User Story 3
<task understanding>

<task understanding>

As a learner, I can use a slide-bar that indicates my  understanding of a learning task, with the option to specify areas that I don't understand. So that this will help me to assess my understanding and identify areas where I need more support or clarification.

As a teacher, I want to be able to prompt my students with a question that asks for their level of understanding of a learning activity or task, with the option to specify areas that they don't understand. This will help me to support my students comprehension and identify areas where they may need more guidance, so that I can tailor my instruction and feedback to better meet their needs and facilitate their learning. Additionally, this feature will enable me to provide targeted support to individual students or groups of students who may be struggling with particular aspects of the task, thereby improving overall learning outcomes for my class
Story of Toby and Carla

Empowering Toby's Learning with Task Understanding: How Carla Used Data to Personalize Instruction and Improve Student Outcomes

Toby is a high school student who is struggling in his math class. He often finds himself feeling lost and confused during class activities and assignments, and he's not sure how to ask for help. One day, Carla introduces the <Task Understanding> feature in class, which prompts students to indicate their level of understanding of the task at hand. 

Toby is grateful for this tool, as he can now use the slide-bar to indicate when he is struggling and specify which areas he needs help with. Carla can then use this information to provide targeted support and guidance to Toby, helping him to better understand the material and build his confidence in math. Over time, Toby's grades and confidence in math improve, thanks in part to the <Task Understanding> feature that allowed him to communicate his needs more effectively.

After Toby and the other students in her class use the <Task Understanding> feature for a few class activities, Carla is able to collect data on their levels of understanding and the areas where they are struggling the most. She uses this information to adjust her teaching and teaching materials to better meet her students' needs. 

For example, if several students indicate that they are struggling with a particular concept, Carla may spend more time reviewing that concept in class or provide additional resources or explanations to help them better understand it. If Toby indicates that he is struggling with a specific type of problem, Carla can provide targeted feedback and support to help him master that skill. 

Over time, Carla can use the data from the <Task Understanding> feature to identify patterns and trends in her students' understanding and adjust her teaching and materials accordingly. By doing so, she can create a more personalized and effective learning experience for each of her students, helping them to achieve better learning outcomes and build their confidence in math.

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