Peter | Principal Product Manager at Quill: If students are able to track their time spent, I can more easily ask them to complete a certain amount of time each week, versus a certain number of lessons. This allows for seamless differentiation across ability levels. I am currently having to track students' time spent, which is a time-consuming process, as most students want to know each day how close they are to the required minutes.

Peter | Principal Product Manager at Quill: It could be helpful for developing a growth mindset. Students who are struggling can reflect on the effort they're making.

Megan Price: Thanks, Megan! Would exposing the time spent per activity similar to what we do for teachers on the "Activity Summary" report be sufficient (see attached image)? Or would this be too cumbersome for students to access the data like this?

Peter | Principal Product Manager at Quill: I can't speak for Megan, but for me, allowing them to see a report similar to what we see on our dashboard with the total time would be ideal. I, too, have them complete for time rather than a number of lessons so that they can work at their own pace. If they're having to go back and add up each lesson's time it won't be a very streamlined process for them.

Megan Price: I agree with all of this.

Courtney Smith: could you please let me know the exact report you're referring to, if possible?

Peter | Principal Product Manager at Quill: This is a standard data point in assessing student performance. For example, if they fail and they spent too little time, we know that they clicked through and rushed, and we can have them retake it. In contrast, they failed and spend way longer than expected, we can determine that they are struggling academically. In parent conferences, we use this to troubleshoot and identify the area of concern as needed. We can also tell parents of children with processing difficulties (eg - students on the spectrum) that they should only spend X amount of time practicing per night to avoid exhaustion points. It lets us understand where the rigor level is for individual students versus at the class level, and lets us adapt our instruction accordingly. We can also use it as a Do Now (class starter) and say: "Spend five minutes working on grammar" and give credit for time completion, holding them accountable for on task class time and allowing teachers to grade based on completion rather than a set amount of questions, which allows for differentiation in the sense that processing speeds, rigor, etc do not interfere with earning full credit.

Courtney Smith: do you happen to mean this "Total time spent" value on the top right of the Activity Summary report? Thanks!

Courtney Smith: I agree with the above. I'd love it if students could see their own time spent each week rather than relying on me to share this information with them when they haven't met my time expectations.

Peter | Principal Product Manager at Quill: It's the activity summary report.

Peter | Principal Product Manager at Quill: Yes--and the adjustable component that allows them to sort by date.

Peter | Principal Product Manager at Quill: Yes! As long as they can set it for a certain span of days so they can see their cumulative minutes for the selected date range.