Imagine a classroom with the typical mix of neurodiverse students, all soaking in the
same history lesson as the teacher presents.
Most students listen attentively and fill in the blanks on the notes as the teacher works
through the lesson. For some, however, filling in notes is not the most direct path to
mastering the material. For those students, notes are supplied with the blanks
already completed. Other simple options for profitably understanding today’s history
lesson enhance their learning because the options tap into their strengths.
Some stay on task by manipulating the study cards on which the lesson outline has
been written, concentrating on getting the main events into chronological order.
Others lift flaps cut into cards to reveal key words from the lesson written by syllable
so they are better able to decode and recognize the important words when they
appear later in the assigned homework. (Possible picture at bottom of this document
if you want it.)
An additional scattering of students are adding to the timeline of the chapter as the
teacher covers more events in today’s lesson.
Each student is engaged in a simple, self-directed activity designed by the teacher to
help them process the information being shared during the lesson in the way that
works best for them.
Each student is experiencing learning as an active process rather than a passive one,
resulting in a more robust understanding of the lesson’s content.
This classroom can be yours.
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characteristics of a dyslexic learner, what the dyslexic student needs from you and
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room better process and master the information you are teaching through
understanding how learning works in the brain. The final two lessons are packed with
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