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Increasing Engaged Time, Increasing Engaged Time, Decreasing Down TimeDecreasing Down Time

Strategies for getting and keeping students focused.

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ObjectivesObjectives

Gain an understanding of how time is broken down into categories

Describe ways to increase both engaged time and actual learning time

Share ideas on effective daily routines and practices

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AgendaAgenda

The time factor– allotted time– scheduled instructional time– engaged time– actual learning time

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Agenda continuedAgenda continued

Increasing engaged time– establishing routines– leaving NOTHING OUT!

Warm-up activities– PSSA focused– “Student Starters”

Discussion of what works

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A Case StudyA Case Study

Please refer to the first page of your study guide.

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Problem: Classroom Problem: Classroom InterruptionsInterruptions

Engaged time can be interrupted by– student lateness and dismissal– make-up work– students leaving classroom– distribution and collection of material

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The Time FactorThe Time Factor

Allotted time– the maximum amount of time, as determined by

the state

Scheduled instructional time– amount of time actually spent on instruction

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The Time Factor, continuedThe Time Factor, continued

Engaged time– the portion of scheduled instructional time that

a student is paying attention

Actual learning time– the amount of time a student grasps the concept

(Suarez 1991)

Our goal: Find ways to increase engaged time!

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Recognizing the ProblemRecognizing the Problem

Does it take several minutes to get class settled?

Are there repeated interruptions?Are your lessons often cut short due to

time?Do you have frequent ODRs for minor

classroom disruptions?

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If you answered yes, you may If you answered yes, you may experience…experience…

Frustration with yourself and your planningFrustration with your studentsParent questions and concernsIntervention by administration

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Contributing Factors: How did Contributing Factors: How did things get so out of control?things get so out of control?

Content knowledge + preparedness +

lack of classroom management =

Ineffective Teaching

(and less student engaged time)

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Is Classroom Management Is Classroom Management EVERYTHING?EVERYTHING?

NO!But without it, engaged time decreases, and

education becomes nearly impossible.(Palumbo, A. and J. Sanacore, 2007)

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If You Ever Feel…If You Ever Feel…

Overwhelmed by the number of students in your classes

Overwhelmed by the content you’re expected to teach

Overwhelmed by the expectations for standardized tests

You need to …

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Put A Little Work Into Your Put A Little Work Into Your Routines and ProceduresRoutines and Procedures

And Soon They’ll Work For YOU!

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Problem: Getting Students Problem: Getting Students Started On TimeStarted On Time

Routines and procedures– You start the class, NOT the bell (Wong 2001)

– Opening activities that work PSSA

– math warm-ups

– writing (find the mistake) “Student Starters” (Ducharme, 1997)

journal responses: personal connections

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Problem: Students returning Problem: Students returning from an absencefrom an absence

Establish procedures for make-up work – designate an area for assignment sheets

train students to go straight there when they return

– sign-up sheet have students sign up for a time when they are

available to stop in and catch up

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Problem: Distributing and Problem: Distributing and Collecting MaterialCollecting Material

Student work table including– inbox– outbox– stapler– tape– pencils

Include anything a student might ask YOU for! Save time and teach self-sufficiency

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Problem: TransitionsProblem: Transitions

Write the agenda on the board– students know what to expect– students know what is expected of them

(fewer surprises = fewer interruptions)

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Where You Can Get HelpWhere You Can Get Help

See the Reading List on the study guide for helpful resources.

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Case Study RevisitedCase Study Revisited

Read over the case study again –

What could have been done to make the lesson more efficient?

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ReferencesReferences

Ducharme, Jodeen. (1997). Student starters: using a student-read announcement or article as a classroom management strategy. 5pp.

Palumbo, A. & Sanacore, J. (2007). Classroom management help for the beginning secondary school teacher. Clearing House: A Journal of Educational Strategies, Issues, and Ideas, v80 n4 p 163-166 Mar-Apr.

Suarez, T., Torlone, D., McGrath, S., & Clark, D. (1991). Enhancing effective instructional time: a review of research. Policy Brief. V1 n2.11pp.

Wong, HK and Wong RT. (2001) The First Days of School: How to Be an Effective Teacher (2nd ed.). Mountain View, CA: Harry K. Wong Publications.

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Contact InformationContact Information

For further information about this presentation, please contact:

Jenny Danka, University of Pittsburgh