“The rules of the Game” - eduScrum...

TheeduScrumGuide

“TherulesoftheGame”DevelopedbytheeduScrumteam

September2015

WrittenbyArnoDelhij,RinivanSolingenandWillyWijnands

ReviewedbyJeffSutherland

©2015eduScrumTeam,allrightsreservedPage| 2

Version1.2-September2015Reviewedby:JeffSutherlandEnglishTranslation:SergeBeaumont,ArnoDelhijandTheoGerrits


TableofContents

Introduction...............................................................................................................................................4PurposeoftheeduScrumGuide..........................................................................................................5DefinitionofeduScrum...........................................................................................................................5eduScrumFramework............................................................................................................................6eduScrumTheory.....................................................................................................................................6Transparency..................................................................................................................................................................6Inspection.........................................................................................................................................................................6Adaptation.......................................................................................................................................................................7

AneduScrumTeam..................................................................................................................................8TheProductOwner.......................................................................................................................................................81.DeterminingWHATneedstobelearned............................................................................................82.Monitoringandimprovingthequalityoftheeducationalresults...........................................93.Evaluatingtheeducationalresults........................................................................................................9

TheStudentTeam......................................................................................................................................................10StudentTeamsize...........................................................................................................................................11

TheeduScrumMaster..............................................................................................................................................11eduScrumMasterservicetotheProductOwner..............................................................................11eduScrumMasterservicetotheStudentTeam.................................................................................11

eduScrumEvents...................................................................................................................................12TheSprint......................................................................................................................................................................12TheSprintPlanningMeeting................................................................................................................................13TeamFormation..............................................................................................................................................13LearningGoals..................................................................................................................................................13WorkPlanning..................................................................................................................................................14

StandUp.........................................................................................................................................................................15SprintReview...............................................................................................................................................................15SprintRetrospective..................................................................................................................................................16

eduScrumArtifacts...............................................................................................................................17ProductBacklog..........................................................................................................................................................17The"Flip"(ScrumBoard).......................................................................................................................................17Definitionof“Done”...................................................................................................................................................18Definitionof"Fun".....................................................................................................................................................19

EndNote....................................................................................................................................................20Acknowledgements...............................................................................................................................21PeoplebehindeduScrum.........................................................................................................................................21FriendsofeduScrum.................................................................................................................................................21


IntroductionMostofyoureadingthispaperwillnotbefamiliarwithScrumbutprobablywillhaveabackgroundineducation.eduScrumhasitoriginsinboth;educationandScrum.Scrumisaframeworkfordevelopingandsustainingcomplexproducts.ThereforeitiswidelyusedinITdevelopmentandabouttobecomemainstreaminthisarea.However,moreandmoreprofessionalsareexploringalternativeareaswhereScrumcanbeapplied.

OneoftheseareasisEducation.ThistriggeredtheeduScrumTeamtoexperimentwiththisframeworkinaclass-roomsetting.Althoughtheoutcomeofschoolresultsarerelativelyeasytopredict,theprocesstoachievetheseoutcomesisarathercomplexoneaswithsoftwaredevelopment.ThepillarsTransparency,InspectionandAdaptiontogetherwithSelf-OrganizingteamstriggeredtheTeamtoexperimentwiththisframework.

Forallofyouwhohadachancetowitnesswhatisgoingon,itisnolongerasecret.ForthoseofyouwhodidnothaveachanceIcanassureyouthatyouwillbesurprised.eduScrumisacocreativeprocess.Imaginechildrennotbeingheldresponsiblebutfeelingresponsibleforcompletingwork.Noonetellingthechildrenwhatandhowtodoitbutonlywhattheexpectedresultsare,andtheywanttodoit.Homeworkisnolongerdictatedbytheteacher,buttakenupasdeemedappropriatebythestudents.WhenyouareinaeduScrumclassyoucanfeeltheenergyandpositivevibe.

AsDanPinkpointsoutinhistheory,peoplearenolongermotivatedbythetraditional"CarrotandStick"methodwhentasksbecomemorecomplex,interestingandself-directing.Thisdescribesour21stcenturyprofessionalswhoarealreadyexperiencingthatthe"carrotandstick"isobsolete.Soifwewanttoprepareourchildrentobecome21stcenturyprofessionalswewillhavetogivethemAutonomy,MasteryandPurpose.ThisisexactlywhateduScrum,andthepeoplebehindit,willfacilitate.

ThisguidecontainstheminimumsetofrequirementsforsuccessfullyworkingwitheduScrum.Anyelementthatcouldberemovedhasbeenremoved,butnomorethanthat.ThereforeallelementspresentedinthisguidearemandatoryforworkingwitheduScrum.Ifyouchoosetoeliminatecertainelements,that'sfine.ButthenitisnolongereduScrum.Addingelementstothisframeworkisverycommon(anddesirable)andaslongastheframeworkisrespectedthisisfine.Theframeworkislightweightandoffersplentyofroomforapersonaltouch.


PurposeoftheeduScrumGuideeduScrumisbasedonScrum(aframeworkfordevelopingandsustainingcomplexproducts-JeffSutherland&KenSchwaber2013).

eduScrumisaframeworkforcoachingstudentswheretheresponsibilityforthelearningprocessisdelegatedfromteacherstostudents.

ThisGuidecontainsthedefinitionofeduScrum.ThisincludestheeduScrumroles,events,artifactsandtherulesthatbindthemtogether.ThisGuidewasinspiredbytheoriginalScrumGuidebyJeffSutherlandandKenSchwaber.

IneduScrumlearningtakescenterstage;learnsmarter,improvecollaborationandgettoknowyourselfbetter.Thiswayofworkingalsocreatesmoreresponsibility,funandenergythatleadtobetterresultsandshorterturnaroundtimes.Becauseofthisstudentsexperiencestrongpersonalgrowththatstrengthenstheirconfidenceinthemselvesandothers.Thekeytoallthisisownership;thestudentshavethefreedomtodeterminetheirownlearningprocesswithingivenboundariesandlearninggoals.eduScrumdoesnotonlyimprovestudyresultsbutalsoimprovespersonaldevelopmentandcollaborationwithinateam.

DefinitionofeduScrumeduScrum:Aframeworkwithinwhichstudentscantacklecomplexadaptiveproblems,whileproductivelyandcreativelyachievinglearninggoalsandpersonalgrowthofthehighestpossiblevalue.eduScrumis:

● Lightweight● Easytounderstand● Difficulttomaster(becausetheStudentTeamshavetodoitthemselves).

ThelastbecauseeduScrumonlyprescribesthe"What"andnotthe"How".eduScrumisnotaprocessortechniqueforcoachingstudents;itisaframeworkwithinwhichyoucanemployvariousprocessesandtechniques.eduScrumprovidestransparencyoneffectivenessofplansandthechosenapproachsostudentscanimprovethemselves.eduScrumchallengesstudentsonself-organizationandqualityofworkwithinagiventimeframewithclearlearninggoals.

WitheduScrumquality(withrespecttosubjectmatter,collaborationandpersonaldevelopment)isconstantlyevolvingduringtheschoolyear.Studentsco-determinetheirownqualityofworkasaresultofownership.Ownershipcombinedwithcontinuousimprovementleadstohigherquality.InaReviewthefocusisonthe"What"(subjectmatter).TheRetrospectiveisaboutthe“How”(collaboration,usingpersonalqualities,personaldevelopment).


eduScrumFrameworkTheeduScrumframework,liketheScrumframework,consistsofTeamsandtheirassociatedroles,events,artifactsandrules.EachcomponentwithintheframeworkservesaspecificpurposeandisessentialtoeduScrum'ssuccessandusage.

SpecificimplementationstrategiesofeduScrummayvaryandarenotapartofthisGuide.

TherulesofeduScrumbindtogethertheevents,roles,andartifacts,governingtherelationshipsandinteractionbetweenthem.TherulesofeduScrumaredescribedthroughoutthebodyofthisdocument.

eduScrumTheoryeduScrum,likeScrum,isfoundedonempiricalprocesscontroltheory,orempiricism.Empiricismassertsthatknowledgecomesfromexperienceandmakingdecisionsbasedonwhatisknown.eduScrumemploysaniterative,incrementalapproachtooptimizetheachievabilityoflearninggoalsandcontrolrisk.

Threepillarsupholdeveryimplementationofempiricalprocesscontrol:transparency,inspection,andadaptation.

TransparencySignificantaspectsoftheprocessmustbevisibletothoseresponsiblefortheoutcome.Transparencyrequiresthoseaspectstobedefinedbyacommonstandardsoobserversshareacommonunderstandingofwhatisbeingseen.Forexample:

● Acommonlanguagereferringtotheprocessmustbesharedbyallparticipants;and,● Thoseperformingtheworkandthoseacceptingtheworkproductmustshareacommon

definitionof"Done".eduScrumfocusesonaddingvalue,wherevalueisthesumofindividuallearningresults,personaldevelopmentandcooperativeachievements.TheeduScrumframeworkismeanttoprovidetransparencyontheabovetosupportthelearningprocess.Transparencyisnecessarytohelpstudentsmaketherightdecisionsintheirlearningprocesssotheyareabletomaximizevalue.

InspectioneduScrumusersmustfrequentlyinspecteduScrumartifactsandprogresstowardLearningGoalstodetectundesirabledeviations.Theirinspectionshouldnotbesofrequentthatinspectiongetsinthewayofthework.Inspectionsaremostbeneficialwhendiligentlyperformedbybothteachersandstudents,atthelocationoftheworkitself(theclassroomorpracticearea).


AdaptationIfastudent(orteacher)determinesthatoneormoreaspectsofaprocessthreatentodeviateoutsideacceptablelimitsand/orthattheresultswillbeunacceptable,theplanningorapproachmustbeadjusted.Anadjustmentmustbemadeassoonaspossibletominimizefurtherdeviation.

eduScrumprescribessixformaleventsforinspectionandadaptation,asdescribedinthiseduScrumEventssectionofthisdocument:

• TeamFormation• SprintPlanning• Standup(atthebeginningofeachclass)• SprintReview(test,oralorwrittenpresentation,experimentoracombination)• SprintRetrospective(functioningofteamandteammembers)• PersonalReflection(personal)


AneduScrumTeamAneduScrumTeamconsistsofateacher(ProductOwner)andStudentTeamsoffourstudents.OneofthefourstudentsofaTeamfillstheroleof(StudentTeam)eduScrumMaster.StudentTeamsareself-organizingandmulti-disciplinary.Self-organizingteamschoosehowbesttoaccomplishtheirwork,ratherthanbeingdirectedbyothersoutsidetheteam(e.g.teachers).Multi-disciplinaryteamshaveallcompetenciesneededtoaccomplishthework.ThestudentsformthemselvesintoStudentTeamsbasedonskillsandpersonalqualities.Althoughtheteamisresponsibleforitsownresultsandisinthatsenseindependent,theymayuseinsightsandinformationofotherteams.Cross-teamcooperationisencouraged.TheteammodelineduScrumisdesignedforoptimalautonomy,collaboration,flexibility,creativity,motivationandproductivity.

eduScrumTeamsdeliverlearningresultsiterativelyandincrementally,maximizingopportunitiesforfeedbackandadjustment.Incrementaldeliveriesof“Done”learningresultsensurethatapotentiallygoodresulttowardsthelearninggoalsisalwaysachievable.

TheProductOwnerTheProductOwnerdetermineslearningobjectivesandisalsoresponsibleformonitoringandgradingresults.HeorshewillalsofacilitatetheeduScrumprocessandthepersonalandteamdevelopmentprocess.TheProductOwnermaydosobyreferencetolearningmaterials,answeringquestionsandprovidingexamples.EncouragingcooperationbetweenteamsisalsooneofthekeyresponsibilitiesoftheProductOwner.Howorganizations,teamsandindividualstrytoaccomplishthisdependsonorganizationalapproachandstrategy.AsProductOwnertheTeacherexplicitlyfocusesonthesubjectmatter.TheProductOwnerisresponsiblefor:

1. determiningWHATneedstobelearned;2. monitoringandimprovingthequalityofeducationalresults;3. evaluatingandjudgingtheeducationalresults(basedontheDefinitionofDoneand

acceptancecriteria)

1.DeterminingWHATneedstobelearnedTheProductOwnerisresponsibleforthemeasurableresultsofeducation:testresults,passingtothenextgrade,andfinalexamresults.TheProductOwnerensuresthatthevariousstakeholders,suchasstudents,parents,managementandgovernmentaresatisfiedwitheducationalresults.

ThereforetheresponsibilityofWHATneedstobelearnedandwhathaspriorityforaspecificsubjectlieswiththeProductOwner.TomonitorandevaluateprogressandresultstheProductOwnerwilldefineacceptancecriteria(suchascriteriaforgrading,presentationguidelines,etc.)priortoaperiod.


2.MonitoringandimprovingthequalityoftheeducationalresultsTogetherwithdeterminingwhatneedstobelearned,theProductOwnermustalsomonitor,checkandimprovethequalityoftheeducationalresults.Todothis,theProductOwnerusestwobenchmarks:theDefinitionofDone,definedbytheStudentTeam,andtheacceptancecriteriadefinedbytheProductOwner.

AcceptanceCriteriaTomonitorthequalityofwhathasbeenlearned,theProductOwnerdefinesanumberofacceptancecriteriathataredeterminedbeforehandandaresharedwiththeStudentTeams.Forexample,theseAcceptanceCriteriaconsistoftheminimumtestscores,typesandsizeofpresentations,deadlinesandotherrequirementsontheresults.TheStudentTeamisresponsibleforcomplyingwiththeAcceptanceCriteria.TheteammembersthemselvesdefinetasksandactivitiestoensurethattheywillcomplywiththeAcceptanceCriteria.

DefinitionofDone(DoD)ToguardthequalityoftheLearningGoalstheStudentTeamdefinesaDefinitionofDone.PriortoaSprinttheStudentTeamdetermineswhentheirworkis“Done”.WithinexperiencedTeamsthisisdoneinconsultationwiththeProductOwner.Experiencedteamsdothisautonomously.ThiswaytheStudentTeamskeepgettingbetterindefiningtheirownqualitycriteria.

3.EvaluatingtheeducationalresultsTheProductOwnerevaluates-innameofthestakeholders(parents,schoolboardandstudents)-thequalityoftheeducationalresults.TheProductOwnerevaluatesandjudgesboththeindividualstudents(withforinstanceawrittentest)andtheteams(byevaluatinganendproductoftheteam).

TheProductOwneristheonlypersonwhoisresponsibleformanagingtheProductBacklog.ProductBacklogmanagementconsistsof:

● InitialexplanationofeduScrumtotheStudents(onetime-2hours),● DefineSprintGoal,meaninglearninggoalsforthatSprint,● DefineandexplaintheAcceptanceCriteria.Clearlyexplainwhatthecriteriaarethat

determineifalearninggoalhasbeenachievedsothattheteamscanstartworkingindependently(experiments,papers,presentations,etc.),

● FacilitatingtheStudentTeam;nexttoclearlearninggoalsandacceptanceCriteriaalsoreferstoteachingandbackgroundmaterialandisavailableforquestions.

● MonitorsthatallinvolvedwillfollowtheeduScrumprocess.

UnlikeinScrumtheeduScrumProductOwnerisnotboundtoateambuttoasubject.TheProductOwnerthereforesupportsmultipleteamsacrossmultipleclasses.Withcross-subjectTeamscanevenhavemultipleProductOwners,onepersubject.

Sometimesstudentshavethefreedomwithinthecurriculumoftheschooltopartlydeterminetheirownlearninggoals.InthiscasetheProductOwnerisstillresponsibleforthefinalacceptancecriteria,buttherelationwithcoregoalsandfinaltermsismuchmorerelaxed.

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AsproductownertheteacherisaservantleadertotheStudentTeams.TheproductownerisalsoresponsibleforthepropagationoftheeduScrumphilosophy.TheproductownerisresponsiblethateduScrumisunderstoodandcorrectlyexecutedandthereforefocusesonthewayofworkingandcollaborationofallStudentTeamsofaclass.Toensurethis,theproductowner,doesthefollowing:

● explainwhateduScrumis,whatitsrelevanceisandhowitworks(onetime)● ensurethatgoodStudentTeamsareformedbasedoncomplementaryskills● ensurethattheeduScrumprocessisfollowedbyholdingaStudentTeamtothe

eduScrumtheoryandrules● ifnecessaryintervenewithextraexplanation,demonstrations,positivefeedbacketc.● encourageenergy,funandagrowthmindset(maybedelegatedtoeduScrumMaster)● protectteamsfrominterruptionsfromoutside(maybedelegatedtoeduScrumMaster)● encourageStudentTeamstoremoveimpedimentsquicklyandautonomously;

impedimentsthataretoolargeforaTeamshouldquicklyberesolvedbytheproductowner.(maybedelegatedtoeduScrumMaster)

FurthermoretheproductownerisresponsibleforcoachingandguidingthestudentswhoserveaseduScrumMasterswithintheirStudentTeam.(seeeduScrumMaster)Theproductowneralsoencouragescross-Teamcollaboration.Afterall,StudentTeamscanlearnalotfromeachother’ssuccessesandfailures.

TheStudentTeamTheStudentTeamconsistsofautonomousstudentswhocollaboratetoachievetherequiredlearninggoalsattheendoftheSprintaccordingtothedefinedacceptancecriteria.Theteammembersareresponsibletogether,asateam,forcomplyingwiththeacceptancecriteria.

TheStudentTeamsarestructuredandempoweredbytheProductOwnerinsuchawaythattheycanorganizeandmanagetheirownwork.Becauseofthistheeffectivenessandefficiency1isgreatlyimproved,andalsothelearningexperienceandpersonalgrowth.

StudentTeamshavethefollowingcharacteristics:

1. Theyareself-organizing.Nobody(noteventheProductOwner)tellstheStudentTeamhowtheyshouldrealizethelearninggoals.

2. Theyaremulti-disciplinary,withallrequiredskillsandpersonaldevelopmentthemestobeabletoachievethelearninggoalstogetherandcandeveloppersonally.

3. StudentTeammemberscanhavespecificskillsorfocusareas,buttheresponsibilitylieswiththeStudentTeamasawhole.

4. TheStudentTeammembersmaydeterminethemselvesiftheywanttocontributetheirqualities,orthattheywanttodevelopnewareas.

5. TheStudentTeamtracksitsownprogressandqualitylevelbasedontheacceptancecriteriaandtheDefinitionofDone.

1Effectivenessisdoingtherightthings,efficiencyisdoingthethingsright.


StudentTeamsizeTheoptimumStudentTeamsizeissmallenoughtobemanageableandlargeenoughtoperformsignificantamountsofwork.Aruleofthumbistohave4personteams.Lessthanthreemembersleadstolessinteractionandrepresentationofskills.Morethanfivemembersintheteamrequirestoomuchcoordination.Largeteamsgeneratetoomuchcomplexitytobeabletobecontrolledbyanempiricalprocess.TheteacherisnotcountedintheStudentTeamsize.

TheeduScrumMasterWithinaStudentTeamoneofthemembersperformstheeduScrumMasterroleofthatteam.TheeduScrumMasterisa“serving,coachingleader”oftheteamwhiletheyarealsopartoftheteam.Theyhelptheirteamtoperformoptimally-buttheydonotdirecttheteam.

WithineduScrumtheeduScrumMasterhasamoreconstrainedrolethantheScrumMasterroleinScrum.ThisisbecausetheProductOwnertakesonseveraloftheseresponsibilities.AstheeduScrumMastersgainmoreexperience,theytakeupmoreresponsibilitiesandthenumberofresponsibilitiesoftheProductOwnerdecreasesmoreandmore.

IntheTeamFormationceremonyfirsttheeduScrumMastersarechosenbytheProductOwnerorbytheclass.TheeduScrumMastersinturnchooseteammemberswithcomplementaryskills.

IntheStudentTeamtheeduScrumMasterisresponsibleforthe"Flip"(asynonymfortheScrumBoard-onesheetofflipchartpaper).TheeduScrumMasterensuresthatthe"Flip"isavailableanduptodate.However,performingtheactualworkistheresponsibilityofthewholeteam.TheeduScrumMasteralsosupportstheProductOwnerandtheStudentTeam.

TheeduScrumMasterroleisbydefaulttheresponsibilityoftheProductOwner.Howeverthebetterteamsget,themoreresponsibilitiesaredelegatedtotheeduScrumMasterontheTeam.

eduScrumMasterservicetotheProductOwnerTheeduScrumMasterservestheProductOwnerinvariousways,including:

● creatingtransparencyonprogressbymakingthe"Flip"availableandensuringthatitisuptodate

● facilitatingeduScrumeventswhenaskedorneeded.

eduScrumMasterservicetotheStudentTeamTheeduScrumMasterservestheStudentTeaminseveralways,includingattheveryleast:

● creatingtransparencyonprogressbymakingtheFlip"availableandensuringthatitisuptodate

● ensuringcorrectexecutionofeduScrum(initiatingandfacilitatingeduScrumevents,correctexecutionofevents,useinstrumentscorrectly)

● facilitatingcross-teamcollaboration


eduScrumEventsPrescribedeventsareusedineduScrumtocreateregularityandpredictability.Alleventsaretime-boxedevents,suchthateveryeventhasamaximumduration,ensuringanappropriateamountoftimeisspentwithoutallowingwasteintheprocess.

OtherthantheSprintitself,whichisacontainerforallotherevents,eacheventinScrumisaformalopportunitytoinspectandadaptsomething.Theseeventsarespecificallydesignedtoenablecriticaltransparencyandinspection.Failuretoincludeanyoftheseeventsresultsinreducedtransparencyandisalostopportunitytoinspectandadapt.

TheSprintTheheartofeduScrumisaSprint,acoherentsetoflearningmaterialthatachievescertainlearninggoals.ASprintcanbeacontextrichlessonserie,aproject,achapterfromabook,andsoon.UsuallySprintscoincidewithsemestersorperiods,butthisisnotrequired.

ASprinthasapredeterminedtime-box,usuallytwomonthsorless.WhenthishorizonisfurtherawayitbecomeshardfortheStudentTeamstoplan2wellandoverseethecomplexity.

TheSprintstartswithaSprintPlanningMeetingandTeamFormation.TheStudentTeamsdetermineindependentlywhattheywillbedoinginthatperiod.TheStudentTeamatalltimesdeterminesthe“how”.

Sprintsconsistof:• SprintPlanningmeetingincludingTeamFormation• StandUpsatthestartofeveryclass• performingassignmentsandtaskswithinaSprint• SprintReview• SprintRetrospectiveandPersonalReflection

DuringtheSprint:• thecompositionoftheStudentTeamsisnotchanged• thescopeisnotchanged;thequalitymaybeclarifiedandrenegotiatedbetweenthe

ProductOwnerandtheStudentTeamasmoreislearned

ThesprintendswithaReviewandRetrospective;inspectingworkdeliveredandidentifyingpossibilitiesforimprovement.DuringaSprinttheProductOwnermonitorsandchecksregularlywhethereachTeamrealizestheintendedquality.Someteamsevenhaveanadditionaleventscheduledonaregularandtime-boxbasedintervaltosecurethatInspectionandAdaptiontakesplaceduringtheSprint.JustlikeinScrum,ineduScrumwehavethemotto“TestintheSprint”.TheProductOwneremphasizesregularlythatdeliverieshavetobetestedandstimulatestheStudentTeamstodothisthemselves.StudentTeamsmaythinkofallkindsofmethodstodothis,fromtestingeachothertoshorteducationalgamesorcompetitions.2Someteams,inparticularthosenewtoeduScrum,findithardtoplanawholeSprintatthestart.Theyusuallythenplanhigh-levelatthebeginningandmoreindetailastheygoalongandgainmoreinsight.


AsProductOwnertheteachermonitorstheprogressofeachteam.The"Flip"andtheBurnDownChartsprovideaquickoverview.CancelingaSprint-notineduScrum.UnlikewithScrumaSprintcannotbecanceledineduScrum.Itispossiblethatextraassignments(scope)areprovidedtoreachtherequiredresults.Thisshallonlybeusedinexceptionalcircumstances.Ateachercanalsoincludecentralexplanationmomentstoensuretherequiredresults.ThiscanbedoneforallteamsorperStudentTeam.

TheSprintPlanningMeetingTheSprintPlanningmeetingisscheduledatthebeginningoftheSprint.Itconsistsof3subelements;TeamFormation,LearningGoalsandWorkPlanning.

TeamFormationInadditiontotheScrumEventseduScrumofferstwoextraevents,oneofwhichisTeamFormation.CarefulTeamFormationbasedonqualitiesandskillsisessentialtoeduScrumforbetterlearningperformance.Theworkthatneedstobedoneisvariedandrequiresteamstohaveasmanyqualities,knowledgeandskillsaspossible.

Toachievegoodteamcompositionsthefollowingcriteriaareimportant:

● qualitiesofteammembersarecomplementary;

● balancedratioofsexes;

● differentcompositionsthanthoseduringpreviousassignments;

● compositionbasedonfriendshipisundesirable.

DuringTeamFormationtheProductOwnerortheentireclassfirstappointeduScrumMasters.TheeduScrumMastersthenchooseateamofpeoplewithcomplementaryskills.TheTeamFormationeventispartoftheSprintPlanningevent.

LearningGoalsThelearninggoalsgivetheStudentTeamthenecessaryflexibilitywithrespecttowhatandhowtherewillbedeliveredwithintheSprint.TheProductOwnertellswhatheexpectsoftheTeamattheendoftheSprint;thelearninggoalsareprimarilysubjectmatterrelatedandareextensionsoftheCoreGoalsandFinalTermsasformulatedbythegovernment.

DuringtheirworktheStudentTeamkeepsaneyeonthelearninggoals.Assignmentsandtaskswillbedonetoachievetheselearninggoals.IftheworkturnsouttobedifferentthantheStudentTeamexpectedtheywillworkwiththeProductOwnertorestructurethetasksandassignmentsinsuchawaythatthelearninggoalscanoncemorebeachieved.

ThelearninggoalsarepartoftheformalCoreGoalsorFinalTermsandcanassuchbeseenasmilestonesintheprogressoftheStudent(Teams).


WorkPlanningTheworkthatmustbedoneduringaSprintisplannedduringtheSprintPlanningmeeting.ThecreationofthisplanisacollaborativeeffortofthewholeStudentTeam.

Firsttheteacherpresentsanoverviewoftheassignment,thenumberoflessons,howmanylessonsareinaSprint,whenthecentralmomentsare,handindate,evaluationmodelsandsoon.TheProductOwnersetstheboundarieswithinwhichthestudentscanclaimownershipandcreatetheirplanning.

TheSprintPlanningMeetingisatimeboxoftwoclassesforaSprintofapproximatelytwomonths.ThistimeboxisusuallyalsoneededforshorterSprints.

TheSprintPlanningMeetinganswersthefollowingquestions:

● WhatisexpectedoftheStudentTeaminthisSprint;whatarethelearninggoals,whatteachingmaterialwillbecovered,whataretheacceptancecriteriaandwhatdependenciesarethere.

● Whathastobedonetoachievethelearninggoals,inwhatorderandbywhom.

TheProductOwnerpresentsthelearninggoalstotheStudentTeamsandexplainsthemsothatallStudentTeamsandallteammembershaveagoodideawhatisexpectedofthemduringthisSprint.ThelearninggoalsmusthavebeenexplainedtosuchadegreethattheStudentTeamcanindependentlyelaboratetheselearninggoalsinateamplanning.

AftertheProductOwnerhasexplainedthelearninggoalsitisuptotheStudentTeamtofigureouttherequiredactivities.InprincipletheStudentTeamisresponsibleforthesizeoftasksandpartialdeliveries.

AssoonasitisclearwhatneedstobedonetheStudentteamstartstoorganizethetasksandpartialdeliverieschronologicallybasedontheirowninsightandacceptancecriteriaoftheProductOwner.

Assoonasthetasksandpartialdeliverieshavebeenorderedchronologicallythefirstsubdivisionintotaskscanbedone.Duringthisplanningsessiontherewillonlybeafirstdraft.Afterall,theprocessofinspectionandadaptationcontinuallyleadstorenewedinsightsandpossiblytochangesintheplanningandworkdivision.

AttheendoftheSprintPlanningMeetingtheStudentTeamshouldbeabletoexplaintotheProductOwnerhowtheyareplanning,asself-organizingteam,toachievethelearninggoalsandhowtheywillrealizetheSprintObjectives.


StandUpTheStandUpisa5minutetimeboxedeventfortheStudentTeamtosynchronizeactivitiesandtomakeaplanuntilthenextmeeting.TheStandUpoccursatthebeginningofeveryclass.ThisisdonebyinspectingtheworksincethelastStandUpandbyforecastingwhatworkcanbedoneuntilthenextStandUp.

TheStandUpisheldeveryclassatthesamemoment,namelyatthebeginning,toreducecomplexityandintroduceregularity.DuringtheStandUpeachStudentTeammembertellsthefollowing:

● WhathaveIdonetohelptheteamachievetheSprintgoalsincethepreviousclass?● WhatwillIdothisclasstohelptheteamachievetheSprintgoal?● WhatareimpedimentsthatblockmeortheteamtoachievetheSprintgoal?

TheStudentTeamusestheStandUptoevaluateandguardtheprogresswithrespecttothelearninggoals,re-plantheworkandtomakeworkingagreements.TheStandUpmaximizesthelikelihoodthattheStudentTeamwillreachthelearninggoalsatthehighestpossiblequality.TheStudentTeammustbeabletoexplaintheProductOwnerhowtheywillworktogetherasaself-organizingteamtoachievethelearninggoalsandwhattheactivitiesareintheremainderoftheSprint.

TheeduScrumMastermakessurethattheStudentTeamactuallydoestheStandUp,buttheStudentTeamisresponsiblefortheexecutionoftheStandUp.TheeduScrumMasterhelpstheStudentTeamtokeeptheStandUpwithinthe5minutetimebox.

StandUpsimprovecommunication,identifyandremoveobstaclestodevelopment,highlightandencouragefastdecisionmakingandimprovetheknowledgeoftheStudentTeamabouttheproject.Thisisaveryimportant“inspectandadapt”meeting.

SprintReviewTheSprintReviewtakesplaceattheendofSprintandissynonymouswithafinalassignment.TheStudentTeamsdisplaywhattheyhavelearnedinthelastSprint,thisshouldbecheckedagainsttheLearningGoalandDefinitionofDone.ThemannerofpresentationdependsontheLearningGoalsandtheacceptancecriteria.

DuringtheSprintitisnecessarytoInspectandAdaptasoftenaspossiblebutwithouthinderingthelearningprocess.IngeneralitcanbeconcludedthatthemoreoftenInspectiontakesplacethehigherthechancesonsuccessare.FrequencyofInspectionsandhowtheywillbejudgedshouldbesharedwiththeStudentTeamatthestartoftheSprintduringSprintPlanning.TheseinspectionshelptheteamstojudgewhatprogressandqualityareagainsttheLearningGoals,andaimforgettingasmuchfeedbackaspossibleaboutthefinishedtasks.


SprintRetrospectiveTheSprintRetrospectiveisanopportunityfortheStudentTeamtoinspectthemselves.TheSprintRetrospectiveisdoneassoonaspossibleaftertheSprintReview.TheRetrospectiveshouldbedonethoroughlyandismeantfortheTeamandIndividualstocreateaplantoimprovethemselvesandpreparefortheupcomingSprintassignment.ThisRetrospectiveshouldbeheldassoonasthegradesofthefinalassignmentareavailable.AnydelayoftheRetrospectiveisapossiblemissedopportunityforimprovementoftheTeamsandIndvidualsfortheneSprint.

ThegoalofthisSprintRetrospectiveis:

● toinspecthowthelastSprintwentwithrespecttopeople,relations,processesandtools;● toidentifythingsthatwentwellandpotentialimprovementsandtoorderthose;and,● tocreateaplantoimplementimprovementsofthewayinwhichtheStudentTeamperformsitswork.

TheSprintRetrospectiveconsistsofthreeparts:

1. Thestudentsevaluatethemethodologiesandworkmethodsoftheteamandidentifyimprovementpoints;

2. Next,eachstudentevaluateshisteammembersonskillsandimprovementpoints;andhe/shedoesthisforhim/herselfaswell;

3. TheteamdiscusseswhattheyshouldstopdoingConsequently,thestudentsarelearningtogethertolearneffectivelyandefficiently.TheSprintRetrospectiveisthereforeaveryimportantandessentialpartoftheeduScrumprocessanditmustcertainlynotbeomitted.IttakesplaceafterthewholeSprinthasbeenfinished.

TheStudentTeamindividuallyandcollectivelyanswersthefollowingfourquestions:1. Whatwentwell?2. Whatcanorshouldbedonebetter?3. Whatshouldwenotdoanymore?4. WhatactionwillwetakeintothenextSprint?


eduScrumArtifactseduScrum’sartifactsrepresentworkorvalueinvariouswaysthatareusefulinprovidingtransparencyandopportunitiesforinspectionandadaptation.ArtifactsdefinedbyeduScrumhavebeenspecificallydesignedtomaximizetransparencyofkeyinformationneededtoensureStudentTeamsaresuccessfulinachievinga“Done”LearningGoal.

ProductBacklogTheProductBacklogisanorderedlist(allitems)oflearninggoalsandworkmethodsthatconformtotheCoreGoalsasdefinedbythegovernmentfortheentirecourse.

TheProductOwnerisresponsiblefortheProductBacklog,includingitscontent,availabilityandordering.

ContrarytoScrum,wheretheProductBacklogisnevercomplete,witheduScrumtheCoreGoalsandoftentheLearningGoalstoo,areknowninadvance.TheCoreGoalsarepredetermined;theLearningGoalsmayvary,butareoftenknownaswell.However,theworkmethodswillbeconstantlyadjustedbasedonprogressiveinsight,inaccordancewiththeScrumprinciple“InspectandAdapt”.TheProductBacklogisdynamicastoworkmethods:itconstantlychangestoidentifywhatthestudentsneedtocooperateeffectivelyandtounderstandthelearningmaterial.

TheProductBacklogisorderedbasedontheLearningProgram,thusthelearninggoalsandstories(workmethods)havetoconformtotheoverall,governmentallyimposedLearningProgram.ThehighestorderedProductBacklogitemsrelatetotheupcomingSprint,andlowerordereditemswillbeprocessedlaterchronologically.HigherorderedProductBacklogitemsareclearerandmoredetailedthanlowerorderedones.Thelowertheorder,thelessdetail.ProductBacklogitemsthatwilloccupytheStudentTeamfortheupcomingSprintarefine-grained,havingbeendecomposedsothatanyoneitemcanbe“Done”withintheSprinttime-box.Thatis,thelearningmaterialhasbeenclarifiedandoutlinedsufficientlysothattheStudentTeamwillbeactuallysuccessfulinrealizingproperresultsintheupcomingperiod.

The"Flip"(ScrumBoard)The“Flip”derivesitsnamefromtheFlipchartandconveysthemobilityofthisoverviewofthesetoftasksandassignments(research,quiz,presentation,paper,etc.)thattheStudentTeamwillcompleteinthecurrentSprint.TheFlipisachronologicalrepresentationoftheSprintwork.Thetasksandassignmentsmoveaccordingtotheirstatusfrom:ToDo,BusytoDone.TheFlipisanoverviewofalltasksneededtoaccomplishthelearninggoal.Inaddition,theFlipprovidesinsightinthePlanning.ItillustratesexactlywheretheStudentTeamstandswithrespecttodoneandremainingwork.Consequently,theFlipisalsoaforecastwhethertheStudentTeamwillachievethestatedlearninggoals.TheFlipmustbeconstantlyupdatedsothatitalwaysreflectsan“uptodate”statusoftheprogressoftheStudentTeam.UpdatingoccursatleastbeforeeveryStandUp.

AnotherattributeoftheFlipisthatitshouldenhancethetransparencyaboutprogress.ThisrequiresthattheFlipmustbevisibleforallStudentTeamsduringeachmeeting.


TheFlipisaplanwithenoughdetailthatchangesinprogresscanbeunderstoodintheStandUp.TheStudentTeammodifiestheFlipthroughouttheSprint,andthusitevolvesduringtheSprint.So,theFlipmayberevisedatalltimesbasedonprogressiveinsight(suchasaddingnewtasks).

Asnewworkisrequired,theStudentTeamaddsittotheFlip.Whenelementsoftheplanaredeemedunnecessary,theyareremoved.OnlytheStudentTeamcanchangeitsFlipduringaSprint.TheFlipisahighlyvisible,real-timepictureoftheworkthattheStudentTeamplanstoaccomplishduringtheSprint,anditbelongssolelytotheStudentTeam.

MonitoringSprintProgressAtanypointintimeinaSprint,thetotalworkremainingintheSprintontheFlipcanbesummed.TheStudentTeamtracksthisamountatleastforeveryStandUp.TheStudentTeam,togetherwiththeProductOwner,projectsthelikelihoodofachievingtheLearningGoal,basedonthestatusoftheremainingtasks.BytrackingtheremainingworkthroughouttheSprint,theStudentTeamcanmanageitsprogress.

Definitionof“Done”WhenaLearningGoaloraLearningStoryitemisdescribedas“Done”,everyonemustunderstandwhat“Done”means.AlthoughthisvariessignificantlyperStudentTeam,membersmusthaveasharedunderstandingofwhatitmeansforworktobecomplete,toensuretransparency.This“DefinitionofDone”fortheStudentTeamisusedtoassesswhenworkiscompletefortheLearningGoal.

LearningGoalTheLearningGoalisthesumofalltheitemstobecompletedduringaSprint.AttheendofaSprint,theLearningGoalmustbe“Done,”whichmeansitmustmeetthepredefinedacceptancecriteria,wherethegoalistogetagradethatdenotescomprehensionoftheLearningGoal(whichismoreorlesstwothirdsofthelearningmaterial).Eventhougha5.5(onanscalefrom1–10)issufficienttopasstothenextSprint/Period/SchoolYear,thatdoesnotbydefinitionindicatecomprehensionoftheLearningGoal.

ThesamedefinitionguidestheStudentTeamwithplanninganddecomposingduringtheSprintPlanningMeeting.ThepurposeofeachSprintistoaccomplishLearningGoalsthatadheretothecurrentDefinitionof“Done”oftheStudentTeamatthehighestqualitypossible.

ImportantquestionstoarriveatausefulDefinitionof“Done”are:

● Howdoyoucheckwhetheryouarereallydone?

● Whatisdoneexactly,whatcriteriashouldhold?

● Butalso,whenisitnotdone?

TheStudentTeamsarethemselvesresponsibleforsettinguptheirDefinitionof“Done”.SincesettingupaDefinitionof“Done”isalsopartofthelearningprocess,itmaybechangedbasedon


theoutputoftheretrospectives.Inthatway,newinsightscanbeassimilatedintotheprocesstogetbetterresults.

DefinitionofFunAnadditiontotheDefinitionof“Done”istheDefinitionof“Fun”.Funisanimportantmotivatorforstudentsandisthereforeessentialforgettingbetterlearningresults.Hence,studentsshouldalsoindicatewhattheyneedtohavefunduringtheworktheyaredoing.“Need”inthiscontextmaybeinterpretedbestinthebroadsenseoftheword:whatshouldbetheretoensureenjoyablework.OftentheoutputofaretrospectiveofferscluesfortheDefinitionof“Fun”.TheDefinitionofFunlistisalsoa‘livingdocument’andmaybechangedorexpandedfrequently.


EndNoteeduScrumisfreeandofferedinthisGuide.eduScrum’sroles,artifacts,eventsandrulesareimmutableandalthoughimplementingonlypartsofeduScrumispossible,theresultisnoteduScrum.eduScrumexistsonlyinitsentiretyandfunctionswellasacontainerforothertechniques,methodologiesandpractices.

Thisguidewillberevisedregularly.Ifyouhavesomethoughtsonhowthisguidecanbeimproved,pleasesharethemwithusat:

[email protected]


Acknowledgements

PeoplebehindeduScrum“Wehavegreatfaithinyoungpeople.Weareconvincedthattheywishmoreandaremorecapablethantheythemselvesormanyadultsbelieve.eduScrumensuresthatstudentsgetthemostoutofthemselvesandtheirteam.Thatiswhatmakeseducationworthwhileforanyoneinvolved!Theresultisthatyoungpeoplerespecteachotherastheyare.Sowehopethatwecancontributetoabetterworld.”

TheeduScrumteam

Thestudents:MostoftheideastoimproveeduScrumcomefromthestudentsthemselves.Weimplementedtheirideasandcreativity.

eduScrumFoundationandFriendsofeduScrumFurtherdevelopmentofeduScrumismadepossiblewiththehelpoftheFriendsofeduScrum.

Ourpartnersare:JeffandArlineSutherland(ScrumInc.),AshramCollege,SchubergPhilis,Xebia,Tele2,Prowareness.

Forfurtherreadingpleasevisit:

http://www.eduscrum.nl

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