The EduGals Podcast
Rachel Johnson and Katie Attwell
Recent Episodes
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 Feldman
- Find a buddy to talk about the ideas in this book!
- Structure of the book:
- Get comfortable with being uncomfortable - try to stay open-minded
- Teaching is challenging - grades are one of the only places where we still have autonomy
- Grades and grading practices are highly personal
- Changing grades by admin
- Grading is not really something that is taught in teacher education programs
- Most grading practices are based on prior experience
- We hate grading! and grade grubbing!
- Stress around grading
- Mastery grading and specs grading and other equitable grading practices reduces stress around grades and grading
- Web 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 Equity
- 00:37 Exploring Belief Systems in Education
- 01:42 The Shift in Education Systems and Beliefs
- 04:56 The Impact of Traditional Grading on Risk Taking and Trust
- 07:09 The Negative Consequences of Traditional Grading
- 13:48 The Commodity of Grades and Extrinsic Motivation
- 24:16 The Illusion of Engagement and Motivation
- 25:11 Conclusion and Future Discussions
Connect 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 Learning
- 00:33 Understanding the Pillar of Action and Expression
- 01:35 Personal Experiences with Organizational Abilities
- 03:51 Exploring the Physical Action Guideline
- 04:27 Addressing Barriers in Physical Action
- 09:59 Optimizing Access to Tools and Assistive Technologies
- 11:44 Expression and Communication: A New Pillar
- 13:20 Exploring Multiple Media for Communication
- 13:26 Using Multiple Tools for Construction and Composition
- 13:37 Building Fluencies with Graduated Levels of Support
- 21:45 Conclusion and Reflections
Connect 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 math
- The importance of providing support and resources for teachers during the implementation process
- Challenges include lack of time and resources given to educators
- Need for additional support in grade 10 courses to ensure a smooth transition from destreaming to academic streams
- Additional pressures with teaching a new grade 11 curriculum (NBE course)
- Other episodes on destreaming:
Connect 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 learning
- Diagnostics - 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 model
- Use mastery-based learning terminology: lesson classifications, guided notes, etc
- Google Slides and YouTube for getting to know you activities, lessons etc
- Use of conferencing with students
- Lots of opening, whole class activities throughout the first few weeks of school
- Thinking classrooms, game-based learning (GimKit for example) are great ideas to engage students in whole class activities and build classroom community
Daily Opening Routines For The Classroom:
- Regular conferencing
- Group-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 understanding
- Mix approaches up - other collaborative activities, demos, thinking classrooms, other whole group activities to set the tone, etc
- Do 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 deck
- Progress Tracker for informal check-in and goal-setting
- Modern Classroom Project: Guide to Opening and Closing Routines
- Accountability groups
- Tell me something good - students can share announcements and good news
Connect with EduGals:
- Twitter @EduGals
- Rachel @dr_r_johnson
- Katie @KatieAttwell
- EduGals Website
- Support the show