Supplementary curriculum design compatible With Lowattention/‌Hyperactive Student Brain

Brain-based learning is student-oriented and uses the whole brain. The aim of the research was to design a supplementary curriculum compatible with the brains of inattentive/hyperactive students.

The research was applied in terms of purpose and exploratory mixed method. The qualitative part consisted of documents, databases, and curriculum planning and brain science experts, 17 of whom were selected using the purposeful sampling method and theoretical saturation, and the quantitative part included educational experts and elementary teachers of Mashhad, 2013, who were selected using the multi-stage cluster sampling method, 419 people. The qualitative tool was a semi-structured interview, which was validated by content validity and reliability by coding agreement coefficient. Quantitative part, researcher-made questionnaire, content validity with the opinion of curriculum experts and reliability with Cronbach's alpha of 83%. The analysis of the qualitative part was done with the method of thematic analysis and coding and a small part of descriptive statistics (SPSS23) and EMOS26.

It indicated that the elements considered for the supplementary curriculum are valid from the point of view of teachers and experts, and it is necessary to prioritize brain characteristics and special needs, remove time limits, reduce the amount of assignments and assessments, and present them in a diverse and attractive manner. . The results of the confirmatory factor analysis showed that the model has ten basic elements that are formed in the form of four philosophical, social, neurological and psychological dimensions.

Based on the findings of qualitative and quantitative analysis, the desired curriculum can be compiled, and in order to make it effective, it is necessary to include 187 components in design, production, implementation and evaluation. The model is suitable and helps to improve performance, and its implementation is inevitable for the optimal education of hyperactive/inattentive children, and its implementation requires the formulation of effective policies, programs and strategie