Monthly Archives: March 2021

Executive Function and Universal Design for Learning

Executive Function, Universal Design for Learning

Executive function is an essential part of integrating Universal Design for Learning (UDL) into the curriculum. By using executive function strategies within the UDL framework, you can foster the development of expert, goal-directed learners.

What is Universal Design for Learning?

Universal Design for Learning (UDL) aims to remove barriers to learning and build a flexible framework that is calibrated to each learner’s profile. A universally designed classroom welcomes learners to school just as they are. UDL recognizes that barriers lie in the learning context, not the learners. By offering multiple ways for learners to engage with, represent, and express ideas, UDL celebrates neurodiversity and learner variability.

While it is often assumed that UDL is only for students with learning differences, a universally designed classroom provides options for all learners to learn how they learn best.

UDL and Executive Function

One of the core goals of UDL is to develop expert, goal-directed learners. Unsurprisingly, executive function is key here! Just as the SMARTS curriculum teaches executive function strategies explicitly and prepares students to navigate the learning process, the UDL framework creates a context in which the teaching and modeling of executive function strategies is a priority.

One of the critical elements of UDL is starting with clear learning goals that learners can meet through a variety of means. In parallel, UDL emphasizes that learners should begin by setting their own personal goals (UDL checkpoint 6.1) and determining what they will need to reach those goals (UDL checkpoints 6.2 and 6.3).Self-monitoring one’s progress is an important step that enables learners to reach their goals (UDL checkpoints 6.3 and 6.4).

Finally, self-reflection is critical. After seeing teachers model strategy use and using the strategies independently, students must engage in self-reflection to determine if the strategy was successful or useful. If not, students can plan better for the next time they need to pull from their toolbox of strategies.

To learn more about UDL and executive function, view the UDL Principle of Action and Expression video that includes providing options for executive function. For more information about UDL, check out the UDL guidelines.

  • Caitlin Vanderberg, SMARTS Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Learning Recovery: Re-Engage Students with Executive Function

Distance Learning, Executive Function, metacognition

This spring, many students will return to school and in-person learning. Executive function strategies will be key to helping students re-engage and recover from the chaos of hybrid and remote learning.

Remote and hybrid learning has been challenging, from constantly changing schedules and the challenge of supporting students to just not being very fun. As a result, many students have gaps in the fundamental academic skills they need to be successful.

Now is the perfect time to bring the transformative power of executive function programs, such as SMARTS, into every elementary school, middle and high school classroom. By infusing executive function strategies into your curriculum, you can help students tackle challenging academic tasks, restore metacognitive awareness, and bolster their ability to get back on track.  

Build Academic Strength

Everyone is excited to get back to business as usual; however, gaps in fundamental academic skills are sure to haunt students for years to come. But don’t despair! Remember that executive function is the key to successful learning. To boost literacy skills and reading comprehension, use strategies such as the SMARTS Skim and Scoop, that help students identify the main idea and supporting details of what they are reading. The SMARTS Triple Note Tote strategy is a versatile strategy for organizing information, perfect for note-taking, studying for tests, and more. By teaching explicit executive function strategies, students will not only be able to cope with the demands of their schoolwork, but they will also learn HOW to learn, which promotes self-understanding and perseverance.

Promote Metacognition

The isolation and uncertainty of remote and hybrid learning have damaged many students’ beliefs in their ability to succeed. Even as we begin the transition back to in-person learning, these students are at risk of feeling hopeless and giving up when challenged. To recover their motivation, they need to develop a greater understanding of their academic strengths and challenges as well as the ability to face academic tasks flexibly.

Self-understanding is at the heart of the SMARTS program. Strategies such as Know Yourself Venn Diagrams, the Executive Function Wheel, and CANDO Goals help students identify their personal strengths and challenges and use this knowledge to set personally meaningful goals. In fact, every SMARTS lesson includes a reflection component, boosting student’s metacognition, their belief in their ability to succeed, and their willingness to use strategies.

Help Students Learn to Focus

Remote and hybrid learning have undermined students’ ability to focus on their work. Working all day on a screen, with limited face-to-face interaction and access to every distraction the internet has to offer, is enough to take anyone off-task. (Looking for strategies to engage students online?) As we return to in-person instruction, use strategies to model what it means to focus and how to organize time and belongings to minimize distraction. Teaching students strategies for setting goals and self-monitoring will help boost their ability to pay attention, track their progress, check their work, and stay engaged in learning.

  • Michael Greschler, M.Ed., SMARTS Director

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Professional Development Training: Reaching for Joy in Math

Distance Learning, Math, Training

Are you looking to bring executive function strategies into your math classroom? Our upcoming webinar, Reaching for Joy in Math Learning: Embracing Executive Function Processes and Strategic Instruction for Students Who Struggle, offers practical and engaging ways to help diverse learners apply executive function strategies in math.

Led by John Steinberg, Director of Educational Services at the Institute for Learning and Development, this 75-minute session will explore important executive function processes as they pertain specifically to math. Through this lens, you will develop a deeper understanding of:

  • Ways to integrate strategy instruction into the math curriculum
  • How to establish regular teaching practices to support your students’ executive function skills including cognitive flexibility, memory, planning and organization, and self-monitoring

Math problem solving can be difficult, especially for students with attentional weaknesses, executive function weaknesses and/or learning disabilities. Using these approaches will boost student motivation, build confidence, and create more successful math learners. In short — increase the joy of learning math!

Register and join us for Reaching for Joy in Math Learning on Thursday, April 1 from 4:00 p.m. – 5:15 p.m. EST. We look forward to seeing you!

Reaching for Joy in Math Learning is part of our Executive Function Essentials training series.Let us know in the comments if there are other subjects you’d like us to cover in our next teacher training sessions! 

  • Elizabeth Ross, M.A., SMARTS Media Manager

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Executive Function and Online Learning

Distance Learning, Executive Function

In a typical school year, teachers may feel that by spring their students will fully understand the class expectations and be settled into their routines. This school year, however, has been anything but typical! It is important to remember that context matters for executive function, and the radically different expectations and systems of online learning context presents different challenges (and opportunities).

To help students succeed in an online learning environment, executive function demands must be consistent and transparent.

Where is my homework again?

Do not assume that students know how to find important information on their class websites or their school’s learning management system. While some students may seamlessly navigate these websites, even teaching you a few tricky, other students may run find seeming simple tasks quite challenging, giving up when they feel overloaded by information. Provide explicit modeling to ensure that all students can find their homework, participate in discussion, turn in their work, and check their grades. Some students may require more coordination and executive function support. Keep your communication systems simple and consistent; it makes a big difference. Teacher announcements should be in one designated spot, instead of mixing email announcements, discussion board posts, and in-person announcements.

I need help!

When teaching online, it can be difficult to determine when a student needs extra support and which aspects of the learning environment are posing challenges. Students are more isolated from their teacher and peers, making them reluctant to ask for help. Some students may not even know where to begin asking for help. By conducting brief check-ins (via a Zoom poll, Google form, etc.), you can discover how comfortable students are navigating the online resources for their classes or if they are still experiencing information overload. It is never too late to open up channels of communication and allow students to share their perspectives; this can ensure all learners feel heard and supported.

Our latest webinar, “Executive Function Challenges and Solutions: Shifting Between Remote to In-Person Instruction,” offers a number of tips and tools for teachers to support their students’ EF in the current learning context.

For more information about supporting students during remote learning, take a look at some of these posts.

  • Caitlin Vanderberg, SMARTS Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org