I just learned there is a National Convening of Time and Learning to be held in Boston on December 4th and 5th. The Mass Extended learning Time reform will be highlighted as well. I plan to try to attend one day. I am feeling a little more confident that the initiative will still be in place next year. i was a bit worried because of the flailing economy and the high cost of the initiative that there may not be any new schools implementing next year.
I contacted my major prof and am trying to schedule a meeting before class next week to put together a plan for moving forward. I have also been working on my newest draft (in between diaper changes and the such).
Oh, and if anyone is interested in seeing pics of baby Nicholas, please check out these links
http://www.facebook.com/album.php?aid=2004773&l=5ea7d&id=1560441038
Tuesday, November 18, 2008
Definitions for Time
While putting together my first proposal draft, I struggled to organize the various studies of time and learning into sections of the proposal. When trying to synthesize the material, I was faced with an illustrious concept. We all know what time is. Or, at least we know we don't have enough of it-whatever it may be.
Studies involving time and learning often fail to define time. And, on the off chance it is actually defined, the definition is different from study to study. I have attempted to organize the studies in three broad groups: allocated time, engaged time, and academic learning time.
Allocated Time
The group of studies categorized under allocated time are those studies which examine simply the impact of the amount of instructional time allotted. For example, this group of studies looks at adding or subtracting time to the school day or school year and block sheduling. Studies I have gouped in this genre are usually large quantative studies.
Engaged Time
Engaged time is a subset of allocated time. It is the portion of the allocated time where students are engaged in learning activities. Some refer to engaged time as time on task. This group of studies includes efficieny studies which examine how the allocated time is being used. Studies I have grouped in this genre are either large quantative studies or smaller studies using quantattive measueres.
Academic Learning Time (ALT)
Academic Learning Time is a very small subset of engaged time; it examines only those minutes where students are successfully learning. Some refer to ALT as time on target. ALT is the combination of content overlap, student engagement and student success. There is little research in this area. However, the reseach available are small, qualative case studies which examine what happens when students are actually successfully engaged and leaning the academic content.
Studies involving time and learning often fail to define time. And, on the off chance it is actually defined, the definition is different from study to study. I have attempted to organize the studies in three broad groups: allocated time, engaged time, and academic learning time.
Allocated Time
The group of studies categorized under allocated time are those studies which examine simply the impact of the amount of instructional time allotted. For example, this group of studies looks at adding or subtracting time to the school day or school year and block sheduling. Studies I have gouped in this genre are usually large quantative studies.
Engaged Time
Engaged time is a subset of allocated time. It is the portion of the allocated time where students are engaged in learning activities. Some refer to engaged time as time on task. This group of studies includes efficieny studies which examine how the allocated time is being used. Studies I have grouped in this genre are either large quantative studies or smaller studies using quantattive measueres.
Academic Learning Time (ALT)
Academic Learning Time is a very small subset of engaged time; it examines only those minutes where students are successfully learning. Some refer to ALT as time on target. ALT is the combination of content overlap, student engagement and student success. There is little research in this area. However, the reseach available are small, qualative case studies which examine what happens when students are actually successfully engaged and leaning the academic content.
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