It can be difficult to transition from one section of a session to another. Perhaps moving between concepts seems abrupt, or perhaps your students are caught up in an active learning exercise in a database and you need them to stop their searching and move on to the next concept. There are a number of methods you can use to make transitions.
You can use questions and answers to sum up one section and move on to another concept in a number of ways. The section, "Asking and Answering Questions," describes how to do so effectively.
A change in the environment
Turning the lights or projector on and off are good signals of transition points. For example, when students are doing an active learning exercise, have the lights on. When you are ready for them to focus on you and what you are projecting on the screen, turn the lights off. If you cannot control the lights, try turning the projected image on and off or asking students to turn their monitors on or off.
Active learning exercises
You can strategically schedule active learning exercises during the session to signal transitions. For example, you may start out discussing databases and have a database searching exercise. After students report back on the exercise, it is a natural time to move on to the next concept or skill.
Before your session, plan transition sentences and write them out in your outline. Transition sentences are sentences such as "Next we are going to talk about. . ." or "Now that we have learned about [what you just covered], we are ready to move on to. . .