Block Scheduling Revisited
Judith Johannessen, Helen Lorenz · The French review · 2001
ALL OF US, whether as teachers or as students, have been affected by new and innovative variations of teaching principles and techniques. The daily schedule of classes in particular has been a focus of attention. Who has not had some experience with modular scheduling, extra lab hours, or zero-hour classes? During the past decade a new trend, usually known as block scheduling, has gained ever-growing support. In its basic form, it is made up of a four-period day, known as the 4 x 4 plan, with classes of 75-110 minutes in length, and with courses concentrated into one semester or trimester. Or it takes the form of the AB schedule, which has alternating days of 3 or 4 classes of 75-110 minutes. It purports to allow teachers to work in a more intensive, uninterrupted manner utilizing varied techniques to make a subject more vital and more meaningful. The intent is to provide concentrated in-depth study of a subject area. Our goal is to examine some of the consequences of this system as it affects the teaching of French, especially in the areas of curriculum, methodology, and teacher preparation. Since this paper is not meant to be a scientific survey or a publication of scientific data, our method was simple but certainly not exhaustive. Although we attended conferences and read numerous reports, much of our information was gleaned from personal experience and from informal contacts with colleagues who have had varying degrees of experience with block scheduling or who are currently in the decision-making process. People were very forthright in discussing their views. Most of them remained hopeful while nonetheless lamenting certain shortcomings. A major area of concern is the way a district proceeds in inaugurating the change to block scheduling. Teachers must become an integral part of that change. They need to discuss these plans, to understand the ramifications, and to add their experience and input. They need the time to confer with each other as colleagues within departments, and as a whole faculty. They need to visit other schools where this type of scheduling appears to be working. In-service days with hands-on activities are exceedingly important. Certainly they need lead time to plan their classes, to revamp