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Katie Novak to explore the complementary nature of Universal Design for Learning (UDL) and blendedlearning. UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” We will be responding to your questions and posting the answers!
I can empathize with their frustration, but I attribute these behaviors to underdeveloped self-regulation skills, especially in online and blendedlearning environments. However, students are unlikely to develop these skills in learning environments where they are positioned as passive receivers of information.
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 BlendedLearning , 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.
When I work with teachers shifting to blendedlearning, I strive to establish the WHY driving our work together. I want teachers to understand the purpose and value of the shift to blendedlearning. Blendedlearning is not a reaction to a moment. BlendedLearning Benefit #1: Student Agency.
I host a podcast called The Balance and wrote a book titled Balance with BlendedLearning because I see teachers struggling with balance in every coaching and training session I facilitate. The person doing the work in a classroom is the person doing the learning.
Teacher engagement is a multidimensional motivational construct that reflects a teachers’ choice to dedicate energy resources to their work. I’ll be opening registration for cohort 2 of my BlendedLearning Coaching Course in January! What is teacher engagement?
August 18-20, 2020 -a Free PD Experience for BlendedLearning From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter This school year is dependent more than ever upon our ability to blend face to face (hopefully) and online learning. BlendedLearning. Equity in the Math Classroom.
Most teachers were aware of blendedlearning prior to the pandemic. Many were attempting to integrate the model into their classroom teaching on some level, using digital tools and web-based resources in their curriculum and pedagogy.
When I facilitate blendedlearning workshops, I ask participants to think about these three roles and identify the role they spend the most time and energy in. Despite a growing body of research on the power of feedback, it is easy to neglect in classrooms because teachers feel pressure to cover content.
When I train coaches supporting teachers in the shift to blendedlearning, I share my blendedlearning coaching cycle, which I wrote about in Power Up BlendedLearning. Coaches benefit from having a clear structure and resources to guide their interactions with teachers. Co-lesson Design.
What causes teachers to invest their mental energy and time resources in a task? Teachers Find their Role as Designer of Learning Experiences Cognitively Engaging. Teachers as Architects of Learning Experiences. I often compare a teacher’s design work for a blendedlearning environment to the work of an architect.
Like many, this teacher felt intense pressure to teach the standards and wasn’t sure how to embrace Universal Design for Learning (UDL) and blendedlearning. This is where the combination of UDL and blendedlearning has the potential to be so powerful. This is not unusual.
Teachers all over the country are being asked to teach “concurrent classrooms” in which some students attend class in person and others attend virtually. The teacher in a concurrent classroom attempts to meet the needs of the students in class and online simultaneously. Differentiate learning (e.g., ” bit.ly/getyourcopySRM.
Today is the official launch of my newest book UDL and BlendedLearning: Thriving in Flexible Learning Landscapes ! Explore how you can universally design blendedlearning to remove barriers, provide firm goals with flexible pathways, and cultivate expert learners who are motivated, resourceful, and strategic!
What is blendedlearning? It’s an approach of education in which digital technology blends in with traditional analog teaching methods. But blendedlearning actually encompasses multiple pedagogies and learning methods, some of which you probably already experienced or used. What Is BlendedLearning?
How K–12 Schools Can Get Started with BlendedLearning. Entering the school year, I had the following assumptions: All of our classroom management problems would be solved because our students would be engaged with technology. Blendedlearning has helped me become a more effective and efficient educator.
Google Classroom and Microsoft Teams for Education: Find the BlendedLearning Tool that Works Best. There are a number of digital classroom offerings available for K–12 teachers to use. However, none are more widely adopted than Google Classroom and Microsoft Teams. . What Are BlendedLearning Platforms?
I see my role at these professional development events serving as a “spark” designed to ignite interest and generate excitement about blendedlearning. As the spark , I explain the WHY behind blendedlearning. Once those teacher trailblazers are blending, coaches can scoop up the next group of teachers.
In the book, BlendedLearning in Action , my co-authors (Tiffany Wycoff and Jason Green) and I created the PAACC Hallmarks of Effective Practice as a guide to ensure that blendedlearning puts students at the center of learning and helps them to develop future-ready skills.
The variety of humans in a classroom is remarkable. Universally designing blendedlearning presents educators with the opportunity to transition from designing a single experience that is teacher-paced and teacher-led to a more flexible experience that gives the students more control over the pace and path.
The term “blendedlearning” is an umbrella that encompasses many different models that combine active, engaged learning online with active, engage learning offline. In my book, BlendedLearning in Action , I included a chapter on the Whole Group Rotation, which is a modern spin on the Lab Rotation.
Now, you and your PLC can learn together online at a time, place, and pace that works for you! Explore how blendedlearning can help you partner with students to reimagine learning and find a realistic work-life balance! Consider bringing Balance with BlendedLearning into your professional learning community.
This year, traditional approaches to professional development may feel daunting because teachers are spread thin due to substitute shortages and the challenges associated with returning to physical classrooms. A book club may present a more manageable, self-paced approach to professional learning.
Blendedlearning (having a face to face and an online classroom) is best. We have one more reason– when you already have an online space for your classroom, it is a smaller step to teaching totally online when necessary. Learn about 16 Free Resources for Schools Who Are Closing Due to Coronavirus Get prepared now.
My work focuses on supporting leaders, coaches, and teachers in transitioning from traditional teaching practices to blendedlearning. Blendedlearning is the combination of active, engaged learning online and offline. Teacher-centered instruction vs. Student-centered blendedlearning.
TCEA 2018: Small Steps Lead to Big Wins in BlendedLearning. There are an ocean of possibilities with blendedlearning, so it’s best to dip your toes in the water rather than jumping in and drowning, according to an expert who spoke Feb. The Station Rotation Eases Teachers in to BlendedLearning.
As the COVID-19 pandemic continues to progress, many classrooms remain online in some capacity. Now is a particularly helpful time to consider implementing blended or hybrid learning, two strategies that allow for independent or remote learning. What Are BlendedLearning and Hybrid Learning?
Blendedlearning is the combination of active engaged learning online and active engaged learning offline with the goal of giving students more control over the time, place, pace, and path of their learning. Some educators use blendedlearning and personalized learning synonymously.
This silent film sheds light on the subtle ways that creativity can be absent in the classroom. As I’ve embraced blendedlearning, I have transformed many of my whole group, teacher-led lessons into student-centered, student-paced learning experiences using different blendedlearning models.
I want teachers to form meaningful relationships with their students and dedicate time to building a true partnership with them so that the responsibility for learning is shared. I want teachers to find a balance between their lives at school and their lives beyond the classroom. It did not always go smoothly. This is a process.
On Thursday night, I presented a 30-minute webinar with AJ Juliani for educators focused on the concurrent classroom. If the phrase “concurrent classroom” is unfamiliar, it’s when teachers have a group of students in the physical classroom and a group joining simultaneously online via video conferencing.
Teachers juggling the concurrent classroom with some students physically attending class and others joining remotely via video conferencing are trying to balance the demands of teaching in two learning landscapes simultaneously. That way, students can dedicate their cognitive resources to other activities or tasks.
Maybe the 45-minute commute had a little to do with it, but the main culprit was how I used available time in the classroom. I share this story because of what I have either seen or been told is happening in classrooms at this very moment. Move to pedagogically-sound blendedlearning and provide a mix of tech and non-tech options.
Through the Midwest Teachers Institute , I offer four college-credit classes that teach how to blend technology with traditional lesson plans. They include all the ebooks, videos, and other resources required so you don’t spend any more than what is required to register for the class. INTASC 1, 7. INTASC 1, 8. INTASC 8, 9.
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter How to Improve Google Classroom & Remote Learning Experiences with Kasey Bell Teaching online is challenging for many teachers. para Google Classroom is great, but as education standards evolve, there are a few things lacking. Sponsor: H?para
Katie Novak and I wrote UDL and BlendedLearning: 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. It will take time and a willingness to pursue our own learning.
While initially, it’s beneficial to have a clear roadmap to follow when implementing a new curriculum; as teachers gain confidence using it, they will desire to exercise their creativity to tailor the learning experience to the unique needs of their students. During a recent blendedlearning training, a teacher was overwhelmed.
As of late, I have been working with quite a few districts on personalization through a variety of blendedlearning strategies. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blendedlearning really is, and, in my mind, they are a global exemplar for others to emulate.
Numerous districts invested in additional tech resources during the COVID-19 pandemic to meet remote learning needs. Now that students are back in the classroom, many of those tools are continuing to play a key role in K–12 education.
It was one of the first models, along with the flipped classroom, that I could employ in my low-tech classroom. In the early days of my transition to blendedlearning, I had one Chromebook, which I received after writing a Donor’s Choose project. I have a soft spot for the station rotation model.
These traditional workflows do not position the students to be active agents or help them to develop into expert learners, who are resourceful, strategic, motivated, and self-aware. Too many students spend their days in classrooms passively observing, instead of actively engaging. Want to learn more about blendedlearning and UDL?
It was exciting to work with a math teacher who was eager to try using the station rotation model in her math classroom. This can make it challenging for teachers, who are used to using whole group teacher-led lessons, to transition to blendedlearning models. This way, students can use each other as resources.
When it comes to blendedlearning, it is essential first to have an underlying understanding as to why this pedagogical strategy is valuable in the classroom. Blendedlearning is where students use tech to have control over path, place, and pace. Let’s take a step back before diving into the nuts and bolts.
4 Ways for K–12 Administrators to Master Google Classroom. Educators face a constant challenge of organizing resources and time , both in the classroom and out. . Here are four ways to put Google Classroom to work for you. Organize Student and Faculty Resources. eli.zimmerman_9856. Thu, 09/19/2019 - 10:46.
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