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Teachers as First Responders: Executive Function Knowledge Improves Instruction

Teachers as First Responders: Executive Function Knowledge Improves Instruction

Sheri G. Lederman, Bruce Torff
Copyright: © 2016 |Pages: 22
ISBN13: 9781522502043|ISBN10: 1522502041|EISBN13: 9781522502050
DOI: 10.4018/978-1-5225-0204-3.ch006
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MLA

Lederman, Sheri G., and Bruce Torff. "Teachers as First Responders: Executive Function Knowledge Improves Instruction." Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, et al., IGI Global, 2016, pp. 103-124. https://doi.org/10.4018/978-1-5225-0204-3.ch006

APA

Lederman, S. G. & Torff, B. (2016). Teachers as First Responders: Executive Function Knowledge Improves Instruction. In T. Petty, A. Good, & S. Putman (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (pp. 103-124). IGI Global. https://doi.org/10.4018/978-1-5225-0204-3.ch006

Chicago

Lederman, Sheri G., and Bruce Torff. "Teachers as First Responders: Executive Function Knowledge Improves Instruction." In Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, Amy Good, and S. Michael Putman, 103-124. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0204-3.ch006

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Abstract

Effective instruction begins at the level of each individual student in a classroom. It is not enough for educators to simply assess prior content knowledge at the beginning of the school year in order to develop an appropriate instructional program. Teachers should have knowledge of executive functions (EF), the cognitive processes associated with active learning and work production. Educators must be prepared with the tools and strategies to assess the foundational EF capacities of working memory, inhibition, and cognitive flexibility that are essential to the learning process. Preservice training and inservice professional development that prioritize instructional strategies to further EF abilities can fill the current gap in pedagogical approaches, potentially improving the academic outcomes of students.

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