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Lazy? Unmotivated? Or is it weak Executive Functioning?

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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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Lazy? Unmotivated? Or is it weak Executive Functioning?

  1. 1. LoriBoll.me | @LoriBoll
  2. 2. LoriBoll.me | @LoriBoll Lazy? Unmotivated? Or is it weak Executive Functioning? Lori Boll
  3. 3. LoriBoll.me | @LoriBoll 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
  4. 4. LoriBoll.me | @LoriBoll You can find this presentation here:
  5. 5. LoriBoll.me | @LoriBoll Executive Functioning
  6. 6. LoriBoll.me | @LoriBoll "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
  7. 7. LoriBoll.me | @LoriBoll “Kids do well if they want to.” “Kids do well if they can.” OR
  8. 8. LoriBoll.me | @LoriBoll
  9. 9. LoriBoll.me | @LoriBoll “Kids do well if they want to.” “Kids do well if they can.” OR
  10. 10. LoriBoll.me | @LoriBoll "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?
  11. 11. LoriBoll.me | @LoriBoll 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
  12. 12. LoriBoll.me | @LoriBoll put their head in the bucket to be funny no thought about what could be in there impulsive
  13. 13. LoriBoll.me | @LoriBoll scattered? disorganized? impulsive? frustrating!? How could such a smart kid be so what are some other words you would use to describe teenagers?
  14. 14. LoriBoll.me | @LoriBoll
  15. 15. LoriBoll.me | @LoriBoll
  16. 16. LoriBoll.me | @LoriBoll “Talk amongst yourselves…”
  17. 17. LoriBoll.me | @LoriBoll 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
  18. 18. LoriBoll.me | @LoriBoll 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”
  19. 19. LoriBoll.me | @LoriBoll "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?
  20. 20. LoriBoll.me | @LoriBoll "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/>.
  21. 21. LoriBoll.me | @LoriBoll Executive Skills • Response Inhibition • Emotional Control • Sustained Attention • Task Initiation • Goal-directed Persistence • Organization • Time Management • Planning/Prioritizing • Working Memory • Metacognition
  22. 22. LoriBoll.me | @LoriBoll Executive Skills Involving Doing (behavior) • Response Inhibition • Emotional Control • Sustained Attention • Task Initiation • Goal-directed Persistence • Organization • Time Management • Planning/Prioritizing • Working Memory • Metacognition
  23. 23. LoriBoll.me | @LoriBoll Executive Skills Involving Thinking (Cognition) • Response Inhibition • Emotional Control • Sustained Attention • Task Initiation • Goal-directed Persistence • Organization • Time Management • Planning/Prioritizing • Working Memory • Metacognition
  24. 24. LoriBoll.me | @LoriBoll https://goo.gl/iuas5V
  25. 25. LoriBoll.me | @LoriBoll Let’s figure out your EF strengths/challenges
  26. 26. LoriBoll.me | @LoriBoll
  27. 27. LoriBoll.me | @LoriBoll Response Inhibition Working Memory
  28. 28. LoriBoll.me | @LoriBoll So what? What do we do with kids whose CEO’s aren’t functioning like we want them to?
  29. 29. LoriBoll.me | @LoriBoll We lend them
  30. 30. Why does disorganization rear it’s ugly head in Middle School?
  31. 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
  32. 32. LoriBoll.me | @LoriBoll School & Class Support • Whole school “buy-in” • Make things visual • Scaffold • Use Planners • Help with Locker/ Cubby/Desk Organization • Teach study skills • Use technology
  33. 33. LoriBoll.me | @LoriBollhttps://gradeschoolbrains.files.wordpress.com/2015/08/daily-schedule.jpg
  34. 34. LoriBoll.me | @LoriBoll International School Manila, 6th grade classroom
  35. 35. LoriBoll.me | @LoriBoll Scaffolding
  36. 36. LoriBoll.me | @LoriBoll 3rd grade lesson plan
  37. 37. LoriBoll.me | @LoriBoll What could make this better for children with difficulties with Executive Functioning?
  38. 38. LoriBoll.me | @LoriBoll 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.
  39. 39. LoriBoll.me | @LoriBoll 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>.
  40. 40. LoriBoll.me | @LoriBoll Planners
  41. 41. LoriBoll.me | @LoriBoll
  42. 42. LoriBoll.me | @LoriBoll
  43. 43. LoriBoll.me | @LoriBoll It’s like an elaborate game of Jenga every time a student needs to get something out of there
  44. 44. LoriBoll.me | @LoriBoll 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
  45. 45. LoriBoll.me | @LoriBoll
  46. 46. LoriBoll.me | @LoriBoll http://dyslexiahelp.umich.edu
  47. 47. LoriBoll.me | @LoriBoll Introduce the concept of work-sprints
  48. 48. LoriBoll.me | @LoriBoll Small Groups https://goo.gl/ii5MzX
  49. 49. LoriBoll.me | @LoriBoll
  50. 50. LoriBoll.me | @LoriBoll
  51. 51. LoriBoll.me | @LoriBoll
  52. 52. LoriBoll.me | @LoriBoll www.efintheclassroom.net
  53. 53. LoriBoll.me | @LoriBoll
  54. 54. LoriBoll.me | @LoriBoll

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