A Blend of 50-Minute and 100-Minute Classes

In the 2026-27 school year, Luther College will continue with a hybrid block schedule. This schedule allows both students and teachers to benefit from a wider variety of instructional practices and class activities.

The regular daily class schedule consists of six 50-minute class periods. On select weeks, we use the hybrid block schedule, with 50-minute classes on Mondays, Thursdays, and Fridays and 100-minute (double-block) classes on Tuesdays and Wednesdays. On Tuesdays, students attend Periods 2, 5, and 8, while on Wednesdays they attend Periods 3, 6, and 9.

We will continue to have a 25-minute chapel period mid-morning and a 50-minute lunch period for all students.

The dates for these select hybrid block weeks can be found on the Calendar.

Schedules

Why We Moved to a Hybrid Block Schedule

The primary reason that Luther is following a hybrid block schedule is to provide the benefits of two different period lengths. Some subjects like Phys Ed, Sciences, and Fine Arts are more hands-on, and better suited to longer class periods, while other subjects are more suited to slowly building concepts piece by piece. A number of years ago, Luther conducted a short trial of 100-minute classes; during this trial, many teachers expressed an interest in having a blend of shorter and longer classes. As a result, this new hybrid block schedule is designed to take advantage of both shorter and longer period lengths.

There are a number of key benefits that longer 100-minute classes offer to students and teachers:

• Reduced Student and Teacher Movement: On double-block days, students will spend less time moving between classes; students will have fewer books to carry around and the longer classes will be followed by extended breaks (at chapel, lunch, and after-school).
• Reduced Daily Cognitive Load: With only three classes on double-block days, students will have only three lessons on which to focus, instead of the usual six.
• Potential for Increased Depth of Learning: With longer classes, students and teachers will spend less time per class on set-up and set-down activities. Teachers have more time to activate previous learning, model techniques, and ensure that student learning transfers from short-term to long-term memory. Students have more time to practice, discuss, and collaborate, to revise and improve work, and to apply their knowledge to other contexts.
• Potential for More Student Engagement: The greater variety of activities offered by longer classes has potential for more engagement between teachers and students or between students in smaller group activities.

Have Questions?

Please call 306-791-9150 or email principal@luthercollege.edu.