Time Management

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Time Management

• CAMSTEP
• Fall 2005

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Student 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)
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If time spent with students has considerable
value , shouldnt you increase the amount of
time spent interacting with them?
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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.
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(No Transcript)
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How much can a teacher manage the use of time?

• Most successful 53 engaged
• Least successful 28 engaged
• 1 hour instruction _at_ 90 engagement
• 54 minutes instruction

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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!

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Available Time (6 hours 100)
Allocated Time (79)
Engaged Time (avg42, range25-58)
Academic Learning Time (avg17, range10-25)
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Available Time

• Number of days
• in school year
• Number of hours
• in school day

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Allocated Time

• Amount assigned for instruction in a content area

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Engaged Time

• Amount student spends actively engaged in
  learning tasks
• Does not include administrative tasks or
  inappropriate student behaviors

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Engaged time

• 50 engaged in instruction23 engaged in
  administration14 dealing with student
  behavior12 handling individual problems
  social amenities

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Academic Learning Time

• Time engaged on task with few errors where task
  is relevant to academic outcome

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Academic Learning Time
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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

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Pacing

• Curriculum pacing rate of progress through
  curriculum
• Lesson pacing pace at which teacher conducts
  individual lessons

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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. . . .

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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)

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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

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Transition Time

• Ways to reduce
• Reduce number of activities
• Caution! Omission of activities like guided
  practice may reduce learning outcomes

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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

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Transition Time

• Misbehavior common during lag
• Reduce lag by
• Advanced prep
• Use of routines
• Managed movement

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Instructional Momentum

• Pacing transition time management
• May have positive affective consequences for
  student and teacher

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Instructional Momentum