Instructional Pacing: How to Know How Fast to Go

Determining the pace of instruction can be a challenge for both beginning teachers and experienced teachers. Instructional pacing can be difficult- move too fast and you leave students behind. Move too slowly and some students will become bored and opportunity for learning diminishes.

How do you know how fast you should go?

Some districts have strict pacing requirements, others offer pacing suggestions. Likewise, many of the curriculum programs districts adopt have pacing guidelines. Ultimately however, teachers know that effective instruction requires flexible pacing. Teachers must watch and listen to students, assess their understanding and adapt as necessary.

Pacing is also dependent on the age, developmental level, interests and skills of the students. No matter how much we might like to demand that every student achieve a particular skill and a particular time, we know that is unrealistic. Think of babies. Every baby does not roll over at exactly four months of age. Nor do they all walk at ten months or speak in three- word sentences at fifteen months. They achieve these and other skills when they are developmentally ready.

Fortunately for us, students also give clues to their readiness to move on or need to slow down. Effective teachers learn to read these signals and adjust their teaching as needed.

Student signals can cue you in to the appropriate level of pacing.

Signs that you may need to slow down instruction:

Students look confused; they have that “deer in the headlights” look.

Many students have questions.

Students do not get to work on independent tasks quickly.

Students are not engaging by answering or asking questions. There is total silence.

Many students receive low scores or show lack of understanding on informal assessments such as exit slips.

Signs that you may need to speed up instruction:

Students are engaging in off task behaviors such as sharpening pencils, getting a drink, or asking to use the restroom.

The volume level of the classroom is rising.

Many students finish work early.

Students are wandering around the room.

Many students have high scores or show mastery on informal assessments such as exit slips.

How to Improve Your Instructional Pacing

Develop classroom routines to reduce transition time.

Clearly delineate the task or learning objective so that students know exactly what they are learning and why they are learning it.

Let students know how much time they have for a task.

Give clear directions and set clear expectations.

Circulate among students as they work. Ask questions as well as answering students’ questions. This will give you invaluable feedback about pacing.

In general, you can speed up when reviewing and slow down when introducing new information.

Use frequent informal assessments. Even a quick “thumbs up” or “thumbs down” will give you valuable information.

Instructional pacing requires ongoing attention.

Different classes will respond to instruction in different ways. Lessons that work well one year may not work as well the next year. Students come to us with different levels of knowledge and skill which require different levels of instruction. Master teachers learn to watch and listen to their students and to adapt to the needs of those students.

How do you know to adapt your instructional pace?

Our best,