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Balance with Blended Learning: Partner with Your Students to Reimagine Learning and Reclaim Your Life
Rethink the roles, responsibilities, and workflow in your blended learning classroom and enjoy balance in your life.
Blended learning allows a partnership that gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth.
Balance With Blended Learning provides teachers with strategies to actively engage students in setting goals, monitoring development, reflecting on growth, using feedback, assessing work quality, and communicating their progress with parents. It includes
Practical strategies for teachers who are overwhelmed by their workloads Vignettes written by teachers across disciplines Ready-to-use templates to help students track their progress Stories from the author's experience as a teacher and blended learning coach
Blended learning allows a partnership that gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth.
Balance With Blended Learning provides teachers with strategies to actively engage students in setting goals, monitoring development, reflecting on growth, using feedback, assessing work quality, and communicating their progress with parents. It includes
Practical strategies for teachers who are overwhelmed by their workloads Vignettes written by teachers across disciplines Ready-to-use templates to help students track their progress Stories from the author's experience as a teacher and blended learning coach
192 pages, Paperback
Published February 13, 2020
67 people are currently reading
147 people want to read
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Displaying 1 - 30 of 43 reviews
March 17, 2020
Extremely practical and not preachy. I wish all my teacher friends would read to regain much needed balance!
May 29, 2020
This is the best book to use blended learning during covid-19 online learning. I am excited to employ the principles in the fall in my proficiency based classroom. I also am intrigued with the methods to invlove students in their learning and reduce the paper load.
June 14, 2020
If you choose to read one professional book this summer, make it this book!! Carlin Tucker takes teachers through a plan to recapture our lives and move the grading where the grading should happen, in the classroom. This isn’t a wishlist of “This might work for you” items, but a practical plan. She walks readers through how to get started, and putting out those small fires which take away our attention.
June 21, 2020
This book presents strong arguments for blending online with offline learning methods and reasons to shift learning toward a partnership between teachers and students. I found some valuable and practical ideas as we move toward online platforms for the 20-21 school year because of the current pandemic situation. Ms. Tucker also has created some valuable videos aligned with StudySync, which is our new digital textbook adoption.
August 11, 2020
I haven't ever enjoyed reading a book like this before. I had a hard time stopping to do other things that needed to be done. I cannot wait until I am able to use some of these strategies in my own classroom!
March 7, 2020
Carlin Tucker is amazing. I wish I could be this kind of teacher. This book gives so many good ideas about how to help you have a more balanced life as a teacher.
September 23, 2020
One of the better professional books I’ve read in a long time. Very appropriate for the virtual learning setting. Lots of great ideas to shift classrooms to being more student-centered.
December 26, 2020
The best professional book I’ve read in a looong time. Integrates standards-based learning, student voice, and blended learning. Carlin’s work with BL preceded COVID, and is extremely helpful a d relevant in this season!
June 15, 2022
Any book dedicated to making a teacher's load lighter is a good one. So is this book. You don't have to apply it all, but read this book, use some strategies, and put some on layaway.
May 30, 2020
Catkin Tucker has some really thought-provoking ideas for how to shift the burden of responsibility for student learning from the teacher to the students themselves. While not every idea appeals to me, her guiding philosophies do- it’s not about a total systems change all at once, but a gradual process of adopting one or two strategies. I am eager to more effectively utilize blended learning (group stations and personal playlist approach) and to focus on better assessment philosophies (points should demonstrate mastery, not completion or compliance) and grading processes (skills-based rubrics; fewer areas of focus; earlier in the assessment process) in the coming year.
July 27, 2020
This text is exactly what I needed to renew my spirits for teaching. I have always been one to seek ideas for straying from the traditional model, and now I have solid ideas with examples for how to make those changes as well as stories and reasons for why.
July 22, 2020
This book had so good tips on how to make blended learning work. I loved the part when it said to have the students email the parents and teacher about conferences about missing assignments.
July 2, 2021
Dr. Catlin Tucker is a well known figure in the field of educational technology. She focuses on giving teachers strategies and models to enjoy a more balanced work-life relationship through her own version of the blended learning model. Blended learning is defined as “active, engaged learning online combined with active, engaged learning offline to give students more control over time, place, pace and/or path of their learning” (Tucker, 2021, para. 3).
In her book, “Balance with Blended Learning: Partner with Your Students to Reimagine Learning and Reclaim Your Life,” Tucker (2020) begins by addressing a hotly contested topic in the world of education, grading. She sets the stage for her book by spending chapter one discussing the many downsides and even negative impacts of a traditional grading system for both teachers and students. She goes on to make several points about the so-called purposes of traditional grading methods and uses this as a way to challenge the reader to reflect upon their own purpose for using such a system in their own class. She explains that traditional grades reward compliance, and that she feels instead that grades should reflect a student's mastery of content or a skill (Tucker, 2020).
From here, Tucker (2020, p.19) begins to make her case for a blended learning model by explaining the need for student autonomy or “the freedom to control one’s actions;” she argues for more autonomy in the classroom because individuals whose autonomous needs are being met tend to have “higher levels of intrinsic motivation and improve[d] learning outcomes.” She spends the next few chapters discussing and challenging traditional practices in an informative and engaging way. For example in chapter 3, she asks readers to consider “who is doing the work in your classroom?” This question is meant to encourage reflection with the hopes of motivating educators to shift from a teacher centered classroom into a student centered one.
The meat and potatoes of her book come out in subsequent chapters where Tucker presents several instructional models that promote metacognition in a classroom (2020). The specific section on metacognition builds upon previous ideas discussed in earlier chapters. She rationalizes the argument for a blended learning model because teaching in this way shifts students from a passive to a more active role in their own learning (Tucker, 2020). In addition to providing several models for teachers to drive student learning, she also spends time discussing additional educational pedagogies that further facilitate classroom learning. These strategies include a flipped learning model, goal setting, the needs for clear and concise rubrics and even more advanced ideas like side-by-side assessments with students. In the end, Tucker makes it evident that these techniques are meant to encourage students to become “active agents of their own learning” (Tucker, 2020).
In her book, “Balance with Blended Learning: Partner with Your Students to Reimagine Learning and Reclaim Your Life,” Tucker (2020) begins by addressing a hotly contested topic in the world of education, grading. She sets the stage for her book by spending chapter one discussing the many downsides and even negative impacts of a traditional grading system for both teachers and students. She goes on to make several points about the so-called purposes of traditional grading methods and uses this as a way to challenge the reader to reflect upon their own purpose for using such a system in their own class. She explains that traditional grades reward compliance, and that she feels instead that grades should reflect a student's mastery of content or a skill (Tucker, 2020).
From here, Tucker (2020, p.19) begins to make her case for a blended learning model by explaining the need for student autonomy or “the freedom to control one’s actions;” she argues for more autonomy in the classroom because individuals whose autonomous needs are being met tend to have “higher levels of intrinsic motivation and improve[d] learning outcomes.” She spends the next few chapters discussing and challenging traditional practices in an informative and engaging way. For example in chapter 3, she asks readers to consider “who is doing the work in your classroom?” This question is meant to encourage reflection with the hopes of motivating educators to shift from a teacher centered classroom into a student centered one.
The meat and potatoes of her book come out in subsequent chapters where Tucker presents several instructional models that promote metacognition in a classroom (2020). The specific section on metacognition builds upon previous ideas discussed in earlier chapters. She rationalizes the argument for a blended learning model because teaching in this way shifts students from a passive to a more active role in their own learning (Tucker, 2020). In addition to providing several models for teachers to drive student learning, she also spends time discussing additional educational pedagogies that further facilitate classroom learning. These strategies include a flipped learning model, goal setting, the needs for clear and concise rubrics and even more advanced ideas like side-by-side assessments with students. In the end, Tucker makes it evident that these techniques are meant to encourage students to become “active agents of their own learning” (Tucker, 2020).
February 16, 2021
This year, options have been slim for professional development hours due to COVID. To be honest, I wasn't exactly thrilled that a book study was going to be the only option worth the number of hours I'd need.
As so many others have mentioned, I was so pleasantly surprised by this book. Catlin Tucker provided so many PRACTICAL strategies that are helpful to student learning and teacher sanity. Teacher sanity, as we all know, is a subject often not discussed, yet it is one of the primary considerations in this book. As an English teacher herself, Tucker understands how time-consuming teaching can be. She notes that when teachers have more free time, that free time does end up recharging us and allowing us to spend more time coming up with more ideas/materials with the proper brain power. Time and time again, I've found this to be true: Us teachers are not lazy when we don't feel like doing any more work than necessary. We are exhausted. When I get enough sleep or have more free time than usual, my work performance improves. I have more time to improve lessons. I have the mental capacity to be excited about new ideas and implementing them.
I've never read a book about teaching and actually wanted to directly copy and paste techniques and forms into my classroom before. Sure, I'll modify some things, but I loved almost every single idea. I'd already been implementing some of the general strategies (or, I was before COVID derailed a lot of collaborative learning), and Tucker really validated why these strategies work and explained what types of specific activities/forms she uses, so reading through how she uses them didn't feel like a waste of time.
I definitely recommend this book to all the tired teachers out there. In August when you're starting to feel like teaching sounds fun again, pick up this book to help with your planning and get yourself pumped for a good year.
As so many others have mentioned, I was so pleasantly surprised by this book. Catlin Tucker provided so many PRACTICAL strategies that are helpful to student learning and teacher sanity. Teacher sanity, as we all know, is a subject often not discussed, yet it is one of the primary considerations in this book. As an English teacher herself, Tucker understands how time-consuming teaching can be. She notes that when teachers have more free time, that free time does end up recharging us and allowing us to spend more time coming up with more ideas/materials with the proper brain power. Time and time again, I've found this to be true: Us teachers are not lazy when we don't feel like doing any more work than necessary. We are exhausted. When I get enough sleep or have more free time than usual, my work performance improves. I have more time to improve lessons. I have the mental capacity to be excited about new ideas and implementing them.
I've never read a book about teaching and actually wanted to directly copy and paste techniques and forms into my classroom before. Sure, I'll modify some things, but I loved almost every single idea. I'd already been implementing some of the general strategies (or, I was before COVID derailed a lot of collaborative learning), and Tucker really validated why these strategies work and explained what types of specific activities/forms she uses, so reading through how she uses them didn't feel like a waste of time.
I definitely recommend this book to all the tired teachers out there. In August when you're starting to feel like teaching sounds fun again, pick up this book to help with your planning and get yourself pumped for a good year.
July 3, 2021
This book
is full of practical ideas to move the focus of the classroom from the teacher to the student. She suggests the use of blended learning to build structures into the classroom that allow teachers and students to be partners in the learning process. As the different models of implementation to achieve blended learning are discussed in the book, the technology that could be used is a focus. As teachers read this part of the book Catlin’s ideas seem lofty, which she even admits in the introduction, but the resources, tools, and strategies provided make them tangible. The intent of the book is to help create a student centered classroom through the use of technology and structures, while “inspiring teachers to approach their work in a more sustainable way that prioritizes their relationships with students” (Tucker, 2020, p xiv)
Overall the book was a quick read, written in an informal style. Catlin has included many of her personal experiences and insights throughout the book. I found the book to hit the nail on the head about problems I have encountered in my classroom, specifically when thinking about grades and student learning. By the end of the book I felt inspired to try many of her strategies in my classroom in the fall. There are many of the small suggestions I will be implementing, but of the bigger changes she describes I am especially excited to use mastery rubrics and the station rotation model.
is full of practical ideas to move the focus of the classroom from the teacher to the student. She suggests the use of blended learning to build structures into the classroom that allow teachers and students to be partners in the learning process. As the different models of implementation to achieve blended learning are discussed in the book, the technology that could be used is a focus. As teachers read this part of the book Catlin’s ideas seem lofty, which she even admits in the introduction, but the resources, tools, and strategies provided make them tangible. The intent of the book is to help create a student centered classroom through the use of technology and structures, while “inspiring teachers to approach their work in a more sustainable way that prioritizes their relationships with students” (Tucker, 2020, p xiv)Overall the book was a quick read, written in an informal style. Catlin has included many of her personal experiences and insights throughout the book. I found the book to hit the nail on the head about problems I have encountered in my classroom, specifically when thinking about grades and student learning. By the end of the book I felt inspired to try many of her strategies in my classroom in the fall. There are many of the small suggestions I will be implementing, but of the bigger changes she describes I am especially excited to use mastery rubrics and the station rotation model.
June 6, 2022
As a 4th grade ELA humanities teacher, there are many take a ways from this book for me. While many strategies are much more geared for high schooler students, Catlin includes strategies that can be introduced to students of all ages to encourage ownership of their learning.
Catlin includes templates and models for various procedures that have worked for her.
In theory, these practices are great, specifically the station rotation model with a side by side assessment station. But in practice, the station rotation model provides many issues when in a class of students with various high needs and a school with little support. I tried the station rotation model this year as a second year teacher, and despite realistic expectation modeling and practice, I was met with many student fights, disagreements, and lack of engagement. I plan to try again next year and hope that the expectations are more concrete for students at the start of the year.
Catlin includes templates and models for various procedures that have worked for her.
In theory, these practices are great, specifically the station rotation model with a side by side assessment station. But in practice, the station rotation model provides many issues when in a class of students with various high needs and a school with little support. I tried the station rotation model this year as a second year teacher, and despite realistic expectation modeling and practice, I was met with many student fights, disagreements, and lack of engagement. I plan to try again next year and hope that the expectations are more concrete for students at the start of the year.
February 18, 2021
Catlin discusses several different practices she uses in her blended learning classroom that save her time and that get students more connected to their own growth as lifelong learners. I found the book to be redundant in the beginning and felt like the first couple of chapters could have been more succinctly summarized. I also would have liked there to be more examples of actual lessons that she has implementing her strategies. There also could have been more of a step by step. How exactly does she set these routines up from the very beginning? Her book leaves questions unanswered.
The most helpful strategy I will try out within the next two weeks is the side by side assessment. I feel like it’ll help students improve their history DBQs. We’ll see how it goes. I do overall like the idea behind the book and appreciate an alternative solution to traditional grading.
The most helpful strategy I will try out within the next two weeks is the side by side assessment. I feel like it’ll help students improve their history DBQs. We’ll see how it goes. I do overall like the idea behind the book and appreciate an alternative solution to traditional grading.
August 23, 2021
I really liked this book, especially in contrast to the previous book that I read on Blended Learning by the same author. My only real complaint about that book was not enough specific examples. THIS book has tons of super specific examples and options--things I can put into practice pretty much immediately. It also provides a much clearer look of what the blended day-by-day might look like. Since I *should* have 1-to-1 technology in my classroom this year (please please please let us pass out laptops on day 1), I am planning to go more and more toward a blended learning model.
Also note: This took less than two full bus rides to read. So it's not a huge time investment on your part and it definitely DOES give you things you can use right away. If you're considering at least partially flipping your classroom, this is definitely worth your time.
Also note: This took less than two full bus rides to read. So it's not a huge time investment on your part and it definitely DOES give you things you can use right away. If you're considering at least partially flipping your classroom, this is definitely worth your time.
August 16, 2022
I think this book could really change some teacher’s lives. I know there was quite a bit of takeaway for me, and it got me back to some things I did before that I lost (I graded essays in front of my students but hadn’t been for the last couple years with Covid and new curriculum and what-not-I miss it bc I found it really meaningful for them and me). I will definitely be having more conferences and feedback with kids as well as having them email parents about progress. I also used to do stations but never felt like I did it well; now I’m going to revisit those this year. I am just scratching the service of this book. I cannot say i will do it all or feel it all works for all people, but I do highly recommend this book! This book got me excited to make some changes and get back into the swing of teaching for the new school year!
January 14, 2021
Some great suggestions for thinking about how, when and where we grade in order to make assessment more relevant to students and less time consuming for teachers. If you are already embracing standards based grading and/or blended learning or if you are looking for some inspiration to try one of those approaches, this book can provide it.
Tucker's real experiences as a classroom teacher influence the suggestions in this book and she shares many stories of her personal journey towards partnering with students in the grading process that are incredibly relatable.
Best of all: this is a quick and accessible read unlike most PD books.
Tucker's real experiences as a classroom teacher influence the suggestions in this book and she shares many stories of her personal journey towards partnering with students in the grading process that are incredibly relatable.
Best of all: this is a quick and accessible read unlike most PD books.
June 21, 2020
4-1/2 stars
Although I do think the ideas presented help me shift my thinking and reflecting about my classroom, I am not a fan of formatting that includes repeated lists, pullout repetitive quotes, etc. This was the case in both of the Catlin Tucker books I’ve read. Although this was part of a book study, unfortunately, the facilitators chose not to conduct the study by modeling the practices Tucker outlines. This hindered my understanding at times, and I feel it’s a missed opportunity to engage in larger conversations (e.g. going grade-less or parent-student partnerships).
Although I do think the ideas presented help me shift my thinking and reflecting about my classroom, I am not a fan of formatting that includes repeated lists, pullout repetitive quotes, etc. This was the case in both of the Catlin Tucker books I’ve read. Although this was part of a book study, unfortunately, the facilitators chose not to conduct the study by modeling the practices Tucker outlines. This hindered my understanding at times, and I feel it’s a missed opportunity to engage in larger conversations (e.g. going grade-less or parent-student partnerships).
September 7, 2020
This was a purposeful professional development read for me over the summer as I was trying to get my head around every possibility for this year - in-person, remote, and blended. Tucker lays out a lot of practical tips for setting up a blended learning model in our classroom. We're going 100% remote for the first ten weeks, this year, but the ideas in here are adaptable to remote situations as well. I'll be keeping this to refer back to!
February 11, 2021
Many of the suggestions are a great way to integrate your classroom to be more interactive, and in today's world, grasps the digital classroom in a unique and interesting way.
I really enjoyed all the resources that were provided through their website. Great quotes and interesting activities.
Of course, I had a few criticisms of some of the idealization; however, I am really excited to try out many of these methods in my own classroom.
I really enjoyed all the resources that were provided through their website. Great quotes and interesting activities.
Of course, I had a few criticisms of some of the idealization; however, I am really excited to try out many of these methods in my own classroom.
August 15, 2020
Great examples of different modalities for incorporating online and offline learning, which is very appropriate in today’s educational landscape. It would probably be helpful to YouTube some of her examples to see them in action. I appreciated her explaining that teachers need to change their mindset from ‘how can I...?’ To ‘how can my students...?’
August 28, 2020
You get your money’s worth!
I’m used to spending $10-$12 on kindle books. When I saw $28 e-textbook I was curious. If you want are searching for a book on student-centered learning, then this book is for you. If you want students to be self-motivated, you have found the right book. Packed with examples and details, it is the best educational book I have read in years.
I’m used to spending $10-$12 on kindle books. When I saw $28 e-textbook I was curious. If you want are searching for a book on student-centered learning, then this book is for you. If you want students to be self-motivated, you have found the right book. Packed with examples and details, it is the best educational book I have read in years.
May 4, 2022
It took awhile, but it's done. Lots of things going on in this book.
Many repackaged ideas with interesting and inventive interventions for students.
I really liked the "Real Time Feedback" (Chapter 7) and "Side by Side Assessment" (Chapter 9) ideas. This would reduce marking time, put some onus on the students and help students understand their work, assessment and grade.
Many repackaged ideas with interesting and inventive interventions for students.
I really liked the "Real Time Feedback" (Chapter 7) and "Side by Side Assessment" (Chapter 9) ideas. This would reduce marking time, put some onus on the students and help students understand their work, assessment and grade.
March 17, 2023
I'm always looking for ways to be more efficient with my time in the classroom, give more ownership to students, and to be a better teacher overall. This book delivered! It takes time, patience, and consistency to implement but makes a world of difference in the overall classroom community and culture.
July 31, 2023
While reading this book, I couldn't help thinking how I'd like to 'redo' some of my sons' experiences while going through/struggling with classes and/instructors. Catlin shares a fresh perspective on age-old struggles. I can only hope more and more educational institutions will share and incorporate Blended Learning techniques into their classrooms.
July 28, 2020
Great strategies to use now.
This book is a great way to incorporate new strategies to help students become more active learners in your classroom. She gives you digital resources as well to help plan and execute.
This book is a great way to incorporate new strategies to help students become more active learners in your classroom. She gives you digital resources as well to help plan and execute.
December 8, 2020
This book provides a much-needed mind shift for using blended learning to make your life so much easier as a teacher! Especially during COVID when we have to be flexible, this book is an amazing blueprint for offering faster feedback and managing a better workflow.
Displaying 1 - 30 of 43 reviews