Getting the Most Academic Learning out of Classroom Time

The amount of classroom time actually spent on academic learning is a major concern to most teachers.  Teachers want their students to get the most out of their time spent together since, in most high schools, each period is barely fifty minutes long.  Academic learning time (ALT) includes four variables that contribute to its use: “(a) allocated time, (b) time that is actually used for instruction, (c) engaged time, and (d) academic success and productivity,” (Gettinger & Seibert 2002).  These variables are reduced by different attributes of the school day as illustrated in the following figure:

In their article, Gettinger and Seibert claim, “Teacher behaviors and instructional management strategies have an impact on student behavior so as to promote ALT. Collectively, these behaviors reflect as being termed a directive or interactive teaching style. Interactive teaching encompasses multiple teaching behaviors that are associated with higher levels of ALT,” (2002).  The most important aspect of interactive teaching is a strong academic focus.  This is shown in the amount of time devoted to academic versus nonacademic activities and in the type of instructional interaction that takes place in the classroom.  

Classrooms with a strong academic focus share the following characteristics: “(a) systematic, teacher-structured activities; (b) lessons and content related  to attaining specific goals; (c) rapid pacing of lessons; (d) ready availability of teaching materials; (e) high levels of student participation and responding; (f) student accountability for homework; and (g) frequent monitoring of students’ performance through weekly and monthly tests,” (Gettinger & Seibert 2002).

Gettinger, M. & Seibert, J. K. (2002). Best Practices in Increasing Academic Learning Time. Best Practices in School Psychology. 4(20), 1-16.