Mini Course Syllabus: Digital Submission
Designing for Executive Functioning Skill Development
Description
How do we mindfully design courses, syllabi, activities and course content in a way that also supports the development of executive functioning skills for all students? Executive functioning (EF) is something we all must develop at our own pace and course design can support that development, even for students at various levels of strengths and development with EF. EF is what allows us to be self regulated and self managed, which is vital for positive academic outcomes. Without taking away from the course objectives and goals, I want to explore tangible strategies and activities that faculty of various disciplines and fields can incorporate into their own course designs to support the development of EF skills in their students.
Objectives
| Goal |
|---|
| Explore STEM course content and design EF supportive activities that work within the course content. |
| Practice designing and creating activities in general (hoping to become more confident with this!) |
Resources
- “Who’s Teaching the Teachers?” Elizabeth Alsop
- “Subjectivity, Rubrics, and Critical Pedagogy” Sean Michael Morris
- “Managing ADHD in Schools” Russell Barkley
- “ADHD in Adults: What the Science Says” Russell Barkley
- Chapter 5 of “Your Brain on Art: How the Arts Transforms Us” by Susan Magsamen and Ivy Ross (Chapter title is “Amplifying Learning”, highly recommend this book it’s one of my favorite reads of the year!)
- Goldberg H. (2022). Growing Brains, Nurturing Minds-Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain sciences, 12(12), 1622. https://doi.org/10.3390/brainsci12121622
Activities
- I would love the opportunity to chat with faculty who teach our math and science courses to see what they are noticing in their classrooms. Their course content and how they assess their students is much different than what you may find in humanities or liberal arts courses. I want to try and brainstorm new approaches to activities or content delivery in away that upholds their course objectives but is still accessible for students struggling with EF.
- Literature review of activities, programs and practices that support students struggling with executive functioning develop skills.
- Research other universities and institutions methods of supporting students executive functioning.
Assessment
- Annotated bibliography of online resources – I haven’t made one of these in YEARS but I realized that I was essentially needing one for quick reference of ideas, processes, activities, etc. It will be helpful for summarization of the research and articles from all different areas (pedagogy, neuroscience, psychology, and whatever other areas I may wander into that inspire me) and the document will become an actual tool I utilize while creating activities for the future or collaborating with faculty to support their own instructional design.
- October 16th Sydney checking in – this is now a stretch goal! I am still combing through resources, but I have far less bandwidth this semester than I expected I would.
Calendar
September:
- Compile a list of (at least) 10 resources and read/highlight/annotate them.
- Explore at least 1 activity that I haven’t already completed in the Design Forward module (any of them depending on where I’m at)
- Work 1:1 with students on independent executive functioning coaching and supports. (check, did that a bunch)
- Spend time reviewing the cognitive processes involved in learning and practice “translating” them to others outside of that field.
- Brainstorm ideas for classroom visits – If I only had one session with a class, what would I want them to get out of it?
- Begin building annotated bibliography.
- Deep dive into TILT (Transparency in Learning and Teaching) resources.
- 1st draft of annotated bibliography, include notes and findings from TILT deep dive.
- Finalize annotated bibliography and post as a resource – on Design Forward portfolio, as a design bite, on Accommodate, etc. (Stretch goal for December, but working towards a resource tool like this at some point, maybe over Winterim)
“Policies”
- This is YOUR mini-course syllabus. Do not get overwhelmed or discouraged by the work because YOU are in charge.
- At anytime, you may revise/update your syllabus to reflect modified objectives, newly found resources, ideas for new activities, modified calendar, etc.
- The CoLab is your partner in this course. In addition to reviewing all the syllabi to find opportunities for shared programming, group meetings, etc. we are available to brainstorm your ideas, rethink your goals, come up with activity ideas, etc. Feel free to make an appointment if you need to talk.
- Since this is YOUR syllabus, feel free to share it with anyone you like (beyond your “Syllabus Cohort”) to get feedback or ideas.
- Check in with yourself at the end of each week to assess progress and make changes/updates to syllabus as needed.
- Aim to spend 1-2 hours per week on work.
- Do not resist the urge to fall down the rabbit hole should the opportunity arise.
- Be kind to myself about not knowing things. I have never taught before, I do not have a degree in teaching or pedagogy but I am interested in and care very deeply about them. I can only do the best that I can with the information I currently have available, and you must start somewhere.
- Ask for help when you need it, do not wait.
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