Denver educator Julia E. Torres explores how going gradeless can serve the large context of equity, liberation, and student empowerment/autonomy.
Hilda: My lovely, lovely castle. Our castle in the air! Solness: On a firm foundation. One of the more profound ironies of “going gradeless” is realizing just how fundamental grades are to the architecture of schools. Grades undergird nearly everything we do in education. By threatening late penalties and administering one-shot assessments, we focus our … Continue reading How to Build Castles in the Air
This episode, I interview Mariana Morales Lobo, who taught high school in Madrid and Barcelona for 15 years, and who now works as a consultant in education, training teachers and helping school leaders implement innovation. She is also a member of Engineers Without Borders and plays an active role in the parents association at her children’s school. One of her main areas of interest is “reinventing playground” spaces, considering the ways these supposedly neutral spaces can be made more equitable. Her writing can be found on the international platform of Práctica Reflexiva.
This episode features an interview with Jesse Stommel, Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington.
Does going gradeless automatically guarantee an equitable classroom? Could gradelessness produce inequitable outcomes? Can privilege, bias, and oppression still find its way into my teaching practice, regardless of my best intentions? I, for one, am thankful to have had gradeless educators pushing my thinking about these questions, helping me move from naive optimism to a … Continue reading Equity in the Gradeless Classroom Roundtable
In our dream we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk. We shall not try to make these people or any of … Continue reading From Hostility to Community
Sports as Metaphor Formative assessment and standards-based learning enthusiasts often seize on the metaphor of coaching to describe a better approach to feedback, assessment, and grading. I myself have employed this metaphor many times. Here’s a post I wrote a few months ago: This feedback cycle is not unlike the process used by coaches to prepare players for an upcoming … Continue reading School Without Scoreboards