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Pre-assessment is Key to Designing with Intention

Catlin Tucker

At a recent workshop, a teacher posed a compelling question about the effectiveness of small-group versus whole-group instruction. This inquiry always prompts me to reflect: How many educators gather pre-assessment data before crafting their lesson plans?

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A Maker Education PD Workshop

User Generated Education

I had the privilege of presenting a day long maker education workshop at Edutech Asia on November 7, 2019. As they arrived in the morning, I asked them to access the workshop slides and create a name card lit up with an LED. What follows are some details and highlights. and here are the slides provided to the participants:

Education 216
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Station Rotation Model: Alternative Group Formations

Catlin Tucker

When I lead blended learning workshops or work as a 1:1 blended learning coach, I field a lot of questions about the design of station rotation lessons. Teachers see my examples which show four separate groups and assume that all station rotations must have four groups. Then the groups switch half way through the period.

Groups 419
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3 Reasons Teachers Should Use the Playlist Model

Catlin Tucker

Group Projects: When students work in groups, they need to coordinate efforts, communicate effectively, and work collaboratively on a shared task. Some groups will work more quickly, while others will benefit from having more time. Teachers can use this one-on-one or small group time for a range of tasks.

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Shifting from Time-consuming Teacher-led Workflows to Sustainable Student-led Workflows

Catlin Tucker

I’ve designed a new series of workshops that focus on helping teachers to transition from time-consuming teacher-led workflows to sustainable, student-centered workflows. The goal of these workshops is twofold. Second, I want students to develop into expert learners capable of sharing the responsibility for learning.

UDL 442
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A Coaches Guide to Creating Effective Day Time Professional Development Workshops

TeacherCast

Creating a daytime professional development program where teachers leave their schools to spend time in classes and workshops takes not only staff coordination but also a financial commitment from the district because of the number of substitutes that would have to be involved. Not all surveys in this process will be staff member specific.

Survey 88
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A Coaches Guide to Creating Effective Day Time Professional Development Workshops

TeacherCast

Creating a daytime professional development program where teachers leave their schools to spend time in classes and workshops takes not only staff coordination but also a financial commitment from the district because of the number of substitutes that would have to be involved. Pre-Workshop Documents and Surveys.

Survey 88