Flexing the Middle School Block Schedule by Adding Non-Traditional Core Subjects and Teachers to the Interdisciplinary Team

Middle Level Teachers’ Perceptions of the Impact of Block Scheduling on Instruction and Learning

“…Valentine and Whitaker (1997) describe flexible interdisciplinary block scheduling as "A trademark of middle level education," (p. 280) despite the absence of available statistics on its current use. Similar positive effects of implementing flexible block scheduling were reported at the middle school level as were reported at high schools (DeRouen, 1998;Gallagher, 1999;Smith, Pitkin, & Rettig, 1998). The middle schools these researchers studied used a more flexible schedule than the 4 x 4 semester block model that utilizes consistent 80 to 90 minute periods taught in a single subject instructional approach (i.e., no interdisciplinary studies).…”

“…Perhaps most importantly, many of these teachers are willing to alter previous curricular scope and sequence to adjust to the needs of middle level students who take courses for half the academic year. Comprehensive inservice training is required for teachers to make changes in their instructional strategies that match the challenge of implementing longer periods for learning (Bevevino et al, 1999;Smith et al, 1998). Perhaps the greatest change that must occur is for teachers to accept Sizer's view that, "less-is-more ..." (1992, p. 149) when determining the amount of content to study within a year.…”