含まれるもの
1 ライブミーティング
週あたりの授業時間数 45 分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
英語レベル - 不明
米国の学年 9 - 12
This class provides weekly executive function coaching and support to neurodivergent teens ages 14-18 with ADHD and other learning differences. This class meets Late August- Mid June. Winter break will be November-December. Consult my course catalog for other offerings: https://docs.google.com/document/d/137fb-LliAf-0kBGDIQfZCNBUHXssBt91qmv-rqcPkJQ/edit?usp=sharing Students can join this class at any time since each session stands alone with the following structure: Opening Question (10 minutes) As we gather, we will discuss a question that relates to the topic of the day in some way or builds class community. Student Reflection and Sharing (20 minutes): Students will be given the opportunity to evaluate their academic progress for the week, share challenges that they are having in terms of executive function, and brainstorm with other students how to meet these challenges. Twenty minutes of class will be dedicated to student sharing and discussion. Students will fill out a reflection sheet about how their week is going then share some highlights of this reflection with other learners. My own sharing throughout this section of the class will be very intentional, using examples from my own life and what works for other learners to support executive function development. Executive Function Mini-lesson (20 minutes): A teacher directed mini lesson will be presented that is focused on an executive function skill that students may find challenging. This lesson will be primarily explicit instruction, but students will be invited to practice the skill or share insight into their own experience regarding the lesson topic. (For example, a quick presentation on "What is working memory?" with a follow up activity of students listening to a topic presented, making a mental picture in their mind, then recording what they saw/ remembered) Topics covered will include: focus, time management and overcoming time blindness, accountability, organization, impulse control, long term planning, note taking and study skills etc. Every class session will be followed up with a study guide or a PDF copy of the slides of my explicit instruction lesson. Students may receive an optional extension activity that they can do during the coming week after some class sessions. After their initial video check in, learners are welcome to participate on screen, with screen off, verbally, or in the chat whatever makes them comfortable. The most important thing to me is that teens are participating in class discussion and sharing your their ideas and experiences in some way! *****Note that some class sections may not meet every week due to teacher commitments. You will find more information in the topic descriptions below. This class runs late August- October, takes a winter break November-December, then resumes to meet January-June. Topics for the Fall 2024 and Winter/Spring 2025 (Schedule subject to change based on teacher availability) Week of September 1: Transitions and How to Prepare for a New Year of Learning (Sunday and Monday classes do not meet) Week of September 8: Self Advocacy Week of September 15: Study Space Organization + Email Management (Thursday classes do not meet) Week of September 21: No class meetings this week Week of September 29: Following Directions + How to Read a Syllabus Week of October 6: Task Initiation: Eat The Frog First Strategy (Weekday classes held before 3 pm PST will not meet this week) Week of October 13: Mind mapping as a Brainstorming Strategy Week of October 20: Organization: Clutter Week of October 27: Sleep ( Weekday classes held before 3 pm PST will not meet this week) Week of November 3- December 29 Class is on winter break. Resumes the week of January 5th Week of January 5: Self Monitoring Strategy: Brain Dump Week of January 12: Working Memory Strategies Week of January 19: Impulse Control Week of January 26: Mondays (Weekday classes held before 3 pm PST will not meet this week) Week of February 2nd: Two Column Summary Note Taking Week of February 9th: Motivation Week of February 16: Flexible Thinking: What’s your Plan B? Week of February 23: Friendship (Weekday classes held before 3 pm PST will not meet this week) Week of March 2: Visual Note Taking Week of March 9: Prioritizing Week of March 16: Strategies to help you focus Week of March 23: Multitasking vs Monotasking (Weekday classes held before 3 pm PST will not meet this week) Week of March 30: Class does not meet this week. Week of April 6: Making Decisions Week of April 13: Self Monitoring Week of April 20: Two Column Study Question Note Taking (Sunday class does not meet due to the Easter Holiday) Week of April 27: Transitions and Task Switching (Weekday classes held before 3 pm PST will not meet this week) Week of May 4: Planning and Project Management Week of May 11: Class does not meet this week Week of May 18: Task Initiation Week of May 25: Emotional Control Week of June 1: Staying on Task Week of June 8: Travel Planning Students will benefit from spending time with community of other neurodivergent teens with ADHD and other learning differences who are learning to manage executive function skills better so their academic and personal lives can be a little easier, and they can have more time for fun. ****My Refund Policy**** Ongoing: No refunds will be offered for missed classes. Parents, if you don’t wish to pay to hold your spot, please use the pause feature by at least the Saturday before your learner will be missing class. Transfer to a same week section is offered upon request when possible. (I recommend that you plan ahead) Videos of most class sessions will be available for review. A PDF of my slides or study guide always available after the session is over.
学習到達目標
Students will learn the executive function skills necessary to succeed in their academic and personal lives. They will work on accountability by participating in a weekly executive function check-in with other teens.
その他の情報
保護者へのお知らせ
Since this class includes learners with ADHD and other learning challenges, subjects such as 504 plans, Individual Education Plans, and the use of medication to manage ADHD may come up. In terms of medication, I always address this when it is mentioned by saying that it can be very effective to help learners manage their ADHD, but different families handle this differently. I also mention other ways to manage ADHD such as exercise and structure. This class does not constitute therapy, but rather provides ongoing executive function coaching and opportunities to connect and problem solve with other neurodiverse learners.
受講に必要なもの
Print out the Reflection Sheet and any other handouts posted for the section that you will be participating in. Pens, pencils, paper, and something to color with are always recommended to keep on hand for my classes.
クラス登録時に 1 の学習素材が提供されます
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
教師の専門知識と資格
2 教員免許
カリフォルニア 教員免許 英語/国語で
カリフォルニア 教員免許 初等教育で
修士号 University of California, Santa Cruzから 教育 へ
Bridget Smith is a teacher and parent with ADHD. Her focus on Outschool is supporting students with ADHD, other neurodivergent learners, and students with learning disabilities. She has taught over 5000 learners, including teens, with ADHD and executive function challenges here on Outschool. She is a credentialed teacher who has taught preschoolers through adult learners. Bridget is credentialed by the State of California to teach K-12 Students.
レビュー
ライブグループクラス
$17
毎週週に1回
45 分
775 人がクラスを受けました
オンラインライブ授業
年齢: 14-18
クラス人数: 3 人-12 人