As you visit a classroom where students are involved in active learning, you will undoubtedly see multitasking taking place. Multitasking in a classroom setting refers to the ability for groups of students or individuals to be working on different projects/activities in different areas of the classroom at the same time. Multitasking allows for two things to happen in the classroom. First, it allows students to complete tasks according to their learning style and gives them a variety of activities to participate in to accomplish a goal. Secondly, multitasking allows the teacher to maximize the effectiveness of teaching. Let's elaborate on the first affect of multitasking in the classroom. As brain research has showed us, not all students learn the same way. Teachers must offer a variety of tasks for students to achieve the goals that are expected of them. This can be organized in many different ways. Below are two examples of how a teacher may choose to use multitasking in the classroom. The first example shows how students reach concept attainment by choosing one task to complete. Each task is different, however, the concept that the teacher wants the students to learn is the same. Before allowing students to choose a task, the teacher must have given specific instructions for completion of each task. Students should know up front, what is expected of them. To help students understand the expectations of the task, rubrics are appropriate. Rubrics give students a clear picture of what expectations the teacher has set for them. It is important that even though students may want to choose the same type of task each time, teachers need to encourage them to try a variety of activities. Even though we all have strengths and different learning styles, we must not always rely on just one method to learn.
 

Teachers may choose the above multitasking design for opportunities that allow students to work at different paces and have different abilities. As students are working on the tasks, they may choose to interact with others completing the same task. Teachers must closely monitor the different groups and be available for instruction when needed.

A second model of how a teacher can use multitasking in the classroom is shown on the next page. In this model students are asked to complete all activities to reach concept attainment but not all students are working on the same task at the same time. It is important for the teacher using this model to make sure that the tasks that are created allw for different learning styles. Multitasking activities should provide practical applications of lesson objectives. Educators must always reinforce connections to the real world. Because students are ask to complete each task, teachers must diversify the instructional activities. Even though students do work at different paces, movement from activity to activity is done as announced by the teacher. Even though adequate time should be given, some students may need extra time to complete one or more of the tasks after all rotations have been done. This allows for students that work faster to stay on task and allows for slower students to not be penalized for incomplete tasks.
 

As in any active learning classroom, students must learn what working in groups require of them. A good way for teachers to share this with students is to let them see what multitasking should look like and sound like. Use the following T-Chart as a visual to understand actions and sounds when working cooperatively.

When developing a t-chart to help with class expectations, general characteristics may be used or the teacher may choose to focus on specific traits depending on what the expectations are for that particular lesson.

As stated previously, multitasking allows the teacher to maximize the effectiveness of teaching. As addressed by Nancy Sulla, Ed.D in her article on the Learner-Active , Technology-Infused Classroom, if all students are doing the same activity at the same time, you will find moments when the teacher is not needed and other moments when the teacher gets frustrated being unable to help everyone. Using multitasking in the classroom, allows the teacher to make better use of time as a facilitator of learning. While the teacher monitors and instructs various groups, students benefit from the small group instruction. As a teacher beginning to make the transition from the traditional classroom setting to one that enables active learning, you may find the following information helpful in managing multitasking in your classroom. The main key of successful management of multitasking instruction lies in clarity. Students must have a clear understanding of appropriate behaviors, tasks, and where they can turn for help if problems develop. This is not different from any traditional classroom, however in a multitasking environment students have to take more responsibility for their behavior and learning. They should rely on their peers as well as their teacher for assistance. Teachers need to provide adequate time for the tasks and should try to eliminate rigid blocks of times. Time should be built in for student sharing and the teachable moment that arises as the teacher monitors each group. While the groups are working, the teacher should as questions to stimulate the learning that is going on
in a particular group. If the teacher sees a problem developing, first let the group members try to solve it themselves before intervening. In summary, the teacher in a multitasking classroom becomes a(n):

Observer: listens to discussions from a distance and ask key questions to stimulate thinking
Monitor: acts as a coach and focuses on interacting rather than intervening whenever possible, establishes a signal for noise control
Organizer: makes a T-chart for both social and academic criteria, sets time limits for tasks, and adds additional minutes to lessons when needed
Encourager: encourages critical thinking and creativity from all students and gives positive feedback

As discussed earlier, the physical arrangement of the classroom is very important. Remember the classroom must allow space for group projects, individual work space and multimedia capabilities. If the multitasking environment is to be successful it must be an enriched place for students to immerse themselves in reality. The environment should provide hands on opportunities, provide books, reference materials, and access to various technologies. With this enriched environment in mind, a multitasking classroom will prepare students for real-world roles by teaching them how to participate in discussions, plan and carry out tasks, and feel comfortable using technology.  Click here to see a panoramic of a Multitasking Classroom.  To begin viewing your panoramic, place your cursor on the picture.  Holding down your left mouse button, drag your cursor across the picture.  Use your back button to return to this page.