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…?