4X4 Intensive Block Schedule

Learning within the block is a shift in the methodology of education. Teachers are able to engage students in the processes of active inquiry, which heighten critical thinking and interpersonal skills. A student takes more control of his education by being actively involved in the learning process. The schedule is designed to reduce some of the obstacles that interfere with student achievement, such as insufficient time for in-depth thought, high stress levels, and fragmented instruction.

Key features:

• Students take eight courses per year (four per semester) and graduate with 320 credits, as many as100 credits more than a traditional schedule offers.
• Four 80-minute academic periods per semester provide time for focus and deeper exploration of concepts and skills.
• Extended class time enables faculty to develop more creative and varied lessons.
• The 320-credit graduation requirement provides the opportunity to include an array of Advanced Placement and Honors courses in the student’s schedule.
• The block schedule allows a student to experience university-like formats of course loads and exam periods.
• Teachers give more personal attention to each student because they have fewer students each semester.

Instructional methods used frequently:

• Concentrated writing projects
• Cooperative learning
• Debate
• Guest Lectures
• In-depth laboratory experiments
• Practice time for difficult concepts
• Role playing
• Simulations
• Student Presentations
• Teacher directed learning activities
• Time for meaningful research

Frequently Asked Questions about the 4 X 4

Q. Is 80 minutes too long for a high school boy to concentrate on one subject?

If a teacher were to lecture the entire time, yes. However the Archbishop Riordan faculty is trained to switch types of learning activities several times throughout the block. By alternating activities, students are able to stay focused and delve deeper into the subject content.

Q. Does the workload and expectations change with the block schedule?

In a college preparatory program, the demands are high across the curriculum. Riordan students balance fewer courses but the intensity level increases because students complete an entire course in one semester. While the number of assignments may be the same as a year-long course, they must be completed more quickly. Faculty use alternative assignments and assessments to address the immediacy of the assignments.

Q. Is it true that students may have one difficult and one easy semester?

That depends on what you consider difficult and easy. What is difficult for one student may not be difficult for another student. The rigor of the schedule is largely dependent upon the course selection of each individual student. Counselors assist our students in balancing their course loads, but parents have a role in guiding the proper course selection for their sons.

Q. How does this schedule help a high achieving student?

More class time is available so teachers can go beyond just scratching the surface of a topic. There is time to ask the “why,” “what if,” and “how about” type questions that curious learners often have but are not afforded the opportunity to ask. Also, with a load of 32 courses over four years, highly motivated students can enroll in more challenging courses of their choice.

Q. How does this schedule help moderate achieving students?

Students have more time to grasp and master concepts. If a student “doesn’t get it,” teachers can turn to other methods to get the point across. Students with diagnosed learning differences are mainstreamed, and through the block schedule, are afforded the time and methodologies to be successful in our college preparatory curriculum.

Q. Does a gap in sequencing of courses in subjects like mathematics or modern languages create a problem?

There is no statistical data to support the thinking that a gap in sequencing courses creates problems within the 4x4 block schedule. We do understand, however, that time gaps are associated with slips in memory. To best support student learning, counselors work hard to schedule students’ sequenced courses in an appropriate manner. Moreover, teachers strive to lead students to deep comprehension of ideas and skill. Concepts that are truly comprehended are not easily forgotten, and that is the strength of in-depth learning.

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