Sarah M. Zerwin

Sarah M. Zerwin teaches Senior Language Arts and AP Lit at Fairview High School in Boulder, Colorado, and author of the book Point-Less: An English Teacher’s Guide to More. You can follow her blog The Paper Grader and on twitter at @SarahMZerwinTopics include:What led to the idea that points get in the way of learning.How to identify learning targets and communicate them to students.How to establish a culture of feedback and maintain it throughout the year.How to report a final grade at the end of a term.

Sarah M. Zerwin teaches Senior Language Arts and AP Lit at Fairview High School in Boulder, Colorado, and author of the book <a href="https://www.amazon.com/Point-Less-English-Teachers-Meaningful-Grading/dp/0325109516" rel="nofollow" target="_blank">Point-Less: An English Teacher’s Guide to More</a>. You can follow her blog <a href="https://hepapergrader.com" rel="nofollow" target="_blank">The Paper Grader</a> and on twitter at @SarahMZerwinTopics include:What led to the idea that points get in the way of learning.How to identify learning targets and communicate them to students.How to establish a culture of feedback and maintain it throughout the year.How to report a final grade at the end of a term.

Episode 24 - Pointless with Sarah M. Zerwin

This episode is the continuation of my conversation with college educators Maha Bali, Jesse Stommel, and Asao B. Inoue (you can listen to the first half here). As college institutions struggle with the implications of COVID-19, it’s important for them to place equity and access at the center of considerations about ways in which college can resume. As Professor Inoue pointed out, however, we also have an opportunity to fundamentally revolutionize the academy and the way we identify and support student success.Topics include:How we can co-create intentionally equitable, hospitable spaces in our institutionsWhat troubling practices emerged as institutions pivoted to remote education What does “access” mean, and what is being accessed when we say we are providing more accessHow the pandemic has problematized the practice of gradingHow institutions must empower and give agency to faculty as they reimagine education within the pandemic

This episode is the continuation of my conversation with college educators <a href="https://twitter.com/Bali_Maha" rel="nofollow" target="_blank">Maha Bali</a>, <a href="https://twitter.com/Jessifer" rel="nofollow" target="_blank">Jesse Stommel</a>, and <a href="https://twitter.com/AsaoBInoue" rel="nofollow" target="_blank">Asao B. Inoue</a> (you can listen to the first half <a href="https://www.teachersgoinggradeless.com/category/podcast/feed/episode-22-college-covid" rel="nofollow" target="_blank">here</a>). As college institutions struggle with the implications of COVID-19, it’s important for them to place equity and access at the center of considerations about ways in which college can resume. As Professor Inoue pointed out, however, we also have an opportunity to fundamentally revolutionize the academy and the way we identify and support student success.Topics include:<ul><li>How we can co-create intentionally equitable, hospitable spaces in our institutions</li><li>What troubling practices emerged as institutions pivoted to remote education </li><li>What does “access” mean, and what is being accessed when we say we are providing more access</li><li>How the pandemic has problematized the practice of grading</li><li>How institutions must empower and give agency to faculty as they reimagine education within the pandemic</li></ul>

Episode 23 - College Under COVID-19 - Part 2

In this episode, I sit down with three college educators known for their commitment to creating inclusive, humane educational spaces—both in the classroom and online. All three of them have experimented with different forms of going gradeless as part of this commitment. All three have given considerable thought about teaching under the current pandemic. You can check out Part 2 of this interview here.Maha Bali is associate professor of practice at the Center for Learning and Teaching at the American University in Cairo. She is also the co-founder and co-director of Virtually Connecting, a grassroots movement that organizes hybrid hallway conversations at conferences for virtual participants, and co-facilitator of Equity Unbound, an equity-focused intercultural curriculum for teaching digital literacies. You can find more of Maha’s writing at her blog Reflecting Allowed and follow her on Twitter at @Bali_Maha.Asao B. Inoue is Professor and Associate Dean of Academic Affairs, Equity, and Inclusion for the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. He has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity, and a book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. You can find more of Asao’s writing at his blog Asao B. Inoue's Infrequent Words and follow him on Twitter at @AsaoBInoue.Jesse Stommel is a Digital Learning Fellow and Senior Lecturer of Digital Studies at University of Mary Washington. He is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. You can find more of Jesse’s writing at jessestommel.com and follow him on Twitter at @jessifer.

In this episode, I sit down with three college educators known for their commitment to creating inclusive, humane educational spaces—both in the classroom and online. All three of them have experimented with different forms of going gradeless as part of this commitment. All three have given considerable thought about teaching under the current pandemic. You can check out Part 2 of this interview <a href="https://www.teachersgoinggradeless.com/category/podcast/feed/episode-23-college-covid" rel="nofollow" target="_blank">here</a>.Maha Bali is associate professor of practice at the Center for Learning and Teaching at the American University in Cairo. She is also the co-founder and co-director of <a href="http://virtuallyconnecting.org/" rel="nofollow" target="_blank">Virtually Connecting</a>, a grassroots movement that organizes hybrid hallway conversations at conferences for virtual participants, and co-facilitator of <a href="http://unboundeq.creativitycourse.org/" rel="nofollow" target="_blank">Equity Unbound</a>, an equity-focused intercultural curriculum for teaching digital literacies. You can find more of Maha’s writing at her blog <a href="https://blog.mahabali.me/" rel="nofollow" target="_blank">Reflecting Allowed</a> and follow her on Twitter at <a href="https://twitter.com/Bali_Maha" rel="nofollow" target="_blank">@Bali_Maha</a>.Asao B. Inoue is Professor and Associate Dean of Academic Affairs, Equity, and Inclusion for the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. He has published a co-edited collection, <a href="https://wac.colostate.edu/books/perspectives/assessment/" rel="nofollow" target="_blank">Writing Assessment, Social Justice, and The Advancement of Opportunity</a>, and a book, <a href="https://wac.colostate.edu/books/perspectives/labor/" rel="nofollow" target="_blank">Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom</a>. You can find more of Asao’s writing at his blog <a href="http://asaobinoue.blogspot.com/" rel="nofollow" target="_blank">Asao B. Inoue's Infrequent Words</a> and follow him on Twitter at <a href="https://twitter.com/AsaoBInoue" rel="nofollow" target="_blank">@AsaoBInoue</a>.Jesse Stommel is a Digital Learning Fellow and Senior Lecturer of Digital Studies at University of Mary Washington. He is co-founder of <a href="https://www.digitalpedagogylab.com/" rel="nofollow" target="_blank">Digital Pedagogy Lab</a> and <a href="https://hybridpedagogy.org/" rel="nofollow" target="_blank">Hybrid Pedagogy: the journal of critical digital pedagogy</a>. He is co-author of <a href="https://urgencyofteachers.com/" rel="nofollow" target="_blank">An Urgency of Teachers: the Work of Critical Digital Pedagogy</a>. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. You can find more of Jesse’s writing at <a href="https://jessestommel.com" rel="nofollow" target="_blank">jessestommel.com</a> and follow him on Twitter at <a href="https://twitter.com/Jessifer" rel="nofollow" target="_blank">@jessifer</a>.

Episode 22 - College Under COVID-19 - Part 1

Sheldon Eakins

Sheldon L. Eakins, Ph.D. is the founder of the Leading Equity Center and host of the Leading Equity Podcast. With over 11 years in education, he has served as a teacher, principal, and Director of Special Education. Dr. Eakins has a passion for helping educators accomplish equitable practices in their schools. You can follow him on Twitter at @sheldoneakins.Topics include:What is equity and how we make sure it maintains that urgency and doesn’t become another buzzword or checklistWhat elements of equity have been most endangered under COVID-19How to examine distance learning practices from the standpoint of equityHow COVID-19 may have removed certain barriers to equityHow grades undermine efforts toward more equitable, culturally sustaining practicesHow educators should respond to ongoing racial injustice and violence

Sheldon L. Eakins, Ph.D. is the founder of the <a href="https://www.leadingequitycenter.com/" rel="nofollow" target="_blank">Leading Equity Center</a> and host of the <a href="https://www.leadingequitycenter.com/podcast" rel="nofollow" target="_blank">Leading Equity Podcast</a>. With over 11 years in education, he has served as a teacher, principal, and Director of Special Education. Dr. Eakins has a passion for helping educators accomplish equitable practices in their schools. You can follow him on Twitter at <a href="https://twitter.com/sheldoneakins" rel="nofollow" target="_blank">@sheldoneakins</a>.Topics include:<ul><li>What is equity and how we make sure it maintains that urgency and doesn’t become another buzzword or checklist</li><li>What elements of equity have been most endangered under COVID-19</li><li>How to examine distance learning practices from the standpoint of equity</li><li>How COVID-19 may have removed certain barriers to equity</li><li>How grades undermine efforts toward more equitable, culturally sustaining practices</li><li>How educators should respond to ongoing racial injustice and violence</li></ul>

Episode 21 - Leading Equity with Dr. Sheldon Eakins

Jay Percell

As the school year draws to a close and gradebooks are being calculated, it is becoming clear that traditional grading is inequitable. Some students are able to remain engaged while others, for various reasons, cannot. But schools need to provide some form of summative reporting. The question is, “How do we move forward?”I had the privilege to spend time with Jay Percell, Ed D. Jay is an Assistant Professor of Teaching and Learning at Illinois State University, he is the author of several academic essays, and a TEDx presenter. In this episode, Jay discusses the problems with traditional reporting and what we can learn from COVID-19 and report in ways that honor the learner.

As the school year draws to a close and gradebooks are being calculated, it is becoming clear that traditional grading is inequitable. Some students are able to remain engaged while others, for various reasons, cannot. But schools need to provide some form of summative reporting. The question is, “How do we move forward?”I had the privilege to spend time with Jay Percell, Ed D. Jay is an Assistant Professor of Teaching and Learning at Illinois State University, he is the author of several academic essays, and a TEDx presenter. In this episode, Jay discusses the problems with traditional reporting and what we can learn from COVID-19 and report in ways that honor the learner.

Episode 20 - Grading in the New Normal with Jay Percell

Monte Syrie

Manuel Rustin

This episode explores "Do No Harm" grading as a response to distance learning in the midst of COVID-19. Educators across the country are experiencing first hand how online distance learning exacerbates inequities in education. Students are struggling with more than access to proper technology and internet connectivity. There are inequities in supports, environments, and time constraints.  On April 22nd, Washington State Superintendent of Public Instruction, Chris Reykdal, released a video announcing its Do No Harm grading policy. The State’s policy was written to ensure that students were not punished for a situation outside of their control that could impact future opportunities. The policy states that high schools will only give letter grades of A-D, no student can receive an F, and student grades cannot be negatively impacted—they can only improve. This episode explores three perspectives on grading during the COVID-19 pandemic. Monte Syrie Monte is an English teacher in Chaney, Washington. He is a 2013 Washington State Teacher of the Year finalist, Adjunct professor at Eastern Washington University, and the author of the blog Project 180.Let's Change Education BlogDr. Manuel Rustin Dr. Manuel Rustin. Manuel is a high school history teacher in Pasadena California. He is the co-host of the show All of the Above, authors a blog on Medium, where he published his piece, Give them All A’s and the recipient of the Milken Educator Award in 2011. Dr. Rustin's Blog on MediumAll of the Above PodcastKen O’Connor Ken O’Connor is an education consultant, speaker, and author. Ken’s books include 15 Fixes for Broken Grades and How to Grade for Learning,O'Connor Grading

This episode explores "Do No Harm" grading as a response to distance learning in the midst of COVID-19. Educators across the country are experiencing first hand how online distance learning exacerbates inequities in education. Students are struggling with more than access to proper technology and internet connectivity. There are inequities in supports, environments, and time constraints. On April 22nd, Washington State Superintendent of Public Instruction, Chris Reykdal, released a <a href="https://www.youtube.com/watch?v=Op2-wokFU6A" rel="nofollow" target="_blank">video</a> announcing its Do No Harm grading policy. The State’s policy was written to ensure that students were not punished for a situation outside of their control that could impact future opportunities. The policy states that high schools will only give letter grades of A-D, no student can receive an F, and student grades cannot be negatively impacted—they can only improve. This episode explores three perspectives on grading during the COVID-19 pandemic. <h2>Monte Syrie </h2>Monte is an English teacher in Chaney, Washington. He is a 2013 Washington State Teacher of the Year finalist, Adjunct professor at Eastern Washington University, and the author of the blog Project 180.<a href="https://letschangeeducation.com" rel="nofollow" target="_blank">Let's Change Education Blog</a><h2>Dr. Manuel Rustin </h2>Dr. Manuel Rustin. Manuel is a high school history teacher in Pasadena California. He is the co-host of the show All of the Above, authors a blog on Medium, where he published his piece, <a href="https://medium.com/@manuelrustin/give-them-all-as-7ea4d0cc52ba" rel="nofollow" target="_blank">Give them All A’s</a> and the recipient of the Milken Educator Award in 2011. <a href="https://medium.com/@manuelrustin" rel="nofollow" target="_blank">Dr. Rustin's Blog on Medium</a><a href="https://aotashow.com" rel="nofollow" target="_blank">All of the Above Podcast</a><h2>Ken O’Connor </h2>Ken O’Connor is an education consultant, speaker, and author. Ken’s books include <a href="https://amzn.to/2YSbHPj" rel="nofollow" target="_blank">15 Fixes for Broken Grades</a> and <a href="https://amzn.to/2xTgpBj" rel="nofollow" target="_blank">How to Grade for Learning</a>,<a href="https://oconnorgrading.com" rel="nofollow" target="_blank">O'Connor Grading</a>

Episode 19 - "Do No Harm" with Monte Syrie, Dr. Manuel Rustin, and Ken O'Connor

Joe Feldman

Joe Feldman is the author of Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms (Corwin). Joe has worked in education as a teacher, principal, district administrator, and is now founder of Crescendo Education Group, which since 2013 has supported schools in adopting assessment, grading, and reporting practices that improve equity outcomes in schools. Topics include:How Joe came to see equity as the central issue in grading practiceCommon grading practices are most susceptible to implicit bias and inequityHow grading policies for remote learning during COVID-19 can mitigate or exacerbate inequitiesWhat we can take from the COVID-19 crisis that could lead to more equitable outcomes in the futureResources:gradingforequity.orgGrading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and ClassroomsGrading for Equity Online Course#TG2Chat: Grading for Equity During COVID-19 - April 26, 2020Panel Discussion on Grading/Crediting Policies During COVID-19: Joe is joined by Denise Pope, Ph.D., Stanford Lecturer and Co-Founder of Challenge Success; Stacy Caldwell, M.A., M.B.A., Executive Director or Mastery Transcript Consortium; and Randall Booker, Superintendent of Piedmont Unified School District.Open Letter to the College Board on Plan for Online Testing During COVID-19Make sure to join Joe as he moderates #TG2Chat this Sunday, April 26, at 9 pm EDT/6 pm PDT!

<a href="https://www.amazon.com/-/es/Joe-Feldman-ebook/dp/B07HJBNK3T/ref=as_li_ss_il?ie=UTF8&amp;linkCode=li3&amp;tag=teachersgoing-20&amp;linkId=04be474724111176ae73cd4566c558ef&amp;language=es_US" rel="nofollow" target="_blank"></a>Joe Feldman is the author of <a href="https://amzn.to/2KxICjW" rel="nofollow" target="_blank">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms</a> (Corwin). Joe has worked in education as a teacher, principal, district administrator, and is now founder of Crescendo Education Group, which since 2013 has supported schools in adopting assessment, grading, and reporting practices that improve equity outcomes in schools. Topics include:<ul><li>How Joe came to see equity as the central issue in grading practice</li><li>Common grading practices are most susceptible to implicit bias and inequity</li><li>How grading policies for remote learning during COVID-19 can mitigate or exacerbate inequities</li><li>What we can take from the COVID-19 crisis that could lead to more equitable outcomes in the future</li></ul>Resources:<ul><li><a href="https://gradingforequity.org/" rel="nofollow" target="_blank">gradingforequity.org</a></li><li><a href="https://amzn.to/2VSXxdz" rel="nofollow" target="_blank">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms</a></li><li><a href="https://crescendo-education.teachable.com/p/grading-for-equity-spr-19-201" rel="nofollow" target="_blank">Grading for Equity Online Course</a></li><li><a href="https://www.teachersgoinggradeless.com/blog/tg2chat-on-grading-for-equity-during-covid" rel="nofollow" target="_blank">#TG2Chat: Grading for Equity During COVID-19 - April 26, 2020</a></li><li><a href="https://youtu.be/O-a53g2PC6c" rel="nofollow" target="_blank">Panel Discussion on Grading/Crediting Policies During COVID-19</a>: Joe is joined by Denise Pope, Ph.D., Stanford Lecturer and Co-Founder of Challenge Success; Stacy Caldwell, M.A., M.B.A., Executive Director or Mastery Transcript Consortium; and Randall Booker, Superintendent of Piedmont Unified School District.</li><li><a href="https://www.washingtonpost.com/education/2020/04/22/an-open-letter-college-board-about-online-at-home-ap-tests/" rel="nofollow" target="_blank">Open Letter to the College Board on Plan for Online Testing During COVID-19</a></li></ul>Make sure to join Joe as he moderates <a href="https://twitter.com/TG2Chat/status/1253054925422178306" rel="nofollow" target="_blank">#TG2Chat</a> this Sunday, April 26, at 9 pm EDT/6 pm PDT!

Episode 18 - Grading for Equity during COVID-19 with Joe Feldman

Nate Bowling

Nate Bowling an AP social studies teacher and emigrant to the United Arab Emirates. In his teaching, writing, and advocacy, Nate challenges the politics and policies that impact his students, his classroom, and society at large.Topics include:What prompted Nate to leave Tacoma and take up teaching in the UAEWhy the job of teaching and learning in a low-income schools in the United States as currently constructed is unsustainableWhy the College Board’s plan to test during the COVID-19 crisis is inequitable and flawedWhether the College Board’s reductive focus effectively prevents teachers from being responsive in the way this political moment demandsWhy Nate is not entirely opposed to standardization and testingHow Nate really feels about the Star Wars prequel and sequel trilogiesResources:natebowling.comTeachers UnitedNate’s Twitter thread on 2016 Teachers of the Year FinalistsNate’s testimony to the Washington State Board of EducationNerd Farmer PodcastOpen Letter to the College Board about Testing During COVID-19

Nate Bowling an AP social studies teacher and emigrant to the United Arab Emirates. In his teaching, writing, and advocacy, Nate challenges the politics and policies that impact his students, his classroom, and society at large.Topics include:<ul><li>What prompted Nate to leave Tacoma and take up teaching in the UAE</li><li>Why the job of teaching and learning in a low-income schools in the United States as currently constructed is unsustainable</li><li>Why the College Board’s plan to test during the COVID-19 crisis is inequitable and flawed</li><li>Whether the College Board’s reductive focus effectively prevents teachers from being responsive in the way this political moment demands</li><li>Why Nate is not entirely opposed to standardization and testing</li><li>How Nate really feels about the Star Wars prequel and sequel trilogies</li></ul>Resources:<ul><li><a href="https://www.natebowling.com/" rel="nofollow" target="_blank">natebowling.com</a></li><li><a href="http://teachersunitedwa.org/" rel="nofollow" target="_blank">Teachers United</a></li><li><a href="https://twitter.com/nate_bowling/status/1092487286015414273" rel="nofollow" target="_blank">Nate’s Twitter thread on 2016 Teachers of the Year Finalists</a></li><li><a href="https://youtu.be/oObj5kgDKJc" rel="nofollow" target="_blank">Nate’s testimony to the Washington State Board of Education</a></li><li><a href="https://nerdfarmpod.com/" rel="nofollow" target="_blank">Nerd Farmer Podcast</a></li><li><a href="https://www.washingtonpost.com/education/2020/04/22/an-open-letter-college-board-about-online-at-home-ap-tests/" rel="nofollow" target="_blank">Open Letter to the College Board about Testing During COVID-19</a></li></ul>

Episode 17 - Testing, COVID-19, and the College Board with Nate Bowling

Eric Saibel

Eric is a principal  at Hall Middle School in Larkspur, CA. Eric is the co-founder of Global School Play Day which is dedicated to promoting the idea that kids learn more when they play. In this episode of TG2Cast Chris and I discuss Progressive Education, what is it, and how teachers interested in Progressive Education can get started.Topics include:Eric’s philosophy of leadershipConcerns about teacher insularityHow to break the cycle of teacher insularityHow going gradeless impacted his schoolResources:BlogTwitter Golbal School Play Day

Eric is a principal at Hall Middle School in Larkspur, CA. Eric is the co-founder of Global School Play Day which is dedicated to promoting the idea that kids learn more when they play. In this episode of TG2Cast Chris and I discuss Progressive Education, what is it, and how teachers interested in Progressive Education can get started.Topics include:<ul><li>Eric’s philosophy of leadership</li><li>Concerns about teacher insularity</li><li>How to break the cycle of teacher insularity</li><li>How going gradeless impacted his school</li></ul>Resources:<ul><li><a href="http://www.ericsaibel.com" rel="nofollow" target="_blank">Blog</a></li><li><a href="https://twitter.com/ecsaibel" rel="nofollow" target="_blank">Twitter</a> </li><li><a href="https://www.globalschoolplayday.com/" rel="nofollow" target="_blank">Golbal School Play Day</a></li></ul>

Episode 16 - School Leadership with Eric Saibel

Chris McNutt

Chris is a Social Studies teacher at Global Impact Stem Academy in Springfield, Ohio. Chris is the founder of The Human Restoration Project which is dedicated to promoting Progressive Education. In this episode of TG2Cast Chris and I discuss Progressive Education, what is it, and how teachers interested in Progressive Education can get started.Topics include:The Human Restoration Project.What is Grassroots Activism and its role in education.What is Progressive Education.How to implement Progressive Education.Why teachers should consider Progressive Education.Resources:The Human Restoration Project WebsiteTwitter InstagramFacebook

Chris is a Social Studies teacher at Global Impact Stem Academy in Springfield, Ohio. Chris is the founder of The Human Restoration Project which is dedicated to promoting Progressive Education. In this episode of TG2Cast Chris and I discuss Progressive Education, what is it, and how teachers interested in Progressive Education can get started.Topics include:<ul><li>The Human Restoration Project.</li><li>What is Grassroots Activism and its role in education.</li><li>What is Progressive Education.</li><li>How to implement Progressive Education.</li><li>Why teachers should consider Progressive Education.</li></ul>Resources:<ul><li><a href="http://humanrestorationproject.org" rel="nofollow" target="_blank">The Human Restoration Project Website</a></li><li><a href="https://twitter.com/HumResPro" rel="nofollow" target="_blank">Twitter</a> </li><li><a href="https://www.instagram.com/humanrestorationproject/" rel="nofollow" target="_blank">Instagram</a></li><li><a href="http://facebook.com/restoreyourhumanity" rel="nofollow" target="_blank">Facebook</a></li></ul>

Episode 15 - Progressive Education with Chris McNutt

This is the podcast of Teachers Going Gradeless. Each episode focuses on progressive education and how teachers can transform teaching and learning when they grade less.

Skylar Primm

Topics include:What is Environmental Learning and how does it fit with Project Based Learning.What is the philosophy behind Project Based and Environmental Learning.How parents and students perceive Project Based Learning.How Project Based Learning and No Grade go hand in hand.How project based learning and no grades students perform beyond high school.Resources:Skylar’s Blog on MediumPBL Works WebsiteList of articles about Project Based Learning on EdutopiaNorth American Association for Environmental EducationGreen Schools National Network

Topics include:What is Environmental Learning and how does it fit with Project Based Learning.What is the philosophy behind Project Based and Environmental Learning.How parents and students perceive Project Based Learning.How Project Based Learning and No Grade go hand in hand.How project based learning and no grades students perform beyond high school.Resources:<a href="https://medium.com/@skylarp" rel="nofollow" target="_blank">Skylar’s Blog on Medium</a><a href="https://www.pblworks.org/" rel="nofollow" target="_blank">PBL Works Website</a><a href="https://www.edutopia.org/project-based-learning" rel="nofollow" target="_blank">List of articles about Project Based Learning on Edutopia</a><a href="https://naaee.org" rel="nofollow" target="_blank">North American Association for Environmental Education</a><a href="https://greenschoolsnationalnetwork.org/" rel="nofollow" target="_blank">Green Schools National Network</a>

Episode 14 - Environmental Learning with Skylar Primm

Jeff Frieden

Topics include:How students see themselves through the lens of grades.How grades impact the student/teacher relationship.How grades shape the identity of a student.Why teachers need to take the time to talk to students in order to understand their perspective.Resources:"1 Week, 170 Conferences""In Her Words" (Full interview with Soleil)Jeff's Blog Site

Topics include:How students see themselves through the lens of grades.How grades impact the student/teacher relationship.How grades shape the identity of a student.Why teachers need to take the time to talk to students in order to understand their perspective.Resources:<a href="https://makethemmasterit.com/2018/12/08/1-week-170-convos/" rel="nofollow" target="_blank">"1 Week, 170 Conferences"</a><a href="https://makethemmasterit.com/2019/01/16/in-her-words/" rel="nofollow" target="_blank">"In Her Words" (Full interview with Soleil)</a><a href="http://makethemmasterit.com/" rel="nofollow" target="_blank">Jeff's Blog Site</a>

Episode 13 - The Impact of Grades with Jeff Frieden

Julia E. Torres

As a teacher/activist, Julia Torres's work is grounded in empowering students to use the Language Arts to fuel resistance and positive social transformation. Ms. Torres facilitates workshops and professional conversations about anti-racist education, social justice, and culturally sustaining pedagogies. She writes about these and other topics at at juliaetorres.blog.Topics include: How Julia uses side-by-side teaching, expert groups, and culturally relevant texts to shift traditional power dynamics in her classroomHow grades foster attitudes of competition, compliance, and insecurity in students of color, dividing them and pitting them against one anotherHow Julia helps students "unlearn" disempowering attitudes from past experiencesWhy implementing progressive practices like going gradeless can be extremely difficult in urban school settingsWhy teachers from non-urban settings should visit and learn from teachers in urban settingsResources mentioned: Julia's Twitter thread on gradesGoing Gradeless in Urban Ed (Teachers Going Gradeless)On Reading...and Grading (juliaetorres.blog)Building Bridges (juliaetorres.blog)

As a teacher/activist, Julia Torres's work is grounded in empowering students to use the Language Arts to fuel resistance and positive social transformation. Ms. Torres facilitates workshops and professional conversations about anti-racist education, social justice, and culturally sustaining pedagogies. She writes about these and other topics at at <a href="https://juliaetorres.blog/" rel="nofollow" target="_blank">juliaetorres.blog</a>.Topics include: <ul><li>How Julia uses side-by-side teaching, expert groups, and culturally relevant texts to shift traditional power dynamics in her classroom</li><li>How grades foster attitudes of competition, compliance, and insecurity in students of color, dividing them and pitting them against one another</li><li>How Julia helps students "unlearn" disempowering attitudes from past experiences</li><li>Why implementing progressive practices like going gradeless can be extremely difficult in urban school settings</li><li>Why teachers from non-urban settings should visit and learn from teachers in urban settings</li></ul>Resources mentioned: <ul><li><a href="https://twitter.com/juliaerin80/status/940034963461718017" rel="nofollow" target="_blank">Julia's Twitter thread on grades</a></li><li><a href="https://www.teachersgoinggradeless.com/teachers-going-gradeless/2018/03/10/urban-ed" rel="nofollow" target="_blank">Going Gradeless in Urban Ed</a> (Teachers Going Gradeless)</li><li><a href="https://juliaetorres.blog/2017/12/15/on-reading-and-grading/" rel="nofollow" target="_blank">On Reading...and Grading</a> (juliaetorres.blog)</li><li><a href="https://juliaetorres.blog/2018/03/02/building-bridges/" rel="nofollow" target="_blank">Building Bridges</a> (juliaetorres.blog)</li></ul>

Episode 12 - Education, Grades, and Liberation with Julia E. Torres

Bennett Jester

Topics include:#MyGradingStoryMontessori EducationStudent voice in learningHow to motivate students

Topics include:#MyGradingStoryMontessori EducationStudent voice in learningHow to motivate students

Episode 11 - School Culture with Bennett Jester

Andrew Burnett

Topics include:Choosing learning targetsProviding feedbackReporting learning to parents without gradesBuilding student metacognition

Topics include:Choosing learning targetsProviding feedbackReporting learning to parents without gradesBuilding student metacognition

Episode 10 - How to Go Gradeless with Andrew Burnett

Dan Scratch

Topics include:Why it is important for students to engage in social justiceBuilding relationships as a foundation for social justiceHow social justice impacts classroom managementApplying social justice education in STEM disciplines

Topics include:Why it is important for students to engage in social justiceBuilding relationships as a foundation for social justiceHow social justice impacts classroom managementApplying social justice education in STEM disciplines

Episode 9 - Social Justice Education with Dan Scratch

Topics include:How Ken's experiences as teacher, curriculum coordinator, and field hockey coach informed his ideas around assessment and gradingWhy we should shift our grading practicesReasons for optimism regarding shifting grading practices in schoolsWhy going gradeless and standards-based learning are "in the same chapter if not on the same page"Highlights from the new edition of How to Grade for Learning

Topics include:How Ken's experiences as teacher, curriculum coordinator, and field hockey coach informed his ideas around assessment and gradingWhy we should shift our grading practicesReasons for optimism regarding shifting grading practices in schoolsWhy going gradeless and standards-based learning are "in the same chapter if not on the same page"Highlights from the new edition of How to Grade for Learning

Episode 8 - How to Grade for Learning with Ken O'Connor

Mariana Morales Lobo

Topics include:The landscape of grading and testing in SpainPersonalization vs. humanization in schoolsWhat teachers going gradeless can learn from playground reformWhy playgrounds are not automatically neutral or equitable spacesHow schools can create more equitable spaces and involve the voices of children

Topics include:The landscape of grading and testing in SpainPersonalization vs. humanization in schoolsWhat teachers going gradeless can learn from playground reformWhy playgrounds are not automatically neutral or equitable spacesHow schools can create more equitable spaces and involve the voices of children

Episode 7 - Playgrounds and Personalization with Mariana Morales Lobo

Alfie Kohn

Topics include:The difference between intrinsic and extrinsic motivationHow teachers can leverage extrinsic motivationRethinking reluctant learners"Doing with" rather than "doing to"

Topics include:The difference between intrinsic and extrinsic motivationHow teachers can leverage extrinsic motivationRethinking reluctant learners"Doing with" rather than "doing to"

Episode 6 - Motivation with Alfie Kohn

Benjamin Doxtdator

Topics include:How deemphasizing grades reflects Benjamin's commitments as a teacherThe potential pitfalls of a more gradeless futureThe rhetoric of education reform, educational technology, and futurismHow tapping into and cultivating community can help us our voice as educators

Topics include:How deemphasizing grades reflects Benjamin's commitments as a teacherThe potential pitfalls of a more gradeless futureThe rhetoric of education reform, educational technology, and futurismHow tapping into and cultivating community can help us our voice as educators

Episode 5 - Grades and the Future of Schools with Benjamin Doxtdator

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