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This podcast connects to some current topics I am focused on, thus leaving me with even more questions and angels to think about what I thought I have previously learned as well as what I'm in the process of learning more about to assist me in providing and determining valuable learning opportunities for students. (no confusion there...) According to Ann Gadzikowski (she), one of the three threads for meeting the needs of an exceptionally bright child is using the strategy of connection. In her book, "Challenging Exceptionally Bright Children in Early Childhood Classrooms" she states "cognitive challenges for very young children are likely to involve hands-on projects and creative conversations..." p. 120. In addition, social learning theorist, Lev Vygotsky (as well as many other social theorists), support the idea that learning takes place in a social context. It's been stated that one of the most important roles of an educator is to provide opportunities for children to learn from each other, -a social context. The podcast, providing suggestions for children with Exec. Function issues states the importance of reducing cognitive demands as much as possible. Children learning from each other supports the podcast view of taking children out of the classroom is not beneficial. Combining these two pieces of information, a logical conclusion is to determine in the classroom experiences are most beneficial for both the "exceptional -defined as also stated by Gadzikowski ,the child with a keen ability to focus on tasks/topics of interest" and the child with "Executive Functioning challenges as defined by Emma Blakey podcast -a child challenged in the areas of working memory, inhibitory control, and cognitive flexibility." The podcast suggests the strategy of providing visual supports to reduce cognitive memory demands. Using visual supports not only for classroom procedural needs, but for learning as well, provides evidence that hands-on learning -visual memory experiences, less words more pictures, also reduces cognitive memory demand. This connection I have made by threading the above two current ideas with a third idea I'm in the process of learning more about and that is TAGteaching. I am only beginning to explore this concept that has brought attention to the work of an orthopedic surgeon in NYC. I'm not overly knowledgeable of this concept/teaching technique. However, the very basic generalized part I have learned, is connecting learning to a visual and a sound and not to words. TAGteaching theory, as I understand, and again, thus far, I know very little about it, states the processing of words is more cognitively demanding than connecting to a simple sound. The TAG- theory also emphasizes breaking learning tasks down into very small steps with the teaching focus being on one specific outcome only. (This is starting to sound familiar, kind of like the specific focus of a Targeted intervention goal.) My next comment I'm not sure if it's 100% accurate with TAGteaching theory, however, I am under the impression that TAGteaching also states that the beginning of learning anything new must start in the least distracting environment as possible. So, that leads to this question, is it best for students with Executive Functioning challenges to be introduced to new thinking in a classroom, or in a quiet environment with very little distractions including unrelated visuals, i.e. clutter, posters, etc.? Stay-tuned... someday I may know the answer... or at least the best approach to advancing student achievement... Oh, and one last comment, "all children with ADHD DO have Executive Functioning challenges" according to Dr. Russell Barkley who has studied ADHD for decades, and other ADHD experts claim the same. The podcast reiterates another statement often heard from Barkley, and that is not all children with Executive Functioning challenges are ADHD.

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This podcast gave me a lot to think about. One takeaway was that executive functioning encompasses self regulation skills, and that self regulation skills are taught through socialization. No wonder so many of our students are struggling with this when they have lost precious time to develop those social skills because of the pandemic. This makes the idea that our kids are "behind" were they normally would be so much more concrete to me. I also thought it was interesting that the researcher talked about how what is often labeled ADHD is actually sometimes an issue with working memory, which children aren't presenting as hyperactive. It makes me rethink some ideas I've had about certain students.

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It's always interesting to think about Executive Functioning and how important it is in learning! We definitely have students at many levels within their EF growth at school. We need to keep in mind that some of these students' growth is being affected by the pandemic and others' are being affected due to a developmental delay. The interleaving vs. blocking will be an interesting topic to think about for some of these students who's EF is not growing as expected.

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Concepts I'd never heard of:  interleaving and blocking.  Upon a bit of research I learned that blocking refers to presenting related skills in parts, and having students practice the skill to mastery, then introducing the next related skill, such as the four operations in math.  Interleaving refers to the practice of mixing up the introduction and practice of the skills.  Switching, then, is the ability to easily switch from one to the next.  From https://www.edutopia.org/article/how-use-interleaving-foster-deeper-learning:  “Students will make more mistakes, but these mistakes are productive because they build better roads in their brains."-Rishi Siram

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How to Use Interleaving to Foster Deeper Learning

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Used strategically, interleaving challenges students to learn in smart, adaptive ways instead of relying on too much rote learning and muscle memory.

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I found this podcast fascinating. I am very interested in learning more strategies for the classroom to better support all levels of executive functioning. My biggest takeaway would have to be that I need to raise my awareness around this topic. I need to be mindful and patient when transitioning, dial back on the amount of tasks I am asking to be completed at one time, make more visuals...be gracious.

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Two many transitions between unrelated tasks, makes it tough for our youngest students or students with slow executive functioning, to retain information/ new learning.
Each child is different and is going develop at a different rate. It is important to continue using visuals and repeat instructions as needed. Children are not acting to be naughty. They are reaching out for help. It's important to remember a child with slow executive functioning can often be displayed as behavioral.

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I found it interesting that inattentiveness is not always related to ADHD. Problems with working memory can also manifest itself as inattentiveness. Working with games or activities that focus on working memory (brain games) may not help this particular problem.
Another takeaway was that the skills needed to regulate behavior are much slower to develop.

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First and foremost, I think of those 3, 4, 5 and sometimes 6-year-olds who just can't control their emotional reactions, as well as try to follow changes in the classroom schedule, follow directions, remember directions, and attempt to complete an activity... not to mention possible stressors they're bringing with them to school. This is a lot for these young children (some more than others), and I think we need to be aware of how much one young child can process and do as compared to another.
Some children are going to be more independent and controlled than others; those that are struggling may need additional time to complete daily and academic tasks, visuals to help them remember what they're supposed to be doing now and what to do next, and kind, supportive check-ins from adults (or other students). It's so easy to get frustrated with these students (I've been there too many times!). Maybe we need visuals for ourselves sometimes to remind us to take deep breaths, ask another adult for help, etc. I see so many of our teachers of young children putting predictable schedules in place, providing time to play and explore, limiting transitions in the classroom, keeping content concrete and straight-forward, using games for learning, etc. These all seem like strong ways to support and not overwhelm young children's executive function. It would be great to see the use of more visuals, including teaching students what they mean and how to use them. And even though the researchers talked about the lack of connection between music and, say, math understanding, I do think predictable songs and rhymes can help young children remember what a task is, and when and how to do it.

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Different rates of development in children is yet another reason why differentiated instruction is so important (but also so difficult). Thankfully, simple strategies are available, like providing written instructions and reminders.

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"Minimize demands" are the last words I heard her say. We can't expect these skills to be mastered especially with the COVID delays. I'm wondering if the rapid growth between 3 and 4 is delayed a bit? The point she makes that children do develop at a different pace is good to keep in mind. Also that overall these skills develop slowly and are not complete until late adolescence- ages 18-21! I think mine are still developing-LOL!
Minimizing distractions is something to ponder. An uncluttered space with clear visuals, but there seems to be more to add to this idea of minimal distractions. Our world just seems to have so many distractions that demand us to switch gears from one thing to the next to the point of exhaustion. Less is more - keep things simple, but go deep... Lots of things to think about....

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-Executive functioning is slow to develop, but much growth is seen in 3 and 4 year olds.
-Interleaving can be useful in older children who are 80% accurate with material, but for younger children it is very difficult.
-Inattentiveness vs. ADHD (the inattentiveness could be a working memory problem)
-Children who struggle with executive functions would benefit from checklist, visual aides, minimize clutter, review of previously taught material, timers, and as I read even minecraft can be way to help with executive functioning.

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- Task switching can be difficult for student's executive functioning, especially for younger students
- Helpful if there's a lot of overlap with the material (ex: 3+2 and transitioning to 3-2)
-  There's a reason the toddler phase is difficult ;)
- Have grace and patience with children and know that their executive functioning is still developing

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- Going to school can be problematic if they are too young, especially if their executive function is a bit slower
- Can be difficult to switch tasks and process loads of information
- Be aware of the different cognitive skills among age groups- something that works for one grade may not work for another grade
- Different for individual children as it depends how much each students executive function has developed
- Identify children who have working memory problem rather than identifying them with having ADHD

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Takeaways

The transition to formal schooling around the ages of 4-5 can be difficult for children who experience slower executive functioning development due to constant context switching.

Interleaving can have potential downsides for younger children as they develop their executive function skills.

The best way to help children with EF is to provide visual or tactile supports to avoid overloading their working memory. "Brain Training" does not work for developing working memory when it comes to executive functional development.

Students who experience executive functioning delays can develop them with help at home and school. It is important to keep in mind that their brain's self-management system has trouble getting organized and getting things done.

Students with executive functioning issues may display this in various ways:

thinking flexibly

keeping emotions in check

starting tasks

self-control

focus

organization

working memory

paying attention

Connections

Getting to work with students from PreK-8th grade allows me to see the range of development when it comes to executive functioning skills in our students.

Consideration of where students are in the development of their skills in order to accommodate and provide proper instruction at each level can be challenging and requires constant context switching.

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The podcast says that being in the classroom at school holds the greatest benefit.  Are we helping students when they are pulled out for intervention?
The games and activities we use are certainly teaching a valuable skillset, but are the games the skill that we are trying to stress?

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Working memory plays such a large role as students are asked to remember so many things on a day to day basis. When we think of how young some of our students are and their executive functioning level- it can be tough for students to learn in a school age environment. I really enjoyed all the talk about the importance of blocking material within your day to help students with lower executive functioning. I think we already do this within our schedule. However, blocking more of the material within our subjects and curriculum material is something to really think of at the younger level. I think many of our programs tend to bounce back and forth between concepts.

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-The need to provide more scaffolding (check lists, number lines, etc.)
-If a student has low executive functioning skills, if there are too many demands at one time on that child, they will not remember what they are being taught.
-There is such a diagnosis as NOT ADHD, but inattentive with low working memory