Monitoring:
| Examples: Tracking grades to determine overall performance in a course. Changing study strategies when one is proven ineffective. Noting the time required to read a difficult text and adjusting the amount of time allotted for reading tasks. Envisioning a result or consequence based on behavior or performance.
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Emotional Regulation:- Identification - Identifying feelings or emotional reactions to particular situations. Recognizing the connection between people or events and emotional reactions in order to moderate the reaction.
- Regulation - using skills or resources to regulate strong emotional reactions. Using concrete and rational thinking to process and cope with strong emotional reactions in a healthy and productive way.
| Examples: Moderating feelings of stress, anxiety, anger, frustration, etc. to complete a necessary task. Calming anxiety or stress before a test or presentation. Using feelings to inform decisions and identify patterns of thinking or behavior and triggering events. Recognizing the connection between emotional reactions and instigating events. Being able to process emotional information accurately and use perspective taking skills to problem solve effectively.
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Initiation:
| Examples: Identifying when it is time to begin a task or assignment. Generating motivation in order to begin a task, particularly when it is an undesirable activity. Redirecting attention and focus from one task to another, particularly from a desirable task to an undesirable task. Ability to maintain attention and focus on an activity or assignment when necessary, like taking a test or writing a paper. Adjusting alertness or focus when important content is being taught or an significant event is taking place.
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Working Memory: | Examples: Remembering that dates or times of assignments or events have been changed or adjusted Retaining information from a text/video/recording/etc. prior to class in order to participate in course activities Accurate reading and listening comprehension skills. Listening to lectures in class while taking notes. Retrieving information from memory when taking a test or when prompted.
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Organization and Planning:Goal Setting - Predicting and developing realistic goals. Establishing realistic and attainable steps towards a goal. Organization - Implementing multi-step tasks, in the proper or particular order, to reach a goal. Outlining events or tasks based on priority. Organizing thoughts, ideas, and physical materials in a presentable way. Recognizing order, imposing order, or creating systems to manage information or objects. - Time Management - Allotting necessary time to a task in context. Tracking time accurately, and estimating the amount of time needed for a task.
| Examples: Knowing how long it takes to read a challenging text or complete a difficult assignment. Spending a reasonable amount of time on less important tasks while delegating more time to important tasks Starting a paper or assignment with adequate time to complete the task. Using a planning system to organize assignments and other obligations. Implementing strategic organizational strategies to write papers, complete research, or finish complex assignments Ability to study/work in reasonable chunks of time Keeping up with physical or electronic notes, readings, and handouts Organizing thoughts and ideas in writing coherently
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Inhibition: | Examples: Stopping a desirable task, like watching a movie or spending time with friends, to work on a less desirable task, such as studying or homework. Attending classes or other obligations unless there is an extenuating circumstance. Disabling or ignoring distractions such as phones, electronics, or individuals. Resist calling out in class, making comments, distracting sounds or movements, etc. Using thoughtful and rational thinking processes to solve a challenging problem in various contexts or people.
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Cognitive Flexibility:- Shifting or Switching - Shifting easily between ideas, activities, or tasks. Revising goals and plans when necessary. Moving past certain situations or events in order to solve a particular problem or complete a necessary task effectively. Generating appropriate alternatives to goals or plans.
| Examples: Thinking of the “big idea” for a paper while juggling the supporting details to communicate clearly and effectively. Stopping a particular task or assignment and transitioning to another task or assignment Identifying and adjusting a strategy or skill when it is not effective, without distress, resistance, or external prompting. Switching group roles or methods when working with others to be a compatible part of a team or group. Switching topics or ideas when the first is not effective, particularly for writing or research assignments. Recognizing how smaller ideas or models fit within a larger theme and communicating the connection. Making a new plan if something is canceled or moved, without distress, resistance or external prompting.
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