Talk:Block scheduling

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This article was the subject of a Wiki Education Foundation-supported course assignment, between 27 August 2018 and 28 December 2018. Further details are available on the course page. Student editor(s): Wblai1.

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POV issues

This article appears to take a pro-block scheduling stance, talking about "wasted" time between class periods and mentioning only the advantages of block scheduling, without mentioning the disadvantages. As such, I've tagged with a {{POV}} tag. I may get a chance to work on the POV myself but I can't right now. Powers ^T 15:04, 8 September 2006 (UTC)

I think I've fixed that by adding material on common criticisms. -- Beland 03:03, 29 October 2006 (UTC)

This article seems to be anti-block scheduling. There is very little support for block scheduling. Under "Effectiveness" there is no support for block scheduling. There should be both sides under this, probably split in two sub-sections, one fro pros and one for cons. Holycow958 21:23, 21 November 2006 (UTC)

It does need two sides...(but block schedules suck anyways ;)) --hello, i'm a member | talk to me! 23:50, 7 January 2007 (UTC)

I agree, it seems very one-sided, anti-block scheduling. —Preceding unsigned comment added by 66.31.47.44 (talk) 01:25, 29 April 2008 (UTC)

I also agree. This article article is clearly against block scheduling!--98.220.124.133 (talk) 00:27, 1 January 2009 (UTC)

This article is biased against block scheduling. The criticisms appear to deal with poor instruction; it's not the amount of time that's causing lower scores and "less learning," it's poor teaching. —Preceding unsigned comment added by 170.215.227.231 (talk) 20:46, 9 October 2009 (UTC)

I have tried to clean up NPOV issues to present points from both pro and con sides. I am removing NPOV tag as I feel it is relatively balanced at this point. But feel free to make it even more neutral and even handed. --Mdukas (talk) 19:50, 6 December 2010 (UTC)

This article lacks much description about the block scheduling supporters' arguments. As long as there are block scheduling schools, there has to be supporters of it out there. --dotdapple (talk) 09:30, 4 February 2013 (UTC)

Sections

There should be a section that goes into more detail of each type of block scheduling. For example, one for 4x4, one for AB days, etc. If someone does this, creating a table like the one on the top for each type would help a lot for comprehension. Holycow958 19:16, 22 November 2006 (UTC)

Agreed. Pros and cons should be listed as well. Perhaps resources that are not so biased against it. It makes it sound like it is a relic or an ancient educational practice from "way back in the 1990s".... Our school is debating this very topic and this article was not helpful in any way. It might as well not exist.

Effectiveness

I am not sure if there is any proof for this, but block scheduling makes sense to me because once you begin a class, it takes a few minutes to get focused, after which it is easier to pay attention to the material for a full 80 minutes. Otherwise it would take more time to get focused each class, therefore wasting (or extra, if you think wasted implies POV) time. PhorkPhace 03:57, 21 July 2007 (UTC)

If educators are properly trained in best practice, brain research, and effectively using the block it's benefits would be much more obvious. The length of time is conducive to student learning; poor teaching is not. —Preceding unsigned comment added by 170.215.227.231 (talk) 20:49, 9 October 2009 (UTC)

Homework

I think there should be some note about homework in block scheduling. I personally like block scheduling because I could (but most often dont) do my homework the day I get it. That way, if I need assistance I can ask a my teacher for help and still hand it in on time. PhorkPhace 03:57, 21 July 2007 (UTC)

Block scheduling —Preceding unsigned comment added by 24.14.227.28 (talk) 00:26, 6 December 2008 (UTC)

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A/B and 4x4 Block Scheduling

I have adjusted both selections regarding A/B and 4x4 block scheduling. Along with this I have updated the tables and titles where appropriate. I have added references to back up my adjustments. If any of my fellow Wikipedians disagree with my edits please feel free to reach out in order to provide the most accurate information. Wblai1 (talk) 02:57, 15 December 2018 (UTC)

Uncited material in need of citations

I am moving the following uncited material here until it can be properly supported with reliable, secondary citations, per WP:V, WP:CS, WP:IRS, WP:PSTS, WP:BLP, WP:NOR, et al. This diff shows where it was in the article. Nightscream (talk) 16:43, 8 March 2021 (UTC)

Description

Conversion to block scheduling became a relatively widespread trend in the 1990s for middle schools and high schools in the United States. Prior to this, many schools scheduled classes such that a student saw every one of their teachers each day. Classes were approximately 40–60 minutes long, but under block scheduling, they became approximately 90 minutes long.

Schedules

Alternate day block scheduling

An example table of a possible schedule is provided below.

A/B Block Scheduling
Time	A Day	B Day
7:30-9:00	Math	English
9:05-10:35	Spanish	Computers
10:40-11:25	Lunch
11:30-1:00	History	Science
1:05-2:35	Physical Education	Health

4x4 block scheduling

An example table of a possible schedule is provided below.

4x4 Block Scheduling
Time	Semester 1	Semester 2
7:30-9:00	Math	English
9:05-10:35	Spanish	Computers
10:40-11:25	Lunch
11:30-1:00	History	Science
1:05-2:35	Physical Education	Health

2 core 2 electives

Another common block system exists in which students spend up to 100 minutes per class, and earn four credits each semester. Excluding very rare occasions, students at schools using this system take two core classes and two electives per semester. Some schools modify this system further to use one of the mid-day periods for students to take optional year-long classes (usually band) that take half of the period length and take another year-long class during the rest of the period (such as math or journalism). Under such a system most of the classes taken on a year-long basis have all students participating, however it is not uncommon for journalism or yearbook classes to operate under the normal system and only have a few students who leave or arrive halfway through the period. It is also not uncommon for these classes to be scheduled as two credits, and taken both semesters.

2 Core 2 Electives
Time	Semester 1	Semester 2
08:30 – 10:00	Band	Band
10:00 – 11:30	French 1	French 2
11:30 – 12:00	Lunch
12:00 – 13:30	Science 1	Math 1
13:30 – 15:00	English 1	History 1

Colleges and universities

Within the context of post K-12 establishments, such as in medical school or other intensive university program, a block schedule may mean taking one class at a time, all day, every day, until all of the material is covered. A normal university course might then be completed in three or four weeks of focused effort on a single topic. This is sometimes called "One Course At A Time" ("OCAAT") (see Colorado College and Cornell College). When used as a supplement change instead of the normal schedule, this approach is sometimes called a mini-mester.

Effectiveness

Some schools have compensated for this by making AP courses last for the entire school year, providing essentially double the instruction time of normal classes, but this results in a dramatic reduction in the number of courses a student can take. Some schools that make AP courses year long offset this by having students always choose a pair of AP courses during class registration. The student will go to the first AP class one day, and the other AP course the next day. Therefore, the student takes the same number of courses as other students, but both AP classes last for the duration of the year.

Criticism

Block scheduling can result in gaps of a day or days (or even weeks or months in some circumstances) where students are receiving no reinforcement of instruction in a specific subject like math or history, and critics say this results in retention problems and the need for more remedial review. Some observers similarly feel that summer vacation has a similar effect of interrupting the learning and retention process forcing a need to repeat material at the start of a new school year in the Fall.

Students who miss a block-scheduled day can miss a considerable amount of material in a single subject, possibly making it more difficult to catch up. One way this can be mitigated is by making course material available online, which allows students to catch up outside of school, and another way is by using a flipped classroom system.