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Chapter 11 Question to Consider: When in your professional life have you been given a 'redo'? Who offered it to you, and why do you think you got that second chance? How did it benefit you? Was there a time when you were asked to demonstrate competence and weren't given a second chance? Why weren't you given that chance? Did you ask for it, or believe that you could?

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Chapter 11 Question to Consider: When in your professional life have you been given a 'redo'? Who offered it to you, and why do you think you got that second chance? How did it benefit you? Was there a time when you were asked to demonstrate competence and weren't given a second chance? Why weren't you given that chance? Did you ask for it, or believe that you could?

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Chapter 11 Question to Consider: How much of a motivation is hope? How much do you notice a chance in student behavior and motivation, particularly among lower-performing students, before the first assessment of the term compared to after they have received the scores of that first assessment? At the beginning of the term versus after the first progress report or report card (when they receive their first formal low grade)? How could offering redemption via retakes, weighting more recent performance minimum grading, or 0-4 scales throughout the term affect motivation?

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Chapter 11 Question to Consider: How much of a motivation is hope? How much do you notice a chance in student behavior and motivation, particularly among lower-performing students, before the first assessment of the term compared to after they have received the scores of that first assessment? At the beginning of the term versus after the first progress report or report card (when they receive their first formal low grade)? How could offering redemption via retakes, weighting more recent performance minimum grading, or 0-4 scales throughout the term affect motivation?

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Chapter 11 Question to Consider: How would the commitment to mandatory retakes align or conflict with your school's vision? What would have to change for your classroom or your school to commit to mandatory retakes? What would make it difficult? What could your school do to make it easier to make retakes mandatory?

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Chapter 11 Question to Consider: How would the commitment to mandatory retakes align or conflict with your school's vision? What would have to change for your classroom or your school to commit to mandatory retakes? What would make it difficult? What could your school do to make it easier to make retakes mandatory?

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Chapter 11 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 11 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 12 Question to Consider: Think about your professional career. How have your supervisors made the evaluation of your work transparent, or opaque? How has that transparency, or opacity, affected your feelings of trust, empowerment, motivation, and how you did your job? How could you have gotten more clarity about your supervisor's expectations, and how would greater common understanding between the two of you have changed your feelings and your work?

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Chapter 12 Question to Consider: Think about your professional career. How have your supervisors made the evaluation of your work transparent, or opaque? How has that transparency, or opacity, affected your feelings of trust, empowerment, motivation, and how you did your job? How could you have gotten more clarity about your supervisor's expectations, and how would greater common understanding between the two of you have changed your feelings and your work?

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Chapter 12 Question to Consider: Examine any rubrics you have used. What are ways that your rubric could be more transparent and equitable? 

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Chapter 12 Question to Consider: Examine any rubrics you have used. What are ways that your rubric could be more transparent and equitable? 

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Chapter 12 Question to Consider: This chapter has suggested that teachers need to be the creators of rubrics, but could students create them? Allow students to identify criteria and the descriptors for different levels of performance in their own words. When they assist with creating a rubric, how does it affect their understanding of the expectations for that assessment, and with this understanding, how does it affect their motivation and performance on that assessment?

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Chapter 12 Question to Consider: This chapter has suggested that teachers need to be the creators of rubrics, but could students create them? Allow students to identify criteria and the descriptors for different levels of performance in their own words. When they assist with creating a rubric, how does it affect their understanding of the expectations for that assessment, and with this understanding, how does it affect their motivation and performance on that assessment?

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Chapter 12 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 12 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 13 Question to Consider: Do you believe each soft skill has an equal impact on a student's academic performance, or do some soft skills have more impact than others? Does it depend on the industry or the context? How might we scaffold the teaching of this skill?

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Chapter 13 Question to Consider: Do you believe each soft skill has an equal impact on a student's academic performance, or do some soft skills have more impact than others? Does it depend on the industry or the context? How might we scaffold the teaching of this skill?

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Chapter 13 Question to Consider: How student specific is the connection between any given soft skill and an academic performance? How much doe it change depending on the academic subject or skill to be performed? What implications does this have on how to give feedback on a student's soft skills competence, or the use of a student tracker?

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Chapter 13 Question to Consider: How student specific is the connection between any given soft skill and an academic performance? How much doe it change depending on the academic subject or skill to be performed? What implications does this have on how to give feedback on a student's soft skills competence, or the use of a student tracker?

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Chapter 13 Question to Consider: Some schools use "student-led grade conferences" in which students, alongside their teacher, explain their performance to their caregivers. They share academic and study skills data, identify strengths and weaknesses, and identify goals and plans for improvement. It's the use of multiple soft skills; students not only reflect on their performance and set goals, they learn how to present information cogently and well-organized to an audience. How might you pilot this in your classroom for a specific project or performance?

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Chapter 13 Question to Consider: Some schools use "student-led grade conferences" in which students, alongside their teacher, explain their performance to their caregivers. They share academic and study skills data, identify strengths and weaknesses, and identify goals and plans for improvement. It's the use of multiple soft skills; students not only reflect on their performance and set goals, they learn how to present information cogently and well-organized to an audience. How might you pilot this in your classroom for a specific project or performance?

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Chapter 13 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 13 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 14 Question to Consider: Which equitable practice will you try first? How will you know whether it was successful?

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Chapter 14 Question to Consider: Which equitable practice will you try first? How will you know whether it was successful?

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Chapter 14 Question to Consider: As you try these practices, how will you apply a growth mindset and an embrace of mistakes to your own learning?

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Chapter 14 Question to Consider: As you try these practices, how will you apply a growth mindset and an embrace of mistakes to your own learning?

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Chapter 14 Question to Consider: Will you let students know about the new grading practices you are trying and why, or will you conceal that information from them? How might they benefit if you explain not just what you're trying, but why? If, as we've seen, lifting the veil and being transparent in grading can empower students and build intrinsic motivation, could we apply that transparency to our own journey to improve grading?

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Chapter 14 Question to Consider: Will you let students know about the new grading practices you are trying and why, or will you conceal that information from them? How might they benefit if you explain not just what you're trying, but why? If, as we've seen, lifting the veil and being transparent in grading can empower students and build intrinsic motivation, could we apply that transparency to our own journey to improve grading?

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Chapter 14 Question to Consider: What would a partnership with students to make grading more equitable look like?

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Chapter 14 Question to Consider: What would a partnership with students to make grading more equitable look like?

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Chapter 14 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 14 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Epilogue Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Epilogue Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).