Executive Functioning and Differentiation in Education

This assignment examines the crucial link between executive functioning skills, a child's ability to learn effectively, and the implementation of differentiation strategies in educational settings. It analyzes research on how executive functioning impacts academic performance and responsibility development, highlighting its significance in fostering student success. Furthermore, the assignment delves into the principles of differentiation, exploring how teachers can create inclusive learning environments that cater to individual needs through effective curriculum design and supportive classroom practices.

Running Head: Taxonomies, Neuro-Science
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Taxonomies, Neuro-Science 2
Week 9
Taverna, A., & Peralta, O. (2017). Young children category learning: a training study. European Journal
of Psychology of Education, 28(3), 599–617. Retrieved from http://Young children category
learning: a training study
At some point in life, we all need our kids to apply thinking skills critically. Their parents and
teachers ask questions, which needs only lower thinking a level of remembrance. Some of the
questions asked may include, where, who what and why. The only memorization is required for
them to respond to this question. At lower order thinking, children only retell information using
their own words which hinders critical progression and understanding. In case they are subjected
beyond lowest level, a remembrance to next position of knowledge, they respond to questions for
the organization of previous information. Therefore, this should be done away with since no
addiction to new knowledge. While understanding things, children should be taught means of
avoiding fad thinking as well as peer pressure influence. When guardians to our children, in
general, have skills relevant, they will analyze and interpret actions of children especially
information constant in their lives.
Understanding and memory are parts of the process, but for them to move to next level, the flow
of information needs higher order thinking. Parents or those responsible for children should
move to higher order thinking to question their children and get to know the capacity of
progression and understanding in them. In higher order thinking, children apply, analyze,
evaluate and create. A child progress and understanding should be regarding how he or she might
solve a certain real-life challenge. From this perspective, he/she identify leading causes of the
problem. Therefore, a child should be able to come up with their new ideas. For example coming
up with new item or proposal.

Taxonomies, Neuro-Science 3
Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris, M., & Koutselini, M. (2017).
Differentiation of teaching and learning mathematics: an action research study in
tertiary education. International Journal of Mathematical Education in Science and
Technology, 44(3), 332-349. http://dx.doi.org/10.1080/0020739X.2012.714491
Critique of the article
Children progression from lower to higher thinking level requires clarity based on
communication. Most of the time, ambiguity and confusion may arise resulting from poor
communication. At home, children might be taught differently, and this brings differences on
how they understand things). Also, in school where higher order thinking is highly practiced,
inequality regarding understanding may happen. This is because some children might have a low
speed of recognition compared to others. Therefore, at the end of day confusion and differences
arise among the children.
Implication of the research
In life, problems need solutions, especially complex problems. Therefore, solutions to this
problems are extracted from processes of higher thinking level. The teaching of higher levels
impacts children with relevant skills to approach life. Also, teaching provides a benefit of
assisting them to add new knowledge and also improving lower thinking. Therefore, higher
thinking is necessary in the real world as it prepares a room for improvement and also coping
with life challenges with confidence.

Taxonomies, Neuro-Science 4
Week 10
Watson, S., Gable, R., & Morin, L. (2017). The Role of Executive Functions in Classroom
Instruction of Students with Learning Disabilities. International Journal of School and
Cognitive Psychology, 40(2), 1-3. http://dx.doi.org/10.4172/2469-9837.1000167
Neuroscience is part of life sciences branches like neurophysiology, which encompasses
physiology, anatomy, nervous tissue and biochemistry based on behavior and teaching. In this
paper, neuroscience will tackle behavior on children and how their learning can be affected by
their surroundings.
Learning conditions
Learning process of children must be optimized. To fulfill this, learning at this position of
cognition enquire support from physiological, emotional and environmental conditions. The
brain of children tends to interact with the whole context presented to it not only incoming
information they receive. Therefore, learning environment must address cognitive, physical and
emotional features
Physical
Many addressing physical issues, this covers the concept of food and sleeping. Proper nutrition
of children is essential for mental and physical development. Brain tend to withdraw body
energy to meet mental demands. If children have low glucose in their body, as rational human
beings, they will be disadvantaged and hence hindrance of the learning process.

Taxonomies, Neuro-Science 5
Another aspect of physical is sleeping. Current research of neuroscience points out the relevance
of sleep in the consolidation of the memory .Hippocampal neurons according to the research, are
active times of learning and deactivated during sleep hence strengthening the neural network and
reinforcing learning. Therefore, having enough sleep is important for learning and memory.
Cognitive
When learning something new, there must be cost to digest the new material and store it. There
are some limits to children capability to acquire new information. Available resources need to be
a channel to conquer with demands in the surrounding. Creating of advances networks of neural
is relevant for mind development and also for future benefit. Therefore, cognition requires the
building of neural networks to avoid mental complications at an older age
Emotional
Research shows that emotions are essential to cognition. Through emotions, children can know
where they are going to pay more attention to. Consequently, the neural network is built which
initiates knowledge to all human beings. Therefore, kind of emotions children possess
determines how much attention they will apply in learning.
Taverna, A., & Peralta, O. (2017). Young children category learning: a training study. European Journal
of Psychology of Education, 28(3), 599–617. Retrieved from http://Young children category
learning: a training study
Critique
Neuroscience is not able to answer all life problems as believed it could do (especially goals
issue). When it comes to education, it’s termed as pseudo-science that aims at ‘artifact '. On the
other hand, neuroscience aims at only natural principles. Therefore different between the two

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shows that neuroscience can give solutions to some goals issues. For example, creating of
character in children.
Implication
Executive functioning research furthers academic learning. This is because, through a
combination of self-regulation and EF, development will take place. They impact children with
relevant skills, which are fundamental and also helps adapt to school. Despite contributions to
academics, executive functioning leads to development in responsibilities. Therefore, children
will grow up with personal responsibilities and become competent emotionally, an act which
facilitates learning.
Overall, executive functioning according to the research provides a foundation for learning and
also flexibility (including in schools). Assessing students skills, aid teachers understand
obstacles based on their students, and this can be dealt with directly and efficiently.
Week 11
Bornstein, m., & arterberry, m. (2017). The development of object categorization in young children:
hierarchical inclusiveness, age, perceptual attribute, and group versus individual analyses. US
national library of medicine national institutes of health search database, 46(2), 360-365.
Http://dx.doi.org/10.1037/a0018411
Brain and differentiation combine neuroscience and differentiation to create an understanding of
strategies of differentiation. This concept can be responsibility between children and teacher in
the classroom or with their parents. They give differentiation rationalization in neuroscience and
strategies to embed differentiation in the classrooms.

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Differentiation based on children got some principals. Some of them may include uniqueness of
the brain. Children do learn differently even if they are identical twins. Another principle is that
learning can be termed as a social process. Relations with others socially influence learning.
Therefore, differentiation both at home and school should be done effectively. However,
effective differentiation in class does not imply modification for everything by the teacher to the
learners instead it means, how to organize everything and facilitate equal learning.
Efficient differentiation depends on teacher mindsets and surroundings. Mindsets refer to things
like assumptions. Therefore when a teacher has a mindset which is positive, the following will
happen; creates safety of the classroom, builds positivity of learning environment and also
addressing emotional issues of the students. Therefore, in this aspect teacher will play a role in
ensuring he develops learners from different grounds.
Curriculum quality determines how differentiation is taught. School curricula should provide
room for students to achieve their learning goals. This is achieved through giving skills and
knowledge need to them. When information is given to them, then if it’s meaningful it will be
restored in long-term memory .Also, the curriculum should be aligned. This means it should
cover all aspects in broad. Therefore, if the curriculum is aligned, it will focus on learners
understand.
Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris, M., & Koutselini, M. (2017).
Differentiation of teaching and learning mathematics: an action research study in
tertiary education. International Journal of Mathematical Education in Science and
Technology, 44(3), 332-349. http://dx.doi.org/10.1080/0020739X.2012.714491
Critique of the article

Taxonomies, Neuro-Science 8
The biggest problem is that differentiation does not work. Despite the importance of it, it’s quite
hard to implement it especially in a classroom which is heterogeneous. Most of the research
shows differentiation is not yet effective method to challenge most learners. In many cases,
instructions based on differentiation, it always complicates work of teachers. This is because it
requires them to assemble and procure materials in multiple.
Implication of the research-teaching indoctrinations and strategies
Enables management of the differentiated classroom.in classes, learners have different ways of
thinking and how they und. Therefore, the classrooms will be controlled in a way which is
orderly and restrictive, whereby routines are strict which most likely dwell on a task which is
quiet and easily controlled .These classes support teaching flexibility and structures which do not
support rigidity.