Flexible schedule

Flexible scheduling

 

How many schools are using block scheduling? What is flexible and block scheduling? What are the benefits of flexible scheduling?

Rationale and justification
Alternate scheduling patterns address the concern for more appropriate learning environments for students and respond to the need, not for schools to be more organized, but to be more flexible and creative in the use of time (Spear, 1992). It has become apparent to practitioners that the structure of the school schedule influences the degree to which middle level schools respond to the developmental needs of their students (Williamson, 1993). The type of schedule which enables schools to incorporate the most recommended practices is known as flexible scheduling, a feature of exemplary schools that restructures resources by optimizing time, space, and staff and facilitates varied curriculum offerings and teaching strategies (Canady, 1995).

Benefits of flexible scheduling
Offering a choice of time configurations, flexible scheduling benefits both students and teachers. Large blocks of time can enhance teaming by providing time for teachers to plan together during a common planning time and to develop various learning activities that vary the location of classes and routine (Erb & Doda, 1989). Teachers can improve their teaching strategies and have less stress factors, such as a lower number of students per day, more quality time, more in-depth exploration of topics, and curricular integration. Teachers are directly involved with students and are the best judge of time requirements for learning activities. Blocks of time enable them to make choices and have more control over the learning environment. Teachers also move from the role of lecturer to facilitator and guide, while having sufficient class time to use hand-on activities, groupwork, project-based learning, technology, the media center, local organizations, and interactions with the community in service learning units.

With large blocks of time to facilitate involvement, students benefit from less fragmentation and more engagement in project-based learning and interdisciplinary activities, promoting skill application, interpersonal relations, and decision-making skills related to concrete, relevant problems (Vars, 1993). Results indicate increased student engagement and achievement and positive social ramifications (Arhar, 1992).