Teachers often see children who:

• Start strong, then abandon a task when it gets tricky or boring.

• Melt down when plans change (“We were supposed to go outside!”).

• Can’t keep hands to themselves or blurt out answers despite reminders.

• Go silent, avoid a task, or “check out” when demands feel overwhelming.
  We’ll analyze these moments through an EF lens (inhibitory control, working memory, cognitive flexibility) and identify concrete adjustments that keep learning on track for the whole group while supporting the individual child.

 

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Workshop Objectives

 

Participants will:

• Understand the three core executive functions (inhibitory control, working memory, cognitive flexibility) and how they develop from early childhood into adolescence.

• Distinguish EF from intelligence and see why EF is central to school readiness, learning, and social-emotional health.

• Identify risk and support factors (stress, routines, sleep, nutrition, classroom setup, predictability) that help or hinder EF.

• Apply evidence-based strategies for teaching self-regulation explicitly (modeling, rehearsal, co-regulation, visual supports, metacognitive talk).

• Redesign tasks and environments to right-size EF demand (scaffolding, chunking, breaks, choice, clear endpoints).

• Build a realistic action plan for whole-class routines and for one “focus child,” with measurable next steps.

 

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Workshop Structure

 

Pre-Workshop Preparation
Ahead of time, participants submit questions and brief case descriptions. We tailor examples and activities to the group’s needs.

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1) The Science of Executive Functions

• What EFs are (and aren’t), how they mature in the prefrontal cortex, and why development varies across children.

• Equity lens: how stress and disadvantage can tax EF—and what schools can do to buffer and support.

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2) From Mechanism to Practice

• Translating inhibitory control, working memory, and flexibility into classroom behaviors you can teach and coach.

• Timing EF-heavy work wisely (morning, after snack, after light movement).

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3) Evidence-Based Strategies You Can Use Tomorrow

• Task & environment design: shorter, closed-ended tasks; explicit steps; visual schedules; timers; predictable routines; choice and variety; movement built in.

• Instructional moves: teacher think-aloud (“Here’s my plan… next I’ll…”), guided practice, rehearsal of classroom scripts (lining up, circle time), specific praise that names strategy use.

• Co-regulation toolkit for “big feelings” moments that preserves group flow.

• What helps (mindfulness curricula, strategy teaching, moderate physical activity, HRV/biofeedback in select cases) and what to be cautious about (computerized “brain training” with limited transfer).

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4) Linking Strategies to Your Classroom

• Self-audit: map when and where EF demands spike in your day.

• Choose two high-leverage routines to adjust; plan materials, language, and prompts.

• Case clinics: small-group problem-solving on submitted cases; draft concrete scripts and visuals.

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5) Action Planning & Measurement

• Define one whole-class routine change and one support for your focus child.

• Set simple progress indicators (e.g., time on task, successful transitions, reduced prompts).

(Optional Add-On: Follow-up coaching—see below.)

 

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Expected Outcomes

By the end of the workshop, participants will:

• See everyday challenges through a precise EF framework and identify the specific skill that’s overloaded.

• Have a toolkit of immediately usable routines, visuals, scripts, and practice structures to strengthen EF in real time.

• Know how to dial task difficulty and support up or down to hit the “desirable challenge” zone.

• Leave with a classroom-ready plan (materials, steps, language) and a simple way to track impact over 2–4 weeks.

 

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What Makes This Workshop Unique

• Science-to-practice bridge: led by PhD-level child development specialists; evidence-based.

• Equity-minded: practical supports for children whose EF is taxed by stress or inconsistent routines.

• Doable and durable: we focus on routines you already have (transitions, seat work, free play, mealtimes, homework), so changes stick.

• Beyond buzzwords: clear guidance on what truly transfers (mindfulness, strategy instruction, environmental design) versus what shows narrow test gains only.

 

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Add-Ons and Follow-Up Options

• Weekly or Biweekly Support Sessions: 60-minute check-ins (on-site or online) to review data, troubleshoot, and iterate.

• Micro-Coaching: brief calls or a moderated group chat to get feedback on specific incidents, scripts, or visuals in real time.

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These options create a feedback loop that deepens learning and helps teams sustain EF-supportive routines across the term.