*Self-paced material is being created and this course will be available soon. If you have questions, please message me.*

This class helps learners build executive functioning skills related to prioritization including planning, task initiation, and task completion. The primary focus is helping learners maximize their productivity by prioritizing their various responsibilities.

A handout is provided each week along with at least one lecture. Students should watch the lecture(s) and complete the assigned homework. Then, students will share their homework in the Outschool classroom via text, photo, or video. This is a self-paced class, and students may complete the homework as quickly or as slowly as they feel is best for them.

I check-in with students in self-paced classes twice each week, typically on Mondays and Thursdays, for the first five weeks of this class. After that, I am happy to stay in contact if arrangements are made in advance, such as students who need extra time due to extenuating circumstances.

A detailed syllabus is provided in this course description. However, this is a brief summary of lectures and homework:

Week 1: Maslow’s Hierarchy of Needs and Fundamental Priorities
-Lecture: This week introduces prioritization and helps learners think about their long-term goals and what is most important to them. We’ll also look at Maslow’s Hierarchy of Needs and how it relates to prioritization.
-Homework: Learners will identify their long-term goals and their highest priorities (e.g. academic, social, health, extracurricular activities, etc.).

Week 2: Braindumping
-Lecture: Students will learn the technique of “braindumping” or listing everything they’re required to do in the near future. This technique can reduce anxiety and is the first step in producing high quality task lists, which will be discussed next week.
-Homework: Students will “braindump” at least once and include dates to complete those tasks.

Week 3: Creating Task (aka To-Do) Lists and Visual Tools
-Lecture: Creating effective task lists (or to-do lists) is the primary goal of this class, and this week introduces the basics of this technique. We’ll also explore mind mapping and other visual tools that may be more helpful than a traditional list for some students.
-Homework: Based on the previous braindump, students will experiment with different types of task lists. If they have completed all the tasks on their previous braindump, they will create a new braindump.

Week 4: Using Variations of the Eisenhower Matrix
-Lecture: Students will learn about the original format of the Eisenhower Matrix and variations that may better suit their needs.
-Homework: Students will create at least one version of the Eisenhower Matrix to help prioritize and complete their task lists. Learners may use the task list from the previous week or create a new one.

Week 5: The Master Method with the ABCDE Model
-Lecture: The Master Method task list is one of the most common, and it matches easily with the ABCDE Model for task lists. Learners will be encouraged to use these tools in conjunction.
-Homework: Students will create at least one task list using these tools.

Week 6: Other Types of Task Lists Part 1
-Lecture: Learners will be introduced to two other types of prioritization and task lists: the single sticky note method and Top 3. They will also learn about Parkinson’s Law and the Eat the Frog technique. (Eat the Frog is also discussed in the Time Management Basics course, so it will be review for students who have taken that class.)
-Homework: Students will use the two new methods for task lists, and Eat the Frog at least once during the week. Students who have a large task or project will experiment with Parkinson’s Law also.

Week 7: Other Types of Task Lists Part 2
-Lecture: Students will learn two additional task list formats: 1-3-5 and MoSCoW. Additionally, they will learn the 80/20 Rule as a way to potentially prioritize  tasks from their lists.
-Homework: Students will try the two new methods and the 80/20 Rule at least once during the week.

Week 8: Putting It All Together
-Lecture: We’ll review all the different tools learned during the class and which tools complement one another. I’ll also help learners think through a plan to continue using these methods.
-Homework: Students will create a plan to continue integrating and/or experimenting with those tools.