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Instructor: Jeff MacCormack January 30, 2018

Class: Ed-Psych for Exceptional Learners


Zoë Bracken and Amelia Wills

Lessons That Fit (ADHD: John)

Lesson Plan Changes:

We chose a more hands-on activity-based lesson plan to keep John moving and motivated. We
used preferential seating and placed John in the front row of the class. We provided the notes,
instructions, visual timer, and visual images to relieve some stress in John and offer multiple
modalities of learning. We provided constant supervision, assigned partners, and had oral and
visual reminders of time to keep John motivated and on task. We shortened the lesson by 10
minutes and cut out some of the assessments to segment the lesson for a more long-term project.
We reviewed the behavioural chart to keep John aware of the expectations for partner work. We
added movement throughout the lesson, such as the gallery walk instead of some of the
concluding discussion questions. We also provided many explanation forms and transitions to
keep John’s interest: visualization, modeling, discussion, and reflection.

Rationale:

Before starting this assignment, we placed John in the front row: this lessens the view of
distractions and allows the instructor to have input on both John’s academic and social success.
Before the science lesson began, we provided John with the lecture handouts for predictability.
To keep the class predictable, we provided both oral and visual reminders of time throughout the
lesson, this creates less surprises for transitions. For visual aids, we added images on a
smartboard to help visualize the information provided: this will keep John interested and provide
another modality for him to understand the task. We broke the lesson into a segmented
assignment rather than doing it all in one lesson: this allows for a long-term project and extended
time on the assignment. We also split the period up with different modalities: visualization,
modeling, discussion, hands-on activity, gallery walk, and reflection. By doing this, we shorten
the tasks within the assignment allowing John to be successful. Providing the instruction handout
to the students before reading them aloud allows John to follow along while instructions are
being read. Instead of allowing the students to pair with a classmate of their choice, we would
assign pairs that would motivate John and remind him of the task at hand: this also allows for us
to ensure that John’s partner is someone that is organized and works well with him. To ensure
everyone is keeping on task, we would be checking in with the class, including John, giving
constant positive feedback. Because of the oral and visual reminder of time, John would have
enough time to finish and move on successfully to the next task.
Instructor: Jeff MacCormack January 30, 2018
Class: Ed-Psych for Exceptional Learners
Zoë Bracken and Amelia Wills

Bibliography

Dendy, C. Z. (2018, August 08). How Teachers Can Help Every Student Shine. Retrieved from
https://www.additudemag.com/teaching-strategies-for-students-with-adhd/

Hutchinson, N. L. (2017). Inclusion of exceptional learners in Canadian schools: A practical


handbook for teachers. Toronto: Pearson.

Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and
Practices. (2008, October 07). Retrieved from
https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html