Block scheduling, a system in which students attend longer classes over a shorter period, presents several unique challenges for teachers. With class times sometimes stretching up to 90 minutes or longer, it can be problematic to maintain students' attention and engagement throughout the entire period (Ipinyomi, 2022). However, with a few key strategies and tools, educators can make the most of their block schedules and provide effective instruction for their students.

Adjusting Instruction to Extended Class Period Formats

One of the most significant challenges of block scheduling is adjusting instruction to the longer class period format. Teachers must find ways to keep students engaged and active during the entire period, which can be daunting (Glasgow et al., 2009). Here are some tips on how to manage instruction during extended class periods:

• Use different teaching strategies: To keep students engaged, use various teaching strategies such as group work, project-based learning, and peer teaching. These methods help students remain active and engaged during the extended class period.

• Student-centered classroom: In a student-centered classroom, instead of the teacher being the primary source of information, students are encouraged to explore and investigate concepts for themselves, with the teacher providing guidance and support.

• Incorporate movement: Extended class periods can lead to restlessness and inactivity. Incorporating physical movement into the lesson can help students stay focused and engaged. Simple activities like stretching, standing up, or taking a quick walk around the classroom can be helpful.

• Plan breaks: It is essential to plan breaks within the class period to give students a chance to refocus and re-energize. Plan for short, five-minute breaks throughout the lesson to give students a chance to stretch, take a bathroom break, or grab a snack.

Transitioning Learning Activities

Here are some tips on how to transition between learning activities during an extended class period:

• Use transition activities: Transition activities can help students stay engaged during transitions. These activities can be as simple as asking students to reflect on what they have learned, summarizing the previous activity, or even doing a quick stretch or breathing exercise.

• Use signals: Using signals, like a bell or a visual cue, can help students recognize when it is time to transition to a new activity. These cues help keep students on track and aware of what is coming next.

• Plan ahead: Planning ahead can help ensure smooth and seamless transitions between activities. Ensure all materials are ready and easily accessible to reduce the time needed for transitions.

Assessing Student Progress

Assessing student progress during an extended class period can be a challenge. Traditional assessment methods may not work well in a block schedule. Here are some tips on how to assess student progress during extended class periods:

• Use formative assessments: Formative assessments are ongoing assessments that help teachers understand student progress. They can be used to check to understand, gather feedback, and adjust instruction as needed.

• Use project-based assessments: Project-based assessments allow students to showcase their learning over an extended period. These assessments can better understand student progress and help students demonstrate their knowledge and skills.

• Use self-assessments: Self-assessments are a great way for students to monitor their progress. Teachers can provide students with rubrics or checklists to help guide their self-assessment process.

Conclusion

Block scheduling provides teachers and students with a unique learning experience that requires different approaches to instruction, learning activities, and assessment. To successfully manage the challenges that come with block scheduling, teachers must plan their classes thoroughly, create engaging learning activities, and collaborate with other teachers. Additionally, teachers must remain flexible, willing to adjust instruction as necessary, and find ways to evaluate student progress effectively. By taking these steps, teachers can create a student-centered learning environment that promotes student success in the block scheduling format.

References

Glasgow, N. A., & Hicks, C. D. (Eds.). (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. Corwin Press.

 Ipinyomi, J. (2022, October 18). Understanding Block Scheduling and How it can help you increase your Productivity. Student Lesson. https://studentlesson.com/understanding-block-scheduling-and-how-it-can-help-you-increase-your-productivity/