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- First, Rule Out a More Serious Issue
- Validate the Student’s Concerns
- Model Your Own Process
- Talk Them Through It
- Set a Timer
- Break Large Tasks into Small Ones
- Offer a “Can Do” and a “Must Do”
- Provide Estimated Times for Each Activity
- WIRMI – “What I really mean is…”
- Establish a Bare-Minimum Goal for Formative Assessment
- Mix Low-Stakes with High-Stakes Tasks
- Mark Problem Items for Later
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