Dont believe the Block Hype
From Eduwiki
Anush, Nancy
Resources
http://www.educationworld.com/a_admin/admin/admin029.shtml (Overview)
http://712educators.about.com/cs/blockschedule/a/blockschedule.htm (Pros and cons)
http://bul.sagepub.com/cgi/content/abstract/81/593/23(Prisoners of Time)
http://www.jefflindsay.com/Block.shtml (Case against)
http://bul.sagepub.com/cgi/content/abstract/86/630/42 (Achievement comparison)
The Block schedule
Nancy McMillan, Anush Block Scheduling Con
I. Affects on Students
A) Block schedules simply do not improve scores and can even negatively impact scores.
Kramer in 1997 concluded that analysis of the Marshall et al 1995 study results concluded “block scheduling appears to have had a negative effect on mathematics
In some cases a drop of academic performance (Dr. Bateson’s Canadian studies) of 5-10% was experienced
North Carolina Schools Department of Public Instruct reported in 1`999 that “blocked groups scored significantly lower that non-blocked groups in most subjects
Gorden Gore’s analysis in 1996 of the British Columbia tests scores for 12th grade revealed that the academic performance of students on the Provincial tests twice the A scores for semester students versus the quarter system students.
B.) Specialty and elective courses can have negative impacts on students. Music has been particularly hard hit with one (“The Block Scheduling Gimmick: still unproven”, the instrumentalist, May 1999) reported drop out rate in block schedule of 94%!
C.) Students may have trouble paying attention for an entire 90 Minute class.
D.) College bound courses can be impacted due to entrance exams schedules. Honors courses may not be completed in time for the college entrance exams. Such as SAT, AP, and ACT
The College Board staff reported that “Students who completed year-long courses offered only in the fall or only in the spring tended to perform poorly on AP Examinations in 1995 and 1996….students taking ”full year averaged higher scores in 77% of cases”. At Wasson High block students SAT math scores dropped 11points and verbal dropped 17 points.
E.) Students in poor health or those missing school days can be particularly impacted. Missed days at school have twice the impact of lost time compared to year round scheduling.
Due to the concentration of the curriculum (taught in half the normal days) there may be an issue of not completing as much homework at home as in the semester schedule.
F.) Dislocation of course continuity can result in lost retention of course material and skill. If there is a break in continuity of a field of study (such as mathematics) there is lost retention and poorer performance for these students
II. Affects on Teachers
A. Block schedules require more time for teacher preparation. Teachers must spend more preparation time due to the need for rotation of activities over an extended class period.
B.) There may be staff resistance to changes. Staff may not understand or want to change their teaching style and methods
C.) Substitute teachers may be confused or unfamiliar with 90 minute classes.
Substitute teachers may have problems understanding how to teach an extended schedule?
III. Affects on School and community
A) Bock schedules can be more costly to school districts because teachers log more work hours.
Block Schedule
Rebuttal to - Marcos, Mehmet, Melissa, Leticia By Nancy McMillan, Anush
1. More time to review homework Rebuttal: More time to review homework in class but less time to do homework at home due to compacted time schedule. 2. More time for teaching: a) Exploratory exercises b) Projects c) Group activities d) Games e) In-school excursions to teach/reinforce with time left over for other activities Rebuttal: It is true that there is more time in class but studies show no difference in completion of course material at end of class. Moreover, poorly trained teachers or lesson plans waste the extra time. ‘1986 by Raphael,Wahlstrom & McLean, who looked at the achievement of 5280 all-year and semestered mathematics students in 250 Ontario classrooms as part of the Second International Mathematics Study. They reported:
‘Suggestions reported in the literature of better student attitudes and achievement were not supported, and performance of grade 12 and 13 students in semestered classes was significantly lower than those in year-long classes.’ “ …. “Science Achievement and Block Schedules” Paper for National Association for Research in Science Teaching April 20, 1998 Dr. Reginald D. Wild
3. More time for teachers to clarify misunderstandings
Rebuttal: A good teacher will have fewer misunderstandings or can carry over the questions to the next day semester class period.
4. More time for cooling-down exercises and reflections
Rebuttal: Sitting for 90 minutes can create behavior problems. Psychological studies indicate that 50 minutes is the maximum time for concentration. The misbehavior is transferred from the hall to the classroom. Reflection exercises and time can be scheduled into a good lesson plan regardless of the timing structure.
5. Teachers feel less pressured for time
Rebuttal: The semester plan actually has more time for the students to learn. Time pressures can be a reflection of poor lesson planning or class management.
6. Students benefit from being in an environment that affords them greater time to grasp what is being presented to them and expected of them to learn.
Rebuttal This may apply for classes with labs but classes like music experienced a drop out rate of 94% and academic college prep actually have poorer scores on standardized tests.
“The very important question must be asked: ÒWhy do schools on ‘Copernican’ quarter timetables have consistently low participation rates and such dismal participation rates in the ‘hard’ subjects of Chemistry, Mathematics, and Physics?. It is somewhat surprising that the average percentage and the percentage of A’s is not higher. These data do not appear to support the claim of fewer dropouts with intensive approaches, at least in academic’ programmes. “ “Science Achievement and Block Schedules” Paper for National Association for Research in Science Teaching April 20, 1998 Dr. Reginald D. Wild
7. In 4 x 4 block systems, students have only four classes per day, compared to five, six, or even seven at traditional schools. *Because their requirements for fulfilling high school are the same as anywhere, this more relaxed number of classes is offset by high expectations, as each semester is eight weeks long, compared to twenty weeks at traditional schools.*
Rebuttal What is the advantage here? If a student is having problems grasping a subject he will fall behind at twice the rate.
•” How does increased intensity of timetabling apply to an ‘at risk’ population compared to an ‘academic’ population? Borderline academic students appear to drop out of Grade 12 ‘hard’ courses or not even try (participation rate). Do more intense approaches discourage students from taking ‘tough’ course and hence limit their future career choices?”
“Science Achievement and Block Schedules” Paper for National Association for Research in Science Teaching April 20, 1998 Dr. Reginald D. Wild
8. In other block systems, students have six or seven classes, but each meets every other day, allowing greater time for students to complete assignments, while enhancing organizational and prioritizing skills in deciding which assignments require greater amounts of attention and time to complete. Furthermore, this flexibility enables students to seek help in completing assignments and in clarifying vague understandings prior to submitting work to teachers. This in turn means better quality work and comprehension. Rebuttal: If there is greater comprehension why the poorer scores on standardized tests? ” In some schools, the use of tutors is not uncommon. An academically able student may have difficulty with, for example, Chemistry, Physics, Mathematics or English. How can productive tutoring at two hours a week in an all-year scheduled school continue to be effective in a semester/block school at four hours a week or (in theory!) eight hours per week in a ‘Copernican’ quarter school (following over 12 hours of classes and further hours of homework!)? “ ….. “There is a very strong indication that the claims of increased achievement (including the opportunity to excel i.e. more A’s), using intensive approaches to school timetables are not warranted.” “Science Achievement and Block Schedules” Paper for National Association for Research in Science Teaching April 20, 1998 Dr. Reginald D. Wild
9. Greater class time means students have more time to solidify healthy academic (and hopefully personal) relationships. A class where students feel interconnected accelerates forward in the same direction.
Rebuttal: Classes with 20 weeks of class gives students more time to get to know each other, socializing should occur outside of class.
'
Rebuttal to Don't Believe the Block Hype'
C. 'Students may have trouble paying attention for an entire 90 Minute class.'
R- 90 minutes will allow the students to get engaged in some aspect of the lesson. Regular 50 minute classes may not allow the teacher to get beyond the direct instruction step a lesson plan, which will cause the students to loose interest in the lesson. 90 minutes will allow the students to experience direct instruction, guided instruction, and independent instruction.
E. Students in poor health or those missing school days can be particularly impacted. Missed days at school have twice the impact of lost time compared to year round scheduling. R- Teachers will be able to individually explain to the students who were absent how to complete the missing assignments during the time that the class is working independently. Also, the majority of schools provide some type of after-school tutoring services. Furthermore, schools can also learn to implement and manage effective methods of communication so that the students who are absent won't fall academically behind.
II A. Block schedules require more time for teacher preparation. Teachers must spend more preparation time due to the need for rotation of activities over an extended class period. R- Teachers will receive the same amount of prep time which is the time allocated for one instructional period.
C. Substitute teachers may be confused or unfamiliar with 90 minute classes. R- Substitute teachers are trained to follow the classroom teacher's lesson plans to the best of their ability. It is the teacher's responsibility to leave a well structured lesson plan. Also, the classroom teachers should have a Substitute Folder with a class schedule, lesson plans, seating charts, class lists, rules, and procedures.
III A. Block schedules can be more costly to school districts because teachers log more work hours. R- Most school districts pay teachers based on an annual salary table.
