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Shifting to Sustainable Student-Led Workflows

A Workshop by Dr.Catlin Tucker


October 18, 2023


9.00 am - 3.30pm


Venue to be confirmed

Bangkok, Thailand


Room rates will be posted here once venue is confirmed

Workshop Fee & Registration

Early Bird

Register by June 20, 2023

USD 250 per participant


USD 285 per participant


Fee is inclusive of workshop materials, lunch and coffee break, and a certificate of participation. 

For group of 5 or more participants,  email

Reserve your seat now to avail early bird rate, pay later

(We will issue the invoice in

August  2023)

Target Audience

K - 12 Teachers and Coaches


Teachers are exhausted because they do the lion’s share of the work. This workshop will guide teachers in reimagining time-consuming, teacher-led workflows that are ineffective and help them to shift to more sustainable student-led workflows.


The workshop will focus on developing a partnership with learners and embracing workflows that position the learners as active agents in the learning process.


We’ll explore how teachers can leverage blended learning to create the time and space for these sustainable workflows and use the principles at the heart of Universal Design for Learning to ensure these workflows are accessible, equitable, and inclusive.


Teachers will leave this training with concrete strategies designed to help them shift to more student-led sustainable workflows. This workshop is hands-on and practice-based, so participants will leave with resources they can use immediately.

The workshop will cover the following workflows:

Session 1: From Transfer of Information (Lecture) to Student Discovery

Session 2: From Teacher Assessment to Self-Assessment

Session 3:  From Teacher Project Design to Student-Initiated Project-Based Learning

Workflow 1

From Transfer of Information to Student Discovery


In this session, participants will explore strategies like flipped instruction, the jigsaw strategy, reciprocal teaching, and expert group investigations.


These strategies enable a shift from traditional lecture-based instruction to student-centered approaches that position learners to take ownership of their learning, collaborate with peers, and engage in meaningful discussions.


As a result, students are empowered to do the heavy cognitive lift in the classroom with support from their peers. By adopting these strategies, teachers can spend less time lecturing and more time connecting with small groups and individual learners, resulting in more personalized instruction and increased student engagement.


Ultimately, empowering students to take ownership of their learning creates more sustainable and rewarding workflows that challenge and inspire learners.


Workflow 2

From Teacher Assessment to Self-Assessment


In this session, participants will explore strategies to shift the responsibility of reflection and assessment from the teacher to the student.


Traditional models of assessment can create dependence on the teacher to evaluate student learning, which is not sustainable or effective in developing self-awareness and self-reflection skills in students.


By consistently encouraging and guiding students in self-assessment practices, educators can empower them to take ownership of their learning and become experts in their growth.


This session will provide practical techniques for implementing self-assessment strategies and helping students monitor their progress toward firm standards-aligned goals.


Workflow 3

From Teacher Project Design to Student-Initiated

Project-Based Learning

In this session, participants will explore moving from teacher-designed projects to student-initiated project-based learning (PBL). Too often, students are given "dessert projects" at the end of a unit that don't engage them in the learning process.


By putting students in the driver's seat, PBL can be a powerful tool for helping students understand how content standards relate to real-world problems that matter to them. Through this process, students can make decisions about what they learn, how they learn it, and how they share their knowledge.


This session will discuss how Universal Design for Learning (UDL) and blended learning (BL) can be leveraged to create flexible pathways for student-driven PBL. Participants will leave with practical tools and strategies for designing PBL units that are both rigorous and responsive to student variability​​

Workshop Facilitator

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