In education, timing can be a luxury and a challenge. While it sometimes allows for the completion of assignments, other times it seems as if there is not enough time to finish all of these tasks during a 40-minute class period. With Glenbard South implementing 90-minute periods into Wednesdays and Thursdays, the question arises: how should teachers make use of this prolonged period to best benefit students?
Block days shouldn’t just necessarily be made up of long lectures. Research from Samba Recovery shows that the average 16-year-old has a 32-48 minute attention span. Seeing as students will likely be unable to stay actively engaged during a lengthy speech, teachers should aim for shorter lessons to keep their students involved. This could mean dividing the class time into different activities: stations, a discussion, a lesson and time to complete homework.
These block days are ideal for bigger assignments, like projects or labs. With a longer period, students have the opportunity to work on their tasks with their teacher in close proximity to answer any questions. This also reduces the amount of work left to be completed outside of school hours, a relief for those who participate in sports and extracurricular activities. Gabia Judickas, a junior, says that she benefits from fewer assignments during block days because she can take more time on each one. “I am able to focus on one skill at a time rather than three at once,” she remarked.
Tanner Mateus, a science teacher at Glenbard South, says that the science department, in particular, has an advantage over other subjects when planning for block days. “Because we have so many labs and hands-on activities, we can plan for those to be on our block days to break up what can be a long time just sitting at the desks,” he noted. Labs no longer have to be split up into multiple days as they can be the sole focus for one block day. Mateus also added that getting the students moving for more than half the class aids in waking them up and making sure they are engaged in the learning.
Block days also present a good opportunity for tests. The longer period allows for students to not have to worry about running out of time while testing. Teachers also may use this time to arrange one large test consisting of multiple choice and written questions instead of splitting that assessment up between days and limiting time for any corrections. This is especially useful for AP classes because it allows students to better prepare for their lengthy exam in May through practice throughout the school year.
Block days can also be helpful for students because of the opportunities they allow for review and extra feedback on more in-depth topics. A history teacher, William Hiles, tends to plan out his block days based on the needs of his students. If there is a need to catch up on content or emphasize a skill currently being taught, he will focus on that. “The nice part for students is the option of holding a review session in the same period as the assessment,” Hiles mentioned.
Overall, block days provide a useful opportunity for teachers to craft more valuable learning experiences without worrying about the bell. They can abandon the standard lectures and instead provide detailed discussions and support to their students. Block days are more than just extended class time; they are a chance to transform the classroom environment.
