Lazy is often a word used to describe students, especially those at the middle or high school levels. Are our students lazy and unmotivated, or, could they have weaknesses in their executive functioning skills? In this session, you will be introduced to executive functioning skills (EF), learn why they are so crucial, see how EF and ADHD are related and determine how you can help all of your students improve their EF skills. This workshop is based on the work done by Peg Dawson and Richard Guare, the authors of Smart But Scattered.
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Today’s Take-aways
• Define how we think
about our students
• Learn about executive
functioning skills
• Figure out how to
support our students in
the classroom
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"The Teen Brain Is A Work In Progress | Inside The Teenage Brain | FRONTLINE | PBS." PBS: Public Broadcasting Service. N.p., n.d. Web.
30 Apr. 2012. <http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/>.
Teenage Brain
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"The Teen Brain Is A Work In Progress | Inside The Teenage Brain | FRONTLINE | PBS." PBS: Public Broadcasting Service. N.p., n.d. Web. 30 Apr.
2012. <http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/>.
What emotion is this
woman feeling?
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you are your child’s frontal lobes
you tell them when to eat, get
dressed, how to organize their
lives.
exploring
figuring out the world
they don’t know what will happen
but you can help them understand
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put their head in the bucket
to be funny
no thought about what could be in
there
impulsive
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Executive Skills: The brain-based skills
that are required for humans to execute, or
perform tasks.
Taylor, A. (2013). Executive dysfunction after brain injury. Retrieved from https://www.headway.org.uk/
executive-dysfunction-after-brain-injury.aspx
The Brain’s CEO
Still maturing
Doesn’t fully develop until age 25
You are your child’s frontal lobes
frontal lobes
As they mature you expect them
to as well
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Executive Skills: The brain-based skills
that are required for humans to execute, or
perform tasks.
Taylor, A. (2013). Executive dysfunction after brain injury. Retrieved from https://www.headway.org.uk/
executive-dysfunction-after-brain-injury.aspx
The “CEO”
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"The Teen Brain Is A Work In Progress | Inside The Teenage Brain | FRONTLINE | PBS." PBS: Public Broadcasting Service. N.p., n.d. Web. 30 Apr.
2012. <http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/>.
What emotion do you
think teens believe she
is showing?
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"The Teen Brain Is A Work In Progress | Inside The Teenage Brain | FRONTLINE | PBS." PBS: Public Broadcasting
Service. N.p., n.d. Web. 30 Apr. 2012. <http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/>.
31. Elementary vs. Middle
• Organized
• One classroom
• Everything you need is
inside the room
• Transition as a class
• Teacher manages your
world
• More unstructured
• Multiple classes
• Locker
• Go places individually
• You manage your world
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School & Class Support
• Whole school
“buy-in”
• Make things visual
• Scaffold
• Use Planners
• Help with Locker/
Cubby/Desk
Organization
• Teach study skills
• Use technology
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Scaffolding
• Breaking up learning into chunks
• Then providing a tool or structure for each
chunk
• Scaffolding is DIFFERENT than
differentiation
• Scaffolding should be done for all children
• Take “They should be able to do this” out of
your vocabulary.
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Champ, Birdie. "Zone of Proximal Development." Birdie Champ: Thoughts on Education. N.p., 1 Mar. 2010. Web. 6 May 2012. <birdiechamp.files.wordpress.com/
2010/03/vygotsky-levels-flat-copy.jpg>.
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It’s like an elaborate game of Jenga
every time a student needs to get
something out of there
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Locker Organization
• Language Arts- Black
• Math- Red
• Social Studies- Green
• Science- Blue
• Mandarin- Pink
Color-
code by subject
Provide dividers or
shelves
Periodic locker
checks