Joe Feldman, an author and the founder of Crescendo Education Group, gave the keynote at MTC’s member school meeting in Fort Worth, Texas. He shared with member school participants—some new to MTC’s work, others who have been part of this work for some time—his work on equitable grading practices.
“We wanted our students to be proud of themselves, proud of their learning, and feel accomplished and equipped with the most important skills to be successful in college, career, and life,” said Bell. Read on for the story of how one district turned their students into active, engaged learners–and some strategies and tools that could help other schools, too.
We sat down recently with Julia Bamba, principal of Gibson Ek, a public high school in Washington State that is also an MTC member school and part of the MTC Prototype Working Group (PWG). Now in its third year, Julia shared with us the progress that Gibson Ek has made as a Big Picture “real world learning” school, and how Gibson Ek is benefiting from participating in MTC’s PWG.
“The difference with mastery learning is that you can apply learning and feedback to real life. We research, test, fail, then innovate and improvise. Other systems of learning don’t account for that,“ said Jacob Warman ‘20, during the student panel at MTC’s October Site Director meeting in New York City. “There is more to our learning than just getting a grade.”
Challenge Success “supports the work of the Mastery Transcript Consortium to promote an alternative transcript and rubrics that truly reflect student mastery and help to reduce student stress and overload without reducing rigor…”