Catlin Tucker

SEPTEMBER 7, 2020

Engagement Active involvement in learning that is relevant, valuable, and interesting Representation Access to multiple ways to experience or receive information Action and Expression Set goals, monitor and track progress toward goals, engage in metacognitive skill-building through self-assessment and demonstrate knowledge in a variety of ways.

Universal Design 545

Universal Design Blended Learning Metacognitive Skills Learning 545

Catlin Tucker

APRIL 22, 2020

To better support shared learning, I’ve partnered with Learning Innovation Catalyst (LINC) to offer learning modules through LINCspring , their online coaching and professional development platform.

Blended Learning 363

Blended Learning Metacognitive Skills Learning Coaching 363

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. 2 Flex Your Metacognitive Muscles. Metacognitive skills must be taught. There are simple routines a teacher can put into place to help students develop these skills.

Metacognitive Skills 336

Metacognitive Skills Blended Learning Coaching Feedback 336

Catlin Tucker

AUGUST 12, 2019

I remind the teachers I coach that students will only lean into learning if they feel comfortable and safe in our classrooms. We must explicitly teach these skills and give students time in class to practice them. 4 Strategies Designed to Drive Metacognitive Thinking. #5 What are you spending time providing feedback on?

Metacognitive Skills 366

Metacognitive Skills Schools Blended Learning Evaluation 366

Edsurge

JUNE 5, 2019

Fostering autonomy and responsibility can lead to significant growth in students’ academic and metacognitive skills. Differentiation and personalization can occur through teacher instruction, who can provide varying levels of support and hands-on coaching, before letting students do independent practice.

Metacognitive Skills 165

Metacognitive Skills Learning Assignments Group work 165

Faculty Focus

DECEMBER 6, 2022

This leaves more time to provide meaningful feedback, which can be more motivating and meaningful than a numerical value. I provide feedback on points of agreement and divergence. Self-grading supports metacognition. Many entries show evidence of self-perceptiveness and metacognition. Student feedback.

Grades 122

Grades Instructors Motivation Metacognitive Skills 122

Faculty Focus

DECEMBER 6, 2022

This leaves more time to provide meaningful feedback, which can be more motivating and meaningful than a numerical value. I provide feedback on points of agreement and divergence. Self-grading supports metacognition. Many entries show evidence of self-perceptiveness and metacognition. Student feedback.

Grades 98

Grades Instructors Motivation Metacognitive Skills 98