Triage & Assignment: How We Pick Up a Job

🎯 Essential Question

• How does the class decide who works on which incoming request, and in what order?

📈 Learning Objectives

By the end of this lesson (1 Day), students will be able to:

1. Evaluate an incoming request for scope, urgency, and required skill/resource.
2. Assign (or volunteer for) a job appropriately sized to an individual or small team.
3. Set a realistic internal deadline for a job, working backward from the client's need-by date.

📐 Standards Alignment

CDOS (Career Development & Occupational Studies)

• CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
• CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
• CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).

Industry Standards (CCTC)

• AR-PRT 1-3 — Analyze scheduling processes to ensure timely completion of projects.

📚 Key Vocabulary

Triage

Quickly sorting incoming requests by urgency and scope to decide what gets worked on first.

Scope

The size and complexity of a job -- how much work it will actually take.

Internal Deadline

A team's own target finish date, set earlier than the client's deadline to leave room for revisions.

🧰 Materials & Tools

• Sample/mock incoming requests (3-4, varying urgency and scope)
• Assignment board (physical or shared Doc)

🧠 Do Now (Warm-Up)

Of these 3 sample requests on the board, which would you tackle first, and why?

📋 Main Workshop / Lesson Sequence

1. Mini-lesson: how to triage requests by urgency and scope (10 min).
2. Practice: in groups, triage 3-4 sample requests, deciding an order and a rough team size for each (15 min).
3. Set up the real assignment board: create the shared system the studio will use all semester to track live jobs and who owns each one (20 min).

✅ Assessment & Exit Ticket

Triage practice reviewed as a class; live assignment board checked for a clear owner per job going forward.

Exit Ticket: What would you do if two urgent requests came in on the same day and you only had one team available?

📊 Pull up the anonymous Class Check-In for students to fill out before they go.

🧩 Differentiation & Accommodations

English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.

🔗 Resources & References

• None beyond this lesson's materials.