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         Block Scheduling Teach:     more detail
  1. What Do I Teach for 90 Minutes?: Creating a Successful Block-Scheduled English Classroom by Carol Porter, 2002-06
  2. Buen Viaje! Block Scheduling Lesson Plans Spanish 1

61. Split Shot: A Journal Of Literary Art
There are more advantages to block scheduling for students than just less homework. thatcuts down on homework and gives more time for teachers to teach a topic

Main Page
About Split Shot Submissions Links ... Archives
I Have a Dream
Elise Tanner Obviously, there is not enough time in our class period to get everything done. As a result, students get bombarded with unfinished class work due to lack of time added on to their regular homework. Multiply those amounts by the number of classes students take, and add in extra-curricular activities and jobs, and you have one stressed out teenager. So what can be done to fix these problems of too much homework and not enough class time? There are numerous ways to cut down on the homework load. School hours could be extended so that teachers would have more time to teach the day's topic. But this would still result in six class period's homework assignments, still putting pressure on teenagers. Another solution is to switch current scheduling to block scheduling. What is block scheduling, you ask? Block scheduling is a school day divided into four 80- to 120-minute periods, most often 90-minutes. There are many adaptations to block scheduling, but one of the most common is A/B scheduling. Students have a total of eight 90-minute classes in the A/B scheduling. The classes do not all occur on the same day. Instead, students attend four classes a day, alternating two separate schedules: Day A and Day B. For example, a student might have chemistry, Spanish, math, and history for their Day A schedule, and English, art, physical education, and health for their Day B schedule. On every other day the student would attend their Day A schedule. This enables the student to not only have less homework, but more time to complete their homework. The traditional schedule of six or seven classes gives students six or seven different homework assignments. Block scheduling allows them to have four classes a day, resulting in only four homework assignments. Also, many times students are too tired or too busy to do their homework the day it is assigned. With an extra day to do the assignments, students don't have to rush through the assignments and perform poorly.

62. Teachers.Net Focus Session - High School Block Scheduling
Wendy Before I leave, have any of you read any books on block scheduling? If so,would it be worth my while to read one this summer before I teach for the
Teachers.Net Focus
Wednesday, June 23, 1999
High School Block Scheduling arc - Hello, I'm almost finished with my first year of teaching, We use block scheduling and personally, it works out great for my subject. I know that most of the teachers at my school prefer it.
libby - where are you from?
tp - My school is investigating block because we will have to go to some type of alternative scheduling for the 1999-2000 achool year. Any advice?
Lynne - My high school has block scheduling and the teachers seemed pressed for time this year. I am a substitute teacher, and have talked to them in the lounge. I am also a parent in this school district.
libby - tp, my advice to you would be to have a period where students can meet with other teachers for additional help. We have one and although there are a few kinks in it, I found that I was able to keep a closer watch on my students
tp - For those of you on block, how do you schedule your AP courses? I'm in Southeast Georgia.
Lynne - What I am interested in hearing is how high school teachers feel about block scheduling nation wide, and if it does demand more work after school for teachers.
ann - Ditto what arc has said. My high school and adjoining intermediate have been teaching since 1991 using the block schedule...students are enrolled for 6 classes, and attend periods 1,3,7 on Tues./Thurs. and periods 2,4,6 on Wed./Fri. Each period is 2 full hours. Monday has been set aside for the ole' traditional schedule of all 6 classes each consisting of 55 minutes.

63. 5/22/96 - Research Spans Spectrum On Block Scheduling
And several studies of block scheduling in Canada, where the in two primary formsof blockscheduled schools was no change in the way teachers teach; there was
May 22, 1996
Research Spans Spectrum on Block Scheduling
By Meg Sommerfeld Block scheduling is a hot topic in school reform these days, with a growing number of high schools replacing the traditional setup of six or seven 45-minute classes a day with fewer classes that last longer. Education associations and school-reform networks report a steady flow of inquiries about block scheduling, and many are planning workshops and publishing articles in response. But does block scheduling help students learn more? What effect does it have on the school climate? And do longer classes really propel teachers to shift from lecturing to a more active teaching style, as block-scheduling advocates suggest? So far, there is a small body of research that can help answer these questions. Block-scheduling advocates cite data that schools have been collecting. Many, like Evergreen High School in Vancouver, Wash., report decreases in discipline problems and dropout rates and increases in attendance and grade-point averages. But at the other end of the spectrum, some schools have found that failure rates increased, perhaps because when students miss a class, they miss more material and find it more difficult to catch up.

64. The Problem With Block Scheduling
The Case Against block scheduling An Educational Fad that Hurts Academic Performance. The Case Against. block scheduling. Part 1 The Nature of the problems of block scheduling, a major educational "reform In 1996 block scheduling (BS appropriate initials) was being
The Case Against
Block Scheduling
Part 1: The Nature of the Problem
Updated April 28, 2004 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 , who has children in the Appleton , Wisconsin School District. Send your comments to
Search WWW Search
Part 1 (This Page) Part 2 Part 3 Part 4 Part 5 The Nature of the Problem
(Main page + overall index) The Debate on Academic Harm Pros and Cons, Alternatives Comments from Others Tactics and Resources
(And summary + links)
Index to this Site:
Inspiring Success Story:
Two Moms Made a Difference
Below is an inspiring story I received in March 2004, used with permission, showing how a couple of determined moms finally prevailed by using common sense in fighting the block: In 1996 block scheduling (BS - appropriate initials) was being introduced to our school system. Our band director was scared out of his wits that his successful band program would go down the tubes with BS, so he began amassing information regarding BS from other music directors around the country. Since the information provided to him proved the negative effect BS had on music programs, he quickly shared his information with band parents. We were alarmed and many parents quickly fired off letters to the school board and/or spoke at school board meetings exposing the detriments of BS. We also gathered research mostly from your website and shared if with board members.

65. Block Scheduling Conference
Math here. CTRowley English 12th grade here; Mike60174 BS, I teachmiddle school SS. But preparation; time. block scheduling may help. BS
American Federation of Teachers
AFT Online (America Online computer service)
Block Scheduling Conference
AFT Conference Hall
Tuesday, April 11, 1995, c. 7:15 - c. 8:45 PM EDT Moderator: Orbweaver (real name: Harvey Botzman, Rochester City School District, Rochester, NY; Social Studies Teacher 6-12 (NYS Perm. Cert. 1973); currently employed as a per diem substitute and contract teacher. Please send comments on this conference; ideas and suggestions for future Conferences to Orbweaver via AOL e-mail or to via the INTERNET. General welcoming message (Sent, as an instant message, to each participant as they entered the room.): Welcome to the 1st AFT Online Conference. My role is moderator. I do not plan to jump into the conversation except to keep it on track! I will also perform the logging duty. If you have any ?s please im (instant mail) me. A log will be available about a week after the conference. Feel free to JUMP into the conversation at any point. You do not have to answer this IM Suggestions for future Conferences from this conference and sent to Orbweaver: Bargaining; Professional development; making professional development useful to members; Building partnerships between the Union, Administration and Board; Inclusion; Using Internet and Online Services effectively; Back to Basics or the New Carneige Report with Ernest Boyer as a guest; LOG (unedited) of the Conference

66. Modular Or Block Schedule - Teaching Tips Under The Block Schedule
As explained in Part I, there are different types of modular schedules. One ofthem is the Modified block where a school continues to teach 6 periods a day
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Stay Current
Subscribe to the About Secondary School Educators newsletter. Search Secondary School Educators Modular (Block) Schedules Part 2: Teaching Under the Block Schedule More of this Feature Part 1:Pros and Cons
Related Resources Block Schedule
Restructuring Schools

Who Wants to Be an Education Expert

Elsewhere on the Web Case for the Block Schedule
Case Against the Block Schedule

As explained in Part I , there are different types of modular schedules. One of them is the Modified Block where a school continues to teach 6 periods a day, but increases the time of the classes. The other type of Block is the 4X4 where only 4 courses are taken at any one time, and they each last approximately 80 minutes. Even though these systems are very different, many of the modifications are the same. Unless otherwise noted, these strategies can be used for each. Strategies for Teaching Under the Block Schedule
  • Multiple Activities in any class period are a necessity. Research shows that the attention span of even an adult is not much more than 30 minutes. Therefore, lecturing for 80 minutes will not only kill your voice, but also result in less learning. Look at my
  • 67. V.82 No.3 Pages 214-222/November 2000: Queen
    Kappan Home. 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 .
    Kappan Home
    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.

    68. ASCD Forum
    two such topics (integrated) should be presented on the block. students are morewilling to help teach as they Write a new schedule and tell the teachers to

    69. A Teacher's Journal: The Block Schedule: Going Where No One Has Gone Before
    I have always been a proponent of the fourby-four block schedule because it Withthe AB format, the average teacher may still have to teach between six and
    A Teacher's Journal: Day 5
    July 12, 2002 "The Block Schedule: Going Where No One Has Gone Before "
    Thanks for reading...
    Email: George Cassutto

    70. Discussion Forum - The New P.E. & Sports Dimension
    03/08/20032057 presently teaching pe on block schedule I am presently teachingpe on the block schedule and I love it. It gives me time to teach fitness and

    71. Washington Block Article
    for next year was a rotating block schedule, which would teachers, the schedule sprimary supporters, say the longer would allow them to teach more effectively
    back to block scheduling issues By Vanita Reddy Express-News Staff Writer Wednesday, Feb 17,1999 A New Braunfels High School scheduling committee has given up on its mission to provide students with a better class schedule after reaching gridlock on the issue at a recent meeting. "It"s unfortunate we've spent so much time," said Elisa Racanelli, the high school's assistant principal and ex officio member of the committee."When you talk about such issues as scheduling, I don' think you can get everyone to agree."
    The job of choosing a schedule has now been passed to New Braunfels School District Superintendent Ron Reaves. The committee of teachers, parents and community members was formed last spring to decide on a schedule that would replace the three year-round 60-minute classes and two 90-minute classes that change at the end of each semester.
    Teachers and parents say the schedule doesn't guarantee that students are enrolled in basic subjects, such as math and English, every day or even every semester. Teachers already have pointed to the schedule as a reason behind last year's overall drop in SAT scores, and fear future

    72. Background On Block Scheduling And Foreign Languages
    more time to work with students individually;; greater opportunity toteach the curriculum in depth;; Disadvantages of block scheduling.
    Background on Block Scheduling and Foreign Languages National Council of State Supervisors of Foreign Languages January 2000 In 1969, the National Council of State Supervisors prepared a position paper on the topic of flexible scheduling and foreign languages. Not surprisingly, many of the issues that were of concern then remain at the center of the block scheduling controversy today. In fact, the original paper concluded: A great deal of planning must go into the implementation of a flexible schedule. In order to get the most from this technique, the teachers, supervisors, and administrators must keep their minds open to new ways of doing things. There also must be a willingness to commit time and money to inservice education for all of the teachers to help them to thoroughly understand and fruitfully exploit flexible scheduling and related curricular and organizational changes to increase the effectiveness of foreign language instruction (National Council, 1969). These same factors remain true today. Flexible scheduling calls for flexible minds that are able to envision new ways of doing things in an effort to achieve different and better results.

    73. Block Scheduling - Research & Resources: Resources By Type Page 2 [CAREI]
    Finding Time for Professional Development. CPRE Policy Brief Helping Teachers TeachWell. Teachers Find Ways to Make block scheduling Work and 85Minute
    Center for Applied Research and Educational Improvement Block Scheduling Schools Discussion CAREI ... University of Minnesota

    Resources by Type
    Online publications Block Scheduling , ED399156 Mar 96: ERIC digest by Karen Irmsher. Provides a brief overview of block scheduling: definition, advantages, challenges, advice for change and resources. Search the American Association of School Administrators for articles on block schedules. Some articles are available to all and some are available only to members. Search the National Federation of State High School Association website for articles on block scheduling. Basic information about block schedules in October 1997 Education World Time for Teachers in School Restructuring by Joseph Cambone. Systemic Reform: Perspectives on Personalizing Education - September 1994.

    74. AFT: Higher Education: Montana University Tries Block Schedules
    Montana University Tries block Schedules. Even if they can t use this kind of innovativescheduling when they go on to teach in public schools, Mock says
    AFT Home Higher Education Main Page
    Find AFT Higher Education
    ... Locals in Your Area
    Have News to Share?
    Need Information?
    Contact the
    AFT Higher Education Staff:

    News from the National Story see all News from the National Montana University Tries Block Schedules One student is designated to take notes so his friends can cut class that day. The next week, it's another student's turn to share her notes; and so it goes. A fairly common practice on campuses nationwide. But not at the University of Montana-Western where faculty members realized there had to be a better way to structure classes if large numbers of students were routinely skipping class and copying notes instead. So this year, some courses at the university, located in Dillon, are organized a different wayand early reports indicate that students and faculty alike think it's a better way. A group of 75 students (about one-third of the freshman class) are part of a pilot project called Experiment One, or X1. Modeled after a system in place for more than 25 years at Colorado College, students in X1 take only one course at a time, rather than the usual three to five. The X1 classes meet three hours a day for three and a half weeks. Each course ends on a Wednesday; the next one begins the following Monday.

    75. Block Scheduling: Why?
    Cutting down on class interruptions would allow more time to teachand less disruptions. There are many goals for block scheduling.
    Why Block Scheduling
    The following is a short list on why many schools are moving to a block schedule.
    Fragmented Instruction.
    Some schools have as many as eight different periods a day. If we asked adults to change desks, jobs, bosses, workplaces and topics eight different times a day they would revolt. This fragmentation leaves little time for connections to be built between topics or reflection. Little time is left in one day to teach any subject in depth or have time for practice.
    Impersonal, factory like environments.
    The push to get kids through six, seven or eight classes a day does not give students or teachers a chance to develop the relationships that foster learning. While teachers may see as many as 180 students a day, students have to interact with eight different adults each day. If we are to truly meet the needs of the next generations of students, we must not leave students lost in a numbers crunch.
    Discipline problems are caused by too many distractions.
    Releasing thousands of teens into crowded hallways has the expected effect of creating conflicts. These are often carried into the classroom and soak up potential learning time. Cutting down on class interruptions would allow more time to teach and less disruptions.

    76. By Request.... | February 1997
    Schools adopt block schedules because they offer an opportunity to redefinethe way teachers teach and the way in which students learn.

    Introduction Block Scheduling Four-Day
    School Week
    ... 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).

    77. The Problem With Block Scheduling
    the student can assimilate, rather than in intense blocks. only, what will math teachersteach in the be solved with properly modified schedules.). 5. Academic
    The Case Against
    Block Scheduling
    3: Pros and Cons, Alternatives
    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
    (Main page + overall index) The Debate on Academic Harm Pros and Cons, Alternatives Comments from Others Tactics and Resources
    (And summary + links)
    Search WWW Search
    Index to this Page:
    Advantages of Block Scheduling [index]
    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!)

    78. Block Schedule
    block Schedule. 830 1005- block A. 1147- 153- block C (includes two lunch shifts).159-330- block D. teachers can teach, coach, and facilitate the learners.
    2003-2004 SCHOOL YEAR
    Block Schools
    F-1 (August 18 thru September 17)
    Grade Entry by 12:00 noon on September 19
    F-2 (September 18 thru October 17)
    Grade Entry by 12:00 noon on October 21
    F-3 (October 20 thru November 18)
    Grade Entry by 12:00 noon on November 20
    F-4 (November 19 thru January 9)
    Grade Entry by 12:00 noon on January 13 S-1 (January 12 thru February 12) Grade Entry by 12:00 noon on February 16 S-2 (February 13 thru March 22) Grade Entry by 12:00 noon on March 24 S-3 (March 23 thru April 28) Grade Entry by 12:00 noon on April 30 S-4 (April 29 thru May 28) Grade Entry by 3:00 pm on May 28 What is Block Scheduling In recent years many aspects of our educational system have come under intense scrutiny. Many people feel that students are net getting an education that will enable them to compete in a global market. Among the many reforms that have been suggested and implemented is block scheduling. In most schools, the typical school day is made up of six to eight class periods of 40 to 50 minutes each that meet for the entire year. In block scheduling, fewer class sessions are scheduled for larger blocks of time over fewer days. For example, at ASH a block schedule consist of four blocks of 90-minute periods that run for 18 weeks, or half a school year. The 4 x 4 Block Schedule was adopted by ASH in 1999.

    79. SEDL - Math And Science Online Mentoring: Search Results
    Of these 6, 2 of us teach math. We each have 3 classes that are 90 minutes long. Upuntil this year, I taught 6th grade science in a flexible block schedule.
    Your selection:
    From the topic Math Resources, planning for a block schedule. You may also browse by Math Topic Area:
    planning for a block schedule
    Question: I would like some resources (web or books, etc) that outline tips on lessons plans for a block schedule environment. Answer: Here is an archived question on block scheduling in a math classroom: The only thing I would have done would be to refresh the teacher's memory regarding scheduling portions for an extended block of time, ie: time for warm-up
    time for reflection to previous knowledge/lesson
    time for demo/presentation
    time for discussion/questioning
    time for application
    time for evaluation/wrap-up
    Here are a few web resources that might be beneficial to you as you do further research regarding block scheduling and lesson plan formats: (at the first site, see the section on block teaching resources, under "flexible block scheduling")

    80. - Wake Block Schedule Complaints Stack Up
    But critics say the block schedule is harming students in advanced classes, becauseteachers rush to make up for having 30 fewer hours to teach each subject.

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