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Universal Design for Learning and Blended Learning: Action and Expression

Catlin Tucker

As schools think about making learning accessible for all students, it is important to consider how instructional materials allow students to interact with information. For example, students who are unable to type can use voice-to-text tools to compose responses to questions or complete written assignments inside of Google Documents.

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Teacher Engagement Part I: Understanging Cognitive Engagement in Blended Learning Environments

Catlin Tucker

In my research on teacher engagement in blended learning environments, the most significant factor impacting cognitive engagement was a teacher’s work as a designer of learning experiences. Teachers as Architects of Learning Experiences. What aspects of the assignment would benefit from further development?

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The Concurrent Classroom: Using Blended Learning Models to Teach Students In-person and Online Simultaneously

Catlin Tucker

As I wrap my mind around the complexities of the concurrent classroom, I believe blended learning models can make this challenging situation more manageable. Below I will explore three blended learning models–the station rotation model, the flipped learning model, and the playlist model. 1 Station Rotation Model.

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Blended Learning: Designing a Whole Group Rotation with StudySync

Catlin Tucker

The term “blended learning” is an umbrella that encompasses many different models that combine active, engaged learning online with active, engage learning offline. In my book, Blended Learning in Action , I included a chapter on the Whole Group Rotation, which is a modern spin on the Lab Rotation.

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Why Sending Students Home with Writing Assignments Might Not Be The Best Idea

Catlin Tucker

In our newest book, Shift Writing into the Classroom with UDL and Blended Learning , Dr. Katie Novak and I guide teachers in creating the time and space to support all parts of the writing process in the classroom. There are a host of equity issues to consider when we assign writing to be completed at home.

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Blended Learning: Design a Mini-playlist that Allows Students to Control the Pace of Their Learning

Catlin Tucker

Students who generally struggle to read at grade level could engage with this assignment in ways equal to their classmates who read at or above grade level. Each time I return to an assignment, I add strategies, like polling, discussion boards, and partner work to make the experience more engaging.

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Balance with Blended Learning is Available Now!

Catlin Tucker

I want students to complete assignments because they are meaningful, interesting, and rewarding, not because they are worth points. I want students to know that their teachers are there to support them as they work because learning is a process and everyone needs feedback and help to improve. It is exhausting.