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

Three or four forty-five minute periods

Introduction

Students are taken through the design process to develop a system of time management for themselves and others.

National Standards

This lesson contains two main purposes. The first purpose is for students to be able to organize their time well. The second purpose of this lesson is to practice participating in a critique.
Life Work
Standard 5. Makes general preparation for entering the work force Level IV. Benchmark 7: Knows strategies for managing the interrelationships among various life roles and activities (e.g., career, family, leisure).
Standard 7. Displays reliability and a basic worth ethic Level IV. Benchmark 7. Gives and receives feedback in a positive manner and requests clarification when needed.

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

Students will:
  • 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

constraint-a limitation or restriction critique-a detailed analysis and assessment of something

Procedures

Part I (45 minutes)
  • 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.
Part II (45 minutes)
  • 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.
Part III (45 minutes)
  • Each group presents the time management plan they developed to the rest of the class for critique.
Part IV (45 minutes)
  • 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

Grades can be given for the following parts of the project:
  • Introduction to Time Management Handout
  • The group presentations of the time schedule
  • Participation in Critique
  • The final time schedule students designed for themselves

Enrichment Extension Activities

This activity could be used in conjunction with other activities that center on study skills.

Teacher Reflection

Some of my students come to class with very poor study skills and time management. For this reason, I find it necessary to teach them certain life skills to help them manage their studies and life. I think this activity is very helpful, especially for freshmen students in high school. Using it at the beginning of the year (perhaps in an advisory class) helps students manage all of their obligations and puts all of their responsibilities into perspective. Offering it at the beginning of high school, students can benefit from it for all four years (and beyond).

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