Ekta Sahasi is the founder of spikeview, a global pre-professional portfolio platform for students and young adults. She is reinventing how Gen-Z represent themselves online, build meaningful networks, and forge a pathway to success.

Students using spikeview view their learning as a journey. They see where they have been, can explore what’s next, and make informed decisions on where not to spend time. It’s not a snapshot of one class or one reporting period. It’s life, as they know it.

Sherri Spelic, an elementary physical education teacher at American International School Vienna, shares her experiences and reflections on assessment, as well as how we can create more inclusive, responsive spaces in our classrooms.

Assessment feels like something I practice on my students; something I do to, more than with them. It’s hard for me to remember a time when the struggle to get my thoughts about an education related topic onto the page felt this fraught. 

In this episode of TG2Chat Live! we learn more about metacognition and student reflection from Rachael.

In my nitpicking, I spent far too much time bogged down in reiterating past teaching. In my marginal notes and technology-enhanced comments, I was giving a low-quality version of the lesson I’d given weeks earlier. I needed to notch up my nitpicking.

Although I always valued students’ improvement over time, the way I was assessing didn’t support those values. I said I valued process, but my vision was on product, which limited the opportunities for my students.

In this episode of TG2Chat LIVE! well known educator and author, Rick Wormeli, discusses how educators can better communicate learning with students and stakeholders.

Grades are so much a part of our own learning experiences and the tools available to teachers today it might be hard to imagine your school without grades. But a it’s possible—and powerful—when you can make it happen! 

What happens when we decenter our authority in the classroom? How does such decentering facilitate communicating with our students about their learning? These and other questions led us to try a radical experiment. 

Learning is perhaps one of the most vulnerable tasks we ask young people to engage in. Every day, we tell students to walk into our classroom, sit down, listen, engage, follow rules, take risks, and be judged by someone who may not be justly judging.

Now, in my 24th year of teaching, I am the teacher I always wanted to be. I have strong relationships, my learners are engaged in the curriculum, and I feel I am making a lasting impact on their lives.