Overcoming the Obstacle of the Lack of Planning Time
What can be done to overcome this obstacle? The first thing that should happen in this situation is to revise the school schedule. This includes not only the daily schedule, but the annual schedule, building in plenty of planning time.
Teachers should be collaborating with each other when planning projects. Preferably, they should be organized into interdisciplinary teams so that they can plan curriculum in which the various subject areas are connected.
If they are teaching collaboratively they will need two types of planning time on a daily basis:
I can already hear the howls! I can hear administrators saying, "There is no way we can provide teachers with that much time!" My reply to you is, "Yes, there is a way! You just have to be open to rethinking the schedule. You have to be creative!"
In the meantime, for teachers who have schedules that include minimal planning time, or even make it impossible to collaboratively plan with other teachers due to scheduling conflicts, there are some things you can do.
In terms of the annual schedule: As stated above, project-based learning is not something that can be planned "on the fly". It requires considerable time. There are ways to create an annual schedule which allows for sufficient planning time between projects. Teachers need at least two week free from teaching classes in order to collaborate, research, plan and design high quality projects.
Once a project is over, how are teachers expected to jump right into the next project unless it has been planned? If teachers have been completely immersed in one project, they cannot realistically be expected to also be simultaneously researching and planning the next project in their "spare time". The time must be created!
You could extend the school year and include two breaks in the year for students to be out of school so that teachers can focus on planning. That could present all kinds of difficulties for parents, especially those with younger children. You don't want to just hire an army of substitute teaches for two weeks. Not only is that expensive, but it costs in terms of the quality of experiences in the classroom.
There is a third option, and it is being implemented in some school districts with great success! This option involves participation and collaboration with the community. There are magnificent, untapped resources right in your community. This requires some planning and organization, to be sure, but the rewards are immeasurable!
Parents, business leaders, experts in every field, non-profit organizations, universities and community colleges all have people with expert knowledge in, and enthusiasm for, many areas of knowledge and skills. Many would be delighted to participate with you and to share their knowledge and skills with students. So, together, you can organize some excellent opportunities for two-week student programs taught by these community members.
Here is what some schools are doing: they create alternative educational experiences for their students during the two-week planning period for teachers. Some schools have teachers arrange and conduct two-week “field experiences” or “intensive themes” with a group of students.
Field experiences can include travel, from within the country to travel abroad. Not merely site-seeing, these trips are academic excursions designed to immerse students in new climates, cultures or environmental experiences. These are paid for by the student. They can be used for an elective credit to count toward graduation. Over time, a committee can be organized to secure grants for these excursions.
Intensive Themes are courses that allow a student to explore a single subject intensively and these take place at the school or in the local community. The possibilities are many. Some examples are:
Our suggestion is that the parents and local community be tapped for people with expertise in a wide range of fields to organize and run a two-week project at the school – as volunteers. Architects, engineers, horticulturists, authors, athletes, filmmakers, artists, chefs, scientists, musicians . . . there is an abundance of talent, willing to share I am sure, in and near your community!
Another resource for this expertise would be university professors or graduate students. Some may like to use the experience as the topic of a thesis or dissertation. And you don’t have to stay with local universities. Some graduate students from abroad may enjoy two weeks or so in your community.
Also, the teachers who normally teach special classes, instructional coaches and other campus-level administrators could supervise the project and the volunteers.
Not only do these “breaks” provide teachers the time needed to immerse themselves in final planning and preparation for the next PBL project, they also offer excellent experiences for students which are not available to them during the regular course of the school year. And, it gives experts and enthusiasts an opportunity to share their talents and passions with students.
It’s a win-win-win!
Teachers should be collaborating with each other when planning projects. Preferably, they should be organized into interdisciplinary teams so that they can plan curriculum in which the various subject areas are connected.
If they are teaching collaboratively they will need two types of planning time on a daily basis:
- Individual planning time - each teacher requires some time each day to reflect upon their contribution to the overall project. They need personal planning time.
- Collaborative planning time - teaching teams, or SLC teams, also must have time to plan together.
- Administrative Duties - teachers have many administrative duties, and these should not detract from thinking about and planning curriculum and instruction. This is a common problem. Either the administrative duties should be assigned to an assistant, or teachers must have additional time for these duties - separate from the individual and collaborative curriculum planning time.!
I can already hear the howls! I can hear administrators saying, "There is no way we can provide teachers with that much time!" My reply to you is, "Yes, there is a way! You just have to be open to rethinking the schedule. You have to be creative!"
In the meantime, for teachers who have schedules that include minimal planning time, or even make it impossible to collaboratively plan with other teachers due to scheduling conflicts, there are some things you can do.
- Create and propose a plan with a better schedule, presenting it to your principal, and then take it to the central office or even to the school board if necessary.
- In the meantime, to overcome the problem of conflicting schedules which prevent collaborative planning, you can set up a collaborative planning web site. At least, when you do have the time, you can read what the other teachers have posted and then respond. Planning can be done this way, although it is not ideal.
In terms of the annual schedule: As stated above, project-based learning is not something that can be planned "on the fly". It requires considerable time. There are ways to create an annual schedule which allows for sufficient planning time between projects. Teachers need at least two week free from teaching classes in order to collaborate, research, plan and design high quality projects.
Once a project is over, how are teachers expected to jump right into the next project unless it has been planned? If teachers have been completely immersed in one project, they cannot realistically be expected to also be simultaneously researching and planning the next project in their "spare time". The time must be created!
You could extend the school year and include two breaks in the year for students to be out of school so that teachers can focus on planning. That could present all kinds of difficulties for parents, especially those with younger children. You don't want to just hire an army of substitute teaches for two weeks. Not only is that expensive, but it costs in terms of the quality of experiences in the classroom.
There is a third option, and it is being implemented in some school districts with great success! This option involves participation and collaboration with the community. There are magnificent, untapped resources right in your community. This requires some planning and organization, to be sure, but the rewards are immeasurable!
Parents, business leaders, experts in every field, non-profit organizations, universities and community colleges all have people with expert knowledge in, and enthusiasm for, many areas of knowledge and skills. Many would be delighted to participate with you and to share their knowledge and skills with students. So, together, you can organize some excellent opportunities for two-week student programs taught by these community members.
Here is what some schools are doing: they create alternative educational experiences for their students during the two-week planning period for teachers. Some schools have teachers arrange and conduct two-week “field experiences” or “intensive themes” with a group of students.
Field experiences can include travel, from within the country to travel abroad. Not merely site-seeing, these trips are academic excursions designed to immerse students in new climates, cultures or environmental experiences. These are paid for by the student. They can be used for an elective credit to count toward graduation. Over time, a committee can be organized to secure grants for these excursions.
Intensive Themes are courses that allow a student to explore a single subject intensively and these take place at the school or in the local community. The possibilities are many. Some examples are:
- Video game design
- Music production
- Art projects - painting, sculpting, etc.
- Film production
- Amateur Radio
- Photography
- Culinary Arts projects
- Gardening projects
- Science projects
- Play or Musical Production
- Author’s Club – just writing what you love!
- Physical Fitness and Health
- Coding Club
- Environmental Studies projects
- Dance – ballet, jazz, folk
- Speech or Debate
Our suggestion is that the parents and local community be tapped for people with expertise in a wide range of fields to organize and run a two-week project at the school – as volunteers. Architects, engineers, horticulturists, authors, athletes, filmmakers, artists, chefs, scientists, musicians . . . there is an abundance of talent, willing to share I am sure, in and near your community!
Another resource for this expertise would be university professors or graduate students. Some may like to use the experience as the topic of a thesis or dissertation. And you don’t have to stay with local universities. Some graduate students from abroad may enjoy two weeks or so in your community.
Also, the teachers who normally teach special classes, instructional coaches and other campus-level administrators could supervise the project and the volunteers.
Not only do these “breaks” provide teachers the time needed to immerse themselves in final planning and preparation for the next PBL project, they also offer excellent experiences for students which are not available to them during the regular course of the school year. And, it gives experts and enthusiasts an opportunity to share their talents and passions with students.
It’s a win-win-win!
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Are you ready to re-imagine and totally transform your campus or district into one that is truly 21st century, but you aren't sure how?
21st Century Schools is ready and willing to support you in that mission! Contact Anne Shaw, Director at 21st Century Schools, to find out how we can help you!
In the meantime, please see our Products and Services!
Are you ready to re-imagine and totally transform your campus or district into one that is truly 21st century, but you aren't sure how?
21st Century Schools is ready and willing to support you in that mission! Contact Anne Shaw, Director at 21st Century Schools, to find out how we can help you!
In the meantime, please see our Products and Services!