Atnaujinkite slapukų nuostatas

Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life [Minkštas viršelis]

4.38/5 (444 ratings by Goodreads)
(Windsor Unified School District)
  • Formatas: Paperback / softback, 192 pages, aukštis x plotis: 254x177 mm, weight: 400 g
  • Serija: Corwin Teaching Essentials
  • Išleidimo metai: 01-May-2020
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1544389523
  • ISBN-13: 9781544389523
Kitos knygos pagal šią temą:
Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your LifeDidesnis paveikslėlis
  • Formatas: Paperback / softback, 192 pages, aukštis x plotis: 254x177 mm, weight: 400 g
  • Serija: Corwin Teaching Essentials
  • Išleidimo metai: 01-May-2020
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1544389523
  • ISBN-13: 9781544389523
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781544389523.html
Raktažodžiai:
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.

If one thing is certain after the 2019-2020 school year, blended learning is here to stay. Learning must be a shared endeavor between the teacher and the learner. This book provides teachers with strategies to rethink traditional workflows to make teaching practices sustainable.

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 authors 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.

Recenzijos

This book provides the fundamentals needed to transform your classroom from teacher centered to student centered. Catlin Tucker has thoroughly outlined the steps needed to create a blended learning environment with the necessary studentteacher partnership. -- Kelly Fitzgerald * Leander, TX * After reading Balance With Blended Learning, I was hooked! This new focus in the series, on helping coach students to understand their own learning, is exactly what educators need right now as we move from the front of the classroom to sitting shoulder to shoulder with our students to make sense of learning goals and assessing them! -- Melissa Wood-Glusac * Thousand Oaks, CA * Catlin Tucker has created a resource to help teachers better assess their students work and more importantly, help students become more engaged in the process. Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life will undoubtedly help secondary teachers promote more student-friendly grading experiences that aid them in demonstrating their own progress and growth. It will help any teacher make changes to their assessment practices that will benefit student learning. -- Starr Sackstein As teachers, we strive to foster and nurture lifelong learnerslearners that sustain their purpose and passion for learning regardless of their path in

life. What Catlin shares with us in this book takes us one giant step forward toward that goal by focusing on grades and student ownership of their

learning progression. Using her personal and very transparent experiences as a teacher, she unlocks a pathway for us to truly partner with our learners and thus move them closer to lifelong learning by actively involving them in monitoring their own learning progress. As a parent, teacher, and teacher educator, the ideas in this book will change the way I "do business" inside and outside of my classroom. -- John Almarode

Preface xiii
Acknowledgments xv
About the Author xvii
Chapter 1 The Problem With Traditional Grading Practices 1(14)
Problems With Traditional Grades
2(6)
1 Traditional Grades Do Not Reflect Mastery of Grade-Level Skills
3(1)
2 Traditional Grades Are Used Like Carrots to Get Students to Complete Work
4(1)
3 Traditional Grades Place the Focus on the Product, Not the Process
4(1)
4 Traditional Grades Do Not Clearly Align the Grades Entered Into the Grade Book With Specific Skills
5(1)
5 Traditional Grading Practices Do Not Provide an Incentive to Revisit and Improve Graded Work
6(1)
6 Traditional Grades Do Not Require Students to Think About Their Learning
7(1)
7 Traditional Grades Happen to Students
7(1)
My WHY
8(1)
Grades Are Hotly Debated in Education
9(1)
If We Cannot Throw Out Grades Completely, What Can We Do?
10(2)
Blended Learning to the Rescue
12(3)
Chapter 2 Embracing a Partnership Model With Blended Learning 15(14)
From Hierarchy to Partnership
16(1)
Partnership Principles for Teachers and Students
17(8)
Built on Mutual Respect and Trust
18(2)
Shared Purpose
20(1)
Grounded in Reciprocity
21(1)
Prioritize Honest and Open Communication
21(2)
Rely on Regular Feedback to Improve the Partnership
23(1)
Balance Power to Ensure Each Partner Has an Equal Voice and Choice
24(1)
Committed to Learning Together
24(1)
How Can Blended Learning Support a Teacher-Learner Partnership?
25(4)
Chapter 3 Who is Doing the Work in Your Classroom? 29(10)
Lack of Time and Exhaustion Are Barriers to Innovation
30(1)
Who Is Doing the Work?
30(1)
Reframe the Way You Think About Your Work
31(1)
Flip the Workflow in Your Classroom
32(7)
Traditional Teacher-led Workflow for a Written Assignment
33(1)
Student-Led Workflow for a Written Assignment
34(1)
Traditional Teacher-let Workflow for Math Homework
35(1)
Student-Led Workflow for Math Homework
36(3)
Chapter 4 Encouraging Metacognition in Your Classroom 39(18)
The Power of Metacognition
39(3)
Five Strategies Designed to Develope Metacognition in the Classroom
42(10)
1 Plan Your Attack
42(2)
2 Learning Log: Guided Reflection
44(1)
3 End-of-the-Week Exit Ticket
45(2)
4 Think-Aloud Video Reflection
47(2)
5 Track Your Progress With Ongoing Self-Assessment Documents
49(3)
Building A Metacognitive Practice Into the Classroom With Blended Learning
52(5)
Chapter 5 Flip Learning With Videos 57(12)
The Benefits of Using Videos With Students
58(2)
Video is Versatile
60(4)
Whole Group Rotation With Video Instruction
60(2)
Station Rotation With Video Instruction
62(1)
Playlist With Video Instruction
63(1)
Addressing Concerns About Using Video in School
64(1)
Creating your Own Video Content
65(1)
Curating Video Content Online
66(3)
Chapter 6 Goal Setting 69(12)
Motivating Unmotivated Students
70(2)
Goal-Setting Strategies
72(9)
Provide a Goal-Setting Strategy
72(5)
Model Goal Setting
77(1)
Provide Time in Class for Students to Set Goals
78(1)
Set Aside Time to Conference With Students About
Their Goals
78(3)
Chapter 7 Real-Time Feedback Using the Station Rotation Model 81(22)
Troubleshooting Challenges With Traditional Approaches
to Feedback
82(2)
Spotlight Blended Learning Model: Station Rotation Model
84(3)
Giving Feedback in Your Teacher-Led Station
85(2)
Tucker Time Feedback Station
87(4)
Real-Time Feedback Tips
91(1)
Tech Can Make Giving Feedback Easier
92(3)
Deciding on the Feedback Format That Fits
95(8)
Mark Barnes's SE2R Strategy for Providing Students With Narrative Feedback
96(2)
John Hattie: Where Am I Going? How Am I Going There? Where to Next?
98(5)
Chapter 8 Rubrics for Learning 103(14)
Rubrics as Roadmaps
104(1)
Rubric Design: Avoiding Common Mistakes
104(3)
Align Your Criteria With Standards
105(1)
Limit the Number of Criteria
106(1)
Use a Mastery-Based Scale
106(1)
Include Clear, Student-Friendly Descriptions
106(1)
Using Rubrics to Further Student Learning
107(4)
Rubrics Can Guide Students as They Work
108(1)
Rubrics Can Encourage Self-Assessment
108(3)
Rubrics Support Reflection and Metacognition
111(1)
You Don't Need to Assess Every Aspect of Every Assignment
111(1)
Single Skill Rubric: Less Is More
112(5)
Chapter 9 Side-by-Side Assessments 117(14)
Ask Yourself, Why Am I Grading This?
118(3)
Select a Blended Learning Model and Design Your Lesson
121(1)
Select Specific Grading Criteria for Your Side-by-Side Assessments
122(1)
Prior to Side-by-Side Assessments, Ask Students to Complete a Self-Assessment
123(1)
Preparing for Side-by-Side Assessments
123(2)
Set Up a Space in Your Classroom for These Conversations
124(1)
Make Paper Copies of the Rubric
124(1)
Decide How Many Minutes You'll Spend With Each Student
124(1)
Use a Timer
124(1)
Select a Strategy for Quick Transitions
125(1)
Conducting Side-by-Side Assessments
125(6)
Set Your Timer
125(1)
Explain the Process
125(1)
Think Out Loud
126(1)
Stay Focused
126(1)
Complete the Rubric
126(1)
Keep Explanations Brief
127(1)
Ask Students If They Have Questions
127(4)
Chapter 10 Students Communicate Directly With Parents About Their Progress 131(16)
It's Unrealistic for Teachers to Communicate With All Parents Regularly
132(1)
Email Updates
132(3)
Publishing Student Work
135(4)
Digital Portfolios
135(1)
Digital Notebooks
136(3)
Student-Led Conferences
139(2)
Preparing for Student-Led Conferences
141(2)
Virtual Student-Led Conferences
143(4)
Chapter 11 Grade Interviews 147(16)
Students Become Active Agents in the Grading Process
148(2)
Apply for a Grade Interview
150(2)
Preparing for Grade Interviews
152(3)
Conducting Grade Interviews
155(4)
The Possibilities of a Partnership Model
159(2)
The Goal: Achieving Balance
161(2)
References 163(2)
Index 165
Catlin Tucker is a Google Certified Innovator, bestselling author, international trainer, and frequent Edtech speaker, who teaches in Sonoma County where she was named Teacher of the Year in 2010. Catlins books Blended Learning in Grades 4-12 and Blended Learning in Action are both bestsellers. She has also written a book titled Creatively Teach the Common Core Literacy Standards with Technology to support teachers in thinking outside of the box as they shift to the Common Core. Catlin is working on her doctorate at Pepperdine University. She writes the Techy Teacher column for ASCDs Educational Leadership. She is active on Twitter @Catlin_Tucker and writes an internationally ranked education blog at CatlinTucker.com.