CLASS: ALLOCATING TIME - TIME ON TASK
OBJECTIVES
 To reflect on how time is used in the classroom
 To examine strategies for increasing time students are engaged in learning and reducing
wasted time
 To understand how to develop TCWS tables (Assessment Table, Unit Map Table, and
Calendar – Block Schedule); effective written communication; preparation of final report.
 To prepare for 3/5 online class – Parental Expectations/Involvement.
HANDOUTS - RESOURCES:
Florida Education Association. Time-on-Task: A Strategy that Accelerates Learning.http://feaweb.org/time-on-taska-teaching-strategy-that-accelerates-learning
Wright, Jim. Finding Enough Time in The School Day: A Visual Guide to Teaching Time in the Classroom
http://www.jimwrightonline.com/pdfdocs/engagedTime.PDF
Wright, Jim. School-Wide Strategies for Managing…Off-Task and Inattention
http://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=off_task__inatte
ntion
INSTRUCTIONAL SEQUENCE
TIME
30 min.
2-3 min.
20 min.
20 min.
15 min
ACTIONS
Check in.
Reflect on Online Class – Benefits of Failure
1. Join a small group. Assign a facilitator, timekeeper, reporter/recorder.
 Facilitator – Poses guiding questions – helps group stay on topic.
 Timekeeper – Keeps track of time, alerts group when it’s nearing end of the discussion
period.
 Reporter/recorder– Record on note-taking handout. Prepare to report several “big
ideas,” patterns, insights, and/or new questions from your small group discussion with
the whole class.
2. Share results.
3. Discuss in small groups:
a. How is time allocated in your classroom?
b. What core and special subject receive the most/least allocated time?
c. What are reasons for devoting more/less time to different activities?
d. Should time be allocated differently? Should the school day be
lengthened/shortened?
e. Related Issue: “Time on Task”
 What factors influence “on task” (attention, engagement) and “off task”
behaviors (inattention, disengagement) behaviors.
 How could time be used more effectively to engage students in learning
(increase time on task)? How can you reduce lost instructional time (decrease
time off task)?
 How should time be allocated during a formal lesson? How much time should
be devoted to different parts of a lesson - “establishing set” and “closure?”
4. Small groups report to whole class.
5. Examine strategies for improving time on task
10 min.
10 min.
6. TCWS – Tables; Effective Written Communication; Preparing the Final Report
7. Prepare for 3/5 Online Class - Parent Expectations/Involvement
Calculating Allocated Time In a School Day
How many minutes per day do you and your cooperating teacher allocate for core subjects, special subjects,
and non-instructional activities?
Procedure
1. Use your weekly schedule/planner and estimate the number of minutes allocated to each core/special
subject and each non-instructional activity for an entire week.
2. Divide by five.
3. Calculate the # minutes per school day allocated for each activity.
4. Calculate the % of school day allocated for each activity.
5. Enter data in the table.
6. Reflect on results.
a. How is time allocated in your classroom?
b. What core and special subject receive the most/least allocated time?
c. What are reasons for devoting more/less time to different activities?
d. Should time be allocated differently? Should the school day be lengthened/shortened?
e. Related Issue: “Time on Task”
 What factors influence “time on task” (attention, engagement) and “time off task” (inattention,
disengagement) behaviors
 How could time be used more effectively to engage students in learning (increase time on
task)? How can you reduce lost instructional time (decrease time off task)?
7. Bring your results to seminar.
HOW TIME IS ALLOCATED EACH SCHOOL DAY
ACTIVITY
# min per day
% of day
I. INSTRUCTIONAL ACTIVITY
A. Core Subjects
Reading
Language Arts
Math
Science
Social Studies
Other
Total
B. Special Subjects
Physical/Health Education
Library
Art
Music
Computer
Other
Total
II. NON-INSTRUCTIONAL ACTIVITY
Lunch
Recess
Arrival
Dismissal
Other
Total
TOTAL TIME PER DAY
100%
ALLOCATION OF TIME DURING THE SCHOOL WEEK
Grade 4, Alfred Lima School, Providence Public Schools
AMOUNT OF
TIME (Minutes)
I. INSTRUCTIONAL
A. Core Subjects
Literacy*
Math**
Science
Social Studies***
Other
Total Core Subjects
B. Special Subjects
PE
Library
Art
Music
Other
Total Special
Subjects
Total Instructional
II. NON-INSTRUCTIONAL
Lunch
Dismissal
Other
Total
TOTAL (I+II)
% SCHOOL WEEK
750
450
180
60
0
1440
40.0%
24.0%
9.6%
3.2%
0.0%
76.8%
90
30
60
30
0
4.8%
1.6%
3.2%
1.6%
0.0%
210
11.2%
1650
88.0%
150
75
0
225
8.0%
4.0%
0.0%
12.0%
1875
100.0%
* Includes Reading, Writing, Reading Success, Word Study,
Quick Reads
**Includes Math, Problem of the Day
*** Social studies instruction is "Banking." Students learn
about economy in this classroom management program.
CREDITS
Weekly Schedule: Alysha Stimpson, RIC ELED Student Teacher, 3/9/11.
Data analyzed by Dr. Kniseley
ALLOCATION OF TIME DURING THE SCHOOL DAY
Grade 4, Alfred Lima School, Providence Public Schools
AMOUNT OF
TIME (Minutes)
I. INSTRUCTIONAL
A. Core Subjects
Literacy*
Math**
Science
Social Studies***
Other
Total Core Subjects
B. Special Subjects
PE
Library
Art
Music
Other
Total Special
Subjects
Total Instructional
II. NON-INSTRUCTIONAL
Lunch
Dismissal
Other
Total
TOTAL (I+II)
% SCHOOL DAY
150
90
36
12
0
288
40.0%
24.0%
9.6%
3.2%
0.0%
76.8%
18
6
12
6
0
4.8%
1.6%
3.2%
1.6%
0.0%
42
11.2%
330
88.0%
30
15
0
45
8.0%
4.0%
0.0%
12.0%
375
100.0%
* Includes Reading, Writing, Reading Success, Word Study,
Quick Reads
**Includes Math, Problem of the Day
*** Banking is part of a classroom management
rewards/punishments system. Students receive instruction
on concept of "economy."
CREDITS
Weekly Schedule: Alysha Stimpson, RIC ELED Student Teacher, 3/9/11.
Data analyzed by Dr. Kniseley
WEEKLY SCHEDULE (Grade 4, Lima School, Providence Public Schools)
TIME
MONDAY1
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8:05-8:20
PROBLEM OF THE DAY
ART
PROBLEM OF THE DAY
PROBLEM OF THE DAY
PROBLEM OF THE DAY
8:20-8:35
MATH
ART
MATH
MATH
MATH
8:35-8:50
MATH
ART
MATH
MATH
MATH
8:50-9:05
MATH
ART
MATH
MATH
MATH
9:05-9:20
PE
MUSIC
MATH
MATH
MATH
9:20-9:35
PE
MUSIC
MATH
MATH
MATH
9:35-9:50
MATH
PROBLEM OF THE DAY
READING SUCCESS
READING SUCCESS
READING SUCCESS
9:50-10:05
MATH
MATH
READING SUCCESS
READING SUCCESS
READING SUCCESS
10:05-10:20
READING SUCCESS
MATH
LIBRARY
QUICK READS
QUICK READS
10:20-10:35
READING SUCCESS
MATH
LIBRARY
READING
READING
10:35-10:50
QUICK READS
MATH
QUICK READS
READING
READING
10:50-11:05
READING
MATH
READING
WRITING
WRITING
11:05-11:20
READING
READING SUCCESS
READING
WRITING
WRITING
11:20-11:35
WRITING
READING SUCCESS
WRITING
WRITING
WRITING
11:35-11:50
WRITING
READING
WRITING
WORD STUDY
WORD STUDY
11:50-12:05
WRITING
READING
WRITING
WORD STUDY
WORD STUDY
12:05-12:20
LUNCH
LUNCH
LUNCH
LUNCH
LUNCH
12:20-12:35
LUNCH
LUNCH
LUNCH
LUNCH
LUNCH
12:35-12:50
WORD STUDY
QUICK READS
WORD STUDY
SCIENCE
PE
12:50-1:05
WORD STUDY
WRITING
WORD STUDY
SCIENCE
PE
1:05-1:20
SCIENCE
WRITING
SCIENCE
SCIENCE
Banking
1:20-1:35
SCIENCE
WRITING
SCIENCE
SCIENCE
Banking
1:35-1:50
SCIENCE
WORD STUDY
SCIENCE
PE
Banking
1:50-2:05
2:05-2:20
SCIENCE
DISMISSAL
WORD STUDY
DISMISSAL
SCIENCE
DISMISSAL
PE
DISMISSAL
Banking
DISMISSAL
CREDITS: Weekly Schedule: Alysha Stimpson, RIC ELED Student Teacher, March 9, 2011