Upload
marquez-marlar
View
215
Download
2
Tags:
Embed Size (px)
Citation preview
Academic Learning TimeA.L.T.
2006 Professional Development Program
Springfield Public Schools
Springfield, Massachusetts
Logistics
Attendance Professional Development Points (PDPs) Payroll Start & End Time Location of training information Expectations of A.L.T. Information
Academic Learning Time (A.L.T.)
A working definition:
Academic Learning Time (ALT) is the amount of time and the quality of education time a student spends attending to relevant academic tasks while performing those tasks with a high rate of success. (Caldwell, Huitt, and Berliner)
Academic Learning Time
ALT is that precise period when an instructional activity is perfectly aligned with the student’s readiness and learning occurs.
Overview and Goals
To explore Academic Learning Time in relation to our curricular demands
To distinguish between “academic day” and “school day”
To plan to reclaim time for academic instruction
To contrast quantity of time vs. quality time,
i.e., evidence of learning.
Part I: The Context for A.L.T. is
The Massachusetts Curriculum Framework for your content area
““If you don’t know where you If you don’t know where you are going, you’ll end up are going, you’ll end up somewhere else.”somewhere else.”
Yogi BerraYogi Berra
The Curriculum: Focuses what teachers do. Connects what teachers do. Is necessary because all learning is cumulative.
The effective teacher knows the grade level and content specific learning outcomes and appropriate instructional strategies and assessments to provide student with the opportunity to learn the knowledge they are expected to acquire.
ALT and the Curriculum
Three elements of curricular quality control in schools:
A Written Curriculum that can be translated into the work of teachers in classrooms;A taught curriculum shaped by the written
curriculum; andA tested curriculum consisting of the
assessment tools of pupil learning which are linked to both taught & written curriculum.
Curriculum Alignment
The context for ALT is the curriculum framework for your content area.
In the School and Classroom
Teaching is the work.
Learning is the result of the work.
Instruction is focused teaching.
Part II: The A.L.T. Theory
“Effective instruction maximizes the amount of time a student is both focused on learning at an appropriate difficulty level, and experiencing a high level of success.
“ALT” is the portion of engaged time during which students are not only actively learning, but are learning successfully.
Despite our obsession with time, little attention is paid to HOW time is used.
It’s About TIME!
School Year = 180 Days
School Year = 180 Days
Attendance (Time in the seats)
This varies with each individual student.
Tameka 180 Days Jose 140 Days Sue 110 Days
School Year = 180 Days
Attendance
School Day Length
5 hours
Tameka 180 Days Jose 140 Days Sue 110 Days
Constant School Year = 180 Days
Little Control Attendance
Constant School Day Length
Allocated Time
Little Control
Allocated time is that which the state, the district, school, or teacher provides the student for instruction. Sometimes it is called scheduled time.
Allocated TIME
Constant School Year = 180 Days
Allocated Time
Little Control Allocated Time
Instructional Time
Little Control Attendance
Constant School Day Length
Instructional Time
Instructional time is actual time spent on instruction.
Activity:
What are the variables that impact instructional time?
(Variables are not excuses.)
Huitt, Caldwell, Traver & Graeber found that student unengaged student behaviors could be classified as:
management/transition socializing discipline unoccupied/observing, and out of the room.
Management/Transition
Daily, routine classroom activities or “in-between” activities:
Distributing, setting up, or gathering equipment, supplies, materials, etc.
Taking roll Students standing in line Waiting for teacher’s help Listening to nonacademic directions Waiting for next activity to begin
Socializing
Two or more persons are interacting socially:
Whispering nonacademic comment to neighbor
Passing notes Watching someone else whispering
Unoccupied/Observing
Sitting or standing alone, wandering about with no evident purpose or goal, watching other people or unassigned activities, or playing with materials
Staring out the window Aimless behaviors Watching another student do a different
assignment
Out of the Room
Gone to the:
Bathroom
Nurse
Library
Principal’s Office
Guidance Office
Discipline
Adult is reprimanding a student, a student is being punished, or student is watching other student being scolded.
One student is being scolded and other students are listening
Head on desk as punishment
Two of the five categories accounted foralmost 90% of the unengaged behaviors:
management/transition socializing discipline unoccupied/observing, and out of the room.
Decreasing Time Off-task
Management/Transition
Unoccupied/Observing
Reference: Caldwell, J., Huitt, W., & French, V. Leader’s guide for student engaged time. Philadelphia: Research for Better Schools, Inc.
Since
Total Allocated Time (set) =
Time On-task + Time Off-task,
we can adopt the perspective to
focus on decreasing time off-task.
“Self-audit”
Huitt, W., Caldwell, J., Traver, P. & Graeber A. (1981) Collecting information on student engaged time.
Part III: Application
60 min. Allocated
15 min. Instructional Time
15 min. Engaged Time
30 min.
Behavior, prep, regroup, intercom, etc.
Discuss the necessary reasons, if any, for time off-task during the school day and explain how you would decrease time off-task to increase Academic Learning Time and, thus, student achievement.
Table Discussion (Optional Activity)
School Year = 180 Days
Attendance
School Day Length
Allocated Time
Allocated Time
Instructional Time
Engaged Time
Engaged time is the time that students appear
to be paying attention to materials/presentations
that have instructional goals.
A synonym for engaged time is “attention.” This implies a mental attitude in which concentration is given voluntarily and steadily by all during the
entire instruction.
Engaged Time
School Year = 180 Days
Attendance
School Day Length
Allocated Time
Allocated Time
Instructional Time
Engaged Time
Constant Planning & Checking
School Year = 180 Days
Attendance
School Day Length
Allocated Time
Allocated Time
Instructional Time
Engaged Time
A.L.T.
Recap
You know the context: curriculum. You know the theory of A.L.T. You know that you have to effectively use
instruction by matching your instruction to
your learners, being mindful of their needs. You know to constantly assess engaged time
to increase academic learning.
Academic Learning Time is the only time when students are learning.
Academic Learning TIME
“ALT” is that part of allocated time in any subject-matter area in which a student is engaged successfully in the activities or with the materials to which he/she is exposed and in which those activities and materials are related to educational outcomes.
Definition of ALT
ALT is a complex concept made up of time on task, success rate, & allocated time; however, it is NOT simply a time-based concept. These are interdependent qualifiers.
Any increase in any one yields a dramatic effect in ALT.
Reclaiming TIME
Time Variable Daily Annual
School Year - 180 DaysAttendance Year - 170 DaysSchool Day 5 to 5 1/2 hrs. 800 to 935 hrs.Allocated Time
(Basic Skills)165 to 210
min.440 to 595 hrs.
Engagement Rate 60 to 75 % 60 to 75 %
Engaged Time 99 to 158 min.
264 to 448 hrs.
Content Overlap & Success Rate
50% to 70 % 50% to 70 %
A.L.T. 50 to 111 min.
+ 61 min daily
133 to 314 hrs.
+ 181 HOURS
Recap
You know the context of A.L.T. - Curriculum
You know the theory of A.L.T. and which constructs you can and cannot control.
You know that you increase Academic Learning Time (A.L.T.) by decreasing interference with those things over which you do have control.
Baseball Example
Read Aloud
Discuss at table
A High Level of Academic Learning Time
Students are covering important (tested/evaluated) content;
Students are “on-task” most of the class period; and
Students are successful on most of the assignments they complete.
Activity
What specific strategies enhance learning?
Direction: On the list provided, order the strategies in impact value on Academic Learning Time, beginning with the one that most promotes A.L.T. and ending with the one that least promotes A.L.T.
What specific strategies enhance learning?
Tutorial Instruction Reinforcement Corrective Feedback Cues and Explanations Student Class Participation Student Time On-task Improved Reading/ Study Skills Cooperative Learning Homework (Graded) Classroom Morale Initial Cognitive Prerequisites
Home Environment Intervention
Peer & Cross-age Remedial Tutoring
Homework (Assigned) Higher Order Questions New Sci. & Math Curricula Teacher Expectancy Peer Group Influence Advance Organizers Socioeconomic Status (Not
alterable by Teacher)
Academic Learning Time
3 things you have learned 2 things that surprised you 1 thing you will include in your training in
August
3 2 1
Discuss the difference between focusing on increasing on-task behavior in students and what you have learned about Academic Learning Time. Give specific, original examples, as opposed to generalizations, in your response.
Discussion Question
How does a teacher’s classroom management plan, or lack thereof, affect Academic Learning Time.
The Theory
Research data that informs our practices: Berliner, D. (1991). What’s all the fuss about instructional time? In M. Ben-Peretz
& R. Bromme (Eds.), The nature of time in schools: Theoretical concepts, practitioner perceptions. New York: Teachers College Press. Retrieved March 2006, from http://courses.ed.asu.edu/berliner/readings/fuss/fuss.htm
Caldwell, J., Huitt, W., & French, V. Leader’s guide for student engaged time. Philadelphia: Research for Better Schools, Inc.
English, F. (1995). Developing, aligning, and auditing curriculum. Salt Lake City: The Video Journal of Education.
Huitt, W., Caldwell, J., Traver, P., & Graeber, A. (1981). Collecting information on student engaged time. In D. Helms, A. Graeber, J. Caldwell, & W. Huitt (Eds.). Leader’s guide for student engaged time. Philadelphia: Research for Better Schools, Inc.
Wang, M., Haertel, G., & Walberg, H. What helps students learn? Educational Leadership, 1993. Retrieved April 2006, from
http://www.ascd.org/readingroom/edlead/9312/wang.html