Accelerated Learning Shift #3: Time

Is there enough time for dynamic, robust instruction to occur? Are intervention blocks built into the master schedule? Do teachers and specialists have time to collaborate and participate in professional learning opportunities? If not, it’s time to make a shift!

Time to Teach and Learn

Creating safe blocks of instructional time without assemblies, specials, pullouts, or announcements ensure that in-depth initial instruction can happen. In addition, extended time for interventions and extra support outside of the initial instruction block, allows students to receive double or triple doses of targeted instruction, providing the best opportunity for improving their reading and writing skills, and deepening their content knowledge.

Timely Tip: Students also need time to read, think, and discuss their growing knowledge with partners and small groups. Making social interactions an essential part of learning builds community within your class and critical thinking skills for all students.

Time for Collaboration

In the Classroom: Schedules need to allow for collaboration between classroom teachers and specialists. All teachers need ample time to plan their lessons and collaborate with co-teachers and specialists. Alignment between initial instruction by classroom teachers and interventions taught by specialists produces higher achievement gains for students.

Outside the Classroom: Teachers need time to discuss individual student data, grade-level and discipline-specific data trends, and overall achievement of students. Is there time for vertical (across grade-levels and discipline areas) and horizontal (within a grade-level or discipline are) team planning in your school’s master calendar? Are teachers afforded time to grow their content knowledge and hone their instructional skills through professional learning?

Timely Tip: One clear way to support teachers and their instructional practice is to design a professional learning plan that takes into consideration teacher, student, and school needs, while respecting teachers’ previous knowledge and experiences. In other words, professional learning has the highest impact when it’s targeted and differentiated.