Modular Scheduling

Modular scheduling is an innovation that emerged in the late 1960s. Implemented mainly in high schools, modular scheduling provides flexibility in the scheduling of instruction. Modules (mods) are usually 20 minutes long as compared to the normal class period of 45 to 55 minutes. The school day permits the use of a number of mods per day. Twenty-one mods per class per week is typical.

Classes are scheduled in different modular configurations. For instance, classes can be scheduled for one mod, two mods, three mods, or more. On different days, the same class can meet for different numbers of mods. For example, on Monday, Wednesday, and Friday, a class can meet for two mods. On Tuesday and Thursday, the same class can meet for three mods.

The schedule is designed to provide flexibility in instruction and to meet student and course content needs. All students may not attend the same classes. A greater number of students may attend the class when it is a large group activity and may then meet in separate classes for small-group activities. Classes are scheduled in different modular configurations to permit large, medium, and small group meetings as well as unstructured time. Generally, large groups of students are scheduled together for a lecture or special presentation. A medium size class could be scheduled for a more traditional discussion, question, and answer lesson, whereas a small group may be scheduled for in-depth discussion and analysis.

The number of mods per class is based on the instructional goals and subject. Science classes, language classes, and advanced classes could meet for three mods. Laboratory experiences could be scheduled for three or more mods. Classes would meet from a range of 20 minutes (one mod) to 100 minutes (five mods).

The student benefits of modular scheduling include opportunities for students to take more classes and more electives. Modular scheduling permits flexibility in matching instruction to learning [Page 570]styles. Students have greater freedom of movement through unstructured time. The freedom of modular scheduling is considered helpful in preparing students for college. Students have more time to schedule special activities, sports, and club activities. Students have time to meet individually with teachers during the school day. For students who are not free to stay after school because of jobs or transportation issues, this is an advantage. Students have more opportunity to socialize because of the flexible schedule.

Teacher benefits of modular scheduling include more time for collaboration, more time for individual conferences, greater teacher autonomy, more opportunity to diversify instruction, more time for instructional planning, the impetus to try different instructional approaches, and a greater sense of professionalism. Experience has shown, given the changes in teachers' and students' paradigm, or way of doing business, that schools that move to a modular schedule are better served if the change is done so in a planned and systematic process.

Observers of flexible modular scheduling, such as Shannon Murray, suggest that relationships between students and teachers are more positive, student interest in learning increases, discipline concerns decrease, and the school atmosphere becomes more relaxed and friendly in this system. Flexible modular scheduling continues to be evident in schools 40 years after its inception. Examples include Wisconsin's Wausau High School and San Francisco's Lowell High School.

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