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.