Bell to Bell Instruction

Bell to bell instruction is the idea that everything that happens from the start bell until the dismissal bell is an academic task that engages students toward the learning goals. It is one of the characteristics of a high performing school. 

There are many ways that teachers can accomplish this, but we’ll focus on one idea. Reducing transition time! 

Let’s reflect on how many transitions there are in the average school day and how much time they take away from instructional minutes available. In the average elementary classroom, there are between 5-10 transitions a day. Come sit on the carpet, go back to your seat, go to your reading group, wash your hands, line up for a specialist or lunch, walk to and from specials or lunch, etc. If each one of these transitions, conservatively, takes 3 minutes that’s 15-30 minutes of lost instruction time a day. If we’re counting based on the reality of a 5-8 minute transition, that is 25-80 minutes of lost instruction time a day. A 15-minute recess (which kids need!) turns into 25 minutes out of class because of transitions, drinks, and bathroom on either end. 

For elementary and secondary schools, the morning usually starts with announcements, but at the secondary level we often find additional announcements continue throughout the day interrupting many class periods. 

What can we do about transitions and interruptions that intrude on our instruction?

The first tip is to focus on what you have control over. There may be larger conversations to be had at the building level but in your classroom, it is worth the effort to practice smooth transitions. There are 2 types of transitions: entering or leaving the classroom and transitioning from one academic task or space to another within the classroom. 

The way to move students around while still engaging them with an academic activity is to use a signal word. In the GLAD® model, we make our signal word an academic task of its own by using a vocabulary word the students need to learn and partnering it with its synonym or a short phrase. So, instead of the campy “I say Batman, you say Robin.”

We’ll GLAD® it up with,

• “When I give you the signal word come to the carpet. Chiropterologist.”
• The students would reply with a synonym or short phrase and then practice repeating the vocabulary word, “Bat scientist. Chiropterologist."

We even partner the synonym or short phrase with a gesture. Movement helps the brain remember. While the students are saying "bat scientist, chiropterologist" they may be pantomiming using a magnifying glass like a scientist or flapping wings like a bat. 

Of course, any transition takes practice for quick, efficient, and respectful movement. By adding a vocabulary-based signal word you can truly engage students bell to bell even during transitions. 

The signal word is part of a bigger vocabulary routine in the GLAD® strategy Cognitive Content Dictionary. To learn the full strategy as well as dozens more join us for a Project GLAD® Foundations training this summer! 

Thanks for reading!

Jody and Sara