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Jacob Alexander

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Jake is on the autism spectrum and is barely passing classes. He is 8 years old and in third grade; he struggles finding the motivation or the reason to complete his work. He has teachers who try to help him but he is lacking the effort. Jake really struggles with all subjects but seems to do a little better at math, but there are some concepts he still doesn't understand and gets upset when trying to learn new concepts and ideas. He has a couple of close friends that he will hang out with, however he struggles making a connection with many peers and tends to hang out by himself.

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Jake has lived in Wichita his whole life and is an only-child with a mother and father and a few cats and dogs. He is very quiet and chooses not to talk to people most of the time, including family. His mother also has a hard time of trying to encourage him to get up and go to school. He has recently been interested in basketball and enjoys playing, but besides that and video games, he has no motivation to do anything else. And when people try to help him to do certain things he gets upset and frustrated, which can sometimes turn into violence. He has made a few friends through basketball and will sometimes have them over to hangout, however besides basketball and school he doesn't have a chance to makes friends with his peers.

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needs help learning the social skills, and how to converse with others (slowly open up the idea to him)

a motivation to want to go to school and complete his work

when he doesn't understand a concept, he may need a different view or explanation/way to solve the problem

he needs something that will incorporate his interests into his learning, so he can put in some effort

he also needs some emotional management for when he gets upset

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loves basketball

enjoys watching wrestling

really likes video games

he likes hanging out with friends

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He likes a more visual learning style along with kinesthetic so he can move and not feel stuck in one spot.

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quiet

casual, but aggressive at time

mellow

reserved

anti-social

disorganized

disobedient

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when an assignment is incredibly long or looks like a lot, it might be easier to help look at it broken down in different parts. So teaching him a different technique that allows him to breakdown tasks would be beneficial in the long run

build a personal interest in the subject matter so he can gain motivation

express frustration in a productive way instead of aggressive way

develop receptive and expressive language skills

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getting assignments done on time and fully understanding the content as he goes

improve his study habits - build good habits

achieve good grades for classes

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understanding his emotions and how to better handle them

will initiate and maintain a conversation, taking turns speaking, with another peer

attend every class (when possible)

communication skills (step-by-step)

start with greetings, etc.

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join a basketball team, whether it's through school or a club

join a club through the school for peer interaction

join the wrestling team (if available)

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when doing well or trying hard to learn could win extra recess

being able to work with friends

have free time, give the students a chance to 'do their own thing'

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praise students when doing well

implementing more group work into lesson plans

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help start basketball games during recess

earn more free time with friends during the school day

allow extra minutes of recess if goals were met

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Daily Question:

Students will take turns asking a question for the entire class to answer, including the teacher. This allows for students to learn about each other and might make it easier to make friends that have the same interests.

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Classroom Jobs:

Creating different jobs that students alternate being responsible of helps students feel like they have a sense of responsibility and are reliable and help build a trusting relationship with their teacher by helping out around the classroom. Some job titles would include the door holder, line leader, teacher's assistant, etc.

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Morning Meeting:

Allowing the student to lead the class through the morning meeting when talking about the weather and what day it is would be beneficial for them as well as their classmates. Every student would get a turn running the meeting and this would encourage students to be more engaged with what they're learning.

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Trashket-ball:

There are many different ways to play this game, however I think the most beneficial would be in groups. Split the class into six different groups and have them work together to solve a problem, the class will take turns answering and the tables that got it right will be able to take two shots into the basket at the end of the lesson. The group that scores the most after shooting into the basket wins.

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Basketball Themed Literacy Stations:

When introducing compound words, antonyms, and synonyms this is a great way to keep students interested while still learning.

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Athlete Studies:

Having a social studies lesson that allows students to search and learn about any athlete of their choosing around the world. This includes the students passion for basketball and sports in general and teaches great technology skills.

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Basketball Experiment:

Allowing students to go through an experiment activity that has them observing the particles in a basketball and how the bounce is affected would keep students engaged and interested.

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PE - PIG:

Playing the game PIG would be a great way to incorporate basketball and have the students being active. Allowing free time at the end of PE for the students to choose an activity of their own would also be a great way for students to socialize and work together to figure out a plan.

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Multiple Choice Test (show work):

Giving students a basic test, possibly with a theme, would be the most beneficial way to measure how much of the content they are understanding and retaining. It will also help the teacher know what topics or subjects they may need to talk to the students about again.

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Exit Slips:

Giving and exit slip for each student before they leave with a question on it about the lesson and their thoughts would be helpful for both parties involved. The students would get the chance to ask any questions that couldn't have been answered during class, but it also gives the teacher the chance to see how much information students had gained about the content.

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Presenting their Research:

Students could research about any person around the world, or the teacher could hand out slips with names that the students have to research; however, by giving the students the choice, they could have the chance to research someone they are interested in and passionate talking about. By presenting afterwards they are gaining public speaking skills and showing their classmates what they're passionate about.

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Group Experiment:

Making a structural tower out of popsicle sticks and provide some examples through pictures or books. Doing this assignment would encourage peer discussions and problem solving. This activity itself is also engaging and keeps students interested.

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All Techniques (art):

In art, there could be a couple main assignment throughout the year when students would have to use all of the techniques they have done throughout the year to create an amazing piece of artwork.

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Mini Interviews:

Students will pair up and conduct a mini interview about each other. Another way to do this would kind of be a show-and-tell where students could bring in one item to describe themselves and what they like. This gives students the chance to connect with each other and learn about everyones likes and dislikes.

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At a glance

Teens with executive function challenges may struggle to stay organized.

Executive function challenges can affect both oral and written communication.

It can be hard for some teens to shift from one kind of activity to another.

Between classes, social life, and extracurricular activities, your child's brain is working overtime in high school. It's also a time when executive function challenges can create unique learning obstacles. Here are six common challenges and ways you can help.

Learning challenge #1: Trouble switching gears

Your child is getting low grades on tests that alternate between multiple-choice and short-answer questions.

The role of executive function challenges: Kids with executive function challenges can have trouble shifting gears from one way of doing things to another.

How to help: Speak with the teacher about accommodations that can help with executive function challenges, such as letting your child take a version of the test that uses only one type of question.

Learning challenge #2: Difficulty planning

Your child has decided to apply for college or trade school. Application deadlines are looming, though, and your child still hasn't filled any of them out.

Learning challenge #3: Trouble giving details

Your child designs a great science experiment but is having trouble writing up the report.

How to help: Videotape the science experiment so your child can replay it while writing up the report. Encourage your child to use a graphic organizer, mind map, checklist, or other system to help organize thoughts on paper.

Learning challenge #4: Not monitoring their work

Your child's creative writing paper is confusing to read. It keeps switching tenses and point of view.

Learning challenge #5: Gets overwhelmed easily

Your child starts off the year in a number of advanced placement classes, but drops them after a month because "it's too much work."

Learning challenge #6: Processes information slowly

Your child is having trouble keeping up with class discussions - and gets angry when it's hard to get a word in edgewise.

Like other learning and attention issues, difficulties with executive function don't disappear over time. With help, high-schoolers can learn to leverage strengths and advocate for themselves. These are valuable skills they'll carry into adulthood.

Key takeaways

Breaking big jobs into small tasks will help kids stay organized.

Planners, checklists, and other task management strategies can help.

Organization skills learned now will help your child succeed as an adult.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Jenn Osen-Foss, MAT is an instructional coach, supporting teachers in using differentiated instruction, interventions, and co-planning.

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Executive function challenges and learning: 6 ways to help your high-schooler

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Executive functioning issues can have an impact on learning in high school. Find out about common executive function challenges and how to help your high-schooler.

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Strategies, Ideas, and Recommendations from the faculty Development Literature
General Strategies

Motivation Theory
There are three general indices of motivation: choice, effort, and persistence. Recognize students' needs for self-determination and autonomy, and provide opportunities for choice and control. Understand that students may be intrinsically and extrinsically motivated to learn. While it may be ideal to have a room full of intrinsically motivated students, it is understandable that students are also driven by the desire for grades, approval and other rewards. Intrinsic and extrinsic motivation exist not a single continuum, but on two separate ones, and students may often have multiple goals for the same course. Students usually direct their behavior toward activities that they value and in which they have some expectancy of success.

Capitalize on students' existing needs
Use student's interest and natural curiosity appeal aid in motivation. Students will be motivated to learn when the course is structured in a way that students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs.

Make students active participants in learning
Students learn by doing, making, writing, designing, creating, and solving. Passivity dampens students' motivation and curiosity. Pose questions. Encourage students to suggest approaches to a problem or to guess the results of an experiment. As Confucius said, "Tell me and I'll forget; show me and I may remember; but directly involve me, and I'll make it my own" (quoted in Kegan & Lahey, 2000, p. 10).

Ask students to analyze what makes their classes more or less "motivating."
One way to measure what motivates students is to ask them. Survey what type of lecture has been the most motivating and what type of class has been the least. Appeal to students' interests and curiosity. To build intrinsic motivation, we must build a climate of understanding and trust.

Incorporating Instructional Behaviors that Motivate Students

Hold high but realistic expectations for your students.*
Program students for success. While exams and assignments should still be challenging, they should also offer students a reasonable chance for success. When instructors expect the best work from their students, research has shown that students generally rise to the task.

Help students set achievable goals for themselves.
Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments.

Tell students what they need to do to succeed in your course.
Don't let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what thy must do to succeed. Say something to the effect that "If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help." Or instead of saying "You're way behind," tell the student, "Here is one way you could go about learning the material. How can I help you?"

Strengthen students' self-motivation.
Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards. Instead of saying "I require," "you must," or "you should," stress "I think you will find...," or "I will be interested in your reaction."

Avoid creating intense competition among students.
Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students' performance and from comments or activities that pit students against one another.

Be enthusiastic about your subject.
An instructor's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way to present the material, however dull the material itself may seem to you.

Structuring the Course to Motivate Students

Work from students' interests.*
An instructor should be sure not the focus on what they want to teach or on what they are required to teach, but concentrate more on teaching what the students might find interesting. What do the students find intrinsically motivating? What are their wants or needs? By avoiding work in which students will be criticized or punished, the students' intrinsic motivation will be ignited.

When possible, let students have some say in choosing what will be studied.
Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course.

Get to know your students.
Whenever possible, share something about yourself with your students. Look for opportunities to let them know who you are and what you stand for.

Vary your teaching methods.*
Instructors who teach in a variety of ways are able to meet the diverse learning of all of their students. Variety reawakens students' involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.

De-emphasizing Grades

Emphasize mastery and learning rather than grades
Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a student's final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of their final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from.
Researchers recommend de-emphasizing grading by eliminating systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes). Instead, assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress.

Design tests that encourage the kind of learning you want students to achieve.
Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study.

Avoid using grades as threats.
As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students resort to academic dishonesty, excuses for late work, and other counterproductive behavior.

Motivating Students by Responding to Their Work

Give students feedback as quickly as possible.
Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a student's response was good, with an indication of why it was good, or mention the names of contributors.

Reward success.
Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students' self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a student's performance is weak, let the student know that you believe he or she can improve and succeed over time.

Give students specific information about how their work will be graded. *
Give rubrics with specific information about how their work will be graded. Let them know what should be included in work of the highest quality. If possible, give examples on the good work of other students from past years. If students know what is expected of their work and have in mind what high quality work looks like, they will be more motivated to try their best.

Be specific when giving negative feedback.
Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Don't make negative comments nebulous. Try to cushion negative comments with a compliment about the aspects of the task in which the student succeeded.

Avoid demeaning comments.
Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.

Avoid giving in to students' pleas for "the answer" to homework problems.
When you simply give struggling students the solution, you rob them of the chance to think for themselves. Use a more productive approach (adapted from Fiore, 1985).

Ask the students for one possible approach to the problem.

Gently brush aside students' anxiety about not getting the answer by refocusing their attention on the problem at hand.

Ask the students to build on what they do know about the problem.

Resist answering the question "Is this right?" Suggest to the students a way to check the answer for themselves.

Praise the students for small, independent steps.

If you follow these steps, your students will learn that it is all right not to have an instant answer. They will also learn to develop greater patience and to work at their own pace. And by working through the problem, students will experience a sense of achievement and confidence that will increase their motivation to learn.

Motivating Students to Do the Reading

Assign the reading at least two sessions before it will be discussed.
Give students ample time to prepare and try to pique their curiosity about the reading: "This article is one of my favorites, and I'll be interested to see what you think about it."

Assign study questions.
Hand out study questions that alert students to the key points of the reading assignment. To provide extra incentive for students, tell them you will base exam questions on the study questions.

Ask nonthreatening questions about reading.
Initially pose general questions that do not create tension or feelings of resistance: "Can you give me one or two items from the chapter that seem important?" "What section of the reading do you think we should review?" "What item in the reading surprised you?" "What topics in the chapter can you apply to your own experience?"

Prepare an exam question on undiscussed readings.
If students have not done the reading, tell them that there will be at least one question taken directly from what they were to have read. The next time the reading is discussed, remind about what happened last time and that if they come to class prepared, there won't be any surprises on the exam.

Sources
The Strategies, Ideas and Recommendations Here Come Primarily From:

Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993.
And These Additional Sources...
Hansen, A. J. "Establishing a Teaching/Learning Contract."

In C. R. Christensen, D. A. Garvin, and A. Sweet (eds.), Education for Judgment: The Artistry of Discussion Leadership. Boston: Harvard Business School, 1991.

McMillan, J. H. and Forsyth, D. R. "What Theories of Motivation Say About Why Learners Learn."

In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice, New Directions for Teaching and Learning, no.45. San Francisco: Jossey-Bass, 1991.

Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. Toronto:

Ontario Institute for Studies in Education Press, 1990.

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Learn Elementary Education Assessment Strategies With a Master's Degree

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Assessing progress has become compulsory, and assessment tools are necessary instruments used in most elementary schools across the county.

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Choosing optimal methods to support learning outcomes.

The Importance of Teaching Methods

Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. Teaching methods help students:

master the content of the course

learn how to apply the content in particular contexts

Instructors should identify which teaching methods will properly support a particular learning outcome. Its effectiveness depends on this alignment. To make the most appropriate choice, an instructor should consider learning outcomes, student needs and the learning environment.

Consider the following example:

Learning outcome: Solve a complex math equation.

Learning environment: An in person, upper-level math course with 20 students.

Teaching method: Guided instruction. First, the instructor facilitates learning by modeling and scaffolding. Students take time to ask questions and receive clarifications. Next, students practice applying these skills together and then independently. The instructor uses formative assessment to check for understanding.

This example demonstrates alignment of what the instructor wants students to do, and how they are supported in these tasks. If the instructor choses a different teaching method, such as a traditional lecture, students would need to process the lecture's content and apply principles simultaneously. This is very difficult to do and would lead to less successful outcomes.

Choosing the appropriate teaching method brings instruction to life while encouraging students to actively engage with content and develop their knowledge and skills.

The chart below provides a number of teaching methods to choose from. Teaching methods vary in their approach, some are more student-centered while others are more instructor centered, and you will see this reflected in the chart. Choose methods that will best guide your students to achieve the learning outcomes you've set and remember that your teaching approach, teaching methods and activities all work together.

Using the Course Design Template explore the aspects that will likely affect your course.

Step 1: Review your learning outcomes.

Step 2: Identify the teaching methods that best align to these learning outcomes and fill in the appropriate column.

Step 3: Consider possible activities which will next be examined in further detail.

Now that you've reviewed a variety of teaching methods and considered which ones align with your learning outcomes, the next step is to consider activities.

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Choosing optimal methods to support learning outcomes.

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With attention to self-care and support from leaders, teachers can build strong relationships with students, whether in person or online

Effective teachers form authentic, caring relationships with their students. In the best of times, forming these relationships can be a challenge; in a post-pandemic world, where many teachers are engaging with students remotely, building relationships can feel impossible. Fortunately, says trained counselor and educator Megan Marcus, educators can learn the skills necessary to build strong relationships, both in person and online.

Marcus is the founder of FuelEd, a Houston-based nonprofit committed to teaching these skills to educators around the country. By providing teachers with access to one-on-one counseling, group workshops, and educator training, FuelEd hopes to close what it perceives to be a gap in educator preparation: the space between what an educator is expected to do - build strong, secure relationships with students, families, and coworkers - and the level of social and emotional support educators actually receive. Inspired by Marcus' background in human psychology, Fuel Ed leads with the belief that teachers cannot effectively care for their students unless they care for themselves first.

"Just one relationship with a caregiver throughout a lifespan can actually change the brain's development, heal trauma, and promote learning. Educators have the potential to utilize this power. Many do organically, through naturally forming secure relationships. But we could do so much more if educators were equipped with the skills and self-awareness to systematically do this work," explains Marcus.

Here, Marcus offers four steps educators can take to promote emotional intelligence and build relationship-driven schools, both in-person and online.

1. Learn the science behind strong relationships.

Research shows that the way a person relates to caregivers early in life can impact that person's relationships later on. For example, explains Marcus, "if you had insecure relationships in your childhood, you're more likely to build relationships with others that aren't secure." The good news? Once identified, a person's relationship patterns can change. That means educators can learn the skills behind secure relationship-building - and they can teach them. This gives educators the opportunity to, within their daily interactions, strengthen the ways their students relate to others throughout life.

2. Embrace the power of empathic listening.

Empathic listening means listening to what a student has to say - a student's "strong emotions and painful experiences," says Marcus - and not responding. No reassuring, no offering advice. Just listening. While deceptively simple, this type of listening can help a student build self-regulation skills. That's because it kicks off a powerful interpersonal cycle. "Someone comes to you, they share their feelings, and instead of jumping in to problem solve, you listen. That's very trust-building. Now, not only is this person calmer and better able to solve their own problems, but they want to come back to you again, share more. And the more you can learn about them and their needs, the more you, as the administrator and the teacher, can be respond to their needs," explains Marcus.

"Just one relationship with a caregiver throughout a lifespan can actually change the brain's development, heal trauma, and promote learning. ... We could do so much more if educators were equipped with the skills and self-awareness to systematically do this work."

Empathic listening, she adds, can also help school leaders build stronger, more positive relationships with staff.

To make space for empathic listening, educators can prioritize opportunities for one-on-one connections in scheduled check-ins or drop-in office hours. Since this type of listening can take place in person, on Zoom, or over the phone, this is a skill that all educators, no matter their learning modality, can use to form more secure relationships.

3. Practice genuine vulnerability.

Often, educators feel restrained by the need to exert authority in a space, so they refrain from sharing their genuine frustrations or emotions. This hinders the development of secure attachments, says Marcus, and limits the social-emotional culture of a school. Instead, she suggests, educators should share their experiences directly. Once one person shows vulnerability, another person will open up. Only then can secure relationships blossom.

This practice fuels student-teacher relationships, but it is also key to creating an over-arching culture of safety in a school. "The more that principals can model empathy and self-awareness, the more they can share their journey with teachers and be vulnerable, the more it's going to encourage educators to engage in the work," says Marcus.

If you are educating in person, you can practice sharing personal details in informal exchanges with both students and colleagues. If you are educating online, Marcus says, you can use virtual opportunities, like introductory videos, pet cameos, or Zoom dance parties, to introduce your personality to your school community.

4. Provide educators with opportunities to do their own healing.

Teaching is, at its core, interpersonal work. It requires high levels of emotional intelligence. When educators approach the work unprepared for its social-emotional load, says Marcus, relationships suffer. Her advice? Give educators access to spaces and resources where they can do their own introspection and healing. When teachers are invited to engage in the therapeutic process of unpacking their personal stories and triggers, it can lead to social-emotional growth. The more that educators are able to improve their own social-emotional intelligence, the more students will be able to learn and feel safe.

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With attention to self-care and support from leaders, teachers can build strong relationships with students, whether in person or online.