David Frangiosa interviews Paul Emerich France, founder of the Sustainable Teaching Project, exploring shifts that teachers can make to avoid burnout, including assessment practices that invite and empower student participation in their own learning.

Prior to going gradeless, math teacher Andrew Burnett felt like a “data entry clerk posing as a teacher.” Now, he has ditched the data entry in favor of meaningful and timely feedback. This shift has led to greater personal satisfaction and a marked improvement in his students’ ability to understand concepts as well as to retain that understanding.

In her transition to a gradeless math class, Lauren Thurber wondered: Were my eleven and twelve-year-old students ready for this responsibility?

Aaron Blackwelder hosts middle school math teacher, Jared Hamilton, author of the recent blog post “Mario Maker and Going Gradeless in Math.”

Authentic participation is the gateway to student-led learning and engagement. Through participation, students gain confidence in their abilities, discover new ideas and skills, and eventually take responsibility for their own learning.

Do students learn more when the feedback is immediate? Math teacher, Andrew Burnett, shares the results of his research and how it has impacted learning in the classroom.

In my years as a math anxiety specialist, I have found two main things to be helpful: written feedback and parents and teachers who are supportive and work as a team.

Andrew Burnett uses video to augment the power of verbal and written comments in his feedback to students.

This episode features an interview with Andrew Burnett, middle school math teacher and advocate of The Thinking Classroom model developed by Professor Peter Liljedahl from Simon Fraser University in British Columbia.

Having spent a good deal of time learning about creating a gradeless classroom, I returned to the classroom ready to make a change.

I was nervous that going gradeless just wouldn’t work and I would have a revolt from the students and parents. None of these things happened. In fact, in all of my years of teaching, I don’t think that I have enjoyed myself more than this past year.

Grades have played a role in perpetuating inequities. How can we use more humane practices to bridge the “grade divide”?