Block Scheduling
Block Scheduling can be described as a form of academic scheduling where a student
has smaller amount classes in order to secure the time of class switching and preparation having more amount of teaching time. It also allows for a student to take four electives, rather than two, or three.
The goals of Block scheduling includes:-
Reduction of classes that enables the students to concentrate on the course of study.
Providing the flexibility of time to the students to learn at their pace.
Reduction of number of course that a teacher can prepare for the students.
Provide more opportunities for students to take more courses.
Build stronger relationships between teachers and students.
Make school a less stressful, more pleasant place for students to attend and teachers to work.
Block scheduling allows freedom in scheduling that enables the importance of school and community. However there are different types of block schedules that are flexible to improve band, choir, shop, Advance Placement, etc. The different types of block schedule include 4 x 4 semester plan, the alternate day plan and extended time plan.
The 4 x 4 semester plan is basically divided into four blocks of 90 minutes each. The year is divided into two semesters. The first semester involves four courses which are dealt daily, the course which is normally extended over the year is compressed in just a semester of double block periods in this process. Students receive acclaim for each course at the end of the semester and the students are enrolled to new four additional courses spring semester. Generally, most teachers instruct three of the 90-minute blocks and use the fourth block for planning. Block scheduling is basically based on the principle of flexibility that depends on the requirements of the school and community. : AP courses, Music courses, or other important courses may continue to meet every day all year, if that is desired by the school and community.
The alternate day block schedule can be described as a schedule which is specifically designed to meet the requirements of the students that offer six, seven, or eight courses. Such students spend half of the classes in double instructional blocks one day, while the other three or four classes are spent in double blocks the next day. In seven period schools six courses are spent in double blocks with every day other day one course called singleton which means traditional single-period format. Thus, if a school wishes to offer six courses, on Day 1 odd-period courses 1, 3, and 5 might meet in double periods, and even courses 2, 4, and 6 would follow the same format on day 2. The pattern repeats throughout the 180 day school year resulting in an equal number of Day 1's and Day 2's regardless of the number of holidays or schooldays within a week.
The extended time plan can be explained with an example. If a student is unwilling to master one course the can move on to part three at the end of second quarter of the course while those require more help move to part two any student that needs help with part two will remain at that level for nine weeks. At the end of third nine weeks some students will be ready for the last part and others will need to follow a longer course.
Block Scheduling is basically regarded is one of the best option for those students who enjoy self paced learning. Block scheduling today has evolved more into a philosophy for learning than a way to just structure the school day. As school has most effective years have highly qualified teachers that have made the important transition from the traditional role of "the giver of knowledge" to the much more acceptable "a facilitator for learning" in the classroom.
Block Scheduling
By: Dinoo Nayal
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