Time Management CAMSTEP Fall 2005
“[S]tudent achievement is maximized when teachers allocate most classroom time to activities designed to promote student achievement and use managerial and instructional strategies that support such achievement.”(Brophy, 1986)
If time spent with students has considerable value , shouldn’t you increase the amount of time spent interacting with them?
Research shows students achieve more in classes where most of their time is spent being taught or being supervised by their teacher rather than working alone or not at all.
Students engaged in relevant tasks Academic achievement
How much can a teacher manage the use of time? Most successful = 53% engaged Least successful = 28% engaged 1 hour instruction @ 90% engagement = 54 minutes instruction
One Hour of Instruction 90% engagement = 54 minutes of instruction 50% engagement = 30 minutes of instruction In one week, the difference is two hours 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 Time • Number of days in school year • Number of hours in school day
Allocated Time Amount assigned for instruction in a content area
Engaged Time • Amount student spends actively engaged in learning tasks • Does not include administrative tasks or inappropriate student behaviors
Engaged time 50% engaged in instruction23% engaged in administration14% dealing with student behavior12% handling individual problems & social amenities
Academic Learning Time Time engaged on task with few errors where task is relevant to academic outcome
Students engaged unsucessfully Academic achievement Academic Learning Time
50 minutes reading instruction per day Student pays attention 1/3 of the time Student has high level of success ¼ of the time RESULT: 4 minutes engaged reading at high level of success 100 minutes reading instruction per day Student pays attention 85% of the time Student has high level of success 2/3 of the time RESULT: 52 minutes engaged reading at high level of success Academic Learning Time
Pacing • Curriculum pacing – rate of progress through curriculum • Lesson pacing – pace at which teacher conducts individual lessons
Research shows “Most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because a reasonably fast pace serves to stimulate attentiveness and participation, and because more content gets covered by students. . . .”
Research Shows “. . . This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace.” (Wyne, et al, 1986)
Pacing Teachers who are less effective cover 37% less when measured on a daily rate • Tend to try and catch up late in the course • Provide too much material without practice to consolidate and review content
Transition Time • Ways to reduce • Reduce number of activities • Caution! Omission of activities like guided practice may reduce learning outcomes
Transition Time • For quick, smooth transitions • Have materials ready & demonstrate confidence in closing one activity & beginning next • Exercise vigilance during transition period • Students must enter activity with interest and expectation of success
Transition Time • Misbehavior common during lag • Reduce lag by • Advanced prep • Use of routines • Managed movement
Instructional Momentum • Pacing + transition time management • May have positive affective consequences for student and teacher
Curriculum Pacing contributes to Instructional momentum which Lesson Pacing Transition Management Reduces student misbehavior and • Increases: • Student interest • Student achievement Instructional Momentum
