Rationale Behind Foundations of Learning

This chapter deals with the topic of time management. The initial approach is for students to turn their time and activities into a schedule which can then be examined and managed. Students are led through topics such as prioritizing and offered sensible ideas for creating priority lists. Two important tools which are introduced in this chapter are the Time Management Matrix and the Action Priority Matrix. Though each has a different use and triggers different thinking, both are critical lenses through which students will examine how they spend their time. The chapter closes with a discussion about the obstacles to efficient time management: Inefficient Scheduling, Distractibility, Over-organization, Procrastination, and Perfectionism. In each case, ideas and potential solutions are offered.

Ch 9 *Time Management*	Concepts	Processes	Tools	Context	Way of Being
	time management matrix	recording time spent	daily schedule	homework	recorder
	action priority matrix	setting priorities	weekly schedule	assignments	scheduler
	multi-tasking	estimating time requirements	ABC list	preparing for exams	manager
	time management	managing time	course record sheet	wellness
	obstacles			social obligations
	10 minute rule

Activity 9.1: Time Management	In-class: Orientation or Full Activity	Potentially spans more than 1 class period
This activity gives students the opportunity to create a typical weekly schedule for how they spend their time. Though this could be completed in class, giving students a bit more time will allow them to put some real thought into their schedule. Students should be encouraged to use whatever tools (spreadsheets, graphs, etc.) will help them see and appreciate the time they spend in major areas such as "class attendance," "studying," etc. The Exercises portion of the activity should be decided upon by the facilitator in advance of this activity. You should task students with completing one of the three different options. For option #1, you will need to allow and require students to track their actual performance against the schedule they've created. Students are tasked with writing a 1-2 page assessment of their performance, including changes they need to make to their schedules. For option #2 (which is a shorter version of Activity 9.2 — do not assign this option if students will be required to complete Activity 9.2), students should be given sufficient time to pull together their course syllabi and record all important dates. They are not tasked with synthesizing this into any additional way; you should require them to submit their calendar. For option #3, students should write a 1-2 page paper about procrastination and time management. They are tasked with identifying ideas for overcoming procrastination. You should feel free to insist that students' ideas are different from those presented in the text. You can also insist that these ideas can be put to immediate use by the student presenting the ideas (i.e., rather than language such as, "people can do X," students should say, "I can do X"). This third option is perhaps the best for feeding an in-class discussion, as students will not only be sharing ideas, but also making a semi-public verbal commitment to change behaviors. Even if they do not immediately implement the ideas, they are sure to remember the discussion, as the spotlight was on them.
Activity 9.2 Creating a Course Record Sheet	In-class: Orientation	Spans more than 1 class period
The purpose of the Activity is to give students the opportunity to pull together the information available across multiple sources (generally hardcopy course syllabi, but possibly also online assignment schedules) into a single document to which they can refer. Students should be required to submit their Course Record Sheet for review. If the instructor chooses to require students to complete the Exercise (where students transcribe the data from the Course Record Sheet to a blank calendar), that should be submitted for review as well. Note that the Course Record Sheet is available, as a blank form, on the Online Resources web site: http://www.pcrest2.com/fol/ch9.htm