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Accessible and practical, this book helps teachers incorporate executive function processes—such as planning, organizing, prioritizing, and self-checking—into the classroom curriculum. Chapters provide effective strategies for optimizing what K–12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also shows how to differentiate instruction for students with learning or attention difficulties. Case examples illustrate individualized teaching strategies and classroom accommodations. More than a dozen reproducibles are included; the large-size format facilitates photocopying and day-to-day reference. Purchasers also get access to a Web page where they can download and print the reproducible materials.
- Sales Rank: #171670 in Books
- Brand: Meltzer, Lynn/ Harris, Karen R. (EDT)/ Graham, Steve (EDT)
- Published on: 2010-03-23
- Original language: English
- Number of items: 1
- Dimensions: 10.44" h x .59" w x 8.00" l, 1.24 pounds
- Binding: Paperback
- 252 pages
- Used Book in Good Condition
Review
"This very readable book enables teachers to explicitly teach implicit learning skills. It balances research and practice in reminding educators that students can't master the material they need to know if we don't teach them how to do it. Meltzer shares tested strategies and abundant classroom examples. She provides necessary tools for supporting academic growth in a wide range of students, and for helping students experience the critical truth that informed effort is the key to success. This book really gets the job done!"--Carol Ann Tomlinson, EdD, William Clay Parrish, Jr. Professor and Chair, Department of Educational Leadership, Foundations, and Policy, University of Virginia�"This book succeeds very well in its goal of providing usable information for teachers and other school professionals. The chapters are well written, informative, clear, and practical. The case studies and numerous case examples are excellent. These human touches help to illustrate the many areas of executive functioning that can be supported and enhanced for children with disabilities as well as typically developing children. This book will be an invaluable reference for any school or clinical personnel."--Margaret Semrud-Clikeman, PhD, ABPdN, Division Director, Clinical Behavioral Neuroscience, University of Minnesota Medical School�"An excellent, detailed overview of how executive functions can be integrated into classroom instruction for all grade levels. The book is very teacher friendly, including many examples and useable forms and techniques. A major appeal of the book is its focus on creating a classroom culture that fosters executive function for all students, rather than just presenting remediation techniques for those having difficulties. The strategies for screening and ongoing assessment mean that the book can easily be used as part of a schoolwide response-to-intervention or positive behavioral support system. Each chapter follows the same format, explaining first why the area is important, and then how to implement instruction at elementary, middle, and high school levels."--Catherine A. Fiorello, PhD, School Psychology Program, Temple University�"Teachers will find this book enormously useful, easy to understand, and easy to implement. Each chapter includes a remarkable array of rubrics, templates, checklists, and examples. The book looks strategically at the role of executive function (EF) in teaching and learning, showing how EF deficits can be impediments to academic, personal, and social success. By creating a culture of EF, teachers and administrators can support the growth of self-aware, resilient, problem-solving students who are ready to take on the challenges of learning, in school and beyond."--Lou Salza, MEd, Headmaster, Lawrence School, Broadview Heights, Ohio
About the Author
Lynn Meltzer, PhD, is Co-Founder and Co-Director of the Institute for Learning and Development (ILD) and ResearchILD in Lexington, Massachusetts. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. Dr. Meltzer's clinical practice, research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multidimensional model to bridge the gap between theory, research, and practice. A fellow and past president of the International Academy for Research in Learning Disabilities, she is the founder and chair of the national Learning Differences Conference.
Most helpful customer reviews
25 of 25 people found the following review helpful.
The importance of executive functioning and its relationship to education can no longer be ignored!
By Kenneth J. Kohutek
The author(s) are able to take the research in the field and present it in a fashion that can be immediately applied in the classroom. Meltzer bases this book on scientific studies which goes one step closer to the neuroeducation model which is bringing findings in the laboratory and classroom together. It is stated in the book that some of the information has been validated in controlled studies, some on research in classroom and have been used effectively in the educational therapy setting. Much of the information came from the Institute for Learning and Development (ILD) and ResearchILD which appears to combine the research/training model discussed by other authors.
Besides the excellent overview on understanding, assessing and teaching executive function processes, the constructs of goal setting, planning, prioritizing, organization, remembering, problem-solving and self-monitoring/self-checking form the chapters that comprise this book. There are suggestions on methods to teach EF separately or incorporating it in classes of math, reading, or writing. The reproducibles can be used in the classroom or with individual students. I found it easy to relate to this book because of the large number of references to experimental designs which lend credence to the efficacy of the recommended techniques.
While part of the title includes "What works for special-needs learners", all schools and educators need to become familiar with the concepts discussed on these pages.
Thank you Dr. Meltzer!!
7 of 7 people found the following review helpful.
Excellent book on EFD
By books are my life
Once again, I am pleased to purchase a book that is well-written, informative, and practical in knowledge and use. Executive Function Disorder (EFD) is the latest "hot topic" in special education. Anyone with adhd, autism, and processing issues, or if you still can't organize your utensil drawer, you've got EFD. Suffice it to say, my utensil drawer looks like a dungeon for utensils gone bad. As the parent of a daughter on the autsim spectrum, a 17 year old son (need I say more), and a special educator, I found this book particulary helpful in both understanding EFD better, and putting into action many of the excellent ideas. There are charts, explanations and anecdotal material to help you visualize and implement organizational strategies and work on emotional regulation (wouldn't that we all could get a handle on that). I highly recommend this book for teachers, parents and anyone who needs to understand why a sock in front of the hamper instead of in the hamper makes one explode like an overstuffed sausage.
4 of 4 people found the following review helpful.
Good book for all educators
By Tazzie
This book is really good to have as a tool in your classroom. It gives some great suggestions on how to strenghten students executive functioning skills. Even students who have not been identified for special education might have some executive functioning problems which will affect their learning in many ways. This book will help guide you through making simple adaptations and modifications to give every student an opportunity to do their best.
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