Executive Functioning Series, Part 1
Last year, I had a student who frequently appeared off task during class, struggled to keep up with the lessons, and had difficulty completing assignments. Initially, I assumed she simply didn’t understand the content, so I spent extra time re-explaining concepts.
However, after a meeting with our learning specialist, I learned that she was dealing with significant challenges related to working memory and other executive functioning skills. This insight transformed my approach; instead of focusing solely on the content, I began implementing strategies to support her executive functioning.
I supported her by helping her break down and prioritize tasks, using checklists and sticky notes to keep the top three steps easily accessible. I provided previews of upcoming topics to enhance her planning skills and integrated concept maps to offer visual representations of the information. Through this process, I became more aware that what may initially appear as a lack of understanding can stem from difficulties with executive functioning that are critical for effective learning.
In its simplest terms, executive functioning refers to the skills that help us complete tasks. To elaborate further, executive functions (EFs) refer to “mental functions that enable us to reason and problem solve; understand what we read or hear in a lecture; exercise choice, self-control, and discipline; be creative, and flexibly adjust to change or new information” (Diamond 2014).
Cooking is a great place to hone executive functioning skills; this chef is using sequencing, organization, and attention to help with dinner!
We know that EFs are crucial to success in all areas of life. Notably, executive functions account for “more than two times more variation in final grades than does IQ, even in college” (Edutopia). These functions involve subskills, such as:
Planning: Outlining steps and setting goals to complete tasks effectively.
Sequencing: Determining the correct order of tasks for efficient completion.
Organization: Arranging materials and thoughts systematically for better structure.
Task initiation: Starting tasks independently, avoiding procrastination.
Working memory: Holding and manipulating information temporarily while solving problems.
Self-control: Regulating emotions and behaviors to maintain focus.
Time management: Prioritizing and allocating time effectively to meet deadlines.
Metacognition: Understanding one's own learning process and strategies.
Attention: Maintaining focus on relevant tasks while filtering distractions.
Mental flexibility: Adapting to new situations and considering alternative solutions.
Perseverance: Continuing to work toward goals despite challenges.
This is complex! Not only that, but because the cognitive processes initiate in the prefrontal cortex, these skills typically begin to develop in early childhood but continue maturing into a person’s mid-20s.
What can educators do?
Teach Executive Function Skills Explicitly: Integrate lessons on organizational strategies, planning, and prioritization into the curriculum. By modeling these skills and providing structured routines, educators can help students develop the necessary tools to manage their academic responsibilities effectively.
Utilize Feedback: Regularly seek student feedback to identify areas of confusion (e.g., exit tickets, surveys, or one-on-one conversations) and make necessary adjustments, tailoring instructional methods and materials to accommodate diverse learning needs.
By embedding executive functioning strategies into instruction, educators not only empower students to navigate academic challenges more effectively but also equip them with essential life skills. When we prioritize the development of executive functioning, we create resilient learners who are better equipped to adapt and thrive in an ever-changing world.
