Executive Function’s Role: Build Your Expertise

THE CONTEXT: As teachers, we know the teaching of writing is a complex process. Equally complicated is the composition of writing for students. What goes in doesn’t always come out.

We could have prepared the most explicit and direct lesson; yet, when students have executive function deficits, the interference creates challenges. 

When students cannot recall the instruction, access to their working memory is often denied. This can precipitate misunderstanding and, at times, frustration. “Common challenges for a student with EF (executive function) deficits include planning and prioritizing, completing tasks, sustaining effort, storing information in working memory and recalling that information, seeking more information if needed, regulating alertness, and adapting to changes” (Burmeister & Wilkins, 2015, p. 7).

WHY IT MATTER: The list of challenges is hefty, as laid out by Burmeister and Wilkins, and as a teacher of writers, I see these daily. Students’ writing processes require executing all of these functions and behaviors.

WHAT THE RESEARCH SAYS: Students learn best in smaller chunks. The author of How the Brain Learns, David Sousa, Ed.D, explains, “We remember best that which comes first and last. We remember least that which comes just past the middle” (p. 83). Sousa calls these prime-time-1 (first) and prime-time-2 (last). Writing workshop models lend themselves to short chunks of instruction, followed by time for students to process, and end with a circling back during share time to reinforce objectives and strategies. 

Teacher models, visual charts, checklists, and planning tools are supported in a writing workshop. “Adding visual material substantially increases the chances of retention. This is because the brain’s visual memory system has an enormous capacity for storage and remarkable availability for recall” (Magnussen, 2015, as cited in Sousa, 2022, p. 320). Visual tools allow the necessary skills to remain in the students’ conscious state. Reusing these tools can enable the brain to store the learning in long-term memory.

IMPLICATIONS FOR PRACTICE: Students may benefit from accommodations that create more accessibility to the writing process. 

• Extended Time: Allow extended time for completing writing assignments to accommodate processing speed.
• Smaller Steps: Providing clear instructions and breaking down writing assignments into smaller, manageable steps can help students plan and prioritize their work.
• Use of Graphic Organizers: To assist in planning and structure, introduce graphic organizers to help students visually organize their thoughts.
• Providing Written Instructions: Provide written and verbal instructions to assist with information retention.
• Frequent Check-Ins and Feedback: Schedule regular check-ins to monitor students’ progress and provide feedback on their work, helping them stay on track.
• Use of Technology: Assistive technology tools, such as speech-to-text and word prediction software, can support organization and task completion.
• Environmental Considerations: Create a supportive and low-distraction environment for the student. This may involve seating arrangements, noise reduction measures, or access to sensory tools.
• Behavioral Strategies: Implement strategies to help the student regulate alertness, such as short breaks, movement breaks, or mindfulness activities. Depending on the needs, these might occur before or within the workshop time.

THE BOTTOM LINE: Students gain value from our instruction when it is accessible. The intricate nature of teaching writing becomes even more apparent when students grapple with executive function deficits. As educators, we witness students’ daily challenges in all the critical aspects of the writing process while empowering them to navigate their writing challenges with resilience.

Works Cited

• Dendy, C. A. Z. (2011). Teaching teens with ADD, ADHD & executive function deficits: A quick reference guide for teachers and parents. Woodbine House.
• Sousa, D. A. (2022). How the brain learns. Corwin Press.
• Wilkins, S. A., & Burmeister, C. A. (2015). FLIPP the switch: Strengthen executive function skills. AAPC Publishing.

GO DEEPER:

• Capodieci, A., Serafini, A., Dessuki, A., & Cornoldi, C. (2019). Writing abilities and the role of working memory in children with symptoms of attention deficit and hyperactivity disorder. Child Neuropsychology, 25(1), 103-121.
• Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of educational research, 85(4), 512-552.
• Olive, T. (2012). Working memory in writing. Past, present, and future contributions of cognitive writing research to cognitive psychology, 485-503.
• Vanderberg, R., & Lee Swanson, H. (2007). Which components of working memory are important in the writing process?. Reading and Writing, 20, 721-752.
• Willingham, D. T. (2023). Outsmart your brain: why learning is hard and how you can make it easy. Simon and Schuster.
• Willingham, D. T. (2021). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.

GIVEAWAY INFORMATION: This is a giveaway of How to Become a Better Writing Teacher by Carl Anderson and Matt Glover, donated by Heinemann. To enter the giveaway, readers must leave a comment on any BUILD YOUR EXPERTISE BLOG SERIES POST by Sun., 2/18 at 12:00 PM EST. The winner will be chosen randomly and announced on February 19. The winner must provide their mailing address within five days, or a new winner will be chosen. TWT readers from around the globe are welcome to enter this contest!