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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. There is often a tension created by the pressure put on teachers to cover content with the student-centered approach to learning described by UDL and blended learning.

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Universal Design for Learning and Blended Learning: Engagement

Catlin Tucker

Universal Design for Learning (UDL) is a framework that is based on a scientific understanding of how people learn. The goal of UDL is to design “barrier-free, instructionally rich learning environments and lessons that provide access to all students” (Nelson, 2). Engagement. Sustaining Effort and Persistence.

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

Catlin Tucker

I teamed up with Dr. 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. Want to learn more about blended learning and UDL?

UDL 465
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Designing For Deeper Learning: Identifying Challenges and Prototyping Solutions

Catlin Tucker

Recently, I had the privilege of meeting with a group of international educators in Dubai grappling with these challenges. As I facilitated these sessions, I became increasingly excited about the potential of Universal Design for Learning (UDL), blended learning, and social-emotional learning (SEL) to foster deeper learning outcomes.

UDL 458
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Prepare For Fall: Universal Design for Learning (UDL) and Blended Learning Self-paced Online Course

Catlin Tucker

Katie Novak and I wrote UDL and Blended Learning: Thriving in Flexible Learning Landscapes to support teachers in developing a mindset, skill set, and toolset nimble enough to traverse any teaching and learning landscape with confidence. learner variability and flexible groupings). Module 1: Introduction to UDL.

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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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5 Strategies to Engage Learners Around Flipped Instruction

Catlin Tucker

Instead, they can spend more time facilitating learning and working directly with small groups of students. It can be an online station in a station rotation , on-demand video content in a playlist , or a self-paced online activity in a whole group rotation. “But, I don’t want to send videos home with students.”

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