Jodi Then

While my project is not nearly over, I have learned so much just from the introductory class. I have a much better understanding of how the ADHD/Autism brain works, and how executive functioning challenges impact student learners particularly in areas of math and science, where organization, time management and note taking are essential. As we look to develop the new generation of climate scientists and continue to work on Browning the Green Space, helping students to develop EF skills is more important than I ever realized.

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For my final project, I have chosen to address time and task management through a metacognitive lens. For students with EF challenges related to time management and organization, things can often seem to be overwhelming and out of their control. In schools, student expectations for independence and productivity are high; however, many students have not been given the opportunity to develop the skills that lead to independence and productivity. Before cell phones and computers, students had no choice but to take notes, write down assignments, create their own flashcards, practice reading aloud in front of a mirror, and engage in multiple means of learning that involved development of executive functioning skills. With the increasing use of technology (much of which is beneficial), students have become lost in a sea of virtual options that remove the productive struggle. It is that productive struggle through cognitive demand that creates self-awareness, and “a lack of cognitive demand takes away…their opportunity to grow their skills in expert learning, such as those involved in metacognition and persistence (Hiebert & Grouws, 2007).  In order to address the aforementioned challenges, there are two activities that I believe it is important to address immediately: Current time/task management habits, and metacognition.

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 I feel that students will be positively impacted by my experience since they are the direct beneficiaries of my learning. In understanding the neurodiversity of learning and being aware of how to support students, their academic journey will improve and they will see themselves as scholars. The project I have designed is a weekly series of push-in lessons and activities for a class of 18 9th-grade students. The class is an introduction to career and technical education in Environmental Science (CTE 1). Nineteen percent of the class has an IEP or 504 plan, and many students regardless of ability struggle with executive functioning. The lessons will be delivered over the course of the year, beginning just after Term 1 progress grades are reported. Students will spend the first 8-14 weeks exploring themselves through Self-Discovery assessment tools in Naviance, which are part of their existing College and Career Readiness activities. Students will use that information to develop individual strategies for managing assignments, keeping track of work, organizing their schedule to create better work-life balance and habits, and study skills. The educators (myself and another teacher) will monitor grades in the class and analyze data to determine effectiveness. The ultimate goal of the program is to help students see themselves as capable students, future scientists, and humans who are able to work through cognitively demanding challenges.

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The collaboration of this project is by far the best part of this experience. It has allowed me to assess, refine and deliver supports in real time. I almost never have the luxury to do this, and it has been refining and, in some ways, a game changer for my school counseling practice and profession. I can see the benefit of slowing down and doing more things well, not just more things. I am excited to see, in several weeks, how students' grades and attendance will change. I also feel better prepared to support students with future planning and thinking, particularly when it comes to STEM fields.. I have a better understanding of how students can use their neurodiversity as an asset, and how tools required to support them can be used for everyone. Another challenge is that students with disabilities often do not see themselves as scholars, or scientists, or fit for school.  This fellowship has allowed me to grow as a professional with a student population that I felt ill equipped to support. Had I not taken this class and applied to the Certificate Program, I would still be feeling like something was missing with this group of students. I can see my students as leaders in the world of science, and now I can help them see themselves as leaders in the world of science.