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宿題:
週1時間. Students will are given practical psychology based experiments to help them level up their ADHD by trying them with chores, homework or self-interest activities. They are then encouraged to share their experience in the classroom where feedback is given.テスト
All assessment is done in the classroom through practical and encouraging feedback and optimized with more research backed tips to help students and parents support their ADHD experience.この文章は自動翻訳されています
このクラスで学べること
This is a FLEX follow-on version of Adventures in ADHD. It's a really popular course! --------- INTRODUCTION 🤗 --------- WELCOME to ADHD: The NEXT Level. In this course, we will explore how the ADHD brain works, the science behind it, and give you practical strategies to help turn your ADHD into a superpower. --------- 🧑🎓 FOR STUDENTS: For you, the student, this is all about perspective and self-empowerment. We will dive into what make you tick as an ADHD-er! (NEW word!). We will talk about why focus, impulse-control, delaying gratification, rejection sensitivity are things pretty common to having ADHD. It's more than okay to have all of these! We will look at other issues related to ADHD and use reframing to give you a more positive outlook on what it means to have ADHD and how to see it in a new way that makes you view goals as achievable and fun! We will have an opportunity for you try out a weekly experiment that you get to make your own and come back and report how it worked. We will make the school chat conversations safe, fun & interactive! :) ----------- 👪 FOR PARENTS: This is designed to give students awareness, empowerment and practical tools to help each student become knowledgeable about their ADHD. This is all research based. As someone who is a Behavioral Scientist and who also has ADHD, I bring practical but fun (& relevant) science to students. Why? Because, awareness is the first step to growth. Having taught about the brain in universities and having a post-grad certificate in Neuorscience from Harvard (online) -- I will bring the most up to date information with a fun, sometimes comedic self-aware approach to this popular class. It will be interactice in the class chat and require the student to try out one practical (hopefully, life-long) strategy to use. ----------- 📑 FLEX-CLASS EXPECTATIONS: Since this is a flex-class, there are a few valuable pieces of information to note. ---------- (1) We will NOT meet in person (except, virtually in the online chat area of the classroom). (2) All interactions will be in the Classroom Chat. Students will be expected to participate in discussion, and at times, lead it by sharing their own experiences. This is meant to create a support environment. (3) All the content will be pre-recorded, and the experiments/homework will be given at the end of each video for the following week. Students will have 6-days to try out their experiment and report back through the week OR the day of class, by sharing in the chat. I will be there live (in the chatroom) to help students navigate their experiments and tweaks they can try. (4) The timezone for the classes will be on the PST Timezone. --------- 👨🏫 CLASS FORMAT BREAKDOWN --------- CLASS 1: ADHD & CHUNKING Students will be given an overview of what ADHD is and then given a task to take home and try for the week. On the day before class two, students are then required to share what they used the strategy for, how it worked/did not work, and what they could have done differently? (Remember, it takes anywhere from 66 days to 294 days to get one habit to stick, according to scientific reasearch). SOURCE: (https://www.healthline.com/health/how-long-does-it-take-to-form-a-habit). CLASS 2: HYPERFOCUSING & THE POMODORO TECHNIQUE This is the most overused and misunderstood of all ideas and techniques. Students will explore the science behind why hyperfocus seems to be the default. We will also explore the Pomodoro Technique (one of the most successful tips out there!), and how to use it and why it works. CLASS 3: MULTITASKING & PLANNING Multitasking is one of the highest praised 'skills' out there -- but, all the research shows it reduces IQ across the board. We will talk about what it is, why we do it, and why making a fun, personal robut plan is the go-to strategy to change everything related to multitasking. I will share examples and templates for students to upload for this week's task. CLASS 4: IMPULSIVITY, BREATHING & REFRAMING Impulsivity is one of the things students might struggle with. It's expected. But, there are research backed tips to help students get over these seemingly impossible bumps. They are not bumps, they are just part of the path. Reframing is how we see, talk, respond and behave based on certain interpretations. We will explore the power of reframing, research on different breathing techniques (how to do them), and more! CLASS 5: IMPATIENCE & EXERCISE No one seems to like the 'E' word, but a university research backed project shows that exercise increases delay-discounting. We jump into why ADHD'ers are impatient, what our culture does to normalize this, and how to setup a practice that makes sense. We also look at other non-exercise based alternatives to help you achieve self-mastery. CLASS 6: CHAOS & TIME MANAGEMENT Catastrophizing (i.e. worst-case scenario thinking) seems to be the default thinking mode for ADHD - however, time management seems to be the key to help down-regulate the amygdala. We will explore catastrophizing, why we do it, and how to overcome it. Structure can be fun! --------- CLASS STRUCTURE: -------- 10min: Weekly Introduction 20 min: Learning skills/Why we do what we do. 20: Practicing Skills, Creating commitment devices, Worksheets 10: Questions and Ideas on what has worked/what hasn't worked. ----------- NOTE: Most classes offer real-time tips and strategies to use as 'homework' -- only one class has a PDF/Template to use. The homework (I call these EXPERIMENTS) are designed as behavioral stackables. Meaning, they can build on and support each other and be life-long if applied as shared. TEACHING STYLE: I believe teaching should be fun. I believe ADHD can be something transformed into a personal superpower and like to be supportive, inspirational and fun. INTERACTIVITY: This class is all about interaction and building confidence in social settings (virtual or otherwise) -- so, I want to reinforce, that I will be available and ready to help. REALLY looking forward to meeting you all & inviting you into the classroom!!! -----------------
学習到達目標
How to reframe ADHD.
How to use science backed strategies to help to UPLEVEL student's ADHD.
How to maximize what are considered typical ADHD struggles and turn them into strengths.
Taking hyperfocus and turning it into flow.
Taking abstract adversion and turn it into making a plan.
Gamifying each strategy and creating subjective reward systems that work.
その他の情報
保護者へのお知らせ
All class content is sensitive and age appropriate.
受講に必要なもの
Not Applicable.
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。
使用する教材
SOURCES:
BEHAVIORAL STACKING: https://www.verfacto.com/blog/behavioral-data/behavioral-tracking-ecommerce/#:~:text=What%20is%20Behavioral%20Tracking%3F,and%20create%20more%20effective%20campaigns.
CHUNKING: https://www.mindtools.com/a8u1mqw/chunking
THE POMODORO TECHNIQUE: https://en.wikipedia.org/wiki/Pomodoro_Technique
PLANNING: https://edgefoundation.org/6-strategies-to-make-hyper-focus-work-for-you/
DELAY DISCOUNTING & EXERCISE: https://pubmed.ncbi.nlm.nih.gov/28033718/
CATASTROPHIZING: https://www.medicalnewstoday.com/articles/320844
先生について
教師の専門知識と資格
I am a behavioral scientist, social psychologist and I too have ADHD. I also a post-grad certificate in Neuorscience. I also have taught in American and British schools. I have previous experience working with students in many different neurodiverse categories. I also have 2 ADHD courses here on Outschool.
I am outgoing, creative and encouraging in how I teach my classes.
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