HeyJaredThe Balance, by Dr. Catlin Tucker
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.
- Indexed episodes, last 90 days
- 13
- Latest publication
- Sep 29, 2026
- Audience
- Checking…
- Earliest in this view
- Jul 7, 2026
Latest episodes
Ask Catlin — Can Chunk, Pause, Process Work with Read-Alouds and Gradual Release? (opens the original)
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Can you use Chunk, Pause, Process when you’re reading aloud to students or teaching with an “I do, we do, you do” lesson? In this Ask Catlin episode, I explain how to build meaningful pauses into both approaches so students have time to think, talk, and make sense of new information. I walk through examples from elementary read-alouds and secondary classrooms, then show how the cycle can make each stage of gradual release more responsive to students’ needs. I also share how to use Four Corners t
Beyond the AI Debate: Designing for Connection, Collaboration, and Better Writing with Adam Sparks (opens the original)
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Technology has the potential to connect students, foster collaboration, and support richer learning experiences, but those benefits exist alongside real concerns about AI, screen time, and the role technology should play in schools. In this episode of The Balance, I talk with educator and Scriblit founder Adam Sparks about how we navigate those tensions without reducing the conversation to technology being either good or bad. We explore the role technology can play in helping students develop as
Deep Dive - Reciprocal Teaching & Reading Comprehension (opens the original)
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How can teachers help students become more strategic, confident, and independent readers? In this deep dive episode, Dr. Catlin Tucker explores reciprocal teaching, a guided, inclusive strategy that engages students in collaboratively making meaning from texts through four comprehension lenses: summarizing, questioning, clarifying, and predicting. She explains why explicit instruction is essential to the success of student-led learning and shares a five-stage process for onboarding students to t
Deep Dive - MIT’s 2026 AI Report: What It Means for Teaching and Learning (opens the original)
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In August 2026, MIT released a report examining how generative AI is affecting teaching, learning, assessment, and the human relationships at the heart of education. In this deep dive, I explore why the report carries particular significance coming from an institution so closely associated with technological innovation. I unpack seven key takeaways, including AI’s potential to expose weaknesses in existing educational practices, bypass productive struggle, increase isolation, complicate assessme
Ask Catlin - Are We Expecting Independence Before We’ve Taught It? (opens the original)
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In this Ask Catlin episode, I respond to three questions educators have recently shared with me on social media about active processing, note-taking, and the Station Rotation Model. I explore how teachers can build meaningful processing opportunities into whole-group instruction without creating elaborate activities, and I share a gradual-release approach for explicitly teaching students how to take notes. I also discuss how elementary resource teachers can use Station Rotation to provide target
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