Executive Function

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Working Memory Difficulties: Strategies for the Classroom

The purpose of this summary is to provide educators with tools to work effectively with students who have learning disabilities (LDs) and working memory difficulties. Specifically, the summary provides: 1) an overview of the link between working memory and LDs; 2) a list of potential strategies; 3) a table summarizing how working memory difficulties may present in the classroom, with relevant interventions; and 4) a list of resources on the LD@school website, to deepen educators’ understanding of how to support students with working memory difficulties.

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Mind Maps

This summary looks at an interesting technique that helps students, particularly elementary-level students, to draw out and organize their knowledge about a given subject or a main idea. Mind mapping, also known as cognitive mapping or concept mapping, was developed in the 1970s by British psychologist Tony Buzan (Buzan, 2011). Essentially, a mind map is a visual tool, or diagram, used to organize information.

By |March 2nd, 2016|Categories: Executive Function|Tags: , , , |0 Comments
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How do we address working memory deficits in students with learning disabilities?

Recent scientific research points to the importance of working memory in the execution of classroom tasks and, consequently, learning. However, evidence that re-education is effective is lacking. Here are five tips that educators can use to address low working memory and enable students to accomplish the required tasks at the appropriate level.

WEBINAR RECORDING: Understanding How our Students with LDs Process Information: Contextualizing working memory and cognitive load

Supporting the learning needs of students with learning disabilities requires more than a passing understanding of memory and the architecture of the mind. By exploring Baddeley and Hitch’s (1974) model of working memory, Jeffrey MacCormack and Ian Matheson will explain how information is processed and coded through memory systems and then later retrieved from the long-term memory.

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Understanding Executive Function and Learning Disabilities

By Ian Matheson and Jeffrey MacCormack With the incredible demands we face as educators, it can be difficult to stay on top of research about our students. It seems like there is a new scientific term every year as we learn more and more about the human brain. Research in the cognitive and neurological sciences [...]

By |September 17th, 2015|Categories: Executive Function|Tags: , , , , |1 Comment
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Understanding Working Memory and Learning Disabilities

By Jeffrey MacCormack and Ian Matheson Click here to access the infographic. Even though we’ve known for some time that working memory and learning disabilities (LDs) are related, we still don’t fully understand their relationship. Working memory is our ability to store information temporarily while our brain is busy with a different task. We use [...]

By |September 17th, 2015|Categories: Executive Function|Tags: , , , , |0 Comments
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Checklists and Achievement Charts

The use of checklists and achievement charts is effective in supporting student learning. These tools encourage students to play an active role, not only in their assessments, but in the learning process.

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Self-Assessment

Self-assessment has been shown to improve student achievement significantly, particularly for students with learning disabilities. In this article, discover practical tools to engage students of all levels in meaningful self-assessment.

The KWL Strategy

The KWL strategy gives students—especially students with learning disabilities—an opportunity to set an intention for their work, create visual and conceptual representations, and make connections between their life and their learning.

Growth Mindset, Cognitive Conditions, and Self-Regulated Learning

This topic provides educators with a collection of strategies and interventions that can complement direct instruction about strategies that students with LDs can use while they are setting goals, planning, and evaluating their progress while engaging in self-regulated learning.