Mathematics: To Block

or Not to Block?

A WebQuest for 6th Grade

Introduction

Many people have very strong opinions about the topic of Block Scheduling. Some believe it to be an effective way to teach and learn all the time, others think that blocks are appropriate only for certain subject areas, and some people are completely against the idea of blocking instructional periods.

Our principal has come to you for help. The subject of Block Scheduling has been discussed in several SIT (School Improvement Team) meetings, but no one really has a clear idea of what it is, or whether or not it should be put into practice at our school. One particular concern that the committee has is how well blocks work in mathematics classes. The principal asks you and your friend to find out about the subject, then make a recommendation about Block Scheduling to the members of the SIT.

Task

This quest is designed to be a collaborative effort; you will work with a partner. Your task is to create a presentation, using Power Point or another another format, to clarify the topic of Block Scheduling, and to present your recommendation about Block Scheduling to the SIT. Your main focus should be within the area of mathematics.

By the end of the lesson you will have:

visited several sites that explain Block Scheduling and list the pros and cons about the subject

formulated an opinion, based on your research, about whether or not Block Scheduling should be used in our school, especially in mathematics classes

created a Power Point or another type of presentation to explain Block Scheduling and your opinions about its use in our school.

Process

To accomplish the task, complete the following steps:

#1 - You will be assigned to a partner. After you have explored the topic of Block Scheduling using the given links, one of you will need to assume the role of "Block Supporter" and the other will be the "Block Opponent."

#2 - Visit the Internet sites listed as Resources. Read about Block Scheduling, what research has been done to see if it effective, and the pros and cons of instructional blocks. Together, define Block Scheduling.

#3 - Decide who will be "Block Supporter" and who will serve as "Block Opponent."

If you are the "Block Supporter", list as many positive aspects, or "pros", about Block Scheduling as you can, based on your research. Some of the positives should relate directly to block in mathematics classes.

If you are the "Block Opponent", list as many negative aspects, or "cons", about Block Scheduling as you can, based on your research. Some of the negatives should relate directly to block in mathematics classes.

#4 - Now is the hard part! Together, based on your research, agree on whether you are "for" or "against" block scheduling, especially for math classes. If you are having trouble agreeing, visit the following site to learn about Building Consensus (<http://webquest.sdsu.edu/processguides/consensus.html>).

#5 - Prepare your presentation. Use Power Point, or some other format, but be sure to include visuals and make it interesting. Remember, your job is to explain Block Scheduling and convince the members of the SIT that your position on Block Scheduling is also best for your school. Visit Persuasive Arguments (<http://webquest.sdsu.edu/processguides/persuasive.html>)to learn some tips to help you convince the committee. Look at the Evaluation rubric so you are aware of the expectations for your completed project.

#6 - Share your presentation with the rest of the class!

Resources

Block Scheduling: With a Mathematics Perspective by Karen Bennett
http://lrs.ed.uiuc.edu/students/bennett1/block_scheduling.htm

Time IS on Your Side! Teaching Mathematics in the Block Schedule by Carla Hunt and Susan Gilkey
http://www.pbs.org/teachersource/whats_new/math/november98.shtm

Block Scheduling: A Solution or a Problem? by Sharon Cromwell
http://www.education-world.com/a_admin/admin029.shtml

Why Block Scheduling?
http://coe.winthrop.edu/vawterd/block/why.html

Block Scheduling ? Look Before You Leap
http://www.aft.org/publications/american_teacher/sept99/block.html

Popular Reform Draws Mixed Reviews by Marjorie Coeyman
http://www.csmonitor.com/2002/0716/p13s02-lepr.htm

Block Scheduling Issues
http://www.nctm.org/about/committees/iiac/block_scheduling/issues/issue_index.htm

Report Considers Pros, Cons of Block Schedules by Margaret Claiborne
http://www.theithacajournal.com/news/stories/20001216/localregional/113974.html

Modular (Block) Schedules: Part 1: Pros and Cons
http://www.7-12educators.about.com/library/weekly/aa010600.htm

Block Scheduling
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/4

Block Scheduling by Lee Risley
http://www.cortland.edu/flteach/FAQ/FAQ-Block-observations.html

The Power of Innovative Scheduling by Robert Lynn Canady
http://www.ascd.org/readingroom/edlead/9511/canady.html

The Case Against Block Scheduling by Jeff Lindsay
http://www.jefflindsay.com/Block.shtml

Evaluation

Your project will be graded using the following rubric.


	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Content	No subject knowledge is evident. Information if missing or incorrect.	Fulfills minimal requirements. Some subject knowledge is evident, however it is confusing.	Includes essential information. Subject knowledge is evident in most of the presentation.	Covers topic in depth and every elaborate. Subject knowledge is excellent.
Mechanics	Presentation has 5 or more misspellings or grammatical errors.	Presentation has 3 or 4 misspellings or grammatical errors.	Presentation has 1 or 2 misspellings or grammatical errors.	Presentation has no misspellings or grammatical errors.
Oral Presentation	No logical sequence of events. No evidence of having rehearsed.	Clear and understandable speech. Used appropriate language, but limited in delivery.	Interesting and in logical order. A fluid delivery was used.	Highly organized and well rehearsed. Very smooth in delivery.
Visual Presentation	Presentation was "thrown together". No apparent planning, poor visuals.	Some planning, but vague knowledge of presentation mode. Fair visuals.	Planning was evident. Some "technical difficulties" occurred. Good visuals.	Well planned and organized logically. Presenters were comfortable with mode of presentation. Super visuals.
Teamwork	The workload was not divided equally. Only one person did all the work, or not much work was evident.	The workload amounts differed to a large extent. One person did a great deal of the work.	The workload was divided and shared somewhat equally between both partners	The workload was divided and shared equally between both partners.
Total Score	-	-	-	-

Conclusion

Block Scheduling certainly is a controversial subject! Now that you have finished this quest, you have defined Block Scheduling and read many opinions about the topic. You have worked with a partner to come to a consensus, and created an interesting and persuasive presentation to share your views.

The Web is a huge source of information. It is important for students to be able to read and evaluate the information they find, discuss the information with others, and work together to reach a common goal.

What are some other skills you may need as a learner? You may want to read more Process Guides (<http://webquest.sdsu.edu/processguides/>) to become more adept at brainstorming, interviewing, time management, and other skills. Visit a search engine like Yahoo (<http://www.yahoo.com/>) or Google (<http://www.google.com/>) to find information on a topic that interests you. Will your seach provide links that meet your needs, or do you need to complete a more advanced search? Perhaps you are interested in working through another Webquest, or creating your own (try The WebQuest Page at<http://webquest
.sdsu.edu/>). No matter which path you choose, learning is a skill you will use throughout your life. The more tools you acquire, the better learner you will be.

Credits & References

Thanks to Buddy Phillips, instructor, supporter, and guide.

Please visit The WebQuest Page (<http://webquest.sdsu.edu/>)and Design Patterns (<http://webquest
.sdsu.edu/designpatterns/PM.htm>) to acquire the latest version of this template and training materials.

We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.

Last updated on 4/24/03. Based on a template from The WebQuest Page