Self-timetabling

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I initiated self-timetabling in Term 3, 2008, in response to the research that suggests that choices enhance student engagement and enable them to take responsibility for their own learning. It was partly inspired by observations of a self-timetabling system used at Morrinsville Intermediate. On Monday morning the weekly planning was displayed showing times I needed to work with the whole class or to see groups for targeted instruction.

These could be set reading groups, or flexible groups needing to address a particular skill, and the members were displayed in ‘clouds’ beside the timetable. A list of ‘must do’ and ‘can do’ activities for the week was displayed, and the times I had booked a COW (Computers on Wheels).



Each student had a blank A5 timetable onto which they first filled in any class and group activities, wider school commitments, and then the times they intended to do the week’s activities. They sellotaped these onto their desks.



As the project was my personal learning plan for the second half of the year, I kept a journal of my observations, reflections and evaluations:

//10 August (Week 2)// //Implemented individual timetables in Week 2 – a messy week so it had a shaky start, but the kids got an introduction to it. Week 3 went well – most knew what was expected and we had some really positive sessions where they worked independently while I was able to work with targeted groups.// //On Thursday I asked for oral feedback. All but four students (A..., T..., M..., Z...) liked having the choice and believed they could get the ‘must dos’ completed independently. (D... and J... also need supervision.) Comments were: “It’s good because it doesn’t matter if you don’t finish something when you expected because you can do it at another time,” “It’s good having a choice because you may not feel like doing spelling at a particular time.”// //The four felt they needed to be told what to do and when in order to finish tasks. I will monitor them myself next week, then look at buddying them up and try to develop better self-management. Some others haven’t completed all the tasks – some have reasons, others will also be monitored next week.// //I had intended for the students to stick their used timetables into their journals, but this isn’t really practical after they have been sellotaped onto their desks for the week. Instead, in the meantime, I am keeping a notebook of groups and individuals I have worked with.// //I am looking for a system to ensure fair distribution of the laptops.// //15 August// //Kept tabs on those needing timetable management support, but large numbers of absences affected ability of many students to get the must dos finished and group instruction this week. I need to be taking more instructional groups, which should be manageable now that most students can work independently. It is important to keep Friday morning free to check on tasks completed and support those who haven’t completed them. Only a few students have had time to move on to the ‘can dos’. I expect disruptions with the swimming programme starting next week. Spelling testing will take the place of spelling activities.// //Will display timetable on data projector while students are planning. (Paper copy is too difficult to see)// //22August// //Some students still elect to be told what to do at times but all those listed above are more independent than they were.// //25 September// //Individual timetables are now very much a part of the routine and I can’t imagine a programme without it! Advantages: Don’t need ‘my whole class’ as much as other teachers do. Kids don’t miss out on things because it is their responsibility to fit them in. Most even take responsibility for this when they have been away. More of my teaching is with groups or individuals and is incidental, therefore relevant to what they are doing. It is very flexible so there is minimum disruption to learning when there are external interruptions. I can make maximum use of the COWs – they are put to good use in almost any time slot because there are always some students who need to use them, while others are working on other tasks.// //Concerns: Need to refine a system that ensures computer time is shared evenly. Have to monitor use of the computers. It is very tempting for kids to use them for unrelated activities and not always easy for me to tell, but kids are policing it quite well with each other. (It’s not always a bad thing for them to go off on tangents – I do it all the time!) Some kids do the ‘can dos’ before they have done all the ‘must dos’. This is all right for those who can time manage, but some don’t get the ‘must dos’ finished. I’m not sure if this is a serious problem as some of these students are the ones who would be doing nothing under the old timetable, but are at least doing something now.// //15 October// //Really enjoying the benefits alongside inquiry. This is an important time for monitoring and giving guidance with action questions and I am finding it easy to get around everyone and spend quality time with starting their inquiry on the right foot.// //Comment from M... when I had spent some time discussing her inquiry with her – “You know, no teachers have ever talked to me like this before.” I asked for clarification. She said, “Just talked like this, like sat down and talked.”// //Visited Hataiatai School with A..., M.... and P.....// //Workshop groups were better organised and far more structured, but for me, not enough time was set aside to work individually with students, i.e. teachers were organised to lead workshops pretty much all day.//
 * // Professional Learning Plan – Journal //**