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

This week, we are continuing our book study with chapter 2 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 the history of schools and grading and examine what's changed and what's not changed (which is a lot!).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/134**Chapter 1 - E130Changes in society that affected our model of schoolManufacturing - need for factory workers, prepare students to be good employees, critical thinking is highly valued nowMigration and Immigration - assimilation, movement from rural to urban, FNMI, history repeats itselfIntelligence Testing and Categorization - IQ tests used for streaming purposes, IQ tests not equitable, created barriers to pathways for students, de-streaming is beginning to address these inequities, college vs university pathway (college is much more career-focused which is great)Progressive Educators - John Dewey was ahead of his time, he saw the inequities that existed and saw school as a way to improve position in society, other behaviourists (BF Skinner, Pavlov) - operant conditioning applied to our education systemHow did this impact schools?Quiet vs noisy classrooms - humans are social, quiet is no longer as valued, mastery-based learning supports active and collaborative classrooms where all students are on taskLearning skills - not a lot of change, skills like following directions, punctuality are still highly valuedHistory of GradingVery descriptive and individualized and shifted to letter grades for efficiency reasonsNow we are returning to more descriptive and individualized feedbackBell Curves - if grades fit within a bell curve, it means that the approach taken had no impact on student learning; instead, we want to see skews towards higher achievement to show a positive impactSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about station-based learning. This instructional model is frequently used at the elementary level, so our focus for this conversation is how to implement station-based learning in the secondary classroom. 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/102**There are many different ways to set up stations - by activity, by curriculum strandCan be done over a day, several days, or even a weekCatlin Tucker - Blended Learning in Action book and Balance with Blended Learning bookStation Rotation Model:Teacher-led, small group work, individual practice, online learning, collaborative stationsDoesn't need to be physical locations in your room although this can help your students stay on task!Other ideas for stations: makerspace, research, project-based learning, design & create, virtual field trips, role playing &/or performance, feedbackFeedback station suggestions:Peer review, teacher led, self assessmentProvide sentence starters and/or frameworks to guide peer and self assessmentBehind the scenes:Lots of upfront work with a big payoffConsider approaching the topic using different modalitiesThink about those topics that students often struggle with to target for stationsHelp students learn the model by starting with low stakes stations (getting to know you activities for example)Consider interactions: teacher-student, student-student, student-contentHave clear objectives, tasks, instructionsWorks well with mastery-based learningMix up the activities you useLook at UDL framework for inspirationLogistics in the classroom:Limit the number of students per stationUse a timer and project it to keep students on taskIt's ok not to finish all tasksConsider lesson classifications from Modern Classrooms frameworkAdd in a fun station (curriculum-related board games, etc.)Tech vs no-tech - not all stations need tech!If using tech, consider all aspects - headphones, headphone splitters, chromebooks, adaptersExpect a learning curve - try, fail, learn!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about how Rachel's grading approach is shifting this year. Specifically, we will chat about standards-based grading, how Rachel is applying standards-based grading in her classroom, and where she hopes to be with her grading approaches in this school year.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/133**What is standards-based grading (SBG)? It's a system of grading that is closely tied to mastery of the standards in the curriculumDisclaimer: we don't have all of the answers!Rethinking Your Grading Scale - E122Specifications Grading - E107Standards-based grading vs specifications (specs) gradingChemEd talk on Standards-Referenced Grading in Chemistry ClassroomsSBG - 4 levels vs 7 levels (IB)Mastery Scales (example 1 and example 2)Building up skills from basic, to simple, to target, to complexPutting specific expectations into a hierarchical orderEvaluations still don't have points grades - mastery scales are dependent on demonstration of mastery of those skills within each levelLearning is broken down into modules (smaller than units)Overlap of skills between modules is possibleStill doing multiple opportunities to demonstrate mastery of skills (2-3 attempts)Due dates are the same as any other school yearConsistent test day each weekConferencing at midterm and final reporting periods to collaborate on gradesFeedback practices remain the same, lots of 1-1 supportMastery - defined as 80% or greater (can be individual for each teacher)A slight step away from UnGradingDo you show the level conversions or not?How will students react?Mastery-based learning works for content retention!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about technology use with students and how parents can best support that at home. We will share a little bit of our own struggles as parents and also some ideas that we have as educators to help support families.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/132**How Technology Influences Student Thinking - E125This Week In Ontario EduBlogs - Stephen Hurley and Doug PetersonTechnology use has exploded - how much should kids be using it?Limiting screen time (focus on educational apps, limited time/devices, TV time, require activity before screens, get outdoors)Getting off task while on technology (virtual or remote learning, YouTube, lack of focus)Canadian Paediatric Society screen time recommendationsTV watching time as a family activityToo much screen time can affect mood, sleep, etc - decide how much time is right for you, your kids, and your familyParental controls (chromebooks, e-readers, iPads)Teaching digital citizenship skills (share weekly resources in your classroom newsletter)Balance screen time, social activitiesCell phones - when do you start? Safety, maturitySmart watches for kids - Apple Watch, other brandsEducator Tips:Tech breaks (25 min focus, 5 min tech break)Open lines of communication home with parentsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are sharing our  podcasting process. We'll get into our past and current podcasting practices, as well as the apps and tools that we use and love! Whether you are interested in podcasting for yourself or with your students, this episode is packed full of great tips and tricks to get you started.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/131**Nerves, giggles, bloopers, and moreStarted with easily accessible tools - GarageBand, AudacityRecording tools - GarageBand, Hindenberg  Pro ($, great for editing too with voice profiles)Editing tools - Hindenberg Pro, Descript ($, creates transcripts, uses AI for editing, decreases editing time, voice regeneration)Transcripts - Descript, can hack with Google Read and Write, etcRemote recording now built into Descript with SquadCastOther remote recording tools - Zencastr (free option), Riverside.fm, SquadCast, ZoomEnd-to-end recording - Google Meet and individual recordingMicrophones - Samson Q2U, condenser vs dynamic mic, Rode PodMic (XLR, requires interface)Cloud Lifter to amplify soundInterface - Rodecaster ProJust starting out? Find royalty-free music, dynamic USB microphoneHosting - Buzzsprout ($, Ads, magic mastering, cohost AI), Anchor/Spotify (free)Posting to social media, newsletter - using Chat GPT for idea generationWebsite - Wordpress ($) for blog post "shnotes"Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show