K-5 PE

10 Tips for a smooth school year for students with ADHD (allow students to make choices)

One way I could provide students with choices is to allow them to choose the order of various stations that they need to complete, instead of a fixed rotation.

The students can also have choices within a skill. For example, I could ask the student if they want to skip in a line, or in a circle. Another way to give them choices would be to provide different levels they want to challenge themselves at. They can try the next level when they feel ready to do so.

When the students get to choose their own path, they will feel more sense of ownership and be more engaged.

This article states,  "Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way." It is recommended that one way to control the multitasking is by allowing students to take a tech break. Students can spend 15 minutes on the assignment, with all other tabs and devices off, then two minutes on "choice" tech. I wonder if this technique was utilized in HS the students would actually be successful to manage delayed gratification. I think this is a great article to share with parents to help manage the load of MS and HS homework.

SMART Goals

My school follows Leader in Me. SMART Goals are great for when students become leaders and choose their own goal for the semester. Having students understand the importance of a SMART goal so they choose the right goal for themselves and effectively grow. Specific, Measurable, Achievable, Relevant, Time-bound. I'm going to use the provide example pdf during a mini-lesson for their goal setting time.

Another favorite strategy of mine is Jigsaw. In this approach, students are divided into groups and assigned a text or material on a topic (or related topics). After discussing their assigned content within their group, they then share their learning with a different group. I especially like using ChatGPT to organize content by subheadings, which makes setting up this activity quick and easy.

3rd Grade

Gen Ed

I chose this article because I realize that every year I will likely have a student who is either diagnosed ADHD or shows signs. I allow my students to fidget as long as they aren't distracting others. Some of my students need to stand and move their feet. Others need something to keep their hands occupied. This year, I've purchased a variety calming strips and give students the opportunity to add another to their desk every month. I try to get my students up and moving during lessons. I think the idea of wearing a costume is interesting. I am going to use the deep breathing exercise tomorrow. I like that it uses the visuals of a robot and a rag doll (even though I'll probably have to show them what a rag doll is).

I chose to watch the video and read the article on philosophical chairs because I find that as a kindergarten teacher of current “Covid babies”, they are really struggling with critical thinking. The purpose of this activity is to get students to think critically. I obviously would not be able to use it the way it was portrayed in the video or article, however, I do think it can still be used in kindergarten in a different way to get students to think critically. I was thinking that we could use it for discussions about simple things like quotation which one is better for you, fruits or vegetables?“. I like the idea of students listening to each other and possibly being able to change their minds based on what somebody said and I think this helps them Understand that their opinion isn’t always the correct one or that people can have different opinions and it is OK.

The tips provided in this article work well equally for my kindergarten students with or without ADHD. Kindergarteners, as well as most students these days, need frequent movement, brain breaks, novelty and choice to keep them engaged and motivated. This article inspired me to include even more movement and arts into my lessons to help my students regulate and enjoy the adopted curriculum even more each day.

Purpose: focusing on learning

Grade level: Any

My resource is the article for tips for teaching students with ADHD.

The main part of the article that stood out to me is Intergrating Arts into the Lessons. Allowing students to draw, doodle, and using their creativity helps to channel their energy to something constructive. I think this is an excellent way to focus and use their hands to show their learning. Anytime we can engage the students with attention difficulties in active learning, will help focus their attention in a positive way. I can be more aware of ways I can incorporate active learning and arts into my lessons.

"Goal Setting"

I chose the goal setting activity for my (mostly) seniors in high school.  We talk a lot about college as well as other paths to take after high school.  Goal setting is such a powerful thing and, at this age, students have a decent grasp of the importance.  It is exciting as they have so much future ahead of them.  I like the format laid out here particularly the reflection on progress which I think will be very beneficial.

Purpose
Offers quick strategies to keep ADHD students active, focused, and supported.

How I’d Use It
In PE I’d add frequent movement breaks, give station choices, and build quick 1-on-1 check-ins. I’d also share key tips with classroom teachers so students get consistent support.

Meghan Fraser

I examined the article entitled “How Does Multitasking Change the Way Kids Learn” and was intrigued by the research about distractions and how they affect retention, efficiency, memory and cognition when we are attending to multiple streams of information at one time. While the focus of the article examined multi-media as the source of distractions, it appealed to me because I think it is common that primary students are completing homework, eating dinner, going to public places and maneuvering around with devices being pumped in from parents, siblings, and home environments. While they may not use social media at this age, completing assignments and homework with these distractions result in obstacles to learning. The strategy I intend to discuss with parents is using a time-based system to allow them to chunk their activities and intersperse them with media sources rather than simultaneously engaging with both. 

Today, I specifically implemented the strategy of using stress management techniques. As a class, we practiced deep breathing exercises and discussed ways to calm ourselves when we feel fidgety or overwhelmed. I also played calming music during independent work time to help create a peaceful classroom environment.

I’m looking forward to trying out more of these strategies and resources throughout the year.

4th Grade

General Education

10 Tips for a Smooth School Year for Students with ADHD caught my attention because I am always looking for tips for helping my students who are distracted very easily. I have several students who show signs of ADHD but are not diagnosed. The helpful tips like Letting them Fidget, Engaging them in Active Learning and Providing Physical Activity Breaks are a great way to get all students engaged and on task. Although the article was specifically for students with ADHD, I think all students will benefit from the tips. I will definitely try to incorporate more physical movement and active learning in my daily lesson and plans.

Once activity I would like to do more of this year is taking my students outside. We just recently had our quad area landscaped with turf and benches. I think fresh air for the kids is good and they tend to enjoy those moments with their peers.

Some activities that I could use in the library include having students reflect on a time they struggled with a subject and ask them to brainstorm how they could have approached it differently using a "growth mindset." I could also teach students to go beyond passive reading. For example, I could give students a short passage or article to read and challenge them to summarize it in a "tweet" or to create a simple diagram representing the main ideas.

"10 Tips for a Smooth School Year for Students with ADHD"

This article offers 10 helpful teaching strategies when working with diagnosed cases of ADHD. All of them are applicable, but the tips involving physical activity are the most effective in my experience. Examples include quick exercise breaks every 30 minutes or so to provide for a release of energy and to refocus. Another helpful strategy I've used with students is to take my lessons outdoors, if possible. A change in scenery and fresh air seem to help calm students and promote concentration.

In my third-grade classroom, I can the idea of neuroplasticity in kid-friendly language to help students understand their brains can grow stronger and smarter the more they practice. I do this through growth mindset.

I can also begin building metacognitive skills by teaching students to rate their understanding of our success criteria. Also we can practice summarizing the main idea in their own words, draw a picture to show what they understood, or turn to a partner and retell the information.

Also, as a teacher, I will be able to find out if my student is understanding the lesson and will give me a chance to make adjustments if necessary to my lesson.

World History/World H, World AP

I love using visuals in my activities or non traditional ways of writing. I already use silent essays (an essay built in a group in silience (ish, there are always giggles), hexogonal thinking and collaborative posters/projects and socratic seminars. This article brought to light the idea of phiosophical Chairs. I like the idea of students have to explore "what would you rather..." questions. This was very close to a game I wa hoping to create this year. I also like the Graffitti Wall to see what students do/do not know. This is great for a quick formative review.

Fidget-friendly is focus-friendly. Let them wiggle! Try stress balls or bouncy bands under chairs.

Make learning active. Passive = distracted. Get them talking, moving, creating—whatever gets their brains buzzing.

Movement breaks = magic. Every 20–30 minutes, get the wiggles out. Dance videos or quick exercises are often effective.

Add a dash of art. Let that creative energy shine through sketching, acting, or musical projects.

Take it outside. Nature does wonders for focus. Read under a tree or explore science outdoors.

Give them choices. Let them pick books, assignments, or projects. Ownership boosts motivation.

Keep it fresh. Wear a silly costume, sing a song, or bring in something wild (hello, skeleton in science class).

Tech it up. Interactive apps with sound, color, and instant feedback can be a game-changer.

Teach calm. Deep breaths, muscle tension games, or peaceful visualizations (monster truck rally, anyone?).

Build the bond. A positive teacher-student relationship goes a long way. Greet them with a smile and catch them doing awesome things.

• Students Reflect on Progress--Use question stems to help students reflect on their performance: 

  • My goal was ______, and was/was not obtained because ______.

  • I have learned _____ and/or obtained the grade of _______because ____.

  • The strategy I used was effective/ineffective because _____.

  • To continue to improve, I need to change/modify _______ because _____.

Some our team came up with are:

I want to improve my score on the MAP or iReady test.

My goal is to read more...

• ...informational texts.

• ...stories with a narrator.

• ...nonfiction books.

I want to improve my score in the math part of the test.

I will get better at...

• ...solving word problems.

• ...adding or subtracting big numbers.

• ...understanding fractions.

I find these helpful as I can't always come up with things on the fly, and having stems to reference will make this easier for me.

History class, 7^th grade.

I will use this knowledge to foster a supportive learning environment by providing scaffolded learning in my classroom, encouraging the students to participate and see if by encouraging neuroplasticity and designing lessons that leverage teens' sensitivity to social validation and their capacity for developing resilience and metacognition. I can also include classroom discussions about chunking complex tasks into smaller steps, using visual aids, and creating a safe space for students to explore and take healthy risks in learning within 15 minutes during my history class and see if they understand it.

It impacts negatively on a child's ability to learn by over loading the brain working memory. Such things are kids coming back from school instead of doing their homework, they are off to jobs to earn money, watching TV and doing homework, driving and texting, eating and talking at the same time or even sitting in the classroom but not focusing on the activities that are supposed to be done at a certain period. This has become a common behavior for some of our young people that they cannot even solve a simple problem when giving. It is recommended that the way to control multitasking is by managing their external environment, teaching them self-control strategies, and helping them to understand the science behind focus. Has this ever been implemented? Maybe soon. This is a great article that can help teachers, parents and the community at large to help manage the workload for academic and life success.