Get Ready Do Done

Get Ready Do Done - explained

The Get Ready, Do, Done Model (GRDD) helps develop executive function skills. It is a model that was created by Sarah Ward and Kristen Jacobsen. It can be used for children in kindergarten all the way to High School!

Executive functions encompass skills such as: impulse control, emotional regulation, working memory, flexible thinking, self-monitoring, planning, prioritizing, task initiation and organization. These skills are important for all aspects of life and it is important to develop them in children, starting from a young age when their brains are growing at such a fast rate. 

As Ward and Jacobsen (2014) explain, people who have weaker EF skills demonstrate:

• reduced visual imagery to see the future,

• a weak ability to control and sustain this visual representation over time,

• limited self-directed talk, disinhibition,

• a limited or absent ability to pre-experience the emotion of the future, 

• disorganized planning, 

• weak initiation, and 

• reduced sustained attention 

The GDD model helps students develop:

• situational awareness 

• forethought of an end result 

• integrate materials, time and actions to complete future task 

Below is the Get Ready Do Done model. When filling it out you can laminate the pages and glue them to a manila folder for kids to keep with them, draw it on a whiteboard or chalkboard or handout red, green and yellow paper for kids to fill out for one time usage. When filling out the model you start by filling out “done”, then “do”, and finally “get ready” which helps children to understand the end result and the materials needed to prepare for it. This also breaks down the steps needed in a clear and goal-oriented way. Instead of writing out the steps verbal you can draw pictures for visuals instead. Teachers can use this in the classroom and students can learn to fill it out at their desks. 

Done.What will it look like when its done?

This starts the activity with the end in mind. Students will ask themselves what the end goal will look like. Students can sketch out the image, glue a picture onto the page, or write out what it will look like. For example, if they are making mother’s day cards they can draw a card on the page with lines on it for what they will write to help visualize the end goal. Then with this end goal in mind, students will break this down into features and parts in order to work towards the goal in a strategic and productive way. 

Do. What steps do I need to take to complete this task? 

Next students will fill out what they have to do to ensure the end goal happens. Students can estimate the time needed and the steps required to complete. For example, they will have to write on the card, glue pictures onto it, colour it etc. 

Get Ready.What materials do I need to get ready for this task? 

The last step in the planning process is what they have to organize to get ready to start the task. They could draw or write down the needed materials (e.g. glue stick, pen, marker, etc.). 

When introducing this model to kids it might be helpful to first fill it out for them and then slowly have them join in, with the goal of them completing it independently. The goal is not to always do it for them as a visual, the goal is for them to learn the complex executive functioning tasks of planning, prioritizing, working memory, organizing etc. in order to achieve their goals. 

How to Introduce the Concept to your Students

Will require LOTS OF MODELING : )

Tips for Successful Implementation

• Use visuals whenever possible

• Incorporate language that encourage student independence such as "show and tell me your plan to get ready" rather than "get your pencil, scissors and glue"

• Incorporate gesturing when possible

• After the students are familiar with the process, gradually increase their involvement in the process

• Use the resources provided

• Try it!

Using Get Ready Do Done in the classroom - see it in action!

Get Ready Do Done Template to download

GRDD - Templates from setbc.org 

GRDD - Templates from setbc.org - FRENCH 

To open, save and use this template:

Click following document to download and use:

Time Robbers

References

Ward, S., & Jacobsen, K. (2014). A clinical model for developing executive function skills. Perspectives on Language Learning and Education, 21(2), 72-84.