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?

This episode is the continuation of my conversation with college educators Maha Bali, Jesse Stommel, and Asao B. Inoue about the impact and implications of COVID-19 on college education.

Arthur Chiaravalli interviews Maha Bali, Jesse Stommel, and Asao B. Inoue on COVID-19 implications for the future of college and how we can put access and equity at the center of plans to resume.

Sheldon L. Eakins, Ph.D. is the founder of the Leading Equity Center and host of the Leading Equity Podcast. With over 11 years in education, he has served as a teacher, principal, and Director of Special Education. Dr. Eakins has a passion for helping educators accomplish equitable practices in their schools.

Sheldon L. Eakins, Ph.D. is the founder of the Leading Equity Center and host of the Leading Equity Podcast. With over 11 years in education, he has served as a teacher, principal, and Director of Special Education. Dr. Eakins has a passion for helping educators accomplish equitable practices in their schools.

This episode explores "Do No Harm" grading as a response to distance learning in the midst of COVID-19. Educators across the country are experiencing first hand how online distance learning exacerbates inequities in education. Students are struggling with more than access to proper technology and internet connectivity. There are inequities in supports, environments, and time constraints.

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.