Teachers who are successful in educating children with ADHD use a
three-pronged strategy. They begin by identifying the unique needs of the
child. For example, the teacher determines how, when, and why the child is
inattentive, impulsive, and hyperactive. The teacher then selects different
educational practices associated with academic instruction, behavioral
interventions, and classroom accommodations that are appropriate to meet that
child's needs. Finally, the teacher combines these practices into an individualized
educational program (IEP) or other individualized plan and integrates this
program with educational activities provided to other children in the class.
The three-pronged strategy, in summary, is as follows:
- Evaluate the
child's individual needs and strengths.
Assess the unique educational needs and strengths of a child with ADHD in the class. Working with a multidisciplinary team and the child's parents, consider both academic and behavioral needs, using formal diagnostic assessments and informal classroom observations. Assessments, such as learning style inventories, can be used to determine children's strengths and enable instruction to build on their existing abilities. The settings and contexts in which challenging behaviors occur should be considered in the evaluation. - Select
appropriate instructional practices.
Determine which instructional practices will meet the academic and behavioral needs identified for the child. Select practices that fit the content, are age appropriate, and gain the attention of the child. - For children
receiving special education services, integrate appropriate practices
within an IEP.
In consultation with other educators and parents, an IEP should be created to reflect annual goals and the special education-related services, along with supplementary aids and services necessary for attaining those goals. Plan how to integrate the educational activities provided to other children in your class with those selected for the child with ADHD.
Because no two children with ADHD are alike, it is important to
keep in mind that no single educational program, practice, or setting will be
best for all children.
Successful programs for children with ADHD integrate the following
three components:
- Academic
Instruction;
- Behavioral
Interventions; and
- Classroom
Accommodations.
The remainder of this document describes how to integrate a
program using these three components and provides suggestions for practices
that can help children with ADHD in a classroom setting. It should be
emphasized that many of the techniques suggested have the additional benefit of
enhancing the learning of other children in the classroom who do not have
ADHD. In addition, while they have been used most widely with children at the
elementary level, the following practices are useful for older students as
well.
- Provide an advance organizer.
Prepare students for the day's lesson by quickly summarizing the order of various activities planned. Explain, for example, that a review of the previous lesson will be followed by new information and that both group and independent work will be expected. - Review previous lessons.
Review information about previous lessons on this topic. For example, remind children that yesterday's lesson focused on learning how to regroup in subtraction. Review several problems before describing the current lesson. - Set learning expectations.
State what students are expected to learn during the lesson. For example, explain to students that a language arts lesson will involve reading a story about Paul Bunyan and identifying new vocabulary words in the story. - Set behavioral expectations.
Describe how students are expected to behave during the lesson. For example, tell children that they may talk quietly to their neighbors as they do their seatwork or they may raise their hands to get your attention. - State needed materials.
Identify all materials that the children will need during the lesson, rather than leaving them to figure out on their own the materials required. For example, specify that children need their journals and pencils for journal writing or their crayons, scissors, and colored paper for an art project. - Explain additional resources.
Tell students how to obtain help in mastering the lesson. For example, refer children to a particular page in the textbook for guidance on completing a worksheet. - Simplify instructions, choices, and scheduling.
The simpler the expectations communicated to an ADHD student, the more likely it is that he or she will comprehend and complete them in a timely and productive manner.
- Be predictable.
Structure and consistency are very important for children with ADHD; many do not deal well with change. Minimal rules and minimal choices are best for these children. They need to understand clearly what is expected of them, as well as the consequences for not adhering to expectations. - Support the student's participation in the classroom.
Provide students with ADHD with private, discreet cues to stay on task and advance warning that they will be called upon shortly. Avoid bringing attention to differences between ADHD students and their classmates. At all times, avoid the use of sarcasm and criticism. - Use audiovisual materials.
Use a variety of audiovisual materials to present academic lessons. For example, use an overhead projector to demonstrate how to solve an addition problem requiring regrouping. The students can work on the problem at their desks while you manipulate counters on the projector screen. - Check student performance.
Question individual students to assess their mastery of the lesson. For example, you can ask students doing seatwork (i.e., lessons completed by students at their desks in the classroom) to demonstrate how they arrived at the answer to a problem, or you can ask individual students to state, in their own words, how the main character felt at the end of the story. - Ask probing questions.
Probe for the correct answer after allowing a child sufficient time to work out the answer to a question. Count at least 15 seconds before giving the answer or calling on another student. Ask followup questions that give children an opportunity to demonstrate what they know. - Perform ongoing student evaluation.
Identify students who need additional assistance. Watch for signs of lack of comprehension, such as daydreaming or visual or verbal indications of frustration. Provide these children with extra explanations, or ask another student to serve as a peer tutor for the lesson. - Help students correct their own mistakes.
Describe how students can identify and correct their own mistakes. For example, remind students that they should check their calculations in math problems and reiterate how they can check their calculations; remind students of particularly difficult spelling rules and how students can watch out for easy-to-make errors. - Help students focus.
Remind students to keep working and to focus on their assigned task. For example, you can provide follow-up directions or assign learning partners. These practices can be directed at individual children or at the entire class. - Follow-up directions.
Effective teachers of children with ADHD also guide them with follow-up directions: - Oral directions.
After giving directions to the class as a whole, provide additional oral directions for a child with ADHD. For example, ask the child if he or she understood the directions and repeat the directions together. - Written directions.
Provide follow-up directions in writing. For example, write the page number for an assignment on the chalkboard and remind the child to look at the chalkboard if he or she forgets the assignment.
Things to look over and follow as you teach ADHD students a lesson....
- Lower noise level.
Monitor the noise level in the classroom, and provide corrective feedback, as needed. If the noise level exceeds the level appropriate for the type of lesson, remind all students — or individual students — about the behavioral rules stated at the beginning of the lesson. - Divide work into smaller units.
Break down assignments into smaller, less complex tasks. For example, allow students to complete five math problems before presenting them with the remaining five problems. - Highlight key points.
Highlight key words in the instructions on worksheets to help the child with ADHD focus on the directions. Prepare the worksheet before the lesson begins, or underline key words as you and the child read the directions together. When reading, show children how to identify and highlight a key sentence, or have them write it on a separate piece of paper, before asking for a summary of the entire book. In math, show children how to underline the important facts and operations; in “Mary has two apples, and John has three,” underline “two,” “and,” and “three.” - Eliminate or reduce frequency of timed tests.
Tests that are timed may not allow children with ADHD to demonstrate what they truly know due to their potential preoccupation with elapsed time. Allow students with ADHD more time to complete quizzes and tests in order to eliminate “test anxiety,” and provide them with other opportunities, methods, or test formats to demonstrate their knowledge. - Use cooperative learning strategies.
Have students work together in small groups to maximize their own and each other's learning. Use strategies such as Think-Pair-Share where teachers ask students to think about a topic, pair with a partner to discuss it, and share ideas with the group. (Slavin, 2002). - Use assistive technology.
All students, and those with ADHD in particular, can benefit from the use of technology (such as computers and projector screens), which makes instruction more visual and allows students to participate actively.
Way to make sure students understood as you closed your LESSON....
- Provide advance warnings.
Provide advance warning that a lesson is about to end. Announce 5 or 10 minutes before the end of the lesson (particularly for seatwork and group projects) how much time remains. You may also want to tell students at the beginning of the lesson how much time they will have to complete it. - Check assignments.
Check completed assignments for at least some students. Review what they have learned during the lesson to get a sense of how ready the class was for the lesson and how to plan the next lesson. - Preview the next lesson.
Instruct students on how to begin preparing for the next lesson. For example, inform children that they need to put away their textbooks and come to the front of the room for a large-group spelling lesson.
Lesson Plan
Student Names: Andrea M
Napier Date: April 30th
2013
Grade Level/Subject Area:4th
grade Science
Component/
Look Fors
|
Notes
How to teach Science in a art way for ADHD students
|
Objective
State Standard
Measurable outcome
Students know it
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is an app to find for devices for students with ADHD, to help keep students on task...
To-Do List Apps for ADHD Kids and AdultsLet these apps, available for the iPod Touch, the iPhone, and the iPad, make short work of your, or your child's, to-do list.
http://www.pbs.org/wgbh/misunderstoodminds
www.azed.gov/career.../lesson-plan-students-with-attention-disorders.doc These websites will help guide you as a teacher in this area if you are unfamiliar with Attention Hyper Defectiveness Disorder. Adding Art to Arizona History and Science of the state needs to meet these following Art concepts and standards, as well it will reach these Science standards. Strand 1 Create: Student will create artworks to communicate ideas, meanings, and/or purposes. Creative Process: Develop, revise, and reflect on ideas for expression in personal artwork. Strand 2 Relate: Student will analyze and interpret contextual ideas, meanings, and purposes of art from diverse cultures and time periods. Artworlds: Describe the role that art plays in culture and how it reflects, records, and interacts with history in various times, places, and traditions. I would not personal go in depth on what is the art made of but explain the culture and time period, Arizona has a lot of art dealing with its History and Nature. Science aspect:
The goal in the development of the standard was to assure that the six
strands and five unifying concepts are interwoven into a fabric of science
that represents the true nature of science. Students have the opportunity to
develop both the skills and content knowledge necessary to be scientifically
literate members of the community.
Strands 1, 2, and 3 are designed to be explicitly taught and
embedded within each of the content Strands 4, 5, and 6, and are not
intended to be taught in isolation. The processes, skills, and content of the
first three strands are designed to “umbrella” and complement the content of
Life Science, Physical Science, and Earth and Space Science.
Strand 1: Inquiry Process
Inquiry
Process establishes the basis for students’ learning in science. Students use
scientific processes: questioning, planning and conducting investigations,
using appropriate tools and techniques to gather data, thinking critically
and logically about relationships between evidence and explanations, and
communicating results.
Concept
1: Observations, Questions, and Hypotheses
Observe,
ask questions, and make predictions.
PO 1. Differentiate inferences from observations.
PO 2. Formulate a relevant question through
observations that can be tested by an investigation.
(See M04-S2C1-01)
PO 3. Formulate predictions in the realm of
science based on observed cause and effect relationships.
PO 4. Locate information (e.g., book, article,
website) related to an investigation.
(See W04-S3C6-01 and
R04-S3C1-05)
Concept 2: Scientific Testing (Investigating and
Modeling)
Participate in planning and
conducting investigations, and recording data.
PO 4. Measure using appropriate tools (e.g.,
ruler, scale, balance) and units of measure (i.e., metric, U.S. customary).
(See M04-S4C4-03 and
M04-S4C4-07)
PO 5. Record data in an organized and appropriate
format (e.g., t-chart, table, list, written log).
(See W04-S3C2-01 and
W04-S3C3-01)
Concept 4: Communication
Communicate results of
investigations.
PO 1. Communicate verbally or in writing the
results of an inquiry.
(See W04-S3C3-01)
PO 2. Choose an appropriate graphic
representation for collected data:
• Venn diagram
• model
(See M04-S2C1-02)
PO 3. Communicate with other groups or
individuals to compare the results of a common investigation.
Strand 2: History and
Nature of Science
Scientific investigation
grows from the contributions of many people.
History and Nature of Science emphasizes the importance of the
inclusion of historical perspectives and the advances that each new
development brings to technology and human knowledge. This strand focuses on the human aspects of
science and the role that scientists play in the development of various
cultures.
Concept 1: History of Science as a Human Endeavor
Identify individual and
cultural contributions to scientific knowledge.
PO 1. Identify how diverse people and/or
cultures, past and present, have made important contributions to scientific
innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola
Tesla [engineer, inventor] supports Strand 5; Michael Faraday [scientist],
supports Strand 5; Benjamin Franklin [scientist], supports Strand 5).
PO 2. Describe science-related career
opportunities.
Strand 3: Science in
Personal and Social Perspectives
Science in Personal and
Social Perspectives emphasizes developing the ability to design a solution to
a problem, to understand the relationship between science and technology, and
the ways people are involved in both.
Students understand the impact of science and technology on human
activity and the environment. This
strand affords students the opportunity to understand their place in the
world – as living creatures, consumers, decision makers, problem solvers,
managers, and planners.
Concept 1: Changes in Environments
Describe the interactions
between human populations, natural hazards, and the environment.
PO 1. Describe how natural events and human
activities have positive and negative impacts on environments (e.g., fire,
floods, pollution, dams).
PO 2. Evaluate the consequences of environmental
occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a
long period of time (e.g., drought, melting ice caps, the greenhouse effect,
erosion).
Strand 4: Life Science
Life Science expands
students’ biological understanding of life by focusing on the characteristics
of living things, the diversity of life, and how organisms and populations
change over time in terms of biological adaptation and genetics. This understanding includes the
relationship of structures to their functions and life cycles,
interrelationships of matter and energy in living organisms, and the
interactions of living organisms with their environment.
Concept 1: Characteristics of Organisms
Understand that basic
structures in plants and animals serve a function.
PO 1. Compare structures in plants (e.g., roots,
stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve
different functions in growth and survival.
PO 2. Classify animals by identifiable group
characteristics:
• vertebrates – mammals, birds, fish, reptiles, amphibians
• invertebrates – insects, arachnids
Concept 3: Organisms and Environments
Understand the
relationships among various organisms and their environment.
PO 1. Describe ways various resources (e.g., air,
water, plants, animals, soil) are utilized to meet the needs of a population.
PO 2. Differentiate renewable resources from
nonrenewable resources.
PO 3. Analyze the effect that limited resources
(e.g., natural gas, minerals) may have on an environment.
PO 4. Describe ways in which resources can be
conserved (e.g., by reducing, reusing, recycling, finding substitutes).
Concept 4: Diversity,
Adaptation, and Behavior
Identify plant and animal
adaptations
PO 1. Recognize that successful characteristics
of populations are inherited traits that are favorable in a particular
environment.
PO 2. Give examples of adaptations that allow
plants and animals to survive.
• camouflage – horned lizards, coyotes
• mimicry – Monarch and Viceroy butterflies
• physical – cactus spines
• mutualism – species of acacia that harbor ants, which
repel other harmful insects
Strand 6: Earth and Space
Science
Earth and Space Science
provides the foundation for students to develop an understanding of the
Earth, its history, composition, and formative processes, and an
understanding of the solar system and the universe. Students study the
regularities of the interrelated systems of the natural world. In doing so,
they develop understandings of the basic laws, theories, and models that
explain the world (NSES, 1995). By studying the Earth from both a historical and
current time frame, students can make informed decisions about issues
affecting the planet on which they live.
Concept 2: Earth’s
Processes and Systems
Understand the processes
acting on the Earth and their interaction with the Earth systems.
PO 1. Identify the Earth processes that cause
erosion.
PO 2. Describe how currents and wind cause
erosion and land changes.
PO 3. Describe the role that water plays in the
following processes that alter the Earth’s surface features:
• erosion
• deposition
• weathering
PO 4. Compare rapid and slow processes that
change the Earth’s surface, including:
• rapid – earthquakes, volcanoes, floods
• slow – wind, weathering
PO 5. Identify the Earth events that cause
changes in atmospheric conditions (e.g., volcanic eruptions, forest fires).
PO 6. Analyze evidence that indicates life and
environmental conditions have changed (e.g., tree rings, fish fossils in
desert regions, ice cores).
Concept 3: Changes in the Earth and Sky
Understand characteristics
of weather conditions and climate.
PO 1. Identify the sources of water within an
environment (e.g., ground water, surface water, atmospheric water, glaciers).
PO 2. Describe the distribution of water on the
Earth’s surface.
PO 3. Differentiate between weather and climate
as they relate to the southwestern United States.
PO 4. Measure changes in weather (e.g.,
precipitation, wind speed, barometric pressure).
PO 5. Interpret the symbols on a weather map or
chart to identify the following:
• temperatures
• fronts
• precipitation
PO 6. Compare weather conditions in various
locations (e.g., regions of Arizona, various U.S. cities, coastal vs.
interior geographical regions).
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Set Introduces
Compels
Involves Students
Aligned to Objective
|
Help guide students through what their going to learn and what questions they should learn plus understand daily. Steps by steps and areas they should reach with by electronically evaluation and check off list, or calendars and agendas that they can keep organized and have ways for their parents to see, along with their students.
Finding ways to keep students with ADHD along with younger children attention in the classroom can be tricky....
Adding technology and art in to the Science and History of Arizona will advance students thoughts and critical thinking skills.
http://www.artofarizona.com/ http://www.mohavemuseum.org/
http://www.azcentral.com/centennial/ent/articles/2011/03/03/20110303arizona-centennial-artists.html
Arizona's Phoenix Art Museum has a whole Arizona famous paintings, and people that are from Arizona and have painted History! http://www.azaea.org/ (Always try to find kid friendly and correct art websites and pictures.) So another way to help students keep on track and enjoy Arizona's History, Science of Arizona and add the Arts in of Arizona, is have them drawl their own pictures of some of the questions instead of writing words! Pictures are worth a million words!
What
is Arizona? What regions are in Arizona? Where in Arizona are you living?
Arizona is a wonderful state with different regions, land-forms, animals, and
planets. What is the difference in Plateau region, Mountain region, and
Desert region? Learning the variety of regions, animals, and plants in
Arizona are remarkable, so trying to get students to open and see different
views.
|
Rationale
Justifies need to learn
Gives reason &
meaning
Involves & relates to S
|
To
learn the different areas of Arizona that students may never know or see of
their own state. From regions, planets, and animals.
Bring Arizona's Art, History, and Science together in a classroom based with students that may have ADD/ ADHD and also be in a class full of other fourth graders. Keep them learning and enjoying!
|
Direct
Instruction
|
Students
will work in teams, groups and on their own to learn their state Arizona from
class actives and learning to research projects. Incorporating Reading,
English skills, Math, Science, and History.
Students
will:
Develop
questions skills.
Identify
the identity of an unknown animal based upon clues provided by classmates.
What
adaptations allow organisms to survive in harsh environments?
What
place does creativity have in science?
Describe
adaptations that allow amphibians to survive in the Arizona Desert?
What
is a symbol?
Want
to learn more about your state symbols?
How
can human activities benefits and harm wildlife?
What
factors influence an individual’s perceptions and opinions?
They will be able to understand some of Arizona's famous art work and artist. Students will be able to keep on track with their own tracking, agendas, calendars for the week of Arizona's History, Science and Art week! |
Structured
All elements present
|
Smart Board, Power Points, I- Pads, Overhead Projector, Doc-cama, Websites, Visual Art, Virtual Websites of National Parks and Art
|
Modeling/showing
I do
|
Teacher will hand out calendars, and personal agendas for the week.
Teacher will set rules and guidelines on what we are to do, going to do, and what the outcome will be for students to follow. Teacher will explain how art tells stories, describe the significance of art and history be hind works of art! Teacher: describes the significance of the Arizona map, from cities, National Parks and Forest, Mountains and deserts and where and what kinds of water Arizona has from Rivers, Lakes, and damns.
Explain
what keys to maps are and how to read them. What are the Arizona State Bird,
planets, and flowers? What are the measurements of the state, what is the
rank of the state size? As well explain the state flag and foundation history
of Arizona. Explain the planets that are native to Arizona, and what animals
are native.
|
Modeling/showing
We do
|
Teacher
asks students questions about the representations about the regions, planets,
animals, climate, and surroundings to the state past and present. Map out
Arizona and explain difference between areas and animals of Arizona.
|
Modeling/showing
You do
|
Teacher
directs class to make their own key and symbols to maps that they will make
of their own school. Going outside to learn how to measure and record their
school foundation, planets, animals, buildings and area around their school.
Students
will research what animal they would want to be in Arizona native animals.
Explain what region they live in, climate, and what they eat, teach the class
in more pictures, information, and why would they choice to be that animal in
Arizona. Can these animals they choice move out of the area they live in and
out of Arizona.
|
Questioning
Continual, vary
selection
|
What
are the differences in Arizona from planets, animals, and regions with
climates?
|
Non-Linguistic Reps
Visual, student & teacher generate
|
Maps,
pictures, designs, animals, planets, regions, and Arizona’s history.
|
Cooperative Learning.
Pos. Int., Ind.
Accntblty.
|
Group actives, team work in class, over five days will learn
different ranges of Arizona
|
Feedback/Reinforcement
Specific, genuine,
dvlpmntly. app.
|
Ask
for a well defined definition in their own words what each of the regions,
climates, animals, planets, and what Arizona is and mapping different
features.
|
Summarizing/Notes
Teacher directed
|
What
did the class learn about Arizona, and their own school? Did students learn
anything important about the environment and their own state?
|
Closure
Summarizes
Involves
Linked to Set
& Objective
|
Now
that you have learned that wildlife comes in all shapes and sizes can be
found just about anywhere. How can you find information about wildlife and
Arizona? Why are symbols important and knowing about your own state?
In
learning about your state you live in you can add science, art, history,
social studies, reading, and writing, and learn how to research information.
|
Technology
use Smart Board, Power Point, Doc-cama, video, Ipads, overhead projector.
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