Clarity for Blended Teaching and Learning

Do your students, parents, and caregivers have CLARITY about blended learning expectations?

The TCC Clarity for Blended Teaching & Learning Framework leverages the research around teacher clarity, learner agency, and evidence-based feedback to create a practical approach for blended teaching and learning. Our framework infuses a social and emotional learning component to ensure learners have the skills to build quality relationships with a mission of teaching our students how to practice self-care.

A lack of clarity could put the brakes on any journey to success.

- Steve Maraboli

▸ REQUEST DEMO

▸ OVERVIEW

▸ MEET THE TEAM

Clarity for Blended Teaching and Learning Unpacked

Classroom Clarity

Classroom clarity for quality, standards-based instruction is more important than ever when teaching and learning virtually. Students need to be crystal clear about the expectations since they are learning more independently. Students, parents, and caregivers are given clear success criteria and examples to clarify what success looks like for each standards-aligned task.

Learner Agency

The ease of accessibility of an online learning platform gives educators the opportunity to take a break at certain times of the day. This allows educators to learn at various times of the day, such as during a lunch break or on the bus or train to and from work. This type of flexibility is not possible with physical classrooms.

Evidence-Based Feedback

Evidence-based feedback is vital for teaching and learning. High-quality feedback is aligned to the success criteria for each task on the learning menu. Students can self-assess using the success criteria for each task. In addition, educators can create feedback partnerships so students can give feedback to each other using the success criteria for each task. Students will also be asked to reflect weekly on their learning using our reflection survey.

Social & Emotional Learning

Social and emotional learning (SEL) is the set of skills, knowledge, and behaviors involved in understanding and managing emotions, setting positive goals, feeling empathy for others, engaging in positive relationships, and solving problems effectively. We have created an SEL Learning Menu so educators can check in our students based on our daily mood tracker survey. We have also created activities that ensure that kids are learning critical skills to build social and emotional intelligence to support college, career and life-skills readiness.

Clarity for Blended Teaching and Learning
Session Types

There are 4 types of virtual PD sessions. Each virtual PD session is 2.5-hours. The Launch Session is a prerequisite for all other session types.

Our team will send out a C4VTL Launch Handbook to teams prior to the first engagement. There will be explicit instructions in the handbook about what teams need to do prior to the Launch Session.

Launch Session: Prerequisite

After an overview of our model, participants will:

Draft a learning menu
Brainstorm tasks
Draft a materials page for a task
Explore a task reflection survey

Virtual Formative Assessment

Check In
Formative Assessment and Feedback
Planning for Small Group Coaching
Deep Dive on Virtual Data Use

SEL Deep Dive

Check In
Overview of SEL Menu - Drafting SEL Menu & Tasks
Strengthening Relationships in Virtual Spaces
Supporting Students in Crisis using SEL Check In Survey

Coaching Session

Check In
Feedback and Revision on Tasks and Menus
Strengthening Virtual Instruction
Q & A
Setting Next Steps

Data Use in Blended Spaces

Daily Mood Tracker Survey

Students will receive a daily mood tracker survey so teachers can connect with students that are in crisis or make plans to connect with small groups of students with similar needs.

Formative Assessment

Core formative practices are integrated into our model: clear learning goals and success criteria, self-peer assessment, reflection, questioning, feedback and goal setting.

Weekly Reflection

Students reflect weekly on their success and challenges so teachers can respond with specific feedback to support students at their point of need.