Oracy
From the Reading Sage
Just one of many links on oracy
GRADES PRE-K TO 13 | LONDON, U.K.
Oracy in the Classroom: Strategies for Effective Talk
A short excerpt:
“School 21 develops confident students who can articulate their thoughts and learning with strategies like discussion guidelines and roles and structured talk tasks.”
SEPTEMBER 15, 2016
Community Learning Process (Operations) Strategies and Activities Uncategorized Voices and Choices
A starting place for developing Executive Functioning skills.
Suggested citation: Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieve from www.developingchild.harvard.edu.
Executive Function Activities for 18- to 36-month-olds
“During this stage of development, children are rapidly expanding their language skills. Language plays an important role in the development of executive function and self-regulation (EF/SR), as it helps children identify their thoughts and actions, reflect on them, and make plans that they hold in mind and use. Language also helps children understand and follow increasingly complex rules—both those that regulate behavior and those that apply to simple games. Additionally, bilingualism is associated with better EF/SR, so parents who are fluent in more than one language should use those languages with their children.”
Executive Function Activities for 3- to 5-year-olds
“Children’s executive function and self-regulation skills grow at a fast pace during this period, so it is important to adapt activities to match the skills of each child. Younger children need a lot of support in learning rules and structures, while older children can be more independent. Ultimately, the goal is to shift children away from relying on adult regulation, so when the child seems ready, try to reduce the support you provide.”
Executive Function Activities for 5- to 7-year-olds
“Games can exercise children’s executive function and self-regulation skills—and allow them to practice these skills—in different ways. At this age, children start to enjoy games that have rules, but do so with widely varying levels of interest and skill. Since an important aspect of developing these skills is having a constant challenge, it’s important to choose games that are demanding but not too hard for each child. As the child players become familiar with these games, try to decrease the adult role as soon as possible; the challenge is greater for children if they remember and enforce the rules independently. Just be prepared with some techniques for negotiating conflict. Flipping a coin or drawing a straw are some methods used by Tools of the Mind, an early education program designed to build self-regulation.”
Executive Function Skills into Adulthood
15 Minute Video on the importance of Executive Function for adults looking for work. “Poverty Effects our Executive Functioning skills.”
Community Development Executive Function Learning How to Learn
Is there a difference between what “successful” and “unsuccessful” students tell us about their learning?
Does this question lead us to other questions? A few examples:
*Does it matter why the student is not successful (a) In the learner’s view? (b) in the teacher’s view?
*Does it matter at what age a child begins to see him/herself as unsuccessful?
*Does history of “success” or “lack of success” matter…over a grade? Over several grades?
*Does it matter how “success” is determined and documented?
*Do we have examples of student-teacher dialogue to begin to answer these questions?
Beliefs About Learning Executive Function Individual Differences Learning How to Learn Meta Teachers Metacognition Student Voices
Why Executive Function Is A Vital Stepping-Stone For Kids’ Ability to Learn
By Katrina SchwartzDECEMBER 13, 2016
an excerpt:
“Bruce Wexler has been studying executive functioning — a group of cognitive abilities crucial for managing oneself and information — for the past 20 years. He first worked with adults, but he began to wonder if he could design interventions specifically for young children to get them started down a positive path before any of the negative secondary qualities associated with under-achievement — like disengagement, low self-esteem and behavior problems — began to manifest at school.
“The data just keeps coming in about the importance of focus, self-control and working memory for learning and life,” Wexler said in an edWeb webinar. One meta-analysis of six studies found that a child’s executive functioning skills in kindergarten predicted reading and math achievement into middle school and beyond. This research is particularly important because students who have poor executive functioning skills because of trauma, poverty, or diagnosed disorders are missing out on learning. Often these children haven’t had a chance to develop executive functioning skills required for school before arriving there….”
Development Executive Function Kindergarten Learning How to Learn Metacognition
