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The Eclectic Teacher...

by Ginny Hoover

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This article was printed from Teachers.Net Gazette,
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Two Lists of Ten -
Giving Directions for Lengthy Assignments
and
 Preparing for Everyday Instruction

Giving Directions for Lengthy Assignments

Getting students ready to do a lengthy project/assignment can be a challenge. The following are guidelines that may prove helpful.

  1. Create a checklist of tasks/steps to be completed.

  2. Carefully define each task/step.

  3. Consider due dates (timeline) on tasks/steps to keep the process moving at an appropriate rate.

  4. Take steps to gain student attention before starting any lengthy directions.

  5. Provide quality, well-planned oral directions supplemented by written support (i.e., checklist).

  6. Encourage students to take notes on the checklist.

  7. Provide rubrics that help clarify how a successful end product should appear.

  8. Provide opportunity for questions to clarify. Address issues to the whole class or address the issues individually---whichever is more appropriate.

  9. Make notes on how to improve directions when weaknesses are identified in the plan.

  10. Instruct students to reference the checklist as they move through the project/assignment and self-assess (using rubrics).

Preparing for Everyday Instruction

  1. Know your curriculum and know it well (content and level of mastery).

  2. Understand how the mandated assessments are administered and how the information is applied.

  3. Know the abilities and skill levels of your students.

  4. Assess levels of prior knowledge before you teach the lesson.

  5. Consider learning styles and multiple intelligence surveys to provide information for selecting the best teaching strategies for your students.

  6. Refine your "directions" skills. Think about including specific checklists along with rubric or a scoring guide.

  7. Monitor and adjust your instructional strategies according to data revealed through assessments (may be very informal assessments).

  8. Seek student input. "What don't you understand?" "Where do you need help?" "Why do you feel this assignment has been problematic for you?"

  9. Remember, the question is not whether you taught the curriculum, but instead…what did the students learn.

  10. So, allow assessment to DRIVE your instruction. Teach until they learn. Finally, if one approach does not work, have backup strategies to help them learn.
Ginny's Educational WebPages: http://www.geocities.com/ginnyks
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