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Post by sleeplessinnpvl on Apr 21, 2008 18:42:15 GMT -5
That is true in 6th grade. For some reason my 7th grader is in the music program and she still has Connections.
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Post by momto4 on Apr 21, 2008 19:08:01 GMT -5
That is true in 6th grade. For some reason my 7th grader is in the music program and she still has Connections. All 7th and 8th graders have Connections, 6th graders only if they aren't in music. My 10th grader reports she misses the shorter class times they had in MS and for her it was plenty of time. I think she'd be glad to have the same in HS.
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Post by sleeplessinnpvl on Apr 21, 2008 19:08:21 GMT -5
I bet a good place to find out about this might be the IPPC luncheon scheduled for Monday the 28th. Maybe our legislators can answer some of our questions.
ETA: I heard NCLB may be on the list of topics.
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Post by justvote on Apr 22, 2008 11:57:27 GMT -5
I thought connections was the filler class for the children who didn't take band, chorus or orchestra. I agree that 39 minutes for math, english and science seemed tight to me. Just about enough time to introduce a new idea and start to get comfortable with it when it's time to change classes. However, I don't know that 7 minutes would be that much of a difference each day. Are HS periods really just 46 minutes? I'm sure to the students it feels like an eternity! I thought they were looking to add about 15 additional minutes to the core classes bringing them up to 54 minutes per day.
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Post by arc on Apr 23, 2008 9:22:26 GMT -5
Five minutes for recordkeeping/class opening Five minutes for an anticipatory set, beginning the building blocks of the lesson Five minutes for closing, homework etc. Leaves 24 minutes to present the guts of the lesson. Glad to hear the district is going to try to expand this time. 24 minutes is not enough.
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Post by arc on Apr 23, 2008 9:26:56 GMT -5
I do not have a middle schooler, so bear with me if I'm inaccurate, but as a teacher, I will say that the concept of this "connections" that you're talking about sounds like a really beneficial thing for middle schoolers. While not an "academic" time, a wonderful team building time, a time to connect with teachers and other students, thus enriching the social needs of these kids during one of the most transitional times in their lives. Seems to be a worthy program, but don't know how long this period in their day is. Usually about 10-15 minutes for this type of program is sufficient.
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Post by gatormom on Apr 23, 2008 9:39:39 GMT -5
I do not have a middle schooler, so bear with me if I'm inaccurate, but as a teacher, I will say that the concept of this "connections" that you're talking about sounds like a really beneficial thing for middle schoolers. While not an "academic" time, a wonderful team building time, a time to connect with teachers and other students, thus enriching the social needs of these kids during one of the most transitional times in their lives. Seems to be a worthy program, but don't know how long this period in their day is. Usually about 10-15 minutes for this type of program is sufficient. Connections is a full period. The year, IMO, when it is needed most (6th grade) band/chorus/orchestra students only participate part of the week. B/C/O for 6th grade is during connections. This year in 7th grade, my daughter's team has been divided into three groups; a study skills group, reading skills group, and a regular connections (I don't know what that is). My daughter is in the reading skills group as a peer tutor. Not fond of it. This is my second go-round with connections, first time was with PA. Would rather see the core classes longer.
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Post by arc on Apr 23, 2008 9:44:32 GMT -5
I do not have a middle schooler, so bear with me if I'm inaccurate, but as a teacher, I will say that the concept of this "connections" that you're talking about sounds like a really beneficial thing for middle schoolers. While not an "academic" time, a wonderful team building time, a time to connect with teachers and other students, thus enriching the social needs of these kids during one of the most transitional times in their lives. Seems to be a worthy program, but don't know how long this period in their day is. Usually about 10-15 minutes for this type of program is sufficient. Connections is a full period. The year, IMO, when it is needed most (6th grade) band/chorus/orchestra students only participate part of the week. B/C/O for 6th grade is during connections. This year in 7th grade, my daughter's team has been divided into three groups; a study skills group, reading skills group, and a regular connections (I don't know what that is). My daughter is in the reading skills group as a peer tutor. Not fond of it. This is my second go-round with connections, first time was with PA. Would rather see the core classes longer. Yes, a full period of it would be too long. Should be like a homeroom type thing--ten minutes after lunch or at beginning/end of day. Core classes definately need to be longer, especially as the kids get into algebra, etc. Tough concepts there, lots of modeling needed. Also with writing, more time for teacher to model needed.
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Post by arc on Apr 23, 2008 9:46:09 GMT -5
Curious to know what model 204 used when they came up with a full period. That's one thing 204 is really good at doing; staying current with trends and using other schools as models. Our own preschool is used as a model all over this country.
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Post by momto4 on Apr 23, 2008 10:04:42 GMT -5
Connections is a full period. The year, IMO, when it is needed most (6th grade) band/chorus/orchestra students only participate part of the week. B/C/O for 6th grade is during connections. This year in 7th grade, my daughter's team has been divided into three groups; a study skills group, reading skills group, and a regular connections (I don't know what that is). My daughter is in the reading skills group as a peer tutor. Not fond of it. This is my second go-round with connections, first time was with PA. Would rather see the core classes longer. Yes, a full period of it would be too long. Should be like a homeroom type thing--ten minutes after lunch or at beginning/end of day. Core classes definately need to be longer, especially as the kids get into algebra, etc. Tough concepts there, lots of modeling needed. Also with writing, more time for teacher to model needed. This is similar to what they have now at the HS as advisory which I hear is going away next year. This 15 minutes regained (plus passing period) really can't add much class time though so I'm not sure what's up with that. My kids like advisory not for the reasons it's intended but for a short time to socialize, catch up on homework, or study. They also see value in Connections as their PA teachers tended to use that as overflow time for whichever core class needed the extra time. Distributing the time among the other class periods will not have the same impact.
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Post by momto4 on Apr 23, 2008 10:09:15 GMT -5
Five minutes for recordkeeping/class opening Five minutes for an anticipatory set, beginning the building blocks of the lesson Five minutes for closing, homework etc. Leaves 24 minutes to present the guts of the lesson. Glad to hear the district is going to try to expand this time. 24 minutes is not enough. I wonder what the impact of class length is for student learning. There are some districts locally that have block scheduling so have very long classes and each class doesn't meet every day of the week as ours do. However, I know that although I was always a good student I had a hard time sitting through classes that were longer than the norm (for example, in college we had 50 minute classes but I had some classes that were 2 hours and I remember just counting down the minutes until I could leave). My kids are good students and all say the classes in HS and MS are plenty long as they are and they wouldn't like to spend any more time in them. That even though teachers sometimes say they are behind in the year's plans, that a few more minutes each day wouldn't likely make a difference. The teachers may have something different to say. I would like to see them take the time to go over tests so that students can see what they got wrong and learn from that. I doubt that a slightly longer class period would allow for that anyway.
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Post by title1parent on Apr 23, 2008 10:26:45 GMT -5
I wonder what the impact of class length is for student learning. There are some districts locally that have block scheduling so have very long classes and each class doesn't meet every day of the week as ours do. However, I know that although I was always a good student I had a hard time sitting through classes that were longer than the norm (for example, in college we had 50 minute classes but I had some classes that were 2 hours and I remember just counting down the minutes until I could leave). My kids are good students and all say the classes in HS and MS are plenty long as they are and they wouldn't like to spend any more time in them. That even though teachers sometimes say they are behind in the year's plans, that a few more minutes each day wouldn't likely make a difference. The teachers may have something different to say. I would like to see them take the time to go over tests so that students can see what they got wrong and learn from that. I doubt that a slightly longer class period would allow for that anyway. Yorkville was switching over to block scheduling when I was leaving. Some benefits to longer classes, as in Science, for labs. But some other subjects could be hard to keep students attention. We were looking at 90minute blocks IIRC. Also worried about the continuation of material...transition wise, because you skipped a day in between, like in college. I think Oswego has block scheduling too. We originally had a 18 period day in Yorkville. The periods were 20ish minutes in length. Some kids, depending on what they took would have 2 period classes or 3 period classes. Three period classes were usually some type of lab class and would meet every other day.
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Post by momto4 on Apr 23, 2008 10:31:06 GMT -5
We originally had a 18 period day in Yorkville. The periods were 20ish minutes in length. Some kids, depending on what they took would have 2 period classes or 3 period classes. Three period classes were usually some type of lab class and would meet every other day. This seems like a really cool idea but potentially a scheduling nightmare.
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Post by arc on Apr 23, 2008 11:01:47 GMT -5
Taught block scheduling. Hated it. Waaaaayyyyyyyy too long for keeping students' attention, was a nightmare for kids who missed a day of class (since it was essentially two class periods), was a nightmare for tardy students, etc. We BEGGED our administrators to go back to 50 minute class periods. Perfect amount of time for 9th graders.
The science teachers did love the block scheduling, though. Business labs too. Everyone else....not so much! Kids included!
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Post by arc on Apr 23, 2008 20:52:38 GMT -5
I just wanted to say how enjoyable this discussion was with all of you today. I really enjoyed talking about something other than the site, the safety, NSFOC, etc.!!!! Thanks ...which is not to say that the above mentioned are not important.....just refreshing to talk about something else!!!!!
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