Schools utilizing block scheduling often find their students feeling less frustration as they are managing the workload for fewer subjects and generally are more actively involved in the subjects they are studying. Additionally, longer class periods mean students are less often in the hallways and school discipline incidents may decrease. Many schools already use this technique which integrates specialists into the regular curriculum plans for courses. The arts enhance learning in other disciplines by offering unique entry points for students as well as expanding the cultural context of their studies. Another common form of interdisciplinary teaming occurs when teachers of different disciplines develop full units together.
Common teams are math and science, language arts and history, world languages and music.
Indeed, most teachers can find challenging commonalities among any two or three subject areas. Students find that learning which makes connections is generally more powerful, engaging, and sustained. The Massachusetts vocational technical system has taken a leadership role in fostering diversified curriculum integration using applied learning models. SchedulingSchool Services A promising practice protecting structured learning time is the scheduling of school services outside the regular school day. An example would be activities such as vision or hearing screening at specific times after the end of the regular school day with optional participation on some weekend days rather than to interrupt regularly scheduled learning activities.