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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.
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!
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. Self-Regulation.
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?
Helping students review for an exam often takes the form of a study guide or review game. The teacher has to do the lion’s share of the work compiling a list of items to include on the study guide or creating questions for a game. The person generating the study guide and review game is the one doing the critical thinking.
When it comes to connecting with your colleagues, I’ve seen teams of teachers commit to a book study as a way to connect and learn. 2 Providing a one-size-fits-all experience doesn’t work in any learning landscape. 3 Students are capable of self-directed learning. 1 Relationships need to be our #1 priority.
They may conduct online research, talk to colleagues, join a Twitter chat, connect with experts on social media, and/or commit to a book study. The goal is to learn as much as they can! Explain: Time to Share Your Learning. Elaborate: Apply Your Learning. Looking for a summer read?
Student agency, or a students’ ability to make key decisions about their learning experience, is an essential aspect of blendedlearning. Choice boards fall within the umbrella of blendedlearning when we combine active, engaged learning online with active, engaged learning offline.
Propping up her vigorous routine are the poles of Universal Design for Learning (UDL) and the perfect blend of education technology, ensuring that everything keeps spinning along at the right pace and momentum. EdSurge: How do you bring the principles of UDL into your classroom—with or without the help of technology?
A single review game or study guide does not provide “spacing” or repeated exposure to vocabulary, concepts, or skills. The person generating a review game, practice problems, or study guide does the critical thinking. Spacing Spacing refers to the practice of spreading out study sessions over time.
This twist on the station rotation model combines the strategic collection and use of data with student agency to create a more personalized and student-centered approach to this blendedlearning model. In a traditional station rotation, all students rotate through the same sequence of learning activities or stations.
As someone who regularly works with teachers on topics like blendedlearning, Universal Design for Learning (UDL), and student-led learning, one recurring theme I encounter is control. Together, we can create a learning environment that truly prepares them for the future. Moeller, J., Brackett, M.
C3 Module Project – projects designed using the Inquiry Design Model (IDM) using the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Constructed Response Project – nonfiction reading and writing experiences for grades K-6.
They are useful for integrating various subjects and can make learning more engaging by connecting different areas of study through a common theme. The beauty of skill-based choice boards is they can often be used repeatedly throughout the year as the tasks stay relevant and are not tied to a specific lesson or unit of study.
Option 1 Science: Design a new experiment to test a scientific hypothesis Science: Write a research paper on an environmental issue Math: Solve a set of problems and explain your solutions in a video tutorial Math: Develop a math game that helps others learn about a mathematical concept or process English : Write an essay analyzing the symbolism in (..)
Evidence of the need for these 4 C’s is embedded in Universal Design for Learning (UDL). To create truly student centered, personalized learning opportunities, teachers must design lessons with intention. This skill is necessary for taking a critical look at topics in science and social studies.
Some students may be confident readers who enjoy engaging with texts to learn, while others may be more visual and enjoy the experience of watching a video. Others may find the experience of working with a group to unpack a text, video, podcast, study, or infographic more engaging and rewarding.
Every week looks the same: slide with links, FYI, weekly tasks, ELA, Math, Science or Social Studies. Get access to proven protocols, customizable templates, and interactive support at Untamed Learning. Click here to learn more! . Kim incorporates best practices including WICOR, UDL, ELL.
Whether it be ‘on tech’ or ‘off-tech’ these blendedlearning lessons can be designed to meet the needs of each classroom. The key to getting it just right is for teachers to focus on studying their students as they learn, taking time to reflect on lessons, and revising them to meet the needs of specific learning goals.
In Social Studies: vocabulary, events, people, locations In Math: problem solving, explain your thinking, notice and wonder. Kim incorporates best practices including WICOR, UDL, ELL. She believes in identifying learning objectives FIRST and then applying technology. In Science: vocabulary, processes, how-to’s.
Research note: As Wall (2021) indicates, there is a definite connection between trauma and student behavior as well as student learning. In her qualitative study, she found that when schools meet this challenge head-on, student achievement increased and behavioral challenges decreased. Learn More. Online and Digital Instruction.
A Pew Research Study found that “ about half of teens use Snapchat and Instagram daily ,” which involve text-based interactions. According to another study of teenagers and their smartphone usage conducted by Common Sense Media and the University of Michigan’s C.S. Kiuhara, S. A., & MacKay, M.
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