Block Scheduling
This survey is about block schedule and it helped our group see the way some of the students feel after we have been changed to this new way of learning.
https://docs.google.com/a/student.columbia.k12.pa.us/forms/d/1WdzK__0DXYw1MeQJWEpP6DY8VvwelduRD8RqtDE7I40/viewanalytics
https://docs.google.com/a/student.columbia.k12.pa.us/forms/d/1WdzK__0DXYw1MeQJWEpP6DY8VvwelduRD8RqtDE7I40/viewanalytics
- In this analysis of 96 empirical responses of high school block scheduling, the authors report findings in and across 9-12 grade.
- Within the grades, data were inconsistent regarding whether teachers’ practice changes.
- Respondents like block scheduling because it improves their grades, increases focus, and allows them to engage in more classroom activities together.
- The respondents focus enhances much more when they have a longer period of time in class to do their work.
- The authors of this analysis offer generalization about block scheduling research, recommendation for further research, and discussion of implementation issues.
- What common elements do these Urban Legends have? Do your observations correspond with those of UrbanLegends.com?
2) What role do you think the internet plays in spreading these urban legends?
-The internet allows for urban legends to spread worldwide, and allows people to adapt each urban legend to coincide with their culture. For instance, a legend may begin as a local story, concerned with elements and characteristics personal to the population within that specific area. However, publishing this story on the internet allows for individuals residing in completely different locations and operating under varying cultures to adapt these urban legends to make them relevant to their own culture. This also allows for various versions of the same story to be developed. For example, one legend may spark an idea for another legend concerned with something completely different, yet still related to the original urban legend