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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. All of these adjustments can make the information more accessible. The variability among learners demands flexibility in our design and assessment of learning.

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Universal Design for Learning and Blended Learning: Engagement

Catlin Tucker

The goal of UDL is to design “barrier-free, instructionally rich learning environments and lessons that provide access to all students” (Nelson, 2). The UDL framework helps educators think about and design learning experiences that allow all students to be successful. Engagement. Self-Regulation.

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Self-Regulation in Blended Learning Environments

Catlin Tucker

I can empathize with their frustration, but I attribute these behaviors to underdeveloped self-regulation skills, especially in online and blended learning environments. Blended Learning Environments Require Self-regulation Skills. My focus is positioning the student as an active agent at the center of learning.

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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. What are their needs and preferences?

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Shift to Leveraging Formative Assessment for Metacognition

Catlin Tucker

How can formative assessment data help students to develop their metacognitive skills? Formative assessments are ongoing assessments embedded throughout the learning process. Traditionally, formative assessment has been used as a teacher tool. It can be used to promote self-reflection and self-assessment.

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The Concurrent Classroom: Using Blended Learning Models to Teach Students In-person and Online Simultaneously

Catlin Tucker

In-class, students have easy access to the teacher and each other. There are more opportunities for social learning and human interaction. As I wrap my mind around the complexities of the concurrent classroom, I believe blended learning models can make this challenging situation more manageable. 2 Flipped Learning Model.

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How K–12 Schools Can Get Started with Blended Learning

EdTech Magazine

How K–12 Schools Can Get Started with Blended Learning. Students would always do their work if it was online , because they always had access to a device. Blended learning classrooms often move seamlessly between online and offline activities, so don’t cancel those copier maintenance contracts quite yet.