The following report concerns a Friday workshop for the tutoring staff that was held on March 5, 2021. It involves “Breaking Down Assignments” and was facilitated by Toa’s own Education Consultant, Belina Modest.
“The March 5th tutors’ workshops addressed ‘9 steps for breaking down assignments.’ When children have large tasks, it’s difficult for some of them to accomplish the task on time and even to figure out how to start working on the assignment.
Through the article written by Amanda Morin, our facilitator Belina explained the 9 steps for breaking down assignment such as: 1) Figuring out how much time your child has; 2) Deciding how long your child should work at each sitting; 3) Calculating what your child needs to do each day; 4) Making a list of the materials needed; 5) Writing down each task; 6) Putting the task cards in order; 7) Noting questions; 8) Assigning a deadline for each task; and 9) Reviewing your child’s progress.
Before starting the workshop, the tutors had to discuss questions concerning the session such as:
- Which method do they use in breaking down assignments for their students?
- How much time do children need to accomplish tasks?
- Which challenges do they face when assigning tasks to children?
Belina then began her training with an organizational lesson. As Amanda Morin says, these steps for breaking down assignments can help children to complete assignments with ease and to manage activities given on each day at school.
After discussing the questions posed by Belina in groups, the tutors shared their ideas; they showed cooperation by answering questions and participating.
The theoretical method was used in presenting the topic whereby the facilitator explained all 9 steps for breaking down assignments by giving examples and asking some questions of the tutors. But also the practical method was employed because the tutors were given the chance to ask questions or make comments depending on what was presented.
In terms of lessons learned and observation, the tutors concluded that breaking down assignments will help children with learning difficulties to accomplish more tasks on time and to make the learning easier and more enjoyable. The tutors will now understand how much time each child uses in solving problems and answering questions, and this will help them to know how many assignments they should prepare for each child according to individual differences.
Belina recommended that follow-up should be made to make sure that all the steps which the tutors have been taught are being used in helping students to break down tasks easily.
She concluded that tutors should support children with learning difficulties with different techniques that they are being taught so as to encourage them to become good students but also to help the organization accomplish its mission.”