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Combatting the Challenges of Whole Group Lessons with Blended Learning

Catlin Tucker

When I work with teachers shifting to blended learning, I strive to establish the WHY driving our work together. I want teachers to understand the purpose and value of the shift to blended learning. Blended learning is not a reaction to a moment. Blended Learning Benefit #1: Student Agency.

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UDL and Blended Learning: Removing Barriers with Design

Catlin Tucker

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. Engage Learners in Conversation.

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Blended Learning: What It Is and What It Is Not

Catlin Tucker

The pandemic has elevated the phrase “blended learning.” ” When schools closed or shifted to hybrid schedules, many institutions turned to blended learning to navigate the new demands placed on teachers and educational institutions. What Blended Learning Is. What Blended Learning is Not.

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Blended Learning: The Whole Group Rotation

Catlin Tucker

When I work with teachers who are new to blended learning, there is often a knee-jerk concern about the time required to design a lesson that strategically blends active, engaged learning online with active, engaged learning offline. The last year has presented educators with a steep learning curve.

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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.

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Coaching is Critical to the Success of a Shift to Blended learning

Catlin Tucker

They are excited about the potential of leveraging this technology to create more dynamic, differentiated, and student-centered learning experiences. Unfortunately, substitute teacher shortages combined with teacher fatigue are presenting challenges when it comes to offering and engaging teachers in professional learning.

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The Why, How, and What of Blended Learning

Catlin Tucker

The events of the last nine months have launched the phrase “blended learning” into the mainstream. I worry that instead of articulating the value of a powerful blend of online and offline learning, teachers are receiving the message that they “must” adopt blended learning to meet the demands of the moment.