Executive Functioning Skills for Teens: Time Management: Prioritization
This eight-week class helps learners prioritize their responsibilities through experimenting with different types of to-do lists and other productivity tools.
Miss Mara
Average rating:
4.9
Number of reviews:(184)
What's included
17 pre-recorded lessons
8 weeks
of teacher support1 year access
to the contentHomework
1-2 hours per week. Each week, students will be given tasks or assignments to complete. (See the Class Experience section for more information.) The amount of time to complete these tasks will vary each week and for each student. For example, students may find homework from Weeks 5, 6, and 7 are easier to complete, even if there are multiple tasks; however, homework from Weeks 2 and 4 may be more difficult because those likely contain tools with which learners are unfamiliar and require close to an hour to complete. It should also be noted that learners will need to accomplish at least some of the tasks on their lists, which will require more time. Learners demonstrate that they have completed the tasks by uploading photos and/or videos to Outschool. Additionally, learners will be given questions to answer in their videos or posts such as what they found easy, challenging, or helpful.Grading
Students will not receive a traditional grade for this class. However, a certificate of completion is available upon request if the student completes all required tasks, and I am happy to provide written feedback about the student's success and recommendations for next steps.Class Experience
US Grade 8 - 11
Beginner Level
*Self-paced material is being created and this course will be available soon. If you have questions, please message me.* This class helps learners build executive functioning skills related to prioritization including planning, task initiation, and task completion. The primary focus is helping learners maximize their productivity by prioritizing their various responsibilities. A handout is provided each week along with at least one lecture. Students should watch the lecture(s) and complete the assigned homework. Then, students will share their homework in the Outschool classroom via text, photo, or video. This is a self-paced class, and students may complete the homework as quickly or as slowly as they feel is best for them. I check-in with students in self-paced classes twice each week, typically on Mondays and Thursdays, for the first five weeks of this class. After that, I am happy to stay in contact if arrangements are made in advance, such as students who need extra time due to extenuating circumstances. A detailed syllabus is provided in this course description. However, this is a brief summary of lectures and homework: Week 1: Maslow’s Hierarchy of Needs and Fundamental Priorities -Lecture: This week introduces prioritization and helps learners think about their long-term goals and what is most important to them. We’ll also look at Maslow’s Hierarchy of Needs and how it relates to prioritization. -Homework: Learners will identify their long-term goals and their highest priorities (e.g. academic, social, health, extracurricular activities, etc.). Week 2: Braindumping -Lecture: Students will learn the technique of “braindumping” or listing everything they’re required to do in the near future. This technique can reduce anxiety and is the first step in producing high quality task lists, which will be discussed next week. -Homework: Students will “braindump” at least once and include dates to complete those tasks. Week 3: Creating Task (aka To-Do) Lists and Visual Tools -Lecture: Creating effective task lists (or to-do lists) is the primary goal of this class, and this week introduces the basics of this technique. We’ll also explore mind mapping and other visual tools that may be more helpful than a traditional list for some students. -Homework: Based on the previous braindump, students will experiment with different types of task lists. If they have completed all the tasks on their previous braindump, they will create a new braindump. Week 4: Using Variations of the Eisenhower Matrix -Lecture: Students will learn about the original format of the Eisenhower Matrix and variations that may better suit their needs. -Homework: Students will create at least one version of the Eisenhower Matrix to help prioritize and complete their task lists. Learners may use the task list from the previous week or create a new one. Week 5: The Master Method with the ABCDE Model -Lecture: The Master Method task list is one of the most common, and it matches easily with the ABCDE Model for task lists. Learners will be encouraged to use these tools in conjunction. -Homework: Students will create at least one task list using these tools. Week 6: Other Types of Task Lists Part 1 -Lecture: Learners will be introduced to two other types of prioritization and task lists: the single sticky note method and Top 3. They will also learn about Parkinson’s Law and the Eat the Frog technique. (Eat the Frog is also discussed in the Time Management Basics course, so it will be review for students who have taken that class.) -Homework: Students will use the two new methods for task lists, and Eat the Frog at least once during the week. Students who have a large task or project will experiment with Parkinson’s Law also. Week 7: Other Types of Task Lists Part 2 -Lecture: Students will learn two additional task list formats: 1-3-5 and MoSCoW. Additionally, they will learn the 80/20 Rule as a way to potentially prioritize tasks from their lists. -Homework: Students will try the two new methods and the 80/20 Rule at least once during the week. Week 8: Putting It All Together -Lecture: We’ll review all the different tools learned during the class and which tools complement one another. I’ll also help learners think through a plan to continue using these methods. -Homework: Students will create a plan to continue integrating and/or experimenting with those tools.
Learning Goals
By completing this class, learners will learn to:
–Set strong priorities
–Reduce stress about their tasks and responsibilities
–Create different types of to-do lists
Syllabus
3 Units
17 Lessons
over 8 WeeksUnit 1: Priorities
Lesson 1:
Introduction to Class
This post gives a brief welcome, includes Week 1 Handout, and links to a YouTube video on Maslow's Hierarchy of Needs. (2:10) Lesson 2:
Setting Priorities and Long-Term Goals
This video gives more details about setting priorities and helps students think about their long-term goals. Unit 2: Introduction to Task Lists
Lesson 3:
Braindumping
This post includes Week 2 Handout, and the lecture discusses the technique of "braindumping" to help organize thoughts and reduce anxiety. This is the first step to creating effective task lists. Lesson 4:
Introduction to Task Lists
This post includes Week 3 Handout, and the video provides a broad overview of task lists, setting up the remaining information Other Details
Parental Guidance
Students are strongly encouraged to upload photos or videos of their set goals to the Outschool classroom. This helps students better visualize and show pride in their accomplishments.
Although photos and videos are encouraged, students do not need to show their face on camera or voice if it makes them uncomfortable. Students should never share personal information, which includes any sensitive information about their tasks. If I notice personal information, I will remove the video, but please speak to your learner if you have any reservations about what they might share.
Supply List
Each week, one handout is provided with specific steps for completing that week's homework. Students may find it helpful to print the handout. Alternatively, they can type or write their answers. Additionally, many learners find it helpful to keep all of their task lists in the same notebook, so parents may want to purchase a separate notebook solely for this purpose.
External Resources
In addition to the Outschool classroom, this class uses:
Teacher expertise and credentials
Bachelor's Degree from Colorado State University
I was a Title I tutor for over five years and have worked as an educator and private tutor since January 2020. In 2022, I began offering professional executive functioning coaching services, and I hosted a virtual executive functioning summer camp in August 2023. Nearly every learner I have taught or coached has been diagnosed with ADHD or another learning difference.
Additionally, I have completed 24 graduate credits in applied neuroscience, giving me a more in-depth understanding of the brain’s role in learning differences and executive functioning.Reviews
Self-Paced Course
$10
weekly or $79 for all content17 pre-recorded lessons
8 weeks of teacher support
Choose your start date
1 year of access to the content
Choose your start date
Ages: 12-16
