Flint

The students getting that feedback and then immediately getting a grade, even if they know that grade isn't necessarily the end all be all, they immediately chase wanting to improve it. I think that that, for something like writing, has never ever been possible with this kind of speed.

part you mentioned because sometimes students feel like they are just told what to do rather than being a part of the change.Yeah. They're in the driver's seat as learners right now with so many tools and resources at their fingertips. But, all students benefit from being taught to use tools effectively. Consider CliffNotes. As a neurodivergent learner, with ADHD and dyslexia, I often used CliffNotes as a shortcut when I was overwhelmed, especially if I was not invested in the novel or the class. CliffNotes were taboo, and using them was considered

An introduction of Philip VinogradovAn introduction of Philip VinogradovCould you start by introducing yourself, what your role is, and how long you've been at Merion Mercy?This is my fourth year at Merion Mercy as Director of Innovation, Teaching, and Learning. Recently, my title changed to Director of Innovation and Strategic Initiatives as more of my work is focused on unlocking opportunities and preparing our community for the future. The AI disruption is an example of how schools need to be prepared to rapidly innovate. The schools that are nimble and curious are going to thrive in the new landscape that's coming. It's important we do this in partnership with students and families, cultivating the uniquely human skills students need to thrive in a brave new ambiguous future. We can't respond by putting our heads in the sand, taking a wait-and-see approach, and then playing catch-up later. Wouldn’t we rather meet the moment in partnership with kids?My main job is to support teaching and learning by asking: What do teachers need to thrive, how can we support the student-teacher partnership, and how can we create opportunities while removing obstacles?I especially like the