HOW TO MANAGE TIME ON THE BLOCK SCHEDULE
PRESENTED BY
Gillian Conner ‘02
(317) 730-3595 /
Chong-Hao Fu ‘01
(713) 463-8792
QUICKWRITE
Think back to a time when you as a student were disengaged in the material presented in class because the time just would not seem to pass. What about the class structure made you feel this way?
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Agenda:
10 minutes / Journal Writing and Response15 minutes / Lesson from Learning Theory on Block Scheduling
10 minutes / Teaching Strategies for the Block
10 minutes / Structures to Break up the Block
10 minutes / Sample Lesson Plan Templates
15 minutes / Improving a Period Lesson Plan to Suit the Block
5 minutes / Closing and Take Home Messages
Workshop Objectives:
1) Corps members will know the key facts on memory and retention as they relate to a block schedule lesson.
2) Corps members will be able to apply learning theory principles, instructional strategies and lesson plan templates in creating their own lesson plans for block scheduling.
3) Corps members will be able to evaluate their own teaching using a rubric for instruction on the block schedule
LESSONS FROM LEARNING THEORY FOR BLOCK SCHEDULING
Retention levels during a period class
Retention levels vary dramatically throughout a typical lesson cycle. We can illustrate this quickly through a short activity. You will have twelve seconds to memorize the ten letter groupings written on the chart paper at the front of the room. Now record the letters in the space below.
1)2)
3)
4)
5)
6)
7)
8)
9)
10)
Give yourself credit for any answers that are completely correct. You must have the correct letters, written in the correct blanks, and in the correct order. What do you notice about the answers that you got correct and incorrect? Most likely, you correctly answered the first 3-5 words and the last 1-2 words.
B-E-M Principle
Educational theorist Eric Jensen refers to this as BEM principle or Beginning-End-Middle principle. It stresses that all learners are most likely to remember the beginning of a lesson, followed by the end of a lesson, and than least likely the middle of a lesson.
The first new information we learn in a lesson fit within the capacity of our working memory. Therefore, they command our attention and are more likely to be stored in our long-term memory. However, as the lesson continues the information exceeds the capacity of our memory. At the end of the lesson, our brains sort and chunk learning to make room for the final pieces of information. We store these final pieces of information in our immediate memory. Thus, all learners have a tendency to retain the beginnings and ends of lessons.
From How the Brain Learns by David A. Sousa
The chart above summarizes a learner’s retention during a typical forty-minute lesson period. How does this reflect the five-step lesson plan outlined in IPD2? How does the five-step lesson plan maximize a learner’s natural retention pattern?
From How the Brain Learns by David A. Sousa
How Retention Changes as the Teaching Time Increases
As the length of a lesson increases, there is proportionally more downtime in a lesson. In an 80-minute block class, there is approximately 35 minutes of downtime in the middle of the lesson. Teachers on the block who rely on one instructional strategy do not maximize their time.
From How the Brain Learns by David A. Sousa
Implications for Teachers on the Block Schedule
Instead, block teachers can minimize downtimes and maximize retention by dividing their lessons. An 80-minute lesson can be divided into four learning episodes reducing downtime to 10 minutes.
From How the Brain Learns by David A. Sousa
Principles for Teaching on the Block Schedule
· Limit the downtime by planning for four 20-minute learning cycles instead of one 80-minute cycle. This will reduce your downtime from 35 minutes to just 10 minutes.
· Use direct instruction for only one or two of these cycles. If you choose to lecture, do this in the first learning cycle. The work burden should then be shifted to the students for the other cycles.
· Focus on DEPTH instead of BREADTH. Teachers on the block schedule routinely report that they cannot cover the same breadth of content as students who teach on the period. However, they compensate for this by planning wisely and eliminating less important objectives and focusing on central ones. The block allows them to pursue these objectives in greater depth and reach all learners.
· Block teachers also report a better connection and rapport with students.
· Stress higher level thinking and authentic assessments.
· Remediate basic skills throughout the year.
· Collaborate with colleagues to plan together and generate interdisciplinary lessons.
· VARY INSTRUCTION!!!! In order to maximize the effectiveness of their time, teachers on the block must find a variety of ways to present their material. These methods should accommodate students with different learning styles, push students to use higher order thinking, and involve a variety of grouping strategies. This may seem daunting to a new teacher, but it is important to remember that even just at institute you have already utilized many teaching techniques.
Some effective instructional methods for the block include (adapted from How the Brain Learns by David Sousa)
Lecture (maximum of two segments of 10 to 15 minutes)
Independent Reading
Student Peer Coaching
Discovery Learning
Manipulatives
Cooperative Learning
Journal Writing
Research
Computer Work
Guest Speakers
Videos/Slides/Movies
Audiotapes
Discussion Groups
Jigsaw Groups
Instructional Game or Puzzles
Role-playing/ Simulations
FIND SOMEONE WHO
Procedure: / Rationale:Directions: Find someone who considers herself or himself to be an “expert” on each on the following instructional strategies. Have them explain how they used they strategy help students master a particular paper and then have them sign your paper.
Strategy / Objective Met / SignatureJournal Writing
Think-Pair- Share
Daily Review or Daily Quiz
Cooperative Learning
Role-Playing Simulations
Lab Learning
Manipulatives
Peer Coaching
Projects
SAMPLE LESSON PLAN TEMPLATES FOR BLOCK SCHEDULING
The following are a series of content lesson plans from different teachers experienced with the block schedule.
Mathematic Block Lesson Template:
Activity Time
1. Do Now problems 7 minutes
(5 – 7 problems)
2. Go over Do Now problems 3 minutes
3. Multiplication Drill 5 minutes
(100 problems)
4. Go over multiplication drill 2 minutes
5. Review of remedial skill/Min- Lesson 5 minutes
6. Guided practice 5 minutes
(2 – 3 problems)
7. Independent practice of remedial skill 10 – 15 minutes
(10 problems)
8. Go over independent practice 5 minutes
9. Introduction of new material 5 minutes
10. Guided practice 5 minutes
(2 – 3 problems)
11. Independent practice of new material 10 – 15 minutes
(20 – 30 problems)
12. Go over independent practice 5 minutes
13. Closing 2 minutes
14. Daily Check Questions 5 minutes
(2 – 5 problems)
15. Clean up 1- 2 minutes
Mathematics Block Lesson Template
Activity Time
1. Do Now 7 minutes
(5 – 7 minutes)
2. Go over Do Now 3 minutes
3. Word Problem Skills Review 5 minutes
4. Guided Practice 5 minutes
(2 –3 problems)
5. Independent practice with word problems 10 – 15 minutes
(5 –10 problems)
6. Go over word problems 5 minutes
7. Introduction of new material 5 minutes
8. Guided Practice 5 minutes
(2 –3 problems)
9. Independent practice 10 – 15 minutes
(20 problems)
10. Go over independent practice 5 minutes
11. Closing 2 minutes
12. Daily Check Questions 5 minutes
(2 –5 problems)
13. Clean up 1-2 minutes
Mathematics Block Lesson Plan for a Quiz Day
Activity Time
1. Do Now 7 minutes
(5 – 7 problems)
2. Go over Do Now problems 3 minutes
3. Division Drills 5 minutes
(100 problems)
4. Go over Division Drills 2 minutes
5. Math Journal 10 minutes
(One full paragraph)
6. Review Questions for Quiz 5 minutes
7. Independent Practice 10 minutes
(5 – 10 problems)
8. Go over independent practice 5 minutes
9. Ask for any remaining review questions before quiz 1- 5 minutes
10. Separate Desks for Quiz 1- 2 minutes
11. Quiz Untimed
Language Arts Block Lesson Template
Activity Time
1. Do Now of Journal Writing 10 - 15 minutes
2. Grammar Mini-Lesson 10 minutes
3. Grammar Independent Work 5 minutes
4. Check for Understanding 5 minutes
5. Review 10 minutes
6. Pre-reading Exercise 15 minutes
(vocabulary, literacy technique,
review of last lesson, mini lesson)
7. Reading 20 minutes
(silent, pair, listen, class)
8. Post-reading Exercise 15 minutes
(usually worksheet)
9. Closing 5 minutes
AUGMENTING A LESSON PLAN TO BETTER USE THE BLOCK
How would you modify the following lesson plan so that it would use the time in the block more effectively?
Sample Lesson
Objective: The learners will be able to calculate and define mean, median and mode.
Activity Time for Activity
1. Do Now 10 minutes
· 15 problems on mean and median
2. Opening on Mode 5 minutes
3. Introduction of New Material 10 minutes
· How to Calculate Mode
4. Guided Practice 10 minutes
· 5 problems
5. Independent Practice 30 minutes
· 20 problems on mean, median, and mode
6. Closing 5 minutes
· Review how to calculate mean,
median, and mode
RUBRIC FOR BLOCK SCHEDULE INSTRUCTION
From Park View High School, July 1997
Element / Lacking Proficiency / Gaining Proficiency / Proficient / ExemplaryInvolvement of students in the instructional process / Reliance on lecture and seatwork. Use of one instructional strategy.
Organization of instruction by whole class with inflexible configuration of student seating.
Instruction unconnected to student life experience.
Teacher-center classroom. “Sage on the stage.” / Beginning of incorporation of active learning processing strategies.
Organization of instruction occasionally with modifications of class configuration to support instruction.
Beginning of modification of instruction to mesh with student interest. / Regular use of cooperative learning strategies.
Beginning of instruction by flexible grouping based on skill, interest, ability, random assignment, etc., with desks arranged to encourage student involvement.
Introduction of project work for student choice. / Regular use of a variety of processing strategies.
Delivery of instruction driven by flexible groupings with provisions for learner-centered environment.
Student self-selection of projects as central to learning process.
Student centered classroom. “Guide on the Side.”
Promotion of thinking beyond knowledge and recall levels / Lack of recognition of student learning styles.
Focus only on verbal intelligence.
Lack of awareness of thinking skills and behaviors.
Coverage of content is primary goal.
Lack of knowledge of or use of technology / Awareness of different learning styles
Awareness of multiple intelligences.
Awareness of thinking sills and behaviors.
Inclusion of skill development along with content coverage.
Use of technology for technology’s sake. / Beginning of adjustment of instruction for different learning styles.
Beginning of incorporation of activities for multiple intelligences and direct instruction in thinking skills.
Shift in instruction to process as well as content.
Beginning of integration of technology. / Regular use of activities to meet all learning styles.
Teaching aimed at all intelligences.
Regular use of content to teach thinking skills and behaviors and use of content as a vehicle for application of thinking skills.
Regular use of technology to enhance instruction and learning.
Effective use of assessment tools / Lack of establishment or communication of expectations.
Use of single, teacher-designed assessment tool. / Development of ill-defined criteria, which are not clearly communicated.
Limited involvement of students in self or peer assessment. / Establishment of clear assessment criteria, which are presented to students.
Use of a variety of assessment tools such as rubrics, portfolios, scales, checklists, etc. / Involvement of students in establishment of assessment criteria.
Encouragement of peer review and self-reflection.
Regular use of a multitude of collaboratively designed assessment tools such as rubrics, portfolios, scales, and checklists, etc.