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Removing Barriers with UDL and Blended Learning

Catlin Tucker

Like many, this teacher felt intense pressure to teach the standards and wasn’t sure how to embrace Universal Design for Learning (UDL) and blended learning. We can indeed cover more ground when we present information in a traditional lecture format, but that doesn’t mean students understand the information.

UDL 545
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Designing For Deeper Learning: Identifying Challenges and Prototyping Solutions

Catlin Tucker

Through our online series, we explored the power of universally designed blended learning models to achieve deeper learning outcomes. Our discussions culminated in selecting specific challenges to explore in-depth, with the goal of prototyping solutions at the Learning Leaders Summit in Dubai.

UDL 415
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5 Strategies to Engage Learners Around Flipped Instruction

Catlin Tucker

They relied on videos out of necessity to explain concepts and model strategies while students learned from home. Video puts the student in control of the pace at which they consume and process new information. Students have more control over the way information is presented in a video.

Strategy 524
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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. Most teachers dedicate significant time and energy to their instructor role, explaining complex concepts and processes and modeling specific strategies and skills.

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Teacher Tips: Starting the Year with Station Rotation

Catlin Tucker

In this post, I’ll share some strategies and resources I found useful when preparing to use the station rotation model at the beginning of the school year. I overwhelmed and bored my students with way too much information instead of focusing on getting to know them. The first few weeks of the year can be anxiety-inducing.

UDL 521
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Pre-assessment is Key to Designing with Intention

Catlin Tucker

Once teachers have a clear sense of where their students are beginning in relation to specific concepts and skills, they can use the principles of Universal Design for Learning (UDL) and blended learning models to design lessons that are accessible, inclusive, and equitable.

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Shift to Leveraging Formative Assessment for Metacognition

Catlin Tucker

Formative assessments are ongoing assessments embedded throughout the learning process. These informal assessments provide information to the teacher about students’ understanding of the material being covered and the skills being introduced. How can formative assessment data help students to develop their metacognitive skills?