Transition Time: Transition Time

 
 
 
Transition Time
Students In Action
 
 
Students In Action
 
 
 
Routines and Procedures

Transition Time

Within my blended learning classroom, students transition between computers and their desks or the carpet at least twice during every class period. To ensure that we don't lose valuable time during these transitions, I have implemented a structured process to support my students in moving from one station to another. When it's time for transition, I call out the name of a station, and the students in the appropriate group call out their group's name, indicating to me that they know where they are going. As students rotate onto the computers, they know that they should walk counter-clockwise, starting from the scratch paper area to their work areas. 

Strategy Resources (3)
Students In Action
 
 
Graphic Organizer
 
 
This T-chart is used to allow students to observe, practice, and critique the quality of a transition. We have a few students model, we then provide feedback as a class, the group practices again, and we repeat as a larger group. The chart is broken into what went well on the left, and how can we improve on the right. The main purpose is to empower students to take pride and ownership during their rotation transition.
Poster
 
 
This is a T-Chart we use to define, as a class, what blended learning should look like and sound like. Allowing students to identify the shoulds/should nots of blended learning transitions, the T-Chart helps them see and discuss the purpose and need for urgency during transitions, especially at the beginning of the school year.
Students In Action
 
 
Graphic Organizer
 
 
This T-chart is used to allow students to observe, practice, and critique the quality of a transition. We have a few students model, we then provide feedback as a class, the group practices again, and we repeat as a larger group. The chart is broken into what went well on the left, and how can we improve on the right. The main purpose is to empower students to take pride and ownership during their rotation transition.
Poster
 
 
This is a T-Chart we use to define, as a class, what blended learning should look like and sound like. Allowing students to identify the shoulds/should nots of blended learning transitions, the T-Chart helps them see and discuss the purpose and need for urgency during transitions, especially at the beginning of the school year.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Third grade
Similar Strategies
Instructional Openings
Collaborative Pre-Reading

My students generate questions before their computer-based blended learning sessions in order to guide their reading of a text through the virtual library, MyOn. They will use these class-generated questions as a reading strategy ("asking questions") in order to increase their comprehension and will give more explicit purpose to their reading. This simple strategy has helped my students be more focused and successful when they're reading independently on My On.

 
Routines and Procedures
Music Pair Share

This strategy helps to lighten the mood and get everyone moving. Students in a blended learning class at the elementary level need time to take a break from blended learning at various moments and engage with each other.This strategy facilitates the opportunity to lower the affective filter and have students engage in academic and non-academic conversations. We review the expectations for the transition and what their next steps are when they find a partner. Students spontaneously select a partner, put their hands up together in the air, and keep them there once everyone has a partner. we then decide by height and shirt color who will share first. Any students remaining are paired up accordingly. The song playing serves as a signal about when to go and when to stop moving.  

 
Assessment & Data
Fluid Mastery Rubric

Students self-monitor their understanding by using the Fluid Mastery Rubric.  They monitor their level of understanding of the lesson on a scale of 1 to 4 (1 being least mastered to 4 being most).  Because my students are given the opportunity to reflect and self-monitor their level of understanding of the lesson, I get real-time data on which students need targeted interventions and supports. 

 
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