© Copyright 2022 Watson Institute. The Watson Institute (Watson) encourages you to access and print material from our website at www.thewatsoninstitute.org for personal use only. Any other copying, linking to another website, blog post or social media, distribution, modification, transmission, or dissemination of the website content is strictly prohibited without the prior written permission of Watson. View full terms of use.
Modifying Open-Ended Questions: Concrete Models
-
Situation
I teach a gifted class and have a student on the Autism Spectrum. We work on many creative and imaginative projects that have Open Ended Questions or Abstract Prompts. My student has great difficulty getting started on these projects and doesn’t seem to understand how to begin. What can I do to help her?
-
Summary
Make the prompt concrete by providing a model or example when possible. For example – students are asked to create an ‘imaginary animal’. Give a specific concrete way to do this by stating, “Think of 4 animals and take one part of each and use each one to make your imaginary animal.”
-
Definition
Modifying open ended questions involves providing structure to an otherwise abstract task.
-
Quick Facts
- Child's Age: 6-10, 11-13, 14-17, 18+
- Planning Effort: Low
- Difficulty Level: Easy
-
Pre-requisites
prepared materials and questions in advance
-
Process
-
Rethink an open ended prompt into a concrete specific example for the student. Some examples include:
-
Describe one time when you were brave: change to – “Write a definition of brave. Think of one time you did something brave. See if it matches the definition.”
-
Invent a new type of sandwich: change to – “Think of 3 sandwiches you like. Now make a new sandwich using parts from your favorites. Give it a name.”
-
-
Documents and Related Resources
If you have questions or concerns about the Watson Institute’s use of this information, please contact us.