“So much of what middle grade students need to do each day depends on their executive function, or the ability to self-monitor and carry out the steps of a plan effectively,” writes Susanne Croasdaile in her first book, Building Executive Function and Motivation in the Middle Grades: A Universal Design for Learning Approach.

Using real-life examples, Croasdaile shows educators how to integrate Universal Design for Learning (UDL) to transform the learning experience for their students. She provides a roadmap for anyone who seeks practical, research-based strategies to help their students survive and thrive to become expert learners in the middle grades.

In an easy-to-follow, 8-step process, Croasdaile offers numerous strategies that will enhance instruction and support student social and emotional competency. By highlighting practices related to students’ executive function and sustained effort, this book is a useful addition to the toolkit of every classroom teacher, coach, and administrator.

Learn more by downloading a PDF of the Introduction from the book.

Building Executive Function and Motivation in the Middle Grades is available in print (144 pages, ISBN: 9781943085002) and accessible EPUB (ISBN: 9781943085019) wherever books are sold!

Table of Contents

• Preface
• INTRODUCTION (View as PDF)
  • A little about UDL
  • A little about research-based practices
  • The importance of checklists for instructional models
  • Barriers and obstacles to student success
  • Use a checklist to address obstacles and develop expert learners
• PART 1: Scaffolding Executive Function
  • Scenario
  • What is executive function?
  • Step 1. Always scaffold working memory
  • Step 2. Decide on critical routines to use across the year
  • Step 3. Plan and teach the First 20 Days routines
  • Step 4. Progress monitor and scaffold/reteach the routines
  • Planning steps to scaffold executive function
• Part 2: Scaffolding Motivation
  • Scenario
  • Building internalized motivation in students
  • Supporting students’ perceived feelings of autonomy, mastery, and purpose
  • Step 5. Offer multiple entry points to critical activities
  • Step 6. Scaffold collaborative interactions
  • Step 7. Plan for mastery-oriented feedback
• Part 3: Pulling It All Together
  • Step 8: Set up and use an instructional calendar
• Final Note
• Acknowledgements
• Appendix: The First 20 Days of School
• About the Author
• References
• Index