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CONDUCTING A TIME-ON-TASK REVIEW TO OBSERVE LEARNING IN PROGRESS

CONDUCTING A TIME-ON-TASK REVIEW TO OBSERVE LEARNING IN PROGRESS. Section 7. TIME-ON-TASK AND TEACHING, LEARNING, AND ACHIEVEMENT.

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CONDUCTING A TIME-ON-TASK REVIEW TO OBSERVE LEARNING IN PROGRESS

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  1. CONDUCTING A TIME-ON-TASK REVIEW TO OBSERVE LEARNING IN PROGRESS Section 7

  2. TIME-ON-TASK AND TEACHING, LEARNING, AND ACHIEVEMENT The purpose of the time-on-task review is to observe each student in the classroom over a 15 to 30 minute time frame to determine four factors that have an impact on learning and achievement. • Engagement Rate – number of students on task and number off task. • Productive Instruction – the quality of the tasks with which the students are involved and their appropriateness for the learners.

  3. Teacher’s ability to monitor and adjust – the changes in instruction, direction, and explanation made by the teacher as a result of monitoring student actions. • Off-task Incidences – the nature and frequency of off-task behaviors exhibited by the students and when they occur.

  4. What is the real purpose of the time-on-task review? To assess a fully functioning learning environment.

  5. If you are not able to do an analysis of every class, what situations would you want to consider? • Disruptive classes • Classes with a large percentage of low test scores • Classes with problems or have undergone change • Classes where you have questions about the teacher 5. Classes where there has been a complaint from a reliable source.

  6. FACTORS TO CONSIDER • Personality of the teacher • Familiarity with the classroom/teacher • Other factors

  7. RECORDING THE DATA See Figure 7 – 1 Activities in Progress On-Task Participation • Teacher-directed • Group assignment • Individual assignment • Recordkeeping

  8. Off-task Student Participation • Transition – All students between activities • Discipline • Unoccupied • Out of the Room Account for All Students ( See page 94) Time Segments

  9. ANALYZING THE DATA ENGAGEMENT RATE • Add the total number of students marked as on task during each segment • Record the total • Multiply the number of students by the number of segments • Record the total • Divide the total number of students on task by the total number attending

  10. TYPES OF OFF-TASK ACTIONS • Were students slow to move? • Were students confused about what to do? • Did transition periods lead to discipline problems? • Were particularly students consistently disruptive?

  11. What was the nature of the disruptive activities? • Did unoccupied students appear tired, bored, confused? • How frequently did students leave the room? • How long were students gone from the classroom?

  12. TYPES AND QUALITY OF ON-TASK ACTIONS NOTED • Was the teacher actively involving students in the lesson? • Did the student-directed groups work productively? • Were the assignments understood by the students? • What type of records did the students attend to?

  13. NUMBER OF STUDENTS INVOLVED IN EACH STUDENT ACTIVITY USING THE DATA TO INCREASE ACHIEVEMENT • Adding to the data already collected • Identify specific areas for the growth plan • Reviewing at a later date to assess progress • Documentation to include with end-of-year summary

  14. COMMUNICATION WITH THE TEACHER • Why do it if you are going to talk about it? • Look for patterns • Discuss possible causes and solutions

  15. RECAP Purpose is to assess instruction and learning. Data – on-task and off-task. Communication.

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