Using time to enable success in teaching and learning is a critical part of every school's, district's and state's journey to success. It seems that there is never enough time in schools, and leaders struggle to make the most of what they have. How best to use this precious resource is a critical question. While time in isolation from other…

Discusses five types of flexible block schedules used in a team-taught middle school classroom. Briefly describes the transition from traditional scheduling to block scheduling. (JPB)

A New Jersey middle school has balanced its academic and social/emotional development programs by adding Prime Time, a daily time block allowing students a chance to participate in various school and community activities and thereby experience support, success, and recognition. Teachers have time for planning and participating in school-based…

Describes a type of block scheduling for middle schools that combines heterogeneous grouping in all subjects within the block and ability grouping. Presents a method of compiling data for block schedules to assist planning. (JPB)

Explains why block scheduling has become accepted practice at the secondary level and describes potential benefits for middle level schools. Shares common scheduling approaches and discusses their appropriateness for use at the middle level. Presents alternative models that would permit middle school faculties to capitalize on the benefits of…

Discusses the transition from traditional teaching and scheduling to a comprehensive block schedule with team teaching at the middle school level. Describes the process of educational change, including framing the problem, establishing consensus for change, creating pure teams, designing the master schedule; also discusses implementation issues.…

Discusses the affordability of implementing interdisciplinary teaching teams and block schedules in middle schools. Argues that the benefits of these school schedules and models make them worth the investment of time and money it takes to implement them. (JPB)

Describes a principal's efforts to help staff restructure an Arizona junior high school's entire curriculum while struggling to achieve a successful transition to middle school status. The most traumatic change for staff involved a radical scheduling change from one-hour classes to two-hour time blocks with alternating subjects from quarter to…

The implementation of block scheduling by a middle school for deaf and blind students is described. Longer class periods on alternating days were found to expand teachers' opportunities to plan interdisciplinary instruction that addressed individual learning styles. An extension center was developed to provide reinforcement, enrichment, and…

Ability grouping persists because few practical, financially feasible, and politically palatable alternatives have been explored. Built to accommodate a team of 6 teachers and 135 to 150 students, 1 Virginia middle school's parallel block scheduling plan exchanges tracking for a practical method of working with heterogeneous groups of students.…

To motivate students toward higher achievement and encourage mingling across racial and socioeconomic groups, a team of Florida seventh-grade teachers developed a plan featuring a rotating schedule, enrichment classes for all students, long time-blocks two days weekly, and heterogeneous cohesive groups. The program exposed all students to a…

Examines the implementation of an alternating day schedule in middle school. It is suggested that block scheduling provides an effective instructional alternative to the traditional six- or seven-period format, creating a relaxed atmosphere while decreasing stress and improving attitudes of both students and teachers. Blocks provide a gradual…