The EduGals Podcast

This week, we are starting our book study with chapter 1 of Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms by Joe Feldman. Specifically, we will dive into what makes grading so difficult to talk about and even harder to change.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/130**Grading for Equity by Joe FeldmanFind a buddy to talk about the ideas in this book!Structure of the book:Get comfortable with being uncomfortable - try to stay open-mindedTeaching is challenging - grades are one of the only places where we still have autonomyGrades and grading practices are highly personalChanging grades by adminGrading is not really something that is taught in teacher education programsMost grading practices are based on prior experienceWe hate grading! and grade grubbing!Stress around gradingMastery grading and specs grading and other equitable grading practices reduces stress around grades and gradingWeb of belief:Discussion question: What is your why?

In this episode, we delve back into our discussion about the book 'Grading for Equity' by Joe Feldman. The third chapter which we are exploring is titled 'How Traditional Grading Stifles Risk Taking and Supports the Commodity of Grades' and opens up the conversation about belief systems and the prevailing view on student achievement. We discuss the stark differences between the Industrial Revolution beliefs and 21st-century beliefs regarding education, and raise questions about how grading methods should shift in light of these changes. We particularly focus on the harm that a heavy focus on extrinsic motivation can cause and the negative implications of traditional grading practices on the trust and relationship between teachers and students. Furthermore, we scrutinize how grades have become a commodity leading to competition rather than collaboration and debate whether traditional grading serves the purpose of preparing students for post-secondary education or not. Towards the end, we suggest potential solutions that look beyond punitive grading policies and value both the learning process and the students' individual expressions of learning.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/138**00:00 Introduction to Grading for Equity00:37 Exploring Belief Systems in Education01:42 The Shift in Education Systems and Beliefs04:56 The Impact of Traditional Grading on Risk Taking and Trust07:09 The Negative Consequences of Traditional Grading13:48 The Commodity of Grades and Extrinsic Motivation24:16 The Illusion of Engagement and Motivation25:11 Conclusion and Future DiscussionsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we delve deeper into the Universal Design for Learning (UDL) principles, examining the pillar of 'action and expression'. We review the importance of different methods and accommodations that allow students to demonstrate their learning in the most effective manner. We'll also highlight potential barriers, such as physical impairments and language difficulties, while emphasizing the value of alternative strategies and physical interaction with materials.  If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/137**00:00 Introduction to Universal Design for Learning00:33 Understanding the Pillar of Action and Expression01:35 Personal Experiences with Organizational Abilities03:51 Exploring the Physical Action Guideline04:27 Addressing Barriers in Physical Action09:59 Optimizing Access to Tools and Assistive Technologies11:44 Expression and Communication: A New Pillar13:20 Exploring Multiple Media for Communication13:26 Using Multiple Tools for Construction and Composition13:37 Building Fluencies with Graduated Levels of Support21:45 Conclusion and ReflectionsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are discussing the challenges and successes that we have experienced with  destreaming in our classrooms. Specifically, we'll chat about the new grade 9 English curriculum, continuing efforts with other destreaming program areas,  and how to best support teachers that are implementing destreaming. If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/136**Challenges and experiences we have had with implementing destreaming in our schools, specifically in grade 9 English, science, and mathThe importance of providing support and resources for teachers during the implementation process Challenges include lack of time and resources given to educatorsNeed for additional support in grade 10 courses to ensure a smooth transition from destreaming to academic streamsAdditional pressures with teaching a new grade 11 curriculum (NBE course) Other episodes on destreaming:Getting Ready for Destreaming - E081Destreaming Education: Our Two Cents - E048Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are talking all about how we start out using various opening routines in our mastery-based classrooms. Specifically, we will share how we set up our courses and some daily activities you can use with your students to get them ready for learning.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/135**Opening Routines For The Semester/School Year:Unit Zero - 2 to 3 lessons long to learn about the logistics of a mastery-based classroom and learningDiagnostics - first 2 to 3 weeks, works well for ELL learners (oral, reading, writing skill levels)Focus on getting to know you activities and building classroom community as the premise to learn about the mastery-based learning modelUse mastery-based learning terminology: lesson classifications, guided notes, etcGoogle Slides and YouTube for getting to know you activities, lessons etcUse of conferencing with studentsLots of opening, whole class activities throughout the first few weeks of schoolThinking classrooms, game-based learning (GimKit for example) are great ideas to engage students in whole class activities and build classroom communityDaily Opening Routines For The Classroom:Regular conferencingGroup-based work based on STEP levels (ELL learners)Whole class lessons with all levels modelled (helps to set high expectations for all learners and builds motivation)Thinking Classrooms model (but not in a traditional sense) - use randomized groups of 3 (Flippity Random Name Picker), at the whiteboards, solving 1-2 problems related to on pace lessons, use mastery as checks for understandingMix approaches up - other collaborative activities, demos, thinking classrooms, other whole group activities to set the tone, etcDo Now or Check-In (goal setting and/or SEL check-in) - can be done daily, weekly, more sporadic (end of unit/module)Weekly agenda slide deckProgress Tracker for informal check-in and goal-settingModern Classroom Project: Guide to Opening and Closing RoutinesAccountability groupsTell me something good - students can share announcements and good newsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show