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Many student will love lots of non contact time to ensure they can pursue their social lives. Balance is essential. Would "TRICK" work here?

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Units have two component size ; a main idea and lense. Maybe you could write down the units you want to do for each class using the main idea and the lense. If two overlap in either main idea or lense then you schedule those at the same time.

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Certain classes getting hit by calendar breaks

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Certain classes getting hit by calendar breaks

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Having a cycle that does not match weeks help, but we have had issues with one class losing seven periods in a term vs a parallel class. Selection of PD days etc. to avoid this.

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More flexibility through manipulation of double and triple periods

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Different lesson lengths and frequency   Discipline and interdisciplinary  areas in different grades could benefit from different size and frequency of time blocks - not just 50/100 minutes

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Different lesson lengths and frequency   Discipline and interdisciplinary  areas in different grades could benefit from different size and frequency of time blocks - not just 50/100 minutes

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Flexible schedule needs flexible teachers?

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Flexible schedule needs flexible teachers?

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As a student I found the longer break a little bit too long because you mentally leave school mode and then need to go right back to class. I think in place of the 25 min break we should do a small 5-10 minute break in between classes to eat or drink something

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If the schedule were 5days cycle (Monday to Friday), students can plan other things after school especially DP students

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As a student if I had the opportunity to choose when I have my classes I would choose to have P.E. as my last lesson of the day. Having double P.E period 1-2 makes is really hard to function during the day.

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Sport teams out on Fridays
Diploma programme minimum hour requirements
Currently no teacher restrictions on who can teach what, but schedule changes may restrict who can teach what
Split of lunch and break currently required due to outside space and canteen queues
Ideal period length is always a highly debated issue.

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I really like the 9-day schedule bc I like not having the same thing every day-particularly on Friday afternoons. I think it allows for every student in my class to be in class at the best time for their thinking at least once in a cycle.

I would like to be able to teach more than one elective class and with the current schedule that is not possible. Electives are my favorite classes to teach and I also feel that my students benefit from having the choice  to do something they are passionate about. Much of their learning can be done through experiential learning opportunities.

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As a semester progresses can we implement more flex time into the cycles/weeks?

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When are our 6-10 Ss given opps to engage in FLOW?

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The Continuum of Engagement provides the characteristics of a learner as they move from being passive about learning to being in the flow. How do we know learners are engaged? Step up the ladder to see how a learner moves from compliant to flow so you can picture what it looks and sounds like in a classroom when learners start engaging in the learning process. If you walk in a classroom, you might be able to see and hear engagement or the lack of it.

Compliant

In a Compliant level, the teacher is probably following the curriculum and doing what they know or learned in their teacher education program. If a teacher is directing the learning, it might be to introduce a topic. Some activities are determined by the lesson. The teacher may have prepared the lesson, created or used materials to put on the walls, and set up the seating chart. Learners are usually follow directions from the teacher and are not talking about their learning.

Commit

When learners are in the Commit level, you will see learners in pairs, groups, or working individually. The teacher may still be laying the groundwork for learning and determining prior knowledge at this level, but learners are more involved in what they learn. There will be more examples from learners on the walls. You may see the teacher walking around the room or sitting with one learner or with a group. This is the level where the teacher is building the relationship with the learner. The learner starts taking responsibility for some of the tasks or skills they need to learn.

Connect

When learners are in the Connect level, there is more noise in the classroom. You will see learners moving around the room, some standing and others maybe even sitting on the floor or hall. The teacher may be doing the same as what they did in the Commit level but now the room is noisier. The learners are doing more of the talking than the teacher. This is where learners enjoy learning from each other and even teaching their peers. Learners are becoming more inquisitive by generating questions and investigating solutions to challenges, issues, and problems.

Flow

When learners are in the Flow, this is called "messy learning" and may seem chaotic to some people. There is no way to capture what it might look like. You may have a few learners in the hall, one on a phone contacting a mentor, two sitting together animated, a small group brainstorming in the corner, and someone presenting their evidence to others for feedback. This is when learners are pursing their interests, are curious and seeking what they are passionate about. You can hear it in their voices and actions. They know how to set goals and monitor their progress. They want to share what they learn. They are motivated to learn and take greater responsibility for their own learning.

Deeper into Engagement and Flow...

Engagement is the affective side of learning and has been found to be a robust predictor of learner performance and behavior in the classroom. (Martin-Kniep, 2012) Engagement refers to the degree of attention, curiosity, interest, optimism, and passion that learners show when they are learning or being taught. When learners have a choice in what they are learning especially if it is something they are passionate about or interested in, they jump in and sometimes get lost in the task or project. This is called "flow" and you can see and hear the engagement.

[Source: Adapted from Csikszentmihalyi, M. (1990). Flow:
The Psychology of Optimal Experience. New York: Harper and Row]

There is so much more to share. In fact, we will be including this and more examples in our new book, How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper coming out in Fall 2016.

Some questions for you to respond below:

Have you experienced flow?
Where are you in the Continuum of Engagement?What about your learners in your classroom?

Resources

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Continuum of Engagement: From Compliant to Flow

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The Continuum of Engagement provides the characteristics of a learner as they move from being passive about learning to being in the flow. How do we know learners are engaged? Step up the ladder to see how a learner moves from compliant to flow so you can picture what it looks and sounds like in a classroom when learners start engaging in the learning process.

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How would a change in the schedule change a student's educational opportunities / experience at school / program / ?

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How do we want our students to spend there time at school?