Advantages/Disadvantages of Flexible Block Scheduling

As schools look to block scheduling, adminisrators, teachers, and parents must first look at the logistics. The logistics of block scheduling contain both advantages and disadvantages. In order for a school to make an informed decision, the following logistics should be considered:

Advantages:

Disadvantages

Reference: Reedsburg Middle School

1996 Transescent Seminar Project

Nuts and Bolts of Block Scheduling

House 6-A at Oak Creek East Middle School was involved in full-time block scheduling for the past year. The team felt that there were many advantages with this schedule. There was more instructional time because of the elimination of passing time and organizational needs at the beginning and end of a class period. Because there was less passing time, students brought fewer discipline problems into the classroom. If the student was disciplined, a cooling off period existed. Due to the alternate day schedule, this also allowed the teacher more time to contact parents. Teachers delivered a lesson two times versus four times each day. Teachers felt that this type of schedule gave them more of an opportunity to interact with individual students. Block scheduling made it easier for the teacher to plan activities involving media, simulations, hands-on activities, research, and group activities. Closure could be brought to a lesson in a class period. Students had fewer teachers with different rules, expectations and content to report to on a daily bases.

Even though there were many advantages, we did encounter some disadvantages. Through trial and error, we were able to solve many of these problems. Included in this section are suggestions and solutions we used to overcome these obstacles.

STUDENT ORGANIZATION

Because assignment notebooks are not set up for block scheduling, students, parents, and S.T.A.R. Advisors were often confused about the studentıs schedule.

Assignment notebooks:

* Use marker or highlighter to outline M/W T/Th and F sections

* Write M/W/F, T/Th,F or M/T/W/Th/F at the top of each column so that the students and parents know what days the class meets, when homework is due, etc.

* Monitoring studentıs organization of notebooks:

During S.T.A.R., for first quarter especially, check every studentıs notebook each morning to make sure they are filling it out completely and accurately.

* Homework

Emphasize that all school work should be completed the day the class meets, NOT the night before it is due. On the days the class does not meet, students should review the notes and assignments from the previous day. This helps avoid the Thursday evening problem of trying to prepare for all five classes which meet on Friday. This also ensures that the content will stay fresh in the studentıs mind.

STUDENT ABSENCES

When students are absent, they are only missing two core subjects instead of four. However, they do miss a larger portion of the material covered. In addition, they may not have a scheduled class with that teacher on the day of their return.

* Upon return, the student should touch base with the teacher of the classes missed during S.T.A.R. At that time, the teacher can give the student the assignment, set up tutorial time, etc.

* The format of the extended class period also allows the teacher to spend some time with the student for explanation of the material missed.

TEACHER ABSENCES

Substitute teachers who have not taught in a ninety minute block have difficulty determining the amount of time to spend on each activity because lesson plans tend not to be detailed enough. In house subbing leaves the students unattended while teachers return to their own classrooms. The teacher subbing the second half of the period has to continue the lesson midstream. When substitute teachers alter the lesson plans, the coordination between alternate day classes is disrupted.

* Lesson plans need to be written with time guidelines with each activity.

* Administration need to provide the full-day substitute teachers to the houses that are currently blocking.

* Substitutes must make every effort to follow the lesson plans left for them by the absent teacher. (Our Special Education teacher was a good resource in answering any questions about the lesson.)

ENGAGING THE LEARNER

Keeping students focused for a ninety minute block of time is difficult. The reliance on lecture/textbook method is ineffective.

* A variety of teaching methods should be used to keep the studentıs attention. Activities with smaller blocks of time need to be incorporated in the lesson. Some movement from the studentıs assigned seat is essential during the class period.

* Meeting individual needs of L.D. students was no different than it is in a traditional 45 minute class schedule. In fact, with fewer transitions, the students had less problems with organizational teacher and the regular education teacher is crucial for success.

GETTING TO KNOW THE STUDENTS

Meeting with students every other day made it difficult getting to know the them personally and academically.

* The first couple of days of school were on a regular schedule. Time was spent on getting-to-know-you activities. During the next few weeks, teachers focused their classroom activities around cooperative learning and team building activities.

* Common planning time was spent sharing observations about the students: levels of cooperation, abilities, personalities, etc.

Designing Lessons for the Block Schedule

Designing Lessons for the Block Schedule

Active Learning Strategies

The following are possible stategies and activities that can be used within a class block.

Sample Lessons

Reading Lesson (90 Minute Block)

Science Lab Lesson Plan (90 Minute Block)

Social Studies Lesson Plan (90 Minute Block)

Article: #1 ³Block Scheduling: A Means to Improve School Climate²

Author: Daniel C. Buckman, Bonnie Besten King, & Sheila Ryan

Publication: NASSP Bulletin, May 1995

Subject: To block or not to block?

Summary: Looking to provide success for all students, two high schools and one middle school in Florida chose to experiment with block scheduling for one year and evaluate the results to see if block scheduling met their goal. Teachers in these schools were invited to participate in curriculum writing during the summer to insure that they would feel confident with the 112 minute block.

At the end of one year it was reported that neither attendance nor achievement decreased (in fact, it slightly increased) as a result of block scheduling. Teachers identified the following:

ADVANTAGES: more time to give students individual assistance, the time to implement a variety of teaching strategies, and the ability to structure a full lesson - introduction, discussion, closure in one session DISADVANTAGES identified by teachers included: more time needed to plan lessons, more resources to vary instruction are needed, and more involved planning for substitutes.

These schools voted to continue block scheduling.

Article: #2 ³Parallel Block Scheduling Spells Success²

Author: Marcia Delany, Laura Toburen, Becky Hooton, & Ann Dozier

Publication: Educational Leadership, Dec 97/Jan 98

Subject: Positive gains use a type of block scheduling

Summary: A school district in Georgia, teachersı concerns and wishes led the way to new class scheduling. The results were: higher student achievement, better student behavior, and happier teachers.

Since 1995, when block scheduling was implemented, standardized reading and mathematics test scores have risen significantly. Reading scores on the Iowa Test of Basic Skills rose from 36 in 1995 to 53 in 1997 and math scores rose from 48 in 1995 to 71 in 1997. Along with improved test scores, teachers have seen more on-task behavior and a reduction in the number and the severity of student behavior problems.

Article: #3 ³The 4x4 Plan²

Author: Clarence M. Edwards Jr.

Publication: Educational Leadership, Nov. 1995

Subject: Advantages of the block (4x4)

Summary:

1) In Orange County, Carolina, students have on average completed 18 percent more English classes, 43 percent more math, 10 percent more social studies, 11 percent more science, and 30 percent more foreign language.

2) Grades are going up. Since the school has implemented blocking ³A² grades have gone up 21 percent. They do however, report a three percent increase in ³F² grades.

3) More students are taking and passing Advanced Placement exams. (The correlation here may be higher scores on our WSAS Test)

Article: #4 ³To Block Or Not?²

Author: James T. English

Publication: Education Week, Vol. 16, No. 40, July 9, 1997

Subject: It doesnıt have to be a yes or no issue

Summary: The author stated some benefits of blocking which included: more project-oriented work, less time lost to transition, and an embracing of ³less is more². There are also many people who do not want to block. However, the author proposed to compromise and fit some variations on block scheduling within your schedule. This may be twice a week or as little as once a semester. This will benefit teachers when a traditional 50 minute period is ideal for a restless class.

The author also asked students their opinion of blocking. Students stated that shorter periods make the day go by quicker, they donıt have to stay in one place for a long period of time, and they would see a variety of students during the day without blocking.

Article: #5 ³Moving to The Block²

Author: Douglas S. Fleming, Valjeane Olenn, Roger Schoenstein &

Dale Eineder

Publication: Moving to The Block

Subject: Benefits of Block Scheduling

Summary: The following benefits of block scheduling are referenced in this pamphlet:

Article: #6 A Improving School Climate: Alternating-Day Block Schedule

Author: Donald G. Hackmann

Publication: Schools in the Middle (September 1995)

Subject: School climate and alternate-day blocking

Summary: In an attempt to help smooth the studentsı transition from elementary school to middle school, block scheduling has become a valuable tool for preventing students and teachers from burning out. Because of a larger block of time is available, teachers are forced to limit their use of the lecture format for class and provide ³variety and creativity to stimulate student interest.²

Block scheduling provides schools with many advantages over those that choose not to use block scheduling. First, blocking provides opportunities for creativity in classroom instruction and promotes in-depth learning. Second, Students have homework for four classes each night instead of eight. Last, reduction in passing time means increased time for instruction.

Article: #6 B ³Improving School Climate²

Author: Donald G. Hackmann

Publication:

Subject: Block Scheduling and School Climate

Summary: Block Scheduling encourages teachers to discard their traditional classroom lectures and replace them with new creative ways to actively engage students in learning. Advantages of the Block Schedule listed:

1. Blocks provide opportunities for creativity in classroom instruction and promote in-depth learning.

2. Teachers do not feel rushed to complete lessons. Extended time is available for one to one interactions and to correct learning problems.

3. Less homework each night for students.

4. Reduction in passing periods

5. 2-day break between each group of students. If there was a conflict, this allows a cooling off period.

Teachers who rely upon the lecture format for class instruction must change.

Positive Results - comparing data compiled during the 91-92 to 92-93 school years at Center Middle School

1. total number of office disciplinary referrals decreased by 57.9%

2. in school suspensions decreased by 60.1%

3. Daily attendance increased from 92.1% to 94.0%

4. the number of students receiving 1 or more failing grades each quarter decreased and the number of students attaining Honor Roll increased although neither change was significant

Article: #6C ³Improving School Climate: Alternating-Day Block Schedule²

Author: Donald G. Hackmann

Publication: Schools In The Middle September 1995

Subject: Alternate-Day Block Scheduling

Summary: This article provided teacher views of block scheduling.

Some teach impressions follow. Many but, not all teachers report that they are covering less content within the block schedule, but the studentsı proficiency in the content covered is greater. ³Less is more.² Material learned ³sticks better² knowledge and skills stay with the student longer.

How do you deal with an absent student? When a student has been absent he only misses the information from two core subjects rather than four. With the nature of a 90 minute block during class a teacher has time within the period to help the absent student ³catch up².

Struggling students need very early intervention. Waiting even a week or two before providing serious intervention may be too late.

Article: #7 ³Strategies for Teaching in a Block-of-Time Schedule²

Author: Donald G. Hackmann & Donna M. Schmitt

Publication: NASSP Bulletin, April 1997, Vol.81, No. 588

Subject: Teaching Strategies in the Block

Summary: This article describes creative uses of blocks. It describes strategies and some suggestions for the use of those strategies in the classroom. The following instructional strategies are covered in the article:

The key factor for the implementation of block-scheduling is the willingness of the teachers to make changes in their instructional methods. This article gives some information on each of these strategies.

Article: #8 Ten Guidelines for Implementing Block Scheduling

Author: Donald G. Hackmann

Publication: Educational Leadership

Subject: Implementing block scheduling

Summary: Blocking empowers teachers to rethink and restructure their system (purposeful restructuring). Ask yourself what is best for the students? High achieving students are successful in any setting. Blocking may create additional time and support from special educational programs.

The article suggests not to take too long in researching and discussing the approach of blocking. Enthusiasm and momentum peaks (talking issues to death). Staff members should be actively involved in schedule development and forming a committee to critique and assess progress.

Block scheduling allows schools to break away from the conformity of the traditional schedule. Instead of focusing on the ³event² of putting a new schedule in place, pay attention to ³why² you need one. Ask yourselves what would you like to do that our current schedule does not allow? Write down your ideas and attempt to implement them. The article suggests the best way to pilot schedules is simply to jump right in!

Article: #9 ³Flexible Block Scheduling²

Author(s): Neil Steiner, Barb Griffin, Orrin Ausen, Cindy Parrott,

Publication: Seminar XVI Teaching the Transescent

Reedsburg Middle School Project August 2, 1996

Subject: Block Scheduling Plan

Summary: This is a project on the development of a block schedule with planned implementation during the 1998-1999 school year. It focuses on three issues such as quality time, school climate, and learning time. Advantages and disadvantages of block schedules are listed:

Finally, the project addresses continued evaluation, assessment, and redesigning of the flexible-block schedule.

Article: #10 ³Block Scheduling²

Author: Karen Irmsher

Publication: ERIC Digest, March 1996, Number 104 EDO-EA-96-4

Subject: Introduction to blocking

Summary: The beginning of the article points out the advantages of block scheduling which have been stated in many other articles: adequate time for in-depth discussion, opportunities for individualization of instruction, greater use of varied teaching methods, etc.

The author emphasizes that this process of changing to block schedule is not merely a time change, but a complete change in delivery of curriculum. Teachers who are most effective usually plan lessons in 3 parts: explanation, application and synthesis. Many teachers need help with the last two parts. They also may need training in cooperative learning, class building, and team formation.

The process of making the change is the biggest challenge. The Northwest Regional Educational Laboratory recommends a minimum of two years planning time before implementation. Adequate staff development time is also essential.

Article: #11 Teaching Extended Class Periods

Author: Monroe Brett

Publication: Social Education (February 1996)

Subject: Teaching extended periods

Summary: The article asserts that longer class periods must be approached and planned in a completely different manner than shorter periods. A ninety minute period requires a higher degree of teacher preparation and a critical focus on objectives and planning. Includes a summary of questions, predictions, and findings from teachers. Successful programs depend on the ³attitude² of the teacher.

Article: #12 ³Finding Time To Learn²

Author: John OıNeil

Publication: Educational Leadership, Nov. 1995

Subject: Advantages and success stories of block scheduling

Summary: In 1990 Wasson High School started to use block scheduling and since then they have seen many successful outcomes. Their daily attendance, percentage of pupils making the honor roll, students going to a four-year colleges, and the number of course credits earned by students are all higher. The failure rate is lower.

Many educators that are using block schedules say that overall school climate improves as teachers and students spend more concentrated time with one another. Discipline is an area where problems have dropped. Schools have seen a calmer place, fewer fights and less vandalism. Students and teachers also felt that the block scheduling was more relaxed. They didnıt feel rushed from class to class.

Article: #13 Itıs About Time: The Truth About Block Scheduling

Author: Robert Prouty

Publication: NASSP Newsleader, April 1997

Subject: Blocking tips

Summary: Kelly Hood, principal of Rowe Junior High School in Milwaukie, OR, suggests that block scheduling can be successful at any school if certain steps are followed. Inviting students to share in homework responsibility and informing teachers on how to break down the 90 minute classes are crucial for successful block scheduling. These steps can be achieved in the following ways:

1. Have each student sign a contract promising to get their homework done each night.

2. Hook the students interest during the first prime time period (40 minutes), stimulate their interest during the down time (20 minutes), and leave the student with a body of understanding during the last rime period (30 minutes).

Article: #14 ³A Vision for Block Scheduling: Where Are We Now?

Where Are We Going?²

Author: Thomas Shortt & Yvonne V. Thayer

Publication: Bulletin, December 1997

Subject: Shifting to block scheduling

Summary: The article addressed the need for a new type of scheduling due to an ever changing workplace. The future will be defined by a workplace that demands complex problem solving and competitive teamwork.

Problems that threaten the block:

1. Ignoring curriculum standards and teaching only what you have time to teach. Some teachers find that they do not cover as much material, but what they do cover has been more in-depth.

2. Sequencing courses to maximize student opportunity to master content.

3. Ignoring or neglecting to budget additional funds for increased educational and personnel needs.

4. Addressing issues related to performing arts instruction.

5. Failure to develop a student assessment schedule.

6. Student mobility or transfers.

*Although the article poses these obstacles, it never offered suggestions or answers.

Instructional goals that can drive success:

1. Donıt just change the time, change the way you use time.

2. Staff development should be an ongoing process.

3. Administration and staff should be clear on expectations.

4. Set measurable goals - What do you want to get out of the block?

Article: #15 ³Flexible Block Scheduling: It works for Us!²

Author: A. Leroy Huff

Publications: NASSP Bulletin/ May 1995

Subject: Success at a High School in Memphis, Mo.

Summary: Scotland County R-1 High School in Memphis Mo., decided to restructure their traditional seven period day. Before jumping into block scheduling administrators realized that they needed a staff willing to accept change or the system would be doomed. This meant working with teachers to move away from the textbook lecturing format as the primary means of block scheduling for one year. At the end of the year, the staff came to the following conclusions: -there was more time to develop key concepts

-students had fewer classes to prepare for each evening

-diverse teaching strategies were used

-more in-depth discussion took place

-more time for guided homework

-effective use of AV materials due to time for pre & post discussion

Scotland county R-1 High School is now in its third year of block scheduling.

Article: #16 Transition to the Block Schedule

Author: Waterloo Jr. High Team

Publication: Teaching the Transescent Seminar XVII

Subject: Matching characteristics and needs of junior high students with opportunities presented by blocking.

Summary: The paper identified the unique physical, intellectual, emotional, social, and moral characteristics of early adolescents (seventh and eighth grade). Implications for educational practices were identified. Instruction strategies were determined based on unique needs.

Activities utilized during blocking:

Article: #17 ³An Objective Look at Math Outcomes Based on

New Research Into Block Scheduling²

Author: Michael Wronkovich, Caryl A. Hess, & James E. Robinson

Publication: NASSP Bulletin, Dec. 1995, Vol. 81, No. 593

Subject: Block Scheduling and Student Performance in Math

Summary: This article described a research study that compares traditional vs. block scheduling in math. The primary research question was: Is there a significant difference in performance on the Ohio College Early Math Placement Test between students who have received math instruction in Algebra 1, Geometry and Algebra 2 in a traditional year-long structure vs. students in an intensified block structure?

The findings inferred that students who study math in a block schedule format are at a disadvantage when competing against students who have studied math under traditional formats. Teachers were concerned about the following trends:

- concern over covering all the material

- concern over ³gaps² in the math learning process

- holding the attention of students for 90 minutes

- the need for assimilation time between practice sessions

A ³hybrid² schedule that includes both traditional and block scheduled classes might be useful.

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