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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.
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.
I can empathize with their frustration, but I attribute these behaviors to underdeveloped self-regulation skills, especially in online and blendedlearning environments. If students are not given the tools, practice, or space to develop these skills, they may flounder when asked to work independently in-class or online.
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 learningonline with active, engaged learning offline. OnlineLearning Activities. Want more on blendedlearning?
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.
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.
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.
In my last blog, I focused on the Universal Design for Learning (UDL) principle of representation. I described how blended and onlinelearning can help educators provide opportunities for students to perceived and engage with information presented in multiple modalities. Check out my self-paced online course.
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 onlinelearning. BlendedLearning. Tools and Strategies.
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.
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.
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.
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. Carpe Diem: Convert pandemic struggles into student-centered learning – [link].
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.
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 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.
Project Zero at Harvard’s Graduate School of Education has created a collection of Core Thinking Routines as part of their Visible Thinking Project. Given that many teachers are working with students online, at least part-time, I created the Google Slide decks below for teachers to copy and use in an onlinelearning scenario.
Check out their free 3-hour micro course, Launching OnlineLearning. I recommend Advancement Courses for online teacher professional development with over 280 courses. As an educational leader, Dawn is passionate about providing educational opportunities to students and educators alike.
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!
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.
Add a Dash of Professional Development to Your Blended-Learning Program. That technology includes HP and Lenovo laptops, tablets, G Suite for Education, NEC projectors , eBeam , Schoology learning management system, LanSchool classroom management software and Kajeet hotspots (for students to use at home).
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.
I think it’s likely that schools will begin the year online or adopt a blendedlearning model that allows for fewer students on campus at one time. Either way, it will be helpful for teachers to know what worked well for students during this time of distance learning and what didn’t work.
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.
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.
Then, discover five ways to boost student-centered learning through blended or hybrid learning. What Are BlendedLearning and Hybrid Learning? Before we explain the differences between blended and hybrid learning models, let’s provide a quick definition of each strategy. As for the differences?
” The post Feedback Tips for Blended and OnlineLearning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day.
Students with special educational needs and/or disabilities are often overlooked in the grand scheme of education. However, they are part of the student population, on college campuses, taking courses with their peers, mostly online lately. Read more: How to create accessible e-learning design. Differentiated instruction.
Vivek Singh and his colleague, Ilya Mishra, are new contributors to Ask a Tech Teacher who specialize in onlinelearning and educational technology (more on Ilya’s bio below). Blendedlearning overcomes this limitation by reducing the need for homework, and provides course content to students via the internet.
We can all agree that the phrase “blendedlearning” is well and truly a part of the modern-day discourse on education; so much so that academics have begun to curate a universal definition, as well as identify sub-themes and genres of the concept. 4 Models of blendedlearning. In 2012 Heather Staker and Michael B.
public schools to attend an Apple Distinguished Schools Day where Natick shared its blendedlearning approach with other schools and districts. First, a quick definition: According to the OnlineLearning Consortium blendedlearning means “a portion of the traditional face-to-face instruction is replaced by web-based onlinelearning.”.
” 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.
In all likelihood, students will have to come to campuses part-time in shifts, which creates a whole host of challenges for schools as they strive to offer comprehensive educational opportunities. Which learning activities are most important to do together?
K–12 Experts Weigh In on Training Teachers to Use Education Technology. Any professional development plan needs to focus on encouraging and enabling a basic and sustained change in how teachers view teaching and learning, says Amy Valentine, executive director of the Foundation for Blended and OnlineLearning.
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.
The annual conference of the International Society for Technology in Education (ISTE) shares a key trait with most the nation’s schools: Everything is happening online. ISTE20 Live kicks off Nov. 29 on what organizers describe as a “custom-built virtual platform.”
When students are not physically on campus attending class, they would be engaged in self-paced onlinelearning either from home or in a supervised location away from home. Another option is to supplement the blendedlearning courses that combine face-to-face and onlinelearning with entirely online courses.
Teachers are scrambling to move their offline courses online to ensure that students continue learning for the remainder of the school year. Understandably, the focus is on onlinelearning as that is a new and unfamiliar learning landscape for a lot of educators.
In spite of the fact that onlineeducation has been massively developing over the last decade, we cannot deny the fact that the majority of teaching still takes place in a traditional classroom. As you see, the blendinglearning has a bunch of benefits, but only when it is applied wisely.
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?
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter We educators need to rest and recover this summer. But the reality is also that we’re going to have to prepare for a fall that – whatever it looks like – will include an onlinelearning component. Blendedlearning is not new.
Asynchronous learning, an educational model in which students learn on their own schedule, is exploding in popularity in K–12 schools. As the number of devices and familiarity with onlinelearning increase, districts are finding students prefer a more flexible schedule.
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