3 graduate credits provided by Colorado State University – Pueblo. Cost includes graduate credit fee. 2.95 ASHA CEUs are also available for SLPs.
This graduate-level professional development course provides educators with an overview of the components of executive function. It covers the impacts of having both a language-based learning disability (LBLD) and executive function deficits, as well as practical instructional strategies to support students. As a result of the learning experiences in this course, participants will be more competent in their ability to:
Identify students’ executive function deficits in the classroom
Recognize how executive function deficits are compounded for students with LBLD
Implement and differentiate targeted strategies to help students to better manage language and executive function demands
Promote student success at an appropriate level of individualized instruction
The course is divided into six modules over 10 weeks. (Though participants may work ahead of the specified course pace, this 3-credit course includes specific deadlines for each individual module.)
Overview of Executive Function: This module presents an overview of executive function and its importance for achieving academic proficiency, particularly for students with language-based learning disabilities.
Attention and Memory: This module outlines how attention and memory impact students’ ability to achieve academic goals.
Emotion: This module covers the role of emotion in learning. It addresses how negative emotions from past experiences can interfere with students’ executive function and performance in the classroom.
Motivation: This module explores the motivational systems that guide our reactions and responses to incoming information, and the importance of motivation for achieving success in school.
Effort: This module outlines the importance of helping students feel successful as a result of the effort they put forth on tasks.
Landmark Teaching Principles: This module outlines the six Landmark Teaching Principles™ and how the implementation of these instructional strategies can support students with LBLD and executive function deficits.
Each module will follow the same basic outline:
A reading assignment followed by a short quiz
A video outlining how the module topic impacts academic proficiency followed by a discussion post
Strategy demonstration videos of Landmark School teachers employing practical instructional strategies followed by a related assignment
A summation of the module followed by a reflection to synthesize concluding thoughts
A reading assignment followed by the completion a reflective assignment connecting theory to practice
Pre and Post-Assessments: These ungraded questionnaires will be completed at the beginning and end of the course in order to self-assess knowledge and application of course content.
Quizzes: The quizzes will assess comprehension of the content from the required reading. The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.
Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post.
Assignments: The assignments in each module will require participants to put theory into practice as they read and follow the specific directions, and use examples provided as a guideline for format, length, and quality of writing. These tasks will be assessed using specific rubrics.
Concluding Thoughts: These tasks require participants to synthesize three key takeaways from the module and will be assessed using specific rubrics.
Reading and Reflection Assignments: These tasks involve additional reading assignments followed by the completion of a reflective assignment connecting theory to practice. Submissions will be assessed using specific rubrics.
"I found the course to be extremely helpful in understanding my students with LBLD and executive function deficiency. The strategies and questionnaires will be very useful as I go forward in trying to determine where the difficulties lie with students. Overall, I am much more informed about the needs of students with executive function deficits than many of my colleagues, and hope to share strategies with them."
Special Education Inclusion Specialist