Executive Functions (Part 1): Understanding Why Some Students Struggle

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. List at least five differences often observed between successful and struggling students.
2. Define “working memory” and explain how working memory difficulties can result in academic problems.
3. Explain why study skills are important for a student’s academic success. Next, discuss two reasons why teachers often do not teach study skills strategies.
4. When they teach students to use an instructional strategy, teachers need to make sure to address maintenance and generalization.
   1. Describe the importance of each.
   2. Explain why teachers often forgo these components of effective instruction.
5. Imagine that you are a biology teacher. Devon, a high-school junior, seems bright and articulate, but he is failing your class. You examine his cumulative file and find that, until last year, he has been an average to above-average student. At that point, however, his grades started to slide. In subsequent conversations Devon admits that he is discouraged. He says that he is trying, but he just does not know how to improve.
   1. Based on what you have learned in this module, explain one possible reason for this academic change.
   2. As a teacher, how can you help Devon improve academically?
   3. What can you do to help motivate and engage Devon?

To learn more about effective strategies for students who have difficulties with executive functions, proceed to the following IRIS Module:

• Executive Functions (Part 2): Strategies to Improve Students’ Academic Performance