American Association Of School Administrators - The School Angola High Schools block scheduling data analysis, compiled in 1998. Teaching in the block Strategies for Engaging Active Learners by Robert Lynn http://www.aasa.org/publications/sa/1999_03/rettig_side_resource.htm
Block Scheduling Vs. 'traditional' Eventually the teachers got comfortable with block scheduling. block can be a wonderful, wonderful, teaching tool, said Jean Bankos, president of the http://www.has.vcu.edu/mac/ujw02/scheduling.htm
Extractions: UJW Reporter S arah Shahmoradian recalls the time in her 10th-grade biology class that the school bell rang abruptly, ending the lab experiment she was doing. Not only was the experiment left undone but she also had to hold a question she had until the next day. Last year, her senior year, was different. She was a student at J.R. Tucker High School , which implemented block scheduling in 2001-02 school year. "It was actually better than traditional," Sarah said. "It gave more time to get into the subject, and it was more intensive." At first, even the teachers were confused on how to manage the extra time, she said. The extra time would be filled in with extra classwork and more tests. Eventually the teachers got comfortable with block scheduling. The traditional style had more homework and less time to do the homework, but block made it easier to concentrate on one subject area. "Overall, I like it," Sarah said.
Block block scheduling in North Carolina Implementation, teaching, and impact issues. (1997) . North Carolina Education Survey Results 10 paragraphs . http://crystal.uah.edu/~carter/papers/block.htm
Extractions: Block Scheduling: An Attempt at Educational Reform ( dowload pdf Brannon Carter November 1, 1999 Educator as an Evaluator, ED 607 University of Alabama in Huntsville Abstract Preliminary studies conducted on the new graduation examination reveal an insight into how well Alabama schools are preparing students. In March of 1999, approximately 43,000 tenth graders took the third edition of the exam as a checkpoint for students, parents, and teachers. The reading comprehension and language portions of the exam showed that 87.05 % and 79.35 % of the students respectively answered 50% or more of the questions correctly. Math and science, however, did not compare so favorably. Of the students taking the preliminary science and mathematics portion of the exam, only 55.87% and 43.38% respectively were able to answer 50% or more of the questions correctly (Harris, 1999). This shows a huge deficit in student achievement with the subjects of science and math. Again, this is a big concern for administrators and teachers since they are starting to be held liable for the insufficient scores of the students they are responsible for teaching. Four ninety-minute blocks per day; school year divided into two semesters; former year-long courses completed in one semester.
CESA 6 Media Center Elementary Parallel block scheduling for Enhanced Teaching Learning Part 1 New Directions block scheduling and Teaching in the block; http://www.cesa6.k12.wi.us/CMC/stdev/blocksched.html
Extractions: Shows how schools use alternative scheduling to help accomplish four main goals: increase student achievement, promote curriculum integration, foster more collaboration among teachers, and focus on the individual learning needs of students. Hear experts Robert Lynn Canady and Elliot Merenbloom explain why traditional school schedules are often obstacles to improvement. A well-designed school schedule can be a catalyst for critical changes needed in high schools across America. It is believed that school scheduling provides the power to facilitate the successful implementation of programs, to address problems, and to make possible the institutionalization of effective instructional practices.
Extractions: ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Block scheduling: Is it cost-effective? National Association of Secondary School Principals. NASSP Bulletin Mar 2002 by Lare, Douglas Jablonski, Ann M Salvaterra, Mary Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Many school districts that have adopted block scheduling are trying to determine if the change was worth the effort. This case study examined one school district's attempt to answer the question: Is block scheduling cost-effective? Analysis of a wide range of data suggests that traditional notions of cost-effectiveness are not always applicable when considering school reform. A novel interpretation of cost-effectiveness emerged that may encourage districts to make further improvements. Block scheduling may be the most significant reform strategy in secondary education in the last half of the 20th century. The motives for moving to block scheduling are complex and unique to each individual school. In some districts, principals move to block scheduling to promote varied instructional strategies in the classroom. Other districts use the system to conserve resources. The stated reasons for moving to block scheduling are so diverse that it is almost impossible to determine how such a change affects students' learning and the use of resources on a national level. Only by collecting detailed case studies and analyzing the results of these changes in individual schools can one begin to get a glimpse of national trends.
Block Scheduling Timeline Began to review literature and research around block scheduling. Memorandum of Understanding on block scheduling. BR s conducted vote of teaching staff. http://www2.milwaukee.k12.wi.us/fritsche/timeline.html
Extractions: Home G.A. Fritsche Middle School Block Scheduling Timeline Fritsche Profile Fritsche Charter Information Block Scheduling Information cies ... L.E.A.P. Oct. 1994 Fritsche staff read the article, The Copernican Plan Evaluated - The Evaluation of the Revolution. Nov. 1994 Three staff members began to pilot a block schedule design within their unit. Jan. 1995 Began to collect data on the pilot block scheduling design. Mar. 1995 Made national connections with Dr. Joseph Carroll, author of the Copernican Plan . Also made connection with a middle school in New Jersey that was successfully implementing block scheduling. May 1995 Nineteen staff members requested to have block scheduling part of their design for school year, 1995. Aug. 1995 One-week workshop on block scheduling, thematic units and integrated curriculum. Sept. 1995 19 team teachers implemented block scheduling. Oct. 1995 Began to review literature and research around block scheduling. Those 19 block teachers provided feedback to the entire staff on their experiences.
V.82 No.3 Pages 214-222/November 2000: Queen block scheduling in North Carolina Implementation, Teaching, and Impact Issues (Raleigh North Carolina Department of Public Instruction, 1998). http://www.pdkintl.org/kappan/kque0011.htm
Extractions: PDK Home Block Scheduling Revisited By J. Allen Queen All those with a stake in education must work to improve a scheduling format that offers great potential for student success. Mr. Queen provides some guidelines. IN THE October 1997 Kappan, Kim Gaskey and I outlined the major steps for improving school climate through block scheduling, and these steps remain imperative for schools examining the possibility of moving to a block schedule. However, for schools that have been using some form of block scheduling, it is time to revisit the intention and direction of these alternative models. From my own observations and analyses, I believe that a number of principals and teachers have limited the effectiveness of block schedules. While I find a majority of educators using block schedules remain loyal to the basic tenets of the model, some principals have limited understanding of the science of scheduling and lack specific skills in evaluating effective teaching practices. Moreover, a growing percentage of teachers do not follow pacing guides. And those same teachers tend to use lecture and teacher-directed discussion extensively and to limit the 90-minute class to approximately 60 minutes of actual instruction. Such problems have been exacerbated both by poor monitoring of teachers who are failing to implement the block model and by a grave lack of training for teachers new to the field and the model. In order to make this reexamination of block scheduling most useful, I will look at why schools moved to block scheduling, analyze the benefits and pitfalls that educators have experienced, compare rates of student achievement, scrutinize the overuse of the lecture approach, and review effective instructional strategies. I will conclude with some specific recommendations to maximize the benefits of block scheduling in the future.
Modified 4-by-4 Block Schedule - Overview, Questions And Answers More Opportunities for Success What Modified block scheduling Means for Students block scheduling provides more opportunities for students to succeed http://www.abss.k12.nc.us/student_parent/curriculum/highhopes/modfourbyfour/
Extractions: Home Committee Members Schedule Recommendations and Cost ... Modified 4-by-4 Block Schedule Modified 4-by-4 Block Schedule More Opportunities for Success - What Modified Block Scheduling Means for Students Alamance-Burlington School System's four traditional seven-period day high schools are moving to what we call a "modified 4-by-4 " high school block schedule. Instead of taking seven classes each year, students will now take four each term, in 90-minute blocks of time, for a total of eight classes each year. This results in 32 credit opportunities in four years instead of 24. Some courses may be modified, meaning they will run all year instead of one semester. More freedom, more opportunities, more flexibility Moving to a "modified 4-by-4" block schedule will help students: who want to enroll in additional upper-level courses, who are looking for more opportunities to take elective courses
Untitled Document block scheduling is defined as a large period of time set aside to approach academic topics Increases opportunity for team teaching within departments http://www.liverpool.k12.ny.us/LCSD/Updates/blocksched.html
Extractions: ...Block Scheduling Example Block scheduling is defined as a large period of time set aside to approach academic topics in-depth rather than in short lecture periods. Improve the school climate Increase academic achievement When teachers are granted longer blocks of time, they are encouraged to break away from overreliance on lecture/discussion as a primary model of teaching. A. Instead of eight 42-minute periods, the day will be divided into four 86-minute blocks. Four classes will meet one day and four classes meet the next day. A. The day is comprised of four 86-minute blocks, plus a 37 minute lunch. Passing time between blocks is five minutes. Projected Benefits for Students Projected Benefits for Teachers and Students Students move to first period 5 minutes Global Studies 86 minutes 5 minute passing time English 86 minutes 5 minute passing time Biology 86 minutes 5 minute passing time 3A Lunch 37 minutes 5 minute passing time Foreign Language 86 minutes end of school day
Block Scheduling Schools This years survey showed that block/flexible scheduling is becoming more accepted from teaching a 4045 minute class to teaching an 80-90 minute block. http://www.njpsa.org/docs/blockpho.htm
Extractions: NJPSA BLOCK SCHEDULING 2002 High Schools Middle Schools This year NJPSA conducted its third bi-annual survey of schools using a Block/Flexible Schedule. When the first survey was conducted in 1998, we found that only 26 high schools and 2 middle schools reported using a non traditional schedule: the most common form being the 4 x 4 block. This years survey showed that block/flexible scheduling is becoming more accepted as 64 high schools and 15 middle schools are now using this form of scheduling and based on the information gleaned from the survey even more schools intend to switch to this in the future. One fact that remains constant in each of our three surveys is that to be successful in switching to this form of scheduling requires that at least one to two years be devoted to preparing the teaching staff. Intensive professional development is required if teachers are to make the transition from teaching a 40-45 minute class to teaching an 80-90 minute block. The current survey continues to confirm that schools using block/flexible scheduling have noted improvement in a number of areas of school life. The following trends have been noted in each of our three surveys:
Extractions: Information Literacy Blog Block Scheduling: Structuring Time To Achieve National Standards in Mathematics and Science. ERIC Digest. by Durkin, Bernard Where do you find time? The national standards for both science (National Research Council, 1996) and mathematics (National Council of Teachers of Mathematics, 1989) emphasize hands-on learning, inquiry-oriented laboratory experiences, and performance-based assessment of student achievement. Many state curriculum frameworks also call for remediation and enrichment programs. Can all of this be effectively accomplished within the traditional schedule of six to nine class periods in a school day? Perhaps it is time to consider a different way of structuring time in schools. The national standards for science and mathematics education call for sufficient instructional time for inquiry-oriented activities, accompanying discussion, and explanations of concepts involved. The science standards prescribe a minimum of 300 minutes per week for science instruction in secondary schools, with at least 40% of that time devoted to inquiry or hands-on experiences. The mathematics standards contain similar guidelines and stipulate one hour of mathematics each day at all grade levels as being a "reasonable expectation." TEACHING STANDARDS Several of the standards will require increased time to achieve ambitious instructional goals. For instance, according to Science Teaching Standard D (NRC, 1996), teachers are to design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers must:
THS Block Scheduling - Teaching In The Block Teaching in the block. Lesson Plans Activating Student s Current/Prior Knowledge. Graphic Organizer Introduction; Graphic Organizer Handouts. Pages 1 to 5 http://www.tolland.k12.ct.us/ths/block/TeachingBlock.htm
Block SchedulingDiscussion Response I teach at a school with a modified block schedule all classes meet on Mondays for an (almost) normal class period (about 50 minutes) and the http://www.ncte.org/middle/topics/content/110379.htm
Extractions: Block SchedulingHearing from Teachers I'm wondering if some of you who teach 6th grade could tell me how you divide your day. I'm trying to save the two hour language arts block that we implemented this year, knowing that I cannot save the whole two hours. We currently have 3 teachers teaching 6 two-hour language arts blocks. The other content areas are complaining that their 55 minute class periods are not enough and have proposed a schedule for next year that removes 40 percent of the language arts time, but increases the time in other content areas. I understand their concerns, but I hate to see 40 percent of the language arts time bite the dust. Do some of you have a floating block? Do any of you have 90 minutes for each content area? How many of you provide more time for language arts than for any other content area? I want to make sure we explore all the options, so any suggestions, dreams, or options are welcome. Response: We have a ninety minute block for language arts and reading for sixth, seventh, and eighth grade. All other subjects are forty minutes each. I love ninety minute classes and can't imagine going back to forty minutes.
FPS - Curriculum - Block Scheduling 1990 block scheduling begins to emerge as a trend nationally, with schools in southern A calmer teaching and learning atmosphere has been achieved. http://www.farmington.k12.mi.us/district/curriculum/block_schedule.html
Extractions: Block schedule provides extended learning time which supports: more in-depth study of concepts effective use of technology to enhance and support learning development of interdisciplinary courses that connect learning across disciplines use of various forms of classroom assessments addressing multiple intelligences of students a calmer teaching and learning environment new instructional techniques based on research on best practice connection with community resources positive relationships between students and teachers
Extractions: Fax: 612-625-3086 University College CAREI Block Scheduling Staff Development Fitzgerald, Ron. Brain-Compatible Teaching in a Block Schedule. ERIC. School Administrator v53 n8 p20-21,24 Sep 1996. Block Scheduling requires additional teaching strategies; i.e., establish relevance, hook students with short video sequences, dramatic skits, and simulations; schedule at least two learning activities per session, and capitalize on pulsed learning sequences, cooperative teaming, alternative learning options, and student variations. Hackmann, Donald G.; and Schmitt, Donna M. Strategies for Teaching in a Block of Time Schedule. NASSP Bulletin, v81 n588 p1-9 Apr 1997. Offers suggestions for developing creative instructional approaches in time-blocked classes. Teachers should continuously engage students in active learning, include group activities to encourage student participation, incorporate activities addressing multiple intelligences, use creative thinking activities, move outside the classroom, employ authentic assessment methods, and share resources and ideas with colleagues.
Block Schedule Gives Lawrence Teachers Less Time For Plans MOULTON Ideally, a teacher in a block schedule would teach three of four periods a day and use the remaining period for a planning session. http://www.decaturdaily.com/decaturdaily/news/041010/block.shtml
Eye On Education Block Scheduling Br block scheduling A Catalyst for Change in High Schools Code 1883001-14-5 Price $42.95 Teaching in the block Strategies for Engaging Active Learners http://www.eyeoneducation.com/cgi-bin/miva?Merchant2/merchant.mv Screen=CTGY&Sto
Block Scheduling Mini-site In the 1990s, school reformers hailed block scheduling (modular scheduling), As increasing numbers of schools began adopting block scheduling, however, http://www.lookstein.org/block_scheduling/block_intro.htm
Extractions: Links Introduction to Block Scheduling In the 1990s, school reformers hailed block scheduling (modular scheduling), claiming that it created a framework for more in-depth study in the classroom which aided student achievement. As increasing numbers of schools began adopting block scheduling, however, the move to leave traditional scheduling came under fire. A decade later, the debate is still going strong. What is block scheduling? Traditional school schedules consisted of six to eight period schedules, generally 40 to 50 minutes each. In contrast, a block schedule is made up of three to four longer periods a day. There are a number of different forms of block scheduling, but the most common types are: Alternate-day schedule (or the A/B plan) classes meet every other day for lengthy time periods rather than meeting every day for shorter periods. Students take eight classes spread out over a year.
