Professional Development - Hot Topics - Block Scheduling He is the coauthor of block scheduling A Catalyst for Change in High Schools Students enroll in four new courses (teachers teach three) for the second http://www.phschool.com/professional_development/block_scheduling/models.html
Extractions: by Michael Rettig Michael Rettig is assistant professor of education at James Madison University in Harrisonburg, Virginia. He taught for ten years in the Syracuse, New York, schools and served as a school Administrator in Martinsville and Lexington, Virginia, for six years. He is the co-author of Block Scheduling: A Catalyst for Change in High Schools and has served as a consultant on scheduling issues across the United States.
FLTEACH FAQ - Block Scheduling - Introduction 94/07 Subject FL Curriculum and the block Schedule. My high school is heading towards the block schedule. (I teach at both http://www.cortland.edu/flteach/FAQ/FAQ-Block.html
Extractions: For most of the 20th century the Carnegie Unit has governed academic credit in American high schools. Each state stipulated the minimum number of instruction minutes necessary for a course to award credit. Now many in education are thinking of the old system as a lock step that has held back progress. We are looking for alternatives, and here in the last decade of the century, some form of Block Scheduling is the newest thinking (or newest fad, some will say). With the following brief query from Kathy Kitts looking for information about this new critter called Block and Aileen Peeks sudden and unanticipated plunge into a Block instructional sequence -both in July 1994- begins FLTeachs examination of the Block Schedule also known as alternative scheduling. 94/07 Subject: FL Curriculum and the Block Schedule My high school is heading towards the block schedule. (I teach at both
FLTEACH FAQ - Block Scheduling - Methods Subject A/B block scheduling. I teach French (levels 1 4 and AP) at a senior high Subject Re block scheduling and FL. We teach every other day for http://www.cortland.edu/flteach/FAQ/FAQ-Block-methods.html
Illinois Loop: Block Scheduling I teach 7th grade English on an A/B block schedule this year, but our superintendent just announced a change back to 7period days for next year. http://www.illinoisloop.org/blocksched.html
Extractions: Gender Fairness Your child's school is changing to 80 or 90 minute periods? Welcome to the world of block scheduling, where your child will spend long periods of time on merry projects , movies, group discussions lots of stuff other than learning anything. Block scheduling is a destructive, faddish trend nationwide.
The Problem With Block Scheduling The Case Against block scheduling Part 2. process of gathering and formulating strategies used by AP teachers who teach in block scheduling situations. http://www.jefflindsay.com/Block2.shtml
Extractions: Block Scheduling This is one of several pages on the problems of block scheduling, a major educational "reform" that is being implemented across the country in spite of serious evidence that it is harmful to education. These pages are the work of Jeff Lindsay. On this page, I assume that you have already seen my main page on block scheduling , Part 1. Part 1 Part 2 (This Page) Part 3 Part 4 Part 5 The Nature of the Problem Search WWW Search jefflindsay.com Finally, after years of ignoring research results from the Canadian experience with Block Scheduling (not to mention ignoring the failure of Modular Scheduling in the 70s and 80s), the proponents of Block Scheduling have been forced to acknowledge that such research exists. Enough parents, teachers, and students have been asking about the work of Bateson and others, often embarrassing and certainly irritating many block proponents who claim to have studied it for years without finding any negative data of any kind. Now the proponents of the block can no longer look their audiences in the eye and say that there are no known harmful effects of block scheduling. It's a sign of hope that they now must spend time dealing with the Canadian work. Of course, their response is predictable, but the analysis used can be downright surprising - and disappointing.
Question Of The Week Archives The school disctrict for which I teach instituted block scheduling for the first time this The past two years I have been teaching on a block schedule. http://www.teachersfirst.com/weeklyq/archive-list.cfm?id=62
Policy Briefing Block Scheduling In Secondary Schools Schools are exploring this time factor with block scheduling. teachers schedules mirror students schedules. teachers typically teach three courses http://www.prel.org/products/Products/block-scheduling.htm
Extractions: Email: askprel@prel.org www.prel.org Policy Briefing: Block Scheduling in Secondary Schools by Barbara Dougherty* Briefing Paper Product # PB9709 A Nation at Risk (1983) warned America that there was a crisis in education. Since then, educators have begun to instigate reforms leading to higher student achievement. Professional teacher organizations such as the National Council of Teachers of Mathematics, Congress with Goals 2000 (1994), and others have continued to motivate schools and educators to find ways to meet the challenge for higher student standards. A reform effort initiated by Congress was the Education Council Act of 1991 which established the National Education Commission on Time and Learning. This commission was a nine-member advisory board charged with looking at how time impacts learning. Their report
TeacherArtExchange Mail For March 1996: Block Scheduling The school I teach at adopted a type of block scheduling about 3 years ago ( or approximately around 3 years ago time flies when you re having so much http://www.getty.edu/education/teacherartexchange/archive/Mar96/0275.html
Block Scheduling The block schedule in and of itself will not bring about meaningful Obviously, we need to be ever mindful about how we teach, and how students learn. http://www.cascadehs.csd.k12.id.us/school/Academics/programs/block/block.html
Extractions: There are many different concepts, ideas, and programs that have occurred and will continue to occur in the field of education. While some have limited value at best, I believe that the national movement toward longer periods for instruction has real merit to bring about meaningful increases in student achievement if implemented appropriately and responsibly. The block schedule in and of itself will not bring about meaningful change, but if implemented in an organized and thoughtful manner, it can be the catalyst to bring about significant and appropriate changes. The very first question that must be addressed is why. Why change to an extended block of time? If the goals for change can be identified and articulated, then the process for implementation is well on its way. If the educational community is convinced that the benefits will out-weigh the drawbacks, you are ready to begin. But if on the other hand, there are those in positions of influence that are ready to throw spears, you still have a lot of work to do. That last statement is ultimately the key. We need to understand that various strategies will work in certain situations and then will not work in others. The information is overwhelming: lecturing is not the best way for the majority of students for learning new information. Students need to be actively engaged in their own learning by doing, teaching and interacting with others. They need to be making the connections in their own brains.
Block SchedulingNCTE Publications block schedulingNCTE Publications. Porter, Carol. What Do I teach for 90 Minutes? Creating a Successful blockScheduled English Classroom. http://www.ncte.org/middle/topics/content/110374.htm
Extractions: Block Scheduling About NCTE: Overview Governance Awards Grants ... Research Membership: Join Renew Benefits NCTE Community ... Institutions Professional Development: Conventions Online Onsite Print Publications: Books Journals Council Chronicle Publish with NCTE ... Permissions Programs: Writing Initiative Teacher Prep Langston Hughes Poetry Circles African American Read-In ... Cultural Diversity Related Groups: CCCC CEE CEL TYCA ...
Fall 1998 - Block Scheduling (CAREI) block scheduling Structure and Professional Community Matter teachers teach three instead of five groups of students (classes) daily. http://education.umn.edu/CAREI/Reports/Rpractice/Fall98/block.htm
Extractions: Professional Communities and Professional Knowledge: The CAREI Link Rather Than Fixing Kids, Transform the Environment with Tribes Learning Communities Creating the Conditions of Empowerment: Resilient Teachers and Resilient Students ... Block Scheduling: Structure and Professional Community Matter Carol Freeman, University of Minnesota Introduction The previous contribution by Sharon Kruse and Karen Seashore Louis sets the stage for this paper. The question examined here is whether differences in the characteristics of professional community found in the schools related to their success in implementing block scheduling. The name block scheduling is given to a schedule that has fewer, usually four, class periods per day for approximately twice the usual number of minutes. This paper draws from data collected in a broader study conducted by the Center for Applied Research and Educational Improvement (CAREI), University of Minnesota, on effects of block scheduling on high school teaching and learning. Framework Second, our data also are consistent with the view that this structural change, the schedule, operates in large part by providing the opportunity to improve teaching and learning. Other factors, such as those creating professional community within the block scheduled school, will enhance or limit changes in teaching and learning. This study adopts the professional community framework of Louis and Kruse (1995). Our conceptual framework proposes that among schools implementing a four-period schedule, those displaying stronger professional community will demonstrate more effective teaching and learning than other four-period schools.
Block Schedule In PISD - A Former Teacher's Perspective As a high school teacher under block scheduling last year, I can tell you The bottom line is that teachers cannot teach nor can students learn the same http://www.pisd.org/voices/block3.htm
Extractions: First Published in the Plano Star-Courier I am puzzled as to why PISD is going to spend $3,000 to take eight principals and district administrators on a "field trip" to Minnesota to study the use of block scheduling when our district currently has five high schools using that schedule right here in Plano. Could it be that many of the teachers in those schools have serious doubts about the benefits of this schedule? The stated purpose of the trip is to "investigate the feasibility of block scheduling." However, Sherman Millender, executive director of secondary administration, says, "We've got to convince teachers this is the best way we can go." Why can't the senior high teachers be convinced by their own peers in their own district? As a high school teacher under block scheduling last year, I can tell you that it is because many of those teachers want to return to a traditional class schedule. There are high school teachers in this district from many different curriculum areas who are extremely concerned about teaching the same amount of material with thirty fewer hours of class time per subject. Teachers discussed this issue last year during lunch periods, during hall duty, in departmental meetings, and in the copy room. We shared our frustrations over having to choose which parts of the curriculum to omit or which parts of the curriculum to cover at a much more shallow depth. Many of us were told that block scheduling was "here to stay" and continuing to raise questions would only result in our being labeled as "non-team players." Additionally, some of us were informed that, if we did not cover the same amount of curriculum under the block schedule, we would "have to answer" to the parents of this district. Even the survey some of us completed last spring did not contain a choice for returning to the traditional schedule.
Comments Dr. Allen Queen provided staff development on block scheduling for our faculty I feel ready to teach a 90minute block with a variety of strategies the http://www.blockscheduling.com/Contents/Comments.htm
Extractions: Math Teacher/Department Chair New Hampshire Dr. Queen's Block Schedule Seminar goes beyond the mere logistical issues of block scheduling and planning to cover the most effective means of using the longer instructional time to advantage. The flexibility Block Scheduling affords allows for more creative instruction, processing, and evaluation. Teacher Georgia Business Teacher Mississippi High School AP English Teacher/Department Chair Ohio I had some serious reservations about going to the four-block schedule. Dr. Queen's presentations and seminars were tremendous, and after only two days, I had developed a level of confidence that surprised even me. Not only did I feel better about being able to teach for a full 90 minutes, but I learned some new methods that I am convinced will improve my teaching, regardless of whether or not I am in a four-block schedule. High School Math Teacher/Department Chair Virginia
AP Follow Up And Block Scheduling | Get Schooled | Ajc.com AP courses and how they teach them in schools with a 4 X 4 block schedule. AP students on block scheduling face a huge challenge if their course is http://www.ajc.com/metro/content/custom/blogs/education/entries/2005/03/17/ap_fo
Extractions: var cxType = ""; Register Now It's Free! Log in E-mail preferences Site Index Select a section ajcHOME Nation/World Metro Business Sports Living Opinion Travel Health Shopping Weather accessAtlanta Entertainment Events Restaurants Movies Music Recreation Arts Personals The Vent Lottery Horoscope Obituaries Traffic Customer care Site/Web Yellow Pages Archives Your source of information and conversation about education in Georgia and the nation. The entry titled "AP Follow Up and Block Scheduling," and any of the comments about it. Find The Ultimate Atlanta School Guide plus great educational tools for parents and teachers at ajcstore.com
Extractions: Robert Lynn Canady and Michael D. Rettig, General Editors "Block schedules provide opportunities for teachers to change their instructional strategies so that students become more active and successful learners. Because we believe that instructional change is key to successful block scheduling, we are sponsoring a series of books, Teaching in the Block , written primarily by teachers who have been successful in teaching in block schedules." Robert Lynn Canady and Michael D. Rettig By Deborah Blaz, Angola (IN) High School Helps teachers succeed in the block by offering: CONTENTS Meeting National Standards: Foreign Languages and the Block Schedule Preparing for the Block Schedule: An Action Plan Lesson Plans for Block Schedules Quality and Quantity: Instructional Strategies that Work Assessment, Grading, and Reporting
Center For Innovative School Scheduling -- What We've Learned In spite of some challenges which high school block scheduling presents Teaching foreign languages in the block. Larchmont, NY Eye on Education. http://curry.edschool.virginia.edu/curry/centers/ciss/learned/main.html
Extractions: Block Scheduling: What We've Learned Issues Related to School Climate Issues Related to Academics In one study, no significant differences were found in the performance of seventh grade students on the Texas Assessment of Academic Skills (TAAS) in mathematics, when comparing students in A/B block versus single period schedules (Schroth and Dixon, 1995). There is evidence that block scheduling has the most positive academic impact on courses that serve all students, including the less academically proficient and that block scheduling has less academic benefit for higher level college bound courses (North Carolina Department of Public Instruction, 1997). Some students often labeled "at-risk" are more likely to stay m school; this is especially true in the 4/4 schedule, probably because students may repeat several classes and still graduate with their class (Reid, 1995; Sharman, 1990). In some courses, such as mathematics, teachers may cover less material; however, many teachers report that the material which they do teach is taught better and taught in greater depth. Again, this finding is more likely to occur in the 4/4 plan (Kramer, 1996a). As part of the Third International Mathematics and Science Study (1996) mathematics curricula in the U.S. and other industrialized countries were compared. U.S. mathematics curricula were less focused and covered more topics superficially. Japanese mathematics curricula covered fewer topics in much greater depth. The U.S, ranked 28th: Japan ranked 3rd.
Extractions: Around the Block: The Benefits and Challenges of Block Scheduling Is block scheduling a vehicle for greater depth and flexibility in education or merely a faddish approach that fails to enhance academic performance? What do the researchers and the practitioners have to say? Education World examines the research about block scheduling in junior and senior high schools. Included: What you can do to ensure that block scheduling will succeed and tips from the principal of a successful "block-scheduled" school! Are American students' achievements declining? Are we losing our competitive edge in the global marketplace? Many states seem to believe so. In an attempt to enhance education and make American students more globally competitive, some states have recently increased the number of course credits required for high-school graduation. Is cramming more subjects into the traditional six- or seven-period day the solution? Some schools quickly found that adding course requirements left little room for electives, such as music and art. In an effort to counter that loss, administrators tried adding periods to the schedule. That move did little more than reduce class time for each individual subject! The bulging schedule created an impersonal assembly-line environment. It also increased the number of times students spent in hallways, which led to other problems.
Teaching In A Block Schedule Teaching in a block Schedule. PRACTICAL * EXPERIENCEBASED * DYNAMIC. Huge rewards can be gained by implementing block scheduling when staff members are http://www.insights-innovations.com/blocksc.htm
Extractions: Menu Teaching in a Block Schedule PRACTICAL * EXPERIENCE-BASED * DYNAMIC Huge rewards can be gained by implementing block scheduling when staff members are prepared to take advantage of the opportunities it offers. Insights and Innovations provides half-day to three-day programs or longer that train teachers and administrators in how to create the greatest return for their efforts in a block-schedule format. (all methods and skills modeled during program identify day-to-day classroom problems encountered with longer periods develop actual take-home lesson plans learn methods for diagnosing lesson pacing within a block schedule format identify the conditions under which student attention spans are increased - and build them into your lessons Identify Curriculum and Organizational Issues Encountered When Implementing a Block Schedule curriculum development for longer periods and shorter semesters organizational needs and typical conflicts found in implementation of a block schedule how to use time more effectively successful methods for introducing students, parents, and staff to a new schedule
Extractions: Block Scheduling Resources For information covering a wide variety of music education topics see Information, Please! SCHEDULING RESOURCES Working out class scheduling at schools has become a routine challenge for many administrators, as well as for the teachers who must adapt to new schedules. If you are a music teacher, no doubt you instantly worry when your principal or supervisor tells you about an imminent change in schedule format. You worry about the impact the new schedule will have on your students and on your program. Will your students quit the ensemble or chorus due to scheduling conflicts? Will they become disillusioned and drop their pursuit of music due to the impact of the new schedule? Will you be able to adopt your curriculum to the new timetable? Will you be able to fit everything into the new schedule and maintain the integrity of your program? The resources below may help familiarize you with the various scheduling options that exist, as well as highlight some of the pros and cons of these schedules. While the information may not give you specific answers on how to cope with a new schedule, it may help you and your administrators understand some of the issues that can arise from a particular schedule format, as well as some options that you may not have considered.
By Request.... | February 1997 In its simplest definition, block scheduling is any schedule format with Continually monitor the effects of the new schedule on teaching and learning. http://www.nwrel.org/request/feb97/article3.html
Extractions: Education ... Previous Issues Block Scheduling What's It All About? It is difficult to be involved in education today and not hear about block scheduling. It is an educational trend that has gained favor in countless schools and communities throughout this extremely diverse nation. Of the three scheduling options discussed in this booklet, block scheduling is the one most widely used in the Northwest. Schools adopt block schedules because they offer an opportunity to redefine the way teachers teach and the way in which students learn. In addition, block scheduling is an option that does not greatly affect the community, nor is it expensive to implement. In its simplest definition, block scheduling is any schedule format with fewer but longer classes than traditional schedules permit (Jones, 1995). Because a school can build a block schedule that suits its unique needs, there are almost as many different ways to arrange a block schedule as there are schools. Some of the more popular methods that schools base their schedules on are: The intensive block: The 4x4 block: The alternating plan (also known as the A/B plan): The modified block: The parallel block: The parallel block is used primarily in elementary schools, whereas the previous four formats are used primarily in secondary schools. Parallel block takes a class of students and divides them into two groups. One group of children stay with their classroom teacher for instruction in an academically demanding subject such as math or language arts, while the other group attends physical education or music, or visits the computer lab; after a prescribed length of time the two groups swap. This schedule provides all students with a more individual learning experience (Canady, 1990).
