Executive Function

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: , , , , |0 Comments
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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 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.

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Combining Writing and Self-Regulation Strategies: The SRSD Approach

Students who present with learning disabilities often experience difficulty with writing. These difficulties result from limitations in terms of writing strategies, skills, and knowledge, and in motivation (Graham, Harris, & McKeown, 2013). The Self-Regulated Strategy Development (SRSD) approach is based on what has been learned about students with learning disabilities and other students in difficulty (Harris, 1982). The goal is to teach the strategies, skills, and knowledge that students need in order to write, while supporting them to be motivated, with the overall goal of improving their written production. Taking the specific needs of each student into account is central to this approach. It can be used with an entire class, small groups, and individual students, from Grade 2 to secondary school.

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Working Memory and Cognitive Load

Cognitive load is a topic that is linked with working memory; it refers to the limited capacity of our working memory system and how different types of tasks vary in the amount of attention required to be successfully carried out.

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Metacognitive Strategies or “Thinking About My Thinking”

Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. [...]