Simplify Directions
Simplify Directions
Embedded Files
Simplifying Directions...
Provides struggling students an scaffolded amount of steps to complete an assignment
Prevents students from feeling like an is unmanageable due to number of steps
Increases student effort and motivation on complex tasks.
Implementation
Implementation
Overview
Simplifying directions is a tool to allow all students the opportunity to comprehend complex assignments.
This specifically supports populations that may have difficulty understanding complexities of the English language.
The teacher will write their directions, supply the students with digital directions, or utilize visuals while going through the process of directions verbally.
Students are able to see and hear what the directions are.
Teachers should ensure that the directions are simple and not multi-part.
The teacher may provide or scaffold the directions with one given at a time.
Core Components
Scaffolded steps
Checks for understanding
Directions are rephrased
Directions may be shorter
Proactive Implementation
Directions are designed in a way that all learners can access. They may include multiple means of interpretations such as video, written, and visual formats. Directions are chunked and planned with all learners in mind.
Responsive Implementation
Directions are adapted based on how the student(s) receives them. If there are signs of confusion or unproductive struggle then the student or students may have the directions repeated, rephrased, or chunked to support their learning.
Bucket Fits
Bucket Fits
Connection
If the need is connection, try having a peer explain the directions to the student after the overall directions are given.
Skills Training
If the need is skill building, have students retell the directions to the supervising adult or other students.
Awareness
If the need is awareness have student use a template to write down how they perceive the directions and connect with the student to review.
Emotional Regulation
If the need is regulation then students may take be given selected check points to take a break from their work (given explicitly in the directions)
Considersations & Adaptations
Considersations & 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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