What type of to-do list is most appropriate for the student? Does the student’s to-do list answer these four questions:
In some cases, you may add the markers of quality into the task itself or into the to-do list. Reminders attached to the to-do list are readily visible to the student on a tool he is already using. After all, the to-do list involves ‘what do I have to do.’ Quality is ‘what I have to do.’ ‘When I am finished’ may be when I hand it in, to whom do I give it, or where it goes so someone else can use it. The advantage here is that the student uses the to-do list to guide his performance with the work tasks in a specific area or station. If we, the instructors, define the quality markers, and signal the double-check and the hand off within the to-do list, the student will be more successful.
The to-do list may look like this at a food preparation station in a restaurant:
*Note that specific markers can be built into the to-do list IF the student does not need more complete visual instructions for the tasks.
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.?
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?
