Block SchedulingBlock Scheduling

Ken TothKen TothKate WarnckeKate Warncke

Kathy DiAntonioKathy DiAntonioMelissa MacfieMelissa Macfie

IntroductionIntroduction

Part of our job as educators is to Part of our job as educators is to teach students how to learn.teach students how to learn.

We need to provide students We need to provide students with opportunities to develop with opportunities to develop their cognitive processes.their cognitive processes.

How do we conform to the How do we conform to the proposed structure of the proposed structure of the redesigned CHS?redesigned CHS?

Block SchedulingBlock Scheduling

ProsProsMore class time to More class time to complete assignments.complete assignments.Opportunities for in-depth Opportunities for in-depth learning.learning.Additional time to build Additional time to build teacher-student rapport.teacher-student rapport.Additional time to build Additional time to build student-student rapport.student-student rapport.

ConsConsNecessitates varied Necessitates varied activities within a class activities within a class session.session.Increased classroom Increased classroom management issues management issues especially during transitions.especially during transitions.Absences will become Absences will become more of an issue.more of an issue.Type of block?Type of block?

Implementation ObstaclesImplementation Obstacles

Appropriate subject material/curriculum/instructionAppropriate subject material/curriculum/instruction Clear goals for student learningClear goals for student learning Teacher leadershipTeacher leadership

Alternate scheduling for some programsAlternate scheduling for some programs Master scheduleMaster schedule Enhanced professional development for teachersEnhanced professional development for teachers Planning time for co-teachersPlanning time for co-teachers

MonitoringMonitoring Useful/applicable administrative supportUseful/applicable administrative support

Block Scheduling – A/B?

Student Behaviors

More on-task behaviorMore on-task behavior Reduction in the number and severity of Reduction in the number and severity of

student behavior issuesstudent behavior issues Stronger teacher/student relationships due Stronger teacher/student relationships due

to more individual attentionto more individual attention Student centered learning allows for Student centered learning allows for

students to become more engagedstudents to become more engaged A/B allows students to plan their schedule A/B allows students to plan their schedule

(show up to school/absent days)(show up to school/absent days)

Implementation

““Focus on what students can do, rather Focus on what students can do, rather than what they know.”than what they know.”Organize your room for new teaching Organize your room for new teaching strategiesstrategiesBlock schedules allow for field trips or Block schedules allow for field trips or outdoor projectsoutdoor projectsHands-on activities Hands-on activities Block allows time for lecture, set up Block allows time for lecture, set up experiments, complete experiments, experiments, complete experiments, clean up, and writingclean up, and writing

Implementation Blocks allow for the addition of longer Blocks allow for the addition of longer

projects/drawingsprojects/drawings Also: teachers can “grade” in class by Also: teachers can “grade” in class by

assigning presentations, or by making assigning presentations, or by making roundsrounds

Can change multiple activities in one block – Can change multiple activities in one block – keeping kids engaged (lectures, small group, keeping kids engaged (lectures, small group, worksheets, computers, presentations, worksheets, computers, presentations, centers)centers)

Rotating activities will allow teachers to give Rotating activities will allow teachers to give more individual time to special needs or more individual time to special needs or giftedgifted

Seems to be an improvement in disciplineREASON:The number of class changes is reduced, thereforelimiting the possibilities for discipline problems sincemost disruptions occur during that time of transition.

Teachers of block classes feel more capable of handling behavior problemsREASON:Teachers of block classes have adequate time to address these issues in class and have a stronger rapport with their students

Discipline problems often were seen during transition periods when teachers applied methods and practices designed for traditional schedulesWHY?Change is often resisted and can be disruptiveThey may become bored easily if the teaching methodsare too teacher focused.Students that have problems with lateness or are discipline problems in the traditional setting often are the same problem students in block settingWHY?Material presented at a more rapid rateStudents with limited attention spans or who require frequent breaks are often difficult to refocusStudents with retention problems can become frustratedHarder to make up absences easier to fall behind

TEACHER /STUDENTThere is more time for the development of meaningfulrapport between students and teachers.The number of daily classes for which students and teachers must adjust and prepare is decreased, allowing students to develop the deeper interpersonal relationships that are integral to academic success

STUDENT/STUDENTLonger passing periods between classes can slow down the pace of a school by providing the chance for students to get books from the library, use the restroom, and talk with their friends

Academic AchievementAcademic Achievement

Grades/Standardized Test Scores  

 Four Research Studies based on the following:

 NJ - 3 HS in 3 districts – 1, urban, 1 suburban, 1 rural – switched to blockFLA - 10 HS in 1 large urban district - block vs. traditionalNC - 2 HS in 1 district (below avg. income) – block vs. traditionalGA - 1 HS (graduation rate below state avg.) – switched to block

 

All 4x4 semester block versus traditional scheduling

Academic AchievementAcademic Achievement

Grades: NJ

Honor roll students + 9%,

Ds and Fs - 7%,

Multiple failures -38% (8% to 5%) FLA

Significantly more As, fewer Cs, Ds, Fs,

Bs --same NC – no grade data; referenced study, Carroll(1994), showed improvement GA – no difference in grade point average

 

Academic AchievementAcademic Achievement

Standardized Test ScoresNJ SATs +14 pts. HSPTs - % juniors passing + from 67% to 73% 25% more students completed AP courses;   scores of 3,4,5 +30%FLA HSCT and AP – no differences NC NC End-of Course Tests – Alg I, Bio, EngI, US US Hist- lower scores GA GHSGT – Writing – no difference; LA, Math, SS, Sci- lower scores

Academic AchievementAcademic AchievementConclusionsConclusions Grades – better or same on block Standardized Test Scores – mixed results

 

Factors Affecting Results  Positive Results:

  Teachers: more individualized attention to fewer students

Students: Concentrate on fewer classes “resulting in

more involved tasks and deeper learning of

material.”

Negative Results: Recent switch to block scheduling

Inadequate implementation and resistance to change

 

The EndThe End