Bookmarked Ungrading: an FAQ (Jesse Stommel)

I don’t grade student work, and I haven’t for 20 years. This practice continues to feel like an act of personal, professional, and political resistance.

Jesse Stommel addresses many of the frequently asked questions when it comes to ungrading. Three points that stood out were that ungrading is authentic, grading is often at odds with institutional mission statements, and focusing on metacognition and self-reflection helps students manage their own learning.
Bookmarked New Zealand schools to teach students about climate crisis, activism and ‘eco anxiety’ (the Guardian)

While the Paris climate agreement, signed in 2015, urges signatory countries to implement climate education, many countries who made the pledge have not fulfilled it, including New Zealand’s nearest neighbour Australia, according to the science publication The Conversation.

Charlotte Graham-McLay discusses the new curriculum provided to schools in New Zealand to confront eco-anxiety.

The curriculum will put New Zealand at the forefront of climate change education worldwide; governments in neighbouring Australia and the United Kingdom have both faced criticism for lack of cohesive teaching on the climate crisis. The New Zealand scheme, which will be offered to all schools that teach 11 to 15 year-old students, will not be compulsory, the government said.

This is in contrast to the Australian government, which does not believe students should be involved in such debates. There have been various resources developed for schools, such as CSIRO’s Sustainable Futures, Cool Australia, Future Earth, the Climate Reality Project, Climate Watch and Scootle. However, on a whole schools are left to themselves.

Bookmarked Making Room for Asset Pedagogies by Benjamin Doxtdator

But both UDL and CSP have more to offer than removing barriers. At heart, they are as Susan Baglieri argues, asset pedagogies: “it’s not only about access. It is not only about barriers.” We also need to recognize “the assets that disability experiences bring”. This recognition is part of a larger political project that goes beyond what Django Paris identifies as “simple notions of resilience” that leave out “the political underpinnings of work for social and cultural change.” We need to “understand young people as whole, not broken.”

Benjamin Doxtdator uses George Couros and Katie Novak’s book Innovate Inside as a launching point to critique innovation, technology and Universal Design for Learning. Although framed as a ‘review’, I think that this post is better considered as an investigation of ‘asset pedagogies’.
Liked Education is not a field for mediocre hopes and mediocre dreams (Sean Michael Morris)

More concretely, I don’t think about rubrics, for example, as they relate to teaching, I think about them as they do or do not make a difference in the world, or do or do not support students in making a difference in their world. If I’m asked why I don’t like rubrics, I might answer that rubrics not only provide a false promise of equity and fairness, but they also pinion the relationship between a student and their teacher, and a student and their learning.

But the real trouble with rubrics is that rubrics are a red herring, a symptom but not the underlying problem. Aspirin for our headache. As a way to navigate the system and process of education we’ve adopted culturally, rubrics can be useful. But they placate us into thinking that the model of learning and teaching we enact is: first, successful, and second, the only model.

Liked To Go Far Enough (Sean Michael Morris)

So to be clear: the Instructure DIG initiative would be impossible if students and teachers didn’t show up to class and use the LMS. Likewise, Turnitin’s very expensive database, would eventually become worthless if teachers and institutions stopped asking students to turn-it-in. We—teachers, administrators, instructional designers–make these platforms not only worth their purchase price, but we make these platforms run.