Crockett

Executive Function Processes and Self-Regulation: Research-Based Applications to Teaching, Learning, and Mentoring

22/W                          8:30 AM                                    F               Rockefeller

 

 

Type_Presentation:         3-Hour Pre-conference Institute

PresentationTitle:         Executive Function Processes and Self-Regulation:  Research-Based Applications to Teaching, Learning, and Mentoring

ProgramStrand_Primary:     Brain Compatible Teaching/Learning

ProgramStrand_Secondary:   Learning and Study Strategies

 

Presentation_description:

 

As "the management system of the brain," Executive Function Processes are higher order skills that impact both life and academic success. This Institute will integrate research and practice in the neurosciences and cognitive sciences, covering the spectrum from physiological processes to theoretical underpinnings, and applications in the classroom and academic support programs, particularly mentoring.  Information presented is intended for education practitioners and administrators.

 

Session_summary:

 

Purpose of the Presentation:

The purpose of this Institute is to provide attendees with a conceptual research-based framework for Executive Function Processes (EFP), as well as the opportunity to apply this information to their classrooms or other academic programs in which they have responsibilities.  The following is a more detailed overview.

 

Executive Function Processes are a set of controlled cognitive processes that we use in a coordinated, dynamic way to direct our conscious thoughts, emotions, and behaviors.  Life success and academic success depend increasingly on the mastery of EFP such as task analysis, goal-setting, planning, prioritizing, sustaining attention, inhibiting distractions, selecting and shifting strategies, and memorizing.  As children advance in school, cognitive demands increase in reading, writing, and problem solving.  Parallel to these are increasing demands in levels of independence, speed, organization, and self-monitoring.  These tasks require coordination, integration, and synthesis of multiple complex processes, calling on the orchestration of diverse EFP.  Although these processes are used in daily tasks, they are especially critical in new and challenging situations. 

 

Unfortunately, these skills are not often taught explicitly, and classroom emphasis is generally on the product (what) rather than the process (why and how).  Educators are often not well versed in the developmental, neurological and cognitive sciences, and may have expectations of students that are inconsistent with their skill levels or needs.  While some gifted students may succeed with traditional instruction where there is little systematic strategy instruction (e.g. modeling, guided practice with feedback, and scaffolding) many other students are trapped in a vicious cycle of ineffective skills, poor performance and self-sabotaging beliefs about their abilities.  The far-reaching fallout from such a cycle can be devastating.

 

Fortunately, advances in research and technology in the past decade have impacted both the neurosciences and cognitive sciences, allowing the two to inform as well as to learn from each other. This presentation will set the scientific stage for application to education by reviewing findings related to the brain and mind.  Understanding of the structure and functions of the brain that give rise to the mind, as well as theories about motivation, behavior, learning, and beliefs about successes and failures, should guide educational practice.

When teachers, tutors, and mentors understand the concepts of EFP and Self-Regulated/Metacognitive Learning, and the mental processes involved in learning, memory, and problem solving, they can help students develop a repertoire of learning and regulating strategies (i.e.  knowing why, when, and how to use them, as well as the importance of effective, sustained effort ) that will be useful in their academic, personal, and later professional lives.

 

Learning Objectives:

¥        brain structure, including interrelationship in neural networks connecting the frontal lobe with sensory cortices

¥        the conceptual framework of Executive Function Processes (i.e. processes that direct our conscious thoughts, emotions, and behavior in four arenas)

¥        theoretical underpinnings for EFP and Self-Regulated Learning (e.g. attribution, motivation, self-efficacy, operant, constructivist, social/observational, and social cognition).

¥        relationship between EFP and Emotional Intelligence, Multiple Intelligences, and Triadic Intelligence

¥        relationship between EFP and learning disabilities and emotional/neurodevelopmental  disorders

¥        trajectory and variability of EFP development

¥        critical role of Self-regulated Learning (self-monitoring, self-checking, self-evaluation and resource management)

¥        promoting development, internalization, and generalization of EFP and Self-Regulated Learning in the classroom and in support programs (i.e. modeling, formal learning systems/structures, scaffolding, guided practice and feedback, and alternate assessment methods)

¥        incorporating principles of EFP and Self-Regulated Learning in a certified mentoring program using the facilitated mentoring model (i.e. identifying obstacles, constructing a plan, using resources, developing skills, and monitoring, recording, evaluating, and adjusting , as needed)

 

Significance to the field:

This presentation will draw together more than a decade of research and practice in the neurosciences and cognitive sciences, including exciting recent developments, and will apply the findings to teaching, learning and mentoring.  Furthermore, the presentation will discuss dynamic inter-relationships among and within:

 

¥        Brain (neurology), mind (cognition), and education

¥        Thoughts, emotions, and behavior

¥        Monitoring, evaluation, and control

¥        Challenging academic / life demands and other influences

 

In some measure due to globalization of communication and information, success in school and the workplace increasingly requires individuals to take greater responsibility for their independent learning, organizing and integrating a rapidly changing and growing body of information.   Fortunately, science is advancing as well.  Students who have knowledge and use of executive control processes have the power to succeed in school and in life. 

 

Relevance to CRLA members and other conference attendees:

Understanding of the significance, development, and strengthening of Executive Function Processes is of critical importance to educators, whether they are in the classroom, in administration, or in academic support services.

 

Outline for Three-Hour  Institute:

1.      Introduction to Executive Function Processes (EFP)

A.     Conceptual Framework/Theoretical Underpinnings/Definitions

B.      Organizational Model (Arenas, Domains, Functions)

C.      Trajectory of Development/Variability/Shifts

D.     Measurement (Reliability and Challenges)

2.      Application to Education

A.     EFP and Self-Regulated/Metacognitive Learning

B.      Learning Disabilities/Executive Function Deficits

C.      Instructional and Assessment Interventions for Promoting EFP

3.      Application to a CRLA Certified Mentoring Program

A.     Selection of mentors

B.      Training of mentors

C.      Program Structure

D.     Program Content

4.      Take-aways

 

Audience interaction/engagement:

In addition to ongoing interaction throughout the presentation, the audience will complete a pre-test that covers the spectrum of presentation highlights, in the process also applying the strategy of activating prior knowledge in preparation for new learning.  The pre-test will also allow participants to anticipate and be attentive to relevant information.  Another introductory activity will include identifying characteristics of successful and unsuccessful students. Once attendees are familiar with the basic components of Executive Function Processes/Self-Regulated Learning, they will be asked to identify instructional strategies they may already be using, perhaps without realizing that they support the development of EFP.  Finally, participants will collaborate in group work identifying instructional strategies that they can apply to their courses/programs at their institutions, as well as anticipated obstacles to implementing these.

 

Handouts:

Participants will receive a full set of Power Point slides, as well as a packet including nuts and bolts materials used in the Virginia Military Institute Cadet Academic Mentoring Program.

 

PresenterÕs experience with the topic: The presenter has conducted extensive research on the topic, and administers a CRLA certified mentoring program that incorporates principles of EFP.  Past presentations include:

 

ÒHill, Skill, and Will: Components of Executive Function Processes Applied to Teaching, Learning, and MentoringÓ (2008 Mid-Atlantic CRLA Conference)

 

ÒPeer Academic Mentoring:  Promoting the Development of Executive Function Processes and Self-Regulated Learning in a Nationally Certified ProgramÓ (2008 International Mentoring Association Conference)

 

PresenterBio: Until 2007, Anna Crockett was Director of the Miller Academic Center from the time of its establishment in 1993.  With the assistance of talented and dedicated professional staff over the years, the Center has expanded to include programs such as Peer-Led-Team Learning (PLTL), Peer-Assisted Study Sessions (PASS), disabilities services, and a CRLA-certified mentoring program.  Anna has held a number of positions with CRLA at the national and regional levels, and has presented conference sessions for several organizations.  Anna earned an MAT in German at the University of Illinois, and is also an Adjunct German Instructor at VMI.