To support the student’s understanding and completion of the tasks associated with resume development, does the student’s to-do list answer these four questions: “What do I have to do?”“How much do I have to do?” “When am I finished?” “What next?”
This to-do list may be in the form of a checklist, an integrated folder/form system, or some other visually-based method that answers the questions of what to do, how much, when am I finished, and what do I do next.
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, etc.?
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?
Very often, students may feel compelled to turn in the assignment when all of the parts are complete, the blanks are filled, or the questions are answered. The step of “editing” or “reviewing your work” might need to be more visually clear on the to-do list. Try to help the student to avoid skipping this important step by brightly highlighting or circling this item on his to-do list, and by adding additional instructions related to the proofreading process.
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?
