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Resources needed to teach and provide to participants.

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Resources needed to teach and provide to participants.

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share insights from KWL - anything more they would like to learn? What have they learned? Use placemat activity to share outcomes. Present as a group using visual props. Placemats to be collected as feedback for the course.

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At the end of this unit students will be able to create and use at least 5 different resources for facilitating learning

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At the end of this unit students will be able to create and use at least 5 different resources for facilitating learning

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Students will complete activities throughout the course using and making different resources and will be asked to list these in a table with suggestions for their use. (At this point they have already used; scaffolding, visual timetables, breaks, controlling the environment and kwl's as part of the course learning  strategies give one take one.

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At the end of this unit students will be able to identify the steps involved in creating an IEP for a child with ADHD

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At the end of this unit students will be able to identify the steps involved in creating an IEP for a child with ADHD

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They will show this by working in pairs to create a mock IEP for a student from a profile provided to them - some information will be missing from the profile, but available on request...will they ask for it? This activity will be scaffolded with prompt cards for each major step of the process - to be shown on whiteboard and in velcroed sets on the tables - take a card off the strip when the task is completed

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3 and 6 month feedback via email/telephone to gauge effectiveness of strategies/difficulties of implementation... for program review purposes and to offer back up support.. Students to provide email/phone numbers at the end of the session.

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Aim: Brady et al.[week 1]  state that ‘The curriculum must cater for difference and show how much difference is valued’( 2014p7)                      Goal: to use multimodal strategies to engage ADHD students and improve the classroom experience for teachers and students 

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Aim: Brady et al.[week 1]  state that ‘The curriculum must cater for difference and show how much difference is valued’( 2014p7)                      Goal: to use multimodal strategies to engage ADHD students and improve the classroom experience for teachers and students 

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Students will be presented with a visual timetable for the day with a list of learning outcomes/expectations and scheduled breaks between each activity. Students will be drawn back to the timetable throughout the session to keep them on task and model use of visual timetables.
visual directions for every activity = directions on board with an extra set for the desk.

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At the end of this unit students will be able to differentiate between the myths and facts surrounding the definition, diagnosis and manifestations of ADHD.

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At the end of this unit students will be able to differentiate between the myths and facts surrounding the definition, diagnosis and manifestations of ADHD.

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They will show this by completing a multiple choice, multi-modal, group based quiz based on the learning materials and by completing a KWL activity sheet. During the second stage of the KWL a distracting clip/noise will be played to show how difficult concentrating can be when distracted. They will then be given extra time in quiet to complete the task.

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At the end of this unit students will be able to summarise their personal understanding of inclusion in a classroom context

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At the end of this unit students will be able to summarise their personal understanding of inclusion in a classroom context

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they will show this by completing think-pair-share activities and a scaffolded worksheet designed to help them write their own definition of inclusion.

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How common is it in an Australian context - numbers rising

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How common is it in an Australian context - numbers rising

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What happens to students/teachers/classrooms if ADHD is not effectively facilitated?

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What happens to students/teachers/classrooms if ADHD is not effectively facilitated?

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To medicate or not to medicate? - Alarming rate of medication in young people

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To medicate or not to medicate? - Alarming rate of medication in young people

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boardmaker one-month free trial
free to go???

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Educating teachers as an alternative/compliment to medicine. - Our approach

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Educating teachers as an alternative/compliment to medicine. - Our approach

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A one or two day hands-on workshop to bring together all of the available information into one learning package with practical applications for classroom practice.

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Centre for inclusive learning