Change display time — Currently: Eastern Daylight Time (EDT) (Event time)

Portrait of the Future-Self: Innovating Personalized Learning through Executive Function Curriculum

,

Idea Lab
Save to My Favorites

Session description

Too often, students focus only on grades and daily work, neglecting goal-management habits that prepare their future-self. This session explores the neuroscience of future-oriented reasoning and presents a Portrait of the Future-Self, showing how personalized learning curriculum can intentionally build executive function skills in students.

Outline

15 min: Principles of Assessing and improving Executive Function, Goal Management, and Motivational Effort in students.
15 min: Overview of mental time travel and future prospection as it relates to developing skills, habits, and strategy use to improve outcomes for the future-self.
15 min: Overview of Tools for Success class and implementation of digital curriculum to improve Executive Function in 9th grade students in Baldwin County.
15 min: Hands-on activities to create Portrait of the Future-Self using the science of future prospection to achieve immediate, intermediate, and future goals.

More [+]

Outcomes

Teachers will learn how to create a "Portrait of the Future-Self" for their students.

More [+]

Supporting research

1. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
2. Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of adolescent research, 19(1), 3-30.
3. Barkley, R. A. & Murphy, K. R. (2006). Attention deficit hyperactivity disorder: A clinical workbook (3rd ed.). New York: Guilford Publications.
4. Barron, K. E., Evans, S. W., Baranik, L. E., Serpell, Z. N., & Buvinger, E. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29(3), 137-158.
5. Brunello-Prudencio, L. A. (2001). Knowledge and communication skills training for high school students with learning disabilities for the acquisition of self-advocacy skills (Doctoral dissertation).
6. Carter, E. W., Common, E. A., Sreckovic, M. A., Huber, H. B., Bottema-Beutel, K., Gustafson, J. Redding Gustafson, J., Dykstra, J. & Hume, K. (2014). Promoting social competence and peer relationships for adolescents with autism spectrum disorders. Remedial and Special Education, 35(2), 91-101.
7. Diamond, A. (2020). Executive functions. In Handbook of clinical neurology (Vol. 173, pp. 225-240). Elsevier.
8. Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349.
9. Heslin, P. A. (1999). Boosting empowerment by developing self‐efficacy. Asia Pacific Journal of Human Resources, 37(1), 52-64.
10. Heslin, P.A., & Klehe, U.C. (2006). Self-efficacy. In S. G. Rogelberg (Ed.), Encyclopedia of Industrial/Organizational Psychology (Vol. 2, pp. 705-708). Thousand Oaks: Sage.
11. Irwin, V., Wang, K., Jung, J., Tezil, T., Alhassani, S., Filbey, A., Dilig, R. and Mann, F.B. (2024). Report on the Condition of Education 2024. NCES 2024-144. National Center for Education Statistics. https://nces.ed.gov/pubs2024/2024144.pdf
12. Lemos, M. S. (1996). Students' and teachers' goals in the classroom. Learning and instruction, 6 (2), 151-171.
13. Li, X., Bergin, C., & Olsen, A. A. (2022). Positive teacher-student relationships may lead to better teaching. Learning and Instruction, 80, 101581.
14. McCoy, D.C. Measuring Young Children’s Executive Function and Self-Regulation in Classrooms and Other Real-World Settings. Clin Child Fam Psychol Rev 22, 63–74 (2019). https://doi.org/10.1007/s10567-019-00285-1
15. Meltzer, L., Reddy, R., Pollica, L. S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self‐perceptions: Is there a cyclical relationship between teachers' and students' perceptions of effort, strategy use, and academic performance?. Learning Disabilities Research & Practice, 19(1), 33-44.
16. Meltzer, L. (2018). Creating strategic classrooms and schools: Embedding executive function strategies in the curriculum. In L. Meltzer (Ed.), Executive function in education: From theory to practice (2nd ed., pp. 263–299). The Guilford Press.
17. Meltzer, L., Greschler, M. A., Davis, K., & Vanderberg, C. (2021). Executive function, metacognition, and language: Promoting student success with explicit strategy instruction. Perspectives of the ASHA Special Interest Groups, 6(6), 1343-1356.
18. Rafferty, A. N., LaMar, M. M., & Griffiths, T. L. (2015). Inferring learners' knowledge from their actions. Cognitive Science, 39(3), 584-618.
19. Sibley, M. H., Graziano, P. A., Ortiz, M., Rodriguez, L., & Coxe, S. (2019). Academic impairment among high school students with ADHD: The role of motivation and goal-directed executive functions. Journal of school psychology, 77, 67-76.
20. Westby, C., & Robinson, L. (2014). A developmental perspective for promoting theory of mind. Topics in Language Disorders, 34(4), 362–382. https://doi.org/10.1097/TLD.0000000000000035
21. Zelazo, P. D. (2015). Executive function: reflection, iterative reprocessing, complexity, and the developing brain. Dev. Rev. 38:55–68

More [+]

Presenters

Photo
Founder/CEO
ExQ
Photo
Superintendent In Residence
Georgia School Superintendents Assoc.

Session specifications

Topic:

CTE, College, and Career Readiness

Grade level:

6-12

Audience:

Curriculum Designer/Director, District-Level Leadership, Teacher Development

Attendee devices:

Devices useful

Attendee device specification:

Laptop: Chromebook, Mac, PC

Subject area:

Technology Education, Other: Please specify

ISTE Standards:

For Students: Empowered Learner

Transformational Learning Principles:

Connect Learning to Learner, Ignite Agency

Disclosure:

The submitter of this session has been supported by a company whose product is being included in the session