1. Lend Me Your Frontal Lobe Session Three

2. Outcomes Learn strategies to develop or enhance Emotional Control skills in the classroom setting Identify underlying principles of Working Memory and the impact on instructional match Learn strategies to develop or enhance Working Memory skills in the classroom setting

3. Discussion from Session 2 Which Executive Function strategies from session 2 did you implement in your classroom? What impact did this strategy have on targeted students/your entire class?

4. Executive Function: Emotional Control Definition: Modulates emotional responses by handling frustration or difficult tasks, the intensity of one’s emotions matches the intensity of the event I just can’t do it!

5. Executive Function: Emotional Control Impact: Loses Emotional Control out of embarrassment, sadness, frustration or anger Does not know how to cope when one gets frustrated Needs built-in breaks to keep self under control

6. Feelings Thermometer Strategy

7. The Incredible 5-Point Scale!

8. Strategy Review How Do I Develop Emotional Control Skills?

9. Following Directions Activity Find a partner. Each person in the pair has a set of directions. (DO NOT show the directions to the other person.) Choose who will read their directions first. The first speaker will read the directions smoothly and at a normal speed. After the speaker has finished, the listener must count 10 seconds and then carry out the directions as closely as possible. The speaker will score how many tasks the listener completes and how many were in the correct order. NOW switch roles.

10. Process the Activity: Follow the Directions! What did you have to do to follow the directions? What skills did you have to use? What did you find difficult? How did you cope?

11. Operates Over a Few Seconds Temporary Storage Manipulate s Information Focuses Attention

12. Executive Function: Working Memory Definition: Holding information in mind for the purpose of completing a specific and related task.

13. Executive Function: Working Memory Impact: Remembers only the first and last things in a series of directions Forgets what they are doing in the middle of things or trouble remembering things, even for a few minutes Has difficulty retelling a story, confused with multi-step problems.

14. Working Memory: Underlying Principles for Instructional Match Gravois & Gickling (2005) Comprehension 93%-97% Knowns Drill & Practice 70% to 85% Knowns Working Memory Age Capacit y 30 500 7000 90000 1100000 13000000 15 000000 0 IQ 120= 25X IQ 100= 35X IQ 80= 55X Repetition

15. Strategy Review How Do I Develop Working Memory Skills?

16. Next Steps Before the next session... Select one or two of the Executive Function strategies and think what you have in place in your classroom. What might you do differently to support students with weaknesses in these areas? Be prepared to share at next session, module #4.