Bula Sánchez, Juan David2020-06-022020-06-022020-06-01https://repositorio.unicordoba.edu.co/handle/ucordoba/2709Differentiated 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.INTRODUCTION ....................................................................................................................................... 13THEORETICAL FRAMEWORK .............................................................................................................. 172. 1 ADHD .............................................................................................................................................. 172.2 Differentiated Instruction .................................................................................................................. 192.3 DI for Content ................................................................................................................................... 222.4 Curriculum Design ............................................................................................................................ 252.5 Attention ............................................................................................................................................ 262.6 Literature Review .............................................................................................................................. 26METHODOLOGY ...................................................................................................................................... 303.1 Type of Research ........................................................................................................................... 303.2 Context and Participants ................................................................................................................ 343.3 Data Collection Procedures ........................................................................................................... 34FINDINGS .................................................................................................................................................. 36DISCUSSIONS ........................................................................................................................................... 68CONCLUSIONS ......................................................................................................................................... 71REFERENCES ............................................................................................................................................ 73APPENDICES ............................................................................................................................................. 79application/pdfengCopyright Universidad de Córdoba, 2020Trabajo de grado - Pregradoinfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)TDAHInstrucción diferenciada en contenidoLección de claseADHDDifferentiated Instruction in ContentLesson Plan