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         Block Scheduling Teach:     more detail
  1. What Do I Teach for 90 Minutes?: Creating a Successful Block-Scheduled English Classroom by Carol Porter, 2002-06

61. NEA: Beginning Teachers Web
Time Strategies block scheduling and Beyond by Various teachers/Authors. Discovernew ways to teach more effectively using methods such as the Wasson block Plan

BT Home
Lisa's Diary Books Related Books Help from NEA Other Help
Related Books
Beyond Textbooks: Hands-On Learning
by Various Teachers/Authors The teachers who share their stories in this book created lively learning environments using authentic materials and real-world activities that connect students to the community beyond the classroom walls. Use their stories as a basis for developing your own innovative projects that give your students new ways to learn and a genuine understanding of what you teach.
96 pp., 1995, Stock #2906-2-00-CD, NEA Members $9.95 Integrated Thematic Teaching
by Various Teachers/Authors
See how teachers successfully interweave disciplines into a tapestry that make the curriculum come alive. You'll discover how monthly and year-long themes can develop critical thinking skills and enhance student learning.
96 pp., 1996, Stock #2909-7-00-CD, NEA Members $9.95

62. EmTech - Professional Development Page
Attribution Theory; Best Practices in Education; block scheduling Training Program; GrantWriting; Helping teachers teach Well; Helping teachers teach Well
Professional Development Resources
General Resources for Professional Development

63. Block Schedule In PISD - A Former Teacher's Perspective
I would ask everyone involved in block scheduling last year to think back to Did you teach to the test? Parents, were your children bombarded with inordinate
Block Schedule, or Blockheads?
by Carolyn Williamson - until May, 1996, Carolyn Williamson was a PISD teacher
First Published in the Plano Star-Courier I am puzzled as to why PISD is going to spend $3,000 to take eight principals and district administrators on a "field trip" to Minnesota to study the use of block scheduling when our district currently has five high schools using that schedule right here in Plano. Could it be that many of the teachers in those schools have serious doubts about the benefits of this schedule? The stated purpose of the trip is to "investigate the feasibility of block scheduling." However, Sherman Millender, executive director of secondary administration, says, "We've got to convince teachers this is the best way we can go." Why can't the senior high teachers be convinced by their own peers in their own district? As a high school teacher under block scheduling last year, I can tell you that it is because many of those teachers want to return to a traditional class schedule. There are high school teachers in this district from many different curriculum areas who are extremely concerned about teaching the same amount of material with thirty fewer hours of class time per subject. Teachers discussed this issue last year during lunch periods, during hall duty, in departmental meetings, and in the copy room. We shared our frustrations over having to choose which parts of the curriculum to omit or which parts of the curriculum to cover at a much more shallow depth. Many of us were told that block scheduling was "here to stay" and continuing to raise questions would only result in our being labeled as "non-team players." Additionally, some of us were informed that, if we did not cover the same amount of curriculum under the block schedule, we would "have to answer" to the parents of this district. Even the survey some of us completed last spring did not contain a choice for returning to the traditional schedule.

64. A Teacher's Journal: The Block Schedule: Going Where No One Has Gone Before
The diversity of the population that we teach continues to grow, and teachers musthelp push the New Beginnings Reflections on block scheduling New Building
A Teacher's Journal: Day 5
July 12, 2002 "The Block Schedule: Going Where No One Has Gone Before "
Thanks for reading...
Email: George Cassutto

65. ArtsEdNet Mail For March 1996 Block Scheduling And The Arts
used to teach school in Appalachia and supervise student teachers while going toohio State. The only instance I'd heard of block scheduling being prefered

66. Block Scheduling Vs. 'traditional'
for block scheduling, but all parents have not warmed up to the idea. The issueis, I never needed 90 minutes of time in order to state my objective and teach
Block scheduling vs. 'traditional'
Issue looms big in Henrico
UJW Reporter S arah Shahmoradian recalls the time in her 10th-grade biology class that the school bell rang abruptly, ending the lab experiment she was doing. Not only was the experiment left undone but she also had to hold a question she had until the next day. Last year, her senior year, was different. She was a student at J.R. Tucker High School , which implemented block scheduling in 2001-02 school year. "It was actually better than traditional," Sarah said. "It gave more time to get into the subject, and it was more intensive." At first, even the teachers were confused on how to manage the extra time, she said. The extra time would be filled in with extra classwork and more tests. Eventually the teachers got comfortable with block scheduling. The traditional style had more homework and less time to do the homework, but block made it easier to concentrate on one subject area. "Overall, I like it," Sarah said.

67. Block Scheduling Will Be Considered Again At Farmington High School
staff and faculty will be looking at other schools that use block scheduling andanalyzing possible changes and teachers will have to learn how to teach in a
Friday, April 04, 2003 Home Page Sports Classified Ads Online Archive ... ECM Publishers, Inc. Block scheduling will be considered again at Farmington High School Posted 8/31/01 by Aaron Tinklenberg
Staff Writer Four years after being turned down by the District 192 School Board, Farmington High School is making another run at block scheduling.
A form of class organization employed by about 40 percent of Minnesota high schools, block scheduling involves reducing the number of classes for high school students, most likely to four class per day. In such a system, each class would last about 90 minutes. Exactly how an alternative schedule would be set up at Farmington High School is still uncertain.
Currently, Farmington students attend seven 50-minute classes each day.
Farmington Principal Monica Kittock-Sargent and the high school staff brought a block schedule proposal to the School Board at the beginning of the 1997 school year, hoping to make the change a year later. The board, however, turned the proposal down.
“When you have 100 percent of a high school’s faculty in agreement, that’s pretty amazing,” Kittock-Sargent said. “It was devastating to be turned down. That’s why we waited this long to try again.”

68. Student WEA Resources: Block Scheduling: How It Worked In One Highschool
teachers are finding time to show students that they have much to teach each other arein college come back and say, “I’m glad we were on block scheduling.
Block Scheduling: How It Worked in One High School
Obtained from the National Education Association's New Member CD In other words, just about everything that could go wrong with the introduction of block scheduling (and often does) had gone wrong. The NEA Learning Lab Initiative links school districts around the nation that have made a district-wide commitment to restructuring how learning takes place. So these educators met with every stakeholder group, including parents, students, and school board members, to gain understanding and support. Finally, with blessings and a stipendfrom the school board, AHS teachers met in June 1992 for five days to learn about teaching extended periods and plan their first 18 weeks of classes, right down to the first 10 lesson plans.
  • More opportunities.
    More time.
    With a 90-minute daily planning period for three classes, not the previous sixBlack seldom has to grade papers at home.
    More class activities.
    More cooperative learning.

    Smith, a fan of seminars, has his students gather in a circle at the start of the semester to discuss their essays although its painfully clear that nobody wants to read his or her essay aloud or say much of anything.
    More motivation.

69. EYE ON EDUCATION-Block Scheduling
Why block scheduling? ENCOURAGING STUDENT ENGAGEMENT IN THE block. research studiesconducted by seven Seattle area high school teachers who teach in block
By Sally J. Zepeda and R. Stewart Mayers
University of Georgia This book shows how effective supervision and staff development can improve teacher performance to enhance student learning in block periods. Also included is an authoritative and practical chapter on how to evaluate your block schedule. CONTENTS - Linking Supervision and Staff Development: Preparing Schools for the Block
- Reinventing Time: Looking at the Block
- The Administrative Team
- Readying for the Block: Staff Development And Supervision to Get You There
-Supervision in the Block: What’s Different
- Teaching in the Block: Maintaining the Momentum Through Job-Embedded Staff Development and Supervision
- Evaluating the Block Schedule
- References
by Michael D. Rettig and Robert Lynn Canady
James Madison University and University of Virginia With over 150 sample schedules, this book shows how scheduling strategies can enhance your school’s capacity to offer exploratory courses, interdisciplinary teaching teams, teacher-based guidance programs, and other programs and practices which are responsive to the needs of early adolescents.

70. ERIC Citations For Block Scheduling
analyzes the HatboroHorsham case study and explores why block scheduling has becomeso controversial. Chapter 3 suggests ways to train teachers to teach in a
Instructions for ERIC Documents Access

Search Strategy:
Block Scheduling [ERIC Descriptor]
Anatomy of an Educational Failure. Lonardi, Emilie M. School Administrator, v55 n3 p28-31 Mar 1998 ISSN: 0036-6439 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) An administrative team member/restructuring facilitator analyzes the failure of a block scheduling reform in a small, suburban district. The prevailing dynamics that obstructed success were fear of change, propagandizing of data, and a culture of complacency. These problems could have been avoided by training staff to work in longer periods, marketing new ideas to the community, and developing a collaborative work culture. (MLH) Descriptors: *Block Scheduling; *Central Office Administrators; *Change Strategies; *Failure; High Schools; Program Implementation; *Resistance to Change; Suburban Schools; *Teacher Attitudes; Work Environment EJ560937 EA534402 Breaking Away from Tradition: The Farmington High School Restructuring Experience. Hackman, Donald G.; Waters, David L. NASSP Bulletin, v82 n596 p83-92 Mar 1998 ISSN: 0192-6365 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) After nearly two years' experience with the interdisciplinary studies program, career pathways, and alternating-day 10-block schedule, the Farmington (Missouri) High School faculty is pleased with their progress. Student and teacher surveys indicate an ongoing need for improvements to meet all students' learning needs. This schedule is not for every school. Teachers need extensive staff development and common planning times. (MLH) Descriptors: *Block Scheduling; High Schools; *Interdisciplinary Approach; Planning; Program Effectiveness; Staff Development EJ560933 EA534398

71. WeLEAD Online Magazine - How School Principals Can Teach Leadership To Teachers
One school tackles the change to block scheduling. Upon completing her doctoral degree,Shanika plans to teach at the university level, conduct research and
weLEAD Online Magazine
weLEAD, Inc.
How School Principals Can Model Leadership to Teachers!
By Shanika Taylor In the 21 st century School, principals who develop teachers and students as leaders create a stronger organization. Demands for national school reform from politicians, demands for educational reform at the school level from teachers and parents, demands for increased test scores from parents and superintendents. Given all of the demands, when does the principal have time to be an instructional leader? The reality is that by developing teachers and ultimately students as leaders, the principal increases his likelihood of meeting these demands by freeing up time to work as an instructional leader. Principals are veteran teachers who are currently in leadership positions. Outstanding principals are able to mesh the two positions and yield great rewards. As a highly effective leader, the principal must be actively involved in educating and developing teachers as leaders. The successful principal realizes he does not have the time or the expertise to be effectively involved in all aspects of the school.

72. Twin Peaks Middle School Administration
As a result, student grades are higher with block scheduling. · teachers have muchgreater opportunity to teach significant Standards in a significant amount
Dear Parents, We will be having an informational meeting in the fall to explain our block scheduling. In the meantime, we will answer a few questions concerning our new block schedule and RAM Time. We are busy making plans for the fall and want to share our ideas with you now so that you will have a clearer understanding!
Will the faculty undergo training for this new approach to learning?
Tell us about RAM Time
Will volunteers be included in RAM Time?

We always encourage volunteers for all aspects of Twin Peaks! Please see us in the fall!
How will you assess whether this schedule is working?
Assessment is always a vital part of the review of any change. We will use a combination of surveys, discipline data, grade point averages, and State/District testing.
What educational advantages and disadvantages are there to this system?
Advantages, according to research, include:

73. Educator's Guide To Block Scheduling, An Decision Making,
Educator's Guide to block scheduling, An Decision Making, Curriculum Design, andLesson which students learn, the way in which teachers teach, and ultimately,4096,0205278477

74. NCTE Online Bookstore
in one high school’s experience, “What Do I teach for 90 Minutes?” is essentialreading for those considering a move to block scheduling and those

75. Information Center - Media
block scheduling, another element of the Tenth Grade Academy, gives his studentsthe time they need for labs I wouldn t teach in anything other than blocks now.
What students say about small learning communities By Caitlin Scott
Cleveland Catalyst
January 2003 Raising Academic Standards/Expectations
The work is a little tougher than in 9th grade. I have harder classes than last year. We have more homework.
Megan Odum Block Scheduling
It is too long. You can fall asleep in class. Hands-on [points to lab experiment] makes it better.
Marchay McWhorter The Small Learning Community
It is OK. I like it because maybe you get stuck with friends, and you get to sit with them in every class. But then, sometimes there are kids that are mean, and you d really like to meet new people. So, it s really kind of half and half.
Sean Clancy Block Scheduling
It think it is nice. We get out earlier. My favorite class is biology, because I get the most done and learn about life. It will help me become a whale trainer.
Cassandra Stacey Block Scheduling David Kosakowski Raising Academic Standards/Expectations Samantha Fox The Small Learning Community It [Rhodes] is better than middle school because there s two teachers in here [biology] and I get more help.

76. Welcome To CATALYST: For Cleveland Schools
block scheduling, another element of the Tenth Grade Academy, gives his studentsthe time they need for labs, he notes. I wouldn’t teach in anything other
High School Improvement Playing catch up: District turns focus to
high school improvement

Small learning communities revitalize a Philadelphia high school
What students say about small learning communities: Pros and cons from the Tenth Grade Academy. ... Do Cleveland courses measure up?
December / January 2003
What students say about small learning communities by Caitlin Scott
Raising Academic Standards/Expectations
“The work is a little tougher than in 9th grade. I have harder classes than last year. We have more homework.”
Megan Odum Block Scheduling
“It is too long. You can fall asleep in class. Hands-on [points to lab experiment] makes it better.”
Marchay McWhorter The Small Learning Community
“It is OK. I like it because maybe you get stuck with friends, and you get to sit with them in every class.

77. 404: Not Found
block scheduling in general education refers to the large blocks of time createdto teach one or more areas of the curriculum to a group of students.
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administraion does not want to have block scheduling, then find Until something betterthan the 4X4 block schedule is I will forever use it to teach because I
If your school is adopting the block schedule, it is imperative that your faculty have:
1) access to other schools that teach in a block schedule.
2) staff development for teaching with multiple learning strategies.
3) an idea of what to expect in the block schedule.
There is no one ultimate schedule for all schools to use. Whether a school uses the block or the traditional, any schedule will work if the school wants it to be successful. If you do not have at least 80% of the faculty in favor of changing to a block, it is strongly advised that you do NOT make the change. Your school will need more staff development on block scheduling. If administraion does not want to have block scheduling, then find a new administration or abort the switch. Until something better than the 4X4 block schedule is introduced to me, I will forever use it to teach because I love:
1) the reduced stress in my job.
2) the happier faces on my students.
3) the family atmosphere that fills my classroom.

BLOCK SCHEDULING HOW I BECAME A SPEAKER FOR BLOCK SCHEDULING I was asked a year ago by the Martin County School District to prepare an inservice to get teachers at Martin County High School excited about the block schedule. The enjoyment I received from working with my peers on this important topic was very rewarding. With this success, I decided to take my inservice to a national level. In March of 1999 I did a session at the NSTA convention and I look forward to traveling to other educational gatherings and schools. Does reading a book sufficiently inspire one to teach in a block schedule?

80. Melody : Dumb :: Block Scheduling : Retarded -- Mikeknight Dot Com Discussion
several “good teachers” that have gone bad on block. an awesome AP Calculus teacheron regular scheduling. teacher who doesn’t know how to teach block.
VoyForums Homepage Create a New Forum Owner Login VoyForums News Help Desk VoyForums Exchange FAQ - Frequently Asked Questions Directory/Categories Search VoyForums Contribute: Support VoyForums Main index Post a new message Archives: Subject: Melody : Dumb :: Block Scheduling : Retarded

Next Thread
Previous Thread Next Message ... Previous Message Date Posted: 19:48:46 01/09/02 Wed
In reply to: melody 's message, only squares don't like 'the block!' on 19:48:46 01/09/02 Wed
First, I would like to point out that Strawberry dropped 11 of my responses and tried to group them into “three basic arguments against block scheduling.” These still stand, unrefuted:
3 - The format for block is wrong it should be:
4 - It does not prepare you for college (not all classes are 1.5 hours, in fact, some classes are shorter than even the 55 minute block)
7 - Everyone thinks we like block
8 - Kills AP classes; you do less specific work 9 - You do less work in general 10 - More projects, less comprehensive tests and essays (Meaningful work) 11- "Sharing time" - to borrow an Adye phrase 13 - We still have pep assemblies ECA PM 14 - I can list 14 reasons why it sucks I would like to start off by commenting on Melody’s “fuzzy math,” horrible logic, and extremely pitiful arguments.

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