HIT: Block Scheduling(Long)

[Jean Bickel <jbickel@JTASD.K12.PA.US>]

Dear librarians,
Here are the responses from my questions about block scheduling and its
effects in the library.  A number of people asked for results since their
schools are thinking about going to block scheduling.  I have included
the responses that I received and thank those who responded to my target.
_______________________________________
1. How does it effect the library?  >Less hurried pace >Students finish
their research sooner because there are fewer interruption
2. Do you have more students or fewer students using the library? >More
>No real change.
3. Effects on library budget? >Same budget > Only problem is that we have
a larger variety of classes and not any more money.
4. Scheduling classes into the library?  >Some concerns about getting
everyone in,    but always have that >No different.
5. What different resources do you need, if any? > Use computers more
both for research and production since can get into things more in
depth.  So need online databases more than ever.  Feel need for enough
computers more than ever. >Only new things for new classes added to the
schedule.

________________________________
I use block scheduling with the fifth and sixth graders. The phy ed
department and I felt as though we couldn't get much done in the half hour
time blocks.  I love it.  I get so much more done with the kids in the
computer lab.  I don't feel so rushed and I can actually get to know the
projects and kids that are doing them.  It will be hard to get me to quit
this type of scheduling.
__________________________________
BLOCK SCHEDULING DIGEST

ED393156 Mar 96 Block Scheduling. ERIC Digest, Number 104.
Author: Irmsher, Karen

ERIC Clearinghouse on Educational Management, Eugene, Oreg.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES
INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT
ACCESS ERIC 1-800-LET-ERIC
___________________________________
WHAT ARE THE ADVANTAGES OF BLOCK SCHEDULING?

Larger blocks of time allow for a more flexible and productive classroom
environment, along with more opportunities for using varied and
interactive teaching
methods. Other benefits listed by Jeffrey Sturgis (1995) include: more
effective
use of school time, decreased class size, increased number of course
offerings, reduced
numbers of students with whom teachers have daily contact, and the
ability of teachers to use
more process-oriented strategies.

In evaluations of schools using block scheduling, Carroll found more
course credits completed, equal or better mastery and retention of
material, and an
impressive reduction in suspension and dropout rates. He posits improved
relationships between students and teachers as a major factor. Every
school in Carroll's
study benefited from the changes, though not all in the same ways or to
the same degree.

Positive outcomes multiply when four "year-long" courses are taught in
longer time blocks, each compressed into one semester, say Canady and
Rettig. This
pattern allows students to enroll in a greater number and variety of
elective courses and
offers more opportunities for acceleration. Students who fail a course
have an earlier
opportunity to retake it, enabling them to regain the graduation pace of
their peers.
Teachers have fewer students to keep records and grades for each
semester, and schools
require fewer textbooks. What's more, overall satisfaction in the
learning process is>I use block scheduling with the fifth and sixth
graders. The phy ed
department and I felt as though we couldn't get much done in the half hour
time blocks.  I love it.  I get so much more done with the kids in the
computer lab.  I don't feel so rushed and I can actually get to know the
projects and kids that are doing them.  It will be hard to get me to quit
this type of scheduling.
______________________________

        Our high school went to an alternate day block schedule this year.
Mondays periods 1-7; Tuesdays and Thursdays periods 1,3, 5, 7; Weds.
and Fri. 2,4,5,6.  (Period 5 stays the same all week - lunch.)
        All the research I did and read prior to going to the block suggested
that the library was going to be booked to the max with classes; we
were going to need more resources; and in general we would be working
harder.  In the fall it looked like we were going to experience all
three.  We had teachers falling all over themselves trying to get
their classes booked into the library.  We were booked solid for about
8-10 weeks.  Then it stopped.
        Since then, our class visits stayed about the same as the previous
years or maybe even dropped off.  What I think is happening is that
teachers are not covering as much material with a block schedule as
they had in the past.  Therefore, any library time is becoming thought
of as a "luxury".  They are panicking that they will not finish what
they need to cover.
        I am concerned that the once high-use of the library has tapered off.
Maybe next year with a year's experience under their belt, teachers
will start coming back.
        When the classes are here, I love the block.  Research takes time and
now we have the time to actually do a little teaching before the
students bound for the resources.
____________________________________
Our high school is on alternating block schedule with 90 minute periods.
I can teach a 20-minute minute lesson and students have an hour to use the
skills I taught -- wonderful!  Middle school still has 50 minute periods;
seems like they barely come in before it's time to go.

Videotape demand has shifted some; teachers feel more comfortable with
longer videos, but for most things they prefer 30 minutes or less.  We
also saw some demand for short stories, biographies, essays that teachers
could read aloud; about 10% of our teachers read aloud a few minutes to
every class.  The read alouds didn't require new materials; just some
effort to locate appropriate items for various classes
___________________________________
 My high school is blocked and has a 4 period day. It has been that way
since conception 4 yrs ago. The library is ALWAYS busy. The blocks come
in either for the entire 90 minutes or in shifts of 45 minutes.
Scheduling at times is a nightmare.
We often accommodate 3 classes and misc kids up to 85 students at a time.
___________________________________
We tried block scheduling with two groups this year, one seventh and one
eighth.  (The seventh grade group returned to regular schedule about
half-way through the year.)  The biggest effect on me has been trying to
find where students in those groups are when I need to send for them.
As far as scheduling class visits, I'm on a completely flexible
schedule, so that wasn't affected.  BUT, we do the RIF program with our
eighth-graders each year, and it was very difficult to schedule that
because of the block schedule.  I can't think of any other affects.  (By
the way, there is a good chance we will drop block scheduling for next
year.)
_________________________________
Hi-We have been on a block schedule for 5 years--PREPARE for a major
increase in traffic--we have split the period in 2 and book classes in
for half the period. There are very few hours that we don't have a full
house. Study halls also send kids and so the library is one busy place.
The one problem that I have noticed--many assignments are done at the
same time and it decimates a collection. We can have 3 teachers doing a
poetry project at the same time and the books just don't stretch that
far. That is the same problem in history classes and science classes.
Frankly, the kids aren't reading as much fiction--the course flies by
and they don't have time to read.>Classes are all doing research because
it breaks up the 90 minute block. I began block scheduling as a
history/reading specialist and I spent hours in preparation. It requires
a massive amount of planning for 90 minutes each day. At the end of the
first year I was exhausted. The time really didn't decrease, but I have
been able to work with it better. I only made the switch to the library
this year. As a classroom teacher I used the library frequently--we did
group projects, short lessons, essays with research, etc. If you have
any other questions, I will be pleased to help you. I was part of the
team that did the evaluation and we found the parents, students and
teachers overwhelmingly have favored this approach year after year. I
don't hear anyone on the staff saying, I want 45 minute classes again
____________________________________
My sons' school went to block scheduling 3 years ago.  I thought you
might like to look at a website that shows the other side of the story in
order
to get some perspective on this new idea.
http://www.athenet.net/~jlindsay/Block.shtml
____________________________________
Thank you to all who responded.
Jean




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Jean Bickel, High School Librarian           JBickel@jtasd.k12.pa.us

    http://www.jtasd.k12.pa.us/highschool/library/index.htm
Research, in whatever form, goes better with the help of a librarian!

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