DOING.
The Science of Getting Things Done
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DOING: The Science of Getting Things Done is the companion student planner to the Montessori Minds Executive Function Album for teachers. The student planner walks children ages 9-15 through research-based mini-lessons to understand executive functioning skills, why they are important, and how to strengthen them. With a foundation of growth mindset and inquiry, DOING helps children take control of their goals, understand their struggles, and build their strategy toolboxes for getting things done. Lessons are designed for tier one teaching strategies to ages 9-12, and as intervention support (t...
DOING: The Science of Getting Things Done is the companion student planner to the Montessori Minds Executive Function Album for teachers. The student planner walks children ages 9-15 through research-based mini-lessons to understand executive functioning skills, why they are important, and how to strengthen them. With a foundation of growth mindset and inquiry, DOING helps children take control of their goals, understand their struggles, and build their strategy toolboxes for getting things done. Lessons are designed for tier one teaching strategies to ages 9-12, and as intervention support (tier two and three) for children 12-15 struggling to manage their tasks and achieve their goals. The system can be supported by parents or teachers, focusing on school or home application. Each planner is designed to be written in daily and covers one nine-week quarter, using Gradual Release of Responsibility strategies (GRR) to move children from adult-supported use to independent application. Daily planning pages act as graphic organizers that prompt children to apply their learned strategies. With the included tools, children monitor their own progress and track their growth, adding strategy lessons each week to help them find success and develop life skills for this moment and beyond. Designed by Montessorian Jess Davis, the DOING planner meets the needs of children in many environments by supporting learner-driven development of executive function skills with a sense of ownership and achievement.
