In this series of posts, I’ve tried to raise awareness of executive function processes, examine their role in successful learning and thinking, and begin exploring how they can receive greater emphasis in education. In this final post, I want to investigate these ideas within the framework of a commonly taught topic. I’m choosing my . . . → Read More: Making the Shift, Part 4: From “Target Future” to Teaching
|
|
|||
|
Let’s begin with a story. Once upon a time, twenty years in the future, Jaime works in the office of an influential nonprofit. The organization is regularly consulted by local and state officials on matters related to the nonprofit’s focus. One day the organization’s leader explains that the governor just called to request an . . . → Read More: Making the Shift, Part 3: A Focus, a Form, and a Frame The following statement preoccupied my thoughts for several hours: “As a result, a large gap separates the skills and strategies taught in school from the executive function processes needed for success there and in the workplace.” The basis for this conclusion, the cause, is education’s focus “on the content, or the what, rather than . . . → Read More: Making the Shift, Part 1: No More Objectives |
 
|
||
|
|
|||
