Supporting executive functioning in the elementary Montessori classroom

1. Supporting executive functioning in the elementary Montessori classroom

2. Jessica Simpson • jessica@montessoridayton.org • BACKGROUND • Live in Dayton area • Lower/upper el since 1995 • Currently upper el & administration

3. executive function • Split into three general areas • Cognitive Flexibility • Working Memory • Inhibitory Control

4. Cognitive flexibility • Flexible thinking is Thinking about something in a new way. • Set shifting is when students can let go of an old Idea or plan in order to move in a new direction. Students who struggle with cognitive flexibility may have difficulty: • identifying the correct pronunciation for words and interpret what is read much too literally. • making inferences within reading (or life) difficult. • providing enough supporting details in their writing; or may have a lot of errors. • Choosing a different work if what they want to do is unavailable. • struggle with math that requires more than just solving the equation on the page.

5. Working memory • auditory memory is the ability to remember and access what is heard. • visual-spatial memory is the ability to remember and access what is seen. Students who struggle with working memory may have difficulty: • remembering what words look like, causing them to sound out every word. • following multi-step directions, or remembering directions given in a group. • Remembering how to spell words while remembering what to write • Seeing patterns. • Learning math facts.

6. Inhibitory Control • Inhibitory control is the child’s ability to control impulses, emotions, and movement. • If a child has inhibitory control issues he may: • Interrupt conversation often • Talk excessively • Become easily frustrated and quick to give up • Be unable to tolerate corrections or criticism • Have outbursts or tantrums long after peers have stopped • Be overly active or restless • Have difficulty taking turns • Disrupt games and conversations

7. Skills DEPENDENT UPON EF • Paying attention • Organizing and planning • Initiating tasks and staying focused on them • Regulating emotions • Self monitoring (keeping track of what you’re doing)

8. What can we do to support EF skills? • Modify the environment • Interact purposefully with students • Assist student with goal setting and planning

9. environment Limit the amount of material in the classroom “Obstacles must be reduced to a minimum and the surroundings should provide the necessary means for the exercise of those activities which develop a child’s energies.” The Secret of Childhood p. 110, Chapter 18

10. Research on choice • Paradox of Choice by Barry Schwartz • Jam study: • when presented with 6 types, 30% purchased • When presented with 24 types, 3% purchased • Pension plan participation • For every 10 mutual funds offered, rate of participation dropped 2% • More choice makes us less satisfied • Worry we’re making the wrong choice • Expect there to be a perfect choice

11. Classroom aesthetics • Organize materials in a logical way - organization and planning. • Use Neutrally Colored shelves, containers, and walls – working memory • DON’T CROWN materialS on the shelf– organization, working memory

12. include one set of Montessori’s materials • Planning and organization • Patience (emotional control) • Flexible thinking • Shifting See handout for list of materials

13. Include carefully chosen Montessori-like materials • Is there an original Montessori material that fulfills the primary purpose of this new material? • Does it fit Montessori’s model (isolation of difficulty, self-correcting)? • Does it rob the child of an opportunity for work? All these have an impact on executive function skill development.

14. Be careful! Materials can fulfill all requirements and still be a distraction. Cube it up latitude & longitude

15. Examples • Updated animal and plant classification (Big picture science) • Support material for science area (in print) • Fraction & decimal number lines (HOUSTON) • Algebra scales (hands on equations) • Vocabulary/spelling card sets (handmade) • Ohio history/geography materials (WORKSHOP) • Select biome work (Waseca) • Select books for history and geography support

16. Include rotating enrichment items for focus areas • geography • History • Biology • science

17. Geography History Music

18. Zoology Botany

19. Science

20. Geometry Language Portfolio File

21. Mathematics

22. Purposeful interactions with students • Pragmatic language – flexible thinking • Trying to get students to see another’s point of view • Problem solving – flexible thinking, planning • encouraging students to come up with a solution and implement it • Experiencing consequences – shifting, working memory • Allowing students to experience plan b, seeing a pattern form between actions and consequences

23. Planning/goal setting • Goal setting and planning to achieve goals supports development of organizational skills, working memory, and inhibitory control.

24. Goal scaffolding - STUDENTS REQUIRE ASSISTANCE TO BREAK DOWN THEIR GOALS INTO SMALLER CHUNKS. THIS SHEET CAN BE USED FOR IMMEDIATE, INTERMEDIATE, OR EXTENDED GOALS.

25. Immediate goals • Start with simple statements and formulate a plan to reach the goal: • I will: • Plan 3 things AND COMPLETE them • Plan the day AND GET TO ALL PLANNED work • Plan and Complete a project individually • Coordinate with a classmate to complete a project

26. Intermediate goals • ONCE IMMEDIATE GOALS ARE ATTAINABLE, HELP STUDENTS TO LOOK AT A BIGGER PICTURE. • PREPARATION THROUGHOUT THE SCHOOL YEAR FOR PORTFOLIO REVIEW WITH PARENTS HELPS TO KEEP STUDENTS FOCUSED. • REFLECTION AT THE END OF EACH QUARTER ABOUT COMPLETED WORK: WHY DID I CHOOSE THIS WORK? WHAT AREAS AM I NOT CHOOSING? WHY NOT? COULD I BE MAKING BETTER CHOICES? • HELP STUDENTS SET GOALS FOR THE NEXT TIME PERIOD, AND GENERATE A TIMELINE OF MEASURABLE STEPS.

27. EXTENDED goals • HELP STUDENTS ENVISION THEIR END GOALS. ARE THERE ANY OLDER STUDENTS THEY ADMIRE? WHY? WHAT DOES A PREPARED STUDENT LOOK LIKE? ARE THERE ANY CAUSES OR OTHER INTERESTS THEY ARE PASSIONATE ABOUT? • LISTS FOR EACH AREA OF THE CLASSROOM ARE AVAILABLE TO THE STUDENTS. (IT IS MADE CLEAR THAT THIS IS A WISH LIST OF KNOWLEDGE, NOT A LIST OF REQUIREMENTS.) • STUDENTS USE THESE LISTS AS A SPRINGBOARD TO CREATE THEIR OWN LONG TERM ACADEMIC GOALS IN THE CLASSROOM. • Mathematics • Whole Numbers • Be able to read, write in words and expanded notation • Be able to perform all four operations abstractly and know the vocabulary associated with them • Be able to factor numbers using a factor tree and understand GCF • Be able to find the LCM of two numbers • Know prime number vs composite number • Be able to do word problems with any operation • Understand powers of numbers • Be able to find the square or cube root of any number using the materials • Be able to round and estimate numbers

28. Timelines • IMMEDIATE gOALS • Start with daily check in to review progress and plan WITH STUDENTS • If struggling, move to check in hourly or after each work • If successful, move to a weekly meeting to plan and check in • INTERMEDIATE GOALS • REVIEW COMPLETED WORK WITH STUDENTS ~ EVERY 5 WEEKS. REFLECT ON CHOICES AND SET GOALS FOR THE NEXT PERIOD OF TIME. • EXTENDED GOALS • You’ll know when students are ready (varies drastically!) • Review each quarter and assist with scaffolding for the student.

29. Weeks 1&2 • Record activities • Weeks 3 – 5 • focus on immediate goal planning • Weeks 6 – 10 • Student who are ready move to intermediate goals • Week 11 (beginning of second quarter) • Students reflect on what they have been working on and start to contemplate extended goal setting. • At this point, some students will be focused on intermediate and long term goals, while some continue to need to focus on immediate goals. Check in intervals will vary.