There are several broad categories of schedules, each with identifiable pros and cons. The Underlying Structure: Types of Schedules The Carnegie Unit, while still in full-force in many institutions, is starting to hold less and less weight and the focus is more on competencies.īefore addressing strategies for flexible scheduling, it’s important to take a look at the core underlying scheduling structure options. Time constraints and stringent schedules can get in the way when thinking about how to create innovative ideas and divergent thinking. Ideally, learning is interdisciplinary and connected. ![]() In our increasingly project-based world, there is a greater degree of recognition that content isn’t learned or consumed in isolation. Such schedules (traditional) were created under an industrial model and prioritized factors such as: 1) structured use of time, 2) easy staffing, and 3) the Carnegie Unit. Moving from Traditional Scheduling to Flexible Schedulingįor years, schools have operated in a system where subjects were confined to 45-55 minute blocks of time (e.g 1st-period math, 2nd-period science, etc). Regardless of what structure is selected for a schedule, it is oh-so-important to build in strategies (and time slots) for scheduling flexibility that matches today’s learning. This blog focuses on the latter two, including examples of underlying structures and strategies for flexibility. ![]() There are 4 basic steps to schedule development: Which schedule is best? It depends on what you’re trying to accomplish. When it comes to secondary school scheduling, there are many options. ![]() A/B, 4X4, or traditional block? Six, seven or eight-period day? Within those structures, what strategies for flexibility exist?
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