Approaches to ADHD in Education

Foot tapping, leg bouncing, pencil tapping, desk drumming, humming, leaving the desk, and other movements can be extremely disruptive in a traditional classroom. But, what if I told you that this frigidity student is doing this involuntarily due to a learning disorder called Attention Deficit Hyperactive Disorder?

This week in CEP 812, we researched specific learning disorders and struggles that educators must be aware of to approach instruction. The learning disorder I researched was Attention Deficit Hyperactive Disorder (ADHD). This is a learning disorder that I see when teaching in many sections I teach. This disorder is very prevalent in our society, but it can be combatted with effective instruction if the teacher understands the impact on the student.

This week, we were tasked with outlining the key facts about what is understood about the learning disability. We were then supposed to research strategies and solutions for the problems that this learning disorder brings to the classroom. And finally, we were to find a technology tool that can help supplement instruction and support instruction  for this learning challenge.

The technology tool I chose to use is: Text2MindMap.com. This tool is a way to turn a list of terms or notes into a visual aid. This is helpful for students with ADHD because of their inability to organize their thoughts. This tool is helpful in making connections of concepts, prewriting for an essay, and studying notes. 

Here is my Screencast about the use and benefits of Text2MindMap in classrooms with students with ADHD. 

Click Here to view my Essay.

 

References:

DeRuvo, S. L. (2009). Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas. San Francisco, Calif: Jossey-Bass.

Wheeler, L. (2010). The ADHD toolkit. Los Angeles: SAGE.

Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2009). Identifying, assessing, and treating ADHD at school. Dordrecht: Springer.

Nigg, J. T. (2006). What causes ADHD?: Understanding what goes wrong and why. New York: Guilford Press.

United States., & National Center on Birth Defects and Developmental Disabilities (Centers for Disease Control and Prevention). (2006). ADHD fact sheet. Bethesda, Md.: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities.

Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little, Brown.

Solving Educational Problems with “Poll Everywhere”

This week in my CEP 812 class, we looked at three problems in education: well-structured, ill-structured, and wicked problems. Well-structured problems are problems that are well defined and have one correct answer. Ill-structured problems are complex problems that involve many variables and are often “open-ended”. These problems can be seen in writing, reading, creating artwork, and in projects. The last types of problems are wicked problems. These problems do not have a clear right or wrong answer and are often times unsolvable.

This week, we were asked to think of well-structured and ill-structured problems that we experience in our teaching profession. We were then tasked with finding a technological tool to help solve these problems. The tool I chose to use was Poll Everywhere. “Poll Everywhere” helps address well-structured problems for students. Students may answer true/false and multiple-choice questions. Students may also answer “open-ended” (free response) questions using “Poll Everywhere”. The software works with any cell phone, tablet, computer, or Twitter.

This solves an ill-structured problem for teachers of formatively checking for student knowledge. This is an ill-structured problem because there is not one correct way to check for understanding. It can depend on the type of course, subject, previous lesson, and student age. It also can depend on teacher preference.

I have found that this solves the formative check and participation issue I sometimes experience in the classroom. It allows the teacher to see if all students comprehend the lesson and if they are retaining knowledge from previous lessons. It allows for instant feedback during the lesson and gives students an opportunity to participate who might normally be too shy. Another great feature is that students may only answer one time and the responses are anonymous so no one will be embarrassed if they get an answer wrong. And finally, the best feature…it is completely FREE!

Here is my SCREENCAST explaining this problem and solution further.

 

And here is a demonstration of Poll Everywhere.