third
millennium (Vol. 5). New York, NY: HarperCollins publishers.18

19. Effect of kaizen
19
teacher
effectiveness
teacher
enthusiasm
employability
Kaizen has had an
amazing effect on my
sporting, personal and
professional life.
What effect could it
have on yours?

20. Any questions,
comments or
suggestions?
John Blake
jblake@u-aizu.ac.jp