Typically, a class period is 40-to-50 minutes long. And in that time, ISM research shows, the period only yields 35 minutes of actual instruction time. That may be enough to convey information, but what about time to discuss, explore, and find connections? In-depth study can be difficult, especially with students (and parents) who increasingly demand more subjects, more AP, more specialized study. Ultimately, your schedule becomes increasingly complex, students and faculty become more stressed, and your space “shrinks.”
The most productive way to remedy this is to incorporate extended periods, or what ISM calls “vertical time,” into your schedule. Extended periods, in the form of block scheduling, were gaining recognition in the public schools about 10 years ago, but diminished as the pressure for standardized testing grew. Some public schools, like Brandywine High School in Wilmington, DE, have recently adopted block scheduling, though, in order to improve standardized test scores.
Vertical time translates into three different kinds of block scheduling. What works for your school depends on your school’s mission and academic goals. A true block schedule means all classes are double periods (usually 70–100 minutes), and the classes run for semesters, trimesters, or on a rotation scheme. A modified block schedule means that some classes are scheduled for double periods each week or per cycle. Finally, an immersion schedule—for upper school—means that students take one class at a time for several weeks. The balance of the day would be lunch, arts, gym, or an elective.
Calhoun School, a prestigious progressive school in Manhattan, this year has adopted a block schedule to tame an unwieldy and complex schedule. After five years in development, the Calhoun schedule now has students taking intensive study over five modules that are 32 to 36 days. Classes range from 65-to-130 minutes each day. Calhoun brought in ISM early on, to conduct a schedule analysis and offer guidance in the process.
The New York Times featured Calhoun’s venture last week. School Head Steven J. Nelson told the reporter that block scheduling allows teaching to happen in ways that benefit students most.
“Most of the activities that create neuron connections in brains which lead to higher-level academic research and achievement are things that require time and space and experiential education. These are things that are privileged by a block system,” Nelson said.
You can read the New York Times story about Calhoun and block scheduling here.
Onsite consultation availability is in high demand—contact Consulting Coordinator Helen Foster at 302-656-4944 x134 or helen@isminc.com
