Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies

Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies

Friday, August 19, 2022
Duration: Five hours
Timing: 8:30am-11:30am and 1:00pm - 3:00pm EST Toronto Time
Location: OISE building, 252 Bloor St West. 

Format: In person and online
All in-person registrants will receive a reminder email two business days before the event confirming the exact location. All virtual registrants will receive a reminder email two business days before the event with the zoom link.

REGISTER NOW!

Fee: $40 per person 
Discounted rates are available as noted below:

  • APHD Students & Faculty = no charge
  • OISE/UofT Students & Faculty = $25
  • APHD/OISE/UofT Alumni = $30


What's included in the price?

  • A light continental breakfast will be provided and is included in the price.
  • You will be given 90 minutes for lunch for which you may leave the building to get or you are welcome to bring a lunch with you.

 

Presented by Dr. Laurie Faith, this workshop is grounded in 17 years of practical classroom experience, 10 years of collaboration with major Ontario school boards, and the newly published peer-reviewed book, Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies by Laurie Faith, Peg Dawson and Carol-Anne Bush (Guilford Press). 

Executive functions (EFs) are a set of cognitive skills that enable optimal organization, planning, and attention in school, accounting for over half of all variation in student performance. This full-day workshop will provide an interactive, self-reflective, and highly practical introduction to an EF-supportive teaching approach. Moving from a broad perspective to specific and practical examples, teachers will be inspired to integrate an understanding of EFs into their daily instruction, feedback, and assessment practice. Emphasis will be placed on feasible approaches for developing and supporting student self-regulated learning.

Teachers will leave equipped to:

  • share key research on EFs with their school teams and colleagues;
  • recognize and understand the impact of EFs on performance, teachers’ work, and classroom climate;
  • apply a specific practise for supporting student self-regulated learning that is feasible, equitable, and responsive;
  • provide a more universally supportive mainstream classroom environment for the benefit of all learners, but particularly those with special learning needs.