Routines and Procedures

Computer Captains for Transitions

Computer Captains for Transitions is a routine I have developed that allows my students to take on an important peer leadership role that, at the same time, helps minimize the amount of time that my students spend in transition from working independently on a computer to joining their group on the rug for direct instruction or vice versa. Using the Computer Captains for Transitions strategy, which involves designated students alerting their peers to the timing of routinized whole-class transitions, allows my students to develop more ownership over their own learning and the culture of the class. Used in combination with timing transitions and re-doing unsuccessful transitions, this strategy has helped me re-capture critical learning time in my blended learning classroom. 

Strategy Resources (3)
Student Handout
 
 
This is the Computer Captain job description that I share with my students. It states that the captain is responsible for ensuring a good transition to and from the computers by saying "All aboard!" when the transition has started, timing students during the transition, and positively reinforcing those who transition correctly. The Computer Captain also signals when it is "All cleared!" to begin using computers.
Student Handout
 
 
My students use this Student Job Application to "apply" for jobs in my classroom. They have to explain why they want the job, as well as list their qualifications, prior job experiences, and other jobs they may also like to have.
Student Handout
 
 
This is the Computer Captain job description that I share with my students. It states that the captain is responsible for ensuring a good transition to and from the computers by saying "All aboard!" when the transition has started, timing students during the transition, and positively reinforcing those who transition correctly. The Computer Captain also signals when it is "All cleared!" to begin using computers.
Student Handout
 
 
My students use this Student Job Application to "apply" for jobs in my classroom. They have to explain why they want the job, as well as list their qualifications, prior job experiences, and other jobs they may also like to have.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
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During the Problem Solving Investigation, students are in their teams and are delegating/agreeing on what their next steps and strategies will be during a problem solving investigation. Once they are ready to begin they show the teacher a silent signal, in this case a thumbs-up. They are then dissmissed to begin their investigation using manipulatives and materials they have are given/may select from. During this time each student is given a randomized role based on their drawn number for the session. Then students select strategies to solving the problem and collaborate using the strategies they've selected from our marh strategies card. Once they agree they provide feedback or ask questions in ways to proceed forth/close out the investigation task. The students identify their next steps and are in control of their own learning. I implement this strategy to catalyze stronger teamwork skills and lifelong collaborative abilities.This strategy is developing skill sets students will need in the upper grade levels as well as in college. Basic interpersonal communication and academic language profficiencies can only flourish when ample opportunities are created in the classroom.  

 
Small-Group Instruction
Small Group Intervention

This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.

 
Routines and Procedures
Blended Learning Self-Monitoring

Students self monitoring- At the closing of each session students turns and talk to their neighbor about how their session went, what went well, and what a challenge was. This is done so students have support for their sessions, and so the teacher can visually evaluate how the students feel they are doing. The self monitoring also helps students consider what their next steps should be, as well as offer up suggestions on who to ask for help with certain lessons or who the 'ask an expert' go to would be. 


 
 
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