Time Management - New Techniques!
Lesduur is: 25 minIntroductie
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Revisits time management through three named methods: the Pomodoro Technique, time blocking and the Eisenhower Matrix. Moves students from recognising procrastination to applying a specific technique to their revision.
Has your time management improved since our last look at it?
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The quotation frames the central distinction of the lesson: being busy is not the same as being productive.
Stretch: Students describe a time they were busy but not productive and explain what made the difference.
Device-Free: Think, pair, share: thirty seconds alone, a minute with a partner, then a few responses to the class.
The benefits listed here link everyday school habits to confidence now and to working life later.
Stretch: Students choose the two benefits that matter most to them and justify the ranking.
Device-Free: Read the benefits aloud and take a show of hands for the one each student values most.
Previews the three techniques in the order they are taught, giving students a road map for the lesson.
Stretch: Ask whether anyone has already tried one of the three and how well it worked.
Device-Free: Show of hands for each technique students have heard of before.
Introduces the Pomodoro Technique as focused 25-minute intervals separated by short breaks.
Stretch: Students explain why a timed break might improve focus rather than waste study time.
Device-Free: Students work out on mini-whiteboards how many intervals and breaks fit into an hour of homework.
The Pomodoro cycle is broken into four steps students can follow at home: choose a task, set the timer, work, then break and repeat.
Stretch: Students identify the step they would find hardest to stick to and suggest one way to make it easier.
Device-Free: Students recite the four steps in order to a partner from memory.
Pomodoro Technique
Choose a task: Select a single task to focus on. Set the timer: Set a timer for 25 minutes. Work on the task: Work on your chosen task without distractions until the timer rings. Take a short break: When the alarm sounds, take a 5-minute break. Repeat: Repeat this process three more times. Take a longer break: After completing four "pomodoros", take a longer break of 15 to 30 minutes. Start again: Begin a new set of four pomodoros.
The gap-fill reinforces the key numbers and terms of the Pomodoro cycle and checks that students have read the method closely.
Stretch: Students explain why the longer break comes only after four pomodoros rather than after every one.
Device-Free: Read the passage aloud, pausing at each gap for a choral answer from the class.
Time blocking replaces an open-ended to-do list with scheduled blocks, each given to a single task or group of tasks.
Stretch: Students justify which subject or task would benefit most from a dedicated block and how long it should be.
Device-Free: Students sketch an after-school block plan on mini-whiteboards.
Three steps take students from listing their tasks to blocking them on a calendar and re-blocking anything left unfinished.
Stretch: Students explain why re-blocking an unfinished task is better than abandoning the schedule altogether.
Device-Free: Pairs talk through how they would block tomorrow evening, then one pair shares with the class.
The matrix sorts tasks by urgency and importance into four quadrants, separating two ideas students often treat as the same.
Stretch: Students explain the difference between "urgent" and "important" using a task from their own week.
Device-Free: Call out tasks; students point up for important and sideways for urgent, or both.
Sets out how to draw the two axes of the matrix and place each to-do item into one of the four boxes.
Stretch: Students justify which quadrant should be tackled first and which tasks could be dropped altogether.
Device-Free: Students draw the grid on scrap paper and place three of their own tasks in it.
The clip adds real-world context to the techniques; preview it beforehand to confirm it still plays and provides the example promised on the previous slide.
Stretch: Students identify which of the three techniques the clip best illustrates and explain why.
Device-Free: If the video is unavailable, model the matrix on the board using the four tasks from the next slide.
Sort these tasks into order of importance
Ordering four everyday tasks challenges students to apply prioritisation; accept well-reasoned alternatives, since a fixed appointment and a next-day deadline can both be argued first.
Stretch: Students place each task in an Eisenhower quadrant and use that to justify their order.
Device-Free: Four volunteers each hold a task written on paper while the class directs them into order.
Blank closing slide; use it to check which of the three techniques each student will try first this week.