This month's Workbasket Wednesday focuses on vocational tasks and prevocational tasks for sequencing and following directions. Check out the links as well.

I am focusing on assembly work tasks for the the first Workbasket Wednesday of the new year! I thought I would share some assembly tasks

Are you looking for new ways to increase your students' independence? Read this post to learn more about types of structured work systems!

I've preached and preached about why it's SO important to teach students to work independently and use structured work systems. I want to show you three ways to use structured work systems in a variety of settings. These systems are great because they can be implemented in any classroom and at home! You can also use similar structured systems during direct instruction and groups to provide students with consistent structure. I love all of these systems because they're PORTABLE! They're small and students can easily take them from class to class or between home and school but they provide students with the structure they need! Binder system: A common structured work system a the binder system! This is different than the usual binder system that just has Velcro pieces in it though! A binder set up like this is awesome because it can include the structure of a schedule and you can use any work materials (worksheets, books to read, Velcro tasks, etc.). Binders are also great because students can easily take them to/ from different classrooms with adapted work or take them home with homework. I love to add a first/ then chart on the front of the binder to remind students what they're working for. Students can then take the reward (i.g. swing) off and take it to a staff member when they're finished working. The inside of a binder system. Hot glue the schedule on the left side of the binder. Use dividers with pockets (you could also use pencil pouches!) and then put matching schedule card on front of divider. Put a "finished" card on the back pocket of the binder for students to put their completed work. You could also include another pocket folder to put the "finished" card on, but I find it's hard for students to slip papers and work into the dividers. You can see a video explanation of this work system set up here! Folder system: This is the easiest to master and most basic system I'm going to share. A folder system is great because they BLEND IN. I'm all about giving our students materials that look just like the materials that their peers are using. A down fall to the folder system is they aren't great for using with tasks with Velcro pieces (unless you have the pieces attached to the page somehow). Again, I like to add a "first/ then" char to the front of my folder systems. All the folder system needs is a "to do" label on the left side and a "finished" label on the right. Students just move the work over to the right as they complete it. You can see a video explanation of this work system set up here! Small drawer system: Drawer systems are also commonly used and are great! I love drawer systems, but I try to use them less than binders and folders because they aren't as portable. It's easy for a student to take a folder or binder to their general ed classroom or home, but bringing a set of drawers home or to another classroom isn't always practical. Drawer systems are great for Velcro tasks or for larger tasks (like puzzles or true task boxes/ shoe box tasks). You'll have your schedule, a drawer system (a small one or large one) with matching schedule cards glued on, and a bucket with a "finished" card glued on. You can see a video explanation of this work system set up here! If you want to grab the schedules/ printables for setting up structured work systems in your classroom, head over to my TpT shop to grab them for FREE!

Are you looking for new ways to increase your students' independence? Read this post to learn more about types of structured work systems!

It’s been a while since I linked up for Workbasket Wednesday, but I finally snapped some pictures of my Workbaskets and just had to share them with you all! Check out these adorable Back to School tasks with a focus on fine motor skills! This task has been a classroom favorite. Students use the ... Read More about Workbasket Wednesday!

Structured Work Systems, also called independent work systems, is a way for students with special needs to practice skills on their own.

I could never say enough positive things about using a work box system in the classroom-- for any child. I've used them with typically developing peers in the classroom as well and it's an amazing way to in-bed practice and skill maintenance, all while working on attending to a task as well. Over the summer I did a whole post on how I structure this system in my classroom. You can check it out {here}. But one thing I've never done is actually post photos of the activities I have in my boxes. My boxes have grown since I last posted a photo this summer. I have 83 work boxes available in my classroom at all times. I know that sounds like the only thing that make up the shelves in my classroom are work boxes, but I promise it's not. It might be close, but it's not! I don't have a lot of remaining storage in my classroom. So to constantly be changing out activities and finding a storage system for previous activities is a little challenging for me. So I prefer to just have a lot of boxes available. We also need a high number of boxes to complete each day. Let's break it down. I have 10 students total, 8 of whom complete work boxes at some point doing the day. Children complete anywhere between 1-10 boxes a day. Right now, as a class, we are completing 28 boxes a day. We come to school 4 days a week, so that's completing 112 boxes a week. And planning so strategically that a child doesn't repeat a box during the week. It's a huge planning challenge. And my paras are awesome at catching my goofs! I'm hoping to come across some appropriate shelving between now and the end of the year to expand our boxes even more. Sounds crazy I know, but it will make the planning challenge so much easier when there is a larger amount to pick from. So the whole point of this post-- what's in the boxes?! I use a combination of handmade activities, printable activities, and existing manipulatives from my classroom to make up my boxes. Our lowest tasks are simple "put-in" activities and our higher tasks include activities like capital and lowercase matching using clothespins and sight word matching mats. I've been trying to come up with more and more put-in activities so that's what I'm going to share with you today. In another post I'll share another category. For this activity I saved a small peanut can from the grocery store. (Yes I washed it out) I simply cut slits in the lid--these lids are super easy to cut into which is nice. It's the perfect height for dropping these mini popsicle sticks into. This activity is another saved container- an almond one. I have saved a ton of these! They are a great size and again, the lids are easy to cut into. This one has a circle in the middle of the lid and heart erasers to put into the container. This activity I found on pinterest. I simply saved a Parmesan cheese shaker, washed it out and added q-tips. When students open the box the cheese shaker is already open. (It would be too challenging for my little guys to get open independently- it's tough!) This task I clearly didn't make. It is courtesy of Lakeshore Learning. Students simply place the buttons in. This jar is one of three included in the pack and can be purchased by clicking {here}. If you wanted to make a more challenging task for a student you could place two jars into one task box so the student has to sort as well. This is the second jar included in the Lakeshore pack. I used another almond container for the activity. And obviously a hole punch to put the holes in the lid. Students have to put the beads into the container through the holes. I saw someone else blog about these small paint containers they found at the Dollar Store. They really are great! I bought four of them and used one for this work box. Students simply push the pom-poms into the container. This activity is similar to the Lakeshore bucket with buttons. I found the small yellow containers at the Dollar Tree in the baby section. They come in a multi-pack which is nice, BUT, they are a pain to cut holes in the top. It's a much harder plastic than I thought, and it cracked in the corners. If I hadn't gone through so much trouble to cut the slot in, I probably would have used another almond container. This was one of the first work box activities I made. I recycled a cookie dough container and cut holes in the lid. Then students just have to put pom-poms into the holes. I'd like to re-do this container at some point because most students catch on that the middle hole is big enough to just drop the pom-pom in versus pushing it through the hole. I don't know if you would call this a "put in" task, but I do. They're putting pegs in a peg board! I can also guarantee you that this peg board is older than I am. For this activity students push down the lever on the gumball machine to get a stone out, then they have to place the stone in the container. I liked the idea of students using their index finger to get the lever done-- additional fine motor practice. Sometimes more than one stone may come out, but that's okay. So there you have it. Those are our current "put in" activities. I hope you get some new ideas for your own work boxes from these. Next I'll share our sorting activities.

I've preached and preached about why it's SO important to teach students to work independently and use structured work systems. I want to show you three ways to use structured work systems in a variety of settings. These systems are great because they can be implemented in any classroom and at home! You can also use similar structured systems during direct instruction and groups to provide students with consistent structure. I love all of these systems because they're PORTABLE! They're small and students can easily take them from class to class or between home and school but they provide students with the structure they need! Binder system: A common structured work system a the binder system! This is different than the usual binder system that just has Velcro pieces in it though! A binder set up like this is awesome because it can include the structure of a schedule and you can use any work materials (worksheets, books to read, Velcro tasks, etc.). Binders are also great because students can easily take them to/ from different classrooms with adapted work or take them home with homework. I love to add a first/ then chart on the front of the binder to remind students what they're working for. Students can then take the reward (i.g. swing) off and take it to a staff member when they're finished working. The inside of a binder system. Hot glue the schedule on the left side of the binder. Use dividers with pockets (you could also use pencil pouches!) and then put matching schedule card on front of divider. Put a "finished" card on the back pocket of the binder for students to put their completed work. You could also include another pocket folder to put the "finished" card on, but I find it's hard for students to slip papers and work into the dividers. You can see a video explanation of this work system set up here! Folder system: This is the easiest to master and most basic system I'm going to share. A folder system is great because they BLEND IN. I'm all about giving our students materials that look just like the materials that their peers are using. A down fall to the folder system is they aren't great for using with tasks with Velcro pieces (unless you have the pieces attached to the page somehow). Again, I like to add a "first/ then" char to the front of my folder systems. All the folder system needs is a "to do" label on the left side and a "finished" label on the right. Students just move the work over to the right as they complete it. You can see a video explanation of this work system set up here! Small drawer system: Drawer systems are also commonly used and are great! I love drawer systems, but I try to use them less than binders and folders because they aren't as portable. It's easy for a student to take a folder or binder to their general ed classroom or home, but bringing a set of drawers home or to another classroom isn't always practical. Drawer systems are great for Velcro tasks or for larger tasks (like puzzles or true task boxes/ shoe box tasks). You'll have your schedule, a drawer system (a small one or large one) with matching schedule cards glued on, and a bucket with a "finished" card glued on. You can see a video explanation of this work system set up here! If you want to grab the schedules/ printables for setting up structured work systems in your classroom, head over to my TpT shop to grab them for FREE!

There is a reason behind every component of a independent work system. Do you know the 4 questions each work system should answer? Click through to find out.

The concept of the "Work Station" comes from Division TEACCH and is designed for individuals with autism or related conditions. I am in no way an expert, but have basic training and have had the privilege working in a class that follows TEACCH principles. Here is a pack I produced to assist people when creating workstations- I hope you find it useful. I would HIGHLY recommend training with TEACCH if you are given the opportunity

Check out three easy to make task boxes to encourage and engage your students to practice their fine motor skills!

There is something about the structure and routine of Michaela's Especially Education task boxes students are drawn to. They take immense pride in showing off their finished work, keeping all the materials together, and putting the tasks away into their rightful places.

This independent work system starter kit includes everything you need to start using structured task boxes in your classroom to foster independence for students with autism and other students with special needs. Independent work systems (also called structured work systems or task boxes) This structured task boxes starter kit includes detailed instructions, pictures, the ability to add your own visuals to backgrounds for schedules and reinforcement, plus signs and supports to make independent work effective in your classroom.  Independent task boxes are something many teachers in self-contained classrooms use to teach students to work on their own. Structured tasks have many different benefits for the teacher, the student, and the classroom as a whole. When students develop independence through the use of independent work task boxes, they develop a sense of ownership of their learning and the teacher is freed up to provide more individualized instruction to other students. Teach elementary students? Click here for the Independent work system starter kit for elementary students. Inside this structured work system starter kit, you’ll find: ✅ An e-book (PDF) of directions for setting up independent work systems in your classroom and resources for tasks. ✅ A sign for the  independent work area ✅ Schedule Visuals  1 set of colored matching schedule pieces 1 page each of colored paint cans, money, tools, clothes, safety signs 1 page of sports visuals 1 page of blue shape visuals (match to same color or red shapes) 1 page of red shape visuals (match to same color or blue shapes) 1 page each of visuals for spring, summer, winter and fall Numbers 1-120 schedule pieces Uppercase letter schedule pieces (match identical or lowercase to uppercase) Lowercase letter schedule pieces (match identical or lowercase to uppercase) ✅ 2 finished signs (that can be reproduced for as many stations as needed) for the finished area or finished box/bin.  ✅ 2 pages of common reinforcer or “what’s next” pictures  ✅ All of the above visuals, signs, and pictures are included in 5 different background choices ✅ Social story with expectations for students in independent work (with ability to add your own pages) ✅ PDF and PowerPoint Editable (add info only) Mastery Lists ✅ PDF and PowerPoint Editable (add info only) Master Task List for Organization ✅ Independent Work Reminders List ✅ Reset Checklist for Staff to reset systems ✅ Independent Work Data Sheets for 1, 2, 3, and 4-basket systems ✅ List for other starter materials needed for structured work systems along with resources for making independent work task boxes ✅ Links to a video and backgrounds for adding your own visuals to the system with the same backgrounds. This single starter kit can be used to set up multiple structured work systems in one classroom. Please buy multiple licenses if you want to use them in multiple classrooms. You might also like these independent work tasks: • Let’s Build a Pizza: Sequencing Vocational Tasks (Special Education*Autism) • Money Tasks Galore Bundle: Early Elem & Special Ed Task Cards & Worksheets This product is copyrighted to Christine Reeve for use in one classroom. They may not be copied for additional classes without purchasing extra licenses. For bulk discounts, please email me at [email protected]

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I've preached and preached about why it's SO important to teach students to work independently and use structured work systems. I want...

Setting up structured work systems (TEACCH) are a staple in many autism classrooms. Here are 10 tips to get your started on setting up and using them.

In February I blogged for the first time about what was actually INSIDE my work boxes. My first post focused specifically on "put in" work tasks. If you missed that post, read it {here}. This post is going to focus on sorting activities. At one point this school year my students ranged in ages 2-5 years old. I really can't emphasize enough the variety of skills I need my task boxes to offer. And they need to be skills a child can complete almost independently. You can always differentiate the level of a sorting task which is nice. They can simply sort by color or make things a tad more complicated and sort by object. I also consider the amount of items they are sorting to contribute to the difficulty. Some students may only have the ability to be successful with sorting 10 items, where another may be successful with sorting 25 items. But let's jump right into the sorting activities that I'm currently using in my classroom! I know a lot of these are self explanatory but I'm going to feel the need to talk about them anyway. For this box students sort the erasers onto the correct picture. I found the erasers and the Dollar Tree and I made the sorting mat on my computer with Pics for PECS. I purchase a gazillion of these little containers from the Dollar Tree. They usually do 2-3 color sets per year and I always buy some. They come in packs of 4 for $1 and we use them for so many things. Students sort the colored Popsicle sticks into the containers. This is essentially the same task as above- students are sorting the sticks by color. However, they are putting them into the correct spot on the container. I simply colored around the holes on this lid with a sharpie to designate each hole to a certain color. Students are sorting erasers for this task. I taped an eraser into the bottom of each container so students knew what container to put them in. I found these erasers a few years ago in Staples. I can't remember if they were clearance or in a dollar section, but I stocked up on all the different ones they had. (There's more used in another activity) Who says hearts are just for Valentine's Day?! Again, using these awesome containers from the Dollar Tree, students sort the hearts into the containers by color. I've had the hearts for a while so I don't quite remember where I purchased them. I don't think you can tell from the photo angle, but the cups shows are blue, purple, red, and yellow. I purchased the cups and the manipulatives at the Dollar Tree. I found the manipulatives in the party favors section. The cups match up perfectly making this a great sorting activity! The erasers are back! This is the same type of activity, there are just three items to sort versus two in the previous activity box. I recently made this letter sorting activity with some letter beads I picked up at Michael's. I had to hot glue them into the tray so the students new where to sort them to. (Yes, I know I duplicated 2 letters--whoops!) I will say I think the letters in each bag vary. I picked the letters for the tray that I had the most of for sorting purposes. Color sorting for two colors with the pom-poms. I bought the little dip dishes at the Dollar Tree. I also picked them up in green and blue to use for sorting activities too. I can't believe I didn't think to buy these little dishes sooner! Silverware sorting! I simply taped picture of each item to the bottom of a tray (found at the Dollar tree) and purchased plastic silver pieces from the Dollar Tree as well. I wanted the materials to look as real as possible, but also didn't want to use real knives for sorting. Obviously. I found these flip lid containers in packs of 2 per color at the Dolalr Tree this summer. I labeled each container with a letter and write letters on foam cubes. Students sort the cubes into the containers by letter. I found these clothespins at Michael's during Valentine's Day. I got the pails there at that time too. I use this activity in two ways. For some students they simply drop the clothespin into the correct container. Others, will clip the clothespin around the edge of the pails for extra fine motor practice. I believe this number mat is made by Lakeshore. It's been around for a while. The activity itself comes with directions for various games and activities. I added it to a task box to use a sorting activity for numbers. Students place each number in the correct square on the mat. I purchased this activity in a pack from Hailey Deloya at The Autism Tank. You can purchase the sorting pack {here}. I just prepped these two pages and added them to a task box for a sorting activity. Easy peasy. This sorting activity was really simple to put together. I already had a ton of pipe cleaners. I just picked up some travel toothbrush containers at the Dollar Tree. I cut pipe cleaners to fit inside. Student sort by color, then place the lids on the containers when they are done. This would be the most difficult sorting task we have. They are not only sorting by color, but by shape too. I only have 2 students who complete this activity. One is doing so independently, one who still needs a few prompts. Here are more of the mini dip containers I mentioned above. Students sort the buttons by color. I found the buttons in Michael's in a craft pack. I took a Lakeshore bug sorting activity we had and placed two of the animals in a work box. This also comes with bug scoopers. I had a pair in the box as well, but a lot of my students were playing with them so I took them out. All the items in this box were purchased at Dollar tree. Green and blue stones with the mini dip dishes. Using some farm counters and what I believe are old paint cups? Students sort the animals out by colors. We used to have transportation counters in this activity but I had students who just wanted to drive them around the table- HA. So we switched to farm animals. I simply made this sorting mat (I think), printed it out and laminated it onto black construction paper. Students sort the counting bears by color into the correct circle. So there you have it. All of our current sorting task boxes. Next up I'll feature all of our matching activities. If you're looking for more great work box ideas be sure to visit Autism Classroom News! The first Wednesday of every month Christine posts a work basket Wednesday link up. Head there to check out more ideas from other special ed bloggers! Don't forget to enter the {giveaway} to win my latest Cookie Tray Activities pack {AND} all of the magnetic supplies you'll need for cookie tray activities! (Giveaway ends 3/9/15)

You all LOVED the 4 simple task boxes I shared here, so here are 4 more! SIMPLE task boxes that don’t cost a fortune and are low level for independent work and beginning learners are so hard to find. What’s even harder to find is ones that are appropriate for ANY age. These 4 hit […]

I was observing a little guy in preschool who had just entered school the other day. He was still working on basic skills like following directions and had limited things that he could do to engage himself independently. The teacher was working on having him do a simple put-in task of putting cards in a coffee can, but because his skills were so limited, he was completing this task repeatedly throughout his day. This wasn't the only thing he was doing and there was time in the day when he was working on discrete trials for learning readiness skills, learning to wait his turn, and working on communication through a number of activities in his day. However, one way that he was working on communicating was to use the coffee can task, that he seemed to enjoy, to have him request the cards to put in from other students. That got me thinking about one of my pet subjects over the years--creating put-in tasks that are age-appropriate and have some variety for learners who are just starting to gain other skills. These are typically the types of tasks that we start work systems with because they are easy for students to do independently. You can see from the picture a variety of types of tasks and materials you can use. I particularly like the seasonal tasks like the jack-o-lanterns that the students is putting in for 1-1 correspondence (a little more advance than just putting in).

“Are you familiar with the TEACCH method for helping younger students on the autism spectrum? How does it work, and can it really help these ‘special needs’ students?” Let's first look at the basic principles of TEACCH. They include the following: 1. physical structure refers to the child’s immediate surroundings; daily activities (e.g., playing and eating) work best when they are clearly defined by physical boundaries 2. having a consistent schedule is possible through various mediums (e.g., drawings and photographs) 3. the work system establishes expectations and activity measurements that promote independence (ideal work systems will communicate objectives with minimum written instructions) 4. routine is essential because the most important functional support for kids on the autism spectrum is consistency 5. visual structure involves visually-based cues for reminders and instruction The TEACCH method emphasizes structure and has come to be called “structured teaching.” Structured teaching is comprised of three components, (1) teaching methods, (2) physical organization, and (3) scheduling: 1. Teaching Methods— Teaching methods are all behaviorally based. The goal for all programs is to maximize independence. This component includes antecedent and consequence strategies: Antecedent strategies include: using clear and concise language providing prompts which are student-specific and effective prompting only as much as necessary before a student responds incorrectly presenting materials in an organized manner getting student attention before giving instructions Consequence strategies employed include: basing reinforcer selection on student preference and motivation clearly defining consequences/reinforcers giving clear feedback regarding correct and incorrect responses giving frequent reinforcers providing reinforcers immediately following the desired behavior 2. Physical Organization— This component should include the following: “teacher only” materials should be inaccessible all areas should be free of clutter and/or broken items play areas should not be located near exits to decrease the likelihood of the child leaving the classroom the classroom should be clearly laid out so the children know where they are supposed to be and what they’re supposed to be doing there should be adequate space for independent and group work work and play areas should be well organized with all relevant materials available work areas should be arranged in the least distractible setting work areas should be clearly marked so the child can independently find his or her way to different locations within the classroom independently, and the boundaries within those areas should be clearly marked 3. Scheduling— There are two levels of scheduling that are crucial to the structured teaching method – the daily classroom schedule, and the individual schedule: The daily classroom schedule allows teachers and students to clearly know what will be happening during the day and should balance opportunities for individual, independent, group and leisure activities throughout the day. Individual students should also have smaller schedules within scheduled activities to clearly define the expectations during the class period. The individual schedules: should be a clear and consistent signal in the classroom which indicates time for a transition (e.g., timer, teacher instruction, student monitors clock, etc.) should contain information about which teachers and/or assistant will be in which area should help the student transition by letting him or her know where to be and what to do should inform the child about where and when to begin and end tasks The developers of this method have based their model on the idea that to effectively teach children on the autism spectrum, teachers must provide high levels of structure (i.e., they should set up the classroom so that these children understand where to be, what to do, and how to do it – all as independently as possible). As mentioned above, important aspects of structured teaching include: visually structured activities visual schedules structured work/activity systems routines with flexibility predictable sequence of activities organization of the physical environment With the TEACCH method, there is an emphasis on both (a) improving skills of young people with Asperger’s and High-Functioning Autism, and (b) modifying the environment to accommodate their deficits. Several reports have documented progress in kids who have received TEACCH services, as well as parent satisfaction and improvement in parent teaching skills. In a controlled trial, researchers discovered that kids treated with a TEACCH-based home program for 4 months (in addition to their local day treatment programs) improved significantly more than kids in the control group who received local day treatment services only. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

We can find work that can be done at independent level for all students and I'd to show you how I do that.

Task boxes can be highly beneficial for special education students for several reasons: They provide structured learning by way of presenting learning materials in an organized way, they provide visual supports, repetition & practice, and skill generalization. Task boxes can also be customized to meet each individual student’s needs and IEP goals, promote independence, and […]

Who is prepping more work boxes this summer? I just love getting new ideas, especially for our older life skill students! Christina Bailey, a transition life skill teacher, offered to share a bunch of her work boxes on my blog! Thank you Christina! Christina works with transition aged students (19-26 years old) with severe cognitive and/or health impairments. Her school serves students from multiple school districts within the county who learn best in an alternative placement. Are you ready? Here they are!! Putting together (or taking apart) flashlights. Bonus points if students can get the batteries in correctly and get the light to turn on! (Motivation!!) Ice cube tray and colored pebbles with tongs. I love the fine motor aspect added here. Marker packaging. I absolutely love this task and would be a great one to buy during back to school marker sales (especially on those really cheap markers you don't really want to use in your classroom!) Erasers on pencils. This has always been one of my favorite tasks! Silverware sorting. A must for every work task station, am I right? And a super easy and cheap one to put together. Silverware rolling / packaging. I love this task as it is perfect for vocational preparation. Putting together curlers. Ribbon threading around a wire basket. I never would have thought of this task! I love using the wire basket to thread the ribbon, and bet students would have fun with this task too. Sewing kit packaging. Packaging tasks like this are great! Tea candle sort. I love this age appropriate color sorting activity. Toiletry packaging. Wouldn't it be awesome to get donations of items like this and put together kits to give out to the homeless as a classroom service project? So, there you have it! Did you get some more good ideas? Happy task box prep! If you ever have anything you want to share, feel free to email me. I love being able to share your fantastic ideas with other special education teachers like yourself!

Using work tasks with your special education students increases engagement and independence as they practice important life skills.

Here are some points to consider when setting up a classroom for pupils with autism: such as low arousal, space and access to communication.

Last month, I shared our fine motor put-in tasks on the blog with loads of examples. Today I want to share some of the color matching and color sorting tasks we have rotating in class right now. Once