Primer and FAQ
Block Scheduling Primer
Most frequently asked questions and answers regarding:
Other Q & A Site:
If you have further questions or answers about block scheduling,
please e-mail us at
freem013@tc.umn.edu, or join
BlockList
Will the parents and community support the 4-period schedule?
Schools thinking of changing should engage the parent and community
in discussion of the change from the beginning. There may be some
detractors because this is not how school was when parents were there.
When the advantages and disadvantages are explored openly, parents and
community members can be strong allies.
What if this schedule doesn't work? The board has voted that
the program will go for at least 4 years. However, throughout the
process of restructuring, evaluation will be a key component. Any
schedule we try will be subject to evaluation which could lead to
modification.
I can't lecture for 92 minutes. Staff is being encouraged to
explore a variety of instructional methods. Research indicates that many
methods of instruction are more effective than lecture. In-services and
resources will be provided to introduce specific techniques that you can
utilize in your class room. We have staff members willing to share their
expertise and experiences with you, and paid writing time has been
requested for the development of creative classroom
activities/instructional strategies.
NOTE: See the Staff
Development
resource page.
Can students survive a class that lasts 85 minutes or more? Won't
they become bored and tune out? This would be true if teachers only
lecture, but a longer period "kills the lecture method." Students say
the schedule has forced the teachers to become more creative in the
classroom. (Willis, p. 3) Because the longer period facilitates more
engaging teaching techniques, students and teachers should find the day
goes faster.
Will instructional methods have to change? If a teacher is
lecturing for an entire period under a 7-period day schedule, something
will have to change. Teachers should be encouraged and supported in
exploring a variety of instructional methods. Research indicates that
many methods of instruction are more effective than lecture. In-services
and resources should be provided to introduce specific techniques that
can be utilized in the classroom. Schools have a significant number of
staff members whose expertise in this area can be tapped.
How does an 85 minute block help those in lab-oriented classes,
technology, art, physical education classes? Half as much time is
consumed in showering and dressing, setting up experiments and taking
them down, and cleaning up areas. All in one class period an activity
can be introduced with a demonstration, the lab activity completed by
the students, and the results of the lab discussed. In addition, tapping
community resources for field trips or activities such as bowling and
environmental observation is now more feasible.
Won't we have less instructional time under this block plan than
we have with the present traditional schedule? No. Under
the traditional plan, a two semester course meets 180 days in 50 minute
periods for a total of 9000 minutes of instruction time. Under the
proposal block, this class would meet 90 days in 92 minute classes for a
total of 8100 minutes of instructional time. Remember, however, that by
combining the course into one semester, we are reducing by 50% the time
used for administrative functions. Opening and closure time may also be
reduced. If we conservatively use ten minutes daily for such
administrative activities, we consume 1800 minutes (180 days x 10
minutes) under a traditional schedule and 900 minutes (90 days x 10
minutes) under the block system. You thus have 7200 minutes of
instruction time for introduction of new materials/ concepts/activities
in either schedule (9000-1800=7200 minutes under traditional schedule
and 8100-900=7200 under the block schedule.
Because there may be long gaps of time between a student's courses
in the same subject--math, for example--won't students forget too much
content in the interim? Material is taught more thoroughly in longer
blocks. South St. Paul High School found no evidence that students have
had any significant problems with retention of materials. Carroll (1987)
cited research on retention which said "students remember best that
which they really understand and can apply; concentration of attention,
and more immediate, concentrated feedback provides powerful
reinforcement." (Carroll, 1987, p. 11) Carroll asserts that "retention
has not been a problem when the Copernican Plan has been put into
practice." (Willis, p. 3) Other anecdotal evidence is that though
students with a longer gap between courses may need to catch up at the
start of a term, the longer, concentrated class periods greatly shortens
the catch-up time.
Does the schedule hurt departments with elective courses? No,
it helps because more courses are offered during the year in a 4-period
day schedule, such as Schedule 1 above.
Won't students graduate early instead of taking extra classes?
Experience is that students don't choose to graduate early because they
come to school for the school activities and their friends. Most
students choose to take more elective and/or more advanced classes.
Don't students who transfer from schools operating under
traditional 6- or 7-period day schedules have a difficult transition?
Transfer in and out can be somewhat difficult, particularly in setting
up a schedule for students, and different transition procedures must be
developed. Credit conversion can be worked out; it is not
insurmountable. An advantage for transfer students may be that they can
get a fresh start at the semester and even at mid-semester in courses
which earn a semester credit in one quarter.
Don't students, when returning from absences, have more difficulty
making up ninety minutes than traditional 55 minutes? They
may, but they only have 3 or 4 classes to make up. Students should come
to feel that good attendance in each class is more important. For those
students who are chronically absent, teachers and administrators will be
able to intervene much sooner. It can also be viewed from another point
of view--when students attend class, they are in effect attending two
classes.In South St. Paul, counselors work with transfer students in
doing their best to match incoming credits with our course offerings.
Enrollment in one term elective blocks is used versus two term block
courses when possible.
Can money be saved on textbooks if students are not all taking the
same classes at the same time? If the same courses are evenly spread
throughout the year, the amount of money needed for textbooks decreases.
Schools have found, however, that the amount of money used for film
rental and video software increases. Teachers are able to more
effectively use some of the high quality films and videos during the
longer period.
Won't there be an impact on basic skills by compressing a two
semester course into only one semester? We certainly hope so. We
believe this system will provide quality time for instruction. With
smaller classes and fewer overall numbers of students each:h semester
all teachers once again can focus on written assignments, essays, and
individual feedback. We will now have time to grade papers (90 opposed
to 150). We will now have time to focus on those students who need
individual assistance. Immersion in curriculum is validated by research.
Won't this schedule hurt those departments with a program that is
basically elective courses? On the contrary. Students now have more
options to take more classes. We can not only continue to offer the
program we had under a traditional schedule. we can now expand our
course offering. Elective departments should benefit from this change.
What happens to a student who is obviously going to fail? Does
that student stay in a class for a full term when there is no hope of
passing?
We have always required the students to remain in the class and unless
it would create a real problem they would stay in the class here also.
How would this effect graduation requirements? Every class
will be counted as a credit - 16 possible each year. Total of 64
possible by graduation. We will require 56 by 1999. Proposed
requirements are posted upon board approval.
Can you explain the advisor/advisee block in South St. Paul? A
number of students will be assigned an advisor and that group will meet
weekly during the advisor/advisee block. Activities such as meetings,
assemblies, and tutoring will be conducted during this time.
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