I love that this article gave actionable advise to mitigate bias while assessing student work.

I remember this tip for Dr. Vr's class. I know some teachers provide students' work with a number rather than a name to avoid bias while grading.

Interesting! I will have to sort my data like so in the future.

I love giving my students choice! For their upcoming projects on Murakami, students can choose to create a blog, live presentation, video presentation, podcast, essay, or something else (if they have another idea)!

This reminds me of something from Dr. VR's assessment class: "multiple measures." It is important to provide a variety of assessments in different formats in order to better understand the students' knowledge and skills. One assessment cannot and should not determine an entire evaluation of a student.

Love this! I try to teach my students to set intentions when revising their own work. It totally makes sense for us teachers to set intentions as well!

Growth mindset> deficit mindset. All students deserve equal opportunity in my classroom regardless of their home life, previous educational experiences, or identifies.

This is so interesting to me! I never considered how my environment could impact my bias while grading.

Yes! I am committed to incorporating more diverse identities in my teaching beyond what the school/curriculum requires me to teach.

I just attended a PD on implicit bias yesterday! Making our invisible/unconscious biases visible/conscious helps us practice intentional, equitable teaching.

Yes! And, continue to ask these questions throughout the year.

Understanding the identities of our students is essential to create student-centered instruction and assessment.

I have not considered culture and identity when analyzing data. I think this is important for me to do moving forward, especially as I teach more diverse students.

I'm excited to learn how to improve equitable outcomes. When I analyzed my work for edTPA, I evaluated how students with IEPs and 504s scored in comparison to students without such accommodations. I was happy to see that these students scored above the class average. This indicated to me that my accommodations and supports were effective in ensuring the success of all of my students.

I wonder if collaborative analyzing and grading practices would ensure more equity and fairness. I also think that analyzing student work in a group setting would help educators identify potential patterns of misunderstanding or opportunities for growth amongst small groups and the whole class.

I recently collaborated with my CT to evaluate my own grading practices as I evaluated student work. I assessed and graded student literary analysis essays on the IB rubric. Then, my teacher checked my scoring and comments on students' work. I think this practice helped us both better understand the rubric.

I wonder why this piece of writing was contentious at the school, but agreed upon amongst the sample of educators in this exercise. The fact that they all agreed is surprising to me. I wonder why this is so.

I think this is a cool assignment! I like how students were able to select their own author to read and analyze in the context of the historical and cultural times in which they were writing. This assignment reminds me of the EQ I am having my students think about now as we read through a variety of works by the same author, Haruki Murakami: How does reading multiple works by the same author impact our reading and understanding of their work and purpose?

Interesting! I would imagine that each scorer evaluated the work very differently..

The chat is such a wonderful, concrete artifact for students and myself I can use the chat as an artifact to evaluate students' learning and understanding. On the other hand, students can use this artifact to reference their own or another's ideas.

I imagine this could be done well through Padlet or Jamboard...

Yes! Some of my remote learners have shown their engagement through the chat function alone. It has been a great way for me to validate their presence and participation.

Yes! I think students like to respond to something, rather than just sharing their thoughts independently. I'm trying to foster organic conversation between students in our chat on Monday. If it is not going well, I will make sure to prepare some prompts to put in the chat to promote their participation.

I try and do this, too! It's a good reminder that reading the chat aloud validates the student's response or thought.

I agree with rituals and routines! Students thrive in environments where clear expectations are set for and of them. I'm hoping to create this through our class Discord for my next unit.

I find that so many of my students prefer to chat me/the class rather than to speak out loud. It is a great alternative to offer to verbal participation.

I cannot wait for in person teaching!

I like the sound of this! I think the upvote feature on Slido would especially be great at demonstrating if many people had the same question. I will have to incorporate this ASAP.

I don't know if this would be as helpful for my content area.

I had a feeling it was like it!

I never heard of this! It reminds me of Jamboard...

I have not tried to use this tool with my students yet. It could be a great way for them to verbally explain written work on their screen.

I haven't used Prezi since high school! I will definitely have to check it out again.

Pear Deck has been my lifesaver to increase engagement. I created Pear Deck presentations to use during in class reading. I would pause after a section of reading in order to pose a comprehension or discussion question. I found giving students the chance to write down their answers first through Pear Deck gave them more confidence to share out loud with the class.

I have had such great success with EdPuzzle. The best part, my students said they enjoy it, too!

I always associate Flipgrid with students. I thin this would be a great verbal and personal way to provide feedback.

I remember using this in Dr. Owen's class this summer! I believe one instructor also shared this tool with us during the first tech module. I remember her saying it simulates a socratic seminar. I am excited to look back at Paraly and think about how I can integrate this tool in my class.

This would be so helpful, since we are in a hybrid model. It is sometimes hard to monitor students' progress at home. With this feature, I can ensure that all of my students are on the right track.

Yes! Often students misconceive annotation as a final thought about a text when really it is just the beginning. Posing a question (whether close or open-ended) allows students to consider what they wonder about a text. Foregrounding these curiosities in instruction is invaluable.

Posing questions for students to respond to as they read provides a structure to their learning. They are encouraged to pause on the important/essential/significant moments in a text and consider what they mean. This can provide structure to above grade-level or challenging works, as the questions will support students comprehension of the most salient information or ideas.

Yes, annotation (when done effectively) provides opportunities for critical thinking. They are not just seeing words on a page, but thinking about what they mean, how they mean.

It is important to model how to annotate in our discipline for students.

I am using EdPuzzle for the first time next week with my students!

How can we convince students that annotation is not a superfluous practice?

Social digital annotation is a great way to differentiate instruction for learners who are more hesitant to communicate verbally or to participate in full class discussions.