Miscellaneous / Block Scheduling Versus Traditional Scheduling In High School

Block Scheduling Versus Traditional Scheduling In High School

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Autor:  people  10 July 2011
Words: 2127   |   Pages: 9
Views: 467

Block Scheduling versus Traditional Scheduling in High School


Block scheduling has been recently favored by many high schools across the United States over traditional scheduling. This is due to the recognizable advantages of block scheduling as has been affirmed by many researches. Surveys also show revealed that increased academic performance of students can be easily achieved with block scheduling. The success of block scheduling can be accounted to the flexibility it offers in instruction. With block scheduling, teachers can diversify their learning styles since the length of instructional time is just adequate to cater both lecture and other student-oriented strategies. Although it appears that block scheduling has several advantages over traditional scheduling, such scheduling format has been criticized on various grounds. Thus it is necessary for traditional schools which consider shifting to block scheduling to plan the appropriate scheduling format to ensure success. The schools and the teachers must also be open to changes that come along the change in scheduling format.


High schools across the United States have been recently shifting form traditional scheduling to block scheduling. It was estimated that around 50 percent of secondary schools in the United States are now in some form of block scheduling. In Virginia for example, 168 of its 294 high schools use block scheduling according to the report by Short and Thayer (1999). The shift was basically driven by the desires of the schools’ administrators, teachers and students to find a schedule which would result to high academic performance in all subject matters (Dexter et al., 2006). Traditional scheduling which has been implemented in many high schools before block scheduling was considered was almost purely lecture. Traditional schedule is commonly divided into six to eight period of instructions in a day with each period allotted with 40 to 55 minutes per day. Around 3 to 5 minutes of the instructional time however would be immediately lost in changing classes. Thus instead of considering the needs of the students, the teacher would only be focused on finishing the class discussion within the remaining instructional time (Queen, 2003). Although it appears that block scheduling increases instructional time, it actually reduces it. This happens because a two 50- minute class in traditional scheduling would be fused to make one 90-minute class (Dexter et al., ...

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