{"id":111,"date":"2025-11-29T14:54:00","date_gmt":"2025-11-29T19:54:00","guid":{"rendered":"https:\/\/cohort21.com\/tonikadunn\/?p=111"},"modified":"2025-11-29T14:54:00","modified_gmt":"2025-11-29T19:54:00","slug":"design-thinking-in-action-action-plan","status":"publish","type":"post","link":"https:\/\/cohort21.com\/tonikadunn\/2025\/11\/29\/design-thinking-in-action-action-plan\/","title":{"rendered":"Design Thinking in Action!: Action Plan"},"content":{"rendered":"

Design Thinking in Action: Building a Sustainable Executive Functioning Framework<\/strong><\/p>\n

My question:\u00a0 How Might We Design a Sustainable, Structured Approach to Teaching Executive Functioning Skills That Creates Shared Understanding from the Start of the Year?<\/em><\/p>\n

The Challenge<\/strong><\/p>\n

As educators, we know that executive functioning skills\u2014organization, planning, self-regulation, metacognition\u2014are foundational to student success. Yet too often, these skills are taught in isolation, without a coherent school-wide framework or genuine partnership with families. At our school, we asked ourselves: How might we create a unified, research-backed approach that aligns teachers, engages families, and empowers students to understand their own learning?<\/p>\n

Our Vision<\/strong><\/p>\n

We envision a school culture where:<\/p>\n

Teachers (new and experienced) operate from a shared understanding of current research on supporting diverse learners, particularly students with ADHD and processing disabilities<\/p>\n

Students become front-seat learners, developing metacognitive awareness of what they do, why they do it, and how it connects to their independence and resilience<\/p>\n

Families move from compliance to genuine partnership, understanding the research-backed why behind our approach and how they can reinforce these skills at home<\/p>\n

Our school pedagogy\u2014fostering boys’ independence, confidence, and resilience\u2014becomes the through-line connecting everything<\/p>\n

What We Learned Through Design Thinking<\/strong><\/p>\n

Through iterative dialogue and questioning, we uncovered critical insights:<\/p>\n

1. Parents Respond to Presence, Not Emails<\/em>
\nTraditional communication channels often get lost. Families engage most meaningfully through in-person conversations, coffee meetings, and structured discussions where they can ask questions and build genuine understanding.<\/p>\n

2. Onboarding Moments Are Golden Opportunities<\/em>
\nMeet the Teacher nights, parent-teacher conferences, and new family orientations are when families are most receptive and engaged. These are our leverage points for establishing buy-in from day one.<\/p>\n

3. Expertise Matters<\/em>
\nBringing in a guest speaker or learning specialist who can speak authoritatively about the research and data around executive functioning and diverse learning needs adds credibility and depth to our conversations with families.<\/p>\n

4. Differentiation Takes Time<\/em>
\nStudents with varying learning needs\u2014particularly those with ADHD or processing disabilities\u2014require patient, differentiated support as they learn new routines and expectations. This is a barrier, but also an opportunity to model the very skills we’re teaching.<\/p>\n

Our Action Plan: December 2025 \u2013 April 2026<\/strong><\/p>\n

Immediate Priority (December):<\/p>\n

Identify and connect with an expert resource person (learning specialist, educational psychologist, or executive functioning specialist)<\/p>\n

Confirm their availability for our January pilot<\/p>\n

January Pilot:<\/p>\n

Host an after-school discussion talk with Grade 6-7 families<\/p>\n

Feature our expert guest speaker alongside teacher facilitators<\/p>\n

Focus: Research on executive functioning + connection to boys’ independence and resilience + practical home strategies families can use<\/p>\n

Gather feedback on clarity, relevance, and parent understanding<\/p>\n

February \u2013 March:<\/p>\n

Refine messaging and approach based on pilot feedback<\/p>\n

Integrate refined conversations into Meet the Teacher nights and new family onboarding sessions<\/p>\n

Ensure consistency in how all teachers communicate the why behind our executive functioning framework<\/p>\n

April \u2013 Reflection & Planning:<\/p>\n

Evaluate: Did families show increased buy-in? Did teacher alignment improve? What needs adjustment?<\/p>\n

Document learnings and successes for full implementation in August<\/p>\n

Plan for scaling across all grade levels and touchpoints<\/p>\n

Why This Matters<\/strong><\/p>\n

Executive functioning isn’t just about getting organized\u2014it’s about helping our students develop the independence, confidence, and resilience that will serve them throughout their lives. When teachers, families, and students all understand this shared purpose and work together, the impact multiplies exponentially.<\/p>\n

By grounding our approach in current research, creating genuine family partnerships, and maintaining consistency across our school community, we’re not just teaching skills\u2014we’re building a culture of learning and growth.<\/p>\n

What’s Next?<\/strong><\/p>\n

The work begins now. We’ll reach out to our expert resource, finalize our January pilot, and begin the iterative process of refining and scaling this framework. This isn’t a one-time initiative; it’s a sustainable, evolving approach that will continue to improve as we learn from our families, students, and colleagues.<\/p>\n

We’re excited about the possibilities ahead. \ud83d\ude80<\/p>\n

See cool pics of my planning below! \ud83d\ude00<\/p>\n

\"\" <\/a>\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Design Thinking in Action: Building a Sustainable Executive Functioning Framework My question:\u00a0 How Might We Design a Sustainable, Structured Approach to Teaching Executive Functioning Skills That Creates Shared Understanding from the Start of the Year? The Challenge As educators, we know that executive functioning skills\u2014organization, planning, self-regulation, metacognition\u2014are foundational to student success. Yet too often, […]<\/p>\n","protected":false},"author":508,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[],"tags":[],"class_list":["post-111","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/posts\/111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/users\/508"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/comments?post=111"}],"version-history":[{"count":1,"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/posts\/111\/revisions"}],"predecessor-version":[{"id":114,"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/posts\/111\/revisions\/114"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/media?parent=111"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/categories?post=111"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/tonikadunn\/wp-json\/wp\/v2\/tags?post=111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}