Embedded Files
Identify a Barrier to Participation & Create a Support Resource
I asked an 8th grade student what their biggest challenge was while distance learning. I was not surprised to hear the answer: staying focused. For a support resource, I created the handout/poster with focus tips, aimed at a middle school audience.
Focus-Help.pdfPrimary NSQ Standard Demonstrated:
F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent traditionally underserved groups.
Reflection
My poster demonstrates a Level 2: Insight mastery of the F1 NSQ standard. Using my own observation and input from my student, I was able to identify a need and create a support resource. The resource is applicable to all learners, but created with an ADHD diagnosis in mind.
While I have a decent understanding of learning differences based on my own research and experience, I don't have the formal training to independently identify a disability. I have a basic understanding of how to monitor and interpret learner progress. So I would rely on the help of teachers and support staff for this.
I think my project shows creativity and high-level thinking about how to help and engage students with focus challenges. While not formally trained, I know how to find reputable resources for fact-based and current information. I used websites like ADDitude and Understand.org for tips, as well as my own experience.
I created the poster in Google Slides. I imagine it hung up on a classroom wall. To take this idea further and make it interactive, it could be hung up near a bulletin board where students could add post-it notes with their own ideas and suggestions.
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