Block Scheduling teachers; The block A site dedicated to the promotion and support of block scheduling. . teach-nology- The Art and Science of teaching with Technology is a http://www.teach-nology.com/edleadership/block_scheduling/
Extractions: Career Education ... Grouping/Scheduling School Administrators Article S C H O O L A D M I N I S T R A T O R S A R T I C L E From time to time, Education World reposts a previously published article that we think might be of interest to administrators. Before reposting, we update all links and add new resources to the articles. We hope you find this archived article to be of value The merits of block scheduling are a subject of great debate. Is it a flexible scheduling alternative that benefits students or is it a fad that's sure to pass? Schools throughout the United States are adopting block scheduling in dramatically increasing numbers. The move to block scheduling, however, has sparked controversy. Hailed by proponents as a vehicle for greater depth and flexibility in education, block scheduling has turned off some educators and parents, who criticize it as a faddish approach that fails to enhance academic performance.
ERIC Digest 104 - Block Scheduling Clearinghouse on Educational Management. College of Education · University of Oregon. Previous (Digest 103) Next (Digest 105) ERIC Digest 104 March 1996. block scheduling. By Karen Irmsher challenges of block scheduling, and ends with teach successfully in large blocks of time. They observe that teachers who are most successful in block scheduling http://eric.uoregon.edu/publications/digests/digest104.html
Extractions: Clearinghouse on Educational Policy and Management Previous (Digest 103) Next (Digest 105) By Karen Irmsher Six classes a day, five days a week, every day the same schedule. Telephones and radios were still novelties when high schools nationwide petrified the school day into this rigid pattern. The refrigerator and television hadn't been invented, much less the copy machine, computer, and video player. We live in a very different world now, and we know immeasurably more about how students learn. Yet most contemporary high school and middle school students are still locked into the same archaic schedule that their great-grandparents experienced when they were teenagers. This Digest looks at problems inherent in the traditional scheduling pattern. Then it examines the benefits and challenges of block scheduling, and ends with a few tips for making the transition. What's Wrong with the Traditional Six- or Seven-Period Day? For starters, say critics, the pace is grueling. A typical student will be in nine locations pursuing nine different activities in a six-and-a-half-hour school day. An average teacher must teach five classes, dealing with 125-180 students and multiple preparations. This frantic, fragmented schedule is unlike any experienced either before or after high school. "It produces a hectic, impersonal, inefficient instructional environment," states Joseph Carroll (1994), provides inadequate time for probing ideas in depth, and tends to discourage using a variety of learning activities. Opportunities for individualization of instruction and meaningful interaction between students and teachers are hard to come by.
Scheduling: On The Block or block scheduling as it teach. They claim this combination leads to better attendance, higher grades, and lower failure and dropout rates for students in a block scheduling 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
Educational Literature On Block Scheduling block scheduling Structuring Time To Achieve National Standards in Mathematics Timefor Professional Development Helping teachers teach Well Transforming http://www.teach-nology.com/litined/block_schedule/
Block Scheduling Archive From what I have seen, block scheduling doesn t make sense until you have lookedat pedagogy. Trying to teach to 80100 minute blocks with traditional practice http://tiger.chuh.cleveland-heights.k12.oh.us/Learning/Block/TECdisc.html
Extractions: Walled Lake Central might have a plan for you to look at. I am also a Math Teacher. We used a comittee to restructure our day. One Important feature of our plan is a Wednesday a.m. teacher meeting that lasts 2 hours. It was from here that retraining our staff occured. The Important thing we found out was not the time but how you deliver the information. It took us 5 years to change that mind set. We also needed a 80% vote to change any time period from our union. We are now in our sixth week and all ready staff would never go back to the mind numbing six period day. Our lower level classes are having great sucess. We are just about to complete our base line data to report to our board of Education in June. Tardyness is way down. Staff moral is up. And yes we knew it would be more work. Article #380:
ED393156 1996-03-00 Block Scheduling. ERIC Digest, Number 104. This digest examines problems inherent in the traditional school scheduling pattern. It offers block scheduling as an option and describes variations in block schedules. It then looks at the teach successfully in large blocks of time. They observe that teachers who are most successful in block scheduling http://www.ed.gov/databases/ERIC_Digests/ed393156.html
Extractions: Source: ERIC Clearinghouse on Educational Management Eugene OR. Block Scheduling. ERIC Digest, Number 104. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Six classes a day, five days week, every day the same schedule. Telephones and radios were still novelties when high schools nationwide petrified the school day into this rigid pattern. The refrigerator and television hadn't been invented, much less the copy machine, computer, and video player. We live in a very different world now, and we know immeasurably more about how students learn. Yet most contemporary high school and middle school students are still locked into the same archaic schedule that their great-grandparents experienced when they were teenagers. This Digest looks at problems inherent in the traditional scheduling pattern. Then it examines the benefits and challenges of block scheduling, and ends with a few tips for making the transition.
Modular Or Block Schedule - Pros And Cons setting with the right students and a wellprepared teacher block scheduling canbe a good teacher is just that, no matter what schedule they teach under. http://7-12educators.about.com/library/weekly/aa010600.htm
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Education Secondary School Educators Home ... Curricular How-To's for 7-12 Educators zau(256,152,145,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Curriculum and Lesson Plans Assessments Technology and Education Learning Theories ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Subscribe to the About Secondary School Educators newsletter. Search Secondary School Educators Modular (Block) Schedules Part 1: Pros and Cons The fact of the matter is, we educators really ARE doing a good job. However with events such as Columbine and politicians railing against what they term 'failing' schools, it seems that public education can't get a fair hearing. That in and of itself will be the topic of a future column, I promise. But I bring it up now because every new idea that comes along seems to be the latest 'savior' of the school system. Looping. Multi-age Grouping. Modular Schedules. Each has merits but in the end each has its own problems too. I think that it is important for educators to look at the pros and cons of any reform before it is applied in the schools. Contingency plans need to be made. And most important of all, extra planning time/inservice time must be granted to teachers and administrators alike to LEARN about implementing the new reform.
ED424788 1998-10-00 Scheduling Foreign Languages On The Block. ERIC Digest. This digest provides a description of block scheduling and discusses specific advantages, concerns, and considerations of block scheduling and foreign language instruction and learning. block block scheduling rests on the premise that it will give block scheduling have found articulation to be a difficult issue. It is of particular concern for language teachers who teach http://www.ed.gov/databases/ERIC_Digests/ed424788.html
Extractions: Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. Scheduling Foreign Languages on the Block. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Educators have only recently begun to realize the potential of scheduling to improve schools. One such attempt, block scheduling, affects many aspects of the school environment, both organizationally and educationally. It comes in many complex variations, including four-block schedules (see descriptions below) (Canady and Rettig, 1995). Block scheduling rests on the premise that it will give teachers more instructional flexibility (Carroll, 1990), reduce the fragmentation of the day, and allow teachers to adapt their instructional strategies to address the different ways in which students learn. In North Carolina, interest in block scheduling became apparent after the State Board of Education decided to increase the graduation requirement from 11 to 14 courses in 1991. The increased number of graduation requirements made it much more difficult for students to select electives or concentrate on the extended study of one discipline.
Extractions: Poudre (CO) School District Abstract The effects of a 4 X 4 block scheduling program in a middle school on a variety of student measures were investigated. These measures included standardized achievement tests in mathematics, reading, and writing, cumulative and semester grades in middle school and high school, attendance rates, and enrollment rates in advanced high school courses (in mathematics only). The block scheduling program had been in effect for four years allowing analyses of current middle and high school students who had experienced a minimum of one and one-half years of block scheduling while in middle school. The primary research design was a post-test only, matched pairs design. Students were matched on school characteristics, gender, ethnicity, grade level, and 5th grade standardized reading scores. Results were relatively consistent with the extant literature and generally positive.
FLTEACH FAQ - Block Scheduling - Introduction My high school is heading towards the block schedule. (I teach at both high schooland university levels.) Any specific advice or help you may have on 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 I teach French (levels 1 4 and AP) at a senior high school. Our school districtrecently made the decision to adopt a flexible block A/ B schedule. http://www.cortland.edu/flteach/FAQ/FAQ-Block-methods.html
May 25, 2004 - ResearchBrief block scheduling reorganizes the way students and teachers go through the academicday it does not necessarily change the way in which teachers teach, nor does http://www.ascd.org/publications/researchbrief/
Extractions: Retention and Student Achievement How effective is retention as a strategy to improve student academic achievement? Florida and Georgia have instituted third-grade retention programs statewide, and New York City recently joined Chicago and a handful of other cities and counties with retention policies. In Chicago, students are tested in the third, sixth, and eighth grades. Students not achieving the minimum cut score (set at approximately the 20th percentile of national norms, or from one to almost two years below grade level, depending on the grade being tested) participate in a summer bridge program designed to help them achieve passing scores on the tests. Students who still fail to achieve the required cut score at the end of the summer bridge program are ultimately retained. Jenny Nagaoka and Melissa Roderick conducted the study highlighted in this issue of ResearchBrief (see below To determine the effectiveness of the retention strategy, the authors first looked at the extent to which retained students improved their test scores. They then established three comparison analyses: Comparing the academic growth of students in grades 3 and 6 who just missed the standard to those students who just passed the cutoff.
Extractions: ALSO: See the links at the top of this page QUESTION: Are there any middle schools who have successfully implemented a block schedule? While common at the high school level, we've not found any at the middle school in our area. We have several middle schools in the greater Los Angeles area that are considering block scheduling but would like to talk to some schools before they take the plunge. It's Hard to "Wing It" for 80 Minutes! My 7th grade team piloted a flexible block schedule this year. We see the kids 3 times/week for about 80 minutes. We went into it with some trepidation, but it's turned out to be a grand success. The teachers love it, the parent survey showed great support for the idea, and our student survey showed about 90% of the students favored the longer class periods. We had to do careful planning (it's hard to "wing it" for 80 minutes) and build in alternative plans when whole school activities were occurring, e.g., pep rallies, assemblies, etc. I think the thing that made it most successful was that all the teachers on my team use cooperative learning, lots of hands-on projects, choices based on what we know about multiple intelligences, and have that intuition to know when to switch gears in a class.
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: Boon Or Bain In Physical Education For example, Claxton and Bryant (1996) point out how block scheduling providesteachers with the time needed to teach the rules, concepts and strategies of 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).
Block Scheduling Issues Reynolds Case. Distinctive Features of King s Case.How prepared wasthe teacher to teach algebra in the block schedule? What advice http://killeenroos.com/link/block.htm
Extractions: back to social studies link index A Primer on Block Scheduling - Center for Applied Research and Educational Improvement (CAREI) advances the case for block scheduling. Algebra - (pdf file read with Adobe Acrobat ) Limited information as it just gives the table of contents of a document that to date is not available. Block Scheduling in First Year Algebra Distinctive Features of Saunders' Case 38 Distinctive Features of Reynolds' Case. Distinctive Features of King's Case.How prepared was the teacher to teach algebra in the block schedule? What advice might the teachers offer to another teacher whose school was planning to implement the same type of block schedule?Distinctive Features of Owens' se Distinctive Features of Nolan's Case. Angola High School data - Angola High School successfully implemented a 4-Block Schedule in the 1995-96 school year (often referred to as a 4X4 or an Intensive 4 Block). We were previously on a seven period day and now have four 90 minute periods. Baseline data was gathered over the 1993-95 school years for comparison and analysis of the affects of the Block Schedule. Complete four years Block Scheduling and tracked our changes against the two-year baseline. Austin ISD changes from block to traditional - Austin American Statesman article about the change Block Scheduling Block Scheduling House of Problems - Has great data plus an extensive list of districts who have changed from a block setting and history of the block going back to the 1940's. (and you thought it was a new concept)
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.