Remove Assignments Remove Coaching Remove Evaluation
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Grading Less in a District that Requires a Minimum Number of Grades

Catlin Tucker

I encourage teachers to think about the purpose of the work students are doing and evaluate whether it makes sense for them to invest their time and energy grading that work. Too often, teachers assign work that students complete in isolation. The students were evaluated on the model they designed and on their explanation.

Grades 419
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How 4 districts use AI tools to transform education

eSchool News

The Gems evaluate the uploaded information and offer a review of the district’s current curriculum. Chicago Public Schools (CPS) is using NotebookLM and Gemini for curriculum review and district guidance.

Education 201
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Synchronous Online Discussions: Preparation, Facilitation & Wrap Up

Catlin Tucker

Below are suggestions I use in coaching sessions to help teachers prepare for, facilitate, and wrap up synchronous online discussions to increase student engagement in and ownership of the conversations. Anything else I need to communicate to them can come in an email, assignment post, or screencast. Preparing for Online Discussions.

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

Catlin Tucker

Understanding what teachers find cognitively engaging in their work can help them 1) evaluate where they are investing their time and energy resources, 2) reflect on whether those tasks are energizing or draining, and 3) make adjustments in their approach to workflows that they find mentally draining. What did they do well?

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Blended Learning: Designing with Balance in Mind

Catlin Tucker

I host a podcast called The Balance and wrote a book titled Balance with Blended Learning because I see teachers struggling with balance in every coaching and training session I facilitate. However, they are unlikely to have the time or energy for this design work if they are overwhelmed by stacks of literal or digital assignments.

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Make Your “Summer Resolutions” a Reality This School Year

Catlin Tucker

The summer break gives us time to recharge and re-evaluate why we do this challenging work. I remind the teachers I coach that students will only lean into learning if they feel comfortable and safe in our classrooms. What are you assigning and why? What is the learning objective or value of each assignment?

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Professional Learning Communities: Using the 5Es to Give Teachers Agency and Maximize Productivity

Catlin Tucker

In the last year, I’ve encouraged school leaders, coaches, and teachers to consider using the 5Es instructional model to guide their work in PLCs. The 5Es instructional model is composed of the following stages: 1) Engage, 2) Explore, 3) Explain, 4) Elaborate, and 5) Evaluate. What is challenging about their teaching assignments?

Teachers 427