Aaron Blackwelder interviews Skylar Primm, a co-lead teacher and advisor at High Marq Environmental Charter School and a fellow of the Greater Madison Writing Project. His teaching practice is grounded in Project-Based Learning that allows education to be used as a tool to connect youth with their community and become environmentally conscious citizens.

For an authentic PBL experience, students must be free to experiment, experience failure, and learn from their mistakes. Otherwise, I’m just teaching them to look to me for answers, which is the opposite of what I want to accomplish.

Students need the comfort and stability of knowing that they can fail at something significant and someone will always be there to support and encourage them. Deanna Lough shares how a shift to authentic assessment has fostered better writing—and a real sense of community and joy.

Art education is supposed to cultivate and spur the seeds of creativity, not water them down with subjective evaluations of your worth.

Word is getting around. Teachers who have embraced the gradeless system are sharing their journey with those who aren’t there yet. It's slow, but I can feel a shift, a small wave building.

Jeff is an English Language Arts teacher at Hillcrest High School in Riverside, California. In this episode of TG2Cast, Jeff and I discuss the impact of grades from the perspective of one of his students.

The purpose of schools is to provide students with an opportunity to explore and experience new opportunities. When we choose to equate quality with test scores, families, teachers, and administrators lose sight of what truly is important—the child.

Learning Maps makes learning and assessment more accessible to students, allowing them navigate curriculum in their own way.

As a teacher/activist, Julia Torres's work is grounded in empowering students to use the Language Arts to fuel resistance and positive social transformation.

I have tried many ways to get students to understand that writing is neither “right” nor “wrong.” Writing is about what works, what touches the reader, and what is authentic to the writer’s experience.

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.

Just as a coach provides feedback on improving a baseball swing or long jump form, I provide feedback on the use of historical evidence, thesis construction, and other discipline related skills.