# data[].attributes.body
1.Based on the class ability and resources(based on the IO of the lesson)

2.Student perspective may differ. Students understood instructions literally.

3.Be more explicit with the instructions and to provide clear visual aids.

# data[].attributes.body
Student covered ALL sides of the bread

Instructions have room for scaffolding “how many breads do we have”

# data[].attributes.attachment_caption
Student Making a Sandwich Using the Task Analysis Provided (HA)

# data[].attributes.body
Teachers provide the bread beforehand to focus on the skill of spreading.

Scaffolded instructions with the end in mind; spreading and putting the sandwich first, then preparing the ingredients. Ensuring students are successful in making the sandwich.

# data[].attributes.body
We start off with writing down the ingredients and materials needed. Then we continue by writing and drawing the step by step task analysis.

During the activity, motor skills are not well developed. Students may not like the ingredients provided.

Give more variety to students. Work on their motor skills before starting on the real activity.

# data[].attributes.body
1. Put ourselves in the kid’s perspective.

2. Using appropriate verbs. (Simple and explicit words)

3. Use pictures to show step-by-step instructions

# data[].attributes.body
Reflection:

How to create a task analysis-

Identify the task and purpose

Break down the task

Step-by-step explanation

Understanding student’s background- Create the TA in a way that is compatible to student’s profile

Challenges-

Finding simple terms to include

Difficult to capture all steps

How to improve-

Add pictures

# data[].attributes.body
1. Put ourselves in the kid’s perspective.

2. Use appropriate verbs (simple & explicit words)

3. Use pictures to show step-by-step instructions

# data[].attributes.body
How did the group come up with the steps?

Think through the steps

Consider the student profile (language abilities, level of understanding, type of learner)

Challenges faced

May have missed out some steps (e.g., putting down the knife after spreading the jam on the bread)

May have to substitute the vocabulary used if it's too difficult for students to understand

Improvements

Teachers to try out the steps and make amendments accordingly

Visual representation of steps - need more clarity