Chapter 9: Planning for Block Scheduling

This chapter basically was an out of place argument in favor of block scheduling for middle schools. It was a basic how to guide to plan and teach a class that had block scheduling. The first part of the chapter reiterated everything we learned in practicum, how to teach an engaging lesson that differentiated for necessary students, used the multiple intelligences, and had a hook. It even talked about a reflective piece at the end of each lesson. The second half of the chapter tried to alleviate the concerns a teacher might have switching over from a 50 minute class to an 80 minute class. Two of those fears were the longer periods would cause more misbehavior and trying to catch up absent students. Basically the difference is a switch to a different level of learning that is allowed by more time to delve deeper in to the subject and understand connections.

Personally I did not find this chapter to be particularly useful except to recap and reaffirm beliefs I had already held. I had block scheduling in high school and it was really helpful in classes it took longer to understand the concepts, like math. Looking back, I can not imagine trying to fit going over the previous night’s homework questions, teaching a new concept, and answering questions about the new material all in a class period that short. We barely had enough time to fit it in with block scheduling. It was really important to my understanding of the work to go over the questions we had from the night before. I am sure that could be true for any subject that takes longer to understand.