Educator Training
Castleton University Center for Schools: ADHD, Executive Function & Literacy
In the past few years, there has been an increase in the diagnosis of ADHD and a frequent use of the term ‘Executive Function.’ There is a great deal of overlap between the terms, ADHD being primarily a disability of executive functioning, and both are poorly understood. Concurrently, our schools have increasingly adopted an inclusion model, creating classrooms with a wide range of skills. Many students in our schools have executive function challenges, but may or may not fall into any categories for which they would receive special services. This leaves classroom teachers with the responsibility of recognizing skill deficits related to executive functions that may be causing some students to fall behind or struggle in literacy, specifically reading and writing.
ADHD and Executive Function in Literacy, a 3-credit graduate course, was designed to provide an understanding of Executive Functions and ADHD and the important role they play in literacy skills. These skills, including planning, focusing attention, managing frustrations, processing speed and working memory impact academic tasks such as reading and listening comprehension as well as writing.
Behaviors caused by ADHD and/or EF challenges may look like laziness or defiance, particularly when work becomes so overwhelming hat students ‘spiral out of control’, sometimes shutting down completely. The goal for this course is to develop an understanding of these challenges, thereby providing a new lens through which to view these students. You will learn simple strategies that will allow students to access content and demonstrate understanding.
Workshops for educators and paraeducators
The following workshops can be tailored to meet a timeframe as well as specific focus. Given that research suggests that the most challenging aspect of Professional Development is implementation, these workshops are interactive, relevant and engaging, providing classroom examples and methods for utilizing tools in real-life scenarios. They can be grouped as a series or given individually. My goal is to provide educators with an understanding of their students from a new perspective and a substantial toolbox for increasing academic success.
Executive Function in the Classroom
Executive functions are a set of skills, such as planning, organization, focus and working memory, that are generated primarily in the prefrontal lobe of the brain. Many students have weak executive functioning, which may be caused by numerous factors including ADHD, stress, illness and lack of sleep. When educators understand what executive functions are and how to support a student whose executive functions are weak, all students in a classroom can benefit. This workshop gives a thorough description of executive functions as well as classroom strategies to support them.
Vocabulary
Students entering school bring with them a wide variation in vocabulary knowledge. As they move from “learning to read” to “reading to learn” in 3rd and 4th grades, reading comprehension declines in many students. There are, however, numerous methods for teachers to explicitly teach word meaning and strategies for understanding unknown words. This module provides numerous methods to help build students’ vocabularies.
Reading Comprehension
As students move from “reading to learn” to “learning to read”, comprehension often declines. It is important for educators to prepare students prior to reading text that is increasingly complex. Additionally, it is beneficial to teach students to monitor their own comprehension as well as to explicitly teach fix-up strategies when they are not comprehending.
Brain-Targeted Teaching
There are numerous factors that impact student success. Educators have been researching factors that can both increase success as well as those that interfere. These factors can be social and emotional as well as cognitive. There are simple steps that educators can take in their classrooms to create environments for a student success and well-being. This workshop addresses neuromyths, beliefs which have been proven untrue, as well as research-based methods that work.
ADHD, What is it Really?
The term ADHD is increasingly diagnosed yet misunderstood. This workshop defines this brain difference and answers many frequently asked questions about it. Educators learn how it can manifest in students as well as key strategies for increasing classroom success for these students.
Writing
Writing is one of the most difficult aspects of academics for many students. By providing strategies that simplify the technical aspects of writing for all students, including for those with learning disabilities, they are better able to focus on the ideas they wish to convey. This workshop provides strategies for educators to support students in writing.
In the past few years, there has been an increase in the diagnosis of ADHD and a frequent use of the term ‘Executive Function.’ There is a great deal of overlap between the terms, ADHD being primarily a disability of executive functioning, and both are poorly understood. Concurrently, our schools have increasingly adopted an inclusion model, creating classrooms with a wide range of skills. Many students in our schools have executive function challenges, but may or may not fall into any categories for which they would receive special services. This leaves classroom teachers with the responsibility of recognizing skill deficits related to executive functions that may be causing some students to fall behind or struggle in literacy, specifically reading and writing.
ADHD and Executive Function in Literacy, a 3-credit graduate course, was designed to provide an understanding of Executive Functions and ADHD and the important role they play in literacy skills. These skills, including planning, focusing attention, managing frustrations, processing speed and working memory impact academic tasks such as reading and listening comprehension as well as writing.
Behaviors caused by ADHD and/or EF challenges may look like laziness or defiance, particularly when work becomes so overwhelming hat students ‘spiral out of control’, sometimes shutting down completely. The goal for this course is to develop an understanding of these challenges, thereby providing a new lens through which to view these students. You will learn simple strategies that will allow students to access content and demonstrate understanding.
Workshops for educators and paraeducators
The following workshops can be tailored to meet a timeframe as well as specific focus. Given that research suggests that the most challenging aspect of Professional Development is implementation, these workshops are interactive, relevant and engaging, providing classroom examples and methods for utilizing tools in real-life scenarios. They can be grouped as a series or given individually. My goal is to provide educators with an understanding of their students from a new perspective and a substantial toolbox for increasing academic success.
Executive Function in the Classroom
Executive functions are a set of skills, such as planning, organization, focus and working memory, that are generated primarily in the prefrontal lobe of the brain. Many students have weak executive functioning, which may be caused by numerous factors including ADHD, stress, illness and lack of sleep. When educators understand what executive functions are and how to support a student whose executive functions are weak, all students in a classroom can benefit. This workshop gives a thorough description of executive functions as well as classroom strategies to support them.
Vocabulary
Students entering school bring with them a wide variation in vocabulary knowledge. As they move from “learning to read” to “reading to learn” in 3rd and 4th grades, reading comprehension declines in many students. There are, however, numerous methods for teachers to explicitly teach word meaning and strategies for understanding unknown words. This module provides numerous methods to help build students’ vocabularies.
Reading Comprehension
As students move from “reading to learn” to “learning to read”, comprehension often declines. It is important for educators to prepare students prior to reading text that is increasingly complex. Additionally, it is beneficial to teach students to monitor their own comprehension as well as to explicitly teach fix-up strategies when they are not comprehending.
Brain-Targeted Teaching
There are numerous factors that impact student success. Educators have been researching factors that can both increase success as well as those that interfere. These factors can be social and emotional as well as cognitive. There are simple steps that educators can take in their classrooms to create environments for a student success and well-being. This workshop addresses neuromyths, beliefs which have been proven untrue, as well as research-based methods that work.
ADHD, What is it Really?
The term ADHD is increasingly diagnosed yet misunderstood. This workshop defines this brain difference and answers many frequently asked questions about it. Educators learn how it can manifest in students as well as key strategies for increasing classroom success for these students.
Writing
Writing is one of the most difficult aspects of academics for many students. By providing strategies that simplify the technical aspects of writing for all students, including for those with learning disabilities, they are better able to focus on the ideas they wish to convey. This workshop provides strategies for educators to support students in writing.
Training for mental health professionals and other interested groups
Consultation available as well as workshops for mental health professionals, parent groups or related interested parties in my community. Specific trainings are designed to meet the needs of the individual or organization.