Block Scheduling

Block Scheduling Ken Toth Kate Warncke Kathy DiAntonio Melissa Macfie

Introduction • Part of our job as educators is to teach students how to learn. • We need to provide students with opportunities to develop their cognitive processes. • How do we conform to the proposed structure of the redesigned CHS?

Block Scheduling Pros • More class time to complete assignments. • Opportunities for in-depth learning. • Additional time to build teacher-student rapport. • Additional time to build student-student rapport. Cons • Necessitates varied activities within a class session. • Increased classroom management issues especially during transitions. • Absences will become more of an issue. • Type of block?

Implementation Obstacles • Appropriate subject material/curriculum/instruction • Clear goals for student learning • Teacher leadership • Alternate scheduling for some programs • Master schedule • Enhanced professional development for teachers • Planning time for co-teachers • Monitoring • Useful/applicable administrative support

Block Scheduling – A/B?

Student Behaviors • More on-task behavior • Reduction in the number and severity of student behavior issues • Stronger teacher/student relationships due to more individual attention • Student centered learning allows for students to become more engaged • A/B allows students to plan their schedule (show up to school/absent days)

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

Implementation • Blocks allow for the addition of longer projects/drawings • Also: teachers can “grade” in class by assigning presentations, or by making rounds • Can change multiple activities in one block – keeping kids engaged (lectures, small group, worksheets, computers, presentations, centers) • Rotating activities will allow teachers to give more individual time to special needs or gifted

BLOCK DISCIPLINE Seems to be an improvement in discipline REASON: The number of class changes is reduced, therefore limiting the possibilities for discipline problems since most disruptions occur during that time of transition. Teachers of block classes feel more capable of handling behavior problems REASON: Teachers of block classes have adequate time to address these issues in class and have a stronger rapport with their students

BLOCK DISCIPLINEPROBLEMS Discipline problems often were seen during transition periods when teachers applied methods and practices designed for traditional schedules WHY? Change is often resisted and can be disruptive They may become bored easily if the teaching methods are 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 setting WHY? Material presented at a more rapid rate Students with limited attention spans or who require frequent breaks are often difficult to refocus Students with retention problems can become frustrated Harder to make up absences easier to fall behind

Social Interaction TEACHER /STUDENT There is more time for the development of meaningful rapport 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/STUDENT Longer 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 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 block • FLA - 10 HS in 1 large urban district - block vs. traditional • NC - 2 HS in 1 district (below avg. income) – block vs. traditional • GA - 1 HS (graduation rate below state avg.) – switched to block All 4x4 semester block versus traditional scheduling

Academic 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 Achievement Standardized Test Scores • NJ 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 AchievementConclusions • 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 End

Block Scheduling