Supply Caddy¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 6 studies (3 review, 2 associational, 1 causal), q2–q3 · 1 of 6 report an effect size

Description¶

Instead of having supplies scattered across a room or desk, keep them in a single portable caddy (a shower caddy or cleaning-supply caddy works well), organized by function — writing tools together, cutting and adhesives together. A caddy with a handle can be stored out of the way when not in use and carried to wherever the learner is working, making the organization system mobile rather than location-bound.

Design Implications¶

The strategy works by reducing the extraneous cognitive load imposed by a cluttered environment: every visible, unrelated object competes for attention and every search for a missing tool interrupts the task at hand Cluttered or poorly designed classroom environments reduce learning progress. [~M]. By consolidating and pre-organizing materials, the caddy converts material management from a recurring decision problem into a fixed routine, freeing working memory for the learning task itself Chunking reduces working memory load. [+M]. Grouping supplies by function is itself a Chunking move — the learner retrieves one category, not ten individual items.

Context¶

Requirements¶

• A portable caddy with compartments or a handle
• A one-time setup session in which supplies are sorted by function with the learner participating (not for them)
• A designated storage spot and a simple reset routine for returning items after use

Constraints¶

• Requires initial setup and ongoing maintenance; the system degrades quickly if the learner does not reset it [-W]
• Not suitable for large quantities or oversized supplies; a single caddy can become its own clutter [-W]
• If an adult organizes the caddy for the learner, the organizational skill is not transferred — the learner must do the sorting to internalize the scheme [~M]
• Physical organization alone does not improve learning outcomes; it only removes a barrier [~W]

Implementation Variability¶

• Organize by subject (math caddy, art caddy), by task type, or by frequency of use
• Multiple small caddies for different work locations (home desk, kitchen table, tutoring session)
• Label compartments with pictures for pre-readers or words for older learners
• Digital analog: a single organized folder or toolbar layout for frequently used files and apps

Target Learners¶

• Learners who struggle with organization or executive function, for whom material management is a recurring obstacle [~M]
• Young learners establishing independent homework routines
• Learners in shared or multi-use spaces who must set up and pack away each session
• Less relevant for learners who already maintain an effective personal system — adding a caddy is redundant overhead [~W]

Target Learning Goals¶

• Executive function support: establishing routines for material management
• Independence: reducing reliance on adult prompting to begin and sustain work
• Time-on-task: minimizing transitions and search time between activities

Instructions¶

1. Inventory the learner's supplies and discard or store away anything not regularly used.
2. Sort supplies by function with the learner, discussing the categories — this sorting conversation is where the organizational schema is built (Practice).
3. Place sorted supplies into the caddy and label the compartments.
4. Establish a fixed storage spot and a "reset before you finish" routine; model the routine once, then hand it over (Provide guidance then fade support).
5. Review after a week: adjust categories that aren't working and remove supplies that were never touched.

Related Strategies¶

• Homework station setup — the caddy is the portable supply component of a designated learning space
• Visual schedules and checklists — pairs with the caddy as part of a broader routine-support system

Examples¶

• A family assembles a shower caddy with pencils, markers, scissors, and glue; the child carries it to the kitchen table for homework and returns it to a shelf afterward.
• A teacher prepares table-group caddies so cooperative groups can access shared materials without leaving their seats, cutting transition time during collaborative work.
• A remote-learning student keeps a caddy of headphones, chargers, and notebooks that moves between the desk and the couch, so setup for each session takes seconds.

Key Sources¶

• Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362–1370. doi:10.1177/0956797614533801
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. doi:10.1007/978-1-4419-8126-4
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. doi:10.1146/annurev-psych-113011-143750