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.

Teacher educator, Karis Jones, explains how teachers can use digital spaces to encourage liberatory approaches to language in classroom discourse practices.

Today, here, alone in my classroom, empty of kids, my anxiety creeps into the void.

In special education, we strive to recognize and address disabling contexts. COVID-19 and the sudden onset of remote learning means much of the traditional approach to schooling has now become disabling for many students.

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.

Assigning grades to students during remote learning is inaccurate at best and inequitable at worst. What can we do to create meaningful feedback experiences for kids?

Receiving a grade and comment does little to move the learning forward. David Rockower shows us how we can drop the letter grade and instead facilitate feedback and student reflection.

The arts seem to have problem solving, collaboration, and creativity written into their very DNA. But can we bring this approach to the other content areas?

Seemingly overnight, K-12 education shifted from a system of compliance and conformity to an online enterprise, one that has the potential for authentic academic enrichment.

If we want teachers to focus less on grades and more on feedback and growth, don’t we as administrators need to do the same?

Summative conferencing allows all students to show growth and learning without having to fit a mold or set timetable.

Empowering our students isn’t easy and doesn’t happen overnight. It requires the teacher to clarify their beliefs that students are capable of much more than they’ve traditionally been expected to do. It requires “front-loading” expectations and providing students with permission to make mistakes and take risks in the classroom.