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Promoting adhd students’ attention span through lessons with differentiated content

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dc.contributor.authorBula Sánchez, Juan Davidspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-02T19:41:23Zspa
dc.date.available2020-06-02T19:41:23Zspa
dc.date.issued2020-06-01spa
dc.description.abstractDifferentiated instruction is a pedagogical strategy that seeks for ways to include all students’ learning styles and needs in the classroom. Deborah Blaz and Tomlinson (2005; 2006) highlight the benefits of a Differentiated Instruction (henceforth DI) for students such as with ADHD, for decreasing their levels of inattention and hyperactivity during lessons. Even though there have been many studies using DI for ADHD students, there have been few focused on only increasing the students’ attention span. In other words, research studies for ADHD students using this pedagogical strategy are rich on suggestions to overcome the most common features of ADHD like hyperactivity and inattention as a whole. However, differentiating content in lesson planning for only gripping attention and maintaining it for longer periods is lack in research. The purpose of this study is to propose a unit with series of lessons to favor the analysis on how ADHD students’ attention span may improve while using Differentiated content in EFL lessons, and to highlight the specific adaptations and differentiations the teacher needs to do in order to enhance the students’ attention. The designed lessons will be taken from the Suggested Curriculum, and they will be adapted for a DI in Content. This research study will offer suggestions on how to enhance students’ attention for longer periods in the EFL lessons, and to understand which adaptations may work to enhance attention skills. Lessons will be designed taking into account national guidelines such as the Suggested Curriculum for primary as well as the Basic Learning rights. These lessons will offer a strong DI in content so students with ADHD students might enhance their attention while learning English as a foreign language. Moreover, social inclusion for ADHD students in regular classrooms is meant for the study. As a result of the present study four lessons were created so be applied in a context where conditions and suggestions are met assertively.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas extranjeras con énfasis en inglésspa
dc.description.tableofcontentsINTRODUCTION ....................................................................................................................................... 13spa
dc.description.tableofcontentsTHEORETICAL FRAMEWORK .............................................................................................................. 17spa
dc.description.tableofcontents2. 1 ADHD .............................................................................................................................................. 17spa
dc.description.tableofcontents2.2 Differentiated Instruction .................................................................................................................. 19spa
dc.description.tableofcontents2.3 DI for Content ................................................................................................................................... 22spa
dc.description.tableofcontents2.4 Curriculum Design ............................................................................................................................ 25spa
dc.description.tableofcontents2.5 Attention ............................................................................................................................................ 26spa
dc.description.tableofcontents2.6 Literature Review .............................................................................................................................. 26spa
dc.description.tableofcontentsMETHODOLOGY ...................................................................................................................................... 30spa
dc.description.tableofcontents3.1 Type of Research ........................................................................................................................... 30spa
dc.description.tableofcontents3.2 Context and Participants ................................................................................................................ 34spa
dc.description.tableofcontents3.3 Data Collection Procedures ........................................................................................................... 34spa
dc.description.tableofcontentsFINDINGS .................................................................................................................................................. 36spa
dc.description.tableofcontentsDISCUSSIONS ........................................................................................................................................... 68spa
dc.description.tableofcontentsCONCLUSIONS ......................................................................................................................................... 71spa
dc.description.tableofcontentsREFERENCES ............................................................................................................................................ 73spa
dc.description.tableofcontentsAPPENDICES ............................................................................................................................................. 79spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2709spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en lenguas extranjeras con énfasis en inglésspa
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dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsADHDspa
dc.subject.keywordsDifferentiated Instruction in Contentspa
dc.subject.keywordsLesson Planspa
dc.subject.proposalTDAHspa
dc.subject.proposalInstrucción diferenciada en contenidospa
dc.subject.proposalLección de clasespa
dc.titlePromoting adhd students’ attention span through lessons with differentiated contentspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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