A schedule should support and promote the following
factors: The interdisciplinary team organization, an appropriate curriculum, quality
instruction in the disciplines through the expanded and flexible uses of time,
development and supportive relationships between students and teachers, quality
teacher collaboration, and teacher empowerment.
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Researchers have long
advocated for two specific schedules for middle level instruction, the
alternate day block schedule and flexible block schedule. Each one is
described below along with some general thoughts about middle school scheduling.
Alternate Day Block Schedule
In this scenario, half of the classes meet in double instructional blocks
one day, while the remaining classes meet in double blocks the next day. Other
schools have students meet in all six or eight classes one day each week for
shorter periods of time (Edwards, 1995).
Flexible Block Schedule
The most common schedule associated with the middle school is a flexible
block of time. This schedule supports a range of integrated activities where two
to five teachers ignore subject area lines and focus on a problem or issue
which is of interest to the students. This model should promote inquiry given
the amount of time available for the learning experience. To be an
interdisciplinary team, the team teachers do not have to be scheduled to
teach at the same time. Flexible block scheduling requires that they do
however. This schedule has become a trademark of middle level education. The
goal is to establish a school within a school, which facilitates a bond between
students and teachers.
Philosophy on Scheduling
Schools should be flexible and responsive to student needs. The ideal schedule
supports blocks of instructional time, appropriate planning time for staff
members, advisory time, flexibility for special schedules, and both elective
and core programs. Teachers are empowered to make curricular and
instructional decisions. Successful flexible block scheduling requires
curriculum review. Active learning programs are to be emphasized as students
explore a variety of learning opportunities.
Advantages and Concerns
A poorly developed model will undermine a faculty's efforts to implement
effective middle school components. It
will also destroy progress that has been made to make a school responsive to
the needs of learners (Hackmann & Valentine, 1998).
A flexible block schedule allows time for "hands-on" instruction,
class projects, cooperative learning groups, and flexibility in assessing
students knowledge (Canady, 1995; Carroll, 1990). The opportunity to engage
in projects which require in-depth investigation and critical thinking
skills, are enhanced through the flexible block schedule. Turning Points
(Carnegie Council, 1989) indicate that the 40-50 minute class is not adequate
time to present content, practice skills, and reinforce concepts. Block
scheduling may address one of the basic premises of instruction; we do not
all learn in the same way, or in the same amount of time.
REFERENCE
What Types of Block Schedules
Benefit Middle School Students? (2000) Retrieved November 28, 2005 from http://www.nmsa.org/Research/ResearchSummaries/Summary17/tabid/272/Default.aspx |
