Making the Best Use of 90 Minutes …Or How to Make the Block Work in Your Classroom Judith M....
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Transcript of Making the Best Use of 90 Minutes …Or How to Make the Block Work in Your Classroom Judith M....
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
e
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)