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Math Journals: Adaptive Software + A Metacognitive Practice

Catlin Tucker

As a blended learning coach, I spend time in classrooms where teachers use adaptive software to provide students with personalized math practice. Often a station rotation lesson for math is composed of: a teacher-led station for direct instruction and modeling. It builds a reflective process into their math practice.

Math 419
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Planning a Station Rotation Lesson for Your Math Classroom

Catlin Tucker

Last week in Palm Springs, I had the pleasure of coaching a 9th-grade math teacher. It was exciting to work with a math teacher who was eager to try using the station rotation model in her math classroom. Math instruction tends to be linear with each lesson building on the one before.

Math 419
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Report: The 4 models of blended learning in action

eSchool News

A new paper by advocacy and policy org iNacol explores how blended learning is being used in practice and traces its history from 2008 to today. In particular, it takes a close look at the four major blended models and, through case studies, how specific schools have fared in implementing them.

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Getting started with blended learning

eSchool News

We just won’t use the Chromebooks in math class.”. —Me Last school year, our school started a one-to-one Chromebook initiative for the sixth grade. Depending on the grade level and subject, students can’t always work out their thinking only on a computer (i.e., Tips for getting started on your blended journey.

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Architect Dynamic Blended Learning Lessons with Your Adopted Curriculum

Catlin Tucker

While initially, it’s beneficial to have a clear roadmap to follow when implementing a new curriculum; as teachers gain confidence using it, they will desire to exercise their creativity to tailor the learning experience to the unique needs of their students. Teachers are often intrigued by the station rotation model specifically.

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How a blended program can change Common Core math

eSchool News

One district looks at the changes a new blended math program for K-5 has brought. For starters, it has demanded more focus, coherence, and rigor in the ways we teach math. This means the ability to think across grades and connect major topics within grades. Math is not a “quiet” or a solo endeavor.

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Standard-aligned Rubrics: Assessing Progress Toward Firm Goals While Allowing for Flexible Means

Catlin Tucker

In our book UDL and Blended Learning , Dr. Katie Novak and I encourage teachers to work toward firm, often standards-aligned, goals. reduces the time teachers spend grading because they simply mark the language on the rubric and do not have to write additional feedback to justify a score.