Download Promoting Executive Function in the Classroom by Lynn Meltzer PhD PDF

By Lynn Meltzer PhD

Available and sensible, this e-book is helping lecturers include govt functionality processes—such as making plans, organizing, prioritizing, and self-checking—into the study room curriculum. Chapters supply potent thoughts for optimizing what K–12 scholars examine by way of enhancing how they study. famous authority Lynn Meltzer and her learn affiliates current a wealth of easy-to-implement overview instruments, instructing suggestions and actions, and making plans aids. that includes a number of whole-class principles and proposals, the e-book additionally indicates tips to differentiate guideline for college students with studying or recognition problems. Case examples illustrate individualized educating suggestions and school room lodgings. greater than a dozen reproducibles are incorporated; the large-size structure enables photocopying and day by day reference.

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By Lynn Meltzer PhD

Available and sensible, this e-book is helping lecturers include govt functionality processes—such as making plans, organizing, prioritizing, and self-checking—into the study room curriculum. Chapters supply potent thoughts for optimizing what K–12 scholars examine by way of enhancing how they study. famous authority Lynn Meltzer and her learn affiliates current a wealth of easy-to-implement overview instruments, instructing suggestions and actions, and making plans aids. that includes a number of whole-class principles and proposals, the e-book additionally indicates tips to differentiate guideline for college students with studying or recognition problems. Case examples illustrate individualized educating suggestions and school room lodgings. greater than a dozen reproducibles are incorporated; the large-size structure enables photocopying and day by day reference.

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They help you see what types of things you need to work on a lot and what things you don’t. —Leslier, ninth grader As students develop an understanding of their strengths and weaknesses, as well as the demands of each learning situation, they realize the importance of executive function processes for academic success. When they use strategies that address the core executive function processes, they also become independent learners and flexible thinkers, and can more easily bypass their weaknesses while using their strengths to learn efficiently.

2004a; Swanson, 1999; Zimmerman & Schunk, 2001). Executive function strategies help students to go beyond the content that is being taught, so that learning is process-based rather than only outcome-based (Meltzer & Krishnan, 2007). Students need to learn how to set goals, plan, and prioritize; how to organize materials and information; how to remember and mentally recall previously learned information; how to “juggle” information in their minds; how to shift approaches in learning and problem-­solving situations; and how to monitor themselves and check their work.

S/he is a hard worker. •• S/he does not give up even when the work is difficult. Please judge how hard this student works: •• Homework •• Long-term projects •• Studying for tests •• Other activities (sports, music, art, hobbies) Note. The ME and TPSE each comprise 36 items, which are rated on a 1–5 scale.  Students’ versus Teachers’ Ratings of Their Performance on Academic Tasks That Involve Executive Function Processes ME—Students TPSE—Teachers Please judge how well you do on: •• Organization •• Long-term projects •• Making a plan before starting work •• Using strategies in my schoolwork •• Checking my work •• Homework •• Tests •• Long-term projects Please judge how well this student does on: •• Organization •• Long-term projects •• Making a plan before starting work •• Using strategies in his/her schoolwork •• Checking his/her work •• Homework •• Tests •• Long-term projects These examples reflect the discrepancies between students’ self-­perceptions and their teachers’ judgments.

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