When students understand the task but do not get started

Manal Raoui  |  manalraoui.com

When the teacher asks what needs to be done, a student explains exactly what the task requires, then looks at a blank page and asks, “Where do I start?” Another begins one part, jumps to a second, and circles back before completing anything.

The students understand what they need to produce. They have yet to turn that understanding into a series of actions that moves the work forward. Some wait for the teacher. Others do pieces of work that leave them no closer to the next step. The teacher goes from desk to desk telling each student how to start or what to do next.

“Pull these figures out first and put them in the table” may give a student an immediate way in. The teacher has worked out how the required result connects to the actions needed to produce it. The student still needs to learn how to choose a starting point and put the steps in order when the task changes.

Help students plan the work. They consider what the result will require, identify which actions depend on earlier ones, and choose a step they can take now. After taking it, they ask what it has made possible. They can adjust the plan if the work reveals a new need.

An explanation based on documents, for instance, may begin with finding and comparing evidence. The student can explain how that comparison will make writing possible. A workable starting plan is enough. Further details can emerge as the work progresses.

Introduce the visual aid to the class

Show the whole class “From the task to the first step.” Compare two plausible starts for the same task and discuss what each would make possible. Keep the aid available during independent work.

It draws attention to how one step prepares the next, while leaving the order open to what each task requires. Students learn to use that relationship to choose a start and continue with less direction from the teacher.

Return to the step that makes the next one possible

Point to the aid. If the student still waits, ask, “What needs to be in place before you can do the next part?” If they keep jumping between parts, ask, “How does this step help you get to the result you need?”

A brief prompt can help the student choose and carry out a justified action. If the student keeps planning without starting the work, ask which action they are ready to take now.

Signs of progress

A long, detailed plan is not a measure of success. Look for students who:

• choose a suitable start and explain why it helps
• connect their steps to what the result will require
• change the order when a new need emerges
• keep working with less direction from the teacher

Add individual support where needed

Introduce the aid to everyone first. Some students will be able to refer to it on their own. Others may need help working out how one action prepares the way for another.