Traditional vs. Block Scheduling
by
Ruth Farmakidis, Karen Gailey, Susan Hewett, Shannon Koontz and
Stephanie Odum
11/2/09
MDSK 6256
Dr. Barbara Blackburn
History of Scheduling
• Traditional scheduling did not always exist in its current state.
Prior to 1892, the work of National Education Association’s
Committee of Ten, high school predecessors, Latin Grammar
Schools & Academies, allowed some flexibility in their school
schedules.
• After the development of the “Carnegie Unit” in the early 20th
century, the every day period became standardized.
• Flexible Modular Scheduling (FMS) was attempted in the 60s &
70’s with initial enthusiasm.
History of Scheduling continued….
• Studies by Goldman in 1983 reported that students and
teachers preferred flexible schedules.
• By 1980’s and early 1990’s, FMS had faded.
• 1994- Cawelti introduced the restructuring movement of
“block scheduling.”
History continued…
• The National Education Commission on Time and Learning
summarized their findings as follows:
“Learning in America is a prisoner of time. For the
past 150 years, American public schools have held
time constant and let learning vary…learn what you
can in the time that is available…
Time is learning’s warden”
Nichols, J. D. (2004, April). The impact of block scheduling on various indicators of school success. Paper
presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Defining a traditional schedule
• A schedule that allows for 6 to 9 class periods in a day that last for
the entire year.
•Each period last approximately 48 to 52 minutes.
•Transition time between class is approximately 3 to 5 minutes.
•Students change classes every 50 or so minutes, wasting critical
time, that could be used for more instruction.
Quote about traditional scheduling
“According to Joseph Carroll (1994), it produces a hectic,
impersonal, inefficient instructional environment ,
providing inadequate time for probing ideas in depth,
and tends to discourage using a variety of learning
activities. Opportunities for individualization of
instruction and meaningful interaction between
students and teachers are hard to come by.
Carroll, J.M. (1994). Organizing time to support learning. The School Administrator, 51(3), 26-33.
Defining a block schedule
•
Students attend 4 classes, in 90 or 120 minute blocks each
day.
•
Possible variations:
1. AB Format: Class subject alternate from day to day
2. 4 x 4 Format: Alternates from semester to semester
Center for Educational Reform. (1996, November). Scheduling: On the block. Retrieved September 28,
2009 from http://www.edreform.com/Resources/Publications/?Scheduling_On_the_Block
Quote about block scheduling
Gordon Cawelti (1994) defines it as follows:
"At least part of the daily schedule is organized into
larger blocks of time (more than sixty minutes) to
allow flexibility for a diversity of instructional
activities."
Calweti, G. (1994). High school restructuring: A national study. Arlington, VA: Educational Research Service.
Did you know…..
Scheduling changes have historically been linked
to decreased reliance on the standard lecturediscussion-seatwork pattern, and an increase in
individualization and creative teaching strategies.
They are often part of a major restructuring
effort.
Irmsher, K. (1996). Block scheduling. Eugene OR: ERIC Clearinghouse on Educational
Management. (ERIC Document Reproduction Service No. ED393156)
Math
Comparison of Typical Schedules
TRADITIONAL
BLOCK
45-60 minute class
90 minute block
•Warm-up
•Review/homework check
•Warm-up
•Review/homework
•Lecture type lesson
•Discovery activity
•Independent Practice
•Introduction of lesson
•Closing activity
•Class discussion of link between
discovery activity and lesson.
** An in-class activity normally takes onetwo class periods.**
•In-class activity with manipulatives
•Independent practice/One-on-one help
•Closing activity
Language Arts
Comparison of Typical Schedules
TRADITIONAL
BLOCK
45-60 minute
90 minutes
•Warm-up
•Review/Homework Check
•Warm-up
•Vocabulary and writing exercises
•Class reading
•Lecture style lesson on literature or
grammar
•Note taking and short instruction
•Large group reading
•Small group activities with reading
•Follow up questions
•Individual work
**Literature circles can take a minimum of
one-two class periods**
•Closure activity
Science
Comparison of Typical Schedules
TRADITIONAL
BLOCK
45-60 minutes
90 minutes
•Warm-up
•Review from last class dicussion
•Warm-up
•Review from last class discussion
•Lecture on new topic
•Follow-up questions
•Brief introduction to “lab” activity
•In-depth lab with clean-up
** Lab activities typically take the entire
class period excluding warm-up or review
of previous material.
**Labs can be rushed or watered down to
meet time to clean up and finish.
•Follow-up activity related to lab
•Class discussion of lab results and activity
•Closure
Social Studies
Comparison of Schedules
TRADITIONAL
BLOCK
45-60 minutes
90 minutes
•Warm-up
•Warm-up
•Lecture type lesson
•Reading/video or group work
•Lecture lesson
•Independent reading or video
•Closure activity
•Group discussion
•Class discussion
•Closure activity
Which bandwagon
will you
jump on?
HANDOUTS
The slides numbered 17-33 contain the following handouts:
• 4 Frame Model of Block/Traditional Scheduling
• Pros and Cons of Block/Traditional Scheduling
4 Frame Model of
Traditional & Block
Scheduling
Structural: Traditional Scheduling
• 45 – 60 minutes
• No time for extra help
• Fast paced classes
• Classes last entire year
• Lots of transitions
• Every subject is equal
• Greater teacher workload
• No enrichment activities
• # of preps varies
• Less student confusion
due to schedule
• Has always been this way
• Less flexibility
• End of year tests are at
end of course
More rigid schedule
•Impact of interruptions
Structural: Traditional Scheduling (cont..)
•Very routine and consistent
• Teachers are trained to teach
this way
• Rely on lecture in many
classes
• Amount of teacher planning
time
• Students don’t miss much
when absent
• Lessons feel rushed
•No “learning gap” between
courses
•Same number of
instructional hours as block
schedule
• Superficial coverage of
material
• Teacher centered
classroom
•Boredom
Symbolic:Traditional Scheduling
•Has always been this way
•Impact of interruptions
•Student retention
•Teachers are used to this method
•Teacher-centered not student centered
Human Resources: Traditional Scheduling
•Less creativity for students
•See students every day
•Impact of interruptions
•Amount of planning time
•Less chance for student boredom
•Fewer interpersonal relationships developed
Political: Traditional Scheduling
• Number of teacher preps
•No time for enrichment
•Less flexibility
•Has always been this way
•How teachers are trained to teach
•Equal teacher workload
•Little active learning
•Teacher centered
Structural: Block Scheduling
•70 – 90 minutes
•Lunch schedule
•Altered schedule is a choice
•Schedule for early dismissal days?
•3 different sections within lesson
•Mini lessons
•Not every subject gets equal time
•Students don’t retain information, less
continuity between lessons (A/B Day)
•flexibility in schedule arrangement (A/B day,
4x4)
•No pullouts for ESL, EC, etc
•Administration designs schedule
•Reduces transitions in the hall
•Students/teachers need to know which day
it is
•Less discipline issues in the halls
•Loss of elective class due to year long classes
•Longer classes mean more to make up
when absent
•Length of homework assignments
•Time for enrichment
Structural: Block Scheduling (cont..)
•Allows students to take more classes in one
year (6 classes vs. 8 classes)
•More time for enrichment
•How to partition lessons within the block
•State curriculum standards must still be
met
•Redesign pacing guides to meet needs of
blocks
•Textbook coverage due to more time in a
class period
•# of teacher preps
•How to allocate funds for hiring staff (may
need more elective teachers or core
teachers)
•Teach only 1 prep outside of certified areas
•Planning time can vary
•Impact of interruptions is easily absorbed
•More in depth coverage of lesson topics
• Same number of instructional hours per
class at the end of the year as in a
traditional schedule
Political: Block Scheduling
•
Classes don’t always get equal time
•
Administration is in control of schedule
•
Non-tested classes aren’t valued
•
Grade levels receive preferential scheduling
•
Teachers have too much freedom
in the classroom
•
# of preps teachers are responsible for
•
Encore vs. core classes
•
Same number of required hours per class at
the end of the year as in a traditional
schedule
•
Teachers must give choices and active
learning.
•
Administration gives power to
teachers
•
Teacher workload is different for
tested and non-tested subjects
Political: Block Scheduling (cont..)
•
No pullouts for ESL, EC, etc..
•
Teachers have more
options/flexibility in how to
execute/follow-up lessons
•
Time for enrichment
•
How to use available funds for teaching
material and workshops
•
State standards can be met and exceeded
•
Alternating schedule (A/B day) means a
struggle for power among classes (every day
vs. alternating days)
Human Resources: Block Scheduling
•Cooperative learning activities
•Time for tutoring/remediation
•One-to-one interactions between teachers &
students
•Mini lessons
•Ineffective if teachers do not break down
lessons into different parts
•Less discipline problems leads to more class
time used for instruction
•Students gain more from projects
•Students have more positive attitudes towards
learning
•Group activities have meaning
Human Resources: Block Scheduling (cont..)
•Creates a more personal atmosphere for
students
•More flexibility to meet student needs
•Time for enrichment activities
•Offers more chances for boredom
•More chances for students to be creative
•Planning time
•Greater student choice in electives in some
schools
•Student retention may not be as great because
the class is too long
•Textbook vs. new creative methods
•Students have greater success
Symbolic: Block Scheduling
•Is becoming the “traditional” schedule
•Gets students prepared for length of college
classes
•Students have a positive attitude towards
learning
•Projects create meaning for students
•Represents a more home-like personal setting
for students
•Honor roll students increase because here is
a high success rate
•Announcements take class time
•Homeroom
Symbolic: Block Scheduling (cont..)
•Teachers have difficulty giving up traditional
instructional methods
•Teachers become a support system because
there is increased time with students
•Group work and active learning goes against
what teachers traditionally see as their job
•Textbook coverage changes from how it has
always been done
•Giving students choices can feel like a loss of
control to teachers used to shorter classes
Pros/Cons of Traditional Scheduling
• A typical student moves between 6 to 8 locations spanning over a six-and-ahalf-hour school day.
• Disciplinary problems occur during scheduled transitions. More transitions =
more problems.
• An average teacher teaches 4 to 5 classes of students teaching multiple
lessons.
• Classes only last between 50-60 minutes long.
• If a student misses a day, it is easy to make up.
• Individualized instruction or tutoring limited.
• Student and teachers shift their mindset frequently.
• Students have more information to retain due to so many classes.
• Content is not covered in depth. Watered down!
• Limited creativity for teacher and student.
• Completing homework in class is minimal.
• Harder for teacher to establish personal relationship with students.
Pros of Block Scheduling
•
•
•
•
•
•
•
•
An average teacher instructs 3 blocks of classes.
Less transition = less discipline problems.
Transition time is minimized to 3 to 4 times a day.
More time for individualized instruction and tutoring.
Student and teachers do not have to shift their mindset as much.
Student retention of information is easier due to less classes.
Content is presented in-depth by using differentiation and creativity.
Have time to complete homework and get one-on-one help.
Pros of Block Scheduling (continued)
•
•
•
•
•
•
•
•
•
Less time for student socialization
Time to finish without feeling rushed
Able to further emphasize higher order thinking
Able to use more cooperative learning and variety of instructional
techniques
Time for teachers to establish a personal relationship with
students.
Students and teachers have time to be creative!
More time to implement technology.
More power given to teachers within classroom.
Student-centered vs. Teacher-centered.
Cons of Block Scheduling
•
•
•
•
•
•
•
Classes on average are 90 minutes long.
Attention problems for some students.
Difficulty of getting make-up work done after absence.
Teacher may be used to lecture style. Not condusive for this scheduling.
More time in class for discipline problems.
Less continuity between lessons.
Classwork may become homework.
References
Calweti, G. (1994). High school restructuring: A national study. Arlington, VA: Educational
Research Service.
Carroll, J.M. (1994). Organizing time to support learning. The School Administrator, 51(3), 26-33.
*Center for Educational Reform. (1996, November). Scheduling: On the block. Retrieved
September 28, 2009 from
http://www.edreform.com/Resources/Publications/?Scheduling_On_the_Block
Dexter, K. M., Tai, R. H., Sadler, P. M. (2006, April/May). Traditional and block scheduling for
college science preparation: A comparison of college science success of students who report
different high school scheduling plans. The High School Journal, 89(4), 22-33.
*Fisher, D., Frey, N. (2007, November). A tale of two middle schools: The differences in structure
and instruction. Journal of Adolescent and Adult Literacy, 51(3), 204-211. Retrieved
September 28, 2009 from
http://www.reading.org/Publish.aspx?page=/publications/journals/jaal/v51/i3/abstracts/jaal51-3_fisher.html&mode=redirect
*Gilkey, S.N., & Hunt, C.H. (1998). Teaching mathematics in the block. Larchmont, NY: Eye on
Education.
Irmsher, K. (1996). Block scheduling. Eugene OR: ERIC Clearinghouse on Educational
Management. (ERIC Document Reproduction Service No. ED393156)
Maltese, A. V., Dexter, K. M., Tai, R. H., Sadler, P. M. (2007, Spring). Breaking from tradition:
Unfilled promises of block scheduling in science. Science Educator, 16(1), 1-7.
References (cont)
Mattox, K., Hancock, D. R., Queen, J. A. (2005). The effect of block scheduling on middle school
student's mathematics achievement. NASSP Bulletin 89(3). DOI:
10.1177/019263650508964202
*Myers, N. J. (2008, Nov/Dec). Block scheduling that gets results. Principal, 88(2), 20-23.
Retrieved September 28, 2009 from http://www.naesp.org/resources/2/Principal/2008/NDp20.pdf
Nichols, J. D. (2004, April). The impact of block scheduling on various indicators of school success.
Paper presented at the annual meeting of the American Educational Research Association,
New Orleans, LA.
Nichols, J. D. (2005, May/June). Block scheduled high schools: Impact on achievement in English
and Language Arts. The Journal of Educational Research, 98(5), 209-309.
Peterson, D. W., Schmidt, C., Flottmeyer, E., Weincke, S. (2000, November). Block Scheduling:
Successful strategies for middle schools. Paper presented at the 27th annual National Middle
School Association Conference, St. Louis, MO.
Randler, C., Kranich, K., Eisele, M. (2008). Block scheduled verses traditional biology teaching - An
educational experiment using the water lily. Instructional Science, 36, 17-25. DOI:
10.1007/s11252-007-9020-y
Veal, W. R., Schreiber, J. (1999, September). Block scheduling effects on a state mandated test of
basic skills. Educational Policy Analysis Archives , 7(29), 1-11. Retrieved September 28, 2009
from http://epaa.asu.edu/epaa/v7n29.html
* refers to sources that are non-research based. See appendix for comments regarding existing
biases within these sources.
Appendix
The following slides address bias in some of the
sources
Center for Educational Reform. (1996, November). Scheduling: On the block.
Retrieved September 28, 2009 from
http://www.edreform.com/Resources/Publications/?Scheduling_On_the_
Block
• This is an action paper by an organization that promotes more choices in
education.
• Since the organization is in favor of more choices in schools, it stands to
reason that they are in favor of the block schedule.
• However, the action paper is balanced in presentation of both the pros
and cons of block scheduling.
*Fisher, D., Frey, N. (2007, November). A tale of two middle schools: The
differences in structure and instruction. Journal of Adolescent and Adult
Literacy, 51(3), 204-211. Retrieved September 28, 2009 from
http://www.reading.org/Publish.aspx?page=/publications/journals/jaal/v5
1/i3/abstracts/jaal-51-3_fisher.html&mode=redirect
• This article addresses the differences in instruction seen at 2 different
middle schools. One school has a block schedule, and the other is a
traditional schedule.
• The observational data was collected through the eyes of 2 students as
they went through their regular school day.
• The data was interpreted by adults who have an obvious preference for a
block schedule and flexibility in schools.
Gilkey, S.N., & Hunt, C.H. (1998). Teaching mathematics in the block.
Larchmont, NY: Eye on Education.
• This book is specifically designed for math teachers who are new to block
scheduling.
• The first part of the book presents a definition of block scheduling and
how to adjust teaching strategies.
• It presents activities that have been adapted from a traditional schedule.
Myers, N. J. (2008, Nov/Dec). Block scheduling that gets results. Principal,
88(2), 20-23. Retrieved September 28, 2009 from
http://www.naesp.org/resources/2/Principal/2008/N-Dp20.pdf
• This article is a practitioner article written by a principal who implements
a 90 minute literacy block within a traditional schedule in his school.
• Because the article is written from the principal’s point of view, this
implies that there is bias towards the practice that the school currently
uses.