A Unique Timetable for La Salle

In September, 2001, La Salle Secondary School implemented a new timetable structure based on 60 minute periods of instruction. This timetable is not new. It is currently being used in various forms by at least seven schools around Ontario. Its most significant benefit is in providing students with scheduled time to engage in the third phase of the learning process.

Improvement of Student Learning, instruction, study skills, and better use of school time for school work

Any innovation within a school must demonstrate its value through the improvement of student learning. There are distinct phases in the learning process.

•At first, students must be prepared or warmed up to acquire new learning. This is sometimes referred to as "setting the stage" (Jones, 1997, Hunter 1994, Jensen 1998). This phase of the instructional process includes such aspects as: raising the level of concern, creating an anticipatory set, providing background or review and sharing the goals and purpose of the lesson.
•The second phase of learning involves input. Explanations, demonstrations and structured practice are included during this phase. If the learning process ends at this point, then the natural consequence will be forgetting.
•For students to complete the learning process there must be time to consolidate the new learning (Jones, 1997, Hunter 1994, Jensen 1998). This should include opportunities for reflection, independent and distributed practice.

The five period day utilizes a multi -subject instructional period or MSIP. A properly structured MSIP provides students with an opportunity for regular and daily consolidation of learning. In addition to improving student learning, the MSIP provides a supervised environment in which to develop and improve study skills, time management, and responsibility.

Students with special needs may use the MSIP period to access learning resource services without missing instructional episodes. Students are provided with a block of time in which to respond to particular learning challenges. If, for example, a particular concept was causing concern in mathematics, the student could allocate additional time and effort during that day's MSIP. Students could use the MSIP period to access different resources or teachers for particular projects or learning activities, i.e.; an OAC physics student could access a technical shop to complete part of an independent study project.

Other benefits to students as a result of this Unique Timetable

We believe the five period day timetable will help us with the following:

•improve student learning, study skills, use of school time for school work
•reduce interruptions to teaching time
•reduce timetable conflicts
• increase the effectiveness and efficiency of facility use
• maintain staffing levels, program costs, and transportation times

• comply with Ministry requirements for instructional time
• have a built in structure for TAP (teachers and students in a classroom

where marking and judgement is not part of the relationship. Teachers role

is advice and support to student learning)

Characteristics of the five period day:

•Five periods in the school day plus a lunch period.
•Each period is 60 minutes in length.
•Students take up to 4 credits plus a compulsory Multi Subject Instructional Period or "MSIP". MSIP's are structured to facilitate consolidation, remediation, and extensions of students' learning.
•Three periods scheduled before lunch, two periods after lunch.
•Teachers teach three classes plus complete an MSIP coverage each day or they teach four classes depending on the semester and possible changes to workload legislation.
•Flexible arrangements are made for the movement of students in MSIPs to access specialized resources, improve skills in specific subject areas, or to make up for lost time due to an absence.
•The MSIP period may be used for implementing a Teacher Advisory Program.
•Guidance appointments and other interruptions can be scheduled in MSIPs to minimize disruptions to teacher-led instruction or activities.
•Attendance in MSIPs is monitored to fulfill the requirements for instructional time by the school, school board, and Ministry of Education.

The application of Multi-Subject Instructional Periods to enhance student learning:

The Multi-Subject Instructional period may be used to meet the following instructional goals for a particular subject:

•To give practice needed to develop fluency (automaticity) in a particular skill so that new learning or extensions can take place.
•To extend or enrich learning beyond that which was taught and accomplished in class (writing questions about a subject, creating a product; poem, diagram, story; researching a related interest, reading another novel by the same author).
•To access resources not available in the classroom (computer resources, video editing equipment, library, shop, laboratory).
•To save instructional time in the classroom (finishing a project that the student knows how to do, word processing a final draft of writing, gathering a survey response, collating and graphing lab results).
•Creating time for distributed practice to enhance retention.
•Library orientation, research skills training, study skills workshops, literacy tutoring and special reading programs run during MSIP to enhance the curriculum and enrich student learning.

MSIP teachers have daily contact with their students, a view of their progress in all subjects, a regular time period for mentoring, advising, and monitoring student achievement and welfare. The MSIP teacher could contribute to the overall success of students by:

•Instructing: time-management, organization, goal setting, planning, review, and study skills.

•Monitoring student attendance, academic achievement, and learning plans.
•Accessing school-based supports for students experiencing difficulties.

The ability of the Multi-Subject Instructional Period to enhance student learning is dependent upon the subject teacher assigning activities that are perceived by the student as being relevant and appropriate in meeting the goals and expectations for the course. The student is responsible for taking advantage of the opportunity to access our facility and extra help as needed. The MSIP teacher can validate the MSIP experience for the student by demonstrating concern, monitoring progress, providing feedback, and communicating with parents.

As a result of secondary school reform in Ontario there have been many changes.

•Changes to curriculum indicating greater resource - based units.
•In increased need for students access to computers to complete curriculum expectations.
•New generalized requirements by the Ministry of Education requiring more flexibility in timetabling.

La Salle is working hard to meet the challenges directly by restructuring the school day to incorporate these changes to help our students be more successful. We will continue to review this timetable and monitor student progress to continually improve the learning environment.