EMPOWERING EDUCATORS
Mastering Self-regulated Learning Techniques in the Classroom.
An interactive and dynamic professional development workshop for educators led by occupational therapists and leaders in the field of holistic self-regulation strategies in the classroom.
EMPOWERING EDUCATORS
Mastering Self-regulated Learning Techniques in the Classroom.
A virtual, interactive, and dynamic professional development workshop for educators led by occupational therapists and leaders in the field of holistic self-regulation strategies in the classroom.
Self-regulation is a crucial skill that helps students manage their emotions, behavior, learning, and attention in the classroom. This innovative and interactive professional development training is designed specifically for educators looking to broaden their understanding of self-regulated learning components and promote self-regulation in their students.
Self-regulation is a crucial skill that helps students manage their emotions, behavior, and attention in the classroom.
This 6-week interactive workshop is an innovative and personalized training program designed specifically for educators looking to broaden their understanding of self-regulated learning components and promote self-regulation in their students.
Target Audience
Educators, including classroom teachers, learning support teachers, instructional coaches, and occupational therapists who want to enhance their teaching practice by promoting self-regulated learning in the classroom.
Participants will also explore how their role as educators can impact the development of these skills in their students. Through instruction and guidance from the presenters, this workshop provides a unique opportunity for educators to work as a cohort to plan, reflect, and share ideas with others about implementing self-regulation supports and strategies in the classroom. By working collaboratively with other educators, participants will gain valuable insights and strategies that can help them create a more effective and engaging learning environment for their students.
Training Objectives
(F) Foundational Knowledge
➼ Define self-regulated learning and its components.
➼ Explore the importance and impact of self-regulation in managing emotions, behavior, learning, and attention in the classroom.
(O) Open Mindset & Awareness
➼ Cultivate an open mindset to allow for new ideas and approaches to supporting students' growth and development in the classroom.➼
➼ Foster a heightened sense of self-awareness among educators and students, a foundational step toward supporting student growth in the areas of self-awareness and self-directed learning.
(S) Supportive Spaces
➼ Develop insight into how the physical and emotional classroom environment can influence students' self-regulation.
➼ Explore classroom modifications and strategies that support focus and self-regulation.
➼ Acquire a deeper understanding of critical elements to implement self-regulation strategies in the classroom effectively.
(T) ToolKit of Strategies
➼Acquire a comprehensive understanding of self-regulation techniques applicable in the classroom setting.
➼Discover and “feel” innovative self-regulation practices to use in the classroom
➼Collaboratively work with other educators and facilitators in devising effective approaches for implementing new self-regulation into the class schedule
(E) Empowerment
➼ Empowered Educators = Empowered Students
➼ Foster a collaborative environment where educators feel empowered and well-equipped to nurture and support all students in effectively implementing and adapting self-regulation techniques.
(R) Reflection
➼ Reflection is a key element to the learning process and growth of the individual.
➼ Educators will experience the power of reflection throughout the training and explore innovative ways to implement reflection approaches into the curriculum.
What Regulated Learning Looks Like
Sensory Regulation
Sufficient energy sustained throughout the day.
●
Ability to recoup after challenging situations.
●
Able to filter out extraneous input in order to attend.
●
Able to follow routines and adjust to changes in routine.
●
Able to use strategies or tools effectively to support engagement.
●
Coordinated movements and safe navigation around the school.
Social-Emotional
Regulation
Resiliency- the ability to recover from challenging situations.
●
Willingness and interest to experiment and learn.
●
Open to a wide range of strategies.
●
Healthy self-esteem.
●
Ability to understand and respond to others' feelings appropriately.
●
Effective communicator
Sense of humor.
●
Empathy- the capacity to care about others' feelings.
Cognitive Regulation
Switch focus as the task requires.
●
Plan and execute sequential steps.
●
Willing to try a different approach when one fails to work.
●
Manage time effectively
Understanding of own strengths/needs.
●
Ability to get started.
●
Able to ask for support or use learning tools that are available to maintain the organization of materials.
Training Objectives
(F) Foundational Knowledge
➼ Define self-regulated learning and its components.
➼ Explore the importance and impact of self-regulation in managing emotions, behavior, learning, and attention in the classroom.
(O) Open Mindset & Awareness
➼ Cultivate an open mindset to allow for new ideas and approaches to supporting students' growth and development in the classroom.➼
➼ Foster a heightened sense of self-awareness among educators and students, a foundational step toward supporting student growth in the areas of self-awareness and self-directed learning.
(S) Supportive Spaces
➼ Develop insight into how the physical and emotional classroom environment can influence students' self-regulation.
➼ Explore classroom modifications and strategies that support focus and self-regulation.
➼ Acquire a deeper understanding of critical elements to implement self-regulation strategies in the classroom effectively.
(T) ToolKit of Strategies
➼Acquire a comprehensive understanding of self-regulation techniques applicable in the classroom setting.
➼Discover and “feel” innovative self-regulation practices to use in the classroom
➼Collaboratively work with other educators and facilitators in devising effective approaches for implementing new self-regulation into the class schedule
(E) Empowerment
➼ Empowered Educators = Empowered Students
➼ Foster a collaborative environment where educators feel empowered and well-equipped to nurture and support all students in effectively implementing and adapting self-regulation techniques.
(R) Reflection
➼ Reflection is a key element to the learning process and growth of the individual.
➼ Educators will experience the power of reflection throughout the training and explore innovative ways to implement reflection approaches into the curriculum.
What Regulated Learning Looks Like
Sensory Regulation
Sufficient energy sustained throughout the day.
●
Ability to recoup after challenging situations.
●
Able to filter out extraneous input in order to attend.
●
Able to follow routines and adjust to changes in routine.
●
Able to use strategies or tools effectively to support engagement.
●
Coordinated movements and safe navigation around the school.
Social-Emotional
Regulation
Resiliency- the ability to recover from challenging situations.
●
Willingness and interest to experiment and learn.
●
Open to a wide range of strategies.
●
Healthy self-esteem.
●
Ability to understand and respond to others' feelings appropriately.
●
Effective communicator
Sense of humor.
●
Empathy- the capacity to care about others' feelings.
Cognitive Regulation
Switch focus as the task requires.
●
Plan and execute sequential steps.
●
Willing to try a different approach when one fails to work.
●
Manage time effectively
Understanding of own strengths/needs.
●
Ability to get started.
●
Able to ask for support or use learning tools that are available to maintain the organization of materials.
Session Overview
Introduction and Foundation
We commence with a deep dive into the concept of self-regulated learning, emphasizing its pivotal role in student success. The presenter will provide an overview of neuroscience and its relation to self-regulation and learning.
Connecting
the Dots
Understanding the intricate link between self-monitoring, strategies, and reflection is important. We continue with an exploration of methods to integrate monitoring tools with strategies, emphasizing the role of awareness and reflection.
Understanding the Core Components
Moving beyond the theoretical, participants explore the core components of self-regulation. We scrutinize the factors influencing regulation around learning, fostering a nuanced understanding. Through interactive discussions and personal reflections, participants relate this learning to self-regulation within the unique context of their classrooms.
Reflection and
Planning
The final part of the professional development on self-regulated learning for teachers will focus on reflection and planning. Reflection is a crucial aspect of learning, and it allows participants to think about what they have learned and how they can apply it in their teaching practice. Learn More
Practical Strategies
for Implementation
With a solid foundation in place, we transition to the heart of the matter—practical strategies for promoting self-regulated learning in the classroom. There will be opportunities to engage in regulating strategies, and participants will be encouraged to share their experiences and ideas about implementing these strategies in their own classrooms.
Tailored Discussions for Specific Audiences: Recognizing the diverse needs of educators, discussions on strategies and implementation can be tailored to specific age groups, whether primary or secondary. This ensures relevance and applicability.
Testimonials
Fantastic, both in content and presentation. The Sensory Break ideas struck me as something we can immediately discuss with teachers. Your program fits where we want our teachers and staff to be heading. Thank you again for your generosity in sharing such valuable resources.
Learning
Support Teacher
K.S.
The presentation on self-regulated learning was simply outstanding. The speakers explained the concept clearly and provided practical strategies that can be implemented in the classroom. Our staff is excited to schedule training to enhance our teaching practices further and improve student outcomes.
School
Administrator
C.R.
Session Overview
Introduction and Foundation
We commence with a deep dive into the concept of self-regulated learning, emphasizing its pivotal role in student success. The presenter will provide an overview of neuroscience and its relation to self-regulation and learning.
Connecting the Dots
Understanding the intricate link between self-monitoring, strategies, and reflection is important. We continue with an exploration of methods to integrate monitoring tools with strategies, emphasizing the role of awareness and reflection.
Understanding the Core Components
Moving beyond the theoretical, participants explore the core components of self-regulation. We scrutinize the factors influencing regulation around learning, fostering a nuanced understanding. Through interactive discussions and personal reflections, participants relate this learning to self-regulation within the unique context of their classrooms.
Reflection and Planning
The final part of the professional development on self-regulated learning for teachers will focus on reflection and planning. Reflection is a crucial aspect of learning, and it allows participants to think about what they have learned and how they can apply it in their teaching practice. Learn More
Practical Strategies for Implementation
With a solid foundation in place, we transition to the heart of the matter—practical strategies for promoting self-regulated learning in the classroom. There will be opportunities to engage in regulating strategies, and participants will be encouraged to share their experiences and ideas about implementing these strategies in their own classrooms.
Tailored Discussions for Specific Audiences: Recognizing the diverse needs of educators, discussions on strategies and implementation can be tailored to specific age groups, whether primary or secondary. This ensures relevance and applicability.
Self-regulation is a crucial skill that helps students manage their emotions, behavior, and attention in the classroom. This 6-week Interactive Workshop is an innovative and personalized training program designed specifically for educators looking to broaden their understanding of self-regulated learning components and promote self-regulation in their students.
Through instruction and guidance from the presenters, this workshop provides a unique opportunity for educators to work as a cohort to plan, reflect, and share ideas with others about implementing self-regulation supports and strategies in the classroom. By working collaboratively with other educators, participants will gain valuable insights and strategies that can help them create a more effective and engaging learning environment for their students.
For: Educators, including classroom teachers, learning support teachers, instructional coaches, and occupational therapists, who want to enhance their teaching practice by promoting self-regulated learning in the classroom.
Workshop Objectives:
- To deepen participants’ understanding of the components of self-regulated learning and its relation to neuroscience
- To gain a deeper understanding of what can impact one’s self-regulating ability.
- To acquire the knowledge and tools to support students’ self-regulating ability to focus better, attend, and engage within the classroom.
- To explore effective strategies and supports for promoting self-regulation in the classroom.
- To facilitate peer interaction and collaborative learning among educators
Your Instructors
American board-certified and licensed Occupational Therapists with over 50 years of combined experience working with thousands of families, children, parents, teachers, and professionals worldwide in community, home, hospital, clinical, and educational settings. Kristi and Elizabeth, both distinguished fellows, head the International Forum for Inclusive Practitioners (IFIP) Therapists and Specialists group.
Dr. Elizabeth Joy Shaffer,
OTD, OTR/L
A pediatric OT, speaker, parent mentor, and published researcher who is passionate about helping all children, especially those with autism, ADD/ADHD, and other complex needs. Over the past 20+ years, she has provided occupational therapy interventions to children from early childhood to high school. Elizabeth currently resides in Tallinn, Estonia, but has lived and worked in Canada, Romania, Argentina, Northern Macedonia, Italy, and the United States. In addition to working with children, she educates professionals and parents through onsite and online workshops. She founded Therapeutic Innovations International, LLC in 2015. For more information on Dr. Shaffer and her work, go to www.therapyintl.com.
Kristi Troutman,
OTR/L
As a pediatric OT, Kristi works with students and collaborates closely with teachers and families to build independence in the areas of self-regulation, activities of daily living, functional school skills, and transition skills. She is well-versed in assessments of environments and identifying necessary adaptations to ensure student success. She is a proponent of parent and teacher training to help students generalize skills across environments. Kristi has 30+ years of experience working in the United States, China, and the Netherlands, where she currently resides. She is the founder of Bridges to Benchmarks. For more information, please visit
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Self-Regulation Strategies to Enhance Student Success within the Classroom
Onsite in-service training
Description
Self-regulation is a crucial skill that helps students manage their emotions, behavior, and attention in the classroom. This in-service aims to broaden teachers’ understanding of self-regulation and provide an overview of strategies to support self-regulation within the classroom.
- To understand the components of self-regulated learning.
- To understand the learning process through basic neuroscience.
- To gain a deeper understanding of what can impact one’s self-regulating ability.
- Acquire the knowledge and tools to support the student's self-regulating ability to focus better and attend within the classroom.
- Examine how self-regulation strategies can be integrated into classroom structures.
Duration: 1½ hour session
Learning Methods: A variety of interactive activities are embedded into the presentation.
Target Audience: Teachers at all levels who want to support student growth and understanding of what it means to be a self-regulated learner.
Outcome: Participants will have a better understanding of self-regulation and how it is related to student success in the classroom. They will be equipped with a range of strategies and activities to support themselves and their students in the area of self-regulation.
The reflection process will encourage participants to think about the following questions:
➼ What did I learn from this professional development on self-regulated learning?
➼ What strategies apply to my teaching setting?
➼ What do I need to do to implement self-regulated learning in my classroom?
➼ How can I adapt these strategies to meet the needs of my students?