Block scheduling buffalo_seminary_e_brandjees


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This is the Power Point created by Liz Brandjes for her seminar with us on May 27, 2011

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  • Hand out index cards; provide folders with all materials
  • Hand out index cards; provide folders with all materials
  • Block scheduling buffalo_seminary_e_brandjees

    1. 1. Too Much Time? Strategies for Teaching and Learning in the Extended Block
    2. 2. Elizabeth Brandjes <ul><li>English teacher, 1991-2005, grades 7-12 </li></ul><ul><li>Taught in Massachusetts, New York City, and at Buffalo Seminary </li></ul><ul><li>Current Director of Educational Partnerships for Canisius College </li></ul><ul><li>Director for student teaching and field experiences for SEHS, CC </li></ul><ul><li>Instructor in Adolescence Education Program at Canisius College </li></ul><ul><li>Contact Information: </li></ul><ul><li>[email_address] </li></ul><ul><li>716-888-2768 </li></ul>
    3. 3. East Side Community High School <ul><li>Grade 12 schedule: three 60 minute blocks, 3x per week and one 90 minute block 1x per week in each of the major subjects. </li></ul><ul><li>Every Wednesday was a half-day for academics. </li></ul><ul><li>Students engaged in Arts Courses, Community Based Organizing and Senior Internships each Wednesday afternoon. </li></ul><ul><li>Teachers engaged in a variety of planning periods including individual planning, grade level planning, discipline based planning, and collaborative Action Research. </li></ul><ul><li>420 East 12 th Street, NY, NY </li></ul><ul><li>Grades 7-12 </li></ul><ul><li>500 students </li></ul><ul><li>Heterogeneously grouped classrooms </li></ul><ul><li>Different schedules for different grade levels </li></ul><ul><li>No bells </li></ul>
    4. 4. 4x4 Block Schedule <ul><li>90 minute blocks </li></ul><ul><li>4 courses a semester </li></ul><ul><li>8 academic courses per year </li></ul><ul><li>Complete state/graduation requirements early </li></ul><ul><li>Frees time for intensive senior year research </li></ul><ul><li>More similar to college schedule </li></ul><ul><li>Opportunities for more elective courses and for students to fit multiple AP courses into schedule </li></ul><ul><li>Utilized by many private and college preparatory high schools </li></ul><ul><li> </li></ul>
    5. 5. Buffalo seminary Will follow a Modified Block Schedule Students will take math and foreign language every day for 42 minute blocks. Students will meet English, history, science, math and art 4 times every 6 days. They will meet 2x for 42 minutes; 2x for 80 minutes. Periods 3 and 5 of each day are the extended blocks. With a group of three : What are the Pros of the new schedule? What are you excited about? What are the Cons of the new schedule? What are you worried about?
    6. 6. Pros and cons <ul><li>Excited </li></ul><ul><li>Worried </li></ul>
    7. 7. Planning for extended Blocks <ul><li>Consider multiple configurations of time </li></ul><ul><li>Use lesson planning manipulatives to guarantee full use of block and </li></ul><ul><li>to assist in keeping student attention and to guide your pacing </li></ul><ul><li>Vary the patterns of activity in class to match learning objectives and </li></ul><ul><li>increase engagement from day to day, week to week </li></ul><ul><li>Plan deliberately for transitions between activities; these can suck </li></ul><ul><li>time away from instruction/learning </li></ul><ul><li>Plan at least 3 different activities or class “segments” for an </li></ul><ul><li>80 minute block </li></ul><ul><li>Use formative assessments throughout the period to check for </li></ul><ul><li>understanding </li></ul>
    8. 8. Formative assessments <ul><li>Questioning embedded throughout lesson </li></ul><ul><li>Small group presentations </li></ul><ul><li>Pre-tests and Post-tests each period </li></ul><ul><li>Progress checks (random or announced) </li></ul><ul><li>Observation and listening </li></ul><ul><li>Class discussions—student and teacher led </li></ul><ul><li>Process- based work </li></ul><ul><li>Peer Feedback </li></ul><ul><li>Self Assessment </li></ul><ul><li>Self Reflection </li></ul><ul><li>Teacher-Student Conferences </li></ul>
    9. 9. HOMEwork Think about the purpose of the homework assignments you assign Consider assigning more substantive homework that includes ongoing completion of multiple, self-paced assignments, e.g. research projects, independent reading logs, written summaries or reports on discipline-based readings Build in individual or small-group student accountability for homework which the next class session relies upon Build the “review” of the homework into the lesson; student led, in small groups Homework as a continuation of class time or as the discovery of Information/ skills necessary to solve problems posed in class.
    10. 10. Teaching Strategies <ul><li>Cooperative Learning </li></ul><ul><li>Inquiry Based Research </li></ul><ul><li>Creative Problem Solving </li></ul><ul><li>Simulations </li></ul><ul><li>Debates </li></ul><ul><li>Presentations </li></ul><ul><li>Problem solving </li></ul><ul><li>Hands-on experimentation </li></ul><ul><li>Student centered, process-based work </li></ul><ul><li>Technology integration—by both teachers and students </li></ul><ul><li>Authentic tasks—Community based action </li></ul>
    11. 11. More time for….. Guest speakers Library research Labs Computer lab Extended viewing of films
    12. 12. Technology Integration Utilize your teacher website to house materials and information students can access as needed Create on-line discussion forums, particularly to monitor on days you do not meet; or to check that students are adequately pacing their work Allow and expect students to create films, art, projects using technology Create digital portfolios of individual work or class products Please share….
    13. 13. community involvement Connect studies to the solving of real problems in the community Allow students to become agents of change in the community Expect students to use what they are learning to examine local issues Incorporate experts from the community into your studies, either virtually or via field trips or guests to class Invite the public to experience the products created by your students: Exhibitions, Defense of research; poster presentations, portfolio sharing, etc.
    14. 14. WhAT Brings all of this together?
    15. 15. Project based learning <ul><li>Seven features can be identified as key components of Project-Based Learning. </li></ul><ul><li>These features can be used in describing, assessing, and planning for projects. They are: </li></ul><ul><li>Learner-centered environment </li></ul><ul><li>Collaboration </li></ul><ul><li>Curricular content </li></ul><ul><li>Authentic tasks </li></ul><ul><li>Multiple expression modes </li></ul><ul><li>Emphasis on time management </li></ul><ul><li>Innovative assessment </li></ul>
    16. 16. Project Based Learning in AP classes? <ul><li>In this study, high achieving students benefit from PBL and outperform their peers taught in traditional, lecture based classrooms. </li></ul><ul><li> </li></ul>Instruction carefully scaffolded Projects sequenced carefully from one topic to the next Students involved in learning the necessary background information Participatory elements, such as simulations, embedded into each unit of study Students must synthesize and apply knowledge to solve complex problems, thus demonstrating enduring understanding (learning) of content
    17. 17. Other benefits Increased sense of belonging at school or in class Increased sense of mutual accountability and interdependence among class group Increased student accountability for learning Shifting the focus from “performing” for the test or the teacher to more authentic, intrinsic motivations for acquiring knowledge. More positive relationships among students; interpersonal skills improve Improved time management skills Independent learning---students learn to pace themselves and their workload Students come to know themselves as learners