Principle of Engagement Self Regulation Criterion 1

Principle of Engagement Self Regulation Criterion 1


When developing a course using the third principle
of Universal Design for Learning, there are three specific guidelines to assist us. The third, Self-Regulation addresses maintaining
focus and determination. Criterion 1 of this guideline advocates that
we promote expectations and attitudes that optimize motivation
Everyone has intimate knowledge of what they find personally motivating and this is an
important aspect to self-regulation. Learners need to be able to set personal goals
that they can reasonably obtain, as well as foster positive beliefs that they will be
able to meet their goals. Successfully accommodating this will require
allowing for ways that learners can curtail frustration and eschew anxiety that many face
while striving to meet their goals. This will require multiple options for learners
to help stay motivated. To do this, you may consider:
o Providing guides, rubrics, prompts, and checklists to encourage increasing the length
of on task orientation and elevating the frequency of self-reflection and self-reinforcements
o Create activities that support self-reflection and identifying, and assessing, personal goals
o Explicitly and implicitly promote the use of coaches, mentors, and tutors that help
inculcate skills in goals setting that successfully account for both strengths and weaknesses. o Encourage external success coaching and
tutors for additional help, and promote the development of these services if your institution
does not have them. By following these suggestions, your course
will assist students communicating and expressing their knowledge, as well as being in line
with the Principle of Engagement in the Theory of Universal Design for Learning.

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