Executive Functions Skill Building Program

Program Benefits• Response to Intervention: Easy-to-implement classroom activities

and lessons• Helps students develop skills to become effective and efficient learners• Homework completion rate increases• Students perform better on standardized tests• Helps students acquire 21st Century skills which are essential

to student success• Supported with educator tools

What’s New for 2nd Edition: • Incorporates latest research from RUSH Neurobehavioral Center• New lessons on Time Management and Active Reading• Implementation Plans for each unit• High Student Guide now 8.5" x 11"

Executive Functions Skill Building Program

Train the Brain for Academic SuccessThis neuroscience, research-based program strives to improve students' academic performance by encouraging the development of executive functions—the ability to plan, strategically solve problems, self-regulate behavior, make decisions, pay attention, monitor and evaluate performance, and manage time.

LEVEL PRODUCT INCLUDES PAGE COUNT

E

Teacher Curriculum Notebook Binder Containing Curriculum 260

Student Guide Coiled Guide 112

Classroom Bundle One Teacher Notebook & 25 Student Guides —

M



Classroom Bundle One Teacher Notebook & 25 Student Guides —

H



Teacher Curriculum Notebook One Teacher Notebook & 25 Student Guides —

Specifications All Products are 2nd Edition

FOR GRADES E | M | H2nd Edition

800-221-1165 | premier.us

Executive Functions Skill Building Program, 2nd Edition Elementary

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DECISION MAKING AND PROBLEM SOLVING

Decision Making and Problem Solving:Knowing how to make the right choice

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DECISION MAKING AND PROBLEM SOLVING

Pros and ConsYou make decisions every day. Some are easy: Should I have a sandwich or a slice of pizza for lunch? Some are harder: Which instrument do I want to learn? As you get older, you will have many choices and many decisions to make. Some will be easy and some will be hard.

For each choice, there are pros and cons. But what does that mean?

Pros: The positive (good) things about each choice

Cons: The negative (bad) things about each choice

By thinking about the pros and cons of each choice, you will be able to make the right decision. Look at the charts below. Marco is trying to decide whether he should stay home and study for his spelling test the next day or go to the movies with his friends. Which choice would you make?

Stay Home and Study

PROS CONS

Marco will earn a higher grade on his spelling test.

Marco will miss out on the fun.

Marco’s family will be happy. Marco’s friends will not be happy.

Marco will help himself reach his goal of making the honor roll.

Go to the Movies

PROS CONS

Marco will have fun.Marco will probably earn a lower grade on his spelling test.

Marco’s friends will be happy. Marco’s family will not be happy.

Marco will hurt his chances of making the honor roll.

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Executive Functions Curriculum Notebook

ELEMENTARY SCHOOL

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2ND EDITIONA BLUEPRINT FOR SUCCESS GUIDE

EXECUTIVE FUNCTIONS

ELEMENTARY SCHOOL

2ND EDITION

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8.5" x 11" Coiled Elementary Student Guide Pages

Teacher Curriculum Binder, and Notebook Pages

Lesson 1●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● ●●●●●●●●●●●●●●●●● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

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Procedure Please feel free to adapt parts of the procedural suggestions below.

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Ask students questions about making difficult decisions. Ask: Have you ever had to make a difficult decision?

How did you go about making the decision?

What happened? Were you happy with the decision you chose?

If so, what enabled you to make the right decision?

If not, what do you wish you would have done differently?

How could you have made a better decision?

ObjectivesIn this lesson, students will:

• Explore the process of decision making

• Apply the decision-making process to a scenario

Planning AheadMake copies of:

• Gathering-Information Sheets, pages 7-7 through 7-15

MaterialsTeacher resources:

• Gathering-Information Sheets, pages 7-7 through 7-15

Student-guide pages 88–93

D E C I S I O N M A K I N G A N D P R O B L E M S O L V I N G L E S S O N 1 : M A K I N G T O U G H D E C I S I O N S

TIME:

60-90 MINUTES (CONSIDER DIVIDING INTO TWO

SESSIONS)

STUDENT-GUIDE CONNECTION: As an introduction to the Decision Making and Problem Solving unit, have students read pages 88–89 in the student guide and complete the How Well Do I Make Decisions? worksheet on page 90 (see page 7-19, figure 1). This assessment can be self-administered or taken during a teacher/student interview. The self-assessment should first be taken prior to starting this lesson and may be taken multiple times throughout the unit and tracked on the Progress-Monitoring Charts located on page 7-3 of your Curriculum Notebook. Additional copies of the self-assessment may be made from the template available at executivefunctions.schoolspecialty.com.

Making Tough Decisions

7-4

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D E C I S I O N M A K I N G A N D P R O B L E M S O L V I N G L E S S O N 1 : M A K I N G T O U G H D E C I S I O N S

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Explain the decision-making process. Say: We make most decisions automatically, without even thinking about them.

However, when decisions are complex and consequences are significant, it is important we go through a thinking process that will help us arrive at the best solution. This is called the decision-making process.

Have students turn to page 91 in the student guide. As a class, go over the steps in the decision-making process.

Step 1: Identify the problem or opportunity. Sometimes, the decision that needs to be made is obvious. Other times, it needs to be thought about and articulated. It can be hard to make a decision if you are not clear about the central issue at hand.

Step 2: Gather relevant information. To make a good decision, you need good information and advice. After clearly stating the decision that needs to be made, you need to gather as much relevant information as possible. It might help to brainstorm the different sources that will provide the information you need.

Step 3: Develop as many options as possible. What are all the possible options you could choose? It is important to keep an open mind about options by generating as many as you can, even the obvious ones.

Step 4: Evaluate options and decide on and implement the best option. Once you have generated a number of possible options, begin considering the pros and cons of each choice. Ask yourself, What are all the positive and negative consequences this option could bring with it? Then ask, Are there ways to minimize the negative consequences and maximize the positive ones? List the pros and cons for each option. Decide which option you think is the best.

Step 5: Continue to evaluate the consequences of the decision. Even though the decision is made, the process is not finished. Continue to examine the consequences of your decision. Are there unforeseen consequences (either positive or negative)? Are there decisions you can make now that will minimize negative consequences or maximize positive ones? What should you do differently the next time you are faced with a similar decision?

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800-221-1165 | premier.us

Executive Functions Skill Building Program, 2nd Edition Middle

Study StrategiesONE OF THE MOST DAUNTING TASKS YOU WILL UNDERTAKE IN MIDDLE SCHOOL IS STUDYING.Try not to let yourself get overwhelmed

by all the information you must take in.

If you find a way to organize it all, you’ll be fine.

Note:USE THE LEARNING STRENGTHS PAGES TO HELP YOU FIND THE BEST

ENVIRONMENT AND TECHNIQUES FOR STUDYING THAT WORK FOR YOU.

HOW DO I STUDY? STUDY PLAN CUCC NOTE TAKING

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Worksheet How Are My Study Strategies? Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reflection Questions:

1. How can I improve my notes so that I can use them to study for tests? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. What memory strategies do I find useful? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. How can I improve my test preparation strategies? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

NONE OF THE TIME

0

SOME OF THE TIME

1

MOST OF THE TIME

2

ALL OF THE TIME

3

Following Directions: I read all directions before beginning a test or assignment.

Academic Support: I write down and organize my ideas before beginning a writing assignment.

Note Taking: I write down, in my own words, what the teacher puts on the board.

Note Taking: I can identify the main idea and supporting details of lectures and readings.

Memory: I use a variety of memory strategies when preparing for tests.

Test Preparation: I make a study plan before preparing for a test, including what to study, which strategies to use, and when to study.

Test Preparation: I study for multiple-choice tests differently than I do for essay tests.

Test Review: I review my errors on graded tests.

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EXECUTIVE FUNCTIONS

2ND EDITION

MIDDLE SCHOOL

8.5" x 11" Coiled Middle Student Guide Pages


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S T U D Y S T R A T E G I E S : F O L L O W I N G D I R E C T I O N S L E S S O N 1 : E N G A G E D L I S T E N I N G

DISC

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Review the concept of engaged listening.Display the words engaged and listening on the board. Discuss what the two words mean. Discuss what they have in common. Now link them together and discuss the importance of engaged listening.

Ask: What is engaged listening?When is it useful?Why is it important when it comes to following directions?

Say: Engaged listening is important when it comes to following oral directions. It keeps you involved in an activity and allows you to continue working toward your goal.

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ORM On the board, brainstorm ideas about what engaged

listening might look like, feel like, and sound like in a classroom. Ask: How do people know if you are an engaged listener?

List these qualities on the board. (Leave the list up for later additions.) Tell your students that to successfully complete the following activity, they will need to be successful listeners and watchers.

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As a class, read page 30, Really Following Directions, in the Student Guide to introduce the engaged-listening activity. (See page 5-10 for directions to the activity.) Step 1: Hand out the individual rectangles containing separate directions (see pages 5-11,

5-13, and 5-15). Depending on the number of students in your class, students might have to share a rectangle or could receive one or more rectangles of their own. Give students time to read their cards thoroughly before beginning the activity. Have them tell the person next to them what they are to do.

Step 2: Explain that listening carefully is required for this activity. One person’s actions are dependent on the previous person’s actions.

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Model the listening activity. Step 3: Ask for a student volunteer or multiple volunteers, if needed, to assist in modeling

the activity. Explain that whatever task is being performed, the rest of the class needs to be listening and paying attention so the next person can perform his or her task. Initiate reading an item on the card and performing the task, triggering the volunteer to perform his or her task.

Note: Remind students about the dominoes demonstration and offer the analogy between the dominoes and the students during this activity.

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S T U D Y S T R A T E G I E S : F O L L O W I N G D I R E C T I O N S L E S S O N 1 : E N G A G E D L I S T E N I N G

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Begin the activity. Step 4: Students might need to start over, or be restarted, midsequence before they can

manage to complete the total number of activities to get to the end point of “Way to Go!” (see the answers on pages 5-17, 5-18, and 5-19).

DISC

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Discuss why it is important to be an engaged listener in the classroom. Ask: Why is it important for you to follow directions?

Why would I (as your teacher) want you to be an engaged listener?

Does anything need to be added to the list of skills for you to become an accomplished engaged listener?

BRIDGING TO THE CLASSROOM

• After delivering oral directions, ask a student to summarize what the directions are AND explain the goal of the assignment.

• Give one instruction at a time, and write down multistep instructions.

• Create your own Engaged-Listening Cards as a class.

• Following the lesson, discuss with the class the various steps students needed to be successful, and compare the different strategies they used in the process.

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Executive Functions Skill Building Program, 2nd Edition High

Worksheet How Well Do I Make Decisions? Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

NONE OF THE TIME

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SOME OF THE TIME

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MOST OF THE TIME

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ALL OF THE TIME

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I take time to analyze all my options before making a big decision.

I ask for advice when I have a hard time making a decision.

I always weigh the pros and cons of each option before I make my choice.

I often reflect on whether I made the right decision.

I am able to make decisions quickly.

I try to predict what might happen as a result of my decision.

I often feel that I make the right decision.

I like to help others make the right decision.

Reflection Questions:

1. What parts of decision making am I already good at? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2. What parts of decision making would I like to improve? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3. What specific actions can I take to improve my ability to make good decisions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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1.Identify the problem or opportunity.

What am I trying to decide? Do I need to make more than one decision? Can I articulate the decision in only one sentence?

2. Gather relevant information.

Where do I need to look to find information that will help me make my decision? Who can help me?

3. Develop as many options as possible.

What possible options are available to me? Be creative. Don’t stop at just one or two, and don’t judge their worth right away.

4.Evaluate your options and decide on and implement the best one.

What are the pros and cons of each option? How can I maximize the pros and minimize the cons?

5.Continue to evaluate the consequences of the decision.

What adjustments do I need to make? What would I do differently the next time I am confronted with a similar decision?

Making ToughDecisionsIt is easy to get lost in the process of making tough decisions. The steps below provide a useful and versatile series of actions that can help you make all kinds of decisions. The questions to the right will help you start thinking about the essential issues of each step.

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2ND EDITION

HIGH SCHOOL

EXECUTIVE FUNCTIONS

Lesson 1

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D E C I S I O N M A K I N G & P R O B L E M S O LV I N G L E S S O N 1 : M A K I N G T O U G H D E C I S I O N S

ObjectivesIn this lesson, students will:

• Explore the process of decision making• Apply the decision-making process to a

scenario

Planning Ahead• Post Information Sheets 1–12 (pages 7-7

to 7-18) around the classroom (on walls, desks, etc.). They include: State University, City College, Private Liberal Arts College, Mother, Father, Older Sister, Teacher, School Counselor, Soccer Coach, Friend 1, Friend 2, and Boyfriend.

MaterialsStudent Guide pages 83–88

Teacher Resource:

• Information Sheets 1 through 12, pages 7-7 to 7-18

STUDENT GUIDE CONNECTION:.Have.students.read.page.83.in.the.Student.Guide.and.then.take.the.self-assessment.on.page.84.(see.page.7-23,.figure.1)..This.assessment.can.be.self-administered.or.taken.during.a.teacher/student.interview..However,.it.should.be.completed.before.starting.the.lesson.

ProcedurePlease feel free to adapt parts of the procedural suggestions below.

DISC

USS Ask students questions about making tough decisions.

Ask: Have you ever had to make a tough decision? How did you go about making the decision? What happened? Were you happy with the decision you chose? If so, what allowed you to make the right decision? If you weren’t happy with your decision, what do you wish you had done? How could you have made a better decision?

INTR

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E Explain the decision-making process. Explain: We are constantly making decisions. We make most decisions automatically

without even thinking about them. However, when decisions are complex and consequences are significant, it is important that we go through a thinking process that will help us arrive at the best solution. This is called the decision-making process.

People have different ideas about the number of steps involved in decision making, but the components described on page 7-5 are generally agreed upon.

TIME:

60–90 MINUTES

Making Tough Decisions(MAY BE DIVIDED

INTO TWO SESSIONS)

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INTR

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(continued)

Read and discuss with students page 85 in the Student Guide, Making Tough Decisions. The main steps and explanations are listed below.

1. Identify the problem or opportunity. Sometimes the decision that needs to be made is obvious. Other times it needs to be thought about and articulated. It can be difficult to make a decision if you are not clear about the central issue.

2. Gather relevant information. To make a good decision, you need good information and advice. After clearly stating the decision that needs to be made, you need to gather as much relevant information as possible. It might help to brainstorm the different sources that will provide the information you need.

3. Develop as many options as possible. What are all the possible options you could choose? Although sometimes this is obvious, it is important to keep an open mind about options by thinking of as many as you can.

4. Evaluate your options and decide on and implement the best one. Once you have generated a number of possible options, begin considering the pros and cons of each choice. Ask yourself, “What are all the positive and negative consequences that would result from this option?” and “Are there ways to minimize the negative consequences and maximize the positive ones?” List the pros and cons for each option. Decide which option you think is the best.

5. Continue to evaluate the consequences of the decision. Even though the decision is made, the process is not finished. Continue to examine the consequences of your decision. Are there unforeseen consequences (either positive or negative)? Are there decisions you can make now that will minimize negative consequences or maximize positive ones? What should you do differently next time you are faced with a similar situation?

DECI

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Explain to students that they are about to consider a scenario in which a student similar to them needs to make a very important and tough decision.Step 1: Divide students into groups of two or three.

Step 2: Have each group read page 86 in the Student Guide, Veronica’s Decision.

Step 3: Have students read and answer Step 1 of Working Through the Decision on page 87 in the Student Guide (see page 7-23, figure 2).

Step 4: Read Step 2 of Working Through the Decision as a class. Explain that students now have to gather information to make the decision. Point out the Information Sheets posted around the room. Direct students to read the twelve different sources of information and take notes on facts that will contribute to Veronica’s decision-making process.

Step 5: Read Step 3 of Working Through the Decision as a class. Have students list Veronica’s options on page 88 in the Student Guide, Pros and Cons (see page 7-23, figure 3).

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8.5" x 11" Coiled High Student Guide Pages


800-221-1165 | premier.us

Documents

Executive Functions Skill Building Program