As the school year begins for most kids, the topic
of ADHD and specialized intervention plans for those with learning disabilities
will be a hot topic. Over the next six
weeks, we will be releasing some great content on how we can help create
effective learning environments for these children both in the academic and
martial art classroom. We will also be
identifying ways that KMA helps to integrate these concepts into our everyday
delivery of service.
TOPIC 1 – WEEK ONE
Reference: Meeting the
Needs of Students With ADHD
Steps
you can take to foster greater productivity, order, and calm for these
learners.
By Merle Huerta
January
22, 2015
Making Learning Child-Centered
Child- or
student-centered learning presumes that students who are drivers of their own
learning will be more invested and motivated. It’s a tenet of the
constructivist learning theory first proposed by Jean Piaget, and it considers
the learning styles, preferences, and interests of the student. It encourages incidental learning.
It’s also a way to
accommodate a child with ADHD. The teacher maps out goals and resources, and
assumes a facilitator role. Students work in small groups, with a partner, or
independently. Gaming, MOOCs,
hands-on activities, small-group activities, webquests, and mini-lessons can
all be integrated as resources.
The KMA Difference
Here
are a few ways that our approach to teaching helps to achieve the goals of
Child-Centered Learning:
·
Focus Boards
·
Class Plans
·
Utilizing Touch
·
Focus Anchors
·
Success Passports / Videos
·
Stripe Testing
Focus
Boards are setup prior to traditional martial art classes to give
students a Map of their learning focuses.
This helps to set expectations, provide structure, and a resource for
training. Students can match up the
colors and topics from the focus board on the wall with the success passport in
order to tie the knot between their classroom training and home practice.
Daily class plans blend independent, group, and partner
activities. This diversity keeps the
students engaged while exposing them to various stimulus.
Instructors utilize physical
targets to provide students with kinesthetic learning opportunities. Additionally, instructors use "appropriate
touch" to move students' bodies into position and help them
"feel" how to perform techniques correctly.
Instructor utilize Focus Anchors
to help bring distracted or over-active groups or individuals back to a state
of concentration. Phrases like,
"Eyes on Who…Eyes on You Sir", "Who Are We, Moo Sah Sir", "Focus
Clap 1, 2, 3….", "Focus Your Mind, Focus Your Eyes, Focus Your
Body", etc. are all methods of gaining the attention of students and
helping them to transition from high energy activities back to a state of
listening and attentiveness. Cones and
other physical targets are used to help students maintain order and structure
while performing line drills, relays, and other group activities. Additionally, instructors use the student's
name regularly throughout the class in order to capture their attention and
reinforce good eye contact.
Success Passports and videos are used to help enhance the learning
experience by providing tangible materials for students to use, see, and work with
outside of the school. This helps build
retention and allows for independent learning.
Stripe Testing is used to provide students with
"SMART" goals (Specific, Measurable, Attainable, Realistic, and Time
Oriented". This allows students to
focus their learning on smaller pieces of information at one time in order to
make retention more conducive to their learning style.
Not a Member of Our School?
Do You Want More Information?
Call: 614-899-9033
View: www.koguryoma.com
Visit: 6015 S Sunbury
Rd, Westerville, 43081
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