Brain-Based Learning: The Science of Reading and Executive Function

Introduction of facilitator and participants
Overview of course structure and expectations
Pre-assessment of knowledge and experience

1. Current understanding of how learning changes the brain
2. Brain plasticity across the lifespan
3. How Learning Changes Brain Structure"
4. Implications for teaching and learning

The reading circuit
Four key brain regions involved in reading
Visual cortex (letter/word perception)
Phonological cortex (sound-letter mapping)
Semantic cortex (word meanings)
Syntactic cortex (sentence structure)
Brain mapping reading processes

The executive function system
Three core components:
Working memory
Inhibitory control
Cognitive flexibility
"Executive Function: Skills for Life and Learning"
Executive function demands in classroom settings

How reading and executive function interrelate
Shared neural pathways and developmental timelines
Analyzing classroom tasks for reading and executive function demands

Overview of Component 1: Brain Architecture assignments
Distribution of materials and resources
Q&A about expectations

Small group sharing of key insights from brain architecture study
Questions and clarifications

Reading development timeline
Executive function development timeline
Grade-level expectations mapping

Defining dyslexia
Signs by age group
Preschool indicators
Kindergarten and first grade indicators
Later elementary indicators
Dyslexia in the Classroom
Recognizing patterns vs. isolated struggles

Defining dyscalculia
Signs by age group
Early mathematical development
Elementary indicators
Secondary indicators
Myth vs. Reality quiz
The hidden nature of math disabilities

Executive function profiles
Observable behaviors indicating challenges
Working memory difficulties
Inhibitory control difficulties
Cognitive flexibility difficulties
Analyzing student profiles
Distinguishing executive function challenges from behavior problems

Overview of formal and informal assessment options
Resources for further exploration
Introduction to Component 2: Student Assessment assignments

Structured sharing of student assessment insights
Common patterns and unique observations

Research-based principles
Key elements of effective support
Early intervention
Explicit instruction
Systematic approach
Sufficient intensity and duration
Progress monitoring

Elements of structured literacy
Key components
Phonological awareness
Sound-symbol association
Syllable instruction
Morphology
Syntax
Semantics
Sample structured literacy lesson
Practicing multisensory techniques

Principles of multisensory math
Key approaches
Concrete-representational-abstract sequence
Explicit language instruction
Visual models
Systematic review
Sample multisensory math activities
Analyzing math tasks for potential barriers

Supporting working memory in the classroom
Evidence-based strategies
Chunking information
Visual supports
Verbal rehearsal
Organizational tools
Working memory classroom techniques
Strategy planning for specific students

Digital tools for supporting learning differences
Recommended apps and websites
Introduction to Component 3: Strategy Implementation assignments

Sharing successes and challenges
Group problem-solving for implementation barriers

Understanding inhibitory control challenges
Evidence-based strategies
Self-monitoring techniques
Visual supports for behavior
Environmental modifications
Explicit instruction in self-regulation
Classroom techniques for supporting inhibitory control
Developing self-regulation tools

Understanding cognitive flexibility challenges
Evidence-based strategies
Teaching flexible thinking
Supporting transitions
Visual supports for routines
Problem-solving frameworks
Classroom techniques for supporting cognitive flexibility
Planning transition supports

Embedding executive function support
Integration strategies
Reading comprehension and working memory
Writing process and planning
Math problem-solving and cognitive flexibility
Analyzing and modifying lesson plans

Universal Design for Learning framework
Environmental considerations
Physical organization
Visual supports
Routines and procedures
Emotional climate
Before/after classroom examples
Environmental modification planning

The emotional impact of learning challenges
Strategies for supporting emotional well-being
Strengths-based approaches
Growth mindset development
Anxiety management techniques
Introduction to Component 4: Classroom Environment assignments

Gallery walk of environmental changes
Sharing of impact and student responses

Family partnership principles
Key strategies
Strengths-based communication
Accessible explanations of learning differences
Home-based support strategies
Consistent expectations across settings
Family conference role-play
Developing family communication tools

Moving beyond individual classrooms
School-wide implementation models
Multi-tiered systems of support
Professional learning communities
Shared language and practices
Administrative support strategies
Possibilities and barriers in participants' settings

Implementation science principles
Planning framework
Short-term goals (1-2 weeks)
Medium-term goals (2-3 months)
Long-term goals (full school year)
Support and resources needed
Progress monitoring plan
Developing comprehensive action plans
Commitments and next steps

Key organizations and websites
Recommended books and articles
Online professional learning communities

Review of course objectives and learning
Evaluation completion
Final reflections and appreciations

"Building the Brain's Air Traffic Control System" (Harvard Center on the Developing Child)
"Reading in the Brain: The Science and Evolution of a Human Invention" (selected chapters)
"Executive Function: Skills for Life and Learning" (article)

Video tutorials on brain regions involved in reading and executive function
Interactive brain exploration activity
Self-assessment quiz on brain structure and function

Brain mapping activity: Create visual representation of reading and executive function neural pathways
Classroom task analysis: Identify executive function and reading demands in daily activities
Digital photo journal: Document classroom activities that engage different brain regions

Guided reflection questions on implications of neuroscience for teaching practice
Connection between brain architecture and observed student challenges
Preliminary ideas for classroom application

Implementation of structured observation tools for reading behaviors
Implementation of structured observation tools for executive function
Documentation of findings using provided templates

Collection of student work samples showing potential learning differences
Structured analysis using provided guidelines
Documentation of patterns across multiple samples

Selection of 2-3 focus students based on observations
In-depth profiles including strengths and challenges
Hypotheses about underlying skills and needed supports
Initial intervention ideas based on profiles

Analysis of provided classroom video scenarios
Identification of signs of learning differences
Reflection on teacher responses and potential alternatives

Review of evidence-based strategies from facilitated sessions
Selection of 3-5 strategies aligned with student needs
Detailed implementation planning using provided template
Materials preparation and adaptation

Implementation of selected strategies over 1-2 weeks
Documentation of implementation process using provided tools
Collection of evidence (student work, photos, observation notes)
Adjustments based on ongoing observations

Virtual or in-person consultation with course peer
Structured discussion of implementation challenges
Collaborative problem-solving
Documentation of insights and adjustments

Structured reflection on implementation process
Analysis of impact on student performance
Identification of successful approaches and continuing challenges
Planning for continued implementation

Comprehensive analysis of classroom environment using provided checklist
Focus areas:
Physical organization
Visual supports
Auditory environment
Emotional climate
Systems and routines
Documentation through notes and photographs

Prioritization of needed modifications based on audit
Research on potential solutions
Detailed planning for 3-5 specific modifications
Material creation and preparation

Implementation of planned modifications
Documentation through before/after photographs
Notes on implementation process and challenges
Observation of initial student responses

Structured reflection on environmental changes
Analysis of impact on student behavior and learning
Identification of additional needed modifications
Planning for ongoing environmental support

Development of family-friendly explanation of learning differences
Creation of home support strategies aligned with classroom approaches
Design of communication tool (newsletter, handout, presentation)
Planning for ongoing family partnership

Creation of personal resource library
Organization of key articles, websites, and tools
Development of quick-reference guides for classroom use
Identification of resources for further learning

Integration of learning from all course components
Development of detailed implementation plan
Short-term goals (1-2 weeks)
Medium-term goals (2-3 months)
Long-term goals (full school year)
Support and resources needed
Progress monitoring approach

Comprehensive reflection on course learning
Self-assessment of knowledge and skill development
Identification of continued learning needs
Personal commitments for ongoing practice