Tuesday, August 9, 2016

Teaching the Tasks (part 2)

This Tasks GalorePublishing blog entry continues addressing the questions we ask when designing tasks:

  •  Does the task address the student’s educational goals?
  •  Is the task multi-modal?
  •  Does the task incorporate student’s interests and strengths?
  •  Is the task created using visual cues that will be meaningful to the individual student?
  •  Are pieces of the task organized systematically?
  •  Is the task designed so that the student can manage it independently?
  •   Has the student mastered the task?  
We addressed the first question in the blog entry on July 13, 2016.  This entry will discuss the second question: 

Is the task multi-modal?

Our Tasks Galore publications all demonstrate how utilizing students’ multiple senses makes a task more appealing, captures students’ attention, and enables them to remain focused until the task is complete.  Think of ways you can include movement and visual, auditory, and tactile sensations into your task designs.  

This student’s short term objective is to sort two different objects.  We often begin teaching an objective in an error-free manner – the car cannot go around the tube and the heart bracelet cannot go into the tube.  Hearing the noises, moving the objects, and watching them go in or around the tube engages several senses and make working on the objective appealing. 



We often take worksheets and turn them into more interesting multi-modal tasks.  These math worksheets were put into a loose leaf binder.  Children see the colors and shapes, feel the textured toy spiders, and move the materials about as they work on their counting skills.



Many of our students enjoy tasks they can do away from a desk.  This multi-modal task has students matching cut-out pictures to color + clothing words.  To work on this goal, they get to stand up, move about, and manipulate the clip.



This student is learning to spell words.  She chooses the container with the matching picture.  Inside, she finds the letters that will spell that word.  Next she attaches the letters in the correct order on the card.  We find designing multi-modal tasks leads to the students’ using many senses.  This type of involvement with the materials increases students’ engagement; thereby, enhancing learning.  As you begin to think about the upcoming school year be sure to consider how you may make student learning tasks multi-modal.  Challenge yourself and your staff to be creative and we promise you will see huge improvements in student learning!



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