problem to be solved: who wore which color? rachel, linda, and eve were friends sitting in a circle...
TRANSCRIPT
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Executive Functioning
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Problem to be solved: Who wore which color?
• Rachel, Linda, and Eve were friends sitting in a circle on the grass. Rachel 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.
The Cookie Problem (from Richard Guare,
Ph.D.)
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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 accuracy
The Cookie Problem (from Richard Guare,
Ph.D.)
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Broca’s Area
(Speech and
Language)
Wernicke’s Area
(Language Comprehensio
n)
Angular Gyrus
(Connector)
Occipital Lobe
(visual)
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• 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 behavior
• Perseveration
• Ritualistic Behavior
Frontal Lobe Deficits are connected to:
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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…
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Let’s Explore Executive Functioning
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+
Imagine th
e
Possibilit
ies
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• Effectively use time
• Use working memory
• Attend to the task at hand
• Filter out extraneous information
• Initiate Tasks
• Have motivation to persevere
• Organize
• Plan
• Make Decisions
Executive Functions give us the ability to:
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Socially:
• Self-monitor
• Theory of Mind
• Self-control
• Task Shift
• Modify emotional response
• Predict consequences
Executive Functions give us the ability to:
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Executive functions allows for:
• Forethought
• Planning
• Goal-directed Actions
• Self-Disciplane/Self-Regulation
• Persistence/Grit
T-P-S: How does this impact literacy instruction?
Smart, but Scattered: Explained
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• Self-monitor
• Self-control
• Task Shift
• Modify emotional response
• Predict consequences
• Attend to the task at hand
• Filter out extraneous information
• Initiate Tasks
• Have motivation to persevere
• Organize
• Plan
• Make Decisions
• Effectively use time
• Use working memory
Which of these are most connected to language development?
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• Pruning of the Neuropathways
• Increased connectivity between brain regions
The Growth of the Brain
Two Brain Changes During Adolescence
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How are we going to meet the needs of most kids in the classroom?
Effective Teaching Practices
High Impact Strategies
Universal Design for Learning
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• 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 neuropathway
Strategies for Language and Executive Function:
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• 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 needs
Strategies for Language and Executive Function:
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• Picture• List• Assemble (hint)• Notice
Have a PLAN
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Learner Variability
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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 share
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Learner Variability
8.5
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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 tomorrow