OLD-Professional Development
Page Navigation
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
-
Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
-
I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
-
I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
Description
-
Job Assignments are tasks given to students that provide them with accountability during group activities. Assigning students specific roles while performing group work clarifies the expectation of participation and gives students responsibility and ownership over their learning. Once these roles are modeled, practiced, and established within the classroom, students know what is expected of them and can proceed more efficiently in their learning. Examples of job assignments can include a materials manager (student in charge of materials for the group), time-keeper (student in charge of managing the group’s time), recorder (student who reports to the class the group’s thinking), and task manager (student who keeps the group working on the specified task).
- Decide what jobs are going to be necessary for a group work activity.
- Clarify the roles and specific responsibilities for each job.
- Determine if jobs need to be assigned for that day’s assignment or for a period of time (for longer projects that may last as long as a month or a semester).
- Provide the materials needed to fulfill each role.
- Assign jobs.
- Give feedback on the jobs if/when students struggle.
-
Alerts
Students sometimes have a hard time keeping track of who is doing each job. Use a display board or a space on the chalkboard that outlines which students are taking on each role. This helps the teacher and the students keep track.
-
Quick Tips
For primary students who are still learning to read, consider including pictures with the job title that displays the expected behavior. Also using clothespin clips with student names is a fun way to move the student to a different job and makes it efficient to change the assignments, leaving the pictures and job titles in a stable place.
-
Other Strategies
Classroom Jobs
Classroom Jobs can be assigned whole-group. These are usually jobs that are necessary for the classroom to run smoothly on a daily or weekly basis (such as door holder, bathroom monitor, or materials monitor). Get students involved and instill ownership of the classroom by assigning students to take on varying classroom jobs. Classroom Jobs can also be content-specific. If you are teaching a specific concept, such as the economy, you can design jobs for students that will teach them a specific skill as well as give them responsibility.