Chunking Material
Chunking Material
Embedded Files
Using Chunking...
Allows students to not feel overwhelmed by multiple steps of a given assignment.
Alleviates stress.
Considers cognitive load.
Implementation
Implementation
Overview
Chunking material is NOT accommodating or modifying academic material.
It is providing segments of material in chunks instead of all at once.
This could look like limiting the number of problems per page, giving a student a short check in after completion of a set number of problems, or forcing the student to come "see the teacher" for feedback/understanding prior to moving onto the next part of the assignment.
The teacher creates smaller (simplified) steps to an assignment to allow for students to check in after each step is completed
Chunking of material is a great tool for the entire class but if used for a set number of students, it should be privately discussed with the student.
Core Components
A determination on what material needs to be chunked (directions, instruction, etc)
Broken down process of tasks into smaller more manageable steps.
Proactive Implementation
Chunking material proactively requires thinking through directions and steps for a given assignment and creating checkpoints for either the supervising teacher or peers to review the next steps and previous work with a student. This could be required for the classroom or for specific students. The goal is to minimize the cognitive load and allow for smaller steps and quicker feedback.
Responsive Implementation
Responsively chunking material requires adapting to the state of the classroom for a specific student, group, or the entire class as a whole. The students may show confusion with a specific step in a project or struggled on a concept earlier in the week. This may look like a small group reteaching opportunity, a whole class mini-lesson, or an adjusted timeline.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students should be given opportuniteis to check with peers for feedback on multiple steps within an assignment.
Skills Training
If the need is skill building, the steps should be frequent and a visual timeline with step descriptions may be provided to support the student. This may be in a checklist format.
Awareness
If the need is awareness, explicit connections should be made for how the next step will build onto the previous. These explicit connections may be made individual through conferencing or classwide through mini lessons.
Emotional Regulation
If the need is regulation, a sensory/movement break may be provided for a student between steps. The frequency and amount of steps may increase or decrease depending on the individual.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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