Brain Based Teaching Strategies to Build

Executive Function Skills

Henderson State University Mrs. Carolyn DyerDr. Glenda Hyer

influence stops.

~Henry Brooks Adams, Historian, Educator, and Novelist

Executive Functioning Executive functions consist of several mental skills that help the brain organize and act on information. These skills enable people to plan, organize, remember things, prioritize, pay attention and get started on tasks. They also help people use information and experiences from the past to solve current problems.https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/executive-functioni

Working memory: governs our ability to retain and manipulate distinct pieces of information over short periods of time.

Mental flexibility: helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.

Self-control: enables us to set priorities and resist impulsive actions or responses.

Flexibility: the ability to roll with the punches and come up with new approaches when a plan fails.

What Causes Executive Functioning Issues?

Scientists still aren’t sure why some students have executive functioning difficulties. Research has identified some possible links:

Heredity: students differ in how they use executive skills. But chances are high that your child uses them in the same way you do.

Brain differences: For the most part, executive functioning is controlled by a region of the brain called the prefrontal cortex. Research has shown that people who have disorders, diseases or injuries to the prefrontal cortex often develop executive functioning issues.

Other disabilities and disorders: Fetal Alcohol Syndrome, ADHD, Dyslexia, Mood disorders, ASD

• If children do not get what they need from their relationships with adults and the conditions in their environments—or (worse) if those influences are sources of toxic stress, their skill development can be seriously delayed or impaired.

• Adverse environments resulting from neglect, abuse, and/or violence may expose children to toxic stress, which disrupts brain architecture and impairs the development of executive function.

Children are not Born with These Skills—They are Born with the Potential to Develop Them.

Teaching students that they are the "conductors of their own brains" conveys the need to master a wide range of thinking and learning tools for use across core academic subjects, in their personal lives, and later in their college years and careers. Success in the 21st century demands self-directed learners and independent, creative thinkers.

~Donna Wilson Ph.D.

Making the Case for Investing in Executive Functions

As the caretaker of your students' brains during the years of rapid prefrontal cortex development, you should consider how you can activate and guide the development of your students' greatest resources --strong executive functions. The opportunities you provide for mental manipulations using these critical neural networks are precious gifts.

These tools will empower them to achieve their highest potentials and greatest satisfaction as they inherit the challenges and opportunities of the 21st century.

Judy Willis, Edutopia, Three Brain-Based Teaching Strategies to Build Executive Function in Students, October 5, 2011

Executive Functioning Executive Functioning can manifest themselves in

many different ways. Some individuals pay attention to minor details, but fail to see how these details fit into a bigger picture.

Others have difficulty with complex thinking that requires holding more than one train of thought simultaneously.

Others have difficulty maintaining their attention, or organizing their thoughts and actions.

Can also be associated with poor impulse control.

https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/executive-functioning

Having Issues with Executive Functioning Makes it Difficult to:

Keep track of time

Make plans

Make sure work is finished on time

Multitask

Apply previously learned information to solve problems

Analyze ideas

Look for help or more information when it is needed

https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/executive-functioning

Continued… Can focus on small details or the overall picture, but

not both at the same time

Does things either quickly and messily or slowly and incompletely

Finds it hard to incorporate feedback into an activity

Sticks with a plan, even when it’s clear that the plan isn’t working

Loses a train of thought when interrupted

Needs to be told the directions many times

Doesn’t always have the words to explain something in detail

https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/executive-functioning

Information for ParentsAs your child’s brain continues to develop, the

symptoms of executive functioning issues may change. Early intervention can help you find ways to use your child’s strengths to support weaknesses starting when she’s young. But since the brain continues to develop into young adulthood, intervention can be helpful at any age.

https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/executive-functioni

Strategies for Teachers Use a weekly homework log that is sent from school to home

and back, keeping all parties informed of work due and progress.

Assignment checklists can be used to break large, often overwhelming tasks into manageable unites.

Day planners, including PDAs, can help organize you’re the student

A posted classroom schedule.

Allocation of sufficient time for instructions, repetition of instructions, and individual student assistance.

Preferential desk placement near teacher and away from distractions

Autism Speaks retrieved from https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/executive-functioning

1. Introduce the concept of executive functions and refer to these learning tools explicitly and often.

Define executive functioning, and lead discussions on how being aware of thinking and taking control of learning can help students achieve success in school and other aspects of their lives. A key message is that using executive functions often and effectively doesn't just happen -- we all have to work toward developing these abilities. Apply metaphors of executive functioning (the brain’s conductor or air traffic controller, for example), and invite students to share examples of how they can use executive functioning in their lessons and activities outside of school. How do adults use executive functioning in their jobs? How do the actions of characters in stories demonstrate executive functioning?

2. Provide student-centered opportunities to put executive functioning to work.

Include students in setting learning goals for lessons, and let them choose their own books for independent reading and subjects for classroom projects. Giving students choices enhances motivation by giving them a chance to think about subjects that interest them, and also underscores that they are in charge of their learning.

3. Be the "prefrontal cortex" for your class.

Articulate and model effective thinking practices. For example, clearly state your intent for a learning activity and demonstrate the steps of planning, carrying out, and assessing the outcomes of the activity. Identify up front any thorny problems and tough spots in new lesson content, and talk through possible strategies for identifying and overcoming any learning difficulties that arise. Use cues to remind students when activating their executive functions might be useful.

4. Catch students using executive functions effectively.Congratulate students who recognize and correct mistakes to emphasize that mistakes are prime learning opportunities. Recognize not just the finished product, but also the hard work and the steps of planning and execution that students accomplished in completing a big project. Especially celebrate the successes of students who've struggled with taking charge of their learning in the past.

5. Clearly state classroom rules that support positive and productive learning interactions.

A well-organized environment with predictable rules allows students to more easily focus on the learning tasks at hand

Brain Based Effective Educational Practices

Problem Based Learning-Have students work on a real-world problem in small groups.

Simulations and Role-Playing-Role play a book seen through the eyes of the leading role where discrimination or differences may be related to issues today.

Active Discussions-U.S. Presidential elections-how are Presidents chosen-electoral, popular votes-discussion.

Graphics-Design a house choosing supplies and equipment within a group.

Positive Climate-First model a positive climate in the classroom (always). Have students research what makes a positive climate in homes, schools, etc. Have students report on what they feel creates a positive climate.

Resources and Strategies to Build EF in Early Childhood

Center of Excellence for Early Childhood Development, by the National Scientific Council on the Developing Child, Center for the Developing Child, Harvard University

http://developingchild.harvard.edu/resources/

Tools of the Mind, The Vygotskian Approach to Early Childhood Education by Bodrova E. & Leong, D. Based on theories of Vygotsky and Luria.

http://www.toolsofthemind.org/parents/

Developmental Cognitive Neuroscience Lab of Adele Diamond

http://braindevelopmentandlearning.com/BDL2013/parenting_and_child.html#parenting

Dr. Robert Brooks, Resilience, Motivation & Family Relationships

http://www.drrobertbrooks.com/articles/monthly-articles

Encyclopedia of Early Childhood Development http://www.child-encyclopedia.com/

Triple P-Positive Parenting Program for every

parent

http://www.manitobatriplep.ca/tips/tip-sheets/

ACTIVITIES GUIDEEnhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

http://developingchild.harvard.edu/resources/tools_and_guides/enhancing_and_practicing_executive_function_skills_with_children/

Early Brain Development, Parent Knowledge in Ontario 2011

http://www.beststart.org/resources/hlthy_chld_dev/pdf/Early_brain_development_fnl.pdf

Engaging Families in the Early Childhood Development Story

http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Publications/Early%20childhood%20education/Engaging%20Families%20in%20the%20ECD%20Story-Neuroscience%20and%20ECD.pdf

Eyes on Executive Functions: Help your child think before acting.Centre of Excellence for Early Childhood Development

http://www.child-encyclopedia.com/sites/default/files/docs/coups-oeil/eyes-on-executive-functions.pdf

Resource for Parents Resilience Reaching in reaching out

http://www.reachinginreachingout.com/resources-parents-positiveoutlook.htm

Resilience and Preschool Children http://www.apa.org/helpcenter/resilience.aspxBuilding Resilience in Young ChildrenBooklet for parents of children from birth to six years

http://www.beststart.org/resources/hlthy_chld_dev/pdf/BSRC_Resilience_English_fnl.pdf

Resilience and Grit Resource Roundup http://www.edutopia.org/resilience-grit-resources

Questions

Resources http://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-

system-how-early-experiences-shape-the-development-of-executive-function/ http://developingchild.harvard.edu/resources/inbrief-executive-function-skills-for-life-

and-learning http://developingchild.harvard.edu/resources/enhancing-and-practicing-executive-

function-skills-with-children-from-infancy-to-adolescence/ http://developingchild.harvard.edu/resources/using-brain-science-to-create-new-

pathways-out-of-poverty/ http://learningworksforkids.com/2014/08/innovative-strategies-to-improve-executive-

functions/ http://developingchild.harvard.edu/resources/training-module-building-brain-

architecture/ http://www.edutopia.org/blog/strategies-strengthening-brains-executive-functions-

donna-wilson-marcus-conyers https://www.parentbooks.ca/Executive_Function.html http://woodnbarnes.com/books/inspired-educator-inspired-learner-experiential-brain-

based-activities-and-strategies-to-engage-motivate-build-community-and-create-lasting-lessons/

Creative Play Makes for Kids in Control http://www.npr.org/templates/story/story.php?storyId=76838288