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 […]

We will use an adapted formulation of the reduce/reuse/recycle framework to identify strategies for actually protecting the protected time on our schedules, especially when unexpected student, family, or self-care needs arise. Borrowing from Berg & Seeber’s The Slow Professor, we will interrogate “timelessness tips” for re-claiming our time and reframing how we think about spending […]

While some of our common conventional grading practices perpetuate inequitable and ineffective strategies to assess learning, what options foster more equitable outcomes? How might we more fairly evaluate group and individual learning, account for late or incorrect work, and deal with integrity violations using these practices? In this Learning by Design (LBD) Studio, we draw […]