WEBVTT

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[Music] Welcome to the overview
on Organizing Instruction

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in Expanded Learning
Time Schools.

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Schools can provide
expanded learning time

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by lengthening the
school day or year.

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Many schools that choose

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to lengthen the school
day usually do so by

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about 25 percent,

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while expanded-school-year
schedules can vary

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from a few additional days
to year-round schedules.

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Research shows that it is
not just the added time

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that promotes improved
student outcomes--

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it is how that time is managed.

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Experts have identified
two key components

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of effective instructional
plans: -

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Tailoring instruction
to individual

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and small-group needs, and -
Making instruction engaging.

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There are a number of ways
to individualize instruction.

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- Classroom teachers
can provide lesson plans

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that one student can use
to teach or tutor another.

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- They may break the
class into small groups

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and provide assignments
for cooperative learning.

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- Teachers may have
individual students

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and small groups
complete practice pages

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and assessments appropriate
to their readiness level.

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- Computer labs can offer
access to educational software

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that allows students to
progress at their own pace.

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- And schools can allocate a
daily period that can be used

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for enrichment activities or
targeted academic support,

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depending on the
students' needs.

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Promoting student
interest and motivation

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to learn is an important part
of the instructional process

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and can be accomplished
in a number of ways.

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For example, project-based
learning activities

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that give students hands-on
experience exploring concepts

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and phenomena promote active
engagement with learning.

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As students learn concepts
and solve problems,

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connecting classroom
discussions, word problems,

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and academic assignments
to students' interests

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and real-world news

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or experiences can grab
students' attention

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and help them understand
the importance

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of what they are learning.

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Giving students a voice in
selecting reading materials,

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types of projects,
or other aspects

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of their schoolwork can
increase students' interest,

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especially in middle school.

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With more time in class,

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students may receive greater
opportunity to respond

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to questions that require
higher-order thinking

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and to develop their analysis,

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comparison, and inference
skills.

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Teachers can allocate more
time for students to reflect

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on what they have learned and
the progress they've made.

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Teachers also have more time to
check for student understanding

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of past lessons and
reteach concepts,

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incorporating informative
feedback

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and varying their instructional
methods accordingly.

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Expanded learning time schools
may allocate additional time

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for sports, art, social, and
cultural enrichment activities.

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These activities may also be
seen as learning opportunities

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to teach math, science,
social studies,

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and English language arts
skills and can be introduced

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as elective courses, schoolwide
events, and clubs or leagues

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that students can
participate in.

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Community-based and nonprofit
organizations can provide

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or support enrichment
activities and special projects

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that promote student
interest and engagement.

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For example, community
volunteers can facilitate

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instruction of essential
21st-century skills

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like oral presentation, working
with multimedia, and leadership.

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Professional development
opportunities can introduce

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staff to a variety of
techniques and empower teachers

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to make an informed decision

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about the technique
they would like to use.

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Professional development
meetings

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or materials can introduce and
compare key actions, benefits,

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and challenges of techniques
such as assigning a tutor

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or a teacher aide to work with a
student or crafting lesson plans

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for small-group cooperative
learning.

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Teachers can learn from
each other's experience

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and form study groups

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to identify additional
instructional techniques.

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In middle schools, collaboration
among English language arts,

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math, science, social studies,

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and other teachers can
also help identify ways

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to individualize instruction
and engage students.

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In order to promote student
outcomes, it is essential

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to analyze classroom and
individual student-level data

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so that schools and
teachers know how

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to effectively allocate time
and organize instruction.

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Teachers and data specialists
can analyze standardized test

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results in conjunction with
results of other periodic

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and day-to-day assessments.

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Trends in data may
point at subject areas

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that need a greater focus
or subgroups of students

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that need additional support.

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As in any other school
improvement effort,

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organizing instruction so
that it is individualized

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and engaging is a cycle that
includes assessing opportunities

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for improvement, implementing
intervention strategies,

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progress monitoring,

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and refining instructional
approaches.

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To learn more about
Organizing Instruction

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in Expanded Learning
Time Schools,

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please explore the
additional resources

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on the Doing What Works website.

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[Music]