Creating opportunities for individual and collective reflection is a key way to develop emotional capacity. A UDL lens reminds us of the remarkable variability of learners when it comes to metacognition. Some learners will have a heightened awareness of their progress toward goals and how to learn from mistakes along the way, while other learners can benefit from more explicit instruction and modeling. For many learners, merely recognizing they are making progress toward a goal is highly motivating. Alternatively, one of the key factors in losing motivation is when learners aren’t supported to recognize individual or collective progress. It is important that learners have multiple models and scaffolds of different self- and group-assessment techniques so they can identify and choose ones that are optimal.

• Use devices, aids, or charts to assist individuals and groups in learning to collect, chart, and display data from their own progress for the purpose of reflection and monitoring progress.
• Use activities that include a means by which learners get feedback and have access to alternative scaffolds (e.g., charts, templates, feedback displays) that support understanding progress in a manner that is understandable and timely.
• Adopt protocols that promote individual and collective reflection.