education

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

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