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Too many students view mistakes as a bad thing to be avoided. The truth is that mistakes are inevitable. We need to start treating these moments as opportunities to learn instead of something to be ashamed of. In this post, Sarah Dunn, a high school math teacher, shares the strategy she uses to get students […]
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Can the Station Rotation Model work in a math class? I get this question a lot. I’ve coached math teachers who struggle to imagine designing their lessons using this model because the curriculum is so linear. Even though concepts build on one another, the Station Rotation Model can provide students with opportunities to spiral back […]
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In my work as a blended learning coach, I observe a lot of teachers facilitating blended lessons. The Station Rotation Model is particularly popular because teachers do not need a device for every student to make it work. Instead, students rotate between offline and online stations. One concern I have about this model is the […]
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I’ve written extensively about the benefits of using the Station Rotation Model with students. English teachers frequently ask me which technology tools I use to design my online learning stations. Below are my 5 favorite technology tools and online resources for designing the online learning stations in my English classroom. #1 StudySync StudySync has freed me […]
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One of the questions I hear most frequently when working with teachers on shifting to student-led learning workflows is: How do we ensure students are actually engaging in equitable, meaningful work when they are learning with and from each other? Teachers want students to engage in discussions, collaborate around shared tasks, solve problems together, engage […]
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Guided notes can be incredibly effective instructional supports when they are intentionally designed and used strategically. For multilingual learners, students with individualized education plans (IEPs), students who struggle with organization or processing speed, or learners who are still developing note-taking skills, guided notes can reduce cognitive load and help students focus on key concepts during […]
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Related Podcast A couple of weeks ago, I presented a workshop for a leadership group focused on strategies designed to strengthen Tier 2 instruction. I started by asking the group, “If students do not perform well on assessments, what typically happens next in classrooms? What do teachers do in response?” Their conversations echoed much of […]
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Co-authored by Catlin Tucker and Robert Mayfield In Part 1 of this two-part series, Robert identified a challenge facing most teachers: they spend significant time on necessary but shallow tasks. In Part 2, Robert and I want to highlight how many of these tasks can be streamlined using AI. The goal is to help teachers […]
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Podcast Episode Episode Description In this episode, I sit down with Jay McTighe to revisit the core principles of backward design and why they matter more than ever in today’s classrooms. We unpack the ongoing tension between content coverage and deep learning, and what it really means to design for understanding and transfer. Our conversation […]
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Guest Post by Robert Mayfield At conferences this year, I’ve had dozens of conversations with teachers about AI. Not surface-level curiosity, real curiosity, thoughtful questions, and genuine interest. Educators are leaning in and asking things like: There’s a common narrative that teachers are broadly resistant to AI. The reality is more complicated. Some educators are […]
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Podcast Episode Episode Description In this episode of The Balance, I chat with George Couros about his new book, Forward Together: Moving Schools from Conflict to Community in Contentious Times. We start with the origin story, why he decided to write another book. George shares how this book is structured around principles and perspectives, not […]
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Related Podcast Episode Every student deserves access to high-quality, grade-level instruction and learning experiences, regardless of the teacher. Yet many classrooms are led by educators who are early in their careers, teaching outside their areas of expertise, or stepping into teaching positions without sufficient preparation. At the same time, schools are grappling with persistent teacher […]