K12LEADERS

Author: Nichole Freeman

  • MCP Book Club Blog: Burying My Report Card; Making the Case for Equitable Grading

    MCP Book Club Blog: Burying My Report Card; Making the Case for Equitable Grading

    Saving Summer

    I buried my report card. I was in 7th grade and did not complete a history project. I got an F. It wasn’t because I didn’t know the content or was incapable of completing it. It was not because I did not have parental support at home or because I was anxious or misbehaved. I was a “good kid” who did my homework, got decent grades, and never really got into trouble at home. I don’t remember why I never completed the project, but I remember the F. That F would ruin my summer plans with my cousin and neighborhood friends. So, on the last day of school, I got off the bus, knowing I could not go home with that F. I found a thick, sturdy stick and used it to dig a hole as deep as I could right there at the bus stop. My best friend looked on in horror as I ripped my report card into tiny pieces and dropped them into the hole. “What about your As?” my friend asked. She knew my dad paid me $1.00 for every A. In my pre-teen mind, $3.00 wasn’t worth losing my entire summer. I covered the hole, stomped on it, and walked home with my friend. My summer was saved!

    Grades hold a great deal of power. They helped me earn a little change, get into college, and opened up job opportunities. As an adolescent, they caused me to lie to my mother and do something she never thought I would do! As an aspiring teacher, my grades caused stress and anxiety as I worked hard to maintain my high GPA. Anything less than an A was unacceptable, including that A- I earned in one of my undergrad courses. Did the A or A- truly reflect what I knew or was able to do?

    The Shift

    As educators, we hold the power of the gradebook, yet our educator prep programs do not prepare us to use that power to impact learning. Instead, we rely on our own experiences. Early on in my career, I’m sure I tried to leverage my power of the pen to try to influence student behavior. My threats of “bad grades” may have worked for some, but I questioned whether it truly affected my student’s learning habits. Throughout my career in elementary education, I remained the grade giver but changed my views on learning and assessment. I shifted from threatening my students with grades to helping them focus on learning.

    The shift for me began about 18 years ago when I read The Other Side of Curriculum: Lessons from Learners by Lois Easton during my Masters in Reading coursework. In the book, Easton uses her experience at Eagle Rock School to provide ideas and strategies for creating an effective student-centered learning environment. She explores the topics of culturally responsive curriculum, self-directed learning, and authentic assessment. After reading the book, I started rethinking my grading policies and began making changes. I certainly did not want my students burying their report cards! The challenge was in the discussions I would have with my colleagues, administrators, and caregivers. Talking about grades and grading policies was a sensitive, highly-charged topic.

    Poking the Hornet’s Nest

    Grading continues to be a difficult topic of discussion. In Joe Feldman’s book, Grading for Equity – What It Is, Why It Matters, and How It Can Transform Schools and Classrooms , he compares it to “poking a hornet’s nest.” We may poke the nest and get stung, but we shouldn’t shy away from conversations that benefit our students. So, get on your beekeeper’s suit, and let’s poke the nest!

    My work with the Modern Classrooms Project led me to Feldman’s book, and I wanted to create a safe space for educators to discuss his work. Using the K12 Leaders platform, more than 80 educators have joined our space to discuss the topic of grading. Our first live Book Club connected educators across the country to discuss Part I: Foundations. The overarching theme of the conversation reflected the idea that discussions about grading and grading practices are hard! As we read about the history of grading in our country, we felt anger and an urgency to make a difference. We discussed the challenges of making changes when we’re stuck in a system of “schooling vs. learning.” As one colleague said, “We’re moving pebbles.” With time, persistence, and open dialogue, each pebble will make a difference in the lives of the students we teach. I’m honored to have the opportunity to connect with educators who want to do the hard work of transforming teaching and learning for today’s learners.

    Digging Up the Pieces

    My cousin and I were well into our summer fun plans, like swimming at the beach, going for bike rides, and hanging out with my neighborhood friends. My mother kept asking about my report card, and I assured her it was in the mail. By about the 4th of July, I had to come clean. She called the school and found out about the F. She made me walk to the bus stop with her and dig up the little pieces I’d buried. I felt horrible about lying to my mother. I felt horrible about ruining my cousin’s summer plans. Now, I wonder if my teacher thought differently about grading, would I have buried my report card and lied to my mother?

    Join the Club

    I hope you’ll connect with us in our MCP Book Club and join in for the Grading for Equity – What It Is, Why It Matters, and How It Can Transform Schools and Classrooms discussions so no student feels like they have to bury their report card.


  • Blended Learning: Clarifying Misconceptions

    Blended Learning: Clarifying Misconceptions

    The term “B.C.” seems to have taken on a new meaning: Before COVID . The pandemic caused us to re-imagine life in many ways. The creative methods people found to connect, lift each other’s spirits, and stay strong amid challenging times were astounding. We adapted. We changed. We often compare our B.C. life to life now, post-pandemic; especially when discussing teaching and learning. Words like “synchronous” and “asynchronous” became part of our everyday vocabulary, and “remote” no longer meant the thing you use to change the channels on the TV. The quick pivot to “online learning” challenged teachers, students, and families in many ways. As we emerge from the pandemic and move forward, many people need clarification on effective blended learning practices and how they differ from pandemic teaching and learning.

    What is “blended learning,” and how can you help families, caregivers, administrators, and other stakeholders understand its use to support today’s learners ?

    People often use the term “modern” to describe blended learning; however, blended learning existed B.C., before COVID. In fact, these practices emerged decades ago. The pandemic, however, propelled the term “blended learning” to the forefront of educational discussions among educators and families alike, causing misconceptions and confusion. According to Catlin Tucker, “Blended learning is the combination of active, engaged learning online combined with active, engaged learning offline to provide students with more control over the time, place, pace, and path of their learning.” This definition keeps students at the center of learning. The notion that anything “modern” equates to “screen time” is entirely inaccurate. Instead, a modern classroom utilizes space, pedagogy, and technology to break down various barriers, connect learners, enhance creativity, and develop critical thinking skills necessary for success in today’s world. A modern classroom reflects its students . Classrooms will look different because of the culture, structure, and pedagogy. Teachers who create an effective modern classroom carefully design “blended learning” spaces and activities that foster student agency, motivation, creativity, and collaboration. Studies show that screen time for educational purposes positively impacts student learning and development.

    A modern classroom reflects its students.

    ~Nichole Freeman, Modern Classrooms Project

    Some stakeholders’ beliefs about “blended learning” stem from the trauma endured during the pandemic. They equate blended learning to pandemic teaching and learning. The following tips may help you educate families, caregivers, administrators, and other stakeholders about the benefits of blended learning to help today’s learners.

    • Listen to the concerns of the families you serve. Take the time to find out what they need. Relationships matter!
    • A teacher is who you are, not just what you do. Naturally, you keep your students’ best interest at the heart of everything you do. Continue to learn with and for them. Find ways to engage in meaningful professional development that keeps you energized, motivated, and informed.
    • At the start of the year, share your instructional practices with families and caregivers in friendly, culturally responsive ways. For example, use closed caption videos of your students learning and sharing their thoughts on how they’re learning. The captions can be translated for families as needed.
    • Conduct action research on your practices and use data to inform families, caregivers, administrators, and other stakeholders.
    • Invite stakeholders to your classroom to observe (and join) blended learning in action.
    • Keep lines of communication open between the classroom and all stakeholders. Share family-friendly information and resources to help educate and shift misconceptions about blended learning.
    • Utilize edtech to increase communication and collaboration with stakeholders. For example, allow families and caregivers access to learning management systems, invite them to comment on student work with tools like Padlet or Flip, and offer support to help families stay connected.

    The rapid technological advances require us to rethink teaching and learning. “Teaching” can no longer be viewed simply as the “transfer of knowledge.” As educators, we know actual teaching occurs when we’ve connected with our learners – relationships matter . We need to teach and model skills students need to remain curious, active, and engaged learners – they need to be empowered to develop the tools they need to make smart choices as they grow. Blended learning proved effective for student learning B.C. (before COVID) and continues to grow into a powerful way to meet the needs of today’s learners.

    Reference: Tucker, Catlin R. The Complete Guide to Blended Learning Activating Agency, Differentiation, Community, and Inquiry for Students. Solution Tree Press, 2022.  

    Nichole is a passionate learner and educator committed to teaching and learning for over 30 years. She served as an elementary educator, Reading Specialist, and educational leader. Nichole is honored to serve as a Distinguished Modern Classroom Educator and Expert Mentor with the Modern Classrooms Project. She is dedicated to helping educators and leaders create engaging, innovative, learning opportunities with and for all students in a nurturing, caring environment that aims to build relationships and inspire growth.