Claim OwnershipThe Balance, by Dr. Catlin Tucker
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Dr. Catlin Tucker is a bestselling author, international trainer, and keynote speaker. She was named Teacher of the Year in 2010 in Sonoma County, where she taught for 16 years. Catlin earned her doctorate in learning technologies from Pepperdine University. Currently, Catlin is working as a blended learning coach, education consultant, and professor in a Masters of Arts in Teaching program. Catlin has published several books on blended learning, including The Shift to Student-led, The Complete Guide to Blended Learning, UDL and Blended Learning, and Balance with Blended Learning. She is active on Twitter @Catlin_Tucker and writes an internationally-ranked blog at CatlinTucker.com.
159 Episodes
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In this episode of The Balance, I chat with George Couros about his new book, Forward Together: Moving Schools from Conflict to Community in Contentious Times.
We start with the origin story, why he decided to write another book. George shares how this book is structured around principles and perspectives, not quick fixes, and why trust, relationships, and purpose sit at the center of moving forward in challenging times. We dig into the lessons he’s learned through missteps, hard conversations, and personal growth, and how those experiences shaped this book.
This conversation is an invitation for educators at every level to slow down, reflect, and consider how we create the conditions for collaboration, belonging, and shared ownership in our schools and communities.
Check out George’s newest book!
Forward Together: Moving Schools from Conflict to Community in Contentious Times
Connect with George
https://georgecouros.com
https://www.instagram.com/gcouros/
https://x.com/gcouros?lang=en
As AI spits out confident-sounding information, students’ ability to evaluate information and exercise sound judgment matters more than ever.
In this episode of The Balance, I explore why evaluation and judgment are foundational skills for responsible AI use and student-led learning. I unpack what it really means for students to stay in control of their thinking before and after they use AI. I’ll share how teachers can cultivate these skills across grade bands, from early meaning-making to disciplined judgment in high school, along with practical ways teachers can help students confirm accuracy, identify bias, and make intentional decisions.
This conversation is part of my Skills Before Tools series and connects evaluation and judgment to agency, accountability, and helping students use AI as a support for learning rather than a replacement for thinking.
Episode Resources:
Skills Before Tools: K-12 AI Implementation Guide
As AI becomes more common in classrooms, students’ ability to communicate clearly matters more than ever.
In this episode of The Balance, I explore why clarity in communication is a foundational skill for student-led learning and responsible AI use. I unpack what clarity really means, why it goes far beyond writing “better prompts,” and how unclear communication can derail learning, especially when students rely on AI feedback. You’ll hear classroom examples, grade-band progressions, and practical ways teachers can help students move from vague thinking to intentional communication.
This conversation is part of my Skills Before Tools series and connects clarity in communication to agency, metacognition, and keeping students in the driver’s seat as they use AI.
Click here to check out SchoolAI!
Episode Resources
Related blog: https://catlintucker.com/2026/01/ai-implementation-clarity-in-communication/
Download your free copy! Skills Before Tools: A K-12 AI Implementation Guide
In this episode, I unpack why questioning and purpose setting are foundational skills for student-led learning, especially in classrooms where AI is becoming more common.
I explore the difference between students looking busy and students actually thinking, and why AI makes that distinction impossible to ignore. We walk through what purpose-setting and questioning can look like across K–12 classrooms, from nurturing curiosity in the early grades to supporting strategic, responsible AI use in high school.
Along the way, I share classroom examples and practical teacher moves to help students clarify what they’re trying to learn, ask better questions, and make more intentional decisions about when and how to use AI. The focus is on keeping students, not tools, at the center of learning.
Click here to check out SchoolAI!
Episode Resources
Skills Before Tools: K-12 AI Implementation Guide
In this episode, I introduce my Skills Before Tools: K–12 AI Implementation Guide and what we can learn from past EdTech rollouts that missed the mark.
Too often, schools rush to adopt new tools without first building the skills students and teachers need to use them well, and AI raises the stakes even higher. I walk through the five through-line skills that anchor the guide, skills that matter in every grade level and content area, with or without AI. We also explore how this approach helps schools avoid reactive decision-making and instead design a thoughtful, developmentally appropriate progression for AI use.
If you’re a school or district leader trying to make sense of AI without chasing the next shiny tool, this conversation will give you a grounded place to start.
Click here to check out SchoolAI!
Click here to download your copy of the guide.
In this conversation, I chat with Peter Liljedahl to unpack the research behind Building Thinking Classrooms and what it really means to design classrooms where students think deeply.
We explore the conditions that support thinking, from how tasks are introduced and timed to the surprisingly powerful role furniture and physical space play in student engagement. Peter clarifies what productive struggle looks like in action and how to normalize getting stuck. We dig into questioning, including the types of questions students ask and which ones teachers should actually answer, and we reframe homework as a tool for students to check their understanding.
This episode is packed with research-backed insights that invite educators to rethink how they design for thinking every day.
Click here to check out SchoolAI!
Episode Resources
Check out Peter’s books
Instagram: @buildingthinkingclassrooms
X: @pgliljedahl or @BTCthinks
As the year winds down, many teachers find themselves thinking about what they want to change and why it’s been so hard to change it.
In this episode, I guide listeners through a practical reflection process that helps explain why meaningful change often feels elusive, even when the desire is there. Using real coaching stories and classroom-based examples, I unpack how hidden commitments and assumptions shape our instructional choices.
This episode is an invitation to slow down, get curious, and replace self-blame with clarity. If you’re feeling tired, stuck, or ready for a different kind of reset, this conversation offers a more humane path forward.
Related Resource: Activity—Immunity to Change Model
Transitions can make or break a station rotation, especially when time is tight and energy is high.
In this episode, I respond to a teacher’s question about transitions and logistics by unpacking practical strategies for creating clear, consistent routines that students can actually manage. I share why transition systems need to be explicitly taught and practiced, how strategic seating can eliminate the scramble for spots, and the powerful role of a group facilitator in keeping stations running smoothly.
These small design moves reduce friction, protect instructional time, and help students build independence. The strategies connect directly to the design principles in The Station Rotation Model and UDL, with a focus on clarity, predictability, and student agency.
Related blog: The Station Rotation Model Tip #3: Practice Rotating for Seamless Transitions
High-quality instructional materials are designed to strengthen Tier 1 instruction, but what happens when fidelity turns into rigidity?
In this episode, I explore how HQIM can function as a strong foundation rather than a script teachers are expected to follow. I unpack when whole-group instruction makes sense, when small-group instruction is more effective, and how data can guide those decisions. Using a reimagined HQIM lesson as an example, I share how flexible structures like station rotation can create space for differentiation, formative feedback, and student agency.
Click here to check out SchoolAI!
Episode Resources
Using High-Quality Instructional Materials Flexibly to Strengthen Tier 1 Instruction
Resource: Design with HQIM: Guiding Questions for Instructional Coaches & Teachers
In this episode, I chat with Suzy Evans and Dr. Shane Saeed about how learner agency, metacognition, and assessment can work together rather than be siloed or disconnected.
We explored what the science of learning tells us about helping students take more ownership of their thinking and how teachers can design routines that make assessment something they do with students, not to them. Shane and Susie shared concrete strategies they use in classrooms across their district, along with insights from hosting their popular podcast, Vrainwaves. They also talked about what it looks like to seek balance while juggling so many roles in education.
This episode brings the pieces together for anyone trying to make their practice feel more connected and purposeful.
Click here to check out SchoolAI!
Episode Resources
X: @drshanesaeed
Instagram handle: @drshanesaeed
X: @SuzannahEvans2
LinkedIn: Suzy Evans
In this episode, I dig into one of the most common challenges teachers face when using the Station Rotation Model: managing noise while maintaining meaningful collaboration.
I walk through six quiet, high-engagement collaborative routines—from virtual scavenger hunts to shared visual artifacts—that help students think together without the chaos. These strategies are easy to set up, work across subjects, and support deeper learning in secondary classrooms.
I also share tips for balancing station types and setting clear expectations so teachers can stay focused on their small-group instruction. If you want rotations that run smoothly and keep students engaged, this episode gives you concrete moves to try tomorrow.
Click here to check out SchoolAI!
Episode Resources
Related Blog: Station Rotation: 6 Silent Collaborative Activities for Secondary Classrooms
Googlel Slides Scavenger Hunt
The Station Rotation Model & UDL: Elevate Tier 1 Instruction and Cultivate Learner Agency
In this episode, I talk about using video strategically for explanations or models that we plan to present the same way for all students, and that they often need to revisit.
I dig into the common concerns teachers raise about video and explain why it can actually remove barriers that live instruction sometimes creates. I share strategies that turn watching into an active, collaborative experience so students are thinking, talking, and making meaning together. I also explain how this shift frees teachers to support individuals and small groups while keeping the whole class engaged.
This episode is all about moving from delivery to discovery and designing classroom experiences that let students take a more active role in their learning.
Episode Resources
Click here to check out SchoolAI!
Related Blog: Using Video for Tier 1 Instruction: From Passive Watching to Active Learning
In this episode, I talk with Matt Graham, an award-winning educator and the digital media specialist for Chesapeake Public Schools.
Matt shares how he first used podcasting with middle school students, then expanded that work and eventually led efforts to create a districtwide podcast focused on clear, consistent communication with families and the larger community.
We dig into the origin story, the early challenges, and the systems he put in place to get the district podcast off the ground. Matt also talks about how this work has helped the district build trust, highlight student and staff voices, and strengthen the connection between schools and the community. It’s a practical look at how one district is using podcasting to open doors and keep families informed.
Episode Resources
Check out Chesepeake Public Schools' Podcast Amplified
Connect with Matt Graham on LinkedIn
In this episode, I explore how we can make Tier 1 whole group instruction more intentional, engaging, and effective for every learner.
I share how chunking content into manageable segments prevents cognitive overload and keeps students engaged in their learning, rather than passive listeners. I share how cooperative learning strategies, like Numbered Heads Together, can transform teacher-led lessons into rich opportunities for thinking, dialogue, and collaboration.
Finally, I unpack how Depth of Knowledge (DOK) questions can deepen thinking and move students beyond recall to reasoning and application. If you’re ready to strengthen your Tier 1 instruction and reach more learners, this episode is for you!
Related Blog: Making Tier 1 Whole Group Instruction More Effective: Chunking, Cooperative Learning, and DOK Questions
[Resource] Numbered Heads Together (NHT) Cooperative Learning Strategy
In this episode, I share how a simple seating chart can transform the Station Rotation Model into a more focused and productive learning experience.
I talk about how intentional grouping can minimize distractions, strengthen collaboration, and make it easier to assign a facilitator or group leader at each station.
I also offer tips for displaying groups and numbering stations so both teachers and students can navigate rotations smoothly and stay on task.
Episode Resources
Related Blog
Grouper — Grouping Tool
[Template] Grouping Sheet
[Template] Grouping Display
In this episode, I chat with Christine Feenstra, Executive Director of the California Association for Leading Innovation in Education (CALIE)—formerly known as CUE—about the organization’s evolution and rebrand.
Christine shares the why behind the shift, how her team engaged educators and stakeholders throughout the process, and what this change means for the community moving forward. We discuss CALIE’s renewed mission to inspire learning, empower educators, and expand access to professional growth opportunities.
Episode Resources
JoinCALIE.org
Linkedin
Twitter/x
Facebook
Instagram
In this episode, I explore how AI can make differentiation not only doable but sustainable.
I share how I use AI tools to support differentiation across content, process, product, and learning environment—helping teachers meet diverse learner needs without doubling their workload. From creating leveled texts and choice boards to designing asset-based rubrics and flexible online spaces, I highlight practical ways AI can enhance equity and efficiency.
My goal is to help you spend less time prepping and more time connecting with students as learners.
Related Blog
Differentiation doesn’t have to mean creating 30 different versions of a lesson.
In this episode, I unpack what differentiation really looks like in practice and why it’s essential in today’s diverse classrooms. I share examples from elementary, middle, and high school to show how teachers can adjust content, process, product, and learning environment to make learning more accessible and engaging for every student.
You’ll hear how small, intentional design choices can strengthen Tier 1 instruction, reduce the need for intervention, and make teaching more sustainable over time.
Related Blog: Differentiation in Action: Why It Matters, What It Is, and How It Works
In this episode of The Balance, Jessica Vance joins me to discuss her new book, Evidence of Inquiry: Exploring, Questioning, and Documenting with Learning Walls.
We explore what it means to “follow your learners” and how inquiry shifts the way teachers engage students around the topics and concepts at the center of the curriculum. Jessica unpacks the purpose and power of learning walls, explaining how they make student thinking visible, create space for collaborative meaning-making, and even serve as professional playgrounds for teachers themselves.
Together, we reflect on the mindset, culture, and practical strategies that help both teachers and students embrace uncertainty, curiosity, and deeper learning.
Episode Resources
Jessica’s Instagram: @jess_vanceedu
Evidence of Inquiry: Exploring, Questioning, and Documenting with Learning Walls
Leading with a Lens of Inquiry: Cultivating Conditions for Curiosity and Empowering Agency
In this episode of The Balance, I tackle one of the biggest concerns teachers raise about the Station Rotation Model: can I really trust students to work independently while I’m at the teacher-led station?
I share strategies for setting the stage for success, including co-creating class agreements, establishing a clear and consistent path of consequences, and teaching smooth transitions between stations. I also talk about how to set realistic grading expectations so you don’t burn out trying to collect work from every station.
These routines and structures not only build trust and accountability but also make it possible for teachers to focus fully on their small groups, where the real magic of differentiation happens.
Episode Resources
The Station Rotation Model and UDL: Elevate Tier 1 Instruction and Cultivate Learner Agency
[Template] Safe Space Reflection Form
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