Discussions and peer dialogue are powerful evidence-based strategies for kids and teens. While this learning technique can be used with all subject and content areas from reading to mathematics, it’s also worth using for strengthening executive functioning skills.
Executive functioning skills are the foundational brain-based skills that help us plan, organize, get started, focus, manage our time, and work through challenges. It goes without saying that executive functioning skills and strategies are a huge umbrella. These are abilities students use every day whether they are writing homework down, paying attention during a lesson, starting a classroom assignment, or problem-solving through a challenging quiz.
Every educator wants their students to strengthen these skills for success. The challenge is often how to get there. How can we help students learn to be better planners, organizers, and time managers? One simple and effective strategy is using classroom discussions to teach executive functioning skills.
Reasons to Use Classroom Conversations: What does the research say?
Multiple researchers in the field of education support using classroom discussions and student discourse as a meaningful learning tool. Let’s delve into the reasons and research that back this valuable classroom learning strategy.
Classroom discussions improve instruction.
John Hattie’s research has shown that peer dialogue is an effective way to improve instruction. Specifically, this strategy shows a positive learning effect size of .82 (Hattie, 2018). In many ways, this just makes sense. As students share ideas, they are actually teaching each other and themselves at the same time. This only supports and strengthens the skills you, as the teacher, are teaching at the same time. Simply put, classroom discussions are not an extra, but a true learning time.
Conversations help build problem-solving skills.
Maria Vittoria Cifone explains that students are better able to problem-solve through challenges when they are first given the chance to talk out situations and scenarios with others (Cifone, 2013). Talking through situations before students encounter a specific challenge allows kids the opportunity to stop, think, and brainstorm solutions.
In other words, learners are activating their thinking brains and building the skills to help them through situations. This is especially true for questions that ask students to share what they would do in various scenarios. For example, “You have soccer practice at 6pm tonight, but you also have a lot of homework. What can you do?”
Conversations can help learners can build metacognitive strategies.
Using the right questions for classroom chats can also build metacognitive strategies. Megacognitive strategies are another evidence-based technique that allows students to think about their own thinking as they learn (Hattie, 2018). Through student discourse, learners can build skills for studying, organizing, focusing, and more.
Discussions allow for executive functioning strategy shares.
Student-to-student conversations provide a structured way for learners to share their own personal strategies with peers (Meltzer et al. 2007). When one strategy or technique is working well for one student, they can talk through and explain their approach. This can often open the door and allow others into their method of thinking.
For example, you might ask, “Class is ending in one minute, but you are still working on your test. What should you do?” Students might react with different strategies such as circle the problems they still need to finish or ask a teacher for more time to finish during study hall.
Similarly, you might ask, “What strategies can you use to help study for a vocabulary test?” Students might say they write out the vocabulary words, make flashcards to study on their own, or partner with a friend and ask each other.
Ultimately, the goal here is that students are sharing what works for them, so that it can provide that same opportunity for others.
Conversations provide opportunities to integrate curriculum with EF skills.
Some of the best learning for executive functioning strategies happens when students can relate those skills to their own lives. Classroom conversations provide a venue for intertwining current curriculum and EF strategies.
If students have just been assigned a long-term writing project, some discussion questions might include: How can you plan for a long-term assignment? What steps can you take to break apart a large writing project? Who can you go to for help with long-term assignments? What struggles do you have when you have a long-term assignment? How can you use a calendar or planner to help you complete a long-term project on time?
Discussions allow for repeated practice.
When it comes to learning and strengthening executive functioning skills, repeated practice is a key element for success (Diamond 2013). Classroom discussions allow for topics to be approached, considered, and analyzed. Best of all, similar topics can come up again and again to allow for continued practice and generalization of skills.
Classroom conversations are a social-emotional strategy for success.
Chatting with others and talking about their own lives provides a sense of community (Frazin & Wischow, 2020). Not only does a classroom conversation become a learning time, but also a relationship-building time.
In summary, classroom conversations are an evidence-based learning strategy that can make a difference for learners. With very minimal prep and effort required from the educator, this technique is a clear winner for teaching and supporting executive functioning skills for success in the classroom.
Tips for Using Classroom Conversations to Build Executive Functioning Skills
Getting started with executive functioning classroom conversations is easy. Read the strategies below to get started.
Select meaningful executive functioning-focused questions.
From planning and organization to self-control and perseverance, there are many executive functioning skills and strategies you can build with your students during conversation time. Choose the most meaningful executive functioning-focused questions for your learners and their needs. To cover all areas of executive functioning from planning and organization to self-control and perseverance, use executive functioning task cards questions.
Start off with a question of the day.
Classroom conversations don’t need a ton of time; even just 5-10 minutes can be extremely beneficial. Consider starting off your morning or class period with an executive functioning question of the day. Ask the question aloud and allow students to share and discuss.
Your daily EF question of the day can even be part of your predictable daily routine or morning meeting. Start with one question on the board to talk about.
Hold whole-class conversations.
One of the most simple ways to use executive functioning questions is to hold whole-class conversations. Choose your question, read, and discuss. Allow students to raise their hands and individually share answers.
Note that this time can be flexible; if students start to share more ideas or veer in a slightly different direction, that’s okay too. For example, if you are asking a question about notebook organization strategies, and one student chimes in with a strategy for organizing their backpack or locker that works well alongside their notebooks, that’s okay! As long the conversations are geared towards learning executive functioning strategies for success, it’s a healthy learning time.
Keep question cards on a ring.
Maximize learning opportunities by playing executive functioning question cards on a ring. Whenever a lesson or activity is finished early, ask a question from the ring and discuss. You can even pull out a question to discuss when you notice your students need a brain break.
Encourage small-group chats.
Get students in small groups of 3-5 at a table together. Provide a few questions for them to discuss. During this collaborative group time, it’s important that every student shares something. Once finished, you can have your group share something they learned or discussed with the whole class.
Starting off with small group chats can be helpful because it can feel more safe for all students to share ideas.
Integrate journal writing.
Use executive functioning questions to discuss with a group or the whole class. Then allow for journal writing time. This benefits students by first allowing for shared learning opportunities and chances to strengthen background knowledge before integrating writing.
Consider a jigsaw approach.
For an extra level, try a jigsaw approach. For this, put students in groups of four or five at centers or tables. Using one core topic (such as organization or perseverance), provide a different focused question to each group. Give them time to discuss and share ideas. Those students will be the expert on that question. Then, after 10-15 minutes of chat time, re-arrange groups so that experts of different topics are together. Give each student in the group a chance to share out on their question as they teach the others in the group.
Using Executive Functioning Task Cards
Executive Functioning Task Cards for Middle and High School Students
Middle and high school learners have unique executive functioning skills needs. With stronger academic expectations, multiple teachers in school, and ever-growing social lives, there can be a lot to juggle. Using executive functioning question cards can help build the skills for success that they need, from learning how to focus and perform well in their academic classes to managing time and making good choices with peers.
Executive Functioning Task Cards for Elementary Students Grades 3-5
Upper elementary learners can benefit from a strong foundation of executive functioning skills to help them do their best. Use executive functioning questions and conversations to strengthen their abilities to manage emotions, plan for assignments, and problem-solve independently.
Executive Functioning Task Cards for Elementary Students Grades K-2
Even our youngest learners can use a boost with executive functioning skills. These executive functioning question cards and slides help set the stage for success by talking about planning, organization, self-control, and working through challenges. No matter the age, these are skills kids are using every day.
More Executive Functioning Strategies
- 7 Ways to Introduce Executive Functions
- Games to Improve Executive Functioning Skills
- 10 Executive Functioning Skills: The Ultimate Guide
- Executive Functioning Resources and Activities
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