Group 6 - Student Engaged and Interactive Instructional Time

I'm sure all of you would agree that lesson time is precious thus the need to maximise every second.

Think about the issues below.

Do we do them?

Why not?

Do we even try?

Find out if anyone else has tried but the outcome is different from yours.

Key in the points of your group discussion here, between the two horizontal lines.

c) Maximise Engaged and Academic Learning Time

• Is there variety of engagement for different style of learners?

• Yes, some tasks demand students to assume different roles. Students would engage in a variety of tasks i.e. written, communicative, presentation, drawing, act etc.

• Is there ‘quiet’ individual time for students?

• Yes, students are given enough wait time to absorb, synthesize the questions. (for e.g. think-pair-share)

• Do the students get to be the teacher?

• Yes, when they engage in collaborative activities such as leading group discussions, asking questions, expert group activity, stay-and-stray activity, gallery-walk, presentations, sharing experiences and reflections. Or perhaps informal interaction with peers where they will pose their questions to their peers.

• Is there sufficient ‘walk about’ time by teacher to monitor individuals?

• Yes, there is. Teacher walks around the groups to monitor individuals' progress and at the same time answer students' queries. On the other hand, teacher might be more occupied with the 'weaker' students and not have sufficient time to observe the other groups.

• Can all the students (weakest to strongest) be engaged for the same duration?

• Yes, because there is a basic scaffolding to engage all students. Higher order students might ask higher level questions and can challenge themselves with 'bonus' questions. On the other hand, more able students would be able to come up with better engagement whereas the less able will dwell on the mediocrity.

• Do we have a good idea if all or most students are meaningfully engaged in the lesson? (Do students say ‘wah, lesson so fast over? Double period some more’ or ‘huh, only 10 minutes have passed…’)

• The questions they asked would indicate the level of their answers. If they are very quiet means they are disengaged whereas those who are discussing fervently would mean that they are meaningfully engaged.

• Do we protect instructional time? Of other teachers as well?

• We try our best! Especially when the next teacher is peering into the class. HAHAHA!

Task 2

- discuss on the issues assigned to your group

- after which, your group may choose to discuss on the other issues

a) Minimising Non-instructional (Administrative) Time and Developing Efficient Management Systems

Housekeeping matters (attendance, forms, announcements)

• What are the routines and procedures in your class?

• Are students given responsibilities to do some of these management tasks?

• Is there a reward system for efficiency?

• Are learning (kept in school) materials conveniently stored and easily available to students?

• Is time allocated for transitions? Do you stop at the chime or the bell?

• How do you manage discipline issues while teaching?

b) Pacing and Rhythm During Instructional Time

• Do students know what is going to happen next during the lesson?

• Should the activities in the opening and closing minutes meaningful or administrative?

• Should most of your lesson structures similar?

• Is the time given for tasks appropriate?

• Is there sufficient time for students to process and make meaning? What are some example of such activities? How do we structure the lesson to accommodate this time?

• Is wait time conscientiously practised?

• Is there sufficient time for different stages of learning? (processing, making meaning, clarification, reinforcement, mental break)

• Principles of Learning (Cognitive, Attention and Engagement, Motivational, Technical)

c) Maximise Engaged and Academic Learning Time

• Is there variety of engagement for different style of learners?

• Is there ‘quiet’ individual time for students?

• Do the students get to be the teacher?

• Is there sufficient ‘walk about’ time by teacher to monitor individuals?

• Can all the students (weakest to strongest) be engaged for the same duration?

• Do we have a good idea if all or most students are meaningfully engaged in the lesson? (Do students say ‘wah, lesson so fast over? Double period some more’ or ‘huh, only 10 minutes have passed…’)

• Do we protect instructional time? Of other teachers as well?

d) School level (for KPs)

• Besides guidelines from HQ, what are other considerations when allocating the duration for each subject?

• Was there consideration to protect instructional time when the duration of each period is reduced?

• What are some support that the school can provide to reduce non-instructional time and making housekeeping matter more efficient?

• Are the supports monitored and reviewed? or just assumed to be in place and working?

e) Feel free to add in more issues that are not listed but worth discussing :)