Open Forum

Is this discussion already on here?

I am a huge lover of Block-length classes (double the length, meets every other day) versus the 55-minute class that meets daily like 'every other class.'

I feel like a 90-100-120 minute class looks and feels more like a proper rehearsal. 

Meeting daily (and mind you, it's just one class, the Homeroom) has proven to be offer an abnormal increase in discipline problems that I don't usually encounter in my classes. Alas, I can't be certain that it's the non-Block or the First Period (7:35am) that  is the culprit.

Please weigh in, or provide a link to the other discussion if it's happened.

I happened upon an research paper comparing block and daily schedules that was written a couple of years ago, but can seem to find it now.  The author was doing research for the EdD and was comparing the academic results of schools in the same district in southern Florida that had both block and daily schedules.  The specific district was not mentioned as a standard in publishing papers of this sort.  And most of the information on comparisons is based on looking at academic testing scores.

Over a five year period of data gathered, there was no significant difference in test scores between the two scheduling types for most classes.  Although it was interesting that Mathematics scores were always a bit lower on block schedules, although not enough to be statistically significant.

Running rehearsal for a full length play in a 55 minute period seems impossible to me.  Running a regular rehearsal in a three hour block after school for a full length play can be challenging when trying to pull a show together in six to eight weeks.

Personally, I prefer daily 55 minute academic classes.  Students tend to get overwhelmed in the longer classes and need "brain breaks" in addition to the passing periods.  Additionally, although block schedules allow more class time per day, they have less class time per year.  Finally, the amount of time spent in review for each prior class period, as it is frequently be four days between class meetings, further reduces the time students can engage in the concepts and work with them directly.

When my school was voting on whether to go to block schedule, my vote was a lukewarm no. As I told folks at the time, I could see advantages and disadvantages. I wasn't sure how it would weigh out.

Now, after almost 20 years of block schedule, I can firmly say I would not want to go back. I get so much more accomplished in much greater depth and time to really delve into projects without it feeling like I have to close out and clean up almost as soon as I have started. Sure students need to have "brain breaks," but that's easy in theatre. (and productive!)

Just my opinion - No research - I think it's better.

Regards,

Bob

I'd have to instill an "argument" that 20 years experience IS it's own research!

In my district, my high school has an alternating block schedule (8 yearlong classes that alternate days with 90 minute periods), while the other high school has an intensive block schedule (Four 90 minute classes everyday for one semester and new classes the next, some are "skinny" 45 minute classes yearlong).

I find the alternating block to be murder on consistency. Students don't remember what was due when it was assigned two days ago (or four if it's over a weekend). If students miss two days that week they really miss an entire week of class.

I'd like an intensive block, but the teachers in our building are adamantly against it. It seems that intro classes would be best served so that those who know it's not for them only have to tough it out for a semester.

------------------------------
Zach Schneider
Troupe No. 1
Teacher
Natrona County High School
Casper, WY

Zachary, are "the other teachers in [your] building" that are opposed to it teachers of the Arts and Sciences? Or lecture-based classes?