“Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving” (Tyng, Amin, Saad, & Malik, 2017).
Each day, teachers experience the challenging connections between emotion and learning. The good news is that we can plan for social and emotional variability in our classrooms by referencing the UDL Guidelines for concrete suggestions for applying the UDL framework.
Within the principle of engagement, we find strategies for recruiting interest, sustaining effort and persistence, and promoting self-regulation for our students. By tapping into students’ interests in various ways, we provide meaningful access to our content. When we provide options for students to sustain attention, we encourage them to build their skills that support learning. When students have options for self-regulation, they begin to internalize the social and emotional skills necessary for interacting with and retaining content.
Reflect on the strategies you implement to provide access, build skills, and promote internalization of attention and effort. Compare the UDL principle of engagement with the Core Social and Emotional (SEL) Competencies. How can you eliminate barriers in your curriculum and environment related to social and emotional variability?
Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!
UDL Blog Series:
- What do you know about Universal Design for Learning?
- Meeting the Needs of All Students
- UDL and the Every Student Succeeds
- Lesson Planning with UDL
- UDL and Teacher Appraisal Systems
- Collaborative Teaching
- Social and Emotional Learning
- Producing Expert Learners
- UDL and Technology
- UDL Resources
For more information, contact Kim West, firstname.lastname@example.org.