Installing the 4DX Model

In my assignment last week, I established my desired results for the flipped classroom with project-based learning as well as the 3 vital behaviors, measures, and six influences that must occur for this result to have the greatest possibility of being realized. I have included all of these below except for the 6 sources of influence.

MY DESIRED RESULT:

To have at least one teacher from each grade level commit to implementing the flipped classroom with project-based learning by the end of the school year.

3 VITAL BEHAVIORS:

1. Stakeholders must begin using technology and media to experience blended learning

2. Stakeholders must look for ways to integrate curriculum into a flipped learning model

3. Stakeholders must hold each other accountable for maintaining the implementation once started

MEASURES:

1. Conduct weekly visits to stakeholders' rooms to observe frequency and manner in which technology is being used

2. Monitor campus social media accounts to assess level of commitment, interest, and application of blended learning by stakeholders

3. Have stakeholders submit weekly evidence showing usage of the flipped learning resource database created by me

4. Collect weekly agendas of accountability partner meetings that detail topics discussed and any conclusion that were reached

After reading about the 4DX Model, I realize that many of the Influencer Model components relate closely to the 4DX Model components. The results, measures, vital behaviors, and six sources of influence are very similar to the WIG, lag measures, lead measures, and leverage behaviors of the 4DX model respectively. Look below to see a visual of exactly how the components of the Influencer Model and 4DX Model relate to one another.

CLICK IMAGE TO ENLARGE

Therefore, I can use these already established goals and behaviors of the Influencer Model as starting points for installing the 4DX model with my campus. The only difference is that I will need to make sure the 4DX components are simple, clear, measurable and aligned with the overall campus WIG. I will also need to narrow down the vital behaviors, sources of influence, and measures to the top 1-2 that will help promote the lag measure and the overall campus WIG. My general plan for how I will incorporate these areas into the 5 stages of my flipped classroom with project-based learning innovation project plan is below.

**I have posted a general plan because the book The 4 Disciplines of Execution emphasizes the importance and benefit of having the entire project team collaborate when deciding on WIGs, lead measures, and creating a compelling scoreboard. Once these areas have been established with my entire innovation team, I will update my plan.

CLICK HERE TO VIEW MY 4DX MODEL

REFERENCES

Grenny, J., Maxfield, D., & Shimberg, A. (2013). 10x Your Influence – VitalSmarts. Retrieved from https://www.vitalsmarts.com/resource/10x-your-influence/

Joseph, G., Patterson, K., Maxfield, D., McMillan, R., & Al, S. (2013). Influencer: the new science of leading change. New York: McGraw-Hill Education.

McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: achieving your wildly important goals. New York: Free Press.

TEDx Talks. (2013a). Three Myths of Behavior Change - What You Think You Know That You Don't: Jeni Cross at TEDxCSU. [Video file]. Retrieved from https://youtu.be/l5d8GW6GdR0.

TEDx Talks. (2013b). Change Behavior- Change the World: Joseph Grenny at TEDxBYU. [Video file]. Retrieved from https://youtu.be/6T9TYz5Uxl0.

VitalSmarts Speakers. (2012, December 17). Influencer | Cricket Buchler. [Video file]. Retrieved from https://youtu.be/wu7UBY5euBg.