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BLOCK SCHEDULING
June 8 2012
TRADITIONAL 6-HOUR
SCHOOL DAY
1048708A typical student will
engage in 6-8 different
activities in 3 different
locations
1048708A teacher will prepare for and teach
6 classes engaging with students in four
grade levels in the classroom
TRADITIONAL SCHEDULE
6 - 8 Classes per day104870822 Credits in four years
104870845-minute class periods
104870820-minute lunch1048708Limited selection of
electives1048708Teacher load = No more
than 15 students per class
1048708Repeats are done in the
summer or during the
following year
WHAT IS BLOCK
SCHEDULING
Organizes at least part of the
school day into larger blocks of
time fewer classes per dayExtended class periods allow
teachers more opportunities to
implement differentiated
instruction strategiesFlexibility of schedule ndashProvide
additional opportunities for
remediation guided practice
andor enrichment and
extension all in the same class
period
AB ALTERNATING
BLOCK SCHEDULE
10487088 ndash 10 classes per year
1048708Students earn up to 28
credits104870860 - 90 minute class
periods10487084 classes per day
104870830-minute lunch1048708Expanded elective course
selections1048708Teacher load =Up to 15
students each day1048708Length of school dayschool
year unchanged
SA
MPLE
AB
B
LOC
K A
1
3
5
7
B
2
4
6
8
Four classes daily alternate on AB schedule
Variations depend on needs of student population
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
TRADITIONAL 6-HOUR
SCHOOL DAY
1048708A typical student will
engage in 6-8 different
activities in 3 different
locations
1048708A teacher will prepare for and teach
6 classes engaging with students in four
grade levels in the classroom
TRADITIONAL SCHEDULE
6 - 8 Classes per day104870822 Credits in four years
104870845-minute class periods
104870820-minute lunch1048708Limited selection of
electives1048708Teacher load = No more
than 15 students per class
1048708Repeats are done in the
summer or during the
following year
WHAT IS BLOCK
SCHEDULING
Organizes at least part of the
school day into larger blocks of
time fewer classes per dayExtended class periods allow
teachers more opportunities to
implement differentiated
instruction strategiesFlexibility of schedule ndashProvide
additional opportunities for
remediation guided practice
andor enrichment and
extension all in the same class
period
AB ALTERNATING
BLOCK SCHEDULE
10487088 ndash 10 classes per year
1048708Students earn up to 28
credits104870860 - 90 minute class
periods10487084 classes per day
104870830-minute lunch1048708Expanded elective course
selections1048708Teacher load =Up to 15
students each day1048708Length of school dayschool
year unchanged
SA
MPLE
AB
B
LOC
K A
1
3
5
7
B
2
4
6
8
Four classes daily alternate on AB schedule
Variations depend on needs of student population
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
TRADITIONAL SCHEDULE
6 - 8 Classes per day104870822 Credits in four years
104870845-minute class periods
104870820-minute lunch1048708Limited selection of
electives1048708Teacher load = No more
than 15 students per class
1048708Repeats are done in the
summer or during the
following year
WHAT IS BLOCK
SCHEDULING
Organizes at least part of the
school day into larger blocks of
time fewer classes per dayExtended class periods allow
teachers more opportunities to
implement differentiated
instruction strategiesFlexibility of schedule ndashProvide
additional opportunities for
remediation guided practice
andor enrichment and
extension all in the same class
period
AB ALTERNATING
BLOCK SCHEDULE
10487088 ndash 10 classes per year
1048708Students earn up to 28
credits104870860 - 90 minute class
periods10487084 classes per day
104870830-minute lunch1048708Expanded elective course
selections1048708Teacher load =Up to 15
students each day1048708Length of school dayschool
year unchanged
SA
MPLE
AB
B
LOC
K A
1
3
5
7
B
2
4
6
8
Four classes daily alternate on AB schedule
Variations depend on needs of student population
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
WHAT IS BLOCK
SCHEDULING
Organizes at least part of the
school day into larger blocks of
time fewer classes per dayExtended class periods allow
teachers more opportunities to
implement differentiated
instruction strategiesFlexibility of schedule ndashProvide
additional opportunities for
remediation guided practice
andor enrichment and
extension all in the same class
period
AB ALTERNATING
BLOCK SCHEDULE
10487088 ndash 10 classes per year
1048708Students earn up to 28
credits104870860 - 90 minute class
periods10487084 classes per day
104870830-minute lunch1048708Expanded elective course
selections1048708Teacher load =Up to 15
students each day1048708Length of school dayschool
year unchanged
SA
MPLE
AB
B
LOC
K A
1
3
5
7
B
2
4
6
8
Four classes daily alternate on AB schedule
Variations depend on needs of student population
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
AB ALTERNATING
BLOCK SCHEDULE
10487088 ndash 10 classes per year
1048708Students earn up to 28
credits104870860 - 90 minute class
periods10487084 classes per day
104870830-minute lunch1048708Expanded elective course
selections1048708Teacher load =Up to 15
students each day1048708Length of school dayschool
year unchanged
SA
MPLE
AB
B
LOC
K A
1
3
5
7
B
2
4
6
8
Four classes daily alternate on AB schedule
Variations depend on needs of student population
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
SA
MPLE
AB
B
LOC
K A
1
3
5
7
B
2
4
6
8
Four classes daily alternate on AB schedule
Variations depend on needs of student population
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
EX
AM
PLE
MON TUE WED THU FRI
0900-0930
Homeroom
0900-0930
Homeroom
Homeroom
Homeroom
Homeroom
0930-1100
English 0930-1100
History English History
English
1100-1230
Math 1100-1230
Health Math Health Math
1230-1300
Lunch 1230-1300
Lunch Lunch Lunch Lunch
1300-1400
Chapel 1300-1430
Science Bible Science
Bible
1400-1500
Elective 1430-1500
Study Hall
Study Hall
Study Hall
Study Hall
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
POTENTIAL ADVANTAGES
FOR STUDENTS
1048708Fewer classes on which to
focus1048708Opportunity to take
additional advanced and
elective courses in a year (8
classesyear)1048708Higher scores on ACT SAT
and AP1048708More time for inquiry-
based activities1048708Lower stress levels1048708Better prepared for post-
secondary schedule
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
POTENTIAL ADVANTAGES
FOR TEACHERS
1048708More opportunities to
address various learning
styles of students integrate
instructional technologies
and conduct labs and project1048708More time to get to know
their studentsrsquo strengths
needs and preferred ways
of learning
1048708Time for collaborative
planning
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
RESEA
RC
H
Carroll J (1994)ldquoOrganizing Time to
Support LearningrdquoEqual or better mastery and
retention of materialReduction in suspensions and
dropout ratesImproved relationships between
students and teachers
Casey Patricia (2003)ldquoTeaching
Mathematics on the Blockrdquo US
Department of Education
Increased attendanceFewer class changes resulted in
fewer disciplinary problems
Glickman Carl University of
Georgia professorActive learning methods result in
significant achievement as
measured by the National
Assessment of Educational Progress
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
RESEA
RC
H
Schrothamp Dixon amp The
Effects of Block Scheduling on Student Performanceldquo
International Journal of
Education Reform vol 5
1996 pp472 472-476
Slightly higher national
math achievement scores than schools on
traditional scheduleLapkin et al (1997)
ldquoBlock Scheduling rdquo
Higher levels of reading
and writing proficiency
QUESTIONS
QUESTIONS
