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Balance With Blended Learning

Balance With Blended Learning
Partner With Your Students to Reimagine Learning and Reclaim Your Life

January 2020 | 192 pages | Corwin
Rethink the roles, responsibilities, and workflow in your blended learning classroom and enjoy balance in your life.

Blended learning offers educators the opportunity to reimagine teaching and learning. It allows teachers to partner with their students to assess, track, and reflect on learning. This partnership gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth.

Written by blended learning expert, Catlin Tucker, this resource provides teachers with concrete strategies and resources they can use to partner with their students to actively engage them in setting goals, monitoring their development, reflecting on their growth, using feedback to improve work, assessing the quality of their work, and communicating their progress with parents.

Balance With Blended Learning includes
  • Practical strategies for teachers overwhelmed by their workloads
  • Routines and protocols designed to move feedback and assessment into the classroom to eliminate much of the work teachers take home
  • Ready-to-use templates and resources designed to help students take an active role in tracking, monitoring, and reflecting on their progress
  • Vignettes written by teachers across disciplines
  • Stories from the author's extensive experience both as a teacher and blended -learning coach

    Redefining roles in a blended learning classroom encourages students to take ownership over their learning journeys and helps teachers feel more effective, efficient, and energized.
    Chapter 1: The Problem with Traditional Grading Practices
    #1 Traditional Grades Do Not Necessarily Reflect Mastery of Grade-Level Skills

    #2 Traditional Grades Are Used Like Carrots to Get Students to Complete Work

    #3 Traditional Grades Place the Focus on the Product Not the Process

    #4 Traditional Grades Do Not Clearly Link the Grades Entered Into the Grade Book with Specific Skills

    #5 Traditional Grading Practices Do Not Provide an Incentive to Revisit and Improve Prior Work

    #6 Traditional Grades Do Not Require Students to Think About Their Learning

    #7 Traditional Grades Happen to Students

    My WHY

    Grades are Hotly Debated in Education

    If We Cannot Throw Out Grades Completely, What Can We Do?

    Blended Learning to the Rescue

    Book Study Questions

    Chapter 2: Embracing a Partnership Model with Blended Learning From Hierarchy to Partnership
    Partnership Principles for Teachers and Students

    Built on Mutual Respect and Trust

    Shared Purpose and Goal Setting

    Grounded in Reciprocity

    Prioritizes Honest and Open Communication

    Relies on Regular Feedback to Improve the Partnership

    Balances Power to Ensure Each Partner has an Equal Voice and Choice

    Committed to Learning Together

    How Can Blended Learning Support a Teacher-Learner Partnership?

    Book Study Questions

    Chapter 3: Who Is Doing The Work In Your Classroom?
    Lack of Time and Exhaustion are Barriers to Innovation

    Who is Doing the Work?

    Reframe the Way You Think About Your Work

    Flip the Workflow in Your Classroom

    Traditional Teacher-led Workflow for a Written Assignment

    Student-led Workflow for a Written Assignment

    Traditional Teacher-led Workflow for Math Homework

    Student-led Workflow for Math Homework

    Book Study Questions

    Chapter 4: Encouraging Metacognition in Your Classroom
    The Power of Metacognition

    5 Strategies Designed to Develop Metacognition in the Classroom

    #1 Plan Your Attack
    #2 Learning Log: Guided Reflection

    #3 End of the Week Exit Ticket

    #4 Think-aloud Video Reflection

    #5 Track Your Progress with Ongoing Self-Assessment Documents

    Building a Metacognitive Practice Into the Classroom with Blended Learning

    Book Study Questions

    Chapter 5: Setting Learning Goals & Conferencing with Students
    Motivating Unmotivated Students

    Goal Setting Strategies

    Provide a Goal Setting Strategy

    Model Goal Setting

    Provide Time in Class for Students to Set Goals

    Set Aside Time to Conference with Students about Their Goals

    Book Study Questions

    Chapter 6: Real-time Feedback in a Station Rotation Lesson
    Troubleshooting Challenges with Traditional Approaches to Feedback

    Spotlight Blended Learning Model: Station Rotation Model

    Using Your Teacher Led Station for Feedback

    Tucker Time Feedback Station

    Real-Time Feedback Tips

    Tech can Make Giving Feedback Easier

    Deciding on the Feedback Format that Fits

    Mark Barnes’ SE2R Strategy for Providing Students with Narrative Feedback

    John Hattie: Where am I going? How am I going there? Where to next?

    Book Study Questions

    Chapter 7: Flip Learning with Videos
    The Benefits of Using Videos with Students

    Video is Versatile

    Whole Group Rotation with Video Instruction

    Station Rotation with Video Instruction

    Playlists with Video Instruction

    Addressing Concerns about Using Video in School

    Creating Your Own Video Content

    Curating Video Content Online

    Book Study Questions

    Chapter 8: Rubrics for Learning
    Rubrics As Roadmaps

    Rubric Design: Avoiding Common Mistakes

    Align Your Criteria with Standards

    Limit the Number of Criteria

    Use a Mastery-based Scale

    Include Clear, Student-friendly Descriptions

    Using Rubrics to Further Student Learning

    Rubrics Can Guide Students as They Work

    Rubrics Can Encourage Self-assessment

    Rubrics Support Reflection and Metacognition

    Rubrics Support Reflection and Metacognition

    Tip: Enter Each Skill as a Separate Score in the Gradebook

    Single Skill Rubric: Less is More

    Book Study Questions

    Chapter 9: Side-by-Side Assessments
    Ask Yourself, Why Am I Grading This?

    Select a Blended Learning Model and Design Your Lesson

    Select Specific Grading Criteria for Your Side-by-Side Assessments

    Prior to Side-by-Side Assessments, Ask Students to Complete a Self-Assessment

    Preparing for Side-by-Side Assessments

    Set Up a Space in Your Classroom for These Conversations

    Make Paper Copies of the Rubric

    Decide How Many Minutes You’ll Spend with Each Student

    Use a Timer

    Select a Strategy for Quick Transitions

    Set Your Timer

    Explain the Process

    Think Out Loud

    Stay Focused

    Complete the Rubric

    Keep Explanations Brief

    Ask Students If They Have Questions

    Book Study Questions

    Chapter 10: Students Communicate Directly with Parents about Their Progress
    It’s Unrealistic for Teachers to Communicate with All Parents Regularly

    Email Updates

    Publishing Student Work

    Digital Portfolios

    Digital Notebooks

    Student-led Conferences

    Preparing for Student-led Conferences
    Virtual Student-led Conferences

    Book Study Questions

    Chapter 11: Grade Interviews
    Students Become Active Agents in Grading Process

    Apply for a Grade Interview

    Preparing for Grade Interviews

    Conducting Grade Interviews

    The Possibilities of a Partnership Model

    The Goal: Achieving Balance

    Book Study Questions


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    ISBN: 9781544389523