APL Is an Organization That Has Dedicated Its Focus and Energies to Working with Professional

Rich DuMond Expert Topic Handout

Overview: http://www.aplassociates.com/ . “APL is an organization that has dedicated its focus and energies to working with professional educators…” . “APL not only develops and refines those skills that result in a more productive in-class program but also is committed to setting up and assisting in maintaining a follow-up process…” . The following workshops are offered: . Instructional Skills Workshop (5 Days) . Instructional Skills Level II (3 Days) . Administrator's Workshop (3 Days) . Effective Student Management/Discipline (2 Days) . Homework: A Productive Instructional Strategy (1 Day)

APL: Instructional Methods Workshop Day 3: - Time Management - Agenda . Review day 2 45 minutes . Time management 45 minutes . Break (15 minutes) - . Time Management 75 minutes . Provide an exit (pass option) 30 minutes o By the end of the day you will be able to: 1. Describe Serial Positioning . Prime-time learning: The best times to teach in the period. Students remember most what has been taught first and last 2. Identify an instructional organization model based upon serial positioning 3. Describe time management strategy – unorthodox method of developing lesson plans – draw a rectangle 4. Describe time management guidelines and strategy 5. Define procrastination – a learned habit/behavior. They hear differently than other students a. Teach them the word “now” 6. “Hit/run – Push/pull strategy” – Strategies will work overtime, not overnight a. Patience is key. “Willingness to accept small successes” 7. Monitoring Map Sequence a. How do we “work our students”? What sequence do we follow while approaching students throughout the course of instruction 8. Pass/option guidelines 9. Physical Characteristics of the classroom. a. “De-focusers” and other distractions in the classroom - Review of Day 2 - 5 steps of teaching behavior 1. Relevant information for the behavior – the number one question you will always get asked is “Why?” from the students. You need legitimate, “backable” reasons 2. Model the behavior – the teacher always does the modeling – NEVER have the kids model. If you do have a student model, Murphy’s law WILL TAKE PLACE (If something can go wrong, it will at the most inopportune time) a.i. 2000 correct repetitions to learn a new habit a.ii. 6000 correct repetitions to correct a wrong habit that was learned a.iii. Side note – no correlation between 115+ IQ and success. Work ethic makes the difference a.iv. Asian Example – have to get asked to leave the library consistently at the end of the day – this is why they are out performing American children

3. Practice the skill/behavior – everyone in the class must practice it

4. Positive reinforcement – only for the ones that get it right

5. Retraining a.i. Teach them on their valued time. May have to search to find what valued time is to that given student (Example – recess in elementary school) a.ii. Only the time needed to retrain – keep it to the point a.ii.1.a.Make it count and be consistent a.iii. Once a student knows how to do it right, make it their choice to either be retrained again, or to

. Time Management b. Research shows that actual intense learning time in public school is only approximately 100/180 days. b.i. Manage time to facilitate learning b.i.1. “Utilize strategies that facilitate the effective management of instructional time while assisting students in becoming better time managers” b.i.2. Learning outcomes (2) b.i.2.a. Focus b.i.2.b. Rate and Degree b.i.3. “Time will either be your biggest asset, or your greatest enemy” c. Serial Positioning Prime time to teach – what they hear first, and what they hear last

Start of class “Body” of class End of class 1. Four things must 3. Teach your “stuff” for the day. (more beginnings 2. happen: and ends – 10:2, 5:1) A: Closure – a very -Start on time – class (High School students) 10:2 specific check for starts when the - For every 10 minutes of instruction, there are 2 understanding. student enters the minutes of recap/checking for understanding B. Homework – Start room (Elementary students ) 5:1 in class; Specify amount - Share Agenda to be completed (Never - Share Objectives, and more than 10 of number them so that anything); students can reference it well - Bell Ringer (Review ALL h.w. from the night before)

9 Time Management Guidelines 1. Begin and end on time

2. Consider using a variety of timing devices a. Digital clock on desk/podium, wall clock, www.online-stopwatch.com etc…

3. Formula to determine how much time to give to complete a task (Varies by age, ability, time of day) a. N = time for TEACHER to complete (time yourself, and do every activity you assign) a.i. K-6: N x 4 or 5 a.ii. 6-12: N x 3 or 4

4. Breaking the cycle of procrastination – Hit/Run – Push/Pull a. Two types of kids – those who won’t, and those who can’t a.i. Procrastinators CAN’T in most cases b. Hit/Run – tell them what to do, and walk away. Give them 15 to 30 seconds depending on the task. “Put your name on the paper” and give them 15 seconds (3 times max if student does not catch on) c. Push/Pull “What can you get down on the paper in 15 seconds?” then hold them to it. If it doesn’t work, go back to Hit/Run

5. Go to the less capable, then go to the others a. Monitor Map – (Break up the routine so that it does not come predictable/insulting)

6. Create a menu of activities (earlier finisher activities) a. At high school level, give them 3 choices max

7. When students can’t finish a class activity on time a. Stop the whole class and extend the time period as a class.

8. Student finishes work early, but it’s sloppy a. “Racers” – slow them down – put a line on their paper and tell them to stop at the line and call you over for a check on the work up to this point

9. All students are done early a. Reward it – especially if the work is done. Do not come up with more of the same! This will be taken as a punishment and decrease future performance