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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**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 regulation

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