Time Management CAMSTEP Fall 2005. “[S]tudent achievement is maximized when teachers allocate most...
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Transcript of Time Management CAMSTEP Fall 2005. “[S]tudent achievement is maximized when teachers allocate most...
““[S]tudent achievement is [S]tudent achievement is maximized when teachers maximized when teachers
allocate most classroom time allocate most classroom time to activities designed to to activities designed to
promote student promote student achievement and use achievement and use
managerial and instructional managerial and instructional strategies that support such strategies that support such
achievement.”achievement.”
(Brophy, 1986)(Brophy, 1986)
If time spent with If time spent with students has students has considerable value , considerable value , shouldn’t you shouldn’t you increase the amount increase the amount of time spent of time spent interacting with interacting with them?them?
Research shows Research shows students achieve more students achieve more in classes where most in classes where most of their time is spent of their time is spent being taught being taught or being supervised by or being supervised by their teacher rather their teacher rather than working alone than working alone or not at all.or not at all.
How much can a teacher How much can a teacher manage the use of time? manage the use of time?
Most successful = 53% engagedMost successful = 53% engaged
Least successful = 28% engagedLeast successful = 28% engaged
1 hour instruction @ 90% 1 hour instruction @ 90% engagement engagement
= 54 minutes instruction= 54 minutes instruction
One Hour of Instruction One Hour of Instruction
90% engagement = 54 minutes of 90% engagement = 54 minutes of instructioninstruction
50% engagement = 30 minutes of 50% engagement = 30 minutes of instructioninstruction
In one week, the difference is In one week, the difference is
two hourstwo hours of engagement! of engagement!
Available Time (6 hours = 100%)
Allocated Time (79%)
Engaged Time (avg=42%, range=25-58%)
Academic Learning Time (avg=17%, range=10-25%)
Available TimeAvailable Time
Number of days Number of days
in school yearin school yearNumber of hours Number of hours
in school dayin school day
Allocated TimeAllocated Time
Amount assigned for Amount assigned for instruction in a instruction in a content areacontent area
Engaged TimeEngaged Time
Amount student spends Amount student spends actively engaged in actively engaged in learning taskslearning tasks
Does not include Does not include administrative tasks or administrative tasks or inappropriate student inappropriate student behaviorsbehaviors
Engaged timeEngaged time
50% engaged in instruction50% engaged in instruction23% engaged in administration23% engaged in administration14% dealing with student 14% dealing with student behaviorbehavior12% handling individual 12% handling individual problems & social problems & social amenitiesamenities
Academic Learning TimeAcademic Learning Time
Time engaged on task Time engaged on task with few errors where with few errors where task is relevant to task is relevant to academic outcomeacademic outcome
Academic Learning TimeAcademic Learning Time50 minutes reading 50 minutes reading
instruction per dayinstruction per dayStudent pays Student pays
attention 1/3 of the attention 1/3 of the timetime
Student has high Student has high level of success ¼ level of success ¼ of the timeof the time
RESULT: 4 minutes RESULT: 4 minutes engaged reading at engaged reading at high level of high level of successsuccess
100 minutes reading 100 minutes reading instruction per dayinstruction per day
Student pays Student pays attention 85% of the attention 85% of the timetime
Student has high level Student has high level of success 2/3 of of success 2/3 of the timethe time
RESULT: 52 minutes RESULT: 52 minutes engaged reading at engaged reading at high level of high level of successsuccess
PacingPacing Curriculum pacing – rate Curriculum pacing – rate
of progress through of progress through curriculumcurriculum
Lesson pacing – pace at Lesson pacing – pace at which teacher conducts which teacher conducts individual lessonsindividual lessons
Research showsResearch shows
““Most students, including low-Most students, including low-achieving students, learn more achieving students, learn more when their lessons are when their lessons are conducted at a brisk pace, conducted at a brisk pace, because a reasonably fast because a reasonably fast pace serves to stimulate pace serves to stimulate attentiveness and participation, attentiveness and participation, and because more content gets and because more content gets covered by students. . . .”covered by students. . . .”
Research ShowsResearch Shows
““. . . This assumes, of course, . . . This assumes, of course, that the lesson is at a level of that the lesson is at a level of difficulty that permits a high difficulty that permits a high rate of student success; rate of student success; material that is too difficult or material that is too difficult or presented poorly cannot be presented poorly cannot be learned at any instructional learned at any instructional pace.” pace.”
(Wyne, et al, 1986)(Wyne, et al, 1986)
PacingPacingTeachers who are less Teachers who are less
effective cover 37% less effective cover 37% less when measured on a daily when measured on a daily raterate Tend to try and catch up late in Tend to try and catch up late in
the coursethe course Provide too much material without Provide too much material without
practice to consolidate and review practice to consolidate and review contentcontent
Transition TimeTransition Time
Ways to reduceWays to reduceReduce number of Reduce number of
activitiesactivitiesCaution! Omission of Caution! Omission of activities like guided activities like guided practice may reduce practice may reduce learning outcomeslearning outcomes
Transition TimeTransition Time For quick, smooth transitionsFor quick, smooth transitions
Have materials ready & Have materials ready & demonstrate confidence in demonstrate confidence in closing one activity & beginning closing one activity & beginning nextnext
Exercise vigilance during Exercise vigilance during transition periodtransition period
Students must enter activity with Students must enter activity with interest and expectation of interest and expectation of successsuccess
Transition TimeTransition Time
Misbehavior common Misbehavior common during lagduring lag
Reduce lag byReduce lag byAdvanced prepAdvanced prepUse of routinesUse of routinesManaged movementManaged movement
Instructional MomentumInstructional Momentum
Pacing + transition time Pacing + transition time managementmanagement
May have positive May have positive affective consequences affective consequences for student and teacherfor student and teacher