Cognitive Function and Learning Explained

Module Three

Cognitive Flexibility

Goal: Students will demonstrate an understanding of cognitive flexibility and its significance in mental health by identifying cognitive distortions, applying skills for distress management and flexibility improvement, using CBT techniques to challenge maladaptive thoughts, and reflecting on growth through real-life applications.

Essential Questions:

  1. What is cognitive flexibility?
  2. How does developing cognitive flexibility contribute to overall mental resilience and adaptability in various life situations?
  3. What are cognitive distortions?
  4. How do they play a role in hindering cognitive flexibility?
  5. What strategies can people apply to navigate challenges in flexible thinking?

Assessment Evidence:

  • Performance Tasks: Case study analysis and written reflections
  • Other Evidence:
    • Class discussions and participation
    • Application of learning strategies in practice exercises

Resources and Materials:

  • Module Three Slideshow/PDF
  • Brainstorming and writing tools (whiteboard, paper, pencils, notebooks, etc.)
Module Three Slideshow
Module Three PDF

Part One: Introduction to Cognitive Flexibility

Objective: Students will understand the concept of cognitive flexibility and its importance in daily life.

  1. Have students take the “Cognitive Flexibility Self-Assessment” using the Module Three resources.
  2. Optional: Discuss what it means to adapt to unexpected situations.
  3. Using the Module Three Slideshow/PDF, define cognitive flexibility and discuss examples of when it’s needed (e.g., problem-solving, decision-making).
  4. Provide a brief overview of how cognitive flexibility relates to executive functioning. Connect how flexible thinking relates to metacognition and daily planning.
  5. Have students complete a reflection activity where they identify times when they’ve demonstrated cognitive flexibility. Provide examples or guiding questions to help students reflect on times they have used effective problem-solving or decision-making skills.
  6. Encourage a class discussion to share their reflections and summarize key points.
  7. Resume regular class procedures.

Part Two: Understanding Cognitive Distortions

Objective: Students will understand the meaning of cognitive distortions and recognize common types of them. Students will complete a case study to recognize common cognitive distortions in real-life scenarios. 

  1. Use the Module Three Slideshow and/or the Module Three PDF to introduce the concept of cognitive distortions and how they affect decision-making. Videos on cognitive distortions can be found here.
  2. Present examples of common cognitive distortions such as black-and-white thinking, catastrophizing, and overgeneralization.
  3. Discuss how cognitive distortions can limit cognitive flexibility and problem-solving skills. Encourage a student-led discussion. Give space and time for students to come up with examples that involve school or daily life. *Important Note: Be mindful of conversation topics and redirect if the conversation moves towards a topic more appropriate for group or clinical discussions. Encourage focusing on school-related examples. 
  4. Have students complete the “Cognitive Flexibility Case Study.”
  5. Resume regular classroom procedures.

Part Three: Enhancing Cognitive Flexibility

Objective: Students will learn strategies to mitigate cognitive distortions and increase flexible thinking. They will complete an activity to determine strategies that can be used as interventions for cognitive distortions.

  1. Begin by discussing the benefits of shifting perspectives and adapting to change (this can be done in a brainstorming session or casual conversation).
  2. Introduce strategies such as perspective-taking, reframing, and brainstorming alternatives using the Module Three Slideshow/PDF.
  3. Have students complete the “Cognitive Flexibility Practice.”
  4. Optional: Students can discuss strategies they used in the “Cognitive Flexibility Practice” or strategies they could use in real-life scenarios. 
  5. Resume regular classroom procedures.

Part Four: Creative Problem-Solving

Objective: Students will complete an activity to determine strategies that can be used for flexible thinking and problem-solving. 

  1. Explain that students are going find ways to solve a problem and provide the “Problem-Solving Mind” example found in both the slideshow and PDF.
  2. Put students in small groups or have them do the practice individually.
  3. Provide each group with a scenario card from “The Problem-Solving Mind” in the Module Three PDF. Each card presents a dilemma for which students can determine action steps. *Note: You can create your own scenarios or determine what topics are most appropriate for your current students.
  4. Have students determine appropriate action steps for their given scenarios. 
  5. Assess students’ understanding and skills used through group discussion or written reflection.
  6. Resume regular classroom procedures.

Part Five: Reflection

Objective: Students will reflect on content explored throughout the module and reinforce previous modules. Students will create an action plan focusing on flexible thinking and problem-solving.

  1. Review key concepts and skills learned throughout the module.
  2. Reintroduce previous concepts or introduce new concepts such as metacognition, the testing effect, the three steps of learning (encoding, storage, and retrieval), SMART goals, and time management. 
  3. Encourage students to complete the “Action Plan” resource in the Module Three PDF, focusing on cognitive flexibility and problem-solving.
  4. Resume regular classroom procedures.
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