Support processing and organisation
Provide a range of supports and visuals to help years 9-13 students to be independent learners.
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Give students more time
Give students more time
Build more time into lessons for students to process information.
Allow extra time for tests.
Teach students how to “self-talk” or visually map information to make connections.
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Use a step-by-step approach
Use a step-by-step approach
Use task analysis and break skills into small components.
- Break tasks and skill learning into steps
- Teach steps in the same sequence each time
- Practise skills
- Re-teach skills
- Overlearn skills
- Reinforce concepts
- Revisit skills throughout the year
- Offer multiple opportunities for practice.
Give clear instructions
Give clear instructions
- Eye contact helps students to process verbal information.
- Use exaggerated facial and body language to help convey meaning.
- Use visual cues to aid understanding and trigger memory.
- Give specific instructions to the student. For example, say “Put your reading book in the group box” rather than “Tidy up”.
- Use the student’s name at the beginning of the sentence.
- Use consistent vocabulary for the same instruction every time. This helps to place the instruction into the long-term memory.
- Keep instructions short.
- State what you want the student to do, not what they shouldn’t do.
- Although a student can repeat instructions back it may not mean they understand them. Regularly ask the student to check understanding.
Support understanding with visuals
Support understanding with visuals
Offer information in more than one way.
Use symbols and graphics to illustrate key concepts.
Keep the layout clean and uncluttered.
Source: CORE Education
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 memory and recall
Support memory and recall
Most students with FASD have a strong long-term memory. Their short-term memory is weaker.
Supports for recalling information
- Use highlighters to identify important information when studying.
- Use mnemonic devices.
- Take photos and videos of learning each day to use at the next session to help to recall prior learning.
- Create photo books and journals so students can easily refer to previous learning.
- Provide many opportunities for repetition, including online skill and drill activities.
Supports for tests and assignments
- Allow students to use open books or notes in tests.
- Provide extra time and a calm environment for tests.
- Provide examples of finished assignments and model answers.
Supports for organising time and setting reminders
- Use an online calendar to provide reminders for when assignments are due, when a trip is scheduled, or when specific gear is needed for classes.
- Show students how to use the timer on their phone, watch, or laptop.
- Create an online timetable, including class subjects and times, that can be accessed easily.
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
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Current page Support processing and organisation
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
- Understanding FASD
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Teach students about alcohol harm during pregnancyShow suggestions for Teach students about alcohol harm during pregnancy
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
- Create structure
- Support participation and build confidence
- Support understanding
- Support processing and organisation
- Provide options to create, learn and share
- Manage successful transitions
