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ARMY POLYTECHNIC SCHOOL

ARMY POLYTECHNIC SCHOOL. DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM VIVIANA A. VALLEJO DEL CASTILLO. TITLE:. ANALYSIS, DESIGN AND APPLICATION OF AN APPROPRIATE TEACHING ENGLISH METHODOLOGY FOR

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ARMY POLYTECHNIC SCHOOL

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  1. ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM VIVIANA A. VALLEJO DEL CASTILLO

  2. TITLE: ANALYSIS, DESIGN AND APPLICATION OF AN APPROPRIATE TEACHING ENGLISH METHODOLOGY FOR PRE-SCHOOL CHILDREN WITH ADHD (ATTENTION DEFICIT HYPERACTIVITY DISORDER) IN THE BILINGUAL KIDS CENTRE “BLUE SKY”

  3. MENU GENERAL ASPECTS OF ADHD PROBLEM STATEMENT PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC ACTUAL SITUATION LEARNING PROBLEMS ADHD STUDENT SYMPTOMS METHODOLOGIES RESEARCH TYPE AND DESIGN SAMPLE CLASSROOM MANAGMENT RESULTS CONCLUSIONS AND RECOMMENDATIONS

  4. SUB MENU ADHD HISTORIC OUTLINE WHAT IS ADHD ADHD CAUSES ADHD EFFECTS TYPES OF ADHD METHODOLOGY RECOMPILATIONS DESIGNED METHODOLOGIES RESULTS ANALISIS OF THE RESULTS

  5. INTRODUCTION ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it is not yet understood why.

  6. ADHD HISTORIC OUTLINE 1902 GEORGE STILL 1960 VIRGINIA DOUGLAS 1990 RUSELL BARKLEY

  7. WHAT IS ADHD ADHD is a neurological disorder that is characterized by three key symptoms: Inattention Hyperactivity Impulsivity

  8. ADHD CAUSES Imbalance in the Nervous System The neuron function comes off a small amount of chemical substance called Neurotransmitter Allergies Explained like an allergic reaction

  9. ADHD CAUSES Education Disorganized atmosphere Mother’s Pregnancy Use of drugs, alcohol, cigarettes

  10. ADHD EFFECTS SCHOOL LOW SELF - STEM HEALTH FAMILY

  11. TYPES OF ADHD ADHD IT “Predominantly Inattentive Type” Seems not to be listening Get distracted for irrelevant noise Passive Disorganized

  12. TYPES OF ADHD ADHD HI “Predominantly Hyperactive” Impulsive Moves from a place to another The behavior is annoying Seems aggressive Talks in excess

  13. TYPES OF ADHD ADHD CT “Combined Type” It is the most common type Combination of the inattentive and the hyperactive-impulsive type

  14. PROBLEM STATEMENT The scholastic evolution Parents and teachers do not know how to treat them Problem teaching a second language

  15. PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC Is the first one detecting the disorder TEACHER ADHD Diagnostic Teacher Rating Scale PARENTS Attitude problems ADHD Diagnostic Parents Rating Scale

  16. PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC NEUROLOGIST Cartography technique Clinical treatment PEDIATRICIAN ADHD is treatable

  17. ACTUAL SITUATION Several tests were made by these professionals; the ones relationated with the English learning problem were made by the psychologist in relation to the cognitive styles: 1. REFLECTION AGAINST IMPULSIVENESS

  18. ACTUAL SITUATION 2. DEPENDENCY AGAINST THE INDEPENDENCE FIELD 3. FLEXIBILITY AGAINST THE REFLECTION

  19. LEARNING PROBLEMS AUDITORY DIFFICULTIES Does not follow directions VISUAL PERCEPTION DIFFICULTY Difficult recognition of the objects

  20. LEARNING PROBLEMS MOTOR DIFFICULTIES Frequent falls Abrupt games For writing adopts extreme positions LANGUAGE DIFFICULTIES The hearing is fine, but they cannot make sense of certain sounds

  21. LEARNING PROBLEMS MEMORY Memory difficulties

  22. ADHD STUDENT SYMPTOMS Does not give close attention to details Has trouble keeping attention on tasks Does not follow instructions Avoids doing mental effort activities Loses things needed for task Easily distracted Fidgets with hands or feet Blurts up answers Trouble waiting turn Talks excessively

  23. METHODOLOGY RECOMPILATIONS 1. SOCIAL – FAMILIAR ENVIROMENT METHODOLOGIES 2. BEHAVIORAL INTERVENTIONS METHODOLOGIES 3. BEHAVIORAL – MEDICAL METHODOLOGY

  24. METHODOLOGY RECOMPILATIONS 4. IMPROVING SELF-ESTEEM METHODOLOGY 5. METHODOLOGIC STRATEGIES FOR THE SCHOOL 6. PARENTS HELPING THEIR CHILDREN IN THE SCHOOL

  25. METHODOLOGY RECOMPILATIONS 7. PARENTS HOUSE METHODOLOGY 8. PENALTY AND REWARDS SYSTEM METHODOLOGIES

  26. DESIGNED METHODOLOGIES 1. TEACHING ESL FOR ADHD CHILDREN INTERACTING TEACHER - PARENTS ACTORS English Teacher Parents

  27. DESIGNED METHODOLOGIES 2. TEACHING ESL FOR ADHD CHILDREN INTERACTING TEACHER – PARENTS – MEDICAL TREATMENT ACTORS English Teacher Parents Pediatrician (Medical Treatment)

  28. DESIGNED METHODOLOGIES 3. TEACHING ESL FOR ADHD CHILDREN INTERACTING TEACHER – PARENTS – MEDICAL TREATMENT - PSYCHOLOGIST ACTORS English Teacher Parents Medical Treatment Psychologist

  29. RESEARCH TYPE AND DESIGN The analyzed variables are: Grammar Vocabulary Class participation

  30. SAMPLE CLASSROOM MANAGEMENT

  31. RESULTS 1. TEACHING ESL FOR ADHD CHILDREN INTERACTING TEACHER - PARENTS Having a 40% the results are that the student acquired a D+ which belongs to the “Low Level”.

  32. GRAPHIC

  33. RESULTS 2. TEACHING ESL FOR ADHD CHILDREN INTERACTING TEACHER – PARENTS – MEDICAL TREATMENT The final results where that the child acquired a 60% which means he is now in the “Standard Level” with a C+.

  34. GRAPHIC

  35. RESULTS 3. TEACHING ESL FOR ADHD CHILDREN INTERACTING TEACHER – PARENTS – MEDICAL TREATMENT - PSYCHOLOGIST We can see here that the student has increased the punctuation of the three variables; he had acquired the 80% which means he is now in the “High level” with a B+.

  36. GRAPHIC

  37. ANALYSIS OF THE RESULTS

  38. CONCLUSIONS ADHD is a real deficit that starts in childhood. It can change the way children act, think, and feel. Teaching children over a period of time to recognize their behavior and to self manage is the ultimate goal This type of children need specialized teachers, people who understands about the problem and treat then differently than normal children.

  39. RECOMMENDATIONS It is important to be sure when teachers tell parents that their child may have ADHD, because maybe the professor confuses some symptoms with bad behaved children and they only need to put on some rules. If the child is taking a medical treatment is important to be sure and conscious of its benefits and its damages to the child health; choosing an appropriate medicine can change the ADHD child life. I recommend teachers and parents to keep in contact and maintain a communicative relationship by going constantly to school and ask the achievements of the boy, his necessities, so both can be aware of the child achievements or the problems he can present while he is growing.

  40. IMPOSSIBLE IS NOTHING THANK YOU

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