Claire Hay

Photo of 16 colourful decorated fabric squares. Images show student learning in an environmental issues course.

As I wrap up my summer course, here are my takeaways: 1. Relationships matter. 2. Learning is individual. 3. Trust students. 4. Decentre grades. 5. Do better for international students. 6. Find joy in your teaching.

Questioning every decision I made in my course design: active learning, collaborative grading, flexible assessment design. But also acknowledging that students can choose to engage (or not) and are responsible for the learning. The tension I feel is heavy.

Photo of yoga mat with blue meditation pillow. 2 purple blocks and my feet.

Saturday morning yoga vibes

Excellent choice of beverage! Enjoy Edinburgh!

I’m back in the classroom exploring, co-creating, and listening to students. Talking about environmental science while encouraging critical thinking, curiosity, and ownership of learning. Learning on and about the land. All with collaborative grading. Grateful. #ungrading

Reflecting on the last 2 weeks. So many inspiring conversations around assessment, equity, learning, moving forward, kindness, and embracing Indigenous knowledges in my practice. Thanks to all for sharing your gifts.

A huge thanks to @cjdenial.bsky.social for an inspiring keynote and workshop at Taylor Institute at UCalgary on A Pedagogy of Kindness and centering kindness in assessments

2025 Conference on Postsecondary Learning and Teaching April 28-30, 2025

Thrilled to be a presenter at the 2025 Conference on Postsecondary Learning & Teaching at U Calgary from April 28-30! Join me for stories of student experiences with collaborative grading and other sessions on Reassessing Assessment in Postsecondary Education. taylorinstitute.ucalgary.ca/conference

Designing assessments that honor learning not grades for an intro course requires careful scaffolding, practice self-assessment activities, & a commitment to equity, wellness & kindness #ungrading

The quick answer is ‘no’. Despite what we may think, grading is subjective across students, courses, disciplines, institutions. Alternative grading models centre learning and process as well as feedback for growth.

Safe travels and welcome home 🇨🇦

Happy to see you here!

Glad to see you here!

Reviewing reflections of teaching philosophy statements from new faculty colleagues today. Inspired by thoughts about values, inspirations, & pedagogical approaches that centre equity, decolonial principles and engagement. #gratitude

Watch this beautiful and inspiring conversation. A powerful message.

I was lucky to listen live last night. An inspiring conversation with much to reflect on.

@thetattooedprof.bsky.social Reflecting on your keynote for us at UFV last May. I was talking about hope in our classrooms with new faculty yesterday and the importance of actioning hope together with joy. It was a pleasure to listen to you live.

Spent a session with new faculty yesterday talking about teaching mindset, our teaching values, and how we share those. The topic of fun, joy and learning came up. We decided they are a key piece of our teaching identity. “Happy students are found in the classrooms of happy and joyful teachers”.

Looking forward to joining you and 76 other online friends.

Looking forward to this book club.

I had my final conversations this week as well. They talked about transformative learning, excellence, support, kindness, shared learning. All in an #ungrading learning space. Your students seem to have experienced the same. Kudos.

Tonight I wrapped up final student #ungrading conversations. We reflected on mutual learning, what worked & didn’t, what they learned about themselves as students, geographers, learners. They exceeded expectations; mine & theirs. Learning happened…no instructor grades needed!

I so agree. I have students reflect on each assignment thinking through a series of process & product q’s. The depth, authenticity, and care shown amazes me every time. #ungrading works

A1. Explain ‘why’. Share resources and engage with them to build understanding. Allow anonymous questions frequently. #ungradingchat

A3. Some think it’s a trick. Having past students come in to talk about their experiences has helped. And providing lots of time for q’s and lots of opportunities to practice #ungrading. #ungradingchat

A3. I centre the conversation around their own goals & what they want to achieve. Providing places for students to have input in course decisions has helped. But I found students have worked differently but effectively in my ungraded classrooms. #ungradingchat

Yes all of these as well. @josheyler.bsky.social has given me more ways to talk about what I do. The others I noted got me into ungrading. Now I can’t get out!

#ungradingchat A1. When grading was the only part of my teaching that did not centre the student voice in their own learning. Ungrading completed the circle of reciprocity in learning, by empowering students to engage completely in their learning journey.

#ungradingchat A2. Self-assessment of some assignments eased me in, along with a shift to co-constructed learning. Recognizing that there were ways to shift the power dynamic was a big step forward.

A4. @susandblum.bsky.social book ‘Ungrading’, and blog posts from @jessifer.bsky.social and @roberttalbert.bsky.social