Design Approach to Student Time Management
By John Galt, September 16, 2006
Grade Level
- High School
Category
- Other
Subject Area
- Arts
- Language Arts
- Mathematics
- Science
- Social Studies
- Technology
Lesson Time
Introduction
National Standards
Common Core Standards
Anchor Standards for Writing:
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Objectives
- analyze the time constraints in a person's schedule
- develop an appropriate time schedule for a given set of time constraints. Constraints include the necessities of sleep, relaxation, exercise, and responsibilities such as school, friends, family, etc.
- critique other students' time schedules
- modify and improve their initial time schedule in light of a critique session
Materials
- Handouts: "Introduction to Time Management" "Blank Weekly Time Schedule” "Blank Time Management Profile"
- markers
- one poster board for each group
Vocabulary
Procedures
- Present the following challenge to the students: How do we create a time management plan for a particular student?
- Ask the class the following questions and record the answers on the board. "What kind of responsibilities do you have after school?" (Possible answers: homework, picking up a younger sister, sports, etc.) "Have you ever felt overwhelmed by the amount of schoolwork you have?"
- After eliciting several responses, hand out the "Introduction to Time Management" and the "Blank Weekly Time Schedule" worksheets.
- Have students complete the worksheet and fill out a weekly time schedule. Circulate around the classroom and help students complete the two assignments. The students should turn in their two worksheets at the end of the period.
- After class, choose 6 schedules of students who were willing to share theirs. White out the names on the schedules so they can be used anonymously in class for Part II.
- Divide the class into 6 groups. Give each group one of the chosen weekly schedules from the day before, a blank “Weekly Time Schedule," and a blank "Time Profile." Members of each group will use the time schedule to fill out a "Blank Time Profile" for the student.
- In the groups, the students will work to create a time management plan for the student. They must take into account the constraints such as: a 24 hour day, 7 day week, time for homework, time for sleep, time for transportation, time for friends, time for family, time for work, etc.
- Students will fill out a proposed new schedule for the student on the "Blank Weekly Time Schedule" and then transfer this schedule to a poster board to present to the class in the next session.
- Each group presents the time management plan they developed to the rest of the class for critique.
- Have students fill out a time management profile for themselves.
- Once complete, they should give their profile to a partner and each student will work to create a weekly time schedule for his/her partner.
- Students will then present the revised weekly time schedule to the rest of the group for critique.
- Each student will then use the suggestions of his/her partner and the group to develop a final weekly time schedule for themselves. Everyone, then, makes a commitment to adopt this particular time management plan for themselves.
Assessment
- Introduction to Time Management Handout
- The group presentations of the time schedule
- Participation in Critique
- The final time schedule students designed for themselves
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