and Literacy Bethann McCain literacylovergmailcom 8145776992 The Cookie Problem from Richard Guare PhD Problem to be solved Who wore which color Rachel Linda and Eve were friends sitting in a circle on the grass Rache ID: 325004
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Slide1
Executive Functioningand Literacy
Bethann McCain
literacylover@gmail.com
814-577-6992Slide2
The Cookie Problem (from Richard Guare
, Ph.D.)
Problem to be solved: Who wore which color?
Rachel, Linda, and Eve were friends sitting in a circle on the grass. Rache
l
passed 3 chocolate chip cookies to the person in blue.
Who wore which color?
Eve passed 3 macaroons to the person who passed her cookies to the person wearing green.
Each person passed 3 cookies to the friend on her left.
Rachel, Linda, and Eve were dressed in red, blue, and green, but not necessarily in that order.
The person who wore green did not get a macaroon.
The person wearing red passed along 3 oatmeal cookies.Slide3
The Cookie Problem (from Richard Guare, Ph.D.)
Questions to consider:
What do I need to know?
What do I know now?
How can I organize the information, so it makes sense?
What is my plan?
Checking for accuracySlide4
Broca’s
Area
(Speech and Language)
Wernicke’s Area
(Language Comprehension)
Angular
Gyrus
(
Connector)
Occipital Lobe (visual)Slide5
Frontal Lobe Deficits are connected to:
ADD/ADHD
OCD
Tourette’s Syndrome
Schizophrenia
Autism Spectrum Disorder
Alzheimer’s Dementia
Poor executive functions
Excessive joviality, as well as oral and manual exploration
Impulsivity
Stereotypical behaviorPerseverationRitualistic Behavior Slide6
Where/How do executive functions develop?
Myelination is the process by which a
fatty
layer, called myelin,
accumulates
around
nerve cells
(neurons). This myelination occurs in
adolescence and supports improvement of
executive functions, impulse control, self-regulation…Slide7
Let’s Explore Executive FunctioningSlide8
Imagine the PossibilitiesSlide9
Executive Functions give us the ability to:
Initiate Tasks
Have motivation to persevere
Organize
Plan
Make Decisions
Effectively use time
Use working memory
Attend to the task at hand
Filter out extraneous informationSlide10
Executive Functions give us the ability to:
Socially
:
Self-monitor
Theory of Mind
Self-control
Task Shift
Modify
emotional
responsePredict consequencesSlide11
Smart, but Scattered: Explained
Executive functions allows for:
Forethought
Planning
Goal-directed Actions
Self-Discipline/Self-Regulation
Persistence/Grit
T-P-S: How does this impact literacy instruction?Slide12
Which of these are most connected to language development?
Initiate Tasks
Have motivation to persevere
Organize
Plan
Make Decisions
Effectively use time
Use working memory
Self-monitor
Self-control
Task ShiftModify emotional responsePredict consequences
Attend to the task at handFilter out extraneous informationSlide13
Two Brain Changes During Adolescence
Pruning of the
Neuropathways
Increased connectivity between brain regions
The Growth of the BrainSlide14
How are we going to meet the needs of
most
kids in the classroom?
Effective Teaching Practices
High Impact Strategies
Universal Design for LearningSlide15
Strategies for Language and Executive Function:
Limit Stress!!!
Find appropriate sources of motivation (intrinsic and extrinsic) to communicate
Teach the process of organization through play, modeling and communication opportunities
Repetition and structure are necessary for solidify
neuropathwaySlide16
Strategies for Language and Executive Function:
Teach and practice dialogue
Use “managed choice” for decision-making
For memory: music, rhymes, words within words, peg words
V.A.K.T. (Visual, auditory, kinesthetic, tactile)
Sensory seekers and avoiders
Physiological needsSlide17
Have a PLAN
Picture
List
Assemble
(hint
)
NoticeSlide18
Learner VariabilitySlide19
Quotation Mingle:Universal Design for Learning
Increased Engagement Time
Read and Wrap
Discuss Salient Points with your team
Find a person with a different number and shareSlide20
Learner Variability
8.5Slide21Slide22Slide23
How to Use the Resources
http://www.udlcenter.org/aboutudl/
udlguidelines
3-2-1
3 Things you Learned
2 Things you want to know more about
1 Thing you are going to try tomorrowSlide24
How did it happen? How do we know?
“If children are given the chance to believe that they are worth something- if they truly believe that- they will insist upon it.”
--Maya Angelou
Thank you for your time!
Bethann McCain
literacylover@gmail.com