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CONDUCTING TIME AUDITS 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 more currency for students […]

How much are they engaged and on task? 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

CONDUCTING TIME AUDITS 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 more currency for students

DIFFERENTIATING TIME TO LEARN Benjamin Bloom’s work on mastery learning has added another important concept to the knowledge base about time to learn or time a student needs under optimal learning conditions to reach some criterion of learning (Ber- liner, 1990). The idea is that most students can learn anything if they have the prerequisite

Interactive Instructional Time High success time can be positively affected by the degree to which students are engaged and interacting with the teacher, a category that researchers label in- teractive instructional time. Instructional time is that portion of allocated time when the teacher is actively focusing in some way on instruction and facilitat- ing learning

Academic Learning or High Success Time In the research literature, the portion of engaged time that students are work- ing on relevant academic tasks and performing those tasks with a high rate of success is referred to as Academic Learning Time (ALT). We will simply call it “high success time doing important work.” This is

Areas of Performance Related to Increasing Engaged Time T H E S K I L L F U L T E A C H E R88 PART TWO | MANAGEMENT | TIME ideas and experiences, make decisions, and be involved in planning and mak- ing choices), and (3) group work. This research serves as an

Differences in engagement rates were substantial Differences in engagement rates were substantial. For example, 42% of students reported being attentive during low-challenge activities, whereas 73% report- ed paying attention during activities that were more challenging and required more skill (Emmer & Gerwels, 2006). Emmer and Gerwels cite other studies related to eliciting student interest. Mitchell

Student Engaged Time and Time on Task Engaged time, a subset of allocated time, is the time that students appear to be paying attention to materials or presentations that have instructional goals. Although often used synonymously with the concept of time on task, Berliner (1990) distinguishes time on task as a subset—time a student is

Instructional Time: A Matter of Efficiency Instructional time—the percentage of allocated time a teacher is engaged with students delivering instruction and actively monitoring learning experi- ences—might be referred to as time on task for the teacher. Estimates of how much class time is devoted to instruction vary widely, from a low of 21% to a