Lesson 4 – Emotional Capacity
In Module 1, we were introduced to the concept of learner variability. So far, we understand that students are uniquely motivated to learn and require different levels of support during learning tasks and across learning contexts. But when learning challenges our students, they may become frustrated, overwhelmed, and disengaged. Inclusive learning environments help all students build self-regulation skills to manage their emotions and make thoughtful choices that keep them engaged and motivated to persist.
We can model emotional regulation, including frustration tolerance and mistake-making. This aligns with Eyler’s (2018) work on the importance of embedding emotionality and exposure to failure when designing inclusive learning experiences. Although many students will develop self-regulation skills through observation and trial and error, all students can benefit from clear, intentional instruction in these skills (CAST, 2024).
Choose how to learn:
- Watch: Select the green information icons in the image below to open video explanations with examples.
- Read: Design Options for Emotional Capacity. This Word document is a text alternative to the videos and contains descriptive links to additional resources and citations.
Reflections and Resources