Summer Summit 2022 - SEL Session Issuu Sample by cvanderberg

Professional Development: 7th Annual Executive Function Summer Summit Session: Social-Emotional Learning, Executive Function, and Self-Regulation Date: Thursday, August 4th, 2022, 11:00 AM -1:00 PM EST Presented by: Michael Greschler, M.Ed. and Caitlin Vanderberg, M.Ed. Description: Students who struggle with stress, anxiety, fear, and depression often struggle in school. They may only make minimal effort as they cling to inefficient strategies and succumb to exaggerated fears and worries about their abilities. When students struggle with executive function, they are unable or unwilling to work independently, and they give up easily. In this session, attendees will explore the relationship between emotion and executive function, as well as ways of teaching EF strategies in order to promote emotional regulation. Attendees will develop a more nuanced appreciation for the impact of negative emotions on students’ performance and through hands-on activities, we will learn to teach executive function strategies in a way that addresses engagement and motivation, empowering students to be more independent and successful.

Professional Development: 7th Annual Executive Function Summer Summit Session: Social-Emotional Learning, Executive Function, and Self-Regulation

TABLE OF CONTENTS Session Overview ……………………………………………………………………………..1 Additional Resources ………………………………………………………………………..3 Session PowerPoint Slides …………………………………………………………….……..4 EF and SEL Planner …………………………………………………………………….……55 My Hats Handout ……………………………………………………………………………58 Manage My Mood Handout …………………………………………………………...…59 CANDO Goals Handout ……………………………………………………………………60 Executive Function Readings ………………………………………………………..……61 Executive Function Checklist for Remote Learning ………………………………..…62 SMARTS Feature in Attention Magazine…………………………………………………66 EF and School Performance White Paper………………………………………………68

Professional Development: 7th Annual Executive Function Summer Summit Session: Social-Emotional Learning, Executive Function, and Self-Regulation Additional Resources Links that accompany presentation: • • • • •

Google Snake Video Poker Wordle Lily’s Disneyland Surprise Video Snack Attack Video

Additional Workshop Resources: • • • •

CASEL Framework IES/NCER Report on Executive Function Go Noodle – “Go with the Flow” Learning Works for Kids – Games

Additional Executive Function Links and Resources: • • • • • •

Webinar: Executive Function, Achievement, and Equity Webinar: Executive Function and Reading Webinar: Getting to Know SMARTS Elementary Free Lesson Secondary Free Lesson Contact a SMARTS Staff Member

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STRATEGIES FOR SUCCESS

EXECUTIVE FUNCTION & MENTORING PROGRAM

E X E C U TIV E FU N C TIO N & M E N TO R IN G P R O G R A M

EXECUTIVE FUNCTION AND SOCIAL EMOTIONAL LEARNING: STRATEGIES TO PROMOTE PERSPECTIVE TAKING, GOAL SETTING AND FLEXIBLE THINKING

AGENDA • • • •

Understanding Emotion Emotions and Learning Social Emotional Learning and Executive Function Strategies to Boost SEL and EF • • • •

Manage My Mood What Hat Am I Wearing Being Flexible and Shifting Expectations CANDO Goals

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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E X E C U TIV E FU N C TIO N & M E N TO R IN G P R O G R A M

WHAT ARE EMOTIONS

WHAT IS THE DEFINITION OF EMOTION? Emotions can be defined as... "time-limited, situationally bound, and valenced (positive or negative) states."

McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1-9. http://dx.doi.org/10.1037/emo0000703 © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

HOW MANY EMOTIONS ARE THERE? 6 basic emotions Emotions can be powerful and easily recognized (see Pixar's Inside Out)

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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HOW MANY EMOTIONS ARE THERE? 27+ Complex emotions Emotions can be complicated and hard to define (are you feeling vigilant or anticipatory?)

Thoughts

Bodily Sensation

Emotions

"I think therefore I am."

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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"I feel therefore I am."

EMOTIONS ARE UNIVERSAL “Emotions change how we see the world and how we interpret the actions of others. We do not seek to challenge why we are feeling a particular emotion; instead, we seek to confirm it.” -Paul Ekman

IDENTIFY THE EMOTION

Happy Angry Excited Sad Tender Scared

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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IDENTIFY THE EMOTION

Happy Angry Excited Sad Tender Scared

IDENTIFY THE EMOTION

Happy Angry Excited Sad Tender Scared

Key Takeaway • Emotions are powerful! • They can vary in terms of intensity, cause, and duration, but they have a universal component. • They shape the way we understand each other and ourselves.

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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E X E C U TIV E FU N C TIO N & M E N TO R IN G P R O G R A M

EMOTIONS AND LEARNING

What does learning feel like?

Learning is like playing a game... ... It feels good to win.

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Learning is like playing a game... ... It feels bad to lose.

These positive/negative emotions can help you learn more efficiently. That felt great! I should do that again.

That felt awful! I should not do that again. © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

Sometimes students can be overwhelmed by emotions.

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Emotions have a strong impact on our students (and ourselves). Navigating the emotional roller coaster of learning requires emotional regulation.

There are 3 main components of emotional regulation. • Labelling emotions • Identifying the cause • Reappraising

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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How can we teach students strategies to boost their emotional regulation abilities? This is one of the core motivations behind the rise in Social Emotional Learning (SEL) programs over the past few years.

E X E C U TIV E FU N C TIO N & M E N TO R IN G P R O G R A M

SEL AND EXECUTIVE FUNCTION

CONNECTING EF AND SEL (WHY) London School of Economics report:

"...the most powerful childhood predictor of adult lifesatisfaction is the child's emotional health, followed by the child's conduct. The least powerful predictor is the child's intellectual development.” Layard, R., Clark, A. E., Cornaglia, F., Powdthavee, N., & Vernoit, J. (2014). What predicts a successful life? A life-course model of well-being. Economic journal (London, England), 124(580), F720–F738. https://doi.org/10.1111/ecoj.12170

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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CASEL FRAMEWORK

What is the CASEL Framework? CASEL. (2021, October 11). Retrieved from https://casel.org/fundamentalsof-sel/what-is-the-casel-framework/

EXECUTIVE FUNCTION PARADIGM

Organizing/ prioritizing:

Selfchecking:

Categorizing and sorting inform ation

Recognizing and one’s m ost com m on m istakes

Remembering /Accessing working memory: Juggling inform ation in the brain

Goal Setting: Setting realistic aspirations

Shifting flexibly: Looking again, in a brand-new way

RESEARCH AND THEORY

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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There are many reasons why students struggle with executive function and emotional regulation.

DEVELOPMENTAL ASPECTS OF EF AND EMOTIONS There are brain-based reasons why some students struggle with executive function and emotional regulation: - Exposure to trauma - Fetal alcohol syndrome - Learning or attention challenge (e.g., ADHD)

Other Factors -

Age Genetics Temperament Parenting style Cultural norms

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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DEVELOPMENTAL ASPECTS OF EF AND EMOTIONS

The impact of trauma on learning is huge, and in the time of COVID, it’s more critical than ever before. How does trauma impact the brain?

RISE OF SEL IN THE CLASSROOM

RISE OF EF AND SEL SINCE COVID

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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LIZARD BRAIN VS. WIZARD BRAIN Lizard Brain -Acts on instinct -Seat of powerful emotions -Fight, flight, or freeze are the only options

Wizard Brain - Goal-directed - Seat of “reason” or at least self-talk - Planning, problem solving, flexibly lead to many options

LIZARD BRAIN VS. WIZARD BRAIN Both brains are important. They both have their time and place.

LIZARD BRAIN VS. WIZARD BRAIN Repeated exposure to trauma strengthens the lizard brain, making it harder to access the wizard brain. The lizard brain is locked on by default, so even something like “doing your homework” looks like…

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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CONNECTING EF AND SEL (WHY)

What has COVID taught us? EF and SEL strategies are beneficial for ALL students.

CONNECTING EF AND SEL (WHY) "It will be increasingly important to consider not only the ways in which improvements in EF may lead to improvements in academic ability, but also the extent to which improvements in EF can contribute to the growth of personal responsibility and social-emotional competence that are also highly relevant to the mission of elementary and secondary education." Zelazo, P.D., Blair, C.B., and Willoughby, M.T. (2016). Source: https://ies.ed.gov/ncer/pubs/20172000/

CONNECTING EF AND SEL (WHY)

Teaching EF strategies boosts emotional regulation and helps students meet the EF demands of learning.

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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CONNECTING EF AND SEL (HOW) EF and SEL initiatives have to be systematically and explicitly taught. EF and SEL initiatives have to be relevant to students' lives and connected to their context. EF and SEL lessons have to offer modeling, guided practice, and independent practice. © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

Manage My Mood

CASEL FRAMEWORK 7.4 Manage My Mood

Self-Awareness

W hat is the CASEL Fram ework? CASEL. (2021, October 11). Retrieved from https://casel.org/fundam entals-of-sel/what-is-the-casel-fram ework/ © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What emotion is this child experiencing?

Self-Awareness The abilities to understand one's own emotions, thoughts, and values and how they influence behavior. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

What Is the CASEL Framework? - CASEL © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

Manage My Mood

Learning Objectives ü Identify different emotions ü Understand that all emotions are normal, including negative ones ü Explore how self-awareness of emotions may allow you to stay focused and be flexible when expectations change

Lesson 7.4

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Manage My Mood

What Am I Feeling? Match the faces to the emotions! Give an example of what might make a person feel each emotion.

Lesson 7.4

Manage My Mood

Lesson 7.4

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Manage My Mood

Lesson 7.4

Manage My Mood

Lesson 7.4

Manage My Mood Module 2

Guided Instruction

Lesson 7.4

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Manage My Mood

How is Elena Feeling? What helped Elena manage or change her emotions?

Lesson 7.4

Manage My Mood Module 3

Independent Practice

Lesson 7.4

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Manage My Mood

Now we are going to think about our own emotions! Choose one emotion from the list. Describe two situations that made you felt that way and one way you cope with it.

Lesson 7.4

Manage My Mood Module 4

Metacognitive Wrap-up

Lesson 7.4

Reflection

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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MOOD CHECKERS/CHECK-IN CHARTS

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

CASEL FRAMEWORK 7.5 What Hat am I Wearing?

Responsible DecisionMaking W hat is the CASEL Fram ework? CASEL. (2021, October 11). Retrieved from https://casel.org/fundam entals-of-sel/what-is-the-casel-fram ework/ © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

Sleeping angel or in trouble big time?

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Wild child or just having fun?

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Responsible Decision Making The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and evaluate the benefits of consequences of various actions for personal, social, and collective wellbeing. What Is the CASEL Framework? - CASEL © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

What Hat Am I Wearing?

Learning Objectives ü Identify the different “hats” we wear ü Know when and where each of these “hats” is appropriate ü Understand why it is important to be aware of these different “hats”

Lesson 7.5

What Hat Am I Wearing? Module 1

Metacognitive Activator

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

Today, we will learn what it means to “wear different hats.” “Wearing a hat” means that you can play different roles. What are some different “hats” you can think of? Lesson 7.5

What Hat Am I Wearing?

Now we will take a look at how one person can wear many different “hats.” Think about who the person might be and where they are wearing this “hat.”

Lesson 7.5

What Hat Am I Wearing?

Who? Where?

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

Who? Where?

Lesson 7.5

What Hat Am I Wearing?

Who? Where?

Lesson 7.5

What Hat Am I Wearing?

Who? Where?

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

Even though this might be the same person, they may act or speak differently depending on the situation. It is important to wear the right ”hat” at the right time!

Lesson 7.5

What Hat Am I Wearing? Module 2

Guided Instruction

Lesson 7.5

What Hat Am I Wearing?

For our next activity, we need to learn a little bit about…

Emma Watson

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

Emma Watson • Harry Potter – Hermione Granger • Attended Brown University • UN Women Goodwill ambassador

Lesson 7.5

What Hat Am I Wearing?

Now that we know about some roles Emma Watson might lead, let’s think about the different ways she may present herself.

Lesson 7.5

What Hat Am I Wearing?

Acting Hat

Things she would say? Clothing?

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

UN Ambassador Hat

Things she would say? Clothing?

Lesson 7.5

What Hat Am I Wearing?

Fun Hat

Things she would say? Clothing?

Lesson 7.5

What Hat Am I Wearing?

Student Hat

Things she would say? Clothing?

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

What would happen if Emma Watson wore her “Fun Hat” when she should have been wearing her “Professional Hat”? Why is it important to wear the proper “hat” for each occasion?

Lesson 7.5

What Hat Am I Wearing? Module 3

Independent Practice

Lesson 7.5

What Hat Am I Wearing?

Now we will think about the different “hats” that we wear! What are some examples that you can think of?

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

Pick 4 different hats and draw pictures that represent those hats. What are things you would say and what clothing would you wear while wearing this hat?

Lesson 7.5

What Hat Am I Wearing? Module 4

Metacognitive Wrap-up

Lesson 7.5

What Hat Am I Wearing?

Think of a time when you wore the wrong hat. What happened? How could wearing the right hat have helped? What could you have done differently?

Lesson 7.5

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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What Hat Am I Wearing?

Do you know what caused you to wear the wrong hat? What are some clues that you are wearing the wrong hat? How can you prevent yourself from doing the same again in the future?

Lesson 7.5

Reflection

Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations

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CASEL FRAMEWORK 3.1 Being Flexible and Shifting Expectations

Relationship skills W hat is the CASEL Fram ework? CASEL. (2021, October 11). Retrieved from https://casel.org/fundam entals-of-sel/what-is-the-casel-fram ework/ © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

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What color is the dress?

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https://www.centervention.com/perspective-taking-activity/

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What's the right temperature?

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Should elementary students have cell phones?

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Relationship Skills • The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individual groups. • This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with different social and cultural demands and opportunities, provide leadership, and seek or offer help when needed. What Is the CASEL Framework? - CASEL

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Being Flexible and Shifting Expectations

Learning Objectives ü Define cognitive flexibility ü Understand how to shift between multiple perspectives

Lesson 3.1

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Being Flexible and Shifting Expectations Module 1

Metacognitive Activator

Lesson 3.1

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations

Do you remember what it means to shift and think flexibly?

Lesson 3.1

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Being Flexible and Shifting Expectations

Today, we’re going to read a funny story. See if you can think flexibly in order to make sense of it!

Lesson 3.1

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations

• What did you notice about this story? • What made it funny? • How were you able to understand the story? • What strategy did you use to figure out the meaning of the words of the story? • How did thinking flexibly help you to understand the story? Lesson 3.1

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Being Flexible and Shifting Expectations

We just practiced being flexible with sounds. Now we’ll practice shifting word meanings! Try to come up with two different meanings for your word and draw or act them out.

Lesson 3.1

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations Module 2

Guided Instruction

Lesson 3.1

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Being Flexible and Shifting Expectations

What do you think Carson is thinking when it begins to rain? What does Jill think?

Lesson 3.1

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations

The Soccer Game

Lesson 3.1

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations

Why did the same event lead to such different feelings? Why did each character act differently? How does thinking about two different perspectives demonstrate cognitive flexibility? Lesson 3.1

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Being Flexible and Shifting Expectations Module 3

Independent Practice

Lesson 3.1

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Being Flexible and Shifting Expectations

Now it’s your turn to try! Write an ending of Carson’s and Jill’s stories from each of their perspectives.

Lesson 3.1

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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Being Flexible and Shifting Expectations Module 4

Metacognitive Wrap-up

Lesson 3.1

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Reflection

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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E X E C U TIV E FU N C TIO N & M E N TO R IN G P R O G R A M

IDENTIFYING CANDO GOALS

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CASEL FRAMEWORK 2.1 CANDO Goals

Self-management

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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If you asked your students what their goals are, what would they say? Are these goals motivating? Why or why not?

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“A dream written down with a date becomes a goal. A goal broken down into steps becomes a plan. A plan backed by action makes your dreams come true.” Greg S. Reid

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Self Management The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals. What Is the CASEL Framework? - CASEL © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

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Objectives üRecognize why it may be difficult to achieve goals üUnderstand the importance of setting CANDO goals

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CANDO Goals are: üClear üAppropriate üNumerical üDoable üObstacles considered

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CANDO Goals Help make your goal clear by making it more specific. “I want to be a better student.” “I want to get A’s and B’s this semester.”

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Michael Greschler, Ed.M. & Caitlin Vanderberg, Ed.M. https://www.smarts-ef.org © ResearchILD, 2022

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CANDO Goals Help make your goal appropriate by making it realistic. “I want to get an A this year in math.” “I want to become a professional hockey player.” “I want to keep my grade above a C in math.” “I want to join the hockey team this year.” © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

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CANDO Goals Help make your goal numerical by making it measurable. “I want to get a better grade on my math tests.” “I want to get A’s and B’s in math.”

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CANDO Goals Help make your goal doable by listing 3 steps needed to achieve it. “I want to improve my score on the next math test by 10 points.” Steps for reaching the goal:

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This goal is doable because there are 3 steps listed to help achieve it.

Study 30 minutes a day

Make flash cards to practice 4x/week

Review my notes from class every night

Improve math score by 10 points!

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CANDO Goals What are some obstacles that might get in the way of reaching your goal? “I want to improve my score on the next math test by 10 points.” Potential obstacles:

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What are some obstacles that might get in the way of reaching the goal? I couldn’t do the HW because I didn’t I got busy with other work and understand it! Review m y didn’t review my notes from class every flash cards. Make flash cards to practice 4x/week

I left my notes at home.

Improve math score by 10 points!

night

Study 30 m inutes a day

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CANDO Goals Potential obstacles: 1.

I forgot my notes at school.

2. I couldn’t do the homework because I didn’t understand. 3. I was too busy with other work. Ways to overcome obstacles as they occur:

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What are some ways to overcome obstacles ? I forgot my notes at school.

• Spend extra time studying the next night. • Study during a free block.

I didn’t understand the • Talk to the teacher the next day. lesson and couldn’t do • Ask a friend or parent for help. my HW. I was too busy with other work.

• Make up studying time on the weekends, in the morning before school, or during a free block. © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

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Your turn! üMake your own CANDO goal that you can share with your students.

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Reflection

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E X E C U TIV E FU N C TIO N & M E N TO R IN G P R O G R A M

WRAPPING UP

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“In the process of learning, affective and cognitive streams flow together...” -Katrina de Hirsch

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KEY TAKEAWAYS • Emotions are powerful! • They shape the way we understand each other and ourselves. • Teaching EF strategies boosts emotional regulation and helps students meet the EF demands of learning. • EF and SEL initiatives have to be systematic, explicit, relevant, and connected to students' lives. • EF and SEL lessons have to offer modeling, guided practice, and independent practice.

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Thank you!

Questions, comments, or concerns? mgreschler@researchild.org cvanderberg@researchild.org © RESEARCHILD, 2022 | WWW.RESEARCHILD.ORG| 4 MILITIA DRIVE, SUITE 20 | LEXINGTON, MA 02421 | 781-861-3711

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EF and SEL Strategy Planner Use this planner to integrate executive function strategies and social emotional outcomes for your students.

Meltzer, L.J., Greschler, M., Kurkul, K., Stacey, W., Ross, E., & Snow, E. (2015). SMARTS Executive Function and Mentoring Program. www.smarts-ef.org.

What is the CASEL Framework? CASEL. (2021, October 11). Retrieved from https://casel.org/fundamentals-of-sel/what-is-thecasel-framework/

Which areas of EF and SEL are strengths for your students? Which areas are challenges? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Manage My Mood – EF focus: self-monitoring/self-checking; CASEL focus: selfawareness What challenges do you see your students facing in these areas? When and where are these challenges most apparent (e.g., time of day, academic tasks)? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ What elements of this lesson do you like? _________________________________________________ _________________________________________________________________________________________ © ResearchILD, 2022 | www.smarts-ef.org | Lexington, MA | 781-861-3711

_________________________________________________________________________________________ How can you implement this with your students? __________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

What Hat Am I Wearing? – EF focus: self-monitoring/self-checking; CASEL focus: responsible decision-making What challenges do you see your students facing in these areas? When and where are these challenges most apparent (e.g., time of day, academic tasks)? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ What elements of this lesson do you like? _________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ How can you implement this with your students? __________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Being Flexible and Shifting Expectations – EF focus: cognitive flexibility; CASEL focus: relationship skills What challenges do you see your students facing in these areas? When and where are these challenges most apparent (e.g., time of day, academic tasks)? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ What elements of this lesson do you like? _________________________________________________

_________________________________________________________________________________________ _________________________________________________________________________________________ How can you implement this with your students? __________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

CANDO Goals – EF focus: goal setting; CASEL focus: self-management What challenges do you see your students facing in these areas? When and where are these challenges most apparent (e.g., time of day, academic tasks)? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ What elements of this lesson do you like? _________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ How can you implement this with your students? __________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

What is one resource from today’s presentation you can use right away to support your students’ EF and SEL development? (Ideas: mood checkers, flexible thinking/perspective taking activities, goal setting frameworks, etc.) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

What questions do you have? _________________________________________________________________________________________ _________________________________________________________________________________________ © ResearchILD, 2022 | www.smarts-ef.org | Lexington, MA | 781-861-3711

Match the word to the correct emotion picture and write the word in the emotion column. Then write a reason why someone might be feeling that emotion.

Expression

Emotion

Why?

NAME:

DATE:

MY CANDO GOAL

My aspiration for myself is:

VISION

MY CANDO GOAL

Is my goal:

Clear?

(check)

Doable Steps: 1.

Appropriate? 2.

Numerical? 3.

Doable? 4. (with)

Obstacles

Considered?

Potential Obstacles: 1. 2. 3.

Steps to overcome them:

Executive Function Readings Barkley, R. (2012). Executive functions: What they are, how they work, and why they evolved. New York: The Guilford Press. Brown, T. (2014). Smart but stuck: Emotions in teens and adults with ADHD. San Francisco: Jossey-Bass. Brown, T. (2006). Executive functions and ADHD: Implications of two conflicting views, International Journal of Disability, Development and Education, 53(1), 35-46. Diamond A. (2012) Activities and programs that improve children's executive functions. Current Directions in Psychological Science. 21: 335-341. Denckla, M. B. (2007). Executive function: Binding together the definitions of attention deficit/hyperactivity disorder and learning disabilities. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 5-19). New York: Guilford Press. Dweck, C. S. (2006). Mindset: The new psychology of success. NY: Random House. Elliot, A. & Dweck, C. (2005). Handbook of competence and motivation. N.Y: Guilford . Goldstein, S. & Naglieri, J. (Eds.) (2014). Executive Functioning Handbook. New York: Springer, 2014. Harris, K. & Meltzer, L.J. (Eds.) (2015). The Power of Peers: Enhancing Learning, Development, & Social Skills. New York: Guilford Press. Kincaid, D., & Trautman, N. (2010). Remembering: Teaching students how to retain and mentally manipulate information. In L. Meltzer (Ed.), Promoting executive function in the classroom (pp. 110-139). New York: Guilford Press.

Executive Function Checklist for Remote Learning Now more than ever, teachers need executive function strategies as they learn to navigate and adjust to the rapidly changing pace of remote and home-based learning. Learn from Dr L nn Melt er and ResearchILD s Executive Function experts everything you need to know about supporting the executive function needs of your students from elementary school through college as they learn at home (Meltzer, 2018, 2010). ResearchILD s mission is to empo er all students to find their unique pathways to academic success and ResearchILD s SMARTS E ecuti e Function Curriculum for grades 3-12 is designed to help teachers to teach these life-changing strategies systematically( www.researchild.org, www.smarts-ef.org). Best Practices when teaching Executive Function Strategies ❏ TEACH EXECUTIVE FUNCTION STRATEGIES EXPLICITLY: Make sure you are taking time to model the strategies your students need! Use the checklist belo to think about ho to address our students e ecuti e function needs at this time. ❏ PROMOTE SELF-REFLECTION: Give students a chance to think about their strengths and challenges and their learning profiles as they shift to working remotely. This will promote engagement and self-understanding in students so that they are able to apply strategies independently in novel situations. ❏ PROMOTE GOAL-SETTING & TIME MANAGEMENT: One of the biggest challenges for students working at home is that they cannot ask you for help in real time! For any assignment or class, help students to plan and persevere if they get stuck. Use the following checklist to integrate SMARTS executive function strategies into your teaching, ensuring that all students are able to keep up during these challenging times. Weekly planning ❏ BREAK IT DOWN: Give students time to break down assignments into meaningful parts either during class or as part of their assignments. ❏ WRITE A PLAN: Make sure that students are writing down their work plans, whether on paper, using electronic calendars, or with to-do lists. All the assignments are online, but if students do not write out their own individual work plans, they will not reflect on the work they have done and what they still have to complete. ❏ PROMOTE CANDO GOALS (www.smarts-ef.org): Consider engaging students in goal- setting, whether for academic goals, social goals, exercise goals etc. Teach students to make sure goals are personalized and achievable goals by following the CANDO acronym. CANDO goals are Clear, Appropriate, Numerical, Doable, and with Obstacles considered (CANDO) (SMARTS Executive Function curriculum Unit 2 Lesson 1). © ResearchILD, 2020 | www.researchild.org | Lexington, MA | 781-861-3711

Daily planning ❏ ASSIGN PRODUCTION TIME: Help your students set a specific chunk of time each day during which all distractions are removed and work is the priority i.e. their production time Check out our free SMARTS lesson A Weekly Planning for more on production time. ❏ WRITE IT DOWN: Help students create a daily plan with tasks clearly labeled as ha e to s obligations and ant to s aspirations Ho can the ensure they get all their ha e to s done ❏ ESTIMATE AND REFLECT: As students are expected to work independently, accurate time estimation is essential. Include time estimates with your assignments and have students reflect on how accurate these estimates are. Ho does this influence the amount of production time the need daily? Procrastination and Motivation ❏ STAYING ON TASK: Provide your students with strategies they can use to help them self-monitor their productivity (e.g., productivity apps, etc.) Ask them to reflect on what helps them to be productive and identify top distractors that get in their way. ❏ CREATE SPACE: Help students analyze their workspaces. Are there too many distractors? Is there enough light? Each week, ask them how they change their workspace to help them focus. See the Manage Your Focus lesson in the SMARTS Elementary Executive Function curriculum for more. ❏ WE ALL PROCRASTINATE: Normalize procrastination by discussing how procrastination has affected you in the past. Brainstorm strategies and solutions to overcome procrastination together. Below are some academic tasks with high executive function demands. Use the checklist to make sure you are supporting students in these areas. Reading/Writing ❏ GET TO THE POINT: When asking students to read independently, make sure they understand the purpose of the assignment. This will help them highlight, annotate, or take notes more purposefully. ❏ MODEL ACTIVE READING: Pre-reading strategies, such as the SMARTS Skim and Scoop strategy, help students distinguish main ideas from details. Make sure you model how to use these strategies explicitly. ❏ ORGANIZE INFORMATION: Students are often unaware that reading and writing require a great deal of organization! Make teach strategies that help students organize ideas and information when taking notes, outlining papers, or summarizing. One such strategy for sorting and categorizing is the SMARTS BOTEC strategy (Brainstorm, Organize, Topic Sentence, Conclusion) © ResearchILD, 2020 | www.researchild.org | Lexington, MA | 781-861-3711

❏ Triple-Note-Tote - SMARTS three column note-taking strategy ❏ Summarizing stories to help ou understand the h and ho of a te t

hat

here

hen

Math ❏ CHECKLISTS ARE KEY: Students are often overwhelmed by directions. Teach strategies that help students understand the directions, whether on a test or a word problem, by turning them into checklists that they can follow. ❏ PREDICT ERRORS: Help students analyze their own work by asking them to identif their Top Hits i e the most common errors the make The can use this knowledge to study for tests and quizzes and to check work. ❏ THINK FLEXIBLY: Many students struggle to approach math problems flexibly. Model strategies for thinking flexibly about math. Written by: Dr. Lynn Meltzer, Ph.D., President and Director Michael Greschler, M.Ed., Director, SMARTS Programs Shelly Levy, M.Ed., M.S., SMARTS Curriculum Coordinator & Trainer Institutes of Learning and Development Resources Meltzer, L.J. (Ed) (2018). Executive Function in Education: From Theory to Practice (2nd ed.). New York: Guilford Press. Meltzer, L.J. (Ed.) (2010). Promoting Executive Function in the Classroom. New York: Guilford Press. Meltzer, L.J., Greschler, M., Kurkul, K., & Stacey, W. (2015) Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success. In Harris, K., & Meltzer, L. (Eds.) The Power of Peers in the Classroom: Enhancing Learning and Social Skills. New York: Guilford Press. For additional information, visit www.researchild.org. and www.smarts-ef.org, or www.ildlex.org, or Lynn Meltzer at lmeltzer@ildlex.org

Krishnan, K. and Feller, M. (2010). Organizing: The heart of efficient and successful learning. In L. Meltzer, Promoting Executive Function in the Classroom, New York, NY: The Guildford Press. Meltzer, L. (2018). (Ed.) Executive function in education: From theory to practice (2nd ed.). New York: Guilford Press. Meltzer, L.J. (2010) (Ed.) Promoting Executive Function in the Classroom. New York: Guilford Press. Meltzer, L.J. (2014). Executive function processes: The foundation of academic and life success. International Journal for Research in Learning Disabilities, 2013, 1(2), 31-63. Meltzer, L.J. (2014). Teaching executive function processes: Promoting metacognition, strategy use, and effort. In Goldstein, S. & Naglieri, J. (Eds.) Executive Functioning Handbook. New York: Springer, 445-474. Meltzer, L.J., & Basho, S. (2010). Creating a classroom-wide executive function culture that fosters strategy use, motivation, and resilience. In Meltzer, L.J. (ed.) Promoting Executive Function in the Classroom. New York: Guilford Press. Meltzer, L.J., Basho, S., Reddy, R., & Kurkul, K. (2105). The role of mentoring in fostering executive function, effort, and academic self-concept. International Journal for Research in Learning Disabilities. Meltzer, L.J., Greschler, M., Kurkul, K., & Stacey, W. (2015) Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success. In Harris, K., & Meltzer, L. (Eds.) The Power of Peers in the Classroom: Enhancing Learning and Social Skills. New York: Guilford Press. Meltzer, L.J., Greschler, M., Kurkul, K., Stacey, W., Ross, E., & Snow, E. (2015). SMARTS Executive Function and Mentoring Program, ResearchILD, www.smartsef.org. Meltzer, L.J., Greschler, M., Levy, S., Stacey, W., and Button, K. (2019). SMARTS Elementary Executive Function Curriculum, ResearchILD, www.smarts-ef.org. Stein, J. (2010). Emotional self-regulation: A critical component of executive function. In L. Meltzer, Promoting Executive Function in the Classroom, New York, NY: The Guildford Press.

For additional information, visit www. researchild.org, www.ildlex.org, and www.smarts-ef.org, or contact me at lmeltzer@ildlex.org

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RESEARCH INSTITUTE FOR LEARNING & DEVELOPMENT

The Executive Function and School Performance:

A 21st Century Challenge

Academic success in our 21st century schools is increasingly linked with children’s mastery of a wide range of skills that rely on their use of executive function strategies. The crucial role of executive function processes begins in the preschool years and increases as students progress through middle and high school when they are expected to master complex skills that involve summarizing, notetaking and writing. Success depends on students’ ability to plan, organize and prioritize tasks, materials, and information, separate main ideas from details, think flexibly, memorize content and monitor their progress. It is important to help children to understand how they think and learn, and to teach them to use strategies in five major executive function areas.

The Impact of Executive Function Weaknesses on Academic Performance

Mike’s performance has been unpredictable all year! He is so bright and creative and his teachers report that he participates in classes. However, homework is a daily battle that I dread. Mike’s teachers recently told me that he is often late with papers and projects and that he is lazy. (Parent of a 5th grader)

Major EF Function Areas:

unstuck. I get so frustrated when I have written only a few sentences after an hour so I give up. (John, 7th grade)

writing or completing long-term projects, they often become “stuck,” the information gets “clogged,” and they struggle to produce. This model* of a “clogged funnel” (Meltzer, 2007, 2010, 2018) best explains the challenges faced by students with executive function weaknesses who often: •

struggle with open-ended tasks (e.g., organizing their calendars) because they are unable to prioritize and organize the various steps; have difficulty shifting between different components of the task (e.g., switching from outlining to writing, from one academic subject to another, or from calculating a math fact to checking the answer);

•

over-focus on the details, ignoring the bigger picture;

•

struggle to take notes or to outline because they lose track of the main ideas; have difficulty checking their work without structure or guidance;

•

forget to hand in completed work.

•

Students who cannot “unclog the funnel” may have difficulty showing what they know. Their grades often do not reflect their ability and, in spite of their effort, they may be labeled as “lazy.” As they enter middle and high school, where the demands for independence and efficiency increase, they often become frustrated, lose self-confidence, and, as a result, make less effort in school.

When students like John need to coordinate the skills required for tasks such as

3 4

Shifting/Thinking flexibly

Organizing

Prioritizing

Accessing working memory

Self-monitoring/Self-checking

Without EF strategies, students face challenges of too much information without adequate coping mechanisms.

Executive Function Strategies: An Overview Executive function strategies provide an important foundation for improving students’ academic performance, confidence and effort. When students like Sarah use effective strategies, they develop a deeper understanding of their unique strengths and weaknesses and begin to see improved grades. Encourage your child or teen to use strategies and, in doing so, keep the following principles in mind: •

Don’t assume that your child already knows how to use a strategy.

•

Children and teens need to learn when to use which strategies and in what contexts. Not all strategies work for everyone all the time.

•

You know your child! Help your child to personalize the strategies that work best so that these techniques become more meaningful.

My success is due to the strategies self-understanding I gained after I used the strategies and got higher grades. (Sarah, 11th grader)

SOME EF STRATEGIES TO USE AS STARTING POINTS: Goal setting • Help your child to set attainable goals that are well-defined. • Break goals down into smaller steps and talk about alternative approaches.

• Provide space at home to file old tests and study guides that may be needed at a later date.

Accessing Working Memory

Shifting/Thinking Flexibly

• Encourage your child to create his or her own silly sentences, acronyms or cartoons to remember information.

• Expose your child to jokes, riddles and puns which are enjoyable ways of learning to shift between different meanings.

Prioritizing

• Teach your child to think flexibly when solving math problems by comparing their estimates with their answers to word problems or discussing a variety of approaches to a problem.

Organizing Ideas • Encourage your child to use outlines, graphic organizers or webs to organize ideas for large projects. • Encourage your child to use two- or threecolumn notes when reading or studying.

Organizing Materials • Work with your child to develop a system for organizing materials in folders, backpacks, and lockers. • Make sure your child has a designated place for completed assignments. Encourage your child to clean out his or her backpack once a week.

• Have your child “divide and conquer” upcoming assignments and projects by planning to complete larger assignments in steps in order to avoid last-minute panics. • Help your child to create songs, stories and acronyms to remember the steps involved in completing and checking written papers and math problems.

Self-monitoring/Self-Checking • Children need to learn to check their schoolwork before turning it in. Help your child to develop personalized checklists to correct his or her most common mistakes. Encouraging children and teens to use executive function strategies puts them on the path to success in school and in life. See our SMARTS Executive Function program for more strategies: www.smarts-ef.org.

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SMARTS Executive Function Program

Developed by Lynn Meltzer, Ph.D. and her team of educational therapists, psychologists, researchers, and methodologists at ResearchILD, SMARTS is an online, downloadable, ready-to-use executive function curriculum for middle school and high school students. SMARTS teaches practical strategies that help students to understand their own learning profiles. Easy-to-teach lessons help students access strategies that match their learning styles. SMARTS, for use in both general education and special education settings, integrates executive function strategies into existing curricula. SMARTS can be applied flexibly across subject areas and academic settings, from 1:1 tutoring and small groups, to large classrooms. SMARTS teaches students how to reflect and understand their strengths and challenges, promoting metacognitive awareness, the key to life-long learning. Since the fall of 2015, more than a thousand teachers around the world have joined the SMARTS community. To learn more, and to try out a free lesson, visit: www.smarts-ef.org.

Winner of the CHAD Innovative Program award, SMARTS Online makes EF strategies accessible and affordable worldwide.

Resources: Publications: Dweck, C. S. (2008). Mindset: The New Psychology Of Success. New York, NY: The Random House.

Meltzer, L. (2010). Promoting Executive Function in the Classroom (What works for special needs learners series). New York: Guilford Press.

Goldstein, S. & Naglieri, J. (2015) (Eds.) Executive Functioning Handbook. New York: Springer.

Meltzer, L.J., Greschler, M., Kurkul, K., & Stacey, W. (2015). Executive function and peer mentoring: Fostering metacognitive awareness, effort, and academic success.

Meltzer, L.J. (Ed). (2018) (2nd Ed.) Executive Function in Education: From Theory to Practice. New York: Guilford Press. Meltzer, L.J. (2014). Teaching executive function processes: Promoting metacognition, strategy use, and effort. In Goldstein, S. & Naglieri, J.(Eds.) Executive Functioning Handbook. New York: Springer, 445-474.

Harris, K., & Meltzer, L. (Eds.) The Power of Peers in the Classroom: Enhancing Learning and Social Skills. New York: Guilford Press, 1-32. Lynn Meltzer, Ph.D.

Audio: Meltzer, L. (speaker). (2017, September,26). Project Runaway [Audio blog post]. http://cerebralmatters.com/podcast/podcast/episode-12/ Meltzer, L. (speaker). (2017,October,3). From Pimples to Projects: Taking Charge of How to Learn [Audio blog post] http://cerebralmatters.com/podcast/?s=from+pimples+to+projects-299. Michael Greschler, M.Ed.

Authors: Lynn Meltzer, Ph.D. is the President and Director of the Institutes for Learning and Development (ResearchILD & ILD) in Lexington, MA. She is a Fellow and Past-President of the International Academy for Research in Learning Disabilities. She is the Founder and Program Chair of the Annual Learning Differences Conference which she has chaired for the past 34 years. For 30 years, she held positions as Associate in Education at the Harvard Graduate School of Education and Adjunct Associate Professor in the Department of Child Development at Tufts University. Her 40 years of clinical work, research, publications, and presentations have focused on understanding the complexity of learning and attention problems. Her extensive publications include articles, chapters and books, most recently, Executive Function in Education: From Theory to Practice (2018), Promoting Executive Function in the Classroom (2010) and The Power of Peers in the Classroom: Enhancing Learning and Social Skills (2015), co-edited with Karen Harris. Together with her ResearchILD staff, she has developed SMARTS, an evidence-based executive function and peer mentoring/ coaching curriculum for middle and high school students (www.smarts-ef.org). Michael Greschler, M.Ed. is the Director of the SMARTS program at ResearchILD. Over the past 5 years, he has worked on expanding the SMARTS program, refining the SMARTS Online Curriculum, and providing SMARTS Trainings to administrators and teachers across the U.S.A. Since the launch of SMARTS in the fall of 2015, Michael has supported more than 1,000 SMARTS educators around the world, helping them to bring the power of executive function strategies into their classrooms.

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