Author: Tom Schimmer

Happiness Killer | Defining Success | Transcripts

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-3psui-ff31bf

In Don’t @ Me (2:16), Tom identifies the most efficient and effective happiness killer. Then (15:11) hear how the first 24 guests have answered the question, “What’s your definition of success?” Finally, in Assessment Corner (37:02), Tom describes why conversations about a new vision for university transcripts need to be thought through in terms of plausibility for the end-users; that visions that have no real plausibility of execution are counter-productive to bringing about meaningful change. 

 

 

 

Relentless Outrage | Matt Townsley | Leading Change in Assessment (2)

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-2ynda-fe6da8

In Don’t @ Me (1:24), Tom takes aim at the relentlessly outraged and details why we are all at risk of losing all perspective, resiliency, individuality, & common-sense. Then, Tom is joined by Dr. Matt Townsley (15:30) to discuss the implementation of standards-based grading at the Secondary level. Finally, in Assessment Corner (1:11:40), Tom (continuing from last week’s episode) uses Dr. John Kotter’s research to explore the important phases necessary to transform the assessment & grading culture of a school. 

 

 

 

Happy for Others | Peter DeWitt | Leading Change in Assessment

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-7ni5j-fdbbec

In Don’t @ Me (2:45), Tom examines the question of why it’s so hard for us to be happy for others. Then, Tom is joined by Dr. Peter DeWitt (17:38) to discuss what it means to be an instructional leader. Finally, in Assessment Corner (1:19:07), Tom uses Dr. John Kotter’s research to explore the important phases necessary to transform the assessment & grading culture of a school. 

 

 

Defending vs Defensive | Alexa Schmid | Normative Tendencies

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-2pbe6-fd05e7

In Don’t @ Me (3:51), Tom outlines the challenges we face when deciding whether someone is defending themselves or being defensive. Then, Tom is joined by Alexa Schmid (16:42), Middle School Principal at the International School of Kenya, to discuss the findings of her doctoral research on Justice, Equity, and Cultural Competence in International Education. Finally, in Assessment Corner (1:12:35), Tom explores the inadvertent influence our lingering normative tendencies can have on the implementation of standards-based grading practices. 

 

 

Introspection Illusion | Natalie Conway | Consumable Report Cards?

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-c93wr-fc47ec

In Don’t @ Me (2:13), Tom highlights the psychological phenomenon of “introspection illusion” (via Dr. Emily Pronin) and talks about its impact on both our disagreements with colleagues and on student self-reflection. Then, Tom is joined by Natalie Conway (13:19) to discuss online learning and what it takes to create a truly rich experience for online learners. Finally, in Assessment Corner (1:04:00), Tom explores the oft-overlooked aspect of report card reform; is the new report card consumable to parents and families?

 

 

BONUS: Standardized Testing with Tom Guskey

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-7q6pt-fbe89a

In this bonus episode, Tom is joined by Tom Guskey to discuss the recent decision by the Biden Administration to mandate that standardized tests proceed this spring. The conversation focuses on this acute decision and standardized tests in general.

 

 

Defending EduSpeak | Trevor MacKenzie | Self-Reflection

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-mv4i9-fb8256

In Don’t @ Me (2:05) Tom takes aim at those who (wrongly) use the terms like “EduSpeak” or “Buzzword” to refer to important, research-validated processes. Then, Tom is joined by Trevor MacKenzie (10:02) to discuss inquiry-based learning and how to bring more student agency to the classroom. Finally, in Assessment Corner (1:10:03), Tom explores the 4 directions and the 2 dimensions of student self-reflection.

 

 

Allure of Labels | Starr Sackstein | Multiple-Choice

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-3s32n-fad5f5

In Don’t @ Me (1:34) Tom shares his thoughts on why (now more than ever) people use labels to undercut the credibility of those with whom they disagree. Then, Tom is joined by Starr Sackstein (10:48) to discuss her assessment journey and her quest to go “gradeless.” Finally, in Assessment Corner (1:05:24), Tom explores when multiple-choice is an appropriate assessment method and how to develop a quality multiple-choice item.

 

Experience for Nuance | Jay McTighe | Assessing Creativity

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-2bb2b-fa2284

In Don’t @ Me (6:18) Tom examines the strange relationship some educators have with research and suggests that our experience be used to add the nuances of implementation. Then, Tom is joined by Jay McTighe (15:15) to discuss “Designing Authentic Performance Tasks and Projects.” Finally, in Assessment Corner (1:20:30), Tom explores how teachers can assess creativity without stifling creativity and how to develop criteria to assess the creative process.

 

Learning Loss Illusion | Shauna Brown | Net-Zero Grading Reform

Tom Schimmer Uncategorized

https://www.podbean.com/media/share/pb-hwhk8-f95daf

In Don’t @ Me (2:50) Tom explains why he’s done talking about the “COVID learning loss” and why rich, engaging opportunities now are all students need going forward; that “catching-up” is a manufactured narrative. Then Tom is joined by Shauna Brown (11:48) who is an Instructional Leader, Consultant, Educator, and Entrepreneur; the discussion centers on racial equity in schools and society, as well as the vision behind her brand “Teach For the Culture.” Finally, in Assessment Corner (1:01:31), Tom highlights why any move to sound grading practices or standard-based grading must be a net-zero change proposition; that doing more of one thing should lead to doing less of something else.