Feb 21, 2023
Building Self-Regulation Skills - E115
This week, we are tackling the skill of self-regulation. As the third and final part of the engagement section of the Universal Design for Learning (UDL) framework, self-regulation is an area that doesn't get a lot of focus on in the classroom. We unpack this section of the UDL framework as well as chat about different ways that you can integrate explicit teaching of self-regulation skills in your classroom.
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*Featured Content
***For detailed show notes, please visit our website at *https://edugals.com/115***
* CAST.org - Universal Design for Learning (UDL) framework
* Self-regulation = modulating emotional states and reactions to cope with the environment
* Part of learning skills in Ontario report cards
* 3 checkpoints:
* Promote expectations and beliefs that optimize motivation
* Facilitate personal coping skills and strategies
* Develop self-assessment and reflection
* Promoting expectations & beliefs that optimize motivation:
* setting personal goals, ownership of learning
* provide prompts, reminders, checklists, etc
* done well at elementary level, less frequent in secondary
* self-reflection - daily, weekly
* big distractor = technology, lots of check-ins or "are we making good choices with our phone?"
* coaches/mentors for student goal-setting & reflection
* realistic goals - good question to add to beginning of year surveys (set a goal, brainstorm steps to reach their goals, planning, etc)
* Atomic Habits by James Clear
* fostering positive beliefs that goals can be achieved (growth mindset)
* Facilitate personal coping skills and strategies:
* language matters... the power of YET (growth mindset)
* fear of failure, not doing well, looking bad in front of peers etc
* mastery-based learning builds confidence
* checklists + mastery
* checklists for personal & social anxieties in classroom
* behaviour is the result from lack of coping skills or frustration
* Develop self-assessment and reflection:
* recognizing progress impacts motivation - mastery works!
* devices to help collect, chart behaviour and progress - progress trackers (both public and individual)
* build in reflection about distractors, what went well, re-setting their goal, what is going on in my life to impact learning, etc on a weekly basis
* feedback on progress
* curriculum vs emotional regulationSupport the show
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