es per day, students will meet for 90 to 94 minutes every other day (Huff, 1995). Huff (1995) states that the longer instructional periods associated with the eight-block model allow teachers to develop key concepts, and use diverse learning activities; it is also said to permit students better course selection.
Fallon (1995) discusses "macro block-scheduling," which is defined as a change in the structure of secondary school organization. It involves organizing the school's schedule for efficiency and effectiveness so students study and teachers teach one subject for 30 days.
According to Fallon (1995), in macro block-scheduling (sometimes referred to as "intensive education") students stay with one teacher four hours per day, and teachers teach just one four-hour academic class daily. Teachers and students work with one small group intensively for 30 days, or 120 hours, the equivalent of a Carnegie unit.
Macro-block scheduling is, in part, an element of what Carroll (1987) terms "The Copernican Plan." This is a form of large block scheduling in which each student will enroll in one class at a time for about four hours each day for a period of 30 days. An alternative can also be used which is to enroll in two classes of about two hours each day for a trimester. Curriculum instruction and credits are usually based on mastery of course objectives.
In the Copernican Plan, a block of 60 to 70 minutes each day provides teachers and students additional time for extra help, study, and planning. In the afternoon students participate in seminars of approximately 70 minutes for credits that would be awarded on the basis of successful participation rather than on mastery or examinations. According to Carroll (1987):
The Copernican Plan allows teachers to concentrate on the individual students rather than on whole classes. Additional requirements for each student are reliable attendance, reasonable conduct, and an in...