Executive Functioning Lesson Script

Warm Up: Executive Check-In (5 minutes)

(Teacher says): "Good morning/afternoon, everyone! To kick things off, we're going to do a quick 'Executive Check-In.' Please take a moment to either look at the prompt on the screen or if I've handed out the Warm Up: Executive Check-In handout, write your answer there.

"I want you to think about one task you absolutely need to accomplish today. It could be anything: studying for a quiz, starting a paper, doing laundry, or emailing a professor. Once you have that task in mind, quickly jot down what executive functioning skills you think you'll need to use to actually get it done."

Allow 2-3 minutes for students to reflect and write.

(Teacher says): "Alright, can a few brave souls share what task they identified and what skills they think they'll need? Don't worry, there are no wrong answers here!"

Facilitate a brief share-out, perhaps 2-3 students. Affirm their responses and connect them generally to planning, focus, etc.

Introduction to Executive Functioning (7 minutes)

(Teacher says): "Excellent! What you just did – thinking about a task, planning how to approach it, and identifying the mental tools you need – is exactly what we're talking about today. We're going to dive into something called Executive Functioning Skills."

(Teacher says): "(Display Executive Functioning Slides - Slide 1). "I like to think of your brain as a really complex company, and you are the CEO. Just like a company needs a CEO to make decisions, set priorities, and keep things running smoothly, your brain has its own CEO – a set of skills that manage everything you do. What do you think a CEO of a company typically does?"

Allow for a few student responses (e.g., leads, makes decisions, plans, organizes).

(Teacher says): "Exactly! Now, let's look at what these brain-CEOs, or executive functions, actually are. (Display Executive Functioning Slides - Slide 2). Executive functioning refers to a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage our daily lives. Simply put, these are the skills your brain uses to get things done.

"It's important to understand that these aren't fixed traits like your eye color. They are skills, which means you can develop and improve them over time with practice and strategy. This is especially crucial now that you're in college, where you have a lot more independence and responsibility."

Key Executive Functioning Skills & College Relevance (8 minutes)

(Teacher says): "So, what are some of these crucial skills? (Display Executive Functioning Slides - Slide 3). Let's explore a few that are especially important for college success.

"First, Time Management. This is all about planning and allocating your time effectively for tasks, studying, and meeting deadlines. How many of you have already felt the crunch of college deadlines?"

_Allow for brief affirmations. Provide an example: "Instead of just thinking, 'I need to study for biology,' a strong time manager schedules specific blocks of time in their planner for biology review."

(Teacher says): "Next, Organization. This means keeping track of your materials, notes, assignments, and information in a systematic way. What does a disorganized backpack or computer desktop feel like?"

_Allow for brief responses. Example: "Organizing your digital files by course or creating a consistent note-taking system."

(Teacher says): "Then we have Prioritization. This is the skill of deciding what tasks are most important and tackling them first. With multiple assignments and commitments, how do you decide what to do when?"

_Discuss urgency vs. importance. Example: "A small quiz tomorrow might be less important long-term than starting a major research paper due next month, but it's more urgent."

(Teacher says): "Task Initiation is about starting tasks promptly instead of procrastinating. Who here has ever waited until the last minute? (Most hands go up, that's okay!)"

_Acknowledge that it's common. Example: "Breaking a large task into smaller, manageable steps can make it easier to start."

(Teacher says): "Working Memory involves holding information in your mind while you're actively working on a task. Think about remembering a formula while solving a problem or retaining lecture points while taking notes."

_Example: "Using active recall techniques or summarizing information helps strengthen working memory."

(Teacher says): "And finally, Self-Regulation or Impulse Control. This is managing your emotions, staying motivated, and resisting distractions. How hard is it to ignore your phone notifications when you're trying to study?"

_Relate to focus and emotional control. Example: "Setting aside specific 'focus times' or using the Pomodoro technique."

(Teacher says): "(Display Executive Functioning Slides - Slide 4). Why are these skills SO important now? College demands a lot from you. You have increased independence, multiple deadlines, complex tasks, a new environment, and you're planning for your future. Strong executive functioning skills can significantly reduce your stress and boost your success in all these areas."

Activity: Skill Spotlight (7 minutes)

(Teacher says): "Now it's your turn to put some thought into this. (Display Executive Functioning Slides - Slide 5). We're going to do an activity called 'Skill Spotlight.' You can use the Activity: Skill Spotlight handout if you have it, or just a piece of paper.

"I want you to:

1. Identify: Choose ONE executive functioning skill from our list that you want to improve. Be honest with yourself about what feels most challenging right now.
2. Brainstorm: Think of one specific strategy you can realistically use this week to strengthen that skill in your college life. Make it concrete!

"For example, if I wanted to improve Time Management, my strategy might be: 'I will use a digital planner to map out my study hours and assignment deadlines for all my classes by Sunday night.'"

Allow 4-5 minutes for individual work. Circulate and offer guidance.

(Teacher says): "Would anyone like to share their chosen skill and strategy with the class? Or, if you're comfortable, turn to a partner and share your ideas for a minute or two."

Facilitate brief sharing, either whole class or small group.

Cool Down: One Big Idea (3 minutes)

(Teacher says): "We're almost out of time, but I want to make sure you walk away with something actionable. (Display Executive Functioning Slides - Slide 6). For our 'Cool Down,' please take a moment to reflect. On your paper or the Cool Down: One Big Idea handout, write down:

• ONE important thing you learned about executive functioning today.
• OR, ONE specific skill you commit to practicing this week.

"This is your personal action item, your first step to becoming an even better 'Brain CEO.'"

Allow 2 minutes for students to write.

(Teacher says): "(Display Executive Functioning Slides - Slide 7). Thank you all for your engagement today! Remember, developing your executive functioning skills is a lifelong journey. Pay attention to how your brain works best and don't be afraid to try new strategies. If you'd like to further test your understanding, consider completing the Executive Functioning Quiz on your own time. If you have any questions, feel free to ask me now or after class. Good luck becoming the best CEO of your brain!"

(End of script)

Warm Up: Executive Check-In

Instructions: Think about one task you absolutely need to accomplish today. Then, reflect on what executive functioning skills you will need to use to get it done.

My Task For Today:

Executive Functioning Skills I'll Need:

Activity: Skill Spotlight

Instructions:

1. Identify: From the list of Executive Functioning Skills discussed, choose ONE skill you want to improve or strengthen this week.

   • Examples: Time Management, Organization, Prioritization, Task Initiation, Working Memory, Self-Regulation, Flexible Thinking

2. Brainstorm: Think of one specific, actionable strategy you can use this week to strengthen that chosen skill in your college life. Make it realistic!

My Chosen Executive Functioning Skill to Improve:

My Specific Strategy for This Week:

Be ready to share your skill and strategy!

Cool Down: One Big Idea

Instructions: Take a moment to reflect on today's lesson. On the lines below, write down:

• ONE important thing you learned about executive functioning today.
• OR, ONE specific executive functioning skill you commit to practicing this week.

This is your personal action item to become a better "Brain CEO"!