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Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M University PowerPoint Presentation
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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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slide1

Effective Use of Instructional Time

Jane A. Stallings

Stephanie L. Knight

Texas A&M University

variables coded during snapshot
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
sample code description
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.
teacher training model
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

teacher training model1
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
teacher training seminars
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
teacher training seminars cont
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

teacher training model2
Teacher Training Model

What are the results?

teacher training study 1996 2000
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

teacher training outcomes
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%

teacher training outcomes1
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)