Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning

The topic of pacing at the level of the individual class hour has received relatively little coverage in research literature. In order to provide a research-based take on the issue, the current work surveys the existing literature, develops terminology and draws a key distinction between macro-, me...

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Autor principal:	Joshua Goldsmith
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2010
Materias:	(micro- meso- and macro-) pacing time allocation time on-plan class hour Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/e17dbee576684cb490e1da3efba6d136
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spelling	oai:doaj.org-article:e17dbee576684cb490e1da3efba6d1362021-11-25T13:24:00ZPacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning10.5565/rev/jtl3.342013-6196https://doaj.org/article/e17dbee576684cb490e1da3efba6d1362010-02-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/34https://doaj.org/toc/2013-6196 The topic of pacing at the level of the individual class hour has received relatively little coverage in research literature. In order to provide a research-based take on the issue, the current work surveys the existing literature, develops terminology and draws a key distinction between macro-, meso-, and micro-levels of pacing, sequencing, grading, and transitioning. In order to focus on one of pacing’s constituent sub-topics—the allocation of classroom time—this article presents a case study of a first semester college-level introductory German class at a top-tier American university. The data come from two hours of class, one each from the beginning and end of the semester, in an attempt to discover not only how pacing affects teaching synchronically but also how it might change diachronically. Utterances and gestures were transcribed in order to segment the class into activities and sub-activities, and a model for using verbal and gestural cues to perform this kind of segmentation is proposed. The paper also discusses how the teacher allocates time to different kinds of activities, considering pacing strategies that help keep students focused and “on plan” and how these pacing strategies can allow for more time and activities spent on communicative, pair-based work. It is argued that because of the case study teacher’s focus on pacing and use of various strategies to pace the class, not only researchers but also teachers might be able to generalize the micro- and meso-pacing model described in this study to the pacing of individual lessons in their own classrooms. Joshua GoldsmithUniversitat Autònoma de Barcelonaarticle(micro-meso-and macro-) pacingtime allocationtime on-planclass hourSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 1, Iss 1 (2010)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	(micro- meso- and macro-) pacing time allocation time on-plan class hour Special aspects of education LC8-6691 Language and Literature P
spellingShingle	(micro- meso- and macro-) pacing time allocation time on-plan class hour Special aspects of education LC8-6691 Language and Literature P Joshua Goldsmith Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning
description	The topic of pacing at the level of the individual class hour has received relatively little coverage in research literature. In order to provide a research-based take on the issue, the current work surveys the existing literature, develops terminology and draws a key distinction between macro-, meso-, and micro-levels of pacing, sequencing, grading, and transitioning. In order to focus on one of pacing’s constituent sub-topics—the allocation of classroom time—this article presents a case study of a first semester college-level introductory German class at a top-tier American university. The data come from two hours of class, one each from the beginning and end of the semester, in an attempt to discover not only how pacing affects teaching synchronically but also how it might change diachronically. Utterances and gestures were transcribed in order to segment the class into activities and sub-activities, and a model for using verbal and gestural cues to perform this kind of segmentation is proposed. The paper also discusses how the teacher allocates time to different kinds of activities, considering pacing strategies that help keep students focused and “on plan” and how these pacing strategies can allow for more time and activities spent on communicative, pair-based work. It is argued that because of the case study teacher’s focus on pacing and use of various strategies to pace the class, not only researchers but also teachers might be able to generalize the micro- and meso-pacing model described in this study to the pacing of individual lessons in their own classrooms.
format	article
author	Joshua Goldsmith
author_facet	Joshua Goldsmith
author_sort	Joshua Goldsmith
title	Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning
title_short	Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning
title_full	Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning
title_fullStr	Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning
title_full_unstemmed	Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning
title_sort	pacing and time allocation at the micro- and meso-level within the class hour: why pacing is important, how to study it, and what it implies for individual lesson planning
publisher	Universitat Autònoma de Barcelona
publishDate	2010
url	https://doaj.org/article/e17dbee576684cb490e1da3efba6d136
work_keys_str_mv	AT joshuagoldsmith pacingandtimeallocationatthemicroandmesolevelwithintheclasshourwhypacingisimportanthowtostudyitandwhatitimpliesforindividuallessonplanning
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Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning

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