{"type":"rich","version":"1.0","provider_name":"Transistor","provider_url":"https://transistor.fm","author_name":"Make It Mindful: Insights for Global Learning","title":"#82 Executive Functioning (Part 3) with Mitch Weathers and Sarah Oberle","html":"","width":"100%","height":180,"duration":2795,"description":"In this episode of Make It Mindful, Seth talks with Mitch Weathers and Sarah Oberle, Ed.D. — a middle/high school teacher-turned-author and a primary educator who completed her doctorate studying working memory — about why executive functioning looks fundamentally different in grades K–3 than it does anywhere else in school. Their new co-authored book grew directly out of feedback that K–3 teachers had been handed materials written for older students and told to make them work. The episode makes the case that what happens in the primary years isn't just preparation for real learning — it is real learning, and most schools treat it as invisible.Together, Seth, Mitch, and Sarah explore what the three core executive functions — working memory, inhibition, and cognitive flexibility — actually look like when a child is five versus eight versus twelve, and why the developmental arc across those years matters for how teachers structure everything from transitions to independent work time. Sarah draws on her years teaching emerging readers to describe how cognitive load quietly derails decoding, how visual clutter competes with attention, and why playing music with lyrics during work time is, as she puts it, \"really cruel.\" The conversation gets genuinely interesting when Seth pushes back on inhibition — asking whether what looks like off-task behavior might just be a child doing exactly what they need — and the discussion that follows is one of the more honest treatments of classroom compliance versus developmental reality you'll hear on an education podcast.Key TopicsThe three core executive functions: working memory, inhibition, cognitive flexibilityWhy K–3 materials can't simply be adapted from K–12 resourcesCognitive load and how instructional design either protects or depletes itThe developmental arc from preschool through third grade and what changes around grades 3–4Classroom environment design: visuals, acoustics, physical layout, and attentionRoutines as an...","thumbnail_url":"https://img.transistorcdn.com/aX0c3Zcu_BWgnhhPpU7UI3YNLxRjFjQabj8M1H8irwE/rs:fill:0:0:1/w:400/h:400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS9hZjhi/ZWY0ZTA5YTUxYjE1/YTlmY2NlYTQ3NDkz/ZDZlYS5wbmc.webp","thumbnail_width":300,"thumbnail_height":300}