Making the Best Use of 90 Minutes …Or How to Make the Block Work in Your Classroom Judith M. Tucker July 25, 2005 EDTL 611 The Curriculum Dr. Dunn and.

Making the Best Use of 90 Minutes

…Or How to Make the Block Work in Your Classroom

Judith M. Tucker

July 25, 2005

EDTL 611 The Curriculum

Dr. Dunn and Dr. Banister, Instructors

Some Background Information…Origins of Block Scheduling

Movement started in the late 1980sAn answer to critics of traditional scheduling– National Education Commission on Time

and Learning in 1994– Joseph Carroll in 1994– Canady & Rettig in 1995

What exactly is block scheduling?

Two examples ~– 4 x 4 — 4, 90-minutes periods a day each

semester– Block 8 - 4 x 4 on alternating days– Many other variations to these two

Also called Intensive Scheduling

To Block or Not to Block: That's Not the Question

Survey to determine - – Levels of use of specific instructional practices– Appropriateness of using specific instructional practices– Training in specific instructional practices

Also studied use of various instructional practicesInsignificant differences in found in survey of opinions and use of strategies Strong list of recommendations from Queen

Jenkins, Queen, and Algozzine (2002)

New Kids on the Block Schedule: Beginning Teachers Face Challenges

Three areas of difficulties new teachers faced:Adjusting instruction to longer time period formatsTransitioning learning activitiesAssessing student progress

Zepeda and Mayers (2002)

Pros of Block Scheduling

Godsend to administratorsBetter attendanceStudents say they like school “better”Higher academic achievementHigher ACT/SAT scoresMore flexible and productive classroom environmentOpportunities for using varied and interactive teaching methods

Other benefits…

More effective use of school time

Decreased class size

Increased number of course offerings

Teacher have fewer students daily

Use of more process-oriented strategies

Jeffrey Sturgis (1995)

Cons of the Block

Inconsistent results concerning increased academic achievement

Increased need for media staff and supplies and other resources

Increased planning and collaboration time needed in early years and with new staff

Increased need for initial and continuing professional development of the staff

The Three Circles of EngagementCognitive Domain

Social/EmotionalDomain

Physical Domain

Movement Affiliation

IntellectualChallenge

Active Learning Strategies

Adapted from;Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

Cooperative Learning

– Jigsaw Activity– Send-a-Problem– Inside-Outside Circles– Simulations– Learning centers or stations – Integrating Technology

Adapted from:Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

If Cooperative Learning Is Going to Be Successful —

Team Building Is Critical Cooperative Learning

Jigsaw Activity

Divide class into groups and divide study or reading material into four sections (if 4 in group). Groups may be given study questions or be asked to make their own

Team members read/study sections chosen individually.

Teams reassemble and teach to their members about the section they read/studied.

Team members discuss answers to study questions Culminating Activity: quiz, review, writing assignment,

or Socratic Seminar.

Adapted from:Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

What is a Socratic Seminar?

Method of teaching based on Socrates’ theoryStudents assigned to read textOpen-ended questionsDebate/discussion followsEncourage to paraphrase another’s ideas before respondingIf successful, can promote team building

Send-a-Problem

Questions on front side of index card

1. Answer agreeable to team on back

2. Passed to other teams

3. Dealt to team members

4. Answers discussed and written below answer of originating team

5. Keep passing until reaches original team

6. Alternate responses discussed and resolvedAdapted from:Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

Inside-Outside Circles

Teacher discusses topic and passes out blank index cardsStudents write one question on cardsGroups splits in half, each forming a circle (one inside circle, one outside)Match up, introductionsInside/Outside sharing of questions & answersCards exchangedOne circle rotates, repeat process

Adapted from:Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

Simulations

Create the effect of a real situation or experience– Solving problems– Developing materials– Taking part in organized role-playing

More opportunities for short field trips to related sitesTime for simulation games

Adapted from:Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

Learning Centers or Stations

High School Social Studies ideas ~ all on related country or topic

Learning center on food

Listening station for music

Map-making center

Writing center

Adapted from:Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for

engaging active learners. Larchmont, NY: Eye on Education.

Integrating Technology

Use of concept mapping software - Kidspiration and InspirationUse The Graph Club or ExcelPresentation software (i.e. PowerPoint, Keynote) Teacher-created templatesPowerPoint Jeopardy, Who Wants to Be a Millionaire

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

Other Instructional StrategiesThat Work in the Block

Identifying Similarities and Differences

Use of Venn diagrams

Engage students in comparing, classifying, and creating metaphors and analogies

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

differentdifferent

different

samesame

sam

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More StrategiesThat Work in the Block

Summarizing and Note Taking• Provide a set of rules for creating a summary.

• Ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text.

• Use teacher-prepared notes.

• Stick to a consistent format for notes, although students can refine the notes as necessary.

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

More StrategiesThat Work in the Block

Reinforcing Effort and Providing RecognitionShare stories about people who succeeded by not giving up. Students log their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data.Find ways to personalize recognition. Give awards for individual accomplishments."Pause, Prompt, Praise."

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

More StrategiesThat Work in the Block

Homework and PracticeEstablish a homework policy Tell students if homework is for practice or preparation for upcoming units. Maximize the effectiveness of feedback by varying the way it is delivered.Assign timed quizzes for homework and have students report on their speed and accuracy. Focus practice on difficult concepts and set aside time to accommodate practice periods.

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

More StrategiesThat Work in the Block

Nonlinguistic Representations

Incorporate words and images using symbols to represent relationships.

Use physical models and physical movement to represent information.

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

More StrategiesThat Work in the Block

Setting Objectives and Providing FeedbackSet a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them.

Use contracts.

Make sure feedback is corrective in nature.

Keep feedback timely and specific.

Encourage students to lead feedback sessions.

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

More StrategiesThat Work in the Block

Generating and Testing HypothesesAsk students to predict what would happen if an aspect of a familiar system were changed.Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

More StrategiesThat Work in the Block

Cues, Questions, and Advance Organizers

Pause briefly after asking a question.

Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image.

Adapted from:Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

Tips from a “Block” Veteran

Have a weekly plan, a template of sorts for each day of the week, divide the daily 90 minutes into ‘chunks’Have a ‘pace guide’Use a variety of strategies each dayAlways have more planned that time allows (especially when planning for a substitute)

The Challenge

“The success or failure of any block schedule will be determined largely by the ability of teachers to harness the potential of the block and improve instruction.”

Canady & Rettig (1995)