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Transition Strategies for students with special needs

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Transition Strategies for students with special needs

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Design individual transitions plans that address the needs of individual students that may include:

advance notice of changes

give students an agenda and include changes

helping student learning calming techniques

accompany students to new environments

Transition Skills. (n.d.). Retrieved October 15, 2020, from https://www.teachspeced.ca/transition-skills

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Students have an ongoing Greek and Latin word part bell ringer. They know to come into class, grab their binders from the shelf, and take the first five minutes of class to work on the word parts for that week.

While this is happening, the teacher is taking attendance and writing the learning objectives on the board.

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As students get ready to leave the classroom, they should:

1. Write any homework in their daily planners.

2. Clean up the table area and take all of their belongings.

3. Push in their chairs.

4. Meet the teacher at the door for her initials in their planners.

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The transition to and from using devices needs to be established from the beginning of the school year.

Students bring devices to class every day as they do textbooks, pens, and notebooks.

Students know that they do not open the devices until instructed to do so. (Teacher says "Please open your devices.")

When instructed to use devices for completing a learning task, students open the devices and stay on task.

When instructed to close devices at the close of a learning task, students do so. (Teacher says "Please close your devices.")

For students with special needs and/or impulse control issues, their transition may include putting the device away on a shelf when it is no longer needed for work.

First failure to follow device procedures results in the teacher walking over to the student and gently closing the device.
Second failure to follow the device procedures results in a second reminder, possibly in the form of a stop card.
Third failure to follow the device procedure results in a formal reflection of the effect of the behavior on the learning community.

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*moving from whole class to groups
*moving from student work back into whole class
*transitioning between oral presentations

When giving any sort of whole-class instruction, the teacher is ALWAYS at the front of the class, in view of and able to see every student!

For transitions from activity to activity, students should always first get clear instructions about the activity, which should be displayed on the board throughout as well.

Students should have the chance to ask questions for clarification.

A timer should be started when students are asked to move into groups or to begin the activity. In addition, students should get five minute and one minute warmings when activities are coming to a close.

When activities are over, before any whole class reflection, students are asked to move back to their original seats.

If students are not on task during activities, they are given a reminder, perhaps like the stopcard.

If students are repeatedly off task, they should be asked to reflect on their behavior in a formal way, perhaps with a form.

For students with special needs, one option is to provide them with a list of activities in their morning advisory time that is color coded with any different or new transitions than they are used to.

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Students have needs that might interrupt the intended flow of the lesson. To minimize these disruptions, procedures could be in place that they could communicate silently  and then be given permission with body language like the nod of a head.

In addition to a request to use the bathroom, these could also include sharpening pencils, getting a tissue, needing help, and wanting to answer a question or make a comment.

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Students are permitted to leave at any time, but only one at a time.
A token is provided (washable, because YUK) to ensure that only one student is away at a time
It is encouraged that they wait until active teaching has paused, but this is up to the students.

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https://www.tokensfor.com/product/94mm-floor-standing-whole-school-set/

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5 Mins
While students are entering, on screen is a current affairs story / science article / historical experiment relevant to today's lesson. Students are invited to comment and discuss before the timer runs out.
The days lesson is then outlined before the session begins fully

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Notice is given in prior lessons that a practical session will be undertaken.

Students don lab coats and eye protection prior to entering the lab (Spares can be rented from the department office for 50KWA (approx 1USD) which goes to charity at the end of the year

Students wait outside until teacher invites them in

Students leave bags outside, bringing in only lab books and stationary

Teacher delivers safety briefing and introduces the experiment and equipment

Equipment has been prepared by the lab technicians prior to the lab, and is waiting on a trolley.
Students collect equipment one at a time, and return to their benches.

Experiment gets underway

Any faulty or broken equipment is reported

15 minute and 5 minute time warnings are given before end of practical session

Equipment is returned

5 minute debrief prior to end of session on the experiment, and what is required next (calculations, reports etc).

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Some of my most enduring memories from school were formed in the science lab - the first experiment I did was heating ice in a beaker, which wasn't terribly exciting, but I do remember being excited, if a little terrified, about using a Bunsen burner. Naturally, more exciting and complex experiments followed; for me biology was always more complicated than chemistry or physics! Doing practical work gave me a lasting curiosity and many transferable skills. I'd like to think that every learner would have the same opportunity to discover science through practical work.
Challenges in the classroom
However, delivering practical science lessons in the classroom can be a challenge for schools. Access to lab equipment and suitable chemicals may be restricted, or in some cases prohibited. Often teachers have to rely on descriptions of experiments and pictures of the results in textbooks, or spend hours searching the internet for suitable video content to show in class. Many teachers know all too well the experience of saving a YouTube link for a lesson - only to go back later and find it's been taken down!

We've had a lot of feedback from our teachers who've faced difficulties incorporating practical science in their lessons, and we were determined to provide a solution that helped lessen the burden of searching for and curating content.

Through exam results analysis and feedback from Cambridge teachers, we identified ten topics from each of the three science syllabuses that learners found challenging. For each of these topics, we developed a range of teaching and learning materials to help teachers enliven their teaching and engage their learners. This is how we came to create the learning platform for teachers we're calling Resource Plus.
What are the different types of content on Resource Plus?
For each syllabus, Resource Plus includes:

three experiment videos for each of the ten topic areas including an interactive video for teachers and a virtual practical for learners

a Skills Pack for each of the experiment videos containing lesson plans, safety guidance and worksheets for learners

a safety animation that discusses risks, hazards, safety precautions and good practice

infographic posters which visually represent the syllabus content as showing the links between different topics

interactive Example Candidate Responses which can be reviewed and marked on-screen against the mark scheme and examiner comments

schemes of work for both the full syllabus and each individual topic area, including suggested teaching activities for each topic area

a selection of past paper questions for each topic area that can be used in class or as homework.

Focus on the skills
Each experiment is accompanied by a Skills Pack that allows teachers to confidently deliver the experiments with their learners or to complete the experiments virtually. Each Skills Pack follows the same structure and consists of a briefing lesson, practical lesson or a virtual practical lesson, and a debriefing lesson. The briefing lessons help learners to develop the skill(s) that have been identified as the focus of the experiment. The practical lesson allows teachers to run the experiment with their learners. This includes a teacher's notes section and a teacher method. The virtual practical lesson provides support for the teacher to run the experiment virtually using the interactive virtual practical video. The debriefing lesson provides support for teachers to draw together conclusions from the experiment and to support learners' extended writing skills. Each lesson comes with a variety of worksheets.
Where to find Resource Plus?
A demonstration version of Resource Plus, along with example content can be accessed here on our website.

Resource Plus is delivered online using our existing Online Learning Area. Here, teachers who subscribe to Resource Plus will find a collection of additional teaching and learning resources developed specifically for them for biology, chemistry and physics. It was important to us that the content was written by teachers and subject experts.

The content is built around the already established schemes of work. You can navigate around the platform using the infographic buttons.
What's next?
Every year Resource Plus for the sciences will be updated with more experiment videos and Skills Packs. A mid-year update will provide even more content for teachers to use with their learners and currently we are working on some new and exciting ideas. We are always looking for feedback from teachers and users of Resource Plus - so if you have an idea, we'd really love to hear it!

We are also developing Resource Plus for Cambridge International AS & A Level sciences. Here, we are hoping to create resources for teachers and learners that encourage practical science, independent thinking and research, helping to prepare learners for the next stage.
And finally, it's not just for science...
We'll soon be rolling out Resource Plus for Mathematics and English Literature - broadening our support across the core subjects. These will be available in March 2018.

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Putting practical science back in the classroom

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Some of my most enduring memories from school were formed in the science lab - the first experiment I did was heating ice in a beaker, which wasn't terribly exciting, but I do remember being excited, if a little terrified, about using a Bunsen burner.

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https://www.twinkl.co.uk/resource/t-c-093-class-tidy-up-checklist

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Students are responsible for clearing up their own equipment and station after a practical session (Based on guidelines in the briefing document)
Each session has a "Lab Supervisor" assigned to check this is completed before the class is dismissed.
a checklist is provided that must be completed and handed to teacher before the next part of the lesson moves on.
By making students responsible for this, they will learn time management and group accountability

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https://www.dreamstime.com/illustration/smiley-survey.html

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Classes develop their own set of rules, and rate themselves at the end of each week on how they feel they are doing

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Classroom Timers to keep track of time remaining

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Classroom Timers to keep track of time remaining

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https://www.online-stopwatch.com/eggtimer-countdown/full-screen/

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The transition to a practical session needs to begin the lesson before, as the safety requiements and entry procedures are different..

A reminder must be given in the preceding lesson that a practical session is planned so students can come prepared.

This was included in my routines in the assignment last week

To ensure practical sessions themselves go well, good briefings are essential.
The site below has some great briefing templates and teacher resources including timings

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Use PollEV. Can be anonymous, and use different formats. I use this all the time when training adults, I generate a QR code to the session which is displayed on screen when we're looking for inputs.

If students complete all of this, they are given a token, which can be used to decide on a class reward at the end of the term.
Vote is deposited on the way out.
(Class has voted on the options at the start of term)

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Mark's Ideas for 11th and 12th grade Physics 

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Mark's Ideas for 11th and 12th grade Physics 

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This is new to me, I'm finding it a little hard to find things that aren't a bit cheesy to be honest!
Im my mind, the age groups I"ll be working with need preparing for university life, and much of that relies on them being self-motivated, and organised. My plan would be to encourage them to do that, and be responsible adults.
Of course the classroom needs rules, but I'd hope not to have to babysit them (although I'll get back to you on that in February!)

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From Teachers Pay Teachers (free download)

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https://images.app.goo.gl/cMjnVyNGcYVCfYUU7

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https://images.app.goo.gl/nookg8T1geTaRnxL8

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https://images.app.goo.gl/fc6MtG3Rqaby3tu56

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Student Reflection of Behavior that harms the classroom community

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Student Reflection of Behavior that harms the classroom community

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https://images.app.goo.gl/QFWbaEDiAQHi5D1p9

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Jenn's Ideas for 9th and 10th grade English

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Jenn's Ideas for 9th and 10th grade English

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9th and 10th grade students might feel like they are grown up but they still need quite a bit of structure in their day, even at my tiny little school.

However, although I've tried each year--really, at the beginning of each semester--I can't ever be the teacher that meets the students at the door. I greet them as they come in, but standing at the door feels very unnatural to me. Instead, I'm usually at the board or out in the classroom, chatting with them as they take their seats.

I do always notice whether or not they have their materials and whether they are in their proper uniforms. If there's an issue, they are sent back to their lockers to solve the problem.