Povzetek
V zadnjem času se pojavlja vedno več učencev z motnjami aktivne pozornosti. Po pogovoru s strokovnimi sodelavkami smo organizirale tim in si zastavile cilj spodbujati in usmerjati aktivno pozornost. Prizadevamo si, da bi učenci dlje časa vztrajali v aktivni pozornosti in da bi pri izvajanju nalog delali manj napak. V timu smo sodelovale tako, da smo vsak teden načrtovale naloge in jih ovrednotile. V razredu sem dnevno izvajala najmanj dve vaji, ki se osredotočata na eno področje (motorika, branje, pisanje, govor in jezik, predstave), in to preko dveh učnih stilov (vidno, slušno). Umeščala sem jih v učne priprave za različne predmete in jih izvajala v različnih delih ure. Včasih je bila to uvodna motivacija, drugič sem se zanjo odločila med uro, kot sprostitev, ali ob koncu ure, lahko je šlo za vmesno gibalno dejavnost, za povečanje motivacije, za izvajanje nalog, povezanih s prednostno nalogo . . .
Abstract
Improving Active Attention through Team Work
Lately there have been more and more pupils with active attention deficit disorders. Following a discussion with our teaching colleagues, we organised a team and set ourselves the goal of encouraging and actively directing active attention. We strive for our pupils to persevere in active attention and make less mistakes during the completion of their tasks. As part of our team collaboration we planned and evaluated assignments every week. During classes, I used at least two exercises daily, which were focused on one particular area each day (motoric skills, reading, writing, speech and language, imaging) by means of two learning styles (visual, auditory). I embedded them in lesson plans for different subjects and carried them out during different parts of lessons. Sometimes this served as introductory motivation, other times I decided to use it in the course of a lesson as a relaxation, or at the end of a lesson; it could took the form of physical activity, to increase motivation for performing tasks in connection with priority assignments . . .