Selection 2: Unit and lesson plan development

Rebecca Hall 2036127

Year 2 class Unit plan ScienceLesson plansAttention Deficit Hyperactivity Disorder (ADHD)Auditory Processing Disorder (APD)English as a Second Language (ESL)Areas of known learning difficultiesEffective strategies/interventionsVenn diagram highlighting similar strategiesProvide a visual representation of RTI

Areas of known learning abilities and difficultiesAcademic At risk of being underachievers (ADHD) Difficulty following and obeying rules (ADHD) Poor short term memory (ADHD) Hyperactivity affects learning (ADHD) Forgetful with daily activities – help working memory..WHO, WHAT, WHERE? (ADHD) Auditory attention is more difficult than visual attention (ADHD) Difficulties getting started (ADHD) Difficulty figuring out important parts (ADHD) Problems attending to what they should (ADHD) Easily fatigued – deliver KEY, PRECISE, POINTS (ADHD) Writing is often tedious – be selective (ADHD) Literacy (APD) Verbal instruction (APD) (ESL) (ADHD)

Behaviour

Difficulties concentrating, particularly with tedious tasks and in a distractive/noisy environment (ADHD) (APD) Poor motivation (ESL) (ADHD) (APD)

Social/emotional Difficulty getting along with peers (ADHD) (ESL) Socially clumsy (ADHD) (ESL) Frustration (ESL) Poor self image (ADHD) (ESL) (APD)

Auditory Processing Disorder

3-10% of the population has some degree of APD Assessment to check peripheral hearing, diagnosis by an audiologist Auditory system can be divided into two parts, the peripheral auditory system and the central auditory system Auditory processing is what the brain does with what the ears hear Can often process speech adequately in a quiet room with simple language Typically presented by the time a child is 7 years old May have difficulties with: responses, difficulties remembering or confusing words, difficulties remembering instructions, easily

distracted/ short attention span Implications in the classroom High occurrence with other conditions such as ADD and dyslexia, but can occur on its own

ADHD Attention Deficit Hyperactivity Disorder Neuro-biological condition that disrupts the processing of information

in the brain One of the most common learning difficulties in school aged children,

affects 5-20% Three subtypes of ADHD, inattentive, hyperactive-impulsive type or

combination of the two Often inflexible More social and emotional behaviours ADHD hyperactive-impulsive type presents earlier Prevalent more in boys than girls (Selikowitz, ) Children with ADHD are more likely to be rejected socially and have

more problems with their peers At risk of being underachievers and for developing challenging

behaviours patterns Can be treated with medication. Restores chemical messengers to a

lower level in the brain.

ENGLISH AS A SECOND LANGUAGE (ESL)

Make up one quarter of children in Australian schools

Students can be categorized into three stages: 1st just enough to get by, 2nd more competent with day to day language but needs help with written language, 3rd, generally competent but needs assistance with more complex language (deCourcy, 2010)

5-7 years for the child with ESL to be operating at level similar to peers Suffer from anxiety/poor self-esteem Frustrated not doing work similar to their peers Collaborative learning Group work Performance assessment Teacher uses gestures and intonations One on one teaching Explicit teaching, child models the shapes of the teachers mouth Frequent opportunities for repetition

EFFECTIVE STRATEGIES/INTERVENTIONS

Memory Social skills – scaffolding with peers Self esteem – positive feedback Strategies to be a successful learner Soundfield system Clear precise instructions Modifying length or demand of content/reducing the complexity of the task Visual pictures Motivation/interests Seating arrangement Child accesses information prior to lesson Give class verbal instruction and repeat to children with a learning disability Scheduling breaks Providing important information at the start and end of lesson Explicit and direct teaching Providing role as a monitor Stress ball or bouncy cushion to sit on Reward system Different coloured print for instructions Use of gestures and intonation when talking to the children Storyboards Mixing high and low interest lessons Predictable and organised classroom Inquiry project (ESL – connections) Ongoing assessments

Venn Diagram displaying similar strategies

CAPD

ESLADHD

• Gain attention before speaking

• Clear, explicit instructions and speech

• Give critical information first

• Visual information• Listening buddy/social

buddy• Soundfield system• Importance of early

identification and intervention

• positive feedback

poor working memory, impacting on planning, instructions, sequences

low self-esteem lack of social awareness, difficulty obeying rules

difficulties finishing tasks

disorganised

Low self-esteem

difficulties following verbal instructions

easily distracted

difficulties with phonics skills

Difficulties locating the direction of sounds

Lack of social awareness

frustration

isolation

poor self-esteem

School wide model of effective support - RTI

1-5% student responsiveSpecialised 1 on 1

instruction for students who have not responded to tiers

1 & 2Curriculum accommodations

Personalised literacy/behaviour

programmes

5-10% student responsiveSpecific literacy programmes

Speech therapyRecommendations

Curriculum modifications

Universal Design InstructionExplicit classroom instruction

Ongoing assessments and observationsGuided classroom activities

General curriculum

Useful site, tiring day, thankyou!

“Visible Learning” our role of making our learning visible to the student and the student’s learning visible to the educator (Hattie, 2009)

McIntyre, T. (2004) Strategies for Teaching Youth with ADD and ADHD Learning Disabilities on line. Retrieved 9th November 2013 from: http://www.ldonline.org/article/13701

REFERENCES Allison, B. N., & Rehm, M. L. (2011). English language learners: Effective teaching strategies, practices for FCS teachers. Journal of Family and

Consumer Sciences, 103(1), 22-27. Retrieved from http://search.proquest.com/docview/887105715?accountid=109104th November 2013 Bellis, T. (2013). Understanding Auditory Processing Disorders in Children. Retrieved 25th October 2013 from

http://www.asha.org/public/hearing/disorders/understand-apd-child.htm Boswell, J., May, D., Willis, L., Govier, N. (2011). Parent Information about CAPD. Adelaide Hearing Consultants. Adelaide. Curtin, Ellen M & National Center for Education Information (Washington, D.C.) (2009). Practical strategies for teaching English language learners (1st

ed). Merrill/Pearson, Upper Saddle River, N.J DuPaul, G. J., & Eckert, T. L. (1998). Academic interventions for students with attention-deficit/hyperactivity disorder: A review of the literature.

Reading & Writing Quarterly: Overcoming Learning Difficulties, 14, 59-82. Dylan, W. (2013). Embedded formative assessment. Retrieved 8th November 2013 from http://www.google.com.au/url?

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Guccione, L. (2011) The Reading Teacher From Integrating Literacy and Inquiry for English Learners Volume 64, Issue 8, pages 567–577, Jarvis, J (2011) Promoting mental health through inclusive pedagogy. In Shute, R.H., Slee, P.T., Murray-Harvey, R., & Dix, K. L., (Eds). Mental health and

Wellbeing: Educational Perspectives. Adelaide, SA: Shannon Research Press, pp 237-248. McGhie-Richmond, D., & Sung, A., (n.d) Applying Universal Design for Learning to Instructional Lesson Planning. Retrieved 10th November, 2013, from http://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/9-1%20McGhie-Richmond%20&%20Sung.pdf

McIntyre, T. (2004) Strategies for Teaching Youth with ADD and ADHD Learning Disabilities on line. Retrieved 9th November 2013 from: http://www.ldonline.org/article/13701

NSW Department of Education and Training. Multicultural Programs Unit (2004) English as a second language: Guidelines for Schools. Sydney: Author. Retrieved 9th November 2013 from https://www.det.nsw.edu.au/policies/student_serv/equity/comm_rela/d04_23_ESL_Guidelines.pdf

Schafer, E, Mathews L, Mehta,S, Hill, M Munoz,A, Bishop R, Moloney,M (2013) Journal of communication disorders Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation January – February 2013, pp 30-52 Retrieved 10th November 2013 from http://www.sciencedirect.com.ezproxy.flinders.edu.au/science/article/pii/S0021992412001165

Selikowitz, M (2009). ADHD. Oxford University Press: New York. Retrieved 25th October 2013 from Schafer, E, Mathews L, Mehta,S, Hill, M Munoz,A, Bishop R, Moloney,M (2013) Journal of communication disorders Personal FM systems for children

with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation January – February 2013, pp 30-52 Retrieved 10th November 2013 from http://www.sciencedirect.com.ezproxy.flinders.edu.au/science/article/pii/S0021992412001165

Selikowitz, M (2009). ADHD. Oxford University Press: New York. Retrieved 25th October 2013 from