ADHD Student
ADHD is a disorder in students that results to impulsivity, inattention and hyperactivity signs which affect fast and effective modes of studying.
Rationale for teaching
ADHD in students can be realized and action taken to support them. A student is known to be inattentive when he doesn’t pay attention to is given details and makes careless mistakes. He is less attentive. He can’t follow and plan or organize projects. He is easily bored with a task and misplaces books and homework. Hyperactivity symptoms include constant squirms, talks excessively, always on the move, has a quick temper and can’t play quietly or relax (Sandler, 2006). Symptoms of impulsiveness include interrupting others, saying the wrong things at wrong times, impatient, acts before thinking and lives in guessing rather than thinking.
Standards addressed.
The identification and understanding of ideas by the student requires a different approach. The best approach involves the use of the best and interesting topics to introduce and explain the idea of study.
Materials and preparation
There is a need for charts, drawings, outlines lists and diagrams for experiment on the differences in class note taking techniques. The use of combinations may also be appropriate.
Motivation activities
Group reading of twos and talk about what was read will help in retaining and comprehending. Planning for a lesson to repeat the idea before the exam is very essential.
Procedures
The teacher will show a diagram and ask the student to discuss the diagram with the peers. Have a brief class discussion using drawing. Give more details in chart form. The student takes notes to help translate the material in his own understanding.
Closure Activity
Overall outline of the discussed idea in a summarized form in a way he can recall it.
The student will be given questions relevant to the discussed subject and provided simple ways of getting to the question idea.
Contingency Plans
If the time doesn’t allow for the whole process then it can be completed in the next class after a reminder through the original introduction format. If the student picks up very fast then use less time to sum up with student’s understanding.
References
Sandler, M. (2006). Additude. Retrieved from
http://additudemag.com/adhd/article/1044.html
