Date
22 February 2024

Support processing and organisation

Provide a range of support and visuals to help years 9-13 students to be independent.

On this page:

Support concentration

Support concentration

Provide options to support concentration, thinking and short-term memory.

  • Monitor and moderate the classroom for visual and auditory distractions.
  • Make links to background in a range of ways over an extended period of time (for example, a week) to help students to retain information, build their understanding, and stay stimulated and focused.
  • Discuss with students the effectiveness of the classroom and make modifications and remove barriers where needed.
  • Make effective use of visual prompts and cues to support understanding and navigation in online environments.
  • Make hyperlinks to background knowledge or previous learning to increase connections.
  • Encourage students to adapt the environment to meet their needs by, for example, wearing headphones, moving to a quiet working environment or taking a walk to support their thinking.

Support organisation with visuals

Support organisation with visuals

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.
  • Offer students a variety of graphic organisers and flow charts to support planning 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.

Support time management

Support time management

Introduce tools such as visual timers to reduce surprise that an activity is over or to signal that a transition is coming.

Give students extra time for processing

Give students extra time for processing

Suggestions for supporting students' processing.

  • Provide extra time to complete work.
  • Give regular breaks so students can move around during lessons.
  • Give extra time if needed for students to move between classes.
  • Give directions slowly in short sentences.
  • Provide recorded lessons or books for students to listen to.

Scaffold and support student thinking

Scaffold and support student thinking

Use thinking routines to help students learn content across subjects and to visualise thinking.

Useful resources

Useful resources

Website

A teacher’s guide to visible thinking activities

A practical guide to using thinking routines in the classroom, with activities for each type of routine.

Publisher: Inquisitive Australia

Visit website

Website

Project Zero’s thinking routines toolbox

Strategies to scaffold and support student thinking.

Publisher: Harvard Graduate School of Education

Visit website

File

Dyspraxia: Secondary school classroom guidelines

Strategies and accommodations to assist students with dyspraxia to overcome some of the learning challenges they face.

Publisher: Dyspraxia Foundation

Download PDF

Website

Free graphic organisers

Publisher: Education Oasis

Visit website

Website

Free graphic organiser templates

Free graphic organiser templates in pdf format.

Publisher: Houghton Mifflin Harcourt

Visit website

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:

Return to the guide “Dyspraxia and learning”

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