Imagine this: you watch a little one struggle to tie their shoes. Every twist of the lace and loop of the bow seems to take forever, and before you know it, you're tempted to step in—especially when your latte is calling your name! But as every seasoned kindergarten teacher knows, you can’t just tie the shoes for them. Instead, you let them practice, practice, practice until they finally master it.
This same principle applies in our classrooms. It's tempting to jump in and give students the answer when time is short, but doing so deprives them of the opportunity to develop critical executive function skills—planning, problem-solving, and task management. Just as children need to learn to tie their shoes on their own to build confidence and independence, students must practice these skills to lighten the load not only on themselves but also on teachers, peers, and future colleagues. By resisting the urge to offer quick fixes, we empower them to reach their full potential, setting them up for success long after the lesson is over—even when the process feels excruciatingly slow.
Executive function forms the foundation for lifelong learning and independence. According to UDL Guidelines 3.0, fostering these cognitive processes—goal-setting, planning, and self-management—is key to developing purposeful, motivated learners. But here’s the thing: these skills don’t just appear. They need to be explicitly taught and scaffolded, for both students and adults.
"We need to teach our kids how to be purposeful."
When students lack the skills to meet the demands of a lesson, we don’t lower the bar—we scaffold them to reach it. So, how can we scaffold executive functions to build learner agency? Tune in to Episode 23 of The Education Table Podcast to dive in.
Below are three powerful strategies to implement in your classroom (and maybe for yourself, too!):
Students can’t develop agency if they don’t know how to set meaningful goals. Start by teaching them to break big tasks into smaller, manageable steps. For example, if students are working on a research project, have them set daily or weekly goals, like completing their outline or drafting one section of their paper.
Pair this with reflection questions like, “What worked well today?” and “What do I need to adjust for tomorrow?” This reflection is so important to help learners monitor progress and create new goals and strategies.
For adults: Use a similar approach in professional development. Encourage teachers to set their own learning goals and reflect on their progress, either independently or in PLCs, so they have a target for what they hope to accomplish.
Provide visual tools like checklists, graphic organizers, and calendars to help students stay on track. Digital tools can also make a big difference—platforms like Google Classroom, Trello, or even a simple shared Google Doc can help students plan their work and monitor their progress. These tools also model real-world strategies they’ll use as adults.
If you haven’t explored an AI tool called Goblin Tools yet, it’s a magic checklist maker. Your students can share their goal, and it will break it down for them. And yes—you can use it too!
Instead of over-scaffolding or offering too many cues that lead straight to the answer, encourage students to explore multiple resources on their own. Teach them to brainstorm solutions, use reliable search engines effectively (and I stress reliable), and collaborate with peers to work through challenges. For example, if a student is stuck on a math problem, rather than immediately stepping in, guide them toward online tutorials, suggest manipulatives for a hands-on approach, or encourage a discussion with a peer who can help clarify the concept.
For adults: In professional development sessions, instead of delivering all the information, provide educators with curated resources and encourage them to find their own answers or collaboratively generate lesson plans and solutions that best meet the needs of their content area and students.
By teaching students how to set goals, use resources, and reflect on their progress, we’re not just preparing them for the test—we’re preparing them to set their own goals and achieve what they want in life. And as educators, we need to remember that these strategies work just as well for us. Whether you’re organizing your own goals or helping students master theirs, building executive function is a win.