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Plan for active engagement during the opening and closing minutes of the class During opening minutes activate knowledge for an upcoming lesson, recall or practice something previously taught, or record objectives for the class in their notes and during closing minutes by summarizing and reflecting on what they have learned in class that day, answering […]

Start and end lessons on time with meaningful activities The opening and closing minutes of lessons are the moments that are most naturally remembered. (Principle of Learning: Sequence) Place Your Order Here!

Manage Pacing and Rhythm During Instructional Time Give notice before transitions Provide students with advance notice when they have been cognitively or physically engaged in a task or activity so they have time to shift gears. (Momentum) Place Your Order Here!

WAYS TO REALIZE TIME RELATED GOALS IN THE CLASSROOM Clearly there is a lot to consider when it comes to this area of performance. At various points throughout this chapter, we have mentioned ways in which time issues are intertwined with other areas of performance in teaching. Tables 8.2, 8.3, and 8.4 summarize areas of

SUPPORTING STUDENTS WITH ADD/ADHD Another area of exploration regarding time and pacing has to do with students who are diagnosed with attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD). Educators and medical professionals have ex- pressed serious concern over the rapidly increasing percentage of students di- agnosed with and medicated for ADHD. Data

This is another instance of interruption by brief seatwork periods: [The teacher] says that they will be talking about addition of decimals. He says that this is not really much different than adding whole num- bers. The teacher has Johnny write the first problem out for him. He says to him, “Tell me what to

Teacher F and the productive classroom The comparatively high achievement gain of Teacher F’s lower-performing class recommends it for closer examination. Teacher F allocated considerably more time for checking and discussion of work (13.7 minutes) and the presen- tation of material—lecture or introduction to seatwork (14.4 minutes)—and considerably less time for the final seatwork activity

PACING AND RHYTHM Matching has been an important theme with each area of performance. We have advanced the notion that an area of performance contains a repertoire and that skillfulness comes in matching choices from it to individuals, groups, and curricula. So it is with pacing and scheduling. The same pace will not work equally

What kind of success are they having? At the beginning of this chapter, we suggested that collecting concrete data about how time is spent in the classroom is likely to yield some interesting and useful insights, as well as surprises. All of which can serve as a produc- tive foundation for creative problem-solving around getting

How much is interactive instructional time versus independent work? At the beginning of this chapter, we suggested that collecting concrete data about how time is spent in the classroom is likely to yield some interesting and useful insights, as well as surprises. All of which can serve as a produc- tive foundation for creative problem-solving