School Change And Block Scheduling You have been teaching in the block schedule for one semester. We continue to evaluate this model. With this survey, we are again requesting feedback on a http://www.middleweb.com/Fritsche1.html
Extractions: at Fritsche Middle School Editor's Note: The following materials are based on overheads used in presentations by Fritsche Middle School's principal ( William Andrekopoulos ) and staff. To find out more about Fritsche's program, contact either by e-mail or call the school at (414) 481-6720. You can also visit the school's website for additional information about blocking . You'll find links on the school's homepage to the latest block information. You can also read about Fritsche's decision to become a charter school and its new 6th-7th grade looping program.
Extractions: The Nov/Dec 1996 issue (currently offline but keep checking) of the Harvard Education Letter says the plunge into block scheduling is 'just like starting over.' "The first semester of managing 90-minute classes is like being a student teacher again, but many believe the payoff is worth it," says author Michael Sadowski.
Block Scheduling - Implementation, Teaching And Impact Issues This report summarizes key findings and makes recommendations based on 1997 survey results from principals, teachers, and students in a sample of 25 4 x 4 http://www.dpi.state.nc.us/block_scheduling/1997_eoc_brief/summary.html
Extractions: Implementation, Teaching, and Impact Issues 1997 Survey Results This report summarizes key findings and makes recommendations based on 1997 survey results from principals, teachers, and students in a sample of 25 4 x 4 block scheduled high schools. Areas of inquiry include implementation issues, teaching changes, as well as satisfaction and other perceived impacts of block scheduling. The 4 x 4 block schedule has grown rapidly in North Carolina, from about two percent of high schools (6) in 1992-93 to about sixty-five percent (254) of high schools in 1996-97. Among North Carolina principals' top reasons for changing to a block schedule are a greater variety of courses, greater focus on fewer courses each semester, and the ability to retake failed courses immediately. These reasons are also among the most important features of block scheduling to students. Many principals also expect 1) teachers to be able to use a greater variety of teaching methods, 2) students to learn more (including increased test scores), and 3) the school climate to improve. Of these three expectations, using a variety of teaching methods is not necessarily realized and the other two cannot be assessed directly with these surveys. The 1996 and 1997 End-of-Course (EOC) Test scores in five required subjects, adjusted for parent education level and performance before moving to a block schedule, show few statistically significant differences between block and non-blocked schools.
Block Scheduling, Education Up Close, Teaching Today, Glencoe Online Teaching Today provides busy secondary teachers with teaching tips, free downloadable teaching materials, indepth articles and a host of other features. http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/print/4
Extractions: Block Scheduling Class scheduling is an expression of the relationship between learning and time. Traditionally, schools schedule six or seven 40- to 55- minute classes per day. These classes usually meet for 180 school days per school year. Block scheduling differs from traditional scheduling in that fewer class sessions are scheduled for larger blocks of time over fewer days. For example, in block scheduling, a course might meet for 90 minutes a day for 90 days, or half a school year. Does this type of scheduling have any advantage over more traditional scheduling methods? Those schools that have tried it believe it does. Advantages for the School Systems For the schools themselves, the greatest advantage of block scheduling is a better use of resources. The schedule change does not require additional teachers or classrooms. It eliminates half of the time needed for class changes, which results in fewer discipline problems. Results from several high schools indicate significantly fewer suspensions and student dropouts due to improved student-teacher relationships. Schools also report an increase in the overall quality of teacher instruction and student time on task.
Block Scheduling, Education Up Close, Teaching Today, Glencoe Online Teaching Today provides busy secondary teachers with teaching tips, free downloadable teaching materials, indepth articles and a host of other features. http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/4
Extractions: Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Block Scheduling Class scheduling is an expression of the relationship between learning and time. Traditionally, schools schedule six or seven 40- to 55- minute classes per day. These classes usually meet for 180 school days per school year. Block scheduling differs from traditional scheduling in that fewer class sessions are scheduled for larger blocks of time over fewer days. For example, in block scheduling, a course might meet for 90 minutes a day for 90 days, or half a school year. Does this type of scheduling have any advantage over more traditional scheduling methods? Those schools that have tried it believe it does. Advantages for the School Systems For the schools themselves, the greatest advantage of block scheduling is a better use of resources. The schedule change does not require additional teachers or classrooms. It eliminates half of the time needed for class changes, which results in fewer discipline problems. Results from several high schools indicate significantly fewer suspensions and student dropouts due to improved student-teacher relationships. Schools also report an increase in the overall quality of teacher instruction and student time on task.
Block.html I hope this article on block scheduling will increase the dialogue between parents Teaching Teachers must make changes in their teaching when schools http://imc.lisd.k12.mi.us/block.html
Extractions: Block Scheduling by Tom Green I hope this article on "Block Scheduling" will increase the dialogue between parents, administrators, teachers and Board of Education as more and more schools consider or adapt block scheduling. What we all need to consider, before implementation of block scheduling, is that this is a radical change. If the concerns I express aren't addressed internally and publicly, will our children be the victims of the latest improperly implemented policy change? Some of the information from this article was taken from "The Science Teacher", November 1996 and the article " All around the block schedule," The Education Digest issue Feb 1997. All opinions are my own. The two types of block scheduling I will address are the alternate-day ("A/B," "Odd/Even," "Day 1/Day 2," or "Week 1/Week 2") schedules, where students and teachers meet every other day for extended blocks of 80 to 120 minutes. The 4/4 semester plan, students complete four "yearlong" courses, which meet for about 90 minutes every day over a 90-day semester; teachers teach three courses each semester, and students enroll in four new courses (teachers teach three) for the second semester. Successful change to a block schedule requires more than simply rearranging the school day. When schools deal with the details of implementing a block schedule, teachers and administrators are forced to examine the most important aspects of school organization, instruction, and curriculum-issues that all too often remain buried under the "administrivia" of school life.
BLOCK SCHEDULING: RESOURCES block scheduling A Catalyst For Change in High Schools This book describe The second book in this series is called Teaching In The block Strategies http://coe.winthrop.edu/vawterd/block/resources.html
Extractions: This page is a short list of resources that are available. The are many more. Block Scheduling: A Catalyst For Change in High Schools: This book describe the basic plans for a number of different kinds of schedules, but their derivations so accommodate special needs. Many of the issues that relate to retention and special needs children are addressed in this book. The second book in this series is called Teaching In The Block: Strategies for Engaging Active Learners. This books looks at the different techniques that are available to teachers who now have the opportunity to teach longer classes. Chapters include: Socratic Seminars Collaborative Classrooms Four Models of Teaching Simulations Learning Centers Integrated Technology Reading and Writing Strategies Direct Teaching, Lecturing, and Planning
Block Scheduling block scheduling also encourages the use of innovative teaching methods and a greater variety of instructional strategies that address multiple learning http://www.newvisions.org/schoolsuccess/practices/block/index.shtml
Extractions: Print Resources Schools may adopt block scheduling for a wide variety of reasons: to create more productive and personal relationships among teachers and students, to design challenging curricula that helps students to learn concepts in depth, or to develop a more intimate and student-centered learning atmosphere. However, as with all restructuring efforts, successful implementation requires productive planning, time, resources, and coalition building within a school. The traditional school schedule is made up of subject-specific classes, each 40-55 minutes long. Students attend between eight and twelve classes each day and receive instruction from many different teachers. Teachers teach five classes each day, with one planning period, and see approximately 150 students. Classes are either a semester or year long. Alternative scheduling modelsusually called "block scheduling" because they involve blocks of time for student learningrestructure the school day. Block schedules are made up of fewer, longer classes, from 60 to 120 minutes each. The classes either meet fewer days each week or for less than a semester or year. As a result, students have fewer classes, and teachers teach fewer students. Because they allow for extended class time over fewer days, block classes require innovative approaches to instruction, which makes them more likely to be implemented in schools with more progressive faculty and administrators. In schools that have made the transition from traditional to alternate scheduling models, the change has resulted from a concerted reform effort involving administrators, faculty, and often parents and students. In fact, the desire to implement an alternative schedule has often been the catalyst for a larger effort to redesign a school.
Scheduling: On The Block Why does block scheduling seem to be the innovation of the moment, evidence that block scheduling has lead to meaningful teaching innovations that have http://edreform.com/pubs/block.htm
Extractions: A Question of Time * Less Content Covered and Lack of Continuity * Grade Inflation and Lower Achievement Test Scores Strike Up the Bandwagon Alternative scheduling seems to be one of the hottest new reforms on the block, at the top of the agenda for schools and school boards across the country. Estimates of the number of schools nationwide that have already implemented some version of alternative, intensive, or block scheduling as it is most commonly called, range from 10 to 25 percent; many more are considering the undertaking. Confusion and concern abound among parents, teachers, administrators and students. Why does block scheduling seem to be the innovation of the moment, and what could and should this change mean for the schools? What is Block Scheduling? Broadly defined, block scheduling is a restructuring of the school day whereby students attend half as many classes, for twice as long. In a departure from the traditional 50-minutes per class, 6-8 classes per day ritual, students take four classes, in 90- or 120-minute blocks each day. In one of the two most common variations, the roster of class subjects alternates from day to day (AB format). In the other, it alternates from semester to semester (4X4 format). In Theory Proponents claim a number of advantages to using such a system: More Time to Learn
Scheduling: On The Block Broadly defined, block scheduling is a restructuring of the school day that block scheduling has lead to meaningful teaching innovations that have http://edreform.com/index.cfm?fuseAction=document&documentID=667
BLOCK SCHEDULING From A MATH TEACHER block scheduling is typically a restructuring of the daily schedule to create longer Part of the problem with teaching math in extended periods of time, http://lrs.ed.uiuc.edu/students/bennett1/block_scheduling.htm
Extractions: BLOCK SCHEDULING: With a Mathematics Perspective: Karen J. Bennett CTER Program at University of Illinois Tom Anderson, Instructor Innovations in scheduling seem to be a popular reform for schools across the country. It is estimated that the number of schools that have implemented some version of block scheduling ranges from 10 to 25 percent, while many more districts are considering the concept. (The Center for Education Reform : "Scheduling: On the Block" Nov. 1996) But my research has shown block scheduling to be very controversial. There are strong opinions on both sides of this issue. It's creators are touring the country, proclaiming it's virtues, and some schools are "models" for its success. Yet many websites have sprung up, in strong opposition to it, denouncing the claims made and campaigning to prevent its implementation in their local schools! Both sides are passionate in their viewpoint. My school district is researching block scheduling and considering its implementation. How does the evidence stack up? Does one side prevail? As a Mathematics teacher, I wondered what such a plan would mean for me and my students should my district decide to implement block scheduling. What is block scheduling?
Welcome To Cambridge Rindge Latin High School If a student fails a required class, block scheduling allows the student to to hire new teachers who have experience teaching in a block schedule. http://www.cpsd.us/crls/principals_desk/block_schedule.html
Teaching For Ninety Minutes move to block scheduling; 3) a description of what was learned about teaching The intensive block schedule refers to a school day divided into four http://www.edteck.com/blocks/2_pages/teacher.htm
Extractions: Teaching for Ninety Minutes Conversations with Teachers Using Block Scheduling by Don Fritz, Staff Development Consultant, Educational Service Unit #6 Block Start The restructuring of schools has been an ever present topic in education circles for the last decade. Much has been, written, studied, discussed and attempted in schools as educators try to find ways to improve teaching and learning for all students. On topic in the restructuring discussed has been the issue of the issue of the allocation of time, especially at the high school level. Many high schools have begun experimenting with various forms of alternative scheduling, specifically, moving away from the traditional seven period day to a four period format. This article describes one high school's move to alternative scheduling and focuses on what it's like to teach in an intensive block schedule. This description will be in four parts: 1) a summary of the issue of time; 2) a study of one high school's move to block scheduling; 3) a description of what was learned about teaching in this format; and 4) a discussion of considerations from the study. A Problem of Time The design of the American high school, based on a factory, assembly-line model, establishes time as a constant and learning as a variable (Hart 1983). That is, students go through the "factory" school in fixed amounts of time, such as fifty-minute periods, seven periods a day for nine months. At the end of the school year, students leave the school, all having spent the same amount of time, but with differing levels of learning. The National Educational Commission on Time and Learning (1994) identified the issue that time if fixed and learning is variable as the major restructuring challenge in education.
The Problem With Block Scheduling The Case Against block scheduling Part 3. The union actually waived its contract (teaching more minutes than their contract permitted) to cooperate. http://www.jefflindsay.com/Block3.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 Part 3 (This page) Part 4 Part 5 The Nature of the Problem Search WWW Search jefflindsay.com There are some advantages that have been observed in high schools using block scheduling, including: Fewer failing grades Less time lost in the halls between classes More time for student-teacher interaction Less stress (unless teachers actually try to cover twice the material in a longer class period!)
MODELING AND BLOCK SCHEDULING I think thats our main objective in teaching. Before we went to block scheduling, we had traditional scheduling with 45minute periods. http://modeling.asu.edu/modeling/BlockSchedSpeech.html
Extractions: MODELING AND BLOCK SCHEDULING: a good match Wayne J. Finkbeiner Central Bucks West High School Doylestown, Pennsylvania April 1998 Download this paper as a pdf file. Before we went to block scheduling, we had traditional scheduling with 45-minute periods. In the regular physics course we had one double period per week, for a total of 300 minutes per week or 180 hours per year. In AP physics, (and let me note that that’s a first-year course), we had two double periods per week, for a total of 350 minutes per week or 210 hours per year. (I just call it AP, I don’t want to necessarily define B or C yet.) Then in 1994 we went to intensive scheduling or block scheduling: the regular physics course decreased to 18 weeks; that is, it became a one semester course with 450 minutes per week, 135 hours in a semester; so it decreased by 25% in time. AP Physics went to a 27 weeks double course: 450 minutes per week, 202 hours for the course, so the time decreased by 4%. My administration was telling me "less is more", but I think what they really meant is I had to do more with less time!
BLOCK SCHEDULING Is your school considering teaching with a block schedule? As a teacher or; administrator, are you unsure or scared of the future because your school http://www.look.to/blockscheduler/
Block Scheduling High School block scheduling Emerging Issues; Elementary Parallel block scheduling (PBS) Why and How To Do It; Teaching Foreign Languages in the block; http://plato.ess.tntech.edu/tech2/block.htm
Extractions: Source: ERIC Clearinghouse on Educational Management Eugene OR. http://mathforum.org/mathed/block.schedules.html Math Forum - Block Scheduling http://www.dpi.state.nc.us/block_scheduling Block Scheduling Information http://edreform.com/pubs/block.htm Scheduling: On the Block http://www.jefflindsay.com/Block.shtml The Problem With Block Scheduling http://www.middleweb.com/Fritsche1.html School Change and Block Scheduling http://killeenroos.com/link/block.htm Block Scheduling issues http://www.selmer.com/pdf/block1.pdf Block Scheduling in a Music Program http://www.blockscheduling.com/ Block Scheduling Home Page http://www.pdkintl.org/kappan/kque0011.htm Block Scheduling Revisited http://www.education-world.com/a_admin/admin029.shtml Block Scheduling: A Solution or a Problem? http://www.madison.k12.wi.us/4block.pdf
NAESP : Four-Block Scheduling: Meeting Middle-Level Needs We can achieve both of these goals with a fourblock schedule. will discuss strategies for teaching in a block schedule during the May 11 Web cast. http://www.naesp.org/ContentLoad.do?contentId=1152
Block Scheduling: Boon Or Bain In Physical Education Do you think block scheduling will/does improve teaching and learning at the middle and high school level? 2. If you are currently on a block schedule, http://www.sports-media.org/sportapolisnewsletter20newlook.htm
Extractions: Introduction Numerous middle and high school physical education programs are based on the traditional seven-to-nine, 45-50 minutes period school days. Researchers have found that students spent at least 25 percent of the traditional 45-minute physical education period dressing and waiting (Claxton and Bryant, 1996). Moreover, the physical educator found it difficult to teach sport concepts, improve fitness and sport skills, cultivate a sense of fair play, and develop a lifetime commitment to physical activity (Siedentop, et.al., 1994). Therefore, secondary administrators are looking at changing the traditional arrangement of the school day in order to improve teaching and learning at the middle and high school level. Block scheduling offers a new and more efficient way to organize the school day (Canady and Rettig, 1995a, 1995b; Edwards, 1995; Rettig and Canady, 1996). It allows students to spend greater periods of time (e.g. 90-120 minutes) concentrating on fewer subjects during any one day. All blocks can be the same length, or some blocks may be longer than others (Table 1).
American Association Of School Administrators - The School block scheduling A Catalyst for Change in High School by RL Canady and MD Rettig, Teaching in the block Strategies for Engaging Active Learners by RL http://www.aasa.org/publications/sa/2003_10/Rettig_Resources.htm
