Scribd
Upload
175 views15 pages

Effective Transitions

This document discusses effective classroom transitions between learning activities. It notes that students spend around 16% of their day transitioning between activities. Common transitions include moving between learning spaces, entering/exiting classrooms, and packing up resources. The document emphasizes using planned, practiced, and purposeful transitions to maximize instruction time and reduce challenging behaviors. Specific transition strategies are proposed, such as using time, visual, music, and physical cues. Teaching students transition steps and modeling expected behaviors are also recommended to promote student independence. The needs of students with learning difficulties during transitions are addressed.

Uploaded by

api-496910396
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
175 views15 pages

Effective Transitions

This document discusses effective classroom transitions between learning activities. It notes that students spend around 16% of their day transitioning between activities. Common transitions include moving between learning spaces, entering/exiting classrooms, and packing up resources. The document emphasizes using planned, practiced, and purposeful transitions to maximize instruction time and reduce challenging behaviors. Specific transition strategies are proposed, such as using time, visual, music, and physical cues. Teaching students transition steps and modeling expected behaviors are also recommended to promote student independence. The needs of students with learning difficulties during transitions are addressed.

Uploaded by

api-496910396
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 15

A a gi g Effec i e

T a i i Be ee
Lea i g Ac i i ie

A eke S ee e & Ta i Rig e


What is a transition?
• Transitions are periods of time when a teacher
directs student’s to end one learning activity and Break times
Transitions
8%
begin another (Guardino & Fullerton 2014). 16%

• Junior primary students experience 15-20 transitions Independent


per day and spend approximately 16% of their day work 25%
transitioning from one activity to another (Thelen and Whole class
Kilfman 2011). activites
30%
• Common classroom transitions: moving from one Group work
10%
learning space to another, entering and leaving the Partner work
classroom and cleaning and packing up resources 10%

or equipment.
• The 4S Framework: (Riley-Ayers 2017)
Systems: transitions and routines (Williams 2006)
Why are effective transitions important?
Using planned, practiced and purposeful
transitions in the classroom can:

Minimise non- Maximise


Reduces Promotes
productive instructional
challenging student
time for and learning
behaviour independence
children time

Course principle: Learning environments that are predictable, in which expectations are
clear and scaffolding is employed best support students’ pro- social behaviour
(Banerjee and Horn 2013 )
Importance of effective transitions for students
with specific learning needs
The multiple and simultaneous demands created during transition periods can be highly distressing for
students with learning and attention-related disabilities.

The distress is related to combined effects of characteristics related to their disability and by the
less structured nature of transition activities.

These students may frequently become disoriented when inadequate amounts of time are allocated
for certain activities, when routines and daily schedules have not been clearly established, or when
rules for appropriate behaviour have not been established.

These students are more likely than their classmates without learning difficulties to exhibit decreased
levels of attention and an inability to apply appropriate behaviour when transitioning between
activities.
Course principle: Fair treatment of students from responding to their individual needs, not equal treatment (Watson & DiCarlo 2015)
1. Teach what a transition is and why they are
important

2. Directly teach the steps involved in transitions


How to
How to teach
teach
transitions:
3. Model/demonstrate the expected behaviour/s

transitions: 4. Show what transitions should not look like.

https://www.youtube.com/watch?v=rNLurp96JzU 5. Practice with guidance and feedback.


Course principle: Learning environments that are predictable, in which expectations are clear
and scaffolding is employed best support students pro social behaviour
Broad Strategies
Time Cues Visual Cues Music Cues Physical Cues
E.g. Teacher giving time
reminders “you have 5 minutes e.g. Daily timetable and cue E.g. Bells, playing musical Physical movements e.g. clapping
cards for student transitions instruments, songs hands, putting hands on head
left”

Advanced Strategy Direct Routines


organiser Instruction Instruction Setting up familiar and clearly
Teaching specific learning
Detailing and clarifying the strategies that help focus Teach students how to begin a established schedules/routines
structure (as well as content) students’ behaviour at the lesson, e.g. how you want for students
of the lesson. beginning of lessons students to sit

(Watson & DiCarlo 2015)


Picture A
Picture B
Visual Cues
Time Cues
Routines
I g , ead a d di c
ce a i .

D hi k he eache i i g
effec i e a i i ?

Wh h ?

Ide if ha a egie e ce
igh e ake hi a i i e
effec i e f he ea e ?
Time for a Kahoot!
https://create.kahoot.it/share/managing-effective-transitions-in-the-
classroom/d70c2393-d361-4af5-bd08-6ff9765eb1e0
Reference List:
Banerjee, R & Horn, E 2013, ‘Supporting Classroom Transitions Between Daily Routines: Strategies
and Tips’, Young Exceptional Children, vol. 16, no. 2, pp. 3–14.

DiCarlo, C & Watson, K 2015, ‘Increasing Completion of Classroom Routines Through the Use of
Picture Activity Schedules’, Early Childhood Education Journal, vol. 44, no. 2, pp. 89-96.

Guardino, C & Fullerton, EK 2014, ‘Taking the Time Out of Transitions’, Education and Treatment of
Children, vol. 37, no. 2, pp. 211–228.

Olive, M 2004, ‘Transitioning Children Between Activities: Effective Strategies for Decreasing
Challenging Behavior’, JSTOR, vol. 14, no. 1, pp. 11-16.

Williams, D 2013, Background Basics, Adelaide, SA: University of South Australia.

Thelen, P & Klifman, T 2011, ‘Using Daily Transition Strategies to Support All Children’, Young
Children, vol. 66, no. 4, pp. 92–98.

You might also like