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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.
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7 days ago
7 days ago
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
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