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. If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two! We would love to hear from you – leave a comment on our website OR check out our FLIPGRID! Featured Content **For detailed show notes, please visit our website at https://edugals.com/115** CAST.org - Universal Design for Learning (UDL) frameworkSelf-regulation = modulating emotional states and reactions to cope with the environmentPart of learning skills in Ontario report cards3 checkpoints:Promote expectations and beliefs that optimize motivationFacilitate personal coping skills and strategiesDevelop self-assessment and reflectionPromoting expectations & beliefs that optimize motivation:setting personal goals, ownership of learningprovide prompts, reminders, checklists, etcdone well at elementary level, less frequent in secondaryself-reflection - daily, weeklybig distractor = technology, lots of check-ins or "are we making good choices with our phone?"coaches/mentors for student goal-setting & reflectionrealistic 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 Clearfostering 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 etcmastery-based learning builds confidencechecklists + masterychecklists for personal & social anxieties in classroombehaviour is the result from lack of coping skills or frustrationDevelop 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 basisfeedback on progresscurriculum vs emotional regulationSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show