WHAT?

Mental processes that help a person plan, focus attention, control impulses, manage emotions, and organize actions in order to achieve a goal.

The Core “10” Skills

1.Planning

2.Time management

3.Metacognition

4.Organization

5.Working memory

Decision Making Skills

6.Self-Control

7.Flexibility

8.Attention

9.Task initiation

10.Perseverance

Behavior Regulation Skills

Stringing along a few to several EFS in order to accomplish a task.

Daisy Chaining

Microskills

The breakdown of smaller skills that need to be done in order to accomplish the overall executive functioning skill

Planning

Setting a goal

Breaking down into parts

Sequencing

Time estimation

Prioritization

Progress mapping

Back up plan

Reflection

EXAMPLES OF MICROSKILLS

sequencing

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unpacking

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working memory

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reviewing

collaboration

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flexibility

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conflict management

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oversight

response inhibition

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follow-through

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accuracy

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polish

assertiveness

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help-seeking

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adjusting

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abstract reasoning

risk-assessment

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controlled risk

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tolerance

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resilience

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WHY?

Supports independent learning

Turn ideas into action

Predictor of long-term success

Improves decision-making

Builds resilience and persistence

• What do I need to do?
• How should I start?
• Is this working?
• What should I change?
• Did I finish the task well?

Executive functioning skills helps someone answer questions like:

IN MANY CASES, THESE SKILLS CAN BE MORE PREDICTIVE OF SUCCESS THAN RAW INTELLIGENCE OR CONTENT KNOWLEDGE.

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WHO?

HOW?

Unaware

Problem aware

Surface aware

Assisted aware

Self-aware

Don’t know what you don’t know

Know there is a problem but do not know the cause or how to fix

Aware of the possible solution but not how to achieve it

Can fix the problem but will need the guidance of someone else in order to do it

Recognize how to solve the problem on your own and know how to do so

WHERE?

• Science: planning investigations
• Math: monitoring problem-solving steps
• Language arts: organizing arguments in writing
• Social studies: evaluating sources and synthesizing information

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A LOOK AT THE WEEK

In general...

• Use consistent routines
• Break big tasks into smaller steps
• Ask questions instead of giving answers
• Model organization and calm problem-solving
• Praise effort, strategies, and persistence, not abilities

WHEN?

ELEMENTARY

Focus on a Few Core Skills

Prioritize the most developmentally appropriate EF skills:

• Following directions (working memory)
• Starting tasks (task initiation)
• Staying focused (attention control)
• Managing emotions (emotional regulation)
• Organizing materials (organization)

Some things to consider

• Build Strong Routines
• Model Thinking Out Loud
• Chunk
• Use Games to Build EF Skills
• Teach Emotional Regulation Directly
• Use Prompting Questions
• Reinforce Effort and Strategy

Complete 3 math problems

Listen to directions

Clean up your area

Turn in your assignment

Write a paragraph

Ask for help

Use your checklist

Try one strategy

Use your “pause” button

Take 3 deep breaths

Follow 2-step directions

Finish your worksheet

Check your work

Take quick brain break

Start first step

Line up

Choice time

Draw picture to match detail

Work with a partner

Move to next task

Get feedback

Share your idea

Choose a calm activity

Choose where to work

Choose a quiet activity

Choose a challenge problem

First

Then

MIDDLE

Focus on High-Impact EF Skills

Prioritize the skills students need most at this stage:

• Time management (multiple classes, deadlines)
• Organization (materials, assignments)
• Planning (longer-term projects)
• Task initiation (starting without prompting)
• Self-monitoring (checking work and progress)
• Emotional regulation (handling stress, frustration)

Some things to consider

• Teach Planning for Long-Term Tasks
• Use Systems for Organization
• Build Time Awareness
• Teach Emotional Regulation for Academic Stress
• Use Reflection to Build Self-Monitoring
• Shift from Reminders to Questions
• Gradually Release Responsibility

HIGH SCHOOL

FOCUS ON ADVANCED EF SKILLS

PRIORITIZE THE SKILLS STUDENTS NEED FOR REAL-WORLD SUCCESS:

• LONG-TERM PLANNING (PROJECTS, GOALS, DEADLINES)
• TIME MANAGEMENT ACROSS MULTIPLE RESPONSIBILITIES
• PRIORITIZATION (WHAT MATTERS MOST RIGHT NOW?)
• SELF-MONITORING AND REFLECTION
• TASK INITIATION WITHOUT PROMPTING
• EMOTIONAL REGULATION UNDER PRESSURE
• COGNITIVE FLEXIBILITY (ADAPTING STRATEGIES WHEN NEEDED)

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Some things to consider

• Teach Prioritization (Not Just Time Management)
• Emphasize Long-Term Planning
• Teach Systems, Then Let Students Choose
• Build Self-Monitoring and Reflection
• Teach Stress and Emotional Regulation
• Integrate EF Into Real Academic Work
• Shift to Coaching, Not Managing

Address Procrastination Directly

https://www.youtube.com/watch?v=arj7oStGLkU