Skills You Need to Succeed
Estimated Time: 2 hours
So far in Lesson 1, we have discussed why learning is important and what actually occurs when you learn. In the remaining sections of this week’s lesson, we will discuss some skills that are useful for learning. We will start with Executive Functioning Skills, which govern our cognitive ability to focus our attention and learn.
What are Executive Functioning Skills?
Brain functions that support executive functioning
- Flexible Attention (Mental Flexibility): "Helps us to sustain or shift attention in response to different demands or to apply different rules in different settings."
- Working Memory: "Governs our ability to retain and manipulate distinct pieces of information over short periods of time."
- Inhibitory Control (Impulse Inhibition): "Enables us to set priorities and resist impulsive actions or responses."
Summary of the tips from the videos
Tip 1: Learn to look closely.
Tip 2: Stop and think.
Tip 3: Exercise.
Tip 4: Challenge yourself.
Tip 5: Try another way.
Reflection: Executive Functioning Skills
Helping Alex, Akua, and Juma
💬 In the padlet below, suggest some actions Alex, Akua, or Juma could take to improve their ability to succeed, in spite of the challenges that they currently have with their executive functioning skills.
Open to see some useful advice for Alex (or anyone with flexible attention challenges).
- Morning:
- Set a specific time limit for phone usage in the morning to avoid getting engrossed in social media. Use apps or features that limit screen time or set reminders to help manage phone usage.
- Establish a morning routine that includes tasks like setting an alarm, getting ready, and organizing materials needed for the day. Following a routine can help create structure and improve time management.
- Mid-morning:
- Develop a habit of actively listening and taking notes during class to improve information processing and flexibility. Practice summarizing key points and checking for updates or changes in the syllabus regularly.
- If there are any changes or announcements in class, write them down immediately and review the syllabus afterward to update study plans accordingly.
- Lunchtime:
- Practice active listening and engage in mindful conversations with friends. Pay attention to details and actively participate in discussions to improve flexibility in social interactions.
- When conflicting events arise, take a moment to consider the options and be open to adjusting plans.
- Communicate with the group to discuss alternative meeting times or find solutions that accommodate everyone's schedules.
- Afternoon:
- Find a quiet and distraction-free study environment to help improve focus and attention. Use earplugs or noise-cancelling headphones, or study in a secluded setting to minimize external distractions.
- Implement techniques like the Pomodoro Technique, where you work for a set period (e.g., 25 minutes) and then take a short break (e.g., 5 minutes) to rest and reset your attention.
- Evening:
- Break down the feedback received from the instructor into smaller, manageable tasks.
- Prioritize the revisions based on the importance and urgency of each point.
- Create a to-do list or use a task management tool to stay organized and focused.
Open to see some useful advice for Akua (or anyone with working memory challenges).
- Morning:
- Develop a habit of using a physical planner or digital calendar to write down class schedules and important deadlines. This will provide a visual reminder and help you stay organized.
- Practice actively reviewing your schedule each morning to reinforce the information in your working memory. By regularly checking your schedule, you can improve your ability to recall and remember details.
- Mid-morning:
- Develop effective note-taking strategies during class. Jot down key points, use symbols or diagrams, and summarize information in your own words. These techniques can enhance your understanding and retention of the material.
- Consider recording classes (with the instructor's permission), or reviewing the class recordings created by the instructor.
- Afternoon:
- Practice active learning techniques like summarizing information in your own words, outlining, asking questions, and making connections between different ideas. These active learning strategies can help encode information into her long-term memory more effectively.
- Late Afternoon:
- Engage actively during study group sessions by asking questions and participating in the discussions. These interactions can reinforce her understanding and retention of the material.
- Use visual aids, such as concept maps or diagrams, to organize and connect ideas discussed during the study group. Visual representations can assist you in retaining and recalling information more efficiently.
- Evening:
- Develop a step-by-step approach for following instructions during online assignments. You can write down the sequence of steps in the instructions or create a checklist to refer back to while completing the assignment. Breaking down the instructions into smaller, manageable chunks can enhance your working memory performance.
Open to see some useful advice for Juma (or anyone with inhibitory control challenges).
- Morning:
- Establish a morning routine that includes specific time slots for phone usage. You can set a limit on the amount of time you spend on your phone before starting your study session. Using apps or features that track and limit screen time can be helpful.
- Keep your phone out of sight and in a different room while studying to minimize distractions and resist the impulse to check notifications.
- Mid-morning:
- Practice active listening during classes. You can engage with the material by taking detailed notes, asking questions, and participating in class discussions. Actively involving yourself in the learning process can help improve your focus and block out distractions.
- Active learning strategies like summarizing key points, repeating information in your own words, or visualizing concepts can help maintain attention and enhance understanding.
- Lunchtime:
- Plan and prepare healthy meals in advance to avoid impulsive food choices. You can pack a nutritious lunch or snacks from home to resist the temptation of unhealthy options nearby.
- Evening:
- Create a distraction-free study environment by putting the phone in a different room, using website blockers to limit access to social media, or employing productivity apps that block distracting notifications.
- Night:
- Establish a bedtime routine that promotes healthy sleep habits. You can set a specific time to wind down, avoid stimulating activities like watching TV or playing video games close to bedtime, and create a relaxing environment conducive to sleep.
- Set a bedtime alarm to remind you of your commitment to getting adequate rest. Resisting the urge to stay up late can help improve your overall cognitive functioning.
Executive Functioning Skills for Learning
Below are some more Executive Functioning skills that influence your ability to learn effectively. With each skill listed, in addition to the definition, you will find a description of what it looks like when a student is strong in this skill or poor in this skill.
Executive Function Skill | Definition | Example of Good | Example of Poor |
---|---|---|---|
Planning | The ability to set goals, develop strategies, and create a roadmap to achieve desired outcomes. | Ope creates a detailed study schedule at the beginning of each term, mapping out specific times for each subject and allowing ample time for assignments and test preparation. | Jack often waits until the last minute to start studying for tests, leading to cramming sessions and increased stress levels. |
Organization | The skill to arrange and coordinate resources, information, and tasks in a systematic and efficient manner. | Emmy keeps a meticulously organized Google Drive with separate folders for each subject and a designated spot for assignments and handouts. | William frequently misplaces important documents, struggles to keep track of due dates, and often has a cluttered and disorganized study area. |
Task Initiation | The ability to start and initiate a task or activity without unnecessary delay or procrastination. | Seun promptly begins working on a research paper as soon as the topic is assigned, breaking it down into smaller tasks and setting achievable milestones. | Oliver often procrastinates starting assignments until the night before they are due, causing stress and negatively impacting the quality of his work. |
Flexibility | The capacity to adapt and adjust strategies, plans, or approaches when faced with changes or unexpected situations. | Misan adapts her study plans when an instructor moves an assignment due date, adjusting her schedule accordingly and allocating extra time to review the new material. | Daniel becomes frustrated and resistant when group members suggest changes to a project, insisting on sticking to the original plan even if it's no longer optimal. |
Attention | The ability to sustain focus on a task or stimuli while filtering out distractions. | Oyin maintains focused attention during class, actively listens to the instructor, takes detailed notes, and actively participates in class discussions. | Peter struggles to concentrate during class, frequently getting distracted by external stimuli or drifting off into unrelated thoughts. |
Self-control | The capacity to regulate emotions, impulses, and behaviors to achieve long-term goals, even in the face of distractions or temptations. | Leila resists the temptation to spend hours on social media during study sessions, utilizing website blockers or setting specific time limits to stay on track. | Christine frequently gets sidetracked by online distractions, spending excessive time on social media or gaming instead of focusing on assignments. |
Working Memory | The ability to hold and manipulate information in mind for short-term use. | Akin can mentally juggle complex concepts during a class, making connections between different ideas and easily recalling information during exams. | Paul struggles to remember the steps required to solve a math problem, often needing to refer back to the instructions or notes repeatedly. |
Metacognition | The capacity to think about and regulate one's own thinking processes, including planning, monitoring, and evaluating one's own performance. | Nekesa reflects on her learning progress regularly, evaluates the effectiveness of her study techniques, and adjusts her strategies based on her understanding and performance. | John doesn't reflect on his learning process, uses ineffective study methods without realizing it, and struggles to accurately assess his own understanding of the material. |
Time Management | The ability to allocate and prioritize time effectively to complete tasks and meet deadlines. | Ali creates a detailed weekly schedule, allocates specific time slots for studying, assignments, and personal activities, and consistently completes tasks ahead of deadlines. | Fred frequently underestimates the time required for assignments, procrastinates until the last minute, and often submits rushed or incomplete work. |
Perseverance | The capacity to persist in efforts, maintain motivation, and overcome obstacles or setbacks to achieve goals. | Despite facing setbacks and challenges, Robb seeks help, stays motivated, and persists until he successfully completes the project. | Neil easily gets discouraged by setbacks, loses motivation quickly, and tends to abandon tasks before putting in sufficient effort to overcome obstacles. |
Improving Executive Function Skills for Learning
Planning
-Break tasks into smaller, manageable chunks: Divide larger assignments or projects into smaller, actionable tasks to make them less overwhelming and easier to plan for.
-Use a planner or digital calendar: Write down deadlines, important dates, and study sessions in a planner or use a digital calendar with reminders to help stay organized and on track.
-Prioritize tasks: Determine the importance and urgency of each task and prioritize them accordingly. Focus on high-priority items first to ensure they are completed in a timely manner.
Organization
-Declutter and create an organized study space: Remove unnecessary items, tidy up your study area, and create designated spaces for different materials (e.g., notebooks, textbooks) to minimize distractions and locate resources easily.
-Use folders and color-coding: Assign specific folders or binders for each subject and use color-coded tabs or labels to categorize and organize course materials.
-Develop a filing system: Establish a consistent system for organizing digital files on your computer, using clear and logical folder structures and file naming conventions for easy retrieval.
Task initiation
-Break tasks into smaller, actionable steps: Divide tasks into smaller, more manageable steps to make them less intimidating and easier to initiate. Start with the first step, which is often the most challenging.
-Set deadlines and create a timeline: Establish specific deadlines for different phases of a task or project and create a timeline that outlines when each step should be completed. This provides a sense of structure and helps with initiating tasks.
-Use visual cues and reminders: Place visual cues, such as sticky notes or visual timers, in prominent locations to remind yourself to start a task or assignment at a designated time. You can also set reminders on your phone, or add tasks to you calendar.
Flexibility
-Practice adaptability in daily life: Purposefully introduce changes or variations into your routine to build flexibility and adaptability skills. Try different study environments or study materials to adapt to different learning situations.
-Seek alternative solutions: When faced with challenges or unexpected circumstances, brainstorm and consider alternative approaches or strategies to overcome obstacles and adapt your plans.
-Reflect and learn from experiences: Regularly reflect on situations where you had to be flexible or where inflexibility hindered your progress. Identify lessons learned and areas for improvement to enhance your flexibility in the future.
Attention
-Minimize distractions: Create a focused study environment by turning off or silencing electronic devices, closing unnecessary tabs on your computer, and finding a quiet space where you can concentrate.
-Use active listening techniques: Engage actively in class lectures or discussions by taking detailed notes, asking questions, and participating actively. These techniques help maintain attention and improve comprehension.
-Practice mindfulness exercises: Train your attention and focus by practicing mindfulness techniques, such as deep breathing, meditation, or focusing on a single task without distractions for a specific period.
Self-control
-Implement self-reward systems: Set up a reward system where you can earn small incentives after completing certain tasks or reaching specific milestones, helping you stay motivated and maintain self-control.
-Develop impulse control strategies: When faced with distractions or temptations, employ techniques like the "5-minute rule" (waiting for 5 minutes before giving in) or using apps that block access to distracting websites or apps.
-Practice delaying gratification: Train yourself to resist immediate desires by consciously delaying gratification. Start with small tasks or activities and gradually increase the duration.
Working memory
-Use mnemonic devices: Utilize memory aids, such as acronyms, visualization techniques, or associations, to help retain and recall information more effectively.
-Practice active engagement: Actively engage with the material by summarizing key points, teaching concepts to others, or creating mental connections between new information and existing knowledge.
-Utilize external memory aids: Make use of external tools like flashcards, sticky notes, or digital note-taking apps to offload information from your working memory and free up mental resources.
Metacognition
-Set learning goals: Clearly define what you want to achieve in your learning process and establish specific goals for each study session or assignment.
-Reflect on learning strategies: Regularly evaluate and reflect on the effectiveness of your study techniques, identifying which methods work best for you and making adjustments as needed.
-Monitor your progress: Continuously assess your understanding of the material, track your learning progress, and identify areas where further review or clarification is necessary.
Time management
-Use a time tracking tool: Monitor how you spend your time by using time tracking apps or spreadsheets to gain insight into where your time is being allocated and identify areas for improvement.
-Break tasks into time blocks: Allocate specific time blocks for different tasks, setting a start and end time for each activity to create a structured schedule.
-Prioritize important tasks: Identify high-priority tasks and tackle them when your energy and focus are highest (usually earlier in the day).
Perseverance
-Set realistic expectations: Understand that challenges and setbacks are a natural part of the learning process. View difficulties as opportunities for growth rather than reasons to give up.
-Seek support and feedback: Reach out to instructors, advisors, peers, or academic resources for help and guidance when facing challenges. Utilize their expertise and feedback to persist in your efforts.
-Practice positive self-talk: Develop a positive and growth-oriented mindset by reframing negative thoughts and using positive self-talk. Remind yourself of your capabilities and past successes to maintain motivation and perseverance.