Disorganised work can be a result of poor planning, difficulty thinking and working sequentially, handwriting difficulties and a poor understanding of expectations. It can also be frustrating for the student that, without specific assistance and understanding, their ability may not be realised.
Break longer assignments into smaller parts or ‘mini-assignments’.
Provide written checklist for getting started using simple directions.
Aim for consistent layout and expectations.
Incorporate subheadings and writing space.
Arrange to conduct progress reports during phases of the assignment.
Issue assignments one at a time.
Allocate suggested time length for sections of work.
Define requirements of the task explicitly. Eg. Finish Q1 before moving to activity 4.
Teach organizational skills. Eg. assignment sheets; list of materials and format for tasks.
Have a consistent way for students to submit and receive back assignments and homework.
Gain the student’s attention before giving directions.
Give directions one at a time. Ask student to repeat what they heard.
Homework tasks chunked down.
Show examples of completed projects and specific steps used to accomplish the task.
Give untimed tests or extra time may be required during assessments.
Build in opportunities for reinforcement at the end of sections.
Two sets of books – for school and for home.
Keep spare pens in classroom storage.
Assist student in setting short term goals.
Advertise task deadlines and schedules.
Arrange for a peer who will help with organisation.
Photocopy peer notes or outlines.
Provide examples of satisfactory work from peers.
Broken tasks down into smaller, manageable steps?
Redesigned worksheets to clearly identify answer spaces and working-out areas?
Provide student work samples as examples?
Incorporated graphic outlines into written materials?
Arranged for special provisions in assessment tasks – reader, extra time, separate supervision?