Transition to 60 minutes lessons 2025
Summary:
- Introduction of 60-minute class periods.
- Meetings and updates for staff and parents.
- Curriculum review and adjustments.
- Detailed explanation and schedule examples.
- Emphasis on research-backed benefits and Catholic cultural integration.
After careful research and consideration, Damascus College is excited to announce a transition to 60-minute class periods starting in 2025.
Research Supporting 60-Minute Periods:
- Improved Academic Outcomes: Research indicates that longer class periods can lead to improved academic outcomes. For instance, studies have found that block scheduling, which often involves longer class periods, can improve grades and decrease failure rates. However, the impact can vary by subject and student demographics, with some studies showing no significant difference in overall academic performance (Pate et al., 2022; Holley & Park, 2017).
- Enhanced Teaching and Learning Experience: Longer periods provide teachers with the flexibility to use diverse instructional strategies, such as group work and project-based learning. This variety helps maintain student engagement and improves focus throughout the class (Education Advanced, Inc., 2022; AASA, 2022).
- Reduced Fragmentation and Increased Engagement: Extended periods reduce the number of transitions between classes, minimizing time lost and reducing disciplinary issues. This creates a more stable learning environment where students can settle into routines and engage more deeply with the material (AASA, 2022; Education Advanced, Inc., 2022).
- Flexible and Personalised Instruction:
Longer class periods enable teachers to offer more personalized attention and adapt their teaching methods to meet the diverse needs of students, resulting in better student-teacher relationships and improved outcomes (Education Advanced, Inc., 2022; AASA, 2022).
- Decreased Disciplinary Issues:
Evidence suggests that schools adopting block schedules, which include longer periods, report fewer disciplinary referrals and in-school suspensions (AASA, 2022).
Why Longer Class Periods?
This move is grounded in educational research showing the significant benefits of extended instructional time using the 5Es model: Engage, Explore, Explain, Elaborate, and Evaluate (Bybee et al., 2006). With 60-minute periods, teachers can effectively implement this best-practice approach by:
- Engaging students and activating their prior knowledge through real-world examples and thought-provoking prompts.
- Allowing ample time for students to explore concepts through questioning, discussions, and collaborative activities.
- Explicitly explaining core ideas using direct instructional strategies focused on gradual release (Fisher & Frey, 2013; Rupley et al., 2022).
- Providing extended opportunities for students to apply their understanding through projects, modelling, and higher-order thinking.
- Evaluating progress with more feedback and authentic assessments.
The gradual release model facilitated by longer periods has been repeatedly shown to improve student mastery, retention, and academic outcomes (Pearson & Gallagher, 1983; Rupley et al., 2022). The unrushed pace limits transitions, allowing teachers to build strong relationships and classroom routines that maximize engagement. The longer periods importantly maximize time by reducing transitions, building momentum, and allowing teachers to develop stronger relationships in a less fragmented schedule.
Enriching Our Catholic Cultural Experience
This transition creates space to seamlessly integrate our Catholic beliefs and cultural practices alongside academic lessons. Students will experience transformative faith formation through:
- Liturgies, prayer services, and Christian reflections.
- Extended community periods focused on Catholic social teachings.
- Respectful relationships and social-emotional learning from a Gospel perspective.
- Opportunities for immersive, unrushed lessons and enriching activities.
A Collaborative Approach
Throughout Term 3, staff across all learning areas will carefully review curricula and collaborate to maximise the 60-minute periods. This includes adjusting scope and sequences, identifying ideal single vs. double period allocations, and crafting diverse lesson plans featuring the 5Es instructional model and high-impact teaching strategies.
We value parent/guardian input during this process. As draft timetables are developed, we will share examples so families can envision the new structure. One potential model could look like:
Activity |
Start Time |
End Time |
Duration |
Transition Time |
TA |
9:00 AM |
9:05 AM |
5 mins |
2 mins |
1 |
9:07 AM |
10:07 AM |
60 mins |
2 mins |
2 |
10:09 AM |
11:09 AM |
60 mins |
- |
Recess |
11:09 AM |
11:29 AM |
20 mins |
4 mins |
3 |
11:33 AM |
12:33 PM |
60 mins |
2 mins |
4 |
12:35 PM |
1:35 PM |
60 mins |
- |
Lunch |
1:35 PM |
2:15 PM |
40 mins |
4 mins |
5 |
2:19 PM |
3:19 PM |
60 mins |
- |
This highlights the longer periods, staggered breaks, and ample time for focused, engaging instruction in each session.
We are enthusiastic about this opportunity to transform the academic and faith experience at Damascus College. By restructuring the schedule thoughtfully, we can craft powerful learning opportunities tailored to each student's needs. More details will be shared soon, including specific timetable models and an opportunity to ask questions. We appreciate your partnership as we implement this positive change.
References:
- Bybee, R. W., et al. (2006). The BSCS 5E Instructional Model.
- Fisher, D., & Frey, N. (2013). Better Learning Through Structured Teaching.
- Pearson, P. D., & Gallagher, M. C. (1983). The Gradual Release of Responsibility Model.
- Rupley, W. H., et al. (2022). Direct Instruction in Reading.
