DOCUMENT RESUME FL 024 360 ED 403 742 Foreign Language on the Block. TITLE North Carolina State Dept. of Public Instruction, INSTITUTION Raleigh. PUB DATE 96 NOTE 97p. Teaching Guides (For Classroom Use PUB TYPE Guides Teacher) (052) MF01/PC04 Plus Postage. EDRS PRICE Articulation (Education); Classroom Techniques; DESCRIPTORS Curriculum Design; *Curriculum Development; Educational Change; Educational Strategies; Elementary Secondary Education; *Instructional Design; Lesson Plans; Program Administration; *Scheduling; Second Language Instruction; *Second Languages; Student Evaluation; Testing; *Time Blocks North Carolina IDENTIFIERS ABSTRACT The guide is designed to address concerns of North Carolina second/foreign language teachers and school administrators as they plan and implement block class scheduling. The first section outlines the rationale and special considerations for block scheduling, and offers some typical schedule options. North Carolina's instructional time requirements are also noted. The second section discusses advantages and disadvantages of block scheduling to both teachers and students, and looks at special issues in foreign language teaching. Section three addresses concerns in articulation and scheduling, including retention, course sequencing, class size, combination classes, advanced placement courses, graduation requirements, differences in language and literature courses, course content, time allowances, academic pacing, absences and tutoring, and teacher planning time. The fourth section offers suggestions for lesson plan design, classroom methodology, and instructional strategies, including use of instructional technology. Program evaluation and assessment of student learning are addressed in the fifth section, with discussion of a variety of assessment methods. Appended materials include sample foreign language block schedules, lesson plan forms, several generic lesson plans, sample lessons and units, a list of software, forms to guide pacing and curriculum design, and sample French and Spanish curriculum guides. Contains 11 references. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** F U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION I CENTER (ERIC) This ocument has been reproduced as eceivded from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. --"\ PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY ernsacksoth fifloett BEST COPY AVAILABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) _ _ _ Public Schools of North Carolina State Board of Educations Jay Robinson, Chairman O Department of Public Instruction Bob Etheridge, State Superintendent 301 North Wilmington Street Raleigh,21orth Carolina 27601-2825 Instructional and Accountability Services Instructional Services Second Languages, ESL, Library and Computer Skills Fran Hoch, Section Chief (919) 715-1797 Bernadette Morris, Second Language Consultant (919) 715-1798 Foreign Language on the Block Table of Contents Page ii Preface Block Scheduling 1 5 Advantages/Disadvantages Articulation and Scheduling 11 Adjusting to the Block 21 25 Methodology 26 Instructional Strategies 33 Program Evaluation and Student Assessment 43 Conclusion 45 References 47 Appendices 49 A: Foreign Language Sample Schedules Appendix 55 B: Forms for Lesson Plan Appendix 59 Appendix C: Generic Lesson Plans 65 Appendix D: Sample Lessons/Units 83 E: Foreign Language Software Resources Appendix 89 F: Pacing Guide Forms Appendix 97 G: Curriculum Guide Forms Appendix 101 H: Sample Curriculum Guides Appendix Preface The ABCs plan, developed by the State Board of Education in May of 1995, recognizes the need for North Carolina public schools to become more efficient and to exercise "better local control over educational decisions." As more and more high schools in North Carolina are making site-based management decisions affecting the organization of the school day, issues regarding the foreign language program (curriculum, scheduling, retention, articulation, and language development) are surfacing. According to the ABCs plan, the primary role of Instructional Services within the Department of Public Instruction is to design, develop and enhance the curriculum. As part of this effort, the Division is developing and publishing a variety of curriculum support documents and other products. Foreign Language on the Block is part of this series. Foreign Language on the Block is designed to provide assistance to foreign language teachers and school administrators by addressing their concerns as they plan and/or implement block scheduling. It examines the advantages and disadvantages of block scheduling, articulation and scheduling of foreign language courses, instructional strategies, and assessment in foreign languages. An extensive appendix includes sample lesson plans and sample curriculum guides submitted by French and Spanish teachers in North Carolina. It is hoped that this document will help teachers and administrators make the best decisions to ensure that students have the opportunity to develop communicative and cultural competence in a second language and that it will "increase their schools' capacity to implement, quality programs" in foreign language education. ii 5 Block Scheduling The report from the National Education Commission Background on Time and Learning (1994) makes several recommendations pertaining to the scheduling of time. The following is one of these recommendations: Schools should provide additional academic time by reclaiming the school day for academic preparation. In addition, research by Karweit (1985) states that only 38% of the school day is spent in academic endeavors. And that: Teachers should be provided with the professional time and opportunities they need to do their job well (Sommerfield, 1994). Difficulty in For years, teachers have stated that it was increasingly Preparing for difficult to prepare effective instruction for several different classes composed of up to 150 students per day. Canady Effective Instruction and Rettig, in their book Block Scheduling: A Catalyst for Change in High School, suggest that it is an equally demanding task from the students' perspective. We ask students to prepare for six, seven, or eight classes daily. We ask them to adapt to the teaching styles, academic expectations, and classroom management techniques of six, seven, or eight teachers every day. We ask students to change desks and chairs six, seven, or eight times a day. We ask students to adapt to different lighting and different heating and cooling systems six, seven, or eight times per day.... What teacher (or adult for that matter) would stand for such a system? Block scheduling rests on the premise that it would give Premises teachers more instructional flexibility (Sizer 1990, Carroll 1990), reduce the fragmentation of the day, and allow teachers to adapt their instructional strategies to address the different ways in which students learn. In North Carolina, the interest in Block Scheduling became Block Scheduling apparent after the State Board of Education decided to in increase the graduation requirements from 11 to 14 North Carolina courses in 1991. The increased number of graduation requirements made it that much more difficult for students to select electives and/or to concentrate on extended study of one discipline. Percentage According to the December 1994 report, Block Scheduling of Schools in North Carolina High Schools, over 60% of North Carolina's high schools will be implementing some form of block scheduling by 1995-96. What is This report states that "Block Scheduling, sometimes referred to as 4x4, concentrated curriculum plan, or Block Scheduling? semester plan, is a reorganization of school time that is increasingly being adopted by North Carolina public high schools." The typical 4x4 schedule consists of "four blocks of 90 minutes each (see figure 1). By doubling the length of class periods, students complete the equivalent of four 180-day courses every 90 days. After the first session ends, students take four new courses in the second 90-day session" (Edwards, 1995). II Limmaimegn iimmmam::: ,,, .s,,,,:. :k, Block I Course 5 Course 1 Course 2 Block II Course 6 Lunch Block III Course 3 Course 7 Block IV Course 4 Course 8 I : 4x4 l31ocK Sc e ue figure Another version of block scheduling involves eight blocks taught on alternate days (A/B days) throughout the year (see figure 2). ........ ..... . ' , ... _. '" . :: ":;:i , ., . BlOck Course 2 Course 1 Course 2 Course 2 Course 1 Course 1 I Course 3 Course 3 Course 3 Course 4 Course 4 BloCk II Course 4 Course 5 Block III Course 6 Course 6 Course 5 Course 5 Course 6 Course 7 Course 7 Block IV Course 8 Course 8 Course 7 Course 8 c e ue Figure 2: B Block 2 BEST COPY AVAILABLE 0 In North Carolina, the traditional school day calls for five North and one-half hours of instructional time daily. School Carolina systems implementing Block Scheduling have to request a instructional waiver from the State Board of Education from the 150 Time hours of instruction required for a unit of credit (Carnegie Requirement Unit). k 3 8 Advantages and Disadvantages of the Block Schedule The benefits of block scheduling for teachers can be broken Advantages down into two categories: organization of the school day to Teachers In addition, block scheduling and delivery of instruction. yields special benefits for foreign language instruction. Organization of the school day The 4x4 schedule presents a more manageable schedule (Edwards, 1993). Teachers have fewer preparations and more planning time. They teach three classes of 90 minutes and plan for one 90 minute period, therefore, 25% of their time can be devoted to planning. The average class size drops from 29.8 to 24.5 students according to the Report on Block Scheduling in North Carolina, 1994. However, the report cautions that "...elective courses may actually increase in average class size." Teachers have fewer students within a semester, consequently they have fewer papers to grade in a 4x4 schedule. There seems to be an improvement in discipline and dropout rate seems to decrease. The number of class changes is reduced, therefore limiting the possibilities for discipline problems since most disruptions occur during that time of transition. Schedules for itinerant teachers can be modified to limit travel time. On a 4x4 plan a teacher can be assigned to one school each semester; on an A/B schedule, teachers can be assigned to one school one day and to another school the following day. Less time is devoted to administrative duties (roll- taking, absence slips, etc.) 5 Delivery of Instruction Teachers have fewer students, thus they have the time to know their students better, to focus on their needs and learning styles, and to advise them as needed. There is more time for quality instructional time because there is less wasted class time. There is more class time to conduct extended activities such as seminars and projects. The reduced teacher workload frees time for improving the delivery of instruction and may include team teaching, interdisciplinary studies, and cooperative teaching strategies. Advantages The same two categories of advantages can be applied to Students to students enrolled in a school with block scheduling. Organization of the school day Students can take four courses per semester for a total of eight courses per year instead of six, therefore earning more credits toward graduation., Students have twice as many opportunities to complete the required courses if they fail a subject. Students have a limited number of class changes, therefore the likelihood for disruption and disorderly conduct in the halls is lessened. Time used for class changes is incorporated within the instructional time. Delivery of Instruction Students have fewer tests, quizzes and homework assignments since their study load has dropped from six to four classes daily. Students might be able to complete one year of post secondary study in addition to their high school program (through AP or courses taken on a college campus, for example). 6