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Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn't actually represent learning.

Practice assignments and homework can be assessed, but they shouldn't be graded.

Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Students are often "coming to know" rather than truly knowing.

we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."

Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.

We've all been in a situation where grading piles up, and so we put the class on a task to make time for grading.

Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don't create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.

retakes

extra credit

enter the best score

behavioral things

group work

0-100 scale

“zero”

0-4 scale,

Our schedule is a function of what we’re trying to create

It’s sloppy, but hell, life is sloppy

They started with ninth grade

Changing is hard and when people get tired they will want to return to the status quo.

many schools start a school transformation project with energy and vigor, but when leaders run into outside pressures from the district or can’t pick their way through the complex system they run out of momentum.

That’s why it’s important not to toss away good teaching practices just because they’ve been around for years.

He doesn’t want it to become orderly because that’s not the natural state of human systems.

Individual success stories of students are what help keep him going.

encourages students to reflect on the connection between the effort they have made and the quality of their work

asks them to choose three examples that help them tell their parents a deeper story: one that shows they have recognized both a personal strength and an area in which they are struggling

education that is student-initiated, interdisciplinary and co-planned by students and teachers together

“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.

It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.

Even the youngest children are quite capable of entertaining, even educating, themselves.

encourage complex imaginative play by offering simple props and play ideas, but then withdraw so the children can plan their own scenarios and act them out.

your child is spending precious time at the activity that children need most and love best: playing independently and imaginatively

AltSchool is almost certain to provoke a backlash from parents and privacy advocates who see in its plans the potential for an Orwellian surveillance nightmare, as well as potentially unethical experimentation on children.

The term "big data" is generally used to describe data sets so large they must be analyzed by computers. Usually, the purpose is to find patterns and connections relating to human behavior and how complex systems function.

Analytics generally refers to the process of collecting such data, conducting those analyses, generating corresponding insights, and using that new information to make (what proponents hope will be) smarter decisions.

replacing the top-down, slow-moving bureaucratic structures that currently shape public education with a "networked model" in which students, teachers, and schools are connected directly by information and thus capable of learning and adapting more quickly.

'Montessori 2.0': a kind of supercharged version of the progressive, project-based learning often found in elite private schools and privileged enclaves within traditional school systems.

The campus also offers microcredentialing, a system that allows teachers to pitch ideas and a plan of action for their own professional development.

When completed, they get a salary bump.