Teachers Going Gradeless
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Check out my Visible Learning student resources page! This is how I am implementing a gradeless learning model with my own students.
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High Yield Influences to Build Assessment Capable Visible Learners
Teacher Clarity |
Expectations |
Challenge
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Self-Reported Grades |
Feedback1. Where Am I Going?
2. How Am I Doing?
3. What Are My Next Steps?
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Agency & Ownership for learning through goal-setting |
Hattie’s 8 Mind Frames: Adopt a learning mindset
- My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.
- The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.
- I want to talk more about learning than teaching.
- Assessment is about my impact.
- I teach through dialogue not monologue.
- I enjoy the challenge and never retreat to “doing my best”.
- It’s my role to develop positive relationships in class and staffrooms.
- I inform all about the language of learning.
How to Implement A Gradeless Model with a block schedule
We have a modified block schedule at my school, where Mondays are ALL periods (36 minutes) and then Tuesday through Friday are alternating blocks (odd periods Tues/Thurs and even periods Wed/Fri, 90 minutes). Here is how I structure my instructional time:
"Mastery Mondays" (all periods)- Students review the results of the previous week’s work, including feedback on assignments and homework, and choose an assignment (or portion) they would like to revisit. During a 15-minute segment of the class, they revise responses and resubmit. Teacher adjusts feedback on previous tasks and assignments.
Block 1 (odd periods Tu, even periods Wed)- New Topic Introduced
Practice
Block 2 (odd periods Th, even periods Fri)- Topic Explored More In-Depth
Practice
"Mastery Mondays" (all periods)- Students review the results of the previous week’s work, including feedback on assignments and homework, and choose an assignment (or portion) they would like to revisit. During a 15-minute segment of the class, they revise responses and resubmit. Teacher adjusts feedback on previous tasks and assignments.
Block 1 (odd periods Tu, even periods Wed)- New Topic Introduced
Practice
Block 2 (odd periods Th, even periods Fri)- Topic Explored More In-Depth
Practice
Gradeless Learning Model Foundation Research...if you're interested in a little light reading!
Frey, Nancy, John Hattie, and Douglas Fisher. Developing assessment-capable visible learners : grades K-12 : maximizing skill, will, and thrill. Thousand
Oaks, California: Corwin Literacy, 2018. Print.
Ferriter, William M., and Paul J. Cancellieri. Creating a culture of feedback : solutions for creating the learning spaces students deserve. Bloomington,
Indiana: Solution Tree Press, 2017. Print.
Oaks, California: Corwin Literacy, 2018. Print.
Ferriter, William M., and Paul J. Cancellieri. Creating a culture of feedback : solutions for creating the learning spaces students deserve. Bloomington,
Indiana: Solution Tree Press, 2017. Print.
