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Block Scheduling

Block Scheduling. By Annie Rogers And Joshua Dotson. Block Scheduling. “Any schedule that allows for more time in class.” (Powell 133). 5 Types of Block Scheduling. Intensive block 4x4 block A/B plan Modified block www.nwrel.org/request/feb97/article3.html. Basic AB Model.

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Block Scheduling

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  1. Block Scheduling By Annie Rogers And Joshua Dotson

  2. Block Scheduling • “Any schedule that allows for more time in class.” (Powell 133)

  3. 5 Types of Block Scheduling • Intensive block • 4x4 block • A/B plan • Modified block www.nwrel.org/request/feb97/article3.html

  4. Basic AB Model ELT = Extended Learning Time (Gainey & Brucato 25)

  5. Basic 4x4 Model (Gainey & Brucato 27)

  6. GROUP TIME! • What type of schedule did you experience in your district or in the district that you observe in now?

  7. “the most frequently reported outcome of longer blocks is better teaching- teaching that is more creative and innovative” ( George and Alexander 2003) (Powell 133)

  8. Benefits for Teachers • More manageable schedules • Fewer discipline problems • Longer preparation periods • Able to use a wide variety of techniques • Develop closer relationships with students • Reduce administrative duties • Attendance, grades, etc. • (J. Allen Queen 7)

  9. Benefits for Students • Exposed to a variety of techniques in class • Grades increased • More classes completed • Better attendance since there are fewer classes • Less likely to experience academic failure • Fewer classes to prepare for • Activities are diverse • (J. Allen 7)

  10. Benefits for School • Fewer text books • Fewer distractions in the building • Fewer discipline issues www.nwrel.org/request/feb97/article3.html

  11. Concerns of THE block! • Loss of content retention from one level of a subject to another • Extensive time spent outside of class studying • Limited number of electives • Overuse of lecture (30% of block cases) • Extensive planning for transformation of scheduling • The needs of transfer students coming from traditional scheduling • (J. Allen Queen 8)

  12. What’s the toot about the extras? • Foreign Language • Stress importance of students seeing level 1 and level 2 without much time in between. • Performing arts • Limiting instruction to one semester can hurt the quality of performance. (J. Allen Queen 9)

  13. Advanced Placement Exams • Courses that are being taken in the Fall have the exams in the Spring. • Solutions?

  14. ACT Mathematics Test • For Part One of this study, statistically significant differences were found on the ACT Mathematics Test and on the High School Subject Matter Test in Algebra I. • Sample size: unknown • Area: Metropolitan area in Tennessee • Date: 1998-2001 • Age group: 9th grade Algebra 1 • In each examination, the accelerated (4 x 4) block-scheduled schools attained the highest mean school score followed by the traditional-scheduled schools and the alternating (A/B) block-scheduled schools, respectively. • http://cehd.umn.edu/carei/blockscheduling/Resources/StudentAcheivement.html

  15. Sample size: 138 block and 195 traditional • Area: rural middle school • Date: 1999-2001 • Age group: 6th-8th graders • No statistically significant differences were found in FCAT Writing, FCAT Reading NRT, STAR Reading (all three administrations), end-of-year final averages in language and math, discipline, and attendance.

  16. Students with Exceptionalities • ADHD • Autism • Physical Disabilities • TAG • Learning Disability • TBI

  17. Curriculum • Child-centered instruction • More time to integrate curriculum - Benefits both • Allows for flexibility in curriculum • http://www.middleweb.com/Fritsche1.html#anchor755552

  18. What teachers succeed with this model? ????????

  19. What does Joshua think? No preference of any one model Teachers benefit immensely Different schools need different models Should focus more on the students not the system Need for preparation before implementation Be skeptic of statistics

  20. Like the idea Better student centered learning Needs good planning for implementation Conferences for teaching “non-lecture” Can we find a various model for electives? They are important! What does Annie think?

  21. Canady, R, & Rettig, M. (1996). Teaching in the Block.Princeton, NJ: Eye on Education. Carter, M. (2003).Comparisons of traditional and block schedules on the ACT Mathematics Test and Algebra I state examinations and on student perceptions . Wendell Source. 2483. Gainey, D., & Brucato, J. (1999). Questions & Answers about Block Scheduling.Larchmont, NY: Eye on Education. Hodges, G. (2003). Comparison of selected academic achievement, attendance, and discipline referrals for students under block and traditional scheduling . DAI. Marshak, D. (2001). Improving Teaching in the High School Block Period. Lanham, Maryland: Scarecrow Press Inc. Porter, Carol (2002). What do I teach for 90 minutes?. Urbana, Illinois: National Council of Teachers of English. Powell, Sara (2005). Introduction to Middle School. Uper Saddle River, NJ: Pearson Prentice Hall. Queen, J. (2003). The Block Scheduling Handbook. Thosand Oaks, California: Corwin Press. References

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