Making sense of directions

by Jocelyn Merrill

As both a teacher and an executive functioning tutor, I often see students skip over directions. When I ask them if they read what to do, I’ll get a “no” or a shrug. This tends to be the case because many students, especially those that struggle with executive functioning, do not know how to break down directions to make meaning of the assignment. In addition, students often lack an understanding of why reading directions is important in the first place.

When students learn valuable strategies for reading and breaking down directions, their ability to initiate a task increases. It is difficult to start something when you don’t understand what to do, let alone how to start. This is where an executive functioning coach can help. The tips below can help students develop a process for reading, comprehending, engaging working memory and self-monitoring using written directions.

Use annotations to make sense of directions

Breaking down directions can be done in an easy three-step process:   

1. Circle the direction words
2. Underline the critically important supporting details
3. Explain in your own words what the directions say (either in written form or out loud)

At Engaging Minds, instructors use this CUE strategy as a type of comprehension check. In other words, this is our opportunity to check in with students BEFORE they complete an entire assignment, write that essay, etc. to make sure they are on target with the nature of the task in front of them. They can even make a quick numbered checklist outlining what they are supposed to do based on the prompt/directions (more on this below). 

Use the annotations to check your work

Once students believe they have completed the assignment, they can return to their checklist and go through each step as they see it reflected in their work. Here, it’s almost as if the directions and checklist become their own personal rubric for the assignment. This can give students with limited executive functioning some ownership over their work. Oftentimes it’s helpful to see not only those checks next to what they’ve finished, but also to reframe it in terms of what is accomplished, something that could also help to build self-esteem and confidence over time. 

When parents, teachers, and executive functioning coaches incorporate strategies like reading, annotating and using directions as a rubric, they are providing students with a valuable toolkit. In addition, they are creating opportunities for students to practice critical executive function skills, such as task initiation, self-monitoring, working memory and follow-through