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Portrait of a Learner 4-8

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Portrait of a Learner 4-8 > Factors > Cognitive Flexibility

Cognitive Flexibility

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Factor Connections

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How Cognitive Flexibility connects to...

Cognitive Flexibility, a component of executive functioning, is the ability to flexibly shift Attention between tasks. It is our ability to recognize when rules change, allowing us to think in new ways, act creatively, and solve problems. Cognitive Flexibility can also be called set shifting or task switching as it involves shifting Attention away from one idea or task component and responding to a new or different idea or task component, and supports our ability to see things from other people's perspectives. We use Cognitive Flexibility to effectively adapt our behavior as we face changing environments and task demands: for instance, in school, students must consider and switch between different rules and strategies to complete learning tasks. Cognitive Flexibility is central to Creativity, problem solving, and learning.

Main Ideas

Cognitive Flexibility develops rapidly in early childhood and continues to develop into adolescence. Many changes in Cognitive Flexibility over development in part reflect maturational development in other areas of executive functioning which support Cognitive Flexibility. However its development is not linear: young children may in fact have greater Cognitive Flexibility skills than older children and adults, at least in some tasks, perhaps due to underdeveloped aspects of rule-based learning which can impair flexible thinking with greater development. Interestingly, young adolescents show higher levels of flexibility when it comes to social situations than their adult counterparts, likely because social skills are paramount during this period of development.

While some development may disrupt certain aspects of Cognitive Flexibility, complex tasks such musical training, or switching between languages may also support the development of this skill. Students with less exposure to these opportunities, who have experienced Adverse Experiences, or who have brain-based differences in their executive functioning development may need additional support in the classroom. For instance, research has found that students with ADHD often have difficulties with task switching, possibly due to reduced Inhibition. Research has also shown that in children with ADHD the region of the brain responsible for executive functioning matures, on average, three years later than in students who don't have ADHD, which can delay the development of Cognitive Flexibility. While Cognitive Flexibility develops with practice and maturation, some research suggests interventions such as mindfulness training, can support Attention shifting and in turn, Cognitive Flexibility.

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Research-Based Strategies For This Factor

Explaining Their Thinking

Students explaining their thinking during learning is a metacognitive process that involves actively self-questioning or being questioned while exploring new concepts, and explaining thoughts and reasoning in response.

Games

Games support learning, as learners engage with new information in fun and informal ways.

Gallery Walk

Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.

Cooperative Problem Solving

As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.

Read-Alouds

Read-alouds are an instructional practice in which teachers read aloud from a text to students, modeling fluent reading, asking questions, and actively engaging with students to enhance their understanding.

Guided Inquiry

In guided inquiry, teachers scaffold student learning and help students use their own language for constructing knowledge by active listening and questioning.

Goal Setting & Monitoring

Goal-setting and monitoring involves teachers working with students to set individualized academic or behavioral goals, plan actions to achieve those goals, and track progress.

Positive Self-talk

When students are able to encourage themselves through kind and motivating self-statements, they are practicing positive self-talk.

Physical Activity & Recess

Physical activity and recess refer to designated times and activities that allow students to engage in movement, play, and exercise, promoting physical and mental well-being.

Physical Activity & Recess

Physical activity and recess refer to designated times and activities that allow students to engage in movement, play, and exercise, promoting physical and mental well-being.

Feedback

Feedback is the process of providing learners with information about their learning to support their progress and improvement, and can come from a range of sources, including teachers and peers.

Creating a Culture of Error

Creating a culture of error means creating an environment in which errors are valued and encouraged as a necessary part of the learning process, which can help learners to view errors and learning more positively.

Simulation Learning

Simulations involve students engaging in interactive experiences that mimic real-world scenarios to explore content, practice skills, and solve problems.

Retrieval Practice

Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.

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