Support processing and planning
Provide supports that help, organising, understanding, and task completion
On this page:
On this page:
Current page section: Support processing and planning
Go to top of current page: Support processing and planning
Go to top of current page: Support processing and planning
Go to top of current page: Support processing and planning
Use visual timetables
Use visual timetables
Linda Ojala uses the same visuals in a range of contexts. They support students to know what is happening and to organise themselves.
Support thinking and pattern recognition
Support thinking and pattern recognition
Use 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.
- Offer 3D virtual and physical models and real objects to help students identify 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 responding in a discussion.
- Use mind maps to brainstorm ideas.
- Support group and class discussions with visual annotations to prompt the recall of key ideas.
- Make thinking tools and approaches available across all curriculum areas.
Provide paper and time
Provide paper and time
Children with dyslexia often need to “get their ideas out of their heads” before they can share them.
Support self-management
Support self-management
Create a predictable environment supported with visuals.
Teach and model how to use planning and scheduling tools effectively.
- Make visual exemplars of processes.
- Label key areas of the classroom and resources.
- Use charts, visual calendars, colour-coded schedules, visible timers, and visual cues to allow students to predict regular activities, transitions between environments and activities, and changes in discussion topics.
- Make graphic organisers and flowcharts available to support students to break tasks into chunks and for thinking and planning in all curriculum areas
Encourage mind mapping
Encourage mind mapping
Model the use of colour, symbols, and images alongside text when using mind maps.
Encourage students to use mind maps to support thinking and organise ideas.
![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)
Useful resources
Useful resources
UDL-aligned strategies
UDL-aligned strategies are instructional methods and tools used by teachers to ensure that all students have an equal opportunity to learn. These guidelines help to select strategies that remove barriers in instruction so that all students can achieve their learning goals.
Publisher: Goalbook
Free graphic organiser templates
Free graphic organiser templates in pdf format.
Publisher: Houghton Mifflin Harcourt
Explicit instruction: What you need to know
Read time: 10 min
An explanation of how explicit instruction teaches skills or concepts using direct, structured instruction, modelling how to start and succeed on a task and giving ample time to practise – includes practical advice.
Publisher: Understood
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies in years 1-8”:
-
Current page Support processing and planning
Return to the guide “Dyslexia and learning”
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 student needs and how to provide supportShow suggestions for Identify student 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
