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, 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.
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.
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.
What Regulated Learning Looks Like
Sensory Regulation
● Sufficient energy sustained throughout the day.
● Ability to recoup after challengin 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.
● Ability to understand and respond to others' feelings appropriately.
● Empathy- the capacity to care about others' feelings.
● Open to a wide range of strategies.
● Healthy self-esteem.
● Effective communicator.
● Sense of humor.
Cognitive Regulation
● Plan and execute sequential steps.
● Willing to try a different approach when one fails to work.
● Manage time effectively
Understanding of own strengths/needs.
● Able to ask for support or use learning tools that are available to maintain the organization of materials.
● Ability to get started.
● Switch focus as the task requires.
Workshop Objectives
UNDERSTANDING
Deepen one's understanding of the components of self-regulated learning and its relation to neuroscience.
KNOWLEDGE
Acquire the knowledge and tools to support students’ self-regulating ability to focus better, attend, and engage within the classroom.
STRATAGIES
Explore effective strategies and supports for promoting self-regulation in the classroom.
COLLABORATION
Facilitate peer interaction and collaborative learning among educators.
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.
Weekly Schedule
Week 1: Introduction to Self-Regulated Learning
Week 2: Sensory Regulation and Neuroscience
Week 3: Social-Emotional Regulation
Week 4: Cognitive Regulation
Week 5: Linking Self-Monitoring with Strategies and Reflection
Week 6: Action Plan: Collaborative Planning and Idea Sharing
Weekly Schedule
Week 1
Introduction to Self-Regulated Learning
Week 2
Sensory Regulation & Neuroscience
Week 3
Social-Emotional Regulation
Week 4
Cognitive Regulation
Week 5
Linking Self-Monitoring, Strategies,
& Reflection
Week 6
Action Plan: Collaborative Planning
& Idea Sharing
2024 Winter Cohort
Duration
6 Weekly Sessions – 60 minutes each
Size
6 -12 participants
Fee
Individual: €495 pp (Introductory Cohort Discount)
*Single School Cohort: The option for a private cohort for one educational facility/district is available. Please get in touch with us HEREfor more information.
Duration
6 Weekly Sessions – 60 minutes each
Size
6 -12 participants
When
Day: Wednesdays
Dates: February 21, 28, March 6, 20, 27, April 3
Time: Cohort #1 @ 13:00 CEST | Cohort #2 @ 19:00 CEST
Fee
Individual: €495 pp (Introductory Cohort Discount)
*Single School Cohort: The option for a private cohort for one educational facility/district is available. Please get in touch with us HEREfor more information.
2024 Winter Cohort
Duration
6 Weekly 1-hr Sessions
Size
6 -12 participants
When
Wednesdays
*
February 21, 28, March 6, 20, 27, April 3
*
Cohort #1 @ 13:00 CEST
or
Cohort #2 @ 19:00 CEST
Fee
Individual: €495 pp (Introductory Cohort Discount)
*Single School Cohort: The option for a private cohort for one educational facility/district is available. Please contact us HERE for more information.
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 www.bridgestobenchmarks.com.
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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.
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