Decades of research supports the use of visual schedules. Color coding these is also useful. Every day, the student with print issues can find the item that they’re supposed to do that day. In my experience, some parents print these out and stick them on the refrigerator, while others export the learning management system calendar to their personal digital calendars and use that for scheduling.
Note that this includes suggested times per assignment, giving students who aren’t in the classroom an idea of how much work each item requires, and helping parents with their schedules. Spreading it out over days for students to create a daily checklist is also helpful, as per the photo.
At the end of Week 2, students will have:
• Attended the videoconferenced session
• Answered the Discussion Question (ten minutes)
• Responded to two other students (fifteen minutes)
• Completed the Sedimentary Rock diagram (fifteen minutes)
• Read and summarized the Origin of the Species excerpt (twenty minutes)
• Completed the Galapagos Islands lab (twenty minutes per day/sixty minutes)
• Read Chapter 7 and completed the Guided Notes (twenty minutes per day/sixty minutes)
• Added adaptation, evolution, natural selection to your Leitner box (five minutes)
• Added dates to your timeline (ten minutes)