How do you think expanded learning time effects a students’ growth and development?
September 30th, 2009 | by admin |If you’re not familiar with what expanded learning time is, it’s when school days start earlier and end later in order to provide extra time for student learning. If you could give me a list of your thoughts on this subject that would be great. Thanks for your help.
As with all educational trends and theories, the devil is in the details. If the time is genuinely being added with students’ growth and development in mind, not just to give the appearance of taking ‘major action’ for test score improvement, I think it has merit. Sorry if that sounded too cynical.
The time could allow students to have longer to explore possible solutions to a problem while with a teacher to provide support, explanation, or a little guidance to the process instead of at home alone at night. It could allow teachers to pace a lesson in a way that fosters deeper understanding of concepts, not just the ability to answer multiple choice questions. There could be more periods in the day to allow students to try more elective classes in more areas and, perhaps, find subjects that make them truly passionate about learning in a way that bleeds into other subjects. It could foster curiosity and creative thinking.
Or it could just be the next educational trend thrown on the scrap heap because it did none of the above. It really depends on intent.
I have had the pleasure of working with visionary educational leaders who sincerely pursued all possible avenues to find what would work better for students and could communicate their goals and motivation to the staff. Not that they ever got 100% buy-in, but they had a very positive effect on student learning and on the lives of students and staff alike.
I have also worked for bureaucrats who jumped on bandwagons in order to appear to be doing something. And the difference between those two makes a huge difference.
Teachers who are not afraid to take a stand on behalf of a new idea can also make a difference. Whether a staff tips toward having critical mass behind an idea many times determines the result. And a few key individuals can influence that outcome. If you believe in this, don’t be afraid to be counted. If not, remember- This too shall pass.
Good luck!
One Response to “How do you think expanded learning time effects a students’ growth and development?”
By Arrow on Sep 30, 2009 | Reply
As with all educational trends and theories, the devil is in the details. If the time is genuinely being added with students’ growth and development in mind, not just to give the appearance of taking ‘major action’ for test score improvement, I think it has merit. Sorry if that sounded too cynical.
The time could allow students to have longer to explore possible solutions to a problem while with a teacher to provide support, explanation, or a little guidance to the process instead of at home alone at night. It could allow teachers to pace a lesson in a way that fosters deeper understanding of concepts, not just the ability to answer multiple choice questions. There could be more periods in the day to allow students to try more elective classes in more areas and, perhaps, find subjects that make them truly passionate about learning in a way that bleeds into other subjects. It could foster curiosity and creative thinking.
Or it could just be the next educational trend thrown on the scrap heap because it did none of the above. It really depends on intent.
I have had the pleasure of working with visionary educational leaders who sincerely pursued all possible avenues to find what would work better for students and could communicate their goals and motivation to the staff. Not that they ever got 100% buy-in, but they had a very positive effect on student learning and on the lives of students and staff alike.
I have also worked for bureaucrats who jumped on bandwagons in order to appear to be doing something. And the difference between those two makes a huge difference.
Teachers who are not afraid to take a stand on behalf of a new idea can also make a difference. Whether a staff tips toward having critical mass behind an idea many times determines the result. And a few key individuals can influence that outcome. If you believe in this, don’t be afraid to be counted. If not, remember- This too shall pass.
Good luck!
References :
Decades in teaching in several states.