A few weeks ago we had the privilege of hearing author and innovator Catlin Tucker speak on blended learning. An acknowledged leader in the blended movement, Tucker is unique among educational experts in that she's still a practicing teacher. Here, then, are a few things I learned from Tucker--"actionable" points referred to as "takeaways" in educational PD parlance:
* Frequency: Tucker says she does station rotations once or twice a week on her block schedule. She doesn't have a prescribed number of minutes per week for station work. Blended is predicated on flexibility and authenticity. Our structures should reflect those same guiding principles.
* Whole-Group Warm-up Activity: Whole group? The term itself has become something of an indictment in the blended lexicon, a term synonymous with backwards-looking pedagogy and 19th century sweat shop practices. Yet Tucker told me that she recommends starting class with a short vocabulary game or grammar review, something to get the students focused and ready for more personalized learning.
* Station Rotations: Tucker teaches on the block schedule. Extended class periods allow time for her students to rotate through multiple stations in 90 minutes. She said if she were working within a traditional 50 minute class period, her students may only make it through one station per day, but that would be fine. They could rotate through the other stations over the course of three or four days. I wish I had thought of that.
* Screen Weary: Technology is integral, technology is liberating, but kids can get tired of working on screens. Recognizing what she calls "screen weariness," Tucker makes sure to sequence her stations in such a way that students alternate screen work with paper-based activities. It makes sense. She also said kids should learn to interact with each other face-to-face. Even in the most cutting-edge, tech-driven classroom, that makes sense, too.
* Stations: She usually has three or four stations going at once: teacher-led, technology, application, etc. Her students are generally expected to rotate through all stations. She was intrigued by my admittedly tentative approach to differentiation and liked the template I've designed for extension options. I must be doing something right.
Tucker is a teacher's teacher. Her approach to blended is devoid of dogma. It is intentional, strategic, creative, and inspiring. It is student-centered and learner-driven. It is also manageable for that often marginalized member of the learning community: the teacher. But most of all, it has compelled me and others on my PLC to pursue blended learning with renewed enthusiasm, something that will benefit our students as they edge toward increased ownership and autonomy.
