Plan for physical movement If a learning experience requires students to sit still for long stretches, plan ways for them to get intermittent physical movement (for example, stand and share, find a learn- ing partner or other processing activities that require movement) at least every thirty to forty minutes to keep their brains functioning at […]
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Pause for students to process and make meaning Pause every 8 to 10 minutes of direct instruction, and require students to process what they have been hearing, seeing, or doing so they have an opportunity to absorb it, register it in memory, and connect existing knowledge with incoming information. (Principle of Learning) Pulse the learning
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Calibrate time thoughtfully, and help students monitor it When there is an activity students are expected to complete within a time frame, make sure it is a reasonable time frame, let them know what it is at the outset, and provide them with a way to monitor their pace accordingly (for example, a transparent timer
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Have short independent opening assignments Establish a routine where students anticipate coming into class and starting immedi- ately and independently on a 3- to 5-minute opening assignment. (Principle of Learn- ing: Similarity of Environment) Place Your Order Here!
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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
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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!
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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!
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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
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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
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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
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