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‘O Leitor’ (The Reader) é um filme de drama dirigido por Stephen Daldry e lançado em 2008, baseado no romance homônimo de Bernhard Schlink. Estrelado por Kate Winslet e Ralph Fiennes, o filme explora temas complexos como culpa, redenção e os efeitos duradouros das escolhas morais.
A narrativa de ‘O Leitor’ se desenrola em duas linhas temporais distintas. A primeira parte se passa na Alemanha pós-Segunda Guerra Mundial, onde o jovem Michael Berg (David Kross) se envolve romanticamente com Hanna Schmitz (Kate Winslet), uma mulher mais velha e enigmática. A segunda parte ocorre anos depois, quando Michael, agora interpretado por Ralph Fiennes, é um estudante de direito testemunhando o julgamento de criminosos de guerra nazistas, incluindo Hanna.
O filme mergulha fundo na psique de seus personagens, especialmente de Hanna. A atuação premiada de Kate Winslet transmite a complexidade emocional de Hanna, uma mulher cujas ações são moralmente ambíguas. A revelação de segredos sombrios ao longo da trama leva a uma reflexão profunda sobre responsabilidade, arrependimento e a natureza transitória da justiça.
A cinematografia de Roger Deakins destaca-se ao capturar a atmosfera melancólica e introspectiva do enredo, enquanto a trilha sonora de Nico Muhly complementa perfeitamente as emoções sutis presentes no filme. A direção de Daldry é hábil ao equilibrar a narrativa intrincada e explorar os temas sensíveis de forma sensível e provocativa.
‘O Leitor’ é mais do que um simples drama romântico ou um filme de tribunal; é uma meditação profunda sobre as consequências duradouras de escolhas morais difíceis. A narrativa multifacetada e as atuações excepcionais contribuem para uma experiência cinematográfica que provoca reflexões duradouras sobre a natureza da moralidade e a complexidade da condição humana.
The post Filme romântico ganhador do Oscar é uma das experiências mais provocativas do cinema appeared first on CONTI outra.
“Ella e John” é uma obra cinematográfica dirigida por Paolo Virzì e estrelada por dois ícones do cinema, Helen Mirren e Donald Sutherland. Lançado em 2017, o filme oferece uma reflexão emocionante e, por vezes, humorística sobre o amor e o envelhecimento.
A trama segue Ella e John, um casal de idosos que decide embarcar em uma última aventura juntos a bordo de seu trailer apelidado de “The Leisure Seeker”. Diante de desafios de saúde e enfrentando o inevitável peso dos anos, os protagonistas decidem quebrar a monotonia da vida cotidiana e reacender a chama de sua juventude.
Helen Mirren entrega uma atuação cativante como Ella, uma mulher forte e cheia de vida, enquanto Donald Sutherland, como John, traz uma mistura habilidosa de vulnerabilidade e sabedoria. A química entre os dois veteranos atores é evidente, proporcionando momentos de ternura e humor que ressoam com o público.
A jornada de Ella e John é pontuada por paisagens pitorescas, encontros inusitados e, acima de tudo, por uma história de amor que transcende as limitações físicas impostas pelo tempo. O filme aborda questões profundas sobre a natureza efêmera da vida e a importância de valorizar cada momento, mesmo diante das adversidades.
A direção de Paolo Virzì é habilidosa ao equilibrar o tom do filme, transitando entre momentos emotivos e cômicos. A trilha sonora envolvente complementa a atmosfera nostálgica, proporcionando uma experiência cinematográfica rica e multifacetada.
“Ella e John” é uma celebração da vida, do amor duradouro e da coragem de enfrentar o desconhecido, mesmo quando o corpo já não responde da mesma maneira. Uma narrativa comovente que toca os corações de todas as gerações, lembrando-nos da beleza que reside nos laços que construímos ao longo do tempo.
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First, let’s establish the value of the flipped classroom in case you have never used this blended learning model. The flipped classroom was designed to invert the traditional approach to instruction and practice/application. Instead of spending precious class time transferring information live for the whole group in the form of a lecture or mini-lesson, which presents myriad barriers (e.g., auditory processing, attention deficit, lack of background knowledge or vocabulary, absences), teachers record video instruction and assign those videos for homework.
The benefit of assigning video instruction for homework is that students can control the time, place, and pace of the learning experience when they watch the video at home. They can pause, rewind, or rewatch a video. They may also be able to add closed captions and adjust the speed of a video to increase their understanding and acquisition of this new information.
Then, class time is dedicated to practice and application, which has traditionally been assigned as homework for students to complete independently. Moving practice and application into the classroom provides students with peer and teacher support as they attempt to apply new information. Teachers are freed from the front of the room and work directly with individual students and small groups, supporting their individual progress and providing additional support, scaffolds, models, or reteaching.
Teachers who want to use this model are most challenged and frustrated by students who do not watch the video for homework and come to class unprepared. If several students in the class still need to watch the video for homework, teachers may be tempted to scrap their lesson and dedicate class time to reteaching the content that was covered in the video.
I caution teachers not to do this. It’s akin to a parent asking their child to clean their room before company comes over, but when the child doesn’t do it, the parent cleans the room for them. By doing so, the parent inadvertently sends the message that the child doesn’t need to take responsibility for their chores because the parent will always step in and do it for them. In the same way, when teachers reteach video content in class because some students come unprepared, it conveys the message that watching the video and coming prepared is optional because the teacher will provide repeat instruction during class. Not only does this discourage students from watching the video, but it penalizes those students who completed the assignment and forces them to sit through another explanation instead of working with their peers and teachers to practice and apply their new learning.
So, what can a teacher do to combat unpreparedness when using the flipped classroom? First, I want to encourage every teacher using a blended learning model to clearly explain WHY they are using this model to students and their families . What is the value and purpose of flipped instruction? How will this benefit students, making it easier for them to acquire new information? How will class time be used more effectively to ensure all students are making progress toward understanding complex concepts and applying key skills?
Without a clear understanding of the value and benefits, students may not truly understand why they are being asked to watch videos at home, and parents may push back. Always communicate the WHY behind new instructional practices to get buy-in and increase students’ likelihood of completing the assigned work.
Now, let’s explore some strategies you can experiment with to address the issue of students coming to class unprepared.
#1 Pair Videos with an Engagement Strategy
It’s essential that students mentally engage with the information presented in a video. We do not want them to slip into a passive, consumptive role. We want them to think about the concepts, processes, phenomena, issues, or skills presented in the video. Teachers should pair videos with an engagement strategy to encourage students to think more deeply about the information being presented.
The engagement strategy can ask students to identify the key points, make connections between concepts, ask questions, make predictions, infer meaning, compare and contrast, and/or classify. The goal is for them to contextualize this new information and begin to make sense of it before they return to class. Below are engagement strategies teachers can pair with videos.
The engagement strategy becomes the students’ documentation of learning and their “entrance ticket” into the actual lesson. They only get to proceed to practice and application if they have evidence they completed this engagement activity. Instead, I encourage teachers to have a designated area in the room for students who need to watch the video and complete the activity before joining the rest of the class.
#2 Use a Quick Quiz to Assess Completion and Comprehension of the Video Instruction
If teachers are worried about whether students watched or understood the flipped instruction, they can begin class with a quick formative assessment strategy, like an entrance ticket or quiz.
Teachers should use a Google Form in quiz mode or build a quick check for understanding in their learning management system (LMS). Using a digital platform to assess student learning makes it possible to quickly identify what students know or understand and surface that data quickly.
That way, the teacher can identify which students are ready to enter the practice and application section of the lesson and which students are not prepared either because they did not watch the video or did not understand the content presented in the video.
Students who did poorly on the assessment because they did not watch the video must spend time completing that assignment. Meanwhile, those students who watched the video but struggled to perform well on the assessment can be pulled into small group differentiated instruction with the teacher while the rest of the class moves onto practice and application with the support of their peers.
#3 Provide Alternative Forms of Media for Students to Choose From
Some students may find it challenging to acquire information in the form of a video. Learner variability reminds us that students learn differently, and one mode of representation is unlikely to work for all students.
Giving students a meaningful choice provides them with agency and allows them to choose a preferred pathway to acquire new information. Some students may enjoy reading and engaging with a text, while others may opt for a podcast or recording on a topic. When possible, providing a “would you rather” option, like inviting students to read an article or watch a video, will likely result in more students completing the assignment because they enjoy a higher degree of autonomy over their experience.
Below is a template I designed to encourage the teachers I work with to build a metacognitive practice around flipped instruction. The assignment begins with a goal-setting activity and then provides students with meaningful choices about what type of media they engage with to learn about a topic and which strategy they want to use to engage with that information. It also requires that they complete a self-assessment to get them thinking about how they performed on this assignment. The metacognitive pieces of goal setting and self-assessment help students think more deeply about the impact of this work on their progress toward academic goals and their overall development as a learner.
If teachers continue to find that a significant number of students do not watch videos for homework, there may be barriers preventing students from completing this work in their home environment. Students may not have a quiet space to concentrate or responsibilities (e.g., watching a younger sibling) that make it challenging to complete the video lesson. Unreliable internet and a functioning device can present potential barriers.
If the issue of unpreparedness continues, teachers can incorporate flipped instruction into the classroom using various blended learning models, such as whole group rotation, station rotation, and the playlist or individual rotation. Using video instruction in the classroom has the following benefits.
The primary objective of flipping instruction in the classroom is to empower students by giving them autonomy over their learning experience. This approach also allows the teacher to reallocate their time and energy away from traditional whole-group instruction, which, due to time constraints, limits the use of high-impact instructional strategies. Instead, teachers can focus on more personalized and effective teaching methods that cater to individual student needs and promote deeper understanding.
The flipped classroom model promises to shift the transfer of information online and use class time to promote active, student-centered learning. However, I know challenges arise when students come to class unprepared.
In this blog, we’ve explored strategies you can use to address this issue effectively. From formative assessments to online discussions and creative representations of information, these strategies empower educators to foster a deeper understanding of the content presented in videos and encourage students to take responsibility for their learning.
Yet, I also recognize that despite our best efforts, some students may continue to come to class unprepared. It’s important to remember that the flipped classroom model can adapt and evolve. Teachers can explore blended learning models, such as whole group rotation, station rotation, or playlist models, to offer students more control over the pace of their learning journey. These approaches not only accommodate diverse learning preferences but also free teachers from their traditional role of “expert” stuck transferring information at the front of the room. Instead, leaning on video and other forms of media strategically can free them to use their precious class time to provide tailored support to small groups and individuals.
Ultimately, remaining flexible and responsive to your students’ needs is the key. Whether through innovative engagement strategies or adaptable instructional models, the goal remains: We must strive to empower students to become active, self-directed learners who can thrive in the flipped classroom and beyond.
Want to learn more about the flipped classroom and how to design effective instructional videos? Check out my mini-course!
The post Troubleshooting the Flipped Classroom: Dealing with Unprepared Students appeared first on Dr. Catlin Tucker.
In the first blog post in this series, Time Efficiency vs. Equity in Education, I wrote about the tension between the demands on teachers’ time and the desire to provide equitable learning experiences. In the second blog, Leveraging AI to Save Time Architecting Equitable, Student-centered Learning Experiences, I highlight how teachers can use AI technology to significantly decrease the time required to design differentiated and personalized learning experiences. In this final blog, we’ll explore how the move from whole-group instruction to differentiated small-group learning requires a shift in mindset and skill. Together, these shifts can help us cultivate dynamic learning communities where all students have the confidence and competence to lead the learning and make academic progress.
Let Tech Do What Tech Does Well. For years, classrooms have been a hierarchy with teachers at the top, experts disseminating information, and students below receiving that information. Before technology permeated every aspect of our lives, that made sense. It was a necessity. Beyond the teacher, books were the only source of information in a classroom before the internet. Now that information is easily accessible from any device, teachers must recognize that their actual value is in their ability to listen, observe, empathize, and organically respond to student needs. Technology and our unprecedented access to information should allow teachers to focus on the aspects of this work that are uniquely human. Let’s acknowledge that what technology does well is information transfer. We can read an article, watch a video, listen to a podcast, view an infographic, or interact with a website to learn. And, when we engage with information in a digital form, we have more control over the experience. If technology effectively handles information transfer, why use our finite classroom time doing the same?
Let Tech Amplify Learning, Not Define It. In the evolving educational landscape, it’s crucial for educators to view technology not as a replacement for people but as a catalyst for change. For too long, the perception has been that the more technology enters our classrooms, the more automated and impersonal the learning experience becomes. The opposite is true.
At its core, technology is a powerful, transformative tool. When harnessed effectively, it can handle many of the time-consuming tasks teachers are responsible for that prevent them from deeply engaging with small groups and individual students. As discussed in the previous blog, teachers can leverage AI to drastically reduce the time it takes to design differentiated learning experiences and provide feedback. We can be more strategic about how we transfer information and allow students agency and meaningful choices about how they want to acquire information (e.g., read, watch, listen). Technology isn’t the end but the means. It’s the vehicle that can pave the way for more intimate, tailored educational experiences.
Letting Go Is Scary but Necessary. As educators, it’s innate for us to want control. We want to ensure that the content is being covered efficiently and that every student is on task. The downside of us having control in a classroom is that many students spend all day every day in classrooms where they do not get a voice in what they learn, how they learn, or what they produce to demonstrate their learning. That places them in a powerless position and can negatively impact their motivation over time. As the educational landscape evolves, so must our approach to teaching. While undoubtedly daunting, letting go is a pivotal step in fostering student-centered learning.
Designing lessons that allow for self-directed learning doesn’t mean abandoning structure; it means entrusting students with the autonomy to navigate within a structure. The initial steps can feel overwhelming – for both educators and students. It requires building a foundation where students have the tools, confidence, and responsibility to steer their learning and make productive choices.
We have to help students develop the skills necessary to drive learning in classrooms so we are free to work with individual students and small groups of learners. If we do not trust our students to manage their own behavior, make responsible choices, and complete the tasks assigned, we will never be comfortable focusing our energy on differentiating learning experiences for diverse groups of learners.
To achieve this shift from whole group to small group, teachers need flexible instructional models that position students at the center of the learning experience. Blended learning provides educators with technology-enhanced instructional models that strive to shift the focus from the teacher to the students. The result is a learning experience where teachers can embrace their roles as facilitators of learning, and students are positioned as active agents making meaning.
Blended learning models leverage technology strategically to allow teachers to provide differentiated instruction and personalized support, ensuring that each student progresses steadily toward clearly defined, standard-aligned learning objectives.
For example, teachers using the station rotation model have time in the lesson to work directly with small groups and customize instruction, models, scaffolds, feedback, and support to meet the needs of that particular group of learners. By contrast, teachers using the playlist model allow students to self-pace through a customized sequence of learning activities and use their class time to pull individual learners for personalized instruction and support at strategic moments in the playlist. Leveraging these different models allows teachers to provide the specific inputs students need to reach a particular output.
Designing for Small Groups and Maximizing Our Impact. Blended learning models provide multiple pathways for educators to prioritize small group interactions, maximize their impact, and develop relationships with students. Below are strategies teachers can use in a blended lesson where they have time to work with small groups of learners to ensure each group of students is getting exactly what they need to make academic progress and build confidence.
Differentiated Small Group Instruction
When teachers group students for differentiated instruction, they can tailor their explanations, word choice, process, and scaffolds to ensure all students in the group can access the information. Students are also more likely to ask questions and seek support in small groups. The teacher can more easily make adjustments to respond to specific gaps, misconceptions, or wonderings.
Differentiated Modeling Sessions
When onboarding students to a process, strategy, or skill, teachers facilitating small groups can carefully select problems, prompts, tasks, and questions at different levels of academic rigor and complexity appropriate to each group’s skills, abilities, and needs. They can use a gradual release (I do, we do, pairs do, you do) approach to help students build confidence around their abilities to employ the process, strategy, or skill. As teachers transition the small group to the “pairs do,” they can listen and observe to identify students ready for the “you do” and those who need more time with the teacher before transitioning to independent practice.
Real-time Feedback
Shifting feedback into small groups in class is the best way to ensure it is timely and actionable. Teachers can divide their time between students in small groups to give focused feedback as they work on a piece in progress (e.g., writing assignment, performance task, project). Real-time feedback ensures that all students get the support they need as they work instead of being left to complete work outside of school where they may not have access to support.
Differentiated small group instruction, modeling, and support can remove barriers, meet the diverse needs of students, and provide teachers with time to engage in the human side of this work, fostering stronger relationships with students. When educators implement these small-group strategies, they ensure that every student, regardless of their background or proficiency level, has an optimal learning experience. By focusing on the unique needs of each group, teachers create an inclusive environment where every student has the tools and support necessary to succeed.
As we conclude this series on the transformative shift from whole-group to small-group instruction, we must reflect on the driving force behind this evolution: equity. Every student, regardless of their background or starting point, deserves an educational experience tailored to their unique needs and potential. Our commitment to equity means that we don’t just teach to the middle but design lessons that reach every student where they are in their individual learning journeys.
Harnessing the power of AI and blended learning isn’t merely about staying abreast with technological trends; it’s about leveraging these tools to streamline and elevate the educational process. By integrating AI into our instructional design, we reduce the time and effort traditionally required to create equitable learning experiences and enhance the precision and adaptability of these lessons.
However, it is essential to note that this transformation isn’t solely about tools or techniques. It demands a profound shift in both mindset and skill set. Educators will need to embrace their evolving roles as facilitators and collaborators, nurturing students to become expert learners. These students are not just recipients of knowledge but are resourceful, motivated, strategic, and self-aware – equipped to thrive in an ever-changing world.
In essence, while challenging, this transition promises a symbiotic relationship of growth. As educators refine their methods and harness new tools, students, in turn, blossom into active agents of their learning. It’s a paradigm where teachers and students find the educational journey more rewarding, impactful, and resonant. As we look to the future, it’s clear that an investment in this blended, equity-focused approach is an investment in a brighter, more inclusive tomorrow.
The post The Equity Advantage of Small Groups appeared first on Dr. Catlin Tucker.
A autópsia de Matthew Perry, o icônico ator de “Friends” que faleceu no último sábado (28), revelou poucas respostas quanto à causa de sua morte. O astro foi encontrado sem vida em sua residência, na banheira de hidromassagem. As autoridades do Instituto Médico Legal (IML) de Los Angeles estão atualmente aguardando os resultados dos testes toxicológicos, um processo que pode se estender por algumas semanas.
De acordo com informações inicialmente divulgadas pelo Deadline, o resultado atual da autópsia é “inconclusivo”. O IML declarou: “Em casos em que a causa da morte não pode ser determinada no momento da autópsia, um certificado posterior será emitido quando os estudos estiverem concluídos…”
O site TMZ trouxe à tona a suspeita de que a morte de Perry pode ter sido resultado de afogamento, uma vez que não foram encontradas evidências de drogas no local. Fontes próximas ao ator informaram que ele realizou exercícios pela manhã e, posteriormente, pediu a uma assistente que realizasse uma tarefa não especificada fora de casa.
Ao retornar à casa do ator por volta das 16h, a funcionário entrou em contato com as autoridades, alegando que Perry havia sofrido uma parada cardíaca. Apesar dos esforços dos paramédicos para reanimá-lo, ele foi declarado morto no local, sem a necessidade de ser transportado para um hospital.
Matthew Perry perdeu a vida enquanto estava na banheira de hidromassagem. A suspeita de afogamento está sendo investigada, enquanto o processo de esclarecimento da causa da morte continua em andamento.
Matthew Perry, conhecido por seu papel memorável em “Friends”, é o primeiro membro do elenco principal da série a falecer. Sua carreira incluiu participações em diversas produções, como “Growing Pains”, “Studio 60 on the Sunset Strip”, “Uma Noite na Vida de Jimmy Reardon”, “Meu Vizinho Mafioso”, “E Agora, Meu Amor?” e “Going On”. Ele tinha 54 anos.
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Redação Conti Outra, com informações do Na Telinha.
Foto destacada: Reprodução.
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O namorado da ex-BBB Ana Paula Renault, Saul Luchtemberg, que recentemente teve sua infidelidade exposta pela ex-participante do Big Brother Brasil, decidiu se pronunciar sobre o caso nesta terça-feira. O técnico em engenharia, de 42 anos, confirmou publicamente o envolvimento extraconjugal e expressou sua insatisfação com a exposição de sua vida pessoal.
Saul Luchtemberg, que é casado, declarou que apesar da traição, ele ainda ama sua esposa e se mostrou visivelmente perturbado pela maneira como sua privacidade foi “rompida por falta de ética e caráter” de Ana Paula Renault.
Segundo o engenheiro, a crise em seu casamento teve início em meados de novembro/dezembro de 2022, e foi nesse contexto que ele conheceu Ana Paula, em fevereiro do ano seguinte. A aproximação entre eles se deu pela afinidade e ideais em comum, mas Saul enfatizou que, naquele momento, eram apenas amigos.
“Fomos ao The Town, mas não juntos! Apenas como amigos do mesmo ciclo social, tanto que eu tinha dito ao Thiago (amigo em comum) que não gostaria de participar do mesmo camarote por respeito à minha excelentíssima esposa”, ressaltou Saul em sua declaração.
O técnico em engenharia destacou que após esse episódio, encerrou seu “breve relacionamento” com Ana Paula e voltou sua atenção para sua família, onde ele afirma que jamais deveria ter se afastado. Ele concluiu sua mensagem reiterando a importância da privacidade em sua vida, afirmando que sua vida pessoal sempre foi, é, e continuará sendo um assunto privado.
Com informações de Terra
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O renomado ator britânico Michael Gambon, amplamente reconhecido por sua icônica interpretação de Albus Dumbledore na franquia Harry Potter, faleceu hoje aos 82 anos. Sua morte foi confirmada por sua esposa, Anne, e seu filho, Fergus, em uma declaração comovente, na qual pediram privacidade durante este momento doloroso.
“Amado marido e pai, Michael morreu tranquilamente no hospital com sua esposa Anne e seu filho Fergus ao seu lado, após um ataque de pneumonia. Pedimos que respeitem nossa privacidade nesse momento dolorido e agradecemos suas mensagens de apoio e amor.”
Michael Gambon, um dos atores mais reverenciados do Reino Unido, conquistou o coração dos fãs em todo o mundo ao assumir o papel do diretor da escola de magia de Hogwarts, Albus Dumbledore, em 2002, sucedendo a Richard Harris após sua morte. No entanto, a carreira cinematográfica de Gambon vai muito além de Harry Potter.
Com uma filmografia rica e diversificada, Gambon deixou sua marca em uma série de obras aclamadas, incluindo “Assassinato em Gosford Park,” “O Cozinheiro, o Ladrão, Sua Mulher e o Amante,” e “As Aventuras de Paddington,” onde emprestou sua voz ao personagem Tio Pastuzo.
Além disso, o ator brilhou em blockbusters e produções em grande escala, como “A Lenda do Cavaleiro Sem Cabeça” e “O Informante,” e colaborou com diretores de renome, como os irmãos Coen no filme “Ave, César!”.
No entanto, o talento de Gambon não se limitou apenas ao cinema. Ele também desfrutou de uma carreira notável no teatro, destacando-se em peças de autores renomados como Harold Pinter, Samuel Beckett e Alan Ayckbourn. Sua atuação brilhante em “A View from the Bridge” lhe rendeu o prêmio Olivier em 1987, e ele foi indicado ao prêmio Tony por sua performance na Broadway nos anos 1990 em “Skylight,” de David Hare.
Com informações de OMELETE
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In the ever-evolving education landscape, one of the most pressing challenges teachers face is striking the right balance between time efficiency and ensuring equitable learning opportunities for all students. As educators embrace innovative technology-enhanced instructional models, they often grapple with letting go of the time-saving practices inherent in the traditional teacher-led, teacher-paced whole group approach to instruction. In this blog series, we’ll explore the delicate balance teachers face when trying to meet the diverse needs of their students while making the most of their limited and valuable instructional time.
When I ask educators why so many use the whole group, teacher-led, teacher-paced model predominantly or exclusively, two answers always surface repeatedly: a) it is more time efficient to plan a single lesson for the entire class, and b) it gives teachers control over the content, pace, and classroom management. Both of these perceived benefits are important to acknowledge and explore.
Yes, designing a single experience for the entire class is absolutely easier. I started my career doing this very thing. I would write the day’s learning objectives and agenda on the board and spend each class period moving my students as a unit through a series of learning activities. In terms of design time, it is efficient, and it required less from me cognitively and creatively. However, a one-size-fits-all approach to designing lessons does not result in an equitable learning experience. When every student gets the same experience and teacher time and energy resources, that falls under the umbrella of equality. If we want to strive to provide an equitable experience, we must acknowledge that individual learners will need individual inputs to reach a particular output.
“If we want to create equal opportunities for all learners to suceed, we have to ditch out one-size-fits-all practices and provide flexible pathways for students to learn.”
— Dr. Katie Novak & Dr. Catlin Tucker, UDL and Blended Learning
The second reason teachers tend to rely on the whole group lesson is the desire to maintain control. In a whole group teacher-led lesson, we can “cover the content” in our limited time with students. However, it is essential for educators to reflect critically on this approach: Did the students comprehend the subject matter? Will they retain the information? Can they transfer or apply their learning effectively?
While the intent behind controlling the learning environment is often to ensure uniform content delivery, this can inadvertently create a significant equity issue. The emphasis frequently falls on disseminating information and instructing students. As a result, insufficient time is allocated for practical application, review, and personalized support. In the whole group lesson, the teacher’s voice often overshadows the students’ needs, creating a learning environment that fails to address individual learning skills, preferences, or interests.
When teachers devote extensive time to explaining, unpacking, modeling, and guiding, it robs them of the time they need to support and provide feedback as students grapple with complex concepts or apply specific strategies and skills. This disproportionate focus on content transfer impedes students’ ability to practice, review, and apply their learning in an environment where they can receive the necessary support to thrive.
This is especially problematic from an equity perspective because it does not accommodate diverse learning needs, preferences, and paces. If we want to provide a more equitable experience, we must create a learning environment and employ instructional models that are responsive, adaptive, and free the teacher to work alongside individual and small groups of learners. This necessitates a shift from teacher-centered to learner-centered instructional strategies, where students are given the autonomy and support to navigate their learning journeys with confidence.
While working with Dr. Katie Novak to write UDL and Blended Learning and The Shift to Student-led with UDL and Blended Learning, we emphasize the fact that learner variability is the norm, not the exception in classrooms. Students are different from each other in terms of how they learn. They bring different skills, abilities, needs, language proficiencies, backgrounds, learning preferences, and interests into the classroom. Yet, the whole group, teacher-led lesson is not flexible enough to honor learner variability or the diversity of needs in classrooms.
“Yet, if there is one takeaway from the burgeoning learning sciences research, it is that no two of us learn in exactly the same way. Each of us go to school with a backpack filled with very different experiences that we draw from to master content, create meaning, work in groups, share our voice, and achieve our potential.”
— Barbara Pape, Learner Variability Is the Rule, Not the Exception
If we want to create more equitable learning experiences, we must know our students and be proactive in identifying potential barriers that might make it challenging for them to acquire information, engage in a learning activity, or navigate a particular task. When working with teachers, I emphasize the importance of providing flexible pathways through a lesson by leveraging technology and prioritizing student agency. For example, some students will acquire information more effectively by reading a text or article, while others will prefer to listen to an audio track or podcast. Some students may thrive self-pacing through a video lesson, while others may be more successful participating in a small group differentiated teacher-led instructional session.
Designing lessons that offer multiple pathways demands a higher level of intentionality and additional time, yet if our goal is to help every student progress toward standard-aligned goals, it is a worthy investment. The result is a learning experience that is more attuned to individual needs and differences, ensuring each student has a fair chance at success.
A well-designed, equitable lesson not only accommodates diverse learning preferences but also minimizes the need for extensive reteaching. This can ultimately save teachers instructional time in the long run. Additionally, if teachers are not trapped at the front of the room orchestrating the parts of a whole group lesson, they can allocate their precious class time to working closely with students on valuable teaching tasks. This includes providing timely and actionable process-based feedback as students work, a practice that not only enhances the students’ learning experience but also reduces the amount of work teachers bring home.
I encourage educators to question the prevailing reliance on whole-group, teacher-led instructional design. Is it truly fostering an environment where every student feels supported and successful? Is it accommodating the myriad learning needs, preferences, and paces of a diverse group of students?
The journey towards equitable learning involves moving beyond traditional teaching methods, which often offer uniform experiences to all students, to adopting approaches that allow teachers the flexibility to provide the individualized support each student needs to achieve specific learning goals or outcomes. This transition is not merely pedagogical but is fundamentally rooted in recognizing and respecting the diverse array of learning needs, preferences, and backgrounds in our classrooms. By embracing a more personalized, student-centered approach, we affirm our commitment to valuing and honoring the rich tapestry of learner variability, ensuring that every student is given the opportunity to succeed.
This shift necessitates a critical examination of existing instructional models. A pivotal component of this re-evaluation is acknowledging the critical role of technology, student agency, and small-group instruction in addressing and honoring learner variability. These elements foster a learning environment where individual needs are acknowledged and met, paving the way for more accessible, inclusive, and equitable learning experiences. By questioning the status quo and exploring innovative instructional strategies, teachers can become architects of learning experiences that truly serve all students.
The post Time Efficiency vs. Equity in Education appeared first on Dr. Catlin Tucker.
A Samsung anunciou nesta semana que obras de arte do Museu Metropolitano de Arte de Nova York estarão disponíveis para exibição na TV The Frame. A novidade faz parte da ferramenta que mantém controle de brilho e cores para dar a sensação de um cavalete com quadro pendurado, no lugar de um televisor convencional.
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Ao todo são 38 obras que estão em exibição no museu e que chegam para quem tem um modelo de TV The Frame, da Samsung. Os quadros são de origem asiática, egípcia, europeia e islâmica, todos capturados em alta resolução. Alguns nomes importantes estão presentes neste pacote, como Edgar Degas, Vincent van Gogh, Paul Cézanne e Georges-Pierre Seurat.
As obras vão para além dos quadros, com destaque para o amuleto do olho de Wedjat e outras tapeçarias. Junto das novas 38 obras, o usuário pode encontrar mais de 2,3 mil peças de diversos museus, galerias de arte, pintores e artistas no geral para exibição na TV quando ela não está ligada em um canal, ou conteúdo via streaming.
A The Frame é uma TV feita para ficar pendurada ou em um cavalete, com moldura nas bordas para misturar o corpo do televisor com a decoração do ambiente. Ela não tem a melhor tecnologia de imagem ou som, mas tira proveito desta camuflagem para exibir obras de arte quando o dono não assiste qualquer conteúdo nela.
No Brasil a The Frame pode ser configurada com ou sem acabamento antirreflexo, diversas molduras de madeira com imãs para cores diferentes de ambiente e, além das milhares de obras de arte disponíveis para exibição, é possível transformar o televisor em um porta retratos digital com fotos pessoais.
Por aqui a The Frame é vendida em opções de 43, 55, 65 e 75 polegadas, com preços partindo de R$ 3.159 e alcança R$ 7.999, com as molduras custando cerca de R$ 400. O acesso ao novo conteúdo do museu de Nova York não é gratuito, exigindo pagamento de US$ 4,99 por mês ou US$ 49,90 por ano.
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The Internet Movie Database credits Shakespeare as the writer on 1787 films, 42 of which have yet to be released.
The Shakespeare Network has compiled a chronological playlist of trailers for 45 of them.
First up is 1935’s A Midsummer Night’s Dream, featuring Olivia de Havilland, Jimmy Cagney, Dick Powell, and, in the role of Puck, a 15-year-old Mickey Rooney, hailed by the New York Times as “one of the major delights” of the film, and Variety as “so intent on being cute that he becomes almost annoying.”
Tragedies dominate, with no fewer than six Hamlets, Shakespeare’s most filmed work, and “one of the most fascinating and most thankless tasks in show business” according to novelist and frequent film critic James Agee:
There can never be a definitive production of a play about which no two people in the world can agree. There can never be a thoroughly satisfying production of a play about which so many people feel so personally and so passionately. Very likely there will never be a production good enough to provoke less argument than praise.
Lawrence Olivier, Nicol Williamson, Mel Gibson, Kenneth Branagh, Ethan Hawke, David Tennant – take your pick:
MacBeth, Richard III, Romeo and Juliet, and The Tempest – a comedy – are other crowd-pleasing workhorses, chewy assignments for actors and directors alike.
Those with a taste for deeper cuts will appreciate the inclusion of Ralph Fiennes’ Coriolanus (2011), Branagh’s Love’s Labour’s Lost (2000) and Titus, Julie Taymor’s 1999 adaptation of Shakespeare’s most shocking bloodbath.
Moviegoing connoisseurs of the Bard may feel moved to stump for films that didn’t make the playlist. If you can find a trailer for it, go for it! Lobby the Shakespeare Network on its behalf, or make your case in the comments.
We’ll throw our weight behind Michael Almereyda’s Cymbeline, featuring Ed Harris roaring down the porch steps of a dilapidated Brooklyn Victorian on a motorcycle, the bizarre Romeo.Juliet pairing A-list British vocal talent with an all-feline line-up of Capulets and Montagues, and Shakespeare Behind Bars, a 2005 documentary following twenty incarcerated men who spent nine months delving into The Tempest prior to a production for guards, fellow inmates, and invited guests.
Enjoy the complete playlist of Shakespeare film trailers below. They move from 1935 to 2021.
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Take a Virtual Tour of Shakespeare’s Globe Theatre in London
– Ayun Halliday is the Chief Primatologist of the East Village Inky zine and author, most recently, of Creative, Not Famous: The Small Potato Manifesto and Creative, Not Famous Activity Book. Follow her @AyunHalliday.
Os familiares do músico Rinaldo Oliveira Amaral, mais conhecido como Mingau, divulgaram uma carta aberta em que falam sobre toda a ajuda que foi necessária para socorrê-lo no último fim de semana, quando o baixista do Ultraje a Rigor levou um tiro na cabeça em uma comunidade de Ilha das Cobras, em Paraty, na Costa Verde do Rio de Janeiro.
“Atravessamos um momento muito difícil de nossas vidas, e no qual precisamos de apoio, de empatia e, principalmente, de respeito para superá-lo. Mas graças a Deus, e à boa vontade de inúmeras pessoas que se mobilizaram para socorrer o Mingau desde o ocorrido, estamos conseguindo vencer”, diz o primeiro parágrafo do texto.
A família do baixista também fez um agradecimento às autoridades que ajudaram Mingau a conseguir uma transferência para um hospital de São Paulo de helicóptero: “Por isso, gostaríamos de agradecer: Alexandre Padilha, Ministro-chefe das Relações Institucionais; Cláudio Castro, Governador do Estado do Rio de Janeiro; Luciano de Oliveira Vidal, Prefeito de Paraty; Pastor Izaques, Vice-prefeito de Paraty; Luiz Antônio de Souza Teixeira Jr, Secretário Estadual da Saúde do Rio de Janeiro”.
“Carla Lacerda, Secretária Municipal da Saúde do Rio de Janeiro; Fabrício Soares, Secretário Executivo de Governo, Prefeitura Municipal de Paraty; Paulo Roberto Miranda, Secretário Municipal do Turismo de São Paulo; Rosane Castro e demais socorristas; médicos e enfermagem do Hospital Municipal Hugo Miranda, todos de Paraty”, são outros divulgados na carta.
Os familiares fizeram um agradecimento especial ao Corpo de Bombeiros do Rio de Janeiro, à equipe do Hospital São Luiz Itaim, onde o baixista está internado, e aos bancos de sangue de todo o Brasil.
A carta aberta dos familiares de Mingau também menciona a equipe do The Noite, programa do SBT do qual o músico participa, e autoridades, como Dr. Osvaldo Nico Gonçalves, Secretário Executivo de Segurança Pública do Estado SP, e Capitão Guilherme Derrite, Secretário de Segurança Pública do Estado de SP.
Isabella Aglio, filha do músico, usou as redes sociais nesta semana para fazer um desabafo sobre pessoas oportunistas que estão se aproveitando do estado de seu pai para alimentar polêmicas.
“Além de sofrermos ao ver uma pessoa a quem amamos muito em estado grave, encontramos oportunistas e quem se alimente de polêmicas e tentam transformar a vítima em réu”, lamentou (Saiba mais AQUI)
The post Família de Mingau divulga carta aberta revelando dificuldades para socorrê-lo após tiro appeared first on CONTI outra.
O projetor Samsung Freestyle chegou à segunda geração: a fabricante coreana anunciou uma nova versão do dispositivo e o principal recurso adicionado é o suporte a jogos na nuvem.
A ideia do Freestyle 2 é simples: se você tiver espaço disponível para projetar em uma parede e acesso à internet, você pode usar o dispositivo para rodar games na nuvem a partir do Samsung Gaming Hub, que oferece acesso ao Xbox Game Pass, Nvidia GeForce Now, Amazon Luna e outras plataformas de cloud gaming.
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Com suporte a diferentes tipos de controles Bluetooth, ele permite rodar games sem precisar de uma TV. O dispositivo ainda ganhou mais memória em comparação ao modelo do ano passado, e promete uma experiência bastante fluida na hora de jogar.
O Freestyle 2 ainda conta com um recurso inteligente que ajusta a imagem a partir do momento em que ele está apontado para uma parede, removendo assim a necessidade de ajustes manuais de alinhamento e coisas do tipo.
Tirando o suporte a games na nuvem, a segunda geração do Freestyle é praticamente idêntica à lançada em 2022: a imagem exibida pode ter entre 30 e 100 polegadas com resolução máxima 1080p. Com suporte a HDR10+, ele ainda tem uma taxa de contraste de 100.000:1.
Um alto-falante de 5W garante áudio 360 graus, e o dispositivo tem suporte à assistente Bixby e roda o sistema Tizen OS. Ele também conta com uma porta Micro HDMI e uma USB-C.
Nos EUA, o Freestyle 2 começará a ser vendido no dia 1º de setembro por US$ 800 (cerca de R$ 3.970). Por enquanto, não há informações sobre o lançamento do dispositivo no Brasil.
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Nesta segunda-feira (31), o mundo do entretenimento foi abalado pela notícia da morte do jovem ator Angus Cloud, de 25 anos, conhecido por seu papel na série de sucesso da HBO, ‘Euphoria’. A triste notícia foi confirmada pela família do artista e repercutiu rapidamente nas redes sociais.
Angus Cloud, que interpretou o carismático Fezco na série, foi encontrado sem vida em sua casa em Oakland, na Califórnia, Estados Unidos. A causa da morte ainda não foi revelada publicamente, mas a família mencionou que o ator havia perdido seu pai há poucos dias e que isso pode ter contribuído para a sua intensa luta contra a saúde mental.
O jovem ator era reconhecido por sua versatilidade e talento na atuação. Além de seu aclamado papel em ‘Euphoria’, Angus Cloud também teve participações em filmes como ‘The Line’ e ‘North Hollywood’. Ele também fez aparições em videoclipes de artistas populares, incluindo Becky G, Karol G e Juice WRLD. Sua carreira estava em ascensão, com dois projetos futuros aguardando lançamento, como informado pelo site TMZ.
A família de Angus emitiu um comovente comunicado através do TMZ, onde expressaram seu pesar pela perda e descreveram o ator como um “ser humano incrível”. Além disso, eles destacaram a abertura de Angus sobre suas batalhas contra a saúde mental, esperando que sua partida sirva como um lembrete para que outras pessoas que também enfrentam problemas semelhantes busquem apoio e não lutem sozinhas, em silêncio.
Nas redes sociais, fãs, colegas de elenco e amigos de Angus Cloud prestaram homenagens emocionantes ao talentoso ator, compartilhando suas lembranças e destacando seu impacto positivo na indústria do entretenimento.
The post Trágica Perda: Angus Cloud, ator de ‘Euphoria’, morre aos 25 Anos appeared first on CONTI outra.
Fãs de Walking Dead podem comemorar: a próxima série derivada da franquia já ganhou data de lançamento, e “The Walking Dead: Daryl Dixon” estreia no dia 10 de setembro.
A nova série será protagonizada por Norman Reedus no papel de Daryl Dixon. O personagem acorda e se dá conta que está na França e, sem saber como foi parar lá, tenta encontrar meios de voltar para casa.
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A data anunciada é para a estreia nos EUA. No Brasil, a franquia “Walking Dead” é transmitida pelo canal fechado AMC e os episódios também são disponibilizados em plataformas diversas de streaming, incluindo Netflix, Star+ e Prime Video.
A emissora também divulgou algumas imagens. Elas mostram Reedus ao lado de outros atores que farão parte da série, como Romain Levi, Laika Blanc-Francard e Clémence Poesy.
Ainda não há confirmação de quando a nova série estará disponível para o público brasileiro.
A série centrada em Daryl Dixon é apenas o primeiro spin-off que a AMC prepara no universo de “Walking Dead”.
Das outras séries, uma já estreou: é “The Walking Dead: Dead City”, que já estreou no canal norte-americano batendo recordes de audiência. Assim como no caso da produção protagonizada por Norman Reedus, ainda não há previsão de quando os episódios chegam oficialmente ao público brasileiro.
A segunda série derivada terá como foco os personagens Michonne e Rick (Andrew Lincoln e Danai Gurira, respectivamente) e contará “uma história de amor épica entre dois personagens transformados por um mundo em mudança”. A produção está prevista para 2023 — não há ainda uma data específica.
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Um novo animal chegou pra protagonizar a cena das memecoins e está atingindo grandes saltos como um criptoativo do mercado. A Pepecoin roubou os holofotes em 2023, com uma ascensão meteórica de que se tem notícia, se comparada com as concorrentes.
Por incrível que parece, a criptomoeda ressuscitou um meme para lá de antigo, com o simpático Pepe the Frog criado em 2005 e, agora, ganha a graça do mercado financeiro. Mas o que é a Pepecoin, de fato? Como ela funciona? Confira agora neste artigo!
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E quem diria que as famosas memecoins ficariam só em latidos com as inspirações apenas em memes de cachorros, se enganou! Um anfíbio acaba de roubar a cena, com um meme que viralizou em 2005 do carismático Pepe the Frog.
O que é simplesmente genial, pois esse é um dos memes mais conhecidos da internet e chegou recentemente, em abril de 2023 para dar vida a criptomoeda Pepecoin.
Uma sátira real, o meme “Pepe The Frog” foi criado por Matt Furie em sua tirinha de 2005 “Boys Club”.
O sapo bem humanoide também ganhou grande repercussão em meados dos anos 2010, com as cantoras Katy Perry e Nicki Minaj, quando elas usaram o meme em seus respectivos tweets.
Dessa forma, a figura do sapo Pepe se espalhou rapidamente nas redes e continua a ser compartilhada como um meme de reações.
Contudo, a brincadeira foi um pouco manchada por uma passagem política em 2014, quando a imagem passou a ser divulgada frequentemente por cidadãos e partidos de extrema-direita nos Estados Unidos e até mesmo em outros países. Porém, a comunidade do Pepe The Frog, que é bem presente, conseguiu inverter a história, e tirar da roda esse cunho político da brincadeira.
Memes a parte, a Pepecoin é considerada uma criptomoeda blockchain Ethereum. Criada para entrar na onda das moedas-meme, o ativo chama a atenção de muitos entusiastas porque dispõe de benefícios atraentes.
Desde políticas sem taxas, recompensas para investidores de longa data e um sistema de “queima de ativos”, criado para manter um baixo volume da moeda em circulação, que estabiliza seu valor de mercado.
Através do Ethereum e tendo como base o protocolo ERC-20 a Pepecoin funciona. Este protocolo garantem uma linguagem padronizada, e é muito comum na criação de moedas e tokens.
Além disso, o sistema da Pepecoin é mantido pelo consenso PoS (Proof-of-Stake), onde os investidores podem validar as transações e receberem prêmios por tarefa realizada. Seus usuários são também recompensados pelo tempo em que mantêm as moedas dentro projeto.
Com toda certeza, essa foi a estratégia de sucesso para a Pepecoin, que trouxe estímulo aos usuários, para evitar que esses vendam a cripto rapidamente e, assim, mantém a estabilidade da moeda-meme. Dessa forma, o projeto colocou limites para o suprimento de coins em 420 trilhões de unidades, queimadas de tempos em tempos, para manter valor.
A Pepecoin chegou a alcançar 10.000% em um dia. Isso ocorreu quando um usuário trocou 0,125 ETH em 5,9 trilhões de Pepe. Isso chamou a atenção dos investidores, que se atentaram a relevância da moeda, o que estimulou o surgimento de mais usuários.
Outra vantagem da Pepecoin em relação as outras memecoins é a sua comunidade de detentores, que é bem sólida e ativa, já que mantém as moedas em poder por mais tempo para garantir recompensas.
A Pepecoin ainda possui sua própria plataforma de negociações de Rare Pepes, imagens do Pepe the Frog tratadas como ativos digitais colecionáveis. Vale lembrar que algumas delas podem ser realmente raras e tornam-se valiosas, como os NFTs.
Com esse potencial, as perspectivas é que a Pepecoin atraia ainda mais investidores e o token seja ainda mais valorizado. E você, apostaria no meme do Pepe the Frog?
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The Good Bad Mother é um K-drama que se destaca pela sua originalidade e sensibilidade na abordagem de relacionamentos familiares complexos. A história gira em torno da conturbada relação entre Young-soon, interpretada brilhantemente por Ra Mi-Ran, e seu filho Kang-ho, vivido por Lee Do-hyun. Como uma fazendeira que criava porcos, Young-soon teve que enfrentar a árdua tarefa de criar o filho sozinha após a morte do marido, exigindo sempre o melhor desempenho de Kang-ho. O garoto era repreendido caso tirasse notas baixas e dedicou grande parte de sua vida aos estudos para seguir a ambição de sua mãe de se tornar um promotor.
A trama dá um salto no tempo, e agora Kang-ho é um adulto bem-sucedido, porém com uma personalidade fria e pouco empática. No entanto, sua vida sofre uma reviravolta após um trágico acidente, resultando em amnésia. Kang-ho volta a se comportar como uma criança de sete anos, e é sua mãe quem entra em cena para cuidar dele. Ao longo da história, mãe e filho vão descobrindo traumas e questões do passado que moldaram suas personalidades e relacionamentos.
Um dos pontos altos de The Good Bad Mother é o roteiro sensível e bem construído, escrito por Bae Se-young. A forma como os personagens são desenvolvidos e as camadas emocionais que são exploradas ao longo da trama são impressionantes. A história não se limita a explorar o conflito entre mãe e filho, mas também aborda temas como amizade, superação e a importância do perdão.
A direção competente de Sim Na-yeon equilibra habilmente os momentos de tensão e emoção, criando uma atmosfera envolvente que prende o telespectador do início ao fim. Os cenários escolhidos e a cinematografia contribuem para a imersão na história, destacando a beleza da fazenda e criando um contraste visual interessante com os conflitos internos dos personagens.
O elenco de The Good Bad Mother merece aplausos pelas suas atuações cativantes. Lee Do-hyun entrega uma performance incrível ao retratar a transformação do protagonista, transitando habilmente entre a frieza do adulto bem-sucedido e a ingenuidade da criança perdida. Ra Mi-Ran brilha como Young-soon, transmitindo com maestria a determinação e a vulnerabilidade da personagem. A química entre os dois atores é palpável, o que torna a jornada emocional mãe-filho ainda mais convincente.
Além dos protagonistas, o elenco de apoio também se destaca. Ahn Eun-Jin interpreta Lee Mi-Joo, a melhor amiga de infância de Kang-ho, com carisma e profundidade. Sua presença na história traz um equilíbrio emocional e momentos de alívio cômico. Bang Sam-sik dá vida a In-soo Yoo, um rapaz valentão que cresceu ao lado da dupla de amigos, trazendo uma dinâmica interessante e complexidade ao enredo.
Com uma história cativante, atuações excepcionais e uma abordagem sensível, The Good Bad Mother certamente deixará uma marca nos corações dos espectadores. É uma jornada emocional que explora temas universais, como amor, perdão e superação, e nos lembra da importância dos laços familiares. Prepare-se para se envolver profundamente com essa história tocante e desfrutar de uma experiência única proporcionada por este notável K-drama.
Todos osepisódios de The Good Bad Mother já estão disponíveis na Netflix. Veja o trailer da produção:
***
Redação Conti Outra
The post Esta série doce e divertida da Netflix está flechando os corações dos espectadores appeared first on CONTI outra.
The Office foi uma série estadunidense de comédia, lançada no ano de 2005 pela emissora NBC. O show foi construído no formato de pseudodocumentário, dentro do gênero Sitcom, e fez um sucesso estrondoso ao redor do mundo pelo seu conteúdo satírico e roteiro engraçado. A seguir, confira 13 itens de colecionador para quem é fã deste sucesso da NBC.
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Nada melhor do que levantar de manhã cedo para tomar um café e usar a caneca que relembra a sua série favorita, certo? Pois bem: há uma infinidade de estampas disponíveis que fazem alusão à série da NBC, como estas duas que trouxemos: a primeira é uma clara alusão ao chefe do escritório, Michael Scott, enquanto a segunda traz variados elementos que fazem referência à série (como o prêmio Dundie). Ambas possuem 325 ml de volume e foram confeccionadas em cerâmica.
Os Funkos Pop são bonecos de enfeite, confeccionados a partir do personagem da série: o item adota uma cabeça longa e um corpo pequeno, cuja fisionomia e roupas representam diretamente um personagem do show. Aqui destacamos os bonecos do Jim Halpert, Dwight Schrute e, claro, do Michael Scott.
Os blocos de montagem da empresa LEGO consistem em um dos tipos de brinquedos mais bem vendidos do mundo. A empresa costuma criar cenários baseados em filmes e séries, e este brinquedo em específico foi desenvolvido a partir do escritório de Michael Scott. O usuário pode se beneficiar de 1.164 peças de diferentes tamanhos e cores, as quais abordam desde o elenco de personagens até os mínimos detalhes do design e arquitetura do lugar.
As camisas trazem estampas com a logo da empresa fictícia da série e fazem referência ao cargo de assistente de gerente. Este cargo foi adquirido por Dwight dentro da série, o qual adorava se exibir como o segundo no comando do escritório. Ambas as peças possuem tamanhos entre PP e EGG, e foram desenvolvidas em malha 100% algodão.
Os livros disponíveis sobre The Office foram desenvolvidos especialmente para os amantes da série. O primeiro detém 528 páginas, foi confeccionado em capa dura, e escrito pelo jornalista Andy Greene, o qual conta a história de produção da série desde a sua origem na BBC até às nove temporadas da NBC. O segundo livro possui uma abordagem semelhante, mas foi escrito por Brian Baumgartner e possui histórias contadas a partir do ponto de vista dos atores.
Este caderno de citações carrega imagens da série e frases famosas do personagem Michael Scott. Ele possui 48 páginas, foi encadernado em argolas de prata durável, e possui uma boa qualidade de impressão. A obra foi desenvolvida para os fãs do personagem, que devem se lembrar de diversos situações icônicas da série enquanto vagueiam pelas páginas.
O prêmio Dundie é uma estatueta concedida pelo gerente Michael Scott, o qual organiza um evento para premiar os melhores funcionários do escritório. O item possui cerca de 18 cm de altura por 9 cm de largura. A figura que estampa o prêmio foi confeccionada em plástico e texturizada em dourado, representada por um homem de terno segurando uma maleta.
Este baralho de poker possui ilustrações gráficas com os seus personagens favoritos da série The Office. Dentre as ilustrações disponíveis, é possível encontrar o Dwight usando uma coroa e bebendo um milkshake na carta intitulada de “Rainha”.
Quadros decorativos são uma ótima forma de personalizar os ambientes de casa, como sala e quarto, para que expressem a personalidade do proprietário. Estes modelos representam, respectivamente, a terceira e sexta temporada de The Office, com personagens como Michael Scott, Jim Halpert, e Dwight Schrute. A imagem foi impressa em tinta mineral e a moldura preta oferece um tamanho de 24 x 33 cm.
Um calendário de advento representa uma contagem regressiva até o feriado de Natal, cuja véspera ocorre no dia 24 e a data oficial se consagra em 25 de Dezembro. O item oferece 24 portas (cada uma representa um dia do mês natalino), cada qual com um personagem exclusivo incluído em cada um dos dias.
Um cordão de moto é um acessório ideal para manter as chaves do veículo sempre consigo, além de conter um chaveiro de encaixe, que se solta do cordão para que o usuário possa ligar a moto. Esta edição possui uma estampa personalizada da série, com a logo do show e com os personagens lado a lado.
Este tapete imita um adesivo que o personagem Michael Scott possui em seu escritório. O item possui dimensões retangulares de 60 x 40 cm, pode ser lavado e detém propriedades antiderrapantes. Foi produzido por uma mistura de borracha e poliéster, e contém uma impressão digital em UV que promete não desbotar.
Os copos térmicos possuem diferentes estampas, a fim de agradar a maior parte dos públicos. Os dois primeiros detêm 473 ml de volume e resistência à quebra. Já o último foi confeccionado em aço inoxidável e promete 850 g de volume. Os três são indicados para preservar a temperatura das bebidas, estejam elas quentes ou frias.
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Consider the last time you used a recipe to bake something, for example, a chocolate cake. Maybe it was a special occasion like a birthday, and you wanted to surprise someone with a homemade chocolate cake. The recipe details the ingredients you need, the sequence you should mix them in, and the exact temperature and duration required to bake your cake to perfection! The recipe is your trusted guide in the early stages of creating this sweet masterpiece. It’s clear, easy to understand, comes with step-by-step instructions and even pictures, all designed to build your confidence as you bake.
Despite the recipe’s utility in these early stages of cake-baking, it’s unlikely you’d want to rely on a recipe for every cake you bake in the future. At a certain point, the recipe can start to feel restrictive, dampening your creative flair as a baker. Over time, you might wish to experiment, perhaps replacing the white sugar with brown for a deeper flavor, substituting almond flour for a friend who cannot eat gluten, or opting for a cream cheese frosting instead of the traditional buttercream for a friend who prefers it. This flexibility and freedom to tweak the recipe keep? baking enjoyable.
A similar truth applies to the adopted curriculum many teachers use. While initially, it’s beneficial to have a clear roadmap to follow when implementing a new curriculum; as teachers gain confidence using it, they will desire to exercise their creativity to tailor the learning experience to the unique needs of their students.
As a blended learning coach and professional learning facilitator, I assist teachers in transitioning from traditional, teacher-led instruction to more student-centric approaches using blended learning models. Blended learning merges active, engaged learning online with active, engaged learning offline, giving students more control over the when, where, and how of their learning journey. There are various models within blended learning, including station rotation, whole group rotation, flipped classroom, and playlist models, each providing varying levels of autonomy for students.
The goal of blended learning is to place students at the core of the learning experience. Yet, an adopted curriculum can often be a major obstacle to achieving this goal. It’s often structured for teacher-led, whole-group instruction but not restricted to this application. Teachers, as the architects of learning experiences, should have the liberty and autonomy to mold the curriculum to fit their students’ needs through various technology-enhanced instructional models.
In training or coaching sessions, I work with teachers to reimagine their curriculum using a specific blended learning model to ensure they meet all learners’ needs. Teachers are often intrigued by the station rotation model specifically.
The station rotation model comprises a series of stations or learning experiences students rotate through, including a teacher-led, online, and offline station. The teacher-led station frees the teacher to work with small groups differentiating instruction, modeling strategies and skills, guiding discussion, and providing feedback on work in progress. Those benefits are attractive, but teachers often struggle to conceptualize the linear lesson plan in a more circular rotation where groups of students start in each station. I encourage teachers to reflect on specific questions when reviewing a lesson plan.
The response to the first question will help determine which activity requires the teacher’s guidance and should be pulled into the teacher-led station. The second response will indicate which learning activities can be assigned as individual, self-paced tasks. The third will highlight the learning activities that benefit from collaborative small group or partner tasks.
Let’s explore two secondary examples–ELA and Math–and see how a linear whole-group lesson can be reimagined as a station rotation or a modified rotation to provide a more equitable experience and better meet the diverse needs of students.
StudySync is an English language arts curriculum encompassing a broad library of digital texts coupled with audio tracks for improved accessibility, video models of various skills, a peer feedback tool, and automated scaffolds for students at different language proficiency levels.
Let’s take a linear, whole-group First Read lesson from StudySync and design a station rotation. For this example, we’ll use the First Read lesson for “A Celebration of Grandfathers,” by Rudolfo Anaya in Grade 8, from the StudySync program.
The StudySync lesson includes the following elements:
If we reimagine this as a station rotation, it might look like the rotation pictured below in Figure 1.
Transforming a StudySync lesson into a station rotation model frees the teacher from standing at the front of the room, allowing them to customize instructions and scaffolds for small groups while modeling the reading comprehension strategy. Students gain more control over their pace at the online and offline stations as they work through the learning tasks.
The station rotation model also enhances accessibility, inclusivity, and equity within the lesson. Students can read and annotate online with an audio track or offline independently or with a partner. They can choose whether to practice grammar alone or with a peer. These meaningful choices become feasible when teachers transition from a rigid whole-group learning experience, breaking down barriers to ensure all students advance toward solid, standards-aligned goals.
Math tends to be more complex to organize through a traditional rotation model due to its linear nature, as concepts and processes are built sequentially. However, the wide range of math skills and capabilities within a class can render whole-group instruction frustratingly ineffective. Some students quickly grasp the content, while others require more elaboration, models, and guided practice. If we aim for equity in learning, ensuring all students receive the necessary input to achieve a specific output, we must infuse creativity into our lesson plans.
During a recent blended learning training, a teacher was overwhelmed. She was aware that the lesson described in the curriculum wasn’t benefiting most students but was at a loss about how to implement blended learning with the Swun Math curriculum. Challenge accepted!
We brainstormed a method that respected the fundamental approach of Swun Math but incorporated stations to afford her more flexibility. The goal was to assist those students who needed it while encouraging advanced students to work at a pace that kept them interested and engaged. Too often, students ready for more rigor are limited by whole-group, teacher-led, teacher-paced lessons.
Like most adopted curricula, there is more in a Swun math lesson than a teacher could cover in a class period. A lesson includes the following elements:
Figure 2 below illustrates how a teacher could creatively adapt the curriculum to allow for differentiation and a higher degree of student control over the pace and, for more advanced students, their learning path.
In this revamped lesson, the teacher starts with the whole group, using the Problem of the Day and Vocabulary Building as warm-up activities. Then, using the Swun curriculum’s Input Model, the teacher introduces the day’s topic. Rather than progressing through the rest of the lesson elements in lockstep—which doesn’t work well since students need variable time on each task—the teacher transitions students into skill-level groups. This allows the teacher to offer more time and support to the students in the lower-level group as they work on the Final Check and move on to Practice Problems.
The graphic above represents the sequence and quantity of work each group completes, akin to a mini-playlist of learning activities for each skill level. The students in the mid-level group can watch the video of the input model available online for additional instruction. At the same time, the teacher works with the lower-level group, then they move on to the final check and practice problems. The teacher transitions from the lower- to mid-level group to review their work and provide support.
The high-level group will need substantially less teacher time and support and will complete more lesson elements. Once they finish the Challenge Problems, they can decide how to use their remaining time. They can opt to a) move on to the next video lesson to preview the content for the next class, b) complete the extension activity, or c) take a “student tutor” lanyard and help students in the lower-level and mid-level groups who need peer support. Not only do the students in the high-level group get to move at a pace that suits them, but they can choose to serve as valuable resources in the classroom, assisting their peers.
The goal of an adopted curriculum is to provide a high-quality, standards-aligned learning experience for all students, but a one-size-fits-all approach seldom meets everyone’s needs. Just as a traditional chocolate cake won’t work for every birthday party, a teacher-led whole-group lesson won’t meet the wide spectrum of needs, learning preferences, skills and abilities, language proficiencies, and interests in a classroom. Teachers must leverage their creativity and understanding of their specific student population to design and facilitate equitable learning experiences. Blended learning offers various instructional models that teachers can use to adjust their curriculum to ensure learning is tailored to meet the needs of all students.
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Durante uma mesa-redonda da série Drama Actor Roundtable conduzida pelo The Hollywood Reporter, Pedro Pascal respondeu a uma das questões mais debatidas na internet: sua presença física nas gravações da série do Disney+ The Mandalorian.
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Ali, o ator confirmou que sua participação na série da Disney+ é, na maior parte do tempo, limitada à dublagem. Enquanto isso, Brendan Wayne interpreta Din Djarin no set e Lateef Crowder realiza as acrobacias usando a armadura. Ele também explicou os motivos de sua ausência nos sets físicos.
Houve uma quantidade considerável de experimentação, estar na armadura por muito tempo, e, francamente, meu corpo não estava preparado para a tarefa ao longo de quatro meses. Mas eu estava lá. Estive lá em uma quantidade significativa, uma quantidade elástica. Mas agora encontramos uma solução, o que é incrível, e isso me deu a oportunidade de fazer outras coisas.
Pedro Pascal, no Drama Actor Roundtable
Além de admitir que é, de fato, apenas a voz do personagem na maior parte do tempo, Pascal elogiou a atuação de Wayne em The Mandalorian, dizendo que a considera “excelente”. Ele disse que nunca houve momentos em que assistiu e sentiu que mudaria algo que o personagem fez ou como ele interagiu com o ambiente daquela cena específica.
É claro, Wayne não interpreta o personagem 100% do tempo, e Pascal também apareceu na tela como Din Djarin em cenas marcantes em que seu capacete precisava ser removido por motivos emocionais ou narrativos.
Devido às filmagens de The Last of Us terem ocorrido ao mesmo tempo que a terceira temporada de The Mandalorian, Din Djarin não retira o capacete em nenhum momento da série — outro indício de que Pascal estava ocupado com outros projetos, como ele mencionou durante a entrevista.
Sua participação na série permite que ele faça participe de mais uma grande produção, atrelada à prestigiada marca Star Wars, enquanto trabalha em projetos adicionais. Pelo outro lado, a série se conecta ao nome de Pedro Pascal para ganhar mais prestígio, o que cria uma situação vantajosa para todos.
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Após polêmicas e adiamentos, o lançamento de The Flash se aproxima: o filme estreia no Brasil em 15 de junho. Já na China, a produção da DC Comics chega um dia depois. Em clima de esquenta, o trailer chinês do longa-metragem mostrou cenas inéditas, no que parece ser o teaser mais revelador até aqui.
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No trailer chinês, vemos pela primeira vez o mordomo Alfred, vivido por Jeremy Irons, que ajuda Flash. Além disso, o Batman de Ben Affleck ganha cenas novas.
Porém, o mais animador do trailer internacional é a aparição dos dois Flashs: os trechos inéditos mostram quando o personagem de Ezra Miller do presente encontra sua versão do passado, após voltar no tempo para salvar a mãe de um assassinato.
O herói também oferece para salvar os pais de Bruce Wayne.
New The Flash trailer for China with tons of new footage
— The Flash Film News (@FlashFilmNews) May 23, 2023#TheFlashMovie pic.twitter.com/Eadn1lVYcQ
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Se aproxima a estreia de um dos filmes mais esperados da DC: The Flash. Embora Ezra Miller seja a estrela da produção, o longa tem causado ansiedade nos fãs por marcar o retorno de um personagem icônico e nostálgico: o Batman de Tim Burton, interpretado por Michael Keaton.
Keaton volta a usar a roupa de morcego após um hiato de 30 anos. Ele esteve em Batman, de 1989, e Batman: O Retorno, de 1992. Ele recusou o papel em Batman Eternamente, de 1995 — entenda aqui o motivo.
Leia mais!
Além de Keaton, The Flash verá ainda a volta de Ben Affleck também na pele do homem-morcego — eles viverão o personagem em diferentes linhas do tempo. Affleck foi o Cavaleiro das Trevas em Batman vs Superman e nas duas versões de Liga da Justiça. Michael Shannon, o General Zod de O Homem de Aço, de 2013, também reprisa o papel de vilão.
Vale pontuar que Keaton já se mostrou bem animado com seu retorno, antecipando até que o personagem lembra o original de Burton, o que particularmente agrada o ator — e muitos fãs.
De acordo com o novo chefe da DC, James Gunn, não é necessário assistir todos os filmes antigos do Batman para entender o personagem em The Flash. O cineasta esclareceu a questão no Twitter, ao tirar a dúvida de um fã.
Você não precisa assistir nada, desde que saiba que o Batman de Keaton existe.
James Gunn no Twitter.
You don’t need to see anything, as long as you know the Keaton Batman exists.
— James Gunn (@JamesGunn) May 23, 2023
Dirigido por Andy Muschietti, The Flash tem estreia marcada para 15 de junho no Brasil. Assista aqui um dos trailers do filme mostrando o retorno de Keaton, bem como a sinopse do longa.
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In a previous blog post and corresponding podcast, I said, “if teachers design student-centered learning experiences that allow students to write with support in class, ChatGPT won’t be nearly as disruptive as some articles claim.” In the two months since I published that post, I’ve had the opportunity to play with ChatGPT, exploring how teachers across subject areas can leverage AI technology to enhance the writing process and ease the burden on teachers (always my goal!). Below are some ideas for leveraging this AI technology to lessen a teacher’s workload and engage students more completely in the writing process.
When students are given writing assignments, they rarely have much agency or choice about what they write about, negatively impacting their motivation to write. One reason teachers may not give students more meaningful decisions in relation to writing is the time it takes for us to generate high-quality writing prompts. AI technology can be beneficial on that front.
Instead of generating the writing prompts and giving them to students, why not engage students in the process of generating their own prompts in relation to a specific topic, subject, or issue? The process might look something like this:
Asking students to analyze and critique strong examples of writing can help them understand the elements of effective writing, such as structure, voice, and style, and provide them with a model of what they are working toward in their writing.
Unless a teacher has kept samples of exemplary work created by previous students, generating strong examples for students to work with can be time-consuming. Teachers can leverage AI technology to produce strong writing samples for students to analyze and critique, saving them significant time. Once teachers have generated two or three strong examples, they can structure the analysis process with an activity, like the analyzing writing exemplars pictured below.
To make this process engaging and collaborative in the classroom, teachers can strategically pair or group students for this exercise. This activity can be pulled into a station rotation lesson or built into a writing playlist.
By working together, students can share their perspectives and insights and learn from each other. Finally, teachers can ask students to apply what they have learned to their own writing, encouraging them to use the strong example as a model for their work.
For many students, the most challenging part of the writing process is getting started. AI technology can be a helpful brainstorming partner, resource curator, and idea organizer!
A tool like ChatGPT can combat the paralysis that often accompanies a blank page or screen and help students generate ideas for their writing assignments by providing topic suggestions and a list of related keywords to help students develop and organize their thoughts on a topic. AI tools can also assist students in organizing their ideas into an outline by identifying key points, suggesting subtopics, and providing direction on the best way to present those ideas.
AI-powered search engines can help guide students during their research process. These tools can recommend relevant and credible sources, helping students navigate the vast amount of information on the internet.
By leveraging AI technology during the prewriting process, students can benefit from efficient and effective support, allowing them to produce higher-quality writing in a shorter amount of time. Ultimately, this can lead to improved writing skills and increased confidence in their writing abilities.
Feedback is how students feel seen and supported in a classroom, but teachers are juggling a lot and may not have time to look at each student’s work to provide meaningful feedback. AI technology, on the other hand, can give instant feedback anytime, anywhere. Students can receive feedback on their writing as soon as they finish without waiting for their teacher. It will likely be more motivating as it eliminates the “wait time” between completing a task and getting feedback. Essentially, students can stay in the flow and engage in more self-directed work in the classroom (and beyond).
AI feedback is specific and targeted, helping students to identify areas for improvement in their writing, such as grammar, syntax, and organization. This type of feedback can help students develop their writing skills more effectively and efficiently, as they can receive guidance on areas of weakness in real-time and make improvements as they go.
AI feedback may also be more objective and unbiased than feedback from a teacher because it is based on data and algorithms rather than personal opinions. This can help ensure that all students receive consistent and equitable feedback, regardless of their background or performance. It also presents an opportunity for students to think critically about the feedback they receive since algorithms may suggest edits or revisions that do not work to improve a piece.
Rubrics create a roadmap for success that students can use to guide their work on writing assignments. The best rubrics limit the number of criteria to avoid overwhelming learners. They also clearly describe what learning looks like at different levels of mastery: beginning, developing, proficient, and mastery.
Like most teacher tasks, designing a rubric can take significant time. This is where AI technology, like ChatGPT, can also be incredibly helpful. Teachers can take the language from their standards to create standards-aligned, mastery-based rubrics in a fraction of the time it would have taken before AI.
Here is how it works. First, copy and paste your state standards for a writing assignment into ChatGPT.
ChatGPT responded by identifying four main criteria for this writing assignment based on the language of the standards. It wasn’t exactly what I asked it to do, but it helped sort through the clutter of all these aspects of argumentative writing to identify four criteria I might want to assess. This is where the teacher, as subject area expert, needs to decide whether the criteria identified are the ones they want to assess.
I asked ChatGPT to break down each criterion it had identified into four levels of mastery and explicitly told it I wanted a beginning, developing, proficient, and mastery level. It generated this for the first criteria, “Claim and Evidence.”
Again, the answer here isn’t an example of something a teacher can copy, paste, and reuse without edits. There are words, like substantiated, that students may not understand. Since the goal of the rubric is to create a student-friendly roadmap for success, teachers will need to read through the language closely, revising it to work for their audience. In fact, you can ask ChatGPT to reword a section in “more student-friendly language” to ensure your learners can understand what is expected of them.
Let’s face it–writing is hard, and creating assignments, exemplars, and rubrics can be just as challenging. AI technology can be a game-changer for teachers and students alike. Teachers who leverage AI technology can provide their students with more personalized support and make the writing process less daunting for everyone involved. Rather than fearing the rise of AI, I’d love to see educators embrace it and see it as an opportunity to enhance the learning experience and reimagine when, where, and how writing takes place. As technology continues to develop and improve, we can make teaching more sustainable and learning more engaging than ever before.
A friend of mine shared a quote he had heard that said, “AI won’t take your job. The person who knows how to leverage AI will take your job.” That resonated with me. This is particularly true in education, where the slow pace of change often prevents us from adopting new technologies. While much of the current conversation surrounding AI in education is negative and focuses on cheating, the truth is that AI can transform the way we teach and learn. By bringing the writing process into the classroom and using AI to support students throughout the process, we can create an environment where students can become confident writers. With the help of AI, we can provide personalized support to each student and make the writing process less daunting. I’d love to see teachers leverage this technology to improve our practice and enhance the learning experience for our students.
I’m offering virtual and in-person workshops focused on teaching with AI technology. If your teachers need support, contact me about the workshop described below.
Teaching in Harmony with Advancing AI Technology
Writing is a fundamental skill that supports learning across all subjects, but it can be challenging for students to complete in isolation at home. This workshop aims to demonstrate the importance of pulling the writing process into the classroom, where students can write with support and feedback from their peers and teachers.
During this workshop, participants will learn how to effectively use AI tools to enhance writing instruction, provide feedback, and support students in generating and organizing ideas. The workshop will also explore how AI can help teachers assess student writing and provide personalized feedback, saving time and increasing student engagement. By bringing the writing process into the classroom, students can benefit from the support and guidance of their peers and teachers, which helps them to improve their writing skills more quickly and effectively.
This AI technology specializes in dialogue and generates original responses to questions in moments. The answers are sophisticated, structured, and in the words of one high school teacher, are “better than the large majority of writing seen by your average teacher or professor.” The implications of AI technology for education have many educators concerned that this signals the “end of English” and the end of writing as an authentic assessment.
Listen to The Balance on Apple Podcasts, Spotify or PodBean
I understand why a technology like ChatGPT elicits such a powerful response from educators. It threatens to disrupt the approach many schools and colleges use to teach students. Suppose class time is used primarily to transfer information via mini-lessons or lectures, and most practice and application happen outside class. In that case, ChatGPT opens the door for students to enter prompts, copy the responses generated by ChatGPT, and submit that work as their own. Because the writing has not been copied from a website, it is nearly impossible to prove it is not the student’s original work.
When I heard about ChatGPT for the first time, my initial thought was,
If teachers design student-centered learning experiences that allow students to write with support in class, ChatGPT won’t be nearly as disruptive as some articles claim.
However, teachers who rely heavily or exclusively on the whole-group, teacher-led, teacher-paced model are relegated to the front of the room. This approach positions them to spend much of the class period talking or orchestrating the parts of a lesson. As a result, students do not have time to write in class with support.
Many teachers use the whole group, teacher-led model because they are under intense pressure to cover the curriculum or because their curriculum is written in a whole group format. This may limit what they feel they can do in class with students. The pressure to cover curriculum is an issue schools and districts must wrestle with as they adopt curriculum and ask teachers to implement it with fidelity. Keeping up with rigorous pacing guides may leave little to no room for anything other than direct instruction.
ChatGPT is one example of a force outside of education threatening the status quo, and it won’t be the last. The pandemic also disrupted education, requiring teachers to shift quickly to online, hybrid, and concurrent teaching environments. The pandemic and now AI technology like ChatGPT highlight the limitations of the traditional teacher-led approach to teaching. It is not flexible enough to weather the metaphorical storms happening beyond our classroom walls.
We do not need to fear disruptive technology if we adjust our approach to teaching by utilizing more flexible blended learning models. There are specific steps teachers can take right now to mitigate their fears about the impact of this AI technology and others like it.
#1 Rethinking Our Approach to Homework
First, we must re-evaluate the value of sending work home with students to complete it in isolation. Yes, for some students, homework can help them to develop self-regulation and time management skills and is positively correlated to higher levels of self-efficacy or confidence in their abilities (Bembenutty, 2011). However, for many students, homework creates serious equity concerns (Kohn, 2006). They may not have a home environment conducive to working on academic tasks. They may not have access to the supplies or technology needed to complete assignments. They may not have an adult who is home, speaks the language homework is in or has the subject-area knowledge to help their child if they get stuck or need support. These equity concerns are one reason to question the current approach to assigning homework.
ChatGPT adds another layer of complexity to the conversation about homework. If we ask students to post their ideas to an asynchronous discussion board or complete a writing task at home, they may use ChatGPT to generate a response and get that assignment off their plates. In one article, an English teacher says, “Teenagers have always found ways around doing the hard work of actual learning.” When I read that, I thought we all find ways around doing things we don’t value.
If students are not interested in or do not see value in a topic or task, it does not surprise me that they would either choose not to invest their time and energy into that task or find creative ways around it (enter technology like ChatGPT). Writing is a cognitively challenging task. Students who feel unsure how to complete a piece of writing or struggle to make sense of concepts and texts may turn to ChatGPT to avoid spending hours struggling through a writing assignment. Grades are also a powerful force that can motivate some students to submit work that is not their own to avoid losing points.
#2 Design Lessons that Allow Students to Write in Class with Support
As I read “The End of High School English,” another quote that struck me was, “students have always arrived at that moment when they’re on their own with a blank page, staring down a blinking cursor, the essay waiting to be written.” As a former high school English teacher with 16 years of experience, I remember when I decided to stop sending writing home with students. In part, I was frustrated by the alarming number of students who did not complete writing assignments. I also realized that they needed support as they wrote, and the feedback they received on finished products was not particularly effective in helping them to develop as writers.
Writing is a skill that requires years to develop. Instead of sending writing assignments home with students, teachers can use blended learning models (e.g., flipped classroom, station rotation, and playlist models) to design lessons that make space for these tasks in the classroom, where students benefit from teacher feedback and peer support.
For example, I frequently work with teachers to design lessons using the station rotation model to create the time and space students need to write in class. Then teachers can use their teacher-led station to provide timely, focused, and actionable feedback on writing in progress so students can take that process feedback and use it to improve the quality of their writing.
Feedback is how students feel seen and supported in class, yet significant time is dedicated to telling them how to write, and not enough time is spent supporting them as they put pen to paper or fingers to keys. If teachers plan to say the same thing the same way to everyone (e.g., how to write a thesis statement), they should record a short instructional video that students can self-pace through and rewatch as needed. If they want to provide more differentiated instruction focused on more nuanced writing skills, like how to analyze quotes, I suggest pulling that instruction into their teacher-led station. That way, teachers can work with small groups to model the process with quotes or textual evidence at different levels of complexity or rigor, provide the necessary scaffolds to support learners as they work, and guide early implementation with feedback.
#3 Cultivate a Robust Teaching Tool Belt with Multiple Instructional Models
The best way to ensure educators can meet the diversity of needs in a class while being nimble enough to make adjustments necessary to weather disruptions, like a pandemic or a sophisticated AI technology, is to use a variety of instructional models. Instead of relying on a single approach to designing learning experiences, teachers need a collection of models that allow them to use class time in more dynamic and varied ways.
In our book, UDL and Blended Learning, Dr. Katie Novak and I argue that educators need a mindset, skill set, and toolset nimble enough to thrive in any teaching and learning landscape. We argue that universally designed blended learning can arm teachers with the ability to design accessible, inclusive, and equitable learning experiences that allow them to use class time to support all students, ensuring they progress toward firm standards-aligned learning goals. As I read articles and listen to podcasts on ChatGPT, I cannot help but think that if more educators were embracing UDL and blended learning that this AI technology would not be nearly as scary or threatening.
It depends. If educators use class time to present information and send the bulk of writing or work to be done at home, then ChatGPT could be incredibly disruptive. However, it will be less disruptive if educators are strategic about the tasks they ask students to do beyond the classroom and dedicate class time to supporting them as they work with process feedback. There may even be opportunities for teachers to use the unique written responses generated by ChatGPT to provide students with exemplars they can analyze and discuss to prepare for their writing assignments.
Technology will continue to develop and evolve. Education must also progress and advance. That requires that educators continue to learn, experiment, and grow, testing new approaches, strategies, and instructional models that help them do this work with confidence and joy. If you are reading this and want to learn more about how to design and facilitate learning that frees teachers from the front of the room to work alongside students, I have a collection of books, courses, podcasts, and other resources available to start that journey!
Listen to The Balance on Apple Podcasts, Spotify or PodBean
I get this question all the time in coaching and training sessions! First, let’s be clear about the definition of blended learning.
Blended learning is the combination of active, engaged learning online with active, engaged learning offline to provide students with more control over the time, place, pace, and path of their learning.
Tucker, C. (2022). The Complete Guide to Blended Learning. Solution Tree.
Next, let’s review the taxonomy of blended learning models, specifically the rotation models.
The rotation models work well in a physical classroom, on a hybrid/blended schedule, or in a remote learning situation (as long as offline learning activities are integrated into the student’s remote learning lessons). It’s that flexibility that makes these rotation models so attractive and versatile!
Now that I’ve defined blended learning and reviewed the spectrum of blended learning models, let’s shift to the question at hand.
I encourage teachers to consider three questions when deciding which blended learning model to use for a lesson or sequence of lessons.
These three questions are the best place to start when deciding which blended learning model to use. The answers to these questions clarify lesson objectives, take learner needs into consideration, and help teachers identify the best use of their time and energy in a lesson.
Let’s explore each rotation model and think about them through the lens of these three questions.
The station rotation model is composed of a series of stations, or learning activities, that students rotate through. This model has three types of stations: a) teacher-led, b) online, and c) offline. The teacher-led station makes it possible to differentiate instruction, modeling sessions, guided practice, and feedback to better meet the needs of small groups of learners. The online and offline stations allow students more control over the pace and path of their progress through learning activities. They may work individually or collaboratively at these stations, directing their learning and accessing peer support.
Desired Outcomes
Students practice and apply specific concepts and skills
Students communicate and collaborate effectively
Students work independently to navigate learning tasks
Students practice their self-regulation and social-emotional learning skills
Learner Needs
Students will benefit from differentiated instruction, models, and practice
Students will benefit from a small group dynamic where they can access peer support
Students need to practice their communication and collaboration skills
Teacher Time & Focus
Provide differentiated instruction
Lead interactive modeling sessions
Guide practice and application
Give feedback as students work
Facilitate small group discussions
The whole group rotation model rotates the entire class between online and offline learning activities. This is an updated version of the lab rotation model because increased access to devices in classrooms has made moving from a classroom to a computer lab unnecessary in most schools. The whole group rotation aims to bring a high level of intentionality to the decision about what happens online versus offline. The teacher can lead whole group mini-lessons, demonstrate a process, or model a strategy or skill for the whole class. The offline activities can be collaborative and generate productive noise without being distracting or problematic. The online portions of the lesson allow students more control over the pace and path of their learning and free the teacher to work with individuals or small groups of students.
Desired Outcomes
Introduce the class to a new concept, skill, process, or issue
Pique student interest, drive inquiry, or assess prior knowledge
Gather diagnostic or pre-assessment data to gauge student needs, skills, or abilities
Allow for personalized practice using online software or programs
Learner Needs
Students will benefit from engaging in conversation or learning activities with peers
Students need time to self-pace through practice online
Individual students will benefit from time with the teacher for re-teaching or additional scaffolds and support
Students need time to make progress on a piece of writing, performance task, or project
Teacher Time & Focus
Present information or model something for the whole group (little to no differentiation)
Pull individual or small groups of students for additional instruction and/or support
Observe students as they communicate and collaborate to provide feedback and informally assess speaking and listening skills
The flipped classroom model shifts the transfer of information online with video so that students can control the pace at which they consume and process new information. This frees the teacher from the front of the room and allows them to spend more time supporting students as they apply and practice in the classroom.
Desired Outcome
Allow students to self-pace through new information
Dedicate class time to practice and application where students can access teacher and peer support
Make information more accessible by posting it online where learners can pause, rewind, and rewatch; add closed captioning; slow down the speed of a video
Learner Needs
Students will benefit from controlling the pace at which they engage with new information
Students may benefit from repeat exposure to explanations, instruction, or models
Students will benefit from more time in class to practice and apply with the support of their teacher and peers
Teacher Time & Focus
Provide support, scaffolds, and feedback as students practice and apply
Pull individual or small groups of students who need significantly more support or customized explanations into a small live instruction session
The playlist model is a sequence of learning activities designed to move students toward a clear objective or outcome. Teachers can use the playlist model, also known as the individual rotation model, to teach a concept, strategy, skill, process, or walk students through the parts of a multistep performance task or project. This model is ideal for any learning sequence where students benefit from variable time on task.
Desired Outcomes
Students control the pace of their progress through a learning sequence
Students work independently to navigate learning tasks
Students practice their self-regulation and social-emotional learning skills
Students reflect on their progress
Learner Needs
Students will benefit from variable time on task
Students will benefit from differentiated learning paths
Students will benefit from one-on-one conferencing with their teacher
Teacher Time & Focus
Conference with individual students at key moments in the playlist to review formative assessment data, provide feedback, discuss their progress, and make adjustments to their individual playlists
Just like architects design different structures to meet various needs, teachers must design different types of lessons to meet specific objectives and student needs. This requires that educators develop confidence using a collection of instructional models.
For years educators have treated the whole-group, teacher-led model like a metaphorical swiss army knife, but it doesn’t work for every situation. One instructional model will not work for every set of learning objectives or desired outcomes. Instead, teachers need to cultivate a toolbelt full of flexible models they can choose from to meet the needs of their students, ensuring that all students progress toward firm standard-aligned learning goals.
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