In Don't @ Me (1:58) Tom explores the psychological motives behind why some people believe strongly in conspiracy theories and potentially how to support those who realize the theories were wrong. Then, in the interview (14:08), Tom is joined by author, speaker, and consultant Katie Novak to discuss the impact of Universal Design for Learning. Finally, in Assessment Corner (1:09:36), Tom, in part 2 of his exploration of atypical assessment formats, highlights how teachers can engineer effective collaborative conversations in their classrooms; he also thinks aloud as to how story-telling can be more embedded into a culturally responsive assessment system.
Elevate Your Moments | Ashley Aoki | Assessment Pressure
BONUS: Assessment, Change, & Mindset through Story (w/ Natalie Vardabasso)
Why Not Me? | Jon Orr | Implementation Errors
Allow the Negative | Alex Kajitani | Assessment Dilemma
Act Toward | Discipline as Noun | Judge Holistically
Act as If | Relationships through Learning | Levels to %
Spot Upfront | Cale Birk | Know Your Purpose
Biology of Belief | Nikta Afonso | Time to Pushback
Mindset Minute | Julie Schmidt Hasson | Now is the Time
BONUS: New BC Reporting Order
Reset on Failure | Dylan Wiliam (Pt. 2) | Fake Grading War
Exceptions Prove the Rule | Dylan Wiliam | Cumulative Effect
Can vs Should | Shaunak Roy | Redefining Student Accountability (2)
Less is More | Eric Sheninger | Redefining Student Accountability
Thank you! | Ron Ritchhart | Idea Cults in Assessment
ChatGPT in Education | Jessica Vance | ChatGPT & Assessment
Last Thing You Said | Shelley Moore | Portfolios
Impact Update | Rob Dunlop | Overrater Explains
Cost of NOT Changing | Tim Stephenson | Next Generation Assessment
One Word Failure | Jan Chappuis | Anything but Arbitrary
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