Meets for 40 minutes once per week for 15 weeks.
The executive functions are a set of processes that all have to do with managing oneself and one’s resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation. In this course, we will cover executive functions, followed by a unit on study skills. The study skills unit is a great foundation for learners who may or may not be struggling; these are absolutely necessary skills for success in any part of life.
Each lesson is divided into five parts: introduction, modeling, guided practice, independent practice, and reflection. In each class, you can expect us to discuss the skill (introduction), information about using these skills outside of education (modeling), and activities to practice the skill (independent practice). Each skill also has printable handouts we will discuss during class. These are completed as homework and uploaded to our classroom. Additionally, learners are required to formulate responses to discussion board posts (guided practice). Learners will be expected to practice the skills we learn outside of class and report back to the class about how these worked out (reflection).
Learners will be expected to also have a homework log for our first class, and a planner/calendar for each one thereafter. I have complimentary printables available in my Canvas classroom and can help find some that work for you.
***I do have extensive experience working with neurodivergent learners, and around 90% of my learners have had at least one diagnosis (ADD, ADHD, ODD, PTSD, TBI, OCD, Dyslexia, Dysgraphia, and many others) that interferes with their EFS. The course materials can be differentiated when needed. If you have questions about this, please contact me.
Anticipated Course Outline
Class 1: Introduction
Class 2: Planning
Class 3: Organization
Class 4: Time Management
Class 5: Task Initiation
Class 6: Working Memory
Class 7: Metacognition
Class 8: Self-Control
Class 9: Sustained Attention
Class 10: Flexibility
Class 11: Perseverance
Class 12: Identifying needs; Keeping an organized homework folder; Setting up for success
Class 13: Using a calendar/planner and homework log; Using flashcards and quizzes; making a study guide
Class 14: Prioritizing work; Creating a study space and map; Note taking and test taking skills.
Class 15: SMART Goals: These are written so that learners can specifically target what areas they need to change, identify HOW they can make improvements, and set a deadline for when the goal should be met. Goal setting is an integral part of success.
Thu Aug 2, 7pm – 7:45pm Eastern
Thu Aug 9, 7pm – 7:45pm Eastern
Thu Aug 16, 7pm – 7:45pm Eastern
Thu Aug 23, 7pm – 7:45pm Eastern
Thu Aug 30, 7pm – 7:45pm Eastern
Thu Sep 6, 7pm – 7:45pm Eastern
Thu Sep 13, 7pm – 7:45pm Eastern
Thu Sep 20, 7pm – 7:45pm Eastern
Thu Sep 27, 7pm – 7:45pm Eastern
Thu Oct 4, 7pm – 7:45pm Eastern
Thu Oct 11, 7pm – 7:45pm Eastern
Thu Oct 18, 7pm – 7:45pm Eastern
Thu Oct 25, 7pm – 7:45pm Eastern
Thu Nov 1, 7pm – 7:45pm Eastern
Thu Nov 8, 7pm – 7:45pm Eastern
Wed Sep 5, 7pm – 7:45pm Eastern
Wed Sep 12, 7pm – 7:45pm Eastern
Wed Sep 19, 7pm – 7:45pm Eastern
Wed Sep 26, 7pm – 7:45pm Eastern
Wed Oct 3, 7pm – 7:45pm Eastern
Wed Oct 17, 7pm – 7:45pm Eastern
Wed Oct 24, 7pm – 7:45pm Eastern
Wed Nov 7, 7pm – 7:45pm Eastern
Wed Nov 14, 7pm – 7:45pm Eastern
Wed Nov 28, 7pm – 7:45pm Eastern
Wed Dec 5, 7pm – 7:45pm Eastern
Wed Dec 12, 7pm – 7:45pm Eastern
Wed Dec 19, 7pm – 7:45pm Eastern
Wed Jan 9, 2019, 7pm – 7:45pm Eastern
Wed Jan 16, 2019, 7pm – 7:45pm Eastern
Thu Sep 6, 9am – 9:45am Eastern
Thu Sep 13, 9am – 9:45am Eastern
Thu Sep 20, 9am – 9:45am Eastern
Thu Sep 27, 9am – 9:45am Eastern
Thu Oct 4, 9am – 9:45am Eastern
Thu Oct 11, 9am – 9:45am Eastern
Thu Oct 25, 9am – 9:45am Eastern
Thu Nov 1, 9am – 9:45am Eastern
Thu Nov 8, 9am – 9:45am Eastern
Thu Nov 15, 9am – 9:45am Eastern
Thu Dec 6, 9am – 9:45am Eastern
Thu Dec 13, 9am – 10:30am Eastern
Thu Dec 20, 9am – 10:30am Eastern
When enrolling, please indicate your session in the notes.
Parents will need to check in regularly with their learners to see what needs to be done and followed up on, regarding homework; however, parents are not to step in and do any portion of the homework for their children unless we’ve discussed it. The longer learners rely on their parents’ executive function skills to keep them afloat, the harder it will become for learners to demonstrate these regularly on their own. It is extremely important parents do not do any of the work for their children unless the parent and I have previously discussed this; contact me using the information listed on my profile before/upon enrollment if we need to discuss this. Learners should be able to print their work or be taught how to do so. This helps instill responsibility. They are also responsible for the weekly homework log.Therefore, the successes and failures/opportunities are on the learner and I.
I’d also suggest parents read over material alone, without their learners, prior to classes so that parents and learners can discuss what we learned after class. Allow your children to come to you with questions and suggestions, and be open when they do so. Oftentimes, children who have EF deficits have at least one parent/adult in their family who does also. This is normal, but hard to swallow, sometimes. If you realize you have similar deficits, please check out my single-session course, or my semester course for parents-educators.