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Balance Instruction and Feedback with Blended Learning

Catlin Tucker

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. Blended learning can help! So how do we leverage blended learning to be more strategic about the form instruction takes in classrooms?

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Teacher Engagement Part I: Understanging Cognitive Engagement in Blended Learning Environments

Catlin Tucker

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. We only have so much of either to give.

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Blended Learning: Building a Playlist

Catlin Tucker

At the start of a virtual workshop last week, a teacher sent me a note in the chat saying that she wanted to quit. My doctoral research focused on the multidimensional motivational construct of teacher engagement in blended learning environments. Need more support getting started with blended learning or online learning?

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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. That is not the case.

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

Catlin Tucker

Katie Novak to write a follow-up to our book UDL and Blended Learning. In our second book, UDL and Blended Learning 2: Shifting to Sustainable Student-led Workflows (coming out in spring 2022), we tackle 10 unsustainable teacher-led workflows. The goal of these workshops is twofold.

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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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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. To be truly equitable, the learning experience must provide individual students with the specific inputs they need to reach a particular output or learning objective.