Strengthening Tier 1 Instruction with UDL: Rethinking Whole-Group Instruction

Strengthening Tier 1 Instruction with UDL: Rethinking Whole-Group Instruction

In this episode, I explore how Universal Design for Learning (UDL) can help us strengthen Tier 1 instruction and redesign whole-group lessons to work for more learners. Using a simple Hook → Chunk → Pause → Process framework, I connect UDL, MTSS, and cognitive science to share practical strategies for reducing barriers and increasing student engagement. Related Resources: * [Resource] Think-Pair-Share-Quad: A Teacher’s Guide [https://docs.google.com/document/d/1I8cuMVyPXPK43wiX7hBeIT0IkV5UXKdr7p3-hKifbh8/edit?tab=t.0] * [Resource] Numbered Heads Together (NHT): A Teacher's Guide [https://docs.google.com/document/d/1bODjw4O2J9t03eX8bNB-GwFvHQYLXvmdv5Xbtd_4XNU/edit?tab=t.0]

How to Use the Jigsaw Strategy in Your Classroom (and with Station Rotation)

In this episode, I explore the jigsaw strategy, a powerful cooperative learning structure that positions students as active participants in the learning process. I break down why the strategy is so effective for increasing engagement, deepening understanding, and helping students develop communication, collaboration, and critical thinking skills. You'll learn the step-by-step process for implementing a jigsaw lesson, including how to support learners as they develop expertise and teach their peers. I also share practical ways to adapt the jigsaw strategy for diverse learners using scaffolds, formative assessment, and AI-powered supports. Finally, I explain how teachers can integrate jigsaw experiences into a station rotation model to increase student ownership, accountability, and cognitive engagement. Episode Resources * Related Blog: https://catlintucker.com/2026/06/jigsaw-strategy [https://catlintucker.com/2026/06/jigsaw-strategy/] * Resource: Teacher's Guide — Using Jigsaws in a Station Rotation [https://docs.google.com/document/d/1NZGyWvbaZSzTLUeuK3ogq8WGOv6vqK8WkXqn5eRn7y8/edit?tab=t.0] * Check out my new keynotes! [https://catlintucker.com/keynote-speaking/]

Teaching AI Literacy in Any Class: A Conversation with Matt Miller

In this episode, I chat with Matt Miller about his new book, AI Literacy in Any Class, and what it means to prepare students for a future shaped by artificial intelligence. We explore practical ways teachers can integrate AI literacy into everyday lessons without losing focus on meaningful learning, strong instruction, or core content. Matt shares approachable strategies educators can use across grade levels and subject areas to help students think critically about AI, ask thoughtful questions, evaluate information, and engage responsibly with emerging technologies. We also dig into some of the more challenging conversations happening in education right now, including concerns about screen time, technology use in classrooms, and the growing pushback against devices in schools. Instead of framing technology as simply good or bad, we discuss the importance of intentional instructional design and how the way technology is used ultimately shapes the learning experience. Episode Resources * Check out Matt’s New Book! AI Literacy in Any Class [https://www.amazon.com/AI-Literacy-Any-Class-Preparing/dp/1968898077/ref=sr_1_1?crid=127KQO2VN7RLP&dib=eyJ2IjoiMSJ9.w0C9Mm1A2QVABJwoOKGtl_6HFqtjueuFiKT3teHCz7WnqgxzaErOC6Ci6OrgGqLFyDyoEGaLEQkn77i_aacyaQ.lxsHgYrJinXu7YLdtwEUeTONi0Xxrm0zMMg2N3K_9vY&dib_tag=se&keywords=matt+miller+ai+literacy&qid=1779386169&s=books&sprefix=matt+miller+ai+literacy%2Cstripbooks%2C164&sr=1-1] * Connect with Matt Miller [https://ditchthattextbook.com/about/] * Skills Before Tools: K-12 AI Implementation Guide [https://thoughtful-speaker-6613.kit.com/ba4ae50193]

Using 360 Feedback to Increase Accountability in Small Group Work

In this episode, I explore how a simple 360 feedback protocol can increase accountability and reflection during collaborative learning experiences. Inspired by feedback systems used in corporate settings, this strategy gives students structured opportunities to assess their own contributions and provide thoughtful peer feedback after small group discussions, reciprocal teaching, project-based learning, and other cooperative tasks. I share how asset-based rubrics and peer reflection can help teachers gather meaningful formative data without adding more grading to their workload. I also discuss why collaboration, communication, empathy, and self-regulation are increasingly important human skills in an AI-driven world. If you want to make group work more equitable, reflective, and student-centered, this episode offers practical strategies you can implement right away. Episode Resources * [Resource] 360 Feedback Routine [https://docs.google.com/document/d/1i16imtmMSHPj86bss4cFcposOk8SFgbT-8-scrAJ1bM/copy]

Guided Notes vs. Cloze Notes: Are Your Notes Supporting or Stifling Learning?

In this episode of The Balance, I unpack a classroom trend I’ve been noticing across middle and high school classrooms: teachers using what they call “guided notes” that are actually closer to cloze notes. I explore the difference between guided notes, cloze notes, and completed notes, and why those distinctions matter for cognitive engagement, meaning-making, and long-term learning. I talk about how note-taking scaffolds can support students without reducing learning to task completion and compliance. I also address questions teachers are asking about fairness, accommodations, inclusion, and how to normalize differentiated supports in diverse classrooms. Finally, I share practical strategies for designing guided notes that actively engage students in thinking, processing, discussing, and making meaning during direct instruction. Related Blog: Are Your Guided Notes Supporting or Stifling Learning? Designing Notes That Promote Active Engagement [https://catlintucker.com/2026/05/guided-notes-supporting-or-stifling-learning/]