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Definition: In order to develop better capacity for self-regulation, learners monitor their emotions and reactivity carefully. Learners will be able to apply diverse models and scaffolding techniques to optimize their behavior and engagement.
Teresa

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Given multiple options to stay motivated!

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Given multiple options to stay motivated!

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Learners must be provided with the right kinds of resources in order to successfully complete a task. This allows for students to find challenges that are motivating.
- differentiate the degree of difficulty of assignments for completion
- scaffolding
- flexible, acceptable performances
- process, effort, and improvement as alternatives to evaluation and completion

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Facilitate personal coping skills and strategies- Brenda

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Facilitate personal coping skills and strategies- Brenda

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Explicit instruction in coping mechanisms for external or internal anxiety producing ideations that might hinder academic progress further. E.g "I am not good at math" to instead say "I can practice and keep trying to improve." Checklists such as steps to follow when faced with a difficult task. Anchor charts for emotional regulation and mindset shifting.

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Engagement is most easily sustained when students complete assessments that provide them with relevant, constructive, accessible, timely, and consequential feedback. This kind of feedback drives students away from the notion of compliance and performance. Instead, it provides them with a path to mastery and allows them to develop learning practices.

Examples:
Give feedback that highlights effort, improvement, and achievement.

Provide feedback that helps students find patterns of errors.

Feedback is informative.

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UDL: 8.3 Foster Collaboration and Community

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UDL: 8.3 Foster Collaboration and Community

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Definition/Explanation : Ensuring that all learners are able to communicate and collaborate within a community of leaners.

Create cooperative learning groups with clear goals, roles, and responsibilities

Create school-wide programs of positive behavior support with differentiated objectives and supports

Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)

Construct communities of learners engaged in common interests or activities

Create expectations for group work (e.g., rubrics, norms, etc.)

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Students need to learn to monitor their emotions and can do so with the help of modeling and explicit instruction. An example is having students reflect on their academic progress can be extremely motivating. Oftentimes, students lose motivation when they’re unable to recognize their success and progress.

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Students learning how to engage in metacognition and self-assess/reflect on their own progress. Some students require more explicit instruction that others, but this can be useful because it helps learners stay motivated by recognizing their own progress.

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Definition/Explanation: Create a safe environment free of potential threats or distractions to students' learning. Students should be able to focus their attention on learning instead of on needing to avoid a negative experience or having basic needs met. Classroom climate should be accepting and supportive of all students. Vary the level of novelty and risk by providing visual schedules, cues, timers, verbal warnings, first-then directions -- increase routines and predictability, but allow options for novelty within those routines. Vary the level of sensory stimulation based on individual needs of students (ex. noise canceling headphones, weighted blankets, compression vests, incorporated sensory diet), decrease clutter.

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Facilitate personal coping skills and strategies - Sarah and Wyatt

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Facilitate personal coping skills and strategies - Sarah and Wyatt

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Teaching students strategies for how to deal with their emotions/difficult situations on their own.

Managing frustration

taking breaks

Learning how to ask for help

Seeking external emotional support

Reaching out to PSW

De-stigmatizing mental health

Developing internal controls and coping skills

Taking deep breaths

Practicing self-care

Simulating difficult situations to develop skills

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7.2 " Optimize relevance, value, and authenticity"

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7.2 " Optimize relevance, value, and authenticity"

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Def: connect the learning to personal goals, values, and interest students may have, This can also mean framing the learning so that it can have real life meaning.
Example:

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Promote Expectations and Beliefs that Optimize Motivation - C. Locke

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Promote Expectations and Beliefs that Optimize Motivation - C. Locke

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This Guideline has to do with self regulation and encouraging the student to discover what it is that motivates them, whether it be an intrinsic or extrinsic source. They need to be instructed on how to set realistic goals as well as a sense of positivity from themselves and those around them that their goals can be achieved.

Some examples of goal based, self-regulating tools are: reminding students of the workload, how many problems they have to complete it throughout.
Using goal setting charts like this SMART goal setting chart or creating a "wish list" of things they may want to learn or improve upon

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UDL: 8.1 "Heighten salience of goals and objectives"

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UDL: 8.1 "Heighten salience of goals and objectives"

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Definition:
Supporting learners with reaching and working towards their goals by embedding periodic reminders of the goal and its overall value within and throughout the lesson.

Example:
Prompting learners to restate the goals in their own words.
"Shorten" the overall goal by segmenting the goal into smaller parts (objectives).
Provide examples of what the desired outcome should look like.

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Promote Expectations and beliefs that optimize motivation

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Promote Expectations and beliefs that optimize motivation

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Definition/Explanation
Provide students with attainable motivations, both intrinsic and extrinsic in the form of goals, check ins, reminders rubrics etc. This goal involves finding what the student is interested in and using that to help motivate them.

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UDL: 7.1 "Optimize Individual Choice & Autonomy"

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UDL: 7.1 "Optimize Individual Choice & Autonomy"

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Definition/Explanation:
Provide learners with discretion & autonomy by providing choices in such things as:
Level of perceived challenge; Type of rewards or recognition available; Context or content used for practicing and assessing skills; Tools used for information gathering or production; Color, design, or graphics of layouts, etc; Sequence or timing for completion of subcomponents of tasks; Allow learners to participate in the design of classroom activities and academic tasks; Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals.

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7.1 Goal Setting

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7.1 Goal setting

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7.1 Choice