Learners-with-Difficulty-in-Remembering-or-Concentrating_dec 21,2022.pptx

Department of Education
1
TEACHING LEARNERS WITH
DIFFICULTY IN
REMEMBERING OR
CONCENTRATING

Objectives
After the session, participants will be able to:
1. Identify the characteristics; the appropriate
strategies and activities in teaching learners
with difficulty in remembering or concentrating
2. Determine the accommodations that will support
the learners with difficulty in remembering or
concentrating
3. Express commitment in helping learners with
difficulty in remembering or concentrating

Time to play!

Name the Pictures as Many as You Can!
▪ The pictures will be shown for 3
seconds. Look at them and try to
remember as many pictures as you
can.
▪ Get a paper and name the pictures by
listing them down for 1 minute.
▪ Whoever has the most number of
pictures remembered and written
wins.

Name the Pictures as Many as You Can!
▪ Write/Name the pictures in 1 minute
in your notebook.
▪ Whoever has the most number of
pictures remembered and written
wins.

Questions to Ponder
1. How did you try to recall things shown or
flashed in the activity?
2. Are there times in your life that you
forget things or events that are important
to you? What happened when you forgot
those things or events?
3. If you felt this way, how do you think a
child would feel if this happens to them
regularly?

Option 2: Remember Me!
1. Get your mobile gadgets to access the online memory
game.
2. Access the link through the following.
https://www.helpfulgames.com/subjects/brain-
training/memory.html
https://interacty.me/projects/6931e63bab5e25cb

Option 2: Remember Me!
3. Individually play 1-2 rounds of 16 cards from the
online memory game.
4. Take note of the accuracy and knowledge points
that you get from the results of the game.

Let us Learn More about
Learners with Difficulty
in Remembering or
Concentrating!

Intellectual Disability
Learners with intellectual disability have
memory deficits resulting to difficulty in
remembering information and difficulty on self-
regulations. The term “intellectual disability” is a
medical term and can be used only to label
learners who have completed medical diagnosis
from a developmental pediatrician, but those
learners who have no medical diagnosis and
observed to have memory deficits shall be
considered to have difficulty in
remembering/concentrating.

Characteristics of Learners with
Difficulty in Remembering/Concentrating
A. Physical and Motor Characteristics
1.Is slightly lighter in weight than most children
of his own group.
2.Is shorter in height than most children of his
own age group.
3.Walks with stooping shoulders.
4.Walks with uncoordinated swaying of the
arms.
5.Tendency to trip or stumble over objects while
walking.
6.Tendency to drop objects and articles.

Characteristics of Learners with Difficulty
in Remembering/Concentrating
7. Has difficulty in maintaining balance
while jumping, hopping, and skipping.
8. Has difficulty in using scissors.
9. Has difficulty in using knives for
slicing, paring, and cutting.
10. Finds difficulty in typing shoelaces,
ribbons or sash.
11. Is unable to hold pen or pencil
correctly.

Characteristics of Learners with Difficulty
in Remembering/Concentrating
12. Has difficulty in tracing circle, square
and triangle.
13. Has difficulty in drawing a circle.
14. Has difficulty in drawing square.
15. Has difficulty in drawing a triangle.
16. Has difficulty in writing letters of the
alphabet.
17. Finds difficulty in writing numbers.

18. Has the following physical deformities:
a. Slanted eyes with coordinated eye
muscles
b. Protruding forehead
c. Large protruding tongue
d. Wide face
e. Disproportionately short hands
and fingers
f. Broad hands with fingers having
square ends

g. Teeth that are peg shaped and
chalky
h. Swollen eyelids and eyes that are
half-shut
i. Short thick neck
j. Short thick legs
k. Large head
l. Disproportionately small head
m. Dry, course and scaly skin

B. Personal/Social Characteristics
1. Tendency to be alone most of the time.
2. Easily cries.
3. Tendency to get angry at a slight provocation.
4. Lacks concern and attention to events and people
around him.
5. Talks and laughs in an unnecessarily loud voice.
6. Tendency to over react to events and people
around him.
7. Does not care about the feelings of others.
8. Does not laugh easily when confronted with
funny situations.

C. Learning Characteristics
1. Has short attention span.
2. Has poor memory.
3. Has difficulty in comprehending
situations in communication.
4. Is easily distracted around him.
5. Has difficulty in finishing work that has
been started.
6. Perseverates or repeats unnecessary
action.
7. Has reversals in written work.
8. Has difficulty in relating isolated facts into
meaningful ideas.

D. Spoken Language
1. Refuses to talk
2. Has the tendency to speak in words or
phrases instead.
3. Tendency to talk in sentences with
grammatical errors.
4. Has immature or improper vocabulary.
5. Tendency to have articulation problems such
as: a. Omissions
b. Substitutions
c. Additions
d. Distortions
6. Gropes for words to express himself

Accommodations to Support Learners
1. Instructional Accommodation
a. Simplified instruction
b. Flexible time/schedule
c. Multi-sensory activities
d. Use pictures and mnemonics for
memory
e. Offer choices
f. Provide adaptive materials to cater
different learning styles (e.g. use
calculator in computing)
g. Token economy system
h. Provide more assistance

i. Group them in small group
discussion/instruction.
j. Use chants or songs to recall or review
academic concepts in different core
subjects.
k. Incorporate arts
l. Involve them in extra-curricular
activities such as: sports, clubs,
and scouting.

2. Environmental Accommodation
a. Carefully consider and monitor
seating arrangement in the
classroom.
b. Visual daily schedule
c. Arrangement of non-distracting
material.
d. Structure activities to foster
interaction

e. Develop a procedure for the
learner to ask for help (e.g. cue
card, raising hand).
f. Arrange the classroom
environment so learners have
many opportunities to practice
personal care and self-help skills.

3. Test taking/Assessment Accommodations
a. Provide thorough reviews before tests
b. Oral assessment for learners with poor
motor skills.
c. Reduce the number of items/
activities but still measure the
needed competencies.
d. Provide flexible time for learners to
complete written works or projects.
e. Give examples on how to answer
items in the test.

f. In constructing the test
questions, follow these simple
reminders:
• Use short and simple sentences to
ensure understanding.
• Increase difficulty of tasks over time.
• Include pictures or illustrations and
not purely text.

Session Guide
✔ techniques used to help students become
independent, strategic learners
✔ students independently select the
appropriate ones and use them effectively
to accomplish tasks or meet goals
Instructional Strategies Appropriate for LDRC

Instructional strategies can:
motivate learners help them focus attention
organize information
for understanding
and remembering
monitor and
assess learning

✔analyzes the thinking process involved
in performing a task
a. Instruction by another person
b. Overt self-instruction
c. Covert self-instruction
1. Cognitive Behavior Modification

✔learners learn appropriate behaviors
by observing and imitating others
2. Modeling

✔ based on the premise
that some learners
learn best when
content is presented
in several modalities
✔ also known as VAKT
(visual-auditory-
kinesthetic-tactile)
3. Multisensory Method

a. Positive Reinforcement
Sensory stimulation may include lights,
sounds, music, tastes, smells – preferred activities,
favorite foods and drinks.
Social reinforcers include attention, approval,
praise, hugs
4. Behavior Modification Technique

b. Fading
Positive reinforcement must not be
stopped abruptly but gradually tailed off.
4. Behavior Modification Technique

✔involves pairing a competent student
with a student who has difficulty in a
particular academic area
✔also used to improve social skills
5. Peer Tutoring

✔may be used by the teacher to
encourage students to project or
express their feelings and emotions
✔Creative activities:
⮚role playing
⮚puppetry
6. Projective Techniques
provide an opportunity for
the learners to express
feelings and reduce
frustrations with few
constraints

Learners often do better when
they are in a group because behavior
difficulties become lesser and learners
motivate each other. Giving them tasks
to accomplish boost their concept of
responsibility.
7. Group Learning

✔use to teach them cognitive skills while
playing
8. Play-Based Learning

✔also known as differentiated instruction
✔can be done by differentiating the
• Content (what is learned)
• Process (how the content is taught)
• Product (how the learning is observed
and evaluated)
9. Individualized Instruction

Breaking down a complex task into
simple sub-tasks. This will help frustration
level down and enable learning to take
place.
10. Task Analysis

✔an approach that
utilizes available
appropriate low-cost
and craft materials for
the development of
different teaching-
learning experiences
and activities
11. Arts and Crafts Approach

To stimulate visual reasoning and learning
• Text and/or pictures on paper, posters,
models, projection screens, computers or
flashcards
• Use of color for highlighting, organizing
information or imagery
• Graphic organizers, outlining passages
• Student created art, images, text, pictures
and video
Multi-sensory Materials that support the learning
of LDRC

To stimulate tactile learning
• Sand trays, raised line paper, textured
objects, finger paints and puzzles to
improve fine motor skills
• Modeling materials such as clay and
sculpting materials
• Using small materials called manipulatives
to represent number values to teach math
skills
of LDRC

To stimulate kinesthetic learning
• Games involving jumping rope, clapping or other
movements paired with activities while counting
and singing songs related to concepts
• Any large movement activity for learners
involving dancing, bean bag tossing o other
activities involving concepts, rhythmic recall and
academic competition such as quizzes, flash
card races, and other learning games
of LDRC

To stimulate auditory learning
• Books on tape, peer assisted reading,
paired reading and computerized text
readers
• Video or film with accompanying audio
• Music, song, instruments, speaking,
rhymes, chants, and language games
of LDRC

Time to Practice!
1. Recall a learner that you think has
difficulty in remembering or
concentrating.
2. In your notebook, write the characteristics
of this child in first column. In the second
column, write accommodations or
strategies you think appropriate for him or
her.
3. Participants will be called to share their
outputs.

My Learner with LDRC
Characteristics of My
Learner
Accommodation/Strategies
1. Poor memory Use pictures and
mnemonics
2. Difficulty in drawing
shapes
Use multi-sensory activities
3.
4.
5.

TIME TO PONDER!
Dear Teachers: Heartfelt
Advice for Teachers from
Students
https://youtu.be/ITMLzXzgB_s

TIME TO PONDER!
“It shouldn’t matter how
slowly a child learns as long
as we are encouraging them
not to stop.”
~Robert John Meehan~

References
⮚ Training Module on Inclusive Education
Teaching Learners with Difficulty in Remembering or Concentrating/
Intellectual Disability
⮚ Handbook for Learners with Exceptionalities
 https://youtu.be/ITMLzXzgB_s

Thank You
and
God Bless Us all.

Learners-with-Difficulty-in-Remembering-or-Concentrating_dec 21,2022.pptx

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