How do I get 22 fourth graders to transition more quickly from
subject to subject?
Sarah PolnasekWalter’s ElementaryMarshall
Data CollectionRound One• Observation of student actions• Oral survey
Round Two• Timed and
videotaped transitions
Round Three• Whole class conversation• Individual interviews
Data AnalysisRound One• Reading and reviewing notes• Tallied votes for subject interest
levelRound Two• Added total time for
transitions, took the sum and calculated the mean for whole day
• Reviewed videos and noted patterns of similarities
• Noted what subjects it took the longest to transition to and from and what subjects were the quickest transitions
Round Three• Noted students’
perceptions and ideas• Reviewed student
interviews
Theorizing the DataRound One
Transitions may be quicker to subjects that students are more interested in and also slower moving out of said interested subject as well.
Oral SurveyMath- 7Reading- 12English- 3Writing- 6Science- 11Social Studies- 5
Round Two•Pace of transition ties to interest of subject
•Unintended actions
•Continuous engagement
•Teacher voice
Subject
Average transition to and from time
# of students voted as most interested
Math 4.24 mins 7
Reading 3.02 mins 12
English 5.20 mins 3
Writing 4.31 mins 6
Science 3.24 mins 11
Social Studies
5.12 mins 5
Round 3Whole Class Conversation
“We like to talk We never have time to do
anything we want Social studies is boring why
would I want to get my book out for it
Sometimes we can’t hear you That doesn’t take us that long,
no way! We get busy doing something
else Math is boring I would rather
keep reading Maybe we take forever
because we are so energetic and want to talk to our friends”
• “Maybe it should be clearer what to do
• Make it into a game!• We could earn points for
being ready and behaving well
• We have to want to start the next subject
• Help remind each other to be quiet
• Take points away for negative behavior”
Team Transition Competition•Trial for 2 weeks:•Fastest transition time was 9 seconds•Slowest transition time was 45 seconds•Instilled in students high ideals of teamwork•Hold myself accountable•Students hold each other accountable•Reward positive behavior•Proud of and something to work for as individuals and whole class
Team Names
What can I learn from my experience?•Students need motivation to be successful
•Competition is an idea that is highly valued in society
•Students need clarity of directions
•Student interest level affects pace of transitions
•Common habits of 9 and 10 year olds affect actions
Future steps…Record students during transition time and
watch video together to become self aware of actions and behavior as a whole class
“Brain break”- put aside a time during the day for students to “do other things”
Continue to create different games, rituals, or strategies in the classroom to increase motivation, interest level, and hold each other accountable as teammates
ReferenceYardsticks by Chip
WoodCommon growth
patternsHabits of 9 and 10
year oldsValue of competitionNeed for play timeSocial skills and
need for friendships
Thank you!Professor Kyle ShantonMentor Teacher Mr. DoroshMy class
Questions…?