Start with the end in mind!
Students who struggle with task initiation spend more time than usual before beginning a task when instructed. The Ready-Do-Done framework, on the resources below, can be used to help students get started on a task and manage their time during classwork. Instructors can use the framework as follows:
Paper plan:
After introducing an independent work task or period, immediately call the student over for a quick one-on-one conference to help them complete the steps/questions under the Get Ready, Do, and Done sections on the graphic organizer below. Be sure to go in the order on the page (1. done, 2. do, 3. get ready) when completing the handout.
Dismiss the student once they are ready, and allow them to independently work, following the plan that you created together. Check in and prompt as needed. If attention to task becomes a concern, visit the academic engagement tab. If they are engaging in long periods of wait time before initiating the task after you dismiss them, prompt them to reference the plan you made together. Remind them of what it will look like when it's finished.
After the student completes the expected task, call them back over for a quick one-on-one reflection conversation. Praise them if they have improved their task initiation. Ask them what they told themselves when they began working on the task (i.e., "just get started on the first step, then you can ask for help if you need it."). Ask them how they feel now that they got the task accomplished.
Feeling tech-savvy?
The resource on the right (below) includes information on the "Thinking Time Tracker" Chrome Extension and ios App. The free Chrome extension can be downloaded to student Chromebooks. The timer shows a set time to get ready, do the task, a midpoint goal, and when to wrap up the task. You can create custom time markers to show when to start, what is needed, the midpoint goal, and the end goal. There are subtle cues to draw your attention to each marker (1 tone to get ready, 2 tones for the midpoint, 3 tones to stop). When each section of time begins, there is a pop-up box displaying the steps you outlined for that block of time. The student can use this to reflect on their planned vs. actual usage of time.
