Creating a Gradeless Math Classroom when grades are still required with Andrew Burnett Transformative Principal 231
Download MP3 Andrew Burnett is a veteran teacher of Math who took a few years to do research, and is back in the classroom making a big splash with going gradeless. Study measuring the effect of immediate feedback and whether it helps kids learn. It does. Change is hard. How to help educators change. Why Andrew made the change when he came back to the classroom. Teachers going Gradeless. Mathematical Mindsets by Jo Boaler Student Self-assessments, engaging math. Isn’t every kid going to say they deserve an A? Show me what you can do - low stakes, no grade. We spend a lot more time on student “show me what you can do’s“ Give specific details on what they did well and what they did not do well. Not grading assignments, but giving feedback on learning. No grades go on the papers. They were no longer looking for a grade. Evidence vs. completion Seesaw online portfolio Workload decreased in some areas and increased in other areas. Worst-case scenario is I could go through all their work and give them a grade if I needed to. Learning opportunity vs. homework. Many of these grades had no indication of whether students understood the concepts! Students complete learning opportunities on assistments. Check-ins vs. Grade book accountability. Why did I not learn this sooner? Teachers say they have to have a minimum number of grades. Need support around you. Letter to parents. Other barriers: fear of change. It’s ok to wait for the new year to start. Doesn’t this mean that kids never show anything because they aren’t getting a grade for it?
Andrew Burnett is a veteran teacher of Math who took a few years to do research, and is back in the classroom making a big splash with going gradeless.
- Study measuring the effect of immediate feedback and whether it helps kids learn. It does.
- Change is hard.
- How to help educators change.
- Why Andrew made the change when he came back to the classroom.
- Teachers going Gradeless.
- Mathematical Mindsets by Jo Boaler
- Student Self-assessments, engaging math.
- Isn’t every kid going to say they deserve an A?
- Show me what you can do - low stakes, no grade.
- We spend a lot more time on student “show me what you can do’s“
- Give specific details on what they did well and what they did not do well.
- Not grading assignments, but giving feedback on learning.
- No grades go on the papers.
- They were no longer looking for a grade.
- Evidence vs. completion
- Seesaw online portfolio
- Workload decreased in some areas and increased in other areas.
- Worst-case scenario is I could go through all their work and give them a grade if I needed to.
- Learning opportunity vs. homework.
- Many of these grades had no indication of whether students understood the concepts!
- Students complete learning opportunities on assistments.
- Check-ins vs. Grade book accountability.
- Why did I not learn this sooner?
- Teachers say they have to have a minimum number of grades.
- Need support around you.
- Letter to parents.
- Other barriers: fear of change.
- It’s ok to wait for the new year to start.
Doesn’t this mean that kids never show anything because they aren’t getting a grade for it?
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