Management of Executive Function in the...

Management of

Executive

Function in the

ClassroomSr. Mary Gilchrist Cottrill

© Sr. Mary Gilchrist 2014

Ave Maria preparatory school

Includes students with learning

and emotional disorders

Much of program is based on

concept of brain elasticity.

Ages 6-22


Anticipating faulty executive

functioning in children

Interference of self stimulatory

behavior

Negative learned behavior

Distractive behavior


Need for scaffolding of many

executive functions

Convince student of need for

executive skills

Rehearse method for skill

Student commits method to

memory

Student applies skill

Student evaluates


Why Develop a Strategic

Classroom

Helps students understand their learning profiles

Increases self confidence and promotes independence

Empowering students to take control of their learning

Promote motivation, focused effort and hard work

Teach students how to learn


Meltzer L, et. Al.(2010). Promoting Executive Function in the Classroom. New York, NY: Guilford Press

Strategic students

Are successful

Reliable

Independent


Strategic students

Employability stability

Family stability

Excels national norm


Key Principles

Describe the reasons why strategies should be taught

Set goals for the year, month, week and day

Establish a point to track progress

Allow time for strategy instruction

Foster metacognition in students

Practice, practice, practice…

Make use of strategies count: GRADE THEM!


Meltzer L, et. Al.(2010). Promoting Executive Function in the Classroom. New York, NY: Guilford Press

Student ownership of learning

Self serve tank

Make large charts of strategies

Teach and role play strategy.

Student rehearsal

Application in

learning situation

Fade


Scaffolding learning in

explicit instruction

Instructional goals are shared

with students

Agenda on agenda board or

corner of white board

Students participate in governing

agenda

Evaluation of goals by teacher

and student


Explicit Instruction

Systematic

Content

Design

Relentless

Practice

Engaging

Delivery of Instruction


Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

TAPE STRATEGY

TUNE IN

ASK AND ANSWER QUESTIONS

PUT IT IN YOUR OWN WORDS

EXPAND OR ELABORATE FROM WHAT YOU ALREADY KNOW.


Engaging Instruction: Delivery

of Instruction

Frequent responses are elicited.

Student performance is carefully monitored.

Immediate affirmative and corrective feedback is

provided.

The lesson is delivered at a brisk pace.


Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

DECISION MAKING

Rephrase decision or

problem

Come up with three

choices

Look at feedback or

consequences for each

Make decision

Evaluate


The Prep Strategy

P – Prepare materials for the task

R - Review what you already know about the subject.

E - Establish a positive mindset

P - Pinpoint goal for the task you are about.


TIME Strategy

T - Talk to self about

what you need to do

I – Inventory or list of

what you need

M – Make chunks of time

and reward self

E - Energy should fit the

task


Make List

Chunk time

Talk to self

The Neat Strategy

N - Notice what other students are taking home

E - Eliminate what is unnecessary from your

backpack.

A - Act slowly while you think

T - Track the teacher for any tips or clues for assignments.


Before you go to bed

Go over your homework once more with some classical music in the background.

Put everything you are taking to school in your backpack and put it by the door.

Do not read or watch anymore TV, so you don’t erase what you studied.

Have some peanut-butter and cracker or some other kind of protein.

Think only positive things as you go to sleep.


Stay Cool in School: Be

Organized!

Keep your desk clear of anything you aren’t using.

Notice what other students have on their desks.

Use the PREP strategy.

Take notes in web form.

Have a folder for homework.

Have a folder for test returns.

Have a folder for parent info.

Take short thinking ‘time-outs,’ but don’t bother others.

Ask questions in every class.© Sr. Mary Gilchrist 2014

Homework Time

Have a good snack or a meal before during your homework. Make sure you have some protein, like peanut-butter, eggs, or meat.

Have some mints handy and a glass of water.

Chunk your homework time into 12 minute segments.

Reward yourself with a mint, drink of water or a short break after 12 minutes.

Get right back into your task and time yourself again, maybe for 15 minutes now.


Organization

Your organization starts

when you get home from

school.

Empty your backpack

into two piles: What

goes to your parents, and

what goes on your desk

for homework.

Also, take out any

supplies you may need

for homework.© Sr. Mary Gilchrist 2014

SLANT STRATEGY

S – SIT STRAIGHT

L – LEAN FORWARD

A – ACT INTERESTED

N – NOD

T - TRACK THE

TEACHER


TAPE STRATEGY

TUNE IN

ASK AND ANSWER QUESTIONS

PUT IT IN YOUR OWN WORDS

EXPAND OR ELABORATE FROM WHAT YOU ALREADY KNOW.


MUSIC HELPS ATTENTION

When you study it helps to play classical music very softly

If it bothers you, listen for five minutes before you study

Mozart IQ and Mozart for Kids is great!


RCRC Memory Strategy

R – READ OR LOOK

C – COVER ITEMS

R – REMEMBER

C – CHECK


Three Day Memory Plan

DAY ONE: Narrow down material to possible questions, see questions, notes, review sheets, vocabulary, bold print

DAY TWO: Get messy: make flashcards, webs, sample tests, study partner.

DAY THREE: Go over material, practice, test, use tape recorder, use self talk.


RIDER Strategy

R – Read information

or listen to teacher

I – Image or picture

information

D – Describe to partner

E – Evaluate place of

information on picture

with partner.

R – Repeat process


Behavior and the Disney

Side of the Brain

You can train brain/Brain Plasticity

Use reserves in the intuitive, creative side of the brain

This takes stress off the organizational or deficit areas of the brain.

Use Plenty of the arts experiences:

Music, Drama, Color, Literature, Computer Graphics


Test Taking Skills

Test taking skills start with long range and short range preparation.

You need good listening, highlighting and note-taking skills in class.

Note what the teacher says more than once.

Copy down underlined definitions and examples.

Take notes on all teacher summaries.

Keep quizzes and handouts

Do the same with reading materials. Take notes on bold ideas and words, summaries and questions at the end of the chapter.


Test Taking Preps

Aerobic exercises

Pasta and protein

Classical music

Cut down on electronics

3 Day Memory Plan

Plenty of rest

Make your own test


Test Taking Tips

Memory data dump as soon as you get test.

Do easy questions first

Use data dumps and easy questions to do hard questions.

Turn easy questions into beginning and ending sentences

When needing to guess, choose longest multiple choice and mark longer ‘true/false’ questions as false.


What Helps to Ask for

While Test Taking

Ask for rewording of questions if needed.

A special testing spot may help you.

You may need a ‘non-bubble’ test.

Ask for parts read if needed.

Untimed testing is sometimes needed.

Ask to re-take parts of test if needed.

Extra credit for 3 day memory plans is sometimes an option.


TEST TAKING STRATS

Do memory data dump

on white spaces

Do easy questions first.

Do another memory

data dump.

Use easy questions and

data dumps to do hard

questions.

If desperate and clueless:

Choose longest multiple

choice answer or a/c.

Choose shortest true/false

as true.

For Essays use “big mac”

approach…top and bottom

bun used for question.

Rephrase question for bun.


THRIVE Program at Ave

Maria Prep

Built on data collected

from survival protocols

for special military

operations

Refined for proficiency

training of Detroit Tigers

Further designed to help

Ave Maria Prep enhance

neurological

performance while

learning.


Cognition Scaffolds


BRAINSTORMING

B – Begin with main idea in a circle.

R – Reduce thoughts to phrases.

A – Arrange phrases on lines around circle.

I – Image ideas into separate branches.

N - Numerate details off branches.


CAUSE AND EFFECT

C – Concentrate on the facts.

A - Isolate the actions.

U – Uncover the connection.

S - Show the action path.

E – Evaluate for accuracy.© Sr. Mary Gilchrist 2014

INFERENCE

F - Find the weighty words.

I - Investigate motives.

N – Notice tone of passage.

D - Decide hidden meaning.


Getting Humor

L - Listen for facts.

A – Assess what is odd.

U - Understand double meaning words.

G - Get the gist.

H - Have a hearty laugh.


QUESTIONING

A - Ask questions at the right time.

S - State question with key words.

K - Know what you are looking for.


SOCIAL SKILLS

C - CALM DOWN

A - ACT COOL LIKE SNOOPY

L - LISTEN

M - MELLOW OUT


Preventing Aggression

Consequences that deter aggression

Instruction in nonaggressive responses

Early intervention

Restriction of tools of aggression

Correction of living conditions

More effective school options


EMOTIONAL CONTROL


Advocacy Skills

To Advocate means to

explain what you need

to others in a way that

makes sense.

There are advocacy

strategies which will

prompt you to say the

right things to teachers

Role playing advocacy

strategies is a great idea


Social and Advocacy Skills

We need to learn how to get along with our peers and our teachers.

Knowing about each others’ personality types can help much.

Taking a temperament test in our package will help you know yourself and others better

It is important to accept people the way they are.



Some students have trouble keeping friends because of what they wear.

We can compliment them on what looks good and give suggestions.

We should also accept what they like to wear



Some students have trouble entering a group.

We can welcome them in by nodding of asking them questions.

We keep them included by giving them turns to talk or play.


SOCIAL SKILLS

G - GIVE GROUP CHANCE TO SEE YOU

R - READ MOOD AND ACTIONS

O - ON TASK MOOD AND ACTIONS

U - UNDERSTAND WHEN TO LEAVE

P - PLEASANT EXIT


SOCIAL SKILLS

S - Show a confident face

H - Have a humorous remark

A - Act bullet proof

R - Respond slowly

K - Know your strengths


ADVOCACY

S - Study the style of the teacher.

E - Establish a system for success.

L - Learn patterns of testing and grading.

L - Line up goals.


ADVOCACY


S - Search for temperament type of teacher.

U - Understand restrictions of teachers.

C - Create alternatives for teachers.

C - Commit to responsibility.

E - Evaluate twice a grading period.

E - Expect more of yourself and others.

D - Decide to succeed.

TECHNIQUES THAT FAIL

Ridicule

Force

Forcing the truth or apologies

Demanding confessions

Asking why they act out

Punishing and threats

Comparing to other students

Yelling/Verbal battles


TECHNIQUES THAT WORK

Ounce of prevention

Eliminate teacher tension

Calmness

Lower voice

Slow rate of speech

Arrange room to avoid problems

Stand 3+ feet from angry student



Awareness of body stance

Remind students of consequences

Allow some verbal venting

Ignore irrelevant remarks/re-direct

Provide choices

Set limits

Physical restraint as last resort

Use incident to teach student later



Never take behavior personally

Censure students in private

Be true to promise of consequences

Don’t label students sneaky or bad

Be consistent

Inform parents of positives

Use humor


Questions?


Management of Executive Function in the...

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