MODEL

Portrait of a Learner 9-12

Systems Change
Portrait of a Learner 9-12 > Factors > Cognitive Flexibility

Cognitive Flexibility

Save for Later

Factor Connections

Hover to see how factors connect to Cognitive Flexibility. Then click connected factors to explore strategies related to multiple factors.

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. It thereby supports our ability to see things from other people's perspectives, including understanding the value of the content they are learning. Cognitive Flexibility can be used to effectively adapt behavior in the face of 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, in part reflecting maturational development in other areas of executive functioning which support Cognitive Flexibility. 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 or experiences may disrupt certain aspects of Cognitive Flexibility, complex tasks such musical training, or switching between languages may also support its development. 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. This reduced Cognitive Flexibility can make it challenging for students to consider alternative solutions to a problem and self-regulate their learning. As such, explicit instruction around goal-setting and problem-solving may be a valuable support. In addition, while Cognitive Flexibility typically develops with practice and maturation, some research suggests interventions such as mindfulness training can support Attention shifting and in turn, Cognitive Flexibility.

View Measures and References

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.

Think-Alouds

Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.

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 & Exercise

Physical activity and exercise refer to any activities that allow students to engage in movement, physical play, or fitness, promoting physical and mental well-being.

Physical Activity & Exercise

Physical activity and exercise refer to any activities that allow students to engage in movement, physical play, or fitness, 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 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.

Visit

Explore

Stay Up to Date

© Copyright Digital Promise     |     Digital Promise Home     |     Contact Us     |     Terms of Use
Creative Commons LicenseExcept where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

tabs