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.
This episode features an interview with Dan Scratch, high school social studies teacher, author of the website Teaching for Equity and Social Justice, and advocate of teaching for social justice.
It’s generally assumed that with regard to grading practices, we have to provide consistency for students so that everything is fair, and students are consistently evaluated with regard to their achievements, no matter what school they attend. The fact is that this is pretend. Consistency is illusory.
Grades undergird nearly everything we do in education. By threatening late penalties and administering one-shot assessments, we focus our famously distracted students on the task at hand.
This episode features an interview with Jesse Stommel, Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington. He is Co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: a digital journal of learning, teaching, and technology. In addition to his focus on digital and critical pedagogy, Jesse has been a gradeless … Continue reading Why I Don’t Grade with Jesse Stommel – TG²Cast Episode 2
Does going gradeless automatically guarantee an equitable classroom? Could gradelessness produce inequitable outcomes?
Take a moment to think about the purpose of grades. What comes to mind? Historically speaking, grades were verbal reports from the teacher to parents about what students knew and could do, as well as areas in which they could improve (Brookhardt et al). Percentages and letter grades entered the academic scene in the early 20th century, … Continue reading The Grade Divide
In 2005, after my first year teaching junior high English, Illinois passed a mandate to expand the required Holocaust unit to include other acts of genocide. Like most new teachers, I turned to colleagues for help, but found very few knew much about genocide beyond the Holocaust. So I began seeking genocide literature appropriate for junior … Continue reading Beyond Mandates and Measurement: Lessons from Genocidal Education