A comprehensive review of literature contrasting the advantages and disadvantages of block scheduling

Abstract

Block scheduling was introduced into public education several years ago. There are different variations of this scheduling, but it primarily consists of four ninety-minute class periods. This is opposed to the traditional forty-five minute classes. Block scheduling was designed to increase teacher/student interaction and increase the number of classes offered per year as compared to a typical seven period day. Teachers were also expected to become more creative in their instructional approach as a result of the increased class time. The implementation of block scheduling was designed to allow students with more opportunities for mastery through questioning and answering during classroom instruction. Many of the districts that provide block scheduling have also experienced increased attendance. This is believed to be a result of the amount of information presented in a given class and the increased interaction between students and teachers. Opponents of block scheduling feel that it reduces the amount of curriculum content and creates an atmosphere where students are bored with instruction. Teaching under block scheduling may be difficult for teachers who are unable or unwilling to change their method of delivery. Also, certain disciplines perceive the implementation differently. Classes, which provide laboratory opportunities, appear to receive the greatest benefit from it. Lecture based classes seem to bore the students, as they are unable to remain interested for ninety minutes of instruction. The activities that block scheduling hoped to provide are the reason that opponent’s feel that content suffers from its implementation. The activities reinforce the learning, but take away from further instruction. The method of implementation determines the success or failure of block scheduling. Schools that have been successful with the implementation have involved the primary stakeholders in the process, provided staff development time for teaching strategies related to block scheduling, and have constantly evaluated the implementation.