A comprehensive study of the relationship of block scheduling to the teaching of mathematics

Abstract

Block scheduling is a topic selected by this researcher. This researcher investigated the effects of block scheduling in relationship to Mathematics instruction. Block scheduling is a very hotly contested subject for schools at this time and this researcher was concerned about the effects of this type of scheduling on high school Mathematics instruction. Block scheduling was developed in response to criticisms regarding the ineffective use of school time. With block scheduling, students take four classes per day, each lasting 90 minutes. Classes are completed in one semester rather than lasting for an entire year under a traditional schedule. Benefits of block scheduling are that students are able to take more courses throughout high school and have more time available for electives. Less time is wasted on transitioning between classes and administrative duties, allowing this time to be used for instruction. Teachers are able to use innovative instructional strategies as they have a longer time period in which to complete their lessons. Issues with block scheduling include students having to focus their attention for longer periods of time. Some teachers continue to use lecturing as their only instructional tool, and 90 minutes is too long for students to listen to lecture. The pace is also much quicker as the classes are completed in one semester rather than one year. Some students have difficulty processing a large amount of information in such a short period of time. Mathematics is a subject that can be difficult to comprehend. This subject builds upon itself and each step must be understood before students can proceed to the next level. Block scheduling does allow more time during each class period to ensure that comprehension occurs, but the course must move at a faster pace so that all content can be covered. Some students have much difficulty with this pace of instruction. Several recommendations have been developed following the research completed in this study. It is important to have the support of the staff, students, parents, and community prior to block scheduling implementation. Community meetings should be held to explain the new system and the benefits to the students. Teachers and faculty members should be afforded the opportunity to visit other schools with a similar scheduling system. In turn, teachers should be surveyed to determine specific training needs they have in teaching under block scheduling. In order for Mathematics instruction to be effective under block scheduling, staff development and training must be a part of the process. Teachers must be trained in a variety of instructional strategies so that the class time can be best utilized. Special training should be offered to teachers on time and classroom management. Time should also be allotted at staff meetings to review and discuss best practices. Teachers must be afforded the opportunity to share concerns, problems, and successes. Mentoring systems have been found to be effective, especially with new teachers. Peer coaching promotes active learning based on the individual teacher’s needs. Mathematics comprehension must be monitored to determine the success of instruction under the block scheduling system. Benchmarks should be developed to study the student grades over the first five years of implementation to ensure that student grades are not declining with the new system. In the event that block scheduling is not conducive to learning Mathematics, schools must be open to modification of the current system. System flexibility is a must in order for education to be a success. The pace of instruction may need to be modified to ensure that in-depth learning is taking place. Surveys should be completed by parents and students on a regular basis to determine the effectiveness of block scheduling