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There are two things I am certain of in education. So, how do we design and facilitate learning experiences to remove barriers and allow all students to succeed? In my upcoming book, I teamed up with Dr. Katie Novak to explore the complementary nature of Universal Design for Learning (UDL) and blendedlearning.
Tiffany Wycoff, the co-author of the bestselling book, BlendedLearning in Action , talks about the state of blendedlearning today. She shares how some teachers are battling blendedlearning burnout but that it is necessary for learning today and how we move forward. Sponsor: Screencastify.
I can empathize with their frustration, but I attribute these behaviors to underdeveloped self-regulation skills, especially in online and blendedlearning environments. BlendedLearning Environments Require Self-regulation Skills. My focus is positioning the student as an active agent at the center of learning.
When I work with teachers who are new to blendedlearning, 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.
The pandemic has elevated the phrase “blendedlearning.” ” When schools closed or shifted to hybrid schedules, many institutions turned to blendedlearning to navigate the new demands placed on teachers and educational institutions. What BlendedLearning Is.
We talk a lot about student engagement in education. Most educators got into this profession for the students, and, as a result, we want their experience to be as engaging and positive as possible. Given the myriad challenges of the last two years, everyone in education should be concerned about teacher engagement.
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.
The UDL framework helps educators think about and design learning experiences that allow all students to be successful. When I work with schools that have already adopted the UDL framework, they immediately recognize how blendedlearning can help teachers to implement many of the principles of UDL more effectively.
The events of the last nine months have launched the phrase “blendedlearning” 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 blendedlearning to meet the demands of the moment.
I am concerned about the impact that the imbalances in education have on teacher engagement and job satisfaction. I know firsthand the toll that the imbalances caused by traditional workflows in education can have on a teacher. Those unrealistic workflows almost drove me out of education.
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. 3 Identify and Remove Barriers.
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. Helping Struggling Writers.
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. Blendedlearning can help! So how do we leverage blendedlearning to be more strategic about the form instruction takes in classrooms? 77, 81–112.
Can teachers who are teaching an AP course use blendedlearning models and cover the extensive curriculum? I get asked this question frequently as a blendedlearning coach. In this guest post, Cori Schwarzrock shares her experience using blendedlearning models in her AP psychology course.
Most teachers were aware of blendedlearning prior to the pandemic. However, the blendedlearning approach wasn’t yet seen as a necessity in the K–12 learning environment. Many districts are embracing the future.
The last two years have been mentally and emotionally exhausting for everyone in education. As I work with leadership teams, many are struggling to engage their teachers in professional learning this year. It is essential to “think big and start small” when onboarding a teacher to a new blendedlearning model.
In my last blog, I focused on the Universal Design for Learning (UDL) principle of representation. I described how blended and online learning can help educators provide opportunities for students to perceived and engage with information presented in multiple modalities. Check out my self-paced online course.
Teachers Find their Role as Designer of Learning Experiences Cognitively Engaging. In my research on teacher engagement in blendedlearning environments, the most significant factor impacting cognitive engagement was a teacher’s work as a designer of learning experiences.
Thomas Arnett talks about blendedlearning best practices. His work focuses on using the Theory of Disruptive Innovation to study innovative instructional models and their potential to scale student-centered learning in K–12 education. You can record, edit, and submit to students quickly as they can to you.
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter Like it or not, blendedlearning is here to stay. Today, virtual trainer and Class Tech Tips guru Monica Burns talks about what we need to be learning over the summer so we can be healthier and more successful in the fall no matter what we face.
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!
In my last blog, I focused on the Universal Design for Learning (UDL) principle of engagement. I highlighted how blendedlearning can help educators more effectively provide multiple means of engagement to increase student motivation and ensure all students can successfully engage with learning experiences.
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?
This is a sentiment I’ve repeatedly heard this year as I work with educators who are teaching online, on hybrid schedules, or juggling the demands of the concurrent classroom. I worry about the impact that this moment in education is having on teacher engagement. Check out my self-paced online course.
As educators, we have the challenge and honor to teach a dynamic and unique group of students each time a class period begins. I realize that flexibility can feel a bit daunting, both in our design work and as we facilitate a learning experience. This shift in control demands that learners assume more responsibility for their learning.
Unfortunately, there is a scarcity of information on this topic in the context of K-12 education. As I wrap my mind around the complexities of the concurrent classroom, I believe blendedlearning models can make this challenging situation more manageable. 1 Station Rotation Model.
Reading stretches my thinking about educational trends, topics, and issues. My reading regularly inspires my blogs, books, teaching, and work with educators. A book club may present a more manageable, self-paced approach to professional learning. I’ve found it so rewarding that it is a practice I’ve continued.
Blendedlearning seamlessly weaves together online and in-person learning experiences to boost student engagement and meet the unique needs of a diverse class by providing flexible pathways through learning experiences. When students have a voice in their education, they become more engaged and invested in the process.
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.
Now that students are back in the classroom, many of those tools are continuing to play a key role in K–12 education. Department of Education data. When the Sunnyside School District in Washington implemented GoGuardian Teacher several years ago, only a couple of educators used the learning management…
Educators have been working valiantly to make either remote or hybrid learning work. These represent new methodologies for some, while others are now applying what they had already been doing to the current situation in the form of blendedlearning.
” I hope educators and educational institutions use this year and the lessons learned to reimagine “school” and how we design and facilitate learning. Since the pandemic began, I’ve worked with thousands of school leaders and educators. Yet, I worry that won’t happen.
Part I: Transitioning from Whole Group to Small Group In the ever-evolving education landscape, one of the most pressing challenges teachers face is striking the right balance between time efficiency and ensuring equitable learning opportunities for all students. Students are different from each other in terms of how they learn.
This year’s TCEA Convention & Exposition promises to “explore education from every angle,” and the wide-ranging lineup of speakers and sessions bears out that description. The virtual conference happens February 1–6, with live and on-demand sessions complemented by breakouts, social events and activities such as virtual scavenger hunts.
Educators are stressed, worn-out, and constantly wondering when the pandemic will end. The fact remains that there was no professional learning to prepare for the reality that everyone is facing nor a plan for something like COVID19. Through it all, though, educators have risen to the occasion like never before.
Students are at the heart of all choices made at Vogel– a blendedlearning campus in Seguin Independent School District. In the 2021-2022 school year, the Texas Education Agency (TEA) identified Vogel Elementary as a campus that qualified for a school action. The reason?
Blendedlearning is something that is near and dear to my heart. As I transitioned from the principalship to supporting districts and schools, I learned that blendedlearning was a powerful pedagogical strategy that could unleash students' potential while meeting their diverse needs.
Being an educator in a country that is affected by typhoons almost twenty times a year is no laughing matter. And class suspension is a day without learning. Getting everyone to attend – since this is a make-up class, Higher Ed students are not obligated to attend, but for students of basic education attendance is mandatory.
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. Here is my definition shared in Disruptive Thinking in Our Classrooms that makes a distinction between instruction: Blended instruction is what the teacher does with technology.
It makes sense why so many educators are feeling mentally, emotionally, and physically exhausted. Too many of the workflows in education are teacher-centered, ineffective, and unsustainable. Katie Novak to write a follow-up to our book UDL and BlendedLearning. Want to learn more about blendedlearning and UDL?
How will educators get the professional learning support they so desperately need? The result has been unprecedented stress on anyone associated directly, or indirectly, with education. Every day it seems a curveball is being thrown at educators. Blended instruction is what the teacher does with technology.
What barriers make designing for deeper learning in schools challenging? In today’s rapidly changing educational landscape, educators face numerous challenges when designing instruction that promotes deeper learning for all students. It’s important to note that there are no simple answers in education.
The post The Balanced Educator: How to Balance BlendedLearning, Digital Safety, and Save Your Sanity appeared first on Shake Up Learning. We wear so many hats—educator, counselor, tech support, nurse, you name it. Guidance on how to balance blendedlearning with student screen time.
” As I listened to this episode, I was thinking about the concept of psychological safety through my educator lens. My work focuses on supporting leaders, coaches, and teachers in transitioning from traditional teaching practices to blendedlearning. Teacher-centered instruction vs. Student-centered blendedlearning.
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