Marie J. Campanaro, NBCT WLOE Cosgrove Middle School Spencerport, NY [email protected].

Transitions in the WL Classroom

Marie J. Campanaro, NBCT WLOECosgrove Middle SchoolSpencerport, [email protected]

Smooth transitions require

Transitioning to WL classfrom the hallway, cafeteria, etc.

A consistent warm up, “do now” routine, to ensure independent start up and set the tone for the classroom

Clear expectations for needed materials

Clear expectations for what to do when done

Reminders given whenever needed

But “jump start” when necessary

Transitions within the classpair and share, groups

Clear signal – practiced to infinity!

Verbal signal with response

Count down with ‘reward’

Transitions within the classpair and share, groups

Desk formations – partnered & grouped Well ‘orchestrated’

modeled, who starts, who moves, different signal for movement no gaps in time no left over time (what to do when done

clear) timer or cue

Practiced formations

Cara a cara (face to face)

Lado a lado (side by side)

Estaciones (stations)

Rotate seats for variety of partners, teams and teacher observation

Effective differentiated groups Creating the groups

Create groups within groups to keep numbers small

Balance personalities Locations for groups

Assign specific locations within the room Location of material

Keep directions with group materials Post directions within the room (Smart Board?) Give individual copies of directions when

needed

Groups within groups

Try to keep students in groups of 3, regardless of the size of the tiered group

Balance by size, ability, personality, …, when forming groups

Assign each group an area of the room

Have needed materials for larger tiered groups in more than one place; assign student groups to a specific area for materials

IB Station Review

IB Station Review

Food UnitStationDirections

Transitions in the classdifferentiated groups

3 before Me Student work should be 99% independent Thwarts the efforts of “that student”!

Anchor activities Must relate to current classroom activity May also be differentiated A lot of activity at the anchor station is a

signal that group tasks need to be reworked

Transitions in the classgame time

Dividing the class Order of play

setting the rules – and sticking to them

Watch the clock

Setting the rules

Random division of class and establishing the order of play (circles)

Provide list of acceptable cheers in the target language (points lost for poor sport behavior)

Designate the time of play from beginning to end to avoid wasting time. (Use the timer.)

Avoid the mass exodus

Assign homework before the very end of the class

Have activities requiring little or no supplies toward the end of class

Dismiss by row or group area when necessary

What’s worked for you?