Chapter 9: MMM

Chapter nine discussed the benefits of block scheduling versus traditional class period lengths. The block scheduling format is not only helpful for teachers in that they are more inclined to vary instruction and spend adequate amounts of time on different subject material, but it's helpful for students. The author mentions the students that 'are invisible in traditional scheduling' because they require additional attention from the teacher. The chapter also discusses other considerations, such as how to deal with missing work and students who are absent, other methods of instruction (such as guests, extended simulations or activities, activities that build on developed skills each week, etc), and what block scheduling can do for professional relationships with other teachers.

I found this chapter interesting because I experienced block scheduling in my middle school, high school, and in Phillips Elementary School when I did practicum, and each method was different. I think that the basic concept of more individualized education for each student, more exposure to specific contents, and teacher and lesson collaboration between the team teachers is great. Rarely do I see it play through. At Phillips Middle my social studies teacher and the english teacher did an integrated unit which I though was really cool, and what team teaching is all about. The foundation is there, we just need to improve the methods by which we team teach.