Interviews about transition
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About this resource
Introduce the concept of interviews to help students understand their own transition.
You can download the Classroom Activity in the Attachments as well as work through the learnings in the following pages.
- Build student awareness of and confidence in their transition process;
- Build independent learning and communication skills; and
- Developing interviewing, data collection, and writing skills.
By the end of the activity, students will be able to:
- Research and write a script, based upon broad guiding questions and peer-reviewed questions;
- Create a record of significant events in someone’s life;
- Schedule an interview time with a peer or adult; and/or
- Record an interview using videoing techniques (optional).
Students will be able to provide the following evidence:
- Students understand how to research, practise, and record a script;
- Students can plan and negotiate meeting times with a peer or adult; and
- Students can independently record an interview and share this with teacher and peers.
Peer assessment
Students assessing other students’ learning, with a simple rubric or other instructions to guide feedback
Self-assessment
Students assessing their own learning, with a rubric or other instructions for guidance
Teacher observation
Teacher observation of student learning, with a simple rubric, tick-box or other protocol to record observations
Teacher questioning
Guided questioning from a teacher intended to prompt thinking related to the topic
Direct instruction
Explicit teaching of knowledge and skills to students. This could be through a variety of formats – lecture, readings, demonstrations, etc. Often used at the beginning of a unit or module to cover basic knowledge and set pathways for learning.
Collaboration
Working with others in class to achieve a common learning goal. Collaborative skills may need to be explicitly taught and practised at the same time as engaging with the core learning goal.
Inquiry and problem-based learning
Inquiry learning is focused on a question or questions that guide the learning goals for a unit or module. Problem-based learning is focused on a problem or problems that guide the learning goals for a unit or module. Questions and problems may be generated by the teacher, the students, or by teacher and students together.
Work in class independently
Students working by themselves in the classroom, with support from the teacher and available learning materials.
Work in teams or pairs
Student working with other students in the classroom, with support from the teacher and available learning materials. Student groups/pairs can be set by the teacher or formed by students themselves, depending on the needs of the learning task.
Work with family members
This activity involves working with a parent and/or carer, or other responsible adult in the student’s home environment.
- Laptop computer or tablet device; and
- Recording application, e.g., voice memos on laptop or tablet (or other apps appropriate to the school’s devices).
Tips for navigating and using the resources
- This site is designed to be like a smorgasbord. You can use as many or as few resources as you like – choose what is relevant for you.
- Resources are presented as 'books' and consist of a series of pages; use the 'prev page' and 'next page' links located at the top of the page to move through the resource.
- Once complete, choose the 'What's next' prompt at the bottom of the page to move to the next resource.
- Find resources grouped in collections in the footer, for example: classroom activities, introduction to transition.
- Activities can be adapted according to teachers’ preferences and the needs of their students. Downloadable activities are in Word, PDF or PowerPoint so that you can edit them for your own needs.
Teachers may also consider how they want students to “keep” the activities they do in class, so they have them for reference at a later stage (at their secondary school or for future wellbeing reference).