How do I get 22 fourth graders to transition more quickly from subject to subject? Sarah Polnasek Walter’s Elementary Marshall

Data Collection Round One Observation of student actions Oral survey Round Two Timed and videotaped transitions Round Three Whole class conversation Individual interviews

Data Analysis Round One Reading and reviewing notes Tallied votes for subject interest level Round 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 Data Round 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 Survey Math- 7 Reading- 12 English- 3 Writing- 6 Science- 11 Social 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 Math4.24 mins7 Reading3.02 mins12 English5.20 mins3 Writing4.31 mins6 Science3.24 mins11 Social Studies5.12 mins5

Round 3 Whole 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

Reference Yardsticks by Chip Wood Common growth patterns Habits of 9 and 10 year olds Value of competition Need for play time Social skills and need for friendships

Thank you! Professor Kyle Shanton Mentor Teacher Mr. Dorosh My class

Questions…?