learning

Action Today = Better Learning Tomorrow

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Reading books, lots of themCalling all parents….do you want to help your child/teen complete their homework more efficiently, study more effectively for tests and ultimately improve their learning and their grades?

Time is running out. We’re in term 3. The early Spring is often the most difficult time for students to stay motivated and to keep up with their work. Keep it positive and read on for tips to put into action today for better results tomorrow.

Homework Efficiency:

        • Work together to set a homework routine. Include a specific start time.
        • Create a distraction free environment – TV off even if it is in another room. Phones on airplane mode or out of the room.
        • Do not interrupt them while they are working as they can lose their focus.
        • Do not “check” their homework accuracy, that is the teacher’s job.
        • Make sure they take short, 5-10 minute, breaks after working for 20-30 minutes. It helps the brain recharge and allows the brain to process new information.

Study Effectively:

    • Encourage students to write down upcoming test dates and then to plan backwards so that they have at least 3 opportunities to review the information before the test. Spaced repetition has been shown to be an effective study technique.
    • Foster a growth mindset, discourage negative self-talk and focus on the positives. Punishments do not encourage better grades.
    • Simply reading new information retains maybe 10% but being an active learner by asking questions, summarizing the reading, drawing a mindmap, or creating flashcards leads to more retention and better understanding of concepts.
    • Have your child “teach” you or even the dog, key concepts. They need to be able to explain them in their own words and just not verbatim from the text or study guide. Quiz them on vocabulary, including math vocabulary to be sure they understand what the words means.
    • Don’t save studying until after the homework, as it is best when the brain is fresh and energized

Improve Learning:

    • Eat together whenever you can and engage in meaningful conversations about various topics. Discussions promote communication skills, critical thinking and listening skills and develops confidence.
    • Read. Whether it is reading to your child, with your child or they are reading independently, show that reading is important by reading at the same time.
    • Make learning fun by going to museums, libraries, zoos and vacationing activities that promote learning new things.
    • Encourage their interests and provide opportunities to explore hobbies, deep dive into subjects of interest and use their skills in the “real world.” (Ex. Baking, cooking dinner, planning a vacation, or researching a topic.)
    • Praise your child’s efforts and encourage them to see challenges as opportunities to learn and not as failures. Take the emphasis off of the grades and focus it on encouraging them to become lifelong learners capable of learning anything they set their mind to.

That’s how we encourage learning and growing and can develop the habits and routines that all students need to be successful. It only takes one “bad” experience in a subject to demotivate and defeat an otherwise very capable student.

Graphic thanks to Pixabay.

School’s Out – Preventing the Summer Slide

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summer learningTeachers talk about the summer slide all the time. That downhill slope that learning often takes during the summer months. We all lose some level of skill when we don’t keep using it. For students, the summer slide can set them back a month or more having to review what they have already learned.

Now, I am not talking about the facts they have memorized, but the process of being able to figure things out through understanding themselves and problem solving. In other words, thinking about how they think or metacognition. This is the real skill they need when it comes to learning.

So, what you can you do this summer to help minimize that summer slide?

    • Keep them reading. Find books that they are interested in (not just the ones on their summer reading list) and set aside some time each day for reading. After lunch, after dinner or before bed are great times and even better if you are able to read at that time too. Don’t forget to ask them about what they have read.
    • Going to camp or on outings? Let your children plan what they need, figure out the route or buy the snacks. Any way that you can get them thinking about how to approach the task of being ready is helpful. What have they done in the past that is similar to this and how can that help?
    • Take a walk in the woods, go geocaching, identify birds, flowers, rocks and trees. Get outside and play. Visit the tourist sites near you. What will they be studying next year? Is there an historic site that relates? Take in a museum or zoo.
    • Teach and/or reinforce skills through baking snacks, helping with meal prep, doing their own laundry, organizing their room, and/or writing a grocery list or their daily plan. Create a menu of fun activities they want to do. It is easier to check the menu than to come up with something to do in the moment. Do they want to learn something new or improve a skill?
    • Weekly (or more) game night. Play games that use math and reading but also keeps their “playing with others” skills active. Building with legos – have a competition. Puzzles too.
    • Keep some structure in their day. Kids thrive when they know what to expect. Having morning, mid-day and evening routines can break up the day and make it easier for them to switch activities or come up with new ones. Try a 30 minute “quiet time” after lunch. It works great if you want to swim after lunch but really should wait a bit. It’s a great time for reading, doing puzzles, word searches, or reinforcing weak skills through activities (although I am not a fan of the worksheets), things like math war, or memory games and even flashcards help.

Learning is a process and it takes time.

So, start small and scaffold things where you start with lots of help and then less help as they become more capable. Focus on the process of learning and not the outcome. Keep a growth mindset in mind where they are capable with effort even if they can’t do it “yet.” Allow choices it fosters ownership. Reflecting on what they have done leads to metacognition so be sure to use some of their successes to remind them when they are struggling.

Lastly, and most importantly, it is so easy to supply solutions to children’s statements and complaints like: “I’m hungry” or “Where is my bike”, or “I’m bored,” but when you do, you take away the opportunity to develop problem solving skills and encourage independence. (Also developing agency).

Encouraging your children to problem solve with your help and building on their confidence develops agency. Isn’t the goal to raise lifelong, independent learners with the confidence to handle anything? And, it can be fun!

“I’m Bored!” – Now What?

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Encourage problem solvingProblem solving skills. We use them all the time at work, school, home and in social situations. They help us locate our keys, or solve a problem at work. For kids, they help them learn and think on their own without waiting to be told what to do.

The definition, according to Merriam Webster, is “the process or act of finding a solution to a problem.” When bosses, teachers and parents provide the next steps to solving a problem, then there is no true problem-solving practice. Without practice, our “solutions” can be anything from an impulsive response, to paralysis, where we do nothing and the problem is never solved or there are consequences that were never contemplated. Do you want to be able to trust that your children can make the right decisions when it comes to problem solving?

It can make for a long summer if you often hear, “I’m bored,” “I’m hungry” or, “Where are my shoes” and then your child or teen waits for you to suggest what they should do next. Often in our rush to get the kids to do what they need to do; we simply tell them what to do rather than having them think about it and figure it out for themselves. Have you supplied the snack or told your child where to locate their shoes recently? Providing an “instant” solution rather than allowing your child or teen to solve it themselves can create a dependency that delays their journey towards independence.

Problem solving skills are important in simple decisions we make every day. Our children are faced with a variety of challenges throughout their day, in school and out. Without the ability to come up with options, children may choose to avoid situations which can make things worse.

How to encourage problem solving:

      •     Use humor for example, “Hello, hungry, I’m Mom.”
      •     Ask an open-ended question, “I wonder where I would be if I were a shoe?”
      •     Identify the actual problem
      •     Suggest you brainstorm possible solutions together and then discuss pros and cons of each
      •     Allow your child to pick a solution and see what happens

Five Advantages to Developing Strong Problem-Solving Skills

1.  Problem Solve to Avoid Boredom

When children are home during the summer, there is often unstructured time even if they are off to camp programs. Switching from a structured program to non-structured can sometimes be overwhelming. With so many choices they can have difficulty making a decision. Sometimes it is difficult for children to decide what to do in the moment. Creating a “menu” of choices together can help inspire them without having you run through their choices. Coming up with the ideas is often the stumbling block – even for adults, so having a ready made “menu” avoids that challenge.

2.   How to prevent the problem from happening again

Once your child has solved a problem, make sure they understand what made that such a challenge and ask what they can do to prevent it from happening again. This can range from the basic, put your shoes in the same spot every day to remembering to be a thoughtful listener when their friends are talking. Discussing social situations before and/or after can help your child practice those “being a good friend” skills of listening, negotiating, taking turns, playing fair, etc.

3.   Natural consequences

Let them make their own decision whether you agree with it or not and allow for natural consequences to happen (as long as they are safe). This opens the door for a discussion on other things they might want to consider next time. What did they forget about? Cause and effect skills develop from comparing the pros and cons.

4.   Build Independence Skills

Creating routines, making sure there are routines and structure at home that children can depend on. Children need to trust that certain things will happen regularly. It is important they understand they are part of a team and should also be expected to contribute to daily life at home.

Help them learn how to solve problems and/or build skills. Ask what they would do and why to help brainstorm solutions and strategies. Discussing the pros and cons of each can then lead to better decisions being made.

Build positive self-talk and let them hear you problem solve by voicing your thoughts out loud to role model the process.

5.   Self confidence

When kids succeed be sure to praise their effort and not just a generalized compliment that praises something they cannot control (intelligence, looks, etc.). Encourage a growth mindset attitude that emphasizes the effort and encourages perseverance to attain the goal, rather than the goal itself. As they see how effective they are, they will become more self-confident.

Failure is part of the learning process – as the song says, “nobody learns without getting it wrong.” So, let your kids, “try everything” and see what happens.

Everyone benefits from working on and encouraging problem solving skills. It’s simple, according to verywellfamily.com, once you identify the problem, then brainstorm several options, nothing is off limits. Now, go back through those options and identify the pros and cons. Pick a solution that looks good and try it out. Is it a success or do you need to try another solution? More practice, the better the skills.

Enjoy the rest of the summer!

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Music to My Ears

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MusicMusic is everywhere. Sometimes we hear it and sometimes we don’t. You may suddenly realize you have a “tune” stuck in your head and have no idea that it was playing in the store you just left. Students can now bring their music to school and use it while they work independently.

Well, I recently worked with a student who was taking a “music theory” class and learned that there is much more to music than I ever realized. He was having some difficulty with it and it’s hard to know what or how to study when you don’t really understand it. So, he taught me a few things but I could see the big concepts were hard for him to put into language I (aka a novice) could understand. That’s one of the key ways I can tell if a student really understands something….if they can explain it in language that someone else with little or no knowledge of the subject can understand.

Aside from piano lessons as a child and a music appreciation class, I have little understanding of the inner workings of music – however I do love music!

Here’s how I use music:

  • To give me energy when I am running low or have run out
  • To lift my mood
  • To motivate
  • As a workout
  • As a distraction
  • To reduce stress
  • To get both sides of my brain working (great for learning)
  • For time management (beat the clock and finish a task before it ends.)

How do you use music? Let me know in the comments box please….I’d like it not to say “no comments”.

Thanks for reading.

Laine

 

 

Image by Frauke Riether from Pixabay

The “Next” Normal of Learning

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As if the daily struggle with homework was not enough stress, now you are being asked to help your child learn online and complete work via a screen. How are you and your children adjusting to this “online learning?”

There are only a few weeks left, but do you feel that your child has really “learned” how to learn for themselves remotely? It is not necessarily about the content but have they learned to be a self-directed learner or are you guiding them throughout each day?

All brains may struggle with this new way of doing things. However, an ADHD brain may struggle with the new way of learning, and the different “schedule”, the distractions at home, the challenge of not being able to ask the teacher whatever pops into their heads and the sitting in one place for longer periods of time. All this can make 30 minutes of work take 3 hours instead. Parents can become frustrated at the amount of time and coercing this work can take. Please remember your relationship with your child is the number one priority. Don’t let the pressure of getting the work done interfere with your relationship. This is new for them too.

Next Normal: Learning

  1. Start with making a “work” zone. A place where your child can set up the iPad or laptop and has space to work if needed. Clutter increases distraction and can interrupt their focus. Make it a calm, clear space for work that has the tools they will need within reach. Put a clock or timer nearby so they can see how much time they have to finish. (If you give them all day, it will take all day. Set a limit.) Setting kids up on their beds is NOT recommended, it gives the body the wrong idea but give them the option to stand up while they work may help some kids focus easier. See what works for your child. If they choose to sit, be sure their feet touch the floor or put a box under them so they’re legs are not dangling.
  2. Remember this is a new way of learning for your kids. They are essentially being asked to teach themselves without the same type of interaction they would have in school. It is pass/fail for this term so let them do their best and leave it at that. It does not help the teacher to know where your child might need more help, if you are making them correct all their errors before turning things in. Find ways to make it fun, and pay attention to what kinds of things seem to be difficult for your child. Work together to find other ways they can learn. The summer will be a great time to reinforce their weaker skills but for now, help them get through this new experience.
  3. Break up the “work” time into small blocks. If the kids were in school, they would be going to specialists, having snack break or recess. Encourage them to move more and get outside during these breaks. Set a timer so they know when it is time to get back to work. We don’t want them having to work all day. Create a schedule everyone can agree on.
  4. Kids need time to adjust to transitions, especially if it is from play to work. Set timers for all breaks or give a warning when they have 5 minutes left, 2 minutes or 1-minute left. Then let them know how long they have to work. For younger kids, a time timer works to show the passage of time. It gives kids the knowledge that this “torture” won’t continue for too much longer.

Lastly, take time to connect with your kids throughout the day. Yes, it is difficult to balance the responsibilities of work with family life, but we are all experiencing this together. No one is expecting you to focus 100% on your job throughout the day. Take time for yourself and your family because when this is over – things will not go back to “normal.”  However, this “next normal” can be better for you and your family if you put the time in now.

Attention 101

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Good habitsOctober is ADHD Awareness Month, so let’s talk about attention. Does your child take a long time to complete their homework? Have you heard things from the teacher like, “your child needs to pay more attention in class,” or “he/she is distracted and needs to focus more?”  Well, it turns out that it is not as simple as “paying more attention.” There are actually three different kinds of attention (according to the all kinds of minds website). I’ve summarized the three types below and added some strategies that might be helpful below that. (I used the pronoun, “they” rather than “he/she” to simplify.)

1. Mental Energy is really about how awake the brain is and how consistent the energy level stays.

                  • Alertness –can they concentrate when necessary?
                  • Sleep habits – do they get a good night’s sleep and wake rested?
                  • Mental effort- do they have enough energy to finish what they start
                  • Performance consistency-is their work of the same quality from day to day?

2. Processing Energy is about how well your child can put the pieces together.

      • Can they separate important from unimportant?
      • Do they connect new information to what they already know?
      • How deep do they concentrate?
      • Can they concentrate until they get through the task?
      • Can they put the pieces together even when not interested in the topic?

3. Production Energy is about the consistency and quality of their work.

      • Do they think ahead to what the end result should be?
      • Do they consider different options before proceeding?
      • Is the quality of their work consistent?
      • Do they work fast, slow or just right?
      • Do they learn from previous mistakes?

Mental Strategies: Consistent Energy

      • Clear their working memory (use our “brain dump” technique)
      • Get some exercise
      • Create a sleep routine
      • Have them do their homework at the same time daily
      • Help them find what is interesting about their work
      • Let them get creative

Processing Strategies: Putting the Pieces Together

      • Use different colored highlighters to separate multistep directions or to highlight important details
      • Use graphic organizers with topic headings so facts can be written in easily
      • Actively preview before getting started and ask why is this important?
      • Work in short blocks of time
      • Discuss what they already know about a topic before beginning (Use kwl charts)

Production Strategies: Consistent Output

      • Start with the end in mind. Have them sketch out what the finished product will look like and work backwards (consider at least two approaches)
      • Design a rubric for homework together and use it to review (students should rate and then explain their scores)
      • Create “strategy sheets” that show the steps of the process to free up working memory space
      • Use graphic organizers to plan
      • Review all work for errors and omissions (work from top down, don’t skip around)

If you’ve had success at using a different strategy and would like to help others struggling with the same challenges, please let me know below so we can learn from each other.

10 Strategies to Help ADHD

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ADHD cropOctober was ADHD Awareness Month. Each year the media seems to do a bit more to publicize and educate but more can always be done.  There is not enough information out there geared to parents and children. So, I would like to help with some information my students find helpful.

First up, the acronym ADHD which stands for Attention Deficit Hyperactivity Disorder really shouldn’t be the category name for the three types of ADHD (impulsive/hyperactive, inattentive and combined). Teens are often in denial because they say they aren’t “hyper” and so feel that it doesn’t apply to them.

ADHD is a neurobiological condition – meaning it is the result of lower levels of neurotransmitter chemicals that are normally in the brain, which results in lower levels of stimulus in the brain. Non-technical definition: it is a chemical imbalance and not a personality/behavior or motivation problem. Just like near sightedness or hearing loss, it cannot be “fixed” at this point in time but it can be helped.

People of all ages with ADHD that I have met are often very smart, they just have difficulty showing it sometimes. That’s often a combination of the lower level of chemicals and the executive function skills that are slower to develop.

School challenges vary by individual but often ADHD can interfere by making it difficult to get started on a task, stay focused long enough to complete a task, remember when they have a task to do or find the task in their disorganization. It’s easy to see why homework and test taking is a challenge for these kids.

10 Strategies to Help with ADHD

  • Declutter your work space, set up materials you use often in easily accessible places. Rulers, scissors, pens and pencils fit nicely in a mug on the desk. (Organize it weekly to keep it that way)
  • Take everything out of the backpack and pile the “to do” items on the left and as you complete them move them to the right. Then put everything back in the backpack where it belongs.
  • Start with the end in mind. Sketch out what it will look like when completed and work backwards to determine the first few steps.
  • Write it down! Use a planner, smartphone app (Google Calendar, Color note, Evernote, Remember the Milk, etc.), or notepad to keep track.
  • Graphic organizers and mind maps using color, shape, and placement help the brain recall information. Great for study guides.
  • Create a 30 minute play list and reward yourself with a break if you work until the music ends.
  • Keep a notepad nearby and write down any thoughts that interrupt so that you can deal with them after the work is done.
  • Exercise or do something active to increase the dopamine in the brain before beginning (snacks and water help too).
  • Use a whiteboard and don’t erase the previous approach
  • If your child/teen is still struggling then try to change the environment, change the task or change the expectations.

In coaching, we often start by helping teens become aware of how their ADHD is showing up in school. Once they identify that it is really the way their brain functions that is making “x” or “y” difficult, then they are better able to look at it objectively and figure out a strategy that might help. If they continue to do things the way they have always done them, there can be no change. It is only when they start to think about their thinking, that they can really help themselves.

5 Gifts to Give Your Child For School

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magic smallIt’s getting close to the start of school and you can feel the emotions in the air. There is excitement, fear, uncertainty, anticipation, restlessness, and worry and that’s just from the moms! I am guessing that some students are feeling the same emotions. Yes, there is always a bit of fear of the unknown but for kids that have had a “bad experience” going back to school can be scary and demoralizing. As a parent you hope this year will be different and that your son or daughter will get a teacher that understands him/her and can actually help them develop strategies that will get their homework done in a reasonable time and teach them to learn. That’s not too much to ask, is it?

Gift 1: First up is to decide whether or not to tell the new teacher all about your child’s struggles and challenges before she even meets him or her? Or do you wait a bit and then provide the teacher with the effective strategies your child developed with last year’s teacher? To tell or not to tell, that is the question. Is it better for your child to have a clean slate and to make their strengths and weaknesses known on their own terms to the new teacher or to provide the teacher with the outside testing, recommendations, and a record of their failings from the past year? Having taught for over 18 years, I just want to say that your child deserves to be recognized for who they are….right at this moment and not who they were last year. As hard as teachers try, they cannot help being overwhelmed by the start of the new year and the many notes and emails from parents tends to “cloud” their perception.

Gift 2: Instead of waiting for the teacher to figure out what your child needs, help your child figure it out. For those students with ADHD and/or Executive Dysfunction challenges it is imperative that they understand that there is nothing “wrong” with them – their brain just thinks differently. They should have a basic understanding of how their ADHD “shows up” and begin to recognize what works and what doesn’t work for them. That way they can advocate for themselves or at least help the teacher figure out a better way to help them. Remember to tell them that it is neurobiological – about the level of the chemicals in their brain and not about them not being smart. ADHD brains are some of the smartest brains around (Richard Branson, Will Smith, Michael Jordan, Albert Einstein, Emma Watson, Zoey Deschanel, etc.) they are just wired differently. One caution, the simpler the strategy, the more likely it is ADHD friendly.

Gift 3: Another gift to give your child is that of a growth mindset. A Growth mindset as defined by Dr. Carol Dweck, “is based on the belief that your basic qualities are things you can cultivate through your efforts….everyone can change and grow through application and experience.” So, if something is hard, it is only because they haven’t learned it…..”YET!”  With effort they will be able to get it and that leaves their self-esteem intact. Whereas a fixed mindset, according to Dweck, ““Believing your qualities are carved in stone – the fixed mindset – creates an urgency to prove yourself over and over. “  So you strive for the good grades in order to feel good about yourself. Then when you do poorly on something, you feel like a failure. Your motivation dwindles because in this mindset, nothing you can do can improve your grade. You’re stuck in a fixed mindset.  (Click here to watch a YouTube video of Dr. Dweck)

With a fixed mindset and a few bad grades, a student will begin to believe that they are not good at a subject. They may carry that perception all through school when in fact they may have missed some key concepts early on, didn’t take the time to memorize their facts or had a teacher they disliked. None of these things should prevent them from succeeding but a fixed mindset may cause them to give up and not try. If they can develop a growth mindset and see failure as an opportunity to put in more work and figure it out, then they can succeed. (Gift 4) They will need to learn how to learn and to develop a toolbox of strategies they can rely on. This puts them in the driver’s seat of their academic life which is ultimately where we want them to be.

Your patience and understanding that ADHD is indeed neurobiological and that all the prodding and why questions will not help them get what needs to be done, done. Gift 5: Your help in getting them to become aware of how their ADHD is showing up and then together….let me repeat that….together figuring out a strategy that can help solve or at least compensate for that weakness is the best way to help them thrive. Set it up as an experiment so that it can be tweaked or tossed depending on its effectiveness. Not judging but evaluating its success helps kids try different strategies until they find what works. An example might be putting a huge sticky on the back door with a list of what they need to bring to school, or having them write test dates on a central calendar and together checking it each day so they build that sense of what’s coming up (help them study at least three days before).

By giving these gifts to your child, you are building their self-esteem while still supplying the support they need without the blame. The biggest problem with ADHD is that the low dopamine level in the brain makes it very difficult to get things done that are boring, difficult or confusing (ie.homework). Kids don’t have the push to just get through it…they need your help.

If you feel that you are too close to the situation and can’t provide your child with the unemotional support or strategies they need and would like to learn how to best support your child then contact us about our “Parenting your Child with ADHD” class or individual coaching services. We are here to help.

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Habits – Good or Bad?

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good habits for EFsWhy did you do that? “I don’t know” is often the response. Sometimes we are on automatic pilot and our actions are the results of a habit. Other times our actions can be the result of a lack of impulse control. What is a habit? A habit is “an acquired behavior pattern regularly followed until it has become almost involuntary” (Source: Dictionary.com). Think about the things you do every day without having to think about them. What would it feel like if you could change just one “bad” habit or could add one “good” habit?

If you are not sure if a habit serves you or not you may want to look closer at it. Monitoring an action or habit is a great way to figure out what the true impact is on you. You would need to be able to measure it. For example, keeping track of how much TV you watch (hours/day) instead of just deciding to “watch less TV.” See the difference?

Good habit or bad habit they both have three things in common. According to Charles Duhigg in his book, The Power of Habit, a habit consists of a cue, a routine and a reward. Add in a craving for that reward and you’ve got yourself a habit – whether it is good or bad. To change it you would need to interrupt the cycle. Change the cue (ex. ding of a new email), the routine (checking your phone as you pick it up) or the reward (quick dopamine rush that happens in your brain and makes you feel good when on Facebook). You didn’t start out craving it, but after several times your brain started liking the feeling and ta dah! A habit was formed.

Changing just one habit can have a profound effect on your life. Where to start? Gretchen Rubin, in her book, Better Than Before, suggests that starting with habits that will help strengthen our self-control can serve as the “foundation for forming other good habits.” “They are: sleep, move, eat and drink right and unclutter.” Do you need to create a new habit in one of these categories? Start slow and look at the three parts of the habit (cue, routine and reward) and design an experiment to help you figure out the plan that will work best for you and the way your brain works. Tweak it if it doesn’t work but don’t give up – the long term reward will be worth it.

Now for your kids, they need help establishing habits that serve them. Some examples would be a morning and evening habit of what to do in what order. Often those with ADHD don’t have consistent habits and every day is a “new” routine. This puts extra pressure on their working memory and makes it very brain intensive to think through the steps of what to do next. Help your kids figure out a routine and a reward and then link the cue to something they already do automatically. It is easier to start that way. Other options for kids are homework habits; the habit of using an agenda, backpack habits, studying habits….the list goes on. We can help them take a look at their habits and figure out what is and isn’t serving them so they start the new school year off strong. Check out our Academic Coaching Classes for Middle School and High School.

Executive Function Skill Building Fun – From the Archives

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readerSummer is a great time to help your kids strengthen their learning skills. The more they use them the less they will “lose” them.  Summer learning doesn’t have to be pages and pages in a workbook but with a little creativity you can have fun and learn at the same time.

Most schools now expect students to read at least one book over the summer. (Check your school’s website). Whether your child is just learning to read or reading to learn, finding books that interest them is the key. Don’t just send them to their rooms to read but show you are interested in what they are reading. Be curious and ask them about what they are reading, have them summarize, compare or simply talk about what they liked about the book (don’t just accept it was a good book). Reading increases vocabulary, critical thinking skills, problem solving skills, comprehension and increases their knowledge base. I think it is the number one skill for learning. If your child is a strong reader, then they can learn anything. The executive function skills are the other piece of the learning puzzle. These are the skills that enable your child to plan, organize, problem solve and follow through to completion.

In Massachusetts, the standardized testing is undergoing some changes. Schools realized that memorizing facts did not make better learners. Many did poorly on the PARCC test where they had to use their thinking skills to problem solve.   You may also hear reference to the “common core” which refers to specific grade level skills that students are expected to achieve at each grade level. The biggest difference is that rather than taking in large chunks of facts, students will be asked to think critically, problem solve and use those higher level thinking skills that they haven’t been using. You may also see more projects. The goal is to prepare students for college and career by developing those skills.

To help your child learn to learn you can develop reading, math and executive functioning skills while “playing” school, planning a vacation or a day trip (give them a budget and have them make a plan), grocery shopping, or making something in the kitchen (with supervision of course). One of my favorite activities was a competition with my Dad and my sister to list the 50 states in five minutes or less. We still talk about those nights at the dinner table racing to see who could list them the fastest. (Fourth grade is all about the states). We also tried the capitals, countries and the presidents (which I did not do well at). The ideas are unlimited.

For outdoor fun, try geocaching. Geocaching is finding hidden “treasures” that other people have hidden in local parks and recreation areas. Google it and you can get coordinates to use with a GPS (or smartphone) or written directions to use for a treasure hunt walk. Take along the digital camera and have the kids photograph plants, bugs and wildlife that they can identify once they get home. Play tourist in your own town, or head into Boston or south to Plymouth and make history come alive. Have your kids send postcards to their friends.

Using math, reading and executive functioning skills throughout the summer will help to strengthen your child’s skills but it will also show them how often we use those skills in the “real world” and not just in school. If you find your child struggling to plan, problem solve, remember, or follow through to completion, the summer is a great time to build those executive functioning skills. Contact us today!

I’d love to hear what you do to make learning fun over the summer on my Facebook page.