Inattentiveness could be physical or medical, emotional, motivational or social in origin. For some student the same environment may be overstimulating or not stimulating enough. If considerations and changes in lesson structure do not produce results, a referral to the Learning Support Team may be beneficial.
Task list with preferred activity at the end.
Limit visual clutter.
Limit number of questions per page.
Use outlines and encourage active highlighting or note taking.
Activity-based learning.
Small group instruction or cooperative learning groups.
Begin lessons by focusing on intellectual content.
Use questions and provocations to stimulate thought and expose complexities.
Present information in the form of rigorous texts and challenging lectures.
Gain student attention before giving directions.
Ask student to repeat what has been said.
Design assessment tasks that require a questioning attitude on the part of students, and that provoke them to analyse, interpret, and organize complex ideas and data.
Testing in a study carrel.
Schedules tests in the morning if possible.
Reward attention and timely accomplishment with authentic feedback.
Identify and limit auditory distractions.
Consider strategic placement of partitions.
Seat student away from doors, windows and speakers keep the student’s desk uncluttered .
Designate a ‘quiet time’ space using earphones with relaxing music.
Adapt the classroom to reduce visual stimulation (e.g., use velcro covers for noticeboards).
Strategic seating arrangements.
Collaborative or partner activities.
Assign roles in group work to promote engagement.
Re-arranged lessons to incorporate periods of high engagement?
Provided a quiet study area within the classroom?
Considered preferential seating near teacher or peer role models?
Broken tasks down into smaller, manageable steps?
Re-designed resources to be visually appealing and engaging?