Getting Started with Independent Work Tasks

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I have a strong preference for independent work tasks in the classroom. I thoroughly enjoy the process of creating them, utilizing them, instructing students on how to use them, and witnessing the transition from dependence to independence. Numerous educators are interested in incorporating a work task system into their classroom but lack guidance on how to begin. It is worth noting that both my lowest and highest-performing students are capable of developing independent stamina.

What Materials are Needed for Independent Work Tasks?

The best thing you can do is start small and remember that everything takes time. Identify the specific skills or concepts you want students to practice independently. Create materials or tasks that align with those objectives. Consider using a variety of formats such as worksheets, interactive digital activities, or hands-on manipulatives. Provide clear instructions and model the task if necessary. Gradually increase the complexity of the tasks as students become more proficient. Monitor and assess student progress regularly to ensure they are mastering the skills.

Here is a list of materials that I would suggest you start with for the basic setup for independent work tasks:

• 20 Clear shoe box-sized containers
• Velcro dots and Strips
• Open Shelf or 3-drawer bins
• Desk or table for students to work at
• A set of symbols to attach to boxes (numbers, letters, pictures)

Grab those HERE!

When to teach Independent Work Tasks?

I introduce this concept at the beginning of the school year, but it can be implemented at any time. In a whole group lesson, I explain the concept of independence. It is important to model the process and guide the students through the task. I usually repeat this lesson multiple times over at least a week, depending on the students. At the primary level, you may need to extend the duration. If there is a student who is struggling, consider providing individual instruction.

This includes showing the students sitting at the area where they will work, picking up the label, walk it to the area where the work tasks are, matching the label, grabbing the box, and bringing it to the table, then sitting at the table and completing the task.  Then I also show where to put the box when it’s complete and how to move onto the next task. I try not to assume that my students (and sometimes my staff) know ANYTHING about this process. It is so much easier to teach it this way first, then have to go back and redo it.

We actually practice this at first with NOTHING in the bins and go through the motions of all those steps first, and I work on determining what my students can do independently before filling the bins with anything.

How Do I Know my Students are Ready?

The best way to know if a student can do something independently is to have them try it. I don’t like to assume that a student can do a task even if they have done one similar before. I will usually have them do it with me in a one-on-one situation or have a paraprofessional do it with a student and take notes.

At the beginning of the school year, I find it easiest to have all my students sit at a table and have a stack of 10-20 bins and hand the students bins and take notes on if they can do it or not, I have my paras take notes and we can all put eyes on the students at the same time. If you are in the middle of the school year and have stations already set up, I don’t suggest messing with your students’ schedule, just work with them one-on-one.

What about Students with Limited Skills? 

This question I get asked all the time and my best answer are to use Put-In tasks. You can read a blog post that I wrote about them here: Put-In Tasks for ANY Classroom

What if my Students still can’t do Independent Work Tasks?

Some of your students just cannot work by themselves that is OKAY! You will get there and now you have found a great goal for your students to work on. I will then have my paraprofessional do two different things.

If the student can’t sit by themselves and can’t do the task then it becomes some of the work that my para does with that student during their 1:1 instruction time. I have it built into the schedule that every student works with every para in my room 1:1 at least once a day.

If the student can sit by themselves then I have the para use most to least prompting to build their independence while working at their seat. We take data via. a task-analysis sheet (more on that in the next question) and we try to look for progress in using less prompting over time until the student becomes independent. The goal is eventually the para doesn’t need to be there. Here is an example of a prompting chart that is all over my classroom for my paras to reference!

How Can I Make this part of a Student’s IEP?

We create a goal for it! I know that we all have different expectations for IEP goals. I have found that many districts want behavior goals and this is a great way to target “on-task behavior” in the classroom. So I will use it as a behavior goal, functional independence, or life skills goal. Here are some suggestions for goals that I like:

• The student will work independently on a previously mastered task for 20 minutes with only 1 adult prompt and engage in only task-related behaviors on 5 consecutive days.
• The student will build their functional independence by completing an independent work task
• During an independent work time, Student will increase their independent work time to _____ by completing one task with one or less adult prompts 3 out of 5 opportunities.

Can you Take Data on Independent Work?

Of course! Especially if it is for an IEP goal but, even if not, it is great information and such crucial skills for students to learn. I often will create a task-analysis of the work task process as I described above. If I just want data on one task I create a task analysis on just the parts of that task specifically.

Where can I get Independent Work Tasks Materials for my Classroom?

Here are some materials that I have that filled my task boxes for my students to work on. If you click on the images below it will take you to the products to learn more!

Where Can I get some Free Items to Start?

I know we all don’t have a wallet the size of Texas! We wish we could get all the items to work with all the students in our classroom. It can be hard just starting out and not knowing what to use. I have created some freebies that you can access by signing up below and get them in your inbox today! Also, I send out weekly emails with more work task ideas called “Work Task of the Week” and many are using simple items you might have around your classroom already!

Check out the materials that I have for FREE for teachers!

Where Can I find the Materials you Shared in the Pictures?

I have compiled a list of items in my Amazon Shop to help you get started. The category is called Work Task Materials. Please know that I do make a small commission off any items that you purchase through my shop, which is greatly appreciated!

Teach Love Autism Amazon Store

Conclusion

Incorporating independent work tasks in your classroom is a rewarding journey that nurtures students’ confidence and fosters their ability to work independently. As you consider various materials and strategies, remember that every small step contributes to their growth and autonomy. To further support your teaching efforts, I invite you to explore the Teach Love Resource Membership. This membership provides access to a wealth of resources, including comprehensive work task ideas, lesson plans, and printable materials that you can use to enhance your classroom experience. Join our community of dedicated educators who are committed to creating engaging and effective learning environments tailored for students with diverse needs. Sign up today and take the next step in enriching your teaching toolkit!