What's Your Brain Doing?

Take 1-2 minutes to think about or jot down a few things your brain does for you every single day.

What kinds of tasks, thoughts, and actions does your brain handle from the moment you wake up until you go to sleep?

Executive Functioning Self-Assessment

Instructions: For each statement, circle the number that best describes you. Be honest! This is for your own reflection, not a test.

Key:
1 = Almost Never
2 = Sometimes
3 = Often
4 = Almost Always

Planning & Organization

1. I usually plan my school projects and assignments before I start them.
   1 2 3 4
   
   
   
2. I know where my school supplies and homework assignments are when I need them.
   1 2 3 4
   
   
   
3. I break down big tasks into smaller, more manageable steps.
   1 2 3 4
   
   
   

Task Initiation & Follow-Through

4. I start my homework or chores without being told multiple times.
   1 2 3 4
   
   
   
5. I stick with a task until it's finished, even if it's challenging.
   1 2 3 4
   
   
   
6. I complete my assignments and turn them in on time.
   1 2 3 4
   
   
   

Working Memory & Focus

7. I can remember instructions for several steps without needing them repeated.
   1 2 3 4
   
   
   
8. I can stay focused on one task without getting easily distracted.
   1 2 3 4
   
   
   
9. I remember what I need to do for school and other activities.
   1 2 3 4
   
   
   

Self-Control & Flexibility

10. I can control my impulses and think before I act or speak.
    1 2 3 4
    
    
    
11. I can manage my emotions when I get frustrated or upset.
    1 2 3 4
    
    
    
12. I can easily switch from one activity to another or adjust when plans change.
    1 2 3 4
    
    
    

Reflection:
Look at your responses. Which areas did you score highest in? Which areas did you score lowest in? These might be areas where you want to focus on building new strategies.

My Executive Functioning Toolkit

Think about the areas from your self-assessment where you want to grow. Now, let's brainstorm some strategies to put in your toolkit!

Planning & Organization Strategies

• How can you plan better? (e.g., use a planner, make a to-do list, set reminders)
  
  
  
  
• How can you get more organized? (e.g., have a designated spot for homework, clean out backpack weekly)
  
  
  
  

Task Initiation & Follow-Through Strategies

• How can you start tasks more easily? (e.g., break it into small steps, set a timer for 15 minutes, do the hardest part first)
  
  
  
  
• How can you stick with tasks until they are done? (e.g., reward yourself, take short breaks, eliminate distractions)
  
  
  
  

Working Memory & Focus Strategies

• How can you remember instructions better? (e.g., write them down, repeat them aloud, ask clarifying questions)
  
  
  
  
• How can you improve your focus? (e.g., find a quiet space, use noise-canceling headphones, take movement breaks)
  
  
  
  

Self-Control & Flexibility Strategies

• How can you practice self-control? (e.g., count to 10, deep breaths, think of consequences)
  
  
  
  
• How can you be more flexible when things change? (e.g., practice problem-solving, think of alternative solutions)
  
  
  
  

My Top Strategy for This Week!

Out of all the ideas, choose ONE strategy you will commit to trying this week. Write it here:

My strategy is:

One Small Step Cool-Down

Think about the executive functioning skills we discussed today.

What is one small step or strategy you can try this week to strengthen one of your executive functioning skills?

Why did you choose this particular strategy?

Brain Power Boost! Script

Introduction: Welcome! Let's Connect! (3 minutes)

Teacher: "Good morning/afternoon everyone! I'm so glad you're here today. Before we dive into our topic, I'd love to get to know you a little better. Looking at our first slide: (Refer to Brain Power Boost! Slide Deck - Slide 1), tell us, what's one thing you're excited about today or this week? It could be anything!"

(Allow a few students to share, keeping it brief and positive to build a welcoming atmosphere.)

Warm-Up: What's Your Brain Doing? (5 minutes)

Teacher: "Thanks for sharing! Now, let's get our brains ready. Today, we're going to talk about something super important that helps you succeed in school and in life: your brain power! But not just any brain power – we're focusing on how your brain helps you get things done.

To start, I want you to take a minute and quietly think about, or even quickly jot down, a few things your brain does for you every single day. From the moment you wake up, what kinds of tasks, thoughts, and actions does your brain handle?"

(Allow 1-2 minutes for students to think/jot.)

Teacher: "Alright, who would like to share one thing their brain does for them?"

(Call on a few students. Guide them to think beyond just 'thinking' – like remembering where they put their backpack, planning what to eat for lunch, or stopping themselves from blurting something out.)

Introducing Executive Functions (10 minutes)

Teacher: "Great examples! Your brain does an incredible amount of work, and many of the things you just mentioned fall under a special set of skills we call Executive Functions. Think of your executive functions as the 'CEO of your brain' – they're the mental skills that help you manage your time, pay attention, plan and organize, and get things done.

Let's look at some key executive functions: (Refer to Brain Power Boost! Slide Deck - Slide 3)

• Planning: This is about thinking ahead and deciding the steps you need to take to reach a goal. For example, if you have a big project, planning helps you figure out when to start and what parts to do first.
• Organization: Keeping your materials, thoughts, and time in order. This could mean knowing where your homework is, or having a system for your notes.
• Task Initiation: This is the skill of starting a task, even when you don't feel like it. It's that push to begin your homework instead of procrastinating.
• Working Memory: This is your brain's ability to hold onto information and use it while you're doing something else. Like remembering a teacher's multi-step instructions as you're following them.
• Self-Control: This helps you manage your impulses and emotions. It's stopping yourself from shouting out an answer or getting overly frustrated when something is difficult.
• Flexibility: This is the ability to adapt to changes or switch gears. If your original plan doesn't work, flexibility helps you come up with a new one.

Now, these are all skills, which means you can get better at them with practice! To figure out which 'brain muscles' you want to strengthen, we're going to do a quick self-assessment. (Refer to Brain Power Boost! Slide Deck - Slide 4)

I'm going to hand out the Executive Functioning Self-Assessment. For each statement, simply circle the number that best describes you: 1 for almost never, 4 for almost always. Remember, this isn't a test; it's just for you to reflect on your own strengths and areas for growth."

(Distribute the self-assessments and allow 5 minutes for completion. Circulate and answer any questions.)

Building Your Toolkit (10 minutes)

Teacher: "Okay, now that you've thought about your executive functioning strengths and areas you might want to improve, let's start building a 'toolkit' of strategies! (Refer to Brain Power Boost! Slide Deck - Slide 5)

I'm handing out My Executive Functioning Toolkit. This is where you'll brainstorm practical ways to get better at these skills. Let's think together, and you can write down ideas as we go or come up with your own.

• For Planning & Organization: What are some ways you could plan better for projects? (Guide students to suggest things like using a planner, making a to-do list, breaking tasks into smaller steps.) How about getting more organized? (Having a designated spot for schoolwork, cleaning out a backpack once a week.)
• For Task Initiation & Follow-Through: What makes it hard to start a task? What helps you get going? (Doing the hardest part first, setting a timer for 15 minutes, promising yourself a small reward after a chunk of work.) How can you stick with something once you've started? (Taking short breaks, minimizing distractions, setting personal deadlines.)
• For Working Memory & Focus: How can you remember instructions better? (Writing them down, repeating them aloud, asking clarifying questions.) What helps you focus when you're distracted? (Finding a quiet space, using headphones, taking a quick movement break.)
• For Self-Control & Flexibility: What do you do when you feel an impulse to act without thinking? (Counting to ten, taking deep breaths.) How do you react when plans change unexpectedly? (Practicing problem-solving, thinking of alternative solutions.)

(Allow students to work on their toolkits individually or in small groups for about 5-7 minutes. Encourage sharing of ideas.)

Cool-Down: One Small Step (5 minutes)

Teacher: "You've all come up with some fantastic ideas for your executive functioning toolkits! Now, for our cool-down, I want you to pick just one strategy from your toolkit that you will commit to trying this week. Just one! Small steps can lead to big changes. (Refer to Brain Power Boost! Slide Deck - Slide 6)

On your toolkit, or on a separate piece of paper if you prefer, write down the one strategy you'll try and why you chose it.

(Allow 2-3 minutes for students to write.)

Teacher: "Who feels comfortable sharing the one strategy they've chosen to try this week?"

(Listen to a few shares, reinforcing the idea that practicing these skills takes time and effort, but is incredibly valuable.)

Teacher: "Fantastic work today, everyone! Remember, strengthening your executive functions is like building brain muscles – the more you practice, the stronger they get. Have a great day!"