Giving Directions
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The document provides guidance on effectively giving directions to students. It recommends directions be systemic, one at a time, and use positive words that are stunningly clear and specific to avoid ambiguity. It advises walking students through directions step-by-step without making them feel stupid, using simple language while recognizing some tasks may be simple but not easy. It also suggests allowing students to pause and view materials before continuing and using a variety of visuals, words, and open-ended questions carefully.
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Giving Directions
- 1. Giving Directions • Directions need to be: • Systemic • One at a time • Positive words • Stunningly clear and specific • If there is ambiguity in what you ask them to do, there is threat; they could be wrong.
- 2. One at a Time • Walk them through it step by step. • Don’t make students feel stupid. • Keep directions as simple as possible. • Are simple and easy the same? • It may be simple, but not easy. • Ex. It is simple to stop smoking, but not easy to stop.
- 3. Pause for Visuals • Let students look at the slide, board, etc. and then back at you. • This shows they are ready to listen to you. • Example: Turn to page 32 and glance at the page for the next 30 seconds.
- 4. Variety of Visuals • Notes • Slides on a PowerPoint • Gestures • Books • Handouts
- 5. Word Choice • Be careful of words or labels when you say them. Know who is in the audience. • Dangerous words/labels that turn others off: Game Volunteer Play Test Fun Quiz Groups Homework Partner Write
- 6. Closed/Open Questions • Make questions open-ended so there is not just one right answer. • Example: • What is the greatest challenge facing educators? • What are some challenges of education?