Colleagues are rightfully concerned about the long-term cognitive and social effects of COVID, especially on long-term learning and motivation. Deci/Ryan's Self Determination Theory (SDT 1985) argues that intrinsic motivation includes 3 components: autonomy, competence, and relatedness. Further, they contend that we don’t motivate students to achieve—we create learning environments in which they motivate themselves to […]

In a recent FDC Reading Circle colleagues explored Joe Feldman’s controversial Grading for Equity, which calls into question long-held pedagogical practices.  The book takes readers on a compelling journey to evaluate inconsistent grading practices and illuminate how some of our most common practices may be perpetuating achievement and opportunity gaps. In this Learning by Design (LBD) Studio, we share […]

As prominent as grading is for anyone who teaches, the conventional practices we employ for this purpose like calculating average scores, using a 100-point scale, and providing extra credit opportunities are often taken for granted as effective strategies to accurately evaluate student learning. In this Learning by Design (LBD) Studio, we share insight from the […]