Quick-Start Brainstorm

Instructions: In the next 3 minutes, list three school tasks you find hard to start. Be honest—there are no wrong answers!

1. Task 1: ________________________________

1. Task 2: ________________________________

1. Task 3: ________________________________

Once you’re done, turn to a partner and share one of your tasks. Discuss why it feels challenging to begin.

2-Minute Task Timer

Materials: Timer (physical or digital), notebook, pen/pencil.

Instructions:

1. Choose one task from your brainstorm list and review the first step you defined.
2. Set your timer for 2 minutes.
3. When the timer starts, work ONLY on completing that first step—no distractions!
4. When the timer rings, stop and reflect:
   • Write one sentence rating your confidence in starting the task (1 = not confident, 5 = very confident).
   • Note one feeling word to describe how you felt during the timed work (e.g., motivated, anxious, focused).

Confidence Rating (1–5): _____


Feeling Word: ___________________

Teacher Launch Script

Warm-Up: Quick-Start Brainstorm (5 minutes)

1. “All right, everyone! Let’s get started with a quick brain-boost. I’m handing out the Quick-Start Brainstorm sheet now.
2. “Over the next three minutes, write down three school tasks that you find hard to start. Be honest—there are no wrong answers!”
3. [Walk around and encourage students.]
4. “Time’s up! Turn to a partner and share one task you wrote. Tell them why it feels challenging to begin.”
5. [After 1–2 minutes of partner talk] “Thank you! Let’s come back together.”

Introduction: Defining Task Initiation with Slides (5 minutes)

1. “Today we’re going to talk about why it can feel so hard to start our work—and learn some simple tricks to make ‘getting going’ easier.”
2. Advance to Slide 1 of the Task Kickoff Slides.
   • “Take a look: Why Starting Tasks Can Be Hard. Some reasons are too many parts all at once, not sure where to begin, fear of making mistakes, or feeling overwhelmed.”
   • “Raise your hand if you’ve ever felt any of these.”
3. [Advance to Slide 2]. “This slide shows What Is Task Initiation? Task initiation means starting a job right away without too much delay. It’s like giving your brain a green light instead of stalling at the starting line.”
4. “Why do you think quick starts are an important skill? Turn and talk with your neighbor for 30 seconds.”
5. [After partner talk] “Great ideas! Let’s keep going.”
6. [Advance to Slide 3]. “Our first strategy is to Break It Into Steps. When we list 3–5 simple, ordered steps, the task feels less scary.”
   • “Can someone share a step breakdown for writing a paragraph? What would Step 1 be?”
7. [Advance to Slide 4]. “Next, Strategy 2: Use a Timer. A short timer—two to five minutes—gives us a quick push to get started. When the bell rings, we pause and notice how we feel.”
8. [Advance to Slide 5]. “Here’s our plan: 1) Quick-Start Brainstorm 2) Break one task into steps 3) Try a 2-minute timer kickoff. Ready? Grab your notebooks!”

Activity Part 1: Breaking Down a Task (15 minutes)

1. “Choose one task from your brainstorm list—maybe the one you shared with your partner. Write it at the top of a notebook page.”
2. “Now list 3–5 clear, sequential steps that will help you begin that task. Be as specific as you can. For example, instead of ‘Study vocab,’ you might write ‘1. Open my vocabulary journal, 2. Read each word aloud,’ and so on.”
3. [Circulate and offer prompts: “What’s your very first action? Why that order?”]
4. “Keep going until you have all your steps outlined.”
5. [Give a 2-minute warning before ending this segment]

Activity Part 2: Time-Bound Task Kickoff (15 minutes)

1. “Next up is our 2-Minute Task Timer activity.”
2. Show the 2-Minute Task Timer sheet.
3. “Pick a different task from your list and review the first step you just wrote.”
4. “Set your timer for 2 minutes. When it starts, work only on that first step. No distractions!”
5. [Count down: “Ready? 3…2…1…Go!” Start timer.]
6. [When the timer rings] “Stop right there. On your sheet, write one sentence rating your confidence in starting that task (1 = not confident, 5 = very confident) and add one feeling word—like motivated, anxious, or focused.”
7. “Take a moment to write and reflect.”

Cool-Down: Reflect & Rate Exit Ticket (5 minutes)

1. “Finally, let’s fill out our Reflect & Rate Exit Tickets.”
2. Distribute the Reflect & Rate Exit Ticket.
3. “On a scale of 1 to 5, rate your confidence in getting tasks started. Then write one strategy you’ll use next time—breaking into steps or using a timer, for example.”
4. “If you have any quick questions, raise your hand now.”
5. “Thank you for all your hard work today! Please hand your exit ticket to me as you leave.”

End of Lesson

Reflect & Rate Exit Ticket

Name: ____________________________ Date: ___________

1. On a scale of 1 (not confident) to 5 (very confident), how confident do you feel about starting new tasks?

Confidence Rating (1–5): _____

1. Which strategy will you use next time to help you start a task? (Circle one or add your own)

• Break tasks into smaller steps
• Use a timer
• Other: ________________________________

1. Why do you think this strategy will help you get started more easily?