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West Virginia Achieves Professional Development Series

Volume XVI

Adjustment of Instructional Time to Meet Varied Needs of Learners

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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.

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Robert HutchinsThe 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.”

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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.

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CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMING SCHOOL SYSTEM

SYSTEMIC CONTINUOUS

IMPROVEMENT PROCESS

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ESSENTIAL QUESTIONESSENTIAL QUESTION

How might our schools and classrooms How might our schools and classrooms use, adjust, restructure time or add time use, adjust, restructure time or add time

to meet the needs of varied learners to meet the needs of varied learners and thereby improve learning and and thereby improve learning and achievement and how might our achievement and how might our school system support that effort?school system support that effort?

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The Bad News Is Time Flies. The Good The Bad News Is Time Flies. The Good News Is You're the Pilot. News Is You're the Pilot.

--Michael Althsuler --Michael Althsuler

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Time As A Variable In InstructionTime As A Variable In Instruction

• BarriersBarriers • SolutionsSolutions

Slide 20

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Prisoners of TimePrisoners of Time

• National Commission on Time and LearningNational Commission on Time and Learning

– Published in 1994Published in 1994

– Issued eight recommendationsIssued eight recommendations

– FrameworkFramework and Report are correlated and Report are correlated

• ““The key to The key to liberatingliberating learning lies in learning lies in unlocking time.”unlocking time.”

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I. Reinvent Schools Around Learning, I. Reinvent Schools Around Learning, Not TimeNot Time

• Focus on academic coreFocus on academic core• School-day time can be described asSchool-day time can be described as

– Allocated timeAllocated time– Instructional timeInstructional time– Engaged timeEngaged time– Academic learning timeAcademic learning time

• Different strategies for elementary, middle, Different strategies for elementary, middle, high school settingshigh school settings

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I. Reinvent Schools Around Learning, I. Reinvent Schools Around Learning, Not Time (continued)Not Time (continued)

• Implement instructional pacingImplement instructional pacing– Teach content to a depth to ensure masteryTeach content to a depth to ensure mastery– Assess individual student learning needsAssess individual student learning needs

• Effectively manage time spent on instructionEffectively manage time spent on instruction

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II. Fix the Design Flaw: Use Time in II. Fix the Design Flaw: Use Time in New and Better WaysNew and Better Ways

• Fixing the flaw meansFixing the flaw means– Time supports learningTime supports learning– Does not limit learningDoes not limit learning

• Engaged academic learningEngaged academic learning = = increased increased student learningstudent learning

• Teachers can protect academic learning Teachers can protect academic learning timetime

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III. Establish an Academic DayIII. Establish an Academic Day

• Use the time for academicsUse the time for academics

• Greek root for “school” = “leisure”Greek root for “school” = “leisure”

• Educators can structure, schedule, and use Educators can structure, schedule, and use time to maximize student learningtime to maximize student learning

• Various methods exist to change the pace of Various methods exist to change the pace of schoolschool

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IV. Keep Schools Open Longer to meet IV. Keep Schools Open Longer to meet the Needs of Children and Communitiesthe Needs of Children and Communities

• Extended use of facilities through Extended use of facilities through collaboration with otherscollaboration with others– Collaboration = academic achievementCollaboration = academic achievement

• ““Social capital” extends our reachSocial capital” extends our reach– The community helps maximize academic The community helps maximize academic

learning timelearning time

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V. Give Teachers the Time They NeedV. Give Teachers the Time They Need

• ““Teacher Time” is essentialTeacher Time” is essential

• Strategies for finding timeStrategies for finding time– Freed-up TimeFreed-up Time

– Restructured/Rescheduled TimeRestructured/Rescheduled Time

– Common TimeCommon Time

– Better-used TimeBetter-used Time

– Purchased Time Purchased Time

• Opportunities for personal growthOpportunities for personal growth– Observe other classroomsObserve other classrooms

– Library of professional materialsLibrary of professional materials

– Attendance at professional conferencesAttendance at professional conferences

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VI. Invest in TechnologyVI. Invest in Technology

• Technology enhances student achievement Technology enhances student achievement and expands learning time.and expands learning time.

• Good practiceGood practice….….– Encourages Effective Contact Between Students and FacultyEncourages Effective Contact Between Students and Faculty

– Develops Reciprocity and Cooperation Among StudentsDevelops Reciprocity and Cooperation Among Students

– Uses Active Learning TechniquesUses Active Learning Techniques

– Gives Prompt FeedbackGives Prompt Feedback

– Emphasizes Quality Time on TaskEmphasizes Quality Time on Task

– Respects Diverse Talents and Modalities of LearningRespects Diverse Talents and Modalities of Learning

– Uses Appropriate ToolsUses Appropriate Tools

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VII. Develop Local Action Plans to VII. Develop Local Action Plans to Transform SchoolsTransform Schools

• Convene local leadersConvene local leaders– develop action plans that offer different school optionsdevelop action plans that offer different school options– encourage parents, students and teachers to chooseencourage parents, students and teachers to choose

• Identify the rationale for changing school Identify the rationale for changing school calendarcalendar

• 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 Consider local issues before changing

calendarscalendars

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VIII. Share the Responsibility: VIII. Share the Responsibility: Finger Pointing and Evasion Must EndFinger Pointing and Evasion Must End

• ‘‘It takes a whole village to raise a child”It takes a whole village to raise a child”• The Construction of TimeThe Construction of Time

– Technical-rational time Technical-rational time – Phenomenological time Phenomenological time – Cyclical time Cyclical time

• Time as a variable in learning and teachingTime as a variable in learning and teaching– Learning time Learning time – Curricular or Instructional time Curricular or Instructional time

• Time as a political variableTime as a political variable

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Time for ReflectionTime for Reflection

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The Bad News Is Time Flies. The Good The Bad News Is Time Flies. The Good News Is You're the Pilot. News Is You're the Pilot.

--Michael Althsuler --Michael Althsuler