Carpet Transitions : CarpetTransitionsExpectations.docx

 
 
 
CarpetTransitionsExpectations.docx
Presentation
 
 
This document was shown to students to state expectations before a transition. As we repeated transitions to the carpet more and more, we stopped reviewing expectations and just emphasized being safe and quick, evaluating more and more how efficient our transitions were.
  • CarpetTransitionsExpectations.docx
  • CarpetTransitionsExpectations.docx
Presentation
 
 
This document was shown to students to state expectations before a transition. As we repeated transitions to the carpet more and more, we stopped reviewing expectations and just emphasized being safe and quick, evaluating more and more how efficient our transitions were.
 
Routines and Procedures

Carpet Transitions

Carpet Transitions is a process where students walk from their desks to the carpet (or another location) for the next activity. Expectations and directions are explicitly laid out, and we evaluate how our transitions go. As we perform these transitions more and more, we emphasize our efficiency and use of our time. Through this process, we make the most of our learning time and ensure students transition safely.

Strategy Resources (2)
Students In Action
 
 
In this professional video, Stephen explains the carpet transitions. In addition, you will see Stephen's students transition following the expectations Stephen has set.
 
Presentation
 
 
This document was shown to students to state expectations before a transition. As we repeated transitions to the carpet more and more, we stopped reviewing expectations and just emphasized being safe and quick, evaluating more and more how efficient our transitions were.
 
Students In Action
 
 
In this professional video, Stephen explains the carpet transitions. In addition, you will see Stephen's students transition following the expectations Stephen has set.
Presentation
 
 
This document was shown to students to state expectations before a transition. As we repeated transitions to the carpet more and more, we stopped reviewing expectations and just emphasized being safe and quick, evaluating more and more how efficient our transitions were.
Stephen Pham
Rocketship Si Se Puede Academy
San Jose, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Fifth grade
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At any given time at my class, student grouping is fluid and ever-changing.  A brief whole group lesson focuses on collaborative lessons and reviewing concepts.  Students self-assess to determine how they will practice new skills, and what level of support they need.  I also employ a model of individualized learning paths that I named Workshop, where students choose the way in which they will learn.  Students who need help are grouped for that day in Tutoring, while others have their pick over a variety of websites such as IXL, FrontRow, and TenMarks, online re-assessments, collaborative activities, projects, and more.  Student reflection is essential to making that much choice, work.

Number of Students: 26 students

Number of Adults: one teacher

Length of Class Period/Learning Time: 90minutes (Math Block)

Digital Content/ Ed Tech Tools Used on a Regular Basis: i-Ready; IXL; MangaHigh; Website; FrontRow; Kahoot!; BrainGenie; Poll Everywhere; TenMarks; Google Apps for Education

Hardware Used on a Regular Basis: five iPads; five desktop computers; five laptop computers; two Galaxy Tabs; SMARTBoard

Key Features: competency-based; student agency;individualized learning paths; online homework; gamification

 
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