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Executive Function Assignment
15 Points
Directions.
➢ Examine the Needs Summary (Part B) of your Data Driven Instruction (DDI) Project
➢ Using the Jericho School District Executive Functioning Handbook posted on D2L, identify
3 specific executive functioning deficits for you student, connect the deficit to a common
learning challenge presented in class, identify an intervention for each deficit, and explain
why the intervention is likely to be effective based on a principle of effective instruction.
A more detailed description of the assignment is listed below
➢ Executive functioning involves many of the cognitive processes with which students with
disabilities struggle. It impacts an individual’s ability to plan, organize, problem solve and
manage time
➢
Jericho School District has compiled a handbook on executive functioning to help teachers
working on these skills. This handbook provides an overview of different executive
functioning skills, and how they present in an educational setting. The handbook is divided
into elementary, middle and high school settings. Take time to review this handbook.
➢
Examine the Needs Summary (Part B) you prepared for your DDI project. Identify 3
specific executive functioning deficits for your student. These deficits may be directly
stated in your summary or they can be inferred due to the disability type or from
behavioral and academic patterns demonstrated by the student.
Written Summary
➢
The written summary will include two parts
1.
Student information and functioning
o
Provide a brief overview of your student’s background (grade level, potential
disability, areas of need).
o
Briefly state and describe each executive functioning deficit.
2. Executive Deficit Analysis
For each deficit....
o
Relate it to a common learning challenge presented in class (e.g., organization,
cognition/metacognition, information processing, perception, memory, ...) by
explaining how these common learning challenges may contribute to the deficit.
•
o
You may discuss more than one common learning challenge in your description
Identify an intervention to address the executive functioning deficit from the
handbook
o
Explain why the intervention is likely to be effective by relating to a Principle of
Effective Instruction
Executive Functioning Assignment Case Study
Executive Functioning Case Study
If you are not working directly with a student at this time you can select a student from
one of these case studies for your Executive Functioning Case Study
Casey: Elementary Level
Casey is a girl with who reads two grade levels below her peers. Her difficulty in reading
causes her to perform poorly in other academic areas when the instruction is text-based.
However, her IQ score is within the normal range. Casey tends to confuse similar letters and
words in print and has difficult recalling details in the appropriate order when she reads.
Although Casey has difficulty reading, she has strong auditory comprehension skills and tends to
understand and remember what she hears. Casey also experiences some difficulty with
handwriting. She has difficulty staying within the lines and in the does not form letters
correctly or in the appropriate direction. Casey performs above average in math. She recently
scored above grade level on her math achievement tests. However, she sometimes experiences
difficulty in lining up vertical, multidigit math problems on her paper.
Casey is very social and tends to work well with her peers. She also is very kind and
empathetic and has a small group of loyal friends. Casey is also very artistic. Her art teacher
frequently comments on her creativity and the unique perspective in her drawing. Casey also
displays her emotions in her drawings. Recently the art teacher has been noting a sense of
frustration within Casey’s artwork. A theme appearing in Casey’s recent work is a butterfly
without full wings. When asked about it Casey said it represented the way she felt about school.
She is frustrated by not being able to show her full ability.
Solomon: Elementary Level
Solomon is a boy who has difficulty attending for more than 10 minutes at a time. He begins
his work right away but soon becomes distracted. When he is off task, Solomon tends to talk
with the children around him, wiggle in his seat, search through his desk, or get out of his seat
to sharpen his pencil or visit the teacher’s desk. Solomon’s off task behavior tends to annoy
other students in the class.
Solomon tends to learn best in highly structured environments. He often needs repetition to
master new material. He also tends to complete his work more slowly than other students in the
class. Assessment results indicate that Solomon tends to master only the most basic content.
Within the classroom he is in the low reading and math group and has substantial difficulty with
writing. He uses simple sentences and a small range of vocabulary. Solomon’s teacher also noted
difficulty with higher order thinking and self-monitoring.
Solomon enjoys physical activities and was recently voted the best kickball player in the
class. Solomon loves sports, especially baseball. He is an avid Yankee’s fan. Although he is liked
by his peers, Solomon sometimes annoys them with his constant talk about Arod. He does not
seem to perceive their nonverbal behavior accurately.
Executive Functioning Assignment Case Study
Justice: Middle Level
Justice is a boy with some behavioral issues. He does not follow teacher directions
accurately and often refuses to do his work. Instead of participating in class, Justice will often
put his head down on his desk. When the teacher intervenes, Justice usually responds by saying
the task is “stupid” and he doesn’t care about his grades.
Recent achievement test scores indicate that Justice is performing slightly below grade
level in reading and writing, and he is capable of doing grade level work in math. Tests of oral
language revealed a deficit in expressive and receptive language. His IQ score is within the
normal range, however comments from the test administrator revealed a lack of cooperating
during testing.
Justice does not interact well with his peers. He is easily agitated by his peers and often
misperceives their comments as teasing or insults. As a result, he tends to act out by yelling at
them, pounding his desk, or throwing things. Justice has few friends. When given the choice
between group and individual work, Justice prefers to work independently.
Justice works well with various forms of technology. When given a new computer
program, Justice is able to figure out how to work the program without reading the directions.
He enjoys creating PowerPoint presentation and can use Inspiration with ease. He also enjoys
playing video games. Justice also has good mechanical and problem-solving ability. He has
assembled various model cars and planes with moving parts. He also likes to take things apart to
see how they work and is usually able to put them back together. He excels at solving number
puzzles. Overall, Justice works well with facts and logic. It is when people enter the mix that he
has problems.
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EEC 548
Foundations of Direct Instruction
Foundations of Direct Instruction
What is Direct Instruction?
I. Structured, highly organized and effective method for teaching academic
skills
II. Four major characteristics
1. Explicit
•
Teacher led instruction
•
Directly teaches a new skill through modeling, prompting the student
performance, and providing guided and independent practice
2. Systematic
•
Highly organized
•
Carefully sequenced, step-by-step approach to learning
o
•
Bottoms up approach
Skills build up on each other
3. Efficient
•
Teach more in less time
4. Effective
•
Research based
•
Evidence based
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EEC 548
Foundations of Direct Instruction
Theoretical Principles of Direct Instruction
10 Principles of Effective Instruction
1. Engaged time
2. Success rate
3. Content coverage/Opportunity to learn
4. Grouping for Instruction
5. Scaffolded Instruction
6. Addressing Knowledge Forms
7. Activating and organizing knowledge
8. Make Instruction explicit
9. Teach strategically
10. Teaching sameness across curriculum
I. Engaged Time
Premise
•
Students learn more when actively engaged during instruction
Three aspects of time directly impact student learning
1. Allotted Time
2. Engaged Time
3. Success Rate
II. Success Rate
Premise
•
A careful match between student achievement level and learning tasks is
essential to maintain high success rates and promote student learning
•
High to moderate success related positively to student learning
•
Low success rates relates negative to student learning
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EEC 548
Foundations of Direct Instruction
Recommended Success Rates
Instructional task
➢ 70% to 80%
Independent tasks
➢ 90% to 100%
III. Grouping For Instruction
Premise
Students achieve more in classes in which they spend much of their time being
•
directly taught or supervised by teachers
Teach students in homogenous groups based on skill level in more effective
•
Why?
Engaged time
o
More time focused on instruction
o
More efficient instruction
Greater content coverage when teaching students with similar learning needs together
IV. Content Coverage/Opportunity to Learn
Premise
•
Students who have the opportunity to learn content demonstrate greater learning
outcomes
•
Students tend to learn what they are taught
•
Students do not learn what they are not taught
Opportunity to Learn versus Allocated Time
Opportunity to Learn
•
Amount of content actually covered in specific academic areas
Allocated Time
•
Time allotted to teach a specific activity
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EEC 548
Foundations of Direct Instruction
V. Scaffolded Instruction
Premise
•
Providing support for children during learning and making it easier for them so they
can more than they can on their own
•
Keeping learner stress to a minimum by modifying content, material and instruction
to facilitate learning
Examples
•
Enlist learner’s interest
•
Reduce number of steps to solve problems
•
Accentuate critical features
•
Explicitly demonstrate or model task
VI. Addressing Knowledge Forms
Premise
•
All forms of knowledge must be addressed is student is to become an
independent and self-regulated learner
Three Forms for Knowledge
1. Declarative knowledge
•
Factual information brought to task
2. Procedural knowledge
•
Familiarity with steps
3. Conditional knowledge
•
When and where to use a strategy
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EEC 548
Foundations of Direct Instruction
5
VII. Activating and Organizing Knowledge
Premise
Learners must have the ability to access and utilize knowledge
•
It must be taught
•
Never assume!
Major goal of education is transfer of knowledge and skills
•
Present material in a way that assists students in organizing, storing, and
retrieving it
Examples
o
Directly stating relationships
o
Content organizers
o
Advanced organizers
o
Graphic organizers
o
Word webs or concept maps
VIII. Make Learning Explicit
Premise
•
Explicit instruction involves clearly stating the goal and purpose of the lesson to
cue students in on important information and critical attributes
1. State Goal of Lesson
2. Review
3. Model
4. Prompt
5. Check
6. Review
7. Preview
EEC 548
Foundations of Direct Instruction
IX Teach Sameness Across Curriculum
“What’s the Big Idea?”
Premise
•
By teaching sameness in and across skills teachers promote learner’s ability to
access knowledge in new situations
•
Teaching sameness promotes generalization
Steps
1. Analyze curriculum to determine commonalties
2. Teach Sameness Across Curriculum
3. Explicitly instruct students regarding commonalties
4. Teach students to recognize patterns within and across curriculum areas
Example
•
Scientific Method
•
Problem/Solution/Effect
•
Story Grammar
•
Main Idea/Detail
•
Cause and Effect
X. Teach Strategically
Premise
•
Apply Principles of Effective Instruction by analyzing curriculum and design
instruction that maximally promote student learning
Strategic learning allows students to
•
•
•
•
•
•
•
•
Attend to task
Focus on relevant features of task
Rehearse information
Elaborate on information
Monitor levels of understanding
Take corrective action if needed
Cue students to retrieve information
Help maintain a emotional climate favorable to learning
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EEC 548
Foundations of Direct Instruction
16 Features of Direct Instruction (Archer & Hughes 2011)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Focus on critical content
Sequence skills carefully
Break down complex skills and strategies into smaller
Design and organize focused lessons
Begin lesson with a clear statement of the lesson’s goals and your expectation
Review Prior skills and knowledge before beginning instruction
Provide step by step demonstration
Use clear and concise language
Provide an adequate range of examples and non-examples
Provided guided and supported practice
Require frequent responses
Monitor student performance closely
Provide immediate affirmative and corrective feedback
Deliver lessons using a brisk pace
Help students organize knowledge
Provide distributive practice and cumulative review
What is Direct Instruction?
https://www.youtube.com/watch?v=OJJkkUPC_yM
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EEC 548
Foundations of Direct Instruction
Application
Organize the Features of Direct Instruction according to the Stages of Instruction.
Be prepared to discuss how the characteristics are applied during each phase.
PLANNING INSTRUCTION
DELIVERING INSTRUCTION
ASSESSING IMPACT OF INSTUCTION
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EEC 548
Foundations of Direct Instruction
Implementing Direct Instruction – Direct Instruction Tool Box
Systematic Instruction
Tool: Sequencing Guidelines
•
Teaching high utility skills first
•
Teaching easy skills before hard ones
•
Teach preskills first
•
Teach skills that are consistent with a strategy first until students can
implement the strategy, then introduce exceptions
Explicit Instruction
Tool: Gagne Lesson Plan
1 .Gain attention
2 .Inform learners of objectives
3. Stimulate recall of prior learning (review)
4. Present the content (Model)
5. Provide “learning guidance” (prompt)
6. Elicit performance (practice).
7. Provide feedback
8. Assess performance (Check)
9. Enhance retention and transfer to the job
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EEC 548
Foundations of Direct Instruction
MISERICORDIA UNIVERSITY
THE TEACHER EDUCATION DEPARTMENT
LESSON PLAN FOR DIRECT INSTRUCTION OR GROUPS
TEACHER’S NAME
COURSE NAME/GRADE LEVEL
DATES OF DELIVERY
FROM ____ TO ____
UNIT TITLE
STANDARD/S ADDRESSED ( __PA CORE: __ PA ACADEMIC STANDARDS)
LESSON TOPIC
LESSON OBJECTIVE/S
AS A RESULT OF THIS LESSON, THE STUDENT/S WILL…
CONCEPT MAP (OVERLEAF OR ATTACHMENT)
STEPS OF
PLANNED SEQUENCE
DIRECT
OF TEACHING/LEARNING
INSTRUCTION
ACTIVITIES
(GAGNE)
1.
2.
3.
4.
5.
6.
7.
8.
9.
ESTIMATED
TIME
PER TLA
GAIN
ATTENTION
STATE
OBJECTIVE
FACILITATE
RECALL
PRESENT NEW
INFORMATION
PROVIDE
GUIDED
PRACTICE
6 PROVIDE
INDEPENDENT
PRACTICE
PROVIDE
FEEDBACK/
DISCUSSION
CONDUCT
ASSESSMENT
SCHEDULE
ELABORATION
ACCOMMODATIONS
STUDENTS
ACCOMMODATION
SELF-CRITIQUE/REFLECTION (OVERLEAF OR ATTACHMENT)
MATERIALS/TLA
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EEC 548
Principles of Effective Instruction
Frequent opportunities for student response
Tool: Unison Responses and individual turns
•
Use unison response when there is only one correct answer
•
Elicit a unison response by giving a signal
o
o
Example Reading Mastery – Frequent responses and motivation
https://www.youtube.com/watch?v=IVgDI0A7m7U
Signaling
Four steps
1. Give direction
▪
“Say the word when I touch it”
2. Provide think pause
3. Focus attention
▪
“Get ready”
4. Cue to respond
▪
Cue will depend on type of material or response
•
Hand drop, snap, clap, touch, or “Conducting”
Signal Diagram
Directions
Think time
Focus
Signal
What word
Signal must be clear enough to elicit a unison response
•
Judge clarity by quality of student response
Practice a signal until students provide a unison response
•
Be persistent and consistent about student responses
o
Do not accept a substandard response
o
Repeat until students all answer together
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EEC 548
Principles of Effective Instruction
Monitoring
•
Listen
•
Watch student’s mouths
o
Systematically scan faces
o
Individual Turns
Tool: Individual Turns
1. State the question or task
2. Call on students in random order
USE RANDOM ORDER AND CALL ON SOME STUDENTS TWICE
3. Say student’s name
4. Signal
5. Upon answer immediately say the next item
Opportunities for Feedback
Tool: Part Firming Correction Procedures
PART FIRMING
Task – Example that requires a response (e.g. man “What word?)
Part – A logical group of tasks (Teacher determines part)
Exercise – Entire list of examples
Everytime an error occurs
1.
2.
3.
4.
5.
6.
Tell the answer
Repeat the task
Go back and repeat the part
Go on to next part
Go back to the beginning of the exercise
Give individual turns
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EEC 548
Principles of Effective Instruction
Part Firming: Practice 1
When I point to the letter you say the sounds:
Examples: a m t s o f d r e g l h s u c i
PART 1
PART 2
PART 3
PART 4
a
o
e
s
m
f
g
u
t
d
l
c
s
r
h
i
Part Firming: Practice 2
Direct Instruction Teaching Format: Discrimination Format – Sounding Out Words
in Lists
1. (Teacher states instructions.) “You’re going to sound out each word. After you
sound out the word correctly you’ll say it fast.”
2. (Teacher points to the left of the first word.) “Sound it out. Get ready.”
(Teacher touches under each letter for 1 to 1½ seconds. After the students
sound out the word correctly, the teacher moves her finger back to the
beginning of the word immediately and says “What word?” and signals.)
3. (Teacher repeats procedures in step 2 remaining words written on the board.)
4. (Teacher gives individual turns. Teacher calls on several students to sound out
words.)
Discrimination Word list for blending : Sad, am, mom, run, fit, loss
Part 1
Part 2
sad
run
am
fit
mom
loss
Grouping for Instruction
Tool: Preferential Seating
• Sit close to students
•
Seat lower performing students right in front of you
•
Seat higher performing students on the edges of group
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EEC 548
Principles of Effective Instruction
14
High Fidelity
Tool: Be familiar with lesson or curriculum
Engaged time
Tool: Brisk Pacing
• Maintain a brisk and motivating pace
o
Fast enough that students have to work to keep up with you but not fast
enough to cause frustration.
Begin teaching as soon as a student responds
Adequate Wait time
o
Based on slowest student’s response
o
If students do not answer quickly or in unison, you may not be giving
adequate wait time.
Tool: Enthusiasm
•
Vital component for effective teaching
•
Must be genuine
Monitor student performance closely
Tool: Progress Monitoring
• Involves frequent and ongoing measurement of student knowledge and skills and the
examination of student data to inform instruction
•
Used to determine rate of student growth and to determine if additional
interventions are needed.
Review
1. Why do you think Direct Instruction is an effective way to teach students with
mild disabilities? Use information from common learning challenges of students with
mild disabilities, and characteristics of Direct Instruction within your response.
Attention Deficit Hyperactivity Disorder, Difficulty keeping tracks of Information and predominately
functions as a concrete or lateral thinker
1.
Student information and functioning
Provide a brief overview of your student’s background (grade level, potential disability, areas of
need).Briefly state and describe each executive functioning deficit.
Solomon is a boy who has difficulty attending for more than 10 minutes at a time. He begins his work
right away but soon becomes distracted. When he is off task, Solomon tends to talk with the children
around him, wiggle in his seat, search through his desk, or get out of his seat to sharpen his pencil or
visit the teacher’s desk. Solomon’s off task behavior tends to annoy other students in the class.
Solomon tends to learn best in highly structured environments. He often needs repetition to master
new material. He also tends to complete his work more slowly than other students in the class.
Assessment results indicate that Solomon tends to master only the most basic content. Within the
classroom he is in the low reading and math group and has substantial difficulty with writing. He uses
simple sentences and a small range of vocabulary. Solomon’s teacher also noted difficulty with higher
order thinking and self-monitoring.
Solomon enjoys physical activities and was recently voted the best kickball player in the class. Solomon
loves sports, especially baseball. He is an avid Yankee’s fan. Although he is liked by his peers, Solomon
sometimes annoys them with his constant talk about Arod. He does not seem to perceive their
nonverbal behavior accurately.
2.
Executive Deficit Analysis
For each deficit....
Relate it to a common learning challenge presented in class (e.g., organization,
cognition/metacognition, information processing, perception, memory, ...) by explaining how these
common learning challenges may contribute to the deficit. You may discuss more than one common
learning challenge in your description
This case study of potential ADHD can be related to common learning challenge of
memory. The grasp and storage of any concept into memory is largely dependent on how well a
student concentrates while the concept is being explained. In this case, the ADHD like signs that
Solomon exhibits are negative on his potential to grasp concepts in call and store them as
memory for any future recall.
Solomon similarly has a problem with concentrating and pieces up pieces of information
together, his hyperactivity has impaired his ability to consolidate information as manifested in
his poor grades and need for a structured learning environment.
Similarly, Solomon has difficulties establishing relationships and getting the whole
pictre. It is stated that though he is a Yankees fan, he has few friends who he annoys and doesn’t
seem to understand their non-verbal cues. This could be detrimental to his entire relationships
building ability
Identify an intervention to address the executive functioning deficit from the handbook
Impulsivity-to be intervened by Repetition of directions, tasks and assignments
Working Memory-Can be improved through encouraging note taking and also through a
structured approach as stated prior
Predominately functions as a concrete or lateral thinker-Identify key ideas and concept in
addition to using more figurative based teaching strategies
Explain why the intervention is likely to be effective by relating to a Principle of Effective Instruction
Impulsivity in Solomon’s case is manifested in his sudden reaction to various circumstances. In
this case, it is more relevant to his class work and instructions from the teacher. The impulsivity
makes him fail to fully go through the process of getting all factors about a specific task or
command. By repeating such tasks that he is impulsive to, he will start reorganizing his response
to the tasks. This is aimed at making himself train on how to react in an appropriate manner to
the tasks. Working memory in Solomon has to be trained through enabling him to focus more on
the studies and hence improve his ability to grasp and retain concepts. Through the use of
figurative language, Solomon will become increasingly able to comprehend the nonverbal cues
of his classmates and stop annoying them often.