Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

Not PP; but I prefer the schedule that provides the most, quality instruction for the students. Teachers have entered the field for decades knowing it isn't a 9 month 8-3 job. Other professions work beyond their basic work day hours as well. It's part of the job. That said, in the past, scheduling allowed planning periods for teachers. That doesn't seem to be the case anymore. So if block scheduling allows teachers 30 minutes to tend to their administrative duties while students work on group projects (which reduces the need for students to coordinate getting together outside of school), or individual assignments - that's ok with me.

The key to effective block scheduling is for the teacher to use that time as it is intended and in a way that keeps the students engaged - not to just teach half the time they otherwise would in an everyday schedule. Some are much better than that than others.

Plus, it seems to work for colleges; so I don't understand why parents are all huffy about it in high school. It also eliminates the students' need to carry notebooks and materials for all of their classes every day. Since many don't have or use lockers - who has time to get to them with only 3 or 4 minutes between classes, anyway? - that's another advantage to block schedules.

I’m so Fing tired of block scheduling being justified because college does it.

First off, college is already highly filtered for capable students, and any student who wouldn’t want to be there would simply skip class rather than cause disruption.

2nd not all classes are block schedule length

finally, colleges students aren’t in school for 6 hours straight — they have lots of breaks to recharge and would never take 3 block classes on one day like a typical high school student, let along all week long.

For example, a quick Google:

https://admission.princeton.edu/blogs/day-life

Sorry I meant in block classes for 6 hours straight.

I don't understand, the schedule you posted shows 6 hours straight Mondays and Wednesdays...?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think HB tried out the block system and kids voted to go back to traditional.

WTAF?!!?! HB is the only APS school without block scheduling?????

They have 50-min. blocks but each class only meets 4x/week.

Exactly. The 90 minute classes are BS. Teachers don’t have the time energy to build those project based lessons that would use 90 minutes, so end up doing 45 minute typical period lecture, and then de facto study hall for remainder of block. Kids and teacher just don’t have stamina for multiple 90 minute classes.

HBW is running just like my neighbors private school, 50 minute periods but 4x week. What a weird coincidence.

My high school has 50ish minute blocks 4 days a week. It was great. Gave you a little more time with each class and also gave you one night off from homework for each class. It is frustrating HBW is able to keep to that and the other schools have to switch.

Public education is just nuts, so much chasing trends with little supporting data

I think Block scheduling let’s teacher work a little less (instead of 2 days of lectures, it’s 1 lecture and study hall), and maybe saves county money someway but that I’m less sure about.

From what my kids have said I don't think it's a "study hall" as kids get older. It can be used for group work, discussions, more active learning, etc. Probably easier to have continuity of thought with a longer "teach" portion. Not so chopped up over the week.

+1
Some classes, like math, may be better suited for every day; but as others have mentioned, others benefit from the long blocks. Science labs, music and arts; and I think class discussions in other subjects like English and even history would be better with more time to really delve into ideas and thoughts. Of course, kids actually reading a whole novel would facilitate better literary discussions, too....

My kids definitely benefitted from the longer periods and the every-other-day schedule. I noticed the impact most when DD was in AP World History in 9th grade. She happened to have it scheduled in the daily shorter period while her BFF was in the every-other-day long block. They were both very good students but DD really struggled with it and found it exhausting to never have a break vs. her friend who benefitted from the longer stretches for discussion and feedback plus having two days to get homework done instead of having something due every day (BFF's mom is a good friend of mine so we compared experiences). I do wish they were thoughtful about which classes were able to be scheduled in that daily class. I think sciences are not scheduled then (because of labs) but those AP History classes do better IMO in the longer blocks.

I did block schedules 20+ years ago when I was in high school and much preferred it back then.

I don't know about middle school, though, since kids probably have shorter attention spans, especially in 6th just coming out of elementary.

I agree with this, like them for HS, seems a lot for MS. Not only are you adjusting to changing classes, dealing with different teachers and the organizational challenge of that. Then to add on keeping track of the every-other-day classes seems a bit much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think HB tried out the block system and kids voted to go back to traditional.

WTAF?!!?! HB is the only APS school without block scheduling?????

They have 50-min. blocks but each class only meets 4x/week.

Exactly. The 90 minute classes are BS. Teachers don’t have the time energy to build those project based lessons that would use 90 minutes, so end up doing 45 minute typical period lecture, and then de facto study hall for remainder of block. Kids and teacher just don’t have stamina for multiple 90 minute classes.

HBW is running just like my neighbors private school, 50 minute periods but 4x week. What a weird coincidence.

My high school has 50ish minute blocks 4 days a week. It was great. Gave you a little more time with each class and also gave you one night off from homework for each class. It is frustrating HBW is able to keep to that and the other schools have to switch.

Public education is just nuts, so much chasing trends with little supporting data

I think Block scheduling let’s teacher work a little less (instead of 2 days of lectures, it’s 1 lecture and study hall), and maybe saves county money someway but that I’m less sure about.

From what my kids have said I don't think it's a "study hall" as kids get older. It can be used for group work, discussions, more active learning, etc. Probably easier to have continuity of thought with a longer "teach" portion. Not so chopped up over the week.

+1
Some classes, like math, may be better suited for every day; but as others have mentioned, others benefit from the long blocks. Science labs, music and arts; and I think class discussions in other subjects like English and even history would be better with more time to really delve into ideas and thoughts. Of course, kids actually reading a whole novel would facilitate better literary discussions, too....

My kids definitely benefitted from the longer periods and the every-other-day schedule. I noticed the impact most when DD was in AP World History in 9th grade. She happened to have it scheduled in the daily shorter period while her BFF was in the every-other-day long block. They were both very good students but DD really struggled with it and found it exhausting to never have a break vs. her friend who benefitted from the longer stretches for discussion and feedback plus having two days to get homework done instead of having something due every day (BFF's mom is a good friend of mine so we compared experiences). I do wish they were thoughtful about which classes were able to be scheduled in that daily class. I think sciences are not scheduled then (because of labs) but those AP History classes do better IMO in the longer blocks.

I did block schedules 20+ years ago when I was in high school and much preferred it back then.

I don't know about middle school, though, since kids probably have shorter attention spans, especially in 6th just coming out of elementary.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think HB tried out the block system and kids voted to go back to traditional.

WTAF?!!?! HB is the only APS school without block scheduling?????

They have 50-min. blocks but each class only meets 4x/week.

Exactly. The 90 minute classes are BS. Teachers don’t have the time energy to build those project based lessons that would use 90 minutes, so end up doing 45 minute typical period lecture, and then de facto study hall for remainder of block. Kids and teacher just don’t have stamina for multiple 90 minute classes.

HBW is running just like my neighbors private school, 50 minute periods but 4x week. What a weird coincidence.

My high school has 50ish minute blocks 4 days a week. It was great. Gave you a little more time with each class and also gave you one night off from homework for each class. It is frustrating HBW is able to keep to that and the other schools have to switch.

Public education is just nuts, so much chasing trends with little supporting data

I think Block scheduling let’s teacher work a little less (instead of 2 days of lectures, it’s 1 lecture and study hall), and maybe saves county money someway but that I’m less sure about.

From what my kids have said I don't think it's a "study hall" as kids get older. It can be used for group work, discussions, more active learning, etc. Probably easier to have continuity of thought with a longer "teach" portion. Not so chopped up over the week.

+1
Some classes, like math, may be better suited for every day; but as others have mentioned, others benefit from the long blocks. Science labs, music and arts; and I think class discussions in other subjects like English and even history would be better with more time to really delve into ideas and thoughts. Of course, kids actually reading a whole novel would facilitate better literary discussions, too....

My kids definitely benefitted from the longer periods and the every-other-day schedule. I noticed the impact most when DD was in AP World History in 9th grade. She happened to have it scheduled in the daily shorter period while her BFF was in the every-other-day long block. They were both very good students but DD really struggled with it and found it exhausting to never have a break vs. her friend who benefitted from the longer stretches for discussion and feedback plus having two days to get homework done instead of having something due every day (BFF's mom is a good friend of mine so we compared experiences). I do wish they were thoughtful about which classes were able to be scheduled in that daily class. I think sciences are not scheduled then (because of labs) but those AP History classes do better IMO in the longer blocks.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

Not PP; but I prefer the schedule that provides the most, quality instruction for the students. Teachers have entered the field for decades knowing it isn't a 9 month 8-3 job. Other professions work beyond their basic work day hours as well. It's part of the job. That said, in the past, scheduling allowed planning periods for teachers. That doesn't seem to be the case anymore. So if block scheduling allows teachers 30 minutes to tend to their administrative duties while students work on group projects (which reduces the need for students to coordinate getting together outside of school), or individual assignments - that's ok with me.

The key to effective block scheduling is for the teacher to use that time as it is intended and in a way that keeps the students engaged - not to just teach half the time they otherwise would in an everyday schedule. Some are much better than that than others.

Plus, it seems to work for colleges; so I don't understand why parents are all huffy about it in high school. It also eliminates the students' need to carry notebooks and materials for all of their classes every day. Since many don't have or use lockers - who has time to get to them with only 3 or 4 minutes between classes, anyway? - that's another advantage to block schedules.

I’m so Fing tired of block scheduling being justified because college does it.

First off, college is already highly filtered for capable students, and any student who wouldn’t want to be there would simply skip class rather than cause disruption.

2nd not all classes are block schedule length

finally, colleges students aren’t in school for 6 hours straight — they have lots of breaks to recharge and would never take 3 block classes on one day like a typical high school student, let along all week long.

For example, a quick Google:

https://admission.princeton.edu/blogs/day-life

Sorry I meant in block classes for 6 hours straight.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

Not PP; but I prefer the schedule that provides the most, quality instruction for the students. Teachers have entered the field for decades knowing it isn't a 9 month 8-3 job. Other professions work beyond their basic work day hours as well. It's part of the job. That said, in the past, scheduling allowed planning periods for teachers. That doesn't seem to be the case anymore. So if block scheduling allows teachers 30 minutes to tend to their administrative duties while students work on group projects (which reduces the need for students to coordinate getting together outside of school), or individual assignments - that's ok with me.

The key to effective block scheduling is for the teacher to use that time as it is intended and in a way that keeps the students engaged - not to just teach half the time they otherwise would in an everyday schedule. Some are much better than that than others.

Plus, it seems to work for colleges; so I don't understand why parents are all huffy about it in high school. It also eliminates the students' need to carry notebooks and materials for all of their classes every day. Since many don't have or use lockers - who has time to get to them with only 3 or 4 minutes between classes, anyway? - that's another advantage to block schedules.

I’m so Fing tired of block scheduling being justified because college does it.

First off, college is already highly filtered for capable students, and any student who wouldn’t want to be there would simply skip class rather than cause disruption.

2nd not all classes are block schedule length

finally, colleges students aren’t in school for 6 hours straight — they have lots of breaks to recharge and would never take 3 block classes on one day like a typical high school student, let along all week long.

For example, a quick Google:

https://admission.princeton.edu/blogs/day-life

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids APS middle school does it and I hate it. It seems especially bad for the 6th grade pre algebra class. It's hard to learn three years of math in one year when your class only meets 2-3 times a week.

Why would the sixth grade prealgebra class need to teach three years of math?

Yeah I don't understand this either.

It used to be called Math 6-7-8.

It's one year of pre-algrebra. They are not trying to cram three years of material into one year.

How is it not three years of math in one? These kids were all in fifth grade math the year before, at the end of the year they take the 8th grade SOL. That means they have to cover material from.6, 7 and 8th.

DP. You have some bad information. They do not take the 8th grade SOL at the end of 6th grade.

I was told the pre-algebra kids do.

You got bad information. Most APS 8th graders take algebra or geometry in 8th grade. Only those who are effectively on a remedial math track take pre-algebra in 8th grade.

Yes, exactly. Pre-algebra is only one year. If you stretched out Math 6, 7, 8 over three years, it would be remedial and very slow. That's why it's not the same as saying "three years worth of math in one year." Normal course is algebra in 8th.

NP The base case in APS is Algebra 1 in 9th grade. Taking it in 7th or 8th grade is considered accelerated. For kids getting ready to take Algebra 1 in 7th grade, they take Pre-Algebra in 6th, which covers content from 6th, 7th, and 8th grade (standard 8th grade math, not Algebra). At the end of the course, they take the Math 8 SOL to see if they have sufficient mastery to go on Algebra 1 in 7th grade. It is technically three years of content they're covering, but there is overlap between 7th and 8th grade math. Kids taking Algebra 1 in 8th grade cover two years of content in Pre-Algebra in 7th grade (7th and 8th grade content), but again, there is overlap between those two years.

How many APS kids take Algebra 1 in 9th grade? I thought the vast majority take it in 8th, with a few taking it in 7th?

APS provides a class size report. The latest one was not as detailed as prior ones but shows the number of classes with 27 or more students at the HS. So, Wakefield had 7 Alg 1 classes that big, W-L had 2, Yorktown had 4. That would not include any Alg 1 classed with fewer than 27 students. So, sounds like plenty of students do take Alg 1 in HS, although a lot more at Wakefield and the fewest at W-L.

https://www.apsva.us/wp-content/uploads/2021/12/2021-22-Class-Size-Report.pdf

This is interesting, thanks.

It might add more insight to look at the 8th grade math classes, given the class size factor in the above data. Wakefield is the most crowded high school currently, drawing from the most crowded middle schools (esp Gunston) which may add to larger class sizes. I was told that last year's freshman Wakefield class was the largest ever. South Arlington also has significantly more immigrants and ESL students who are less likely to be enrolled in middle school Algebra v. affluent north Arlington with parents pushing acceleration more and being able to support that or provide tutoring, etc., to enable more students to take Algebra earlier. Also, I imagine almost all of the Algebra 1 high school students are 9th graders; but there may be a few "repeats" or other exceptions in there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

Not PP; but I prefer the schedule that provides the most, quality instruction for the students. Teachers have entered the field for decades knowing it isn't a 9 month 8-3 job. Other professions work beyond their basic work day hours as well. It's part of the job. That said, in the past, scheduling allowed planning periods for teachers. That doesn't seem to be the case anymore. So if block scheduling allows teachers 30 minutes to tend to their administrative duties while students work on group projects (which reduces the need for students to coordinate getting together outside of school), or individual assignments - that's ok with me.

The key to effective block scheduling is for the teacher to use that time as it is intended and in a way that keeps the students engaged - not to just teach half the time they otherwise would in an everyday schedule. Some are much better than that than others.

Plus, it seems to work for colleges; so I don't understand why parents are all huffy about it in high school. It also eliminates the students' need to carry notebooks and materials for all of their classes every day. Since many don't have or use lockers - who has time to get to them with only 3 or 4 minutes between classes, anyway? - that's another advantage to block schedules.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think HB tried out the block system and kids voted to go back to traditional.

WTAF?!!?! HB is the only APS school without block scheduling?????

They have 50-min. blocks but each class only meets 4x/week.

Exactly. The 90 minute classes are BS. Teachers don’t have the time energy to build those project based lessons that would use 90 minutes, so end up doing 45 minute typical period lecture, and then de facto study hall for remainder of block. Kids and teacher just don’t have stamina for multiple 90 minute classes.

HBW is running just like my neighbors private school, 50 minute periods but 4x week. What a weird coincidence.

My high school has 50ish minute blocks 4 days a week. It was great. Gave you a little more time with each class and also gave you one night off from homework for each class. It is frustrating HBW is able to keep to that and the other schools have to switch.

Public education is just nuts, so much chasing trends with little supporting data

I think Block scheduling let’s teacher work a little less (instead of 2 days of lectures, it’s 1 lecture and study hall), and maybe saves county money someway but that I’m less sure about.

From what my kids have said I don't think it's a "study hall" as kids get older. It can be used for group work, discussions, more active learning, etc. Probably easier to have continuity of thought with a longer "teach" portion. Not so chopped up over the week.

+1
Some classes, like math, may be better suited for every day; but as others have mentioned, others benefit from the long blocks. Science labs, music and arts; and I think class discussions in other subjects like English and even history would be better with more time to really delve into ideas and thoughts. Of course, kids actually reading a whole novel would facilitate better literary discussions, too....

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

Not PP; but I prefer the schedule that provides the most, quality instruction for the students. Teachers have entered the field for decades knowing it isn't a 9 month 8-3 job. Other professions work beyond their basic work day hours as well. It's part of the job. That said, in the past, scheduling allowed planning periods for teachers. That doesn't seem to be the case anymore. So if block scheduling allows teachers 30 minutes to tend to their administrative duties while students work on group projects (which reduces the need for students to coordinate getting together outside of school), or individual assignments - that's ok with me.

The key to effective block scheduling is for the teacher to use that time as it is intended and in a way that keeps the students engaged - not to just teach half the time they otherwise would in an everyday schedule. Some are much better than that than others.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

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Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

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Anonymous wrote:My kids APS middle school does it and I hate it. It seems especially bad for the 6th grade pre algebra class. It's hard to learn three years of math in one year when your class only meets 2-3 times a week.

Why would the sixth grade prealgebra class need to teach three years of math?

Yeah I don't understand this either.

It used to be called Math 6-7-8.

It's one year of pre-algrebra. They are not trying to cram three years of material into one year.

How is it not three years of math in one? These kids were all in fifth grade math the year before, at the end of the year they take the 8th grade SOL. That means they have to cover material from.6, 7 and 8th.

DP. You have some bad information. They do not take the 8th grade SOL at the end of 6th grade.

I was told the pre-algebra kids do.

You got bad information. Most APS 8th graders take algebra or geometry in 8th grade. Only those who are effectively on a remedial math track take pre-algebra in 8th grade.

Yes, exactly. Pre-algebra is only one year. If you stretched out Math 6, 7, 8 over three years, it would be remedial and very slow. That's why it's not the same as saying "three years worth of math in one year." Normal course is algebra in 8th.

NP The base case in APS is Algebra 1 in 9th grade. Taking it in 7th or 8th grade is considered accelerated. For kids getting ready to take Algebra 1 in 7th grade, they take Pre-Algebra in 6th, which covers content from 6th, 7th, and 8th grade (standard 8th grade math, not Algebra). At the end of the course, they take the Math 8 SOL to see if they have sufficient mastery to go on Algebra 1 in 7th grade. It is technically three years of content they're covering, but there is overlap between 7th and 8th grade math. Kids taking Algebra 1 in 8th grade cover two years of content in Pre-Algebra in 7th grade (7th and 8th grade content), but again, there is overlap between those two years.

How many APS kids take Algebra 1 in 9th grade? I thought the vast majority take it in 8th, with a few taking it in 7th?

APS provides a class size report. The latest one was not as detailed as prior ones but shows the number of classes with 27 or more students at the HS. So, Wakefield had 7 Alg 1 classes that big, W-L had 2, Yorktown had 4. That would not include any Alg 1 classed with fewer than 27 students. So, sounds like plenty of students do take Alg 1 in HS, although a lot more at Wakefield and the fewest at W-L.

https://www.apsva.us/wp-content/uploads/2021/12/2021-22-Class-Size-Report.pdf

This is interesting, thanks.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!