| Part I Introduction |
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Using Time More Effectively: Why Block Scheduling? |
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3 | (28) |
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5 | (2) |
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The Process of School Renewal |
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7 | (2) |
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Comparing the Block Scheduling Models |
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9 | (3) |
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Structure of the 4x4 Block Schedule Model |
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9 | (2) |
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Structure of the A/B Block Schedule Model |
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11 | (1) |
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Structure of the Copernican Plan, Modified Block, or Macroscheduling Models |
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12 | (1) |
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12 | (10) |
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The Success of the 4x4 Block Schedule Model |
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13 | (6) |
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19 | (3) |
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22 | (4) |
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A 4x4 School Is a Safe School |
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24 | (2) |
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26 | (5) |
| Part II Stages in Designing the 4x4 Block Schedule Model |
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The Faculty: The First Stage in Implementing the 4x4 Block Schedule |
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31 | (6) |
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31 | (3) |
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Role of the Administration |
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34 | (1) |
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Faculty Acceptance of the 4x4 |
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35 | (2) |
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Instruction: The Second Stage in Implementing the 4x4 Block Model |
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37 | (14) |
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37 | (3) |
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Instructional Pacing Guides |
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40 | (4) |
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44 | (5) |
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49 | (2) |
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Transitions: The Third Stage in Implementing the 4x4 Block Model |
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51 | (4) |
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Maintaining Faculty Confidence in the Transition to the 4x4 Block |
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51 | (1) |
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Maintaining Effective Communication with Teachers |
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52 | (2) |
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Monitoring for Program Success |
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54 | (1) |
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The Community: The Fourth Stage in Implementing the 4x4 Block Model |
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55 | (18) |
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Establishing and Maintaining Community Support |
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55 | (1) |
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Presenting Block Scheduling to Parents and the Community |
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56 | (1) |
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Gaining Parent and Community Support |
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57 | (2) |
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Keeping the Media Informed |
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59 | (4) |
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Maintaining Effective Communication with Parents |
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63 | (10) |
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The Students: The Fifth Stage in Implementing the 4x4 Block Model |
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73 | (6) |
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Presenting the 4x4 Block Schedule to Students |
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73 | (2) |
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Gaining and Maintaining Student Acceptance |
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75 | (1) |
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Including Students in the Process of Transition |
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76 | (1) |
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Maintaining Effective Communication with Students |
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76 | (3) |
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Teacher Inservice: The Sixth Stage in Implementing the 4x4 Block Model |
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79 | (6) |
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Using Experienced Trainers |
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79 | (1) |
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80 | (1) |
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80 | (1) |
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Preparing Training Materials |
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81 | (1) |
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Scheduling Inservice Activities |
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82 | (1) |
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Special Needs of First-Year Teachers |
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83 | (2) |
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Pitfalls and Promises: The Seventh Stage in Implementing the 4x4 Block Model |
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85 | (10) |
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Beware of the Second Semester Phenomenon |
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85 | (1) |
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Prepare to Give Exams Before Christmas Break |
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85 | (1) |
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Adjust the School Calendar |
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86 | (1) |
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Caution - Measure Success and Energy Levels |
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87 | (1) |
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Examine Test Score Differences |
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87 | (1) |
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Welcome the Third Year Magic |
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87 | (2) |
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4x4 Block Scheduling Modifications for the Future |
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89 | (6) |
| Part III Implementing the 4x4 Block Schedule |
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Realigning the Curriculum for 4x4 Implementation |
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95 | (26) |
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The Process of Curriculum Alignment: Establishing Scope, Sequence, and Scheduling |
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96 | (1) |
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97 | (5) |
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97 | (2) |
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99 | (2) |
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101 | (1) |
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Development of a Pacing Guide |
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102 | (1) |
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The Process of Instructional Alignment |
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102 | (10) |
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Steps in Developing a Pacing Guide |
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105 | (1) |
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105 | (1) |
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Develop a Daily Pacing Guide |
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106 | (3) |
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Develop Assessment and Resource List |
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109 | (1) |
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Develop a Classroom Management Plan |
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109 | (3) |
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Plan Activities for Each Instructional Day |
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112 | (1) |
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First-Year Success and Pacing Guides |
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112 | (6) |
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118 | (1) |
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118 | (1) |
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Modification During the Course |
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118 | (1) |
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Modification at the End of the First Semester |
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119 | (1) |
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Modification at the End of the First Year |
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119 | (1) |
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119 | (2) |
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Lesson Design and Instructional Strategies |
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121 | (52) |
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Use of Varied Instructional Strategies |
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122 | (41) |
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Traditional Approaches Modified for the 4x4 Block |
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122 | (3) |
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Nontraditional Approaches Modified for the 4x4 Block |
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125 | (17) |
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Technological Approaches Modified for the 4x4 Block |
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142 | (1) |
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Examples of 4x4 Lesson Plans |
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142 | (2) |
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Case Method Plan for American History |
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144 | (9) |
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Cooperative Learning for Biology |
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153 | (5) |
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Integrated Unit for Psychology or Journalism |
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158 | (5) |
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163 | (9) |
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Methods of Instructional Evaluation |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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164 | (1) |
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Assessment of Student Achievement |
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165 | (1) |
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166 | (5) |
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171 | (1) |
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172 | (1) |
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Maintaining a Positive Classroom Climate Through Instruction |
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172 | (1) |
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173 | |
