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Executive Functioning Executive Functioning

Executive Functioning - PowerPoint Presentation

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Executive Functioning - PPT Presentation

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

person executive language functions executive person functions language passed cookies time green words eve task wore memory information problem brain motivation plan

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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

8.5Slide21
Slide22
Slide23

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