Remove Assignments Remove Coaching Remove Grades
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Rethink Your Grading Practices

Catlin Tucker

This year I have posted several blogs about grading and assessment. I encouraged teachers to stop taking grading home for two simple reasons: Grading in isolation robs us of the opportunity to have conversations with students as we assess their work and, ultimately, makes feedback one-sided and less effective. Click To Tweet.

Grades 420
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Grading Less in a District that Requires a Minimum Number of Grades

Catlin Tucker

In a blog post I wrote titled Ask Yourself, Why Am I Grading This? , I encourage teachers to think about the purpose of the work students are doing and evaluate whether it makes sense for them to invest their time and energy grading that work. How is one teacher supposed to grade all of the work that 150+ students complete?

Grades 419
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With AI coaching, a math platform helps students tackle tough concepts

eSchool News

Gaps in foundational knowledge, especially in early grades and exacerbated by continued pandemic-related learning loss, can make advanced topics more difficult to grasp later on. The math platform’s AI coaching helps motivate students to persevere through tough-to-learn topics, particularly when they’re completing work at home.

Coaching 297
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Shifting from Time-Consuming Teacher-led Workflows to Sustainable Student-led Workflows

Catlin Tucker

One culprit is the mentality that, “If I don’t grade it, the students won’t do it.” ” I disagree, especially when it comes to assignments designed to provide students with opportunities to review concepts and practice specific skills. Teachers will assign work to provide students with practice or review.

Teachers 544
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Virtual Coaching Videos: Answering Your Questions

Catlin Tucker

I am excited to announce the launch of a new video series on YouTube called “Virtual Coaching.” That’s the goal of my new video series, “Virtual Coaching.” ” I want to answer your questions, tapping into my experiences and resources as a teacher, coach, and professional learning facilitator.

Coaching 221
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AI in K-12 instruction: Insights from instructional coaches

eSchool News

This article briefly synthesizes responses from instructional coaches regarding their experiences, challenges, and recommendations for integrating AI into K-12 education. Ten instructional coaches, all with advanced degrees, had the following insights into the instructional use of AI in K12 education.

Coaching 214
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Teacher Engagement Part I: Understanging Cognitive Engagement in Blended Learning Environments

Catlin Tucker

Grading is the most time-consuming task teachers are responsible for beyond the classroom. Most of the teachers I know spend hours of their evenings and weekends grading student work. I have yet to meet a teacher who enjoys grading. Too often, teachers take practice and review home to grade for accuracy.