What Are The Benefits of Block Scheduling?

There are numerous benefits associated with block scheduling. Because few schools structure their block schedules in the exact same way, the benefits each experiences will be a little different. Following is a list of frequently mentioned attributes of block systems for students, teachers, and the school overall.

Students:

• Are exposed to a variety of instructional techniques that provide them with more opportunities for reinforcement, making them more likely to understand and master difficult concepts (Shortt & Thayer, 1995; Rettig & Canady, 1996).
• May experience improved grades and test scores (Schoenstein, 1995; Buckman, King, & Ryan, 1995).
• Often have better attendance rates and fewer tardies (Schoenstein, 1995; Buckman et al., 1995; Rettig & Canady, 1996; Reid, 1996).
• Are less likely to experience academic failure (Schoenstein, 1995; Reid, 1996).
• Have fewer classes to prepare for (in the case of a 4x4 block), or more time to prepare for them (in the case of the A/B plan) (Huff, 1995).
• Can use their longer lunch blocks to have club meetings or participate in other activities that they would otherwise have to arrange for after school (Schoenstein, 1995).

Teachers:

• Encounter fewer students per day, teach fewer classes each day (but technically for more time over the course of an entire year), and have longer prep periods (Jones, 1995; Schoenstein, 1995; Rettig & Canady, 1996; Canady & Rettig, 1995).
• Are able to use a wide variety of instructional techniques (including interdisciplinary approaches) and move away from lecture methods (Rettig & Canady, 1996; Reid, 1996; Canady & Rettig, 1995).
• Are able to develop closer relationships with their students with the extended time spent in class each day (Canady & Rettig, 1995).
• Can use their longer lunch blocks and/or prep periods for meeting and planning time (Schoenstein, 1995).

The school in general:

• Experiences a more positive climate (Schoenstein, 1995; Buckman et al., 1995; Reid, 1996).
• Has an environment with fewer distractions because classes change only two or three times a day. This results in fewer disciplinary infractions, and a cleaner school (Rettig & Canady, 1996; Reid, 1996; Buckman et al., 1995; Canady & Rettig, 1995).
• May use fewer text books (Reid, 1996).
• Often receives strong support from both students and parents (Reid, 1996).

What Are the Concerns?

• Some critics of block scheduling are concerned that music and advanced placement courses will not be effectively integrated into the schedule (Schoenstein, 1995; Rettig & Canady, 1996). Though it takes some maneuvering, both can be successfully included in the block. For example, some schools on the 4x4 block alternate music with another class throughout the year. This eases concerns about music lasting only one semester. Other schools divide their advanced placement courses into a 1.5 credit class one semester, and a .5 credit class the other. This eases the concern of students having to take the advanced placement exam months after they have completed their coursework (Schoenstein, 1995; Rettig & Canady, 1996).
• It is also important that educators be given ample time for staff development prior to implementing the block. If a school does not have the means to do this, then it is not wise to proceed with the change (Jones, 1995; Shortt & Thayer, 1995). Teachers should not be expected to start teaching in blocks as experts; they need to be prepared.
• As a final caveat, it is important to note that block scheduling is still relatively new to education. Much of the student achievement data available on the block format is largely anecdotal. As with all education innovations, it will take time to determine the true outcomes.

Implementation Ideas

The following list details a few recommendations for any school contemplating the switch to block scheduling.

1. Study current research on block scheduling. Get as familiar with it as possible (Huff, 1995).

2. Visit other schools using the block (Huff, 1995; Buckman et al., 1995; Wyatt, 1996).

3. Survey the staff about their feelings toward the block; make sure they are in support of the change before proceeding. Without their approval, the change will be difficult to implement (Huff, 1995; Buckman et al., 1995; Wyatt, 1996). It is also important to win the approval of students and the community. They need be kept abreast of, and involved in, all important decisions.

4. Ensure teachers know that for students to be successful under the block, it will require them to alter their instructional methods. They will have to move away from lecturing and toward more active, hands-on teaching strategies that take full advantage of longer class periods (Schoenstein, 1995; Rettig & Canady, 1996).

5. Provide teachers with ample time for staff development. They will most likely be nervous about the change, and need time and resources to figure out how they will adapt (Jones, 1995; Shortt & Thayer, 1995). Some suggestions include:
   • Have teachers meet in groups prior to implementation of the block schedule to write sample 90-minute lesson plans and curriculum guides to share with one another (Schoenstein, 1995).
   • Access different resources about block scheduling (videos, books, articles, etc.).
   • Develop course-pacing guides that walk teachers through their new schedules (Shortt & Thayer 1995; Rettig & Canady, 1996).
   • In the end, teachers will learn best by simply doing. Initially, teachers should not create lesson plans for more than a couple weeks in advance. After this, they will be more aware of how best to pace their classes and structure their lessons (Wyatt, 1996).

6. When designing the actual schedule, keep course-sequencing issues in mind. Also, accreditation and teacher contract policies and requirements must be adhered to (Shortt & Thayer, 1995).

7. Have a policy in place that smoothly transitions transfer students from traditional schedules to the block schedule (Shortt & Thayer, 1995).

8. Continually monitor the effects of the new schedule on teaching and learning. Keep an open line of communication with all education stakeholders (Shortt & Thayer, 1995; Reid, 1996).