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Get Your Gears Turning!
Get Your Gears Turning!
This resource is designed to provide opportunities for educators to explore the areas of executive functioning and self-regulation skills in ALL students. This resource will also:
This resource is designed to provide opportunities for educators to explore the areas of executive functioning and self-regulation skills in ALL students. This resource will also:
Provide information on the impact of Executive Functioning and self-regulation skills on students' current and future success
Explore strategies and information that will support Executive Functioning skills development within the context of learning environments
Offer ideas on how you might incorporate new learning about Executive Functioning skills in your professional practice as you apply Universal Design for Learning (UDL) and Differential Instruction principles to support development of all students
Provide information about the importance of addressing and ways of supporting Executive Functioning skills when supporting and Empowering Modern Learners
While watching this video, reflect on the development and Executive Functioning skills of the learners in your classroom:
While watching this video, reflect on the development and Executive Functioning skills of the learners in your classroom:
What are your beliefs on the importance and impact of the development of Executive Functioning and self-regulation skills?
What are your beliefs on the importance and impact of the development of Executive Functioning and self-regulation skills?
21st century learners gradually grow their competences within the cognitive, interpersonal and intrapersonal domains. These competences, and encompassing Executive Functioning skills, significantly contribute to educational achievement, relationships, employment, health and well-being outcomes of ALL students (21st Century Competencies, 2016).
21st century learners gradually grow their competences within the cognitive, interpersonal and intrapersonal domains. These competences, and encompassing Executive Functioning skills, significantly contribute to educational achievement, relationships, employment, health and well-being outcomes of ALL students (21st Century Competencies, 2016).
Research has proven that Executive Functions can be a better predictor of academic success than cognitive ability since academic success is governed by a student's ability to "...plan, organize and prioritize tasks, materials and information, separate main ideas from details, think flexibly, memorize content and monitor progress." (National Center for Learning Disabilities, 2013)
Research has proven that Executive Functions can be a better predictor of academic success than cognitive ability since academic success is governed by a student's ability to "...plan, organize and prioritize tasks, materials and information, separate main ideas from details, think flexibly, memorize content and monitor progress." (National Center for Learning Disabilities, 2013)
As you watch the video (PDSB, 2018), reflect on your professional practice and the modern learners you empower daily, using these guiding questions:
How can we, based on our core beliefs about learning and the principles of equity and inclusion, provide opportunities for ALL students to continue growing their Executive Functioning and self-regulation skills?
How can we intentionally provide authentic learning opportunities and supports to build Executive Functioning and self-regulation skills that are aligned with learners' unique profiles (e.g., strengths, needs, preferences)?
Executive Functioning and self-regulation skills are integral components of the Universal Design of Learning (UDL) framework and Differential Instruction (DI) for ALL learners.
Executive Functioning and self-regulation skills are integral components of the Universal Design of Learning (UDL) framework and Differential Instruction (DI) for ALL learners.
To support the needs and customize the learning experiences of neuro-diverse learners, we create learning opportunities to engage learners based on their learning profiles. Some learners are purposeful and motivated (engagement). Some learners are resourceful and knowledgeable (representation). Some learners are strategic and goal directed (action and expression). Although students present with unique learning profiles, all students are born with the potential to develop Executive Functioning skills and this potential is fostered through individualized learning experiences.
To support the needs and customize the learning experiences of neuro-diverse learners, we create learning opportunities to engage learners based on their learning profiles. Some learners are purposeful and motivated (engagement). Some learners are resourceful and knowledgeable (representation). Some learners are strategic and goal directed (action and expression). Although students present with unique learning profiles, all students are born with the potential to develop Executive Functioning skills and this potential is fostered through individualized learning experiences.
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