Presentation on theme: "1 West Virginia Achieves Professional Development Series Volume XVI Adjustment of Instructional Time to Meet Varied Needs of Learners."— Presentation transcript:
1 West Virginia Achieves Professional Development Series Volume XVI Adjustment of Instructional Time to Meet Varied Needs of Learners
2 West Virginia Department of Education Mission The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.
3 Robert Hutchins The Conflict in Education in a Democratic Society Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.
4 What We Know… An emerging body of research identifies characteristics of high performing school systems. These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap. These systems share characteristics described in The West Virginia Framework for High Performing Schools.
5 SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to Learning for ALL…Whatever It Takes HIGH PERFORMING SCHOOL SYSTEM SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT
6 ESSENTIAL QUESTION How might our schools and classrooms use, adjust, restructure time or add time to meet the needs of varied learners and thereby improve learning and achievement and how might our school system support that effort?
7 The Bad News Is Time Flies. The Good News Is You're the Pilot. --Michael Althsuler
8 Time As A Variable In Instruction BarriersBarriers SolutionsSolutions Slide 20
9 Prisoners of Time National Commission on Time and LearningNational Commission on Time and Learning –Published in 1994 –Issued eight recommendations –Framework and Report are correlated The key to liberating learning lies in unlocking time.The key to liberating learning lies in unlocking time.
10 I. Reinvent Schools Around Learning, Not Time Focus on academic coreFocus on academic core School-day time can be described asSchool-day time can be described as –Allocated time –Instructional time –Engaged time –Academic learning time Different strategies for elementary, middle, high school settingsDifferent strategies for elementary, middle, high school settings
11 I. Reinvent Schools Around Learning, Not Time (continued) Implement instructional pacingImplement instructional pacing –Teach content to a depth to ensure mastery –Assess individual student learning needs Effectively manage time spent on instructionEffectively manage time spent on instruction
12 II. Fix the Design Flaw: Use Time in New and Better Ways Fixing the flaw meansFixing the flaw means –Time supports learning –Does not limit learning Engaged academic learning = increased student learningEngaged academic learning = increased student learning Teachers can protect academic learning timeTeachers can protect academic learning time
13 III. Establish an Academic Day Use the time for academicsUse the time for academics Greek root for school = leisureGreek root for school = leisure Educators can structure, schedule, and use time to maximize student learningEducators can structure, schedule, and use time to maximize student learning Various methods exist to change the pace of schoolVarious methods exist to change the pace of school
14 IV. Keep Schools Open Longer to meet the Needs of Children and Communities Extended use of facilities through collaboration with othersExtended use of facilities through collaboration with others –Collaboration = academic achievement Social capital extends our reachSocial capital extends our reach –The community helps maximize academic learning time
15 V. Give Teachers the Time They Need Teacher Time is essentialTeacher Time is essential Strategies for finding timeStrategies for finding time –Freed-up Time –Restructured/Rescheduled Time –Common Time –Better-used Time –Purchased Time Opportunities for personal growthOpportunities for personal growth –Observe other classrooms –Library of professional materials –Attendance at professional conferences
16 VI. Invest in Technology Technology enhances student achievement and expands learning time.Technology enhances student achievement and expands learning time. Good practice ….Good practice …. –Encourages Effective Contact Between Students and Faculty –Develops Reciprocity and Cooperation Among Students –Uses Active Learning Techniques –Gives Prompt Feedback –Emphasizes Quality Time on Task –Respects Diverse Talents and Modalities of Learning –Uses Appropriate Tools
17 VII. Develop Local Action Plans to Transform Schools Convene local leadersConvene local leaders –develop action plans that offer different school options –encourage parents, students and teachers to choose Identify the rationale for changing school calendarIdentify the rationale for changing school calendar Research current practices in other districtsResearch current practices in other districts Use altered time to enhance instructionUse altered time to enhance instruction Consider local issues before changing calendarsConsider local issues before changing calendars
18 VIII. Share the Responsibility: Finger Pointing and Evasion Must End It takes a whole village to raise a childIt takes a whole village to raise a child The Construction of TimeThe Construction of Time –Technical-rational time –Phenomenological time –Cyclical time Time as a variable in learning and teachingTime as a variable in learning and teaching –Learning time –Curricular or Instructional time Time as a political variableTime as a political variable Slide 9