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Teaching for ninety minutes: Conversations with teachers using block scheduling
Abstract
The restructuring of high schools has been a constant topic among educators in America. One specific topic in the restructuring discussion has been the issue of time and the allocation of time. Some high schools, in an attempt to improve teaching and learning, have moved from more traditional class schedules utilizing 45-50 minute classes to schedules using longer, 90 minute classes. One particular scheduling format, block scheduling, has found increased popularity in the last few years. The purpose of this qualitative case study was to explore three teachers' perceptions of teaching in a four-period, intensive block schedule, utilizing ninety-minute class periods. The goal was to describe what it is like to teach for longer periods of time and to give the reader a deeper understanding of the innovation of block scheduling. The study took place during the first year of the implementation of a block scheduling format at a midwestern high school. Data were collected through in-depth interviews with three teachers, observations in the teachers' classrooms, and examination of teachers' journals. The data collection was driven by the question, "What is it like to teach for ninety minutes?" Teaching involves a series of decisions and as the length of class time increases, the implications of the decisions teachers make are magnified. Through the analysis of the data, six major issues emerged, all illustrating the decisions teachers are making when teaching for longer periods of time. (1) Curriculum Focus - Block scheduling impacts the breadth and depth of the content taught. (2) Planning - The need for careful planning is intensified under block scheduling. (3) Magnified Differences - Individual student learning differences are magnified in the block schedule. (4) Instructional Strategies - The selection of instructional activities and strategies is important in longer classes. (5) Movement - Longer class periods increases the need for breaks and movement in the classroom. (6) Relaxed Environments - Block scheduling creates a more relaxed learning environment. Teaching and learning involve a complex set of decisions. The ultimate success of these decisions, however, depends on the individual teacher. The use of block schedules or other forms of alternative scheduling is a relatively new innovation and the impact of block scheduling on teaching and learning is still unclear. The move to block scheduling has given teachers and administrators the opportunity to examine the learning process and has given teachers an opportunity for change. As in any innovation, change comes slowly and needs to be facilitated by periodic study, review and refinement. This study of teaching in a ninety-minute format provides a foundation for understanding the complexity of block scheduling. With further study the impact of block scheduling on student learning can be more clearly articulated.
Subject Area
Curricula|Teaching|School administration|Teacher education|Secondary education
Recommended Citation
Fritz, Donald L, "Teaching for ninety minutes: Conversations with teachers using block scheduling" (1997). ETD collection for University of Nebraska-Lincoln. AAI9730270.
https://digitalcommons.unl.edu/dissertations/AAI9730270