Giving Directions

Be sure you’ve thought through directions carefully, have anticipated student problems, and have struck a balance between clarity and challenge.

Only give directions to the whole group if it apples to the whole group

give clear expectations for movement

For small group work suggestion include but are not limited to:

record directions so they can be repeated as needed

use task cards or assignment sheets with words and/or pictures to list directions

give directions to a group member the day before so they are prepared to teach their group what to do

provide examples of work so students know what is expected

provide a rubric of expectations

When part of the directions require students to move to another place in the classroom, specify a time limit for the movement to be complete (shorter is generally better than longer—but not so short that it causes students to dash) with clear expectations for what constitutes orderly movement.

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