Effective Use of Instructional Time

1

Effective Use of Instructional Time Jane A.
Stallings Stephanie L. Knight Texas AM
University
2
Estimated Use of Time in a School Day and Year
3
Comparison of Average and Effective Teacher
Use of Time
4
Comparison of Average and Effective Student
Use of Time
5
Systematic Observation of Classroom Interactions
How do we collect the data?
6
Classroom Snapshot
7
Variables Coded During Snapshot
Materials Books, Paper/Pencil, Computers,
Manipulatives, Multimedia, Visual Aids, No
Material Activities Reading, Making Assignments,
Instruction, Discussion, Practice/Drill,
Written Assignments, Kinesthetic,
Projects Off-Task Behaviors Social Interaction,
Student Uninvolved, Being Disciplined Grouping
Arrangements
8
Sample Code Description
CLASSROOM SNAPSHOT ACTIVITIES Code
Item Making Assignments Description An
adult is explaining an activity, the procedures
to be followed, the amount of work to be
finished, or rewards for completing the
assignment. The discussion is not focusing on
the academic content, but on the information that
students need to carry out the assignment.
Discussion of grades and clarification of
behavior expectations is coded here.
9
Systematic Observation of Classroom Interactions
How do we use the data?
10
Teacher Profile
11
Student Profile
12
Teacher Training Model
Professional development model
Focus on collaboration
Weekly seminars (Problems-based)
Pre and post observations using the SOS Trainer
of trainers model National Diffusion Network
Project 1979-1999
13
Teacher Training Model
Pretest Observe teachers prepare profiles
teachers analyze and set goals start where
teachers are Inform Provide information link
theory, research, and practice check for
understanding elicit practical examples Guide
Provide conceptual units teachers adapt to
own style teachers assess peer
observation Practice provide coaching and
feedback teachers make commitments support
and encourage change Posttest Observe teachers
prepare profiles teachers analyze for change
teachers set new goals applaud improvement
assess program
14
Teacher Training Seminars

• Seminar 1 Understanding School, Community and
  Students' Culture
• Seminar 2 Working with Neighborhood Children and
  Their Families
• Seminar 3 Understanding Research on Effective
• Teaching
• Analyzing Personal Profiles
• Seminar 4 Improving Classroom Organization and
• Management
• Cooperative Learning
• Seminar 5 Planning Appropriate Lessons
• Challenging Students Strategies that
• Promote Higher Cognitive Thinking

15
Teacher Training Seminars (cont.)
Seminar 6 Using Positive Behavior Management
Techniques Preparing for Student Off-Task
Peer Observation Seminar 7 Implementing
Interactive Instruction Preparing for Peer
Observation of Interactions Seminar 8 Linking
Students' Background Knowledge with School
Lessons Seminar 9 Improving Reading
Comprehension Using Literature from Diverse
Backgrounds Seminar 10 Analyzing Personal Change
and Setting New Goals
16
Teacher Training Model
What are the results?
17
Teacher Training Study 1996-2000
3 inner-city schools
Anderson Elementary School
Johnston Middle School
Gregory-Lincoln Education Center 90 student
teachers 108 teachers Approximately
6,000 elementary and middle school students of
participating teachers Approximately 5,300
elementary and middle school students during
student teachers induction
year
18
Teacher Training Outcomes
Impact on student teachers Increased active
teaching from 67 to 77 Increased academic
interactions from 85 to 89 Reduced
nonacademic interactions from 14 to 9
Achieved national criterion for effective
teaching by end of program Impact on
teachers Increased active teaching from 69
to 77 Increased academic interactions from
84 to 87 Reduced nonacademic interactions
from 8 to 6
19
Teacher Training Outcomes
Impact on K-12 Students Teachers reduced
off-task behavior from 7 to 5 Student
teachers reduced off-task behavior from 16 to
10 On average, students engage in 16 more
hours of learning in classes of LTICS teachers
after training Improvement in pass rates for
TAAS tests of 17 compared to the year prior to
involvement with the LTICS program Impact on
Inner-City Education 83 of 90 (92) of
participating student teachers took positions in
inner-city schools or schools with diverse
populations 38 of 90 (42) of participating
student teachers specialized in high-need content
areas (Bilingual, Special Education, Math,
Science, Foreign Language)
20
Impact on Student Achievement