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Block scheduling today has evolved more into a philosophy for maximizing student achievement than just a system for restructuring the school day. Why a philosophy for learning you may ask.  Schools by some definitions have been gradually improving in some subject areas in the past 10 years.

Students in most schools have highly qualified teachers who are beginning to reform classrooms into “active learning environments” for students, developing several places in most teacher’s classrooms  where students feel accepted, but challenged, where questions have as much meaning in the process of inquiry and learning as in the discovered answers found. They are developing learning environments where students are discovering knowledge and related processes with classmates as teachers perform the multiple tasks of managing the learning process far away from the previous years serving as “givers of knowledge” or being the “Sage on the Stage.”

Within this new instructional role, teachers have learned to serve more as guides or “facilitators for learning” to their students. The modern teacher today is discovering that the extended classroom period used in the block schedule can serve as a major instrument used by the instructor as part of a greater toolbox. Teachers have learned that using the proper tools filled in the tookbox can better assist them to guide individual students to enhance their learning through challenging content and interactive instructional activities.  With the proper use of these tools, the teacher can expect and even demand greater academic rigor from students resulting in higher individual performance.

It is through this gaining and sustaining higher student achievement and performance where students learn to be better prepared to perform at much higher levels, whether entering either a post-secondary institution or joining the work force after high school graduation.

 

Block Scheduling

 

Students have voiced nationally their intolerable level of boredom in many classrooms with teachers instructing in both the traditional and the block scheduled settings. If the culture of the school and the instructional approaches of the classroom have not adapted to the 21st century, then no schedule or setting will offer students the opportunity to reclaim the academic superiority we once had in our public schools.

I have worked with thousands of teachers and hundreds of school and district leaders in more than 650 school districts in 49 states and 12 foreign countries, and there is NO MAGIC to just going to the block schedule. While I have found no other schedule in the past 30 years that can offer a better opportunity for maximizing in-depth learning and improving test scores than the block models, four things have to occur to truly make it successful: (1) a culture for student-based instruction with a focus on student learning over the teacher teaching, (2) curriculum and instructional alignment using a school or subject-based teams, (3) mastery of at least six instructional strategies and related assessment techniques, and (4) SUSTAINED STAFF DEVELOPMENT on a regular basis.

Whether you are a principal or teacher interested in moving to block scheduling or a veteran educator looking for advanced instructional strategies, you have come to the right place. We can assist you in class, school, or district wide transitions and in the improvement or advanced learning designs.

 
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1001 Strategies 2nd edition


1001 Strategies, Lessons and Transitional Activities for the Block Schedule: Grades 6-12 (2nd Edition)

by J. Allen Queen
Thomas E. Fisher
Dorothy A. Hayes


Publication price $29.50.

This book can be purchased from www.WritersEdgePress.com


6x9 Inches - Paperback

144 pages


 
Mission Statement PDF Print E-mail
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The mission of our restructured organization, Block Scheduling Associates, is to provide the best ON SITE professional staff development programs in the expanding areas of block scheduling (4x4, A/B, and more than 50 different designs), flexible scheduling (extended day and year designs), and the block or extended learning periods (ELP). Specifically we deliver the “best practices” of curriculum alignment, instructional pacing, instructional strategies (in both regular and electronic formats), and the related student assessments for use in the elementary school (Grades K–5), middle school, junior high school (Grades 6–9, 5–8 or 7–9), and senior high schools (Grades 9–12). In addition to assisting public, charter, or private schools (faith-based or secular), we work with community colleges, four-year colleges, and departments and schools within research and doctoral level universities to prepare instructors and professors in advanced instructional techniques. Our specialty is maximizing the effectiveness of instructional time of varying 75–120 minute class periods in the public and private schools to class periods of 75–240 minutes found within the college settings. We have improved our organization by selecting the best practicing instructors who have developed highly effective instructional materials, Web-based models, and instructional books used with the appropriate level of professional educators from all school levels in the most advanced subject areas. Members in our organization have conducted extensive staff development programs and seminars that rank among the best presented nationally and internationally. By using the best, most advanced instructional strategies available today and delivering these in professional strategies in the most difficult settings and environments, our presenters have become masters in demonstrating and instructing at the highest levels of subject content and related brain-based processes. We have improved our “best practices” for AP classes and completely upgraded the best methods for the delivery of instruction in the International Baccalaureate Program from affiliated elementary and middle schools through the prestigious senior high schools globally. For our next project, we have incorporated all of the components of the Common Core Standards and related components into the best design, using the best instructional strategies for instruction.  See our forthcoming books on “Block and AP Classes, Block Scheduling and the International Baccalaureate Program", and the best of all, "Teaching the Common Core Using Block Scheduling".

 

 
Vision Statement PDF Print E-mail
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Our vision for the next five years is to become the international leader in delivering the highest quality, on-site staff development and special seminars to provide mastery knowledge from a variety of block scheduling models to several levels of professional educators and affiliated groups globally. We plan to expand the range and types of classroom instructional strategies to increase student engagement and academic growth for educators teaching from the elementary school throughout the professorates teaching in graduate and professional schools at the top doctoral granting universities in the world.

 

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Buy Today

1001 Strategies 2nd edition

1001 Strategies, Lessons and Transitional Activities for the Block Schedule:
Grades 6-12
2nd Edition July 2013

by J. Allen Queen , Thomas E. Fisher and Dorothy A. Hayes

 

Publication price $29.50.

This book can be purchased from http://www.writersedgepress.com/.

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