We need to have a common understanding of what a transition is. In the last post, an out of classroom transition was defined by the time the transition is supposed to start (the time you are scheduled to stop the previous activity – leaving specials, recess, lunch, etc.) to the time that students are settled in the classroom and the teacher has started teaching.
There are a few reasons why it is a good idea to start your teaching by stating the learning (target, objective, goal or purpose – however you want to look at it) –
1. The purpose of the instructional block should be obvious to an observer from the outside. What better way to make sure this is clear than to state it right away when you start. Let’s say you have a routine established. Your students know to come right in to the classroom, sit down and there is already something on their table for them to do. This is great, it will definitely decrease the transition time, but if the teacher is not “on stage”, this might count as a sponge activity. How is someone who is observing to know that this is a legitimate same-content sponge activity and that it is connected to an activity that is quickly to follow? Make it easy on everyone…just say it!
2. If the purpose of an activity is unclear to an adult who might be observing, perhaps it is also unclear to your students. I heard someone say that at the point you’ve said something so many times you don’t think you can say it again, only 30% of your audience has heard it. You know this is true for your students. Having well established routines and procedures can cut back on the number of times you have to say some things, but when it’s about objectives and learning targets, you can’t say it enough.
3. Stating an objective or a learning target is just about the only “proof” you can provide that you have planned this lesson and aren’t just “winging it”. “Evidence of a plan” is something that is on the observation that we will have soon and it will be observed in the appraisal system. Our new appraisal system will require evidence of our instructional plans. I’m just guessing a sure-fire way to avoid ever having to regularly submit lesson plans to your administrator is if they have sufficient evidence when observing your class that they don’t need to ask you for your plans. (Speaking as someone who has had to submit lesson plans…yes, it’s true;)
A couple of clarifications about stating the learning target, purpose or objective…remember S.W.B.A.T? (Video starts at about 3:15). Students Will be able to…Test your target by putting it behind S.W.B.A.T. If you say your target is “math”, then you would be saying “students will be able to do math”. Well, yes, but – it just isn’t specific enough. What is it that you want your students to know and be able to do after this experience? It might sound like this, “We’re going to start math time with some practice work so that you will be able to multiply two digit numbers.” Or something to that effect.
As always, if you have questions or need further clarification or support, please ask your instructional coach.