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E-grāmata: Promoting Executive Function in the Classroom

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Meltzer (Institute for Learning and Development and Research ILD, and education, Harvard Graduate School) compiles eight chapters to help teachers incorporate executive function processes like planning, organizing, prioritizing, and self-checking into curriculum, especially with K-12 students with learning or attention difficulties. Emphasizing differentiating instruction for these students, education scholars, specialists, and educators mostly from the US (who have worked at the Institute for Learning and Development and Research ILD) present strategies for optimizing what students learn by improving how they learn, including accessing working memory, shifting approaches flexibly, emotional self-regulation, and willingness to use these strategies. Specific examples for reading, written language, math, studying, and test taking are included, with four case studies that address weaknesses across the grades. They do not cover inhibitory control, selective attention, or activation. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)

Accessible and practical, this book helps teachers incorporate executive function processes—such as planning, organizing, prioritizing, and self-checking—into the classroom curriculum. Chapters provide effective strategies for optimizing what K–12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also covers the nuts and bolts of differentiating instruction for students with learning or attention difficulties. Case examples illustrate individualized teaching strategies and classroom accommodations. Fifteen reproducibles are included; the large-size format facilitates photocopying and day-to-day reference.

Recenzijas

"This very readable book enables teachers to explicitly teach implicit learning skills. It balances research and practice in reminding educators that students can't master the material they need to know if we don't teach them how to do it. Meltzer shares tested strategies and abundant classroom examples. She provides necessary tools for supporting academic growth in a wide range of students, and for helping students experience the critical truth that informed effort is the key to success. This book really gets the job done!"--Carol Ann Tomlinson, EdD, William Clay Parrish, Jr. Professor and Chair, Department of Educational Leadership, Foundations, and Policy, University of Virginia

"This book succeeds very well in its goal of providing usable information for teachers and other school professionals. The chapters are well written, informative, clear, and practical. The case studies and numerous case examples are excellent. These human touches help to illustrate the many areas of executive functioning that can be supported and enhanced for children with disabilities as well as typically developing children. This book will be an invaluable reference for any school or clinical personnel."--Margaret Semrud-Clikeman, PhD, ABPdN, Division Director, Clinical Behavioral Neuroscience, University of Minnesota Medical School



"An excellent, detailed overview of how executive functions can be integrated into classroom instruction for all grade levels. The book is very teacher friendly, including many examples and useable forms and techniques. A major appeal of the book is its focus on creating a classroom culture that fosters executive function for all students, rather than just presenting remediation techniques for those having difficulties. The strategies for screening and ongoing assessment mean that the book can easily be used as part of a schoolwide response-to-intervention or positive behavioral support system. Each chapter follows the same format, explaining first why the area is important, and then how to implement instruction at elementary, middle, and high school levels."--Catherine A. Fiorello, PhD, School Psychology Program, Temple University



"Teachers will find this book enormously useful, easy to understand, and easy to implement. Each chapter includes a remarkable array of rubrics, templates, checklists, and examples. The book looks strategically at the role of executive function (EF) in teaching and learning, showing how EF deficits can be impediments to academic, personal, and social success. By creating a culture of EF, teachers and administrators can support the growth of self-aware, resilient, problem-solving students who are ready to take on the challenges of learning, in school and beyond."--Lou Salza, MEd, Headmaster, Lawrence School, Broadview Heights, Ohio -

PART I. UNDERSTANDING EXECUTIVE FUNCTION: THE CHALLENGE FOR 21ST-CENTURY TEACHERS
Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How
3(25)
Lynn Meltzer
What Is Executive Function, and How Do Executive Function Processes Affect Academic Performance?
4(4)
Why Are Executive Function Processes So Important?
8(3)
How Can Teachers Begin to Understand Students' Executive Function Strengths and Weaknesses?
11(1)
How Can Teachers Informally Assess Executive Function?
12(8)
How Can Teachers Address the Needs of Students with Executive Function Weaknesses?
20(1)
How Can Core Strategies Be Taught across Tasks, Content Areas, and Grades?
21(3)
Drive to Thrive: A Model Program for Integrating Strategies into the Daily Classroom Routine
24(3)
Conclusions
27(1)
Creating a Classroomwide Executive Function Culture That Fosters Strategy Use, Motivation, and Resilience
28(29)
Lynn Meltzer
Surina Basho
Why Should Instruction in Executive Function Strategies Be Integrated into the Classroom Curriculum?
29(1)
How Can Executive Function Strategies Be Taught in the Classroom?
30(16)
What Executive Function Strategies Should Be Embedded in the Curriculum across Subject and Content Areas?
46(6)
Conclusion
52(5)
PART II. SCAFFOLDING EXECUTIVE FUNCTION PROCESSES INTO THE CURRICULUM CONTENT
Goal Setting, Planning, and Prioritizing: The Foundations of Effective Learning
57(29)
Kalyani Krishnan
Melissa J. Feller
Melissa Orkin
Why Should We Teach Strategies for Goal Setting, Planning, and Prioritizing?
57(1)
Why Should We Teach Explicit Strategies for Goal Setting?
58(2)
What Foundational Processes Are Needed for Successful Goal Setting?
60(2)
How Should Strategies for Goal Setting Be Taught?
62(8)
Why Is It Important to Teach Explicit Strategies for Planning and Prioritizing?
70(1)
What Foundational Processes Are Necessary for Planning and Prioritizing?
71(3)
How Should Strategies Be Taught for Planning and Prioritizing?
74(10)
Conclusion
84(2)
Organizing: The Heart of Efficient and Successful Learning
86(24)
Kalyani Krishnan
Melissa J. Feller
Why Is It Important to Teach Organizational Strategies Systematically?
87(2)
What Foundational Skills Are Involved in Acquiring Organizational Strategies?
89(2)
How Should Organizational Strategies Be Taught?
91(2)
What Specific Organizational Strategies Should Be Taught Explicitly?
93(16)
Conclusion
109(1)
Remembering: Teaching Students How to Retain and Mentally Manipulate Information
110(30)
Donna M. Kincaid
Nancy Trautman
Why Is Memory So Important for the Learning Process?
111(4)
How Can We Teach Students Strategies to Improve Their Memory?
115(3)
What Executive Function Strategies Can Be Taught to Help Students Remember Needed Information in School?
118(21)
Conclusion
139(1)
Shifting and Flexible Problem Solving: The Anchors for Academic Success
140(20)
Lynn Meltzer
Jennifer Sage Bagnato
Why Is Cognitive Flexibility So Important across Grades and Academic Domains?
141(3)
How Should We Teach Students to Think Flexibly and to Shift Mindsets?
144(5)
What Strategies Should We Teach to Promote Students' Cognitive Flexibility?
149(10)
Conclusion
159(1)
Self-Monitoring and Self-Checking: The Cornerstones of Independent Learning
160(15)
Jennifer Sage Bagnato
Lynn Meltzer
Why Are Self-Monitoring and Self-Correcting So Important?
160(2)
How Can We Teach Students to Use Self-Monitoring and Self-Checking Strategies?
162(3)
What Specific Strategies Should Be Taught to Help Students Self-Monitor and Self-Check Systematically?
165(8)
Conclusion
173(2)
Emotional Self-Regulation: A Critical Component of Executive Function
175(56)
Judith A. Stein
Why Is Emotional Regulation So Crucial for Academic Success?
176(2)
What Is Emotional Regulation?
178(4)
How Can We Help Students to Develop Strategies for Self-Regulating Their Emotions?
182(8)
How Can We Take a Proactive Approach to Helping Students with Their Emotions?
190(3)
How Can Teachers Be Effective When Students Become Emotionally Distraught?
193(1)
What Are Some General Strategies for Helping Anxious Students to Calm Themselves?
194(7)
Conclusion
201(6)
PART III. CASE STUDIES: ADDRESSING EXECUTIVE FUNCTION WEAKNESSES ACROSS THE GRADES
Lena Hannus-Suksi
Laura Sales Pollica
Wendy Stacey
Melissa J. Feller
Jason Bendezu
Chris, 11-Year-Old Fifth Grader: Executive Function Weaknesses That Affect Organizing, Prioritizing, Planning, Shifting
207(1)
Background
205(1)
Recommendations
205(2)
Jenny, 13-Year-Old Seventh Grader: Executive Function Weaknesses That Affect Working Memory, Organizing, Planning, Prioritizing
207(3)
Background
207(1)
Recommendations
208(2)
Lucy, 15-Year-Old 10th Grader: Executive Function Weaknesses That Affect Working Memory, Organizing, Self-Monitoring, Self-Checking
210(2)
Background
210(1)
Recommendations
210(2)
David, 17-Year-Old 12th Grader: Executive Function Weaknesses That Affect Organizing, Planning, Prioritizing
212(5)
Background
212(1)
Recommendations
212(5)
Appendix. Reproducibles For The Classroom
Appendix
1. Individual Goal Plan
217(1)
Appendix
2. Individual Goal-Planning Worksheet
218(1)
Appendix
3. Time Estimation Worksheet
219(1)
Appendix
4. Strategy Reflection Sheet
220(1)
Appendix
5. Sorting and Categorizing in the Content Areas: How Can We Group Them?
221(1)
Appendix
6. Character Traits Sheet
222(1)
Appendix
7. Crazy Phrase Strategy Template for Remembering
223(1)
Appendix
8.
Chapter Summary Organizer
224(1)
Appendix
9. KNOW Strategy Template for Doing Word Problems
225(1)
Appendix
10. RAPS Strategy Template for Breaking Down Parts of a Word Problem
226(1)
Appendix
11. How Do the Details Support the Main Idea?
227(1)
Appendix
12. Guide for Making Revisions to a Five-Paragraph Essay
228(1)
Appendix
13. Personalized Checking Cards for Tests
229(2)
References 231(16)
Index 247
Lynn Meltzer, PhD, is President and Director of the Institutes for Learning and Development (ResearchILD and ILD) in Lexington, Massachusetts. She is also an Associate in Education at the Harvard Graduate School of Education and a Fellow and past president of the International Academy for Research in Learning Disabilities. For 29 years, she was Adjunct Associate Professor in the Department of Child Development at Tufts University. Dr. Meltzer is founder and chair of the International Learning Differences Conference, which was established in 1984 and is held at the Harvard Graduate School of Education. Her 40 years of neuropsychological evaluations and clinical consultations with children, adolescents, and adults have emphasized the theory-to-practice cycle of knowledge. She has been an invited speaker at numerous national and international conferences, including that of the International Association for Cognitive Education in Southern Africa. She is also the recipient of numerous awards, including the Outstanding Researcher Award from the Council for Learning Disabilities. Among Dr. Meltzer's extensive publications and presentations are the books Promoting Executive Function in the Classroom, The Power of Peers in the Classroom (coedited with Karen R. Harris), and Executive Function in Education, Second Edition. Together with her ResearchILD colleagues, she developed SMARTS Online, an evidence-based executive function and peer mentoring/coaching curriculum for middle and high school students (www.smarts-ef.org).
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