TEACH 8:
Maximize
Instructional Time
District of Columbia Public Schools
|
1200 First Street, NE
|
Washington, DC
20002
|
T
202.442.5885
|
F
202.442.5026
|
dcps.dc.gov
TEACH 6:
8: Maximize
Instructional
Time Time
TEACH
Maximizing
Instructional
Essential Question
How will maximizing instructional time improve my
practice and increase my students’ achievement?
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Today’s Outcomes
Today participants will:
 define the elements necessary for maximizing instructional time.
 analyze current instructional practices and activities and their impact on
instructional time.
 identify instructional strategies that maximize instructional time and
promote effective classroom management.
District of Columbia Public Schools
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TEACH 8 : Maximize Instructional Time
Agenda
 Welcome & Norms
 Overview of TEACH 8
 Learning 1: Routines, Procedures, &
Transitions
 Learning 2: Instructional Pacing
 Learning 3: Classroom Management
 Closure and Feedback
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TEACH 8: Maximize Instructional Time
Norms
To accomplish the goals for this session, please adhere to these courtesy
practices:

Participate actively

Honor time limits

Be open to new ideas

Trust the process

Use vibrate mode on mobile phone
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TEACH 8: Maximize Instructional Time
Housekeeping

Please place comments and questions in the Parking Lot.

We will not take a formal break.

Locate the restrooms and use them at your convenience.
District of Columbia Public Schools
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TEACH
8: Maximize
Instructional
Time
TEACH
6: Maximize
Instructional
Time
The A●B●C’s of Disruption

Locate page 2.

You will have 2 minutes.

Try to think of a word or phrase that
begins with each letter of the alphabet
that describes instances in your class
when time is wasted.

Record those words or phrases in the
corresponding lettered boxes on the
handout.

Late
students
roll
Prepare to share out with the group.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Clock Buddies
1. Turn to page 3 of your packet.
2. Find buddies for 3:00, 6:00, 9:00,
and 12:00.
3. For each buddy, write one another’s
name in the same time slot.
4. You will meet with your buddies at
various times throughout the day.
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TEACH 8: Maximize Instructional Time
Agenda
 Welcome & Norms
 Overview of TEACH 8
 Learning 1: Routines, Procedures, &
Transitions
 Learning 2: Instructional Pacing
 Learning 3: Classroom Management
 Closure and Feedback
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
DCPS
TEACHING AND LEARNING
FRAMEWORK
1.
2.
3.
TEACH
8. Maximize
Instructional Time
District of Columbia Public Schools
4.
5.
6.
7.
8.
9.
Lead well-organized, objective-driven
lessons
Explain content clearly
Engage students at all learning levels in rigorous
work
Provide students multiple ways to engage with
content
Check for student understanding
Respond to student misunderstandings
Develop higher-level understanding through
effective questioning
Maximize instructional time
Build a supportive, learning-focused classroom
community
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TEACH 8: Maximize Instructional Time
Why is maximizing instructional time so important?
Research indicates that the average
teacher devotes somewhere between
20%-50% of time to instructional matters.
If a teacher increases instructional
time by just fifteen minutes a day
through the use of more efficient
routines and procedures, students in
that classroom would gain forty-five
hours of instructional time per year.
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TEACH 8: Maximize Instructional Time
What Effective Looks Like
Routines and
procedures run
smoothly with some
prompting from the
teacher; students
generally know their
responsibilities.
The teacher
spends an
appropriate
amount of time on
each part of the
lesson.
District of Columbia Public Schools
Transitions are generally
smooth with some teacher
direction
The lesson progresses at a quick
pace, such that students are almost
never disengaged or left with
nothing meaningful to do (for
example, after finishing the
assigned work, or while waiting for
one student to complete a problem
in front of the class).
Students are only idle for
very brief periods of time
while waiting for the
teacher (for example, while
the teacher takes
attendance or prepares
materials).
Inappropriate or offtask student behavior
rarely interrupts or
delays the lesson.
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TEACH 8: Maximize Instructional Time
What Excellence Looks Like
Routines and
procedures run
smoothly with minimal
prompting from the
teacher; students know
their responsibilities
and do not have to ask
questions about what to
do.
Students share
responsibility for
the operations and
routines in the
classroom.
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Transitions are
orderly, efficient, and
systematized, and
require little teacher
direction.
The lesson progresses at
a rapid pace such that
students are never
disengaged, and students
who finish assigned work
early have something else
meaningful to do.
Students are never idle
while waiting for the
teacher (for example,
while the teacher takes
attendance or prepares
materials).
The flow of the lesson is
never impeded by
inappropriate or off-task
student behavior, either
because no such
behavior occurs or
because when such
behavior occurs the
teacher efficiently
addresses it.
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TEACH 8: Maximize Instructional Time
Agenda
 Welcome & Norms
 Overview of TEACH 8
 Learning 1: Routines, Procedures, &
Transitions
 Learning 2: Instructional Pacing
 Learning 3: Classroom Management
 Closure and Feedback
District of Columbia Public Schools
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TEACH
8: Maximize
Instructional
Time
Classroom
Routines
and
Procedures
The Fix: The 1●2●3’s of Maximizing Time
The total amount of time earmarked for a given set
Well-executed
of learning tasks; the total time
within which
Efficient
teacher instruction and student learning can take
Routines,
place.
Instructional
Procedures &
Pacing
Transitions
The time you can observe a student involved or engaged in
a learning task.
Effective
Classroom
Management
District of Columbia Public Schools
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TEACH
8: Maximize
Instructional
Time
Classroom
Routines
and
Procedures
The 1●2●3’s of Maximizing Time
The total amount of time earmarked for a given set
of learning tasks; the total time within which
teacher instruction and student learning can take
place.
and Procedures
AllocatedRoutines
Time:
The expectations that govern the way
students are
to
behave
and
perform
The time you can observe a student involved or engaged in
Engaged
a learning task.
tasks.
Time
Examples include:
•What to do when a visitor drops by the classroom
•What to do when the announcements come on
•How to submit completed assignments
Source: www.usu.edu/aste/ag_ed/inservice
District of Columbia Public Schools
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TEACH
8: Maximize
Instructional
Time
Classroom
Routines
and
Procedures
The 1●2●3’s of Maximizing Time
The total amount of time earmarked for a given set
of learning tasks; the total time within which
teacher instruction and student learning can take
place.
Transitions
The time periods that exist between
times allocated
for
learning
activities.
The time you can observe a student involved or engaged in
Allocated Time:
Engaged
a learning task.
Examples include:
Time
•Getting students assembled and attentive
•Getting students’ attention away from independently
reading and preparing for a class discussion
•Ending the reading block and beginning the math block
Source: www.usu.edu/aste/ag_ed/inservice
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Routines, Procedures, and Transitions
Examples of
Effectiveness

There is minimal prompting from
the teacher.
Examples of
Ineffectiveness

The teacher directs every activity.

Students are unclear about what
they should be doing and ask
questions constantly or simply
ignore the teacher.

Students know their responsibilities
and do not have to ask questions
about what to do.

Transitions are orderly, efficient and
systematic, and require little
direction from the teacher.

Transitions are disorderly &
inefficient and require much
direction from the teacher.

Students are never idle while
waiting for the teacher.

Students idle for significant periods
of time while waiting for the teacher.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
The A●B●C’s of Disruption

Return to page 2.

Review the disruptions that
you listed.

Highlight two that you could
alleviate by having an
improved procedure.
Late
student
s
roll
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TEACH 8: Maximize Instructional Time
Routines, Procedures, and Transitions Strategies

Locate pages 4 - 6.

Review the strategies for
creating more efficient
routines, procedures, and
transitions.

Read to determine themes
throughout and stretches or
reminders for yourself.
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TEACH 8: Maximize Instructional Time
Procedures and Routines Checklist

Turn to page 7.

Complete the checklist .

Update two of your procedures.

Write your new procedures in the
space provided.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Agenda
 Welcome & Norms
 Overview of TEACH 8
 Learning 1: Routines, Procedures, &
Transitions
 Learning 2: Instructional Pacing
 Learning 3: Classroom Management
 Closure and Feedback
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Check for Understanding
 Think of ONE WORD or ONE GESTURE that captures your
understanding of Routines, Procedures, and Transitions.
 Be prepared to share out as we Check for Understanding.
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TEACH 8: Maximize Instructional Time
Classroom
Routines and Procedures
The 1●2●3’s of Maximizing Time
The total amount of time earmarked for a given set
of learning tasks; the total time within which
teacher instruction and student learning can take
place.
Instructional
Allocated Time:
Pacing
Instructional
pacing
is
the
amount
The
time
you
can
observe
a
student
involved
or engaged in
Engaged
a learning task.
of time the teacher chooses to
Time
spend on each part of the lesson
and the rate at which the content
is covered.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Instructional Pacing
Examples of
Effectiveness
Examples of
Ineffectiveness

The teacher spends the appropriate
amount of time on each part of the
lesson.

The lesson progresses at a rapid

enough pace that students are
almost never disengaged or left with
nothing to do.
District of Columbia Public Schools

The teacher spends an
inappropriate amount of time on one
or more parts of the lesson.
The lesson progresses at a notably
slow pace, and students are
frequently disengaged or left with
nothing to do.
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TEACH 8: Maximize Instructional Time
Instructional Pacing in Planning
 How much time should you plan to spend on each part of the lesson?
 Turn to page 8 in the Resources
section of the TLF.
 Find your 9 o’clock partner and talk
about how much time you think
should go in each box.
 Be prepared to share your rationale
for each of those times.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Planning Pacing – Other Considerations
 What is developmentally appropriate for your students?
Work with your 3 o’clock partner on pages 9-10 of your packet.
Consider the age of the students you teach as well as one above and one below.
 What does it mean to purposefully “chunk” content?
Work with your 6 o’clock partner on page 11 to create a list of questions or tips
to help you when you are considering how to break down standards into
manageable “chunks” of content.
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TEACH 8 Maximize Instructional Time
Instructional Pacing
How to ensure efficient pacing

Ensure that the lesson to be presented is geared to the students’ instructional level.

Anticipate questions and problem areas and prepare back-up instructional plans.

Pulse the learning by delivering it in chunks to allow students time to process.

Instruct at a pace rapid enough for students to handle to review and reinforce
learning.

Instruct at a slower pace when introducing new material.

Check for understanding frequently and immediately reinforce or correct student
misunderstanding.

Use a timer or timekeeper to monitor time during each lesson segment.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Agenda
 Welcome & Norms
 Overview of TEACH 8
 Learning 1: Routines, Procedures, &
Transitions
 Learning 2: Instructional Pacing
 Learning 3: Classroom Management
 Closure and Feedback
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Classroom
Routines and Procedures
The 1●2●3’s of Maximizing Time
The total amount of time earmarked for a given set
of learning tasks; the total time within which
teacher instruction and student learning can take
place.
Classroom Management
Allocated Time:
The process of preventing and responding
to instances of off-task student behavior in
time you can observe a student involved or engaged in
Engaged
a way that aThe
minimizes
disruptions to the
learning task.
Time
learning environment and maximizes
instructional time.
Examples include:
•Responding to a student who is disruptive during a lesson
•Addressing a student who comes in after a lesson has begun
Source: www.usu.edu/aste/ag_ed/inservice
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Classroom Management
Examples of
Effectiveness
Examples of
Ineffectiveness

Inappropriate or off-task student
behavior never interrupts or delays
the lesson.

The teacher rarely needs to stop the 
lesson to address student behavior.
District of Columbia Public Schools

Inappropriate or off-task student
behavior constantly interrupts or
delays the lesson.
The teacher constantly needs to
stop the lesson to address student
behavior.
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TEACH
8:Positive
Maximize
Instructional
Time
Reinforce
Behavior,
Redirect
Off-Task Behavior, and De-Escalate Challenging Behavior
Learning 1: Student Behavior
What are examples of inappropriate behaviors?





Students leave the classroom
 Students sleep in class.
without permission.
 Students socially converse with peers.
Students inappropriately use
 Students throw objects.
school equipment, supplies and
 Students use profanity or make
facilities.
inappropriate gestures.
Students
notes.
Which ispass
the most
prevalent misbehavior you see in your classroom?
 Students use unauthorized portable
Students push, fight, or engage
electronic devices (e.g. mp3 players,
in other inappropriate or
cell phones).
disruptive physical contact.
 Students wander or run around the
Students sharpen pencils for
room.
excessive periods of time.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Causes of Misbehaviors


Locate page 14.







Students leave the classroom
As
a group,
discuss the provided
without
permission.
examples of preventive
Students inappropriately use
interventions for each behavior.
school equipment, supplies and
Add
as many as you can to the
facilities.
list of possible interventions.
Students pass notes.
Prepare to share out.
Students push, fight, or engage
in other inappropriate or
disruptive physical contact.
Students sharpen pencils for
excessive periods of time.
District of Columbia Public Schools






Students sleep in class.
Students socially converse with peers.
Students throw objects.
Students use profanity or make
inappropriate gestures.
Students use unauthorized portable
electronic devices (e.g. mp3 players,
cell phones).
Students wander or run around the
room.
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TEACH 8: Maximize Instructional Time
Classroom
Routines and Procedures
Classroom Management: Tone and Type
The total amount of time earmarked for a given set
of learning tasks; the total time within which
teacher instruction and student learning can take
manner
in which you communicate.
place.
Allocated Time:
TONE
Refers to the
It
includes your pitch and the strength of your voice.
Engaged
Time
The time you can observe a student involved or engaged in
a learning task.
TYPE
Refers to what questions you ask and what comments
you make.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Classroom
Routines and Procedures
TIPS: How to use TONE to Minimize Disruption
The total amount of time earmarked for a given set
of learning tasks; the total time within which
teacher instruction and student learning can take
place.
Allocated Time:
Don’t
Do
•Sound
•Use a respectful
The time you can observe a student involved or engaged in
Engaged
intimidated or
tone
a learning task.
Time
intimidating
•Communicate in
•Scream or yell
a direct manner
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Classroom
Routines and Procedures
TIPS: How to use TYPE to Minimize Disruption
AllocatedDo
Time:
Don’t
•State exactly
•Use sarcasm or
what you want
be
condescending
The time you can observe a student involved or engaged in
Engaged
students to do
a learning task.
Time
•State the obvious
•Communicate in
a direct manner
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Classroom
Routines and Procedures
A.C.T.


Locate page 15.
Allocated Time:
Observe my actions as I
explain and demonstrate
Steps for Responding to
Minor, Inappropriate or OffEngaged
task Behavior.
Time
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
TEACH
6: Maximizing Instructional Time
Role Play

Locate pages 16 - 17.

Identify one person at your
table to act as the teacher and
one person to act as the
student.

Conduct the role play in the
same manner using the given
scenario and student response
card.

The remaining tablemates will
observe and take notes about
the role play scenario.

Share feedback as a table.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Agenda
 Welcome & Norms
 Overview of TEACH 8
 Learning 1: Routines, Procedures, &
Transitions
 Learning 2: Instructional Pacing
 Learning 3: Classroom Management
 Closure and Feedback
District of Columbia Public Schools
39
TEACH 8: Maximize Instructional Time
Instructional Strategy Review
A, B, C’s Brainstorm
Concept Map
Clock Buddies
Text Mark-up
Role-Play
Think-Pair-Share
Which strategies will you
use next week?
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Blueprint




Locate page 18.
Review the instructional pacing
strategy handout on pages 12-13.
Highlight the strategies you’ve been
using.
Record the ones that you will try next
week on your Blueprint.
This is your Blueprint. It
represents your action
plan for making this new
information live in your
practice.
District of Columbia Public Schools
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TEACH 8: Maximize Instructional Time
Review of Outcomes
Today participants:
 defined the elements necessary for maximizing instructional time.
 analyzed current instructional practices and activities and their impact on
instructional time.
 identified instructional strategies that maximize instructional time and
promote effective classroom management.
District of Columbia Public Schools
42