Thursday, July 17, 2008
Conclusion
After the tremendous opposition from the faculty, the administration, in a demonstration of leadership that looked for consensus, formed a new committee. This committe was comprised solely of teachers (this group met right after school rather than in the evening making it more convenient for staff). One member of this group, a math teacher, developed a new form of schedule. It is a rotating 5 block schedule. Teachers overwhelmingly supported this schedule which shows the importance of consensus building. The schedule that they rejected would have required them to teach 6 classes/day and with this class they only had to teach 5. The new schedule was introduced to the parents who were in the first group. They bought into the concept as well. The only group that doesn't appear to be too happy are students.
Concerns with Block Scheduling
The following have all been established as drawbacks of block scheduling:
- lower content retention from one level of a subject to the next
- Difficulty in placement of transfer students
- longer lecture periods if varied instructional methods aren't implemented
- long lapses between the first and second courses of a sequenced subjects such as math and foreign languages
- Challenges with scheduling of AP classes
- When students are absent it is difficult to make up all of the work
- Finding substitutes who can successfully master longer periods makes teacher absences more problematic
- Students can't pay attention for longer periods
References:
Cromwell, S. (2006). Block scheduling: A solution or a problem? Education World. Retrieved July 17, 2008, from http://www.educationworld.com/a_admin/admin/admin029.shtml
Queen, J. A. (2000, November). Block scheduling revisited [Electronic version]. Phi Delta Kappan International , 82(3). Retrieved on July 18, 2008 from: http://www.pdkintl.org/kappan/kque0011.htm
Benefits of Block Scheduling
For Students:Allows more time for varied instructional methods so there is time for reinforcement so they will understand and master difficult concepts.
Improved grades and test scores.
Less likely to experience failing grades.
fewer classes to prepare for (4 X 4) or more time to prepare for those classes (A/B).
Can use longer lunch periods for club meetings or to participate in other activities.
Teache
rs:Encounter fewer students per day, teach fewer classes each day (but technically for more time over the course of an entire year), and have longer prep periods.
Are able to use varied instructional method and less lecturing.
Are able to develop closer relationships with their students with the extended time spent in class each day.
Can use their longer lunch blocks and/or prep periods for meeting and planning time.
School:
Better and more positive climate.
"Has an environment with fewer distractions because classes change only two or three times a day. This results in fewer disciplinary infractions, and a cleaner school (Rettig & Canady, 1996; Reid, 1996; Buckman et al., 1995; Canady & Rettig, 1995)."
Strong support from parents and students.
Reference:
Fager, J. (1997, February). Scheduling alternative: Options for student success. By Request. Retrieved July 17, 2008, from NWREL Web site: http://www.nwrel.org/request/feb97/article3.html
Types of Schedules
Traditional School Schedule- usually 8 or 9 blocks of 40 - 45 mins. each. Classes meet every day for an entire year.
Block Schedule- There are several types of block schedule including:
4 x 4- Also known as the semester system. In this system students only have 4 classes per quarter. Year long classes meet for a semester and half year classes (usually electives) meet for one quarter. Classes typically meet for about 80 mins.
A/B- Classes meet for 80 mins. but meet on alternating days (A or B) all year long.
Trimester or Intensive Block Schedule -Students take two to three courses every sixty days.
Modified Block Schedule- Different components of various block schedules
Copernican Plan- Developed by Joseph Carroll, a former school superintendant who states that the plan "is about the relationship between time and learning." The hallmark of this plan is that classes do not meet at the same time every day.
Reference:
Block Schedule- There are several types of block schedule including:
4 x 4- Also known as the semester system. In this system students only have 4 classes per quarter. Year long classes meet for a semester and half year classes (usually electives) meet for one quarter. Classes typically meet for about 80 mins.
A/B- Classes meet for 80 mins. but meet on alternating days (A or B) all year long.
Trimester or Intensive Block Schedule -Students take two to three courses every sixty days.
Modified Block Schedule- Different components of various block schedules
Copernican Plan- Developed by Joseph Carroll, a former school superintendant who states that the plan "is about the relationship between time and learning." The hallmark of this plan is that classes do not meet at the same time every day.
Reference:
Cromwell, S. (2006). Block scheduling: A solution or a problem? Education World. Retrieved July 17, 2008, from http://www.educationworld.com/a_admin/admin/admin029.shtml
History
About 12 years ago the district I am in decided to be yet again be on the forefront of innovative educational practices and to adopt a block scheduling format for the high school schedule. This decision was met with outrage from most faculty and many, many parents. The arguments against the decision were that the schedule didn't allow for continuity in subject matter, that foreign languages in particular would suffer and that test scores would suffer as a result. Also it was felt that personalization wouldn't be as strong as teachers would only have students for 1/2 the year rather than a full year. It meant that fewer books could be read in Language Arts classes and that there would be fewer opportunities for longer research papers wouldn't be possible. Many parents and staff members felt that 80 mins. was just too long a period for students to stay in one class.
On the plus side it was pointed out that there would be more instructional time because less time would be spent passing between classes, that teachers in classes which required set-ups such as art, physical education, lab sciences could well use the time, and that in all classes there would be more opportunities for in depth learning. Teachers were told that they would have to change their teaching style (even if they saw nothing wrong with the way they were doing things) and that they would be encouraged to do a lot less talking and a lot more cooperative learning activities to make the 80 mins. go by quickly.
Fears of lower test scores, less ability in foreign language, student disinterest were brushed aside (some would say tossed!) and block scheduling was put into effect. However, every group that complained was given some appeasement. So the semester block schedule was amended so that foreign languages were taught in an A/B format; AP science classes were taught in a 3/4 year format; some ELL and remedial classes were taught all year long; some classes were 1/4 classes and there were probably a few more variations to all of these.
This hodgepodge led to some inequities. Foreign language teachers felt they bore the brunt of all of the problems, but math teachers were observing that math skills were forgotten when students went almost a year between classes. So, what happened? After all this time the faculty has come to really like block scheduling (except for a few depts. along with foreign languages), students loved the schedule, and many of the parents who were so against it either pulled their children out and sent them to private schools or moved. But something was still not right. Test scores did drop and it was obvious teaching foreign languages every other day was not working.
So now after being on the forefront of scheduling innovations we are now looking at alternatives. I joined the committee that was charged with finding an alternative schedule for our school. This group was made up of parents, teachers, administrators, and students. We were led by an outside consultant. It was clear that the consultant was in favor of a type of schedule called the Copernican plan. Our group after months of discussion voted to recommend this plan to the entire school- both teachers and students. Students weren't happy but it was felt that they could be swayed to accept it but when the full teaching staff was given the plan it was soundly rejected.
On the plus side it was pointed out that there would be more instructional time because less time would be spent passing between classes, that teachers in classes which required set-ups such as art, physical education, lab sciences could well use the time, and that in all classes there would be more opportunities for in depth learning. Teachers were told that they would have to change their teaching style (even if they saw nothing wrong with the way they were doing things) and that they would be encouraged to do a lot less talking and a lot more cooperative learning activities to make the 80 mins. go by quickly.
Fears of lower test scores, less ability in foreign language, student disinterest were brushed aside (some would say tossed!) and block scheduling was put into effect. However, every group that complained was given some appeasement. So the semester block schedule was amended so that foreign languages were taught in an A/B format; AP science classes were taught in a 3/4 year format; some ELL and remedial classes were taught all year long; some classes were 1/4 classes and there were probably a few more variations to all of these.
This hodgepodge led to some inequities. Foreign language teachers felt they bore the brunt of all of the problems, but math teachers were observing that math skills were forgotten when students went almost a year between classes. So, what happened? After all this time the faculty has come to really like block scheduling (except for a few depts. along with foreign languages), students loved the schedule, and many of the parents who were so against it either pulled their children out and sent them to private schools or moved. But something was still not right. Test scores did drop and it was obvious teaching foreign languages every other day was not working.
So now after being on the forefront of scheduling innovations we are now looking at alternatives. I joined the committee that was charged with finding an alternative schedule for our school. This group was made up of parents, teachers, administrators, and students. We were led by an outside consultant. It was clear that the consultant was in favor of a type of schedule called the Copernican plan. Our group after months of discussion voted to recommend this plan to the entire school- both teachers and students. Students weren't happy but it was felt that they could be swayed to accept it but when the full teaching staff was given the plan it was soundly rejected.
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