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HOW TO STRUCTURE LESSONS TO HELP LEARNING AND RETENTION IN A CHILD


HOW TO STRUCTURE LESSONS TO HELP LEARNING AND RETENTION IN A CHILD

Introduction
Learning and retention is the ability to hold information in mind while performing complex tasks. A young child is able to execute simple tasks -- sharpen his pencil when asked -- while one in middle school can remember the expectations of multiple teachers. Many kids with attention deficit hyperactivity disorder have weak learning and retention because distraction prevents them from taking in the information they have to remember. Parents and teachers can help students develop strategies for learning, remembering more, and, equally important, remind them to use the strategies they came up with.  This would usually be by way of sructurization or reorganization of lessons. How this can be achieved forms the backdrop of this essay.

Strategy 1: Improving learning and Working Memory/retention at School
Put home work assignments in writing. Write each assignment on the blackboard in the same place every day, so that students know where to find it. Kids with ADD/ADHD may not be listening or
paying attention when you give them oral instructions -- and you can’t rely on them to always remember instructions. Find out what they heard. Have students with weak learning and retention repeat assignment instructions and clarify any parts that they may have forgotten. Make time at the end of class for students to write down homeworkin their assignment books. Make sure the kids with ADD/ADHD are doing what you’ve asked.

Make eye contact with a child before giving him a classroom assignment. Keep homework assignments on the school website up-to-date. Parents of kids with ADD/ADHD depend on this information to make sure their kids know what to do. Speak slowly and provide information in small units. Given too much information at once, a child with weak learning and retention quickly loses track. She may still be working through the first few minutes of the lesson after you’ve moved on.. . .

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