EDAM 5305EDAM 5305Chapter 8Chapter 8

Committing to a Committing to a Learning-Centered Learning-Centered ScheduleSchedule

SchedulingScheduling

A crucial aspect of school effectiveness A crucial aspect of school effectiveness and plays am important role in and plays am important role in delivering a quality curriculumdelivering a quality curriculum

It is the mechanism by which It is the mechanism by which resources are allocated – time, space resources are allocated – time, space and personneland personnel

They who control the schedule control They who control the schedule control the school’s resourcesthe school’s resources

A crucial element in instructional A crucial element in instructional design and redesign.design and redesign.

Characteristics of a Characteristics of a Learning Centered Learning Centered ScheduleSchedule Maximizes instructional timeMaximizes instructional time Facilitates professional growthFacilitates professional growth Reflects grouping practicesReflects grouping practices Gives teachers a teachable Gives teachers a teachable

situationsituation Is flexible and learning orientedIs flexible and learning oriented Is responsive to the needs of Is responsive to the needs of

students and teachersstudents and teachers

The Nature of a The Nature of a Learning Centered Learning Centered ScheduleSchedule Some are contradictorySome are contradictory The scheduling making process is The scheduling making process is

essentially a negotiation of trade-essentially a negotiation of trade-offs that results in the best offs that results in the best combination of several combination of several compromisescompromises

High schools face more High schools face more challenging constraints challenging constraints

Maximizing Instructional Maximizing Instructional TimeTime

– First and most important characteristicFirst and most important characteristic– Non instructional time should be kept Non instructional time should be kept

to a minimumto a minimum– Teachers teach differently – some may Teachers teach differently – some may

give more time to specific activitiesgive more time to specific activities- Intrusive behaviors such as calling - Intrusive behaviors such as calling

students from class, shortening class students from class, shortening class time, assemblies, dismissing early, etc. time, assemblies, dismissing early, etc. should be kept to a minimumshould be kept to a minimum

Facilitating Professional Facilitating Professional GrowthGrowth

• Teachers need more time for Teachers need more time for planning and professional growthplanning and professional growth

• Teachers need time for Teachers need time for collaborative planningcollaborative planning

Reflecting Healthy Group Reflecting Healthy Group PracticesPractices

– TrackingTracking– Between class groupingBetween class grouping– Within class groupingWithin class grouping

Summary of the Summary of the Research on Ability Research on Ability GroupingGrouping Curriculum tracking has weaknessesCurriculum tracking has weaknesses Ability grouping for the gifted seems Ability grouping for the gifted seems

effectiveeffective Motivation is present for high ability Motivation is present for high ability

studentsstudents Heterogeneity poses special problems Heterogeneity poses special problems

for teachersfor teachers Heterogeneous between class grouping Heterogeneous between class grouping

achieves better resultsachieves better results Within class grouping most effective in Within class grouping most effective in

mathmath

Providing a Teachable Providing a Teachable SituationSituation

– A teachable situation includes the A teachable situation includes the following elements:following elements:

Class size is manageableClass size is manageable The ability range is not to extremeThe ability range is not to extreme Teachers are teaching in the area for Teachers are teaching in the area for

which they have preparedwhich they have prepared Teachers have access to good Teachers have access to good

facilities, materials, and equipmentfacilities, materials, and equipment Students are not disruptiveStudents are not disruptive

Providing Flexibility in Providing Flexibility in Using TimeUsing Time

The best schedules serve the The best schedules serve the requirements of the requirements of the teaching/learning transactionteaching/learning transaction

In most schools, learning is In most schools, learning is controlled by the schedulecontrolled by the schedule

Types of SchedulesTypes of Schedules

Modular schedulesModular schedules Block of time schedulesBlock of time schedules Rotating period schedulesRotating period schedules The six day cycleThe six day cycle

Responding to Responding to Personal NeedsPersonal Needs Reminder that students and Reminder that students and

teachers are human beingsteachers are human beings Consideration should be given to Consideration should be given to

them. They need time to relax, them. They need time to relax, eat and take care of personal eat and take care of personal needs.needs.

Collective Action for Collective Action for Learning Centered Learning Centered SchedulesSchedules

1. How shall we organize the program 1. How shall we organize the program of studies, grade by grade?of studies, grade by grade?

2. How shall we assign students to this 2. How shall we assign students to this program of studies?program of studies?

3. By what processes shall we staff for 3. By what processes shall we staff for this program of studies?this program of studies?

4. What type of schedule can give the 4. What type of schedule can give the instructional staff the flexibility they instructional staff the flexibility they need?need?

Collective Action Collective Action (cont’d)(cont’d) 5. How should time allocated to 5. How should time allocated to

the several subjects?the several subjects? 6. By what processes can space 6. By what processes can space

be allocated for maximum be allocated for maximum learning?learning?

7. How can the personal needs of 7. How can the personal needs of students and teachers be students and teachers be accommodated?accommodated?

How the Principal and Teachers Can How the Principal and Teachers Can Make More Effective Use of the Make More Effective Use of the Existing ScheduleExisting Schedule

The principal can work with the The principal can work with the teachersteachers

The principal and teachers can The principal and teachers can collaboratecollaborate

The principal and teachers can The principal and teachers can extend learning timeextend learning time

Chapter SummaryChapter Summary

Developing a learning centered Developing a learning centered schedule is an important functionschedule is an important function

Accomplished with active staff Accomplished with active staff inputinput

It protects instructional timeIt protects instructional time Considered a planning tool for Considered a planning tool for

curriculum and instructional curriculum and instructional designdesign