Cognitive Function and Learning Explained

Module One

What is Learning?

Goal: Students will be able to identify effective learning strategies, define executive functions, and describe the basic process of learning.

Essential Questions:

  1. Why is understanding how we learn important?
  2. What is executive function, and why does it matter?
  3. How does the brain learn, and what are effective learning strategies?

Assessment Evidence:

  • Performance Task:
    • Create a concept map illustrating the connections between learning, executive function, brain structures, and effective learning strategies.
  • Other Evidence:
    • Class discussions and participation
    • Reflections on the importance of understanding learning processes
    • Application of learning strategies in practice exercises
    • Quiz on Brain Anatomy

Resources and Materials:

  • Module One slideshow/ visual aid PDFs
  • Whiteboard and board marker or other brainstorming tools
Module One Slideshow
Module One PDF

Part One: Engagement

Objective: Students will understand the learning process and be able to define and recognize executive functioning skills.

  1. Optional: Start with a video introducing executive functioning. Some favorites can be found here.
  2. Use the Module One slideshow or the Module One PDF to expand and clarify the aspects of executive function and the learning process.
  3. Using the whiteboard or other available tools, initiate a discussion in which students are asked to brainstorm how executive functions are related to everyday life. The reflection questions in part one of the slideshow can be use to facilitate the discussion.
  4. After brainstorming and discussion, connect the information introduced to their assigned coursework. Encourage them to determine ways they can use the information learned. 
  5. Proceed with regular class procedures (ex., school-facilitated coursework, supplementary work while waiting for school, or therapeutic exercises given by clinical).

Part Two: Learning Strategies – Part One

Objective: Students will understand the concept of active recall and protocols to apply it effectively. 

  1. Use the Module One slideshow or Module One PDF page titled “The Testing Effect” to introduce effective learning strategies and concepts.
  2. The Testing Effect: Using Part One’s understanding of the learning process, explain how testing and quizzing are effective methods for active recall. Use the slideshow or visual aid to explain how testing is “recall,” while rereading notes or highlighted textbooks is “recognition.” Recognition is not as effective when questions are fill-in-the-blank or short answer.
    • “Test” students on parts of the brain with the Brain Anatomy Quiz using the Module One Slideshow, by reading out the questions, or printing them from the Module One PDF.
    • You can choose to repeat the quiz at the end of the module or during another module. This will help model spacing and recall. 
    • Additionally, introduce flashcards as a low-stakes method of quizzing. Effective use of flashcards will appear in later modules; however, encourage the use of flashcards for memorization of facts, dates, and terms introduced in textbooks. Flash cards should not be used for more complex material. 
  3. As a group or individually, support students in determining how the testing effect may apply to their current workload. Have flashcards available and brainstorm ways they can be effectively used for students’ individual needs (ex., language study, chapter terms, historical dates, people, etc.). Optional: Use the reflection slide in part two to facilitate the discussion of effective learning and active recall.
  4. Resume regular class procedures.

Part Three: Learning Strategies – Part Two

Objective: Students will understand and apply the Feynman Technique as a learning tool. 

  1. Use the Module One slideshow or Module One PDF page “The Feynman Technique” to explain the learning strategy.
    • In the discussion, encourage students to come up with reasons why teaching might be good for learning. 
  2. Activity:
    • The students choose a subject they are currently learning or have recently learned (it is helpful to choose a subject they may have an upcoming test or assessment on).
      • If students don’t have a subject, they can teach the content from parts one and two of this module.
    • The students partner with a staff member or peer to explain the concept of their chosen subject.
    • Their partners ask clarifying questions.
      • Provide examples of clarifying questions:
        • Can you simplify what ____ means?
        • Why does that happen?
        • What would happen if…?
        • How does…?
    • If it is a peer-to-peer interaction, the students switch roles.
    • The students go back to explore any clarifying questions they couldn’t answer.
    • Students can repeat the process as time allows.
  3. Resume regular class procedures.

Part Four: Case Study

Objective: Students will complete a case study to identify difficulties with executive function and potential interventions. 

  1. In groups, pairs, or individually, students will complete a case study of a student who is experiencing challenges with Executive Function. Use the Module One slideshow or the Module One PDF page titled “The Executive Function Challenge” as a reference. 
  2. After students complete the case study, move from group to group to discuss the questions or bring everyone together for a whole class discussion to go over the case study questions together. 
  3. Resume regular class procedures.

Part Five: Review

Objective: Students will review and refamiliarize themselves with the content learned about executive function and learning and create a concept map to demonstrate understanding.

  1. Review using the Slideshow or PDF as a reference. Encourage discussion with questions such as
    1. Can you explain what executive functioning is?
    2. What kinds of things are considered executive functioning?
    3. Do you think it’s helpful to have strong executive function skills? Why or why not?
    4. Do you think it’s necessary to know how the brain learns? Why or why not?
    5. Are there any areas of executive functioning that you’d like to work on?
    6. Ask additional questions or allow the discussion to flow as students discuss their views.
  2. Students will create a concept map or infographic to convey the information discussed. Examples are available in the slideshow and PDF.
  3. Optional: Have students retake the Brain Anatomy Quiz. After the quiz, have students reflect on the results. Do they remember more than the previous quiz?
  4. Resume regular class procedures.
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