At our elementary school, we’re exploring the idea of changing from self-contained classrooms to departmentalizing in grades 4 through 6. In terms of science instruction, what are some advantages and disadvantages we should consider?
—Erin, Jackson, Mississippi
Any time we change how we do things in schools, there should be some fact-finding and thoughtful discussion of the advantages and disadvantages. A quick Internet search turns up many articles, reports, forums, and blogs on the topic (although I did not see much formal, current research). What data are you using to determine the need to change your schedule?
I don’t have a definitive answer on what configuration works best for upper elementary students.  In my classroom visits, I’ve seen many different variations of departmentalization, or “platooning.”

• Teacher A teaches a self-contained fifth grade class. She enjoys science and uses science themes in interdisciplinary activities in which students apply their skills in science, math, reading, and writing. She likes the flexibility of having the same students for the whole day, and her classroom is full of student projects.

• Teacher B teaches a self-contained sixth grade class. He admits that his own science background is weak, and he can’t justify the time it takes to set up science activities. He feels a need to focus on math and reading, and so he considers science and social studies as subjects he gets to when there is time, usually at the end of the day.

• Teacher C is a science specialist in a large school. He teaches every fourth grade student. His classroom has been designated as a science center with water, electrical outlets, tables, and safety equipment. There is an extensive collection of science trade books, a weather station, and aquariums. He sees the students every day.

• Teacher D teams with another fifth grade teacher. She teaches math and science and her colleague teaches reading and social studies. They meet their students every day for a block of time. Some days she uses more of the time for science investigations, other days she focuses more on math, and some lessons, like graphing or measurement, can be integrated into both subjects.

• Teacher E works in a small school, with one section of each grade. She teaches reading/language arts in her sixth grade homeroom and science for grades 4, 5, and 6. By working with all of the students for three years,  she gets to know them and implements a science curriculum that builds on their skills and knowledge.

Many elementary teachers feel the nurturing and intimacy of a self-contained classroom is important. They get to know the students better and can focus on their needs throughout the day. By teaching all of the subjects, they can help the students make the connections among the topics. Their schedule is not bell-driven, and except for the scheduled time for specials, recess, and lunch, the instructional time can be flexible. Some teachers and administrators prefer this configuration because they are concerned about the time students would spend moving to different classrooms and behavior management issues in the hallways. Some parents and teachers may feel changing classes sounds too much like a middle school experience. However, science can be overlooked, especially in an environment under pressure for students to perform well on reading and math tests. There are also issues around purchasing and storing duplicates of equipment, kits, safety materials such as goggles and sanitizers, and science libraries for individual classrooms. In this setting, it is important to discuss how to ensure high-quality science instruction for all students on a regular basis.
Departmentalized teachers may feel that the upper elementary students are ready for a different learning environment. The students get regular experiences in science, and the teachers can focus on one or two subjects in their planning. The classrooms become science centers appropriately equipped for student investigations and ongoing projects. In many departmentalized schools, the entire grade level team meets periodically to develop  and maintain consistent grading rubrics and basic classroom procedures in all subjects. The schedules alternate daily or weekly, so the subject the students have at the end of the day varies. However, having several teachers with different styles and personalities can be challenging for some students. There is also a concern that departmentalization could become compartmentalization, in which students and teachers see their subjects as totally separate entities. Parents also have several teachers to communicate with, instead of one.
As you discuss this possible change, work with your principal to identify the pros and cons and to explore potential issues with scheduling and facilities. Include the special education faculty in your discussions. If you’re serious about modifying your schedule, keep parents in the loop, sharing the rationale you develop. Whatever you decide to do should be based on your data and reflect the best interests of your students.
Photo: http://www.flickr.com/photos/benwerd/329570851/