Academic learning time is

Academic learning time is

Academic learning time is quizlet

I recently had the opportunity to spend a significant portion of a day witnessing and sharing observations in teachers’ classrooms with their principal. Late in the day, the principal and I met with the school’s administrative team to share our findings and thoughts.
My thoughts: Most viewers would describe what they saw as fine or at least OK if I had videotaped the observations concentrating solely on the instructor. When the camera is pulled back from the students, questions or concerns can arise. In most of the classes we visited, the teacher interacted with the entire class. Sometimes, half of the students were completely engaged with the instructor and the conversation, or were actively participating, looking ahead, contemplating, practicing, and debating, among other things. We didn’t see anything in the way of disruptive activity, so the teachers’ lessons went on as usual. The level of interaction was primarily determined by student preference.
We discovered the first use of cooperative groups with teacher facilitation after ten classroom observations. Initially, increased student speech, power, and attention were noted. Longer observation raised concerns about the importance of “what” students were doing and the possible payoff.

Academic learning time slideshare

The amount of time students are consistently, effectively, and productively engaged in studying relevant academic material is referred to as academic learning time (ALT). The terms “academic engaged time” and “student engagement” are often interchanged. Each is a broad term that includes not only the amount of time spent on an academic activity (learning time), but also related cognitive and emotional learner-centered variables like self-motivation, initiative, and self-regulation (Gettinger and Ball 2008). On-task action is a broad concept that most often refers to “paying attention.” Completing tasks, engaging in meetings, looking at the instructor, and listening to peers are all examples of observable indices of on-task behavior. Studies on the relationship between time-related variables (e.g., student engagement time, on-task time) and school success confirm that time spent studying is beneficial…

Academic learning time meaning

Time for Academic Learning (ALT)

Academic learning time in physical education

TIME SPENT ON THE TASK Time allotted Time Spent Engaged Time for Academic Learning (ALT) The amount of time allotted to a subject. Time set aside for students to be actively engaged in subject matter. Time spent engaged with a high rate of student achievement
**A hundred percent Learning from Teaching: A Developmental Perspective, by Jere Brophy and Carolyn Evertson (Boston: Allyn & Bacon, 1976). R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds. ), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (Columbus, OH: Merrill, 1988). (New York: Longman, 1992).
Theoretically… A high rate of success equals success. In actuality… Students often function at failure rate. In one report, 14 percent of student responses to teacher questions were completely incorrect. According to Jere Brophy, a researcher, teachers are more likely to assign assignments that are too difficult than those that are too simple. b aEffective Schools and Effective Teachers, by Gary Davis and Margaret Thomas (Boston: Allyn & Bacon, 1989). The Elementary School Journal, vol. 83, no. 4, bJere Brophy, “Classroom Organization and Management” (1983).

Instructional time

The amount of time that learners are actively working on assignments and successfully involved in learning in general. In education, there are various approaches to time. For example, there is a difference between: (a) officially allocated time, which includes school time (i.e. the total amount of time spent in school), classroom time (i.e. the amount of time spent in the classroom), and instructional time (i.e. the portion of classroom time devoted to the teaching and learning of curriculum subjects); and (b) engaged time or time-on-task, which refers to the portio of time spent on a task (see, for example, Berliner 1990).