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Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M University

Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M University. Estimated Use of Time in a School Day and Year. Comparison of Average and Effective Teacher Use of Time. Comparison of Average and Effective Student Use of Time.

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Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M University

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  1. Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M 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 specializedin high-need content areas (Bilingual, Special Education, Math, Science, Foreign Language)

  20. Impact on Student Achievement

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