Michael Rettig, an assistant professor at James Madison University and Robert L. Canady, a University of Virginia professor, say that teachers have increased useable instruction time because each day presents fewer transitions and less time lost with class openings and closings, they said. Instructors can plan lessons for extended time periods and use other instructional techniques, such as learning centers and teaching models, rather than just lecture, they said. Jeff Lindsay lists adolescent attention span, retention and less total time being spent on core classes as problems with the concept. While teachers have expressed concern about students' ability to maintain their focus for 90 or 100 minutes, Rettig and Canady said they have found that attention depends more on using a variety of active learning strategies than on class period length. Both education experts also say that appropriate staff development activities are vital to help teachers successfully use time in a block schedule.
Some experts dispute whether block scheduling succeeds in increasing actual learning.
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