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Alternate Block Scheduling with Great Source Reading 9-12

Alternate Block Scheduling with Great Source Reading 9-12

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Alternate Block Scheduling with Great Source Reading 9-12

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  1. Alternate Block Scheduling with Great Source Reading 9-12 Claire Flynn Nicole Lacza Petra Wilkes-Edwards

  2. Outcomes • To understand the advantages of alternate block scheduling for both teachers and students • To be aware of various tools for teaching in the block • To understand how to implement student data collection to drive instruction and promote student accountability • To be aware of the ways TeenBiz supports data collection

  3. Block Scheduling is supported by research in that... • 80% of students are more positive about the block schedule--Would not return to non-block (Huff, 1995) • Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008) • Grades and Grade point averages increase (Zepeda and Smith, 2006) • 72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)

  4. Advantages of the Alternate Block System for teachers • Teachers have more time to develop Key Concepts (Huff-1995) • Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996) • Allows for “Improved Interaction with students” (Adams and Salvaterra, 1998) • Teachers can have students apply new concepts immediately (Huff,1995) • Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)

  5. Advantages of the Alternate Block System – cont. • Less out of class transition time, thus more time on task • Students have more opportunity to earn and retrieve high school credit • Block scheduling allows for a more well rounded educational experience

  6. Why make the change Systematically?

  7. Congratulations!!!!!! • Lee County an “A” School District • 47 “A” schools → 60 “A” schools • Improved from 34th state student achievement ranking to 22nd in the state

  8. Essential Support Systems for Block Scheduling (Queen, 2009) • Curriculum Alignments which identify the scope and sequence of what is to be taught (Academic Plans) • Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG) • Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG) • Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

  9. Intensive Reading W, X, Y, & Z Period • TeenBiz – 80 minutes; 20% of time • Vocabulary Through Morphemes (Word Study) and Vocabulary for Comprehension – 80 minutes: 20% of time • Teacher Read Aloud – 50 minutes; 12.5% of time • Reader’s Handbook Unit/Lessons (includes vocabulary, pre-reading, during reading, after reading strategies, writing, and assessment) – 150 minutes; 37.5% of time • SSR with accountability (teacher also conferences and does diagnostic assessment with individual targeted instruction) – 40 minutes; 10% of time

  10. Tools for Teaching in the Block WE DO YOU DO I DO Teaching to Learning Responsibility for Learning Monitoring TEACHER STUDENT Plan - Do - Study - Act Entice, Enlighten, Engage, Extend, Enact Higher Order Thinking

  11. Essential Support Systems for Block Scheduling (Queen, 2009)-cont. • Teachers should have a minimum of five strategies for student activities (Cadre resources) • Students practice the skill or concept under the teacher's direction (ECIG) • Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG) • Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.) • Entire classroom time needs to be used for instruction (ECIG)

  12. Tools for Teaching in the Block-by Roberta L. Sejnost • The four pronged lesson format includes these four phases of learning: Entice, Enlighten, Engage, Extend, • Phase I: Entice the Learner 10-25 min. Purpose is to prepare students for what they are to learn. This is the “I DO” Phase of the (ECIG) Direct Instruction • Example: Think-Pair-Share & Give one, get one.

  13. Tools for Teaching in the Block • Phase II: Enlighten the learner 15-20 min. • Focus on Instruction to prepare for the next Phase. This is the “I DO” Phase of the (ECIG) • Example: Interactive lectures, modeling, think aloud(s), jigsaw, guest speaker. • Phase III: Engage the learner 20-30 min. • Students become active learners by connecting prior knowledge to new information. This is the “We DO” Phase of the (ECIG) • Example: K-W-L organizer, 5 W’s and 1 H, guided notes

  14. Tools for Teaching in the Block • Phase IV: Extend the Learner 20-25 min. • Students reflect on learning experiences to increase retention and act upon what they have learned. This is the “You DO” Phase of the (ECIG) • Example: Students answer: • What did I learn? How well did I use/apply what I learned? What did I do with what I learned?

  15. Tools for Teaching in the Block • Culmination of the Phases Enact the Learning • The book presents ideas and strategies that could be utilized across the content areas.

  16. Data is Driving Instruction • Another tool for teaching in the block is data collection for the purpose of driving instruction and promoting student accountability • The responsibility for collection and upkeep should be balanced between teacher and student

  17. Data is Driving Instruction • All students must have a folder, held by the teacher, containing a minimum of the following: previous FCAT scores/FAIR data, Student Goal/Action Plan/Reflection, TeenBiz 3000 Portfolio, TeenBiz Standards Chart for each Quarter • Quarterly Conferences will be held with students individually

  18. Intensive Reading W, X, Y, or Z Data Folder Table of Contents

  19. Data is Driving Instruction • Goal setting should be based on the SMART goal technique and should be measurable. • A great goal should be specific, measurable, and time sensitive. • Example: I will increase my activity scores on TeenBiz from 75% to 88% over the next 9 weeks. I will measure this through tracking in my data folder and charts based on my TeenBiz portfolio • NON-Example: I will increase my activity scores on TeenBiz by doing more of ‘em when I get time and just coming to the lab and makin’ the best score I can

  20. Data is Driving Instruction • Students are to individually transfer FCAT scores and calculate percentages of the sub categories to the forms in the data folder

  21. FCAT Data

  22. Student Goal and Action Plan • Goals for the following quarter are also to be set by the student. • After analyzing my FCAT data, my reading goal for the year is: • My reading goal for 1st Quarter is: • To achieve this goal, I will: • End of Quarter Reflection: • End of Year Reflection: • Learning Styles Inventory • Multiple Intelligences

  23. Data is Driving Instruction • Once the individual has completed at least the 1st FAIR assessment and at the end of each quarter during the conference the TeenBiz and FAIR data will be shared with the student to be recorded and discussed

  24. Assessed Fall, Winter & Spring FCAT Success Probability _____% (Circle One) Words/ Phrases Low / Medium / HighNot Enough Information Main Idea/ Purpose Low / Medium / High Not Enough Information Comparisons Low / Medium / HighNot Enough Information Reference/Research Low / Medium / High Not Enough Information Florida Assessment for Instruction in Reading (FAIR) Data

  25. Let’s Get Busy with • LA.910.1.6.10: determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and • Quarter 1 Level _____ at which they are working when report is generated • % _____ of mastery

  26. Let’s Get Busy with • Other Recommendations Include… • Students can individually track their scores on notebook paper following the TeenBiz recommendations • Teachers/Students should also be recording only first scores which will be used to demonstrate mastery of the standards and are aligned to the TeenBiz reports

  27. Let’s Get Busy with • The scores that are recorded can also be graphed to raise student awareness and accountability. It also offers a visual for students.

  28. Let’s Get Busy with • Log can include the following: • Name: • Date: • Article Title: • Did you read the article? • Multiple Choice Activity Score • Did you vote in the Poll? • Math Activity Score • Thought Question completed? • Did you like this article? • Why or why not? Students can use their portfolio to fill in the information on their own TeenBiz

  29. Conclusion • This presentation has summarized the four pronged format for the block schedule and several strategies that can be used to support it. • These strategies can be used across the content area disciplines including the fine arts.

  30. Parting Thoughts… • More important than the curriculum is the question of the methods of teaching and the spirit in which teaching is given. – Bertrand Russell • Only the curious will learn and only the resolute overcome the obstacles to learning. – Eugene S. Wilson • Tell me and I forget. Show me and I remember. Involve me and I understand. –Chinese Proverb • One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.-Sophocles • No matter how good teaching may be, each student must take the responsibility for his own education. –John Carolus, SJ