This class helps learners build executive functioning skills related to time management including planning, task initiation, task completion, and attention. The primary focus is helping learners improve their study habits through managing their time more carefully.

A handout is provided each week along with at least one lecture. Students should watch the lecture(s) and complete the assigned homework. Then, students will share their homework in the Outschool classroom via text, photo, or video. This is a self-paced class, and students may complete the homework as quickly or as slowly as they feel is best for them.

I check-in with students in self-paced classes twice each week, typically on Mondays and Thursdays, for the first five weeks of this class. After that, I am happy to stay in contact if arrangements are made in advance, such as students who need extra time due to extenuating circumstances.

A detailed syllabus is provided in this course description. However, this is a brief summary of lectures and homework:

Week 1: Productivity Personalities
-Lecture: Students will be given an overview of the course and presented with information about the four personality types related to productivity: morning larks, night owls, afternoon people, and nappers. Learners will use this information to determine their most effective study time.
-Homework: Create a general weekly schedule to visualize how the learner spends their time, including the best potential time block for studying. Students are provided with a handout for this activity, but they are welcome to use Google Calendar or another type of calendar if they find that more effective. Color and creativity are encouraged!

Week 2: Fighting Time Blindness
-Lecture: Most people–teens and adults–underestimate how long tasks actually take to complete, and this is especially true with homework assignments. This week discusses how long academic tasks often take and helps students track their own time for better estimations and time blocking in the future.
-Homework: Estimate and track actual time for regular activities. If school is in session, the priority should be to track time reading, taking notes, and studying. If school is not in session, learners can track daily tasks such as morning and evening routines, chores, and activities.

Week 3: Time Blocking
-Lecture: This week, students learn how to dedicate blocks of time to specific tasks.
-Homework: Using the schedule from Week 1, learners will time block their schedule for the upcoming week. Then, they will report the effectiveness of the new technique and how they could improve upon it. If school is in session, learners should use time blocks specifically for studying; if school is not in session, they should time block other responsibilities, such as chores or sports.

Week 4: Habit Stacking
-Lecture: Students will learn how to “habit stack” to maximize the effectiveness of new time management practices without becoming overwhelmed.
-Homework: Based on their time blocking experience last week, learners will introduce three new habits, which they will “stack” between pre-existing habits. If they are in school, at least one habit should be related to studying (e.g. beginning homework immediately after an afternoon snack or working exclusively at their desk).

Week 5: Attention, Hyperfocus, and the Interruption Page
-Lecture: Students will be introduced to the basics of attention, as well as the pros and cons of hyperfocus. They will be taught how to use an interruption page as a study tool to help them stay on task. Additional videos by Dan Simons, including his Ted Talk “Seeing the World as It Isn’t”, will be available to further expand on the concept of attention.
-Homework: Learners will use the interruption page during study sessions (or other times when they need to concentrate). They will also be mindful of the frequency and durations of their breaks in order to prepare for next week.

Week 6: The Pomodoro Technique, Effective Breaks, and Workflow
-Lecture: Students will learn about the Pomodoro technique and how it can be personalized to make breaks more effective. I’ll also lecture about how breaks can help or hinder workflow.
-Homework: Learners will use the Pomodoro technique and adjust it to match their learning style. When possible, variations of this tool should be used over multiple study sessions and used in conjunction with the interruption page from Week 5.

Week 7: Eat the Frog and Review
-Lecture: We’ll discuss the “Eat the Frog” technique to feel productive and lower anxiety. (This will be review for students who have completed the prioritization class.) We’ll close the class with a brief review.
-Homework: Students will attempt to “eat the frog” at least twice during the week. As their final assignment, students should discuss which tools were most effective and how they’ll continue to use those tools in the future.