Evidence approaches to respond to diverse student needs. Here , i intend to examine the topic of teaching to neurodivergent students with an emphasis on ADHD.
Background and introduction
As course leader of a brand new course at LCF (BA Fashion Marketing and Content Creation), I am challenged with the a blank page of teaching . No previous cohorts or legacy to work with. I have been teaching at LCF though for 7 years now and the shift in cohort diversity is almost unbelievable My classroom today sums up the post brexit/post pandemic student landscape we find ourselves in in higher education in the UK. Increased home students…..but home students who have barely left home. And some extremely engaged wealthier international students who are here to be pushed and challenged. There are less language barriers then previous years – but there are more social and disability issues then we have ever seen before.
Evaluation
Unit planning around diverse student needs has been limited in terms of congitive and divergenent learning. Units and SOWs have been planned with an aim of an inclusive classroom but this has predominantly focused on diverse materials and reference material. The focus has historically addressed international cohorts with diverse backgrounds as opposed to diverse learning needs. The unit delivery design has also foused on a split between lecture and seminar time to allow for interactive classrooms.
Inclusivity is being achieved from this point of view. We have been highlighting case studies from varying cultures and territories to ensure there is diverse representation in teaching materials. But content and assets for new cohorts with increasing mental health issues has not really been developed. The academic focus on delivering theory and academic writing is causing issues with the growing number of neurodivergent students who may have lost valuable education time in Covid. What I am starting to see, is an increased need for very prescriptive guidance around summative assessment where students with more complex learning struggle to follow weekly delivery and independent study.
Group work has so far been a very difficult process. Students are not willing to collaborate if they do not feel comfortable with their group. This continues to be forced but attendance is dropping heavily during group work units.
Feedback and observations:
- significant attendance decline during group work
- lack of note taking or curious questions around assessment
- good reactions to interesting and controversial debates and visual materials. Debate engages the students if they feel “included:
- Relevant brand case studies resonate with the various cultures in the classroom
- Seminars with limited tasks or activity causes apathy in the class.
The priority going forward is to continue with the inclusive content delivery but to now shift focus to the neurodivergent cohorts.
Moving forward
I have been reflecting on my microteaching session to explore the topic of attention disorder in the classroom . I find it incredibly interesting to note my own ADHD…and I do not have the condition! Even as an adult learner in a very engaging space and environment, i struggled to remain focused and interested during some sessions. I felt this was down to me not feeling included in the topic or that the topic was just not of interest to me. This has made me question if it is ever possible to satisfy all learners….
Actions
Seminar delivery – I am planning to adjust my delivery further to include more practical workshops and object based learning to accommodate the ND learners and those who need bite sized chunks of learning and delivery. 15mins sprints with a response – as opposed to longer periods of theory delivery. ‘Games’ and polls are also to be considered to generate further excitement.
Breaks – Self managed breaks. ND learners to be take time out when they are feeling disengaged. There is a plan to announce this strategy at the start of classes.But the ND learners are sometimes the most disruptive in the class and cause some anxiety with our other learners who do not want the delivery to be changed, reduced or interrupted.
Mentors – Sign up tutorials with mentors who also have similar conditions to break down the learning outcomes and requirements and to run mini break out sessions during seminar time.
Group work – Safe space group work. Working towards a soft introduction to this and not rushing the process. Bite size sessions of collaboration together to experience working as a team but in small, managable chunks.