Meet Our Guest
AARON BLACKWELDER is a high school English teacher and golf coach at Woodland Public Schools in Woodland, Washington, a rapidly growing community about 35 miles north of Portland, OR. The school has about 700 students and Aaron has been teaching freshman and senior English there for about 13 years.
Disillusioned by Traditional Assessment and Curriculum
Aaron describes the professional journey that led from disillusionment with traditional grading practices and instruction to a thoughtful exploration and eventual embrace of gradeless practices. It’s been an evolution, he says.
Fundamentally, he’s trying to pour more energy into feedback and pay less attention to grades, because it’s the instructive nature of feedback that really helps kids learn. He’s been gradeless for about four years now, and he’s enjoying strong support from administrators and his department.
Gradeless assessment has also affected his course content, curriculum, and culture, and he’s leveraging project-based learning and problem-based learning to leverage his students’ own passions, interests, and needs around their learning activities.
He’s also become passionate about helping students become agents of change, creating world-changing products for authentic audiences. His seniors are tackling real-life problems, and it’s been exciting to see their work unfold and skills develop in the process.
Aaron loves the process of tailoring feedback to the learning and needs of each student – that’s another important feature of the gradeless paradigm. Are we preparing students for the test on Friday, or are we preparing them for challenges beyond school?
Answering the Critics
To high school teachers in the maths and sciences who say that gradeless practices can’t be applied to their specialized courses, Aaron points to the abundance of high-level project plans and resources available for exactly those subject areas.
For schools and educators who look at gradeless practices with skepticism, Aaron makes a strong case. Schools and educators don’t like being placed on a scale of assessment, he observes, and the same is true of students.
Scores tend to label and encourage fixed mindsets (“I suck at Math,” etc.), while feedback tends to inform and direct next steps for growth. Scores also reinforce a fear of judgment, which crushes creativity and risk-taking.
The Work of TG2
TG2 (Teachers Going Gradeless) promotes the idea that teaching and learning are better without grades, and from the outset, Aaron wanted to put the focus on teachers. Coming from that perspective, it only made sense to open the TG2 site to educators and contributors from all over the world, and as a result the blog features a rich diversity of voices.
Digging Deeper Into Aaron’s Reporting Practices
Aaron explains how his reporting practices and system translate into student report cards (he was actually busy filling them out at the time of this interview). Just about all of his students earn a ‘P’ for passing, and he writes lengthy narrative comments about the strengths and weaknesses demonstrated by each student throughout the term.
His philosophy is that if he expects high quality writing from his students, the least they can expect from him is the same quality of writing in their feedback. At the end of the course, he also conferences with students to determine their letter grade, but generally speaking, he accepts whatever students suggest as their grade. After all, grades aren’t really the point!
Once again, it’s really the feedback that will inform and motivate further growth – not the grade.
Aaron’s chief passion is his family. His wife is an amazing source of support and inspiration, and he relies on her heavily. He also has two boys with autism, and he takes pleasure in his ongoing learning from and contributions to the local autism community.
Favorite Productivity Tool
Google Forms has been an incredible resource for Aaron as he completes report cards, solicits self-evaluations and progress reports from students, and communicates with parents. He also recommends an Add-on called Forms Publisher, which allows him to do even more with Forms.
Voices & Resources That Inspire Aaron’s Professional Practice
Aaron’s got two book picks to share. The first is Chasing the Scream: The First and Last Days of the War on Drugs by Johann Hari. The second is Evicted: Poverty and Profit in the American City by Matthew Desmond. Each title is mind-blowing in its own right, Aaron says, and will enlarge your understanding of issues that we hear about often.
On Netflix, Aaron has been enjoying Abducted in Plain Sight. He’s not sure if he was more entertained or enraged while watching, but it’s a series that is sure to engage.
We sign off on this conversation, and Aaron reminds us of the best places to connect with him and his work at Teachers Going Gradeless. See below for details and links!
See more from Aaron:
- On Twitter: @AaronSBlackwel1 & @TG2Chat
- On his blog: mrblackwelder.wordpress.com
- On the TG2 blog: https://teachersgoinggradeless.com/
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Follow the Teachers on Fire podcast on social media.
- On Twitter: @TeachersOnFire
- On Instagram: @TeachersOnFire
- On Facebook: Teachers on Fire
- On LinkedIn: Tim Cavey
- On YouTube: Teachers on Fire
Song Track Credits
- Intro: Stand Up (by Mike Cosmo — license purchased at https://taketones.com/)
- Outtro: Bluntedsesh4 (by Tha Silent Partner, courtesy of FreeMusicArchive.org)
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