Vetted Presentation Lesson Plan Template

Stage 1: Desired Results

What are the goals of this lesson? (For example: What do you want your students to know
after the lesson?
SWBAT:
Learning
● Describe conditions and symptoms of ADHD
Objectives
● Understand the differences between the various types of ADHD and what makes
them different
● Take away teaching strategies for students with ADHD

Stage 2: Assessment Evidence

How will you know if your students achieved your goals? (For example: An exit slip)
Assessment ● Growth in end discussion- if students have new ideas of what ADHD is like/how to
Considerations best accommodate it in the classroom

Stage 3: Learning Experience

Google Slides - created
Tech to and opened Resources Laptop
Do ** Ask all students to have to Bring Timbits :)
a laptop**

Time Content/Description Notes

Introduction:
● Poll Everywhere: What is the first word that comes to mind when
thinking about ADHD? Guide the class towards submitting their
word to appear on the word cloud.
● Discuss word cloud and what the class already knows on ADHD-
signs, symptoms, differentiation ideas, etc. Not going to be
5 min intro ○ Ask the group what they know, allow classmates to raise writing on
their hands to share what they would like whiteboards
● Say to class: The presentation will debunk many of the myths
about ADHD ; the things you currently know might not be wrong,
but the stereotypes surrounding ADHD are very different than
the facts.

Body: ​Examine what ADHD looks like- 10 min of lecture

● Slide 3​ Cailey: ADHD Information, three different types and
general symptoms.
○ Talk about the change in classification from “disruptive
behaviour” to “neurodevelopmental” disorder.
10 min ○ Talk about the issues that these stats show. ADHD not
lecture, 10 being taken seriously enough as a factor in need of
min activity differentiation in schools, and the stereotypes that have
led to over-diagnosis in boys and under diagnosis in
girls.
● LaRae ​Slide 4​: Show slide about the children
○ ASK: what students do you think has ADHD? base on
shirt colours (green shirt, white shirt, etc.)
 ○ It could be the boy in the black, messing around with his
shoe, but it could also be the girl in the white staring off
into space.
● LaRae ​Slide 5​: The different types of ADHD (Inattentive type and
hyperactive- impulsive type) and how they manifest differently.
○ I have inattentive type ADHD that is more prominent in
females.
○ My dad and my brother were diagnosed with ADHD
after I was, both with inattentive type.
○ There is a gender divide in generalizations but people of
any gender could be diagnosed with any type ADHD.
○ The rate of diagnosis is naturally skewed because of the
way these different types are manifested, one being
more external and the other more internal.
■ Also because of the different rates in which
boys vs girls mature/ develop and this being a
neurodevelopmental disorder, naturally lends
itself to over diagnosis of boys and under
diagnosis of girls.
○ There are some people with combination diagnoses,
and just being diagnosed with one doesn’t mean you
don’t have symptoms typical of the others as well.
● Slide 6-7​ Quick stats- Keira
● LaRae​ Slide 8:​ ADD vs ADHD
○ ADD and ADHD use to be distinct diagnosis people could
receive, with ADD being used to refer to what is now
known as “inattentive type ADHD.”
○ Hyperactive- impulsive type ADHD use to be what ADHD
would refer to.
○ ADD was removed as it caused misunderstandings
about the nature of inattentive type, and combination
ADHD. It still has hyperactivity, just a different kind.
● Cailey ​Slide 9​ How to tell if a student has ADHD: there are many
commonalities with behaviours, it is important to keep in mind
that every student will show ADHD differently, and that every
student may show ADHD tendencies but that doesn’t mean they
have ADHD
● Cailey ​Slide 10​ Common Behaviours: there are many different
behaviours but some common ones include,
○ Lack of focus
○ Avoidance of tasks needing extended mental effort
○ Mistakes
○ Daydreaming
○ Trouble getting organized
○ Forgetfulness
○ Self focused behaviour
○ Interrupting
○ Trouble waiting their turn
○ Emotional turmoil
○ Fidgetiness
○ Problems playing quietly
○ Unfinished tasks
 ● LaRae​ Slide 11​ Controversy: Some people don’t recognize ADHD
as a legitimate diagnosis to receive and see it more as a North
America social problem than a medical problem.
○ See it as treating regular childhood characteristics as a
medical condition.
○ The over diagnosis of young boys and using medication
as the first and only line of defense does not sit well
with some people for obvious reasons.
○ That does not mean that it is not a legitimate condition
that can be improved through behavioural therapy and
medical intervention, but perhaps it means that our
system of diagnosis could use another look.
● Slide 12​ Brain Scan- LaRae
○ There have been lots of theories about physical markers
of an ADHD brain, including dopamine levels and
physical size/ development rate of certain areas.
○ While the DSM5 lists some of these things as possible
characteristics, they are not necessary for a diagnosis.
● Slide 13​ Lead into Activity- Keira
Activity:
● Keira explain how to get to game (​slides 13-17​)
○ Allow for 5 minutes to play the game- game can act as
sponge if we rip through slides
○ Debrief after game- what do you think?
○ What did you notice? - share with table groups
Closure
● Slide 18​: What can Teachers Do?- Fallyn
● Fallyn - ​Slide 19
● Implications for learning and differentiating in the classroom:
○ Because students have underlying processing difficulties
that give rise to their inattentive/distractible and
impulsive/hyperactive behaviours we must understand
these processing difficulties to differentiate in the
classroom
○ These processing difficulties represent a delay and ​not a
loss of executive function (like students with a brain
injury)
○ Talk about general accommodation principles
● Differentiation Strategies:
○ Not a one size fits all
○ Strategies for students
○ Bouncy Band
○ Fidget with your digit
○ Wobble stools
● Revisiting PollEverywhere to examine what ideas have changed
○ See what myths are dispelled
● End with a discussion on takeaways from the presentation and Leave Word Cloud
some things you can bring into your teaching. up
○ Share at table- not whole class
○ Disperse around the tables and listen in- ask each table
for their one thing
○ If time, ask if they have any questions for us.