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Integrate more hands-on activities they can do between large chunks of text. E.g.if they're reading about a famous artist, maybe have an app which would allow them to "paint" in the same style as the artist. Kids love the art apps that you can get with iPads/windows tablets so this might be a nice break and help them to personally connect with the topic/figure they're reading about. (this can be done in steps so that they create the artwork a little at time, in between reading sessions, so that at the end they have a finished product.)

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Integrate more hands-on activities they can do between large chunks of text. E.g.if they're reading about a famous artist, maybe have an app which would allow them to "paint" in the same style as the artist. Kids love the art apps that you can get with iPads/windows tablets so this might be a nice break and help them to personally connect with the topic/figure they're reading about. (this can be done in steps so that they create the artwork a little at time, in between reading sessions, so that at the end they have a finished product.)

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Give them a sense of purpose for reading

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And now for something completely different...

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And now for something completely different...

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Split out the main content with pieces of related sub-content that look and feel completely different.

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make it a story. kids will focus through a 1.5 hr movie

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make it a story. kids will focus through a 1.5 hr movie

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Help kids set a purpose for what they are going to learn

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Help kids set a purpose for what they are going to learn

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And the most powerful purpose is sharing with someone else

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Provide a secondary task—tapping a button every time synchronized highlighting doesn't coordinate with passage audio, etc.

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Provide a secondary task—tapping a button every time synchronized highlighting doesn't coordinate with passage audio, etc.

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adding a social component/gamified experience for the "answering questions" portions.

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adding a social component/gamified experience for the "answering questions" portions.

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Offer rewards at beginning middle and end

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Offer rewards at beginning middle and end

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Partner learning. Perhaps student can focus for longer stretches when it's partner activities and they're working together with their peers. One student reads a portion of the text and explains it to the other student.

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Admit to them that they’re staying in one place— give them mini-spin-the-chair moments that move things along but don’t completely move from the task.

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Admit to them that they’re staying in one place— give them mini-spin-the-chair moments that move things along but don’t completely move from the task.

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Choose you own adventure— different paths or outcomes that bench through a lesson.

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Choose you own adventure— different paths or outcomes that bench through a lesson.

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Embed the student in the story, let them determine the ending (follow sarah into the woods or go with michael) to keep them following along.

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Embed the student in the story, let them determine the ending (follow sarah into the woods or go with michael) to keep them following along.

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Authentic Reading in the real world is about choice (of material or passages) and not having milquetoast material forced upon you. Let’s fire pottery!

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Authentic Reading in the real world is about choice (of material or passages) and not having milquetoast material forced upon you. Let’s fire pottery!

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Diverse interactions in the "answering questions" experience.

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Diverse interactions in the "answering questions" experience.

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Varying the style of what the kid is seeing- not too repetitive

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Varying the style of what the kid is seeing- not too repetitive

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Dangle carrots of interaction. For example: If you can always depend on a game button to be there, they will forget that it is there and start to interact with the text--instead of GIVING them game breaks.

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Dangle carrots of interaction. For example: If you can always depend on a game button to be there, they will forget that it is there and start to interact with the text--instead of GIVING them game breaks.

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Give them choice. Perhaps there are options of texts they can read so they can choose something that interests them and, therefore they would be more inclined to focus.

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integrate questions/activities more incrementally within the text as opposed to very sharp read/answer modes

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integrate questions/activities more incrementally within the text as opposed to very sharp read/answer modes

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After a couple of minutes of interacting with "text" they could tweet/facebook/post to their class/peers so they are held accountable and they are interacting with others. 

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After a couple of minutes of interacting with "text" they could tweet/facebook/post to their class/peers so they are held accountable and they are interacting with others. 

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<-- (+1 on this comment). I always wonder whether we need to help train students for focus for longer periods of time. Or cater to their, already short, attention span.

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Have more control so that the student returns to a dashboard of sorts within a lesson to check progress and select order of activities

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Have more control so that the student returns to a dashboard of sorts within a lesson to check progress and select order of activities

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Find some way to peak their interest right away, visually and interactively

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More questions/activities within passive content

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More questions/activities within passive content

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Combine passive experience with active and engaging ones. Alternate between passive and active whenever possible.

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Include text that has animation (or illustration/diagram) that provides short bursts of interactivity. 

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Include text that has animation (or illustration/diagram) that provides short bursts of interactivity. 

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defining clear modes of "reading" vs "answering questions" 

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defining clear modes of "reading" vs "answering questions" 

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Add more audio or visual prompts/interactions for the user so that they know in order to move on they need to pay attention.

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Add more audio or visual prompts/interactions for the user so that they know in order to move on they need to pay attention.

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In the middle of activity- a prompt to do something different:

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In the middle of activity- a prompt to do something different:

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- a question to rate what you're doing
- even a totally non-sequiter or unrelated
- chat window
- a prompt to jot something down- either in app or even on paper

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help to be more differentiated per student

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Using other content to help explain.  Like not focusing on the "pizza summary" and bringing in something unrelated to help explain

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Add small breaks, or summary points, in the lesson. Maybe encourage kids to briefly move or wiggle in their seats during breaks to physically reset for more learning

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Add small breaks, or summary points, in the lesson. Maybe encourage kids to briefly move or wiggle in their seats during breaks to physically reset for more learning

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how much should we cater to children's lack of attention span. Some learning requires sustained attention. Don't they need to learn how to train themselves to pay attention when they don't want to? How else are they going to get through high school? College? Life?

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how much should we cater to children's lack of attention span. Some learning requires sustained attention. Don't they need to learn how to train themselves to pay attention when they don't want to? How else are they going to get through high school? College? Life?

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let them fail early in a safe environment

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let them fail early in a safe environment

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Make sure it's purposeful and meaningful to the kid. Kids WILL easily sustain attention if it is meaningful to THEM

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Make sure it's purposeful and meaningful to the kid. Kids WILL easily sustain attention if it is meaningful to THEM

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Break up larger chunks into smaller pieces of digestible content

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Break up larger chunks into smaller pieces of digestible content

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shorter sections of content  - with something connecting them at the end

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shorter sections of content  - with something connecting them at the end

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have a variety of interactions and activity types for the same content