Describes a committee's efforts to revamp schedules to improve their high school's elective course options, provide equitable teacher-preparation time, and use instructional time productively. From three viable schedules (a four-period block, alternating-day schedule; a five-period trimester with a flexible period; and a modified trimester plan…

A series of experiments with single and double mod scheduling at a large suburban Maryland high school has led to a highly flexible schedule that meets teachers' and students' needs. This schedule allows courses to be offered in the most suitable format, creates more time for students and teachers, streamlines hallway traffic, and fosters a team…

This article discusses one school's experiences in planning, implementing, and dealing with the changes resulting from a modular flexible scheduling system. (Editor)

Offers suggestions for developing creative instructional approaches in time-blocked classes. Teachers should continuously engage students in active learning, include group activities to encourage student participation, incorporate activities addressing multiple intelligences, use creative thinking activities, move outside the classroom, employ…

The principal of a traditional high school in upstate New York asked faculty to reexamine the school schedule. After considerable debate, teachers decided to rotate class time so that no one suffered the afterlunch slump or day's-end rowdiness in a single class. Having gained confidence, a permanent teacher committee has added time blocks and…

The master schedule determines instructional time, use of space, student grouping, and teacher role. Currently, secondary school buildings are used like factories, and teachers can spend an entire career in the same classroom. Traditional, intensified, and flexible block scheduling produces master schedules with greater flexibility, less…

An evaluation of the 4 X 4 block schedule used in three North Carolina high schools elicited strong support from teachers, students, and parents. Schools planning to implement this model should review D. G. Hackman's guidelines covering faculty input, feedback procedures, training opportunities, teacher fatigue, holidays, classroom monitoring,…

Teacher teams add new dimensions to learning and a much- needed sense of family and community. Teams have four domains: response to student needs, curriculum integration, teaching strategies, and flexible scheduling. Barriers include scheduling problems, insufficient planning and implementation time, sporadic cooperation among core and elective…

Author reviews Student Use of Unscheduled Time,'' by Walter J. Foley, Gordon C. Harr, and Larry Smiley (Iowa Educational Information Center), and Comparing Block Scheduling and Traditional Scheduling on Student Achievement and Attitudes,'' by Adrian P. Van Mondrans, James L. Schott, and Denny G. French (paper presented at the convention of the…