Scheduling Snafus?

A recent Washington Post article, Class Schedulers Think Outside the Blocks, examines the pros and cons of block scheduling.

In most public high schools in the Washington area, classes last as long as 90 minutes apiece and course lineups for each student alternate every day under the block-scheduling innovation that took root a decade ago.

Block scheduling replaced the more traditional 45-minute classes found at many area middle and high schools. As an alum of the Montgomery County school system I spent 6th through 8th grades attending seven 45-minute classes per day, while in high school a block schedule was followed for the entire four years. Experiencing both scheduling systems I can say with certainty that there are pros and cons and that, all things being said, one was no better or worse for me as a student.

Taking a double period of AP Chemistry was certainly daunting in high school as a double period meant that my school day opened with 90 minutes of AP Chemistry each and every day my junior year. Daunting as it was, the block schedule allowed ample time to prep and perform a lab, and nary an experiment was ruined for having to stop midway through.

Block scheduling also allowed me to participate in the Cross-Age Teaching of Science (CATS) program without interfering with my other courses. Students in the CATS program designed interactive experiments to awe and amaze elementary school students and took the experiments on the road to local elementary schools to try and build enthusiasm for science. Without block scheduling participating in the CATS program would have been nearly impossible and would have certainly had a detrimental effect on my other classes.

Outside of science and the arts however, block scheduling led to boredom and ennui in language arts and math courses. My grasp of Spanish also faltered as instead of meeting everyday, on the block scheduling, Spanish met every other day. (Perhaps some of that was my own fault. I tried to complete homework the same day it was assigned, meaning there was nary a word of Spanish on the days between class meetings.)

Now, being an instructor instead of a student I have a greater appreciation for longer classes. Block scheduling is no longer an "innovation" and many curricula and instructors have adapted to the lengthier sessions by providing a greater variety of activities during the longer sessions to harness the students' attention and continued focus. Here at Mindworks our Telos Academy programs consist of 75 minutes of instruction. Personally, I find this to be a good compromise as it usually takes approximately 5 minutes for students to get settled in and working diligently and the class length allows us to complete a warm-up, discuss the activities that will be completed, do the activities, and then follow-up with a wrap up discussion to answer any lingering questions and to build connections between activities and skills that have been built.

We've posted a link to the Washington Post article on our message boards and we invite you to participate in the discussion on the forums, or here in the comments of our blog. We look forward to reading your thoughts and responses to the article as well as your own or your student's experiences that you would like to share.

What is Executive Function anyways?

Definition

The term executive function describes a set of cognitive abilities that control and regulate other abilities and behaviors. Executive functions are necessary for goal-directed behavior. They include the ability to initiate and stop actions, to monitor and change behavior as needed, and to plan future behavior when faced with novel tasks and situations. Executive functions allow us to anticipate outcomes and adapt to changing situations. The ability to form concepts and think abstractly are often considered components of executive function.

Description

As the name implies, executive functions are high-level abilities that influence more basic abilities like attention, memory and motor skills. For this reason, they can be difficult to assess directly. Many of the tests used to measure other abilities, particularly those that look at more complex aspects of these abilities, can be used to evaluate executive functions. For example, a person with executive function deficits may perform well on tests of basic attention, such as those that simply ask the individual to look at a computer screen and respond when a particular shape appears, but have trouble with tasks that require divided or alternating attention, such as giving a different response depending on the stimulus presented. Verbal fluency tests that ask people to say a number of words in a certain period of time can also reveal problems with executive function. One commonly used test asks individuals to name as many animals or as many words beginning with a particular letter as they can in one minute.

A person with executive function deficits may find the animal naming task simple, but struggle to name words beginning with a particular letter, since this task requires people to organize concepts in a novel way. Executive functions also influence memory abilities by allowing people to employ strategies that can help them remember information. Other tests are designed to assess cognitive function more directly. Such tests may present a fairly simple task but without instructions on how to complete it. Executive functions allow most people to figure out the task demanded through trial and error and change strategies as needed.

Executive functions are important for successful adaptation and performance in real-life situations. They allow people to initiate and complete tasks and to persevere in the face of challenges. Because the environment can be unpredictable, executive functions are vital to recognize the significance of unexpected situations and to make alternative plans quickly when unusual events arise and interfere with normal routines. In this way, executive function contributes to success in work and school and allows people to manage the stresses of daily life.

Executive functions also enable people to inhibit inappropriate behaviors. People with poor executive functions often have problems interacting with other people since they may say or do things that are bizarre or offensive to others. Most people experience impulses to do or say things that could get them in trouble, such as making an inappropriate comment to a stranger, commenting negatively on someone's appearance, or insulting an authority figure like a boss or police officer; but most people have no trouble suppressing these urges. When executive functions are impaired, however, these urges may not be suppressed. Executive functions are thus an important component of the ability to fit in socially.

Executive function deficits are associated with a number of psychiatric and developmental disorders, including obsessive-compulsive disorder, Tourette's syndrome, depression, schizophrenia, attention-deficit/hyperactivity disorder, and autism. Executive function deficits also appear to play a role in antisocial behavior. Chronic heavy users of drugs and alcohol show impairments on tests of executive function. Some of these deficits appear to result from heavy substance use, but there is also evidence suggesting that problems with executive functions may contribute to the development of substance use disorders.

Because executive functions govern so many lower-level abilities, there is some controversy about their physiological basis. Nevertheless, most people who study these abilities agree that the frontal lobes of the brain play a major role in executive function. The frontal lobes are the large portions of the brain cortex that lie near the front of the brain. The cortex is the site in the brain where lower level processes like sensation and perception are processed and integrated into thoughts, memories and abilities, and actions are planned and initiated. People with frontal lobe injuries have difficulty with the higher level processing that underlies executive functions. Because of its complexity, the frontal cortex develops more slowly than other parts of the brain, and not surprisingly, many executive functions do not fully develop until adolescence. Some executive functions also appear to decline in old age, and some executive function deficits may be useful in early detection of mild dementia.

If you have any questions or thoughts about executive function, please leave us a comment. If we get enough questions we may post a FAQ about executive skills.

Also, if you are interested in having your child's cognitive skills and abilities tested, we'd be happy to help. Please contact Holly at (301)694-3077 ext. 231 to schedule your child's cognitive assessment. Every cognitive assessment includes a follow-up with Mindworks' director Joe Ford to explain and interpret the results, as well as to guide you, the parents, in developing an appropriate plan of action to meet your child's needs and goals.

Study Skills: Being Prepared

One of our growing programs here at Mindworks focuses on helping middle and high schoolers build the essential study and organizational skills they need to succeed now and in the future. The popularity of this program, and its partner program at Monocacy Neurodevelopmental Center, is due to the lack of this type of instruction in public and private schools.

Middle schools, high schools, and even some colleges, provide students with an academic planner or agenda and simply expect students to use them without providing any instruction to the students. This is absolutely mind-boggling to me. Just as adults find it difficult to embark on a fitness program without proper instruction, students find it difficult to begin using good study skills or to build a successful time management system.

One obstacle students encounter when building study skills is not knowing what it takes to be prepared. What supplies should a student have? A list of what supplies to have, however, isn't enough for most students. A list is just a list. Knowing why each supply is important and how each supply can help then achieve more and do better is crucial. Gearfire provides just such a list, with the all important reasoning for each item's inclusion.

To read the list or to share it with the students in your life, click here for Gearfire's The School Supplies List You NEED to Have.