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Teaching in the Block:Strategies for Engaging Active
Learners
1
Michael D. Rettig, Professor EmeritusSchool of Education
James Madison UniversityHarrisonburg, VA 22807
Summary of the Scheduling Trends in Virginia High Schools 1994-2006
Single Period Schedule Trends
1994-
95 1995-
96 1996-
97 1997-
98 1998-
99 1999-
00 2000-
01 2001-
02 2002-2003
2003-2004
2004-2005
2005-2006
6 period 55 52 42 35 24 12 9 6 7 8 8 6
7 period 133 104 79 72 69 74 70 66 64 66 66 60
8 period 3 0 0 0 0 0 0 0 0 0 0 0
Total 191 156 121 107 93 86 79 72 71 74 74 66
Block Scheduling Trends
1994-
95 1995-
96 1996-
97 1997-
98 1998-
99 1999-
00 2000-
01 2001-
02 2002-2003
2003-2004
2004-2005
2005-2006
6 A/B 16 13 12 14 7 5 6 6 7 7 0 0
7 A/B 39 52 69 74 86 82 90 92 89 89 94 89
8 A/B 10 6 8 10 11 22 27 31 34 38 42 58
4 x 4 28 58 78 84 93 97 94 95 100 97 93 95
Other 4 5 4 5 5 6 6 6 2 3 3 3
Total 97 134 171 187 202 212 223 230 232 234 232 245
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When I die,
I hope it’s during a lecture;
the difference between
life and death will be so small,
that I won’t notice it!
(Anonymous Student)
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Teaching in a block scheduleis like eternity,
and eternity is spent in one of two places.
John Strebe
Three-Part Lesson-DesignThree-Part Lesson-Design1. Explanation (20-25 mins.)1. Explanation (20-25 mins.)
ObjectiveObjective
Plan for the DayPlan for the Day
Connections to Previous LearningConnections to Previous Learning
Homework ReviewHomework Review
Teach New MaterialTeach New Material
2. Application (40-45 mins.)2. Application (40-45 mins.)
3. Synthesis (15-20 mins.)3. Synthesis (15-20 mins.)AssessmentAssessment
Re-teachingRe-teaching
Establish Connections and RelevanceEstablish Connections and Relevance
ClosureClosure 5
Application PhaseI.I. Cooperative LearningCooperative LearningII.II. Paideia SeminarsPaideia SeminarsIII.III. LaboratoryLaboratoryIV.IV. SimulationSimulationV.V. Models of TeachingModels of Teaching
A. Concept DevelopmentA. Concept DevelopmentB. InquiryB. InquiryC. Concept AttainmentC. Concept AttainmentD. SynecticsD. Synectics
VI.VI. Learning Centers or StationsLearning Centers or StationsVII.VII. TechnologyTechnologyVIII.VIII. Content Area Literacy StrategiesContent Area Literacy Strategies
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Designing Lessons for the Block Schedule With Active Learning
Strategies
Homework Review (10-15 minutes)Homework Review (10-15 minutes) Presentation (20-25 minutes)Presentation (20-25 minutes) Activity (30-35 minutes)Activity (30-35 minutes) Guided Practice (10-15 minutes)Guided Practice (10-15 minutes) Re-teach (10-15 minutes)Re-teach (10-15 minutes) Closure (5-10 minutes)Closure (5-10 minutes)
(Hotchkiss, P. in Canady and Rettig, 1996, p. 23)(Hotchkiss, P. in Canady and Rettig, 1996, p. 23)
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Homework Review (10-15 Minutes)
Inside-Outside Circles (Kagan, 1990) Inside-Outside Circles (Kagan, 1990) Pairs-Check (Kagan, 1990Pairs-Check (Kagan, 1990 Team Interview (Kagan, 1990)Team Interview (Kagan, 1990) Graffiti (Kagan, 1990)Graffiti (Kagan, 1990) Roundtable (Canady and Rettig, 1996, Ch. 3)Roundtable (Canady and Rettig, 1996, Ch. 3) Think-Pair-Share (Canady and Rettig, 1996, Ch. 3)Think-Pair-Share (Canady and Rettig, 1996, Ch. 3) Mix-Freeze-Group (Kagan, 1990)Mix-Freeze-Group (Kagan, 1990) Send a Problem (Canady and Rettig, 1995, Ch. 8)Send a Problem (Canady and Rettig, 1995, Ch. 8)
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Presentation (20-25 Minutes) Interactive Lecture (Interactive Lecture (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 2)Ch. 2) CD Rom (CD Rom (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 7)Ch. 7) Video Disc (Video Disc (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 7)Ch. 7) Videotape (Videotape (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 7)Ch. 7) Socratic Seminars (Socratic Seminars (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 2)Ch. 2) Inquiry (Gunter et al., 1995)Inquiry (Gunter et al., 1995) Direct Instruction (Direct Instruction (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 9)Ch. 9) DemonstrationDemonstration Inductive thinking (Inductive thinking (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 4)Ch. 4) Directed Reading/thinking Activity (Directed Reading/thinking Activity (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 8)Ch. 8) Concept Attainment (Concept Attainment (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch.4)Ch.4) Synectics (Synectics (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch.4)Ch.4) Memory Model (Memory Model (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 4)Ch. 4)
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Activity (30-35 Minutes) Role Play (Gunter et al., 1995)Role Play (Gunter et al., 1995) Simulation (Canady and Rettig, 1996,Simulation (Canady and Rettig, 1996, Ch. 5)Ch. 5) Synectics (Canady and Rettig, 1996,Synectics (Canady and Rettig, 1996, Ch. 4)Ch. 4) Science LaboratoryScience Laboratory Computer ReinforcementComputer Reinforcement Mix-Freeze-Group (Kagan, 1990)Mix-Freeze-Group (Kagan, 1990) Inside-Outside Circle (Kagan, 1990)Inside-Outside Circle (Kagan, 1990) Writing Lab (Canady and Rettig, 1996,Writing Lab (Canady and Rettig, 1996, Ch. 8)Ch. 8) Teams Games Tournaments(TGT)(Slavin, 1986)Teams Games Tournaments(TGT)(Slavin, 1986) Student Teams Achievement Divisions (STAD)(Slavin, 1986;Ch. 2)Student Teams Achievement Divisions (STAD)(Slavin, 1986;Ch. 2) Team ReviewTeam Review Graffiti (Kagan, 1990)Graffiti (Kagan, 1990) Roundtable (Canady and Rettig, 1996,Roundtable (Canady and Rettig, 1996, Ch. 3)Ch. 3) Pair-Share (Canady and Rettig, 1996,Pair-Share (Canady and Rettig, 1996, Ch.3)Ch.3) Learning Center (Canady and Rettig, 1996,Learning Center (Canady and Rettig, 1996, Ch. 6)Ch. 6) Send a Problem (Canady and Rettig, 1995,Send a Problem (Canady and Rettig, 1995, Ch.8)Ch.8) Pairs-Check (Kagan, 1990)Pairs-Check (Kagan, 1990) Jigsaw (Slavin, 1986)Jigsaw (Slavin, 1986)
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Designing Lessons for the Block Schedule With Active Learning
Strategies
Homework Review (10-15 minutes)Homework Review (10-15 minutes) Presentation (20-25 minutes)Presentation (20-25 minutes) Activity (30-35 minutes)Activity (30-35 minutes) Guided Practice (10-15 minutes)Guided Practice (10-15 minutes) Re-teach (10-15 minutes)Re-teach (10-15 minutes) Closure (5-10 minutes)Closure (5-10 minutes)
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Six Steps in theInteractive Lecture Model
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Set Induction
State the Objectives
Present New Material
Provide Practice
Review Previously
Taught Material
Provide Closure
Research Regarding the General Effects of Engagement on Achievement
Synthesis Study
Number of Effect
Sizes
Average Effect Size
Percentile Gain
Bloom, 1976 28 0.75 27
Frederick, 1980
20 0.82 29
Lysakowski & Wahlberg,
198222 0.88 31
Wahlberg, 1982
10 0.88 31
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As Reported in Marzano, R. (2007). The art and science of teaching. Alexandria, VA: ASCD.
Stimuli for Student Engagement
High EnergyHigh Energy Missing InformationMissing Information SelfSelf Mild PressureMild Pressure Mild Controversy and CompetitionMild Controversy and Competition
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High Energy as Stimulus
MovementMovement Lesson Pacing (especially smooth Lesson Pacing (especially smooth
transitions)transitions) Teacher Enthusiasm and IntensityTeacher Enthusiasm and Intensity
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Missing Information as Stimulus
Mysteries (Puzzles, riddles, etc.)Mysteries (Puzzles, riddles, etc.) Inquiry LessonsInquiry Lessons Directed Reading (or Listening) Thinking Directed Reading (or Listening) Thinking
Activities (DRTA, DLTA)Activities (DRTA, DLTA)
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Self as Stimulus
Student InterestsStudent Interests Student ChoicesStudent Choices Material Relevant to Current ExistenceMaterial Relevant to Current Existence
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Mild Pressure as Stimulus
Appropriate level of pressureAppropriate level of pressure Questioning techniques including “wait time” and Questioning techniques including “wait time” and
individual response boardsindividual response boards Intellectual ChallengeIntellectual Challenge
Key: Pressure that is too intense or too long will Key: Pressure that is too intense or too long will cause stress that has a negative impact on learning cause stress that has a negative impact on learning and well-being.and well-being.
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Mild Controversy and Competition as Stimuli Games/ContestsGames/Contests SeminarsSeminars DiscussionsDiscussions DebatesDebates Key: Controversy must not be too Key: Controversy must not be too
“controversial.” Competition must not be too “controversial.” Competition must not be too intense. Losing teams and/or individuals must intense. Losing teams and/or individuals must not feel devalued.not feel devalued.
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The Four Circles of Engagement
Physical Domain
Movement
Social/EmotionalDomain
Affiliation
Cognitive Domain
IntellectualChallenge
Active Learning Strategies
Social/Emotional Domain
Choice
1….………5…….……9
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The Line-Up
Issue: Inclusion of special education students into general education classrooms.
Never Always
You’re a “5” if you have no
opinion or if you are
ambivalent regarding this
statement.
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You’re a “1” if you believe that special
education students should never be
included into general education classes,
regardless of the disability and regardless
of the level of support provided.
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You’re a “9” if you believe that special
education students should always be
included into general education classes,
regardless of the disability and regardless of
the level of support provided.
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Cooperative Learning: The Process
1. Class Building1. Class Building
2. Team Formation2. Team Formation
3. Team Building and Team Identity3. Team Building and Team Identity
4. Cooperative Learning Structures which have:4. Cooperative Learning Structures which have:A. Group GoalsA. Group Goals
B. Face to Face Interaction B. Face to Face Interaction
C. Positive InterdependenceC. Positive Interdependence
D. Individual AccountabilityD. Individual Accountability
5. Group Processing5. Group Processing
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The Interview1.1. InterviewInterview
A > B A > B C > DC > D
2.2. Reverse InterviewReverse Interview
B > AB > A D > CD > C
3.3. Share AroundShare Around““A” tells the other three all about “B’s” answer/response.A” tells the other three all about “B’s” answer/response.““B” tells all about “A”B” tells all about “A”““C” tells all about “D”C” tells all about “D”““D” tells all about “C”D” tells all about “C”
4.4. Total Group ShareTotal Group ShareEither randomly or sequentially, students share what Either randomly or sequentially, students share what someone else in their group said.someone else in their group said.
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Listen, Think, Team (or Pair) and Share
Listen!!! Ask a question to the entire group.Listen!!! Ask a question to the entire group. Think!!!Think!!! Give wait time. Give wait time. Team!!! Huddle the teams together to Team!!! Huddle the teams together to
compare answers, orcompare answers, or Pair!!! Have students check with a partner Pair!!! Have students check with a partner
to compare answers, andto compare answers, and Share!!! Call on a student randomly to Share!!! Call on a student randomly to
answer the question.answer the question.
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1, 2, 4 Cooperative Worksheets
1 Mode—Key Word “Respect”1 Mode—Key Word “Respect”
2 Mode—Key Word “Defend”2 Mode—Key Word “Defend”
44 Mode—Key Word Mode—Key Word “Consensus”“Consensus” 31
Roundtable 1: Number Facts One paper and one pen or pencil per team.One paper and one pen or pencil per team. No talking during contest.No talking during contest. No correcting other’s mistakes.No correcting other’s mistakes. No pointing or grunting.No pointing or grunting. No skipping turn.No skipping turn. Addition only.Addition only. No duplicates; commutative property OK.No duplicates; commutative property OK. One fact per turn.One fact per turn. Must go in a “circle.”Must go in a “circle.” 2 minute time limit.2 minute time limit.
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Corners
1.1. Divide room into “corners”.Divide room into “corners”.
2.2. Assign choices to “corners”.Assign choices to “corners”.
3.3. Describe choices; give think time.Describe choices; give think time.
4.4. Students walk to corners.Students walk to corners.
5.5. Discuss choices (Break into smaller groups, if Discuss choices (Break into smaller groups, if
necessary.)necessary.)
6.6. Numbered heads together; use wait time!!!Numbered heads together; use wait time!!!
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Corners
1.1. Research should not be allowed on fetal stem Research should not be allowed on fetal stem cells under any circumstances.cells under any circumstances.
2.2. Research should only be allowed on currently Research should only be allowed on currently existing stem cell lines.existing stem cell lines.
3.3. Research should be allowed on stem cells from Research should be allowed on stem cells from extra embryos that have been created for the extra embryos that have been created for the purpose of in vitro fertilization, but not used.purpose of in vitro fertilization, but not used.
4.4. Research should be allowed on fetal stem cells Research should be allowed on fetal stem cells from embryos specifically created to be used in from embryos specifically created to be used in research.research.
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Corners1.1. Our school only needs a simple dress code that Our school only needs a simple dress code that
delineates safety and decency standards.delineates safety and decency standards.2.2. Our school needs a dress code that requires Our school needs a dress code that requires
students’ attire to meet strict and specific students’ attire to meet strict and specific standards of decency, safety, and appropriateness standards of decency, safety, and appropriateness for the learning environment.for the learning environment.
3.3. Simple school uniforms should be required at Simple school uniforms should be required at our school such as khaki pants or skirts topped our school such as khaki pants or skirts topped by a school golf shirt.by a school golf shirt.
4.4. Formal school uniforms should be required at Formal school uniforms should be required at our school that specify all visible articles of our school that specify all visible articles of attire and should include ties for boys and dress attire and should include ties for boys and dress pants or skirts for girls.pants or skirts for girls.
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Corners con’t.
What do you put in the “corners?”What do you put in the “corners?” What’s the question you ask the students to What’s the question you ask the students to
get them to select a corner?get them to select a corner? What do you have the students do once they What do you have the students do once they
get to the corner?get to the corner?
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10 25 50
75 100
200
The
200
Poin
t Pyr
amid
Can You B
eat the Clock?
The Four Circles of Engagement
Physical Domain
Movement
Social/EmotionalDomain
Affiliation
Cognitive Domain
IntellectualChallenge
Active Learning Strategies
Social/Emotional Domain
Choice
+’s, -’s and Adaptations
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+’s -s Adaptations
Good Morning
Please sit with your team!Please sit with your team!
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Things in Common (TIC)
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Topic Likes Dislikes
Food
TV Show orMovie
Actor or Actress
Place
Activity
Concept Attainment Model
1.1. Select and Define a ConceptSelect and Define a Concept2.2. Select the AttributesSelect the Attributes3.3. Develop Positive and Negative ExamplesDevelop Positive and Negative Examples4.4. Introduce the Process to the StudentsIntroduce the Process to the Students5.5. Present the Examples and List the AttributesPresent the Examples and List the Attributes6.6. Have Students write Their Own Concept Have Students write Their Own Concept
DefinitionDefinition7.7. Give Additional ExamplesGive Additional Examples8.8. Discuss the Process with the ClassDiscuss the Process with the Class
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Jigsaw II1.1. Divide class into groups and divide study or Divide class into groups and divide study or
reading material into four sections.reading material into four sections.
2.2. Team members read/study individually.Team members read/study individually.
3.3. Expert groups meet, and share.Expert groups meet, and share.
4.4. Teams reassemble and experts teach to Teams reassemble and experts teach to their teams.their teams.
5.5. Culminating Activity: quiz, review, writing Culminating Activity: quiz, review, writing assignment, or Socratic Seminar.assignment, or Socratic Seminar.
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Send-a-Problem1.1. Each team member writes a high consensus (short answer) question on Each team member writes a high consensus (short answer) question on
an index card.an index card.2.2. Each team member checks the validity of the question and answer with Each team member checks the validity of the question and answer with
the team.the team.3.3. If the team agrees on the answer, it is written on the back of the card at If the team agrees on the answer, it is written on the back of the card at
the top.the top.4.4. Repeat for each team member.Repeat for each team member.5.5. At the signal, teams gather cards together and pass them to the next At the signal, teams gather cards together and pass them to the next
team.team.6.6. Questions are dealt out--one to a person. Each question is read aloud Questions are dealt out--one to a person. Each question is read aloud
in turn; an answer is agreed upon; if different, it is written below the in turn; an answer is agreed upon; if different, it is written below the original response. Rules for game: No spelling correction! No writing original response. Rules for game: No spelling correction! No writing on the question side of the card.on the question side of the card.
7.7. Cards are passed form team to team until they return to the group who Cards are passed form team to team until they return to the group who authored them.authored them.
8.8. Questions with alternate responses are reviewed. Disputes are Questions with alternate responses are reviewed. Disputes are resolved.resolved.
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Send-a-Problem Question Rules
Fact questions should be written, not opinion Fact questions should be written, not opinion questions.questions.
True/false, yes/no, and multiple choice questions True/false, yes/no, and multiple choice questions are not allowed.are not allowed.
Fill-in-the-blank or give-me-the-answer questions Fill-in-the-blank or give-me-the-answer questions are allowed.are allowed.
Only one or two correct answers are permitted.Only one or two correct answers are permitted. Good test question difficulty, not esoteric minutia.Good test question difficulty, not esoteric minutia. Only one question should be written on each card.Only one question should be written on each card.
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Send-a-Problem Game Rules Stack and pass cards at the teacher’s direction.Stack and pass cards at the teacher’s direction. Deal cards out, one to a person.Deal cards out, one to a person. Decide who will read the first question.Decide who will read the first question. Read question; count to three before anyone answers.Read question; count to three before anyone answers. Check your answer with the answer on the back of the Check your answer with the answer on the back of the
card. If you agree, do nothing. If you disagree, write card. If you agree, do nothing. If you disagree, write what you think is the correct answer on the answer what you think is the correct answer on the answer side of the card.side of the card.
Wait until the instructor says, “Stack ‘em and pass” to Wait until the instructor says, “Stack ‘em and pass” to pass the cards to the next team. pass the cards to the next team.
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The Four Circles of Engagement
Physical Domain
Movement
Social/EmotionalDomain
Affiliation
Cognitive Domain
IntellectualChallenge
Active Learning Strategies
Social/Emotional Domain
Choice
Inside Outside Circles1.1. The teacher discusses the topic and distributes the index cards.The teacher discusses the topic and distributes the index cards.2.2. Students write a question on the given card.Students write a question on the given card.3.3. Taking their questions with them, half of the class forms a Taking their questions with them, half of the class forms a
circle. Once the circle is formed they turn around. This is the circle. Once the circle is formed they turn around. This is the “Inside” circle.“Inside” circle.
4.4. The second half of the class forms an “Outside” circle by The second half of the class forms an “Outside” circle by matching up with individuals on the inside.matching up with individuals on the inside.
5.5. Students shake hands and introduce themselves.Students shake hands and introduce themselves.6.6. The students on the The students on the insideinside read their questions to their partners; read their questions to their partners;
both partners answer the question.both partners answer the question.7.7. The students on the The students on the outsideoutside read their questions to their read their questions to their
partners; both partners answer the question. partners; both partners answer the question. 8.8. Cards are exchanged.Cards are exchanged.9.9. At the direction of the teacher one of the circles rotate.At the direction of the teacher one of the circles rotate.10.10. Repeat beginning at step 5.Repeat beginning at step 5.
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