Transitions

Introduction

Transitions are times between activities. Challenging behavior often occurs during transitions.  

"Children’s challenging behavior during transitions may be related to how program staff structure, schedule, and implement transitions. Challenging behavior is more likely to occur when there are too many transitions, when all the children transition at the same time in the same way, when transitions are too long and children spend too much time waiting with nothing to do, and when there are not clear instructions."*

Indirect and direct guiding techniques can be used to prevent challenging behaviors during transitional times. Through this webquest activity, you will learn about these techniques and create a bank of transition activites. 

*Planning Transitions to Prevent Challenging Behavior by M. L. Hemmeter, M.M. Ostrosky, K.M. Artman, and K.A. Kinder, accessed from: http://journal.naeyc.org/btj/200805/pdf/BTJ_Hemmeter_Transitions.pdf

Task

Hybrid Activity 3: 

 Task 1: Use the resources below to learn more about transitions. In your own words, describe at least 2 strategies for creating effective transitions for each of these times: Before, during, and after transitions

Task 2: One strategy for effective transitions is to give students something to do while they wait.  Collect at least 4 transition activities in a Google document in your Professional Resource Portfolio. These can be songs, fingerplays, poems, games, etc.

Task 3: Prepare to present your favorite idea in class  

F2F class: Be prepared to present your favorite transition activity in class

Hybrid activity 4:  Add at least 3 transition activities you learned in class to your ‘Transition Activities’ Google Doc in your portfolio

 

Process

Hybrid Activity 3:  Strategies for Smooth Transitions

         Use the resources below to learn more about transitions. In your own words, describe at least 2 strategies for creating effective transitions for each of these times:

  • Before transitions (How can you plan for smooth transitions ahead of time?)
  • During transitions (What can you do during transitions to make them run smoothly?)
  • After transitions (What can you do after transitions to reinforce smooth transitions?)

Link to Transitions Resources:

https://docs.google.com/document/d/17xl9kpUdlrC1Y8vvbo8Zv30gtn4yZK4cmLGeh0RybvY/edit?usp=sharing

 Complete Hybrid Activity 3 on this Google Doc: (rename it your name- Transitions ex: Lauren Lang- Transitions)

https://drive.google.com/previewtemplate?id=1K9ZQN95DnTAPZxudL5aZuN-6dmU9oJwGt05sPCVzgmw&mode=public  

 

F2F class follow up: Be prepared to discuss your ideas on successful transitions

 

Hybrid Activity 4: Transition Activity Collection

Task 1: One strategy for effective transitions is to give students something to do while they wait.  Collect at least 10 transition activities in a Google document in your Professional Resource Portfolio. These can be songs, fingerplays, poems, games, etc. At the bottom write at least 2 sentences stating why you chose the activities you did. 

Cite your sources in the following way: 

Title (Publication date) Author(s). Retrieved from: URL (if it is a web resource)

Complete task 1 and 2 on this Google Doc: (change the name to your name- Activities for Transitions  ex: Lauren Lang- Activities for Transitions)

 https://drive.google.com/previewtemplate?id=1QRcxiR2x3U80I44xoqqmJKb5JlV3nbeU3kwZSooXvD0&mode=public 

 

Task 2: At the top of your transition activities collection, write a statement about why you chose these specific activities and these types of activities:

  • In what ways do they support your teaching style?
  • In what ways are they developmentally appropriate for a particular age group?
  • In what ways would they appeal to children?
  • How would the activity affect children? (encourage social interaction, relax or energize, give specific direction, teach expectations, etc.)
  • Would the activities develop skills such as phonemic awareness, problem solving, number sense, etc.?
  • Would the activities be easy to implement or require preparation and/or practice time?

 

Task 3:

Prepare to present your favorite idea in class (with a backup choice in case someone else chooses the same activity) Post your idea on the class Google Doc with your name. Link here: https://docs.google.com/document/d/19m-cQegY2EsPPk7sk-VHH-jutgUzN45JlrcDYC2FiWI/edit?usp=sharing

 

F2F class: Be prepared to present your favorite transition activity in class

 

Hybrid activity 5:  Add at least 3 transition activities you learned in class to your ‘Transition Activities’ Google Doc in your portfolio

 

Evaluation

Rubric: Strategies for Smooth Transitions

Complete

Exemplary  (10 possible points)

 

  • At least 2 strategies for each category (before, during, after)
  • All strategies are presented in detail

Average (5 possible points)

 

  • 2 strategies for most categories (before, during, after)
  • Most strategies are presented in detail

Needs Work (0 points)

 

  • 1 or less strategy for each category (before, during, after)
  • Few strategies are presented in detail

Quality

Exemplary  (10 possible points)

 

  • Strategies all use positive guidance methods
  • Writing is clear, with correct spelling and grammar

Average (5 possible points)

 

  • Strategies generally use positive guidance methods
    • Most writing is clear, with a few small grammar and/or spelling errors

Needs Work (0 points)

 

  • Strategies do not use positive guidance methods
  • Writing is unclear and/or has many grammar and spelling errors

Use of sources

Exemplary  (10 possible points)

 

Evidence of the use of 2 or more sources

Average (5 possible points)

 

Evidence of the use of 2 or more sources

Needs Work (0 points)

 

No evidence of the use of sources

 

Rubric: Transition Activity Collection

Transition Activities

Exemplary  (10 possible points)

 

  • At least 5 transition activities
  • At least 3 different types of activities are presented (poems, songs, games, fingerplays, call & response, etc.)

Average (5 possible points)

 

  • At least 4 transition activities
  • At least 2 different types of activities are presented (poems, songs, games, fingerplays, call & response, etc.)

Needs Work (0 points)

 

  • 3 or fewer transition activities

All activities are of the same type (poems, songs, games, fingerplays, call & response, etc.)

Rationale for Choices

Exemplary  (10 possible points)

 

  • · 4 or more complete sentences
  • · Directly answer 4 or more of the task guiding questions

 

Average (5 possible points)

 

  • At least 3 complete sentences
  • · Directly answer 3 or more of the task guiding questions

 

Needs Work (0 points)

 

  • · Fewer than 3 complete sentences
  • · Directly answer 2 or less of the task guiding questions

Quality

Exemplary  (10 possible points)

 

  • Activities reflect positive guidance methods
  • Writing is clear, with correct spelling and grammar

Average (5 possible points)

 

  • Activities generally reflect positive guidance methods
    • Most writing is clear, with a few small grammar and/or spelling errors

Needs Work (0 points)

 

  • Activities do not reflect positive guidance methods
  • Writing is unclear and/or has many grammar and spelling errors

 Sources

Exemplary  (10 possible points)

 

  • Evidence of the use of 3 or more sources
  • Sources of activities are cited with at least 3 identifying pieces of information

Average (5 possible points)

 

  • Evidence of the use of 2 or more sources
  • Sources of activities are cited with at least 2 identifying pieces of information

Needs Work (0 points)

 

  • Little or no evidence of the use of sources or
  • Sources of activities are cited with an average of 1 identifying piece of information