More Time, More Learning

There have recently been public debates over lengthening the school calendar. "With President Obama and U.S. Secretary of Education Duncan now challenging educators to move beyond a school schedule and calendar developed for a farm and factory era, expanded learning time is moving to center stage." (Gabrieli 40) Some schools in the United States have already adopted schedules that increase the school day by 60%!

Is it successful? Clarence Edwards Middle School in Charleston, Massachusetts adopted an expanded learning time schedule three years ago. (Monday through Thursday, students start school at 7:20 and end at 4:00. On Fridays, the school day ends at 11:40 a.m.) In that time, their scores have soared...whereas before Edward's students' scores lagged far behind the state average, they now are 60% higher than the state average. The students spend the extra time at school being tutored in the subject in which they struggle the most. Also, the school is now able to offer almost twice the previous level of instruction in science and social studies.

Is expanded learning time right for everyone? No. This type of schedule is mainly targeted for middle-grade students in high-poverty schools.

Ten Keys to Success:

1. In order for expanded learning time to be worth your while, you must increase the schedule by 300 hours a year or 1 hour and 45 minutes a day! Some schools go an extra month in the summer as a way to expand the schedule.

2. Schools must redesign the entire schedule by lengthening core subject by 30 minutes or so. Also, schools can expand time for lunch and recess.

3. There must be a balance between academic time and time for teachers to collaborate with the students individually.

4. Prioritize and focus. Schools often mess up by trying to do too much in that time. Be careful not to allow too many electives to interfere with students mastering the most important areas.

5. All students must follow the same schedule, not the same classes. The students' classes should be individualized, but all students should follow the same bell schedule.

6. Involve the community. Plan with the community leaders when designing the school schedule. Assess the needs of the community.

7. Use and incorporate data-proven techniques in the classroom. Allow for extra tutoring sessions with students.

8. Offer enrichment activities that both expose and enrich.

9. Teachers and professionals should collaborate. Teachers should collaborate with one another.

10. Teachers and students should show a positive attitude toward working together to achieve success.

All in all, where there has been a need to do so, and when done properly, there has been success by expanding the school schedule. The biggest hurdle when developing an effective expanded learning time schedule appears to be balance of academic instruction, enrichment activities, resources, and extracurricular activities.

5 Hallmarks of Good Homework

EL
September 2010
Vol. 68 No.1
Meaningful Homework

There are five key factors to consider when assigning meaningful homework to students. The factors to consider are the purpose, efficiency, ownership, competence, and aesthetic appeal.

Beginning with purpose, it is our goal to give students methods to do homework that is purposeful to them, methods that work for their learning style. For example, instead of assigning spelling homework to write the words three times each, a better assignment might be to create your own method to practice spelling words such as use Scrabble tiles to spell the words or create a puzzle using the words. Instead of assigning science homework to write definitions to the 15 vocabulary words, an alternative might be to write sentences or a story using the vocabulary words. Finally, instead of assigning 20 math problems for homework, all focused on the new skill taught, consider assigning 3 problems to practice the new concept, and 10 problems to practice previous skills taught.

Homework assignments should be efficient. They should demonstrate evidence of learning without requiring excessive amounts of time to complete. Instead of assigning projects like dioramas, models, and posters, an alternative way to demonstrate learning may be to have students write a diary entry illustrating the concepts studied in a unit.

Teachers should give students ownership of their homework, to promote their motivation to do the homework. If the class is doing a report on a country, students may feel ownership of their assignment when allowed to chose their own method of presentation, such as creating a Power Point presentation, a travel brochure, or a traditional research paper.

To help students feel competent in completing their homework, differentiate assignments so they are at the appropriate level of difficulty for individual students. Struggling students may require fewer questions, less complex problems, or less reading.

Finally, homework assignments should have aesthetic appeal. Five-page worksheets look boring and tedious. Students are more motivated to complete assignments that are visually uncluttered. The use of graphics or clip art make tasks look inviting.

Students may be more motivated and successful in completing homework when the elements of purpose, efficiency, ownership, competence, and aesthetic appeal have been incorporated into the assignment.

Flagged for Success

“FLAGGED FOR SUCCESS”

A red flag early warning system enables a teacher to CATCH students before they free fall into failure.

Can students fall through the cracks without notice?

How could this happen?

Do I need to set up RED FLAGS – to make sure I do not miss ONE?

The answer to these questions is YES, YES, YES!

Robyn Jackson, the author of this article set a standard of 75% as her red flag to begin a watch – thus an intervention began.

An intervention is any type of class help/ study strategy / review package/ teacher attentiveness / that can aid the student in achieving success.

The THREE types of students to be flagged:

1. The quiet downward slide – “Ben got a 74 and was a good kid…but now his homework began to falter…concern. After looking into it further Ben’s home life was falling apart…divorce and anger were affecting his studies.” Intervention is the love a child needs to help them gain back what has been lost. Follow- ups and careful attention is a wonderful intervention that goes a long way.

2. The uncooperative and disengaged – the student who is challenged from the beginning; will they pay attention; will they give up? They are the students who fight the help, they look to avoid your assistance; but with persistence you can reach them.

3. The far behind student – this is the student who sets off all red flags – does bad in class, tests, homework and so on. This student takes our best effort to get him on track – intervention and follow-up after follow-up. Will they use the strategies you offer to help them achieve? Some students need help just to pass – are you willing to put in the effort/love?

Rules for Establishing RED FLAGS

· You want a clear signal – make a cutoff point where there is no question that they need intervention. (% Grade)

· NEVER ignore a red flag – once established – follow through.

· Red flags should focus on academic concerns, not on student behaviors – this is another topic on discipleship. You will find when an academic concern arises, a life / spiritual struggle could be involved as well.

Personal note – EVERY student is precious to us – that is why we TEACH…because we love what we do and who they are. A RED FLAG is a sign from God to help us help them…AMEN!

Effectiveness of Homework per grade level

Reading from educational psychologist volume 36 Number 3 2001

In education the effectiveness of homework has been widely debated. How effective is it? This article uses science to track the effectiveness of homework by grade level. The results? elementary students to lower middle school students show little upward movement in effectiveness at lower grades and slowly getting more effective as the child gets older. Why? The article states that ... "time spent on homework and achievement is weaker for students in elementary school than in secondary school..." (the plausible reasons for this are) "First research indicates... that age differences exist in children's ability to selectively attend to stimuli." (secondly) "Younger children are less able than older children to ignore irrelevant information or stimuli"
My take on the article is that teacher directed study with an emphasis on sorting and pointing out important and irrelevant information is important. With an overall goal of independence as they enter high school, giving students tools to succeed and critically think in a college setting

iPods, iPhones, texting, emailing, instant messages, Facebook, Skype- These are just a few of the technological forms of communication that students of this generation use on an everyday basis. Students today do not want to miss anything at the risk of missing many things. “They do homework while listening to iPods, sending instant messages, or watching movies on the computer” (Sprenger, 2009, p.34). As a result, the students have become experts at skimming and scanning, yet they are losing their ability to affectively concentrate to their fullest potential. Why do students do this? “The main goal behind multitasking is not so much to be productive as to be connected to someone” (Sprenger, 2009, p.36). A healthy balance is needed between technology and connecting with real people. Sprenger suggests seven different strategies to help students stay connected with real people using technology. Those strategies are, one: provide reflection time. Reflection allows different areas of the brain to be used allowing the parts that have been overworked time to rest. Two: Disarm them. Force students to set aside their gadgets and make them actively listen to their peers. This can be done as a classroom activity. Three: Let them teach. Allow students to use their technological skills in the classroom to teach mini lessons to a live audience. Four: Use interactive white boards. The interactive white boards allow the students to view the large screen; then they can physically move as necessary to utilize the board and the information shown. Five: Build emotional literacy. Students need to be able to recognize other’s emotions. This helps the students make decisions needed to cooperate and understand others, as well as themselves, better. Six: Teach mindfulness. Sprenger (2009) defines mindfulness as “a deliberate inner awareness of what one is thinking, feeling and experiencing” (p. 38). Allow the student to have a personal time of reflection. According to Sprenger, after this reflective time, students claim they feel more energized and attentive. Seven: Encourage storytelling. When a story is told, students can connect to it emotionally and have a better understanding of concepts. Students must learn to create a healthy balance between technology and connecting with real people.

Sprenger, M. (2009). Focusing the digital brain. Educational Leadership, 67(1), 34-39.

Synopsis of "Even Geniuses Work Hard" by Carol S. Dweck

Synopsis of "Even Geniuses Work Hard" by Carol S. Dweck

Do we want our students to enjoy effort, or avoid it?  Do we want our students to give up quickly, or to be persistent when faced with an obstacle?   How our students respond when faced with challenging situations is largely related to how they perceive ability.  Dweck (2010) identifies two opposing views of ability that effect how students approach learning.  Students with a fixed-mindset avoid challenging learning opportunities, feel dumb when work is hard and believe there is nothing they can do to succeed when a subject or task is difficult for them.  Students with a growth-mindset seek out challenging learning opportunities and embrace hard work because they view challenges as an opportunity to grow.

As teachers, we can help our students develop a growth-mindset.  Dweck reminds us that every student needs challenging learning tasks.  She writes, “It is crucial that no student coast to success time after time; this experience can create the fixed-mindset belief that you are smart only if you can succeed without effort” (p. 19).  In fact, we need to praise effort rather than praising good results achieved without effort.  We can also encourage a growth mindset by portray challenging work as fun and easy work as boring, adding the word “yet” when a student says they are not good at something, and showing students their growth through pre and post test scores.

Reference: Dweck, C. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16 – 20.

Christie McCulloch, Ph.D.

Assistant Director of Academic Advancement

Calvary Christian Academy

(954) 905-5206