Enhanced Learning Skills for Kids » Attention

The Role of Executive Function in Learning

colleen — Thu, 20 Oct 2011 18:15:10 +0000

Executive function is the cognitive process we use to focus on certain tasks. Planning, organizing, prioritizing, managing time and strategizing are some of the things that require executive function. Working memory, which is the ability to hold information in the mind in order to carry out a task, is also a part of executive function.

Executive function begins to develop in infancy when a baby is learning to gauge the results of their actions. The most basic example would be when a baby realizes that if he throws his Teddy bear out of the crib, he can’t play with it anymore. As his executive functioning develops, he learns to control his impulse to toss the bear so that he can play with it longer.

Children with learning disorders and ADD often have difficulty with executive function. As with other cognitive impairments, a problem with executive function often shows up in school when they’re expected to perform tasks in the classroom.

Some of the indicators that show up in kids with executive function impairments are:

Inability to prioritize tasks in order to achieve the desired result
Not finishing their assignments within an allotted period of time
Trouble keeping quiet in the classroom unless called upon
Inability to retain instructions
Not being able to gauge the results of their actions, even if it means getting punished
Lack of interest in motivational rewards

When executive function is impaired, learning suffers, as does a child’s self esteem. The good news is that there are ways to strengthen this important cognitive tool.

One of the ways you can help your child with executive function is to use visual tools and detailed checklists for time and task management. Help them gather and organize materials and tools for assignments and projects. Use calendars to break down projects into manageable chunks of time. Use alarms to help them keep track of time.

The great news about working with executive function deficits is that the brain is elastic, which means that it’s constantly changing and growing. Using the above tools, as well as strengthening neurological connection using my brain training system, can greatly enhance your child’s performance in this area.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals. Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business. To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

Movement and ADD

colleen — Thu, 08 Sep 2011 18:15:05 +0000

I know that your ultimate goal is for your child to be able to sit still and learn, but the fact of the matter is that oftentimes in order to reach that goal we have to meet our children where they are. That means that we don’t compare them to other children and expect them to be like someone else. If little Anna needs to do her spelling drills on a trampoline in order to learn them, then so be it. If Sam needs to walk circles around the kitchen table while you’re helping him with his multiplication tables, that’s fine, too.

Movement is very important in getting the synapses stimulated to increase cognitive function. It also stimulates memory, which is why it’s so easy to remember how to ride a bike. The minute you get back on that bicycle and put your foot on the pedals and begin moving, the memory kicks in. That’s what I’m talking about here in terms of movement and memory. That’s why we don’t insist that a child sit down to study. If they need to stand up and wave their arms around, it’s okay. Let them take a break every so often to run around the yard a couple of times. Don’t insist that they sit down to study.

It’s important to understand that in order for their brain to process information at this point in time, they need to self-stimulate. Sometimes when I’m doing my Brain Training System with kids, I get on the trampoline and jump with them while we do brain exercises. We’re strengthening their cognitive foundation while we’re jumping. This is how the process works for now, but it’s not forever. We’re moving forward a little bit at a time.

It doesn’t happen overnight, but one step at a time, you’ll see improvements in your child’s memory function with my Brain Training System.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

The Different Types of Attention Associated With Learning

colleen — Thu, 07 Jul 2011 18:15:46 +0000

In order to strengthen the cognitive skills of ADHD using my brain training program, it’s important to understand the different types of attention necessary for learning. For cognitive purposes, the definition of attention is the ability to focus on one thing to the exclusion of others.

First of all, there’s sustained attention. Sustained attention is the ability to focus on one thing for an extended period of time. For instance, if Molly is asked to complete a page of math exercises in school, she’ll have to keep her attention on the exercises until they’re finished, whether it takes her five minutes or half an hour. If Molly has ADHD, you know that this can be a problem for her, because her cognitive functions have impaired her ability to maintain sustained attention.

Another type of attention is selective. Selective attention is the ability to filter out environmental factors and focus on just one thing. An example would be a Sam, a boy with ADHD, who’s doing homework at the kitchen table after school. Sam isn’t able to selectively apply his attention to the homework because he can’t filter out what’s going on around him. It doesn’t matter if he’s sitting alone in the kitchen; he can get distracted by anything; the salt and pepper shakers on the table; the clock ticking on the wall; a bird flying past the window. He just can’t maintain selective attention because of the cognitive impairment of ADHD. Divided attention is another type.

Divided attention means the ability to focus on more than one thing at a time. If your child has a cognitive impairment from ADHD, they’re often unable to divide their attention between tasks. Divided attention allows you to perform more than one task at a time. An example of this would be following instructions to make a batch of cookies where you have to divide your attention between reading the recipe and doing other things like measuring and stirring. The cognitive impairments of ADHD can make this type of activity extremely problematic for a child.

In order to find out what types of attention are affected in a child with ADHD, I always perform cognitive testing as the first part of my program. In that way, I can see what areas of the brain need to be strengthened and tailor my program to those areas. Using my Student Transformation System, we see tremendous increases in the areas of attention that are critical to a child’s ability to perform important cognitive functions.

ADHD Summer Online Program Updated to now be using BrainWare Safari Program

colleen — Wed, 23 Feb 2011 16:07:30 +0000

SUMMER SESSION FULL AND CLOSED If you are interested in the next group session – just let me know colleen@els4kids.com

I am offering this group to work through the same 12 week program using BrainWare Safari which has proven to have fantastic results for ADHD symptoms.

SIGN UP TODAY TO GET ACCESS TO THE REPLAY OF OUR RECENT WEBINAR ABOUT ADHD AND YOUR CHILD'S BRAIN AND HOW TO HELP YOUR CHILD ATTEND, REMEMBER AND PROCESS BETTER.

I gave valuable information on:

How your child's brain processes
Why neurotransmitters are important
Theory of hyperactivity
Theory of neuroplasticity
RAS and what it means
Medication and options
How to improve ADHD symptoms
How to help your child learn easier and more efficiently.

When you sign up for updates on the testing program, you will also begin receiving my weekly ezine newsletter. Your email will not be sold and will be kept private.

Plus, upon investing in your child's life, I am adding a bonus which is access to my braintraining101 teleseminar replay.

When you listen to the replay of Brain Training 101 you will learn about . . .

The theory of Neuroplasticity
Underlying Mental Abilities (Cognitive Skills)
BrainSkills
BrainWare Safari
Fast ForWord
Processing and Cognitive Enhancement (PACE)
Using brain training in an intensive manner over 12 weeks to overcome learning differences.
The information you need to know before you work with a trainer.

The Summer ADHD group using BrainWare Safari is open for enrollment and I will begin shifting to provide more information to you on this program. The webinar will remain intact where I will discuss ADHD/Brain and of course, BrainWare Safari. I will be posting a new page for the webinar within the next few days.

The Protocol for BrainWare Safari remains similar at 3-4 x a week for 30 minutes all online from your home. All other parts of the program remain in tact offering you tons of value beyond the software program. You will receive a lifetime license and cd Kit within 2 weeks of purchase. You will be provided a digital download of the program prior to program start. We will take care of coordinating everything for you and your child.

I will be targeting to start this program 6/1/11 while most students will still be in school. However, on this schedule we will be targeted to end the work by 8/24/11 give or take for post – assessments.

We will be approaching this training as a group effort. We will have group weekly Q&A calls on Wednesday's at 1pm EST for 60 min. and emails in between our weekly calls to check- in. Replays of the calls will be available for your review. I will be monitoring your child over the internet weekly.

Are you up for this challenge to try and change your child's life? Lessen the outbursts and frustration at home? Ready to Lessen the impulsiveness and improve the executive functioning skills like planning and organizing and of course attention skills?

If yes, please register below with your name and email. This way I can keep you updated about our product launch and what is involved on your part. I know cost is an issue for everyone so I am working to keep it this to a minimum as much as possible.

**You can spend close to $1200 in tutoring fees for your child over 12 weeks or invest just $250.00 for lifetime permanent changes and access the program for LIFE. Sounds like a no brainer to me!

***Targeted investment - $250.00 per student. Ready to invest? Go ahead and Click Here to secure your spot for your child.

Siblings will be at an investment of $70.00 for this special summer program. Ready to invest?

Click here to purchase a sibling license. If your child already has or completed BrainWare Safari and you want your child's sibling to take part then yes, you can just purchase a sibling and participate.

Program kicks off on 6/1/201. Payment must be in no later than 5/23/11!!

SIGN UP TODAY TO GET ACCESS TO THE REPLAY OF OUR RECENT WEBINAR ABOUT ADHD AND YOUR CHILD'S BRAIN AND HOW TO HELP YOUR CHILD ATTEND, REMEMBER AND PROCESS BETTER.

I gave valuable information on:

How your child's brain processes
Why neurotransmitters are important
Theory of hyperactivity
Theory of neuroplasticity
RAS and what it means
Medication and options
How to improve ADHD symptoms
How to help your child learn easier and more efficiently.

When you sign up for updates on the group BrainWare Safari program, you will also begin receiving my weekly ezine newsletter. Your email will not be sold and will be kept private.

****Schedule a consult with me if you have further questions. Once you sign up you will receive email updates about the product and launch. You will be asked to make your first payment within a few weeks to hold a spot for your child.

What are Cognitive Strategies all About?

colleen — Wed, 26 Jan 2011 21:25:08 +0000

Cognitive functioning is managed by cognitive processes. Learning more about cognitive strategies is gaining popularity which goes back to 1956 when Bruner, Goodnow, and Austin discovered it.

Everyone uses cognitive strategies on a regular basis because it’s a part of our normal routine. Cognitive strategies help us with our behavior and thinking so it doesn’t matter if we’re a regular person, one with special talents, or one with a brain injury we use these strategies every day. This means no matter what we’re doing everything is controlled strategically.

We learn both formally and informally when it comes to certain strategies. Without this ability we would not be able to learn what we need to on a daily basis. We wouldn’t be able to learn certain characteristics and have memories of things. When we have these strategies we have the ability to remember long and short term things that will help us with everyday life.

We use cognitive strategies all the time whether we realize it or not. Most things we do are automatic and we know what we’re doing so it’s something we could do with our eyes closed and we don’t even have to think about it. That’s where the cognitive strategies that we’re not aware of come in and the kind of cognitive strategy is when we’re learning something for the first time or we struggle with something that takes a lot of concentration to accomplish.

Our experiences, age, and maturity level are a part of the strategies we use on a regular basis. With that said, it’s unlikely you’ll see the same decisions made or thoughts shared from an adult and a 12 year old child. Their entire thinking process is different and that’s true when you think about the cognitive strategies that are used. Now that doesn’t mean that’s always the case, because it’s possible their decisions could be the same depending on the situation, but most times they’re not.

The effects you see with decisions that are made could be different from one person to another or from an adult to a child. Even though it could be the same decision the effects they’ll have on each individual could and should be different. You see this when a decision is made and then later on down the road the effects are visible. This could be education or job related.

We all know the decisions we make now affect our future and the things that happens and those come from cognitive strategies we use and decisions that are made. Some could be good and some could be harmful depending on what they are and how we deal with them. It’s possible for a child to learn something incorrectly and not even realize it, and then they go back to use it again and find out they didn’t do it correctly and they fail a test or a class. That’s where it could be harmful.

Cognitive strategies are all around us. We use them all the time no matter what we’re doing. They vary depending on the person and what’s going on and no two people are alike and will have the same strategies. What we need to know here is cognitive strategies are a part of everyday life no matter if we want it them or not.

This is why I created my Student Transformation System. It is pertinent for success that a child’s cognitive functions be strengthened. This provides the child with an increased capacity to learn. However, stronger skills and new pathways are not the whole solution.

It is imperative that your child’s cognitive strategies to approaching homework, studying, note-taking, comprehension and more are observed and improved upon when necessary. Take all of this improvement and align it with the classroom, teacher, yourself, your child and anyone else involved and we manage to get everyone on the same page relative to your child’s overall performance and next step vision/plan for continued success.

Be sure to check out my latest reading comprehension program which is individualized to meet your child’s unique needs and can be implemented online. Feel free to schedule you’re a 30 minute consultation with me where we can discuss your child’s needs, create a vision and plan for success.

COGNITIVE STRATEGIES.(2006). In Encyclopedia of Special Education: A Ref erence f or the Education of the Handicapped and Other Exceptional Children and Adults. Retrieved from http://www.credoreference.com
/entry/wileyse/cognitive_strategies

How Enhanced Learning Skills for Kids Can Help Your Child

colleen — Thu, 13 Jan 2011 22:23:04 +0000

I am often asked to explain what brain training means relative to helping your child be able to learn easier and more efficiently. I often find myself listing out the many benefits that your child can experience. For example, your child will be able to remember more with better imagery and recall the information faster, concepts whether imagery or auditory based will be understood, manipulated and ordered with much greater ease and organization.

Taking tests and studying will become much easier and less anxiety-driven as your child begins to transfer skills back into the classroom. Following your multi-step directions at home will be completed when asked without multiple requests to repeat the information. Your child will be able to follow along in class better and become a more active participant in the overall learning process.

Let’s not forget attending, focus and less fidgeting will be experienced. While this sounds wonderful, I do point out to parents that the joy and life-changing events do not stop there. As your child’s brain continues to dynamically change to the environment, cognitive skills and processing abilities will strengthen even more. Even though we all know that the magic pill, one-stop shopping, does not exist, brain training comes pretty close.

Why? Because, when you provide your child with a stronger foundation and capacity to learn, your child’s horizon has just expanded. Where your child may never had interest in reading before, books are now curiously interesting.

Usually, at this point in the conversation I would begin discussing the “How Can This Be Accomplished?” question. All of this wonderful changes in your child is possible because of the Theory of Neuroplasticity.

“Santiago Ramon y Cajal (a founder of modern neuroscience) expressed this theory in 1894, three years before Charles Sherrington coined the term synapse to describe the connections made between neurons. In the late 1940s the neuroplasticity model was advanced by Jerzy Konorski, who used the word plasticity to describe “permanent functional transformations,” and Donald Hebb, who ascribed testable physiologic characteristics to synaptic plasticity. However, experimental evidence that synapses are capable of long-lasting changes in synaptic strength did not come until the early 1970s, when Timothy Bliss and Terry Lomo described an increase in the synaptic strength of neurons in the mammalian hippocampus (a region of the brain critical for some forms of memory) following electrical stimulation. They termed this increase long-lasting potentiation, now referred to as long-term potentiation (LTP).” (novelguide.com, 2011)

The best part is that you can accomplish a stronger foundation and cognitive skills within 90 days in most cases. For example, I often recommend that while you are still getting “educated” on my site to start out with a home-based program that can be completed with a computer and internet connection.

BrainSkills and BrainWare Safari can begin the whole process of neuroplasticity and strengthening your child’s capacity to learn, remember and process by working the program 3x a week for 30 min. Then, if you even need more intensive brain training and help with transferring the new skills into everyday life and the classroom, you can work with me in-person.

Homework Tips and Strategies: Step 8 – Initiating Homework Assignments

colleen — Fri, 07 Jan 2011 15:36:47 +0000

As discussed from last week's article, homework meltdowns are not fun. In our first article in the series, I discussed how the leading cause of homework trouble is really weak cognitive skills. However, once the skills are strengthened your child needs to be instructed on how to approach the homework process.

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 7 of my process. This week I will discuss Step 8 – Initiating Homework Assignments.

Step 8 of my process is to "initiate" homework assignments. You may be wondering why on earth I would make initiating homework the last step of my process. Well, let me tell you why! I found that the students that I work with do not have the skills to complete their homework. Therefore, even giving them incentive to start it on their own, without giving them the skills to be successful, does not make much sense. In fact, most students will fail to initiate independently.

In this step, you help your child stay focused, organized and manage their homework assignments by helping integrate all the previous steps. By the time your child has reached this step in the homework process, your child is able to do some, if not all, of their homework independently. For the assignments they can complete on their own, they will work to understand the follow through of homework completion.

Keep in mind, that the initiation step is an independent one that is different from helping your child start homework through prompting. Even though your child can do homework independently, you are now working to have your child start and complete the process themselves with very little to know support.

When I have a student at this step in the process, they are reminded of all they have learned and accomplished. We set up a "schedule" that helps to guide the student and removes the parent from the process. The student will work through the schedule on his own for about a week with incentive (external rewards).

Once the student has demonstrated that the homework process can be worked through without support (homework itself may need support), than your student/child is bridging the gap to independence. I usually leave off with providing the family with a parent/child contract laying out the rules of the land, per the family. I will help craft the contract until it meets the needs of the family with their unique requirements. Next, I introduce the contract concept to the student/child and then help the family schedule a family meeting for next steps and implementation.

The homework process can be extended to more steps depending on the student's age. For example, when I work with older students, I include additional steps around project planning and time management.

If you have any questions, feel free to post a comment below. I would be happy to speak with you in detail on how my programs may help to transform your child into an independent learner. Go ahead and schedule your FREE 30 minute consult today.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Step 7 – Completing Homework Assignments

colleen — Thu, 30 Dec 2010 20:00:17 +0000

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 6 of my process. This week I will discuss Step 7 – Completing Homework Assignments.

Step 7 of my process is to "complete" homework assignments. This is an important step for a few reasons. Mainly, our children do not internalize that homework is not complete until it is handed in to the teacher.

In this step, you help your child stay focused, organized and manage their homework assignments by helping them to understand that homework is complete once it is handed into the teacher. By the time your child has reached this step in the homework process, your child is able to do some, if not all, of their homework independently. For the assignments they can complete on their own, they will work to understand the follow through of homework completion.

The follow through of homework completion is to stress that there are additional steps to completing homework. Once your child closes textbooks or finishes homework worksheets, homework is not completed. Your child needs to understand that concept of follow through or follow up with the teacher.

In order to work through this step, you may need to model the behavior with your child. For example, for younger students who have their teacher ask for the homework, I would play the role of their teacher. We would act out coming into the classroom and I would request the homework. Then we would agree the homework is now completed.

For older students that must hand in homework themselves, we act out the process of going into each classroom per subject. I would play the role of the teacher and explain the process of handing in homework. The student would need to hand in the homework according to their process in school.

In some cases, we would set up a routine when the child comes to work with me, they have to hand in "make believe" homework before we start our sessions. Eventually, it becomes routine.

In some rare cases, I would visit the school with the student. We would visit classroom to classroom after school – to give the student the real walk through experience of what is expected of them.

Most of the time, you will find students who are very literal, will struggle when this step is initially introduced because they expect the teacher to remind or ask them for their work. The bridge to independence is their for this type of student but they need a little practice and reassurance walking across the bridge.

I will connect with the classroom teacher(s), when requested, and we will work together to help the student (your child) bridge the gap successfully. Some students need to work on this step for months and in some cases it may take the first year that they are introduced to this step. This is the year that this student has begun intermediate school, for example, or middle school where they are now just being requested to hand in homework on their own without prompting.

In other cases, once the student is given the "process" and can understand the concept, they are fine. The steps in my homework process are rely heavily on processing, attention, memory and imagery (concept). That is why I will always stress and encourage that your child receive brain training prior to working through this process. I usually provide about 30 hours of brain training with a student and then overlap this process, if it is needed, while finishing the brain training program.

For some students that are really struggling with remembering to hand in their homework, you can use the buzzing watch I mentioned in an earlier article. Set the buzzing alarm for each of the classes start time for your child. Model for your child when the watch buzzes it means its time to hand in homework. That will get you started. You can also add in reminders in your child's locker and assignment books.

Just a quick note to parents: from your perspective remember that to really help your child benefit with homework completion means being able to help your child understand the different concepts of the process and not just focusing on the end product of a finished worksheet.

Next week, I will continue writing about my 8 step process. I will begin discussions around what it really means to initiate doing homework. This is the last step of my process because I find it helpful to introduce the concepts, steps and model independent homework sessions prior to requesting initiation of the student.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Timing Homework Assignments

colleen — Thu, 23 Dec 2010 20:00:47 +0000

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 5 of my process. This week I will discuss Step 6 – Timing Homework Assignments.

Step 6 of my process is to "time" homework assignments. This is an important step for a few reasons. Mainly, we are proving to our children that homework will not take hours to complete.

In this step, you help your child stay focused, organized and manage their time by literally tracking the time they start their homework and finish. By this step in the homework process, your child is able to do some, if not all, of their homework independently. For the assignments they can complete on their own, they will track how long it takes to complete. Here is a snapshot of the "concept" in action.

This step will help to prove to your child that completing a math worksheet really can take as little as 15 minutes. Now, when the anxiety kicks in and your child begins their "negotiations" with you to put off completing the math worksheet, you'll have proof to calm them down. You can shorten or avoid the anxiety homework meltdown by reminding them they have completed their math in very little time. This is key discussion around the math worksheets you know your child is already comfortable with and the anxiety is prohibiting them from starting the sheet.

The other reason this step is important is for families with Individualized Education Programs (IEP). This technique can also be used for anyone trying to prove their point to a teacher. I have used this technique with students where the parents discussed concern over homework taking 2-4 hours a night. The child study team responded that it was the parent's fault for not providing structure in the home. Actually, that is a common response from IEP teams untill you can help them understand and they need proof.

By using this form for tracking over a few weeks time, you begin to tell a story. You begin to recognize that, perhaps, math is the one subject that is proving the most difficult for homework. You now have the time tracking to prove it, too. In our example, this chart will help you and your IEP team discover that math is the culprit taking 2 hours a night and the only subject requiring so much hands on support from the family, With this information, the teachers can then look at the homework being presented and begin to develop alternative methods of homework without sacrificing the homework grades (for those in upper grades).

I have had great success using this technique. **For a very small investment of $9.97, you can download a PDF copy of the Homework Time Tracker Tool today. Directions for use are included on the worksheet tool. Free Adobe Reader is needed if you do not already have the ability to open pdf files on your pc or mac.

Next week, I will continue writing about my 8 step process. I will begin discussions around what it really means to complete homework assignments.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Chunking Out Homework Assignments

colleen — Thu, 16 Dec 2010 20:00:13 +0000

As discussed from last week's article, homework meltdowns are not fun. I discussed how the leading cause of homework trouble is really weak cognitive skills. However, once the skills are strengthened your child needs to be instructed on how to approach the homework process.

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 4 of my process. This week I will discuss Step 5 – Chunking Out Homework Assignments.

Step 5 of my process is to "chunk out" homework assignments. Most children simply open their planner/agenda and begin their assignments in overwhelm. They look at a page of math equations and immediately begin the internal talk of "I'll never get all this done tonight."

In this step, you help your child stay focused and organized by "chunking out" or focusing on a small amount of work at a time. For instance, if your child gets a full page of equations that require your child to show their work, then you can literally cover up all the equations on the page except for the first three.

By doing this, you help to shift your child's mindset. You begin to help your child understand that they are in control and will be able to get through this page of work. It is a matter of doing a little at a time.

If your child has focus issues, then you can add a ten minute break onto the third equation being done. So, your child can do 3 equations and take a 10 minute break.

If you rather not limit your child to a number of equations or amount of content, then simply use a timed approach. Inform your child they can work on this subject for the next 30 minutes and then take a break. For some students, having a timed session alleviates them from getting off task and spending too much time on one subject.

I often recommend the timed timer to help your child keep track of how much time is left until their break. I use this timer myself when I am working with students in sessions.

Next week, I will continue writing about my 8 step process. I will begin discussions around what it really means to track and time homework assignments.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

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