Alternate Block Schedule Research

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Alternate Block Schedule Research Instructional
Guide

• High School Great Source
• W,X,Y,Z

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Outcomes

• Understand how to work within the alternate
  block schedule
• Understand how to use the Essential Concepts
  Instructional Guide (ECIP) for planning purposes
• Understand the concept of Perfect Practice as
  an instructional strategy

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Advantages of the Alternate Block System

• Increased student achievement---Can be
  "dramatic" (Queen, Algozzine, and Watson, 2008)
• Grades and Grade point averages increase (Zepeda
  and Smith, 2006)
• Teachers have more time to develop Key Concepts
  (Huff-1995)
• Teachers report more time for differentiated
  Instruction (Bryant and Claxton, 1996)
• Teachers can have students apply new concepts
  immediately (Huff,1995)

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Advantages of the Alternate Block System cont.

• Improved interaction with students (Adams and
  Salvaterra, 1998)
• Positive student discipline gains (Canady and
  Retting, 1997)
• Increased opportunity to use varying
  instructional strategies (Queen, Algozzine, and
  Eady, 1996)
• 80 of students more positive about the block
  schedule-would not return to non-block (Huff,
  1995)
• 72 of Secondary Schools in the US have some sort
  of Block Schedule. (Queen, 2009)

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Essential Support Systems for Block Scheduling
(Queen, 2009)

• Curriculum Alignments which identify the scope
  and sequence of what is to be taught (Academic
  Plans)
• Pacing Guides for each course for daily, weekly,
  and semester use (Academic Plans and Essential
  Concept Instructional Guides-ECIG)
• Incorporation of Essential Concepts into the
  Pacing Guide with time management defined (ECIG)
• Changing the classroom structure/tasks a minimum
  of every 20 to 25 minutes (ECIG)

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Essential Support Systems for Block Scheduling
(Queen, 2009)-cont.

• Teachers should have a minimum of five strategies
  for student activities (Cadre resources)
• Students practice the skill or concept under the
  teacher's direction (ECIG)
• Direct Instruction for all---especially critical
  for at-risk students (Also Klesius and
  Searls,1990) (ECIG)
• Formative and Summative Student Assessments
  (FORF, MAZE, FAIR, FCAT, CBA, etc.)
• Entire classroom time needs to be used for
  instruction (ECIG)

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Instructional Transitions
YOU DO

• I DO WE DO

Teaching to Learning
Responsibility for Learning
Monitoring
TEACHER
STUDENT
Plan - Do - Study - Act
Entice, Enlighten, Engage, Extend, Enact
Higher Order Thinking
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Creating a Guide for Block Instruction

• How do we make the most of the 80-minute
• block?

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Elements of Instructional Guide

• Logically sequenced, integrated content
• Appealing to multiple learning styles
• Engaging events of instruction
• Aligned with standards
• Incorporates school initiatives
• Incorporates movement
• Identifies available resources
• Follows Systematic, Explicit Instruction Model

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Direct Instruction
Guided Practice
Higher Order Thinking Assess/ Introspection
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Direct Instruction

• Direct Instruction typically starts a unit or a
  new skill within the unit and/or anytime that
  students need additional instruction to gain more
  understanding. (i.e. assessment shows need for
  additional instruction).
• It includes the building of adequate background
  knowledge for students in need of such support.
• Direct instruction is explicit and systematic.
• What, Why, Model/Explain

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Guided Practice

• Points to Consider
• Guided Practice Perfect Practice or Practice
  with Support and/or Corrective Feedback.
• Feedback is constructive.
• Practice is not an assessment.
• Students are able to try the new skill/concept
  without penalty and with teacher support.

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Perfect Practice Sample
Sort Activity

• meteor angel music morph
• psych -ology -ic -al
• hero -ology -less -ology
• book cartoon -ology -ologist
• zoo -ologist -ist -ology
• -ly -er -s -ian

The above words will be handed to each group by
word parts students are to create as many words
as possible, then using their knowledge of
suffixes, explain the meaning of each word. They
may use their informational sheets that have the
suffix definitions. Students will be given a
sheet with all the answers to check their work.
Assessment only
Perfect Practice Opportunity to Check
Understanding
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Answer sheet for Word Sort

• meteorology the study of meteors
  meteorological-relating to the study of meteors
• zoology the study of animals morphology
  the study of morphs (form)
• heroic relating to a hero
  psychologically-to act in a way related to the
• psychology the study of the mind study of
  the mind
• meteorologist one who studies meteors
• cartoonist one who draws cartoons did not
  use less (without)
• zoologist one who studies zoology musical
  relating to music
• angelic relating to an angel
• books more than one book
• psychologist one who studies the mind
• cartoons- more than one cartoon
• musician one who works with music
• psychological relating to the study of the mind

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Perfect Practice 2 - The Reading ProcessThe
entire reading process can be described in a few
easy-to-follow steps.

• Set a purpose.
• Create some personal connection to the text.
• Reread to find out things you might have missed
  the first time through.
• After
• During
• Remember what you learned.
• Plan a reading strategy.
• Pause, reflect, and look back to see if you found
  information that fits your purpose.
• Before
• Preview the reading.
• Read with a purpose.

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The Reading Process

• The entire reading process can be described in a
  few
• easy-to-follow steps.
• Before
• Set a purpose.
• Preview the reading.
• Plan a reading strategy.
• During
• Read with a purpose.
• Create some personal connection to the text.
• After
• Pause, reflect, and look back to see if you found
  information that fits your purpose.
• Reread to find out the things you might have
  missed the first time through.
• Remember what you learned.

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Higher Order Thinking

• Application
• Assessment Considerations Three Types
• Introspection solidifies or enhances the
  learning. Consider questions like
• 1. What helped me with the learning?
• 2. How did I learn it?
• 3. What didnt work or inhibited my learning?
• 4. What would have helped me learn more
  successfully?

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Instructional Guide Assessment

• Three Types of Assessment ensures that there is
  always something for the students to work toward.
• Due Now (within class period)
• Due Later this Week
• Due Long Term

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Steps for Success

• Determine the length of your essential concept.
• Consult your academic plan to determine the
  standards that must be taught within the unit.
• Determine what assessments you will use, when you
  will assess, and how often.
• Plan your daily lessons determining your sequence
  of events as it relates to the Systematic,
  Explicit Instruction Model.
• Plan your movement and instructional strategies
  and decide where these will best fit in the
  Systematic, Explicit Instruction Model.

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Sample Academic Plan
Quarterly Content Guide - Intensive Reading W Quarterly Content Guide - Intensive Reading W
Quarter 1 Quarter 2
   
Introduction Reading Non-Fiction
The Reading Process Reading Fiction
Reading Know How Reading Suffixes
Reading Textbooks  
Reading Non-Fiction  
Suffixes  
   
Quarter 3 Quarter 4
   
Reading Graphics Drama
Reading for Tests Internet Reading
Poetry Reading for the Everyday World
Prefixes Prefixes
   
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Electronic Template
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Resource Guide
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ESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE ESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE ESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE
COURSE Great Source W COURSE Great Source W TEACHER      
PERIODS       PERIODS       ACADEMIC PLAN QUARTER __________________________________
POSSIBLE ESOL STRATEGIES Initial Writing Direct Instruction Language Experience Key Words Story Telling Multisensory Experiential Silent Reading Whole Language Computer Assisted Vocabulary Creative Evaluations Inquiry Approach Cooperative Learning Adult/Peer Tutor OTHER (EXPLAIN)       POSSIBLE ESE ACCOMODATIONS Pre-Teach Vocabulary Examples of Finished Projects Extended Time Simplify Complex Directions Shorten Assignments/Assessments Flexible Assessment Adult/Peer Tutor Written Outline/Guided Notes Oral Directions/Key Points on Board Visual Aids/Graphic Organizer OTHER (EXPLAIN)       ESSENTIAL KNOWLEDGE/CONCEPT Introduction to Reading
POSSIBLE ESOL STRATEGIES Initial Writing Direct Instruction Language Experience Key Words Story Telling Multisensory Experiential Silent Reading Whole Language Computer Assisted Vocabulary Creative Evaluations Inquiry Approach Cooperative Learning Adult/Peer Tutor OTHER (EXPLAIN)       POSSIBLE ESE ACCOMODATIONS Pre-Teach Vocabulary Examples of Finished Projects Extended Time Simplify Complex Directions Shorten Assignments/Assessments Flexible Assessment Adult/Peer Tutor Written Outline/Guided Notes Oral Directions/Key Points on Board Visual Aids/Graphic Organizer OTHER (EXPLAIN)       STANDARDS ALIGNMENT L.A.A.1.4.2 L.A.A.2.4.1 L.A.A.2.2.7 L.A.A.2.4.2 L.A.A.2.4.5 L.A.A.2.4.4 L.A.A.2.4.7 L.A.A.2.4.8
FLORIDA GOAL 3 STANDARDS 1. INFORMATION MANAGER 3. NUMERIC PROBLEM SOLVER 5. RESPONSIBLE WORKER 7. SYSTEMS MANAGER 9. EFFECTIVE LEADER 2. EFFECTIVE COMMUNICATOR 4. CREATIVE/CRITICAL THINKER 6. RESOURCE MANAGER 8. COOPERATIVE WORKER 10. CULTURALLY SENSITIVE READING STANDARD(S)/STRATEGIES
FLORIDA GOAL 3 STANDARDS 1. INFORMATION MANAGER 3. NUMERIC PROBLEM SOLVER 5. RESPONSIBLE WORKER 7. SYSTEMS MANAGER 9. EFFECTIVE LEADER 2. EFFECTIVE COMMUNICATOR 4. CREATIVE/CRITICAL THINKER 6. RESOURCE MANAGER 8. COOPERATIVE WORKER 10. CULTURALLY SENSITIVE INTERACTIVE LEARNING STRATEGIES (MOVEMENT) Cooperative grouping Pairs
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Section/Topic Introduction Unit 1 Date Range 5 Days August 24-28th Resources Readers Handbook TE, OH 1, LP p.44, ST pp. 26-35, AB pp. 6-9 Sourcebook pp. 9-10, VTM Lessons 1-2
(Direct Instruction) (Direct Instruction) (Direct Instruction) (Guided Practice) (Guided Practice) (Guided Practice) (Higher Order Thinking) (Higher Order Thinking) (Higher Order Thinking)
Date(s) What Why Explain/Model Support/ Corrective Feedback Perfect Practice Self-Monitor/ Application Introspection/ Learning Processes Reflection

8-24-09 (4) 1. What is Reading? 6. Why You Read (10) 2. Explain Importance of Reading 7. Explain Importance for Reading TeenBiz3000 (days may vary) (17) 3. Read RH textbook pp. 26-27. Teacher discusses summarizes content. 8. Review RH Textbook pp. 28. Teacher discusses summarizes content. (19) 4. Students peer share the top three types of reading they do each day. In groups, review responses, and then have one student share with the class. 9. In groups, students discuss where they use functional reading. Review responses, peer share then select volunteers for sharing whole group. (     )       (30) 5. RH Application Reflective responses pp. 6-7 10. Describe something new you learned about reading. 11. RH Application Reflective responses p.8
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Differences in Plans

• Daily Plans
• Short term
• Difficult to track progress, strategies and
  structures over time
• Instructional practices can be unspecified
• Generated by skills
• Breadth not depth
• Usually tied to resources

• Instructional Guide
• Long-range view
• Easy to track progress, strategies and structures
  over time
• Instructional practices get careful consideration
• Generated by essential concepts and Systematic,
  Explicit Teaching Model
• Depth not breadth
• Lasting not tied to resources

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Primacy-Recency Effect

• During a learning episode, we remember best what
  comes first, second best what comes last and
  least what comes just past the middle.
• An adolescent normally can process an item in
  working memory intently for 10-20 minutes then
• Focus drifts and mental fatigue sets in.
• Boredom with the item occurs.
• Depth not Breadth!

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Three or More Activities Per Instructional Guide

• A. Need not be equal in length
• 1. Large/small group Interactive
• activity
• 2. Individual productivity
  Introspective
• activity
• 3. Teacher-centered Introduction,
• Informational, Instructional Activity
• B. Vary the amount and time of activities

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Momentum Considerations

• Time Management
• 1. Use a timer
• 2. Use a time schedule (display)
• 3. Allow students some control of
• class time use
• Provisioning
• 1. Have all materials ready and in place
• 2. Plan Ahead
• Movement
• 1. Plan for movement
• 2. Share responsibility and expectations
  for movement
• with students

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Engaging Activities

• Reciprocal Teaching
• Kagan Strategies (Cooperative Learning)
• Inquiry Based Learning
• Simulations
• And more!

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Assessing Your Instructional Guide

• Does the unit target my standards?
• Does my unit meet the requirements of the
  Academic Plan?
• Does my unit target all the areas of the
  Systematic, Explicit Instruction Model?
• Does my unit include movement and/or engaging
  activities?
• Does my unit include instructional strategies
  and/or initiatives of my school?
• Do I need to adjust my timeline and/or plan?
• What does my data show?
• What are the strengths of the unit?
• What are some weaknesses of the unit?
• Are there any threats to my success?
• Was there learning?
• Was there retention?

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Rubric
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Questions/Concerns?Now, we want you to have a
chance to work with the ECIG!