Task Chopping Challenge

Objective: Students will practice breaking a larger assignment into 4–5 small, actionable micro-tasks to plan and initiate work more easily.

Materials Needed:

• Task Chopping Challenge worksheet (below)
• Pencil or pen

Instructions:

1. Identify Your Assignment (2 minutes)
   • Think of a familiar school assignment you need to work on (e.g., math worksheet, book report, science lab write-up).
   • Write the name of your assignment in the space provided.
2. Break It Down (5 minutes)
   • On your worksheet, list 4–5 micro-tasks. Each micro-task should be one small step you can finish in just a few minutes (for example, “Read one paragraph,” “Solve one problem,” or “Write three sentences”).
   • Be specific so you know exactly what to do when you start the timer.
3. Share & Adjust (3 minutes)
   • Pair up with a partner and share one of your micro-tasks.
   • Ask your partner: “Is this step small enough? Would you change anything?”
   • Make any quick edits to your micro-tasks based on your partner’s feedback.

Task Chopping Challenge Worksheet

Assignment: _______________________________

Beat the Clock Game

Objective:
Students will build quick task-initiation habits by starting and pausing short, focused micro-tasks under time pressure.

Materials Needed:

• Timer or stopwatch
• Students’ micro-task lists from the Task Chopping Challenge Activity

Game Instructions:

1. Prepare Your First Task (1 minute)
   • Each student picks one micro-task from their list (e.g., “Write two sentences”).
2. Ready, Set, Go! (2 minutes)
   • Teacher says “Go,” starts the timer immediately, and students begin working on that micro-task.
   • Emphasize: begin right away—no extra planning once the timer starts.
3. Stop & Reflect (30 seconds)
   • When the timer rings, students stop writing or working.
   • Prompt them to quickly jot or think: “What went well? What slowed me down?”
4. Repeat Rounds (10 minutes total)
   • Play 3–4 rounds, each with a different micro-task.
   • Increase challenge by reducing the time (e.g., 1½ minutes) or asking students to get started even faster.
5. Group Debrief (2 minutes)
   • Ask: “Which round felt easiest to start? Which was hardest?”
   • Reinforce strategies (e.g., deep breath, counting to three, visualizing first step) that helped them jump in quickly.

Facilitator Tips:

• Use prompts like “Ready… set… go!” to signal the start.
• Encourage students to notice how focused they became when time was short.
• If a student struggles to start, offer a two-word cue (e.g., “Start writing”) rather than detailed instructions.

Goal: By the end of the game, each student experiences quick wins initiating work and gains confidence launching small steps independently.

Facilitator Prompts Script

Introduction & Objective (5 minutes)

Teacher: “Good morning, everyone! Today we’re working on a new strategy called micro-task breakdown to help us get started on big assignments more easily. By breaking a big job into tiny steps and using a timer, we can beat that feeling of ‘too much to do.’

Teacher: “First, let’s look at our Step-by-Step Countdown Slide Deck. Watch how we go from one big goal all the way down to a single action we can start right away.”

Prompt: “Why do you think breaking a big task into smaller steps might help you get started faster?”

• Follow-up if needed: “Does it feel less scary when you only have to do one thing at a time?”

Teacher Modeling (7 minutes)

Teacher: “I’m going to use the example ’Write a book summary.’ On slide 1, I decide my first micro-task is ‘Read one paragraph.’ I set my timer for 2 minutes and begin. Watch and listen as I talk through my thinking.”

Teacher (verbalizing): “Okay, I feel stuck if I ‘write a summary’ all at once. Instead, I’ll read just one paragraph. Timer set… Ready, set, go!”

[Start timer]

Teacher (when timer rings): “Stop! I read one paragraph. That felt doable. I’m not overwhelmed because I only focused on one small step at a time.”

Prompt: “What did you notice about how I got started?”

• Follow-up: “What could I do if I felt stuck in the middle of a micro-task?”

Guided Practice: Task Chopping Challenge (8 minutes)

Teacher: “Now it’s your turn with the Task Chopping Challenge Activity. Choose a school assignment you know well—maybe a math worksheet or a book report.”

Prompt: “What assignment did you pick? Who can share their choice?”

Teacher: “Great. Now write down 4–5 micro-tasks. Think of steps you can finish in just a few minutes.”

Circulation Prompts:

• “Tell me your first micro-task. Is it small enough to do in under two minutes?”
• “Could you make that step more specific? For example, instead of ‘Solve problems,’ try ‘Solve two multiplication problems.’”
• “Nice work! That change will help you know exactly what to start.”

Independent Timed Initiation: Beat the Clock (7 minutes)

Teacher: “Let’s put our micro-tasks into action with the Beat the Clock Game. Pick one of your micro-tasks to start.”

Teacher: “On ’Go,’ start right away—no extra planning once the timer starts!”

Scripted Cue:
Teacher: “Ready… set… Go!”
[Start timer for 2 minutes]

Teacher (when timer rings): “Stop! Quick reflection: What went well? What slowed you down?”

Prompt: “Jot a word or two about your answer.”

Teacher: “Let’s do two more rounds. Each time, try to begin even faster!”

[Repeat with shorter times if ready]

Reflection & Wrap-Up (3 minutes)

Teacher: “Fantastic job, everyone. Let’s share one small win.”

Prompt: “Who would like to tell us which micro-task they completed and how the timer helped?”

• Follow-up: “What strategy will you use next time you feel stuck?”

Teacher: “Remember, breaking tasks into steps and using a timer can help you get going and build confidence. Let’s keep practicing these First Steps every time we start a new assignment!”