SPECIAL INSTRUCTIONS: GRADES 5-8, 3 PAGES SUBDOMAIN 602.3 - INSTRUCTIONAL PRESENTATION & FOLLOW-UP Competency 602.3.10: Time Management - The graduate maximizes instructional time in the school day and within lessons. Objective 602.3.10-05: Describe how lesson pacing may vary based on specific student characteristics and complexity of the content. -------------------------------------------------------------------------------- Given: According to Alan Hofmeister and Margaret Lubke, “Pacing has two dimensions.” They say, One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as follows: Researchers have shown that most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more content gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace [Wyne, Stuck, White, & Coop, 1986, p. 20]. (Hofmeister & Lubke, 1999, p. 19) Task: If you are enrolled in the Early Childhood Education program, focus your discussion on grades 1–3. If you are pursuing a K–8 teaching certification, focus your discussion on grades 5–8. If you plan to teach science, math, or social science at the secondary level, focus your discussion on grades 9–12. Write a brief essay (suggested length of 2–3 pages) that includes the following: A. Explain the need for lesson pacing in a classroom. B. Explain how pacing differs for a class that includes English Language Learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students. D. If you use sources, include all in-text citations and references in APA format. Reference List: Note: This reference list refers only to direct citations in the task above and may be different than those you need to complete the task. Consult your Course of Study for a list of suggested learning resources. Hofmeister, A., & Lubke, M. (1999). Research into practice: Implementing effective teaching strategies (3rd ed.). Logan, UT: Utah State University.

SPECIAL INSTRUCTIONS: GRADES 5-8, 3 PAGES SUBDOMAIN 602.3 - INSTRUCTIONAL PRESENTATION & FOLLOW-UP Competency 602.3.10: Time Management - The graduate maximizes instructional time in the school day and within lessons. Objective 602.3.10-05: Describe how lesson pacing may vary based on specific student characteristics and complexity of the content. -------------------------------------------------------------------------------- Given: According to Alan Hofmeister and Margaret Lubke, “Pacing has two dimensions.” They say, One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as follows: Researchers have shown that most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more content gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace [Wyne, Stuck, White, & Coop, 1986, p. 20]. (Hofmeister & Lubke, 1999, p. 19) Task: If you are enrolled in the Early Childhood Education program, focus your discussion on grades 1–3. If you are pursuing a K–8 teaching certification, focus your discussion on grades 5–8. If you plan to teach science, math, or social science at the secondary level, focus your discussion on grades 9–12. Write a brief essay (suggested length of 2–3 pages) that includes the following: A. Explain the need for lesson pacing in a classroom. B. Explain how pacing differs for a class that includes English Language Learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students. D. If you use sources, include all in-text citations and references in APA format. Reference List: Note: This reference list refers only to direct citations in the task above and may be different than those you need to complete the task. Consult your Course of Study for a list of suggested learning resources. Hofmeister, A., & Lubke, M. (1999). Research into practice: Implementing effective teaching strategies (3rd ed.). Logan, UT: Utah State University.