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 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 Number of days in school year Number of hours 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 Amount student spends actively engaged in learning tasks Does not include administrative tasks or inappropriate student behaviors Does not include administrative tasks or inappropriate student behaviors

Engaged time 50% engaged in instruction 23% engaged in administration 14% dealing with student behavior 12% 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

Pacing Curriculum pacing – rate of progress through curriculum Curriculum pacing – rate of progress through curriculum Lesson pacing – pace at which teacher conducts individual lessons 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) (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 Tend to try and catch up late in the course Provide too much material without practice to consolidate and review content Provide too much material without practice to consolidate and review content

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

Transition Time For quick, smooth transitions For quick, smooth transitions Have materials ready & demonstrate confidence in closing one activity & beginning next Have materials ready & demonstrate confidence in closing one activity & beginning next Exercise vigilance during transition period Exercise vigilance during transition period Students must enter activity with interest and expectation of success Students must enter activity with interest and expectation of success

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

Instructional Momentum Pacing + transition time management Pacing + transition time management May have positive affective consequences for student and teacher May have positive affective consequences for student and teacher

Instructional Momentum Curriculum Pacing Lesson Pacing Transition Management contributes to Instructional momentum which Reduces student misbehavior Increases: Student interest Student achievement and