presentation high school scheduling guide

The Ultimate Presentation Skills Guide for High School Students

Table of contents.

Nobody is born an excellent presenter. Even the most captivating speakers had sleepless nights before their first presentation. It's no secret that a stunning presentation can be a game-changer, especially for high school students who need to impress their teachers and secure good grades. Moreover, excellent presentation skills are essential for every career path, making it equally crucial to master this art while in school. In this comprehensive guide, we aim to provide high school students with some practical and out-of-the-box presentation hacks to work smarter, not harder.

Break The Ice:

In a nerve-racking situation like a public speaking event, the best way to begin is by breaking the ice. A little humor, a fun fact, or even a brief storytelling session can help to connect with the audience and make them more interested in what you have to say. This approach will also help to calm your nerves and pave the way for a smoother presentation.

Know Your Audience:

Before you start crafting your presentation, you need to know who will be on the receiving end. Understanding the needs, expectations, and preferences of your target audience can significantly enhance the effectiveness of your presentation. Make sure to tailor your content, tone, and delivery style to meet your audience’s needs. If you are presenting to your classmates, keep the language fun and engaging. A presentation for your teacher or a panel of judges might necessitate a more formal tone.

Plan Your Talking Points:

After researching your target audience, the next step is planning your talking points. Having a clear roadmap can guide you throughout your presentation. Aim for three to five main points to ensure your content remains digestible and easy to follow. Remember, less is more!

Utilize Visuals:

Research shows that people remember 80% of what they see compared to only 20% of what they read. Therefore, incorporating relevant visuals into your presentation can dramatically increase your audience's engagement and retention. Consider using images, infographics, diagrams, or even short videos to make your presentation more appealing.

Practice, Practice, Practice:

One of the key productivity tricks to nail your presentation is practice. The more you rehearse, the smoother your delivery will be. Also, practicing helps you to remain calm, avoid awkward pauses, and be better prepared to handle any unexpected questions.

Use Technology:

In today's digital age, technology offers a plethora of tools to spice up your presentation. Platforms like Canva, Google Slides, and PowerPoint allow you to create aesthetically pleasing presentations with a few simple clicks. You can find thousands of pre-designed templates to suit your presentation style and topic. Additionally, using a platform like Zoom for your presentation can enhance your delivery with features like 'share screen', 'annotation', and 'virtual background'.

Remember, mastering public speaking and presentation skills is a journey. Don't expect perfection on your first trials. Keep honing your skills, embrace your mistakes and learn from them. As the renowned American motivational speaker Les Brown once said, ' You don’t have to be great to start, but you have to start to be great. '

Fore more resources to keep up with your high school education, explore our website .

References for Further Reading:

• How To Speak So That People Want To Listen
• Tips for Presenting Your Design Work
• Christine Marrelli - Zoom November 24, 2020
• 9 Steps to a Great Presentation

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• Elliot Y. Merenbloom
• Barbara A. Kalina

What are the Steps in Building a Contemporary High School Master Schedule?

• High School Scheduling
• What are the Steps in…

Master schedules are road maps for delivering curriculum opportunities for students in grades 9-12. The following twenty-one steps provide specific directions for providing an efficient and equitable master schedule to guide staff and students. Ultimately, the final product is a mechanism for students to receive courses requested to reflect their unique needs, interests, skill levels and career aspirations within the resources available. Opportunities for intervention/enrichment should be included in designing the master schedule.

STEP 1: Connect with the mission/vision statement of the school/district.

• Review statement; update if necessary.
• Use as standard when making scheduling decisions.

STEP 2: Choose a primary framework or basic organizational plan for the school.

• Traditional schedules feature 6, 7, 8 or 9 periods per day, including a lunch module or period.
• Semester 1/Semester 2 schedules are based on an eight-period instructional day. Four classes meet daily for one semester at 80-90 minutes each. The other four classes meet during the second semester at 80-90 minutes each. Lunch is a module connected to periods 3 and 7.
• Day 1/Day 2 schedules are also based on an eight-period instructional day. Four classes meet on the first day at 80-90 minutes each while the other four classes meet on the second day for 80-90 minutes each. Lunch is a module connected to periods 3 and 7.
• Trimester schedules are usually implemented by schools seeking an alternative to a six-period day plus lunch. This model provides greater opportunity for electives. Divided into three 12-week segments, classes meet for one, two or three trimesters at approximately 70 minutes each. Lunch is a module connected to periods 3, 8, and 13.
• Rotating-drop schedules are constructed as an 8-period day with a common lunch for all students and teachers. Four classes rotate in the morning, dropping one class each day. In the afternoon, three of the four classes meet each day. Class length is usually 60 minutes; all students and teachers have lunch between the morning and afternoon rotations.

STEP 3:  Choose inserts.

• Options include single subject, combination, interdisciplinary, Freshman Academy and career pathway cohorts.
• Within any of the structural options, inserts provide opportunities for flexibility, curriculum integration and integrated focus on standards or competencies.
• Credit recovery programs enable students to increase the likelihood of graduating in four years.

STEP 4: Organize an opportunity for intervention/enrichment as an integral part of the school day.

• Tier I is the responsibility of every classroom teacher.
• Tier II and Tier III are accomplished in the intervention program.
• Review intervention models available: within freshman academy, managed by career pathway cohort, school-wide intervention period or module, required study hall, English/social studies combination team, math lab supplement, Tier III math/Tier III reading, or credit recovery.
• Design professional development program to help staff recognize and implement intervention/enrichment.

STEP 5:  Create bell and lunch schedules.

• Structural frameworks impact bell and lunch schedules.
• Lunch and passing times can vary in length.
• Teachers’ contract may determine length of lunch period.

STEP 6:  Determine composition of cohorts, academies or pathways.

• Parameters of each cohort/academy/pathway should be specifically defined.
• Freshman academies ease the transition to high school.
• Pathways may include medical careers, business management, engineering, education or leadership.
• Common planning time enhances achieving desired outcomes.

STEP 7:  Prepare curriculum information and course selection process.

• Determine required and elective courses.
• Students’ requests can be online or printed form.
• Include information to inform students and parents of unique programs/opportunities, including pathways and career tech options.

STEP 8:  Establish student database.

• Numbering system reflects specific department, course number and cohort or pathway.
• Database becomes a dynamic counseling and administrative tool that is constantly updated throughout the remainder of the school year and summer.
• Database is initial step for decisions about courses to be offered, sections needed, and teachers required in cohort and/or department.

STEP 9:  Create department summaries.

• Student course requests become basis for equitable distribution of available FTE.
• Chart includes number of requests per course, sections to be created, average class size, weight of each course, and aggregate periods of instruction needed per department.
• When continually updated, summaries become a managerial tool to develop and refine master schedule.
• Teachers’ contracts impact staff needed.

STEP 10:  Create table to summarize FTE requests by department.

• Goal is equitable distribution of available FTE as determined by course requests and realistic class size.
• When reductions are needed in total school FTE, utilize department summary to identify sections or courses to be eliminated.
• Exact number of FTE for school is confirmed.

STEP 11:  Determine assignments of each FTE allocated to the building.

• Referring to department summary, assign each section of a course to a specific staff member.
• Assignments should begin with teachers involved in cohort/academies/pathways to assure achieving objectives of that grouping.
• Monitor average daily pupil load and number of preparations for each faculty member.

STEP 12:  List singletons and doubletons.

• Singleton is a course with one section; doubleton is a course with two sections.
• Create list of all singleton courses in department summaries; list all doubleton courses in department summaries.
• Lists are utilized to spread singletons and then doubletons over all periods of the day, an initial step in building the master schedule. This will maximize the likelihood of students receiving their first choice of courses.
• Spreading singletons is crucial for all structural frameworks, especially trimester schedules.

STEP 13:  Create conflict matrix for singleton courses.

• Conflict is defined as two singleton courses requested by a student that should not be scheduled at the same time.
• Matrix serves to analyze patterns of students’ choices as opposed to the tally which was the basis of determining the number of sections to be offered and teacher assignments.
• Matrix should be created for each singleton course in the master schedule.
• Doubletons can often be separated visually but could follow process used for singletons.

STEP 14:  Develop blueprint for cohorts/academies/pathways 

• Blueprint is a preliminary plan for determining when core courses are available for specific cohorts/academies/pathways.
• Students in specific cohorts/academies/pathways benefit when the same teachers teach the same students at defined times during the school day.
• Elective courses should be available to students in any cohort/academy/pathway.

STEP 15:  Place singletons on grid for master schedule by teacher and by period.

• Conflict matrix data becomes the basis for placing singletons followed by placing doubletons on the actual grid.
• Initial run(s) of master schedule will ultimately identify additional conflicts that may have not been anticipated.

STEP 16:  Enter remainder of courses.

• All remaining sections can now be placed on grid.
• Confirm that teacher assignments are consistent with contract language.
• Be sure students have access to electives especially related to cohort/ academy/pathway program requested.

STEP 17:  Audit total seats available for each period and for each grade level.

• Each period should have the same number of seats available.
• To the extent possible, each period should have the same number of seats available for each grade level.
• Continue to use conflict matrix information in decision-making.

STEP 18:  Prepare for initial run of the master schedule.

• Utilize database to confirm that all students have full course requests.
• Review encoding of teachers’ assignments (course number, section number, seat capacity, period of the day, accessibility for inclusion students and room number).
• Course requests can be prioritized or weighted to insure seats for students with numerous singletons/doubletons.

STEP 19:  Adjust master schedule as needed in subsequent runs.

• Identify students with incomplete schedules and determine adjustments needed in the master schedule.
• Identify sections that closed as well as those that did not load to capacity.
• Adjust master schedule to accommodate specific situations.
• After modifications, activate additional run(s), repeating the two-part analysis until the greatest number of students have been scheduled and sections of the same course have loaded equitably.
• Once 90% or more of the students have been fully scheduled, students with incomplete schedules should meet with a counselor or administrator to choose alternate electives.
• Prior to the first day of school, complete schedules should be printed for entire student population.

STEP 20:  Implement professional development.

• Training in the implementation of the schedule provides teachers with ownership.
• Framework and inserts chosen impact details of the professional development program.
• As needed, training may be an on-going process.

STEP 21:  Assess the scheduling process and the product created.

• Formal assessment should be conducted by school leadership team.
• Determine the extent to which the schedule reflects the mission/vision of the school/district.
• Assess the extent to which the schedule enhances the teaching/learning process.
• Teachers, parents, and students should participate in this process.
• Record modifications/adjustments to be considered for the following year.

This scheduling paradigm features a step-by-step approach to create a schedule that honors student course requests and focuses on enhancing student achievement. When students receive guidance in course selections, schools are effective in providing meaningful career and college readiness experiences.

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Making the Most of a 90-Minute Block

August 13, 2017

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Sponsored by Raymond Geddes and Kids Discover

This is an excerpt from  a letter written to a Charlotte, North Carolina newspaper in 2002 by a first-year math teacher, a man who was vehemently opposed to block scheduling.

“I am…a first year high school math teacher. (My school) operates on a block schedule — a concept I had never even heard of until I accepted (this) teaching position. My observations of block scheduling have been a shocking education for me. Block scheduling has resulted in less emphasis on core content and more on gimmickry. Classes used to be places where serious learning took place. No more. Under block scheduling, they have become little more than glorified playtime periods. Classes used to consist of core subject material being communicated to students by individuals rich in knowledge and experience. Now teachers are no longer teachers, but merely guides — glorified baby-sitters, if you will. Under block scheduling, the students are now in groups trying to “discover” facts that used to be communicated instantly when teachers actually taught. It’s obvious that this format wastes valuable class time — and that doesn’t include the time students waste by talking, singing, and becoming restless all-around as a result of the lengthened class periods.”

This letter articulates the concerns some teachers, parents, and even students have about block scheduling, where class periods last 80 to 100 minutes and only four classes are held each day. This type of schedule became popular in middle and high schools in the 1990s as an alternative to the traditional schedule, where students attend the same six to eight classes, 45 to 50 minutes each, every day. The idea behind the change was that with less transition time between classes, fewer instructional minutes would be wasted, and the kinds of behavior issues and bullying that can crop up during class transitions would also be cut down. On top of that, having extended blocks of time would give teachers the opportunity to dive more deeply into their content.

And in many cases, schools have been successful with block scheduling. They’ve even found solutions for some of the problems it presents, like offering shorter periods for classes like math and band, where consistent daily practice is more important. But one issue with block scheduling seems to persist, a problem that is highlighted in the letter above, a problem that is still voiced by teachers and students today: The ineffective use of the longer block of instructional time.

So that’s what we’re going to focus on here. We’ll start by looking at the mindset that causes a lot of block scheduling’s biggest problems. Then we’ll quickly review some best practices for teaching in the block. Finally, I’ll walk you through five specific structures you can choose from to plan solid, interesting instruction for an extended class period, the kind of teaching that will make those 90 minutes fly by.

The Big Problem: A Lecture-as-Teaching Mindset

Some of the challenges associated with block scheduling boil down to logistics, like needing more time for AP courses. These issues can often be solved with creative scheduling tweaks.

But the rest of it, the criticisms lobbed at block scheduling and the problems that can crop up with it, can almost all be traced back to one mindset, a single strong, pervasive belief about teaching, and that mindset is this:

teaching = lecture

This mindset, the belief that lecture is the only “real” way to teach, causes all kinds of trouble in block scheduling.

Let’s go back to the math teacher who described the extended classes in block scheduling as “glorified play periods” in his letter. One likely reason he felt that way was because he saw his co-workers doing something besides straight-up lecturing . Here’s a line from his letter again, where he longs for the good old days of traditional scheduling: “Classes used to consist of core subject material being communicated to students by individuals rich in knowledge and experience.” What could he possibly mean besides lecture?

In this teacher’s mind, anything that wasn’t lecture couldn’t possibly be “serious learning,” and therefore all the other non-lecture-based activities he observed in his colleagues’ classrooms were a waste of time.

And to an extent, he may have a point. We don’t know what was going on in his colleagues’ classrooms. Maybe the other teachers were using some highly effective techniques that he was just unfamiliar with. Or maybe, if his school was like some who don’t invest enough in training teachers in different methodologies, they really were just screwing around. Because if teachers don’t have a well-rounded repertoire of instructional strategies, methods that they know are effective, they will only use lecture to teach, and that gives them one of two choices:

• Lecture for the full 90 minutes, which bores students to tears, can lead to behavior problems, and ultimately has a negative return, since student attention spans can’t be sustained for longer than about 15 minutes. So in this case, you’re “covering” a lot of material, but students aren’t learning it.
• Lecture for half the period, then give students the second half for “homework time.” This is also ineffective, because that means students are actually learning only half the material over the course of a semester or year. This is typically the reason why some teachers object to block scheduling: They say they can’t “get through” as much material. But if these teachers knew more strategies, that remaining time could be used for instruction that would actually hit more learning targets.

Best Practices on the Block

Do not rely solely on lecture. This advice comes from every teacher I have talked to and every piece of research I have read about successful block teaching (for a good summary, see Queen, 2002). Although I do believe a brief , dynamic lecture every now and then is an efficient way to deliver instruction, and does not need to be abandoned entirely, teachers who lean too heavily on it are doomed to failure in a longer class period. Instead, use a variety of instructional strategies, many of which we will get to in a little while.

Switch activities every 15 to 20 minutes. Students get restless when they are required to sit still or do the same thing for long periods of time, so unless they are working on a task that will truly engage them for a full hour (and we’ll get to these later on), look at your class period as a series of 15- to 20-minute chunks of time and switch activities in each chunk.

Overplan. If you’ve ever finished your planned activities in a 50-minute period and found yourself with ten awkward minutes to kill, imagine how much worse it is when you have 30. So plan for the essential activities, but also build in some extras that would be nice to get to, but aren’t essential. Meagan Brockway, a high school history teacher in Greencastle, PA, says, “Block scheduling requires planning for more than you can accomplish and then continually readjusting based on student needs.” This readjustment may vary from student to student and class to class. “If I have a class that is tremendously behind, then it is a matter of looking at the ‘extras’ and either cutting those out completely to get to the content needed OR if it is a class that is up for a challenge, then I give them extended time to complete it on their own.”

Use a smart pacing guide. One of the challenges of block scheduling is “fitting in” all of the content you might be used to teaching on a daily schedule. Pacing guides, which are used to map out when you will address each learning target or standard throughout the year or semester, are essential to make sure you use class time wisely. But these often value “coverage” over actual learning. The late educator Grant Wiggins, who always offered incredibly insightful ideas on authentic learning, wrote a great post on designing pacing guides that help teachers hit the most essential standards but also build in time for re-teaching and extension when necessary.

5 Structures for a Block Class Period

To make the most of your extended class period, consider one of these five structures, which you can mix and match over the course of a marking period, depending on your instructional needs. For the sake of convenience, I’m going to assume we’re talking about a 90-minute class period, but you should obviously make slight adjustments if your block is longer or shorter than that.

The Classic

This would look the most like a typical lesson, except you would have time to do it right and include ALL the bells and whistles that we all know a good lesson should have:

• (10 min) An engaging anticipatory set to pique students’ interest, build relevance, bring concepts out of long-term memory or just set the stage for learning. This is a step we often skip over when we are pressed for time. (For ideas, see my post on anticipatory sets or this one on How to Approach Your Teaching Like a Master Chef .)
• (15-20 min) Some kind of direct instruction , where the teacher delivers the day’s lesson through a lecture (Yes! In small doses this is okay!), doing a demonstration, showing a video, having students read through some kind of text or do an interactive online lesson.
• (30 min) Student application of the content. This might take the form of individual practice, reciprocal learning , or some other kind of group work.
• (15-20 min) An assessment of the content or skill, followed perhaps by re-teaching to those who need it and an extension activity for students who met the standard.
• (10 min) A reflection or other kind of wrap-up, where the value of the lesson is reinforced.

Whitney Schultz , who teaches 80-minute blocks of English at a high school in Baltimore, MD, uses this kind of structure on most days, mixing up the activities within each of the segments. “That 10-15 minute review and 10-15 minute introduction might instead be a 20-30 minute quiz followed by self-grading; or, in my AP class, it might be 20-30 minutes of daily AP practice followed by 40-50 minutes of text discussion/analysis. I’ve found it’s easier to fill 80 minutes than try to trim down what I cover each day!”

The Workshop

In this structure, students would spend the majority of time working on their own projects. The class period might start with a brief (10-minute) mini-lesson, and it would ideally end with some kind of a wrap-up, sharing, or reflection time, but at least a full hour would be spent working independently or in groups on a long-term, hands-on project. Meanwhile, the teacher would circulate, conferencing individually with students as needed or using an appointment system like the one used at the Apollo School .

• In an English language arts class, this could be independent writing or reading, or a mixture of both, depending on what each student happens to be working on at the time.
• If you are running a self-paced math class , or are delivering instruction through hyperdocs or playlists , where students work at their own pace through a series of lessons, then during the hour, students would just get started from wherever they are in the materials.
• In any class that has implemented Genius Hour , this time could be devoted to research, writing, or working on presentations.

One big, focused activity takes up most of the class period in this structure. Class may start with some kind of an introduction and end with a reflection or wrap-up, but at least an hour is set aside for an activity where the whole class digs into a single meaty task. In this case, the task itself is designed to be active and engaging, so the rule about switching every 15 or 20 minutes is waived. The big activity could be any of the following:

• Simulations or role-plays, which can be incredibly useful in helping students understand complex social studies or science concepts.
• A debate, socratic seminar, or some other long-form discussion strategy
• A project-based learning activity
• A virtual field trip
• Jigsaw or another cooperative learning activity
• An actual lab (hello, science!)
• Sketchnoting: This idea comes from Jana Maiuri , a middle school English teacher in Oakland, California, who will occasionally set aside a whole class period for students to create sketchnotes on a given topic. It starts with  “a ten minute rapid-fire warm-up…followed by a kind of ‘okay, show me everything you know about commercial fish depletion in a sketchnote in the next 90 minutes.’ Then in the next class we do two concentric circles and everyone gets two minutes to present their sketch: three vital facts, the most unique or compelling thought, and one artistic accomplishment or challenge. The movement and the art are engaging and thought provoking.” (To get started with sketchnoting, see Vicki Davis’ comprehensive post on sketchnoting here .)

The Performance

At the end of a learning cycle, students should ideally have some kind of final product to share with peers, or even outside visitors. A 90-minute block class would be ideal for sharing and celebrating this student work. This performance could take many forms:

• Student speeches
• Film festival
• Gallery of physical or digital products
• Poetry or other readings

The Variety Pack

On some days, you might opt to just give students a fast-paced mixture of activities, some that might review previously learned content, some that introduce new stuff, others that do a bit of drill and practice, and even some that are just there for fun and enrichment. These can be handled in a station rotation model, with student-selected learning centers, or just by having the whole class do a a series of smaller activities together. Here are just a few possible activities you could include:

• Any kind of skills practice, flashcard work, or retrieval practice
• Watching a short video clip
• Independent reading
• Journal writing
• Having a short philosophical chairs debate
• A short read-aloud from a book you’re reading together as a class
• Small group work with the teacher
• Games like Kahoot or Crumple & Shoot

So whether you’re brand-new to block scheduling or you’ve already been doing it for years, I hope you’ve found at least one new idea to help you make the most of that extended class period and never again be accused of running a “glorified playtime period.” ♦

Queen, J.A. (2002). Block scheduling revisited. Phi Delta Kappan, 82 (3), 214-222.

What to Read Next

Categories: Instruction , Podcast

Tags: lesson planning , teaching strategies

44 Comments

Thank you for pointing out the falacies in the letter. First-year teacher (who should have been prepared better) thinking lecture (the way he was taught) delivering content is the only way to teach. Thank you again for showing us that there is a difference between teaching and learning as well. Being subjected to the “expert” reading a PowerPoint for 40 or 80 minutes (or 5 hours during traditional teacher PD workshops) is the worst way to learn. Being curious (whether naturally or induced by another) and then struggling to discover what’s going on (as opposed to the “answer”) is the best way to learn (and that’s how babies and toddlers and young children learn until school rips that curiosity out of them).

Unfortunately, too many teachers (as well as too many administrators, parents, and students!) can’t think outside the box of lecture and drill and kill.

I’m having the opposite problem – I previously taught middle school ELA in block periods, which I loved, but now I’m moving to the high school and I only have 42 minutes! Any advice for conducting meaningful, engaging lessons in such a short period of time?

Yes! Stop thinking of lessons as 42 minutes long :). Just because you have 42 minutes a day doesn’t mean it’s the end of the learning process for that specific content.

You have to shift your mindset from content being served once daily to content being a continuous learning and discovery process. Even when I taught in a school with no block periods, my kids still did project-based learning and inquiry every day.

I’m sure I’m preaching to the choir…but learning doesn’t end with the bell 🙂

You can try flip learning Have the kids do some prep the night before Also online testing gives back the class time taken by testing in class and gives the kids feedback faster

Hello Jennifer!

I taught on the block schedule from 1997 until I retired in 2010 and I loved it! Your article was spot on! Thanks for sharing with a new generation of teachers!

Loved it! Another fallacy in the reasoning of the critic of block scheduling is that the purpose of education is to instill content in the quickest way possible. That may have been true back in the day, but the accessibility of the internet has made that somewhat obsolete. Today the purpose of education is to teach students to how to learn.

I have been looking for a steady source of professional inspiration for a while, and have found it here. Every episode invites me to reevaluate my teaching practice or try a new approach with an eye towards enhanced student learning and engagement. I have contemplated taking a personal day so that I can listen to old episodes and plot and plan the implementation of all the strategies I’m learning about. “The Cult of Pedagogy” has become my most valuable source of professional development.

Hi, Rose! I’m a Customer Experience Manager here and wanted to thank you for these kind words! I’m going to make sure Jenn sees this. Take care!

Rose, thank you so much for letting me know that you’re getting good value from the podcast!

I wish this information would come from our administrators who have recently told us we are going to 82 minute block in September. They have not done their homework…

My school is currently trying to decide if we want a block schedule or traditional schedule next year. Many teachers want block schedule, but several subjects are concerned about not getting face-to-face time with kids daily for that repetition/daily practice (mainly math, foreign language, and music). Is there research either way on the benefits of seeing students every day in those subject areas?

There’s definitely a lot to consider when making a transition to block scheduling. Here’s another article to check out that you might find helpful: The Pros and Cons of Block Schedules

Why must it be ALL or Nothing? What about a hybrid: regular class schedule Block on two days Students only miss 1 face 2 face a week Classes that like block get it

I have been teaching HS math for three years and have been very successful at teaching on traditional schedule. This year, I relocated and will be teaching 7th grade math on 90 minute block. I have no idea where to start.

How is block going for you? I am stepping in to a 7th/8th grade position with 82 minute classes in a couple weeks. I have successfully taught high school with 52 minute classes. I am feeling overwhelmed. What’s working for you?

Where to start? Start where any great lesson begins. Identify clearly and specifically what students will know or do as the direct result of the learning opportunity. Then analyze what they will need to get there and design carefully sequenced activities, questions, procedures, materials, games, practice, etc. that you and the students will need. SMALL STEPS. Try to predict what could go wrong or where confusion might occur and plan ways to avoid or use these moments as opportunities for growth and deeper thought. Create “The Need to Know” and set the ball in motion. BE PRESENT. Have fun learning with your students.

What can I say or how will I start saying it? I 💕 the way you explained the matter of block lessons.

I really appreciate it. I’m used to this type of lessons and I confess that never thought I’d find someone to explain me how to effectively use the 90′.

It’s amazing, I enjoyed your explanation.

I only have 72-minute classes, but they can sometime feel like they’re dragging towards the end. I conducted a lab-style block class in ELA recently and I think it was fairly successful, with plenty of movement and valuable activities. 1) Intro: Free-write & sharing: What makes a class discussion work well? (10 min) 2) Prepare for discussion: In small groups, pick a side of the debate proposition regarding the text. Together, find and discuss 3-5 pieces of textual evidence that help support that side. (20 min) 3) Activity: Participate in forum discussion incorporating evidence with every comment (25 min) 4) Reflective writing & sharing: What was the benefit of using textual evidence? What words did you use to introduce the evidence? What speaking “moves” did you make to make your use of evidence effective? (15 min)

I don’t think the original letter ranting against block scheduling is saying that she thinks teaching should be all lecture. She is stating that in order to fill 90 minutes – and keep the kids from losing interest – there has to be a lot of fluff in the lessons. As one who teaches 95 minute periods each day, I tend to agree. Card sorts, four-corners, scavenger hunts, etc. Educators talk them up like they are great – but I agree with her – they are essentially time fillers – they take 15 minutes to do something you could otherwise cover in 5 with the same impact on learning.

As a student I loved block schedule in high school. It was so much less rushed and stressful than the traditional schedule I had in middle school (the middle school actually adopted block schedules the year after I started high school). I only had three classes where I felt the time was not used effectively and it was great not having to break my back lugging home homework from every class at once. I don’t know how you’d ever do science lab s with shorter class periods. Even in band and math, subjects you mentioned as possible exceptions it was better. In middle school we handed in our homework and listened to the texture and then the bell rang. I’m high school we had time for questions and practice problems. It really helped prevent the whole getting home and realizing I had no idea how to do the homework issue.

I have loved teaching my ELA blocks, but now I’m faced with TWO HOUR blocks online and I have NO IDEA how that’s supposed to look/work. Thoughts?

Hi, Allison! First, we feel for you and your situation. We’ve looked for articles about 2-hour classes and have come up empty. What we can recommend, however, is to look at this post (the 90-minute block post) and see which structure aligns most closely to what you would normally do in class. Then, you can match tech tools to simulate in-class activities.

If you’re using Zoom, certainly utilize breakout rooms , and you could also check out a few tools like Parlay for discussions or elink for curation projects. Students could also create blogs or one-pagers , too, during this time.

Lastly, if you haven’t already, the Cult of Pedagogy Virtual Learning Pinterest board is a great place to scroll, and 9 Ways Online Teaching Should be Different from Face-to-Face and Distance Learning: A Gently Curated Collection of Resources for Teachers are really good posts for right now.

I hope something here helps!

Excellent podcast! I just finished an AQ course on online teaching during which we listened to a few of your ‘casts. Great stuff. I work at a school that already ran on a compressed calendar, with 90-minute periods. As we’re shifting to all-online in a few weeks with the quadmester (two classes per day), my first quad will be grade 10 science and grade 12 chemistry… classes will be 3 hours each.

I like the idea of breaking up the learning into transitional bites, but I’m going to be winging a bit as I go to see what that looks like for students I won’t see…

Power forward.

Thanks again!

Over-planning is most likely what most great teachers are “guilty”‘ of.

Great Podcast. Thank you. We are using Block scheduling for the first time in my district teaching online. We have gone through extensive and useful training. One thing that I barely ever have experienced through ALL of the training, podcasts, workshops, etc. is that all of the training and examples, info, websites, etc is geared towards all school subjects such as math, English, social studies, etc EXCEPT for foreign languages. I think we should pay more attention to world languages in this country! Thank you for everything you do.

Mike, Would you please share resources for some of the valuable professional development sessions you encountered? Thank you.

If you’re using Zoom, certainly utilize breakout rooms, and you could also check out a few tools like Parlay for discussions or elink for curation projects. Students could also create blogs or one-pagers, too, during this time.

I’m currently getting ready to teach blocks in 9-11 ELA and in geometry. We have a short day and teachers are allowed to be creative with the curriculum- I was a little- ok a lot intimidated by this but after reading the article I feel more secure and less stressed. Btw I was hired two days before school starts and am teaching both online and in the classroom. Thanks again

I am using Google Meets and Canvas this year, teaching 4 different courses. I am looking forward to seeing how we can better instruct our students virtually using all of the tools available online. Thank you for all of these ideas and resources.

The focus must be on content being a continuous learning experience. There is also the discussion and discovery process. Instead of project based learning, physical education is more interactive.

Great podcast – my district is going to block scheduling for the first time. I plan on overplanning and moving on from an activity every 20 minutes or so. It should be interesting!

I always appreciate your thinking! I work with teachers to improve practice and I am currently coaching a new high school teacher who is struggling with how to structure an 80-minute block. I shared your article and it made a lot of difference. THANK YOU for the concrete examples!

Thanks for your positive feedback–I’ll be sure to share this Jen!

Hi Jennifer! I enjoyed very much your podcast. I currently teach 3 different ESL courses and pretty much use the classic organization in all my classes simply because all my students are “newcomers” and are learning the fundamentals of the English language. However, I think I will put into practice a “variety pack” structure to change the pace a little bit and make it more interesting for my students. Thank you for your input! Mariella Warren

Mariella, I am so glad that the post was helpful in pushing your thinking about the organization of your classes! Thank you for sharing. I will be sure to pass on your comments to Jenn.

Some of these I have used before, and there are some that are new to me and will give them a try.

We are looking at keeping the block and this information was so helpful!

Blocks are good for projects and collaborating.

Most adults can’t pay attention to anything for more than 20 minutes. Why do educators think adolescents and juveniles can sit still and be on task with whatever style of lessons you prepare for 90? Blocks are great for SOME well adjusted students who can stay on task and do not need constant behavior management. What is that – 20-25 % tops? I teach blocks in HS and it stinks. It is too long for the kids. They check out. Even when you mix it up – it becomes an avalanche where you basically are forcing a whole week of content in 2 days. Much prefer shorter lessons that are engaging – daily. For advanced kids – projects, labs – sure – blocks can work. Everything else – the second half of the block becomes herding cats. And it is NOT the lessons or the teacher – it is the TIME. It doesn’t matter if you over plan if the kids are checked out. And they are.

Scheduling a 90 minute block does have its challenges. The post does share a variety of ways teachers can switch things up with purpose every 15-20 minutes, but still, teachers know their kids best and what works well for some kids, may need to be adjusted for others.

I have a block schedule which is 1 hour 50 minutes, but 5 days a week with the same classes each day. It’s exhausting. Though it does make Fridays shorter schedule where I have 1 hour and 5 min fly by I guess. It’s just hard when kids finish at different paces and it’s exacerbated over an almost 2 hour period. I feel bad when I pull out another activity. But try to go between a short instruction then work time and back and forth. I wish I could get some independent reading in class but so far have failed.

Amanda, I agree it can be challenging to create learning tasks for longer blocks, especially when students have different needs. On the other hand, as evidenced by the number of suggestions included in the post, it offers many opportunities to switch things up: you can allot time for review or extra practice, group work, independent study, or projects.

If you haven’t tried it yet, I’d recommend looking at one of the five structures outlined in the post, possibly starting with the classic one, which has time for every part of a traditional lesson plus a built-in assessment piece and reflection time. Teacher Whitney Shultz even explains how to modify it from day to day. Since you have a shorter period on Friday, you could skip one or more of the components but still have time for authentic learning and assessment.

I’d also suggest reading through the comments from other teachers at the end of the post- you might pick up some insights or ideas there! And if you’re still on the fence about how to best use your time, I’d suggest a backwards-design planning approach where you identify the priority tasks and enrichment/supplement tasks and build your block around that. Incorporate feedback from your students about what’s working for them, too. Hopefully in time you’ll find the right mix of activities for the time you have.

The problem with block scheduling is you have to pay more taxes.

I agree with that statement. A good anticipatory set is actually discussing how a Bengal cat can interact with your golden retriever.

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Scheduling Process

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SCHEDULING STEPS

Current 9th - 11th Grade Students

1. Watch the scheduling presentation in January homeroom, then discuss options with current teachers.

2. Read course descriptions in the 2024-2025 Program of Study/Registration Guide .  

3. Complete course selection sheet with parent/guardian's signature.

4. Students submit course selection sheets into your Language Arts teacher by January 30th.  

Current 8th Grade Students

1. Participate in the scheduling presentation with high school counselors at BMS on January 29th.

2. Read course descriptions in the 2024-2025 Program of Study/Registration Guide .

3. Receive teacher recommendations to complete the course selection sheet with the parent/guardian's signature.

4. Return the signed course selection sheet to BMS by February 5th. 

5. Participate in an individual meeting with a high school counselor at BMS on February 21st to verify selections. 

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Course selection.

At Stevenson High School, our faculty, staff, and administration are committed to our mission: Success for Every Student. An important part of ensuring that success is supporting students in the selection of the courses students take during high school and ensuring that the course selection process represents a partnership between families and counselors.

Year to year, the course selection process begins with an important kick-off event that takes place every year in mid-October: “Let’s Talk About Your Future.” This event is designed to support family discussions about their student’s interests, passions, and goals for the future so they feel prepared to make decisions during the course selection process, which begins a few weeks after this kick-off event. 

Below, you will find more information about the “Let’s Talk About Your Future” event, course selection, the coursebook and other resources to ensure students and families feel informed throughout this process.

Let's Talk About Your Future

Coursebook + summer school coursebook, let's talk about your future.

We hope the “Let’s Talk About Your Future” event will allow families to engage in meaningful conversations about their student’s interests and goals. For the 2024-2025 school year, this event will take place on Tuesday, Oct. 22. This will be a “no homework” evening to allow time for families to discuss student's areas of interests in order to align course selection decisions with their goals and passions. Students and their families are encouraged to use the following resources to facilitate discussions.

Academic Expo

Then on Friday, Oct. 25, students will be welcome to visit the forum during their lunch periods, where they can visit with teachers and counselors to find out more about classes that tap into their interests. As a result, they will receive information to help guide their course selection process.

Discussion Resources:

• 2025-2026 Interactive Coursebook -- coming soon!
• 2025 Interactive Summer School Coursebook -- coming soon!
• Wellness Wheel
• Career Pathways Booklet

Additional questions that may help to guide your family’s conversations include:

• How will your course choices challenge you to grow as a learner?
• What new skills would you like to develop during high school?
• How will your course choices prepare you to achieve your post-secondary goals?
• How will you ensure a balance between classes, co-curricular activities, and other areas of your life?

Following the “Let’s Talk About Your Future” event in October, the course selection process for students begin in phases for each class. For an overview of how of the course selection process, click here .

Course selection by class will occur in the following phases:

• Course Worksheet Planner
• Activity Period Course Selection Presentation
• Post-appointment Next Steps

During course selection, students will have the opportunity to meet with their counselor for an individual course selection appointment, and we will be in touch with families when that process begins. Once courses have been mapped and selected, students can register for those courses in Infinite Campus.  For more in-depth instructions on how to register for courses in Infinite Campus, click here .  Please know that school counselors are here throughout the school year to provide support and guidance with the course selection process. Should you have any questions regarding course selection, please contact your counselor.

Coursebook & Summer School Coursebook

• The coursebook is organized into academic division sections. Each section provides a comprehensive listing of classes offered in that division with course descriptions and pathways.
• The Career Cluster Framework assists you in connecting career pathways with courses that offer an opportunity to explore and develop the skills needed for that career.
• The four-year course plan, found in the back of the coursebook, provides you with an organizational tool for mapping your course choices during each year of high school. 

2025-26 Course Selection Documents  

2025-26 Interactive Coursebook Coming soon!

2025 Interactive Summer School Coursebook Coming soon!

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High School Presentations Guideline

Teachers are sadists. They no longer settle for essays and case studies. Instead, they want you to give presentations with visual aids. And they grade you based on your design and public speaking skills instead of only evaluating your writing. Our guide will be a lifesaver if your PowerPoint and Keynote skills are basic at best and you have no idea where to begin. We focus on the most critical aspects that make presentations beautiful and compelling without going into technical details.

As a bonus, you can also use our tips for your college PPT presentations and professional slides, as these simple rules are universal.

Decisions Before You Start Working on Your Presentation

First, you need to formulate your high school presentations goals. Do you want to draw attention to a problem or convince the audience to take your side in an argument? Do you want to hide the lack of research results or get a passing grade without much effort? Be honest with yourself and make the following decisions based on your objectives.

• Font. Stick to one or two fonts (serif for titles, sans serif for body text). Times New Roman, Arial, Helvetica, etc., are all acceptable. But you must stick with the same font and size throughout the presentation. If you want the audience to be able to read the slides, titles should be at least 40pt and body text - 24 pt or above. And make sure you use high-contrast combinations of text and background color (but not green on red and other glaring combinations that are hard on the eyes).

• Colors. Pick your color scheme in advance and stick with it. The best practice is to use three or four main colors with a couple of accent tones. Black and white slides with bright accents can also look stunning. The color wheel should help you pick complementary colors if you don’t want to settle for PowerPoint default color schemes. 

• Layouts. If you don’t use a presentation template with preset layouts, stick with two or three layout options. Your audience will have trouble focusing if the layout changes with every slide.
• The number of slides. While most PowerPoint presentation tips for students advise limiting the number of slides, that’s not the best policy if you have much information to share. Sometimes it’s better to increase the number of slides to keep them readable and compelling. Besides, regular slide changes will keep the audience engaged instead of getting bored staring at the same slide for five minutes.
• Handouts. People can read or listen, but not both at once. So if you want the audience to focus on your performance, do not provide handouts until you’re finished. Let them read the info at their own pace after you’re done presenting. But handouts are your best friend if you feel nervous about your presentation and wish to draw attention away from yourself.

After you’ve made these preliminary decisions, it’s time to plan and design individual slides.

Compelling High School and College Presentation Slides

Should you cram your whole speech into slides? 

How many animation effects are too many?

What makes a good presentation for students? 

Each slide will look flawless if you follow a few simple rules. It all comes down to limiting your design impulses:

• Limit yourself to one idea or point per slide. You can use slides to outline the following points, but each one should have a separate detailed slide.
• Limit the word count. Presentation is not an essay or a teleprompter, so use no more than two or three short sentences per slide. Otherwise, the font will be too small, or the audience will focus on reading the text instead of listening to you.
• Limit data on images, tables, and charts. Only provide relevant information and leave the rest for your paper or handouts. For instance, if you’re only discussing the economy of three countries, delete the data on the remaining dozen you use for reference from your slide. 
• Limit distracting visual effects. Used sparingly, animations make for pleasant viewing, but excessive effects draw attention away from the content and can be annoying.

Most PowerPoint ideas for students forget to emphasize that slides are visual media. So stop treating them as you would an essay. Instead, use visual tricks to highlight critical data and direct the audience’s attention where you want it. That’s what contrasting colors, infographics, charts, timelines, and other neat presentation features are for.

Extra Touches for After Your Slides Are Ready

Unfortunately, high school design presentation is not the only success factor. The content of your slides matters, and so do your public speaking skills. Practice makes perfect, and the more times you run through your speech and slides before you have to take the podium, the more confident you will feel. Remember to practice reciting your speech out loud without reading the slides’ text, keep eye contact with the imaginary audience, and avoid blocking the images on the screen. 

Finally, have fun and treat each presentation as a chance to hone your skills. After all, your experience designing and giving presentations will come in handy in college and beyond. You can save your best work in a portfolio for later use when hunting for jobs and internships.

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High School Scheduling - PowerPoint PPT Presentation

High School Scheduling

A final grade of a 'b' or better in the previous honors course ... ncaa guidelines ... there are four basic criteria which include: graduation from high school ... – powerpoint ppt presentation.

• Please write your last name, first name, gender, homeroom, and telephone number.
• Sheets must be turned into your English teacher by February 16, 2007!
• Graduation Requirements
• 25.5 credits are required for graduation
• 4 credits of Science
• 4 credits Social Studies (including economics and western civ)
• 4 credits of English
• 4 credits of Math
• 4 semesters of Physical Education
• Computer Based Applications, Drivers Theory, Personal Wellness and Speech
• Each students must schedule at least 6 credits, and a physical education class each year.
• You are encouraged to carry 7 credits
• Be Sure to Check Prerequisites for all Courses!
• Honors courses for students who are planning on attending a four year college or university and are looking for a rigorous course load.
• Prerequisites for Honors Courses
• A final grade of a B or better in the previous honors course
• A final grade of an A or better in previous academic course
• Teacher Recommendation
• Students may initiate an appeal if they prefer to enroll in an honors course but have failed to meet the prerequisites.
• The appeal must be submitted in writing by completing an Appeal Form,signed by the student and parent, and submitted to your guidance counselor.
• English 11 Academic
• English 11 Honors
• Creative Writing (semester)
• World Mythology (semester)
• Writing Workshop (semester)
• Theater Arts I (semester)
• Theater Arts II or III
• American History Academic, Honors or AP
• American Legal Systems (semester)
• Leadership (semester)
• History of Western Civilization Academic or Honors
• History in the Headlines (semester)
• AP European History
• Sociology (semester)
• AP Psychology
• AP American Government and Politics (semester)
• Chemistry Academic or Honors
• Physics Academic
• Physics Honors
• AP Chemistry
• Integrated Essentials Math II,or III
• Integrated III Academic
• Integrated III Honors
• Precalculus Academic
• Precalculus Honors
• AP Statistics
• AP Calculus AB
• AP Calculus BC
• Please circle the course number of the following courses
• _____ 852 Physical Education 11
• If you have not taken CBA, Personal Wellness or Speech, consider scheduling these courses for next year!
• ____ 002 Media II Broadcast
• ____ 824 Digital Design (semester)
• ____ 648 Popular Music (semester)
• Sample Schedules
• Period 1 English 11 Period 1 English 11 H
• Period 2 Integrated Math II Period 2 Integrated Math III
• Period 3 ChemLife Period 3 Physics
• Period 4 American History Period 4 Phys. Lab (M)
• Period 5 Lunch Period 4 Study Hall (T-F)
• Period 6 Spanish III Period 5 American History
• Period 7 World Myth.(1st sem) Period 6 Lunch
• Period 7 Drivers Theory(2nd sem) Period 7 Spanish III
• Period 8 PE (1st sem) Period 8 PE (1st sem)
• Period 8 Study Hall(2nd sem) Period 8 Child Dev.(2nd sem)
• Period 9 Media II Yearbook Period 9 Concert Choir
• The National Collegiate Athletic Association (NCAA) has specific guidelines for high school student athletes who wish to be eligible to compete in college athletics. There are four basic criteria which include
• graduation from high school
• minimum core grade-point average
• minimum ACT or SAT scores
• completion of 16 core courses
• Planning for college and college athletics (Division I, II or III) begins in grade nine in order to complete the core courses. Check with your guidance counselor or the NCAA website for information concerning the specifics of the above criteria.
• NCAA website www.ncaaclearinghouse.net

PowerShow.com is a leading presentation sharing website. It has millions of presentations already uploaded and available with 1,000s more being uploaded by its users every day. Whatever your area of interest, here you’ll be able to find and view presentations you’ll love and possibly download. And, best of all, it is completely free and easy to use.

You might even have a presentation you’d like to share with others. If so, just upload it to PowerShow.com. We’ll convert it to an HTML5 slideshow that includes all the media types you’ve already added: audio, video, music, pictures, animations and transition effects. Then you can share it with your target audience as well as PowerShow.com’s millions of monthly visitors. And, again, it’s all free.

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In this section, course scheduling.

During the third quarter, scheduling activities take place to assist each student in selecting appropriate courses for the next school year.

The steps to the scheduling process are listed below. 

• Teachers first meet with students to discuss recommended courses for the next school year. This happens in mid to late January each year.
• Several events are held starting in January to provide additional information to families about course options: the Academic Fair, College Credit Plus presentation, Scarlet Oaks field trip (virtual), and Coffee with Counselors. 
• Students should also review course descriptions in the Course Planning Guide   and discuss options with their families. 
• Students follow the online scheduling instructions to enter their class selections online while taking into consideration the student’s abilities and four-year high school plan.
• Counselors will then meet with students to discuss and review their course selections and finalize their plans. This happens in February-March each year.
• The final step in the process allows students and parents the opportunity to review, correct, and/or change selections. It is expected that students develop a sound educational plan and an appropriate schedule prior to the end of the current school year. The deadline to make changes to requested courses is April 30 of each year. 

All students must maintain a schedule that will permit graduation and will meet the minimum requirements for college admission.

Changes in course requests may be made anytime in the months between the meeting with the counselor in February/March through April 30.

After April 30, all course requests will be locked.

The only course changes that will be made in the fall or at the beginning of the second semester will be those necessitated by schedule conflicts, failure of a course or computer errors.

Students must make informed decisions about courses requiring summer assignments because these courses will not be dropped at the beginning of the school year due to incompletion of the work.

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