4/11/2023 0 Comments Block scheduling lesson planner![]() ![]() Teachers get to know students more personally which enables them to adapt lessons to the interests of their students. ■ STRONGER INTERPERSONAL RELATIONSHIPS The number of daily classes for which students and teachers must adjust and prepare is decreased, allowing students to develop the deeper interpersonal relationships that are integral to academic success (Rettig & Canady, 1996 Eineder & Bishop, 1997). ■ MORE COURSE OFFERINGS Students actually take more courses in a standard 4x4 plan because they enroll in at least eight classes per year instead of six or seven (Rettig & Canady, 1996). The 4x4 schedule also provides the opportunity for failing students to retake a class without falling behind their grade level (Woronowicz, 1996). Some schools allow students to use this to their advantage and graduate early. ■ INDIVIDUALIZED PACING The 4x4 schedule allows advanced students to move through material at a more rapid rate, and they are able to finish sequential language classes, such as Spanish I and II, within one academic year. In addition, there are fewer opportunities for students to arrive late to class (Rettig & Canady, 1996). Fewer distinct classes means less time spent on classroom management activities, such as calling attendance and organizing and focusing the class. ■ FRAGMENTATION REDUCED With block scheduling, instructional time is not fragmented by frequent transitions between classes. With a standard 4x4 block program, teachers have only three to four classes to teach in a given semester, greatly reducing the number of students with whom they meet regularly. Both teachers and students assert that this exploration allows them to become engrossed in the subject matter rather than moving rapidly through material. With block scheduling, students and teachers are able to focus on fewer subjects, and to explore them in greater depth. ■ ABILITY TO FOCUS ATTENTION The “less is more” philosophy espouses that students better understand and retain material when they have an opportunity to apply information to various contexts 9 rather than merely cramming the facts (Rettig & Canady, 1996). Longer time blocks allow for in-depth study, such as individual student projects, peer collaboration, and one-on-one work between teachers and students (O’Neil, 1995 Eineder & Bishop, 1997). ![]() ![]() More class time is available to develop key concepts, incorporate creativity into instruction, and try a variety of classroom activities that address different learning styles. ■ IMPROVED TEACHING AND LEARNING With longer blocks, teachers have more time to complete lesson plans and to examine and re-evaluate practices. ![]()
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