Executive Skills -

Ideas Below: ​What are Executive Skills?​|​ Executive Skills

Survey ​| ​Response Inhibition​ | ​Working Memory​ | ​Emotional
Control​ | ​Flexibility​ | ​ Sustained Attention ​ | ​ Task Initiation​ |
Planning/Prioritizing​ | ​Organization​ | ​ Time Management​ |
Metacognition​ | ​Goal-Directed Persistence​ | ​Mannequin
Challenge

What are Executive Skills?

Executive functioning skills are self-management skills that help
people achieve goals. These skills are helpful in school, in
extracurricular activities and for adults in the work force. We all have areas of weakness and strength within
these skills. Just like you can learn and improve in a sport or in your academics, you can learn and improve
your abilities in your executive skills. Next lesson, you will have the chance to complete a survey to
self-identify executive skills that are your strengths and those that you could improve upon. Then we will
learn more about developing certain areas of executive skills. As an expert in your areas of strength, you
may be called upon to share strategies to your home group peers.

TASK:
● Introduce the ​poster of executive skills​ by going through the terms and definitions(copies are also in
your mailbox).
● Have students prepared to watch the ​Charlie Brown Video​. As they are watching they should be
looking for examples of effective and non-effective executive skills. After watching the video have
students share what they’ve observed.
● Here ​is a link to some possible character observations the students might make.

Executive Skills Survey

○ Have students complete the ​executive skills survey.​ (Julie is making copies and will have
enough for each student in your home group by Wednesday, Nov. 16).
○ Once they have completed all the questions, help them to total their scores for each section
and then determine their top 2-3 skills (areas of strength) as well as their bottom 2-3 skills
(areas for improvement).

Task:
● Invite students to share their greatest strength and biggest area for growth. By going around the
circle. Then you could follow ups with the following questions. (Students can pass if they don’t feel
comfortable sharing).
○ Do the results of this survey surprise you? Why or why not?
○ Was there a large score range between the area you scored the highest in and the area you
scored the lowest in? What might this mean?
Response Inhibition - ​the ability to think before acting
Intro: You are going to see a video that is a model based on the famous​ Stanford marshmallow experiment.
The original was a series of experiments conducted in the 1960s and 1970s. Researchers gave the children the
choice of getting a small reward instantly or waiting for a short period of time and getting two small rewards. In
follow up studies what was found was that the children who could wait for the larger reward tended to have better
life outcomes as measured through SAT scores, educational attainment level, BMI and other measures.

Video: ​The Marshmallow Test

Discussion:
● Why is a small immediate reward more tempting than a big long term reward?
● Can you think think of examples in which a person would act impulsively?

Task:
In order to control our impulses, the first thing we need to do is calm ourselves so we can stop the behaviour
from happening in the moment. One way to do this is to practice more mindfulness (in January you will learn
all about this).

Try the following breathing technique that can help you to act less impulsively.

How To Take a Square Breath: Square In The Air 

1. Breathe in to a count of 4 
2. Hold for a count of 4 
3. Breathe out to a count of 4 
4. Pause for a count of 4 
5. Repeat 
As you show this technique to kids for the first time, draw a square in the air with your finger. Begin in 
the lower left corner and model while using your finger to draw a square in the air. After you have 
modeled it for kids, invite them to join you by drawing their own squares in the air. 
Next, once you have practiced the square in the air, move on to practicing with the following square 
breath visuals

Working Memory - ​the ability to hold information in your head while you do
something with it

TASK
● Try the following activities with your home group to see how they manage to do with their working
memory.
Numbers Memory Game
The first person says a one digit number; the next person says this first number and adds another number;
the third person says the first and second numbers and adds a third number; the fourth person repeats the
first three numbers and adds a fourth number. The game continues until someone forgets one of the
numbers in the string. Of course, one person needs to be the recorder who keeps track of the numbers and
stops the game when a number is forgotten.

Words Memory Game

Try the activity as prompted in ​the video.

Discussion Questions:
What’s easier to remember words or numbers?
Why do you think this is?

If you have time or wish to continue with another lesson: ​Briefly show students the ​ ​Types of Mnemonic
Devices for Improving Working Memory​. Ask which of these they find most useful and you can even give
them time to design a mnemonic to help them learn key vocabulary and concepts for a current unit of study.

Emotional Control - ​the ability to manage emotions to achieve goals, complete tasks or
control and direct behaviour

VIDEO​: ​Inside Out Trailer

We all have emotions and it is normal to have different emotional reactions at different intensities to different
situations. In the movie​ Inside Out​, Riley’s is triggered into an emotional state when her parents announce
she is moving in which her emotions control her. It is normal to have strong feelings that go along with
certain events in our lives. But it is important to realize that we still have the ability to manage our feelings
and our ultimately behaviours.

Discussion: ​Show students the below scale of emotions. (The image is linked to the full view online if you
wish to print or show full screen.)Give them the list of the following scenarios and have them identify their
emotional response and then their reaction based on that response. Coach them through appropriate
“expected” (appropriate) and “unexpected” (inappropriate or overreactions) emotional responses and
behaviours.

Possible Scenarios could include:

- Being late because your little sister won’t hurry up
- No time to finish your homework and it’s bedtime
- You’ve got the lead in the school play
- Your best friend isn’t returning your texts
- You’ve got a low grade on a math test
- You got cut for a sports team
- A close friend insults you
- Your friends excluded you from an event this past weekend
- You are asked to speak at the school assembly
- Etc.
Extra TASK Game:​ ​Ready, Set, Respond​ 10 envelopes with copies of this game will be in the MS office
with Janet for you to borrow. You might need to modify since you will have more than 6 players (ie: give out
less response cards or just have students working on matching scenarios to the most appropriate response.
)

Flexibility - ​the ability to switch activities or accept different ways of doing

something

Video: ​ ​Getting Stuck on an Escalator

Intro: In this video the characters get so stuck in their thinking that they are unable to see alternate
perspectives or solutions.

Discussion:
What might cause a person to get stuck in their thinking?
Teacher Notes: We are looking for the underlying reasons not particular trigger situations in this response.
Students may respond that people often think there is only one way to solve a problem or situation or people
go into a problem with a potential situation already developed rather than thinking carefully about all
perspectives. Students may also identify that if one thing has been promised to an individual and plans have
had to change they may have trouble accepting the unexpected change.

Do you have situations in which you typically get stuck that you don’t mind sharing?
Teacher Notes: We are looking for students to analyze situations when they get cognitively rigid. It’s not
unusual for students to put the blame on others when they are stuck in their thinking because they might
perceive they are being treated unfairly or defending some other injustice.

What do you do to get “unstuck”?

Additional Resource:​ If you have students who really struggle with flexible thinking, Shelley has shared
this presentation she uses with her Social Thinking class.
Flexibility and Social Thinking

Sustained Attention - ​the ability to maintain attention to a task (even

when the task is undesirable)

Often times when we are ‘not paying attention’, we are really just paying attention to something other
than the task or goal we should be focused on. There seem to be two types of inattention: actively
distracted, and just unfocused—on sleep mode. Let’s check out the difference​.

Sleep in Math
Do you ever find yourself fighting to stay awake in class?
What are some strategies to prevent this? Strategies to deal with it?

Actively Distracted - Illusions in Magic

What sort of other things might distract you in class and when doing homework?
How can you deal with these distractions?

Task Initiation - the ability to begin a task

Intro: Sometimes the most difficult part of doing a task is getting started. Watch this video to see how much
you can relate to.
Vocabulary
Procrastination - the act of delaying or postponing something
Instant gratification - the desire for an immediate reward

Video: ​TED Talk Inside the Mind of a Master Procrastinator (with activity)

Discussion:
● In this TED talk Tim’s procrastination seems almost humourous, but what are some of the long term
consequences of struggling with task initiation? (The students might not think of this but it also could
mean ultimately putting off your life goals or events you really want to experience because of fear or
being overwhelmed and not knowing where to start.)
● What are some strategies you’ve tried that have helped with procrastination?

Link to the Full TED Talk Video

Organization - ​the ability to keep track of information and materials
*Students will need laptops for this lesson.*
Intro: ​Organization can be defined as both the ability to keep track of information and materials.

Discussion: ​ What are some methods you use to keep track of information?
Do you have a specific organization system for your laptop? Locker? Room?
In which organizational area do you struggle the most?

Tasks :
Option 1 (Organisation of Ideas): ​Have students go to the Google app store and download Lucidcharts.
Take a moment to view all the graphic organizers under the “Education” category and have students discuss
when each type of chart / graphic organizer might be a useful tool.
Option 2 (Organisation of Materials)​: Give time for students to do a locker and computer desktop cleanup.
Have your student “experts” on organization give some helpful tips beforehand.

Planning / Prioritizing - ​the ability to see individual steps in an

assignment and sequence them

*Teachers need sticky notes and sheets of A3 paper for this lesson*

Video: ​Improv Everywhere Food Court Musical

Intro: The prank in this video was performed by a group known as Improv Everywhere. They have the goal
of “creating bizarre, hilarious and unexpected scenes to bring people together.” They call their pranks
“missions” and although their missions appear spontaneous, they require hours of planning. You also are
faced with regular tasks that involve planning and prioritizing.

Task:
(Provide students with sticky notes and a piece of paper). Think of the tasks you need to accomplish today
from the time school is dismissed until your bedtime. Write each task on a sticky note. Include both the
things you want to get done and the things you need to get done. Now carefully look at this list and put them
in order of priority. Stick them onto a piece of A3 paper in the order you will finish them. If certain tasks are
too general, you might need to break them down into smaller parts. For example, homework should be
broken down into the specific tasks for each subject you would need / want to accomplish tonight.

Optional: Teachers might choose to share their method of prioritizing and planning their daily tasks.

MANNEQUIN CHALLENGE FUN ADDITIONAL TASK:

Your home group might also chose to participate in creating their own mannequin challenge video to
showcase at the performance assembly. This task involves the executive skills of organization, planning and
prioritising and time management. Guide the students through the planning process by organizing all ideas,
beginning with the end in mind and breaking down the steps needed and then estimating the time needed
for each step. You could use the “Group Project Planning” template on Lucidcharts (Google App).

Not sure what the mannequin challenge is? See these examples.
Michelle Obama Mannequin Challenge
Ms. Palko’s Dance Class Sample #1
Ms. Palko’s Dance Class Sample #2
Ms. Palko’s Dance Class Sample #3
The videos are due by Friday, December 9th. Share these with Trina and she’ll compile them for the Dec.
15th assembly. Videos can be holiday themed (whatever you celebrate) if you like.

Time Management - ​the ability to effectively manage your time

*This lesson builds upon the prior lesson on planning and prioritizing*
In order to accomplish a task, you not only need to plan and prioritize the steps, but you also need
to manage your time wisely. Time management involves choosing an environment that is free of
distractions, setting reasonable estimates of time for each task and allowing space for breaks as
rewards.
Task:
Take your A3 paper with the sticky notes of your tasks for the day.
1. At the top of the page write an estimate of the number of hours you have from the time you are
dismissed from school until you go to bed.
2. For each task on your sheet, write an estimated amount of time you should spend on that task. (Try
to be realistic).
3. If tasks are too big to complete all at once, chunk them and estimate the time for each part as well as
adding in structured breaks.
4. Include the distraction free space that you will work in for undesirable tasks.
5. Add, delete and rearrange the stickies accordingly due to time restraints and priorities.
6. When your plan is finished ask yourself: is the plan realistic? Is the plan balanced?
7. Share with your home group teacher and / or home group experts for feedback.

Discussion: ​ Questions
MANNEQUIN CHALLENGE FUN ADDITIONAL TASK:
Your home group might also chose to participate in creating their own mannequin challenge video to
showcase at the performance assembly. This task involves the executive skills of organization, planning and
prioritising and time management. Guide the students through the planning process by organizing all ideas,
beginning with the end in mind and breaking down the steps needed and then estimating the time needed
for each step. You could use the “Group Project Planning” template on Lucidcharts (Google App).

Not sure what the mannequin challenge is? See these examples.
Michelle Obama Mannequin Challenge
Ms. Palko’s Dance Class Sample #1
Ms. Palko’s Dance Class Sample #2
Ms. Palko’s Dance Class Sample #3
The videos are due by Friday, December 9th. Share these with Trina and she’ll compile them for the Dec.
15th assembly. Videos can be holiday themed (whatever you celebrate) if you like.
Metacognition - the ability to think about your thinking
Task: ​We constantly have thoughts throughout the day. In school, we are often asked to think more deeply
about about our thinking when we make inferences in reading, science or connect ideas in math. We are
asked not only what is the answer, but how and why we have come up with these ideas. This is one form of
metacognition.

We also have many thoughts that may be unconscious. Often these thoughts lead to feelings which lead to
behaviours. When we have thoughts that are of a growth mindset, we are willing to keep growing or
learning. However, when we have distorted thoughts, these make us feel inadequate and inhibit our ability
to learn. The following are some of the most common thought distortions.

Thought Distortions​ Just read the first five or so and see if students recognise any in their inner dialogue.

Becoming aware of our thoughts and changing distorted thinking can change our feelings and ultimately our
behaviours.

Use the ​worksheet ​to read out some examples and have the students work through their own practice
questions. Choose the ones most relevant to students (last page).

Goal-Directed Persistence - the ability to keep working

towards a goal
Task: (​Task adapted from the ​Why Try Curriculum​) Give students the following challenge “This is a
complicated and confusing maze. I want to see if it’s possible for you to get through it.”
Note for you: The maze goes forward through DESIRE, backwards through TIME, winding through the E, M,
I and T and then ends by going forwards through EFFORT.

The below maze is linked to the original image and also Julie will have copies in your mailbox on the am of
November 30th since this is the activity linked to extended home group that day.

Discussion: ​ As soon as each student finishes the maze, be sure to celebrate their accomplishment. Then
point to students that they used three things to get to the end of the maze desire, time and effort. First, when
you challenged them to finish the maze, they had to have a desire to do it or they wouldn’t have even
started. When they came to a dead end, they had to have the desire to keep going. Second, they needed
time to get through the maze. It doesn’t matter if it took 2 minutes or 30 minutes; the important thing is they
finished. Discuss the reality that time is often needed to overcome problems and reach goals. Change is
often slow and incremental. Finally, point out the effort you observed as they got through the maze.

Ask students: What strategies did you use when you came to a dead end or went the wrong way?
Did you feel like giving up? What kept you going?

Tell students that “grit”, the ability to stick to a task and not give up, is an even greater predictor of success
than IQ or talent.

How could grit help you to stick to your goals for Trimester Two? Which obstacles do you see getting in your
way? How might you overcome them?

Which executive skills might you need to develop to reach your Trimester Two goals?

Teacher Further Resource:

TED Talk on “Grit” as a predictor of success

MANNEQUIN CHALLENGE FUN ADDITIONAL TASK:

Your home group might also chose to participate in creating their own mannequin challenge video to
showcase at the performance assembly. This task involves the executive skills of organization, planning and
prioritising and time management. Guide the students through the planning process by organizing all ideas,
beginning with the end in mind and breaking down the steps needed and then estimating the time needed
for each step. You could use the “Group Project Planning” template on Lucidcharts (Google App).

Not sure what the mannequin challenge is? See these examples.
Michelle Obama Mannequin Challenge
Ms. Palko’s Dance Class Sample #1
Outdoor Gym Mannequin Challenge Palko Dance Class
Ms. Palko’s Dance Class Sample #3
Front of School stairs Mannequin Challenge Palko Dance Class

The videos are due by Friday, December 9th. Share these with Trina and she’ll compile them for the Dec.
15th assembly. Videos can be holiday themed (whatever you celebrate) if you like.