1. Teaching Executive Functioning through Talent Development and Creative Productivity Susan Baum, Ph.D. Professor Emeritus, College of New Rochelle Director of Professional Development Bridges Academy

2. 2 EF as the Conductor of the Brain’s Orchestra (i.e., EF as “g”) EF =Cognitive Ability

3. Information processing model Attention Novelty Intensity Personalized Relevance Symbol System (Multiple Intelligence) SensoryInputSensoryInput Auditory Visual Kinesthetic Working Memory Understanding Memory Expression  Application  Critical & creative thinking  Generalization

5. Some Tasks That Require EF Managing oneself (i.e. getting dressed and ready for school) Prioritizing, starting, sustaining, shifting, stopping activities (i.e. managing homework especially long term projects) Using memory without specific guidance from others (i.e. remembering backpack, lunch, musical instrument for a day at school). Sequencing tasks Monitoring

6. The Enrichment Triad Model Motivating Real-world Impacts

7. WHAT MAKES TYPE III? Problem, issue, or need Method U A C I C TP Product Audience Purpose Impact

8. What makes a Type III qualitatively different from a typical school assignment? 1. Personalization of the problem 2. Use of authentic methodology 3. Developed to have an impact on a real audience (other than or in addition to the teacher) What makes a problem real?

9. Interview with Resource Teacher Begin Development of Management Plan Above Average Ability Student with an Idea, Interest and Commitment to Pursue the Idea/ Interest TARGETING ON TYPE III A guide for Facilitating a Type III

11. Instructional Products Artistic Products – Architecture – Murals – Sculpture – Maps – Graphic Designs Performance Products – Skits – Role playing – Dance – Mime – Interpretive Song Spoken Products – Debates – Speeches – Demonstrations – Panel Discussions – Book Talks Visual Products – Videos – Musical Scores – Blueprints – Diagrams/Charts – Timelines Concrete Products: Physical constructions young people create as they investigate the representative topics and interact with the principles, concepts and methodology of the discipline.

12. Jerusha Webster

13. Debra’s self-regulation and EF issues Seeking information Sequencing tasks Self monitoring Production Independence

14. Eight Grade Mock Trial Scenario

15. Ben’s Self regulation and EF issues Losing things: how to keep track of materials Sustaining attention when task becomes boring Time management Self monitoring Presentation : showing self in best light

16. Mock Trial Competition

17. Walking students through the research process Providing an organizational system Storing the information gathered & products created… The Type III Project Management Tool

18. Inquiry / Project-based Learning Helping students create products…

19. The Wizard Project Maker TM Step-by-Step Tool

22. The Enrichment Triad Model Motivating Real-world Impacts

23. Walking students through the research process Providing an organizational system Storing the information gathered & products created… The Type III Project Management Tool

24. Inquiry / Project-based Learning Helping students create products…

25. The Wizard Project Maker TM Step-by-Step Tool

27. Edward Hallowel (2006) I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent. Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what matters