TPRS / CI and Block Scheduling

*Note: Someone recently emailed me a question about using Block Scheduling. I am no expert, but I found out how to make it work for me during the 3 years that I taught on the block. Here are some ideas that hopefully are helpful below.*

A few years ago I was forced (against my will) to teach on A/B block scheduling when I was hired at a new school. I was forced because it was a bomb dropped on me after I accepted the job (if I remember things correctly). I didn't even know to ask that question in the interview! Oops!

The way that block scheduling worked at that school was 90 minute periods, 4 a day. One day was A, then next day B. Early dismissal Wednesdays A or B alternated each week. So if there were no interruptions whatsoever, then in a two week cycle, I would see each class 5 times total. (One week Monday, Wednesday, Friday and then the next week Tuesday and Thursday).

When I first started it, I hated it. Then after I left it, I sort of missed it because I could more easily see the benefits (that I was able to get out of it). Although I still believe that every day instruction is better for acquiring language (shorter more often) than a big chunk every two days.

Preferred Activity Time - Cut throat

For today's PAT, we had some structures we were practicing during the week and I thought we could do cut-throat.  I read about it earlier in the year and thought it might be fun for this time of the school year.

See description: http://www.fredjones.com/PAT/CutThroat.html

Now, retrospectively, I might not have read that as well before trying.

I wanted to add an additional competitive element to it with my PAT groups (their chants, camaraderie, etc).

So I had them do the two people at the board (writer and runner).  Other people at their desks could write out the answers on a paper and the runner could run that to the person at the board if they so desired.

After markers were down, we critiqued and they could steal points (100 per error) from the other teams by doing their chant and telling me the error and correction.

This was pretty fun and most were engaged in it.

However, it got downright nasty with saying, "there is no period".  I allowed them to pick out the writing and they were calling out letters for being capitalized or not.

Since some people were writing fast, their handwriting might not have looked perfect so I'm not sure we did that part correctly.

Due to the nature of the critiquing, we only were able to do 3 translation questions (I said the sentence with structures we were practicing in English, they wrote in Spanish).

I'm debating whether or not we should continue with the nitpickiness of punctuation and capitalization so that next time, they will know the expectations, or go easier on them.

I mean, the game IS called Cut Throat.

TPRS year 4 - Preferred Activity Time (PAT)

This year I have decided to implement PAT.  I have trained my classes fairly well the last two years.  But something that happens in my new school is a pox on my life: block scheduling.

While 90 minutes could thoeretically have wonderful implications for a Comprehensible Input classroom (more time to practice a story; more time to do extensions after story on the same day), it can be a beast for transitions.