Date
20 September 2021

Support students’ processing and organisational skills

Suggestion for implementing the strategy 'Helpful classroom strategies years 1-8'

Design flexible learning environments

Design flexible learning environments

Flexible learning environments enable students to adjust and adapt them to meet their needs.

Support organisational skills

Support organisational skills

Suggestions for supporting students’ organisational and processing skills.

  • Label key areas of the classroom and resources with visual and text labels.
  • Use charts, visual calendars, colour-coded schedules, visible timers and visual cues to increase the predictability of regular activities, transitions between environments and activities, and changes in discussion topics.
  • Make graphic organisers and flowcharts available to support breaking tasks into chunks, and thinking and planning in all curriculum areas.
  • Highlight patterns, critical features, big ideas and relationships using visuals, mind maps, 3D manipulatives, outlines, flowcharts and real objects.
  • Give students multiple opportunities to engage with new ideas in a range of contexts.
  • Pace content delivery. Give students time to process and integrate information from multiple sources - displays, interpreters, written instructions, the teacher.

Prevent fatigue

Prevent fatigue

Listening for long periods can be hard work.

Keep teacher talk from the front of the room to a minimum and support it with visual materials.

Tiredness in deaf children »

7503 [Student-listening.jpg]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:
Ministry of Education | Te Tāhuhu o te Mātauranga

Support thinking and pattern recognition

Support thinking and pattern recognition

Tools and approaches to help students to recognise patterns, critical features, big ideas and relationships.
  • Use visuals (graphics, photos, cartoons, pictures) to support text and talk when explaining anything.
  • Offer 3D virtual and physical models and real objects to help students identify critical features.
  • Use mind maps, flowcharts, and outlines to help students unpack big ideas and relationships.
  • Give students multiple opportunities to engage with new ideas and concepts.
  • Provide extra time for students to think and process before needing to respond in a discussion.
  • Use mindmaps to brainstorm ideas.
  • Support group and class discussions with visual annotations to prompt later recall of key ideas.
  • Make thinking tools and approaches available across all curriculum areas.

Support independence with visuals

Support independence with visuals

Make step-by-step exemplars of common tasks.

Make these available to all students.

7075 [Teacher-and-student-discussing-visual-timetable.jpg]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:
Ministry of Education | Te Tāhuhu o te Mātauranga

Useful resources

Useful resources

Website

Time Timer (visual timer for visual people!)

Publisher: Time Timer

Visit website

Website

Graphic organizers

Publisher: For The Teachers

Visit website

Website

Free graphic organizers

Publisher: Education Oasis

Visit website

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:

Return to the guide “Deaf or hard of hearing students and learning”

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