Practical Strategies for Increasing Student Engagement: Learn how to increase student engagement by reducing anxiety and increasing executive functioning skills

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Practical Strategies for Increasing Student Engagement: Learn how to increase student engagement by reducing anxiety and increasing executive functioning skills

Registration Closed
Facilitator(s): Jessica Minahan
Sarah Ward
Date:September 17, 2021
Time:9:00 am to 12:00 pm MDT
Cost:
$50.00 (CAD)
$20.00 (CAD) (Wolf Creek only)
Location: Virtual
Type:
Webinar
Course code: 22-IE-007-CARC

Target Audience

Teachers, Educational Assistants, School Leaders

Also Recommended For

anyone interested in enhancing student engagement

About this learning opportunity

Sarah and Jessica are finally coming together to combine their expertise to present the relationship between Executive Function and Anxiety and to offer practical strategies for improving student engagement.

With over 30 percent of students presenting with anxiety, overwhelmed adults require a new approach as well as a practical and easy-to-implement toolkit of strategies that work. It is probable that during a pandemic that heavily impacts everyday life, levels of anxiety in children and teens are even higher, and the possibility of subsequent trauma greater.

Overwhelming, negative, and inaccurate thoughts can contribute to student disengagement. When this is the case, traditional suggestions such as incentives, offering breaks, a graphic organizer, or even checklists will not help the student initiate an activity. Practical classroom strategies that specifically target improvement in accurate perception, self-monitoring, self-regulation are essential. We will offer a way to teach these skills without causing student dependence.

Sarah and Jessica will share easy-to-implement preventive tools, strategies, and interventions for increasing student engagement. Through the use of case studies, humorous stories, and examples of everyday challenging situations, Sarah Ward and Jessica Minahan will combine their expertise to help participants learn the best ways to build skills in students to reduce anxiety and improve executive functioning, accurate thinking, self-monitoring, and initiation. Virtual classroom and traditional classroom examples will be shared.

Learning Objectives

Participants will be able to:

  1. Describe the relationship between anxiety, working memory, and executive functioning
  2. Define how situational awareness, self-talk, forethought, and episodic memory are the foundational skills for successful task execution.
  3. Enumerate strategies to promote initiation skills in students who exhibit work avoidance.
  4. List 3 technology tools that can increase student engagement
  5. Enumerate strategies for reducing negative thinking toward writing
This session addresses the TQS competency #4: Establishing Inclusive Learning Environments

This learning opportunity is being subsidized through funding from Alberta Education.

About the facilitator(s)

Sarah Ward, MS CCC-SLP has over 25 years of experience in the assessment and treatment of executive function skills. A recognized authority on executive function skills she has conducted numerous presentations at international and national conferences and has consulted to over 1400 schools on the programs and strategies she has developed with her Co-Director, Kristen Jacobsen. Their 360 Thinking Executive Function Program received the Innovative Promising Practices Award from the National Organization CHADD.

Jessica Minahan, MEd, BCBA, is a licensed and board-certified behavior analyst, special educator, as well as a consultant to schools internationally (www.jessicaminahan.com). Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public school systems. She is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).

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