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The ability to stand back and take a bird's-eye view of yourself, to observe how you problem-solve.  It also includes self-monitoring and self-evaluative skills.

Resources:
https://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/activities-for-metacognition.aspx

https://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers

http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/£The-Boss-of-My-Brain£.aspx

http://theelearningcoach.com/learning/metacognition-and-learning/

https://childmind.org/article/how-metacognition-can-help-kids/

http://www.learningscientists.org/blog/2017/3/30-1

http://www.ascd.org/publications/books/117002/chapters/The-Case-for-Teaching-for-and-with-Metacognition.aspx

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Five Ways to Boost Metacognition In the Classroom - Listen - The Creative

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Listen now to Five Ways to Boost Metacognition In the Classroom from The Creative Classroom with John Spencer on Chartable. See historical chart positions, reviews, and more.

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The capacity to have a goal, follow through to the completion of that goal, and not be put off or distracted by competing interests.

Resources:
https://www.additudemag.com/executive-function-skills-adhd-goal-setting/

https://southcountychildandfamily.com/resources/executive-functions/goal-directed-persistence/

https://health.usnews.com/wellness/for-parents/articles/2017-12-26/how-to-teach-kids-goal-setting-and-perseverance

Lessons:
https://www.overcomingobstacles.org/blog/wp-content/uploads/2017/11/Goal-Setting-HS.pdf

http://www.enhanced-learning.net/doc/samples/GSWMsamplepages.pdf

https://positivepsychology.com/goal-setting-students-kids/

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The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines.

Resources:
https://gradepowerlearning.com/10-time-management-tips-students/

https://student-tutor.com/blog/time-management-techniques-for-teens/

http://www.geneva304.org/Downloads/hstimemgmt.pdf

Lessons:
Time Management

https://www.time-management-success.com/time-management-lesson-plan.html

https://ed.ted.com/lessons/how-to-manage-your-time-more-effectively-according-to-machines-brian-christian#digdeeper

Just for Grownups:

https://ed.ted.com/featured/UjvQ1VGV

https://www.youtube.com/watch?v=y2X7c9TUQJ8

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The ability to create and maintain systems to keep track of information or materials.

Resources:
https://yourteenmag.com/teenager-school/teens-high-school/time-management-skills-for-teens

Lessons:
https://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/3219/High%20School%20Success_3Organize%20Your%20Things.pdf

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Why the Bullet Journal is the Best Planner for ADHD Brains

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The ability to complete a roadmap to reach a goal or to complete a task.  It also involves being able to make decisions about what is important to focus on.

Resources:
https://www.edutopia.org/blog/prioritizing-a-critical-executive-function-judy-willis

Lessons:
Lesson Plan: Activity 3.1 - NASA

https://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/3219/High%20School%20Success%20_1%20Time%20Management.pdf

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How to Prioritize When You Have ADHD: The Matrix

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The ability to begin projects without undue procrastination, in an efficient or timely fashion.
Strategies:
Break down tasks

Identify the task

Make mini goals

Create a habit tracker

Make a goal journal

Tell someone else what you'll accomplish

Create a contract

Use a timer for the whole task

Reward systems

Designated time slot to do specific tasks (like a set homework time)

Checklist

Use digital timers (on a smart phone or an app)
Videos:
https://www.youtube.com/watch?v=3kcWpC9UQzE

https://www.youtube.com/watch?v=FQMwmBNNOnQ

https://www.youtube.com/watch?v=uBwGvboe4hM&feature=youtu.be

Lessons:
https://www.smartbutscatteredkids.com/wp-content/uploads/Some-Thoughts-on-Task-Initiation.pdf

Lesson (uses Ted Talk video below:
https://davestuartjr.com/procrastination/

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Everything you need to know about why procrastinators procrastinate

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The capacity to keep paying attention to a situation or task in spite of distractibility, fatigue, or boredom.
Strategies:
- Set goals and rewards;
- break tasks into smaller chunks with breaks/rewards in between

Resources:
https://www.teachstarter.com/us/blog/10-ways-to-improve-student-concentration-us/

https://www.edutopia.org/blog/strategies-getting-keeping-brains-attention-donna-wilson-marcus-conyers

http://creatingpositivefutures.com/6-simple-strategies-for-improving-students-focus/

https://ed.ted.com/featured/ljH6Ni28

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The ability to revise plans in the face of obstacles, setbacks, new information, or mistakes.  It relates to an adaptability to changing conditions.

Resources:
https://www.edutopia.org/blog/building-students-cognitive-flexibility-judy-willis

https://www.verywellmind.com/ways-to-increase-your-mental-flexibility-2337481

https://www.gaiam.com/blogs/discover/5-brain-exercises-to-foster-flexible-thinking

http://blog.studentcaffe.com/cognitive-flexibility/

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The ability to manage emotion to achieve goals, complete tasks, or control and direct behavior.

Strategies:

Count to 10 before responding

Deep Breathing Techniques---practice Lazy Eight/4 Sides of Breathing

Leave the room or situation---get a drink of water, go to the bathroom

Change the topic---in your head--think of happy pleasant memories or future events.  Can they list at least 2?

Use Humor to deflect or change your frame.

Listen to Music

Color---hand out one adult coloring page.

Stress ball or tool, a  paper clip or bracelet.

Tell it to go away until you have the time and resources to deal with it

Positive self talk

Videos:
https://www.youtube.com/watch?v=2kew2JhKq3Y&feature=youtu.be

https://www.youtube.com/watch?v=Yfg3ThEm-gY&feature=youtu.be

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The ability to hold information in memory while performing complex tasks.

Strategies:
Off-loading: This refers to the idea that the brain doesn’t have to work as hard when you can find a way to “off-load” some of the tasks we’re asking it to do. Examples: the brain doesn’t have to allot space to remembering homework assignments when we write them down. It doesn’t have to

work at remembering something we have to do after school if we build an alarm into our smart phone to remind us.

Ideas:  checklists, electronic notifications, sticky notes, agenda books, calendars, laminated refrigerator lists, chunked instructions

Resources:
https://www.edutopia.org/article/science-drawing-and-memory

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The capacity to think before you act.

Strategies:
“Write it down”---teach students to self-monitor on a sticky note how many times they blurt out.  Intro option for reward for small number of blurts per class.  (5 minutes)

“write down the thought or question” on the back of the sticky note; They can share them with teacher or peer at end of lecture/class. (5 min)

“read the room” to help students identify what is going on and what the expected behaviors are from the clues.

“Sit with the Question” --Practice having students come up to the teacher and ask a question about class. Students are reminded to read the room and make a decision based on the clues  (15 minutes)

“Count to 10 and Ask 3”

- Strategy to keep thought in your head while you ask:

“Is this the right time?”

“Is this the right place?”

“Is this the right audience?”

Connect this to “read the room”

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Sesame Street: Jurassic Cookie (Jurassic Park Parody)