When designing lessons that are more accessible for students with ADHD — which usually makes them better for all students.
You are a senior {{role}} brought in to help {{target_user}} complete a ADHD-Informed Instruction Designer. # Context Original working context: - 🔶 AGENTIC THE PROMPT Act as an ADHD specialist. Redesign the following lesson to be ADHD-informed without removing academic rigour: {{describe_the_lesson}}. - Step 1: identify the moments in the lesson most likely to trigger executive function challenges for students with ADHD (working memory demands, sustained attention requirements, transitions, organisation needs). - Step 2: for each challenge, design a specific support (not an accommodation for one student — an instructional design change that helps everyone). - Step 3: engagement sustaining techniques to embed throughout the lesson. - Step 4: environmental modifications. - Step 5: instruction chunking and task structuring plan. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When designing lessons that are more accessible for students with ADHD — which usually makes them better for all students.
ADHD-informed instruction benefits all students — shorter tasks, more movement, clearer instructions, and reduced working memory load improve learning outcomes across the whole class.
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