ABSTRACT
Based on our experience of working with schools in over 30 states and after talking with hundreds of teachers, students, and school administrators, we are convinced that a major need which must be addressed with the implementation of block scheduling is helping teachers gain the necessary strategies and skills to teach successfully in a large block of time. We fear that if teachers do not alter techniques to utilize extended blocks of time effectively and efficiently, the promise of the block scheduling movement will die, as did the flexible modular scheduling effort of the ’60s and ’70s.
