Universal Design for Learning: Deeper Dive 9 | The Odyssey Online
Start writing a post
Student Life

Universal Design for Learning: Deeper Dive 9

Options for Self-Regulation

120
Universal Design for Learning: Deeper Dive 9
Pexels

We are ready to wrap up our deeper dive into Universal Design for Learning and the subsequent nine guidelines. As our acute look at each guideline comes to a close, we finish by examining guideline nine 9: options for self-regulation as part of the Affective Network of the brain, also known as the principle of Engagement or the WHY of learning.

For more information on the preceding guidelines associated with the affective network of the brain or the Why of learning see:

Guideline 7: options for recruiting interest: Universal Design for Learning: Deeper Dive 7

Guideline 8: options for sustaining effort and persistence: Universal Design for Learning: Deeper Dive 8

For more information on the preceding guidelines associated with the recognition network of the brain or the What of learning see:

Guideline 1: options for perception: Universal Design for Learning: Taking a Deeper Dive

Guideline 2: options for language, mathematical expressions, and symbols: Universal Design for Learning: Taking a Deeper Dive 2

Guideline 3: options for comprehension: Universal Design for Learning: Deeper Dive 3

For more information on the guidelines associated with the strategic network of the brain or the How of learning see:

Guideline 4: options for physical action Universal Design for Learning: Deeper Dive 4

Guideline 5: options for expression and communication Universal Design for Learning: Deeper Dive 5

Guideline 6: options for executive functions Universal Design for Learning: Deeper Dive 6

Quick Recap about UDL: Starting with the base knowledge that Universal Design for Learning (UDL) is a framework for designing and delivering instruction based on the three networks of the brain associated with learning:

1. The Recognition Network or the What of learning

2. The Strategic Network or the How of learning

3. The Affective Network or the Why of learning (CAST 20012)

The three broad networks support the three principles of UDL (I) Provide multiple means of representation; (II) provide multiple means of action and expression; and (III) provide multiple means of engagement” (Rose & Meyer, 2002) and the subsequent nine guidelines.

We are going to move to our last guideline! Guideline 9: options for self-regulation falls under the principle of Engagement or the WHY of learning. While the last for us to cover, it certainly is not least. This guideline informs us on how to support students with opportunities to "demonstrate their highest level of independence" (Lord Nelson p. 44). Here we truly begin to understand the major purpose: "students recognize themselves as learner and how to facilitate their ow learning" (Lord Nelson p. 44). Let's zero in on it!

What: Another way to define options for self-regulation is simply options to set goals and self regulate. What does that really mean for a student? The ability to regulate emotion and motivations to:

-Deal with frustration

-Avoid anxiety

-Manage and direct emotional responses to external events

-Manage and direct emotional responses to internal events

-Accurately monitor emotions

-Recognize progress

Part of the what for self-regulation is also understanding "what" the goal is. For this network of the brain and this guideline specifically we are are attending to providing strategies, options, and support that allows students to learn how to be purposeful and motivated.

Considering "what" possible barriers exist in the learning environment and "what" variabilities are represented by the students should be considered as well.

Additionally, Lord Nelson (2014) suggests that the process of supporting and guiding students in the development of self-regulation when both self-monitoring and self-reflecting can begin at a very young age. However, "no matter the age, most students need structure to help them achieve in this area" (Lord Nelson p. 45).

How: When designing and creating your learning environment some questions to ask are:

-Have I provided checklists and rubrics to be self-reflective?

-What skills must my students learn to develop internal controls and coping skills?

-How can I teach students to collect data on their behaviors to motivate themselves?

It is also important to note that behavior expectations and self-monitoring tools work most realistically and effectively in a classroom culture that promotes equity of voice, trust, respect, and responsibility. A systems approach that enhances this culture could bePBIS or Positive Behaviour Instructional Supports. It is important to note and highlight the "instructional" notation here because proactive approaches versus student deficit models place the burden on the environment and instructional practices instead of reactionarily on the student.

Other ways to promote and support this guideline is to simply teach it and be transparent about what it means, looks like, and how it can be supported. For example, Novak suggests telling students "throughout the year I will teach you different strategies that will help you complete your work even when it seems really hard and you would rather give up" (p. 43). So when supporting students in setting goals, one support can be to demonstrate and assist them with setting realistic goals.

When attending to self-reflection and assessment, Lord Nelson (2014) suggests having students reflect on who they are as a learner in the context of the learning environment. Whether writing or journaling, utilizing a rubric, emojis, or placing themselves on a mood meter, it is important to build opportunities into the learning environment on a daily basis as well as periodically throughout the day when needed.

Why: We previously noted affective networks “monitor the internal and external environment to set priorities, to motivate, and to engage learning and behavior” (Meyer, Rose, & Gordon p.54). The affective network further impacts both the "emotional and motivational significance of the world around us" (Meyer, Rose, & Godon p. 65) or more acutely for a student, their classroom or learning environment. Hammond (2015) suggests there are 6 core principles to bear in mind in understanding how the "brain uses culture to interpret threats and opportunities (p. 46). Five of the six can be directly reflected in the guidelines associated with the affective network of the brain. The outlier ties directly to the recognition network and guidelines 2 and 3.

1. The brain seeks to minimize social threat and maximize opportunities to connect with others in community.

2. Positive relationships keep our safety-threat detection system in check.

3. Culture guides how we process information.

4. Attention drives learning.

5. All new information must be coupled with existing funds of knowledge in order to be learned.

6. The brain physically grows through challenge and stretch, expanding its ability to do more complex thinking and learning.

And remember, something as simple as "choice and voice" in where a student learns best in the environment is powerful and empowering to a sense of belonging and self-regulating.


CAST, Inc. (2012) Retrieved from: http://www.udlcenter.org/aboutudl/whatisudl

Hammond, Zaretta. (2015) Culturally Responsive Teaching and the Brain. Thousand Oaks, CA: Corwin.

Lord Nelson, Loui. (2014) Design and Deliver: Planning and Teaching Using Universal Design for Learning. Baltimore, MD: Brookes Publishing.

Meyer, A., Rose, H. D., Gordon, D. (2014). Universal Design for Learning, theory and practice. Wakefield, MA: CAST Professional Publishing.

Novak, Katie. (2014)) UDL Now. Wakefield, MA: CAST Publishing.



Report this Content
This article has not been reviewed by Odyssey HQ and solely reflects the ideas and opinions of the creator.
Entertainment

27 Things 'The Office' Has Taught Us

"The Office" is a mockumentary based on everyday office life featuring love triangles, silly pranks and everything in between. It can get pretty crazy for just an average day at the office.

919
the office
http://www.ssninsider.com/

When you were little, your parents probably told you television makes your brain rot so you wouldn't watch it for twelve straight hours. However, I feel we can learn some pretty valuable stuff from television shows. "The Office," while a comedy, has some pretty teachable moments thrown in there. You may not know how to react in a situation where a co-worker does something crazy (like put your office supplies in jello) but thanks to "The Office," now you'll have an idea how to behave ifsomething like that should happen.

Here are just a few of the things that religious Office watchers can expect to learn.

Keep Reading...Show less
Grey's Anatomy
TV Guide

Being pre-med is quite a journey. It’s not easy juggling school work, extracurricular activities, volunteering, shadowing, research, and MCAT prep all at the same time. Ever heard of “pain is temporary, but GPA is forever?” Pre-meds don’t just embody that motto; we live and breathe it. Here are 10 symptoms you’re down with the pre-med student syndrome.

Keep Reading...Show less
Entertainment

High School And College Sucked All Of The Fun Out Of Reading

Books were always about understanding for me, about learning the way someone else sees, about connection.

442
High School And College Sucked All Of The Fun Out Of Reading

I keep making this joke whenever the idea of books is brought up: "God, I wish I knew how to read." It runs parallel to another stupid phrase, as I watch my friends struggle through their calculus classes late at night in our floor lounge: "I hope this is the year that I learn to count." They're both truly idiotic expressions, but, when I consider the former, I sometimes wonder if there's some truth to it.

Keep Reading...Show less
school of business
CIS Markets

Coming from someone majoring in business at a school that thrives off of business majors, I know how rough it can be sometimes. Being a business major can be awesome, and awful, simultaneously. We work our tails off to be the best, but sometimes the stress can just tear you apart. Here are some struggles faced by business majors that will sound all too familiar.

Keep Reading...Show less
Student Life

10 Things To Know About The First Semester Of College

10 things that most incoming college freshmen have no idea about.

1713
campus
Pexels

Starting college is pretty scary and fun at the same time. You are free of your parents(in most cases) but this is the first time you have no idea what the heck is going on. Here are 10 things you may want to know going into your first semester.

Keep Reading...Show less

Subscribe to Our Newsletter

Facebook Comments