Support processing and organisation skills
Support ākonga to manage their time and attention in the classroom
On this page:
On this page:
Current page section: Support processing and organisation skills
Go to top of current page: Support processing and organisation skills
Go to top of current page: Support processing and organisation skills
Go to top of current page: Support processing and organisation skills
Support transitions between activities
Support transitions between activities
Support students with ADHD to end one activity and begin another.
- Provide a warning five to ten minutes in advance that a class or lesson is about to end.
- Use physical activities, such as standing and taking deep breaths, to mark the change from one lesson to another. Simple stretching or singing exercises are other ways to mark the transition.
- Display a visual, daily timetable on the whiteboard with the outline for the day and refer to it when letting students know what is coming next.
- Encourage students to self-manage timing with a vibrating watch or a timer on their cellphone. They can set it to silently vibrate at particular intervals as reminders to transition to the next activity or class.
Model planning and thinking
Model planning and thinking
![5183 [mind-map-Barrett-Discovery.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/mind-map-Barrett-Discovery__ScaleMaxWidthWzEwODZd.jpg)
Support concentration
Support concentration
Attention, on-task, and activation strategies.
- Provide instruction in short segments (teach → student activity → teach → student activity).
- Provide students with checklists, with tasks broken into smaller segments. Colour-highlight key parts of a task.
- Before beginning a task, have students explain their understanding of the task to a buddy.
- Give positive feedback for immediate starts to work.
- Check-in frequently with students to ensure they are not having problems.
- Ensure that all materials and resources are accessible.
- Partner students with well-focused buddies.
- Encourage students to self-manage their timing with a vibrating watch or a timer on their cellphone.
Practical tools to support writing
Practical tools to support writing
No captions or transcript
Offer visual timers
Offer visual timers
Visual timers, can help students "see" the time they have for a task.
This can reduce stress and increase motivation.
No captions or transcript
Useful Resources
Useful Resources
MindMup
A free online mind-mapping tool.
Great for organising thoughts, brainstorming, and visual planning.
Publisher: MindMup
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
-
Current page Support processing and organisation skills
Return to the guide “ADHD and learning”
![11435 [ADHD-and-learning.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/ADHD-and-learning__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
-
Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
-
Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
-
Identify ākonga needs and how to provide supportShow suggestions for Identify ākonga needs and how to provide support
-
Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
-
Helpful classroom strategies in years 1-8Show suggestions for Helpful classroom strategies in years 1-8
-
Helpful classroom strategies in Years 9-13Show suggestions for Helpful classroom strategies in Years 9-13
-
Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
