Run short stand-up meetings at the start of every lesson around the team's scrum board¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In the implemented Scrum module, "At the start of every lesson each group gathered around their Scrum board and had a small stand-up meeting (5 min)", in which members discussed what they had done in the last lesson, what they intended to do in the current lesson, and whether they experienced problems. The article argues this ceremony makes students mutually interdependent and brings each team member systematically into a situation of taking responsibility for the team effort.

Design Implications¶

Context¶

Requirements¶

• Each team needs a visible scrum board with its planning, and teams gather around it at the start of each lesson.

Constraints¶

• The article notes that despite these ceremonies, collaboration between students might still be challenging, due to e.g. conflicts of interest between peers or free-rider issues.

Target Learners¶

• secondary school students working in teams of approximately four

Target Learning Goals¶

• monitoring of progress
• shared responsibility and mutual interdependence
• early surfacing of problems

Affordances¶

• Scrum Methodology Educational Scaffold Framework

Claims¶

• Within-group analyses show significant increases on several affective and metacognitive dimensions in Scrum classes, while the comparison group showed no significant increases or decreases. [+M] (evidence on the Scrum module as a whole)

Related Strategies¶

• Scrum methodology as an educational scaffold: a project-management framework with ceremonies, roles and artefacts that structures planning, monitoring and reflection in complex context-based learning environments: the Scrum framework this ceremony belongs to

Examples¶

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Key Sources¶

• Vogelzang, J., Admiraal, W. F., van Driel, J. H. (2021). Scrum methodology in context-based secondary chemistry classes: effects on students' achievement and on students' perceptions of affective and metacognitive dimensions of their learning. Instructional Science. https://doi.org/10.1007/s11251-021-09554-5