Problems with task completion occur consistently for some students. This could be due to difficulties with organisation, writing problems, peer influences or cognitive demands. Match tasks to interest and ability and consider technological, peer or staff supports.
Use scaffolds and graphic organisers.
Increase task structure, interest and activity to tasks.
Highlight or colour code directions and other important parts to create visual cues.
Ensure work is at an appropriate level.
Repeat directions - clarify expectations.
Teach the student keyword underlining skills.
Divide larger tasks into easily completed segments and factor in choice of tasks.
Limit lecture time and call on the student often.
Make sure student know how to tell the time and have a concept of time.
Chunking tasks into smaller steps and provide ‘To Do’ lists.
Teach simple task analysis – what needs to be done and in what order?
Encourage student-developed checklists to increase sense of accomplishment.
Exemplar work samples of completed projects.
Provide direct feedback and acknowledge completed sections.
Link to class or personal merit system.
Have the class start tasks together.
Work-in-progress check – frequent monitoring.
Ensure that off-task behaviour does not become ‘contagious’.
Allow students to submit work in parts.
Peer assistance and mentoring.
Jigsaw activities shared with peers maintain on-task behaviour and support.
Peer groupings – allocate group roles.
Incorporated graphic outlines into written materials?
Colour-coded key terms and concepts?
Explicitly taught note-taking and study skills?
Broken tasks down into smaller, manageable steps?
Included collaborative activities?