The Block Scheduling Concept

Block scheduling restructures the class schedule by increasing the length of each class, reducing the number of classes per day, and compressing the time needed to complete each subject. The conventional schedule of six or seven daily periods of 45-50 minutes is replaced by one of many different models that usually consist of class periods of approximately 90 minutes. Block classes can be offered every day, every other day, or daily in combination with traditional class periods. The type of block scheduling used depends on the needs and environment of the school and the community.

Advantages of Block Scheduling in the Spanish Classroom

The key component of block scheduling is providing longer class periods. An increase in class time per session intensifies the focus on Spanish and aims to improve the student's learning and retention. The lengthened class period provides an opportunity to incorporate a wide variety of strategies that encourage student involvement and allow for different learning styles and multiple intelligences. The longer class period also gives students on unbroken block of time to focus on Spanish from presentation through practice through application. Teachers are able to provide more individualized attention to students due to smaller numbers of students each semester. Both student and teacher get to know each other better.

Students report they are less stressed with the block schedule. The days are slower paced and calmer due to less movement and passing in the hall. Students have fewer homework assignments and tests to prepare for each day or week so they can be more focused in their studying.

Challenges of Block Scheduling in the Spanish Classroom

The change to the block schedule is hard work. Ninety minutes is not just two 45 minute periods combined into one. Teachers say they need to rethink the presentation of a chapter by looking at it as a whole and combining review and new material. A thematic approach works well with this holistic approach to teaching a chapter. Planning for daily instruction is more challenging. More materials are needed to accommodate the different activities. Keeping track of all the activities and equipment requires juggling and planning. Teachers say they experience a loss in instructional time. With less class time than in the conventional schedule, they may "cover" fewer chapters and less content. Absenteeism is a problem as a significant amount of learning occurs in the 90 minute class.

Using Paso a paso in the Block Schedule

Paso a paso works well in a block schedule. The theme-based approach in each chapter allows for a more holistical presentation of content. Since the vocabulary, grammar, and culture are based upon the theme and recycle naturally throughout the chapter, there is flexibility in the way the chapter can be presented. The activities in the student book as well as the many components allow for individual, paired, and small group activities. The wide range of activities incorporate different learning modalities. A variety of assessment options are provided for informal and formal assessment as well as self-assessment. options allows for flexibility informal, formal, and self-assessment. The three video programs and two levels of CD-ROMs motivate students while providing additional learning tools.

Beginning-of-the-Year Planning with Block Scheduling