Building Self-Regulation Skills - E115
The EduGals Podcast
The EduGals Podcast
Building Self-Regulation Skills - E115
Feb 21, 2023 Episode 115
Rachel Johnson

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 regulation

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