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UA Teaching Academy

Research Roundup – Our Brain’s CEO

By Laura McNeill

Ever wondered why some students excel while others struggle, despite similar levels of intelligence? The answer might lie in executive function — our brain’s CEO. Recent research by Siregar (2021) in Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory sheds light on how understanding executive function can revolutionize our teaching. Discover actionable strategies to enhance working memory, focus and cognitive flexibility, empowering students to succeed.

Key Insights

  1. Executive Function Trio: Working memory, inhibitory control (focus) and cognitive flexibility (mental agility) are crucial for academic success. Inhibitory control is the ability to resist distractions and stay focused. Cognitive flexibility is the ability to switch between tasks or think about things in different ways.
  2. Explicit Instruction: Clear, step-by-step teaching benefits all students, especially those facing learning challenges.
  3. Balance Cognitive Load: Cognitive overload occurs when the total amount of mental processing needed exceeds a person’s working memory capacity. This happens when there’s too much information to process simultaneously or when the complexity of the information is too high.

Quick Strategies to Implement

  1. Flexibility Builders: Encourage students to approach problems from multiple angles.
  2. Cognitive Load Management: Use worked examples and gradually increase the complexity.
  3. Metacognition Promoters: Model thought processes and encourage self-reflection. Teach students to monitor their learning progress.
  4. Support Working Memory: Use graphic organizers to structure complex information.
  5. Enhance Inhibitory Control: Help students identify and focus on relevant information. Use clear signposting in lectures to highlight key points.

By incorporating these strategies, you’re not just teaching content — you’re enhancing your students’ cognitive toolkit for success in your course and beyond. Small changes in your teaching approach can lead to significant improvements in student outcomes.

Reference: Siregar, N. R. (2021). Explicit instruction and executive functioning capacity: A new direction in cognitive load theory. Journal of Education, 203(2), 451-458. https://doi.org/10.1177/00220574211033256