The document provides suggestions for implementing block scheduling to improve student learning, including alternating between intense active lessons and more relaxed activities, dividing longer class periods into distinct activities, and incorporating physical movement when possible. It also recommends keeping a journal to track what instructional strategies are effective and reviewing it weekly to improve lessons. A sample block scheduling model is given that includes a quick write, direct instruction, collaborative learning, individual activities, and a closing reflective activity in each class period.

1. BLOCK SCHEDULING Brain-Based Strategies: Alternate an intense active with a more relaxed activity. Example: Teacher presents new material to students THEN students do a group follow-up activity The research shows that if you have more than 60 minutes in a class period, you want to design at least 3 distinct activities for each class. Combine multiple activities with physical movement when possible. If you show historical videos, divide the video into several parts so that you can turn on the lights and have students engage in reflective practice. For one month, keep a journal of what works and what doesn’t work to improve student learning and look back at your journal at least once each week. Have you implemented any of the ideas that worked? Have you stopped having students engage in activities that do not seem to work well or improved them so that they did work better the next time? One Model (and this is only one!) 10-15 minutes – Ask students to do a “quick write” based on one of the topics you have been studying or what they already know about a topic you will be studying. 25-35 minutes – Direct Instruction – lecture, video, PowerPoint, etc. 15-20 minutes – Collaborative Learning or “Share in Pairs” 15-25 minutes – Individual learning activities 15-20 minutes – Closing Activity/Reflective Activity – Writing or Drawing or Presenting about what they have learned