# data[].attributes.headline
Inhibitory control is a key self-regulatory executive function skill that is necessary and lacking to some degree in many students.  Having the class broken up into small groups, some working individually in different mediums will allow me to focus my attention on the students that are lacking in focus, and are unable to maintain their attention to their task.  They will be reminded to review their schedule and see if they are working within their time constraints, and to use their rubric as they complete their assignments.  Weaker students will be given extra assistance by myself or an "expert" student.  I may need to recommend a different type of activity for a student who is incapable of maintaining focus on a task or persisting in its completion.  Daily notes in folders will also be a method of speaking directly to students with regard to their academic and behavioral success in class.

# data[].attributes.subject
Inhibitory control is a key self-regulatory executive function skill that is necessary and lacking to some degree in many students.  Having the class broken up into small groups, some working individually in different mediums will allow me to focus my attention on the students that are lacking in focus, and are unable to maintain their attention to their task.  They will be reminded to review their schedule and see if they are working within their time constraints, and to use their rubric as they complete their assignments.  Weaker students will be given extra assistance by myself or an "expert" student.  I may need to recommend a different type of activity for a student who is incapable of maintaining focus on a task or persisting in its completion.  Daily notes in folders will also be a method of speaking directly to students with regard to their academic and behavioral success in class.

# data[].attributes.headline
Planning is a key organizational executive function skill that is necessary for success in solving mathematical tasks.  Using the activity list to develop their weekly schedules will help students to set their goals, and adhering to their weekly schedule with its time constraints will help them learn to manage time.  Knowing the task that they will have to ultimately solve, learning concepts, using prior knowledge, completing activities on their schedules and working with others will all help students reach their goal.  They will also learn that they may need to rethink or backtrack at certain stages of the task as a result of input from their fellow students whom they are working with.

# data[].attributes.subject
Planning is a key organizational executive function skill that is necessary for success in solving mathematical tasks.  Using the activity list to develop their weekly schedules will help students to set their goals, and adhering to their weekly schedule with its time constraints will help them learn to manage time.  Knowing the task that they will have to ultimately solve, learning concepts, using prior knowledge, completing activities on their schedules and working with others will all help students reach their goal.  They will also learn that they may need to rethink or backtrack at certain stages of the task as a result of input from their fellow students whom they are working with.

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Executive function skills are necessary for success in general; the more executive function skills a student has, the more successful they will be in school, which will carry over into their adult life.  Being successful in school and in a career requires organizational skills as well as self-regulatory skills.  Executive function skills go hand in hand with someone owning their outcomes, they are responsible from step one and create their path to solution or end result.  The more students use executive function skills, the more executive function skills they will develop over time. 

# data[].attributes.subject
Executive function skills are necessary for success in general; the more executive function skills a student has, the more successful they will be in school, which will carry over into their adult life.  Being successful in school and in a career requires organizational skills as well as self-regulatory skills.  Executive function skills go hand in hand with someone owning their outcomes, they are responsible from step one and create their path to solution or end result.  The more students use executive function skills, the more executive function skills they will develop over time. 

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The LATIC ideas allow students to be more in control of their learning.  The responsibility is on them to plan accordingly, and to self assess in the process. They have to consider multiple concepts and take into consideration the points of view of others, which is something that will help them in the future. These are not easy skills to master, and will help the students develop grit.  Through mastering these skills and others, they will develop executive function. 

# data[].attributes.subject
The LATIC ideas allow students to be more in control of their learning.  The responsibility is on them to plan accordingly, and to self assess in the process. They have to consider multiple concepts and take into consideration the points of view of others, which is something that will help them in the future. These are not easy skills to master, and will help the students develop grit.  Through mastering these skills and others, they will develop executive function. 

# data[].attributes.body
I believe that the LATIC procedures are most beneficial to the planning functions students are able to foster and improve on a daily/weekly basis. Being able to see the entire map before plotting your course is hugely beneficial, and simultaneously improves students’ self-awareness. By making students aware of their responsibilities, as well as their position in the grand scheme of the year and the unit, they will be able to develop their executive functions, and, hopefully, apply them to their lives outside of the classroom

# data[].attributes.body
The bridge between executive function and student success is built via the fostering and application of problem solving skills. Executive functions, essentially, are necessary to achieve any form of task, both in and out of the classroom. However, many of the executive functions mentioned throughout the resources listed in this first online training may not exist for each student in each lesson/subject matter.

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Self-regulation is a skill that a great deal of my students struggle with. In my classroom an activity list can be used for the students to manage their work habits and take responsibility for how they want to learn something.  Scheduling their time can also add to that responsibility.  They quickly learn the routine of the LATI classroom which I found was a huge improvement in inhibitory control.
Problem solving is another executive function skill that leads to student success.
I could also set up mini problem solving activities in stations or centers around the classroom to get them thinking outside the box and accustomed to solving the big problem or task.

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The connection I see is that the students have to figure it out, or grapple, with the material. When the students struggle with finding the answer they really have to dig deep to figure it out and are therefore more likely to remember it. By presenting them with the problem, and having them schedule their time and their activities they become more engaged in the process of learning. I also feel that giving them that control over their learning will give them more desire to learn it.

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I can fit executive function in my classroom by allowing the students to see the answers for themselves.  If I provide the tools and allow them to use them to come up with a solution, an idea, or even their own opinion on something.  History is a good subject you can do that with because the subject always allows for bending of ideas and opening for opinion and supporting that opinion with fact.  By providing the facts, they will be forced to create their own opinion, thus have solutions for questions that may be brought up to them, or use their opinions for projects, etc.  Executive Function can work as long as everyone works together to make it work.  

# data[].attributes.subject
I can fit executive function in my classroom by allowing the students to see the answers for themselves.  If I provide the tools and allow them to use them to come up with a solution, an idea, or even their own opinion on something.  History is a good subject you can do that with because the subject always allows for bending of ideas and opening for opinion and supporting that opinion with fact.  By providing the facts, they will be forced to create their own opinion, thus have solutions for questions that may be brought up to them, or use their opinions for projects, etc.  Executive Function can work as long as everyone works together to make it work.  

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I like the idea of self-regulation as well because it allows the student to see the problems for themselves and how what they thought was a good idea, actually was not, or was not working or maybe it did work.  working memory is also something that helps students remember.  They will have to recall how they got to that answer or idea, not just because you told them to.  

# data[].attributes.subject
I like the idea of self-regulation as well because it allows the student to see the problems for themselves and how what they thought was a good idea, actually was not, or was not working or maybe it did work.  working memory is also something that helps students remember.  They will have to recall how they got to that answer or idea, not just because you told them to.  

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The connection is the more a student is to work on a subject or a assignment, the more they will remember it and learn from it.  There was an example given about fixing a hole in the wall.  The executive function would be for the student to look it up online and do it themselves.    To fully understand something, I believe you have to look at every possible angle of it, so if you provide the problem, and allow the student to look for the angles with assistance, they will succeed and thus be more intrigued in school and class and then they will be successful.  

# data[].attributes.subject
The connection is the more a student is to work on a subject or a assignment, the more they will remember it and learn from it.  There was an example given about fixing a hole in the wall.  The executive function would be for the student to look it up online and do it themselves.    To fully understand something, I believe you have to look at every possible angle of it, so if you provide the problem, and allow the student to look for the angles with assistance, they will succeed and thus be more intrigued in school and class and then they will be successful.  