Day 3: Executive Functioning
Day 3: Executive Functioning
Embedded Files
1. Social-Emotional Learning (SEL) and Universal Design for Learning (UDL) Connections
1. Social-Emotional Learning (SEL) and Universal Design for Learning (UDL) Connections
SEL Core Competency Met:
SEL Core Competency Met:
Responsible Decision Making
The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations.
Social Awareness
The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts.
UDL Emotion & Learning Connection:
UDL Emotion & Learning Connection:
Representation
Adjust the activity/task.
Offer alternative forms of information
Support the learner to be able to cope with challenges within the activity or task.
Emphasize relationships between concepts through multiple representations
Guide generalization of student learning to new contexts by providing supported opportunities
2. Executive Functioning
2. Executive Functioning
What is Executive Functioning?
What is Executive Functioning?
According to Harvard's Center on the Developing Child, executive functioning and self-regulation skills are "the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully."
WHAT?
WHAT?
HOW?
HOW?
How Does Executive Functioning Support SEL?
How Does Executive Functioning Support SEL?
In the article, Young Children Develop in an Environment of Relationships (referenced in The Link between Executive Function and Social and Emotional Learning—The Basics), it was stated that:
"Stated simply, relationships are the “active ingredients” of the environment’s influence on healthy human development. They incorporate the qualities that best promote competence and well-being – individualized responsiveness, mutual action-and-interaction, and an emotional connection to another human being."
The understanding that there is a connection between behavior/behavior responses (SEL) and the ability to meet behavior expectations (executive functioning) can help educators support student SEL needs in a variety of ways.
Resources ▶️
Resources ▶️
Some digital resources that can be used to support executive functioning with students are:
Classroomscreen for assisting students in time management
Google Slides for sharing daily schedules/agenda
Google Calendar to help manage time, assignments, and responsibilities
Google Keep to manage tasks
Relaxing Timers to manage time
Bouncing Balls for noise management
3. A Word From the Wise
3. A Word From the Wise
Rukshana Ilahi, Kent ISD Mental Wellness Consultant
As a teacher, we all strive for a well run classroom that manages itself. In order to do this, students must learn skills that help them stay on track and function independently. One way you as the teacher can support this development is to be explicit in teaching your routines. You need routines for all parts of your day. This should not be something you teach one time at the start of the year, but rather repetitively throughout the day and year. Consider visual reminders that support these routines.
What to know more? Check out this resource.
4. Reflect and Share
4. Reflect and Share
1. Reflection and Discussion Question ⬇:
My biggest take-away from the learning today, thought(s), or ways I am already using this with students that I would like to share after reviewing the shared materials was...
(Keep in mind these responses will be public. The purpose in making them public is to help us learn from one another, gather new ideas, or challenge our thinking.)
Reminder:
To receive full SCECH credit for today for EdTech Cheer, you will need to comment on the daily reflection form. So, make sure you comment below in response to the reflection question listed above. Once you have completed the daily reflection form, your response will show below shortly (you may have to refresh the screen to see new responses).
2. Reflection Responses ⬇:
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