Scrum Soup

Over the last year, our team has adapted the Scrum framework to help our students work through class projects. In the classrooms where Scrum is used regularly, students have a deep understanding of what it means to collaborate and be part of a learning community. Teachers can plan complex projects, confident that students will rise to the challenge and present outstanding products to their classmates at the end of a few weeks. To us, Scrum makes perfect sense. And it is not too hard to implement with some guidance and coaching. However, getting started on your own can be tough, especially because most of us have never tried anything like it.


When talking about Scrum, we bandy about lots of unusual words to refer to the roles, artifacts, and ceremonies involved. Even those three make Scrum sound like a strange cult. Instead of suggesting books and articles, It might be useful to walk through an everyday, non-educational project in Scrum to give interested teachers a frame of reference. It might also be a good way to introduce Scrum to students in classrooms.


Let’s make a vegetable soup following an everyday workflow. Everyone knows how to make soup, right? What are the steps?


  1. Gather all your ingredients
  2. Clean, peel, and chop all veggies and maybe some meat
  3. Cook all ingredients in a pot of water with salt and seasonings
  4. Serve and eat


Generally, that’s how soup works. Of course, the stuff I put in my vegetable soup might not be exactly the same that you put in yours. How long the process takes depends on how many different ingredients I have to prepare before adding them to the soup. If I had to plan this down to the smallest detail, I’d have to expand the above steps to include everything.


Let’s see what a detailed plan for my soup might look like. I have to include every step to make sure I can give my guests a good idea of when we will sit down to eat our soup. Notice that these steps have a well-defined beginning and an end, and usually, will be easily managed in a predictable amount of time.


  1. Decide on a list of ingredients
  2. Make a shopping list based on what you have on hand
  3. Go to the store
  4. Select carrots
  5. Select onions
  6. Select celery
  7. Select potatoes
  8. Select a cut of beef
  9. Pick up some kosher salt
  10. Pay
  11. Return home
  12. Start water boiling in a large pot
  13. Add salt
  14. Trim and cube beef
  15. Wash, peel, and chop onions
  16. Wash, peel, and chop potatoes
  17. Wash, trim, and chop celery
  18. Wash, core, and chop peppers
  19. Wash, trim, and chop green beans
  20. Wash, slice yellow squash
  21. Peel, chop garlic cloves
  22. Thaw a bag of corn kernels in the microwave
  23. Add ingredients to the pot
  24. Add two bay leaves to pot
  25. Add peppercorns to pot
  26. Wash cooking utensils (cutting board, knives, peelers bowls)
  27. Taste the soup and adjust salt
  28. Set table
  29. Slice and toast bread
  30. Arrange toasted bread in a basket
  31. Serve soup


Mmm…The soup turned out really good. Too bad it took the whole day to make. Next time, I’ll try this with a team of friends (or maybe I’ll just coerce my children) and I will use a Scrum approach to make sure we can work together well. Let’s see how Scrum would help us get things done with three team members.


I’m going to leave the above as my plan and work from there. These 31 steps constitute our backlog. Each task is a story point. I’m going to break them into three sprints.


1-11 Planning

12-25 Making

26-31 Sharing


Let’s look at the first part of the list. Notice how items 2-11 depend on our list of ingredients and what we have on hand. The backlog likely did not have any of these items on it until after we, as a team, decided what to include in the soup and looked at what we had on hand and what was missing. If we had found everything in the refrigerator or pantry, we would not have groomed the backlog to include the trip to the store and the items to purchase.


Let’s go to the store with our shopping list. We will start with a standup meeting in the parking lot.


  • What have we done so far? We made a list of ingredients, a shopping list, and we drove to the store.
  • What will we do now? We will each get two ingredients on the list and meet back at the cash register.
  • Does anyone have any questions or problems? Yes, I do not know where to find the kosher salt. I either trade this task with someone who does, or I get help in finding the salt.


When we meet at the cash register, we will have another standup meeting.


  • What did we do here? We got ingredients.
  • Are they of a quality we all like? The team should ensure that the vegetables are all fresh and nice and meet the quality standard set by the members.
  • When everyone agrees we are done at the store, we pay and go home.


At home, we might want to have another standup meeting to start our second sprint. We might divide the cleaning, peeling, and chopping based on personal preference and skill. We might choose to groom the backlog once again and add some herbs to to the ingredients. And luckily, we are a 1:1 cutting board and knife kitchen. We can work in parallel rather than in series. What might have taken a sole cook a full hour could take three cooks a third of the time or less. Awesome!!


As we are all working on our selected veggie story points, we have to be in constant communication to make sure our work meets our collective standard of quality. Are the potatoes chopped in small enough cubes? Are the carrots sliced thin enough? Should there be a bit more garlic? Does anyone need to have their knife sharpened? Are we keeping an eye on the pot to make sure it does not boil over? If I’m finished with my veggies, may I help someone else with theirs? We are working independently on our tasks, but we are working towards a common goal.


Even though the soup is being made in a single day during a single work session, we could structure this particular sprint to have a standup meeting before adding ingredients to the boiling water. Once things are in boiling water, it will be too late to chop anything finer or to wash something that might look like it needs cleaning. This is the time to make corrections. In this case, we are alone in the kitchen. We do not have a product owner who is outside the team. Still, our progress has to meet our quality standard and our definition of done.


Since this is a critical point in the soup-making process, we might want to have a product demo. If we were making this soup for anyone other than ourselves, our product owner would listen to what we had to say about the soup so far and examine the results. The team would answer questions, listen to feedback, and plan on correcting anything that was not to the product owner’s liking. Based on the feedback and required changes, we might need to groom our backlog to include missing ingredients or eliminate something that does not fit with the project.


What? Eliminate something? But we already washed, peeled, chopped the yellow squash!!


I know, I know… But we have realized one of our guests is allergic to yellow squash. Keeping it in our soup would be a terrible mistake. It is better to have noticed this small failure now, before we serve the soup. Reviewing the project often, identifying failure, and learning from it is a crucial part of Scrum. FLeRD will help us do better next time. Fail, Learn, Rethink, Do. We failed to ask if anyone was allergic to the ingredients. Now we have learned from our mistake. We rethink our process and add a step to check for allergies when we are making our list of ingredients. And that is how we will do it next time we make soup or any other recipe.


Now we move to the final sprint while the soup is cooking. We clean up, set the table, and get some bread ready. While this seems like a slow, easy sprint, it is crucial. We are getting ready to unveil our finished product. We must set the stage, know what we will say if anyone has questions, and be ready to accept feedback from our guests. We must also be ready to give and take feedback from our teammates.


Let’s have a final standup meeting.


  • What have we done so far? We have prepared a delicious soup.
  • What do we have left to do? We have to serve the soup. Let me grab the ladle from the kitchen before we sit down.
  • Does anyone have any final questions or problems? Nope, I think we are okay.
  • Do we agree that the soup is done and ready to serve? Yes! Let’s eat!


How did the process go? I did not add the final kitchen cleanup to my backlog, but while we dry and put away the dishes, the team should have a retrospective. We must examine how the day went, from beginning to end. We must decide, from planning to serving, what went well and what could use some improvement. Reflecting upon the process and examining the results objectively is a good way to ensure future improvements.


Now that we have a point of reference for the artifacts and ceremonies of Scrum, we can bring this back into the classroom. We don’t usually make soup as a classroom project, but the essential steps for many classroom projects line up well with this example: Planning, gathering resources, executing, presenting, and reflecting. The essential elements of Scrum keep the project from ever going off the rails. The structure demands constant communication and prompt resolution of any conflict or difficulty.


  • All the work is explicitly enumerated in the backlog to help all members of the team know what needs to be done.
  • The team grooms the backlog based on discussions during standup meetings and on feedback from the teacher.
  • All completed story points must be reviewed by the team to ensure an agreed-upon standard of quality for the work.
  • Standup meetings encourage team members to communicate and resolve conflicts
  • The teacher, as the product  owner, calls for a product demo to give formal feedback while the project is in progress.

Scrum may have its origins in the software development industry, but the idea of working towards a common goal without disruptive conflict applies to any context and any situation. If we have a recipe for teaching our students to work in teams, we should definitely make Scrum soup.

Better Backlogs

If you are new to Scrum and your students are having trouble keeping their backlogs full, here are some great tips to help your students better their backlogs.

  • Model It: Model what a backlog should look like, especially if this is your first time implementing Scrum.  List all of the things the students have to complete in order for the project to be considered “done” as a class. I typically list all of the things the students need to do on my white board. Don’t forget to make sure every story point has its own sticky note.
  • Start Small: Choose a project that should only take a couple days to complete. Movie or poster projects are great for beginners. When students start setting up their backlogs, it shouldn’t be too overwhelming.
  • Groom It: I am constantly walking around and checking my students’ backlogs. Story Points that only have the words “plan,” “research,” or any other words that one person cannot do alone are not good story points. Unpack those story points further. Change “plan” to “plan the advertisement logo” or “research” to “research the nucleus.”
  • Top Priority: Teach students to put their most important story points towards the top. In other words, what do we have to get done today in order to move onto the next sprint? Those story points should be moved to the top of the Scrum Board.

Now that you know how to help your students monitor their backlog, your students will be more efficient and effective when completing their group projects.

Thank You VCEC


We had a blast presenting Scrum at VCEC. Our updated slides are attached below!

VCEC: Scrum PDF 2017

How Can I Help You?

In a classroom, group-work can be the bane of a teacher’s existence; often times, group work time can only mean one thing — organized chaos. We all have experienced the group project blues: One person seems to take over the whole project, while others are never doing their fair share of the workload. Group work can be frustrating.

However, teachers realize the importance of group work for students to learn how to work effectively together.  Collaboration is a 21st century skill and most jobs require employees to work as a team in order to complete projects. Employers want to hire people with diverse skill sets and an understanding on how to share those skills collaboratively.

How can I help you?

In our collaborative classroom, students learn the importance of servant leadership. We recognize that we all learn differently and exhibit different abilities. However, we understand that the best way to work together is to serve one another. By asking, “How can I help you?” students are putting others first. If a teammate is facing a challenge while working on a project, the other teammates are expected to work together to help solve that challenge. Instead of ignoring the problem and continue working, we seek to serve one another.

Try this…

At the start of each group work session, have your students ask each other what problems they are facing and how they can help? Stop five minutes early and have students reflect on what they have accomplished for the day. Are we still facing any obstacles? If so, how can I help?

Pick teams based on skill, not on friendship. 

Another approach to a more collaborative classroom would be by having students select group members based on skill, instead of based on friendship. Students need to understand that a great team is a diverse team. We discuss at length the importance of picking partners that will compliment your team. For example, a baseball team is made up players with a diverse skill set. The pitchers can throw the fastest while the outfielders can hit the ball the farthest. No one wants a team full of pitchers. They may be able to strike out the other team, but they may never make it to first base. Students need to make sure that their team is not one dimensional. In our classroom, we recognize that everybody is good at something. Whether it would be research, writing, art, or coding, students need to be able to choose members that will ultimately help their team reach success.

Try this…

Have students select their own teammates. Every time they select a teammate, have them defend why they chose that person. Guide students to choosing teammates based on the skills needed basing on the project.

How do you feel about group work?

In Their Own Words

We are at VSTE this week presenting on Scrum in the classroom. Joe could not be with us, but Jim and Bea showed this video in their session. The slides are not very different from the deck shared in our previous post.

As always, we would love to hear what you think and we would love to answer your questions, too.


Scrum at VMI

Back in October we spent todays at the VMI STEM Conference. We had a really great time and promised the attendees to our session we would post our presentation PDF. Here it is. Better late than never…



Minecraft and Scrum

We were recently recognized by ISTE  for combining Scrum with Minecraft. See how you can incorporate Scrum, Minecraft and Literature Circles into your classroom. Check out the link below:

What Makes A Team Great!

If you look at the roster of a baseball team, you can tell that the best teams have a diverse set of skills. The pitchers can throw the ball the fastest and the outfielders tend to be the ones who can hit the ball the farthest. However if a baseball team was made only of the best pitchers in the world, it would be safe to say that they may strike out most of the players on the opposite team but they would be terrible at scoring runs.




We want our students to recognize the importance of having a diverse skill set while working in groups. With the help of Scrum, students choose their teams based on skill, not friendship. Students get to know their peers’ skills by filling out profiles that describe who they are. Those profiles are then hung in the classroom. Students can walk up to the “Skills Board” to see who might be the best fit for their group. They are now looking at their peers differently: they base their decision on how to make their next project the best it could be.

As the type of projects change, so do the groups. Students see the value in having a teammate who is skilled in art, coding, or making iMovies depending on the type of project that they are working on. We want to encourage our students to realize the importance of working with different people. As a result, students become more open to various ideas and it increases collaboration throughout the classroom.

Classroom Example:


Figurative Language Scratch Project

Product: Team has been asked to create a video game using Scratch, an online coding site to help students learn more about the different types of Figurative Language.

Skills Needed: Coding, Writing, Research, Organization, Creativity, Computer Skills

Group 1 Skill                                                        Set Group 2 Skill Set

Child A- Coding                                                  Child A- Coding

Child B- Organization                                    Child B- Coding

Child C- Writing                                                 Child C- Coding

The classroom example above shows two different groups of students who picked their teams for the upcoming project. Group 1 pick teams based on skill, while group 2 picked their friends.

Group 2 loves to code and they love to work with Scratch. However, when it comes to creating a final product, they fail. The students in group 2 spent so much time coding, they ended up failing at creating a game that would help students learn more about Figurative Language.

Group 1 had a diverse set of skills. Child B kept the group on task with their organization skills, while Child C started to write the script for the game. Child A taught the other members in his group how to code, while gaining valuable skills from his teammates. Group 1 learned how to effectively collaborate.

It’s important for teachers to design projects that aligns with the types of skills their students have. As educators, it’s our job to include their interests and skills into their learning. When teachers design projects based on students skills, students will thrive in the classroom and shine as true collaborators.   

FLeRDing Your Way to Success!

If you are like me, the first time you tried to ride a bike you initially hopped along trying to steady and balance the bike.  This in its essence is failing; in that, you did not achieve the desired outcome. However, it was nothing like the time you fell and scraped your knee.  But, you carried on, and after each failure you received some coaching from Mom, Dad or whomever your teacher happened to be.  After the many attempts and failures you succeeded. You found the rhythm complemented by the wind in your hair and cheering teacher alongside you. Unfortunately, many of us forgot the most important lesson in riding a bike, how to fail.

The iterative nature of learning to ride a bike, then getting up, falling down, and trying again creates a cycle in which highly impactful and deeper learning can occur. We call it the FLeRD.  It is a mighty fun acronym which stands for Fail, Learn, Renew, Do, which when implemented ultimately leads to success.

  • FAILing on its own, is just that failing.  Nothing is learned. Nothing is gained, only heartache and pain.
  • LEARNing takes place when we start to look at our failure and review what went wrong.This retrospection allows us analyze what can do differently and adjust.
  • RENEWal occurs though formulating a plan to adjust and fix the failure points the process cycles back in the final phase.
  • DOing allows us to shift our critical path away from the previous failure towards ultimate success.
  • So FLeRD your way to success!

During the past year, I have had the opportunity to both witness and take part in many student failures, and each time we have encountered them we celebrated.  Failure became such a large part of our success that it became commonplace for students to respond with “Fail” when queried, “what does this class do best?”

When FLeRDing failure in the Scrum Framework, students begin to look to fail. If fact, teams try to get failures out of the way. In essence, failure becomes part of the process, and simply something the group must move through before success can be realized. It essentially becomes core to the learning and discovery mechanism.

Society has put so an emphasis on success, that we easily dismiss the failures that have led to the success that we cherish so much. I personally believe that failure is a prerequisite to success, and learning to fail is critical a student’s ultimate success. It is our task to ensure that our students not only learn to fail, but learn as much from the failures as their successes.

Scrum in Goochland

Hello! Welcome to our blog. Let us introduce ourselves.

We are Joe Beasley, Jim Frago, and Bea Leiderman. We have been working on bringing scrum to students for the past year or so. Our goal is to provide guidance in the classroom to help students be self-directed and self-assessing when participating in group projects. We believe that long-term group projects are an ideal approach to learning in our 1:1 iPad classrooms.

We hope you will visit this site often. We will share ideas, resources, and success stories.

If you are attending ISTE in Denver, come to our session and hear our introduction to scrum. We will present on Monday at 2:30 in room CCC 703.

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