1. Isfeld’s Differentiated Fridays
How the three layers work.

2. The conventional timetable
A block rotation in a given order that is constant week to week
A brief period for school-wide class change
Fixed period length for each class
Equal class time offered to each subject
Isfeld does this Monday to Thursday

3. The differentiated Friday
Times are loosely defined. Students may work at an activity as long as they are in flow.
No defined class change for the whole school.
Students can often determine the order in which they do their classwork, or other work.
Additional time can be devoted to subjects that require it.
Students can work with other students of their choice, and access tutorial support from multiple sources, not just their current subject teachers.

4. “If only I wasn’t constrained by a timetable, I would…”
“…hold a two hour lab and get it all done in one session.” “…have a class field trip.” “…combine with the other section of this course to run a ________.” “…take more time to cover some of the trickier material in this course.”

5. The Priority Layer: What your teacher has directed you to do
This layer holds all classes, labs, field trips, debates, guest lectures and other special activities that require more time, or want to include more classes, or need special circumstances that a regular block rotation inhibits.
Teachers can use this to increase instructional time in their course, as is often the case in Math and Science.

6. “I can’t keep up with the class
“I can’t keep up with the class. As the year goes on, I get further and further behind.”
“I need more time to complete assignments.” “I need extra tutorial support to explain assignments, but then I can do them.” “I do extra-curriculars and need to catch up on missed tests.” “My group needs time to get together when we are all available.”

7. The Curricular Layer: What you need to get done to succeed in school.
This layer advertises all places in the school available for tutorial support, all places to do homework, and places where missed tests can be written.
It also provides additional supports, such as writing clinics and peer support opportunities.

8. “I’ve done everything. Friday’s are a waste of my time.”
“I am always caught up on my homework.” “I get great marks on tests already, so I don’t need more study time.” “If I have nothing to do, can I stay home on Friday?”

9. The Enrichment Layer: What you want to do
Students that say “I’ve done everything” are revealing their tunnel vision about school’s role in their life.
Fridays can be the day a student rekindles their passion for learning by doing something personally important and useful to him or her.
A student can also work toward something that sets up their future in a way that getting ‘A’s in school isn’t accomplishing. This includes work experience, post- secondary liaison, resume-building, and self-exploration through the completion of a passion-project.

10. The order students choose what they do on any given Friday1
Priority
What I have been directed to attend
Curricular
What I need to do to stay caught up
Enrichment
What I want to do to engage me in school 2 3