Getting the timing right

Introduction

Reviewing work of novice designers reveals that getting the timing of sessions right is one of the most underlooked considerations in session planning. While choosing suitable activities in line with the objectives is important, if a facilitator will not have enough time to run them smoothly your lesson may not be impactful. In this session you will learn how to 'test' your timing to ensure your session plan will run smoothly!

Designers commonly under-estimate time needed for:

1. Facilitators delivering content directly

While this may seem the quickest way to deliver information, teachers like to talk! As a result lectures which designers expect to take 10 minutes end up taking 20 minutes.

2. Transitions between activities

Even if activities themselves are short, meaningfully transitioning learners from one to the other takes time. Sometimes this involves 'physical' movement, for example getting learners to sit in groups. Other times it involves orienting learners to a new type of activity and explaining the link between one and the other.

3. Question and Answer

Interaction often happens through Question and Answer (Q&A). In your lesson plan you usually include a script with recommended questions, methods and expected answers. Build in sufficient time for the facilitator to build on learner responses, create an inclusive atmosphere and inductively work towards knowledge (more about Q&A here).

4. Setting up groups

Group work is a highly effective method to make education learner-centered. Make sure to allocate sufficient time; for explaining the task, making the groups, groups to sit together, distributing materials, real collaboration during group work, presentations and feedback.

5. Formative assessment

Great facilitators monitor student learning and adjust their style and content to their learning needs. Designers can support them in doing this by building in formative assessment moments, think about student presentations, or prompts for the facilitator to monitor collaboration in groups. Ensure that the facilitator has time to address emerging issues, at least at the end of the session but ideally at different moments.

Tips to improve timing:

1. Time yourself giving the same lecture

Read out the content of what you expect the lecturer to say. Make sure you don't rush! If it takes long, reduce your content. Prioritize activities that engage learners actively!

2. Allocate a cushion of 5 minutes to each activity

Be on the safe side, build in time for the transitions. When designing for facilitators new to the learner-centered approach, you can further consider explicating the connection between activities in your session plan. In a Skills Lab, stick to 1 main activity per component (build, practice, present).

3. Elaborate your script

By writing out the method for Q&A and recommended questions, you can better anticipate how long a Q&A session is going to take. A rough estimate would be to allocate 5 minutes per question (for classes of +/- 40-60 students). Though always consider the nature of the question and the method used for student responses.

4. Visualize the group work processes

Close your eyes, visualize every step of group work: from the teacher giving instructions to the groups presenting their work. What happens? Where do learners move? What materials do they need? Estimate and include time for every step.

5. Allocate at least 10% of the lesson to the facilitator responding to students

Whether in Q&A, after group presentations or in group work, the facilitator needs to have time to respond to what students bring out. Always make sure there is time at the end of the lesson for the facilitator to re-emphasize main take-aways and correct misunderstandings. Include cues for the facilitator how to handle this aspect.

Always set your priorities right!

Your learning objectives give you direction to what activities must happen for learners to develop the right skills. Also make sure activities are engaging and motivating (so choose a group activity over a lecture).

Common Skills Lab timing

In an 80 minute skills lab, look at:

Build 15-25 minutes

Practice 30-40 minutes

Present 25-35 minutes

Try it out!

Take the quiz below and see how long you estimate activities to take.

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