Strategies for Strengthening the Brain’s

Executive Functions
April 2, 2015

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Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is
co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova
Southeastern University.

Earlier in Donna's career as a teacher and school psychologist, she assessed, diagnosed,
and helped to create interventions for children and youth who had difficulty with their
executive functioning. Today as teacher educators, we are pleased that our graduates are
increasing students' cognitive, metacognitive, and executive functioning in classrooms
around the world (as just one example, Texas teacher Diane Dahl blogs on teaching
metacognition).

What Are Executive Functions?

Executive functions can be defined as the awareness and directive capacities of the
mind. By wielding these skills and abilities, students decide where to focus their
attention and which tasks to undertake. As a general rule of thumb, when students of
any age have difficulty completing developmentally appropriate academic tasks on their
own, executive functioning may be at the root of the problem.

In the human brain, executive functions are primarily regulated by the prefrontal regions
(just behind the forehead) of the frontal lobes. Neuroscientists and psychologists have
made significant gains in understanding the brain's executive functioning over the past
several decades.

An appropriate metaphor that often helps students and educators alike understand the
role of executive functioning in thinking and behavior is to imagine an orchestra
conductor. The conductor chooses what work the orchestra will perform, decides how to
interpret that work, sets the tempo for the performance, and directs each section of
musicians to contribute at the appropriate time. In the same way, executive functioning
allows us to:

1. Activate awareness
2. Self-regulate by cueing, directing, and coordinating the various cognitive skills
necessary for moment-to-moment functioning
3. Establish goals and make long-term plans
4. Maintain a self-image of being in charge of our learning and actions

Students can and should be taught to develop their executive functioning as a path to
self-directed learning and self-determined living.

Making Connections

We have found that educators today are more interested than ever in teaching students
to wield powerful learning and thinking tools. In other blog posts and articles we have
written with Edutopia and elsewhere, we have shared popular, practical strategies for
increasing students' executive functioning by teaching them how and when to employ
cognitive assets, metacognition, working memory, and selective attention. All of these
learning tools come together under the umbrella of executive functioning.

Incorporating instruction on executive functions into content lessons emphasizes that:

1. Students are in charge of their learning.

Teaching students that they are the "conductors of their own brains" conveys the need to
master a wide range of thinking and learning tools for use across core academic
subjects, in their personal lives, and later in their college years and careers. Success in
the 21st century demands self-directed learners and independent, creative thinkers.
Classroom Strategies to Support Executive Functioning

From elementary through high school and into adulthood, students will benefit from
these opportunities to understand and develop their executive functioning:

1. Introduce the concept of executive functions and refer to these learning tools
explicitly and often.

Define executive functioning, and lead discussions on how being aware of their thinking
and taking control of their learning can help students achieve success in school and
other aspects of their lives. A key message is that using executive functions often and
effectively doesn't just happen -- we all have to work toward developing these abilities.
Apply metaphors of executive functioning (the brain’s conductor or air traffic
controller, for example), and invite students to share examples of how they can use
executive functioning in their lessons and activities outside of school. How do adults
use executive functioning in their jobs? How do the actions of characters in stories
demonstrate executive functioning?

2. Provide student-centered opportunities to put executive functioning to work.

Include students in setting learning goals for lessons, and let them choose their own
books for independent reading and subjects for classroom projects. Giving students
choices enhances motivation by giving them a chance to think about subjects that
interest them, and also underscores that they are in charge of their learning.

3. Be the "prefrontal cortex" for your class.

Articulate and model effective thinking practices. For example, clearly state your intent
for a learning activity and demonstrate the steps of planning, carrying out, and assessing
the outcomes of the activity. Identify up front any thorny problems and tough spots in
new lesson content, and talk through possible strategies for identifying and overcoming
any learning difficulties that arise. Use cues to remind students when activating their
executive functions might be useful.

4. Catch students using executive functions effectively.

Congratulate students who recognize and correct mistakes to emphasize that mistakes
are prime learning opportunities. Recognize not just the finished product, but also the
hard work and the steps of planning and execution that students accomplished in
completing a big project. Especially celebrate the successes of students who've
struggled with taking charge of their learning in the past.

5. Clearly state classroom rules that support positive and productive learning
interactions.

A well-organized environment with predictable rules allows students to more easily

How do you approach teaching and encouraging students to develop their executive
functioning in your classroom?
Donna Wilson, Ph.D. 's Profile