EDUCATION 472 Strategy Instruction Log

DATE OF STRATEGY LESSON: 12/07/22

CO-TEACHING MODEL DEMONSTRATED: Team Teaching: Both teachers directly instruct

students at the same time.

TOPIC AREA: Career Retention and Advancement: Time Management

GROUPING: (Name size of student group receiving the strategy instruction. For example, one-to-one, group
of four, whole class, etc.)

Group of four students – Acceptable for whole group

STRATEGY USED: (Provide name of the strategy and include references.)

ABC list – overcomingobstacles.org https://www.overcomingobstacles.org/

RATIONALE: (Tell why you are implementing this strategy. How does it connect to Marzano’s Top Nine?
What evidence have you gathered that made you choose this specific strategy? Detail how you and your
partner planned this strategy lesson.)

I am implementing this strategy in order to strengthen students’ abilities to prioritize.

These students struggle to turn assignments in on time. They usually find time in their day to
watch tv, go on social media, or take a nap. My goal is for students to be able to identify time-
sensitive tasks and complete them on time.

This strategy is connected to Marzano’s Top Nine in the form of Homework and Practice.
This focuses on students working toward a specific goal or outcome. Another aspect of
Marzano’s Top Nine present in this lesson is Setting Objectives and Providing Feedback. In this
lesson, students are required to make an advanced version of a to-do list (ABC List). In this list,
students are to recognize and order their priorities and work toward goals. Teachers provide
feedback for student lists and goals to make sure they are appropriate.

I am implementing this strategy because some of the students in our Life Skills class lose
track of when assignments are due and often get distracted by tv, video games, or their phones.

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COMMON CORE PA STANDARDS and/or IEP GOAL: (If applicable, list the appropriate Common Core
PA Standards)

Standard 13.3.11.E - Evaluate time management strategies and their application to

both personal and work situations
STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT: (Describe in sequential detail how
the strategy will be taught to the students.)

Instructors

Mr. Smith

Mrs. Ryder

(5 minutes) Introduction

Ask students if they ever waste time

- Take examples from students and check for

understanding.

Most people “waste” time in many ways including waiting in

line, looking for something they lost, or watching TikToks. Even
though it does not seem like much, this time adds up!

Tell the class that we are going to discuss time management and
attempt a strategy to improve this skill.

- Display a 2-column chart on the board. Label the two

sides “Time Wasters” and “Time Savers”.

- Ask students for examples of time wasters (give one

example).
- Phones (social media)
- TV
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 - Excuses

- Ask students for examples of time savers (give one

example).
- Write assignments in one place
- Scheduling
- Alarms
- Prioritizing

- As examples are given, write them on the board in

appropriate columns

- Today, we are going to work on prioritizing tasks.

(10 minutes)
- Prioritizing means listing items according to their values.
- It means that you can do the most important task first
and gradually complete other work that is less pressed
for time.

- Prioritization helps a person handle important jobs first

so they can reach goals quickly and efficiently.
- Example: I prioritize passing classes over checking
Instagram.

- Tell students that it can be tricky to decide what to

prioritize sometimes and that we will practice making a
“to-do” list that will help them in the future.

- Lists are used when buying groceries, planning days, and

organizing information in general. The list we will be
using organizes information by putting the most
important things first.

(20 minutes)
- Introduce students to the ABC list strategy.
- A – must be finished today
- B – Would be nice to finish today
- C – Can be pushed to tomorrow if necessary

- Introduce an example of a completed ABC list

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 - Tell students to first write tasks that they have (at least
five)
– could be homework, talking with friends, playing video
games, etc.

- Next, students will be given an ABC list and identify

which tasks belong to the three sections.

- Give students time to write their thoughts down.

- Both - While students are writing, walk around the

classroom and check student work for understanding.

- (10 minutes)
- After the lists are complete, ask some of the students
what kind of tasks they put under “A”, then “B”, and
then “C”.

- Discuss the tasks and ask students what tasks they think
were more or less important. Check for student
understanding and provide feedback for answers.

Results of the Strategy:

The Co-Teaching strategy went very well. Mrs. Ryder and I took turns while instructing and bounced ideas off of
each other while providing examples. Students generally seemed interested, but did not participate to the extent
expected. One student provided many examples. 3 students had difficulty coming up with five items for the lists, but
Mrs. Ryder and I gave suggestions that seemed to give them the support they needed. Overall this lesson was a
success. However, I would like a wider variety of students to participate.

Personal Reflection:
I believe this lesson went well. Strengths included giving examples and prompting for answers. Students
did not understand immediately, but when given an example of a finished ABC chart, they identified what
they were to complete. Students in this class are not given a particularly heavy workload, but they were
able to provide examples that were appropriate.