fle 432 ELT PRACTICUM II- TASK ON NEUORODIVERGENT LEARNERS by Işıl

High School - Leo

2025-05-07 11:31:54 UTC

Objectives: No need to change

Materials: Adding visual and auditory aids.

Instructional strategies: Use more student centered strategies, in the practice activity, assignt S's role depending on his individual strengths

Assesments: Change feedback form to verbal feedback

Classroom Environment: No need to change since it is already appropriate for such setting

Emine Nur Salman, Yağız Şimşek

grade 1 - a student with adhd by burcu and mert

2025-05-07 11:32:19 UTC

warm up activity

we decided to make the video as short as possible
teacher should hide one item each time.

practice activity

the teacher should make the child with adhd second or third at the line.

production activity

teacher should write the instructions on the board.
instructions should be short and clear.
teacher should ask the student to explain the instructions back to her.

assessment activity

ask the students to draw a blue book and ask them to show their drawings each time.
(we didn't like the bingo game)

Priya (Dyspraxia) 4th grade

2025-05-07 11:33:14 UTC

In the given lesson plan, we only saw one part that can be improved. In the production activity there is an activity where students cut and paste weather icons. Since students with dyspraxia struggle to cut things we can make this a pair work activity where student with dyspraxia pastes the weather icons.

Most dyspraxia students struggle with writing activities, however our lesson plan does not include complex writing activities. Pelin Korkmaz

Bahar Sena Saraç

Ayşe Vural

4th Grade - A Student with Dyspraxia

2025-05-07 11:40:07 UTC

For the warm-up part, instead of using bodily expressions, the teacher will provide the students with little notes on which sentences with clues are given (e.g., When I’m in town, it gets cold. Don’t forget to wear you coat!). Then, the chosen students will pick one of the notes and read it out-loud while the rest of the class will guess the weather. This will require less use of motor skills.

Presentation Activity: The given instructions can be projected through a ppt to promote multiple means of presentation.

Practice Activity: “cut and paste” may be difficult to do for students with dysproxia. So, they can be given already cut icons to put them into the correct category, which promotes multiple action and expression.

Production Activity: Organizing written thoughts may be hard, so they can type it on a computer, or they can be provided with a padlet link. In addition, students can also be given certain roles in the groups, and the writer might be chosen from the other students while the others contribute orally.

Assessment Activity: Instead of writing, we can assess them through oral assessment to promote multiple action and expression.

Selina Yılmaz, Nisanur Yıldız