Support processing and organisation
Use flexible learning environments to support processing information and organisation
On this page:
On this page:
Current page section: Support processing and organisation
Go to top of current page: Support processing and organisation
Go to top of current page: Support processing and organisation
Go to top of current page: Support processing and organisation
Offer options to manage workloads
Offer options to manage workloads
Students at Fraser High School reflects on how they managing their time and meet learning goals.
Support concentration and memory
Support concentration and memory
Ideas for supporting concentration and short-term memory.
- Monitor and moderate the classroom for visual and auditory distractions.
- Present information in a range of ways over an extended period of time (for example, a week) to help students retain information, build up their understanding and familiarity of the topic, and stay stimulated and focused.
- Discuss the effectiveness of the classroom with students and remove barriers and make modifications where needed.
- In online environments make effective use of visual prompts and cues to support understanding and navigation. Make useful hyperlinks to background knowledge or previous learning to increase connections.
- Schedule regular short breaks to allow students to move around.
Support planning and organising
Support planning and organising
Suggestions for supporting students’ planning and organising.
- Use charts, visual calendars, colour coded schedules, visible timers and cues to increase the predictability of regular activities and transitions.
- Encourage students to use their mobile devices to schedule alerts and reminders for regular and novel events and task deadlines.
- Highlight patterns, critical features, big ideas and relationships, using visuals, mind maps, 3-D manipulatives, outlines, flow charts, and real objects.
- Model and make available graphic organisers and flow charts to support planning and thinking in all curriculum areas.
- Break tasks and lengthy assignments into small manageable parts. Schedule workflow using Trello to organise what needs to be done and when.
- Provide options so that students can submit work online.
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
Use mind mapping
Use mind mapping
Encourage students to use mind maps to support thinking and organise ideas.
Coggle is a useful tool.
![11823 [IMG-6994.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6994__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Next steps
More suggestions for implementing the strategy “Reduce barriers for year 9-13 students”:
-
Current page Support processing and organisation
Return to the guide “Curriculum accessibility”
![11456 [Curriculum-accessibility.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Curriculum-accessibility__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Curriculum accessibility
Understand:
Strategies for action:
-
Reduce barriers for year 1 to 8 studentsShow suggestions for Reduce barriers for year 1 to 8 students
-
Reduce barriers for year 9–13 studentsShow suggestions for Reduce barriers for year 9–13 students
- Partner with ākonga
- Increase participation and build confidence
- Present information in different ways
- Support processing and organisation
- Provide options to create, learn, and share
-
Support reading and writingShow suggestions for Support reading and writing
-
Utilise differentiation and adaption approachesShow suggestions for Utilise differentiation and adaption approaches
-
Use hybrid learning approachesShow suggestions for Use hybrid learning approaches
