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Boost Your Brainpower

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dcelona

Tier 2
For Schools

Lesson Plan

Boost Your Brainpower Lesson Plan

Students will understand executive function disabilities, identify personal strengths and challenges, and apply practical strategies to enhance organization, time management, and focus.

Many students struggle with planning, organization, and focus. This lesson builds self-awareness, equips them with concrete tools, and fosters peer support to improve academic success.

Audience

10th Grade Students

Time

30 minutes

Approach

Interactive self-assessment and collaborative strategy development.

Materials

  • Executive Function Self-Assessment Handout, - Strategy Toolkit Worksheet, and - Classroom Timer

Prep

Review Materials

5 minutes

  • Review the Executive Function Self-Assessment Handout and Strategy Toolkit Worksheet
  • Print one copy per student or ensure digital access
  • Prepare a visible timer for time-management activities

Step 1

Introduction

5 minutes

  • Define executive functions and executive function disabilities in student-friendly terms
  • Explain the lesson’s goals: self-discovery and strategy-building
  • Establish a supportive, nonjudgmental environment

Step 2

Self-Assessment

7 minutes

  • Distribute the Executive Function Self-Assessment Handout
  • Students complete the questionnaire individually
  • Emphasize there are no right or wrong answers; promote honest reflection

Step 3

Peer Share & Discussion

8 minutes

  • Pair students and have them share one personal strength and one challenge
  • Encourage active listening and positive feedback
  • Ask pairs to identify any shared themes or surprises

Step 4

Strategy Brainstorm

7 minutes

  • Hand out the Strategy Toolkit Worksheet
  • In small groups, brainstorm practical strategies (e.g., planners, timers, break schedules)
  • Complete at least three strategies for each focus area: organization, time management, and attention

Step 5

Wrap-Up & Reflection

3 minutes

  • Reconvene as a whole group; invite volunteers to share their favorite new strategy
  • Summarize key takeaways and stress peer support
  • Ask each student to choose one strategy to implement this week and set a reminder using the Classroom Timer
lenny

Slide Deck

Boost Your Brainpower

Exploring Executive Function Disabilities & Building Strategies for Success

Welcome everyone! Today we’re diving into how our “executive functions” work and why sometimes they can be tricky. By the end of this lesson, you’ll know what executive function disabilities are, discover your own strengths and challenges, and develop practical tools to boost your organization, time management, and focus.

Lesson Objectives

  • Define executive functions and executive function disabilities
  • Identify personal strengths and challenges
  • Learn practical strategies for organization, time management, and focus

Let’s review our goals for the next 30 minutes. These objectives will guide our activities and discussions.

What Are Executive Functions?

  • Mental skills that help us plan, organize, manage time, focus, and control impulses
  • Include working memory, self-regulation, task initiation

What Is an Executive Function Disability?

  • Occurs when these skills are harder to use, making schoolwork and daily tasks more challenging

Explain that executive functions are like the brain’s “air traffic control” — they help us plan, organize, remember, and regulate ourselves. Then highlight that when these skills don’t work smoothly, it can be called an executive function disability.

Self-Assessment Activity

Take 5 minutes to complete the Executive Function Self-Assessment Handout.

  • Be honest; no right or wrong answers
  • Notice which skills feel easy and which feel challenging

Distribute the handout and set a visible timer for 5 minutes. Encourage honest reflection—there are no right or wrong answers.

Peer Share & Discussion

Pair up and share:

  • One personal strength from your self-assessment
  • One challenge you noticed

Listen actively and give positive feedback.
Discuss any shared themes or surprises.

Have students form pairs and remind them to listen without judgment. Walk around to support and prompt deeper conversation.

Strategy Brainstorm

In small groups, use the Strategy Toolkit Worksheet to brainstorm at least three strategies for each area:

  • Organization
  • Time Management
  • Attention & Focus

Examples: planners, timers, break schedules

Divide the class into small groups and hand out the Strategy Toolkit Worksheet. Encourage creativity and concrete examples.

Strategy Toolkit Examples

Organization:

  • Color-coded folders
  • Daily to-do lists

Time Management:

  • Time blocking in your planner
  • Alarms & reminders for deadlines

Focus:

  • Pomodoro breaks (25 min work/5 min break)
  • Minimizing distractions (silence notifications)

Highlight these examples to jumpstart their ideas. Encourage groups to adapt or combine strategies.

Wrap-Up & Next Steps

  • Volunteers: Share your favorite new strategy
  • Choose one strategy to try this week
  • Set a reminder on the classroom timer

Thank you for your participation!

Invite volunteers to share. Emphasize the importance of trying one strategy this week and using the timer to build momentum.

lenny

Worksheet

Executive Function Self-Assessment Handout

Instructions: For each statement below, circle or write a number from 1–5 that best describes you (1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always). Be honest—there are no right or wrong answers.

  1. I begin my school assignments promptly without putting them off.
    Rating (1–5): ______

  2. I remember to bring all the materials I need to class (books, notebooks, supplies).
    Rating (1–5): ______

  3. I break large tasks into smaller, manageable steps.
    Rating (1–5): ______

  4. I keep my backpack and locker organized so I can find things easily.
    Rating (1–5): ______

  5. I estimate how long assignments or projects will take and plan accordingly.
    Rating (1–5): ______

  6. I use a planner or calendar to track due dates and deadlines.
    Rating (1–5): ______

  7. I manage distractions (like my phone or noise) when I need to focus.
    Rating (1–5): ______

  8. I stick to my planned schedule or study routine.
    Rating (1–5): ______

  9. I remember and follow multi-step directions without needing frequent reminders.
    Rating (1–5): ______

  10. When I feel stuck on a task, I can initiate work without waiting until the last minute.
    Rating (1–5): ______

  11. I monitor my progress on assignments and adjust my approach if needed.
    Rating (1–5): ______

  12. I complete tasks before moving on to something new.
    Rating (1–5): ______

Reflection Questions

  1. Which skill(s) did you rate the highest? Describe why you consider this a strength.






  1. Which skill(s) did you rate the lowest? Describe why this might be challenging for you.






  1. What patterns do you notice in your ratings? For example, do you find planning easier than focusing, or vice versa?











  1. Based on your self-assessment, what is one goal you can set this week to improve your executive function skills?






Next, you will use these insights in the Strategy Toolkit Worksheet to brainstorm practical techniques for building on your strengths and supporting your challenges.

lenny
lenny

Worksheet

Strategy Toolkit Worksheet

Instructions: In your small group, brainstorm at least three practical strategies for each of the following areas. For each strategy, write a brief description and the steps needed to implement it. Be ready to share your group’s best ideas!

1. Organization Strategies

  1. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

  2. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

  3. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

2. Time Management Strategies

  1. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

  2. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

  3. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

3. Attention & Focus Strategies

  1. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

  2. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

  3. Strategy Name: ____________________________________________
    Description:
    ____________________________________________________________





    Steps to Implement:
    1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________

4. Group Reflection & Action Plan

  1. Of all the strategies you listed, which one will your group try first? Why?






  1. How will you remind yourselves to use this strategy? Describe any tools or cues you will set up.






  1. When and where will you practice this strategy? Be specific (e.g., during math homework, in your locker setup time).






  1. How will you measure success? What will you look for to know this strategy is helping?






Next Step: Share your group’s chosen strategy and action plan with the class!

lenny
lenny

Warm Up

EF Quick Quiz Warm-Up

Time: 5 minutes
Purpose: Activate prior knowledge about executive functions and get students thinking about how they use these skills.

1. True or False

Circle T or F for each statement.

  1. T / F Executive functions are like the brain’s “air traffic control,” helping with planning and focus.
  2. T / F Remembering to turn in homework is related to time management skills.
  3. T / F Breaking large tasks into small steps is an organization strategy.
  4. T / F Ignoring distractions (e.g., phone notifications) is a focus skill.
  5. T / F Executive function disabilities only affect students with ADHD.

2. Multiple Choice

Circle the best answer.

  1. Which executive function skill helps you start work without delaying?
    A. Working memory B. Task initiation C. Flexibility D. Emotional regulation
  2. Which strategy could improve your time management?
    A. Color-coding folders B. Pomodoro breaks C. Stretching every hour D. Listening to music

3. Quick Reflection

Write a brief response for each.

  1. Which of the statements above surprised you the most, and why?






  1. Think of one task you often postpone. Which executive function skill could help you start it sooner?






  1. What is one thing you already do well (organization, time management, or focus)?






Next Steps: We’ll review answers together, then move into the Executive Function Self-Assessment Handout to explore your personal strengths and challenges.

lenny
lenny

Cool Down

EF Reflection Exit Ticket

Name: ____________________ Date: ____________

1. Key Learning

What did you learn today about executive function disabilities?







2. Favorite Strategy

Which strategy from today’s lesson are you most excited to try? Why?







3. Personal Action Plan

What is your specific plan to use this strategy this week? Include when and where you will do it.












4. Success Check

How will you know your strategy is working? What will you look for or track?







5. Support Needed

Is there anything you need from me or your classmates to help you succeed?







Thank you for your thoughtful reflections! Be sure to set a reminder and share your progress next class.

lenny
lenny