1. 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

2. Some Background Information… Origins of Block Scheduling Movement started in the late 1980s An answer to critics of traditional scheduling –National Education Commission on Time and Learning in 1994 –Joseph Carroll in 1994 –Canady & Rettig in 1995

3. 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

4. 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 practices Insignificant differences in found in survey of opinions and use of strategies Strong list of recommendations from Queen Jenkins, Queen, and Algozzine (2002)

5. New Kids on the Block Schedule: Beginning Teachers Face Challenges Three areas of difficulties new teachers faced: Adjusting instruction to longer time period formats Transitioning learning activities Assessing student progress Zepeda and Mayers (2002)

6. Pros of Block Scheduling Godsend to administrators Better attendance Students say they like school “better” Higher academic achievement Higher ACT/SAT scores More flexible and productive classroom environment Opportunities for using varied and interactive teaching methods

7. 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)

8. 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

9. The Three Circles of Engagement Cognitive Domain Social/Emotional Domain Physical Domain MovementAffiliation Intellectual Challenge Active Learning Strategies Adapted from; Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for engaging active learners. Larchmont, NY: Eye on Education.

10. 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.

11. If Cooperative Learning Is Going to Be Successful — Team Building Is Critical Cooperative Learning

12. Jigsaw Activity nDivide 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 nTeam members read/study sections chosen individually. nTeams reassemble and teach to their members about the section they read/studied. nTeam members discuss answers to study questions nCulminating 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.

13. What is a Socratic Seminar? Method of teaching based on Socrates’ theory Students assigned to read text Open-ended questions Debate/discussion follows Encourage to paraphrase another’s ideas before responding If successful, can promote team building

14. Send-a-Problem 1.Questions on front side of index card 2.Answer agreeable to team on back 3.Passed to other teams 4.Dealt to team members 5.Answers discussed and written below answer of originating team 6.Keep passing until reaches original team 7.Alternate responses discussed and resolved Adapted from: Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for engaging active learners. Larchmont, NY: Eye on Education.

15. Inside-Outside Circles Teacher discusses topic and passes out blank index cards Students write one question on cards Groups splits in half, each forming a circle (one inside circle, one outside) Match up, introductions Inside/Outside sharing of questions & answers Cards exchanged One 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.

16. 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 sites Time for simulation games Adapted from: Canady, R., & Rettig, M. (1996). Teaching in the block: Strategies for engaging active learners. Larchmont, NY: Eye on Education.

17. 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.

18. Integrating Technology Use of concept mapping software - Kidspiration and Inspiration Use The Graph Club or Excel Presentation software (i.e. PowerPoint, Keynote) Teacher-created templates PowerPoint 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.

19. Other Instructional Strategies That 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. different same

20. More Strategies That 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.

21. More Strategies That Work in the Block Reinforcing Effort and Providing Recognition Share 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.

22. More Strategies That Work in the Block Homework and Practice Establish 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.

23. More Strategies That 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.

24. More Strategies That Work in the Block Setting Objectives and Providing Feedback Set 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.

25. More Strategies That Work in the Block Generating and Testing Hypotheses Ask 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.

26. More Strategies That 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.

27. 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 day Always have more planned that time allows (especially when planning for a substitute)

28. 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)