Previously, I posted about how I need to be more innovative when teaching my students who have dyslexia and ADHD. Seems that their comorbidity actually compels them to learn while on the move. So, I would do well if I don’t fight their desire to move.

Luckily, my school has this innovative feature called Ideapaint which is installed in some of the facilities. Ideapaint possesses some kind of magnetic quality that empowers students to doddle on the wall without vandalising it. Of course, you can point out that students can just doddle on the whiteboard but there is just something different about being able to scribble stuff on the wall, I reckon. This student apparently agrees with me because he spent quite some time drawing what he has remembered from his camping trip last week.

After he finished drawing on the wall, I got him and his classmates to write short notes about the camp using stickers. Yes, they may be teenagers but they have not outgrown stickers yet. It is my hope that the novelty of pasting letter stickers will help them retain the spelling of various words better.

I guess it was an okay lesson since students were fairly engaged even though ideally, I would have liked to marshal them through a more rigorous lesson. But I guess I have to meet where the students are at.

Anyway, I have a question. If some students with dyslexia convey information mainly in the form of images, how do I get them to plan for essay writing given that they find it challenging to spell and employ the verbal form? Food for thought! Hope I will have something to report back soon.