Remove topic design-thinking
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Pre-assessment is Key to Designing with Intention

Catlin Tucker

This variation in student capabilities underscores the importance of letting these insights guide lesson design. Exit Tickets: Ending class with an exit ticket to gauge students’ prior knowledge or feelings towards a topic at the beginning of a lesson can help teachers design the next day’s lesson more effectively.

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The Power of Claim-Evidence-Question

Catlin Tucker

Part IV: Thinking About Thinking This is part four of a five-part series focused on using thinking routines to drive metacognitive skill building. Click here to revisit my last blog in this series on using the “I used to think…Now, I think…” routine.

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The Power of I Used to Think…Now I Think

Catlin Tucker

Part III: Thinking About Thinking Series This is part three of a five-part series focused on using thinking routines to drive metacognitive skill building. To recap, metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea.

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Formative Assessment: Collecting Data & Designing Differentiated Learning Experiences in Class or Online

Catlin Tucker

Teachers can pop in and out of breakout rooms while students discuss academic topics and collaborate around shared tasks, but it isn’t the same as walking around a classroom with watchful eyes and attentive ears. This process drives deeper thinking about what they are working toward in a given lesson or learning cycle. #2

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Designing a Standards-aligned Choice Board (with AI)

Catlin Tucker

Choice Board: Design Structures Choice boards are not simply a collection of fun activities; they can be designed to serve several purposes. Below are some of my favorite choice board designs. Standards-aligned: These choice boards are designed to meet specific educational standards and learning objectives.

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Using AI in Service of Strong Pedagogical Practice

Catlin Tucker

Despite my optimism about the benefits of AI in education, the buzz online is focused on the exciting new AI-powered education tools and not on the transformative impact those tools could have on how we design and facilitate learning experiences to meet the needs of diverse groups of students.

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Designing and Facilitating Learning for an Alternating A-B Hybrid Schedule

Catlin Tucker

Though this approach has presented challenges for teachers in terms of design, I believe this scenario is more manageable than the concurrent classroom, where teachers juggle a group in class and a group online simultaneously. Stagger the Groups’ Progress to Avoid More Design Work. Let’s begin with an analogy.

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