Please join us for a book study on The Shift to Student Led- Reimagining Classroom Workflows with UDL and Blended Learning that will continue in the Fall of 2023. Dates of fall 2023 sessions will be posted in August. Participants in the May book study will be notified via email of future sessions.
Catlin Tucker and Katie Novak have worked with too many educators who are frustrated and disillusioned with the teaching profession. They know that teachers are drowning in work and unrealistic demands. Many are mentally and emotionally exhausted by the uncertainty and constant change created by the pandemic. In this follow-up to UDL and Blended Learning, the authors have set out to help teachers reimagine their approach to their work so that it is sustainable and rewarding.
Each chapter in The Shift to Student-Led takes apart one traditional teacher-led workflow, examining the problems it presents teachers and students, what the research says versus what the reality in the classroom is, and how UDL and blended learning can free teachers from the “sage on the stage” role and place students at the center of their learning. These reimagined student-led workflows help students develop self-awareness, internal motivation, and self-regulation skills, which are critical to becoming expert learners.
Intended for K-12 educators, instructional coaches, and school leaders, this book is full of principles, strategies, and resources that can be put into practice right away by teachers at any level who want to create academically robust, inclusive learning communities.
Our first session will focus on chapter 1, workflow #1 from the book The Shift to Student-Led Reimagining Classroom Workflows with Universal Design for Learning by Catlin Tucker and Katie Novak.
DL & Blended Learning Thriving in Flexible Learning Landscapes
WORKFLOW SHIFT #1 From Transfer of Information to Student Discovery Teaching Our Students to Fish Reflect & Discuss
1. Think about a real-life example of when you’ve done all the planning and the outcomes were disappointing (like Katie’s taco night). Why is it critical to provide options and choices when we design a shared experience?
2. How can you use the choice board structure to encourage student autonomy and agency? How would you format your choice board to encourage student discovery?
3. How can you transition an upcoming lecture or teacher-directed lesson into a student-led experience with the reciprocal teaching strategy or jigsaw model?
4. When you do provide instruction, it is critical that it is targeted and evidence-based. How can the station rotation model support student-direct instruction and bite-sized teacher-directed differentiated instruction?
Put It into Practice Review and complete the activity at the end of this chapter. Share the lesson that you created with your group or with one of your colleagues. Share the steps you took to get to the finished product (i.e. strategy 1,
Let us know if you have any questions or concerns, email: firstname.lastname@example.org
Teachers are working too hard to not have better academic results, higher levels of student engagement, and more balance in their lives. We need to allow students to build agency and ownership in expert learning. The more students actively engage in all parts of the learning process, the less pressure there is on the teacher to do all of the work.
Throughout this book, we’ll focus on time-consuming teacher-led workflows and how to reimagine each one so you’ll gain an understanding of how to make each one sustainable and student-led. •
1: Discuss and reflect on the use of workflow.
2. Participants will make a plan to use one workflow with their students.
Registration may be cancelled up to 14 days prior to the event for a full refund. Cancellations received within 14 days of the event will not be refunded. No-show registrations will also not be refunded.