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After analyzing the formative assessments (The students understand the…
After analyzing the formative assessments
The students find it hard/challenging to follow the class and don't achieve the learning objectives.
If students have disability ADHD
Try to get to know what distracts the students and remove the distraction if possible. Organize the materials, the seating and the classroom decoration well by putting away the unnecessary materials and so on since ADHD children can be easily distracted.
Design partner or group activities to let them learn how to collaborate with each other and make each other accountable.
Go over the knowledge that they find it hard or challenging to acquire through small group mini-lesson for the ADHD students. Have formative assessment again to check their learning status for that part of knowledge.
Provide modified tasks and assessments that it is suitable for their ability according to the observation and verbal and written cues (which can serve as checklists) to keep the students on track.
Talk with the special education teacher for suggestions and then use it in the class. Ask the school to offer a teaching assistant for the special needs of the students with ADHD.
Integrate technology- e.g Quizlet Live vocabulary game can help the students stay focus and have fun at the same time when practicing vocabulary. Offer more time for practicing the vocabulary since it may take longer time for them to remember compared with the students who don't have disability.
If the student is a slow learner but don't have disability
Vary the pace of instruction to meet the need of slow learner. When giving instruction, make it simple and brief.
Appeal to students' personal interests when design the lesson plan.
Go over the knowledge that they find it hard or challenging to acquire through small group mini-lesson. Have formative assessment again to check their learning status for that part of knowledge.
Provide modified tasks and assessments that it is suitable for their ability according to the observation and verbal and written cues (which can serve as checklists) to keep the students on track.
Design partner or group activities to let them learn how to collaborate with each other and make each other accountable.
If the cultural and language needs of students have hindered their learning, for the cultural needs of the students, I will appreciate and accommodate the similarities and differences among the different cultures of the students.
If they are English language learners, I will provide pictures or videos to help them to understand better or I can talk with their ELL teacher to think of possible ways of facilitating their understanding, such as the ELL teacher can teach them the relevant vocabulary in ELL class and when they come to my class, it will be easier for them to understand.
The students understand the class and meet the learning objectives.
Positive reinforcements
Provide higher level learning materials
Provide more complicated teaching instruction and assign higher level learning assignments
Continued formative assessments: eg. observation, small group work, written assignments, peer assessments