What type of to-do list is most appropriate for the student?
Within the daily schedule in the student’s planner, you may incorporate the elements of a to-do list in the schedule. You will encourage the student to add in specific tasks from his ‘assignment sheet’ on specific study hall periods or on slots for homework. In this way he will have a to-do list for those time periods.
Does the student’s to-do list answer these four questions:
How will the student interact with his to-do list to ensure that he is consistently using and referencing it? Will he check items off, delete items, place completed items in a folder, place items in a “finished” bin to represent completion of a task, etc.?
In general, checking off completed assignments on the planner is a routine that may prove satisfying to the student. Having a routine of always placing ‘finished work’ into the ‘finished work’ divider or folder in the subject notebook is also a necessary step in the to-do list.
*Do not forget to teach the student to note on his daily schedule when to hand in the assignment. The last step of the to-do list is ‘what’s next?’ What’s next is often to write on your daily planner to ‘hand in the English assignment on Tuesday.’
What additional cues (e.g. time durations, highlighting, instructions, reminders) might you add to the to-do list to clarify expectations and promote attention to key elements?
In order to align this intervention topic area with the unique needs of the student, do you need to create a to-do list in the View2do program?
