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

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:14 chapters3 parts - foundations, a case for change, equitable grading practicesGet 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:Shapes our teaching and grading practicesWhat is your starting position?When we learn new info - we either dismiss or accept it (depends on how it fits)Question your reactions What barriers are we creating with our grading practices?Acknowledge guilt around past grading practices and then let it goDiscussion question: What is your why?Part of our UnGrading journey - Jesse StommelBuilding equity lensBuild on learning and justify changes to grading practices (where is the evidence?)Entry points for grading conversations with colleaguesSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about providing options for comprehension in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we're going to share some different strategies on how we can help students make information accessible, but also how to transform that into knowledge they can use.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/129**CAST.org - Universal Design for Learning (UDL) frameworkRepresentation pillar - Comprehension guidelineIt's all about teaching learners HOW to transform accessible information into useable knowledgeWhy Don't Student's Like School? by Daniel WillinghamCheckpoint #1: Activate or supply background knowledgeValue prior knowledgeGet to know your learners and their background knowledgeConsider using visual imagery, concept anchoring and mastery, KWL chart and other organizers, concept maps (whiteboards), pre-teaching with demos/models, analogies and metaphors, cross-curricular connectionsLearning That Transfers by Julie Stern et al. (ACT model)Checkpoint #2: Highlight patterns, critical features, big ideas, and relationshipsDifference between experts and novicesUse explicit prompts or cues to point to important materialConsider using graphic organizers, examples/non-examples (Frayer model), highlight previous skills (conceptual learning can be helpful)Checkpoint #3: Guide information processing and visualizationTransform information into useable knowledgeConsider using explicit prompts for sequential processes, organizational methods (tables), multiple entry points, "chunk" information, progressive release (Modern Classrooms and mastery-based learning), and ditch the distractions!Checkpoint #4: Maximize transfer and generalizationGeneralizing and transferring learning to new contextsStudents need multiple representations and differing levels of scaffoldingConsider using checklists, organizers, mnemonic devices (decrease cognitive load), explicit review, new ideas in familiar contextsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are exploring asset vs deficit mindsets in education. We'll go over our observations as well as some of our ideas to shift away from a deficit mindset in our classrooms. 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/80**Asset mindset - what are the strengths that our students bring to the classroom and how you can embrace that with high expectationsDeficit mindset - what are students lacking and focusing on their weaknessesCRRP - High expectations, Cultural competence, Critical consciousnessGrades contribute to a deficit mindset and don't give the full picture of the strengths of a studentIdeas and Strategies:Get to know students and don't look at past gradesEmbrace first languageGoogle Sheets auto-translate words EduGIF from Jake MillerInvolve parents/families in school community - builds a positive school cultureWatch your language and avoid placing students into buckets (struggling vs striving, harmful language)Destreaming is coming in Ontario for Grade 9 next year and needs asset mindsetBook: Going Gradeless, Grades 6-12 by Elise Burns and David FrangiosaBecoming aware and speaking up against deficit languageNeed PD on asset-based mindsets and language (peer conversations and dialogue, active learning, voluntary, accessing when ready, multiple opportunities, reflection)Video: Asset vs Deficit Mindset DefinitionsRecognize that our brains are wired for negativity to protect ourselvesRachel's grading Twitter rantCommunity and relationship building - conversations and conferencing with students, get curious about behaviours, collaborate with other staffAvoid the silo and utilize the whole school teamQuestion your assessment practices, focus on personalized and descriptive feedback (tests = deficit, portfolios = asset for example), varied types, focus on skillsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are setting our goals for the upcoming school year. We'll chat about both our professional and our personal goals, from mastery-based learning to leadership goals and maintaining a good work-life balance this 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/128**Professional Goals:Mastery-based learning - building more whole class activitiesChemEd Conference 2023Conferencing with students - try roster checklistsData collection - what is the impact of mastery-based learning?Tweaks to grading practicesNew SERT role (special education)Other PBL projects in ESL (podcast, video, something else?)Leadership Goals:Supporting implementation of de-streaming in grade 9 and new courses in grade 11Political landscape might cause a lot of challenges to our rolesAvoid social media to avoid negativityLeading Grading for Equity and Street Data book studies with leadership teamPersonal Goals:Try to leave the building at a reasonable time each dayNo email at nightComplete prep at work to avoid working at home (leave work at work)Explore opportunities in academia (M.Ed. program, conferences, collaborations, etc)Continuing hobbies (violin lessons, strength training)Maintaining balance - being ok to say no when something doesn't align with our goalsSupport 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 to build buy-in for ungrading in your school community. We'll discuss ungrading buy-in strategies for various different stakeholders such as teachers, admin, parents, and most importantly, students. Let's start talking about ungrading!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/97**Teachers/Admin:Start with conversations about grading and grading practicesWhy aren't traditional grading practices working? Leverage opportunities informally in your workroom, more formally in department meetingsKeep in mind - slow and deliberate changes towards ungrading (it's a spectrum)Many ways to ungrade (mastery, standards-based, feedback, etc)Focus on the feedback and learning over gradesLook at printouts of marks for students, rubrics we're using (single point vs 4-level), success criteria, moderated markingTry to find common ground, team dynamics matterRethinking Letter Grades - Conversation CardsGrades are very personal - Grading for Equity by Joe FeldmanShare your own vulnerabilityOpen your classroom space, share your ungrading practicesHonour professional judgementInvite colleagues and admin into your classroomKeep your admin in the loop - let them know what you are doing with ungrading and be prepared with a planParents:Parents are allies - need transparency, clear communication of grading practicesPitch/justify your why of ungrading - send out a newsletter early in the school yearMastery can start a strong parent-teacher relationshipStart an FAQ document to share with parents, teachers, admin, etc - post on website, LMS, etcStudents:This is the trickiest group to build buy-in!Consider the language you use to talk about grading, assessment, and feedbackExpect pushback - this takes a bit of time to learnInvolve students in the grading practicesStart with having a conversation in general about gradingHave them track their progress with a portfolioBuild in reflection opportunitiesKnow that emotions can be high - some students might feel anxiety and stressSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are exploring ways to set up your Learning Management System (LMS) effectively and efficiently to optimize course organization and learning for your students. We'll go over tips, strategies, and ideas for setting up your LMS, whether it is Brightspace, Canvas, Schoology, Google Classroom, or something else.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/56**Use your LMS, even if you are fully face-to-faceLayout and Homepage:This is your doorway into your virtual classroomEasy navigation - minimize the links to the essentialsLink all of your other tools within the content areaInclude contact info on homepageAnnouncements Brightspace Part 1 and Brightspace Part 2 episodesOrganization:Embed third party tools (EdPuzzle, Google Slides, YouTube videos, etc) into your content areaLink in Google Docs when it makes senseUse consistent naming & numbering systems (reduces cognitive load)Folders - units, weeks, whatever works best for youUse your announcements to lay out weekly expectationsInclude student voice in planning and organizationInclude visuals and make it look pretty - design is important (consistent fonts, icons, emojis, etc to reduce cognitive load and increase engagement)It's okay to set up your LMS to meet your needs, just make sure you create an intro video to help your students navigate it - Screencastify is great!Canva is a great tool for design - Canvas Banner, Canvas Button, Google Classroom Header (also a Style Your LMS category available)Inclusion Ideas:Include important cultural celebrations Add your personality - Bitmoji or GIPHY is great and integrated into CanvaHave students design your classroom banners - include languages represented in your classroom tooDesign With Canva YouTube channelA Scary Suggestion:A little bit of basic coding (HTML and CSS) goes a long way!Code Academy (look under Web Development)This helps with interactive elements in your LMS - buttons, flipcards, etc.Final Advice:Use student-friendly language to increase accessibilitySupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are talking all about an amazing, and easy-to-use tool called Canva. We will be diving into the how-tos, ideas for using Canva with your students, features within Canva, and the differences between the types of accounts (free, pro, and education).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!News and UpdatesOur 10 most popular EduGals podcast episodes of 2020Featured ContentCanva is a great and easy-to-use graphic design toolCanva websiteCanva for Education account sign up - a bit intense! For K-12 teachers onlyCanva Pricing Chart - gives you some idea about features in each type of accountGetting Started with Canva TutorialsCanva for Education Tutorials - setting up classes and using Canva with studentsCanva TemplatesFont Combinations Tool from CanvaCanva Colour Palette GeneratorMOOC's (Massive Open Online Courses) - Coursera, edX and many moreCanva Design Types - so many options available!SVG file types + Cricut/Silhouette - for classroom decorations, manipulatives, etcCanva Distance Education ResourcesWays to use it in the classroom:Design lesson plans, worksheets, etc for your classroomApp smash with Google Tools like Slides or JamboardBitmoji Classroom Templates Classroom Kits TemplatesFlashcard TemplatesCustomize your LMS - headers, navigation bar iconsNewsletters to communicate with home/parentsResume templatesSocial Media accounts linked to your schoolInfographic Templates for EducationSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are discussing the why and how of creating effective instructional videos for your classroom. We'll share some considerations for creating videos, as well as tools you might want to use and tips and tricks to help you along the way.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/67**Personal not professional!Why?Learning in a mastery-based classroomCreate a clone of yourselfFrees up your time in the classroom to help your studentsAccess to videos anytime, anywhereHelps with absencesConsiderationsDetermine your learning goal BEFORE hitting recordKeep it targeted to a single learning goalUse your curriculum docs to help with planning - Unit Planning TemplateUse lots of purposeful visuals and minimize text on your slidesAdd interactivity - questions, pause and connect -  Screencastify interactive questions in E064Notes - differentiated for support levels needed (freehand, scaffolds, sentence starters, sentence frames, cloze, etc)Provide guiding questions BEFORE watching the videoRetrieval practice for note takingMake it personal, include your face and your personalityKeep recording time short, 6-9 minutes is ideal and less for elementaryTry out animations to control the flow of informationInclude the big picture and progressionRecording ProcessCreate your slides, docs, and plan it all outCollaborate with others and create slide decks as a course teamCreate an outline for your recording (use speaker notes in Slides)Go for done, not perfect - mistakes are okay!EdTech ToolsPresentation Tools: Google Slides, Explain Everything, Prezi, Powerpoint, Keynote, Genial.lyRecording Tools: Meet, Teams, Zoom, Screencastify, Screencast-o-matic, Loom, Flipgrid Shorts (use your screen as your virtual background), Explain Everything, OBS Studio, Quick Time PlayerLearn the keyboard shortcuts!iPad & Apple pencil - use an external microphone or headset with microphoneAbove all else, use tools that meet your specific needs!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are getting into the debate of which tool we think is better - Google Slides or Google Jamboard. We'll do comparisons of different features and give you our overall impressions and preferences for these two tools. So stay tuned and make sure you listen right to the end!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!News and UpdatesSet up Google Meet breakout rooms ahead of meetings in Google CalendarVersion history now available for Jamboard on webFeatured ContentGoogle Slides: slides.google.comGoogle Jamboard: jamboard.google.comWhat features do we compare?Template Gallery in SlidesBackground Images in Slides vs JamboardTools for interactivity - Toolbar in Jamboard - esp. Sticky NotesCollaborators in Jamboard vs. SlidesSoftware vs. Hardware for JamboardAdd an image into Slides vs JamboardExplore Feature in SlidesDifferent versions of Jamboard - web vs devicesNumber of slides vs number of framesThe adjacent possible - Jake Miller, Educational Duct TapeVersion History in Slides vs JamboardAdding hyperlinks in SlidesAdding audio and video files in SlidesSimplicity of the user interface of Jamboard for littlesWorkspace in Slides - esp when changing slide dimensionsZoom tools in SlidesAdding items to the grey space outside of the canvas in SlidesEditing the Master in Google SlidesComments in SlidesDifferent backgrounds in JamboardAdding diagrams via Insert > Diagram in Slides and smash it with JamboardSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are talking about the use of digital portfolios in the classroom. We'll explore why you would want to use portfolios, how to assess or evaluate portfolios, and our best tips and suggestions to make portfolios a success in your 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/74**Why Use Portfolios?Fits well with ungrading or mastery-based gradingDemonstrates the learning journey by student-selected workGreat as a final performance taskWorks best as a semester or year-long projectFocus on reflection, student voice & choice, ownershipAny grade, any subjectRachel's blogging assignmentUDL - buffet of multimedia options (Katie Novak)CurriculumSelect work from each strand (ESL)Explaining misconceptions (Science) or lab notebooksRegardless, it develops thinking, metacognition, problem solving skillsUseful EdTech ToolsGoogle SitesGoogle Slides (Templates from Slides Mania)Book CreatorWakeletLMS (Brightspace portfolio tool)NotionScreencasting/Curation tools (Screencastify) - see E068 for curation ideasAudio tools (Mote, Vocaroo, Google Read&Write) - see E050 for other audio ideasTips/Strategies for ImplementationLimit the number of pieces of work to highlight (adds creative constraints)Include a list of possible reflection promptsInclude conferences/interviews at regular intervalsFocus on the process not on the productGrade it only when needed (midterm, final)Conferencing prep example - Evidence Journals from the Human Restoration ProjectSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are talking all about grading in a mastery-based learning classroom. We'll share our learning as well as guiding principles to keep in mind as you consider grading practices in your mastery-based structured 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/66**There is no one right answer... flexibility and knowing your students is key!Modern Classrooms ProjectGrades will depend on your style, curriculum, goals, colleagues, reporting guidelinesProgress reports - mastery can be helpful for thisStill need pacing and structure; target dates are neededWhat are we including for grades?Use soft zeroes where students have not yet mastered the skillInclude other evaluations in your gradebook as well, not just mastery checksSummative TestsSet goal date, all students write on the same daySet a window (3 days) and students can choose which day to write onWhat do you do with grading categories? This is tricky!Only grade what has been specifically taughtBackwards design - start with the mastery check, and work backwards to create your supporting/learning materialsAsk your students for feedbackMid-unit and end of unit are good timesUse Google formsAdd in metacognition - reflection questions in mastery checksGrading Principles:Be intentionalFocus on growth and revisionFocus on feedbackUngrading - Jesse Stommel: @Jessifer on TwitterBook: Ungrading: Why Rating Students Undermines Learning and What To Do Instead by Susan D. BlumTracking:Google Sheets (Auto-Updating Tracker and Grid System Tracker)Display in classroom for collaboration (consider using code names)No grades!Rubrics:Standards-Based Grading (4, 3, 2, 1 levels OR mastered, getting there, not yet)Single Point RubricsAdd to your mastery checksUse "I can..." statementsMake sure the language is clear and easy for students to understandLeverage tech - Google Docs/Slides with Mote/ScreencastifySupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are sharing our summer reading list for teachers. We'll go over what we are currently reading, recommendations for reading, as well as what we want to read ourselves this summer.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/54**Currently Reading:Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy - Gholdy MuhammadUngrading: Why Rating Students Undermines Learning (and What to Do Instead) - Edited by Susan D. BlumFree Ungrading Workshop - Jesse StommelRecommendations:Unlocking English Learners' Potential: Strategies for Making Content Accessible - Diane Staehr Fenner & Sydney SnyderPowerful Teaching: Unleash the Science of Learning - Pooja Agarwal & Patrice BainWhen Kids Can't Read: What Teachers Can Do: A Guide for Teachers, 6-12 - Kylene BeersFlip Your Classroom: Reaching Every Student in Every Class Every Day - Jonathan Bergmann & Aaron SamsModern Classrooms ProjectRachel's Summer Reading:The Impact Cycle - Jim KnightCulturally Responsive Teaching and the Brain - Zaretta HammondFair Isn't Always Equal - Rick WormeliThe Power of Making Thinking Visible - Ron Ritchhart & Mark ChurchHarvard's Project Zero and the Thinking Routines ToolboxThe Design Thinking Playbook - Michael Lewrick, Patrick Link, & Larry LeiferKatie's Summer Reading:This Place: 150 Years Retold - Multiple Authors/ContributorsPodcast by CBCCulturally Responsive Teaching for Multilingual Learners - Sydney Snyder & Diane Staehr FennerCome On In: 15 Stories about Immigration and Finding Home - Adi Alsaid21 Things You May Now Know About The Indian Act - Bob JosephIndigenous Canada Course on Coursera (by University of Alberta)Other Recommendations - see our detailed show notes at edugals.com/54Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are helping you harness the power of cognitive principles to elevate your teaching practice. In this final instalment of our book study, we'll explore how we can leverage all of our learning from Daniel Willingham's book "Why Don't Students Like School" to help us become the best teachers that we can be. 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/127**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Strategies for Enhancing Memory & Critical Thinking - E113Learning That Transfers - E117Supporting Different Types of Learners - E121How Technology Influences Student Thinking - E125Chapter 10 key ideas:We're taking a break for the summer and we'll be back August 15thNew book study coming up in the 2023-2024 school year: Grading for Equity by Joe FeldmanLet's apply all of the cognitive principles in this book to our teaching practices!Guiding Principle: “Teaching, like any complex cognitive skill, must be practiced to be improved"Teaching is very demanding of working memoryNew teachers - learning factual knowledge, pedagogical content knowledge, procedures etc and it takes time! Experienced teachers also go through growth and learning with new coursesDeliberate practice:Pick one small skill, select a specific goalGet feedbackPush yourself outside of your comfort zoneIt's mentally demanding... and not funPractice indirect skillsLots of great resources: Jim Knight, Google Certified CoachTry a teaching sprint - based off the book Sprint by Jake KnappMake space for relaxation & down time as you go through changesGetting & giving feedback:Record and watch yourself teachingWatch other teacher videos togetherWatch each others videos & give feedbackBring it back to the classroomImprovement takes time & change needs to be done purposefullyGoal setting needs follow upTake care of yourself as you work on teaching practices!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 to help students to make the most sense of language and symbols in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we are exploring ways to provide support and reduce barriers to language and symbols.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/126**CAST.org - Universal Design for Learning (UDL) frameworkRepresentation pillar - Language and Symbols guidelineAvoid single forms of representationCheckpoint #1: Clarify vocabulary and symbolsEveryday vs academic languageShorthand notationStart a class crowdsourced glossaryBeware of idiomsPre-teach vocabulary and symbolsEmbed vocabulary and symbols through hyperlinksPractice Sets in Google ClassroomCheckpoint #2: Clarify syntax & structureCombining symbols and words change contextMake it explicit!Checkpoint #3: Support decoding of text, mathematical notation, and symbolsText-to-speechNot everyone reads with fluency and comprehensionDecoding increases cognitive load, uses working memoryScaffold skills - lab reportsAudio paired with textCheckpoint #4: Promote understanding across languagesMake resources available in other languagesAllow the use of first languagesGoogle Translate - doesn't always translate 100% but is useful for key conceptsMulti-lingual glossaries - use pre-made or make one with your classMultiple modalitiesCheckpoint #5: Illustrate through multiple mediaText is not always the best - use alternatives to supportImages, simulations, video, graphs, etcVery useful for complex conceptsKey Takeaway: Don't just use text, include multiple representations to best support learnersSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about how technology has (or hasn't really) impacted student learning. We're talking about how technology affects the learning and cognitive processes of our students, as well as the pros and cons of new technology and adopting these in the 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/125**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Strategies for Enhancing Memory & Critical Thinking - E113Learning That Transfers - E117Supporting Different Types of Learners - E121Chapter 9 key ideas:Guiding Principle: “Technology changes everything… but not the way you think”Will Chat GPT change everything in the classroom?Digital native vs digital immigrant"Comfort with technology comes from your context, not your generation"Myth of multitasking (or task switching)Impact of music & headphones on independent workWorking memory capacity goes downhill after 20sPD for technology is needed with new toolsInstructional tech coaches play a big roleTrain the trainer modelsTools that improve learning work to improve cognitive processesBest tools are the simple tools (Screencastify for example)Start with the problems, then select the tech tool to support itReading comprehension on screens vs paperDigital textbooksMemorization vs Googling itNote-taking - digital vs paperTime spent on devicesParenting with devices (tech addiction)Classroom implications - equity (avoid the digital divide), questions to consider when adopting tech, assistive technology, offer practice in sustained attentionSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are sharing our favourite formative assessment tools. Formative assessment is essentially how we are assessing students for what they know while they are learning it in an ongoing format. There are so many great EdTech tools available to provide feedback to your students while they are learning, so we are sharing our favourites for inspiration!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/101**Formative assessment = assessment for learning = assessment as learningOur favourite tools:Screencastify - use prompts, problem solving explanations, pictures, visuals, retrieval practiceMote - great Google integrations, Mote Loops, MoteCon 2022 sessionsGoogle Forms - self-grading quizzes, flipped classroomKahoot, Quizizz, Gimkit, Blooket - great game apps for assessment, spreadsheets for Q uploadsAll things Google - collaborative, slides, comments, emoji reactionsLow tech - paper or whiteboards are great!Digital whiteboards - Jamboard, Miro, etcEdPuzzle, PlayPosit, Nearpod, Screencastify - interactive questions for assessmentInteractive presentation tools - Nearpod, Pear Deck - try self-paced mode!Padlet - online collaborative bulletin board, digital word walls, collaborative sharing, Q&APlickers - combo of low and high tech using QR codesPolling tools - Poll Everywhere, Mentimeter, Answer GardenPortfolios - check out E074 to learn more - Google Sites or Drive works wellInterviews & Conversations - have students prep ahead of time with audio or video tools mentioned abovePodcasting - reflective, works well for problem solvingSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are joined by a special guest from the Vancouver School Board, Jessica Liew, to chat about shifting our grading practices in the classroom. We'll get into all things assessment, focusing on standards-based grading, growth mindsets, and proficiency scales. Get ready to get nerdy about assessment!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/84**Jessica Liew:Vancouver School BoardSecondary Technology Support TeacherSocial Studies TeacherContact: jliew@vsb.bc.caResources Mentioned:Grading for Equity by Joe FeldmanGrading Smarter, Not Harder by Myron DueckGoing Gradeless, Grades 6-12 by Elise Burns & David FrangiosaTom Schimmer and Katie WhiteKey Takeaways:Focus on the skills, using content as the vehicle to practice (skills matter more than content) - performance vs rehearsalFeedback firstFocus on student learning and growth not grades and pointsOrganizing your gradebook based on skills not tasksWhat are the outcomes of your course? What are the transferrable skills? Avoid the omnibus grade, assessment should only focus on the learning and understandingDitch late marks, bonus marks, zeroes, 100-point scale, participation marksCarrot and stick approaches to grading don't work to support learningIs homework necessary or equitable?If you stop putting marks on everything, students stop asking what their grade isChanging your language around assessment can change student language as wellOrganizing gradebooks by standards helps provide focus on where students need to improveStandards-based grading is not a one size, fits all4 point scale:1 - Beginning (just starting to work with the skill, needs lots of support)2 - Developing (partial understanding, lacks consistency)3 - Applying (proficiency, complete understanding)4 - Extending (work is exemplary, NOT beyond grade level) Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about why teachers are feeling so tired as well as identifying some strategies to cope and survive the rest of this school year. The exhaustion this school year is real so we are sharing different approaches we are taking to make it to summer in one piece!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/124**The exhaustion is real this year!More sunlight is helpingIt's been rough with student behaviour in both of our buildingsLots of evening eventsStrategy #1: It's ok to say no! Don't stretch yourself too thinStrategy #2: Take mental health days as needed to take care of your own healthDon't feel guilty about saying noTake naps as neededStrategy #3: Give yourself permission to not be the best teacher (don't take on extras, keep going with what you are doing and try to rely on your team)Work-life balance is off - commuting more takes away from planning timeResignations are up and, in some boards, bigger than retirementsPolitics and contract negotiationsStrategy #4: Avoid the news and social media (blissful ignorance)Strategy #5: Spend time connecting with friends and family to refill your bucketStrategy #6: Create boundaries (check emails only in school hours)Strategy #7: COFFEE!Strategy #8: Take care of your health (eating well, exercising, listen to your body)Strategy #9: Hobbies (knitting, piano, violin)Strategy #10: Vent with critical friends (avoid bottling things up!)Strategy #11: Planning forward (camping, puppy)Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are getting an update on Katie's project with Living Hyphen. She will be sharing updates on her dual language book project-based learning. The book has printed and officially launched! 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/123**Identity Texts & Project-Based Learning - E119Living Hyphen websiteESL classes with a project-based learning lens (creating a book about immigration and settlement challenges)Dual language writing piecesTeams: events, graphic design, publicity, presentation, podcasting, sales, production managersOakville News ArticleLots of due dates, quick turnaround time (less than 1 month!)Book launch - reached out to classes, board members, local mediaPresentation - process of creating the book, sharing some entriesTools used - Canva (needs auto-generating page numbers!), used anonymized accounts to protect student privacyBig wins: courage to share their journey (some were not happy)Roadblocks: low proficiency ELLs and/or new arrivals (how to get them involved to help build language)Going Forward: Give yourself more time, let the students take ownership (give up control), make the role expectations explicit, connect with feeder schoolsFind those opportunities for elementary and secondary schools to overlap to build relationshipsIf you are in the Oakville, ON area and are interested in getting a copy of the book, reach out to us!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about the 100-point scale, why it is biased towards failure, and what we can do instead to make our grading a bit more biased-resistant.  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/122**Grading for Equity by Joe Feldman100-pt scale is biased towards failureZeroes disproportionately punishes studentsToo many transitions points between grades (judgement between grades is much harder)More inconsistencies of grading between teachers with 100-pt scaleTry using a scale with fewer points (0-4, 0-3, 0-5 for example)Avoid marking everything - focus on summative tasksMost recent, most consistentMinimal Scales:Decide how many transition points that you want1, 2, 3, 4, 5 point scales are all possibilitiesSingle point rubrics - criteria listed for level 3Mastery scales (yes, no)  - criteria listed for level 4 (3 attempts allowed because expectations are high)Specifications Grading - E107This is NOT watering the curriculum or grading down!Multiple attempts or replacing grades as skills progressOther suggestions:Setting a minimum grade (40 or 50%) - essentially equalizes the grade bands to make grading more equitableUsing a 4 pt scale (or something similar), you will eventually need a grade conversion chartSpecific grades - 95, 85, 75, 65, etc. - pick specific values for each levelThink about your zeroes - is it compliance or comprehension?Keep students accountable instead of using a zeroDetermining Final Grades:Eventually you will likely need to convert back to a 100-pt scaleAutomatic conversions in gradebook softwareConferencing with students (along with reflections)Most recent, most consistent - look for trendsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are tackling the topic of our different types of learners and how we can support our learners who are a little bit more slow in the classroom. We'll go over the difference between cognitive ability and cognitive styles, as well as intelligence and how all of our students can build their intelligence in our classes.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/121**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Strategies for Enhancing Memory & Critical Thinking - E113Learning That Transfers - E117Chapter 7 key ideas:Guiding principle: Children are more alike than different in terms of how they think and learnCognitive Ability: Capacity for or success in certain types of thoughtCognitive Styles: Biases or tendencies to think in a particular way Abilities differ but no style is better than the otherWhen learning has meaning, learning styles don't matterTheory of multiple intelligences - Howard Gardner (8 intelligences)Watch your vocabulary when describing these intelligences (not abilities or talents!)Classroom implications: know your students, growth mindset, learning styles for content and not student, language used around multiple intelligencesChapter 8 key ideas:Guiding principle: Children do differ in intelligence, but intelligence can be changed through sustained hard workNature vs NurtureIntelligence is malleable; it can be improvedBuild knowledge, convince students that intelligence can be improvedCarol Dweck - fixed vs growth mindsetGreat connections to mastery-based learning and UnGradingFeedback for improvementSlow learners - can be changed! They are not dumb!Classroom implications: talk about intelligence as growth mindset, hard work pays off, failure is a natural part of the learning process (mastery learning), study skills, catching up is a long-term goalSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about how to boost student perception using multiple modalities. Using the UDL (Universal Design for Learning) framework and representation pillar, we are exploring ways to provide options for perception in the 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/120**CAST.org - Universal Design for Learning (UDL) frameworkPerception = how students access information (i.e. providing multiple modalities)UDL = planning ahead for barriers vs. differentiation = reactionary to student needsRepresentation - allows for different ways that learners learn; there is not one single way that is optimal for all learners!Lots of connection to our book study - "Why Don't Students Like School?" by Daniel WillinghamPerception - adjustability (EdTech tools) and multiple modalities (see, hear, touch)Checkpoint 1: Offering ways of customizing the display of informationCheck the adjustability of your EdTech tools (videos, text, etc)YouTube - great tool for adjustability (speed, auto-generated closed captioning - all languages, volume, etc)Screencastify is also great, with easy export to YouTubeSize of text, images, graphs, etc as well as contrast (low vision, colour-blindness)Add words to go along with any colour-coding (red = must do)Fonts! Digital vs print, avoid cursive or "pretty" fonts, Poppins is greatCheckpoint 2: Offer alternatives for auditory informationClosed captions - enable in Google Slides for live presentations, use with videosIf giving oral instructions, pair it with writtenLots of text, visuals to go along with the auditoryUse emoticonsMote is a great tool for auditory comments in Google DocsRead & Write Checkpoint 3: Offer alternatives for visual informationProvide text to go along with all images, graphs etcInstructional videos - annotate along with images, CC in YouTubeAdd audio instructions in Google Slides using MoteRead & Write is also a great tool to use for text-to-speechText is a special case of visual information!Digital Toolbox:Google SlidesYouTubeRead & WriteMoteOnline Voice RecorderSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about specifications (or specs) grading. This is an alternative grading strategy that focuses on mastery of learning by defining specific requirements for what students need to meet. 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/107**Specifications (specs) grading works well with mastery-based learningCreate specifications for what students need to demonstrate masteryDivide up the course into small modules and each module is passed by scoring 80% (mastery) or betterFinal grades are determined by how many of these modules are masteredOne possible way to do this is to create essential outcomes (absolutely must pass) and general outcomes (grade modifiers)Example - IB Chemistry Year 1 grade conversion chartStudents need multiple opportunities to master the outcomes - create multiple versions (think larger mastery check) for each outcomeEach week, students can attempt outcomesStudents appreciate this model - focus on learning, less stressLinda Nilson - Specifications Grading BookPopular in post-secondary, not sure who else is doing this K-12?Benefits - students are not getting left behind, experiencing success, working hardGeneral outcomes - can become your focus of the final exam for one extra attempt!Tokens - can trade them in for handing in an assignment late, getting another attempt, etcSharing with colleagues - some curiosity and some pushbackPractice for standardized tests - can happen outside of this and doesn't need to be high stakesWebinar on Specs Grading in ChemistryLabs are also included - passing each lab will have specific requirementsAnother benefit - giving a test back is way less stressful and no grade grubbing! Tests are seen as learning opportunitiesCan be used in any course area (works well with single point rubrics too)Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about Living Hyphen, an organization that explores the experiences of hyphenated Canadians. Katie is sharing how her work with this organization is being used in her ESL classroom, by creating identity texts using a project-based learning (PBL) approach.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/119**Living HyphenHyphenated Canadians - Canadians between culturesWriting workshops through Living HyphenHonours first language as well as EnglishMagazine comes out quarterlyLiving Hyphen PodcastIdentity TextsWorkshop leads students through a series of prompts (5 in total) - for example, the story of your nameIn the ESL classroom, creating a book of identity texts that will be sold to support the school's Angel fundMarketing: multicultural event, book launch, podcastStudents take on different project rolesGreat example of true project-based learning!Teaming up with an organization is a great way to design project-based learning in your curricular areaBook - thematic with 5 different prompts, dual language highlightedStudent-led, giving up controlPossible tools: Book Creator, Google Slides, Canva, others?Partner with other teachers in the school (for example, Comm Tech)Book Launch - in library, invite admin and local newspapers, presentation, refreshments, etc.Students can choose roles that support their strengthsEvaluation? Process is evaluated over product; editing for comprehension only not perfection (keep the essence of inter-language to show their living hyphen)Invite students into the conversation around evaluation with project-based learning with reflection - avoid any negative impacts to student motivationSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about leadership in schools. We discuss both formal and informal leadership opportunities that you can become involved in with your school community to begin your journey as a leader.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/118**Formal leadership opportunities:Department head - oversee program area, budgets, staffing, etcInstructional coachesProgram leads (board level)Service side program areas:ESL teachersStudent SuccessSpecial EducationGuidanceNeed to dabble in at least one of these areas (service side) to develop your leadership skillsInformal leadership opportunities:School committees related to your interests and passions (blended learning team, IT team) - leads to teaching others!Staff learning team - planning PDPresent PD to your peers - you have expertise even if you're still on the journey!Mentor for new teachers (formal or informal) - answer questions, problem solving, etc.Student teachers - learning goes both ways!Teacher in charge - step into the admin role temporarilyAttend PD opportunities - build your knowledge, then share it with othersTake courses for your learningPodcast!Lead a project (within a course or cross-curricular) or be a course team leadDeliver PD - you don't have to be an expert!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are diving further into the book "Why Don't Students Like School?" by Daniel Willingham. Specifically, we are exploring ideas of understanding abstract ideas, practice that works, and thinking like the experts. 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/117**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Strategies for Enhancing Memory & Critical Thinking - E113Chapter 4 key ideas:"We understand new things in the context of things we already know and most of what we know is concrete"Analogies and concrete examples (need to be familiar to students)Learning That Transfers book by Julie SternACT model (acquire, connect, transfer)Understanding is built on combining past knowledge in new waysShallow (limited to specific contexts) vs Deep knowledge (connections and application to new contexts)Transfer - surface (scenario) vs deep (concept) structureExpectations for deep knowledge needs to be realisticMultiple examplesChapter 5 key ideas:"It is virtually impossible to become proficient at a metal task without extended practice"Working memory has limited space - it's the fundamental bottleneck of human cognition!Chunking is a great strategyNot all things need to be practiced - what needs to be automatized?Cramming vs spaced practiceOverlearning offers protection against forgettingPractice helps transfer!Spaced practice with Retrieval GridsChapter 6 key ideas:“Cognition early in training is fundamentally different from cognition late in training"Students are not experts!Experts have a large amount of knowledge (facts, procedural), more sensitive to subtle cues (classroom management), clustered thinking (functions or deep structures)Students are ready to comprehend but not to create knowledgeDon't expect novices to learn by doing what experts doJust because student's can't create like experts doesn't mean that they shouldn't create (science fair projects) - great for motivation!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about learner variability in the context of Universal Design for Learning (UDL). Learner variability is not just simply learning styles; we'll define what learner variability is as well as the various strategies that we can use in the classroom to support all of our learners.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/105**Learner variability is not the same thing as learning styles!Learner variability is holistic and flexible to meet the needs of our students as their needs ebb and flowLearner Variability Navigator by Digital PromiseFour key factors for learner variability: content, cognition, social-emotional learning, and student backgroundUDL framework principles:Variability is the rule, not the exceptionAll students can work towards the same firm goals and grade level standards when provided with conditions of nurture and adequate supportAll learners can become expert learners if barriers are removedUDL and CRRP go together! UDL Rising to Equity InitiativeFactors are all interconnected, research-based, lots of strategies provided with each oneAdvice for getting started:Get to know your students to learn their strengths and needsFocus on one pillar or area of needTry some of the instructional strategiesBe flexible - students needs will ebb and flow depending on many other factorsStart small, try 1 strategy and see how it goesFocus on developing your mindsetSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this 50TH episode of the podcast, we'll be discussing podcasting in the classroom. We'll get into the why behind podcasting as well as the prep & tools you need to get 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/50**Hosting (Buzzsprout, Anchor.fm, Soundcloud, YouTube, Google Drive)Recording (Audacity, GarageBand, Hindenburg, Zencastr, Screencastify)Equipment (USB Dynamic Mic)VoiceEd RadioChris Nesi Podcasting ResourcesDiverse Scientist DatabasePodcasting with WeVideoThe SHIFT Show EDUSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about leading change in education. Whether you are in a formal leadership position or an informal role, change is uncomfortable and messy. We've got some great tips and strategies on what you can do to lead change in your school community.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/116**Natalie Vardabasso - TweetFollow Natalie on Twitter @natabassoExamples of changes: equity, destreaming, mastery-based classroomsQuote: "The definition of insanity is doing the same thing over and over again and expecting a different result"Change takes a lot of time and not everyone is at the same level of readinessMore about Steven KatzFirst 50% - early adopters, early majoritySecond 50% - late majority, active resistorsGrow the top 50% (early adopters, early majority), nudge late majority, mitigate the negative impact of active resistorsDiffusion of Innovations by Everett RogersLeading change starts in our school communitiesHold the space for the struggle - don't give up too easily!Find your people! Modern Classrooms Project, Twitter communities (UnGrading)Tips for leading change:Baby steps - The ONE Thing by Gary Keller & Jay PapasanKnow your staff (learners) - develop strategies and honour boundariesWatch each other teachingOpen your classroom door to othersStrategic staffing based on goalsMitigate the negative impacts of your active resistors - have conversations, investigate the why, compromiseWhere do you want consistency?Hold the space for the struggleSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are tackling the skill of self-regulation. As the third and final part of the engagement section of the Universal Design for Learning (UDL) framework, self-regulation is an area that doesn't get a lot of focus on in the classroom. We unpack this section of the UDL framework as well as chat about different ways that you can integrate explicit teaching of self-regulation skills in your 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/115**CAST.org - Universal Design for Learning (UDL) frameworkSelf-regulation = modulating emotional states and reactions to cope with the environmentPart of learning skills in Ontario report cards3 checkpoints:Promote expectations and beliefs that optimize motivationFacilitate personal coping skills and strategiesDevelop self-assessment and reflectionPromoting expectations & beliefs that optimize motivation:setting personal goals, ownership of learningprovide prompts, reminders, checklists, etcdone well at elementary level, less frequent in secondaryself-reflection - daily, weeklybig distractor = technology, lots of check-ins or "are we making good choices with our phone?"coaches/mentors for student goal-setting & reflectionrealistic goals - good question to add to beginning of year surveys (set a goal, brainstorm steps to reach their goals, planning, etc)Atomic Habits by James Clearfostering positive beliefs that goals can be achieved (growth mindset)Facilitate personal coping skills and strategies:language matters... the power of YET (growth mindset)fear of failure, not doing well, looking bad in front of peers etcmastery-based learning builds confidencechecklists + masterychecklists for personal & social anxieties in classroombehaviour is the result from lack of coping skills or frustrationDevelop self-assessment and reflection:recognizing progress impacts motivation - mastery works!devices to help collect, chart behaviour and progress - progress trackers (both public and individual)build in reflection about distractors, what went well, re-setting their goal, what is going on in my life to impact learning, etc on a weekly basisfeedback on progresscurriculum vs emotional regulationSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about Chat GPT, an AI (artificial intelligence) chatbot.  We'll give you our initial thoughts and reactions to Chat GPT, as well as what this might mean for education and our classrooms. 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/114**Chat GPT by OpenAI (AI chatbot)A tool for teachers not studentsTop concern for teachers: cheating, plagiarismJamie Mitchell - Chat GPT segment on CBCNeed to shift the focus from product to processBeware: the information from Chat GPT is not always accurate, based on a 2021 databaseDaniel Willingham's book - Why Don't Students Like School?Twitter Thread - Prompting Chat GPT with PREPPrompting is a transferable skillIt's a source that needs to be referencedRead the privacy policy before you sign up an account (requires a phone number)Use login button to sign up with your Google accountGreat teacher tool for idea generation, inspiration, or a first draft as a starting placeLesson plans can be hit or missActivity - create something in Chat GPT and have students analyze itMight see a return to pen and paper or planners for process thinkingThinking requires time, creativity, inspiration - tools like Chat GPT can be helpfulMedia literacy is going to become even more important - analysis over general knowledgeAccounts - allowed for over 13 but beware and check board policies firstBeat the Bot "Bursday"Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are diving further into the book "Why Don't Students Like School?" by Daniel Willingham. Specifically, we are exploring ideas of critical thinking, memory, and the importance of background knowledge in remembering key ideas and concepts. 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/113**Why Don't Students Like School by Daniel WillinghamHow To Get Students Thinking - E110Chapter 2 key ideas:Thinking skills depend on factual knowledge (intertwined and need to be practiced in parallel)Working memory capacity is limited - chunking can "expand" itKnowledge gaps continue to grow steadily unless we focus on closing the gapsThinking like a scientist needs background knowledge - unexplained results require expectationsChapter 3 key ideas:Memory is the residue of thoughtWhat is in your memory? What do you always need to review?What you are ACTUALLY thinking about is what is going to stick in your memoryLessons - what do we want students to focus on and think about? Need purposeful goals and designHooks - what will students be focusing on? The flashy part or the concept?Knowledge needs to first go into working memory before going into long-term memoryEffective teachers - nice (connections) and organized (interesting to learn, easy to understand)Four types of connections - jokes, empathy/caring, storyteller, show personStorytelling is important for memory4 C's: Causality, Conflict, Complications, and CharacterLessons can be structured using the 4 C'sStoryworthy by Matthew DicksFlipping perspectives can be interesting (from character and conflict)Mnemonics are great for memorizing concepts without meaning - cues the brainSometimes rote memorization needs to happen and that's ok!Classroom Implications:Critical lens to lesson plans - where is the focus of thinking?Use discovery learning with careOrganize a lesson plan around the conflictBe careful with attention grabbersSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about change with mastery learning in our classrooms! Specifically, we'll reflect on where we are at in our implementation journey as well as what changes we are going to make moving forward into the new semester. 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/112**Semester turnaround! Fresh starts are awesomeLofty goals! Stress less about videos, more on differentiationImplementing Mastery Learning by Thomas GuskeyModern Classrooms ProjectInitial instruction can be anything - live is likely better than using someone else's videoSpecific corrective activities before re-assessmentFormally define re-assessment policiesGet a handle on mastery learning first before layering self-pacing and blended instructionMastery learning can fit within traditional teachingSeating charts for self-pacing time, based on lessons (similar to station-based learning) and pull small groups right awayThinking Classrooms by Peter Liljedahl - incorporate daily whole class activitiesMore UnGrading!Revamping grade 9 skills-based mastery rubrics to 4 levels from 3 levels with checklist criteria with percentage masteredStill loving Specifications Grading!Individual trackers with suggested due dates - paper and digital available"This Week" slide/agenda for each weekFinding more time/support for struggling studentsRandomized groupings/seating plans - stick with it... it takes time!Nothing will be perfect - we're always growing and learningChange implementation takes a long time (about 3 years!)Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are exploring the sustaining effort and persistence aspect of the Universal Design for Learning (UDL) framework. We'll go over the four key checkpoints within effort and persistence as well as explain how you can start to implement some ideas in your 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/111**CAST.org - Universal Design for Learning frameworkHow to get students thinking - E110Sparking Excitement and Curiosity for Learning - E108Four checkpoints:Heighten salience of goals and objectivesVary demands and resources to optimize challengeFoster collaboration and communityIncrease mastery-oriented feedbackGoals and Objectives:I can statements are a great start, have students re-state objectives in their own wordsBig picture to small objectives - what steps can we take?Use planner documents, scaffoldsEngage learners in assessment discussions, rubric creation, review of exemplarsVary Demands and Resources:Knowing that learners vary in abilities and skillsKnowing your learners, background knowledge, learned experiencesDifferentiation!Implementing Mastery Learning by Thomas GuskeyLots of parallels with mastery-based learning - all students can succeedLesson classifications - Modern Classrooms ProjectCollaboration & Community:Feeling safe in the classroom = engagementSelf-pacing and ungrading helps!Peer interactions and supportProvide prompts for asking questions, using ask 3 before me and other structuresGroup work norms - great 1st week activitySchool-wide programs that are differentiated?Mastery Feedback:Constructive, timely, specific, focus on learning and improvementFocus on the skills you want students to improve onBuild strategies for future successSpecifications Grading - E107Our Favourite Formative Assessment Tools - E101Descriptive Feedback to Boost Student Learning - E091Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are starting a new book talk series! We are chatting about our learning and reflections on chapter 1 from Daniel Willingham's book, Why Don't Students Like School? There are lots of great brain-based and scientifically-backed ideas for your classroom in this book! 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/110**Why Don't Students Like School by Daniel WillinghamMore Info about Daniel Willingham (cognitive scientist)Chapter 1: Why Don't Students Like SchoolGuiding principle: "people are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking"We mostly do things on auto-pilot and relies on our memory; very little is true thinkingWhat is thinking? It is taking information from the environment and long-term memory (facts and procedures) and bringing them together into working memory to combine the ideas in new waysThinking tasks need to be challenging enough to engage but not so challenging that it causes frustrationConnections to Building Thinking Classrooms in Mathematics by Peter LiljedahlDifferentiation, mastery-based learning = engagement!Gaps in background knowledge (facts and procedures) can limit engagement in thinking tasksBackground knowledge is key - Googling takes way too long and distracts from the problem-solving processImplications for the classroom:Be sure that there are problems to be solvedRespect students' cognitive limitsClarifying the problems to be solvedReconsider when to puzzle studentsAccept and act on variation in student preparationChange the paceKeep a diarySupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are back and reflecting on the 2022 year. We'll chat about what we've struggled with and what we've learned as well as what our goals are  for the new 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/109**We're back to our weekly schedule!2022 has been a challenging year - personally and professionallyLots of change and transitions - admin changes, role changesChange can be mentally and physically exhaustingSaying no and asking for help, when neededWork-life balance is importantChecking email and notifications - switch off after work hours!It's just a jobNew iPad app: Freeform (similar to Jamboard)What we're readingRide to Conquer CancerGoals for EduGals - consistency, sharing our learning, book club episodes, hit 150 episodesSuccesses - 100 episodes, joining the Education Podcast Network, presenting at ISTEModern Classrooms Project Podcast - E116 with RachelSome favourite past episodes - mastery-based learning, ungradingSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are diving deeper into the UDL (Universal Design for Learning) framework by exploring multiple means of engagement in the classroom. Specifically, we are focusing our discussion on how to spark excitement and curiosity in the 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/108**UDL Guidelines from CAST.orgProviding multiples means of engagement pillar (the WHY of learning):Recruiting InterestProviding options, different modalitiesinformation that you have, that your learners are not, engaged with or interested in is actually information that's inaccessible to themSustaining effort and persistenceSelf-regulationRecruiting Interest:Optimize individual choice and autonomyCurriculum is not a choice but we can build in opportunities for choice elsewhereSkills-based courses can provide more choice in terms of student interestsChoice in how information is obtainedDoesn't need to be a lot of choicesInvolve students in success criteria, themes, resources in projectsInvolve learners in setting their own goalsPoint-less by Sarah Zerwin bookOptimize relevance, value and authenticityCRRPResources that are socially relevant, age and ability appropriate, first languagesInstructional videos on YouTube for auto-translated captioningGoogle Translate is useful tooActive participation and participation - hands-on activities, whiteboardsAuthentic tasksMinimize threats and distractionsCreating a safe learning space for studentsMaslow's hierarchyLanguage as a threat - shutdown, fear can happenToo much sensory stimulation can be a threat/distraction - minimize the fluff, use the same templates, routine is great for student learningSelf-pacing with Modern ClassroomsWhole class discussions - think about your extraverts and introverts, use backchannel tools (padlet, google chat), video presentationsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this episode, we are exploring the ways that you can leverage technology to support the English language learners in your classroom. We'll cover tech tools such as Google Read&Write and Mote, as well as some general tips and strategies for designing an inclusive and safe learning environment for your students.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/55**Common Acronyms:ELL - English Language LearnerESL - English as a Second LanguageEAL - English as an Additional LanguageSTEP - Steps to English ProficiencyOLB - Observable Language BehavioursOLLB - Observable Language and Literacy BehavioursOverall Tips and Strategies:Use first languages (these are a strength and asset for learning)Integrate culture where possible and use lived experiences when designing resourcesUnderstand the difference between conversational and academic languageJust because speaking is strong, it doesn't mean reading/writing are the same - survival Don't make assumptions! Not all multilingual learners can read/write in their first language or have that specific knowledge in their first languageLearn how to pronounce student names properly (use tech tools to support your learning)Use images and student-friendly definitions to reduce cognitive loadDifferentiation is needed! Check out the Modern Classrooms Project frameworkScaffolding using sentence stems and framesResources Mentioned:Ontario STEP FrameworkOLB and OLLB ContinuaModern Classrooms ProjectE051 with Jake MillerRecommended Tech Tools:Google Read&Write by TextHelp (Dictionaries, Translations, Voice-to-Text, Highlighters)Google Translate (Extension or Website)Word Reference (virtual dual-language dictionary - multilingual)Translate using formulae in Google Sheets (see Jake Miller's Translate in Sheets EduGIF for more details)MoteSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting all about specifications (or specs) grading. This is an alternative grading strategy that focuses on mastery of learning by defining specific requirements for what students need to meet. 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/107**Specifications (specs) grading works well with mastery-based learningCreate specifications for what students need to demonstrate masteryDivide up the course into small modules and each module is passed by scoring 80% (mastery) or betterFinal grades are determined by how many of these modules are masteredOne possible way to do this is to create essential outcomes (absolutely must pass) and general outcomes (grade modifiers)Example - IB Chemistry Year 1 grade conversion chartStudents need multiple opportunities to master the outcomes - create multiple versions (think larger mastery check) for each outcomeEach week, students can attempt outcomesStudents appreciate this model - focus on learning, less stressLinda Nilson - Specifications Grading BookPopular in post-secondary, not sure who else is doing this K-12?Benefits - students are not getting left behind, experiencing success, working hardGeneral outcomes - can become your focus of the final exam for one extra attempt!Tokens - can trade them in for handing in an assignment late, getting another attempt, etcSharing with colleagues - some curiosity and some pushbackPractice for standardized tests - can happen outside of this and doesn't need to be high stakesWebinar on Specs Grading in ChemistryLabs are also included - passing each lab will have specific requirementsAnother benefit - giving a test back is way less stressful and no grade grubbing! Tests are seen as learning opportunitiesCan be used in any course area (works well with single point rubrics too)Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are reflecting on our experiences with de-streaming in our classrooms so far in this school year.  We will share our progress, our wins and challenges, and, most importantly, resources to help guide you along with this journey!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/106**Ontario is de-streaming or academic strand in grade 9 this yearNew Ontario grade 9 science curriculumMastery-based learning using Modern Classrooms Project frameworkThinking Classrooms (Book)Design ThinkingUngrading (FAQ doc from Jesse Stommel)Project Zero - Visible Thinking (Thinking Routines Toolbox)CRRP (Culturally Responsive and Relevant Pedagogy)UDL (Universal Design for Learning)Grade 9 De-streamed Science Facebook GroupProgress over perfectionTry, Fail, LearnSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

This week, we are chatting about learner variability in the context of Universal Design for Learning (UDL). Learner variability is not just simply learning styles; we'll define what learner variability is as well as the various strategies that we can use in the classroom to support all of our learners.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/105**Learner variability is not the same thing as learning styles!Learner variability is holistic and flexible to meet the needs of our students as their needs ebb and flowLearner Variability Navigator by Digital PromiseFour key factors for learner variability: content, cognition, social-emotional learning, and student backgroundUDL framework principles:Variability is the rule, not the exceptionAll students can work towards the same firm goals and grade level standards when provided with conditions of nurture and adequate supportAll learners can become expert learners if barriers are removedUDL and CRRP go together! UDL Rising to Equity InitiativeFactors are all interconnected, research-based, lots of strategies provided with each oneAdvice for getting started:Get to know your students to learn their strengths and needsFocus on one pillar or area of needTry some of the instructional strategiesBe flexible - students needs will ebb and flow depending on many other factorsStart small, try 1 strategy and see how it goesFocus on developing your mindsetSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show