Blended Learning, Metacognitive Skills and Teachers

Self-Regulation in Blended Learning Environments

Catlin Tucker

MARCH 8, 2021

Teachers are frustrated by what they perceive as a lack of focus, engagement, and motivation. I can empathize with their frustration, but I attribute these behaviors to underdeveloped self-regulation skills, especially in online and blended learning environments. The goal of the various blended learning models (e.g.,

Blended Learning

Blended Learning Metacognitive Skills Learning Motivation

Universal Design for Learning and Blended Learning: Engagement

Catlin Tucker

SEPTEMBER 7, 2020

When I work with schools that have already adopted the UDL framework, they immediately recognize how blended learning can help teachers to implement many of the principles of UDL more effectively. I believe that blended learning models can make putting UDL into practice more manageable. Engagement.

Universal Design

Universal Design Blended Learning Metacognitive Skills Learning

Combatting the Challenges of Whole Group Lessons with Blended Learning

Catlin Tucker

OCTOBER 5, 2021

When I work with teachers shifting to blended learning, I strive to establish the WHY driving our work together. I want teachers to understand the purpose and value of the shift to blended learning. Blended learning is not a reaction to a moment.

Blended Learning

Blended Learning Metacognitive Skills Learning Motivation

Partnership with LINCspring: Balance with Blended Learning

Catlin Tucker

APRIL 22, 2020

Now, you and your PLC can learn together online at a time, place, and pace that works for you! Explore how blended learning can help you partner with students to reimagine learning and find a realistic work-life balance! Consider bringing Balance with Blended Learning into your professional learning community.

Blended Learning

Blended Learning Metacognitive Skills Learning Coaching

Shifting from Time-consuming Teacher-led Workflows to Sustainable Student-led Workflows

Catlin Tucker

JANUARY 10, 2022

Teachers are navigating substitute teacher shortages, COVID protocols, and record numbers of absent students in addition to the normal demands of this job. We need to retain high-quality teachers who enjoy this work and feel energized and fulfilled by it.

Blended Learning

Blended Learning Metacognitive Skills Teachers Feedback

Shift to Leveraging Formative Assessment for Metacognition

Catlin Tucker

MAY 20, 2023

How can formative assessment data help students to develop their metacognitive skills? Formative assessments are ongoing assessments embedded throughout the learning process. These informal assessments provide information to the teacher about students’ understanding of the material being covered and the skills being introduced.

Metacognitive Skills

Metacognitive Skills Universal Design Blended Learning Evaluation

Shift to Providing Feedback as Students Work

Catlin Tucker

JULY 2, 2023

Feedback is one of the most powerful tools a teacher has to support students in achieving standards-aligned goals. Feedback also Provides clarity on learning goals and expectations. Supports skill development and mastery of concepts. Enhances metacognitive skills, such as self-regulation and self-monitoring.

Feedback

Feedback Metacognitive Skills Blended Learning Beliefs

What To Do With Wonky Wednesday

Catlin Tucker

DECEMBER 21, 2019

Most of the schools where I coach have a wonky Wednesday schedule that I have to navigate with teachers when we co-lesson plan together. Typically, Wednesday is a short day for students because teachers are attending an all-staff meeting in the morning before students arrive or in the afternoon after students have gone home.

Metacognitive Skills

Metacognitive Skills Blended Learning Coaching Feedback

Part II: Maximize the Impact of Explicit Teaching with Blended Learning and AI

Catlin Tucker

FEBRUARY 1, 2024

In my last blog post titled “ Part I: Maximize the Impact of Explicit Teaching with Blended Learning ,” I explored the benefits of shifting from explicit teaching as a whole class experience to a differentiated small group experience. The focus is showing students exactly what to do and how to do it.

Blended Learning

Blended Learning Teaching Metacognitive Skills Learning

Make Your “Summer Resolutions” a Reality This School Year

Catlin Tucker

AUGUST 12, 2019

As another school year approaches, teachers are scrambling to set up classrooms, make photocopies of syllabi, attend mandatory meetings, and prepare their curriculum. As I work with teachers, I encourage them to prioritize the following so they can take their summer resolutions and make them a reality. #1

Metacognitive Skills

Metacognitive Skills Schools Blended Learning Evaluation

How and When to Give Feedback

Catlin Tucker

NOVEMBER 6, 2023

How can teachers pull feedback into the classroom to ensure it is timely and actionable? Let’s Review the Characteristics of Effective Feedback In an article for ASCD, Grant Wiggins identifies key elements that make feedback particularly effective in enhancing student learning. What is the secret to effective feedback?

Feedback

Feedback Blended Learning Metacognitive Skills Failure

The Station Rotation Model: Must-Do vs. May-Do Stations

Catlin Tucker

APRIL 15, 2024

A teacher recently asked me whether students always need to attend every station in a rotation. ” Our classrooms are composed of diverse groups of students with different skills, abilities, preferences, language proficiencies, and academic needs. For example, a teacher might design a station rotation with six stations.

Metacognitive Skills

Metacognitive Skills Math Blended Learning Quizzes

The Power of See, Think, Me, We

Catlin Tucker

SEPTEMBER 7, 2023

Part V: Thinking About Thinking Series This is part five of a five-part series focused on using thinking routines to drive metacognitive skill building. To recap, metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea.

Metacognitive Skills

Metacognitive Skills Discussions Art History

The Power of Connect, Extend, Challenge

Catlin Tucker

AUGUST 15, 2023

Part II: Thinking About Thinking Series This is part two of a five-part series focused on using thinking routines to drive metacognitive skill building. Metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea.

Metacognitive Skills

Metacognitive Skills Discussions Art Math

Math Journals: Reflection, Documentation, and Deep Engagement

Catlin Tucker

MARCH 4, 2024

In my last blog post, Using the Station Rotation Model in Math , I wrote about the benefits of shifting from a whole group, teacher-led lesson design to small-group differentiated instructional sessions. It also positions the teacher to do the lion’s share of the work and thinking in the classroom. Math is no different!

Math

Math Metacognitive Skills Writing Activities

One Step at a Time: A Traditional School’s Journey Into Personalized Learning

Edsurge

JUNE 5, 2019

As a novice teacher educated in the digital age, I entered education, and specifically Saint Cornelius Catholic School, at a time of whirlwind change. Much of the changes center on shifting our culture and mindset from teacher-focused to student-centered learning. Microshifts in Practice 1.

Metacognitive Skills

Metacognitive Skills Learning Assignments Group work

Teaching Vanguard

Self-Regulation in Blended Learning Environments

Universal Design for Learning and Blended Learning: Engagement

Trending Sources

Combatting the Challenges of Whole Group Lessons with Blended Learning

Partnership with LINCspring: Balance with Blended Learning

Shifting from Time-consuming Teacher-led Workflows to Sustainable Student-led Workflows

Shift to Leveraging Formative Assessment for Metacognition

Shift to Providing Feedback as Students Work

What To Do With Wonky Wednesday

Part II: Maximize the Impact of Explicit Teaching with Blended Learning and AI

Make Your “Summer Resolutions” a Reality This School Year

How and When to Give Feedback

The Station Rotation Model: Must-Do vs. May-Do Stations

The Power of See, Think, Me, We

The Power of Connect, Extend, Challenge

Math Journals: Reflection, Documentation, and Deep Engagement

One Step at a Time: A Traditional School’s Journey Into Personalized Learning

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