Support processing and planning
Provide a range of supports and visuals to help year 9-13 ākonga to be independent.
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Use frameworks to support thinking and memory
Use frameworks to support thinking and memory
Closed Captions
Support time management
Support time management
Support concentration and memory
Support concentration and memory
Provide options to support 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 to retain information, build their understanding and familiarity of the topic, and stay stimulated and focused.
- Discuss the effectiveness of the classroom environment with students and make modifications and remove barriers where needed.
- In online environments, make effective use of visual prompts and cues to support understanding and navigation. Make hyperlinks to background knowledge or previous learning to increase connections.
- Schedule regular short breaks to allow students to move physically.
- Slow the pace of your instructions or give students additional time to complete their work.
Model planning and thinking
Model planning and thinking
Demonstrate how to break down tasks and organise ideas using tools such as mind maps and graphic organisers.
For examples see Houghton Mifflin Harcourt and Education Oasis
![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)
Support thinking in multiple ways
Support thinking in multiple ways
- Highlight patterns, critical features and relationships.
- Use cultural and narrative frameworks to support retention and thinking.
- Use visuals, 3D manipulatives, outlines, flowcharts, and real objects.
- Use mind maps to brainstorm ideas and make connections.
- Support group and class discussions with visual annotations to prompt later recall of key ideas.
- Offer students a variety of graphic organisers and flowcharts to support thinking.
- Give students multiple opportunities to engage with new ideas and concepts.
- Provide extra time for students to think and process before responding.
Scaffold and support student thinking
Scaffold and support student thinking
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Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
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Current page Support processing and planning
Return to the guide “Speech, Language and Communication”
Speech, Language and Communication
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Guide to Index of the guide: Speech, Language and Communication
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
