Student Profile

James is a 13 year old student who has Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a
condition that becomes apparent in some children in the preschool and early school years. ADHD
falls under the category Other Health Impaired and not under Specific Learning Disabilities (Grice,
2002). Children who have ADHD have difficulty controlling their behaviour, focusing and paying
attention (Henderson, 2004). Because of ADHD James exhibits certain behaviours that are not
beneficial to his learning and can be classified as his areas of need. They include;
- Fidgeting with hands
- Difficulty remaining seated during lessons.
- Difficulty sustaining attention and waiting for his turn during class questions, games or group
activities.
- Difficulty in following through instructions and in organising tasks.
- Struggles to listen to others without getting distracted or interrupting.
- He blurts out answers before the teacher finishes asking the whole question.
- Experiences wide ranges in mood swings.
These behaviours are common in children who have ADHD (Henderson, 2004).

Through teacher observation techniques and by identifying a students preferred learning style we
can identify student strengths (Loe & Feldman, 2007). Jamess preferred learning style is visual
learning, which includes learning by watching videos, looking at images and diagrams. James
preferred learning style correlates with some of his strengths which include;
- Willingness to learn new things.
- Good drawing ability.
- Very creative

When designing lesson plan activities the teacher must look at both Jamess strength areas and
areas of need in order accommodate his learning needs and design the best activities possible.
Lesson Plan 3

Topic area: Drug prevention Stage of Learner: Stage 4 Syllabus Pages: 26, 27 ,28

Date: 25/07/2015 Location Booked: Classroom Lesson Number: 3 /10

Time: 55 minutes Total Number of students 20 Printing/preparation

Student Quiz papers

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
Outcome 4.6 A student describes
the nature of health and analyses
how health issues may impact on
young people.
Outcome 4.7 A student identifies
the consequences of risk
behaviours and describes strategies
to minimize harm.
about
Lesson assessment the classification of
drugs, e.g. stimulants,
Verbal class depressants, hallucinogens
discussion
reasons people use and
Student Quiz papers do not use drugs
influences on drug use
short-term and long-term
effects of drugs on health
and wellbeing
prevalence and patterns
of adolescent drug use
legal and economic
consequences
describe the short-term
and long-term effects of
illicit drugs
analyse influences and
reasons why people choose
to use or not use drugs
debate the positive and
negative outcomes of
engaging in risk behaviours
describe strategies to
minimise harm in each
of the following real life
situations when being
offered or using drugs

effects of other peoples

drug use

exploring risk

positive and negative risk

settings or circumstances
in which risk taking occurs
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
- Drug awareness
- By discussing drug effects on human - Drug prevention
body and human brain correlates with - Drug education
Science biology. - Risk factors of using drugs

LESSON PLAN ACTIVITIES
10 min Watch a YouTube video about
duration drug prevention
(https://www.youtube.com/watc
h?v=IrcOVpAKsUg)
15 min Have a class discussion about the
duration YouTube video. Get the students
to think about if they know
anybody who might be abusing
drugs.
20 min Give the students a class quiz
duration about drugs, refer to Appendix B.
The quiz is based on the learning
from previous lessons.
10 min Give the students their group
duration presentation marks back from
previous lesson. Provide feedback
on the presentation and also
answer any student questions.
Teacher: Set up and play the YouTube
video.
Student: Watch the video
Resources: Classroom, computer,
projector
Teacher: Promotes class discussion,
asks open-ended and follow-up
questions.
Student: Engage in class discussion.
Resources: classroom
Teacher: Set up the quiz papers and
monitor the students during the quiz
Student: Complete the quiz to the best
of their ability.
Resources: classroom, quiz papers
Teacher: Gives the presentations
marks back, provides feedback on
presentation.
Student: Receive their marks back,
read their feedback and ask any
questions they might have.
Resurces: Classroom, assessment
paper.
Lesson Plan Improvements and
Accommodations for James
Instruct the James where to sit (away from high
traffic noisy areas).
Outline to the students the order of activities for
todays lesson.
Teacher Outline behavioural expectations for each part of
Centred the lesson e.g. no talking during the video, quiet
talk with neighbours during seated work.
Break up the 10 minute video into two 5 minute
parts. Ask students probing questions after first 5
minutes and at the end of the video.
Both Divide students into small groups and get them
to participate in the activity (think-pair-share),
the students are to discuss the YouTube video
and also reflect on their own experience with
drugs.
Place James is in a group with students that will
no distract him.
Teacher Provide James with follow up directions, e.g. ask
centred him if hes clear about the task and provide
further oral directions if necessary.
Get students to go back to their original seats
and just have a pencil on their desk.
Give the students a 21 question quiz.
Teacher
centred Divide the quiz in to 3 parts, after 7 questions the
students stop and the teacher goes over the
questions in front of the class and provides the
correct answers.
Then students complete the next 7 questions
and the same process occurs.
Provide James with private, discrete cues to stay
on task.
Minimise distractions and noise levels during the
quiz e.g. close doors and windows, turn off fan.
After presenting the students with the
presentation marks, provide clear feedback to
students questions.
Go over the assessment feedback with James,
when providing him with feedback use colour to
highlight important points.
Highlight positive aspects of the assessment
task as well as areas that need improvement,
(use different colours).
Before ending the lesson praise James for
positive behaviour (positive reinforcement).
A childs academic success is often dependant on their ability to attend to tasks to follow teacher
instructions and to meet classroom expectations. These skills enable students to participate in
classroom discussions, gain necessary information and complete school assignments (Henderson,
2004). When a child like James exhibits behaviours associated with ADHD, consequences might
include difficulty with academic work and difficulty forming relationships with their peers if
appropriate methodologies and interventions are not implemented (Gould & Vaughn, 2000). Its the
teachers job to create a supportive learning environment and to design a lesson plan that caters for
different learning needs.

The Universal Design for Learning (UDL) is a research-based framework that suggests that each
student learns in their own unique way and therefore the one-size-fits-all approach doesnt work
(Curry, 2003). Meo (2008) believes that the traditional curricula design is seen as inflexible and
creates learning barriers for certain students such as the gifted and talented students and students
with a disability. The UDL approach is flexible and from the outset it aims to create a curriculum that
caters for all learners, therefore eliminating the need for future adjustments that can be costly or
time consuming (Curry, 2003). The UDL consists of three core principles they are;
- Principle 1: Provide multiple means of representation; this principle focuses on catering for
different learning styles and providing students with a variety of ways to gain knowledge and
acquire information.
- Principle 2: Provide multiple needs of action and expression; this principle aims at
providing learners different ways of demonstrating what they know e.g. children with
language barriers might struggle to express themselves through speech therefore visual
methods of expression might be utilised.
- Principle 3: Provide multiple means of engagement; this principle focuses on learner
interests in order to motivate them and to challenge them appropriately.
The UDL approach promotes diversity and inclusion in the classroom and should be implemented
with curriculum design as well as lesson plan design.

Jackson (2004) suggests that the best way to educate students with ADHD is to use a three-pronged
strategy.
- Stage 1 is to assess Jamess educational needs and strengths. This assessment includes
working with multidisciplinary teams and Jamess parents, assessing both academic and
behavioural needs, using formal diagnostic assessment and classroom observations (Jackson,
2004). Certain settings and contexts where James exhibits challenging behaviour should also
be considered in the evaluation. This evaluation part of the three-pronged strategy
correlates with Principle 1 of the UDL because the teacher is working to identify best ways in
which James learns, what his learning style is and what settings are detrimental to his
learning.

- Stage 2, after evaluating Jamess unique education needs and strengths the teacher then
selects different educational practices associated with academic instruction, behavioural
interventions and classroom accommodations that are appropriate to meet Jamess needs
(Jackson, 2004). This correlates with Principle 2 of the UDL because the teacher is identifying
best activities and ways in which James can express himself.

- Stage 3 of the strategy is combining these practices into an individualised educational

program (IEP). The IPE is then integrated into the lesson plan and the classroom setting
alongside the standard program (Jackson, 2004). This part of the strategy correlates with
 Principle 3 of the UDL because the IEP is specifically designed to accommodate Jamess
needs which in return will help motivate him and help him engage with the class content.

Lesson Plan Changes

Activity 1 The overall activity was improved for all the students by adding more structure and
more detail to the activity. Jamess learning needs were also accommodated in the activity by;
- Getting James to sit in a quiet area away from high traffic and noisy areas is important
because it will help him stay focused and sustain attention (Carbone, 2001).
- Outlining the order of activities for the lesson is really beneficial for James because students
with ADHD benefit when a lesson plan is carefully organised and structured and they are
aware of what is expected of them in the lesson (Henderson, 2004).
- Outlining behavioural expectations also benefits James by letting him know what the
teacher expects of him during different parts of the lesson e.g. when there should be no
talking, when quiet talking is allowed etc. This will help James improve his listening and also
it will stop him from interrupting the teacher and other students (Henderson, 2004).
- Breaking up the 10 minute video into two 5 minute video parts and asking probing questions
improves the activity greatly for all students. Breaking down long units of work into smaller
units will definitely help James sustain his attention and focus, stay in his seat and keep
working (Jackson, 2004).
- The YouTube video activity also benefits Jamess because of his preferred learning style
Visual learner.

Activity 2 The group activity think-pair-share was implemented and James was placed in a group
where he would thrive. This activity is beneficial for James because it promotes peer-discussion and
collaborative learning. Collaborative learning and discovery learning promote Jamess strengths of
creative thinking and willingness to learn new things.

By utilising group work in the lesson plan the teacher enables James and other students to express
themselves in a variety of ways. This complies with Principle 2 of the UDL Provide multiple needs of
action and expression (Meo, 2008).

During this activity its vital that James is placed in a group that will benefit his learning; the teacher
will know this information through student observation and by implementing the three-pronged
strategy and evaluating Jamess behaviours.

During this activity the teacher also provides James with follow up directions e.g. ask him if hes clear
about the task and provide further oral directions if necessary. This is necessary for James because
he has difficulty following through instructions. Follow up directions ensure James stays on task and
demonstrates correct behaviour in the group activity (Henderson, 2004).

Activity 3 - The 21 question quiz was broken down into 3 parts and the questions were revised and
answers provided after each part. Breaking down this activity makes it more engaging and also helps
James remain focused and not lose interest.

As well as changing the activity layout the teacher also accommodates Jamess learning needs by
using private discrete cues to help James stay on task e.g. head nod. These cues must not draw
attention to the ADHD student and the teacher should avoid the use of sarcasm and criticism (Wang
& Eberhard, 2004).
The teacher also accommodates Jamess leaning needs by creating a noise free environment during
the quiz activity by turning the fan off and shutting windows and doors. This allows James to stay
focused and not get distracted by outside factors or inside noise. This sort of classroom
accommodation complies with the Stage 2 of the three-pronged strategy (Jackson, 2004).

Instructing the students to only have a pencil on their desk during the quiz accommodates James
leaning needs by minimising distractions during the quiz. This will also minimise the chance James
will engage in fidgeting behaviours during the quiz.

Activity 4 Final activity is providing students feedback on past assessment. When providing
feedback to students with ADHD its important highlight key words to draw their attention to key
points, both negative and positive points (Henderson, 2004). This will help the ADHD student to
better understand the teachers feedback.

Praising James at the end of the lesson was also part of the activity. When praising positive student
work or behaviours its important that the teacher is sincere with their praise. Students with ADHD
will pick up on insincere praise and this will make the praise less effective (Henderson, 2004).

Praising positive behaviour is beneficial for ADHD students because it shows them that the teacher
takes notice of their efforts. Its key that the teacher specifies what behaviour they are praising.
Saying good Job James is not specific praise, specific praise involves the teacher say something like
very good listening skills today James. By praising positive behaviour we are reinforcing that
behaviour.

Discussion

Catering for different learning styles is not easy but it is necessary. By Utilising the UDL approach,
Curriculum design can become more flexible and in return cater for all learners not just average
students. When educating students with ADHD teachers should implement the three-pronged
strategy. This strategy enables teachers to identify their students unique learning needs, develop
appropriate educational practices and develop an individualised educational program (Jackson,
2004). When making accommodations for students with ADHD teachers should integrate successful
behaviour interventions, classroom accommodations and correct academic instruction (Henderson,
2004). By considering all these factors teachers will be able to create a supportive learning
environment that successfully caters for students with ADHD and all other students in the classroom.
References

Carbone, E. (2001). Arranging the classroom with an eye (and ear) to students with ADHD. Teaching

Exceptional Children, 34(2), 72.

Curry, C. (2003). Universal design: Accessibility for all learners. Educational Leadership, 61(2), 55-60.

Grice, K. (2002). Eligibility under IDEA for other health impaired children. School Law Bulletin, 33(3),

7-12.

Gould, A., & Vaughn, S. (2000). Planning for the inclusive classroom: Meeting the needs of diverse

learners. Journal of Catholic Education, 3(3).

Henderson, K. (2004). Teaching children with attention deficit hyperactivity disorder: instructional

strategies and practices. US Dept. of Education, Office of Special Education and

Rehabilitative Services, Office of Special Education Programs.

Jackson, S. (2004). Teaching children with attention deficit hyperactivity disorder: instructional

strategies and practices. DIANE Publishing.

Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD.

Journal of pediatric psychology, 32(6), 643-654.

Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a

high school reading comprehension program. Preventing School Failure: Alternative

Education for Children and Youth, 52(2), 21-30.

Wang*, X., & Eberhard, P. (2004). Engaging ADHD students in tasks with hand gestures: a

pedagogical possibility for teachers. Educational studies, 30(3), 217-229.