Block 101

What's the best use of your class time?

Moving to longer classes (blocks) is not as simple as teaching two shorter classes in a row. Nor does it mean adding study or homework time to the end of a regular class. It should be seen as the opportunity to focus the class on student interaction, peer teaching, and reflection.

Blocking can result in less contact time with students. Teachers shouldn't think that means rushing to "cover" more content. Reduced contact time is a reason to think about the best use of classtime. The traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to “homework” via content-rich websites and videos. (flipped classroom) That frees up more classroom time as a center for student interaction, production and reflection. The block also allows students to collaborate via PBL approach (project or problem-based learning)

Classroom blocks invite new strategies for student-center interaction. My favorite sources for class activities: Teachers Toolkit

"How do I spend 80 minutes with students in a way that maximizes opportunity to learn, keeps students on-task, and doesn't drive me nuts in the process?"

1. Save your voice for the important things. Use your voice for clear explanations and giving good examples of the ideas you are trying to convey. Off load instructions for individual or group work to the white board or digital.
2. Use learning stations as the basis for organizing time. Divide the class into learning teams and rotate the teams through a series of learning stations that require them to perform a key task related to the topic under study. Cooperative learning tasks and learning stations free up the teacher to observe and assess learning, and are more likely to meet individual student needs.
3. Switch activities every 15 to 20 minutes. Students get restless when they are required to sit still or do the same thing for long periods of time, so unless they are working on a task that will truly engage them for a full hour (and we’ll get to these later on), look at your class period as a series of 15- to 20-minute chunks of time and switch activities in each chunk.
4. Make assessment part of the instructional process. Could include both self- and peer assessments.
5. Establish a set of routines and standards. Start out the class with a set of short whole group "warm ups" and close with a set of whole group "cool downs." Math classes often start out with a problem of the day for which individuals or teams may earn "points." Laboratory investigations generally follow some introductory experiences or explorations, providing students with practical opportunities to observe scientific principles in action.
6. Put PBL (project /problems) in the center of the classroom. The problem situation challenges students to think more deeply, apply learnings to real-life situations, examine the information they discover, and use their knowledge to construct ethical solutions to problems.
7. Require students to share their thinking. Teachers who emphasize logic, reasoning, and effective communication require students to engage in substantive conversation with the teacher and/or peers in a way that builds improved and shared understanding of ideas and topics. Conversations are characterized by discussing different points of view openly, seeking solutions mutually, creating positive and productive relationships.
8. Use authentic assignments. Students perform the same activities that successful adults, such as scientists, musicians, business managers, novelists, nurses, and designers do. Teachers require students to demonstrate their knowledge in use, culminating in an observable performance or product. Teachers encourage students to self- assess, self-evaluate, and self-regulate their own work.
9. Integrate Technology. By providing classroom opportunities to make and use a variety of tools to gather, analyze, and manipulate data, teachers help students make connections between what they are learning in school and workplace skills required in the world beyond school. When possible, require students to show the results of their work in a product or presentation.