Pacing

Pacing
According to Alan Hofmeister and Margaret Lubke, “Pacing has two dimensions.” They say,
One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as follows:
Researchers have shown that most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more content gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace [Wyne, Stuck, White, & Coop, 1986, p. 20]. (Hofmeister & Lubke, 1999, p. 19)
Write a brief essay (suggested length of 2–3 pages) that includes the following:

A. Explain the need for lesson pacing in a classroom.

B. Explain how pacing differs for a class that includes English Language Learner (ELL) students from a class that does not include ELL students.

C. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students.

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