Post Primary - Executive Function and Memory

• Chunk information into a step by step procedure so that the pupil can follow and tick off each part as completed

• Encourage the pupil to use by-pass strategies to access reading material on relevant topics and teacher’s notes via a digital platform, for example, Google Classroom, then the pupil can use ‘Text-to-Speech’ to have notes read to them

• Teach and establish consistent structured comprehension routines within all subject areas, using their subject content reading materials:
• Visual Learning with the ‘Big picture’
• Topic top-down webs
• Two-column notes to record main ideas and details
• Summarising
• Question generation 
• Teach visualisation strategies (the creating /recreating of real-life scenarios) to help a pupil with comprehension:

Visualisation-Reading Prompt Chart

• Set specific questions that relate to the key learning and encourage pupil to think deeper about the topic, use comparison and why questions 
• Allow the pupil to work in a small group; manage the group carefully so that the pupils selected, understand the pupil’s learning differences and can help bring out his / her strengths 

• Give time for reinforcement through positive feedback
• Ensure the pupil understands the feedback that you provide (present it visually and talk it through with the pupil)

• Provide pupil with teacher class notes in advance of lesson with keywords highlighted (digitally or handwritten)
• Have an agreement with a peer and allow this pupil to photocopy notes for a pupil with literacy difficulty 

The pupil may be unsure of how to structure written work, where to begin and how to formally record ideas

The pupil may forget what he / she wanted to write 

• Explain instructions clearly and check pupil’s understanding of task 
• Provide scaffolds such as visual prompt cards with headings and sub-headings, sentence or paragraph starters and writing frames so the pupil does not feel so overwhelmed with the writing task 
• Create routines for writing tasks 
• Facilitate the use of recording devices so the pupil can record his / her thoughts and ideas for a writing activity, in a clear outline, beginning, middle and end. This can be played back while the pupil is writing to aid memory and maintain focus 
• Use planning outlines, graphic organisers and timelines to help a pupil sequence ideas:        
   
• Ensure the pupil has appropriate writing materials for class task; offer an easy-to-follow checklist (see Task Plan Organiser above)

• Provide alternative forms for recording written information, such as, use of Microsoft Dictate, cloze procedures, bulleted lists, writing frames:

  Microsoft Dictate Help Sheet

• Offer the pupil choices to help him / her become more engaged and independent (type or write)      

• Teach the meaning of the questioning terms such as analyse, compare, discuss, explore, explain, demonstrate and summarise and ensure the pupil understands the terms 

• Ensure the pupil has homework written down accurately in a homework diary or use Google or Outlook Calendar that can be easily followed and accessed
• Provide a printed copy or email the homework to the pupil

• Encourage typing skills for all pupils as an important life skill they can use in the world of work, Doorway Online
• Encourage a pupil to be in a state of ‘readiness’ with attention starting phrases

• Guide the pupil on how to establish / or create a sequential and structured plan for each day, to complete revision tasks, allowing for time allocation, dividing work into manageable sections
• Incorporate rewards and breaks

• Provide consistent ‘Retrieval Practice’ throughout the year within every subject to make studying more manageable 
• Model strategies to record information that has been retrieved, for example, use of post-its, voice recording notes using Siri, or speech to text tools on Microsoft Word

• Use multisensory approaches to encourage the pupil to interact with the text, for example, drama to present story in a fun engaging manner

• Discuss meanings of keywords before reading 
• Model for the pupil how to highlight keywords and develop vocabulary knowledge
• Use Texthelp ‘Read and Write’ to create personalised vocabulary lists or keywords to be learned. Images can be added and read using ‘Text-to-Speech’ as often as required:  
• Use Read Write tools to access a tricky piece of work:

 Texthelp Video: How to use Read Write Tools

• Use verbal and visual prompts to help the pupil retrieve information 
• Use Mnemonics or acrostics to help the pupil remember subject-specific words: An island - is land

• Encourage the pupil to manage time effectively, by means of count-down timers
• Model how count-down timers help the pupil to stay focused on a task and become aware of how much time is left to complete an activity 

• Allow extra time for any activity
• Provide access to Text-to-Speech accessibility tools, such as, Texthelp Read and Write:

Read and Write Quick Reference Guide 

• Allow additional time for transitioning to next written task – do give warning time signals: 5 mins to go and so on

• Incorporate movement / brain breaks / Time out activities and adjust the work to suit concentration time of the young person
• Provide choices to increase the pupil’s independence and increase his / her engagement (complete odd or even numbers) 
• Give additional time to read pieces of text
• Provide shortened versions of text to be read, if possible, or use assistive technology to support the pupil

• Use ‘Call and Response’ signals and do give time warnings throughout task:
  • Teacher says, “1, 2, 3 eyes on me”
  • Pupil replies, “1, 2 eyes on you”
• Model how to create To-Do Lists using Shopping List formats or use Google Keep or Todoist app to encourage the pupil to manage his / her time effectively 

• Give pupil only one focus: concentrating on the key information to be written
• Use mind maps, spider diagrams and other visual recordings of information for easier retrieval:

Mind map -bubble format

• Break tasks down into steps – use a ‘completed steps’ countdown checklist so the pupil may see how his / her work is heading towards completion, giving a sense of achievement and motivation to reach the end goal

• Use Voice typing or dictation tools, to type up longer pieces of work that can then be edited with built in tools and read back for understanding and revision. It is important not to always expect paper and pen for written tasks:

Microsoft Dictate Help Sheet

• Provide opportunities for the pupil to feel success by linking new spelling patterns to the dictated sentence routine: 

Dictation Routine

• Teach study skills, for example, how to read and summarise in short note / card form
• Teach the pupil how to highlight key points
• The pupil may benefit from breaking learning into smaller parts and practising over longer periods 
• Refer to previous exam questions and work on answering long before exam due date 
• Teach reading and editing skills (for paper and digital documents)

• Have the pupil prepare a visual map of the exam formats, dates and times 
• Allow the pupil to use To-Do list apps on smart phones or desktop applications such as Google Task, Google Keep or Todoist, to help him / her to develop responsibility for time, management of the tasks and at the same time, provide a sense of independence and confidence
• Use colour coded timetables 

Editable coloured-timetable

• Provide a checklist of materials and resources for the pupil to refer to:
  • Take out the things that you need for class or homework (including instructions). Put them in a pile. Put whatever you are going to do first on top
  • Make sure that you have what you need to complete the first task (homework diary, worksheet, pencil) in front of you. Put all other materials on the flooR
  • If working at home, set your timer for 10 minutes.  When it goes off, take a break. Use this time to take a drink, take a movement break, or close your eyes and relax for a minute. When you are done, reset the timer for 10 minutes
  • Re-read your notes, that will help you complete the task

• Use home and school checklists to help organise materials needed – encourage self-checking routine: 
  • Take out the things that you need for class or homework (including instructions). Put them in a pile. Put whatever you are going to do first on top
  • Make sure that you have what you need to complete the first task (homework diary, worksheet, pencil) in front of you. Put all other materials on the floor
  • If working at home, set your timer for 10 minutes.  When it goes off, take a break. Use this time to take a drink, take a movement break, or close your eyes and relax for a minute. When you are done, reset the timer for 10 minutes
  • Re-read your notes, that will help you complete the task
• It would be useful if a copy of the weekly timetable was kept at home (perhaps in the pupil’s bedroom)
• It would be helpful if a parent / carer helped pack the bag on the evening prior to each day with the necessary books

The pupil may have difficulty making connections and associations within word study

He/ she may struggle to understand unfamiliar vocabulary and language meaning 

• Guide the pupil to self-question when attempting new learning, to determine what the question is and ask, “what strategies did I use before to complete this type of question?” 
• Encourage the pupil to use accessibility tools, for example, Texthelp ‘Read and Write’ to create personalised vocabulary lists:

An example of a vocabulary list created using Read&Write tools

• A reference guide to help the pupil become familiar with Read and Write tools:

Read and Write Quick Reference Guide 

• Use ruler or masker to guide reading orientation and/or cover up parts of text not being read 
• Use the Immersive Reader tool in Microsoft Word- Immersive Reader can help improve reading comprehension:
• Increasing fluency for an English language learners or reader of other languages 
• Helping to build confidence for an emerging reader learning to read at higher levels 
• Offering text decoding solutions for a pupil with learning differences such as dyslexia 
• Providing translation of words, or the entire text into over 60 languages (over 40 of them can be read aloud): 

Microsoft Education Center

The pupil may be slow to start an activity or task

The pupil may be unsure of what he / she needs to do

• Encourage the pupil to self-question before tackling a task: 
  • What am I being asked to do? 
  • What are the key points?
  • Where will I find my information? 
  • How long do I have?

• Teach proofreading marks and editing skills
• Use visual prompts / checklists for pupil to check work:

Mnemonic for checking dictated sentences (COPS)

COPS Proof-reading prompt

          (Year 8 and Year 9)

POWER mnemonic:

(Year 10 - Year 14)

P - Prepare

O - Organise

W - Write

E - Edit

R - Rewrite

• Encourage the pupil to self-question when he / she has completed the task: 
  • Have I an introduction that explains what I am going to write about?
  • Have I explained the question in my response?
  • Have I linked paragraphs?
  • Does my conclusion show I have understood the question and developed the key points? 

The pupil may omit sequences in a verbal or written task 

He / she may be unable to sustain focus 

He / she may be unable to complete work in given time frame

• Allow additional time to proof-read and check work before completion
• Provide a timer to prompt the pupil to maintain focus
• Encourage the use of time-out breaks

Provide a visual reminder of instructions or checklist for the pupil

• Teach the pupil to evaluate his / her work after it has been returned, (a pupil could keep a log of class strategies and think about what strategies worked / did not work well)

The pupil may be unsure of how to study or revise

He / she may be unsure of where to start and become overwhelmed 

• Provide a structured approach:
  • Direct explanation
  • Model how to approach the task of studying or revising
  • Provide ‘guided practice’
  • Encourage application of these skills by the pupil

• Ensure the pupil knows the preferred learning strategy and what works best, (visual, analytic, auditory or kinaesthetic learning) 

The pupil may be unable to stay on schedule and persevere 

He / she may be unable to keep track of assignments, deadlines

• Provide checklists 
• Take, time out breaks to enable the pupil to refocus on the task 
• Teach the pupil to create ‘to do lists’
  • Take out the things that you need for class or homework (including instructions). Put them in a pile. Put whatever you are going to do first on top
  • Make sure that you have what you need to complete the first task (homework diary, worksheet, pencil) in front of you. Put all other materials on the floor
  • If working at home, set your timer for 10 minutes.  When it goes off, take a break. Use this time to take a drink, take a movement break, or close your eyes and relax for a minute. When you are done, reset the timer for 10 minutes
  • Re-read your notes, that will help you complete the task

• Model how to search and find relevant material 
• Model strategies which aid retention in memory
• Model thought processes aloud, so that the pupil can talk through thought process, to show understanding

When reading a novel or piece of text, if a pupil does not know how to use flexible thinking to deal with a change or understand a character, or how to overcome a problem and offer a solution, he / she may have ongoing reading comprehension difficulties

The pupil may be unable to “put himself / herself into someone else’s shoes”

• Model flexible thinking vocabulary and teach definitions such as: compromise, change, perspective, opinion, advocate, ownership, control 
• Encourage the pupil to retell events from a different character’s point of view 
• Discuss real-life scenarios and situations to help the pupil think more flexibly:
• Provide opportunities for reading of continuous text and encourage discussion of text, generalising and scanning for key information:

  Video: Consolidation Exercise (4:45 mins)

• Provide opportunities for role play and drama

• Discuss and think about the characters, settings, problems and solutions and help the pupil recognise how language can affect meaning 
• Teach the pupil authorial techniques and how the vocabulary used impacts on meaning

• Examine the different points of view within a text by comparing and contrasting evidence
• Provide the pupil with opportunities to read alternative text such as jokes, riddles, tongue twisters and discuss the different meanings 

• Use Prediction Charts, for example, to complete when reading to help the pupil organise his / her predictions, think critically and develop opinion 
• Offer opportunities for collaborative group work, for evaluating, comparing and contrasting, summarising, drawing conclusions and reviewing ideas and content in a text
• Introduce daily thinking task cards (enabling the pupil to work in small groups on an EF skill and discuss solutions to problems, presented in scenarios) such as, “you have a lot of homework and a music lesson as 6pm - what can you do?” or how to deal with things a new way or ‘dealing with change’ cards 
• Introduce a sign / signal where the pupil can ask for help discreetly or use a colour coded card:

Printable-Traffic lights (say how you feel about the work)

• Use a ‘help card’ or ‘help board’ to provide reminders of step-by-step procedures required to analyse a text

• Allow for creativity based on life experiences and encourage independence 
• Provide open discussion around the topic or goal of the written task

The pupil may remain ‘stuck’ at a certain thought process and finds it difficult to move on

Work production is very limited

• Allow small group work for the pupil to discuss his / her thought processes and work intentions
• Provide visual representations of ideas, for example using mind maps, bullet points

The pupil may find it difficult to begin revision

He / she may be unsure of the strategies or resources that could help structure their revision

• Have the pupil use his / her preferred learning strategies to help with revision/study such as making flow-charts, diagrams, web charts, making a video recording or mini movie (if technically interested) 
• Model different accessibility tools which may help gather and record his / her ideas

• Encourage reflective thinking consistently throughout the year, which will help the pupil at the revision stage and not place so much demand on working memory 
• Use visuals such as keyword topic rings/cards, films, keyword & meaning flashcards 
• Use Visualisation where the pupil can create mental images of characters, places, settings, and events,

Visualisation - Reading Prompt Chart

• Provide revision handouts that are structured, uncluttered and have visual elements to explain key words or instructions
• Consistently prepare the pupil throughout the year to recap on new learning and link to prior knowledge

Loses his / her place when reading, misreads, must restart reading

Reads slowly and reads far less than peers in set time limit

• Introduce a reading ruler or page masking
• Read and Write provide tools which help aid accessibility to texts
• Microsoft 365 provides accessibility tools, for example, Immersive Reader
• Allow extra time for reading activities
• Provide praise and encouragement

The pupil may read and has no idea what the text is about

The pupil may processes information at a superficial level and not in-depth 

• If studying a certain novel or topic show the related video or film before introducing the reading as this will help with the pupil’s comprehension and understanding of language
• Support active reading using visual materials such as picture cards, visual prompts and drawings 

The pupil may have difficulty storing information in the long-term memory to recall 

The pupil may be unable to verbally retrieve prior knowledge 

The pupil may struggles to learn vocabulary and its meaning

• Use multisensory teaching approaches - the more channels engaged the more likely the pupil will remember the information
• Teach pupil to interact with text visually and use annotation such as underlining, highlighting and post-it notes
• Use real-life experiences so the pupil can make connections, associations and information is more likely to go into the long-term memory 

• Teach visualisation to help with comprehension (instead of asking what the story is about, ask what the place looked like, that the characters in the story stayed in?):

  Visualisation - Reading Prompt Chart

• Whilst listening to audio books read / follow the text at the same time to allow for information to come through two channels
• Use cloze procedures, timelines, multiple-choice questions that target the identification of the correct answer

The pupil may not enjoy reading aloud from class notes / text or the whiteboard

He / she may be unwilling to participate in whole class discussions 

• Do not force participation
• Pair up with a ‘buddy’ who understands the pupil’s difficulties
• Facilitate small group work

The pupil may have difficulty remembering ideas when planning creative work

The pupil may have difficulty remembering details of new learning each day

• Teach pupil how to plan and structure his / her writing, talk it through beforehand
• Teach the pupil how to rewrite notes to help information be transferred from short-term to long-term memory 

• Provide visual prompts
• Repeat slowly and as often as required

• Provide summary of a lesson in advance
• Shorten writing activities to allow the pupil to complete the task
• Allow the pupil to use Speech-to-Text (STT) tools to support learning
• Provide the pupil with notes prior to the lesson
• Use a three-column grid to create a vocabulary list. This can also be used as a note-taking system to help pupil remember important themes and support topic/key words: Texthelp Video: How to use Read Write tools to aid comprehension
  • Column 1 is the word
  • Column 2 is explanation of word
  • Column 3 is a picture to help pupil remember the information

An example of a vocabulary list created using Read&Write tools

• Use alternative writing formats to record formal information such as use of mind maps, graphic organisers
• Use ICT apps such as Read and Write or Clicker Docs Plus and Word Processing Apps with Word Prediction and Dictionary Features:

Texthelp Video: How to use Read Write tools to aid comprehension

• Avoid copying from the board or pieces of text and provide notes containing key information
• Year 8 and 9 may still be encouraged to use cursive handwriting as all the letters start from the same place and presentation can improve

• Ensure the pupil understands what homework has been set
• Provide a handout with clear instructions
• Allow use of Speech to text tools

• Prioritise spellings and focus on only the spellings/key words you want pupil to learn
• Give key words in advance of a new topic and discuss their meanings

• Use mnemonics for phonetically irregular words, such as: 

People - people eat oreos people like eating 

Any - ants never yawn, 

said - Sally Anne is dancing:

Printable Resource: Mnemonics for Post Primary Pupils (Topic - Based)

• After highlighting the tricky bit (as above) provide the mnemonic sentence and read with the pupil
  • Ask the pupil to colour highlight the first letter of each word in the mnemonic. Ask the pupil to name the letters they have highlighted and guide them to identify that these letters spell the tricky word
  • Give the pupil an opportunity to say the mnemonic as they write the first letter of each word in the mnemonic. Finish by telling the pupil “think the mnemonic, but name each letter as you write the word”
• Use mnemonics to aid spelling of frequently used words such as, Big Elephants Can Add Up Sums Easily, visuals can accompany the words:
  An island - is land   

Printable Resource: Mnemonics for Post Primary Pupils (Topic - Based) 

• Teach how to divide syllables and the syllable rules
• Teach the meaning of the words and encourage pupil to find the spelling patterns, discussing the meaning can help pupils think of other words similar in meaning, ‘digging deeper’ and discover the pattern

• Rehearsal – offer opportunities for the pupil to explain and discuss his / her learning with a small peer group and when studying at home with a family / friend
• Acrostics and Mnemonic Devices –teach important information using acrostics or catchphrases to help a pupil’s recall, such as remembering the planets closest to the sun: Printable Resource: Mnemonics for Post Primary Pupils (Topic - Based)
  • My Very Educated Mother Just Served Us Noodles, (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
  • The bones of the skull:  Old People From Texas Eat Spiders (Occipital, Parietal, Frontal, Temporal, Ethmoid, Sphenoid)
• Associations - when teaching points that are similar (for example the meanings of stalactites and stalagmites, teach the ‘t’s in stalactites stands for top so the stalactites grow down from the cave ceiling and the ‘g’ in stalagmites stands for ‘ground’, so the stalagmites grow up from the cave ground floor

• Encourage the pupil to use ‘Spaced Practice’ which allows information to be consolidated into the long- term memory as he / she studies less hours over a longer period rather than cramming everything in the one session, such as, 2 hours over 3 evenings instead of 6 hours in one evening
• Pomodoro Technique - work for 20 minutes, break for 10 minutes; repeat up to 4 times; long break for 20-30 minutes
• Mistakes are learning attempts to celebrate:
  • Understand how I learn best and why
  • Celebrate successes no matter how small

• Teach how to be organised
• Use ‘To do lists’ as visual reminders of deadlines
• Use Eisenhower’s Principle to help prioritise:
  • Important and urgent revise for tomorrow’s exam
  • Not important but Urgent - Help at Computer Club today - delegate?
  • Important but not Urgent - Today’s homework
  • Not Important and Not Urgent - Plan my Art Project due in a Month

The pupil may have difficulty:

• Engaging in a lesson
• Recalling facts and procedures for assessments or exams
• Retrieving information quickly 

Keeping track of steps to complete in a task

• Initiating a new task
• Staying on task and persevering
• Organising belongings and materials
• Maintaining a positive self-esteem 

• Teach a range of revision techniques that use visual, auditory and kinaesthetic channels to help the pupil recall information that builds on his / her learning strengths
• Provide opportunities for regular effective ‘retrieval practice’ which makes retrieval of information more manageable. Use of multiple-choice questions, verbal and written responses, recalling with cues or prompts and / or recalling with no support
• Use a range of literacy retrieval practice organisers and knowledge organisers and timelines:

Cops and Robbers Study Aid

• Use visual frameworks that match the text type, for example:
  • Flow chart for chronological information
  • Bubbles for compare and contrast
  • Jigsaw pieces for story-building,
  • Story maps, mountains and roads for planning the plot
  • Comic strips

• Introduce user friendly technology to create and use a variety of online quiz tools such as Quizlet, Carousel Learning, Google Forms, Kahoot, Mentimeter, Microsoft Forms
• Quiz tools are ideal to check / assess what the pupil remembers and what he / she can improve on (these also mark the quiz and give the pupil immediate feedback)

• Encourage brain and movement breaks:

Time out activities