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[Narrator] Activity sequencing involves altering how instructional tasks, activities, or requests are ordered, whereas student choice is about providing options to students.
I use these practices to engage students who might have the knowledge and skills to do their work but need help with motivation.
When students have opportunities to experience success, a sense of belonging, and make choices in their learning, they're more likely to be engaged and display expected behaviours.
I'm going to take you through the techniques I use with my students. My top tip is intentional planning.
I identify opportunities for task interspersal when planning my lessons. It's particularly important as an individual intervention.
This works best when already mastered content is interspersed with new items. It gives my students an opportunity to build confidence and motivation to begin and finish the activity and improve their overall perception of the task.
As fluency builds, I slowly reduce the mastered items. I plan behaviour momentum into my classroom schedules to support the completion of more difficult tasks.
I'll begin a lesson by reviewing the previous day's work or set simple tasks before moving on to more difficult tasks. This creates behaviour momentum.
By establishing behaviour momentum, my students are more likely to engage in expected behaviours once they have started and attempt more challenging learning tasks.
I also identify options and opportunities for increasing student choice over their learning, such as activity type, task mode, materials used, order or sequencing of tasks, how and where the work will be done, and next steps.
And remember to ask for feedback and input from your students so that you can continue improving your approach.
Together, these techniques help me to support students in achieving academic success and demonstrate expected behaviours in the classroom.
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