Hang tight while we fetch the video data and transcripts. This only takes a moment.
Connecting to YouTube player…
Fetching transcript data…
We’ll display the transcript, summary, and all view options as soon as everything loads.
Next steps
Loading transcript tools…
Executive Functioning and Developmental Stages (2025) | University Instructors | YouTubeToText
YouTube Transcript: Executive Functioning and Developmental Stages (2025)
Skip watching entire videos - get the full transcript, search for keywords, and copy with one click.
Share:
Video Transcript
Video Summary
Summary
Core Theme
This module explores executive functioning (EF) skills, their core components, developmental stages, and practical strategies for educators to support their development in K-12 students to enhance academic, social, and emotional outcomes.
Mind Map
Click to expand
Click to explore the full interactive mind map • Zoom, pan, and navigate
Welcome to the module executive
functioning and developmental stages. We
are glad you're here.
We value your time and appreciate your
active participation during this module.
Here are a few suggested learning norms
to make the most of your time. If
possible, work in an environment with
few distractions so you can engage and
reflect. Take notes and jot down ideas
and questions as needed. And lastly, use
this time wisely to ensure your
professional learning with university
Here is our agenda for today's session.
Executive functioning EF defined EF
components, universal supports,
developmental stages, a final
By the end of this session, participants
will be able to define executive
functioning and identify its core
components. Recognize common signs of
executive functioning challenges at
different ages and developmental stages.
Explain the impact of executive
functioning on academic, social, and
emotional outcomes. describe how
executive functioning skills develop
across major developmental stages and
apply strategies to support the
development of executive functioning
skills in K12 students.
What do we mean when we use the term
executive functioning? What does that
mean for your students? How does knowing
about EF impact your role as an
instructor? Let's start by defining it
and learning the relevancy of this topic
Executive functioning, EF, refers to
mental processes that help you set and
carry out goals. You use these skills to
develop problems, make plans, and manage
emotions. Research suggests strong
executive functioning skills make a
difference in your mental and physical
health and quality of life. Poor skills
can affect your ability to do well in
school, find and keep a job, or have
The preffrontal cortex, often called the
brain's control center, governs
executive functions like planning,
decision-m, and self-control.
EF develops gradually with major growth
during childhood and adolescence and is
not fully mature until the mid20s. This
means that even teenagers are still
learning to regulate emotions, plan
ahead, and manage complex text. EF
development is also influenced by
environment. Stress or trauma can slow
growth, while consistent support,
routines, and scaffolds can help
strengthen these skills. In the
classroom, this highlights the
importance of modeling strategies,
providing structure, and explicitly
Students with executive functioning
difficulties often struggle to start or
complete homework, follow multi-step
directions, and stay organized. They may
misjudge time needed for tasks, miss
deadlines, and experience frustration or
emotional outbursts when overwhelmed.
Can you think of a student who exhibits
signs like these? I imagine you can.
Helping students overcome these
challenges is a necessary step in our
instructional practice as these
academic, social, and emotional skills
Executive functioning skills are
essential for academic success. They
help students remember assignments, plan
and organize multi-step tasks, manage
time effectively, and monitor their own
progress. Strong EF allows students to
break complex problems into smaller
steps, follow directions, and complete
work independently. When EF skills are
underdeveloped, students may forget
instructions, struggle with long-term
projects, or have difficulty
prioritizing tasks, thus highlighting
the need for scaffolds such as visual
schedules, checklist, and structured routines.
EF skills play a key role in social
interactions. They help students wait
their turn, follow group rules, consider
others perspectives, and respond
appropriately in social situations.
Students with strong EF can manage
conflicts, adapt to changing social
dynamics, and cooperate effectively with
peers. When EF skills are weaker,
students may act impulsively, struggle
to take others viewpoints into account,
or have difficulty navigating group
activities, thus highlighting the need
for scaffolds such as structured group
tasks, role-playing, and modeling
positive social behavior.
EF skills are essential for managing
emotions as well. They help students
regulate frustration, control impulses,
stay calm during setbacks, and respond
thoughtfully to challenges. Students
with strong EF skills can cope with
stress, recover from mistakes, and
maintain focus even when emotionally
upset. When EF skills are
underdeveloped, students may react
impulsively, become easily frustrated,
or struggle to adapt to changes, making
supports like breathing exercises,
calm-own strategies, self-regulation,
and structured reflection critical in
Let's pause to reflect. How do executive
functioning skills influence students
emotional regulation, social
interactions, and academic success in
your classroom? Which executive
functioning skills do you notice your
students use or struggle with most in
emotional, social, or academic situations?
situations?
Stop the video to write down your reflections.
reflections.
Some possible responses for number one
could be students with strong executive
functioning skills like working memory
and self-control are better able to
manage frustration, stay on task, and
navigate group work effectively. When
students struggle with planning and
organization, they often feel
overwhelmed, which can lead to emotional
outburst or withdrawal from social interactions.
interactions.
Time management and task initiation
skills directly impact academic success.
So students who can prioritize and start
tasks independently tend to complete
assignments more efficiently and
confidently. And impulse control affects
both social and academic settings.
Students who can pause before reactant
often resolve conflicts more calmly and
participate more meaningfully in class
discussions. From number two, you may
have written that many students struggle
with working memory, which makes it hard
for them to follow multi-step directions
or remember social cues. Emotional
control is an area where some students
need support. They might overreact to
challenges or feedback affecting both
learning and peer relationships.
Organization and planning skills are
often inconsistent, so some students
keep track of materials and deadlines
well, while others need frequent
reminders. Flexible thinking varies
widely. Students who can adapt when
plans change tend to handle group work
and problem solving tasks more successfully.
successfully.
And I noticed self monitoring is a skill
that develops gradually. Students who
reflect on their behavior and work are
more likely to adjust strategies and
Executive functioning consists of three
key components: working memory,
cognitive flexibility, and inhibitory
control. Let's learn a little more about
each of these and consider some
classroom scenarios.
Working memory allows students to hold
and use information such as remembering
directions or steps in a task. Cognitive
flexibility enables them to shift
perspectives, adapt to changes, and
approach problems in different ways.
Inhibitory [clears throat] control helps
students manage impulses, stay focused,
and regulate their behavior in the
classroom. Together, these skills
support academic success, social
interactions, and emotional regulation.
And they can be strengthened through
scaffolds, modeling, and explicit
instruction. Let's look at each of these
Working memory allows students to hold
and manipulate information in their mind
for short periods. For example,
remembering multi-step directions, doing
mental math, or keeping track of a story
while reading. When a student struggles
with working memory, you might see them
forget multi-step directions or
sequencing in a story or text.
Let's consider a real world scenario.
Two fifth grade students are given the
same multi-step math assignment. One
student demonstrates strong working
memory by reading the problem carefully.
underlining key information, mapping out
each step, and asking clarifying
questions when confused, and completing
the assignment independently and on
time. The other student struggles with
working memory, forgetting part of the
instructions, becoming frustrated, and
leaving the work incomplete. Having
learned some supports we can implement
to assist student B, what could you do
in this situation? Pause the video to
consider this scenario. Possible
responses are step-by-step guides as
reminders. So, when the student forgets
or visual aids when they can't keep
The next component of EF is cognitive
flexibility, also known as flexible
thinking, which allows students to shift
their attention, change perspectives, or
adapt when the rules or plans change.
Students with difficulty in this area
get stuck on one idea, become upset with
unexpected changes, or struggle to try
new strategies when a problem gets difficult.
Let's consider another scenario. Mr.
Brown announces a sudden change to his
sixth grade class. The written group
project due Friday will instead be an
oral in-class debate. One student
demonstrates strong cognitive
flexibility by adjusting quickly and
saying to the group, "Okay, let's review
our written work and identify points to
make in a debate." Another student, an
becomes upset, saying, "That's not fair.
You just can't change the assignment
now." And refuses to participate with
her group. This example shows how
cognitive flexibility is necessary for
students to adapt to new situations,
shift perspectives, and approach
challenges with a positive mindset.
Knowing that you can support students
who struggle with cognitive flexibility
by modeling flexible thinking and
practicing perspective taking, how might
you respond to this student? Stop the
video to reflect. Possible
Possible
answers are, "I can see that this change
has upset you, an let's consider how we
can use this as an opportunity to
highlight your group's skills. Since you
do well with writing, then maybe you can
highlight some of the work you've done
and share it with Shawn, who is strong
with speaking to use during the debate.
That way, you are both successfully
contributing to the change in the assignment."
Inhibitory control is the third
component of EF and is the ability to
pause before reacting or to think before
acting. It helps students resist
distractions, control impulses, and stay
focused. A student with weak inhibitory
control might call out during class,
struggle to wait their turn, or get up
In this high school scenario, students
are asked to work independently on their
essays. One student demonstrates strong
inhibitory control by resisting the urge
to talk to peers, staying focused, and
completing parts of the essay. Another
student struggles blurting out comments,
checking their phone, and distracting
peers. This illustrates how inhibitory
control is essential for students to
manage impulses, maintain attention, and
regulate behavior. Teachers can support
students with weaker inhibitory control
by providing visual cues,
self-monitoring checklist, structured
routines, and opportunities for short
breaks or movement to practice self-regulation.
self-regulation.
What are some ways that you could assist
student B with managing their inhibitory
control? Pause the video to think about
that question.
Possible responses may be that the
instructor could use a visual cue for
the student when they speak out of turn,
such as a soft tap on their desk or
silently pointing to a rule on the wall.
You could also check in one-on-one with
a student every so often to help with
focus or provide them with a list of
to-dos in the time frame allotted that
they could check off when complete.
That list can also include short
movement breaks when certain items are
completed to help overcome anxiety or frustration.
frustration.
Let's watch a video clip on EF and how
we might support the development of EF
components in the classroom. As you
watch, what is one aha moment you capture?
Executive function is the brain's air
traffic controller. It intercepts a
tangle of inbound thoughts and impulses
and steers them towards productive outcomes.
outcomes.
Executive function helps students stay
focused, plan ahead and set goals,
regulate emotions, monitor their own
learning, [music] and think flexibly and
creatively. But children aren't born
with executive function skills. [music]
They develop over time.
In fact, the prefrontal cortex, the
[music] part of the brain which houses
executive functions, is still maturing
well into our teens and [music] 20s.
So, teaching executive function skills
should start early, be reinforced
regularly, and continue up through high
school [music] at least.
Don't just teach content. [music] Look
for ways to take a step back and give
students the skills and the discipline
to learn on their own. And remember
[music] that failure is part of the process.
process.
Academic preparation needs to be taught.
Show students [music] how to use
calendars and to-do lists, for example,
to manage their time and plan ahead.
Encourage [music] students to ask
questions like, "Do I have a plan for
succeeding at this? What was confusing
or difficult about that task? [music]
How can I do better next time?"
The research shows that metacognitive
strategies lead to better preparation,
And high stress [music] levels can
impair executive function. So consider
activities like mindfulness or
meditation to help students deal with
stress. [music] And don't skimp on recess.
recess.
Spend the time. The research backs
[music] you up. Executive function is a
more accurate predictor of success than
test [music] scores, IQ, or
Based on the video, what was one aha
moment you captured while watching? Mine
was EF is a more accurate predictor of
success than test scores, IQ, or
socioeconomic status. Wow. This really
highlights why it's imperative that we
teach and model EF skills for all
students, especially since we have
learned that executive function skills
develop over time and are not fully
automatic. So, what implications does
this have for how we work with different
age groups or for supporting learners
who may lag in these skills? Pause the
video to write down your answers.
A possible answer could be that the
implications are that we must
intentionally embed strategies in our
classrooms and small groups for
teaching, modeling, and reinforcing EF
skills on a regular basis and at every
grade level.
On a side note, not all districts or
schools allow for mindfulness or
meditation. So, please check with a
colleague or administrator before
You have heard and considered some
potential ways to help students who
struggle with EF skills, but all
students can benefit from some of these
practices. Universal supports provide
structure and guidance that strengthen
executive functioning skills for all.
Consistent routines and clear classroom
structure help students anticipate what
comes next and can reduce anxiety.
Visual cues such as charts, timers, and
color coding support organization and focus.
focus.
Modeling how to plan and problem solve
teaches students strategies that they
can replicate independently.
Breaking down large tasks into smaller,
manageable steps helps students complete
complex assignments successfully while
practicing working memory, planning, and self-regulation.
self-regulation.
Let's look at some classroom examples of
Consistent routines and structure help
students feel secure and know what to
expect. So, for example, in a first
grade classroom, starting each day with
a morning meeting and a posted daily
agenda reduces anxiety and helps with
smooth transitions. Visual cues further
support executive functioning. A fourth
grade instructor might use a sand timer
during group discussions so each student
has a fair turn or color code homework
folders by subject to help students stay
organized. These strategies support
focus, self-regulation, and independent
Modeling how to plan and problem solve
gives students a concrete example of how
to approach the tasks. For instance, an
instructor might think aloud while
working through a math problem.
Demonstrating each step and from
understanding the question to checking
the answer. Breaking down big tasks into
smaller, manageable steps also supports
executive functioning. In a 10th grade
writing assignment, instead of saying,
"Write your essay," the instructor
provides a checklist. Brainstorm ideas,
create an outline, draft, revise, and
submit. These strategies help students
place work, practice working memory,
planning, and self-regulation while
Although universal supports work well
for all students, sometimes you need
more targeted supports to help students
with greater executive functioning
challenges. Using planners, checklists,
and visual calendars help students
remember assignments, track progress,
and organize materials. Teaching goal
setting, and self-monitoring, such as
asking, "Did I check my work?"
encourages reflection and accountability.
accountability.
Providing flexible seating or movement
breaks allow students to maintain focus
and regulate energy levels. Breathing
exercises and regulation tools like
fidgets or calm corners support
emotional control and help students
re-engage with learning after a moment
Using planners, checklists, and visual
calendars help students with executive
functioning challenges to stay organized
and manage assignments. For example, a
middle school student might use a
digital planner like Google or Microsoft
calendars to receive homework reminders
with a teacher checking progress weekly.
Teaching goal setting and
self-monitoring encourages reflection
and accountability. A high school
student might write a weekly goal in
their agenda or a planner such as I will
check my work before turning it in and
at the end of the week reflect on
whether they met that goal. These
strategies promote independence,
Provide flexible seating or movement
breaks help students regulate their
energy and maintain focus during
lessons. For example, a third grader who
struggles to stay seated might have the
option to use a wobbly stool or lay on
the reading carpet to do classwork.
Breathing exercises and regulation tools
support emotional control and self-regulation.
self-regulation.
In a second grade classroom, students
can use a calm corner with breathing
cards or stress balls to manage
frustration before rejoining group
activities. These strategies give
students practical ways to manage
impulses, regulate emotions, and remain
engaged in learning.
Now, let's take a closer look at your
classroom routines. Often, the way we
structure our days can either support
students executive functioning skills or
unintentionally make things harder.
We'll do a short activity to map this
out so you can see patterns and identify
opportunities for adjustment.
Draw a T-chart like the one on this
slide and think about your daily or
weekly routines. Everything from morning
arrival, transitions between activities
or classes, independent work, group
work, or even how you give instructions.
Jot down routines and practices that you
feel help students with EF skills. Then
in the other column, write routines or
practices that might create challenges
for EF components like working memory,
cognitive flexibility, or inhibitory
control. Stop the video and take a few
minutes to complete this task.
Some possible responses for routines
that support EF skills could be morning
check-ins and agendas help students plan
their day and practice organization.
Structured transitions between
activities support time management and
reduce stress. Explicitly teaching and
modeling steps for assignments.
Strengthens task initiation and working
memory. Using visual schedules or daily
planners helps students track tasks and
deadlines independently.
In collaborative group work with defined
roles encourages self-monitoring,
flexible thinking, and social emotional regulation.
regulation.
Some routines that might unintentionally
create challenges could be long periods
of unstructured time can be overwhelming
for students who struggle with self-regulation.
self-regulation.
Sudden changes to the schedule without
learning may challenge students
flexibility and emotional control.
Expecting students to remember
multi-step instructions without support
can overtax their working memory.
Relying heavily on independent work
without scaffolds may create stress for
students with organization or planning
difficulties and classroom routines that
lack clear cues for transitions may
increase impulsive behavior or offtask time.
time.
We have learned about EF and what it
looks like in the classroom. And we even
reflected on how we might add or change
our practices to include universal or
targeted supports. But what can your
students realistically do or not do in
terms of ES skills at their age? What
are those developmental stages of growth
Developmental stages are the typical
phases of growth in thinking, behavior,
and social skills that students go
through as they mature. These stages
guide how educators support learning
based on students age related needs and abilities.
Understanding developmental stages helps
instructors align instruction with
students readiness, ensuring that
lessons are appropriate for their
cognitive, social, and emotional
abilities. It informs behavior
expectations and allows instructors to
provide supports that match students
developmental levels. Awareness of these
stages also helps identify when
interventions may be needed and fosters
stronger instructor student
relationships by promoting empathy,
realistic expectations, and responsive
Let's consider typical developmental
stages according to age and grade band
defined as early elementary grades K
through 2, ages 5 through 8. Upper
elementary, grades 3 through 5, ages 8
through 11. Middle school, grades 6
through 8th, ages 11 to 14. and high
school, grades 9 through 12 and ages 14
through 18.
What EF skills do students have at each
of these stages that will help you
better understand what they should be
able to do and what may still be a struggle?
struggle?
In early childhood, students experience
rapid cognitive growth, including
language developments and foundational
academic skills like reading and math.
Socially and emotionally, they are
learning to share, take turns, and begin
regulating their emotions. Understanding
these milestones helps instructors plan
age appropriate lessons, provide
supports, and scaffold learning to match
In early childhood classrooms,
developmentally appropriate supports are
essential for building a foundation for
learning. For example, practice and
repetition allow for mastery of
foundational skills, thus reinforcing
students cognitive growth.
Centers and group activities provide
opportunities for students to practice
important social skills like taking
turns, sharing materials, and
communicating respectfully with peers.
These strategies align directly with
early learners cognitive and social
emotional stages, helping them develop
language, self-regulation, and cooperation.
cooperation.
Teaching tip: scaffold independence
gradually and celebrate small
achievements to build confidence and
motivation for continued growth.
Here are a few K through2 EF activities
that you can implement in your
classroom. The first one, Simon says
with a twist, strengthens listening
comprehension, vocabulary, and following
multi-step directions.
Adding variations such as math or
literacy cues such as Simon says clap
three times or Simon says touch
something that starts with a B supports
early cognitive growth while keeping
students active and engaged. How to
play. The teacher gives commands, but
students only follow them if prefaced
with Simon says. Occasionally give
multi-step commands like Simon says
count out seven fingers and hold them
above your head.
EF skills targeted are working memory by
remembering all of the steps in the
command and inhibitory control,
resisting acting if Simon says isn't
set. Tip: Add fun variations to include
classroom specific actions to keep
engagement high.
Emotional charades help students
identify, label, and express feelings
appropriately by acting out emotions and
guessing others expressions. Students
practice empathy, self-awareness, and
social understanding.
All essential components of E F
regulation and peer interaction.
Students draw a card with an emotion,
happy, frustrated, surprised,
and act it out without speaking. Peers
guess the emotion.
EF skills targeted are self-regulation
by practice expressing emotions
appropriately and perspective taking and
cognitive flexibility. Recognize and
interpret others emotions. A tip is
after guessing, discuss situations where
they might feel that emotion and ways to
manage it. These activities align
closely with the developmental stages of
early learners, promoting cognitive
In upper elementary, students cognitive
skills are developing rapidly with
improved memory, attention, and problem
solving abilities. Along with the
emergence of abstract thinking socially
and emotionally, peer relationships
become increasingly important, and
children are more aware of fairness and
rule following. Understanding these
developmental milestones help
instructors design lessons and
activities that challenge students
appropriately while supporting
supporting both social emotional growth
In upper elementary grades, students are
developing greater independence,
critical thinking, and social awareness
to support cognitive development.
Problems activities help strengthen
reasoning and logical thinking. Students
begin to see multiple ways to approach a
challenge, which builds perseverance and
deeper understanding. For social and
emotional development, assigning group
projects with defined roles like
recorder, leader, or presenter promotes
fairness and accountability. These
experiences teach communication,
teamwork, and respect for others ideas
while helping students manage group
dynamics. These strategies together
encourage independence, responsibility,
and cooperative learning. Key milestones
for students at this developmental
stage. Teaching tip: Encourage
independence, but monitor group dynamics
to prevent conflict, especially since
rule following is developing at this stage.
Activity ideas for upper elementary are
step-by-step project planning. This
activity develops essential cognitive
skills like organization, sequencing,
attention to detail, and problem
solving. Students learn to break down a
larger task into manageable steps, which
helps them strengthen executive
functioning and begin abstract thinking,
skills that are especially important at
this developmental stage. How to
implement? You give students a project
like building a model or solving a math
problem and ask them to outline each
step before starting.
EF skills targeted are planning, working
memory, and organization because
students learn to break large tasks into
manageable parts and track progress. A
tip is use a visual like Cornell notes
or a web map. The second activity idea
is role switching activities. Ro
switching supports social and emotional
growth by encouraging students to see
situations from different perspectives.
It fosters empathy, respect, and cooperation,
cooperation,
key components of positive peer
relationships. As kids place more value
on fairness and rules, this activity
gives them a structured way to practice
those ideas. So during group work,
assign students different roles,
recorder, presenter, researcher, and
rotate roles throughout the activity.
EF skills targeted are cognitive
flexibility, collaboration, and
perspective taking.
Students learn to adapt to different
responsibilities, and see tasks from
multiple viewpoints. A tip would be to
set a timer for switching roles to help
In middle school, students cognitive
abilities expand with the development of
abstract thinking and reasoning. Though
executive functioning skills are still
maturing socially and emotionally,
students begin exploring their
identities, are highly influenced by
peer pressure, and often experience
increased self-consciousness.
Understanding these milestones help
instructors design lessons that
challenge students appropriately while
also providing scaffolds, supports, and
opportunities to practice EF skills.
In middle school classrooms, instructors
can support the development of students
cognitive and social emotional skills
through practical strategies. With
middle school students growing abilities
to think abstractly and effectively
reason, you can plan to increase the
rigor of your assignments in the
classroom. This provides more
opportunities for students to build
those cognitive processes that are often
stifled by assignments that simply
require them to recall information. Goal
setting and self-monitoring strategies
strengthen both cognitive and social
emotional development through
reflection, self-awareness, and
ownership of learning. Together, these
approaches align with students
developmental needs and promote success
across academic and social emotional
domains. Teacher tip: Provide clear
structure and consistent feedback to
support EF and emotional growth.
Activity ideas for middle school could
be a mission possible. It's a goal
planning challenge. Students plan and
execute a task within set constraints
while reflecting on their process. How
to implement? Give constraints. For
example, 20 minutes to plan, limited
materials, a specific budget, etc. And
have them list their goal, steps,
resources, potential obstacles, and how
they'll measure then execute and
present. EF skills targeted are
planning, organization, self-monitoring
and working memory. This builds
executive functioning by require these
students to break down tasks, manage
time, think flexibly and reflect in
their performance all in a motivating
collaborative context. A tip would be to
allow for group and self-reflection
based on EF skills such as planning and organization.
organization.
Math mindset detectives are where
students identify and analyze emotional
reactions to math challenges, recognize
how emotions affect thinking, and
practice strategies for staying calm and
persistent when problems get tough. How
to implement? explained that being a
math mindset detective means noticing
how we feel when solving problems and
investigating how those feelings impact
our strategies. Give short realistic
math related scenarios such as your
group finishes the problem but your
answer is different than everybody
else's or you studied hard for a test
but missed several questions you thought
you understood. Discuss how they might
be feeling and how they could handle it.
EF skills targeted are emotional
control, self-monitoring, flexible
thinking, perseverance, and problem
solving. And a tip would be to modify
this for other subject areas like a
story character or historical figure.
In high school, students cognitive
abilities include stronger abstract
reasoning, future oriented thinking, and
pro improved decision-making.
Though executive functioning skills are
still developing
socially and emotionally, high school
students value autonomy and independence,
independence,
but they do continue to need adult
guidance and risk-taking behaviors are
common. Understanding these
developmental milestones allows
instructors to design learning
experiences that challenge students
while scaffolding EF, supporting social
emotional growth, and guiding decisionmaking.
In high school classrooms, instructors
can support executive executive
functioning and overall developmental
growth through targeted strategies.
Assigning more intensive projects with
scaffolds helps students strengthen
cognitive skills like long-term
planning, organization, and self-monitoring.
self-monitoring.
Encouraging self-directed learning with
periodic check-ins builds both cognitive
and social emotional capacity by
promoting independence, self-reflection,
and accountability. Together, these
strategies align with students cognitive
and social emotional building, the
skills that they need for postsecary
success. Teaching tip: Balance
independence with support. Teach EF
skills explicitly such as time
management, prioritization, and goal
setting. And remember, at this stage,
High school EF activities could be a
capstone or research project. Planning
and completing capstone or research
projects engages students in complex
cognitive processes like organization,
goal setting, and sustained attention.
These projects challenge students to
break down large tasks into manageable
steps, promoting executive functioning
skills essential for academic success
and lifelong learning. Topics often
focus on future oriented subjects like
college, career, or community, thus also
promoting their cognitive growth. How to
implement? Students create a detailed
timeline for a long-term project. Set
intermediate goals and selfassess
progress at each milestone with ongoing
support from the instructor. Remember
that decision-m and the physical
development of their brains are still
evolving at this stage and therefore
they do require ongoing support from adults.
adults.
EF skills targeted are planning,
organization, time management, and
self-monitoring. Students practice
breaking complex text into manageable
steps and reflecting on their progress.
A tip would be consider allowing
students to choose their own topics for
the project to ensure relevancy.
And peer feedback workshops encourage
students to practice giving and
receiving constructive criticism in a
respectful way. This strengthens
communication, empathy, and
collaboration skills. All vital for
healthy social interactions and
team-based work in and beyond school.
How to implement? Students review each
other's work using structured feedback guidelines,
guidelines,
providing constructive comments and suggestions.
suggestions.
The EF skills targeted
are cognitive flexibility,
self-regulation, and perspective taking.
Students learn to consider alternative
ideas, regulate emotions during
critique, and collaborate effectively. A
tip would be modeling by the instructor,
and it's essential to teach them how to
provide constructive feedback.
Now, let's watch a video on bolstering
ex executive functioning in middle and
high school students. As you watch,
identify one or two strategies that you
could immediately implement in your
classroom to heighten executive
functioning skills. Even if you are an
elementary instructor, how can you
modify one or more of these strategies
It's easy [music] to write off teenagers
as lazy, forgetful, or disengaged. But
when we support them in aligning their
thoughts and behaviors [music] with
their goals, we help them meet success
in school now and in careers in life
later. Adolescence is a critical time
for the development of executive
function skills [music]
in middle and high school when switching
classes and managing workloads from
several teachers [music] becomes the
norm. Some students may struggle.
Proficiency in these skills can vary
greatly from student to student. This is
developmentally normal and factors
[music] like ADHD, stress, and boredom
can impair executive [music]
functioning. But within this struggle
lies an excellent opportunity to make a
lifelong impact since we know that
executive functioning [music] is a
strong indicator of future success.
Increasingly, research is zeroing in on
[music] tools that teens and teachers
can use to strengthen executive function.
function.
A trove [music] of new research suggests
that when students are routinely given
time to write or speak about the ways
they might improve their study habits, [music]
[music]
ace an upcoming test, or manage their
social anxiety, they feel a deeper sense
of belonging, attend school more
frequently, and improve their academic performance.
performance.
Giving students tools like calendars,
trackers, and priority lists won't work
if the students aren't motivated to
[music] use them. So, integrate planning
tools into your daily routine or even
ask students to submit [music] them for
credit and assign longer projects that
require careful planning.
[music] When teens provide advice about
optimal study habits to their peers,
they convince themselves [music] and
improve their own grades. Try breaking
students into groups to discuss [music]
strategies for an upcoming test or
presentation. Or ask them to write
emails to their peers about how to
manage their complex schedules. Purpose [music]
[music]
drives learning, but there's far too
much emphasis placed on the [music]
teacher's role as inspirational leader.
Research from 2014 reveals that when
students do the work themselves,
identifying real world problems they're
passionate about or [music] imagining
themselves in careers that can change
the world. They improve their grades,
attend and finish college at higher
rates, and spend more time on
challenging tasks. By helping students
[music] build a connection between
school tasks and their personal goals,
we can support them in [music]
developing the habit of using
metacognitive strategies to accomplish
longer term achievement. [music]
What were one or two strategies that you
could immediately implement in your
classroom to heighten executive
functioning skills? And again, even if
you're an elementary instructor, how can
you modify one or more of these
strategies with your students? Stop the
we have covered a lot of content, so
Executive functioning drives learning
and behavior by supporting working
memory, cognitive flexibility, and
self-control, which are essential for
academic, social, and emotional success.
Being aware of developmental stages
allows teachers to tailor expectations
and supports to students cognitive, and
emotional growth across K12.
Embedding intentional strategies such as
consistent routines, visual supports,
task breakdowns, goal setting, and
reflection in your classroom or with
your group help strengthen EF skills in
everyday activities. Instructors serve
as coaches by scaffolding skills,
modeling strategies, and providing
patience and guidance, creating an
environment where all students can thrive.
thrive.
Effective instruction begins with
assessing student needs to understand
where learners are academically,
socially, and emotionally. Using this
information, instructors can provide
targeted instruction that addresses
those specific gaps and builds essential
EF skills through differentiation and scaffolding.
scaffolding.
Educators then implement tools and
supports such as visuals, organizers,
and goal setting to help students access
learning and develop independence.
Establishing structured routines creates
consistency and predictability, allowing
students to focus and feel secure.
Instructors should also collaborate with
colleagues and staff to ensure that
coordinated support and share effective strategies
strategies
throughout the instructional process.
It's vital to model and practice the
skills, giving students guided and
independent opportunities to apply what
they've learned. Finally, educators
should reflect and adjust based on data
and student feedback to continuously
improve instruction and outcomes for
building EF skills.
We hope you enjoyed this module on
executive functioning and developmental
stages. Please complete the check for
understanding and the survey included in
the Google classroom. Thank you and we
look forward to providing continued
support for your professional growth at
Click on any text or timestamp to jump to that moment in the video
Share:
Most transcripts ready in under 5 seconds
One-Click Copy125+ LanguagesSearch ContentJump to Timestamps
Paste YouTube URL
Enter any YouTube video link to get the full transcript
Transcript Extraction Form
Most transcripts ready in under 5 seconds
Get Our Chrome Extension
Get transcripts instantly without leaving YouTube. Install our Chrome extension for one-click access to any video's transcript directly on the watch page.
