Time Management
Instructor's Guide

Skills Students Need

This module addresses academic survival skills and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.

Students should have the following skills prior to using this module:

• ability to send and receive e-mail
• ability to access and use the Penn State Course Management System, ANGEL
• ability to use a network browser and access to the Internet

The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:

• computer labs
• seminars
• periodic training sessions
• peer tutoring

Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.

ANGEL

The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction.   Provide students with the following information:

• Computer resources available, including any constraints such as lab hours, number of computers, etc.
• Who will assist students with technical help (Learning Center tutors, lab attendants, etc.).
• Who will assist students with subject matter help (in most cases this is the instructor).
• A definite completion date, keeping in mind the constraints students must operate under to access the module in ANGEL.
• Lab hours when the instructor will be available to serve as a facilitator.

Quizzes, Reflective Questions and Activities

Each module contains activities designed to help students learn and practice the concepts presented.   Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts.   Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice.   Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.

The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.

To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.

Open the first file in the module folder to begin the lesson.

This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)

The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used.   Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials.   Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.

Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.

Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.

In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.

As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments.   Including this information in your course syllabus will make it readily available to students.

Following are the assignments embedded in the Time Management module:

Activity 1:   Activity - worksheets for prioritizing and analyzing how you spend your time

Activity 2:   Reflective question - what problems do you have with how you spend your time?

Activity 3:   Activity - another way to see how you spend your time

Activity 4:   Activities - think about your long-term goals

Activity 5:   Reflective question - think about your long-term goals

Activity 6:   Reflective question - think about your semester goals

Activity 7:   Reflective question and worksheet - think about and list obstacles to achieving your goals

Activity 8:   Reflective question - summarize the obstacles and challenges you face

Activity 9:   Activity - list strategies for overcoming obstacles

Activity 10:   Activity - use the worksheets to record and analyze how you actually spend your time

Activity 11:   Reflective question - favorite ways to procrastinate

Activity 12:   Reflective question - what out-of-class activities are you involved in?

Activity 13:   Reflective question - what are your long-term goals?

Activity 14:   Reflective question - what are your semester goals?

Activity 15:   Reflective question - what obstacles are in your way?

Activity 16:   Reflective question - review what you have written so far

Activity 17:   Reflective question - develop a strategy for achieving your goals

Activity 18:   Activity - gather materials needed for getting organized

Activity 19:   Activity - complete the weekly timetable

Activity 20:   Activity - complete the daily timetable

Activity 21:   Reflective question - how do you procrastinate?

Activity 22:   Reflective question - how can you avoid pitfalls?

Relationship to Other iStudy Modules

This module is related to other modules on personal effectiveness, including note taking, active reading, active listening, project planning, interview skills, stress management, conflict management, peer tutoring, and brainstorming.

Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.

Suggested In-class Methods of Presentation

Long-term Goals Activity

If possible, refer students back to the Writing an Autobiography Module. Ask them to think about how they might change those goals in light of their college experience up to this point. To review, the autobiography asked the student to reflect upon:

• Why am I in college?
• What are my goals?
• What do I want to do with my life?

If students are having trouble with determining goals, the instructor may want to help them by providing examples of possible goals.

Break the students up into small (four-five people) groups. Have each individual discuss his or her long-term goals with the group. The other group members should provide constructive feedback to the individual. Instructors can prompt the groups when needed, referring to the Key Points section as needed.

Individuals can present their findings to the class and be prepared to discuss them. Instructors can assess students' understanding of setting long-term goals at this point by observing how each individual presents his or her findings and responds to questioning.

Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module. Also, this activity may be completed asynchronously; instructors do not need to be face-to-face with the students. After receiving the initial assignment, students can use electronic resources to complete the assignment.

Identifying and Overcoming Obstacles Activity
Small Group Activity

Have students share their goals in small groups. As a group, students could brainstorm possible obstacles for each group member's goals. See Long-term Goals Activity above for details on how to structure this activity.

Master Calendar Activity

After having the students use the iStudy module on creating a master calendar, the instructor should require students to attend an in-class session to discuss the module exercise and construct a personal master calendar for the semester.

Provide students with blank monthly master calendar sheets that have a space to put in the name of the month, and have blank boxes where students can fill in the dates for the month. Have the students fill in the month and date information for the current semester on each sheet.

Starting with the current date, have students transfer dates onto their personal calendar. Note to students that while it may seem obvious, consolidation of calendars is crucial to effectively planning their time.

Similar items should use the same color pencil - for example, all holidays should be written using a colored pencil. Have students add dates from:

• The college calendar - important dates and deadlines such as drop/add deadlines, holidays and breaks, etc.
• Course syllabi - any class dates and times, assignment due dates, and exam/quiz dates
• Other important personal dates and times such as social activities, sports, doctor's appointments, etc.

Weekly Timetable Activity

Have students transfer any items which occur on a weekly basis onto the blank weekly timetable sheets. This will involve charting:

• Classes for the semester
• Extra-curricular activities
• Any other regular activities (exercise, meetings, social activities, etc.)

After completion of the weekly timetable, have students pair together to discuss and critique both their master calendars and their weekly timetables. Ask them to think about what they have not included, and to determine possible problems which can be seen from analyzing their calendars and timetables.

Daily "To-Do" List Activity

Have students create a list of daily activities and responsibilities on a sheet of note book paper (or some other sheet of paper). Make it clear to the students that the list can be general or detailed, but that the important thing is that they have a list.

Important points to make about writing to-do lists:

• Write down anything which you have promised to do or that you might forget.
• Provide enough detail for each item so that you will remember it when you see it. May want to use keywords (such as "call" - as in " 4:00 - call Judy ").
• Provide enough information so that you will understand why you are doing something (such as " 3:00 - call Fred G. re: dance marathon ").
• Set time for studying and working on projects - this needs to be a priority.
• Block out time for recreation and leisure activities - you need time to exercise and have fun.
• Block out time for chores and regular tasks, such as grocery shopping or laundry.

Have students create a to-do list for the next few days (perhaps the next seven days) and share these with one another in pairs. Ask students to critique each to-do list and identify missing items or possible problems.

After completing the activity, remind students to use their to-do lists over the next seven days. Students should reflect in their journals on how accurate the list was, and how helpful they found it to be in using their time effectively.

Avoiding Pitfalls/Study Tips Activity

This activity is designed to help students to see how they procrastinate, how to avoid and overcome procrastination, and how to effectively use their study time.

The instructor may want to begin by saying something like:

We've all experienced that feeling of "I really don't want to start my paper now, the second week of class. It's not due until the Monday after break. I'll start it on my break." Then when break arrives you become stressed, maybe even panicked. You don't get to enjoy your break, and you probably don't do a very good job on the paper.

What we are going to talk about today is how to avoid procrastinating, and how to use your study time wisely. If you use your study time effectively, you will be able to enjoy your non-study time without worrying about your classes.

The instructor should have the class brainstorm ways to procrastinate. Have students write down their favorite ways to procrastinate, and then create a class list of top procrastination techniques.

Next, have the class brainstorm ways to avoid each of the procrastination techniques.

Some ways to avoid procrastination are:

• Schedule study time at the point in the day when you feel most productive.
• Boring subject- study in shorter periods, or study with a friend or with a group. Give yourself 5 to 10 minute breaks between study sessions.
• Difficult projects or boring projects - break into smaller components to be done. Analyze the components and set a timetable based on priorities, then execute your plan of action.
• Fight distraction by locating a couple of sites with minimal noise and human traffic which can distract you during studying.
• Use time waiting for class, or meetings to begin to study, i.e., listen to tapes of course materials.

Finally, generate tips for studying with the class:

• Avoid studying more than 8 hours in any one day.
• Break study time into shorter sessions (4 hours maximum).
• Study more than one subject if studying for a long period.
• Take short breaks of 5 to 10 minutes at regular intervals.
• Reward yourself when you finish by doing something you enjoy, such as playing a sport, watching a movie, etc.

Key Points

These points are covered in the iStudy module, but should be emphasized in any discussions.

Instructors may want to emphasize the total study time one should spend just on class work:

On average you should spend 2-3 hours outside of class for every hour in class. This means you would spend 45 hours per week on your classes if you had a 15-credit semester. In addition, you will have other demands for your time, such as a part-time job, family responsibilities, extra-curricular activities, and so on.

Share with the students six steps which can help develop time management skills:

• Determine your goals.
• Develop a strategy to achieve your goals.
• Lay out a timetable for the term or semester.
• Develop a weekly timetable.
• Develop a daily timetable and TO-DO List.
• Avoid pitfalls.

Assessment

Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):