Exploring Models of Learning: Both Academic and SEL
Here’s a Model of Learning that I curate on Pinterest: EMPOWER Learners
There are many posts that focus on models or dimensions of learning!
https://www.pinterest.com/franvt/empower-learners/ 
Executive Function and Designing Your Own Learning
What if young people designed their own learning?
From: Conversation”
https://theconversation.com/what-if-young-people-designed-their-own-learning-59153
A few short “excerpts”…that reflect a model that emphasizes Context-Based Instruction, that Begins with a Plan to Understand and Collaborate with Individual Children
Why schools need to change
“The current system is clearly not working for a large number of students. Levels of disengagement within schools are high and increase as students pass through secondary school.
To carry on batching children into year groups and teaching them the same content partly explains why there are high levels of disengagement, stress and underachievement.
Schools recognise that today’s complex world needs students who are capable in different ways” …..
“CUREE found that independent learning could improve academic performance, motivation and confidence. Studies showed some students in particular, such as those with special learning needs and socially excluded children, felt more engaged in their learning.
However, learning needed to be scaffolded with support and feedback. Teachers played a key role in facilitating students’ independence. Further empirical evidence would strengthen understanding of the size of the effect…..”
- Read more in the series here.
One Path to Facilitating a Child’s Executive Function Learning
What Path Can We Follow to Facilitate a Child’s Executive Function Learning?
Here’s one pathway to follow:
Begin with a Tentative Definition.
Understand Normal Development of Cognitive/Social/Emotional Learning.
Exploring Models of Executive Function, including models that address, for example, Self-Management, Self-Direction, Self-Regulation. These “Self-“ models often address the same attitudes, skills and behavior.
Translating the most promising model for your situation into Context-Based Instruction
*Begin with a Plan to Understand and Collaborate with Individual Children
*Choose Instructional Principles
*Sequence Goals and Objectives
*Engage in Diagnostic Teaching
*Monitor Progress
*Work toward Generalization
Apply to A Domain and then Across Domains
Continue to Grow By Following the Literature (Reference List)
Executive Function: Starting with a Definition
Executive Function has been defined in various ways by a range of authors/researchers. Here is a brief chart of some of those “definitions:”
My construction of an Executive Function Skills Chart several years ago included the following :
| Promoting Executive Function in the Classroom, Meltzer, 2010 | Boosting Executive Skills in the Classroom, Cooper/Kahn, 2013 | Smart but Scattered
Dawson and Guare, 2009 |
| Goal Setting, Planning & Prioritizing | Planning and Organizing
Initiating |
Planning/prioritizing
Task Initiation Goal Directed Persistence |
| Organizing | Organizing | Organization |
| Remembering | Working Memory | Working Memory |
| Shifting and Flexible
Problem Solving |
Shifting | Flexibility |
| Self-Monitoring and Checking | Task Monitoring
Self-Monitoring |
Metacognition |
| Emotional Self-Regulation | Inhibition | Response Inhibition
Emotional Control |
| Sustained Attention | ||
| Time Management |
Description of the Concept of Executive Function
| Metacognition, Motivation and Understanding, Weinert and Kluwe, 1987, LEA | Metacognition, Strategy Use and Instruction, Waters and Schneider, 2010 |
| Flavell (1979)
Metacognitive Knowledge *Person Variable
*Task Variables
*Strategy Variables
|
Schneider, Chapter 3: Metacognition and Memory Development
Changes in the Meta Model From Flavell (1979) Declarative Meta Knowledge: knowledge of human mind and its doings Meta Experiences: Awareness and feeling elicited in a problem solving situations (feelings of knowing) Meta Skills: playing a role I many types of cognitive activity (language, reading, attention, memory)
To More Recent Declarative Knowledge – Knowing That Procedural Knowledge – Knowing How Conditional Knowledge – Knowing Why
|
| Chi
Domain Knowledge *Declarative Knowledge (what) *Procedural Knowledge (how) *Strategies (general) Metaknowledge *Meta Declarative Knowledge *Meta Procedural Knowledge *Meta Strategies |
