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Brain Boost

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Kelly O'Hara

Tier 3
For Schools

Lesson Plan

Brain Boost One-on-One Plan

Equip an individual 8th–10th grade student with concrete working memory strategies—visual chunking, rehearsal loops, and cue cards—through a structured 25-minute one-on-one session.

Students with executive function challenges often struggle to hold and manipulate information, hindering learning and independence. Targeted scaffolds and rehearsal strategies build memory supports and self-management skills.

Audience

8th–10th Grade Individual Student

Time

25 minutes

Approach

Scaffold, model, practice, and reflect

Materials

Brain Boost Slide Deck, Cue Card Builder Worksheet, and Daily Strategy Reflection Journal

Prep

Prepare Materials

5 minutes

  • Print or open the Brain Boost Slide Deck
  • Print the Cue Card Builder Worksheet
  • Ensure digital or printed access to the Daily Strategy Reflection Journal
  • Gather blank cue cards, colored pens or highlighters
  • Review session flow, objectives, and any student IEP notes

Step 1

Introduction & Goal Setting

3 minutes

  • Greet the student and establish rapport
  • Share today’s objective: use memory scaffolds to complete a multi-step task
  • Activate prior knowledge: ask about times they’ve forgotten steps and how they coped

Step 2

Teach Memory Scaffolds

7 minutes

  • Project or flip through the Brain Boost Slide Deck
  • Explain visual chunking: breaking information into manageable parts
  • Model a rehearsal loop: say a 4-step sequence aloud, then repeat from memory
  • Introduce cue cards: review sample cards in the deck
  • Differentiate: for extra support, demonstrate two rehearsal loops and color-code chunks

Step 3

Guided Practice with Cue Cards

7 minutes

  • Hand student the Cue Card Builder Worksheet
  • Guide them to create 2–3 cue cards for a simple 4-step task
  • Prompt them through a rehearsal loop: read cards, say steps, then hide cards and recall
  • Offer chunking prompts or simplify steps if they struggle
  • Provide immediate feedback and model corrections

Step 4

Independent Application

5 minutes

  • Present a short, unseen 4-step activity (e.g., following a mini-recipe)
  • Student uses their cue cards independently to complete the task
  • Teacher observes and only prompts if the student is off-track twice
  • Note which card formats or cues are most effective for the student

Step 5

Reflection & Next Steps

3 minutes

  • Have the student complete the Daily Strategy Reflection Journal:
    • Which scaffold helped most?
    • What was challenging?
  • Discuss adjustments: more rehearsal loops, different visuals, extra cues
  • Set a goal for the next session (e.g., reduce prompts by one step)
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Slide Deck

Brain Boost: Working Memory Strategies

Supporting 8th–10th grade students with executive function challenges

Welcome the student and introduce the session. Explain that today you’ll learn three memory strategies to help complete multi-step tasks independently.

Session Objectives

• Understand visual chunking
• Practice rehearsal loops
• Create and use cue cards

Review the agenda. Emphasize that each strategy builds on the last and will be practiced immediately.

Activate Prior Knowledge

Think of a time you forgot steps in a task. How did you cope?

Activate prior knowledge by asking the student to share a recent experience of forgetting steps. Note their coping method briefly.

What Is Working Memory?

The ability to hold and manipulate information in mind for short periods. Difficulties make multi-step tasks challenging.

Briefly define working memory. Highlight why it matters for following directions and completing tasks.

Strategy 1: Visual Chunking

• Break information into 2–4 item “chunks”
• Example: 123-456-7890 (chunks of three)

Explain that chunking breaks long lists into smaller groups. Model with a phone number and color-code chunks.

Strategy 2: Rehearsal Loops

• Repeat steps aloud or in your head
• Strengthens recall of sequences

Define rehearsal loops. Model by saying a 4-step sequence and repeating it aloud twice.

Strategy 3: Cue Cards

• Small cards with key words or pictures
• Example: Steps for making a sandwich

Introduce cue cards. Show a sample card with a step and visual. Explain how cards guide performance.

Quick Check: Chunking

Chunk this list into groups: dog, cat, bird, fish, cow, pig

Quickly check chunking knowledge. Ask student to group the list into chunks and explain their groups.

Quick Check: Rehearsal Loop

Memorize and repeat: Right, Left, Up, Down

Assess ability with rehearsal loops. Read the sequence, then have student repeat it back without looking.

Guided Practice: Build Cue Cards

Use the Cue Card Builder Worksheet to create cards for a 4-step task.

Hand over the Cue Card Builder Worksheet. Guide student to make 2–3 cards for a simple 4-step task of your choice.

Independent Application

Apply your cue cards to this unseen 4-step mini-recipe.

Present an unseen 4-step mini-recipe or task. Have student use their cue cards independently. Observe silently unless two off-track prompts.

Reflection & Next Steps

Complete the Daily Strategy Reflection Journal:
• Which scaffold helped most?
• What was challenging?
Set a goal for the next session.

Have the student fill out the reflection journal. Discuss which strategies worked best and set one goal for next time.

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Worksheet

Cue Card Builder Worksheet

Use this worksheet to design clear cue cards for a 4-step task. Follow the steps below and leave space to sketch, write keywords, and shorten your instructions.

Step 1: Choose Your Task

What 4-step task will you create cue cards for?
Task: ____________________________________________________


Step 2: List the Steps

Write each step in order.

  1. Step 1: ____________________________________________

  2. Step 2: ____________________________________________

  3. Step 3: ____________________________________________

  4. Step 4: ____________________________________________


Step 3: Create Your Cue Cards

For each cue card, pick a clear keyword/title, a short instruction phrase (2–4 words), and draw a simple visual.

Cue Card 1

Keyword / Title: __________________________________________


Instruction Phrase: ______________________________________


Draw a quick picture here:








Cue Card 2

Keyword / Title: __________________________________________


Instruction Phrase: ______________________________________


Draw a quick picture here:








Cue Card 3 (Optional)

Keyword / Title: __________________________________________


Instruction Phrase: ______________________________________


Draw a quick picture here:








Tips for Effective Cue Cards

  • Use one concise keyword or title per card.
  • Keep your instruction phrase short (2–4 words).
  • Draw a simple, recognizable picture that you can glance at quickly.
  • Color-code cards to match chunks if that helps you group steps.
     
     
    Return to Lesson Plan • Use Slide Deck • Daily Reflection Journal
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Journal

Daily Strategy Reflection Journal

Use this journal at the end of each session to think about what worked, what was hard, and how to improve next time.

Date: _________________________________________


1. Which memory strategy helped me most today?

(Visual chunking, rehearsal loops, or cue cards?)





2. What part of the task felt most challenging?

(Describe any step or strategy that was difficult.)





3. How did I cope with that challenge?

(Did you use a cue, ask for help, repeat steps, etc.?)





4. What will I try differently next time?

(Think of one concrete change or addition.)





5. My goal for the next session is:

(Example: use two rehearsal loops without prompts.)





6. Confidence Check (1 = not confident, 5 = very confident)

Rate how confident you feel using these strategies and explain why:

Rating: ___ / 5





Return to Brain Boost One-on-One Plan • Review Slide Deck • Use Cue Card Builder

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