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Boosting executive skills in the classroom : a practical guide for educators.
A guide for helping students with weak Executive Function skills to learn efficiently and effectively Students with weak Executive Function skills need strong support and specific strategies to help them learn in an efficient manner, demonstrate what they know, and manage the daily demands of school...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Wiley,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Jossey-Bass Teacher; Boosting Executive Skills in the Classroom: A Practical Guide for Educators; Copyright; About the Authors; Acknowledgments; Contents; Introduction; Part I: Executive Functioning: The Basics; 1: What Is Executive Functioning?; Definition; Core Executive Skills; How Do Executive Skills Develop?; From Big Wheels to the Tour de France: The Developmental Arc of Executive Functioning; The Brain and Executive Functioning; To Sum Up; Time to Reflect; 2: Putting a Face on Executive Functions: Students Who Struggle; Executive Dysfunction: A Description, Not a Diagnosis.
- The Normal Variability of Executive FunctioningThe Vulnerability of Executive Functioning; Developmental Disorders; Acute and Chronic Stress; Depression, Anxiety, and Other Psychiatric Disorders; Lower-Incidence Disorders Associated with Executive Dysfunction; Poorly Targeted Instruction; The Importance of Healthy Habits; Assessment; To Sum Up; Time to Reflect; Part II: Interventions That Boost Executive Functions; 3: The EF-Smart Classroom; The Tune-up Tools: Planning, Time, Repetition, and Mind-Set; Planning to Plan; Allotting Time; Repetition; Mind-Set; It Takes All Four.
- The Targets: Culture, Planning, Routines, and Classroom DesignClassroom Culture; Planning; Classroom Routines; Classroom Design; Planning for Change; To Sum Up; Time to Reflect; 4: Supporting Students Who Need More Help; Planners; Entries for Every Class, Including None
- Long-Term Projects, Entered Sideways; Long-Term Projects, Workdays Assigned; 1-10 Confidence Scale for Tests; Thursday Grade Checks; Thursday Notes to Teachers; Sunday's Weekly Preview with Parents; Materials; Trapper Keeper with Weekly Checks; Locker Organizers with Weekly Checks.
- Use Google Docs or Email Assignments to Self as a BackupTIGERS (Take Initiative: Get Everything Ready for School!) Folders; Reading; Reading Warm-ups; Literary Web and Inspiration Software; Highlighting 10 Words: Engaging with Text; Writing; Warm-up for Fluency: Seven-Minute Writing Samples; Organizing: Inspiration; Checking Your Work; Math; Math Warm-ups; Show All Your Work; Guided Practice; To Sum Up; Time to Reflect; 5: The EF-Smart School; ""Old School"" to New Schools; Faculty Meetings; The Effective Faculty Meeting; Using Protocols; Gathering References; Books; Websites.
- The Magic FormulaTo Sum Up; Time to Reflect; 6: How the Specialist Can Help; Examining the Learning Task and Its EF Demands; Lower-Order Thinking; Higher-Order Thinking; Examining EF Skills for Levels of Automaticity and Independence: The Four-Quadrant Model; Quadrant 1-Direct Facilitator-Initiated Strategies; Quadrant 2-Indirect Facilitator-Initiated Strategies; Quadrant 3-Direct Learner-Initiated Strategies; Quadrant 4-Indirect Learner-Initiated Strategies; Consulting with Teachers; Co-Planning; Co-Teaching; Reassessing and Planning Together; To Sum Up; Time to Reflect.