TheeduScrumGuide
“TherulesoftheGame”DevelopedbytheeduScrumteam
September2015
WrittenbyArnoDelhij,RinivanSolingenandWillyWijnands
ReviewedbyJeffSutherland
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Version1.2-September2015Reviewedby:JeffSutherlandEnglishTranslation:SergeBeaumont,ArnoDelhijandTheoGerrits
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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
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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.
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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).
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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).
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AdaptationIfastudent(orteacher)determinesthatoneormoreaspectsofaprocessthreatentodeviateoutsideacceptablelimitsand/orthattheresultswillbeunacceptable,theplanningorapproachmustbeadjusted.Anadjustmentmustbemadeassoonaspossibletominimizefurtherdeviation.
eduScrumprescribessixformaleventsforinspectionandadaptation,asdescribedinthiseduScrumEventssectionofthisdocument:
• TeamFormation• SprintPlanning• Standup(atthebeginningofeachclass)• SprintReview(test,oralorwrittenpresentation,experimentoracombination)• SprintRetrospective(functioningofteamandteammembers)• PersonalReflection(personal)
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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.
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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.
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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
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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.
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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).
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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.
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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.
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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?
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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.
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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
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theoutputoftheretrospectives.Inthatway,newinsightscanbeassimilatedintotheprocesstogetbetterresults.
DefinitionofFunAnadditiontotheDefinitionof“Done”istheDefinitionof“Fun”.Funisanimportantmotivatorforstudentsandisthereforeessentialforgettingbetterlearningresults.Hence,studentsshouldalsoindicatewhattheyneedtohavefunduringtheworktheyaredoing.“Need”inthiscontextmaybeinterpretedbestinthebroadsenseoftheword:whatshouldbetheretoensureenjoyablework.OftentheoutputofaretrospectiveofferscluesfortheDefinitionof“Fun”.TheDefinitionofFunlistisalsoa‘livingdocument’andmaybechangedorexpandedfrequently.
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EndNoteeduScrumisfreeandofferedinthisGuide.eduScrum’sroles,artifacts,eventsandrulesareimmutableandalthoughimplementingonlypartsofeduScrumispossible,theresultisnoteduScrum.eduScrumexistsonlyinitsentiretyandfunctionswellasacontainerforothertechniques,methodologiesandpractices.
Thisguidewillberevisedregularly.Ifyouhavesomethoughtsonhowthisguidecanbeimproved,pleasesharethemwithusat:
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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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