6/28/2022
Topic:
Students with Disabilities
Bethany Bates
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A student I had last school year was gifted but hampered by executive functioning challenges associated with ADHD. He often zoned out during any type of instruction and I tried various strategies that mostly didn't work. It was frustrating for both him and me because we both knew what he COULD do but didn't know how to help him. |
6/28/2022
Topic:
Tools And Strategies
Bethany Bates
|
I can see using differentiated assignments with my class to address students who tend to catch on quickly, those who need more time, and those who struggle to grasp new concepts. With math lessons, I often use modeling with I Do, We Do, and You Do, but I now see how I could divide the class into groups based on how ready they are to work on new concepts by themselves. This would address the needs of one particular student who has processing issues and takes a great deal of time.
Also, I think my students would benefit from using more graphic organizers. They often need help classifying information and organizing it in a way that makes sense for them. |
6/28/2022
Topic:
Assessment of Learning
Bethany Bates
|
In my 4th/5th grade classroom, I noticed that my ADHD students could perform more effectively and with more focus on the same work as other students if they used a Dry Erase Pocket (we call them DEPs) and dry erase pen rather than using pencil and paper. Depending on the type of work we're doing, I allow students to choose how they will perform the work and I've noticed that the creative aspect of using DEPs helps students with focus issues. |