By G. FAITH LITTLE
By the time you’ve cultivated a course curriculum, it’s easy to run out of steam as you move into building a unit plan, the detailed guide that will support your lesson planning. One way to make the most of your time and energy is to plan using a batching strategy. We can think of this like grocery shopping for the week.
If I walk down the aisles (online or in real life), filling my basket with ingredients for Monday (breakfast, lunch, dinner) then Tuesday (breakfast, lunch, dinner) and so on, the trip will take a while. If I shop by meal type, like breakfasts, lunches, and dinners, I cut down on the time and effort I spend. Of course, it’s even faster when I identify ingredients that can be used for more than one meal type. I pick up eggs to scramble for my breakfast sandwich and hard boil for my evening salads. I grab apples to go in my lunch box and morning smoothie.
Like grocery shopping, when we identify areas in our unit plan that we can create or gather in batches, we cut down on the time we need to design that part of our plan. For instance, if we want to include transition tools for teachers to use in their lesson planning, we could develop our list in a batch starting with our own ideas and incorporating others:
Batch your transitions depending on what you and your students need in the classroom — is it about needing time? Do you want students to read, write, or talk to one another, or should they quietly move from one activity to the next? Do your transitions depend on whether students are individually working or in groups? Batch them in a way that works best for you, and drop the transitions you’ve collected into the batch that makes most sense:
One you have your lists together, it’s simple to drop transition tools, one at a time, into logical places in each unit plan. Even quicker, and possibly more empowering for other teachers, is to turn the list into a menu of options teachers can use to find what works best for their teaching style, content area, and students.
Here’s a menu we developed for educators at Jewish Home Lifecare who were teaching students how to provide services that support health, individuality, and dignity to elders. This menu allowed novice teachers to review a number of options and find transitions that were a match for their teaching style and their students for that session. Even the simplest of menus can be a good jumping off point for generating new ideas!
Writing out a simple agenda is helpful for easing transitions — it makes it clear where we are and what's to come. Write agenda on the whiteboard (sample below):
Check items off the list as you complete each activity/task so students know where they are in the plan for the day. Invite a student to read off what’s next as you go through the day and/or to reiterate what they’ve already accomplished.
Bonus tip: Have a very chatty/active student? Make them Agenda Leader for the day. They should help you stay on schedule by recounting what has been done and reading what should happen next.
Time to learn!
Play this as a little game that will result in a call & response. The more you practice this, the more the students will come to experience it as a cue to look up and engage. It takes a bit of time, so be bold and power through until this becomes a ritual.
This also works to get them back on their current task if they get distracted. Play around with ways to use this method, modifying it to fit what works for you and your students.
Organizing student groups
One of the hardest transitions to make is moving from individual work to group work. An effective way to guide grouping is to use post-it notes with a number or a letter, colored paper, or even playing cards. Using one of these items helps students organize themselves in their groups all at once, rather than calling out every student's name individually or having students wander around the room "looking" for a group.
Two minutes before one activity ends and another begins, make announcements about how much time is left and what students will be doing next (including what they need to have to move forward).
You're ready to move on to the next instruction!