Making learning fun following directions

19 Activities for Middle School Students to Improve Following Directions

Whether 1-step directions or multi-step directions, students need practice and clear expectations. Students follow hundreds of directions every year at school and at home. In order to improve their ability to process oral directions and listening skills, you can incorporate fun activities into your school day.

Try some of these 19 activities and notice the difference you will see over a period of time, as students improve with following directions.

Incorporate your school curriculum into teaching kids to follow directions. Using science experiments in your school setting will improve academics, engage students, and strengthen students' following directions skills and abilities.

Learn More: Moms

Further developing science skills and learning to code are beneficial for so many reasons. In addition to helping students learn computer science skills, they can also work on fine motor skills and improve following directions skills. Coding is ideal and appropriate for all grade levels.

Learn More: Teach Your Kids Code

This worksheet takes on the form of a riddle or secret code to be solved. For students who need a break from screen time, let them try to decipher the code by solving the riddles. The following directions worksheet is a good way to also encourage critical thinking and problem-solving skills.

Learn More: Centervention

Simple instructions will be easy to follow and form a unique craft! This activity uses multi-step directions to have students create a paper masterpiece. Students will need to pay attention to directions and details to be successful in this awesome activity.

Learn More: Speech Snacks

5. Boat Craft

This fun and challenging activity allows some creative freedom but requires multi-step directions as well. This activity is great for upper elementary teachers or middle school teachers to use with their students.

Learn More: Pedia Staff

This activity will require key listening skills. Teaching students to make something with their hands is a great way to improve following directions. This is ideal for motor skills as well. Students may have a harder time working with their hands, so making the teacher aware of expectations is key.

Learn More: Moms

Giving the child directions for this printable activity is key. Lists of directions are included for students to read themselves or for the teacher to call out to them. Precise directions will help students know when to do each step in the process.

Learn More: Tam Aqua K12

8. Summer Olympics Following Directions Game 

This adorable summer Olympics game is great for following directions. Perfectly themed activity sheets are designed for listening activities that focus on teaching students 1-step directions, 2-step sequential directions, and even 3-step sequential directions.

Learn More: Speech Time Fun

This leaf craft is a perfect hands-on activity for teaching students the importance of following directions. As they listen and perform each task in each step, students' following directions skills will improve with practice.

Learn More: Inspontaneous Speech

These easily printable maps are easy to use. There are several themes to choose from. Each is accompanied by a list of instructions. Students can read them or listen as teachers read them aloud.

Learn More: Making Learning Fun

11. Star Wars Directions Game 

Fun games, like this Star Wars following directions game, are great for helping students practice how to properly follow directions. This interactive game allows students to work within groups and collaborate and interact with others.

Learn More: Teach This

Glyphs are a fantastic resource for upper elementary and middle school students who need to practice following directions. Students will use white drawing paper to draw a picture, based on listening to directions and using what applies to them individually.

Learn More: Teach With Me

These before and after statements are great for older kids. This is a way to let students interact in groups and follow directions. On slips of paper, you will write in events and use them to complete this activity.

Learn More: Miss Barrett Speech Language

14. Listening Skills Holiday Sheet

These printable worksheets will be helpful for children with language skills needing improvement or for students to practice following directions. They are holiday themed and ideal for key listening skills and multi-step directions.

Learn More: Resources From Rachel

This fun quiz-type sheet is helpful in assessing how well students follow directions. This is a great way to see if they can follow targeted directions and if not, where the breakdown occurs so you will know what to work on.

Learn More: The Worksheets

This directions sheet is a breakdown of 4-step directions. Each section requires students to look ahead to see what to do, when to do it, and how to do it. They are working to follow directions in each step.

Learn More: The Worksheets

17. Relay Races

Relay races get students up and moving. Teachers can customize this activity to get students to practice following directions in a nontraditional way. Students can follow directions and work with their teams to see who can win each challenge.

Learn More: Mr Physed

This following directions activity is good for working on following directions and literal directions. Students can cut and place items in places, dependent on prepositional directions. This is especially good for bilingual students.

Learn More: The Worksheets

Constructing paper airplanes is fun and ideal for practicing following directions. Let students use a template and guide for directions or orally tell them what to do. Either way, they will get good practice and finish with a nice end result.

Learn More: Speech Snacks

7 Core Following Directions Activities for Kids That'll Improve Listening

Inside: Quick and easy following directions activities for kids that will help them practice self-control, emotional regulation and improve listening skills.

There was a joke traveling around years ago from Carrie On Y’all that said, “Maybe if I start yelling ‘Get your shoes on!’ the night before, we could get to school on time the next day.”

Honestly, the struggle is real.

Kids need A LOT of practice to learn basic life skills.

Following directions activities can support better listening skills in your child.

Teaching kids to follow directions isn’t as simple as doing a listening activity for kids, watching fairy dust shower from above, and seeing your kids transform into magical listeners.

Several years ago I was getting ready to take my son to school. He insisted—like life or death insisted—that he needed to wear his green shoes.

So I helped him find his green shoes, laid them out on the floor, and then realized I made a horrible mistake.

He shook his head and said, “No green shoes, mom. Nooo!”

In exactly two minutes, the green shoes went from being my complaining child’s most prized possession to the most horrible and disgusting shoes one could don.

Related Posts:

• 2 year old not listening? Try this remarkable tip.
• 10 Totally Awesome Tricks for Independent Kids 

Teaching kids to follow directions – let’s simplify.

1. Connection first. Attention follows.

A few brief moments using SAY WHAT YOU SEE®, where you describe what your child is thinking, doing, feeling or saying, makes a big difference. This is the building block of connection, and when kids feel connected to you, they are for more likely to cooperate.

It might sound something like, “You’re drawing a picture with big green squares and red lines.”

No brainer, right? And yet, I still find myself talking to my kids without taking a brief moment for connection.

Sharing a set of instructions before you briefly connect with your child is like speaking foreign language. It can fall flat.

I know I have my child’s full attention when I have two things:

• Eye contact
• Eyes level (get down to the child’s level).

2. Be short and specific.

Kids tend to hear a lot of conversational white noise when adults are speaking to them. Say exactly what needs to be said for your child to follow your directions. Trim everything else out.

Instead of… “Hurry up. We gotta get out the door for this appointment. Get your coat lets go.”

Try… “Coat please.” Or, “You’re missing a coat.”

3. Use “wait time.”

This is a great strategy that I learned from a teacher. After giving a set of instructions to your kids, pause for 3-7 seconds to allow their brain to process and apply the information. Research shows kids are more likely to follow directions if you give them “wait time” or a hearty pause.

As adults, we are used to processing information much quicker, but kids…they take time.

Think of it this way: Keeping realistic expectations and waiting is the difference between you giving up and throwing your tea in the air vs. you calmly taking a sip of your tea while you employ “wait time.”

4. Unless you are offering a choice, don’t ask.

If your directions aren’t up for negotiation, keep that door firmly closed. Offering choices is a fabulous way to help end power struggles and enjoy a happier home.

But…everything in life is not always a choice. If you can’t offer a choice within a parental boundary you feel good about, give instructions as a statement, rather than a question.

Instead of… “Can you pick up your toys?”

Try… “I see toys on the floor and it’s time to leave.”

Or if you’d like to offer a choice, you can say something like, “I see blocks and dolls. Show me which one you want to put away first.”

5. Practice using following directions activities.

In order to build great listening skills, kids need a lot of practice…A LOT.

Which makes sense! I think we all can relate to needing a lot of practice before we can get good at anything. I could tell you a few stories about burnt dinner rolls for the past five years, but that’s a story for another day 🙂

Related:

• 50+ Best Simple Games for 2 Year Olds and Up
• The Ultimate List of Board Games for 2 Year Olds

7 core following directions activities for kids.

There are several good ‘ole fashioned standby games to play with kids to help them 1) Listen and hear what you are instructing and 2) Practice following the directions you shared.

1. Simon Says

One person is Simon or Elmo or Dora or Spiderman or Teacher or Whoever, and this person is the “leader.” Simon gives a set of instructions and everyone else follows. The person who doesn’t follow the instructions is “out.” And the person who follows the instructions throughout the game, wins Simon Says.

2. Red Light, Green Light.

One person is the leader who calls out “Red Light” or “Green Light.” When the leader calls out “Red Light,” everyone stops. When the leader calls out “Green Light,” everyone goes. Anyone who doesn’t stop or freeze during “Red Light” is out.

3. Follow the Leader.

Take a walk around your house or outside and whatever you (or the leader) does, everyone else must follow. This is a great game to allow your child to be the leader and have you follow your child. It’s a perfect opportunity to model following directions for your child!

4. Map Game

Try this map game and help your kids work their way through the grid following the directions given. Practice counting and using the words left, right, forward, and backward.

5. Two-step direction games.

Do one of these 2-step direction games with your kids. This is perfect for preschoolers and above! Have your kids follow some of the 2-step directions throughout the day (e.g. Shake your head “yes” and then quack like a duck.) Brilliant!

6. Lego® Game

If you have kids who are old enough to play a board game, try this Lego Game to help your kids practice reading directions and following them.

7. Visual direction activities.

With kids, visual directions are so important! You can make life simpler and fun using visual directions for your kids, such as a printable daily schedule for kids.

• Bedtime routine cards
• Morning routine cards
• Mealtime routine cards

Using routines is a great way to support cooperation and help your kids learn to follow directions.

They are also energy saving, AND a great way to avoid yelling “Green shoes!” ten times every morning or “Eat your dinner!” six times every evening.

Grab your FREE Following Directions Checklist Here!

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I've created a free email series just for you! If you are struggling with teaching your child to listen, this series will help transform your parenting. Yes, really. I've seen my proven strategies work time and time again for parents. I know it can work for you too.

After taking my free email series, you will:

• Learn simple, yet highly effective listening strategies
• Experience a stronger connection with your child
• Enjoy more peaceful parenting days
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20 tips how to do learning boring and efficient | Chalk

Julie Dirksen designs e-learning courses for employees of various companies. In her book The Art of Teaching, Julie understands the basics of cognitive psychology, pedagogy, and gives advice that will be useful not only to those who teach online, but also to those who work at a school or university.

Theory

By identifying individual differences in how people learn, we could provide the most appropriate learning for them and improve outcomes. There are many systems or models related to learning style. Here are some of the most famous. nine0003

• Gardner's theory of multiple intelligences. Howard Gardner suggested that intelligence is more of a set of different abilities (spatial, verbal, logical, kinesthetic, musical, interpersonal, intrapersonal, natural, and existential) than a single cognitive ability that expresses the intelligence quotient.

• Model VAK/VARK. According to this model, people tend to have different learning styles, such as visual, auditory, kinesthetic, or learning by reading. nine0003

• Model Kolb. David Kolb proposed to classify learning styles (convergence, withdrawal, assimilation, accommodation) based on the learner's preferences for abstract/concrete and active/reflective experience.

People learn in different ways. Even if you can't tailor the learning process to the learner's individual style, create situations that include multiple approaches. This will make the process more interesting and the material memorable.

There are more similarities between us than differences. With the exception of those with physical impairments, we all learn through visual, auditory, and kinesthetic methods, and we all have different types of intellectual abilities expressed to varying degrees.

You can vary the approach to learning depending on the current subject. At least, you can adjust the approach to specific tasks, guided by common sense considerations. You don't want your auto mechanic to actually learn from audio books, do you? nine0003

How does our memory work?

The human brain is a dynamic, multifaceted, constantly changing device. Everything you read in this book will change the physical structure of the brain by creating new connections and strengthening (or weakening) existing ones.

• Sensory memory. This is the first filter in the way of information that our senses receive. If you choose to focus your attention on something, that information will go into short-term memory.

• Short-term memory. This memory allows us to hold ideas or thoughts in our heads long enough to take action. The brain gets rid of most of the information in short-term memory, but some things are still stored in long-term memory. nine0003

• Long-term memory. This is your “closet”, where information is stored for a certain time.

If repetition is so important, why does no one like memorization? Do we need to overcome ourselves and just repeat and repeat information until it settles in our head? The main disadvantage of memorization is that information often ends up on only one shelf.

20 Tips for Educators:

1. An effective learning process does not depend on the material, but on how this material is presented. nine0003

2. If a person knows what to do, but for some reason does not take action, then he does not have enough motivation.

3. The way you design the learning process can influence student behavior. A study was recently conducted in which participants received lists of tasks. The only thing that differentiated the two types of lists was the font. It was necessary to determine the degree of difficulty of the tasks. Tasks written in simpler font were classified by the participants as easier. And the group that had to disassemble the more difficult-to-read font, respectively, rated the tasks as laborious. nine0003

4. Give the student the opportunity to be a teacher. Intrinsically motivated listeners will certainly learn a lot on their own, but they will benefit even more if they share their knowledge. In the process, other listeners will also be able to find a use for themselves, and you will not have to be the only source of information and energy.

5. Change is a process, not an event. Don't expect changes immediately after the first explanation.

6. Temporary setbacks and irritation are part of the process. nine0003

7. Set aside time for participants to work on their own tasks. Of course, you may have some standard exercises or assignments that are mandatory for everyone, but progress will be much more tangible if the participants can work on tasks that are meaningful to them.

8. Don't make them hate you. Do not turn the learning process into an obligation. Truth. No need. This means that it is not necessary to force students to sit out from beginning to end a lesson that they really do not really need - some parts of the course can be offered as an option or for home study. nine0003

9. Avoid lengthy explanations and reasoning. The theory may seem amazingly interesting to you, but extrinsically motivated listeners would rather hang themselves than listen to all this. Make a choice in favor of specific examples and tasks that are directly related to life situations.

10. Remember that when I say "interesting" I mean "interesting for the listeners."

11. Ask interesting questions. If the question you are asking can be answered using Google, then it cannot be classified as interesting. Truly interesting questions require the listener to interpret or apply the information received, and not just retrieve it from memory. Questions on knowledge of the material have never been a particularly exciting task, but in the current age of information and technology, they turn into a waste of time. nine0003

12. Try to intrigue the audience. Can you think of any mystery to solve? Interested in submitting information? Start a science class by asking questions such as “Why does Saturn have rings? And why doesn't any other planet in the solar system have them?"

13. If students see others immersed in the material, or if a group of students know that previous students have done well, then they are more likely to do well themselves. nine0003

14. Ask questions. It is much more difficult to “switch off” if you have to think about the answer.

15. Add variety. Alternate presentations, exercises, types of media.

16. Context, context and context again. In the learning process, it is useful to create contextual hooks that will allow students to better remember the material.

17. Tell a story. Listeners are surprisingly good at remembering interesting stories, especially those that evoke strong emotions in them. nine0003

18. Always try new things while teaching.

19. Kidding!

20. Reward. Studies in which participants received expected and unexpected rewards have shown that activity in the brain structures responsible for anticipation and response to reward is higher if the reward is unexpected. That is, the reaction to an unexpected reward is much stronger than to one that a person already knows about.

Untie the students' hands:

Listen to their opinion on how well they learned a particular topic. nine0003

Let them choose where to start or in what order to go through the material. Let them make their own decisions about what tasks or projects to do.

Activate interpersonal communication. Each member of the group can share their views and experiences, and discussion and debate always increase interest in the topic. You can organize discussions on given topics, work together on a topic and present it to the group, prepare arguments in favor of different points of view, conduct research and report on its results. nine0003

Keep asking yourself “Why?” and "What's wrong with them if they don't know?" to determine the real purpose of the training. Two questions - "Will the listener do this in real life?" and "How to determine that he succeeded?" - will help you make sure that your goals make sense and are feasible.

Read more Mel notes:

"Public opinion is a monster that devours the human race" - Jean-Jacques Rousseau on pedagogy

Ken Robinson: "Sometimes dropping out of school is the best thing a person can do" advice from psychologist Nigel Latta

John Gottman: “Success and happiness are determined by awareness of your emotions”

“How to talk so children will listen and how to listen so children will talk”: a guide by Adele Faber and Elaine Mazlish

“Our civilization is unhealthy, and the roots of this are in the not free family”: the concept of the innovator in education and upbringing Alexander Nill

Don't Lose Your Children: An Important Book by Gordon Neufeld

French psychoanalyst Françoise Dolto: "The fragility of the newborn returns to the adolescent" ways of education”: psychoanalyst Christian Bütner’s monograph “Living with aggressive children”

Linking material to the curriculum

Translated by Olga Karpina

Edited by Elena Mokrenchuk

In my 30 years of work in the teaching field, I have found that there are three main categories of teachers who relate differently to the curriculum. There are creative educators who do not follow any textbook or manual; there are teachers who teach word for word from a book and never get creative; there are those who develop creative, interesting and useful lessons based on the materials presented in a specific study guide and other credible sources. nine0003

Teachers in the first category are highly inventive and creative - they are usually loved by children the most because they create a wonderful atmosphere conducive to the development of relationships; turn the learning process into an extremely fun and exciting experience. These teachers do what they think is most beneficial to the children, regardless of the officially approved course of study. They constantly improve their teaching, while inevitably deviating from the established curriculum. Their understanding of learning effectiveness is based on the depth of the material they choose, whether the material is in line with the curriculum or not. nine0003

In contrast, teachers who strictly follow the textbook rarely do anything that is not specified in the text of a specific instruction. They rely entirely on books, readers, manuals, specially designed workbooks, and other printed materials. This category of teachers tries to go through all the planned material exactly, but does not seek to reveal it in such a way as to maximize the quality of schoolchildren's education. Teachers-pedants focus only on the breadth of the issues they study, but not on their depth. nine0003

Successful and effective teachers in the third category teach lessons by revealing the key concepts of the curriculum; they use textbooks only as an aid in the learning process. This group of educators skillfully combines the content of the textbook and the latest scientific discoveries, successfully applies a creative approach and basic knowledge, and also knows how to apply the studied material to the lives of students. Such teachers actively develop relationships in the class team and bring an element of fun to the learning process - nevertheless, they strictly follow the requirements of the school curriculum guidelines. Since they teach children both the absorption and application of knowledge, their lessons have both depth and breadth of coverage of the material. nine0003

The content of the curriculum includes everything that should happen in the classroom during the school day. However, the role of the "living curriculum" is still assigned to the teacher. The teacher cannot afford to let things happen in the classroom on their own. In our case, having entrusted the education of their children to a Christian school, parents are ready to pay the agreed amount, provided that it is fundamentally different from education in other, non-Christian schools. We are responsible before them and before God for the implementation of the pedagogical process on the basis of a pre-approved and agreed curriculum, which is based on Christian values. nine0003

Today, in order to maintain equal accountability of all educational institutions, state legislatures require mandatory standardized testing in every school. This requirement forces us as educators to develop lessons based on teaching aids that are sufficiently consistent with the requirements of state regulations so that our students know and understand the concepts provided for by these standards. The teaching aids developed in our school also help us to carry out our Christian mission. nine0003

Before teachers begin to link the presentation of their lessons to the curriculum, the whole school and management need to select and approve a specific course of study containing the school mission, teaching philosophy, goals and objectives, reflecting what impact the general atmosphere of this school will have on students, producing positive academic and biblical results in them. This course of study will generally affect the cognitive, emotional, spiritual and psychomotor areas of children's learning. It shows the overall picture and forms the basis for a methodological manual that determines the volume and sequence of presentation of the material within each academic discipline. The volume of the academic discipline determines the breadth and depth of the presentation of material on each topic under study, the sequence of which fixes the corresponding stage of education and the class within which this content of the subject will be taught. The Curriculum Guide also includes specific learning goals and objectives for each year in relation to the scope of the discipline being studied, and teachers will always be able to find information in it about what they should teach in their classes. nine0003

I have found that in many Christian schools there are widespread misconceptions about teaching aids, as well as the boundaries and sequence of material indicated there. Many school leaders and teachers seriously believe that by buying textbooks of a certain series or publisher, they will be able to replace their personal participation in the preparation of plans, providing the manual with the necessary volume and order of teaching for each class. Perhaps at first glance it looks attractive, but in the end such a position will lead the school to a complete collapse. Despite the existence of many quite solid and worthy textbooks, no publishing company is able to take into account and fill all the needs of a particular student or a given educational institution. Once a school has developed its curriculum and developed a teaching aid based on its mission, it may consider different editions of the teaching materials to decide if they are appropriate for the needs of the school - but not vice versa. In some cases, certain sections of textbooks will be of little importance for the implementation of the school mission - then you can skip these parts. In other situations, a textbook that is generally excellent will need to be supplemented with some additional material from other sources to complement the teaching and bring it in line with the goals of the school. nine0003

Publishing companies tend to follow the Ministry of Education's general guidelines for age-appropriate content, and their textbooks may be fully compliant with state standards - but remember, textbooks are still only part of the curriculum. It is necessary to use books as a springboard, as general recommendations - or as a grid, in the cells of which the teacher will place the material of his lesson.

To develop a good teaching aid, members of the teaching staff need to get together and decide what material, what skills and what biblical principles should be learned by students of each parallel of grades, what character traits they should develop in themselves as part of the study of a particular subject. The team of teachers must determine when it is necessary to introduce certain concepts into the school process, how to reveal them, consolidate and control the skill of mastering them. Each teacher individually, or all teachers together as part of school subcommittees, must find answers to such questions, for example: “What should third-grade students know about their native language?”, Or “What character traits should a ninth-grade student develop in himself?” It is important for teachers to understand that no textbook is able to take into account all the features of the curriculum of their school. When developing a methodological manual, it is necessary to take into account the requirements of state educational authorities regarding the content of academic subjects at each stage of education. At the same time, teachers need to find out whether the mission of the school is consistent with the instructions prescribed by the state, and try to bring both of these aspects into harmony. Under no circumstances should teachers think that their teaching is to teach children to pass the qualification tests offered by the Ministry of Education! nine0003

Teachers need to realize their responsibility for introducing into the educational process certain concepts and principles from the methodological manual within their own lessons. The time devoted to a particular concept or principle should be in direct correlation with what they are going to do: introduce children to this concept, reveal its essence, repeat material or consolidate and confirm mastery of this topic. It is important for teachers to make sure that their teaching helps students to correctly understand all the components listed in the methodological guide. Educators should use appropriate methods to assess how students have learned the material. nine0003

Once the team of teachers has completed the most difficult part - compiling the manual for the curriculum, they can move on to the next task: linking the lesson plans to the methodological manual. In the process of developing lesson plans, I found it very helpful to do this by answering the following questions:

1. What is the most important thing here?
2. Why is this important?
3. What would be the best way to present this material?
4. How to teach children certain Bible principles within this topic? What principles are we going to teach? nine0142
5. What is the best way to assess student learning?

The answer to the first question follows directly from the manual. For example, in the section on learning the mother tongue, under the heading “Prepositions”, there is the following definition: “In sentences in their mother tongue, students should be able to visually distinguish words used as prepositions. ” This will be what I am obliged to teach my students in the course of this lesson. Having determined why this is important, I consider the best way to teach students about prepositions so that they can thoroughly absorb this information and learn how to apply it in practice. Then I will determine how to teach the children the appropriate biblical principle during the study of prepositions. And finally, I will choose the method of assessment that is best suited to find out how well the material was learned by the students. nine0003

My fourth grade lesson plan might look something like this:

Problem (mastery level)

Students will learn to recognize prepositions in sentences.

Presentation in class

Cover a folding table with a tablecloth and call it a "home of prepositions". Then invite the children to enter into the house, sit at the house, go through the house, walk around the house, walk around the house, and so on. All these actions will help students remember the many prepositions for association with the house - just mentally imagining this image and determining whether the word in question will logically follow the verb of the action or come before the word "house".

Evaluation

Informal: the students will perform as many different actions as possible in relation to the makeshift house, and in doing so will say prepositions to accompany their actions with words. nine0003

Test: students will be able to correctly identify prepositions in sentences in the text of exercises to consolidate this skill that they will be given.

The same can be said to school staff who previously depended entirely on the dictates of textbook publishing companies for their teaching, and are now seriously considering developing their own teaching aids. Educators can analyze textbooks purchased by their school and determine which concepts are most important to each lesson and why they are important. They then need to think about each specific concept and decide whether to use the textbook material in their teaching as a key guide or just as an informative resource. Teachers can find other sources of information about the issue under study, decide on their own how best to present this or that concept in such a way that students fully understand it and are able to apply it in practice. Well, then you will need to do steps 4 and 5 from the above list of questions: decide what Bible truth they will study with the children in this lesson and choose a method for assessing the level of learning of the educational material. nine0003

The issue of linking the method of teaching and the amount of material studied to the curriculum is very relevant today, especially in Christian schools. If we have overly creative colleagues in the team, following their own principles and creative ideas, while paying little attention to the approved curriculum, not wanting to be accountable to it, we risk soon discovering serious gaps in the academic and spiritual spheres of our students.

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