education

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

Is there some consistency and rationale to this expenditure of time? Is it fair that because of a particular teacher’s talents and inclinations, his or her class gets a great reading and writing program but practically nothing else? At the schoolwide level, it is imperative that we examine how time is apportioned throughout the day,

Over the years, what amount of a student’s time is spent learning what subjects?\ Is it fair that because of a particular teacher’s talents and inclinations, his or her class gets a great reading and writing program but practically nothing else? At the schoolwide level, it is imperative that we examine how time is apportioned

How might we decrease the amount of allocated time not devoted to instruction? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes;

Do the percentages match our priorities? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes; allocated fifth-grade reading time ranged from 51

How else is student time expended? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes; allocated fifth-grade reading time ranged from 51

What percentage of time in school is allocated and protected for in- struction? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes;