By George Ghaffari
In this blogpost we’re going to think about how we can maximise learning time at Westminster Academy through the principle of ‘Every Minute Matters’ (Teach Like A Champion, 2010).
The principle is very simple, and self-explanatory! As teachers, we understand how important every minute of learning is for students and therefore, in short, when practicing Every Minute Matters, we are respecting our, and the students’, time by making each minute as productive as possible.
As Doug Lemov explains, if we let students “relax” for just the last 5 minutes of every class for 6 classes in each school year, we are giving up 75 hours of valuable learning time. This 5 minutes can be lost in many other ways too; giving students too much time for activities, ‘off topic’ conversations, disruptive behaviour, prolonged teacher talk - the list goes on.
We already have a number of systems and rules in place at WA that support maximising learning time. For example, students use the bathroom at break or lunch, in order to not miss lesson time. Similarly, students are expected to enter the classroom and start the aptly named ‘Do Now’. As Ruhina wrote, in her last T&L blog, ‘the language of “Do Now” as opposed to “starter” is deliberate to promote a sense of urgency - students begin the work straight away, reducing idle time and maximising the time on the task and their learning’.
One of my favourite parts of Lemov’s chapter on this is as follows:
Mastering Every Minute Matters means spending time with the greatest possible productivity by attending to the everyday moments when time is often squandered. It means assuming that events will forever create new and unanticipated opportunities for downtime to occur, and therefore being prepared with “back-pocket” activities: a high-energy review of what your students have learned, or a challenge problem. It means keeping a series of short learning activities ready so that you’re prepared when downtime threatens . . . . You can, in short, always be teaching. (p. 226)
I like to think of the ‘back-pocket activities’ more as a ‘bag of tricks’ that we can develop as teachers to deal with these ‘everyday moments when time is squandered’. During my first year in schools as an LSA, it was these tricks that always impressed me the most when observing teachers. It was watching these strategies in action, creating pacy, dynamic and purposeful lessons even with the most challenging students, that inspired me to go into the profession.
So, what do some of these strategies look like? How can we employ in the classroom to maximise learning? How can we ensure that every minute, truly does, matter?
Pacing - ‘Brighten Lines’
Learning time is often lost between activities in class for a number of reasons; students taking time to ‘get going’, taking time to stop and move onto the next task, sticking in sheets, to name a few. We know that ensuring lessons are pacy and dynamic is key to cutting out this ‘dead time’. ‘Brightening Lines' is a technique to ensure changes in activities are perceived clearly by making beginnings and endings of activities visible and crisp (TLAC, 2010). The use of countdowns is vital for this. Not only do they give students (and us!) breathing space, they create a constant sense of pace and purpose in the classroom.
There are a number of ways that we can ‘Brighten Lines’, I have included some of the ones I find most helpful below:
Transitioning between activities quickly and smoothly - “In 30 seconds we will have pens down, revision guides open at page 32, ready to read the first paragraph. 20 seconds, finishing the last sentence. 10 seconds all pens should be down, revision guides opening….”
Building excitement and motivation for learning - “20 seconds make sure you have finished your CFU task so we can be ready to tackle a GCSE exam question”. Consider this in relation to - “20 seconds you need to be finished the task. Okay now let’s do the next task”. What might be the impact on students?
Building Ratio
Maximising learning time can also be achieved by increasing the ratio of active student engagement to passive instruction. According to Hattie’s research on visible learning (2009), active learning strategies such as group discussions and problem-based learning lead to higher academic achievement. These strategies encourage students to engage with the content directly, applying their knowledge in real-world contexts, rather than passively receiving information. By shifting from teacher-centered to student-centered instruction, we can improve retention and understanding, thus maximising learning time and improving learning outcomes (Freeman et al., 2014).
Two helpful strategies for building ratio:
Think-Write-Pair-Share - Consider the start of a lesson, once the Do Now has finished. The teacher goes into their exposition, explaining the learning objectives, why the topic is important, misconceptions around it, and starts to model. This may take anywhere between 5-10 minutes. What is the ‘thinking ratio’ like in the room during this time? Some students may be listening, some may have switched off, very few will be learning.
A ‘Think-Write-Pair-Share’ or ‘hook’ task involves asking students a mixture of close and open-ended questions that allow them to explore the central concept of the lesson, connect it to previous learning and relate it to their own lives. Feedback allows the teacher to address any misconceptions, and learning is maximised by shifting the ratio in favour of the students.
Positive and Deliberate Reframing - Quick Win 5!
Disruption-free learning maximises valuable learning time by minimising interruptions, allowing students to fully engage with the material. When challenges arise, deliberately reframing them as opportunities for growth helps students stay motivated and focused. Rather than being discouraged, students are encouraged to approach difficulties with a problem-solving mindset. This positive reframing enables them to overcome obstacles efficiently, keeping the flow of learning intact and making the most of every moment in the classroom.
Consider these everyday challenges we face in the classroom and how we can reframe them.
Reflective Questions for you:
How do I ensure that every minute of my lesson is spent effectively, and what strategies can I use to reduce any "downtime" or wasted time in the classroom?
In what ways can I make transitions between activities clearer and more engaging for students, ensuring that they stay focused and motivated throughout the lesson?
How can I increase the active engagement of my students during lessons, moving from passive instruction to more interactive, student-centred strategies?
Am I prepared with “back-pocket activities” to use when unexpected downtime arises in the classroom? What types of activities could I have ready to keep students on task?
How can I balance the amount of teacher talk with opportunities for student thinking and collaboration, ensuring that students are consistently involved in their learning process?
Sources:
Lemov, D. (2010). Teach Like a Champion
Hattie, J. (2010) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
Freeman et al. (2014) Active Learning Increases Student Performance in Science, Engineering, and Mathematics
