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.

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Featured Content
**For detailed show notes, please visit our website at https://edugals.com/138**

• 00:00 Introduction to Grading for Equity
• 00:37 Exploring Belief Systems in Education
• 01:42 The Shift in Education Systems and Beliefs
• 04:56 The Impact of Traditional Grading on Risk Taking and Trust
• 07:09 The Negative Consequences of Traditional Grading
• 13:48 The Commodity of Grades and Extrinsic Motivation
• 24:16 The Illusion of Engagement and Motivation
• 25:11 Conclusion and Future Discussions

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• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
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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 Learning
• 00:33 Understanding the Pillar of Action and Expression
• 01:35 Personal Experiences with Organizational Abilities
• 03:51 Exploring the Physical Action Guideline
• 04:27 Addressing Barriers in Physical Action
• 09:59 Optimizing Access to Tools and Assistive Technologies
• 11:44 Expression and Communication: A New Pillar
• 13:20 Exploring Multiple Media for Communication
• 13:26 Using Multiple Tools for Construction and Composition
• 13:37 Building Fluencies with Graduated Levels of Support
• 21:45 Conclusion and Reflections

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
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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 math
• The importance of providing support and resources for teachers during the implementation process 
• Challenges include lack of time and resources given to educators
• Need for additional support in grade 10 courses to ensure a smooth transition from destreaming to academic streams
• Additional pressures with teaching a new grade 11 curriculum (NBE course) 
• Other episodes on destreaming:
  • Getting Ready for Destreaming - E081
  • Destreaming Education: Our Two Cents - E048

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show