Catlin Tucker

JANUARY 10, 2022

Too many students spend their days in classrooms passively observing, instead of actively engaging. As a result, they are not developing their metacognitive, critical thinking, and self-regulatory skills; all of which are critical to success both in the classroom and beyond. The goal of these workshops is twofold.

UDL 459

UDL Blended Learning Assessment Groups 459

Catlin Tucker

MARCH 23, 2022

When I facilitate blended learning workshops, I ask participants to think about these three roles and identify the role they spend the most time and energy in. Despite a growing body of research on the power of feedback, it is easy to neglect in classrooms because teachers feel pressure to cover content.

Blended Learning 481

Blended Learning Differentiated Instruction Flipped Classroom Learning 481

Catlin Tucker

DECEMBER 22, 2021

Teachers Find their Role as Designer of Learning Experiences Cognitively Engaging. In my research on teacher engagement in blended learning environments, the most significant factor impacting cognitive engagement was a teacher’s work as a designer of learning experiences. The answer did not surprise me.

Blended Learning 531

Blended Learning Learning Outcomes Resources 531

Catlin Tucker

MARCH 11, 2024

At a recent workshop, a teacher posed a compelling question about the effectiveness of small-group versus whole-group instruction. Such preliminary insights, whether through pre-assessments, diagnostics, or activities aimed at accessing prior knowledge, can illuminate the diverse range of skills, abilities, and needs within a classroom.

Assessment 357

Assessment UDL Blended Learning Data 357

Catlin Tucker

FEBRUARY 3, 2022

The playlist, or individual rotation model, is a blended learning model that strives to give students more control over the pace and path of their learning. When I facilitate workshops on this model, I describe it as a sequence of learning activities designed to move students toward a specific learning goal or objective.

Blended Learning 535

Blended Learning Assessment Data Strategy 535

Catlin Tucker

APRIL 15, 2024

” Our classrooms are composed of diverse groups of students with different skills, abilities, preferences, language proficiencies, and academic needs. Given that variability, it makes sense that not all students would need to spend time engaged in the same learning tasks or activities. The short answer is “no.”

Assessment 326

Assessment Data Blended Learning Strategy 326

Catlin Tucker

JUNE 21, 2021

I like to compare the teacher’s work designing learning experiences to the work of an architect. In my new book with Dr. Katie Novak, UDL and Blended Learning , I share a story about working with an architect to design a new home after my family lost our house in the Tubbs Fire in 2017.

Blended Learning 500

Blended Learning UDL Learning Flipped Classroom 500