Executive

Functioning
Strategies
► What are the functions in executive functioning?

► What is Loose Parts Play (LPP)?

► What is metacognitive language?

Seminar Snapshots
on the next page ►
 ~Strengthening cycle between
executive functioning and Loose
Parts Play (LPP)~

~Visual explanation of key

influential components on executive
function~
(Jaruszewicz et al.)

~Reasons why a teacher's voice in

the classroom is so important!~

~Online Google Slides resource for

Loose Parts Play (LPP)~
Autism Spectrum Disorder
(ASD):
Other resources
to be used:

A Bitmoji slide / classroom is

an ideal way to maintain
communication with students
who have ADHD while at home
or during online learning!

A learning contract supports not only focus during academic learning,

but provides a student with tangible goals throughout the day that
helps them self-regulate, contribute to classroom routines, and
sca old daily target behaviour. The combined strategies of
visualization, self-monitoring, and metacognitive language into one
resource seeks to enhance accountability and collaboration in a
dynamic classroom environment. Additionally, the reframing of
classroom rules into personal goals that use “I can” statements
empowers students with the capacity to not only believe in themselves,
but to strive for greater motivation during their learning experience.
This learning contract can be extended throughout the school year
(or across sequential grade levels) or tailored toward any specific
alternative goals that best supports the diverse needs of all students.
 Here and Beyond :

+
Mind Map #2
+ +
Insert dream here
+
+

Insert hope here +

Insert dream here
+
 +

+
How can my
communication with
What are the best parents, other
strategies to allow teachers, special
a student with education sta , and
special education the community
needs in my improve to centre
the student's
classroom to learn
learning?
in the most
fulfilling way?

+ New Insights
My shift in perspective after this
course has changed many of my "what"
+
questions into opportunities of "how"
to be the best teacher I can be to ALL
students, including those with a
variety of needs, desires, and goals

+
How are my
How can the way I students teaching
use language in me about respect,
documentation set inclusion,

+
up the student for empathy, and well-
future success? being?
 Similarities and
di erences in your two
mind maps. In what ways is
your new Mind Map the
same as or di erent from
what it looked like at the
beginning of the course?
Is something present that
wasn’t there before? Have
you now
placed a greater
emphasis on one aspect
or less on another? Why?

Reflection
Question #3
 Over-
archin
g
theme
Goal of
s
Inclusion Hope-
oriented

ed
ct
ne

n
l izatio
on

Visua
rc
te
In

What words best

describe the similarities?
 What words best
describe the di erences?

Conc
rete
Student-
exam
ples centred

Collaborative
Learning

c h-
ear
s d
Self- Re base
Reflect
ion
 Student Profiles - more
More
dynamic than static Emphasis

Connecting theory & practice to

authentic experience -
intertwined rather than separate
Educational Stakeholders -
quality of support matters
more than the quantity

Unlearning deficit-mindset definitions &

acronyms - reversing the tendency to
undermine policy and overly critique
perspectives
Knowing all conditions - deep
wisdom in one can open the door
to better understand others

Practical Resources - for

both in-person and
Less online contexts
Emphasis
 What
experiences,
beliefs,
understandings
etc. have
influenced your
final Mind Map?

Reflection
Question #4
Growth
Mindset
Moments Image Source:
https://www.piperandgold.com/what-we-
say/growth-mindset-impact-learning

Key Practicum
Experience

Teaching Strategies that

Address Trauma and
Resilience
https://vimeo.com/138238647
 How your new
understandings
(i.e.
change/growth)
will impact your
work with
children in the
classroom.

Reflection
Question #5
 Classroom Inspiration
& Learning Board
tailored with P/J students in mind!

Image Source:
https://usergeneratededucation.wordpress.com/2016/05/08/approaching-
marginalized-populations-from-an-asset-rather-than-a-deficit-model/

Image Source:
https://www.thinkinclusive.us/inclusion-
exclusion-segregation-integration-di erent/

Image Source:
https://www.etfo.ca/BuildingAJustSociety/FNMI/pages/orangeshirtday.aspx
 Classroom Inspiration
& Learning Board
tailored with P/J students in mind!

Image Source:
http://thirdgradethinkers8.blogspot.com/2017/08/developing-
grit-graphing-unit.html Image Source: https://twowritingteachers.org/2012/06/20/a-
little-inspiration/

Image Source:
Image Source: https://www.uvm.edu/uvmnews/news/new- https://www.rwjf.org/en/library/infographics/visualizing-
book-explores-how-bring-education-research-public health-equity.html
 Video Highlight

“There’s a difference between being the

best IN the world and being the best
FOR the world” (Pulver, 2017)
 Final Thoughts

In all, my learning experience through

special education and mental health has
grown and stretched my own capacity to
think beyond traditional norms and
expectations in the classroom. I have
begun to plant seeds of wisdom into my
practice through being more empathetic,
inclusive, sensitive, and critically reflective
in hopes that the knowledge will form deep
roots through lived experience among
students. I am truly grateful for all I have
learned and how it will project me into my
future teaching career!

Huge thanks to Dr. Erin

Keith & PJ 261!
 References

Clinton, J. (2017). Teaching Strategies that Address Trauma and Resilience. The Learning
Exchange. [Video]. http://thelearningexchange.ca/videos/jean-clinton-teaching-strategies-
that-address-trauma-and-resilience/

Coxhead, E. (n.d.). The Happy News. The Happy Newspaper.

https://thehappynewspaper.com/

Greene, R. (2008). Kids do well if they can. Phi Delta Kappan, 90(3). 160-167.
https://www.plaea.org/media/cms/kids_do_well_if_they_can_ross_green_0E15654981A41.pdf

Jaruszewicz, C., White, M., & Hart, J. Loose Parts: Re-imagining outdoor play spaces from a
constructive perspective [Poster presentation]. College of Charleston, SC, United States.
https://ecdc.cofc.edu/research-and-publications/Poster%20Presentation%20-
%20loose%20parts%202.pdf

Lee, A. (n.d.). What is assistive technology?. Understood.

https://www.understood.org/en/school-learning/assistive-technology/assistive-
technologies-basics/assistive-technology-what-it-is-and-how-it-works
 References

LiveBinders. (n.d.). Home - LiveBinders Marketing API.

https://www.livebinders.com/welcome/

Murphy, S. (2011). What I would do now: Supporting diverse

readers in reading and writing. In D. Booth (Ed.), Caught in the
middle: Reading and writing in the middle years, 94-98.

Murphy, S. (2020, May 9). Supporting Students with ADHD

Characteristics in the Classroom [Video]. MyMedia.
https://play.library.utoronto.ca/b0a3af7d7b5abf5e642fdd8e3ed1ffe5

Pulver, C. [Clint Pulver]. (2017, May 4). Inspirational Video - Be a Mr.

Jensen - MUST WATCH!! [Video]. YouTube.
https://www.youtube.com/watch?v=4p5286T_kn0

Pushor, D. (2011). Looking Out, Looking In. Educational

Leadership, 69(1), 65-68.
https://familyengagement.nipissingu.ca/wpcontent/
uploads/sites/26/2014/12/Looking-Out-Looking-In.pdf
https://teacherrachelhsieh.weebly.com/