Effective Block Classroom Instruction Lincoln County High School

Effective Block Classroom Instruction Lincoln County High School John Fanning Supervisor of Secondary Education/Graduation Coach Jennifer Turpen Lincoln County Schools Academic Coach

Questions of the Day What is block scheduling? Where did block scheduling originate from? Who is the guru of block scheduling? Why did schools move to a block schedule?

Highlights on Block • Decreases passing time between classes • Decreased time teachers spend beginning and ending classes • Increases time for instruction, cooperative learning, and activities that appeal to student’s learning styles and intelligences. • Focus shifts from the breadth of the curriculum to the depth of student knowledge

Robert Canady • Coined the term block scheduling twenty three years ago • Regret: Block Schedule vs. Intensive Schedule • Suggestion for teachers: Teachers should spend their days coaching instead of lecturing. A shift from talking all day to students to planning for students to work all day!

Canady’s 3 -Step Lesson Plan • Lesson Plan Step One: Explanation • Lesson Plan Step Two: Application • Lesson Plan Step Three: Synthesis

The Most Important Phase? • A. Explanation • B. Application • C. Synthesis Answer__________

Step 1: Explanation In this step, the teacher in in charge and on stage and lectures in a traditional teaching manner. Students are more passive; it’s the knowledge step on Bloom’s Taxonomy.

Step 2: Application This is the heart of teaching on the block and should take the most time. Students become the workers and the teacher becomes the coach. (A move from teacher center to teacher facilitator)

Step 3: Synthesis “Never let a class end without a class understanding the essential elements. ” Robert Canady

Three-Part Lesson-Design 1. Explanation (20 -25 Minutes) • • • Objective Plan for the Day Connections to Previous Learning Homework Review Teach New Material 2. Application (40 -45 Minutes) 3. Synthesis (15 -20 Minutes) • • Assessment Re-teaching Connections and Relevance Closure

Explanation Phase The Mini-Lecture – Keep it short – Use advance organizers – Give an opportunity for a class set of notes

Application Phase • • Cooperative Learning Paideia Seminars Laboratory Simulation Models of Teaching Learning Centers Technology Content Area Literacy Strategies

Ideas for Synthesis: The Six R’s • • • Reflection Review Re-teach Relevancy Record Notes Recall for Tomorrow

Presentation (20 -25 min) • • • Interactive Lecture CD Rom Video Disc Videotape Socratic Seminars Inquiry Direct Instruction Directing Reaching/Thinking Activity Etc.

• • • Activity (30 – 35 Min) Role Play Simulation Science Laboratory Computer Reinforcement Inside-Outside Circle Writing Lab Team Games Roundtable Learning Center Pairs-Check Etc.

Homework Review (10 -15 Min) • • • Inside-Outside Pairs-Check Team Interview Roundtable Think-Pair-Share Etc

Designing Lessons for Block Schedule with Active Learning Strategies • • • Homework Review (10 -15 Min) Presentation (20 -25 Min) Activity (30 -35 Min) Guided Practice (10 -15 Min) Re-teach (10 -15 Min) Closure (5 -10 Min)

History Lesson • • TLW (Objective Posted) Homework Review Presentation (Lecture) Activity/Assignment Written or Reading Assignment Review and Check Reflection & Connection

Thought When I die, I hope it’s during a lecture; the difference between life and death will be so small, that I don’t notice it! - Anonymous Student

Thought # 2 Teaching in a block schedule is like eternity, and eternity is spent in one or two places. - John Strebe

Question(s) John Fanning jfanning@lcdoe. org Jennifer Turpen jturpen@lcdoe. org