Every educator wants to know: What has the greatest impact on student success?
The answer: executive function skills. They are crucial for students′ academic success and personal growth, yet many of our students lack the skills required to engage in learning, such as organization, planning, time management, and self-regulation.
This book shows how educators can create a more engaging and effective learning experience while addressing the epidemic of disengagement and executive dysfunction. With practical guidance to make the skills ‘stick’ for students, this vital resource also provides/p>
- The three keys to teaching executive functions: Clarity, Modeling, and Routine
- An explanation of the specific executive functioning skills essential for student success
- Strategies for students to practice executive functions within the context of what they are learning
- Practical guidance for establishing a consistent and safe learning environment
- Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention
Educators can empower students to take more risks, improve their academic performance, and prepare them for the future with the help of this innovative resource.
İçerik tablosu
Foreword
Preface
Acknowledgments
Introduction
Lost in the Wilderness
Navigating With Executive Functioning Skills
The Two Challenges With Teaching Executive Functions
Why Predictable Learning Routines?
Three Keys to Teaching Executive Functions
Chapter 1. Executive Dysfunction and Disengagement
Struggling With ‘Studentness’
We Can′t Afford Executive Dysfunction Any Longer
Chapter 1 Reflection Questions
Chapter 2. Teaching Executive Functions
What are Executive Functioning Skills?
The Benefits
Clarity, Routine, & Modeling
Self-Regulation Through a Daily Routine
Conclusion
Chapter 2 Reflection Questions
Chapter 3. Working Memory: Beginning Routine
Designing a Beginning Routine
Why the Old Beginning Routine Doesn′t Work
Strategies to Make Your Beginning Routine Better
Beginning Routine Example
Adjustments and Considerations
Self-Regulation Through the Beginning Routine
Conclusion
Chapter 3 Reflection Questions
Chapter 4. Working Memory: The Concluding Routine
How to Receive Authentic Feedback
Designing Your Concluding Routine
Why the Old Concluding Routine Doesn′t Work
Strategies to Make Your Concluding Routine Better
Concluding Routine Example
Adjustments and Considerations
I Dare You to Try It
Self-Regulation Through the Concluding Routine
Conclusion
Chapter 4 Reflection Questions
Chapter 5. Time & Task Management: The Agenda
Developing Time & Task Management Skills
Why the Old Agenda Doesn’t Work
Strategies to Make Your Agenda Better
Agenda Template
Adjustments and Considerations
Self-Regulation Through Agendas
Conclusion
Chapter 5 Reflection Questions
Chapter 6. Organization: Tables of Contents and Academic Toolkits
What is a Table of Contents?
Why the Old Table of Contents Doesn’t Work
Strategies to Make Your Table of Contents Better
Table of Contents Example
Adjustments and Considerations
Academic Toolkits
Academic Toolkit Example
Self-Regulation Through Tables of Contents and Academic Toolkits
Conclusion
Chapter 6 Reflection Questions
Chapter 7. Accountability: Portfolio Checks
Accountability Starts With Expectations
Accountability Through Portfolio Checks
Designing Your Portfolio Check
Portfolio Check Example
Adjustments and Considerations
Self-Regulation Through Portfolio Checks
Conclusion
Chapter 7 Reflection Questions
Chapter 8. Goal Setting
Why the Old Goal Setting Doesn’t Work
Strategies to Make Goal Setting Better
Goal Setting Example
Adjustments and Considerations
Self-Regulation Through Goal-Setting
Conclusion
Chapter 8 Reflection Questions
Chapter 9. Conclusion
Self-Regulation
Self-Efficacy and Internal Motivation
Tenacity (Formerly Known as Grit)
Executive Functions as Transferable Skills
Content Area Gains
Family Engagement
Signing Off
Appendix: Effect Size
Glossary
References
Yazar hakkında
Mitch Weathers is a teacher and founder of Organized Binder, Inc. Together with the Organized Binder team, Mitch works with K-12 schools and colleges in the US and internationally to equip students with executive functioning skills. When he is not working with schools, you can find him running trails training for his next ultramarathon. He and his wife live in Northern California with their two daughters.
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