Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h2JIhnH06470; Wed, 19 Mar 2003 13:43:49 -0500 (EST) Date: Wed, 19 Mar 2003 13:43:49 -0500 (EST) Message-Id: <3E78BA49.752B6498@ellijay.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4090] RE: Block Scheduling X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 2655 Lines: 66 I've worked for over 15 years in an open entry adult literacy / GED program. I came to recommend two hour blocks of study - two days a week - with a maximum of three days inbetween those sessions to achieve 'minimum progress' - for all the reasons specified here by Maureen. Art Art LaChance Gilmer Learning Center Ellijay, GA Maureen Carro wrote: > Hi, > I am an educational therapist working now in private practice. I have > not worked with a prison population but did work extensively for a > number of years with Welfare to Work clients who had similar learning > issues. I worked 2 hour sessions twice a week, quite effectively for > those who had regular attendance. > > Persons with ADHD /ADD often have trouble initiating and shifting > tasks, so the 50 minute periods often have them shifting before they > have gotten much out of the session. I find these issues are equally > problematic to "sustaining" attention. > > Also, many have other learning issues that have been unidentified or > "masked" by ADHD. > > On Wednesday, March 19, 2003, at 08:07 AM, Marie Doerner wrote: > > > In our high school program, we have two hour classes daily for 9 weeks > > which > > gives students one semester credit. It has been very successful. It is > > relatively quick for students who can take two classes and so get two > > credits in nine weeks. Compared to our open labs, this class has much > > better > > retention and pass rates. > > > > Marie Doerner > > San Diego Community College > > Centers for Education and Technology. > > > > -----Original Message----- > > From: mag [mailto:mag@sover.net] > > Sent: Wednesday, March 19, 2003 2:54 AM > > To: Multiple recipients of list > > Subject: [NIFL-LD:4087] Block Scheduling > > > > > > Hello! > > I work in a prison setting with incarcerated youth under the age > > of 22. We used to have primarily long-term offenders. Now we have a > > number of short-term detainees as well as long-term guys. We honor any > > high school credits previously earned and put them in classes to finish > > up the rest of the 20 they need to graduate. It has been estimated that > > 49% of the students have a prior history of ADD or ADHD. Many were > > special ed. students. In order to help the short-termers earn credits > > faster it has been suggested that we go to a block scheduling system, > > holding 2 hr. classes three or four times a week instead of the current > > 50 minute classes. I'd like to hear pros and cons about using block > > scheduling with this population from teachers who have tried it in > > their > > settings. Please respond to: jdickins@doc.state.vt.us Thanks! > >
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