Executive Functions for Every Classroom, Grades 3-12
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Description
Empower the next generation with the executive function skills they need to succeed
Every educator wants to know: What has the greatest impact on student success? The answer: executive function skills. They are crucial for students' academic success and personal growth, yet many of our students lack the skills required to engage in learning, such as organization, planning, time management, and self-regulation.
This book shows how educators can create a more engaging and effective learning experience while addressing the epidemic of disengagement and executive dysfunction. With practical guidance to make the skills "stick" for students, this vital resource also provides:
- Three keys to teaching executive functions: Clarity, Modeling, and Routine
- An explanation of the specific executive functioning skills essential for student success
- Strategies for students to practice executive functions within the context of what they are learning
- Practical guidance for establishing a consistent and safe learning environment
- Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention
Educators can empower students to take more risks, improve their academic performance, and prepare them for the future with the help of this innovative resource.
Contents
Foreword
Foreword
Preface
Preface
Acknowledgments
- Introduction
- Lost in the Wilderness
- Navigating With Executive Functioning Skills
- The Two Challenges With Teaching Executive Functions
- Why Predictable Learning Routines?
- Three Keys to Teaching Executive Functions
- Chapter 1. Executive Dysfunction and Disengagement
- Struggling With "Studentness"
- We Can't Afford Executive Dysfunction Any Longer
- Chapter 1 Reflection Questions
- Chapter 2. Teaching Executive Functions
- What are Executive Functioning Skills?
- The Benefits
- Clarity, Routine, & Modeling
- Self-Regulation Through a Daily Routine
- Conclusion
- Chapter 2 Reflection Questions
- Chapter 3. Working Memory: Beginning Routine
- Designing a Beginning Routine
- Why the Old Beginning Routine Doesn't Work
- Strategies to Make Your Beginning Routine Better
- Beginning Routine Example
- Adjustments and Considerations
- Self-Regulation Through the Beginning Routine
- Conclusion
- Chapter 3 Reflection Questions
- Chapter 4. Working Memory: The Concluding Routine
- How to Receive Authentic Feedback
- Designing Your Concluding Routine
- Why the Old Concluding Routine Doesn't Work
- Strategies to Make Your Concluding Routine Better
- Concluding Routine Example
- Adjustments and Considerations
- I Dare You to Try It
- Self-Regulation Through the Concluding Routine
- Conclusion
- Chapter 4 Reflection Questions
- Chapter 5. Time & Task Management: The Agenda
- Developing Time & Task Management Skills
- Why the Old Agenda Doesn’t Work
- Strategies to Make Your Agenda Better
- Agenda Template
- Adjustments and Considerations
- Self-Regulation Through Agendas
- Conclusion
- Chapter 5 Reflection Questions
- Chapter 6. Organization: Tables of Contents and Academic Toolkits
- What is a Table of Contents?
- Why the Old Table of Contents Doesn’t Work
- Strategies to Make Your Table of Contents Better
- Table of Contents Example
- Adjustments and Considerations
- Academic Toolkits
- Academic Toolkit Example
- Self-Regulation Through Tables of Contents and Academic Toolkits
- Conclusion
- Chapter 6 Reflection Questions
- Chapter 7. Accountability: Portfolio Checks
- Accountability Starts With Expectations
- Accountability Through Portfolio Checks
- Designing Your Portfolio Check
- Portfolio Check Example
- Adjustments and Considerations
- Self-Regulation Through Portfolio Checks
- Conclusion
- Chapter 7 Reflection Questions
- Chapter 8. Goal Setting
- Why the Old Goal Setting Doesn’t Work
- Strategies to Make Goal Setting Better
- Goal Setting Example
- Adjustments and Considerations
- Self-Regulation Through Goal-Setting
- Conclusion
- Chapter 8 Reflection Questions
- Chapter 9. Conclusion
- Self-Regulation
- Self-Efficacy and Internal Motivation
- Tenacity (Formerly Known as Grit)
- Executive Functions as Transferable Skills
- Content Area Gains
- Family Engagement
- Signing Off
Appendix: Effect Size
Appendix: Effect Size
Glossary
Glossary
References
References
Additional materials
Description
Empower the next generation with the executive function skills they need to succeed
Every educator wants to know: What has the greatest impact on student success? The answer: executive function skills. They are crucial for students' academic success and personal growth, yet many of our students lack the skills required to engage in learning, such as organization, planning, time management, and self-regulation.
This book shows how educators can create a more engaging and effective learning experience while addressing the epidemic of disengagement and executive dysfunction. With practical guidance to make the skills "stick" for students, this vital resource also provides:
- Three keys to teaching executive functions: Clarity, Modeling, and Routine
- An explanation of the specific executive functioning skills essential for student success
- Strategies for students to practice executive functions within the context of what they are learning
- Practical guidance for establishing a consistent and safe learning environment
- Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention
Educators can empower students to take more risks, improve their academic performance, and prepare them for the future with the help of this innovative resource.
Contents
Foreword
Foreword
Preface
Preface
Acknowledgments
- Introduction
- Lost in the Wilderness
- Navigating With Executive Functioning Skills
- The Two Challenges With Teaching Executive Functions
- Why Predictable Learning Routines?
- Three Keys to Teaching Executive Functions
- Chapter 1. Executive Dysfunction and Disengagement
- Struggling With "Studentness"
- We Can't Afford Executive Dysfunction Any Longer
- Chapter 1 Reflection Questions
- Chapter 2. Teaching Executive Functions
- What are Executive Functioning Skills?
- The Benefits
- Clarity, Routine, & Modeling
- Self-Regulation Through a Daily Routine
- Conclusion
- Chapter 2 Reflection Questions
- Chapter 3. Working Memory: Beginning Routine
- Designing a Beginning Routine
- Why the Old Beginning Routine Doesn't Work
- Strategies to Make Your Beginning Routine Better
- Beginning Routine Example
- Adjustments and Considerations
- Self-Regulation Through the Beginning Routine
- Conclusion
- Chapter 3 Reflection Questions
- Chapter 4. Working Memory: The Concluding Routine
- How to Receive Authentic Feedback
- Designing Your Concluding Routine
- Why the Old Concluding Routine Doesn't Work
- Strategies to Make Your Concluding Routine Better
- Concluding Routine Example
- Adjustments and Considerations
- I Dare You to Try It
- Self-Regulation Through the Concluding Routine
- Conclusion
- Chapter 4 Reflection Questions
- Chapter 5. Time & Task Management: The Agenda
- Developing Time & Task Management Skills
- Why the Old Agenda Doesn’t Work
- Strategies to Make Your Agenda Better
- Agenda Template
- Adjustments and Considerations
- Self-Regulation Through Agendas
- Conclusion
- Chapter 5 Reflection Questions
- Chapter 6. Organization: Tables of Contents and Academic Toolkits
- What is a Table of Contents?
- Why the Old Table of Contents Doesn’t Work
- Strategies to Make Your Table of Contents Better
- Table of Contents Example
- Adjustments and Considerations
- Academic Toolkits
- Academic Toolkit Example
- Self-Regulation Through Tables of Contents and Academic Toolkits
- Conclusion
- Chapter 6 Reflection Questions
- Chapter 7. Accountability: Portfolio Checks
- Accountability Starts With Expectations
- Accountability Through Portfolio Checks
- Designing Your Portfolio Check
- Portfolio Check Example
- Adjustments and Considerations
- Self-Regulation Through Portfolio Checks
- Conclusion
- Chapter 7 Reflection Questions
- Chapter 8. Goal Setting
- Why the Old Goal Setting Doesn’t Work
- Strategies to Make Goal Setting Better
- Goal Setting Example
- Adjustments and Considerations
- Self-Regulation Through Goal-Setting
- Conclusion
- Chapter 8 Reflection Questions
- Chapter 9. Conclusion
- Self-Regulation
- Self-Efficacy and Internal Motivation
- Tenacity (Formerly Known as Grit)
- Executive Functions as Transferable Skills
- Content Area Gains
- Family Engagement
- Signing Off
Appendix: Effect Size
Appendix: Effect Size
Glossary
Glossary
References
References
Additional materials
Reviews
Executive Functions for Every Classroom, Grades 3-12
Creating Safe and Predictable Learning Environments
January 2024 | 216 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781071919453 | $37.95 |
| Lifetime | 01/02/2026 | 9781071919477 | $35.00 |
Empower the next generation with the executive function skills they need to succeed
Every educator wants to know: What has the greatest impact on student success? The answer: executive function skills. They are crucial for students' academic success and personal growth, yet many of our students lack the skills required to engage in learning, such as organization, planning, time management, and self-regulation.
This book shows how educators can create a more engaging and effective learning experience while addressing the epidemic of disengagement and executive dysfunction. With practical guidance to make the skills "stick" for students, this vital resource also provides:
- Three keys to teaching executive functions: Clarity, Modeling, and Routine
- An explanation of the specific executive functioning skills essential for student success
- Strategies for students to practice executive functions within the context of what they are learning
- Practical guidance for establishing a consistent and safe learning environment
- Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention
Educators can empower students to take more risks, improve their academic performance, and prepare them for the future with the help of this innovative resource.
Table Of Contents:
- Foreword
- Preface
- Acknowledgments
- Introduction
- Lost in the Wilderness
- Navigating With Executive Functioning Skills
- The Two Challenges With Teaching Executive Functions
- Why Predictable Learning Routines?
- Three Keys to Teaching Executive Functions
- Chapter 1. Executive Dysfunction and Disengagement
- Struggling With "Studentness"
- We Can't Afford Executive Dysfunction Any Longer
- Chapter 1 Reflection Questions
- Chapter 2. Teaching Executive Functions
- What are Executive Functioning Skills?
- The Benefits
- Clarity, Routine, & Modeling
- Self-Regulation Through a Daily Routine
- Conclusion
- Chapter 2 Reflection Questions
- Chapter 3. Working Memory: Beginning Routine
- Designing a Beginning Routine
- Why the Old Beginning Routine Doesn't Work
- Strategies to Make Your Beginning Routine Better
- Beginning Routine Example
- Adjustments and Considerations
- Self-Regulation Through the Beginning Routine
- Conclusion
- Chapter 3 Reflection Questions
- Chapter 4. Working Memory: The Concluding Routine
- How to Receive Authentic Feedback
- Designing Your Concluding Routine
- Why the Old Concluding Routine Doesn't Work
- Strategies to Make Your Concluding Routine Better
- Concluding Routine Example
- Adjustments and Considerations
- I Dare You to Try It
- Self-Regulation Through the Concluding Routine
- Conclusion
- Chapter 4 Reflection Questions
- Chapter 5. Time & Task Management: The Agenda
- Developing Time & Task Management Skills
- Why the Old Agenda Doesn’t Work
- Strategies to Make Your Agenda Better
- Agenda Template
- Adjustments and Considerations
- Self-Regulation Through Agendas
- Conclusion
- Chapter 5 Reflection Questions
- Chapter 6. Organization: Tables of Contents and Academic Toolkits
- What is a Table of Contents?
- Why the Old Table of Contents Doesn’t Work
- Strategies to Make Your Table of Contents Better
- Table of Contents Example
- Adjustments and Considerations
- Academic Toolkits
- Academic Toolkit Example
- Self-Regulation Through Tables of Contents and Academic Toolkits
- Conclusion
- Chapter 6 Reflection Questions
- Chapter 7. Accountability: Portfolio Checks
- Accountability Starts With Expectations
- Accountability Through Portfolio Checks
- Designing Your Portfolio Check
- Portfolio Check Example
- Adjustments and Considerations
- Self-Regulation Through Portfolio Checks
- Conclusion
- Chapter 7 Reflection Questions
- Chapter 8. Goal Setting
- Why the Old Goal Setting Doesn’t Work
- Strategies to Make Goal Setting Better
- Goal Setting Example
- Adjustments and Considerations
- Self-Regulation Through Goal-Setting
- Conclusion
- Chapter 8 Reflection Questions
- Chapter 9. Conclusion
- Self-Regulation
- Self-Efficacy and Internal Motivation
- Tenacity (Formerly Known as Grit)
- Executive Functions as Transferable Skills
- Content Area Gains
- Family Engagement
- Signing Off
- Appendix: Effect Size
- Glossary
- References