Managing Instructional Time Group 4.pptx

The clock seems to manage every school day. Variety factors affect the daily schedule such as time periods for a given subject, bus schedules, local school schedules for special classes, lunch periods, and teacher planning time.

1. Managing Instructional Time Chapter Two: B y: Group 4 (genap)

2. Members Introduction 01 M. Rangga Noor Sabila 2103046058 04 Arnadita Laila Safitri 2103046095 02 Prihatini Nur Rachma 2103046072 03 Shovi Zaidatul Ma’rifah 2103046086

3. Summarized by Prihatini Nur Rachma The clock seems to manage every school day. Variety factors affect the daily schedule such as time periods for a given subject, bus schedules, local school schedules for special classes, lunch periods, and teacher planning time. Wong and Wong (1998) describe four different types of school-day time : Allocated time. Instructional time. Engaged time. Academic learning time. Time management is critical to student achievement and attitudes toward learning. There are some basic daily schedule for elementary, middle, and high school.

4. The Daily Schedule: Elementary School The schedules are generally determined by three factors: the number of instructional minutes for each subject area as mandated by the district or state; special class schedules; and the overall school schedule. Activities Back Next

5. Looping Vertical Teams Teacher who loop can introduce curriculum topics right a way . This extra time allows teachers to teach topics in greater depth and to better meet the need of individual students . To knowing student at the beginning of the year Teaching routines and procedures Assessing each student’s learning level Teaching activity can be productive and comfortable Back Next

6. The Daily Schedule: Middle and High School Middle and high schools basically offer two scheduling options: an hour period for each subject area, or one of the configurations of block scheduling. The middle school schedule generally follows the high school schedule in order to prepare students for the high school experience. Back Next Summarized by Shovi Zaidatul Ma’rifah

7. The Carnegie Unit "A measure of classroom attendance at the secondary school level. One unit represents one hour per day each academic year, or between 180 and 190 hours of classroom contact (United States Education Reference File, 1999)." James S. Frey As Carroll (1994) Back Next 1 annual unit = 2 semester units = 10 semester hour units “It produces a hectic, impersonal, inefficient instructional environment; provides inadequate time for probing ideas in depth; and tends to discourage using a variety of learning activities.” Individual

8. Block Scheduling Cawelti (1994) : At least part of the daily schedule is organized into larger blocks of time (more than 60 minutes) to allow flexibility for a diversity of instructional activities. Back Next Some possible variations : Four 90-minute blocks per day Two large blocks and three standard-sized blocks per day Some classes taught daily Six courses Seven course Block scheduling seems to be the answer to some of the time problems inherent in the Carnegie Unit schedule , but implementing the change is not only a time issue but also an issue that touches at the very heart of the nature of high school.

9. Pacing the Year’s Curriculum The following suggestions can help you make important decisions about pacing instruction : Identify the key content Mark dates on a calendar of special events . Schedule the major parts Identify the curriculum T eachers do have control over how they allocate time to teach the standards and grade-level objectives. Instructional pacing is directly related to time allocation. Back Next Summarized by M. Rangga Noor Sabila

10. Effective Use of Blocks of Time Within the Daily Schedule One key factor in planning a lesson is to consider the attention span of your students. According to the 3M Meeting Network, the average attention span of an audience is 18 minutes—and this is for adults ( Burmark , 2002). We know that young children generally have short attention spans. (To estimate the number of minutes of a child’s attention span, add two to the child’s age.) So , for children in the elementary grades, activities within a time period should vary to include a mix of listening, movement, hands-on experiences, and individual, partner, or group work. Back Next

11. Planning Learning Experiences For each learning experience, the time for each element of the lesson varies with the type of activity and the students’ ages. Use of time and choice of instructional strategies are also based on the scheduled time for the learning experience Back Next Summarized by Arnadita Laila Safitri

12. Organizing, Distributing, and Collecting Supplies and Student Work The following time-management strategies can help you develop procedures for dealing with supplies and student work : Establish a procedure for organizing and distributing materials Plan at least five minutes for distributing lab equipment or manipulatives S pend a few minutes helping student understand materials P lan an extra five minutes for cleanup science experiments Use a system to collect completed student work Back Next

13. Organizing for Group Work and Learning Center Work The following suggestions are helpful for organizing group work and managing students working at learning centers : - For group works, prepare list contain member name and location work areas - Scheduling students’ time - H ave students keep a log of their time when access c omputer - T each a procedure to choose group members for older students Back Next

14. Monitoring Time Spent on Instructional Strategies The following suggestions help you estimate how long you should plan for various types of instructional strategies: - Monitoring Time Spent - Evaluate the time - Use a variety of instructional strategies - Perhaps the most challenging instructional strategies - Assigning individual seatwork - A ssigning projects to help students move up in the grades Back Next

15. Reflection M. Rangga Noor Sabila Prihatini Nur Rachma I can knowing about teaching method for choosing learning schedule based on students' need. Arnadita Laila Safitri Shovi Zaidatul Ma’rifah I was able to know about Good and effective time management is one of the skills that is very necessary for successful implementation of learning in schools. Students can apply what they have learned. Students need time to understand, practice, review, apply, and relate new learning and relate it to their daily lives. An educator helps students in time management, directs and helps develop student's potential.

16. Thank You