Provide options for self-regulation
Suggestion for implementing the strategy ‘Supporting engagement in learning’
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Overview
Overview
Explore the 'self-regulation' guideline.
Recognise which approaches and strategies are already part of your practice.
Take note of anything you hadn't considered before.
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Support problem solving
Support problem solving
Teach a range of strategies students can apply when they get stuck.
Introduce them to The Learning Pit concept.
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Tools to manage emotions
Tools to manage emotions
Support students to recognise how their emotional state impacts their learning.
Introduce a range of approaches that students can access independently, such as:
- moving to a quiet calm space
- playing with a fidget object
- getting some fresh air
- taking a movement or exercise break
- listening to music
- taking a food and water break
- buddy time
- access to a mentor for support
- leaving the room
- practising a breathing technique.
Options to reflect on learning
Options to reflect on learning
Provide a variety of options, scaffolds, and strategies to support self-assessment, such as:
- mini checklists
- task checklists
- frequent check-in points
- scheduled time for self reflection
- self assessment templates
- links to show how smaller learning goals connect from lesson to lesson to reach long-term goals
- peer reflection
- opportunities to review and revise
- learning journals
- digital portfolios
- access to a learning mentor
- active involvement in assessment using the Assessment Resource Bank.
Reflection questions
Reflection questions
Consider these questions for your own context.
- How can I help students manage themselves when they are stuck, unsure of what to do next, losing concentration?
- In what ways do I support students' coping skills, for example, when they are feeling overwhelmed, surprised by a change of routine or experiencing failure?
- What different models and scaffolds for self assessment do I provide so students can collect data on their progress and plan next steps?
Source: Adapted from Arizona Department of Education
Useful resources
Useful resources
Emotional triggers and strategies to support
Emotions can vary across subjects, tasks, and times of day. Use these strategies to reduce stress and build a positive emotional environment. Always be guided by your knowledge of each learner and what is right for them.
Download PDF (25 KB)
Top 5 UDL tips for reducing stereotype threat
Five examples of how teachers can create welcoming social and emotional climates that improve learning opportunities for every learner. Developed by CAST.
Publisher: CAST
Pause, breathe and smile
The Pause, Breathe, Smile programme is an eight-week course, taught in New Zealand schools by trained practitioners. This programme focuses on supporting social and emotional wellbeing, addressing self awareness, and self regulation skills.
Publisher: Mental Health Foundation of New Zealand
Next steps
More suggestions for implementing the strategy “Provide multiple means of Engagement”:
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How to use this site
Guide to Index of the guide: Universal Design for Learning
Understand:
- Why UDL is valuable
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Find out about UDLShow suggestions for Find out about UDL
Strategies for action:
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Provide multiple means of EngagementShow suggestions for Provide multiple means of Engagement
- The affective network and engaging learners
- Provide flexible options
- Provide options for sustaining effort
- Provide options for self-regulation
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Provide multiple means of RepresentationShow suggestions for Provide multiple means of Representation
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Provide multiple means of Action and ExpressionShow suggestions for Provide multiple means of Action and Expression
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How to plan using UDLShow suggestions for How to plan using UDL
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Design considerations in primary settingsShow suggestions for Design considerations in primary settings
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Design considerations in secondary settingsShow suggestions for Design considerations in secondary settings
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Design considerations in NCEA assessmentsShow suggestions for Design considerations in NCEA assessments
