Executive Functioning and Literacy Bethann McCain literacylover@gmail.com 814-577-6992

The Cookie Problem (from Richard Guare, Ph.D.) Problem to be solved: Who wore which color? Rachel, Linda, and Eve were friends sitting in a circle on the grass. Rachel passed 3 chocolate chip cookies to the person in blue. Who wore which color? Eve passed 3 macaroons to the person who passed her cookies to the person wearing green. Each person passed 3 cookies to the friend on her left. Rachel, Linda, and Eve were dressed in red, blue, and green, but not necessarily in that order. The person who wore green did not get a macaroon. The person wearing red passed along 3 oatmeal cookies.

The Cookie Problem (from Richard Guare, Ph.D.) Questions to consider: What do I need to know? What do I know now? How can I organize the information, so it makes sense? What is my plan? Checking for accuracy

Occipital Lobe (visual) Angular Gyrus (Connector) Broca’s Area (Speech and Language) Occipital Lobe (visual) Wernicke’s Area (Language Comprehension) This is a brief explanation of the connection of the 4-part processor and the brain. Broca’s area correlates to “phonological processing,” Occipital Lobe correlates to “orthographic processor,” Wernicke’s Area correlates to “meaning and context processors.” Angular gyrus is the connection for sound symbol relationships. Do not go into this in depth. Additional information can be found through a search of Shaywitz, Guinevere Eden from Georgetown University, Sally Shaywitz (Yale University; book “Overcoming Dyslexia,” and Maryanne Wolf (“Proust and the Squid”) MRI research reveals that students who are struggling readers are “overusing” Broca’s Area, because the other components don’t appear to be firing. For some reason the connections are not being made. Key Point: Many parts of the brain must be engaged and working effectively for students to be successful. If the neuropathways that connect the pieces of the 4-part processor are weak, inactive or absent,  then students struggle with reading, or have to be provided opportunities through explicit instruction to develop alternate routes to make those connections.  

Frontal Lobe Deficits are connected to: Poor executive functions Excessive joviality, as well as oral and manual exploration Impulsivity Stereotypical behavior Perseveration Ritualistic Behavior ADD/ADHD OCD Tourette’s Syndrome Schizophrenia Autism Spectrum Disorder Alzheimer’s Dementia

Where/How do executive functions develop? Myelination is the process by which a fatty layer, called myelin, accumulates around nerve cells (neurons). This myelination occurs in adolescence and supports improvement of executive functions, impulse control, self-regulation…

Let’s Explore Executive Functioning

Imagine the Possibilities

Executive Functions give us the ability to: Effectively use time Use working memory Attend to the task at hand Filter out extraneous information Initiate Tasks Have motivation to persevere Organize Plan Make Decisions

Executive Functions give us the ability to: Socially: Self-monitor Theory of Mind Self-control Task Shift Modify emotional response Predict consequences

Smart, but Scattered: Explained Executive functions allows for: Forethought Planning Goal-directed Actions Self-Discipline/Self-Regulation Persistence/Grit T-P-S: How does this impact literacy instruction?

Which of these are most connected to language development? Initiate Tasks Have motivation to persevere Organize Plan Make Decisions Effectively use time Use working memory Self-monitor Self-control Task Shift Modify emotional response Predict consequences Attend to the task at hand Filter out extraneous information

Two Brain Changes During Adolescence Pruning of the Neuropathways Increased connectivity between brain regions The Growth of the Brain

How are we going to meet the needs of most kids in the classroom? Effective Teaching Practices High Impact Strategies Universal Design for Learning

Strategies for Language and Executive Function: Limit Stress!!! Find appropriate sources of motivation (intrinsic and extrinsic) to communicate Teach the process of organization through play, modeling and communication opportunities Repetition and structure are necessary for solidify neuropathway

Strategies for Language and Executive Function: Teach and practice dialogue Use “managed choice” for decision-making For memory: music, rhymes, words within words, peg words V.A.K.T. (Visual, auditory, kinesthetic, tactile) Sensory seekers and avoiders Physiological needs

Have a PLAN Picture List Assemble (hint) Notice

Learner Variability

Quotation Mingle: Universal Design for Learning Increased Engagement Time Read and Wrap Discuss Salient Points with your team Find a person with a different number and share

Learner Variability 8.5

How to Use the Resources 3-2-1 3 Things you Learned 2 Things you want to know more about 1 Thing you are going to try tomorrow http://www.udlcente r.org/aboutudl/udlg uidelines

How did it happen? How do we know? “If children are given the chance to believe that they are worth something- if they truly believe that- they will insist upon it.” --Maya Angelou Thank you for your time! Bethann McCain literacylover@gmail.com