(upbeat music)
[Narrator] The research is clear: providing students with tasks that match their skillset at the correct level of difficulty and for the right amount of time increases and promotes on-task behaviour, task completion, comprehension, and appropriate classroom behaviour.
I'm going to show you the steps I take when I've identified a mismatch between a task and a student's current level of skill.
First, I will consider adjusting the task length or time. I might shorten the assignment, use colour to highlight tasks, break the task into shorter parts, or have the student cover all items except the one they're working on. I'll also consider using shorter work periods with other tasks in between, providing physical breaks and alternative time for the work to be completed, or extending the due date.
Adjusting the response mode for individual tasks can help more students experience success. I might give them a choice between written and oral answers, let the student dictate their answers, or create guided notes to minimize writing. Sometimes I'll include illustrations on worksheets, visualize how to complete tasks, highlight or underline important words in instructions, or assign a partner to help with the reading requirements and unfamiliar words.
Then, I consider addressing underlying skill requirements by providing opportunities for students to access extra instruction and practice. This will vary depending on the student's current stage of development as they progress from skill acquisition to fluency building, and then mastery or generalisation.
Together, these techniques help me to support students in achieving academic success and demonstrate expected behaviours in the classroom.
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