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BLOCK SCHEDULING.
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Essay Subject:
Examines use of the systems model.... More...
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5 Pages / 1125 Words
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Paper Abstract:
Examines use of the systems model. Steps required to utilize systems thinking to integrate block scheduling into a given school system. Describes the system model of education; allowing members of the system input. Various types of blocks available to schools. Need for schools to understand the change process of a system.
Paper Introduction:
INTEGRATION OF BLOCK SCHEDULING AND SYSTEMS THINKING
Introduction
This paper examines the use of the systems model (sometimes referred to as “systems thinking”) as it relates to the integration of block scheduling into an existing school system. The paper begins with a brief definition and description of block scheduling and systems thinking. It then goes on to list the steps that would be required to utilize systems thinking to integrate block scheduling into a given school system.
Block Scheduling and Systems Thinking: Definitions and Descriptions
Conley (1992) states that the “systems model” of education is a general philosophy which holds that any given school is an institution that operates in a systemic way. This means that the system
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Thisapproach to vision building is bottom-up. These members wouldinvestigate various components of the block scheduling process such as thetime and resources needed, staff readiness, process/content coordination,and so forth. Block scheduling: Changing the system. The School Administrator, 53(8), 8-14.Teger, N. Calvery et. W. To accommodate the needs associatedwith block scheduling, new procedures and practices were needed in terms ofmanagement, collection development and information skills instruction. The purpose here is to allow for both diversity and flexibility ininstructional activities. Modified block scheduling: An assessment of teachers' and students' perceptions. ED 438 625).Rettig, M. Regarding Block Scheduling, Rettig and Canady (1996) state that itconsists of a program in which at least part of students' daily schedule isorganized into larger "blocks" of time usually consisting of more than onehour. ED 438 269.Conley, D. This vision not only sets the tone butalso assists to establish any and all efforts that will be required tointegrate the new project into the system. The pros and the cons would be thoroughlyconsidered and discussed. The leader does not possess thevision; it is developed by everyone in the organization school with theadministration acting as a leader in terms of facilitating, guiding andsupporting the integration process. The authors state that many different types ofblocks are available to schools. This means that the systems perspective holdsthat a school is the sum of its parts and of all of the people involvedwith the school in some way(administrators, teachers, students, supportstaff, parents, and community members). T. & Canady, R. ERIC Document Reproduction Service No. Wesson and Kudlacz (2 ) point out that once the vision isestablished, certain key members could be selected. The authors state that only in this way can theschool be sure that the members of the system are satisfied with the changeand/or require some additional modification. Teachers also found the change to bebetter, although they were concerned about factors such as learners' timebetween courses and the amount of work students missed if they were absent. The systems model also states that the members of the system shouldbe allowed at least some input into the operation of the school.Specifically, the model holds that if the school is to performsuccessfully, all individuals in each subsystem must have access torequired information as well as at least some decisional power in schoolprograms and policies. In summary then, using systems thinking to implement block schedulingin any given school requires several steps in which all of the peopleinvolved in each school subsystem interact with one another in terms ofprogram planning, development, and implementation. Block schedules: A restructuring agenda and block scheduling impact on library media programs. Still another component of integrating a block schedule into a schoolsystem has to be some form of monitoring. An example of this can be seen ina study conducted by Teger (1996) of a block scheduling program that wasimplemented in two Florida schools. For some schools, the best way to blockinstruction is to have four 9 minute blocks per day with the school yeardivided into two semesters. (1996). ED 344 329.Lewis, R. Once the larger system agrees to components, aprocess of implementation could begin. As a group, they would slowly articulate why thechange is needed, and how the change process would begin and develop. Students and teachers were assessed using 12 Likert-scaledquestions focusing on attitudes and perceptions. An important point made by Lewis (1999) in her discussion of blockscheduling is that system thinking in terms of integrating block schedulingor any other school program or project requires a complete understanding ofthe change process and the fact that changes in one part of a system canaffect other parts in unpredictable ways. This will require a certainsensitivity to the uniqueness of each system member that is affected by theshift to block scheduling. (ERIC Document Reproduction Service No. al (1999) conducted such an evaluation of a school whichhad changed its scheduling format from seven-period day to blockscheduling. At each stage of theprocess, there is a need for evaluation of both process and content. (1996). Lewis (1999) suggests that schools make every effort to understandthis interconnectedness and attempt to identify those parts of the systemthat might facilitate the change in a positive manner as well as thoseparts of the system that might offer resistance. Using Systems Thinking To Integrate Block Scheduling Based on the systems model and using systems thinking, a schoolwishing to integrate block scheduling into the system would engage inseveral discrete steps. Block scheduling. (1999). Comments from inside the media center. This, according to Calvery,Sheets and Bell (1999) must not only consist of evaluation to determinewhether the school has met the goals it set for block scheduling, but alsoan evaluation of how the members of the system feel about the schedulingnow that it is implemented. All around the block: The benefits and challenges of a non-traditional school schedule. Block Scheduling and Systems Thinking: Definitions and Descriptions Conley (1992) states that the "systems model" of education is ageneral philosophy which holds that any given school is an institution thatoperates in a systemic way. ReferencesCalvery, R., Sheets, G. Each component in the process would be presented to thelarger system for consideration and modification if required by the needsand goals of their school. ERIC Reproduction Service No. Findings showed that ingeneral students preferred the block scheduling over the traditionalschedule and had grown to like it even more than they did when thescheduling was first implemented. & Kudlacz, J. However, even at the implementationstage, there will need to be procedures that allow for all members of thesystem to provide input on how the implementation process is proceeding. She found that the changes stronglyaffected the library media programs. L. & Bell, D. Principal Leadership, 1(3), 5 -53. Florida Media Quarterly, 21(7), 1 -13.Wesson, L. (1999). However, other schools might utilize analternate day block schedule in which six or eight courses are spread outover two days, with teachers meeting with half of their students each day.Still other types of blocks are available so that schools can select theblock that fits their particular needs and requirements. (1992). (2 ). Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, AL, November 16-19). The paper begins with a briefdefinition and description of block scheduling and systems thinking. Five key issues in restructuring. It is recommended that, aspart of the planning and implementation process, diagnostic tools be usedto rate the concerns of the system's members, and then assemble the rightmix of people to assist in the change process. According to Conley (1992) when schools begin reformor restructuring efforts such as block scheduling, systems thinkingrequires that the project not be unconnected to the other policies,practices, and projects that are ongoing at the school Instead, all membersof the system must work together to develop an overarching vision of howthe program will fit into the general school climate and environment. According to Wesson and Kudlacz (2 ), the firststep in system thinking is, as already noted, formulating a vision. Itthen goes on to list the steps that would be required to utilize systemsthinking to integrate block scheduling into a given school system. Thus,any school considering integrating block scheduling into the school wouldgather together faculty, students, administrators, parents and otherrelevant parties and attempt to arrive a common understanding of why theschool needs block scheduling. ERIC Digest, 69. INTEGRATION OF BLOCK SCHEDULING AND SYSTEMS THINKING Introduction This paper examines the use of the systems model (sometimes referredto as "systems thinking") as it relates to the integration of blockscheduling into an existing school system. M. Collaboration for change.
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